{"response":{"docs":[{"id":"bcas_bcmss0837_160","title":"Enrollment, LRSD, NLRSD and PCSSD, gender and racial count, school capacity, and transfers","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"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["2006-10-01"],"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":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","School integration","Little Rock School District","School districts--Arkansas--North Little Rock","School districts--Arkansas--Pulaski County"],"dcterms_title":["Enrollment, LRSD, NLRSD and PCSSD, gender and racial count, school capacity, and transfers"],"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/160"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nr ~~-o7 ~ ~ -d ---7LA~h/:S ~~j- Hcd ~~v 7\u0026lt;4~~fl Ho,n r\u0026lt;~~o ~,.(/'.a ~/\u0026gt;? .LR~u d\n. ao 7\u0026lt;'~D _:505.5 7.0 M TOM STUDENTQ UARTERLYA TTENDANCRE EPORT FY 2006/07 (FOR CALCULATINGA DT, ADA, AND ADMO F M TOM SCHOOLS TUDENTSI N GRADESK -12) LEA: 6002000 COUNTY: NON-RESIDENT STUDENTS RECEIVED TO (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL 1 DAYS IN QTR 44 44 44 DISTRICT: 2 DAYS PRESENT TRANSPORTED 0.00 0.00 0.00 3 DAYS PRESENT NON-TRANSPORTED 85.20 0.00 21452. 85 4 DAYS ABSENT 2.80 0.00 791.15 QUARTERN O. 1 5 ADT 2/1 0.00 0.00 0.00 6 ADA 2+3/1 1. 94 0.00 487.58 7 ADM 2+3+4/1 2.00 0.00 505.55 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 489.52 507.55 STUDENTSE LIGIBLE TO BE COUNTEDA S TRANSPORTEDIN CLUDER ESIDENT STUDENTSR ESIDING TWOR OUTEM ILES OR MOREF ROMT HEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 1 M TOM STUDENTQ UARTERLYA TTENDANCREE PORT FY 2006/07 (FOR CALCULATINGA DT, ADA, AND ADMO F M TOM SCHOOLS TUDENTSI N GRADESK -12) LEA: 6002050 COUNTY:P ULASKI DISTRICT: N. LITTLE ROCK SCHOOL: AMBOYE LEMENTARQ UARTERN O. 1 NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL 1 DAYS 2 DAYS 3 DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 0.00 0.00 0.00 4 DAYS ABSENT 0.00 0.00 0.00 5 ADT 2/1 0.00 0.00 0.00 6 ADA 2+3/1 0.00 0.00 0.00 7 ADM 2+3+4/1 0.00 0.00 0.00 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 0.00 0.00 STUDENTSE LIGIBLE TO BE COUNTEDA S TRANSPORTEDIN CLUDER ESIDENT STUDENTSR ESIDING TWOR OUTEM ILES OR MOREF ROMT HEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: l M TOM STUDENT QUARTERLY ATTENDANCE REPORT FY 2006/07 (FOR CALCULATING ADT, ADA, AND ADM OF M TOM SCHOOL STUDENTS IN GRADES K-12) LEA: 6002053 COUNTY: PULASKI DISTRICT: N. LITTLE ROCK SCHOOL: BELWOOD ELEMENT QUARTER NO. 1 NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL 1 2 3 DAYS DAYS DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 0.00 0.00 0.00 4 DAYS ABSENT 0.00 0.00 0.00 5 ADT 2/1 0.00 0.00 0.00 6 7 ADA ADM 2+3/1 2+3+4/1 0.00 0.00 0.00 0.00 0.00 0.00 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 0.00 0.00 STUDENTS ELIGIBLE TO BE COUNTED AS TRANSPORTED INCLUDE RESIDENT STUDENTS RESIDING TWO ROUTE MILES OR MORE FROM THEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 2 M TOM STUDENT QUARTERLY ATTENDANCE REPORT FY 2006/07 (FOR CALCULATING ADT, ADA, AND ADM OF M TOM SCHOOL STUDENTS IN GRADES K-12) LEA: 6002054 COUNTY: PULASKI DISTRICT: N. LITTLE ROCK SCHOOL: BOONE PARK ELEM QUARTER NO. 1 NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL 1 DAYS 2 DAYS 3 DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 0.00 0.00 0.00 4 DAYS ABSENT 0.00 0.00 o.oo 5 ADT 2/1 0.00 0.00 0.00 6 ADA 2+3/1 o.oo 0.00 0.00 7 ADM 2+3+4/1 0.00 0.00 0.00 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 0.00 0.00 STUDENTS ELIGIBLE TO BE COUNTED AS TRANSPORTED INCLUDE RESIDENT STUDENTS RESIDING TWO ROUTE MILES OR MORE FROM THEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 3 M TOM STUDENT QUARTERLY ATTENDANCE REPORT FY 2006/07 (FOR CALCULATING ADT, ADA, AND ADM OF M TOM SCHOOL STUDENTS IN GRADES K-12) LEA: 6002055 COUNTY: PULASKI DISTRICT: N. LITTLE ROCK SCHOOL: CRESTWOOD ELEME QUARTER NO. 1 NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL 1 2 3 DAYS DAYS DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 o.oo 0.00 0.00 DAYS ABSENT 0.00 0.00 0.00 5 ADT 2/1 0.00 0.00 0.00 6 ADA 2+3/1 0.00 0.00 0.00 7 ADM 2+3+4/1 0.00 0.00 0.00 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 0.00 0.00 STUDENTS ELIGIBLE TO BE COUNTED AS TRANSPORTED INCLUDE RESIDENT STUDENTS RESIDING TWO ROUTE MILES OR MORE FROM THEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 4 M TOM STUDENT QUARTERLY ATTENDANCE REPORT FY 2006/07 (FOR CALCULATING ADT, ADA, AND ADM OF M TOM SCHOOL STUDENTS IN GRADES K-12) LEA: 6002056 COUNTY: PULASKI NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL DISTRICT: N. LITTLE ROCK SCHOOL: GLENVIEW ELEMEN 1 2 3 4 5 DAYS DAYS DAYS PRESENT IN PRESENT NON- DAYS ADT QTR TRANSPORTED TRANSPORTED ABSENT 2/1 44 44 44 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 QUARTER NO. 6 ADA 2+3/1 0.00 0.00 0.00 1 7 ADM 2+3+4/1 0.00 0.00 0.00 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 0.00 0.00 STUDENTS ELIGIBLE TO BE COUNTED AS TRANSPORTED INCLUDE RESIDENT STUDENTS RESIDING TWO ROUTE MILES OR HORE FROM THEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 5 M TOM STUDENTQ UARTERLYA TTENDANCREE PORT FY 2006/07 (FOR CALCULATINGA DT, ADA, AND ADMO F M TOM SCHOOLS TUDENTSI N GRADESK -12) LEA: 6002057 COUNTY: PULASKI NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL DISTRICT: N. LITTLE ROCK SCHOOL: INDIAN HILLS EL QUARTERN O. 1 1 DAYS 2 DAYS 3 DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 0.00 0.00 0.00 4 DAYS ABSENT 0.00 0.00 0.00 5 ADT 2/1 0.00 0.00 0.00 6 ADA 2+3/1 0.00 0.00 0.00 7 ADM 2+3+4/1 0.00 0.00 0.00 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 0.00 0.00 STUDENTSE LIGIBLE TO BE COUNTEDA S TRANSPORTEDIN CLUDER ESIDENT STUDENTSR ESIDING TWOR OUTEM ILES OR MOREF ROMT HEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 6 M TOM STUDENT QUARTERLY ATTENDANCE REPORT FY 2006/07 (FOR CALCULATING ADT, ADA, AND ADM OF M TOM SCHOOL STUDENTS IN GRADES K-12) LEA: 6002058 COUNTY\nPULASKI DISTRICT: N. LITTLE ROCK SCHOOL: LAKEWOODE LEMEN QUARTERN O. 1 NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL 1 2 3 DAYS DAYS DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 o.oo 0.00 44.00 4 DAYS ABSENT 0.00 0.00 0.00 5 ADT 2/1 0.00 0.00 0.00 6 ADA 2+3/1 0.00 0.00 1.00 7 ADM 2+3+4/1 0.00 0.00 1.00 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 1.00 1.00 STUDENTS ELIGIBLE TO BE COUNTED AS TRANSPORTED INCLUDE RESIDENT STUDENTS RESIDING TWO ROUTE MILES OR MORE FROM THEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 7 M TOM STUDENTQ UARTERLYA TTENDANCREE PORT FY 2006/07 (FOR CALCULATINGA DT, ADA, AND ADMO F M TOM SCHOOLS TUDENTSI N GRADESK -12) LEA: 6002059 COUNTY:P ULASKI DISTRICT: N. LITTLE ROCK SCHOOL: POPLAR STREET M QUARTERN O. 1 NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL 1 DAYS 2 DAYS 3 DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 0.00 0.00 252.50 4 DAYS ABSENT 0.00 0.00 11.50 5 ADT 2/1 0.00 0.00 0.00 6 ADA 2+3/1 0.00 0.00 5.74 7 ADM 2+3+4/1 0.00 0.00 6.00 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 5.74 6.00 STUDENTSE LIGIBLE TO BE COUNTEDA S TRANSPORTEDIN CLUDER ESIDENT STUDENTSR ESIDING TWOR OUTEM ILES OR MOREF ROMT HEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 8 M TOM STUDENT QUARTERLY ATTENDANCE REPORT FY 2006/07 (FOR CALCULATING ADT, ADA, AND ADM OF M TOM SCHOOL STUDENTS IN GRADES K-12) LEA: 6002060 COUNTY: PULASKI NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL DISTRICT: N. LITTLE ROCK SCHOOL: LYNCH DRIVE ELE QUARTER NO. 1 1 2 3 DAYS DAYS DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 0.00 0.00 43.50 4 DAYS ABSENT 0.00 0.00 0.50 5 ADT 2/1 0.00 0.00 0.00 6 ADA 2+3/1 0.00 0.00 0.99 7 ADM 2+3+4/1 0.00 0.00 1.00 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 0.99 1.00 STUDENTS ELIGIBLE TO BE COUNTED AS TRANSPORTED INCLUDE RESIDENT STUDENTS RESIDING TWO ROUTE MILES OR MORE FROM THEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 9 M TOM STUDENTQ UARTERLYA TTENDANCREE PORT FY 2006/07 (FOR CALCULATINGA DT, ADA, AND ADMO F M TOM SCHOOLS TUDENTSI N GRADESK -12) LEA: 6002061 COUNTY:P OLASKI DISTRICT: N. LITTLE ROCK SCHOOL: MEADOWPA RK ELE QUARTERN O. 1 NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL 1 2 3 DAYS DAYS DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 0.00 0.00 0.00 4 DAYS ABSENT 0.00 0.00 0.00 5 ADT 2/1 0.00 0.00 0.00 6 ADA 2+3/1 0.00 0.00 0.00 7 ADM 2+3+4/1 0.00 0.00 0.00 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 0.00 0.00 STUDENTSE LIGIBLE TO BE COUNTEDA S TRANSPORTEDIN CLUDER ESIDENT STUDENTSR ESIDING TWOR OUTEM ILES OR MOREF ROMT HEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 10 M TOM STUDENT QUARTERLY ATTENDANCE REPORT FY 2006/07 (FOR CALCULATING ADT, ADA, AND ADM OF M TOM SCHOOL STUDENTS IN GRADES K-12) LEA: 6002063 COUNTY: PULASKI DISTRICT: N. LITTLE ROCK SCHOOL: NO. HEIGHTS ELE QUARTER NO. 1 NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL 1 2 3 DAYS DAYS DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 0.00 0.00 0.00 4 DAYS ABSENT 0.00 0.00 0.00 5 ADT 2/1 0.00 0.00 0.00 6 ADA 2+3/1 0.00 0.00 0.00 7 ADM 2+3+4/1 0.00 0.00 0.00 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 0.00 0.00 STUDENTS ELIGIBLE TO BE COUNTED AS TRANSPORTED INCLUDE RESIDENT STUDENTS RESIDING TWO ROUTE MILES OR MORE FROM THEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 11 M TOM STUDENT QUARTERLY ATTENDANCE REPORT FY 2006/07 (FOR CALCULATING ADT, ADA, AND ADM OF M TOM SCHOOL STUDENTS IN GRADES K-12) LEA: 6002064 COUNTY: PULASKI DISTRICT: N. LITTLE ROCK SCHOOL: PARK HILL ELEME QUARTER NO. 1 NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL 1 2 3 DAYS DAYS DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 0.00 0.00 87.00 4 DAYS ABSENT o.oo 0.00 1.00 5 ADT 2/1 0.00 0.00 0.00 6 ADA 2+3/1 0.00 0.00 1.98 7 ADM 2+3+4/1 0.00 0.00 2.00 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 1.98 2.00 STUDENTS ELIGIBLE TO BE COUNTED AS TRANSPORTED INCLUDE RESIDENT STUDENTS RESIDING TWO ROUTE MILES OR MORE FROM THEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 12 M TOM STUDENT QUARTERLY ATTENDANCE REPORT FY 2006/07 (FOR CALCULATING ADT, ADA, AND ADM OF M TOM SCHOOL STUDENTS IN GRADES K-12) LEA: 6002065 COUNTY: PULASKI DISTRICT: N. LITTLE ROCK SCHOOL: PIKE VIEW ELEME QUARTER NO. 1 NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL 1 DAYS 2 DAYS 3 DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 0.00 0.00 512.50 4 DAYS ABSENT 0.00 0.00 15.50 5 ADT 2/1 0.00 0.00 0.00 6 ADA 2+3/1 0.00 0.00 11. 65 7 ADM 2+3+4/1 0.00 0.00 12.00 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 11.65 12.00 STUDENTS ELIGIBLE TO BE COUNTED AS TRANSPORTED INCLUDE RESIDENT STUDENTS RESIDING TWO ROUTE MILES OR MORE FROM THEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 13 , M TOM STUDENTQ UARTERLYA TTENDANCREE PORT FY 2006/07 (FOR CALCULATINGA DT, ADA, AND ADMO F M TOM SCHOOLS TUDENTSI N GRADESK -12) LEA: 6002067 COUNTY: PULASKI NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL DISTRICT: N. LITTLE ROCK SCHOOL: REDWOOPDR E-SCH QUARTERN O. 1 1 DAYS 2 DAYS 3 DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 0.00 0.00 0.00 4 DAYS ABSENT 0.00 0.00 0.00 5 ADT 2/1 0.00 0.00 0.00 6 ADA 2+3/1 0.00 0.00 0.00 7 ADM 2+3+4/1 0.00 0.00 0.00 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 0.00 0.00 STUDENTSE LIGIBLE TO BE COUNTEDA S TRANSPORTEDIN CLUDER ESIDENT STUDENTSR ESIDING TWOR OUTEM ILES OR MOREF ROMT HEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 14 .. M TOM STUDENT QUARTERLY ATTENDANCE REPORT FY 2006/07 (FOR CALCULATING ADT, ADA, AND ADM OF M TOM SCHOOL STUDENTS IN GRADES K-12) LEA: 6002069 COUNTY: PULASKI DISTRICT: N. LITTLE ROCK SCHOOL: SEVENTH STREET QUARTER NO. 1 NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL 1 2 3 DAYS DAYS DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 0.00 0.00 0.00 4 DAYS ABSENT 0.00 0.00 0.00 5 ADT 2/1 0.00 0.00 0.00 6 ADA 2+3/1 0.00 0.00 0.00 7 ADM 2+3+4/1 0.00 0.00 0.00 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 0.00 0.00 STUDENTS ELIGIBLE TO BE COUNTED AS TRANSPORTED INCLUDE RESIDENT STUDENTS RESIDING TWO ROUTE MILES OR MORE FROM THEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 15 M TOM STUDENTQ UARTERLYA TTENDANCRE EPORT FY 2006/07 (FOR CALCULATINGA DT, ADA, AND ADMO F M TOM SCHOOLS TUDENTSI N GRADESK -12) LEA: 6002070 COUNTY: PULASKI NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL DISTRICT: N. LITTLE ROCK SCHOOL: LAKEWOOMD IDDLE QUARTERN O. 1 1 DAYS 2 DAYS 3 DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 0.00 0.00 5098.50 4 DAYS ABSENT 0.00 0.00 181. so 5 ADT 2/1 0.00 0.00 0.00 6 ADA 2+3/1 0.00 0.00 115.88 7 ADM 2+3+4/1 0.00 0.00 120.00 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 115.88 120.00 STUDENTSE LIGIBLE TO BE COUNTEDA S TRANSPORTEDIN CLUDER ESIDENT STUDENTSR ESIDING TWOR OUTEM ILES OR MOREF ROMT HEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 16 M TOM STUDENT QUARTERLY ATTENDANCE REPORT FY 2006/07 (FOR CALCULATING ADT, ADA, AND ADM OF M TOM SCHOOL STUDENTS IN GRADES K-12) LEA: 6002075 COUNTY: PULASKI DISTRICT: N. LITTLE ROCK SCHOOL: NLR HIGH SCHOOL QUARTER NO. l NON-RESIDENT STUDENTS RECEIVED (BY M TO M TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL 1 2 3 DAYS DAYS DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 0.00 0.00 7404.25 4 DAYS ABSENT 0.00 0.00 239.75 5 ADT 2/1 o.oo 0.00 0.00 6 7 ADA ADM 2+3/1 2+3+4/1 0.00 0.00 168.28 0.00 0.00 173.73 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 168.28 173.73 STUDENTS ELIGIBLE TO BE COUNTED AS TRANSPORTED INCLUDE RESIDENT STUDENTS RESIDING TWO ROUTE MILES OR MORE FROM THEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 17 M TOM STUDENTQ UARTERLYA TTENDANCREE PORT FY 2006/07 (FOR CALCULATINGA DT, ADA, AND ADMO F M TOM SCHOOLS TUDENTSI N GRADESK -12) LEA: 6002076 COUNTY:P ULASKI DISTRICT: N. LITTLE ROCK SCHOOL: NLR HIGH SCHOOL QUARTERN O. 1 NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL 1 2 3 DAYS DAYS DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 85.20 0.00 8008.60 4 DAYS ABSENT 2.80 0.00 341.40 5 ADT 2/1 0.00 0.00 0.00 6 ADA 2+3/1 1. 94 0.00 182.01 7 ADM 2+3+4/1 2.00 0.00 189.77 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 183.95 191.77 STUDENTSE LIGIBLE TO BE COUNTEDA S TRANSPORTEDIN CLUDER ESIDENT STUDENTSR ESIDING TWOR OUTEM ILES OR MOREF ROMT HEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 18 M TOM STUDENT QUARTERLY ATTENDANCE REPORT FY 2006/07 (FOR CALCULATING ADT, ADA, AND ADM OF M TOM SCHOOL STUDENTS IN GRADES K-12) LEA: 6002077 COUNTY: PULASKI DISTRICT: N. LITTLE ROCK SCHOOL: ROSE CITY MIDDL QUARTER NO. 1 NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL 1 DAYS 2 DAYS 3 DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 0.00 0.00 2.00 4 DAYS ABSENT 0.00 0.00 0.00 5 ADT 2/1 0.00 0.00 0.00 6 ADA 2+3/1 0.00 0.00 0.05 7 ADM 2+3+4/1 0.00 0.00 0.05 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 0.05 0.05 STUDENTS ELIGIBLE TO BE COUNTED AS TRANSPORTED INCLUDE RESIDENT STUDENTS RESIDING TWO ROUTE MILES OR MORE FROM THEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 19 ... M TOM STUDENTQ UARTERLYA TTENDANCREE PORT FY 2006/07 (FOR CALCULATINGA DT, ADA, AND ADMO F M TOM SCHOOLS TUDENTSI N GRADESK -12) LEA: 6002702 COUNTY: PULASKI NON-RESIDENT STUDENTS RECEIVED (BY M TOM TRANSFER) 7701 LITTLE ROCK 7702 NORTH LITTLE ROCK 7703 PULASKI CO SPECIAL DISTRICT: N. LITTLE ROCK SCHOOL: RIDGEROADC HART QUARTERN O. 1 1 DAYS 2 DAYS 3 DAYS PRESENT IN PRESENT NON-QTR TRANSPORTED TRANSPORTED 44 44 44 0.00 0.00 0.00 0.00 0.00 0.00 4 DAYS ABSENT 0.00 0.00 0.00 5 ADT 2/1 0.00 0.00 0.00 6 ADA 2+3/1 0.00 0.00 0.00 7 ADM 2+3+4/1 0.00 0.00 0.00 TOTAL ADT, ADA, AND ADM OF M TOM RECEIVED: 0.00 0.00 0.00 STUDENTSE LIGIBLE TO BE COUNTEDA S TRANSPORTEDIN CLUDER ESIDENT STUDENTSR ESIDING TWOR OUTEM ILES OR MOREF ROMT HEIR RESPECTIVE ASSIGNED SCHOOLS PAGE: 20 ,STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2006 LRSD ENROLLMENT REPORT ) FINAL 001 - CENTRAL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 09 10 11 218 203 6 6 0 0 116 135 705 10 9 8 202 148 6 8 117 129 629 11 11 11 150 139 2 l S l 133 602 12 7 7 118 90 8 2 0 104 125 464 TOT AL FOR: CENTRAL 37 37 688 580 22 20 4 2 488 522 2,400 /, ?? /,,5?~ ,/ 0 ~i}/4 ---------- 002-HALL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 09 3 2 187 195 20 34 0 0 16 19 476 10 2 156 146 13 29 0 0 13 11 371 11 3 134 86 16 17 0 11 15 284 12 2 2 81 70 8 s 0 0 9 14 191 TOT AL FOR: HALL 8 8 558 497 57 85 0 49 59 1,322 ) /.,0:5:5 J~? /OY .Jr?c- 003 - MANN M/S GRADE AF AM BF BM HF HM NF NM WF WM TOTAL -------- 06 4 s 80 76 9 6 2 0 67 57 306 07 3 92 60 4 2 0 0 72 53 294 08 7 95 so 10 3 0 77 46 290 TOTAL FOR: MANN M/S 19 9 267 186 23 II 2 216 156 890 ~~3 C.6 d??'-:\nL .\n)/,A 005 - P ARKVIEW GRADE AF AM BF BM HF HM NF NM WF WM TOTAL -------- 09 2 91 62 7 11 0 0 72 49 299 IO 4 2 74 61 7 s 2 67 58 281 II 7 3 78 60 8 4 0 0 78 46 284 12 2 2 74 51 s 2 56 47 245 TOTAL FOR: PARKVIEW 18 9 317 234 27 25 3 3 273 200 1,109 5~/ ff'5 ~73 ::50\n:. ) ---- LRSD INFORMATJON SERVJCES DEPT Monday, October 23, 2006 Page I of 15 . STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2006 LRSD ENROLLMENT REPORT ) FINAL 006-BOOKER GRADE AF AM BF BM HF HM NF NM WF WM TOTAL ----- 01 0 0 21 38 0 2 0 27 23 112 02 0 0 26 27 2 0 33 17 107 03 0 0 25 25 4 0 0 0 22 16 92 04 0 0 26 35 2 2 0 0 32 19 116 05 2 27 33 4 2 0 0 21 23 I 13 K 0 0 25 22 3 0 20 20 92 TOTAL FOR: BOOKER 2 150 180 12 11 2 155 118 632 3i3 ~'7 _\nrJ8 ~/4 007 - DU BAR M/S GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 06 0 0 107 101 9 12 0 0 20 45 294 07 4 102 105 5 II 0 0 33 47 308 08 0 72 103 5 3 0 28 30 243 ) TOTAL FOR: DUNBAR M/S 5 281 309 19 26 0 81 122 845 -:9 c:9:\n)- ~8 7c,2 008 - FAIR GRADE AF AM BF BM HF HM NF NM WF WM TOTAL ~rV 08 0 0 0 0 0 0 0 0 0 I l)~t1f {., 09 0 0 156 164 10 8 0 0 II 13 362 ?/ t JO 0 2 139 138 4 4 0 0 JO 22 319 II 133 89 2 6 0 9 19 261 12 0 0 88 79 0 0 8 II 188 TOTAL FOR: FAIR 3 516 471 16 18 2 38 65 1,131 /r.:3 37/2 009 - FORST HTS M/S GRADE AF AM BF BM HF HM F NM WF WM TOTAL 06 0 2 103 82 4 3 22 20 238 07 3 0 89 84 4 7 0 0 13 17 217 08 0 105 94 3 8 2 0 23 26 262 TOT AL FOR: FORST HTS MIS 3 3 297 260 11 18 3 58 63 717 ..~... : _\n1/ /\n2/ 7Y4 LRSD INFORMATION SERVICES DEPT Monday, October 23, 2006 Page 2 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2006 LRSD ENROLLMENT REPORT ) FINAL 010 - PUL HTS MIS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL ---- ---- -- --- ---- --- 06 3 65 70 3 0 42 58 244 07 67 81 0 48 44 245 08 0 0 62 63 0 0 47 59 233 TOTAL FOR: PUL HTS MIS 2 4 194 214 3 4 2 137 161 722 -Of /(p 5(78' 9? 7,, 012 - MCCLELLA GRADE AF AM BF BM HF HM NF NM WF WM TOTAL ----- -------. 09 0 108 120 4 6 0 0 6 2 247 10 0 105 99 3 7 0 0 7 7 229 11 0 0 90 74 8 0 0 4 8 185 12 0 90 55 0 2 7 158 TOTAL FOR: MCCLELLA 2 393 348 16 14 2 0 19 24 819 ?..J// c#O -V.$3 ?c- 7,, ) 013 - HENDERSN M/S GRADE AF AM BF BM HF HM NF NM WF WM TOTAL ------ 06 113 97 9 9 0 0 6 9 245 07 3 115 125 15 9 0 19 17 305 08 3 111 94 12 0 0 19 9 257 TOTAL FOR: HENDERSN MIS 3 7 339 316 36 26 0 44 35 807 ~~5 73 79 21/rl 015 - CLOVR M/S GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 06 98 113 26 31 0 0 9 282 07 0 103 99 20 2'.\u0026gt; 0 0 2 6 256 08 0 0 95 85 23 23 0 4 233 TOTAL FOR: CLOVR MIS 2 296 297 69 79 0 7 19 771 a\"l:3 /~~ a? ?7/4 -- - ----------- 016- MABEL M/S GRADE AF AM BF BM HF HM NF NM WF WM TOTAL ------- ---------- .. 06 0 2 97 101 6 6 0 0 12 12 236 07 0 0 93 93 5 5 0 0 9 19 224 08 0 0 92 80 3 3 0 0 14 10 202 ) TOTAL FOR: MABEL MIS 0 2 282 274 14 14 0 0 35 41 662 ~.::sc\n:: .\n30 7~ g/\n: --------- ----------- ----------------- LRSD INFORMATION SERVICES DEPT Monday, October 23, 2006 Page 3 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2006 LRSD ENROLLMENT REPORT ) FINAL 017 - BALE GRADE AF AM BF BM HF UM NF NM WF WM TOTAL - --- --- --- ------- 01 0 34 16 2 2 0 0 4 60 02 0 0 26 27 2 0 0 3 60 03 0 18 23 4 2 0 0 3 0 51 04 0 22 19 3 2 0 0 2 50 05 0 0 22 25 2 4 0 0 3 0 56 K 2 0 27 24 2 0 0 4 61 p 0 9 17 2 2 0 6 39 TOTAL FOR: BALE s ISS ISi 16 IS 0 2 18 II 377 3_\n),A ~ ~'J 018- BRADY GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 2 29 23 0 3 0 0 2 2 61 02 0 33 28 2 0 0 4 70 ) 03 19 16 0 0 0 0 4 42 04 0 0 11 22 0 0 4 40 05 0 II 21 2 4 0 0 3 0 42 K 0 0 34 30 0 4 0 0 3 72 p 0 16 13 0 0 0 2 3 36 TOTAL FOR: BRADY 6 IS3 IS3 s 14 0 0 16 IS 363 g-y/'. .::3 dt:- ~ 020 - MCDERMOT GRADE AF AM BF BM HF IIM NF NM WF WM TOTAL 01 0 0 22 30 4 0 0 6 7 70 02 0 23 17 0 3 0 0 3 54 03 0 20 24 2 4 2 0 8 8 69 04 0 0 25 16 3 0 0 5 9 59 05 0 20 21 2 4 0 0 5 7 60 K 2 16 12 2 5 0 0 9 8 55 p 12 12 4 0 0 3 39 TOTAL FOR: MCDERMOT s 3 138 132 9 27 2 0 45 4S 406 .:::,(7C' ..,. . C-7% - LRSD INFORMATIO SERVICES DEPT Monday, October 23, 2006 Page 4 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2006 LRSD ENROLLMENT REPORT ) FINAL 021 -CARVER GRADE AF AM BF BM HF HM NF NM WF WM TOTAL ---- 01 0 2 18 27 4 2 0 9 15 78 02 3 26 21 0 0 0 0 21 19 91 03 2 17 32 2 0 0 12 19 86 04 0 26 24 2 0 17 18 90 05 2 3 19 31 5 0 0 II 21 93 K 2 21 19 0 0 18 16 79 p 0 9 2 2 0 0 0 2 3 19 TOTAL FOR: CARVER 9 10 136 156 12 9 2 90 111 536 ~?~ ..J/3\ni =-V0 022 - BASEL! E GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 22 16 5 8 0 0 55 02 0 0 18 22 4 6 0 0 52 03 2 0 14 20 6 5 0 0 3 52 04 0 0 20 13 6 2 0 0 0 3 44 05 0 0 17 13 4 0 0 39 K 0 0 12 13 2 10 0 0 39 p 0 12 14 4 7 0 0 0 39 TOTAL FOR: BASELINE 3 0 115 111 28 42 0 II 9 320 __,,., lo ft ii- ~o ? 023 - FAIR PRK GRADE AF AM BF BM HF HM NF NM WF WM TOTAL p 8 3 40 37 38 46 176 TOTAL FOR: FAIR PRK 8 3 40 37 38 46 176 7? ?f-\u0026gt;, #::: LRSD INFORMATION SERVICES DEPT Monday, October 23, 2006 Page 5 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2006 LRSD ENROLLMENT REPORT FINAL 024 - FORST PK GRADE AF AM BF BM HF HM NF NM WF WM TOTAL ------ ---- 01 3 2 0 0 0 0 24 35 66 02 0 6 0 0 30 30 70 03 2 0 8 2 0 0 0 26 30 69 04 0 2 5 6 0 0 0 23 21 58 05 0 0 4 6 2 0 0 17 16 46 K 0 0 6 4 0 0 0 0 31 21 62 p 2 0 0 0 0 16 18 39 TOTAL FOR: FORST PK 4 7 33 21 2 2 2 167 171 410 -5 1:J 33s\n~\n.., 025 - FRANKLIN GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 39 27 0 0 0 0 2 69 02 0 0 30 31 0 0 0 0 0 2 63 ) 03 0 0 36 13 0 0 0 0 0 50 04 0 0 24 30 0 0 0 0 0 55 05 0 0 29 27 0 0 0 0 2 59 K 0 0 31 40 0 0 0 0 3 75 p 0 0 25 27 0 0 0 3 0 56 TOTAL FOR: FRANKLIN 0 0 214 195 0 0 7 9 427 -f'c:7, ,\n..,, /\u0026amp; 9~?c 027 - GIBBS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 9 14 0 0 2 9 9 45 02 2 10 14 0 0 0 0 7 12 46 03 0 0 II 14 0 0 0 7 II 46 04 13 IO 0 0 0 8 IO 44 05 3 15 IO 0 2 0 0 7 II 49 K 4 0 12 8 2 0 0 5 8 40 p 3 16 9 0 0 0 0 2 3 34 TOTAL FOR: GIBBS 12 6 86 79 6 4 0 2 45 64 304 /\n.,,-~ ..\n1 le/ -'/\n- LRSD I FORMATION SERVICES DEPT Monday, October 23, 2006 Page 6 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2006 LRSD ENROLLMENT REPORT ) FINAL 028- CHICOT GRADE AF AM BF BM HF HM NF NM WF WM TOTAL --- -- --- 01 0 0 35 35 7 19 0 0 0 2 98 02 0 0 24 31 10 4 0 0 2 2 73 03 0 0 22 34 II 7 0 2 2 79 04 0 0 38 37 7 13 0 4 4 104 05 0 0 30 30 13 6 0 0 0 80 K 0 0 29 34 9 18 0 0 3 6 99 p 0 0 31 27 7 8 0 0 4 3 80 TOTAL FOR: CHICOT 0 0 209 228 64 75 2 0 15 20 613 ,\n/97 I 4 ?llo 029 - WEST HlL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 13 24 0 2 0 0 4 44 02 0 0 17 14 0 0 0 2 2 36 ) 03 0 0 18 16 2 0 0 s 47 04 0 0 23 19 2 0 0 6 0 SI OS 0 0 19 10 0 0 4 36 K 0 0 13 IS 3 0 0 0 7 2 40 p 0 0 II 5 0 0 0 2 20 TOTAL FOR: WEST HIL 0 0 114 103 10 5 0 0 29 13 274 ::5)../'i /Q J/._\n2 77,?. ------ 030 - JEFFRSN GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 II 6 0 0 0 0 25 30 74 02 0 0 II 4 0 0 0 25 24 65 03 0 8 13 0 0 0 0 23 23 68 04 0 0 15 12 0 0 0 0 13 20 60 OS IO 8 0 0 0 24 IS 60 K 0 0 7 0 0 0 24 29 64 p 0 0 6 3 0 0 0 12 16 38 TOTAL FOR: JEFFRSN 3 2 64 53 3 0 0 146 157 429 111 / ~03 ~7? .. ----- -- --- -------- - ---- -- ---- LRSD INFORMATION SERVICES DEPT Monday, October 23, 2006 Page 7 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2006 LRSD ENROLLMENT REPORT ) FINAL 032 - DODD GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 8 10 5 4 0 0 4 4 35 02 0 11 11 7 0 0 2 4 37 03 0 0 8 20 4 4 0 0 6 4 46 04 0 15 10 4 7 0 0 2 4 43 05 0 0 7 21 3 0 0 4 7 43 K 0 0 14 24 6 0 0 8 6 63 p 0 0 8 14 3 4 0 0 4 4 37 TOTAL FOR: DODD 2 0 71 110 32 26 0 0 30 33 304 e,C ~3 C-e\u0026gt;/4 033 - MEADCLIF GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 25 25 2 4 0 0 9 4 69 02 0 0 22 31 2 7 0 0 5 4 71 ) 03 0 0 21 11 3 3 0 0 3 45 04 0 0 17 26 2 0 0 54 05 0 21 14 3 0 0 0 2 46 K 0 0 18 22 2 8 0 0 6 58 p 0 0 21 18 2 8 0 0 2 4 55 TOTAL FOR: MEADCLIF 0 145 147 16 35 0 0 28 26 398 _.xt\"l.\nl ~.:1.- 5 ?3/. ----- 035 - ML KING GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 2 0 32 38 0 0 7 12 93 02 0 30 36 3 0 0 0 10 10 90 03 0 31 28 0 0 0 15 10 86 04 2 35 30 0 0 12 18 100 05 0 0 26 24 0 0 0 13 71 K 0 29 42 0 0 0 11 10 94 p 4 0 38 22 0 0 0 7 77 TOTAL FOR: ML KJ G 8 4 221 220 4 3 4 0 75 72 611 -r-rr ::9.3 13/'7 ?3/. ---- -- LRSD INFORMATION SERVICES DEPT Monday, October 23, 2006 Page 8 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2006 LRSD ENROLLMENT REPORT ) FINAL 036 - ROCKFELR GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 23 32 0 0 4 3 64 02 0 0 36 23 0 0 3 65 03 0 24 26 0 0 6 6 65 04 0 0 33 27 0 0 0 6 5 72 05 0 0 26 23 0 0 0 0 7 7 63 K 0 0 24 23 2 0 0 5 2 57 p 37 35 0 0 0 13 17 105 TOTALFOR:ROCKFELR 2 203 189 5 5 0 44 41 491 -3 :).\n.,_/ 0 yo?. 037 - GEYER SP GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 21 19 2 2 0 0 46 02 0 0 23 19 3 2 0 0 0 0 47 ) 03 0 0 14 26 0 0 2 0 44 04 0 0 30 24 0 0 0 0 2 0 56 05 0 0 19 18 0 4 0 0 0 3 44 K 0 0 10 23 0 3 0 0 38 p 0 0 25 26 2 4 0 0 0 58 TOTAL FOR: GEYER SP 0 0 142 155 8 16 0 6 5 333 ~9 --::.'5 Y\"l\n:. - --- 038- PUL HT E GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 2 9 6 0 0 0 0 13 18 49 02 2 2 6 8 0 0 0 0 15 12 45 03 0 2 II 17 0 0 0 8 II 50 04 0 14 15 0 0 0 0 II 12 53 05 0 II 14 0 0 0 0 13 16 55 K 4 0 9 13 0 0 0 10 14 51 p 0 0 0 0 0 0 7 II 20 ) TOTAL FOR: PUL HT E 7 8 61 74 0 0 77 94 323 /~~ /? /?/ --\n,G/4 - - LRSD INFORMATION SERVICES DEPT Monday, October 23, 2006 Page 9 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2006 LRSD ENROLLMENT REPORT ) FINAL 040-ROMINE GRADE AF AM BF BM HF HM NF NM WF WM TOTAL ------ 01 0 21 27 4 4 0 0 0 2 59 02 0 0 27 21 7 7 0 0 64 03 0 0 17 18 4 3 0 0 0 45 04 0 0 17 23 2 3 0 0 2 0 47 05 0 0 24 22 4 0 0 4 58 K 0 0 33 17 0 6 0 0 2 59 p 0 0 28 21 3 3 0 3 60 TOTAL FOR: ROMINE 0 167 149 21 30 0 12 11 392 3 f/?. _..., ~ ..?3 041 - STEPHENS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 36 43 0 0 0 0 2 82 02 0 0 30 35 2 0 0 0 0 68 ) 03 0 0 41 34 2 0 0 0 0 78 04 0 0 45 27 2 0 0 0 0 75 05 0 0 34 34 4 0 0 0 0 75 K 0 0 34 24 0 2 0 0 0 2 62 p 0 0 10 16 0 0 0 0 2 29 TOT AL FOR: STEPHENS 0 0 230 213 10 6 0 0 3 7 469 /c,.. W? 042 - W ASHNGTN GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 55 55 2 2 0 0 3 I 19 02 0 46 43 0 0 98 03 0 57 45 2 5 0 0 5 I 18 04 0 39 56 3 0 0 2 3 105 05 0 0 45 48 2 0 0 0 6 102 K 0 0 56 47 2 0 0 0 6 6 117 p 0 0 25 39 4 0 0 6 2 77 TOTAL FOR: WASl-tNGTN 3 323 333 16 10 0 0 24 26 736 t, r- .,\n~Z\u0026gt; cf 7?., LRSD INFORMATION SERVICES DEPT Monday, October 23, 2006 Page IO of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2006 LRSD ENROLLMENT REPORT ) FINAL 043 - WILLIAMS GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 20 14 0 2 0 0 10 11 63 02 0 3 21 11 2 0 0 0 18 12 67 03 4 5 27 15 3 0 0 0 16 11 81 04 5 10 21 25 3 0 0 0 9 21 94 05 5 25 24 0 0 0 23 13 96 K 2 2 14 16 0 0 0 0 18 60 TOTAL FOR: WILLIAMS 17 30 128 105 9 2 0 0 94 76 461 ~~3 c:s~ /?O c=?//4 044-WILSON GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 17 27 2 2 0 0 51 02 0 0 22 22 2 0 0 0 48 03 0 0 18 24 4 0 0 2 50 ) 04 0 0 14 22 0 0 2 41 05 0 14 14 2 0 2 38 K 0 0 25 29 3 4 0 0 63 p 0 0 7 8 0 0 0 2 19 TOTAL FOR: WILSON 117 146 13 12 2 0 7 II 310 d?l-, 3 d/ Id' ~) ------ 045 -WOODRUFF GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 12 15 0 0 0 0 0 0 27 02 0 0 16 13 0 0 0 32 03 0 0 14 17 0 0 0 0 2 36 04 0 0 9 23 0 0 0 0 2 4 38 05 0 0 15 16 0 0 0 2 35 K 0 0 16 18 0 0 0 3 39 p 0 0 19 13 0 0 2 37 TOTAL FOR: WOODRUFF 0 0 IOI IIS 4 8 13 244 ) ~It\n, 7 di-I 8??. LRSD INFORMATION SERVICES DEPT Monday, October 23, 2006 Page 11 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2006 LRSD ENROLLMENT REPORT ) FINAL 046 - MABEL EL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL - - 01 0 0 20 27 5 2 0 3 6 64 02 0 0 17 26 4 2 0 2 9 61 03 0 0 15 33 5 0 0 0 7 3 63 04 0 0 21 28 3 0 0 3 3 59 05 0 0 18 17 3 0 0 5 6 50 K 0 0 21 23 3 4 0 4 61 p 0 0 9 14 3 0 3 34 TOT AL FOR: MABEL EL 0 0 121 168 22 15 2 2 28 34 392 ,\n1 ~ ~ 7/?- 047-TERRY GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 3 4 35 30 4 13 0 0 16 20 125 02 2 0 32 29 5 4 0 0 15 14 101 ) 03 3 26 35 5 3 2 0 19 6 100 04 4 3 26 25 5 2 3 0 12 12 92 05 0 5 24 26 2 6 0 0 II 12 86 K 4 8 32 39 4 6 0 0 16 24 I 33 p 3 2 8 6 0 0 6 12 39 TOTAL FOR: TERRY 19 23 183 190 25 35 5 95 100 676 ~,s?o ~ I j' 048 - FULBRIGH GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 2 0 16 6 2 2 0 0 50 45 123 02 3 21 II 0 50 43 132 03 2 5 19 0 3 0 32 40 103 04 4 12 19 2 0 31 36 107 05 2 10 14 2 0 0 0 38 36 103 K 6 12 22 0 0 49 56 148 p 0 0 2 6 2 0 0 0 16 14 40 TOTAL FOR: FULBRJGH 18 6 78 97 9 8 3 266 270 756 /?6 ~5 ~~? ~~/4 LRSD INFORMATION SERVICES DEPT Monday, October 23, 2006 Page 12 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2006 LRSD ENROLLMENT REPORT ) FINAL 050 - OTTER CR GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 2 25 23 3 4 0 0 II 10 79 02 0 2 37 26 6 0 II 8 92 03 3 0 17 31 s 4 10 II 83 04 0 32 24 2 2 0 0 8 IO 79 OS 2 18 34 0 0 7 15 79 K 0 22 28 3 0 0 7 18 80 p 2 9 10 3 0 0 0 9 3 37 TOTAL FOR: OTTER CR 9 7 160 176 18 18 2 63 75 529 ~ 5~ ~/.\n051- WAKEFIEL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 0 0 30 39 10 10 0 0 3 0 92 02 0 0 32 31 7 10 0 0 3 84 ) 03 0 0 26 36 14 0 0 83 04 0 0 29 24 14 0 0 4 77 OS 0 0 16 24 6 7 0 0 0 0 53 K 0 0 32 28 10 9 0 0 2 82 TOTAL FOR: WAKEFIEL 0 0 165 182 52 55 0 12 4 471 7-/?. 3J./\nn.f' -- ----- --- 052- WATSON GRADE AF AM BF BM HF HM NF NM WF WM TOTAL ----- 01 0 35 41 3 0 0 3 4 92 02 0 0 49 40 s 0 0 0 3 98 03 0 0 22 38 3 6 0 0 71 04 0 0 22 41 5 4 0 0 4 0 76 OS 0 0 36 25 2 2 0 0 0 2 67 K 0 0 48 60 3 3 0 0 0 s 119 p 0 0 20 16 2 0 0 0 40 TOTAL FOR: WATSON 0 232 261 21 24 0 0 9 15 563 -1/9~ 7'y ~-/ gg/o -- - --- - LRSD INFORMATION SERVICES DEPT Monday, October 23, 2006 Page 13 of 15 STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2006 LRSD ENROLLMENT REPORT ) FINAL 703 - FELDER ALC GRADE AF AM BF BM HF HM NF NM WF WM TOTAL ------ 07 0 0 0 0 0 0 0 0 0 08 0 0 2 6 0 0 0 0 10 ~- -f 09 0 0 4 21 0 0 0 0 27 ,p,~~, IO 0 0 3 6 0 0 0 0 0 0 9\nJo.J, 11 0 0 3 7 0 0 0 0 2 0 12 r/-\" ~,u~ 0 0 0 0 0 0 0 6 I, 12 0 2 4 J.-1 ,o TOTAL FOR: FELDER ALC 0 0 14 45 0 2 0 0 2 2 65 -?.!\u0026gt; 711 -SW LEARN AC GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 06 0 0 6 0 0 0 0 0 8 07 0 0 8 35 0 0 0 0 2 46 08 0 0 1\\p-( 29 0 0 0 0 -1/l 46 1-1~ )\n)- 1~0 09 0 0 34 67 3 0 0 0 106 10 0 28 53 0 2 0 0 4 89 11 0 0 14 19 0 0 0 2 37 12 0 0 ~3r3 0 oCf 0 0 '1 0 16 8 d-,-1/ 9~l0 TOTAL FOR: SW LEARN AC 0 108 216 2 7 0 6 7 348 LRSD INFORMATION SERVICES DEPT Monday, October 23, 2006 Page 14 of 15 ) ) STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2006 LRSD ENROLLMENT REPORT FINAL 725 - ALT AGCY GRADE AF AM BF BM HF HM NF NM WF WM TOTAL TOTAL FOR: ALT AGCY 01 02 03 04 05 06 07 08 09 10 11 12 K 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 2 4 6 6 2 10 6 6 8 0 4 8 0 2 0 0 0 0 22 63 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 3 2 4 2 4 3 4 4 4 2 2 4 2 2 5 2 28 38 12 767 -ACC LP GRADE AF AM BF BM HF HM NF NM WF WM TOTAL TOTAL FOR: ACC LP 11 12 GRAND TOTAL:\n,,. /vr-c... Al ... /~''/ 0 0 0 6 10 0 22 16 52 66 0 0 3 0 0 0 0 0 0 0 0 0 0 80 92 8 4 0 0 /\n7.,\n1.. 237 211 9110 903-1 775 867 D O ,.,\nJ./!j D ,\nl.. f o _\n).\n) l, 3 ~ ,I.\n)..,, 48 r, C\u0026gt; 35 0 I 0 4 7 7 10 /7 3151 3226 .). ~c, ::\n,8 _,..:, 18 46 137 201 26,691 ~5 154, ~ --r\noP/ --n.,/ -1'5 ~I~/ ~l,170 ~ I I \u0026gt;5'7\n)3 %lo 3 ~1 ~/~{.,\nI?\n991 -- . -- .... . .. ----------------~ --- --------- - LRSD INFORMATION SERVICES DEPT Monday, October 23, 2006 Page 15 of 15 ) ) /e,\"r-..J rfl.,oolL- ,-/,~ dt?c.. STATEWIDE INFORMATION SYSTEM OCTOBER 1, 2006 ENROLLMENT BY GRADE REPORT WITHOUT METRO FINAL GRADE AF AM BF BM HF HM NF NM WF WM TOTAL 01 02 0 - 0 e:\u0026gt; I 5 24 696 740 65 100 0 0 -  2 6 251 277 -/~ 2176 - f O O O O  I - +' - ! 674 69 67 4 3 273 247 2095 ----,:\n--.,_,~---,--9--\u0026amp;--o--19--._,_, ---3------s~--\u0026gt; ..,c../jj= 03 23 13 611 708 89 62 9 3 247 246 -c\u0026gt;-o....,,__~-+-, -.~5,\n__-~G~--,'- 0 0 .\n2 .3 04 17 23 680 717 65 68 8 3 225 245 ~ t: ~ -2r: e\u0026gt; e:i 2Z' 05 18 22 612 2011 2051 -,,v -- ---0- -----~o~-=-'\nJ---e)-_--J.--)-_------ ,~-\n-~ 1-- ~\n~ ~ ~ 1 07 12 K p GRAND TOTAL: ~o\"s1 *\u0026lt; J,'1\"1 ~(.)0 'B/11() l\"la91 II 12 0 26 D 15 0 678 D 726 0 61 99 2 3 I 274 280 25 12 456 432 45 51 237 _0 , 211 9110 0 . ,...\nt:\u0026gt; 'A 9C7 775 867 r ._\nt. -I -...1 77\"/ 89.J3 ':?~3 3,~~5 h 1'19 111~~ ~9.Y~ t,~01 48 ~ 0 4 167 184 35 3151 3226 0 -:) -\nJ -I . . ~ a1~J 1379 26,691 ~-:5 -16(,. '-===-- ~t.. '3/70 ~1 o:/1i t,, l,\n)7-/ /~ 7\n24,. -3/\n\u0026gt;9 ~~1-5 -1~:3 t~~9 81_\ni, I~. 7-'II ~, /tp(p c:?l,17CJ (, (,?. 11/. ti?. 70~ -rf7, I \u0026amp;\nr,7. 1f - ,i::J oom ~p. -I- -p,rp,,. 1)../ 0 -=jjr-/ ~ f\" ,. ~ ,,-n,p II' .,, Ji -a-\"\" ' COMr.UTER INFORMATION SERVICES DEPT Monday, October 23, 2006 { + Page I of/I - /- j ~ ,... J -fh- t\u0026gt;,J-. --\ns,\n:. .., j\"\"' (J~r, \"\"' ' o \"',~-1 o w Ir , -, -,-\n/-:, 1 N -11, o , , /. d~u SCHOOL CAPACITIES - 2006-2007 HIGH SCHOOL CAPACITY CENTRAL 2276 J.A. FAIR 1200 HALL 1754 MCCLELLAN 1440 PARKVIEW 1200 Subtotal 7870 MIDDLE CLOVERDALE 885 DUNBAR 888 FOREST HEIGHTS 780 HENDERSON 960 MABELVALE 681 MANN 900 PULASKI HEIGHTS 858 SOUTHWEST 912 Subtotal 6864 ELEMENTARY BALE 488 BASELINE 360 BOOKER 645 BRADY 528 CARVER 556 CHICOT 509 -- 'VV DODD 271 FAIR PARK ECC 304 FOREST PARK 400 FRANKLIN 532 FULBRIGHT 565 GEYER SPRINGS 358 GIBBS 472 JEFFERSON 471 KING 715 MABELVALE 443 MCDERMOTT 453 MEADOW CLIFF 358 OTTERCREEK 537 PULASKI HEIGHTS 350 ROCKEFELLER 481 ROMINE 507 STEPHENS 646 TERRY 575 WAKEFIELD 482 WASHINGTON 836 WATSON 591 WESTERN HILLS 320\nI WILLIAMS 585 WILSON 340 WOODRUFF 314 i Subtotal Elam. 15481 I Subtotal Mid. 6864 Subtotal H.S. 7870 Grand Total 30215 11/21/2006 Officeo f DesegregationM onitoring United States District Court  Eastern District of Arkansas One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 To: Dr. Brenda Bowles, Executive Director for Equity and Pupil Services Pulaski County Special School District Bobby Acklin, Assistant Superintendent North Little Rock School District Dr. Linda Watson, Director of Student Services Little Rock School District From: Horace Smith \u0026amp; Polly Ramer Date: October 16, 2006 Re: October 1 Enrollment Count We are in the process of preparing our annual enrollment and racial balance report. Please forward to our office the official October 1 enrollment count which each district submits to the ADE as soon as it is available. Also please include the building capacities for 2006-07. You may email this information to paramer@ asit/.):tle IMMo r fax it to 371-0100. ~/\"fl  ,.., If the information will not be available before the end of this month, please notify us immediately. Thanks. ~ / ,1J ol I,- J I ~ 9.c ,t I, 1'11 l,?,t.,,o 8/30/2006 SECONDARY SCHOOLS Aloha Academv* Fuller Middle / Jax Middle Bovs Jax Middle Girts Jax HiQh MaumelleM iddle Mills Hiah North Pulaski Hiah Northwood Mid Oak Grave Jr/Sr RobinsonM id RobinsonH ioh Svlvan Hills Mid Sylvan Hills High Total secondary: SECONDARY SCHOOLS Alpha Academy FullerM iddle Jax Middle Boys Jax Middle Girts Jax High Maumelle Middle Mills High North Pulaski High Northwood Mid Oak Grove Jr/Sr Robinson Mid Robinson High Sytvan Hills Mid Sylvan Hills High Total Secondary: Class Capacity (Revised) 200 l 1360 960 990 1360 1130 1050 1030 ' 1130 10 no 1080 1120 12,210 Class capacity {RltVlsed) 200 1360 980 990 1360 1130 1050 1030 1130 10 no 1080 1120 12,210 PULASKI COUNTY SPECIAL SCHOOL DISTRICT Student Headcourt, 8th Dav Enrolment AL11ust 30, 2006 SIXTH SEVENTH EIGHTH NINTH TENTH ELEVENTH TWELFTH TOTAL SS:ON0ARY Black Non-Black Black Non-Black Black Non-Black Black Non-Black Black Non-Black Black Non-Black Black Non-Black Black Non-Black M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F M F 0 0 0 0 66 57 70 61 66 65 63 63 67 59 50 47 219 181 183 171 78 0 62 0 79 0 57 0 78 0 80 0 235 0 199 0 0 112 0 89 0 62 0 52 0 n 0 60 0 251 0 201 96 76 74 72 65 63 79 88 59 51 71 65 47 58 62 58 287 246 286 279 46 38 79 62 30 42 64 74 38 50 55 58 114 130 198 194 106 120 83 76 86 105 67 58 53 65 44 47 71 74 37 50 316 364 231 231 53 54 64 82 47 38 66 81 44 40 53 73 38 32 48 55 182 164 271 291 41 31 93 55 40 32 58 61 45 52 69 78 126 115 220 194 30 13 55 38 25 22 50 25 27 14 33 30 17 9 31 18 99 58 169 111 23 27 36 40 18 19 45 30 22 15 46 23 63 61 127 93 27 34 33 54 43 38 42 31 46 301 50 37 26 311 47 44 142 133 172 166 59 42 49 66 41 40 60 70 58 51 52 62 I 156 133 161 198 62 55 85 66 521 671 751 66 41 43 681 60 48 44 59 60 203 209 287 252 313 307 369 373 274 260 347 350 326 304 352 328 3741 3521 4141 388 3381 3331 3991 347 2701 2431 3191 312 2471 2461 264 283 2142 2045 2504 2381 PULASKI COUNTY SPECIAL SCHOOL DISTRICT Student Headcount, 8th Dav Enrolment A1.11ust 30, 2006 SIXTH SEVENTH EIGHTH NINTH TENTH ELEVENTH TWELFTH TOTAL SECONDARY Blk NB TOT Blk NB TOT Blk NB TOT Blk NB TOT Blk NB TOT Blk NB TOT Blk NB TOT Blk % Non-Blac % TOTAL 123 131 254 131 126 257 146 97 243 0 0 0 0 0 0 0 0 0 0 0 0 400 53% 354 47% 754 78 62 140 79 57 136 76 80 158 0 0 0 0 0 0 0 0 0 0 0 0 235 54% 199 46% 434 112 89 201 62 52 114 n 60 137 0 0 0 0 0 0 0 0 0 0 0 0 251 56% 201 44% 452 0 0 0 0 0 0 0 0 0 172 146 318 146 165 313 110 136 248 103 118 221 533 49% 565 51% 1098 64 141 225 72 138 210 88 113 201 0 0 0 0 0 0 0 0 0 0 0 0 244 38% 392 62% 636 0 0 0 0 0 0 0 0 0 226 159 385 191 125 316 118 91 209 145 87 232 680 60% 462 40% 1142 0 0 0 0 0 0 0 0 0 107 166 273 65 167 252 64 126 210 70 103 173 346 38% 562 62% 908 72 148 220 72 119 191 97 147 244 0 0 0 0 0 0 0 0 0 0 0 0 241 37% 414 63% 655 0 0 0 0 0 0 0 0 0 43 93 136 47 75 122 41 63 104 26 49 75 157 36% 280 64% 437 50 76 126 37 75 112 37 69 106 0 0 0 0 0 0 0 0 0 0 0 0 124 36% 220 64% 344 0 0 0 0 0 0 0 0 0 61 67 148 81 73 154 76 87 163 57 91 146 275 45% 338 55% 613 101 115 216 81 130 211 107 114 221 0 0 0 0 0 0 0 0 0 0 0 0 289 45% 359 55% 648 0 0 0 0 0 0 0 0 0 117 151 268 119 141 260 64 128 212 92 119 211 412 43% 539 57% 951 620 762 1362 534 697 1231 630 680 1310 726 802 1528 671 746 1417 513 631 1144 493 567 1060 4,,.7 46 4,885 54% 9,072 Page 3 of 4 RECEIVED OCT1 9 2006 OFFIOCFE DESEGREGMAOTNIOITNO RING Notes: , Academy is reflected in the school of record's database and not induded as a sepp-e enrollment line. Pre-K counts are not included by the state for purposes of fiscal allocation. Office of Educational Accountability 813012006 ELEMENTARY SCHOOLS Adkins Arnold Dr Baker Bates Bavou Mete Cato Clinton Coll Sta Crvstal Hill Ouoree Harris Jax Elem Landmark Lawson Oak Grove Oakbrooke Pine Forest Pinewood Robinson Scott Sherwood S11lvanH ills Tavlor Tolleson Total Elem: RECEIVED OCT1 g 2006 OFFIOCFE DESEGREGMAOTINOINTO RING Class PRE-K KINDERGARTEN Capacity Black Non-Black Black Non-Black JRevised) M F M F M F M F 526 34 31 15 31 453 5 4 14 9 5 4 22 17 428 0 0 0 0 6 8 22 27 863 11 9 7 7 30 17 26 19 697 1 0 6 10 3 1 37 31 800 4 6 9 11 10 11 17 15 840 16 16 22 19 26 31 35 32 439 0 0 0 0 13 8 15 4 870 11 10 8 8 27 25 37 32 498 0 0 0 0 16 10 18 18 906 13 19 2 1 22 19 5 1 850 0 0 0 0 29 23 20 14 711 4 15 11 9 13 10 19 14 372 0 0 0 0 7 1 25 25 626 12 8 19 22 2 3 20 18 553 6 6 15 13 14 8 26 31 554 0 0 0 0 11 4 33 29 6n 0 0 0 0 16 26 17 17 544 1 3 9 6 12 4 18 20 294 4 2 7 7 2 3 8 11 561 1 6 5 7 14 13 17 22 608 7 4 3 2 15 12 24 14 566 0 0 0 0 23 19 20 8 561 1 3 7 9 5 9 30 14 14795 131 142 159 171 321 289 511 433 PULASKI COUNTY SPECIAL SCHOOL DISTRICT Student Headcount, 8th Day Enrolment ALllUSt 30, 2006 FIRST Second Third Fourth Fifth Black Non-Black Black Non-Black Black Non-Black Black Non-Black Black Non-Black M F M F M F M F M F M F M F M F M F M F 9 2 12 16 12 4 15 13 10 3 13 5 10 9 6 5 4 7 11 6 7 9 33 25 7 9 41 23 3 10 39 31 11 5 21 33 8 9 20 22 21 15 19 20 23 15 19 21 22 13 24 19 24 21 11 20 13 18 23 22 2 2 32 29 2 0 30 32 0 1 29 30 0 0 41 26 2 2 37 29 10 12 26 14 7 7 22 21 12 11 22 8 8 7 15 19 9 9 18 20 24 40 32 19 26 31 24 26 26 27 24 19 24 30 23 22 18 20 15 22 14 11 6 2 9 10 1 3 14 13 17 14 11 15 18 8 10 7 21 14 20 35 47 42 29 33 41 37 30 28 38 25 32 30 36 25 29 30 25 33 11 11 22 19 11 9 17 13 10 11 13 13 11 14 16 16 10 8 10 9 26 8 6 9 10 13 3 7 13 24 3 6 20 19 5 2 20 14 5 6 30 28 16 23 33 21 22 20 33 24 20 15 33 25 28 15 39 16 25 9 9 9 16 19 9 9 12 12 10 14 12 10 10 13 13 11 8 13 9 8 7 6 29 19 7 8 27 14 5 7 15 18 6 6 23 19 3 8 18 15 6 3 21 20 5 3 15 17 4 4 22 8 2 6 9 6 5 3 12 10 17 11 29 33 11 10 21 24 7 9 23 22 13 15 26 14 7 18 21 25 16 8 37 30 14 12 33 22 9 5 26 29 11 10 29 28 13 11 20 33 21 22 15 19 17 16 11 24 17 13 15 23 21 15 16 12 14 13 12 19 6 5 15 25 8 4 20 22 2 10 12 21 9 9 18 23 10 7 18 18 2 2 13 12 3 5 10 7 1 2 7 7 3 4 4 6 4 4 5 4 11 16 23 18 17 16 20 23 11 15 30 18 18 7 13 11 20 8 17 26 14 4 19 20 12 8 17 17 9 22 17 20 8 10 15 18 13 20 15 21 24 13 23 17 22 23 10 20 22 26 13 15 16 12 16 11 23 21 10 12 12 9 24 17 12 8 12 11 9 5 15 11 8 10 19 10 7 5 13 13 319 281 515 467 306 272 443 429 279 297 449 387 309 292 421 358 289 271 380 396 Notes: 1 Academy is reflected in the school of record's database and not induded as a ser---te enrollment line. Pre-K counts are not included by the state for purposes of fiscal allocation. Page 1 of4 Sixth Total Elementarv Black Non-Black Black Non-Black M F M F M F M F 34 31 15 31 55 33 95 71 42 50 176 161 144 108 129 128 10 6 212 187 60 63 129 108 160 195 175 159 71 64 78 45 178 191 232 202 69 63 96 88 124 116 29 32 197 137 131 96 63 83 92 83 35 34 137 110 36 30 118 101 75 77 161 162 74 50 178 171 106 105 86 114 48 42 108 135 19 22 54 54 92 81 125 125 78 80 110 110 130 114 92 83 54 49 120 85 0 0 0 0 1,954 1,824 2,878 2,641 Office of Educational Accountability LEA: 6002050 PAGE: 1 COUNTY: PULASKI PUPIL ENROLLMENBT Y SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: AMBOYE LEMENTARYSC HOOL SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 !GRADEi !TOTAL! WHITE M F I ASIAN/ 1AM INDIAN/ BLACK HISPANIC !PACIFIC ISLIALASKAN NTV M I F I M I F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 521 41 121 211 131 11 01 11 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 531 51 121 211 Bl 41 31 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 2 ENROLLI 5 5 I B I B I 16 I 1 7 I 2 I 4 I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLLI 70 I 9 I 71 26 I 27 I 1 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 581 111 91 171 151 21 31 11 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 471 101 61 171 111 21 11 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLLI 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 3351 471 541 1181 911 121 111 21 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002050 PUPIL ENROLLMENBT Y SCHOOLF ORM PAGE: 2 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: AMBOYE LEMENTARYSC HOOL SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 I GRADEi !TOTAL! WHITE M I F I M BLACK ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV F I M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 09 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 10 ENROLLI O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 ENROLLI O I O I O I O I O I O I O I O I O I O I O ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 12 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 13 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- EE ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SM ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ss ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 01 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 335 I 4 7 I 54 I 118 I 911 12 I 11 I 2 I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 Oi 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002050 PRESCHOOLE NROLLMENBT Y SCHOOL PAGE: 1 COUNTY: PULASKI DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: AMBOYE LEMENTARYSC HOOL !GRADEi !TOTAL! WHITE M I F BLACK M F SIS: rpt455 CYCLE: 10/15/2006 RUN: 10/16/2006 12:35 I ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- PK ENROLL! 201 01 21 61 61 11 51 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- /C3 LEA: 6002053 COUNTY: PULASKI PUPIL ENROLLMENBTY SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 PAGE: 3 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: BELWOODE LEMENTARYSC HOOL I GRADEi ITOTALI WHITE M I F I M BLACK F ASIAN/ 1AM INDIAN/ HISPANIC I PACIFIC ISLIALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 291 61 01 151 71 01 01 11 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLLI 22 I 5 I OI 5 I 121 0 I OI O I OI O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLLI 391 51 21 191 121 11 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 Oj 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 331 41 31 151 101 11 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 251 21 31 101 101 01 01 01 Oj 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLLI 24 I 11 11 7 I 151 0 I OI OI O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLLI OI OI O I OI OI O I OI OI O I OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL! 01 01 01 01 01 01 01 01 Oj 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 1 72 I 23 I 9 I 711 66 I 2 I OI 1 I O I OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002053 COUNTY: PULASKI PUPIL ENROLLMENBT Y SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: BELWOODE LEMENTARYSC HOOL PAGE: 4 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 !GRADEi !TOTAL! WHITE M BLACK I ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV F M F M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 09 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 10 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 Oj 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 12 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 13 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- EE ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SM ENROLLI 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEI 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ss ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEI 01 01 01 01 01 01 01 01 01 01 01 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 1 72 I 231 91 711 661 21 01 11 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ******************************************************************************** NUMBERO F GRADUATESF OR PREVIOUS SCHOOLY EAR TOTAL ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- GRADUATEIS 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- Has your district voted to participate in School Choice? Y ******************************************************************************** LEA: 6002054 PAGE: 5 COUNTY: PULASKI PUPIL ENROLLMENBT Y SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: BOONEP ARK ELEMENTARYSC HOOL SIS: rpt404 CYCLE: 10/15/2006 RON: 10/16/2006 12:34 I GRADEi I TOTALI WHITE M I F I M BLACK F I ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M F I M F M I F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLLI 541 41 21 251 181 31 21 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLLI 681 21 01 351 271 11 31 OJ 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 571 21 41 201 281 11 21 01 Oj 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 551 01 01 281 251 11 11 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLLI 53 I 2 I 1 I 24 I 24 I 0 I 2 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 OJ 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLLI 63 I 2 I 11 28 I 31 I 11 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLLI 11 01 01 11 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 3511 12 I 8 I 161 I 153 I 71 10 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 OJ 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002054 COUNTY: PULASKI PUPIL ENROLLMENTB Y SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 PAGE: 6 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: BOONEP ARK ELEMENTARYSC HOOL SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 !GRADEi !TOTAL! WHITE M I F BLACK M ASIAN/ I AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV F I M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 09 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 10 ENROLLI O I OI OI OI OI O I O I O I OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 ENROLL! 01 01 01 01 DI 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 12 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 13 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- EE ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SM ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ss ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 01 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 3511 121 81 1611 1531 71 101 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002054 COUNTY: PULASKI PRESCHOOLE NROLLMENBT Y SCHOOL PAGE: 2 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: BOONEP ARK ELEMENTARYSC HOOL !GRADEi !TOTAL! WHITE M I F BLACK M I F SIS: rpt455 CYCLE: 10/15/2006 RUN: 10/16/2006 12:35 I ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M I F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- PK ENROLL! 581 11 31 221 271 01 51 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002055 COUNTY: PULASKI PUPIL ENROLLMENBTY SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 PAGE: 7 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: CRESTWOODEL EMENTARYSC HOOL !GRADEi I TOTALI WHITE M F I M BLACK F ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M I F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 691 241 331 71 41 01 01 01 01 11 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 751 331 291 41 Bl 01 01 01 01 01 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 161 71 91 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLLI 69 I 25 I 23 I 8 I 12 I 1 I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 2 I 1 I 1 I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 481 181 161 51 Bi 11 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 561 241 231 Si 31 11 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 1 I O I 11 0 I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 701 291 261 71 81 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OJ 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 8 ENROLLI O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 OJ 01 OJ 01 01 OJ 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL! 3871 153! 1501 361 431 31 01 01 01 11 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 191 BJ 111 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002055 COUNTY: PULASKI PUPIL ENROLLMENBTY SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: CRESTWOODEL EMENTARYSC HOOL PAGE: 8 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 I GRADEi I TOTALI I ASIAN/ 1AM INDIAN/ WHITE M BLACK HISPANIC IPACIFIC ISLIALASKAN NTV F M F M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 09 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 10 ENROLLI 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 12 ENROLLI 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 13 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- EE ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SM ENROLLI 0 I 0 I 0 I O I 0 I 0 I O I OI O I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ss ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 01 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 3871 1531 1501 361 431 31 01 01 01 11 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 191 81 111 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ******************************************************************************** NUMBERO F GRADUATESF OR PREVIOUS SCHOOLY EAR TOTAL ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- GRADUATEIS 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- Has your district voted to participate in School Choice? Y ******************************************************************************** s LEA: 6002056 COUNTY: PULASKI PUPIL ENROLLMENBTY SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 PAGE: 9 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: GLENVIEWE LEMENTARYSC HOOL I GRADEi !TOTAL! WHITE M F BLACK M F I ASIAN/ 1AM INDIAN/ HISPANIC IPACIFIC ISLJALASKAN NTV M I F M I F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLLI 381 41 21 131 181 01 11 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 OJ 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLLI 281 2 I OI 151 10 I O I 11 0 I OI O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEI OJ OJ 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 311 41 31 91 151 01 01 OJ OJ 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLLI 221 31 21 91 81 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 OJ 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLLI 231 21 21 101 91 OJ OJ 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 421 71 11 201 141 OJ 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLLI 01 01 01 01 01 01 01 OJ OJ 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 OJ OJ OJ OJ 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLLI 01 01 01 01 OJ 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 OJ OJ 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLLI 01 01 01 01 01 01 01 OJ 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 OJ 01 OJ 01 01 01 01 OJ 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 1841 221 101 761 741 01 21 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002056 PUPIL ENROLLMENBTY SCHOOLF ORM PAGE: 10 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: GLENVIEWE LEMENTARYSC HOOL JGRADEI JTOTALI WHITE M BLACK F M F I ASIAN/ JAM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 9 ENROLLI OI OI OI OI OI OI OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 10 ENROLLJ OJ 01 OJ OJ 01 OJ OJ 01 01 OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 ENROLLJ OJ OJ OJ 01 01 OJ 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 OJ OJ 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 12 ENROLLI 01 01 01 01 01 01 01 01 01 OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 13 ENROLLI OI OI OI OI OI OI OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 OJ 01 01 OJ OJ OJ 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- EE ENROLLI OJ OJ 01 OJ OJ OJ OJ OJ 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SM ENROLLI OI OI OI OI OI OI OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ss ENROLLI OI OI OI OI OI OI OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OJ 01 01 OJ OJ OJ OJ OJ 01 01 OJ ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 1841 221 101 761 741 OJ 21 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OJ OJ 01 01 01 OJ OJ OJ OJ 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002056 COUNTY: PULASKI PRESCHOOLE NROLLMENBTY SCHOOL PAGE: 3 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: GLENVIEWE LEMENTARSYC HOOL SIS: rpt455 CYCLE: 10/15/2006 RUN: 10/16/2006 12:35 --------------------------------------------------------------------------- I GRADEi I TOTALI WHITE BLACK I ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLJALASKAN NTV -------------------------------------------------------------------------------- M F M F M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- PK ENROLLI 201 21 01 91 91 01 OJ 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ******************************************************************************** LEA: 6002057 PUPIL ENROLLMENBTY SCHOOLF ORM PAGE: 11 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: INDIAN HILLS ELEMENTARSYC HOOL !GRADEi ITOTALI WHITE M F BLACK M F I ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 711 271 201 111 101 11 01 21 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEI O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 1011 291 381 111 161 01 DI 01 71 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 231 71 131 01 01 01 01 DI 31 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLLI 951 34 I 37 I 12 I 10 I 11 0 I 11 0 I OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 4 I 2 I 2 I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLLI 96 I 37 I 34 I 7 I 15 I 11 11 11 0 I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 11 11 0 I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 921 321 281 151 121 21 11 11 11 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 31 21 11 01 01 01 01 01 01 DI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 891 321 301 61 161 21 11 01 21 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 41 21 21 DI DI DI 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLLI O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 DI 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEI 01 DI 01 DI DI DI 01 01 01 DI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL! 01 01 01 01 01 01 DI 01 DI 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 5441 1911 1871 621 791 71 31 Si 101 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEI 351 141 181 DI 01 01 01 01 31 DI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002057 PUPIL ENROLLMENBTY SCHOOLF ORM COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: INDIAN HILLS ELEMENTARYSC HOOL PAGE: 12 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 I GRADEi ITOTALI WHITE BLACK I ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M F M F M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 09 ENROLLI 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 10 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 12 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 13 ENROLLI 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I O I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- EE ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SM ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I O I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ss ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 01 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 5441 1911 1871 621 791 71 31 51 101 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 351 141 181 01 01 01 01 01 31 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ******************************************************************************** NUMBERO F GRADUATESF OR PREVIOUS SCHOOLY EAR TOTAL ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- GRADUATEI S 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- Has your district voted to participate in School Choice? Y ******************************************************************************** ii LEA: 6002058 COUNTY: PULASKI PUPIL ENROLLMENBTY SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: LAKEWOOEDL EMENTARYSC HOOL PAGE: 13 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 !GRADEi !TOTAL! WHITE M BLACK ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV F M I F I M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 571 201 151 151 51 01 11 11 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 741 231 291 111 81 11 11 11 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 14 I 5 I 9 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 731 161 331 91 121 11 21 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 1 I 1 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 741 171 331 71 121 11 21 11 11 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 6 I 2 I 4 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 831 261 291 121 111 21 11 21 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 2 I 11 11 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLLI 68 I 20 I 20 I 14 I 111 0 I 3 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 4291 1221 1591 681 591 51 101 51 11 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 231 91 141 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002058 PUPIL ENROLLMENBT Y SCHOOLF ORM PAGE: 14 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: LAKEWOOEDL EMENTARYSC HOOL I GRADEi ITOTALI WHITE M F BLACK M F ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 09 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 10 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 12 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 13 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- EE ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SM ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ss ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 01 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 4291 1221 1591 681 591 Si 101 51 11 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 231 91 141 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ******************************************************************************** NUMBERO F GRADUATESF OR PREVIOUS SCHOOLY EAR TOTAL ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- GRADUATEIS 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- Has your district voted to participate in School Choice? Y LEA: 6002060 COUNTY: PULASKI PUPIL ENROLLMENBTY SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 PAGE: 17 SIS: rpt404 CYCLE: 10/15/2006 RON: 10/16/2006 12:34 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: LYNCHD RIVE ELEMENTARYSC HOOL I GRADEi !TOTAL! WHITE M F BLACK M F ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLLI 481 41 21 211 201 11 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 521 41 31 251 191 01 11 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I O I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLLI 551 21 21 231 281 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I O I 0 I 0 I 0 I O I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 551 51 21 301 181 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 4 ENROLLI 5 6 I 2 I 1 I 2 8 I 2 4 I 0 I 1 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I 0 I 0 I 0 I 0 I 0 I 0 I 0 I O I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL[ 521 21 31 231 241 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I O I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLLI 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I O I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLLI 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICEI 0 I 0 I O I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 318 I 191 131 150 I 133 I 11 2 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I O I 0 I 0 I 0 I 0 I 0 I 0 I 0 I O I 0 ---------+-----+-----+-~---+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002060 COUNTY: PULASKI PUPIL ENROLLMENBT Y SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 PAGE: 18 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: LYNCHD RIVE ELEMENTARYSC HOOL !GRADEi !TOTAL! BLACK ASIAN/ 1AM INDIAN/ WHITE HISPANIC !PACIFIC ISLIALASKANN TV M F M F I M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 9 ENROLLI O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 10 ENROLLI 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 ENROLLI 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 DI 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 12 ENROLLI O I OI OI O I OI OI O I OI OI O I O ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I O I O I 0 I O I 0 I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 13 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- EE ENROLLI O I OI 0 I O I 0 I OI 0 I 0 I OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SM ENROLLI O I OI OI O I OI OI OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ss ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 0i 01 01 01 01 01 01 01 01 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 318 I 19 I 13 I 150 I 133 I 11 2 I OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002060 COUNTY: PULASKI PRESCHOOLE NROLLMENBTY SCHOOL PAGE: 4 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: LYNCHD RIVE ELEMENTARYSC HOOL I GRADEi !TOTAL! WHITE M F BLACK M F SIS: rpt455 CYCLE: 10/15/2006 RUN: 10/16/2006 12:35 ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M F M I F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- PK ENROLLI 411 4 I 1 I 16 I 19 I 1 I OI O I OI OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002061 PUPIL ENROLLMENBTY SCHOOLF ORM PAGE: 19 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: MEADOWPA RK ELEMENTARSYC HOOL I GRADEi I TOTALI WHITE M F I M BLACK F ASIAN/ 1AM INDIAN/ HISPANIC IPACIFIC ISLIALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLLI 281 01 01 121 141 11 11 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLLI 251 01 21 131 101 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLLI 331 4 I OI 14 I 14 I OI 11 0 I OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 341 11 01 171 131 21 01 11 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 301 11 11 161 111 11 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 DI 01 01 01 01 OJ 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLLI 431 41 11 121 251 11 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLLI OI OI OI OI OI OI OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 7 ENROLLI OI OI OI OI OI OI OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 8 ENROLLI OI OI OI OI OI OI OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 1931  101 41 841 871 51 21 11 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01  01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002061 COUNTY: PULASKI PUPIL ENROLLMENBTY SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: MEADOWPA RK ELEMENTARYSC HOOL PAGE: 20 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 I GRADE! I TOTAL! WHITE M F BLACK M F I ASIAN/ !AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 9 ENROLLI 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 10 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 ENROLLI 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 J 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 OJ 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 12 ENROLLI 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 OJ 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 13 ENROLLI 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- EE ENROLLI 0 I 0 I 0 I 0 I 0 I OI 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 OJ 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SM ENROLLI 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I O I 0 I 0 I O I 0 I O I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- s S ENROLLI O I OI O I 0 I OI O I 0 I O I 0 I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 01 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL! 1931 101 41 84! 871 51 21 11 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I O I 0 I O I 0 I 0 I 0 I O I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ******************************************************************************** NUMBERO F GRADUATESF OR PREVIOUS SCHOOLY EAR TOTAL ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- GRADUATEIS 0 I OI O I 0 I 0 I 0 I O I OI 0 I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 193 1-/ LEA: 6002063 COUNTY: PULASKI PUPIL ENROLLMENBTY SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 PAGE: 21 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: NO. HEIGHTS ELEMENTARYSC HOOL I GRADEi ITOTALI M WHITE BLACK F I M F ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 721 71 71 201 231 81 61 11 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL! 751 61 61 281 191 91 71 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLLI 67 I 8 I 6 I 23 I 14 I 7 I 8 I OI OI OI 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 701 51 61 171 221 131 71 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 731 41 41 301 231 31 91 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLL! 541 71 41 211 151 51 21 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLLI OI OI OI OI OI OI OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLLI OI OI OI OI OI OI OI 0 I OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 4111 371 331 1391 1161 451 391 11 01 01 1 ------+----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-.---+ ----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002063 COUNTY: PULASKI PUPIL ENROLLMENBT Y SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 PAGE: 22 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: NO. HEIGHTS ELEMENTARYSC HOOL I GRADEi ITOTALI WHITE M F BLACK M F I ASIAN/ 1AM INDIAN/ HISPANIC IPACIFIC ISLIALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 09 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I O I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 10 ENROLLI 0 I 0 I OI OI 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 OJ 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 12 ENROLL! 01 01 OJ 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 13 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- EE ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SM ENROLLI O I OI OI OI OI OI O I O I OI O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ss ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 OJ 01 01 01 01 01 01 01 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 4111 371 331 1391 1161 451 391 11 01 01 1 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002063 COUNTY: PULASKI PRESCHOOLE NROLLMENBT Y SCHOOL PAGE: 5 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: NO. HEIGHTS ELEMENTARYSC HOOL I GRADEi ITOTALI WHITE M F BLACK M F SIS: rpt455 CYCLE: 10/15/2006 RUN: 10/16/2006 12:35 I ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M F M I F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- PK ENROLLI 40 I 3 I 1 I 11 I 12 I 5 I 8 I OI O I OI 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002064 PUPIL ENROLLMENBT Y SCHOOLF ORM PAGE: 23 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: PARK HILL ELEMENTARYSC HOOL I GRADEi !TOTAL! WHITE M I F BLACK M F I ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLJALASKAN NTV M F M F M I F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLL! 541 91 111 171 Bi 41 51 OJ 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLLI 62 I 14 I 10 I 15 I 13 I 3 I 7 I OI OI O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 1 I O I 1 I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL! 571 131 101 151 111 41 41 OJ 01 OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OJ 01 01 OJ OJ OJ OJ OJ OJ OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 401 71 BJ 71 131 31 21 OJ OJ 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 441 91 BJ 121 101 21 31 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 5 ENROLLI 4 9 I 13 I 9 I 8 I 10 I 7 I 2 I OI OI O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I OJ 01 OJ 01 01 01 OJ 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLL! OJ 01 01 01 01 01 OJ OJ OJ OJ 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 OJ OJ OJ 01 01 01 01 OJ 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 7 ENROLLI OI OI O I OI OI OI O I O I OI O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL! 01 01 01 OJ 01 01 01 01 OJ 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 3061 651 561 741 651 231 231 01 OJ OJ 0 ------+-----+-----+-.---+.----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 11 OJ 11 01 01 OJ 01 01 OJ OJ 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002064 COUNTY: PULASKI PUPIL ENROLLMENBT Y SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: PARK HILL ELEMENTARYSC HOOL PAGE: 24 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 !GRADEi !TOTAL! WHITE M F BLACK M F I ASIAN/ !AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 9 ENROLLI 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 10 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 12 ENROLLI 0 I 0 I 0 I 0 I 0 I 0 I O I 0 I OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I O I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 13 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- EE ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I O I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SM ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I O I O I 0 I 0 I 0 I 0 I O I 0 I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ss ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 01 ---------+-----+-----+-----+-----+-----+-----+-----~ ----+-----+-----+-----+---- ENROLLI 3061 651 561 741 651 231 231 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 11 0 I 1 I 0 I 0 I O I 0 I 0 I 0 I 0 I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ******************************************************************************** NUMBERO F GRADUATESF OR PREVIOUS SCHOOLY EAR TOTAL ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- GRADUATEIS 0 I OI O I O I OI O I 0 I OI 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- -v ?. LEA: 6002065 COUNTY: PULASKI PUPIL ENROLLMENBT Y SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 PAGE: 25 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: PIKE VIEW ELEMENTARYSC HOOL I GRADEi ITOTALI WHITE M F I M BLACK F I ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M F I M F M I F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLLI 591 71 41 231 201 11 21 21 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLLI 711 71 91 301 221 11 21 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLLI 67 I 7 I 9 I 27 I 20 I O I 21 0 I 2 I OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLLI 72 I 8 I 51 19 I 33 I 31 3 I 11 0 I OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLLI 581 131 71 20 I 131 11 4 I OI O I OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 5 ENROLLI 4 4 I 8 I 7 I 10 I 16 I 1 I 2 I OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 06 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-.---+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 3711 501 411 1291 1241 71 151 31 21 01 0 ------+-----+-----+- .---+ .----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002065 COUNTY: PULASKI PUPIL ENROLLMENBT Y SCHOOLF ORM SCHOOL CHOICE BY SCHOOB ON OCT. 1 PAGE: 26 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: PIKE VIEW ELEMENTARYSC HOOL I GRADEi I TOTALI WHITE M F BLACK M F I ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M F I M F I M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 09 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 10 ENROLLI OI OI OI OI OI OI OI OI O I OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 12 ENROLLI OI OI OI OI OI OI OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 13 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- EE ENROLLI OI OI OI OI OI OI OI OI OI OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SM ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ss ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 01 ---------+-----+-----+-----+-----+-----+-----+-----+----+-----+-----+-----+---- ENROLL! 3711 501 411 1291 1241 71 151 31 21 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002065 COUNTY: PULASKI PRESCHOOLE NROLLMENBTY SCHOOL PAGE: 6 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: PIKE VIEW ELEMENTARSYC HOOL I GRADEi ITOTALI WHITE M F BLACK M F SIS: rpt455 CYCLE: 10/15/2006 RUN: 10/16/2006 12:35 I ASIAN/ 1AM INDIAN/ HISPANIC IPACIFIC ISLIALASKAN NTV M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- PK ENROLL! 401 41 71 111 141 11 21 11 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002067 COUNTY: PULASKI PUPIL ENROLLMENT BY SCHOOL FORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: REDWOOD PRE-SCHOOL PAGE: 27 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 I GRADEi !TOTAL! WHITE M I F BLACK M ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV F I M F M F M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLLI 01 01 Di 01 01 01 01 01 Di 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 Di 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 5 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! Di 01 01 01 01 01 01 01 Di 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 Di 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 08 ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+--- -+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLL I O I O I O I O I O I O I O I O I O I O I 0 ------+-----+-----+--.---+ .----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- LEA: 6002067 PUPIL ENROLLMENBT Y SCHOOLF ORM COUNTY: PULASKI SCHOOL CHOICE BY SCHOOL ON OCT. 1 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: REDWOODPR E-SCHOOL PAGE: 28 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 !GRADEi !TOTAL! WHITE M BLACK I ASIAN/ !AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV F M F I M I F M F M I F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 9 ENROLLI 0 I 0 I 0 I 0 I DI 0 I 0 I 0 I 0 I 0 I D ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I 0 I DI 0 I DI 0 I 0 I 0 I O I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 10 ENROLL! 01 01 Di 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 Di 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 11 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 12 ENROLL! 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 13 ENROLLI 0 I OI 0 I 0 I 0 I O I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- EE ENROLLI 0 I 0 I OI 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- SM ENROLLI O I OI 0 I 0 I 0 I O I 0 I OI 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I 0 I O I 0 I O I 0 I 0 I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ss ENROLLI O I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 0 I 0 I 0 I 0 I O I 0 I 0 I O I O I 0 I 0 I ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- ENROLLI 0 I 0 I 0 I 0 I 0 I O I 0 I O I 0 I 0 I 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 DI 01 DI 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+----+-----+-----+-----+-----+---- LEA: 6002067 COUNTY: PULASKI PRESCHOOLE NROLLMENBT Y SCHOOL PAGE: 7 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: REDWOODPR E-SCHOOL I GRADEi !TOTAL! WHITE M F BLACK M I F SIS: rpt455 CYCLE: 10/15/2006 RUN: 10/16/2006 12:35 ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M I F M F I M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- PK ENROLL! 2461 171 91 911 1161 101 31 01 Di 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- Po LEA: 6002069 COUNTY: PULASKI PUPIL ENROLLMENBT Y SCHOOLF ORM SCHOOL CHOICE BY SCHOOL ON OCT. 1 PAGE: 29 SIS: rpt404 CYCLE: 10/15/2006 RUN: 10/16/2006 12:34 DISTRICT: N. LITTLE ROCK SCHOOL DISTRICT SCHOOL: SEVENTH STREET ELEM. SCHOOL I GRADEi I TOTALI WHITE M I F I M BLACK F ASIAN/ 1AM INDIAN/ HISPANIC !PACIFIC ISLIALASKAN NTV M I F I M F I M F ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- K ENROLLI 591 11 01 271 311 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 01 ENROLLI 661 01 11 251 391 11 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 02 ENROLLI 561 01 01 251 301 11 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 03 ENROLLI 4 9 I 11 11 28 I 191 0 I OI OI O I OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I O ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 04 ENROLLI 381 01 01 241 14I 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I O I O I O I O I O I O I O I O I O I O I 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 05 ENROLLI 431 11 01 191 231 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 0 6 ENROLLI O I OI O I OI OI O I O I OI O I OI 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE! 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- 07 ENROLLI 01 01 01 01 01 01 01 01 01 01 0 ------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+---- CHOICE I 01 01 01 01 01 01 01 01 01 01 0 ---------+-----+-----+-----+-----+-----+-----+-----+-----+-----+-----+\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\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 "},{"id":"bcas_bcmss0837_444","title":"Evaluation Report: Timeline","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":["2006-10"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics"],"dcterms_title":["Evaluation Report: Timeline"],"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/444"],"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\nPage 1 of 1 Dejarnette, Karen From: Sent: To: Dejarnette, Karen Tuesday, October 17, 2006 1:50 PM Roberts, Olivine\nHattabaugh, Hugh\nBrooks, Roy G\nHELLER@fec.net Subject: timeline for evaluation reports As you know three of the draft evaluation reports were submitted yesterday to the court. Final drafts are to be submitted by November 17. I need your assistance to define a timeline for Board members to review the draft and provide feedback to evaluators so they can produce final drafts for submission to the court on Nov. 17. Based on feedback from board members attending last weeks board meeting they seem to want hard copies of lengthy reports. Therefore, I am printing copies of the reports this afternoon and tomorrow and will bring enough copies to Beverly tomorrow for Board members. I will also send copies of each report to Cabinet members via interdistrict mail as soon as they are printed. I need your assistance to complete the timeline below, see number 4: 1. Copies of draft reports delivered to evaluation team members, Cabinet and Board members as soon as possible, or by Friday. 2. Evaluation teams will meet at the IRC (with evaluators on conference call) to give feedback on October 25 (Read 180 and 21 Century) and October 30 (A+). 3. Cabinet members to provide feedback by or during October 30*^ Cabinet meeting. 4. Board members to provide feedback on ??? Questions-Will a special board meeting be called so board members can provide feedback before November O? Or, will board members provide feedback on November 9 (NOTE this would only leave 1 week for evaluators to edit and finalize the reports before they are due to the Court and I am not sure this is enough time.) Also,do you want the evaluators to be invited to present their reports to board members or answer questions? Thanks for assisting. 10/17/2006Page 1 of 1 Dejarnette, Karen From: Wohlleb, Jim Sent: Thursday, October 12, 2006 12:52 PM To: Cc: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Mr. Hattabaugh \u0026amp; Dr. Roberts, My conclusion from our discussion October 2 was that PRE wont go forward with the climate survey designed for LRSD by EFF. Instead, there will be another survey for the monitoring report. If thats true. Id like to inform EFF that LRSD wont follow through with a contract for the survey. Was my conclusion correct? Attached are my notes from the meeting. Thanks very much. Jim Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) jim.wohlleb@lrsd.org 10/17/2006Notes of discussion about the second annual survey for the monitoring report October 2, 2006 Attending: Mr. Hugh Hattabaugh, Dr. Olivine Roberts, Mr. Joe Mittiga, Dr. Karen DeJamette, Ms. Maurecia Robinson, Dr. Ed Williams, and Mr. Jim Wohlleb Olivine summoned Jim and Karen to the administration building for a conference, and Karen invited Ed and Maurecia. PRE Department members thought it would be about the authority of PRE to determine what it assesses. Instead, Dr. Roberts led discussion about this years survey of teachers, parents, and students for the monitoring report. Mention of on-line surveys by Education for the Future (EFF), ready for administration now, was met by Mr. Hattabaughs declaration that any services by outside organizations require RFPs. Dr. DeJarnette noted that EFF is so busy it does not consider RFPs. In her opinion, LRSD is turning away from the best methods and services and instead using its own unvalidated measures. Given this, she prefers that Mr. Mittigas office rather than PRE conduct the survey for the monitoring report. All agreed on a more attractive survey instrument than last years and distribution by some means other than USPS. Showing high priority to the survey is a way to increase participation. For ES parents, teachers can ask them to answer questionnaires at the start of conferences with teachers. This might not work so well with parents of middle \u0026amp; high school students. There was agreement by both Dr. Roberts and Mr. Mittiga that last years questions were ambiguous. They also endorsed stakeholder participation in the design. Martha Hill was mentioned as a good participant. Afterwards, Mr. Wohlleb sent copies of the four EFF questionnaires to Mr. Mittiga, and he sent around a copy of the survey he designed with UALR but did not administer due to lack of funds. Comments sent with the EFF documents noted the intended application of them in PREs assessment of the teacher performance challenge as step 2 evidence.Page 1 of 1 Dejarnette, Karen From: Sent: To: Cc: Roberts, Olivine Thursday, October 12, 2006 2:01 PM Wohlleb, Jim\nHattabaugh, Hugh\nMittiga, Joseph Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: Mr. Wohlleb, I do not know what was told to the PRE staff regarding the purpose of the meeting, but my sole intended purpose was to discuss the monitoring report. Please correct the minutes to reflect that. Thank you. Olivine ()(h'i.ne 'Rolnrts, TiCl). ..Associate Super mt eiutent, Tducat tonal Services fittie Rock ScHool 'Dblriti 300\n.s'. 'Puluslii St. Little Rock, S\\R 72206 Jfione: soi.447.ss^o fa.v: 501.4473321 From: Wohlleb, Jim Sent: Thursday, October 12, 2006 12:52 PM To: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: Mr. Hattabaugh \u0026amp; Dr. Roberts, My conclusion from our discussion October 2 was that PRE wont go forward with the climate survey designed for LRSD by EFF. Instead, there will be another survey for the monitoring report. If thats true. Id like to inform EFF that LRSD wont follow through with a contract for the survey. Was my conclusion correct? Attached are my notes from the meeting. Thanks very much. Jim Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) jim.wohlleb@lrsd.org 10/17/2006Page 1 of 2 Dejarnette, Karen From: Sent: To: Cc: Wohlleb, Jim Thursday, October 12, 2006 2:16 PM Roberts, Olivine: Hattabaugh, Hugh\nMittiga, Joseph Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis. Darral Subject: RE: climate survey Certainly, Ill correct my notes. They are silent on the matter of not proceeding with the survey prepared by EFF. Do you recall whether it was resolved during that discussion? Thanks. From: Roberts, Olivine Sent: Thursday, October 12, 2006 2:01 PM To: Wohlleb, Jim\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE\nMr. Wohlleb, I do not know what was told to the PRE staff regarding the purpose of the meeting, but my sole intended purpose was to discuss the monitoring report. Please correct the minutes to reflect that. Thank you. Olivine Oliyine 'Roberts, 'i'lL'D. SAssociale Superinleyhleiit, TdiK ulloiiul Services Lit lie 'R/)ck School 'Jlistrict _so()i S. 'PuUisHi St. Little Ri)ck, .AR 72200 Phone: 501.447.3320 fax: 501-447.3321 From: Wohlleb, Jim Sent: Thursday, October 12, 2006 12:52 PM To: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: Mr. Hattabaugh \u0026amp; Dr. Roberts, My conclusion from our discussion October 2 was that PRE wont go forward with the climate survey designed for LRSD by EFF. Instead, there will be another survey for the monitoring report. If thats true. Id like to inform EFF that LRSD wont follow through with a contract for the survey. Was my conclusion correct? Attached are my notes from the meeting. Thanks very much. Jim Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 10/17/2006Page 2 of 2 501/447-7609 (office fax) 501/680-9244 (mobile) jim.wohlleb@lrsd.org 10/17/2006Page 1 of2 Dejarnette, Karen From: Sent: To: Cc: Roberts, Olivine Thursday, October 12, 2006 2:18 PM Wohlleb, Jim\nHattabaugh, Hugh\nMittiga. Joseph Dejarnette. Karen\nRobinson. Maurecia\nWilliams. Ed\nParadis. Darral Subject: RE: climate survey The group agreed to use a locally developed instrument. 06VIne Hofierly, Id.'l). .'Associate Supennlendent, Educational Services Eittle 'Jiock .School 'District 3001 S. '.Pulaski St. Tittle 'Hack, yX'H 7.. J^TOiie: 51)1.44/ .-5 2(i(i '20 Tax: 501.44^.5521 From: Wohlleb, Jim Sent: Thursday, October 12, 2006 2:16 PM To: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: climate survey Certainly, Ill correct my notes. They are silent on the matter of not proceeding with the survey prepared by EFF. Do you recall whether it was resolved during that discussion? Thanks. From: Roberts, Olivine Sent: Thursday, October 12, 2006 2:01 PM To: Wohlleb, Jim\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: Mr. Wohlleb. I do not know what was told to the PRE staff regarding the purpose of the meeting, but my sole intended purpose was to discuss the monitoring report. Please correct the minutes to reflect that. Thank you. Olivine Olh'ine 'Roherts, 'EcL'D. .Associate Superhdeiulen.t, 'Educationa.l Services Eittte 'Rock School 'DistricI 3001 S. 'Eutaski St. Eittte 'Rock, .A'R. 7'2206 'Phone: 501.447- '33'2o 'Fax: 501.447.3321 From: Wohlleb, Jim Sent: Thursday, October 12, 2006 12:52 PM To: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph 10/17/2006Page 2 of 2 Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: Mr. Hattabaugh \u0026amp; Dr. Roberts, My conclusion from our discussion October 2 was that PRE wont go forward with the climate survey designed for LRSD by EFF. Instead, there will be another survey for the monitoring report. If thats true, Id like to inform EFF that LRSD wont follow through with a contract for the survey. Was my conclusion correct? Attached are my notes from the meeting. Thanks very much. Jim Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock. AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) jim.wohlleb@lrsd.org 10/17/2006Page 1 of2 Dejarnette, Karen From: Sent: To: Cc: Dejarnette, Karen Thursday, October 12, 2006 2:43 PM Wohlleb, Jim\nRoberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Robinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: climate survey Jim, I understood there were two purposes for the meeting. See the following email I received from Dr. Roberts on Friday September 29*^ at 9:29a.m: Lets meet on Monday following Cabinet to discuss the Monitoring Report and the Climate Survey. Please ask Jim to attend. Thank you. Olivine 'Roberts, id.J). .'Associate Superintendent, Lducalionai Services Little Rocfi SeboolDistrict 30111 S. Puiasbi SI. Little 'Rock. LVR 72206 'Rhone: so 1.447.3320 Lax: 501.447.'3321 From: Wohlleb, Jim Sent: Thursday, October 12, 2006 2:16 PM To: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: climate survey Certainly, I'll correct my notes. They are silent on the matter of not proceeding with the survey prepared by EFF. Do you recall whether it was resolved during that discussion? Thanks. From: Roberts, Olivine Sent: Thursday, October 12, 2006 2:01 PM To: Wohlleb, Jim\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: Mr. Wohlleb, I do not know what was told to the PRE staff regarding the purpose of the meeting, but my sole intended purpose was to discuss the monitoring report. Please correct the minutes to reflect that. Thank you. Olivine OLivine Roberts, Rd/D. .'Associate Superintendent, 'Rdiicational Services Little .Scfiooi''District 10/17/2006Page 2 of 2 S. 'Pulaski St. PitlCe 'Rocd, .:AR ^2206 Th m ic\u0026gt;: 501.447.33^ \u0026lt; \u0026gt; fax: 501.447.3321 From: Wohlleb, Jim Sent: Thursday, October 12, 2006 12:52 PM To: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: Mr. Hattabaugh \u0026amp; Dr. Roberts, My conclusion from our discussion October 2 was that PRE wont go forward with the climate survey designed for LRSD by EFF. Instead, there will be another survey for the monitoring report. If thats true. Id like to inform EFF that LRSD wont follow through with a contract for the survey. Was my conclusion correct? Attached are my notes from the meeting. Thanks very much. Jim Jim Wohlleb. Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) ji m. wohl leb@ Irsd. org 10/17/2006Page 1 of2 Dejarnette, Karen From: Sent: To: Cc: Roberts, Olivine Thursday, October 12, 2006 3:07 PM Dejarnette, Karen\nWohlleb, Jim\nHattabaugh, Hugh\nMittiga, Joseph Robinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: climate survey Karen, you are right. That is why it was a part of the discussion. Olivine 'Rolwrls, I'cl.l). .'Associate Superinienclint. 'Lducat ional Service.^ fill Ie Jioik Scliool'Distcicl sooz S. J'ul'aski SI. fit tie 'Rock. fXR ~2^(\u0026gt;6 'Rhone: sc)i.447..s:-i2() lux: s(.it.447cfS'2i From: Dejarnette, Karen Sent: Thursday, October 12, 2006 2:43 PM To: Wohlleb, Jim\nRoberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Cc: Robinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: climate survey Jim. I understood there were two purposes for the meeting. See the following email I received from Dr. Roberts on Friday September 29*^ at 9:29a.m: Let's meet on Monday following Cabinet to discuss the Monitoring Report and the Climate Survey. Please ask Jim to attend. Thank you. Olivine RoRerLs, fd.'D. .'Associate Superintendent, 'f ducal ional Services fit tie 'Rock School District sooi S. 'Rulaski St. fit lie 'Rock, .'A'R -2206 Rli 01 le: 501.44/.3420 J'ax: 501.447.34'21 From: Wohlleb, Jim Sent: Thursday, October 12, 2006 2:16 PM To: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: climate survey Certainly, Ill correct my notes. They are silent on the matter of not proceeding with the survey prepared by EFF. Do you recall whether it was resolved during that discussion? Thanks. From: Roberts, Olivine Sent: Thursday, October 12, 2006 2:01 PM 10/17/2006Page 2 of 2 To: Wohlleb, Jim\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: RE: Mr. Wohlleb, I do not know what was told to the PRE staff regarding the purpose of the meeting, but my sole intended purpose was to discuss the monitoring report. Please correct the minutes to reflect that. Thank you. Olivine Olivhie 'IWberl.'!, Td. J). .'/Xssoeiale Superinlendeiil, Tducaliorml Services U.t(e 'Ruck Sebool 'DLslrix I 30(11 S. 'Ililasl^i SI. RillLe 'Rock, .'A'R 72206 'Rhone: 301.447.3320 fax: 501.447.3321 From: Wohlleb, Jim Sent: Thursday, October 12, 2006 12:52 PM To: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: Mr. Hattabaugh \u0026amp; Dr. Roberts, My conclusion from our discussion October 2 was that PRE won't go forward with the climate\" survey designed for LRSD by EFF. Instead, there will be another survey for the monitoring report. If that's true. Id like to inform EFF that LRSD won't follow through with a contract for the survey. Was my conclusion correct? Attached are my notes from the meeting. Thanks very much. Jim Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) jimw0hlleb@lrsd.9rg 10/17/2006Page 1 of 1 Dejarnette, Karen From: Sent: To: Cc: Hattabaugh, Hugh Monday, October 16, 2006 7:11 PM Wohlleb, Jim Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral\nRoberts, Olivine\nMittiga, Joseph Subject: I stated that a RFP needed to be processed through LRSD Procurement, if we proceed with EFF. It was stated that EFF is to busy to be subjected to the RFP process. If a RFP for the survey instrument and services is not processed, your conclusion is correct. Sincerely, Hugh E. Hattabaugh, Deputy Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72210 (W) 501-447-1009 (C) 501-580-6815 (FAX) 501-447-1159 From: Wohlleb, Jim Sent: Thursday, October 12, 2006 12:52 PM To: Roberts, Olivine\nHattabaugh, Hugh\nMittiga, Joseph Cc: Dejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nParadis, Darral Subject: Mr. Hattabaugh \u0026amp; Dr. Roberts, My conclusion from our discussion October 2 was that PRE wont go forward with the climate survey designed for LRSD by EFF. Instead, there will be another survey for the monitoring report. If thats true. Id like to inform EFF that LRSD wont follow through with a contract for the survey. Was my conclusion correct? Attached are my notes from the meeting. Thanks very much. Jim Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) jim.wohlleb@lrsd.org 10/17/2006Page 1 of 1 Dejarnette, Karen From\nSent: To: Cc: Dejarnette, Karen Tuesday, October 17. 2006 2:35 PM Hattabaugh, Hugh\nMittiga, Joseph\nRoberts, Olivine Wohlleb, Jim\nWilliams, Ed\nRobinson, Maurecia Subject: superintendent's report PRE will attend the meeting about the Superintendents monitoring report on Thursday afternoon. However I will not be bringing a detailed budget to the meeting. I cannot create such until I have the details of the project. At this time, I am unclear on the number of questionnaires, cover letters, and how they will be administered. Will all questionnaires be administered by hard copy? Or, will any surveys be mailed? If questionnaires will be administered to all parents (26,000), most students (3'^^ -12*^ would be about 20,000), all teachers (2000) and all community partners (200) then the printing part of this project will likely be large enough to go through the bidding process. We are talking about almost 50,000 questionnaires. And, I am assuming you will want cover letters to go with each questionnaires so that means about 100,000 total pages printed. Last year only 12,000 pages (questionnaires and letters) were printed. If you are planning to include open response items on each questionnaire then there will be need to be discussion about who will transcribe the written comments, likely a group of consultants will need to do this. Last year Metros print shop printed the questionnaires and many parents, staff and students complained that the forms were too hard to read, bubbles printed so lightly they could not see which bubble to fill in. The questionnaires may need to be in two colors (not just black and white) so they are more easily readable. For example, bubbles can be printed in light blue for more easy reading and scanning. Also, last year Metro printed many unusable/unscannable questionnaires, their registration on printing was off. These are just some of the points to be discussed before a budget can be detailed. As you know PRE worked with Dr. Bernhardt last year to draft questionnaires. However, Dr. Bernhardts group does not recommend administering any hard copy questionnaires. They do however have an online system that will provide questionnaires to respondents, quantify the responses as they are collected, and provide a report at any time during or after administration. The cost for online administration of parent, student and staff questionnaires to all LRSD is 45,000 total (about 900 per school site). 10/17/2006Page 1 of 123 Margie From: To: Sent: Attach\nSubject\n\"Robinson, Maurecia\" \u0026lt;Maurecia.Maicolm@lrsd.org\u0026gt; \u0026lt;mqpowell@odmemaii.com\u0026gt; Monday. October 16, 2006 10:17 PM image002.jpg\nimage004.png\nimage006.png\nimageOOS.png\nimageOIO.png\nimage012.png\nimage014.png\nimageOIO.png\nimageOlS.png\nimage020.png\nimage022.png\nimage024.png\nimage026.png\nimage028.png\nimageOSO.png\nimage032.png\nimage034.png\nimage036.png\nimage038.png\nimage040.png\nimage042.emz\nimage043.pcz\nimage045.wmz\nimage046.pcz\nimage047.wmz\nimage048.pcz\noiedata.mso RI 80_Draft_Final_Report_ Hi margie, Let me know if this works. Maurecia CREP Little Rock School District (.'enter for Research in Edneational Policy Read 180 Evaluation rhe IJnivcTsity of Memphis 525 Browning Hall Memphis, rennes.sce .58152 Foil f ret: l-8h6-670-6147 DRAFT TECHNICAL REPORT 10/17/2006 Page 2 of 123 CREP CenttT for Rescartb in Educational Policy Hie University ofMempliis 325 Browning Hall Memphis, I cnnessee 38152 Toll Free: 1-866-670-6147 Little Rock School District Read 180 Evaluation DRAFT TECHNICAL REPORT October 2006 Clif Mims, Ph. D. Deborah L. Lowther, Ph.D. J. Daniel Strahl, M.S. Center for Research in Educational Policy John Nunnery, Ph.D. Old Dominion University 10/17/2006Page 3 of 123 READ 180 Little Rock School District (LRSD) Draft Executive Summary This report summarizes the evaluation study results of the Little Rock School Districts (LRSD) 2005-2006 READ 180 program. The overall purpose of the evaluation was threefold: 1) to assess the effects of READ 180 on improving and remediating the academic achievement of African-American students, 2) to examine READ 180 implementation processes and practices, and 3) to document the perceptions of students, teachers, principals, and district and school personnel involved with READ 180 regarding strengths, weaknesses, and needed improvements of the program. Research Questions Primary Evaluation Question  Has the READ 180 program been effective in improving and remediating the academic achievement of African-American students? Supplemental (Qualitative/Step 2) Evaluation Questions  What are the quality and level of implementation of READ 180 at the schools implementing it in 2005-2006?  What is the level of participation in READ 180 by African-American students relative to other ethnic groups at the school?  What are the perceptions of READ 180 teachers regarding program implementation, impacts, strengths, and weaknesses?  What are the perceptions of other teachers in the school regarding program implementation, impacts, strengths, and weaknesses?  What are the perceptions of parents/guardians of students participating in READ 180 regarding program impacts, strengths, and weaknesses? Evaluation Design and Measures Participants. LRSD identified 5 middle schools and 5 high schools to participate in the evaluation. Collectively, the evaluation participants included approximately 1000 Read 180 students and 23 Read 180 teachers. Design. The evaluation utilized a mixed-method design. Both quantitative and qualitative data were collected from the participating schools by trained external researchers. The researchers observed classrooms, administered surveys for teachers, students and parents, conducted teacher and student focus groups, and interviewed school principals. Instrumentation. Five measurement strategies were used to collect the evaluation data: direct classroom observations, surveys, focus groups, interviews, and assessment of student academic achievement. Following are descriptions of the assessment instruments.  Direct Classroom Observations. Three instruments were used to collect observation data\n1) School Observation Measure - used to record the use or nonuse of 24 target strategies\n2) READ 180 Quality Assessment - used to document READ 180 implementation practices\n3) READ 180 Survey of Computer Use - used to record 10/17/2006Page 4 of 123 student use of READ 180 software.  Surveys. Four surveys were administered to the following groups to collect perceptions of the READ 180 program: 1) Read 180 Teachers\n2) Non-RAD 180 Teachers\n3) READ 180 Students\nand 4) READ 180 Parents  Focus Groups. READ 180 teacher and student focus groups were conducted to solicit impressions about READ 180.  Principal Interview. The interview focused on principal impressions of Read 180 implementation, how it meets the learning needs of African-American students, and how READ 180 could be improved.  Student Achievement. ITBS Total Reading NCE from 2005 was used as a student matching variable and pretest covariate in all analyses. ITBS Vocabulary, Comprehension, Total Reading, and Revised Writing NCE scores from 2006 were employed as outcome variables, as were 2006 Literacy Scale Scores and Proficiency Levels from the Arkansas Benchmark examinations. Procedure and Data Sources All data were collected during the spring of 2006 by external researchers. Direct observations were conducted in 17 randomly selected READ 180 classrooms across all 10 schools participating in this evaluation study. These observations each covered a full (90- minute) class period. Seventeen teachers participated in focus groups at seven randomly selected schools, 38 students participated in focus groups at eight randomly selected schools, and all 10 principals were interviewed. Surveys were administered to all Read 180 students, teachers, and parents and yielded the following: students n = 579\nteachers n = 269\nparents n = 164. Results Direct Observation School Observation Measure. Observation results from 17 Read 180 classrooms, revealed that teachers most frequently used direct instruction, higher level questioning, and acted as a coach, or facilitator. Students were most frequently engaged in reading, writing, or student discussion. Students were observed using computers to complete Read 180 activities in 94.1% of the observations. Overall, the observers reported that the Read 180 classes were always highly focused on learning and that the students were highly engaged all or nearly all of the time (76.5% extensively\n23.5% frequently). Read 180 Quality Assessment. There was a low occurrence of teachers utilizing fluency, vocabulary, text comprehension, or writing strategies recommended by Read 180. However, the learning environments were observed to be conducive to cooperative interactions, effective classroom management, and active teacher monitoring, while slightly less were found to be conducive for Read 180 rotation. Only 62% substantially adhered to the recommended 90-minute cycle. Read 180 Survey of Computer Use. The observed classes were comprised of 212 African American and 19 non-African American students. Most classrooms had 8-10 up-to- date computers. Students used Read 180 software in 15 of the 17 classes and primarily worked on reading comprehension, vocabulary, and spelling activities. All African-American students demonstrated a high level of attention, interest and engagement when using the READ 180 software. The non-African American students, present in slightly over half of the classes, demonstrated slightly lower overall levels of attention, interest and engagement. 10/17/2006Page 5 of 123 Surveys READ 180 Teacher Questionnaire. Eighteen of the 23 READ 180 teachers (Caucasian = 61.1%\nAfrican-American = 33.3%) completed the questionnaire. Approximately 80% of the teachers indicated they adhered to the 90-minute Read 180 schedule, while all agreed that they routinely used Read 180 data to customize activities to meet student needs. However, almost half indicated that class by ethnicity reports were only used on a monthly basis. All teachers indicated that their computer skills were adequate and most felt they had received enough training to effectively utilize READ 180 resources. Less than half (44.4%) of the teachers indicated their school had formal guidelines for placing students in READ 180. All but one teacher indicated that the program should be continued. Non-Read 180 Teacher Questionnaire. A total of 269 non-Read 180, grades 6-9 teachers (Caucasian = 62.5%\nAfrican American = 28.3%) completed the survey. Most agreed that they understood the Read 180 program goals and how the classes are structured. However, 66.9% were not able to identify students who were taking or who had taken READ 180 classes. Of those who were able to identify Read 180 students, about 60% indicated that the students demonstrated improved vocabulary, literacy and comprehension skills. There was less agreement that Read 180 students showed more interest in learning, changed their classroom behavior or submitted work that reflected better writing. Only about half felt the program should be continued. Read 180 Student Questionnaire. A total of 579 READ 180 grade 6-9 students completed the Questionnaire (62.8% of 921 total Read 180 students). Of these, most (88.3%) were African American, nearly half were in the 9**^ grade and 75% were in their first year of READ 180. Nearly three-fourths of the students agreed that their reading skills and slightly more than one-half agreed that their writing skills had improved due to READ 180. Approximately 60% indicated that they learned a lot from computers\nteacher directed small groups, reading by themselves, and teacher instruction at the beginning of the class. Nearly a third reported they did not learn from reading with other students. Read 180 Parent Survey. Over three-fourths of 164 parents completing the survey had African-American children. Most parents were aware that their children were participating in the Read 180 program, with 44.9% indicating it had helped them a lot, or some (43.5%). Specifically parents indicated that the program improved their childrens reading grades (68.7%)\ninterest in learning (67.3%). interest in reading (58.5%), and time spent reading (51.0%). Almost all parents indicated that they felt Read 180 was an important part of their childrens education. Focus Groups Read 180 Teachers. A total of 17 Read 180 teachers from seven randomly selected schools participated in the focus groups. The teachers reported the following as overall strengths of READ 180: students like and are motivated by the program, it supports progress and success, student reading has increased, repetition provides practice and increases comprehension, and rotation of activities. Suggested improvements included\nreduce technical difficulties, increase class time, create more user-friendly reports, and reduce class size. All teachers wanted the READ 180 program to be continued. Read 180 Students. A total of 38 students from eight randomly selected schools participated in the focus groups. The students reported the following as overall strengths of READ 180: increased time spent reading and improving reading skills, using the computer 10/17/2006Page 6 of 123 (16%), and working in small groups. In contrast, the students reported that the following were areas in need of improvement: increase READ 180 time, reduce computer and CD problems, and improve book collections. All of the student wanted the program to be continued because it improved their reading and spelling skills, increased their desire to read, and was fun. Principal Interviews The ten principals from the schools participating in this READ 180 program evaluation were interviewed to examine their impressions of the program. The majority of these principals (60%) were administrators of schools that were using READ 180 for the second year. Nearly all of the principals indicated a positive overall impression of the READ 180 program while one reported that the benefits were dependent on the classroom teacher. Three of the principals indicated that their faculty liked READ 180 and two reported that they personally believe it is beneficial. One principal described that the program is wonderful because it restores confidence in the students. Student Achievement Sixth grade. ITBS 2006 subtests. MANCOVA indicated no statistically significant multivariate main effects for program or for school X program interaction. Benchmark Literacy. ANCOVA revealed no statistically significant main effects for program or program X school interaction. The percentages of students obtaining proficiency on the Benchmark Literacy exam were nearly equal between Read 180 and Control groups. Seventh grade. ITBS 2006 subtests. MANCOVA indicated a statistically significant multivariate main effect for program (p = .03), with no school X program interaction effect. Follow-up univariate tests showed that Read 180 students performed significantly lower than the Control groups for Reading Comprehension (p = .001) and Total Reading (p = .006). Benchmark Literacy. ANCOVA revealed no statistically significant main effects for program or program X school interaction. A lower percentage of Read 180 vs. Control students achieved proficiency at Southwest, Henderson, and Cloverdale, whereas a higher percentage achieved proficiency at Mabelvale. Eighth grade. ITBS 2006 subtests. MANCOVA indicated a statistically significant multivariate main effect for program (p = .04), with no school X program interaction effect. Follow-up univariate tests showed that Read 180 students performed significantly lower than the Control groups for Revised Writing (p = .001). Benchmark Literacy. ANCOVA revealed no statistically significant main effects for program, but a significant program X school interaction effect (p = .04) was observed. Follow-up tests revealed a statistically significant positive effect at Mabelvale (ES = +0.38) and a statistically significant negative effect at Henderson (ES = - 0.29). Nearly equal percentages of Read 180 vs. Control students achieved proficiency at Henderson, Cloverdale, and Mabelvale, but lower percentage at Southwest. Ninth grade. ITBS 2006 subtests. MANCOVA indicated a statistically significant multivariate main effect for program (p = .02), with no school X program interaction effect. Follow-up univariate tests showed that Read 180 students performed significantly lower than Control groups on Vocabulary (p = .01), Reading Comprehension (p = .004) and Total Reading (p=.002). Student Achievement Summary. ITBS 2006 subtests. The mean effect size estimates for all four ITBS subtests were statistically significantly less than zero, indicating overall negative effects of Read180. Benchmark Literacy. Overall, Read180 students were less likely to obtain proficiency on the Arkansas Benchmark Literacy examination. Conclusions 10/17/2006Page 7 of 123 Primary Evaluation Question  Has the READ 180 program been effective in improving and remediating the academic achievement of African-American students? The preponderance of evidence suggests that the Read 180 program has not been effective in improving or remediating the academic achievement of African American students. Relative to Control students who were individually matched on the basis of prior achievement, sex, race, special education status, and free or reduced-price lunch status. Read 180 students consistently performed lower on both ITBS Reading subtests and the Benchmark Literacy exam. The only exception to the general pattern of Read180 students performing at equal or lower levels to Comparison students was that eighth grade Read180 students at Mabelvale performed significantly higher than their matched Control counterparts, with an effect size of +0.38. The design employed to assess Read 180 effects, while quite rigorous, cannot rule out the possibility of selection effects because students were not randomly assigned to treatment conditions. Supplemental (Qualitative/Step 2) Evaluation Questions  What are the quality and level of implementation of READ 180 at the schools implementing it in 2005-2006? Overall, the observers reported that the Read 180 classes were always highly focused on learning and that the students were highly engaged all or nearly all of the time. Although 60% of the teachers reported use of the READ 180 professional modules, teacher infrequent use of targeted literacy strategies indicates that additional teacher professional development focused on implementing these strategies is needed. Also needed is a modified class schedule and increased technical support to ensure students spend the recommended time completing Read 180 computer activities.  What is the level of participation in READ 180 by African-American students relative to other ethnic groups at the school? The 2005-2006 Read 180 program was implemented in 13 LRSD schools with student populations comprised of approximately 90% African American students. Of the 231 students observed during direct observation of Read 180 classes, all of the 212 African American students were rated as having a high level of attention, interest, and engagement, while the ratings of the 19 non-African American students were distributed across High, Moderate, and Low. Approximately 90% of the Read 180 teachers agreed that Read 180 was valuable for improving the achievement of African-American students in reading and literacy. In addition, many of the Read 180 students, agreed that the program had increased their reading (70%) and writing (56%) skills. Approximately 75% of the 164 parents who responded to the survey were parents of African American students in Read 180, and nearly all parents felt the program was an important part of their childs education. School principals were also in agreement that Read 180 met the needs of African American students by providing individualized literacy instruction that was highly motivating and used hands-on, practical approaches to assist students with low reading abilities to achieve greater learning.  What are the perceptions of READ 180 teachers regarding program 10/17/2006Page 8 of 123 implementation, impacts, strengths, and weaknesses? There was an general consensus among the Read 180 teachers that the program had a positive impact on students by improving students' literacy skills, overall quality of work, achievement and engagement in learning. Key strengths reported were that the program motivated students to learn and the repetition increased comprehension and reading skills. In contrast, the teachers reported that Read 180 needed to increase technical support for computer problems\nincrease and/or better distribute time\ncreate more user-friendly reports, decrease class size\nand establish formal guidelines for student placement into Read 180. Some teachers reported a need for more Read 180 professional development (PD), yet concern was raised as to the quality of the Read 180 PD modules. Teachers agreed that Read 180 was supported and liked by school principals, other teachers, parents, and the students and all but one teacher agreed that the READ 180 program should be continued.  What are the perceptions of other teachers in the school regarding program implementation, impacts, strengths, and weaknesses? Of the 269 non-READ 180 teachers that completed a survey, most were aware of Read 180 and understood the program goals and class rotation structure. However, two-thirds indicated that they were not able to identify students who were taking or who had taken READ 180 classes. Therefore, data reflecting non-Read 180 teacher perceptions of the program are limited to 81 teachers. Of these, about 60% indicated that Read 180 students demonstrated improved written, oral vocabulary, and literacy skills, increased reading comprehension, and were more willing to read in class. While, only about half of the non-Read 180 teachers thought that Read 180 students showed more interest in learning, changed their classroom behavior, or submitted work that reflected better writing. Similarly, only half of the r\\on-READ 180 teachers felt the program should be continued.  What are the perceptions of parents/guardians of students participating in READ 180 regarding program impacts, strengths, and weaknesses? Over 75% of the 164 parents responding to the survey represented African American students enrolled in Read 180 classes. Nearly all of the parents responded that they were aware of and supportive of their childs participation in the Read 180 program and believed that the program was an important part of their child or childrens education. Most of the parents thought Read 180 had helped or somewhat helped improve their childs reading grades\ninterest in learning and in reading. Slightly fewer parents agreed that the program increased the amount of time that their son or daughter spent reading. Overall, the parents agreed that it is beneficial fortheir children to participate in the Read 180 program because of its positive impact on their reading and overall learning. 10/17/2006Page 9 of 123 READ 180 Little Rock School District (LRSD) DRAFT FINAL REPORT INTRODUCTION This report summarizes the evaluation study results of the Little Rock School Districts (LRSD) 2005-2006 READ 180 program. The overall purpose of the evaluation was threefold\n1) to assess the effects of READ 180 on improving and remediating the academic achievement of African-American students, 2) to examine READ 180 implementation processes and practices, and 3) to document the perceptions of students, teachers, principals. and parents involved with READ 180 regarding strengths, weaknesses, and needed improvements of the program. READ 180 \\sa reading intervention program that is aimed at assisting low performing adolescent readers. The program provides adaptive instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills. Each READ 180 class is designed for a 90 minute time block that is divided into three primary components. The class begins with 20-minutes of Whole Group Direct Instruction during which the teacher generally lectures and provides instructions for the remaining activities. Next is the 60-minute Small Group Rotations, in which small groups of students rotate through each of three 20- minute modules. The three modules include small group direct instruction from the teacher. modeled and independent reading and computer time using the READ 180 software. The class concludes with the final component, known as the Whole Group Wrap-up. During this final 10 minutes the teacher leads the students in the lessons conclusion. Currently, five middle schools and eight high schools in LRSD use this program. Students are targeted to participate in the program based on results from the Arkansas Benchmark Exam. EVALUATION QUESTIONS This evaluation was structured around one over-arching, primary question concerning 10/17/2006Page 10 of 123 the impact of READ 180 on student achievement, and five supplemental questions that addressed contextual factors related to implementation of the READ 180 program. Primary Evaluation Question 1. Has the READ 180 program been effective in improving and remediating the academic achievement of African-American students? Supplemental (Qualitative/Step 2) Evaluation Questions 1. What are the quality and level of implementation of READ 180 at the schools implementing it in 2005-2006? 2. What is the level of participation in READ 180 by African-American students relative to other ethnic groups at the school? 3. What are the perceptions of READ f 80 teachers regarding program implementation, impacts, strengths, and weaknesses? 4. What are the perceptions of other teachers in the school regarding program implementation, impacts, strengths, and weaknesses? 5. What are the perceptions of parents/guardians of students participating in READ 180 regarding program impacts, strengths, and weaknesses? EVALUATION DESIGN AND MEASURES The following section describes the participants, the student achievement sample. design, instrumentation and procedures utilized for this evaluation. Participants The Little Rock School District has 7 middle schools, 8 high schools and 1 alternative high school. Of these, 5 middle and 8 high schools use the READ 180 program. LRSD identified 5 middle schools and 5 high schools as participants in the 2005-2006 READ 180 evaluation. The ten schools implementing Read 180 collectively served grades 6*^ through 12**^. However the Read 180 program was only implemented in 6**^ through 9**^ grades. Collectively these schools had an enrollment of 9884 students and employed approximately 750 classroom teachers. There were approximately 1000 total Read 180 students in the 10/17/2006Page 11 of 123 program and 23 Read 180 teachers. All Read 180 schools schedule classes in blocks, so they all scheduled Read 180 classes in approximate 90-minute blocks. Student Achievement Sample According to district records, 921 students in ten schools participated in the Read 180 program. Participation by school ranged from a low of n = 18 at Parkview Arts \u0026amp; Science Magnet School, to a high of n = 149 at Cloverdale Magnet Middle School. Read 180 students performed significantly and substantially lower than other students in the same schools on 2005 ITBS Reading normal curve equivalent (NCE) scores, with a mean NCE of 30.48 for program participants versus a mean NCE of 48.71 for non-participants (f = 23.32, df= 4918, p \u0026lt; .001). Given that NCE scores have a standard deviation of 21.06, participants scored 0.87 standard deviation units lower than all non-participants attending the same schools. District enrollment records with basic demographic information were available for 910 of the 921 participants, yielding a match rate of 98.8%. Compared to students attending the same schools. Read 180 participants were more likely to be male (53.6% vs. 47.6%), African American (91.1% vs. 70.3%), free lunch recipients (69.7% vs. 47.5%), and special education students (17.5% vs. 9.0%). Participants were about equally as likely as non-participants to have limited English proficiency (1.6% vs. 1.2%). Design The evaluation, which utilized a mixed-method design, was conducted during the 2005- 2006 academic year. Both quantitative and qualitative data were collected from the participating schools by trained external researchers (e.g., university faculty and staff). The researchers observed classrooms, administered surveys for teachers, students and parents. conducted teacher and student focus groups, and interviewed school principals. Table 1 provides a description of the evaluation instruments and a summary of the participants and data sources, presented with associated research questions. 10/17/2006Page 12 of 123 Table 1. Summary of Instruments, Participants, and Data Sources by Evaluation Question Evaluation Questions Primary Question: Has the READ 180 program been effective in improving and remediating the academic achievement of African-American students? Participants Data Sources All READ 180 students ITBS and Benchmark Exam Supplemental Questions: What are the quality and level of  implementation of READ 180 at the . schools implementing it in 2005- , 06? READ 780 teachers READ 180 students Principals at READ 180 schools READ 780 Observations (17 90- minute observations): SOMIREAD 180 Quality Assessment/RHAD 780 SOU School level READ 180 reports READ 780 Teacher Questionnaire READ 180 Student Questionnaire (all READ 180 students) READ 780 Teacher Focus Groups READ 180 Student Focus Groups (random sample) Principal Interviews What is the level of participation in READ 180 by African American students relative to other ethnic groups at the school? All READ 180 schools School level READ 180 reports READ 180 Observations (17 90- minute observations): SOM/READ 780 Quality Assessment/READ 780 SOU What are the perceptions of READ 780 teachers regarding program implementation, impacts, strengths, and weaknesses? READ 180 teachers READ 780 Teacher Questionnaire READ 780 Teacher Focus Groups What are the perceptions of other teachers in the school regarding program implementation, impacts, strengths, and weaknesses? Non-READ 780 Teachers at schools using the program tion-READ 180 Teacher Questionnaire (random selection of teachers) What are the perceptions of parents/guardians of READ 180 students regarding program impacts, strengths, and weaknesses? Parents of READ 180 students READ 180 Parent Survey 10/17/2006Page 13 of 123 Instrumentation Five measurement strategies were used to collect the evaluation data: assessment of student academic achievement, direct classroom observations, surveys/questionnaires, focus groups, and interviews. Following are descriptions of the evaluation instruments. Student Academic Achievement ITBS Total Reading NCE from 2005 was used as a student matching variable and pretest covariate in all analyses. ITBS Vocabulary, Comprehension, Total Reading, and Revised Writing NCE scores from 2006 were employed as outcome variables, as were 2006 Literacy Scale Scores and Proficiency Levels from the Arkansas Benchmark examinations. Observations Observation data were collected with three measures: Read 180 School Observation Measure, Read 180 Quality Assessment, and the Read 180 Survey of Computer Use. READ 180 School Observation Measure. The School Observation Measure (SOM) was developed to determine the extent to which different common and alternative teaching practices are used throughout an entire school (Ross, Smith, \u0026amp; Alberg, 1999). The target strategies include traditional practices (e.g., direct instruction and independent seatwork) and alternative, predominately student-centered methods associated with educational reforms (e.g., cooperative learning, project-based learning, inquiry, discussion, using technology as a learning tool). The strategies were identified through surveys and discussions involving policy makers, researchers, administrators, and teachers, as those most useful in providing indicators of schools instructional philosophies and implementations of commonly used reform designs (Ross, Smith, Alberg, \u0026amp; Lowther, 2001). Using the SOM, the observer examined classroom events and activities descriptively, not judgmentally. Notes were taken relative to the use or nonuse of 24 target strategies. The observer completed a SOM every 10 minutes throughout the class time. At the conclusion of the 90-minute visit, the observer summarized the frequency with which each of the strategies was observed across all 9 of the completed SOMs on a data summary form. The frequency is 10/17/2006Page 14 of 123 recorded via a 5-point rubric that ranges from (0) Not Observed to (4) Extensively. To ensure the reliability of data, observers receive a manual providing definitions of terms, examples and explanations of the target strategies, and a description of procedures for completing the instrument. After receiving the manual and instruction in a group session, each observer participates in sufficient practice exercises to ensure that his/her data are comparable with those of experienced observers. In a 2004 reliability study reported by Sterbinsky, Ross \u0026amp; Burke, pairs of trained observers were within one category for 96% of the whole-school observations and for 91% of the targeted observations. READ 180 Quality Assessment. The READ 180 Quality Assessment (QA) was designed to document the processes and practices used to implement READ 180 in classrooms during the approximately ninety minute observation period. The instrument was used to record the meaningfulness of the following instructional components: fluency. vocabulary, text comprehension, writing and the learning environment. The data were recorded every 10 minutes for the duration of the observation. READ 180 Survey of Computer Use. The READ 180 Survey of Computer Use (SCU) was designed to document the processes and practices used to implement the READ 180 computer program in classrooms. The instrument was used to record the number of students in each READ 180 class by ethnicity (African-American and Non-African-American) and computer configuration data (e.g., number, type, and working condition of the computers). Data were also recorded regarding student use of READ 180 software including: subject area of the activities, teacher/student interactions during READ 180 use, and level of African- American and non-African-American student engagement/interest. The data were recorded during two 10 minute time slots of the Small Group Rotations component of the class. The SCU data was summarized on a data summary form at the end of the entire observation period. Surveys READ 180 Teacher Questionnaire. The READ 780 Teacher Questionnaire is a three- part instrument used to collect teachers perceptions of the READ 180 program. In the first 10/17/2006Page 15 of 123 section, teachers rate their level of agreement with 21 statements regarding six program-related areas: compliance with READ 180 guidelines, impact on instruction, impact on students, readiness to teach READ 180, overall support for READ 180 and technology support. Items are rated with a five-point Likert-type scale that ranges from (1) Strongly Disagree to (5) Strongly Agree. Two primary questions are asked in the second section. The first asks teachers to rate the frequency of their use of different READ 180 reports as daily. weekly or monthly. Next, teachers indicate the number of minutes they spend on the following READ 180 activities: whole class direct instruction, small group direct instruction, READ 180 software, modeled/independent work and whole group wrap-up. The third section asks teachers to comment on the strengths and weakness of the program. The final question asks teachers about changes they would recommend for the READ 180 program. The Non-READ 180 Teacher Questionnaire. The Non-RAD 180 Teacher Questionnaire is a two-part instrument designed to ascertain perceptions of the READ 180 program held by teachers at schools that offer the program but are not involved in teaching READ 180 classes. In the first section, teachers rate their level of agreement with 10 statements regarding their own understanding of the program and their perceptions about READ 18Os influence on their students literacy, vocabulary, writing and behavior. In the second section, teachers are asked to comment on the strengths and weakness of the program. Teachers are also asked about changes they would recommend for the READ 180 program. The final question asks teachers if they think the program should be continued. The READ 180 Student Questionnaire. The READ 180 Student Questionnaire is a three-part instrument used to collect students perceptions of the READ 180 program. In the first section, students rate their level of agreement with 10 statements regarding their progress related to reading and writing skills, their interest in learning, and their value and enjoyment of READ 180. Items are rated with a five-point Likert-type scale that ranges from (1) Strongly Disagree to (5) Strongly Agree. Two primary questions are asked in the second section. The first asks students to rate the frequency that they work on reading, writing and vocabulary activities in their READ 180 class. Students also rate how much they learn from the following 10/17/2006Page 16 of 123 class activities: teacher instruction at the beginning of class, computer activities, teacher directed small group work, reading by yourself and reading with another student. In the third section students are asked to comment on the strengths and weakness of the program. The final question asks students about changes they would recommend for the READ 180 program. The READ 180 Parent Survey. The READ 180 Parent Survey was designed to ascertain parent awareness and perceptions regarding their childs participation in the program. They were asked to complete one survey per household, but indicate the number and ethnicity of their school-aged child/children. If the parent or guardian was aware of the READ 180 program, they were asked five general questions regarding student attitudes about READ 180 and the value of the program. The final section of the survey consisted of three open-ended items to record parents perceptions of the best and worst aspects of their childs/childrens use of READ 180 and what changes they recommended. Focus Groups Teacher Focus Groups. The Teacher Focus Group Protocol solicited teachers impressions about the following components of the READ 180 program: whole-group direct instruction, computer activities, small-group direct instruction, and independent reading/reading with another student. Focus group participants were asked what was the best part of each of these components and how could each be improved. In closing, the teachers were asked what they believed to be the strongest and weakest aspects of the overall READ 180 program and whether they advised continuing the program. Student Focus Groups. The Student Focus Group Protocol solicited students impressions about the following components of the READ 180 program: whole-group direct instruction, computer activities, small-group direct instruction, and independent reading/reading with another student. Focus group participants were asked what was the best part of each of these components and how could each be improved. In closing, the students were asked what they believed to be the strongest and weakest aspects of the overall READ 180 program and whether they advised continuing the program. 10/17/2006Page 17 of 123 Interviews Principal Interviews. The principal interview was designed for principals of schools that were using READ 180. Interviewees were asked how many years the school been using READ 180. Interview questions examined each principals impressions about the following: how the program is implemented, degree to which the READ 180 program meets the learning needs of African-American students, overall impressions of the program and how his/her schools use of READ 180 could be improved. PROCEDURE The ten data collection measures are summarized in Table 2 by type of measure. instrument, number completed and the data collection procedure. 10/17/2006Page 18 of 123 Table 2. Data Collection Summary Timeline: 2005-2006 Number of Schools = 10 Read 180 schools selected to participate in the study Type of Measure Observations Instrument SOM Number Collected 17 QA 147 SCU 17 Surveys Teacher 18 Focus Groups Interviews Non-Read 180 Teacher Student Read 180 Parent Read 180 Teacher Read 180 Student Principal 269 579 164 7 groups, total number of teachers = 17 8 Focus groups with a total number of students = 38 10 REPORT OF THE FINDINGS Description  Prearranged 90 minute sessions in which teachers were observed following the Read 180 rotation protocol. Note forms were completed every 10 minutes of the lesson and summarized on a Data Summary Form.  Prearranged 90 minute sessions in which teachers were observed following the Read 180 rotation protocol. Instruments were completed every 10 minutes of the lesson  Prearranged 90 minute sessions in which teachers were observed following the Read 180 rotation protocol. Note forms completed every 10 minutes during the 60 minutes of student computer rotation only. The six notes forms from each visit were summarized on a data summary form.  Teacher surveys distributed to each of the 23 Read 180 teachers. Eighteen completed surveys were returned to the evaluators.  Non-Read 180 Teacher surveys distributed to all non-Read 180 teachers.  Distributed to all Read 180 students during class by teacher for completion. Completed surveys were forwarded to the evaluators.  Distributed by Read 180 teachers to all students for delivery home. All parents were requested to complete the survey. Completed surveys were returned to the school and forwarded to the evaluators  Researchers conducted teacher focus groups with all Read 180 teachers at 7 randomly selected schools. Each focus group interview lasted approximately 30-45 minutes  Researchers conducted student focus groups at 8 randomly selected schools. The focus groups at each school consisted of 4 to 5 students randomly selected from students with signed parent consent forms. Each focus group interview lasted approximately 30-45 minutes  Researchers individually interviewed each principal. Each interview lasted approximately 60 minutes. 10/17/2006Page 19 of 123 The results of the study are presented below by measurement strategy: observations, surveys, focus groups, interviews, and student achievement. In the Discussion and Conclusions section, the findings are synthesized across instruments to address each research question. Observation Results All the observation results {READ 180 SOM, READ 180 Qualitative Assessment and READ 180 SCU) reflect data collected during observations conducted in 17 randomly selected READ 180 classrooms across all 10 schools participating in this evaluation study. READ 180 School Observation Measure. In observations of 17 Read 180 classrooms, observers found that the main instructional orientation was towards direct instruction, or lecture. Nearly two-thirds of the observations found this kind of teaching to be occurring (41.2% frequently: 23.5% extensively). The most common type of instructional strategy being used, among those considered. was the use of higher level questioning. This was used occasionally in 47.1% of the cases, and frequently in 23.5% of the cases. Another often-used strategy was for the teacher to act as a coach, or facilitator, which happened occasionally 41.2% of the time and frequently 11.8% of the time. One strategy that was used by some, and not by others, was to give higher-level instructional feedback to enhance learning. Over 40% (41.2%) were found to never use this strategy and 29.4% to rarely use it\nbut 29.5% were found to use it at least occasionally. The observers also recorded the frequency that students engaged in particular activities. Of those reported, the most frequent student activity was sustained reading, which was observed to happen frequently or extensively in 53% of the cases and occasionally in 41.2% of the cases. Two other popular strategies were to engage the students in sustained writing (17.7% frequently and 35.3% occasionally) or student discussion (23.5% frequently and 17.7% occasionally). Rarely was independent seatwork, such as self-paced worksheets or individual assignments, used (35.3% rarely, 41.2% never). In areas of technology use, computers were used for instructional delivery of the Read 10/17/2006Page 20 of 123 180 software in 94.1% of the observations. Nearly 30% (29.4%) were found to use technology in this way frequently or extensively, while 64.7% used the Read 180 software occasionally. The observers did not observe any of the classes using technology as a learning tool (e.g., use of word processing, spreadsheets, or conducting Internet searches). In areas of assessment, the observers rarely found examples of student selfassessment (5.9%) and no cases of performance assessment strategies. Overall, the observers reported that the Read 180 classes were always highly focused on learning and that the students were highly engaged all or nearly all of the time (76.5% extensively\n23.5% frequently). The results from these observations are reported in Table 3. 10/17/2006Page 21 of 123 Table 3. READ 180 School Observation Measure (SOM) Results N = 17 READ 180 Classrooms The extent to which each of the following was observed in the classroom. None JOE _______Percent Observed__________________ Rarely Occasionally Frequently Extensively Hi (2) Hi Mean SD Instructional Orientation Direct instruction (lecture) Team teaching Cooperative/collaborative learning Individual tutoring 0.0 82.4 100.0 76.5 17.7 5.9 0.0 17.7 17.7 0.0 0.0 0.0 41.2 5.9 0.0 5.9 23.5 5.9 0.0 0.0 2.7 0.5 0.0 0.4 1.1 1.2 0.0 0.8 Classroom Organization Ability groups Multi-age grouping Work centers (for individuals or groups) 100.0 100.0 5.9 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 23.5 0.0 0.0 70.6 0.0 0.0 3.5 0.0 0.0 1.0 Instructional Strategies Higher level instructional feedback (written or verbal) to enhance student learning Integration of subject areas Project-based learning Use of higher-level questioning strategies Teacher acting as a coach/facilitator Parent/community involvement in learning activities 41.2 29.4 11.8 17.7 0.0 1.1 1.1 94.1 94.1 11.8 17.7 100.0 0.0 0.0 17.7 29.4 0.0 0.0 0.0 47.1 41.2 0.0 0.0 5.9 23.5 11.8 0.0 5.9 0.0 0.0 0.0 0.0 0.2 0.2 1.8 1.4 0.0 1.0 0.7 1.0 1.0 0.0 Student Activities Independent seatwork (self-paced worksheets, individual assignments) Experiential, hands-on learning Systematic individual instruction Sustained writing/composition (self-selected or teachergenerated topics) Sustained reading Independent inquiry/research on the part of students Student discussion 41.2 94.1 100.0 35.3 5.9 0.0 11.8 0.0 0.0 11.8 0.0 0.0 0.0 0.0 0.0 0.9 0.1 0.0 1.0 0.2 0.0 Technology Use Computer for instructional delivery Technology as a learning tool or resource Assessment Performance assessment strategies Student self-assessment (portfolios, individual record books) Summary Items High academically focused class time High level of student attention, interest, engagement 29.4 5.9 88.2 29.4 17.7 0.0 5.9 29.4 35.3 41.2 0.0 17.7 17.7 41.2 5.9 23.5 0.0 11.8 0.0 0.0 1.4 2.5 0.2 1.4 1.1 1.0 0.8 1.2 5.9 100 0.0 0.0 64.7 0.0 23.5 0.0 5.9 0.0 2.2 0.0 0.8 0.0 100.0 94.1 0.0 0.0 Note. Item percentages may not total 100% because of missing data 0.0 0.0 0.0 0.0 0.0 0.0 5.9 0.0 0.0 0.0 0.1 0.2 0.0 0.0 0.0 0.0 0.0 23.5 100.0 76.5 4.0 3.8 0.0 0.4 10/17/2006Page 22 of 123 READ 180 Quality Assessment. The Quality Assessment instrument was used to record the occurrence of processes and practices used to implement Read 180. The observations were recorded every 10 minutes, typically resulting in nine observations in a 90-minute class period. The observations were made in five different categories: fluency, vocabulary, text comprehension, writing, and learning environment. Overall, as seen in Table 4, there was a low occurrence of teachers utilizing fluency. vocabulary, text comprehension, or writing strategies recommended by Read 180. Specifically, observers reported about 20% frequent or extensive evidence of student work on reading fluency (18.4% for modeling fluent oral reading\n19.1% for students reading orally). In vocabulary, observers reported frequent or extensive evidence of introducing or reviewing key vocabulary words only 13.6% of the time and explicit vocabulary instruction only 4.8% of the time. In text comprehension, there were only two strategies that were observed frequently or extensively in approximately 20% of the observations: higher order questioning (20.4%) and interactive discussion (18.4%). Techniques for writing were the least observed strategy when compared to techniques for fluency, vocabulary, or for text comprehension. On a positive note, the learning environments observed in the Read 180 classrooms were frequently to extensively observed to be conducive to cooperative interactions (98.6%), have students actively engaged (98.0%), have effective classroom management (93.2%), and to have teachers actively monitoring (98.6%). Slightly less classes were found to be set up in a manner conducive for Read 180 rotation (78.2%) and only 62% substantially adhered to the recommended 90-minute cycle. 10/17/2006Page 23 of 123 Table 4. READ 180 Quality Assessment Results N= 156 The extent to which each of the following was observed in the classroom. None ((0) Rarely or Frequently or Occasionally Extensively 112). (3,4) Mean Standard Deviation Fluency Models fluent oral reading Has students read/re-read orally 80.3 78.2 1.4 2.7 18.4 19.1 0.4 0.4 0.8 0.8 Vocabulary Introduces or reviews key vocabulary words Explicit vocabulary instruction 83.7 94.6 2.7 0.7 13.6 4.8 0.3 0.1 0.7 0.4 Text Comprehension Explicit comprehension strategy instruction Makes connection to prior knowledge Ask students for predictions Uses higher order questioning Guides visual imaging Guides interactive discussion 89.1 86.4 92.5 72.8 91.8 81.6 7.5 2.0 4.1 6.8 1.4 0.0 3.4 11.6 3.4 20.4 6.8 18.4 0.1 0.3 0.1 0.5 0.2 0.4 0.4 0.7 0.4 0.8 0.5 0.8 Writing Instructs letter formation, handw/riting Explains the writing process Conducts language mechanics lesson 100.0 90.5 91.8 0.0 3.4 4.1 0.0 6.1 4.1 0.0 0.2 0.1 0.0 0.5 0.4 Learning Environment Conducive to cooperative interactions Students are actively engaged Effective classroom management Teacher actively monitors The room is set up conducive to the Read 180 rotation The teacher substantially adheres to the 90 min. cycle Read 180 supporting material are available for student use 0.7 0.0 0.0 0.0 0.0 6.8 0.0 0.7 2.0 6.8 1.4 21.8 31.3 100.0 98.6 98.0 93.2 98.6 78.2 62.0 0.0 2.0 2.0 1.9 2.0 1.8 1.6 2.0 0.2 0.1 0.3 0.1 0.4 0.6 0.0 READ 180 Survey of Computer Use. A total of 17 6**^-9** grade READ 180 classes were observed. These classes were comprised of 212 African American students and 19 non-African American students. The majority (88.2%) of these classrooms had 8-10 computers and all the computers in the classes observed were up-to-date. Students were observed using the Read 180 software in 15 (88.2%) of the 17 classes. The students were observed rarely asking questions related to the use of READ 180 software or the computer equipment (Table 5). There was a high level of academic focus during the Small Group Rotations component of the READ 180 classes, when the students were working on the computer modules. The 10/17/2006Page 24 of 123 students were observed predominately spending computer time working on Read 180 reading comprehension (82.4% of time), vocabulary (76.5%) and spelling (70.6%) activities. They were not observed asking any content related questions while using the software. All African-American students demonstrated a high overall level of attention, interest and engagement when observed using the READ 180 computer program. The Non-African American students, present in slightly over half (52.9%) of the classes, demonstrated lower overall levels of attention, interest and engagement. While data were colleted about the types of instruction teachers provided specific to students use of READ 180 computer program, analysis indicates that in over half (52.9%) of the classes, students received no instructions from the teacher. When instruction was provided, the most frequently observed type was related to using the computer, which was observed rarely to occasionally in nearly 30 percent of the classes (29.4%). Other types of instruction seen were related to classroom rules (17.7%), Read 180 software (11.8%), and only 5.9% related to the Read 180 subject-area content. 10/17/2006Page 25 of 123 Table 5. READ 180 Survey of Computer Use Results N= 17 READ 780 Classrooms School Cloverdale Middle Cloverdale Middle Central High Central High Hall High Hall High Henderson Middle Henderson Middle J.A. Fair High Mabelvale Middle McClellan High McClellan High Parkview High Pulaski Middle Pulaski Middle Southwest Middle Southwest Middle TOTAL Grade Observed 6 7 9 9 9 9 7 8 9 8 9 9 9 6 6 6 8 NA Number of students by ethnicity African American 14 14 11 12 15 19 5 13 13 13 13 13 12 14 14 10 7 212 Non-African American Number of classes observed Computer Configuration and Use How many computers were available for Read 180? Only one 2-4 5-7 8-10 11 or more % Observed 0.0 0.0 11.8 88.2 0.0 Never How frequently did malfunctions occur on computers used for Read 180? 76.5 Computers used for Read 180 most frequently had: No Headphones 5.9 Mostly Non-functional Headphones and Microphones used for Read 180 were\n11.8 0 0 1 1 3 2 1 0 2 1 0 0 3 0 0 2 3 19 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 17 Most computers used for Read 180 were: Up to date Aging but adequate Outdated/Limited Capacity % Observed 100.0 0.0 0.0 Rarely 11.8 Occasionally Frequently Extensively 5.9 0.0 0.0 Headphones with no microphones 5.9 Headphones and Microphones 88.2 Displayed signs of disrepair 0.0 All in good working order 82.4 Read 180 Computer Activities In which subject areas did students complete Read 180 computer work? Reading comprehension Vocabulary Spelling % of time 82.4 76.5 70.6 10/17/2006Page 26 of 123 Table 5. Continued Items________________________________________________ What was the level of academically focused time while students were using the computer for Read 180? What was the overall level of African-American student attention, interest, and engagement while using the Read 180 computer program? Not Applicable 17.6* 11.8* Low 0.0 0.0 Moderate 5.9 0.0 High 76.5 88.2 What was the overall level of NON African-American students attention, interest, and engagement while using the Read 180 computer program? 52.9 11.8 5.9 29.4  Students did not use computers\n \"Class did not have any NON-African American students Types of Questions Students Asked While Using the computer Read 180 %Not Observed % Rarely % Occasionally % Frequently % Extensively Content area (e.g. how to solve a problem, the meaning of a word). Software use (e.g. how to log in\nhow to move to the next section\nhow to take a test) Computer use (e.g. how to get the mouse or keyboard to work properly) Non-Read 180 questions (e.g. Do I have to sit next to John? Can I go to the restroom?) The teacher provided the following types of instruction specifically for student use of Read 180 computer activities: Content area (e.g. reading, vocabulary) Software use (e.g. how to log in\nfind correct lesson) Computer use (e.g. locate software, use mouse) Classroom behavior njies No instructions were given 100.0 88.2 70.6 94.1 % Not Observed 94.1 88.2 70.6 82.4 52.9 0.0 0.0 0.0 0.0 11.8 29.4 5.9 % Rarely 0.0 11.8 23.5 11.8 11.8 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 % Occasionally 5.9 % Frequently % Extensively 0.0 0.0 0.0 5.9 5.9 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 35.3 Read 180 Time-on-Task. As seen in Table 6, the Read 180 teachers whose classes were observed spent close to the recommended amount of time for each of the five Read 180 activities. However, when examining a district provided sample of Read 180 computer program time-on-task reports from six of the 10 schools, the results revealed that an average Read 180 computer session lasted from 9.3 to 13.6 minutes per student (Table 7). Students completed an average of 0.2 to 2.0 sessions per week for up to 31 weeks. Thus, the mean overall time that students spent 10/17/2006Page 27 of 123 working on Read 180 computer activities during the 2005-2006 academic year ranged from 2.2 hours to 16.1 hours, with the average being 10.2 hours per student. Read 180 as the name implies, recommends that students spend 20 minutes per day throughout the academic year. When computing this number with the required 180 days of school attendance, the total time equals 60 hours. The LRSD Read 180 students worked less than 20% of the recommended time completing the instructional activities presented by Read 180 software. Table 6. Observed vs. Recommended time per Read 180 Activity Whole Class Instruction Computer Small Group Independent Reading Whole Total Group Wrap Time Average Time Observed* Read 180 Recommended Time 19.4 19.4 19.4 18.2 8.2 84.7 20 20 20 20 10 90 W = 17 observations at 10 Read 180 schools Table 7. Read 180 Computer Program Report of Student Time-on-Task N = 6of the 10 Read 180 schools participating in the study Schools HaifH^ McClellan HS Parkview HS Pulaski Heights MS Fair HS Southwest Alt. Center Average Weeks of Time 31.0 24.6 30.3 21.9 28.0 20.3 26.0 Mean Sessions Per Week 2.0 1.6 1.4 Mean Session Time 12.3 10.1 12.5 Mean Total Sessions 78.7 71.9 57.2 Mean Total Time (Min) 968 728 717 Mean Total Time (Hrs) 16.1 12.1 12.0 1.4 1.2 0.2 1.3 12.6 9.3 13.6 11.8 54.4 46.9 9.7 53.1 688 437 132 612 11.5 7.3 2.2 10.2 Survey Results READ 180 Teacher Questionnaire. The READ 780 Teacher Questionnaire was completed by 18 of the 23 READ 180 teachers, representing a 78.2% return rate. The respondents were primarily Caucasian (61.1%), and secondarily African-American (33.3%), with most being female (94.4%). Nearly two-fifths (38.9%) of the respondents were first year READ 180 teachers while 22.2% were 10/17/2006Page 28 of 123 teaching their second year with the program and 38.9% were in their third. The respondents represented ail READ 180 grade levels, with sixth and ninth grade teachers (33.3% each) more heavily represented than seventh and eight grade teachers (22.2% each). As shown in Table 8, the first 21 items assessing teachers perceptions of the READ 180 program were indicative of a relatively high level of teacher approval for the program (as measured by a combination of the categories Strongly Agree and Agree. Almost 90% (88.9%) of respondents strongly agreed or agreed that the program had a positive impact on students, improving their overall quality of work, achievement and engagement in learning. All teachers were in agreement that they routinely customized READ 180 activities to meet the instructional needs of students, while over four fifths (83.3%) reported that they modified READ 180 on the basis of report feedback. Only whole class and individual reports were used on a daily basis, but the majority of teachers indicated they used these reports at least weekly. Almost half (44.4%) of respondents indicated they used the class by ethnicity and class by gender reports on a monthly basis and never on a daily basis. Over four-fifths (83.3%) of teachers indicated that they adhered to the full 90 minute implementation schedule. This time was fairly evenly split among the required learning activities. Most teachers (94.4%) used 20 minutes for small group discussion and 20 minutes for READ 180 software. Additionally, 83.4% of teachers spent between 15-20 minutes on whole class or group discussion. Whole group wrap up was the activity teachers reported spending the least amount of time on, although 27.8% of teachers did report spending 15-20 minutes on wrap up. All teachers indicated that their computer skills were adequate to effectively utilize READ 180 resources. While nearly four-fifths of teachers felt they had received enough training, 16.7% indicated that they could use more training in order to address students learning needs. Interestingly only 61.1% used the READ 180 professional modules to enhance their own effectiveness as READ 180 teachers. This may be related to the 66.7% agreement that the READ 180 resources enabled teachers to effectively implement the program according to 10/17/2006Page 29 of 123 recommended guidelines. In addition less than half the respondents strongly agreed that their school has a well-developed plan to guide the READ 180 program. Nearly two-fifths (38.9%) of respondents were neutral as to the schools well-developed plans and 16.7% disagreed that there were well-developed plans at all. In addition, less than half (44.4%) of the respondents indicated their school had formal guidelines in place for determining which students should participate in the READ 180 program. The same percentage (44.4%) actually disagreed or strongly disagreed that their school used the Scholastic Reading Inventory to place READ 180 students. In fact, two thirds (66.6%) reported that the schools administration did not routinely use READ 180 reports to monitor and adjust implementation practices. However, these shortcomings in formal guidelines do not indicate lack of support. In fact. 83.3% of respondents agreed or strongly agreed that the school administration fully supports READ 180, with no disagreements. Similarly, two-thirds (66.7%) reported that their colleagues were generally supportive of the READ 180 program, with almost the same number (61.1%) reporting support from parents. All but one teacher indicated that the program should be continued. When asked to describe Read 180 program strengths, teachers listed individualized and small group instruction, the teaching materials, and that the program was motivating, assisted students in achieving rapid progress, and that they received positive feedback about the program (Appendix B). The primary weaknesses noted were technology problems, not enough time, limited selection of books, inflexible structure, and lack of organization in the Read 180 materials. The teachers offered the following recommendations for improving the program: better student screening, correct technical problems, train new teachers, include higher-level questions on the handouts, and provide materials that are more engaging and books that are more interesting for the students. 10/17/2006Page 30 of 123 Table 8. READ 180 Teacher Questionnaire Results N= 18 Read 180 Teacher Questionnaire items % Strongly Agree and Agree (4,5) % Neutral (3) % Strongly Disagree and Disagree ____tL21____ Mean Standard Deviation mpact on Students 'he use of the Read 180 has increased the level of student attention, interest and engagement in learning. tead 180 has had a positive impact on student sarning and achievement. Overall, the Read 180 program seems valuable for Tiproving the achievement of African-American tudents in reading and literacy. 'he use of Read 180 has improved the quality of itudent work. mpact on Instruction frequently use the Read 180 professional levelopment modules to enhance my effectiveness as I Read 180 teacher. routinely customize Read 180 activities to meet the nstructional needs of students. routinely modify my Read 180 instructional practices lased on Read 180 report feedback. he design of the Read 180 resources enables me to jffectively implement the Read 180 program according 0 recommended guidelines. Compliance with READ 180 Guidelines adhere to the Read 180 recommended 90 minute Tiplementation schedule. Jy school has formal guidelines for placing students in he Read 180 program. 4y school has formal guidelines for determining when I student no longer needs the Read 180 program. school uses the Scholastic Reading Inventory (SRI) 0 place students in the Read 180 program. teadiness to Teach READ 180 have received enough training to address student sarning needs through the use of Read 180 resources. computer skills are adequate to effectively utilize tead 180 resources. 88.9 88.9 88.9 88.9 61.1 100.0 83.3 66.7 83.3 44.4 22.2 38.9 77.8 100.0 11.1 5.6 5.6 0.0 22.2 0.0 11.1 16.7 5.6 22.2 27.8 16.7 5.6 0.0 0.0 5.6 5.6 5.6 16.7 0.0 5.6 16.7 5.6 33.3 50.0 44.4 16.7 0.0 4.2 0.6 4.3 4.2 4.2 3.7 4.6 4.1 3.8 4.2 3.1 2.6 2.9 3.9 4.7 0.8 1.0 0.8 1.2 0.5 0.8 1.4 0.8 1.2 1.3 1.3 1.1 0.5 10/17/2006Table 8. Continued iead 180 Teacher Questionnaire Items % Strongly Agree and Agree (4,5) % Neutral (3) % Strongly Disagree and Disagree ____(12)____ Mean Page 31 of Standard Deviation 123 echnology Support can readily obtain answers to questions about Read 80. ?1ost of our school computers that are used for Read 80 are kept in good working condition. }verall Support for READ 180 Ay school's administration fully supports the Read 180 irogram. 3ur school has a well developed plan that guides the tead 180 program. Ay school's administration routinely uses the Read 180 eports to monitor and adjust program implementation iractices. \"eachers in this school are generally supportive of the lead 180 program. arents and community members support our school's ise of Read 180. 83.3 83.3 83.3 44.4 27.8 66.7 61.1 16.7 16.7 11.1 38.9 33.3 33.3 38.9 0.0 0.0 0.0 16.7 33.3 0.0 0.0 4.2 0.7 4.1 0.7 4.4 0.7 3.5 2.9 3.9 3.8 1.0 1.2 0.8 0.7 How routinely do you use the following Read 180 performance report formats? Whole class Class by ethnicity Class by gender Individual student % Daily 16.7 0.0 0.0 11.1 % Weekly 61.1 11.1 5.6 72.2 % Monthly 22.2 44.4 44.4 16.7 Ini fol wt Sit Re Me Wt Teachers who feel the Read 180 program should be continued. Yes No % 88.9 5.6 Respondents teaching at each grade level 6*^ Grade 7*^ Grade 8*^ Grade 9*^ Grade % 33.3 22.2 22.2 33.3 Ethnicity Caucasian African-American Hispanic Asian Multi-Ethnic % 61.1 33.3 0.0 0.0 0.0 Gender Male Female % 0.0 94.4 low long have you taught a Read 180 class? I year i years ! years 38.9% 22.2% 38.9% Non-READ 180 Teacher Questionnaire. The Non-/?AD 180 Teacher Questionnaire is a two-part instrument designed to ascertain perceptions of the READ 180 program held by teachers at schools that offer the program but are not involved in teaching READ 180 classes. As seen in Table 9, of the 269 10/17/2006Page 32 of 123 respondents, 62.5% were Caucasian, 28.3% were African American, with less than 3% representing other races. Most respondents (44.4%) were 9*^ grade teachers, with the remaining grades being represented fairly evenly at around 20%. Nearly three-fourths (73.6%) were female. Reports from colleagues of READ 180 teachers revealed that most (86.4%) agreed or strongly agreed that they understood the Read 180 program goals, and nearly as many (79%) indicated they understood how READ 180 classes are structured. However, two-thirds (66.9%) of the teachers indicated that they were not able to identify students who were taking or who had taken READ 180 classes. The non-Read 180 teachers (30.1%) who were able to identify Read 180 students were generally positive with regard to the impact of READ 180 on students. Specifically, 63.0% indicated that Read 180 students demonstrated improved written and oral vocabulary skills. continuous improvement in literacy skills (61.7%), increased comprehension of assigned reading (60.5%), and were more willing to read in class (59.3%). However, there was less agreement among the non-Read 180 teachers that Read 180 students showed more interest in learning (55.6%), changed their classroom behavior (51.9%) or submitted work that reflected better writing (50.6%). Only about half (49.8%) of these r\\on-READ 180 teachers felt the program should be continued. Responses of teachers who could identify the Read 180 students responded to open- ended comments are located in Appendix C. When asked to describe strengths of Read 180, the most common responses were that the program improved student reading skills, grades. and tests. Also mentioned was the individualized approach to instruction and use of a variety of instructional delivery methods. The most frequent response to program weakness and areas of needed improvement was that access to the program was limited - that it is not reaching all the students with low reading ability. The teachers also indicated that there were not enough books or computers to adequately support implementation of Read 180. There were 99 of the 269 non-Read 780 teachers who supported continuation of the program because it improved student reading skills and performance and provided good teacher and 10/17/2006student feedback. Page 33 of 123 10/17/2006Page 34 of 123 Table 9. Non-/?AD 180 Teacher Questionnaire Results A/=269 ^on-Read 180 Teacher Questionnaire Items have an understanding of the Read 180 program goals. % Strongly Agree and Agree (4,5) 86.4 % % Strongly Disagree and Neutral Disagree 13L 7.4 1121 4.9 Mean 4.2 Standard Deviation 0.8 have an understanding of the Read 180 program classroom Tiplementation (how the classes are structured). 79.0 12.3 7.4 4.0 0.9 'he students in my class who are taking or have taken Read 180 classes lemonstrate improved written and oral vocabulary skills. 63.0 30.9 3.7 3.8 0.9 'he students in my class who are taking or have taken Read 180 classes lemonstrate continuous improvement in literacy skills. 61.7 30.9 4.9 3.8 0.9 'he students in my class who are taking or have taken Read 180 classes ihow increased comprehension of assigned reading. 60.5 34.6 2.5 3.8 0.8 'he students in my class who are taking or have taken Read 180 classes\nhow more willingness to read aloud in class. 59.3 30.9 6.2 3.7 0.9 'he students in my class who are taking or have taken Read 180 classes :how increased attention and interest in learning. 55.6 35.8 6.2 3.7 0.9 'he students in my class who are taking or have taken Read 180 classes lave improved classroom behavior. 51.9 37.0 8.6 3.6 0.9 'he students in my class who are taking or have taken Read 180 classes iubmit work that reflects improved writing. 50.6 40.7 3.7 3.7 0.9 Teachers able to identify students who are taking or have taken Read 180 classes. Yes No % 30.1 66.9 Teachers who feel the Read 180 program should be continued. Yes No % 49.8 0.7 Respondents teaching at each grade level 6*^ Grade 7*** Grade % 19.3 18.6 8*^ Grade 9*^ Grade 16.4 44.6 Ethnicity Caucasian African- American Hispanic Asian Multi-Ethnic % 62.5 28.3 0.7 0.4 1.9 Note: Item percentages may not total 100% because of missing input from some respondents. Gender Male Female % 24.5 73.6 10/17/2006Page 35 of 123 READ 180 Student Questionnaire. There was a total of 579 students involved in READ 180 classes that completed the READ 180 Student Questionnaire (Table 10). This number represents 62.8% of the total 921 Read 180 students. Of these, most (88.3%) were African American and nearly half (45.9%) were in the 9*^ grade, all other grades being represented fairly equally. This sample is representative of the whole population as 45.2% of READ 180 participants were in the 9*^ grade and all other grades are also represented fairly equally. Additionally, nearly half of the respondents were female (44.6%) and slightly over half (52.5%) were male. Three-fourths of the students were in their first year of READ 180, while most of the remaining students (23.7%) were in their second year of the program. READ 180 was implemented in 6**^ through 9^*^ grades. While the overall means of responses on this 5-point Likert-type survey were generally lower than scores reported by teachers, overall student response to the READ 180 program tended to be positive. Nearly three-fourths (74.1%) of the students agreed that their reading skills and slightly more than one-half (55.4%) agreed that their writing skills had improved due to the READ 180 program. Additionally, 48.4% of the students also felt as if their overall schoolwork had improved due to READ 180. Student attitudes were generally more positive than perceptions of increased ability. Approximately 70% (69.6%) of students agreed that their READ 180 classes were well- organized, while 58.9% looked forward to their READ 180 classes and 57.7% agreed that they were more interested in learning in general due to READ 180. Interestingly this is slightly higher than the same perception of increased interest by non-READ 180 teachers. Only about half (52.0%) of the students agreed that READ 180 was the best reading class that they had ever taken or that they learned more than in their other classes (47.2%). Even less, or nearly a third of students (31.8%) reported not wanting to repeat the program. READ 180 activities were broken down into reading, writing and vocabulary and students were asked to indicate how much they engaged in each of these (not at all, a little, or a lot) during their 90-minute Read 180 classes. Nearly 70% of the students indicated that they 10/17/2006Page 36 of 123 worked on reading (69.8%) and writing (69.6%) a lot, while one fourth (25.6%) reported that they only worked on these areas a little (reading = 25.6%\nwriting = 24.4%). The Read 180 students reported working on vocabulary to a lesser degree, as a lot was reported by 57.0% and a little by 32.5%. Students were asked to respond to closed- and open-ended items to indicate how much they learned from Read 180 activities (see Appendix D). The closed-ended items revealed that over 60% (63.7%) learned a lot from computers. Nearly as many indicated that they learned a lot from teacher directed small groups (59.4%), reading by themselves (58.7%), and teacher instruction at the beginning of the class (57.7%). Nearly a third (30.6%) reported they did not learn from reading with another student. The open-ended responses revealed spelling, pronunciation, reading and Reading Zone as most frequently cited activities that helped students to learn the most. Whereas, Reading was also cited along with Vocabulary Zones as activities that do not help students learn. When asked what would make the Read 180 better, most students wanted the program to last longer, more activities, videos, and centers, and more time on the computer. 10/17/2006Page 37 of 123 Table 10. READ 180 Student Questionnaire Results N = 57Q tead 180 Student Questionnaire Items______ /y reading skills have improved because of Read 180. ^y Read 180 class is well organized. lead 180 has made me want to get better grades. look forward to my Read 180 class. lead 180 has made me more interested in learning. 4y writing has improved because of Read 180. lead 180 is the best reading class I have ever taken, would like to be in the Read 180 class again next year, ity schoolwork is better because of what I have learned 1 Read 180. learn more in the Read 180 class than in my other lasses. % Strongly Agree and Agree (4,5) 74.1 69.6 62.5 58.9 57.7 55.4 52.0 50.4 48.4 47.2 In your Read 180 class, how often do you work on the following activities: Reading? Writing? Vocabulary? In your Read 180 class, how much do you learn from the following activities: Computer activities? Teacher directed small group work? Reading by yourself? Teacher instruction at the beginning of class? Reading with another student? % A lot (3) 69.8 69.6 57.0 % A lot (3) 63.7 59.4 58.7 57.7 28.3 Respondents at each grade level 6*'^ Grade 7** Grade 8*^ Grade 9* Grade % 20.0 19.5 14.5 45.9 % Neutral (3) 16.4 16.4 23.0 23.8 25.2 20.4 24.4 16.9 28.5 24.2 % A little (2) 25.6 24.4 32.5 % A little (2) 24.7 30.2 31.1 32.1 36.8 Ethnicity Caucasian African-American Hispanic Asian Multi-Ethnic % Strongly Disagree and Disagree (1,2) 9.2 13.1 13.5 16.8 16.2 23.5 23.0 31.8 22.1 Mean 3.9 3.9 3.8 3.6 3.6 3.5 3.5 3.3 3.4 St Dev 1.0 1.2 1.1 1.2 1.1 1.3 1.3 1.5 1.2 27.8 3.3 1.3 % Not at all (1) 2.8 3.5 7.1 % Not at all (1) 9.0 6.9 6.2 7.3 30.6 Mean 1.7 1.7 1.5 St Dev 0.5 0.5 0.6 1.6 1.5 1.6 1.5 1.0 0.7 0.6 0.6 0.6 0.8 % 2.9 88.3 2.8 0.2 4.3 Gender Male Female % 52.5 44.6 How long have you been in a Read 180 class? 1 year 2 years 3 years 74.3 23.7 0.7 READ 180 Parent Survey. The Read 180 Parent Survey was completed by 164 parents (Table 11). Over three- fourths of these parents had African-American children (75.6%), while 7.3% had Caucasian children, and the remainder represented Hispanic, Asian, or multi-ethnic backgrounds. Nearly 40% of the children (39.6%) whose parents completed this survey were in ninth grade while 26.8% were in sixth grade, 20.7% were in eighth grade, and 11% were in seventh grade. The vast majority of the parents (89.6%) were aware that their children were 10/17/2006Page 38 of 123 participating in the Read 180 program, with over half (53.7%) having learned this from their children. Other parents learned about the Read 180 program from teachers (28.6%) or from the schools (16.3%). Nearly all of the parents felt that the Read 180 program had improved their sons/daughters reading skills, with 44.9% indicating it had helped them a lot, and 43.5% indicating it has helped them some. None of the parents felt the program had not helped their children at all, but 8.8% were still not sure. To understand how these parents felt the Read 180 program helped their children, the parents were asked to what level they agreed with statements regarding the programs impact on their childrens reading ability. The most positive response was that the program improved their childrens achievement or reading grades (68.7% indicated yes\n23.1% indicated somewhat). Parents also felt that the Read 180 program improved their childrens interest in learning (67.3% indicated yes\n25.2% indicated somewhat) and their interest in reading (58.5% indicated yes\n26.5 indicated somewhat). Fifty-one percent of parents agreed that the program improved the time their children spent reading, while 34.7% somewhat felt that it did. Similar results are seen in the parents responses to the open-ended item asking them to describe the best thing about their son/daughter being in a Read 180 class (Appendix E). The most frequent comments were that the program improved their childs reading skills and interest in reading. The parents indicated that the worst aspects of the program were that it did not encourage students to read at home, computer time was too limited, the activities were too challenging, there were too many computer problems, and it did not seem that students were learning anything new and did not have Read 180 homework. To summarize their support for the program, 89.1% of parents indicated that they felt Read 180 was an important part of their childrens education while 4.8% somewhat felt this way and less than one percent (0.7%) did not. Table 11. READ 180 Parent Survey Results N= 164 Do you think Read 180 has increased your sons/daughters: Interest in reading. Yes 58.5 Somewhat 26.5 No 6.1 Not sure 6.1 Mean 1.6 Std. Dev. 0.9 10/17/2006Page 39 of 123 Interest in learning Achievement or grades in reading. Time spent reading. 67.3 68.7 51.7 25.2 23.1 34.7 1.4 2.0 8.8 2.7 2.7 2.7 1.4 1.4 1.6 0.7 0.7 0.8 Do you think Read 180 is an Important part of your son/daughters education? Yes 89.1 Somewhat 4.8 No 0.7 Not sure 3.4 Mean 1.2 Std. Dev. 0.6 To what degree has the Read 180 improved your son's/daughter's reading skills? A lot 44.9 Some 43.5 Not at all 0.0 Not Sure 8.8 Parents who are aware of the Read 180 program son/daughter Is taking. Yes No 89.6 10.4 How did you learn about the reading (Read 180) class? School Teacher My kids Other parents/friends % 16.3 28.6 53.7 0.0 Grade level(s) of your son/daughter. 6* Grade 7* Grade 8** Grade 9** Grade 26.8 11.0 20.7 39.6 Ethnicity Caucasian African-American Hispanic Asian Multi-Ethnic 7.3 75.6 2.4 0.6 3.7 % % % Focus Group Results Teacher Focus Groups. A total of 17 Read 180 teachers from seven randomly selected schools participated in the focus groups. The teachers were asked to respond to questions related to implementing the Read 180 curriculum. Full results of the Teacher Focus Group are in Appendix F. Whole group direct instruction. The teachers reported that the best part about the teacher whole-group instruction at the beginning of class was that it provided an opportunity too explain the lesson, address the students all at once, and set the focus and tone for the day (82% of responses). When asked to describe strategies for improving this component of the READ 180 classroom, approximately one-fourth (24%) did not feel any changes were needed. while the same percent of teachers responded the time format should be revised (24%), that smaller classes would be beneficial (24%). Computer module. When describing the strengths of the READ 180 computer activities the teachers explained that it provides new subject matter in a format (computer, video, etc.) that keeps students interested (48%) while also addressing students individual needs and 10/17/2006Page 40 of 123 abilities (24%). The teachers also reported that the computer activities provide repetition and fluency practice (16%) and gave students and teachers immediate feedback (8%). The teachers suggested that overcoming technical issues should be the primary means of improving this READ 180 module. The teachers reported technical failures sometimes resulting in the loss of students work (43%) and equipment issues with headphones, software CDs, etc. (21%) as the major areas for improvement. Small group direct Instruction module. The majority of the responses (55%) indicated that the teachers valued this one-on-one time with students allowing them to interact with and focus on individual students. The teachers explained that during this time individual needs can be met (23%) and that the small groups allowed ease in monitoring (9%). When asked to describe changes that should be recommended the teachers explained that more time (23%) and more space and smaller groups (23%) would be beneficial. The teachers also reported difficulties in being available to students in the other modules (15%) and classroom distractions (8%) as areas for improvement. Independent reading. The teachers reported that independent reading time provides students with an opportunity for quiet reading and practice (21%) and that this activity can be individualized for students reading levels (16%). The teachers also noted that the ability to retake quizzes and get immediate feedback (11%), listen to audio books (10%), allow students to choose their own books to read (11%) as strengths of the independent reading time. While describing strategies for improving this module the teachers reported that the reading collection needed to be updated and increased to include more variety (38%) and that strategies for keeping students engaged for the duration of this module were needed (25%). The teachers explained that an aide/assistant would be helpful (13%) as would smaller group sizes (13%) as this was a time during the READ 180vjhen trouble-makers act up (6%). Modeled reading. Nearly two-fourths (38%) of the teachers described that the best part of students reading in pairs was the opportunity for modeling. The teachers reported that students enjoy reading, sharing, and discussing books using this strategy (23%). However, 15% of the teachers explained that modeling is rarely or never done in their READ 180 10/17/2006Page 41 of 123 classrooms. One-third (33.3%) of the responses suggest that no changes are needed for this module. Other suggestions included more time for peer reading (17%), smaller class size (17%), and smallergroup size (17%). Overall. The teachers reported the following as overall strengths of the READ 180 program: students like and are motivated by the program (16%), the program supports progress and success (16%), students are better able to focus and stay on-task (11%), student reading has increased (11%), repetition provides practice and increases comprehension (11 %), and rotation of activities (11 %). In contrast, the teachers stated that the following were areas in need of improvement: too many technical difficulties (16%), the need for more and better distributed time (16%), more user-friendly reports, and the need for smaller groups of students (10%). All of the teacher responses suggest that the READ 180 program should be continued. They explain that student improvement and success are notable (23%), that students enjoy the program (17%), and an increase in student reading comprehension and skills (17%), and an increase students self-worth from their own accomplishments (10%). Student Focus Groups. A total of 38 students from eight randomly selected schools participated in the focus groups. Full results of the Student Focus Group are in Appendix G. Whole group direct instruction. The students reported that the best part about the teacher instruction at the beginning of class was that they are provided with an overview of what is to be expected (40% of responses). The students also liked that it provided an opportunity forthem to receive study questions, practice sheets and a review of previous work (13%). When asked to describe strategies for improving this component of the READ 180 classroom the majority of the student responses (78%) stated that nothing needed to be changed. The only suggestions given were allowing students more time to complete their work during this component before moving on to the small group rotations (11%) and providing students with a better explanation of expectations for the rest of class (11 %). Computer module. When describing the strengths of the READ 180 computer activities 10/17/2006Page 42 of 123 the students explained that they enjoyed the Spelling Zone (23%), learning new vocabulary in the Word Zone (20%), reading (20%) and videos (11%). Half of the student responses (50%) indicate that no changes to this module are needed. Suggestions that were made included increasing the time allowed for the computer module (17%) and overcoming computer malfunctions (17%). Small group direct instruction module. The student responses indicate that they valued the following as strengths of small group interactions with the teacher: discussion and helping each other (30%). writing (18%), one-on-one attention (12%), and reading and writing essays (12%). The majority of the student responses (67%) indicate that no changes to this module of the READ 180 program are needed. Those suggestions that were given are linked. It was suggested that more time is needed during this module (22%) and that group sizes should be smaller (11). It was explained that if five students working at varying skill/ability levels each need individualized help/instruction, then 20 minutes goes by too quickly for the teacher to assist each student and teach a lesson. Independent reading. The students reported that their favorite aspects of the independent reading time included reading (27%), exploring new books and progressing to more advanced books (27%) and working on vocabulary words and questions (12%). While describing strategies for improving this module the students reported that the reading collection needed to be increased and include more variety, better books, longer books, and more audio books (39%). The students also suggested that this module needed to be more fun (6%) and incorporate opportunities for discussion (6%). Modeled reading. While describing the strengths of reading in pairs the students reported that they enjoyed partner work by modeling reading (25%), that it was more interesting and fun (19%) and helped them focus on emphasis and comprehension (19%). It was also reported that this module was not used in some classes (19%). When asked to suggest improvements for this module 67% reported that no changes were needed and 33% reported a desire to read in pairs more often. Overall. The students reported the following as overall strengths of the READ 180 10/17/2006Page 43 of 123 program: increased time spent reading and improving reading skills (26%), the computer component (16%), working in small groups (14%), and the whole experience (14%). In contrast, the students reported that the following were areas in need of improvement: increase allotment of time (11%), too many computer difficulties (11%) and CD/disk problems (11%), as well as improvements to the book collections (11%). All of the student responses suggest that the READ 180 program should be continued. They reported that improves reading and increases the desire to read (17%), learn more (13%), improves spelling skills (7%) and it is fun (7%). It was also explained that the READ 180 program helped in other classes (7%) which all can result in students feeling more successful (4%). Interview Results Principal Interviews. The ten principals from the schools participating in this READ 180 program evaluation were interviewed to examine their impressions of the program. The majority of these principals (60%) were administrators of schools that were using READ 180 for the second year, 30% were at schools using it for the third year and one school was using the program for the fourth year. Full results of the Student Focus Group are in Appendix H. Overall Impressions. Nearly ail of the principals indicated a positive overall impression of the READ 180 program while one reported that the benefits were dependent on the classroom teacher. Three of the principals indicated that their faculty liked READ 180 and two reported that they personally believe it is beneficial. One principal described that the program is wonderful because it restores confidence in the students. Meeting needs. When asked to evaluate how READ 180 meets the learning needs of African-American students 50% of the responses described that it improves reading abilities and comprehension. One principal indicated that it helps individualize instruction while others mentioned that it provided a practical instructional model for teachers to use. One principal explained that READ 180 is helpful for African-American students with deficient reading, comprehension and analytical skills. While, another indicated that the quality of the teacher 10/17/2006Page 44 of 123 impacted student ability to achieve success. Implementation. The principals were asked to describe how their Read 180 programs were implemented with regard to student selection, role of the Read 180 course (replace or supplement Standard English course), student graduation from Read 180, and use of tracking elements. Responses revealed that students were primarily from 9^*^ grade (25%), but also included grades 6-8 students. Students were primarily selected on the basis of Benchmark scores (77%), while one indicated automatic enrollment for all resource students. one used transcript data, and one staff recommendations. The Read 180 program was equally used to replace or to supplement Standard English courses. Principals indicated that students typically (60%) graduate at the end of the school year. Reporting and tracking elements. Four of the ten principals reported that the tracking forms included in the READ 180 software were used for program assessment. Three interviewees indicated that READ 180 in their schools used the software for pre- and postassessment of student performance. One principal further described that students were assessed at the beginning of the year, quarterly and at the end of the year using these tools. Strengths. The principals interviewed were asked what they considered to be the best aspects or strengths of the READ 180 program. The ability to work in small groups and individualize instruction was reported in 21% of the responses while 16% of the responses focused on the technological aspects of the program. One principal explained that the faculty believes that the READ 180 program meets the students at their reading level and helps them progress from there. It was also reported that the program encourages the use of a variety of teaching strategies (11%), that students, as well as teachers, can track student progress (11%) and that READ 180 classes holds students attention (11%). One principal commented that the faculty loves the program because of the hands-on approach. Another stated that READ 180 improved students vocabulary, reading and comprehension abilities. Improvements. The following were suggested as areas of improvement in the READ 180 program by the interviewees\novercoming technical issues (30%), bad marketing/image of the READ 180 program (20%) and costs of the program (20%). One principal reported that it 10/17/2006Page 45 of 123 was also difficult to ensure that everyone is maintaining data regarding students progress within the READ 180 program. Another indicated that as a result of the programs success the faculty at his/her school would like to offer the program to more students. However, the programs expense made this an unlikely possibility. Student Achievement Analyses and Results Student Achievement Analyses For all tests of program effects, a matched-samples design was employed. Where possible, each Read 180 student was individually matched to another student within the same school, at the same grade level, with the same 2005 ITBS Reading NCE score and demographic characteristics. In 13 of the 15 school/grade level combinations in which the program was implemented, this process resulted in nearly perfect matching based on a comparison of Read 180 and non-Read 180 students 2005 ITBS Reading NCE scores. Independent samples t-tests were performed on 2005 ITBS Reading NCE scores within each grade and school, and in 12 of 15 cases the resulting p-value was at or above 0.95, where 1.00 indicates a perfect match (i.e., exactly the same pretest mean\nsee Table 12). The least efficient matching occurred at Central High and J.A. Fair High, where the p-values were 0.481 and 0.494, respectively. In these two instances, a preponderance of students with low pretest scores participated in the program, so it was not possible to match each program student to a control student on a one-to-one basis. Nevertheless, the results of the pretest comparisons indicate that there were no statistically significant differences between program and control students within any grade level or school. 10/17/2006Page 46 of 123 Table 12 Mean 2005 ITBS Reading NCE Scores (Pretest) by School, Grade, and Treatment Condition: Matched Samples School Central High Grade 9 Hall High Parkview High Treatment Not Read 180 Read180 Not Read 180 Read180 Not Read 180 Read180 J.A. Fair High Pulaski Heights Middle Not Read 180 Read180 Not Read 180 Read180 Southwest Middle McClellan High Not Read 180 Read180 Not Read 180 Read180 Not Read 180 Read180 Not Read 180 Read180 Henderson Middle Cloverdale Middle Not Read 180 Read180 Not Read 180 Read180 Not Read 180 Read180 Not Read 180 Read180 Mabelvale Middle Not Read 180 Read180 Not Read 180 Read180 Not Read 180 Read180 Not Read 180 Read180 Mean 29.89 28.94 37.88 37.84 41.67 41.67 28.78 27.68 29.36 28.76 24.32 24.24 28.00 28.27 24.27 24.41 27.15 27.18 28.90 28.57 40.11 40.00 29.36 29.14 26.10 26.27 25.91 26.11 36.92 36.92 38.61 38.74 36.68 36.63 SD 10.169 12.172 11.244 11.261 12.228 12.228 11.741 13.643 13.003 13.989 13.431 13.627 14.386 14.109 13.854 13.727 9.144 14.011 14.734 15.148 11.985 11.995 15.237 15.207 13.757 12.642 12.094 11.979 14.866 14.855 20.043 20.409 12.679 12.691 n 64 64 51 51 15 15 51 103 25 25 25 25 22 22 22 22 39 68 21 21 35 35 28 28 30 44 44 44 25 25 31 31 38 38 t .481 .018 .000 .494 .157 .021 -.063 -.033 -.009 .072 .040 .053 .056 -.080 .000 -.025 .018 .632 .990 1.00 .620 .876 .983 .950 .974 .993 .943 .968 .958 .956 .937 1.00 .980 .986 9 9 9 6 6 7 8 9 7 8 6 7 8 6 7 8 A total of 661 Read 180 (72% of participants) had matching 2005 ITBS, district enrollment, program enrollment records, and 2006 ITBS scores. The matched comparison sample was comprised of a total of 566 students. The overall number in the comparison sample was smaller due to the lack of sufficient one-to-one matches at Central and J.A. Fair. In addition to the near exact matches on pretest scores, program students and comparison 10/17/2006 Page 47 of 123 students were quite similar on other demographics: 52.6% vs. 51.8% male, 93.5% vs. 92.4% African American, 71.4% vs. 71.2% eligible for free lunch, and 19.1% vs. 17.5% special education students for Read 180 and the control group, respectively. For each grade 6-9, a multivariate analysis of covariance (MANCOVA) was performed with program (Read 180, Control) and school serving as independent variables\n2006 ITBS Vocabulary, Reading Comprehension, Total Reading, and Revised Writing NCE scores as outcomes\nand 2005 ITBS Reading NCE, student sex, special education status, and free or reduced-price lunch status as covariates. Wilks lambda was used as the criterion of multivariate significance and alpha was set at .05. When MANCOVA indicated a significant multivariate effect, univariate follow-up tests were conducted using a sequential Bonferroni approach\ni.e., employing an alpha of .0125 to adjust for the fact that four outcome measures were being analyzed. Effect size estimates were computed for each outcome by subtracting the covariate-adjusted Control mean from the Read180 adjusted mean, and dividing the difference by 21.06 (the national norm standard deviation for NCE scores). Arkansas Benchmark Literacy scale scores were available for grades six through eight. For these grades, analyses of covariance were performed with program (Read 180, Control) and school serving as independent variables\nLiteracy scale scores as outcomes\nand 2005 ITBS Reading NCE, student sex, special education status, and free or reduced-price lunch status as covariates. Effect size estimates were computed by subtracting the covariate- adjusted Control mean from the Read180 adjusted mean, then dividing the difference by the total standard deviation for each respective grade level. The percentages of students obtaining proficiency were computed for each combination of grade level, school, and treatment. Student Achievement Results Sixth grade ITBS 2006 subtests. MANCOVA indicated no statistically significant multivariate main effects for program (X, = 0.98, = 1.11, p = .36) or for the school X program interaction effect (X. = 0.92, F.,2 493 = 1.31, p = .21). Directionally, results tended to favor Control students 10/17/2006Page 48 of 123 (see Table 13 and Figures 1-4), particularly at Cloverdale and Mabelvale. At Pulaski Heights and Southwest, effect size estimates across subtests ranged from -0.11 to +0.05, showing essentially no differences between ReadlSO and Control students. At Mabelvale, moderately large negative effects were observed on Vocabulary (-0.39), Reading Comprehension (-0.21), and Total Reading (-0.33\nsee Table 12). Mean NCE scores for all groups across all subtests were quite low, ranging from 17.96 on Total Reading for the Read 180 group at Southwest Middle, to a high of 32.28 on Vocabulary for the Control group at Mabelvale Middle. 10/17/2006Table 13 Page 49 of 123 Sixth Grade 2006 ITBS Means, Adjusted Means, and Effect Size Estimates^ by Treatment Condition and School Vocabulary: NCE Treatment Control School Pulaski Heights Middle Mean 27.65 Adjusted Mean 27.47 Effect Size N 23 1 Read180 Southwest Middle Cloverdale Middle Mabelvale Middle Pulaski Heights Middle Southwest Middle Cloverdale Middle Mabelvale Middle 20.60 27.50 32.28 27.63 19.80 24.46 24.56 22.38 27.82 29.81 28.31 22.31 24.80 21.51 0.04 0.00 -0.14 -0.39 25 28 25 24 25 28 25 Reading Comprehension: NCE Reading Total: NCE Revised Writing: NCE Control Read180 Control Read180 Control Read180 Pulaski Heights Middle Southwest Middle Cloverdale Middle Mabelvale Middle Pulaski Heights Middle Southwest Middle Cloverdale Middle Mabelvale Middle Pulaski Heights Middle Southwest Middle Cloverdale Middle Mabelvale Middle Pulaski Heights Middle Southwest Middle Cloverdale Middle Mabelvale Middle Pulaski Heights Middle Southwest Middle Cloverdale Middle Mabelvale Middle Pulaski Heights Middle Southwest Middle Cloverdale Middle Mabelvale Middle Effect size estimates are all based on the NCE standard deviation of 21.06. 29.43 26.00 28.61 31.04 27.58 22.96 24.61 27.00 26.74 21.52 26.43 30.64 25.79 17.96 22.79 24.24 31.87 25.20 28.96 29.44 28.58 22.04 23.61 30.92 29.29 28.17 28.73 27.53 28.99 26.65 24.86 23.01 26.55 23.84 26.69 27.12 27.03 21.60 23.13 20.11 32.07 26.19 28.90 26.03 30.55 27.19 23.62 26.16 23 25 28 25 -0.01 -0.07 -0.18 -0.21 0.02 -0.11 -0.17 -0.33 -0.07 0.05 -0.25 0.01 24 25 28 25 23 25 28 25 24 25 28 25 23 25 28 25 24 25 28 25 10/17/2006Page 50 of 123 Means by School and Treatment. Control Readl80 10/17/2006 Page 51 of 123 30- 29- in c S 28- s re E 27- ra s o 01 t# 26- E 25- 111 24- T T T Pulaski Heiglits Southwest Cloverdale Middle -------- Control -------- Readl80 23- Middle Middle Mabelvale Middle E n T Figure 2. Sixth Grade 2006 ITBS Reading Comprehension NCE Adjusted Means by School and Treatment. 10/17/2006 28- Coiitiol Page 52 of 123 (A 26- 01 5 ra c '5 n 24- Z o 01 I# E  22- lU 20- T T T T Pulaski Heiglits Southwest Mabelvale Middle Cloverdale Middle - Read180 Middle Middle Figure 3. Sixth Grade 2006 ITBS Total Reading NCE Adjusted Means by School and Treatment. 10/17/2006 32- lA n soot Sw c 528- k. n s D 01 Io 26- E \u0026lt;0 LU 24- --------Control  Readl80 22 Pulaski Heiglits Southwest Middle Middle Cloverdale Middle I Mabelvale Middle Page 53 of 123 T T T Figure 4. Sixth Grade 2006 ITBS Revised Writing NCE Adjusted Means by School and T reatment. Benchmark Literacy. ANCOVA revealed no statistically significant main effects for program (F.^ = 3.23, p = .07), and no program X school interaction effect F3193 = -11. P = .96). Directionally, results consistently favored the Control group, with effect size estimates ranging from -0.27 at Pulaski Heights to -0.12 at Cloverdale (see Table 14 and Figure 18). The percentages of students obtaining proficiency on the Benchmark Literacy exam were nearly equal between Readl80 and Control groups at Southwest (0.0% vs. 4.0%), Cloverdale (14.3% vs. 14.3%), and Mabelvale (16.0% vs. 20.8%), but only half the percentage of Read 180 students achieved proficiency relative to Control students at Pulaski Heights (12.0% vs. 24.0%\nsee Table 15). Table 14 10/17/2006 Page 54 of 123 2006 Benchmark Literacy Scale Score Means, Adjusted Means, and Effect Size Estimates by Grade Level, School, and Treatment Grade School Treatment Mean Adjusted Mean Effect Size N 6 Pulaski Heights Middle Control 534.04 539.07 25 7 8 Read180 487.24 501.06 -0.27 25 Southwest Middle Cloverdale Middle Mabelvale Middle Southwest Middle Henderson Middle Cloverdale Middle Mabelvale Middle Southwest Middle Henderson Middle Cloverdale Middle Mabelvale Middle Control 434.60 451.97 25 Read180 Control Read180 Control Read180 Control Read180 Control Read180 Control Read180 Control Read180 Control Read180 Control Read180 Control Read180 Control Read180 373.00 518.54 505.61 537.71 518.84 465.18 450.91 550.67 541.62 565.17 522.50 600.97 629.57 620.57 581.59 733.66 707.26 594.95 595.40 649.82 704.84 431.13 523.56 506.76 490.71 462.69 498.85 479.84 550.10 576.35 584.53 533.80 555.98 570.30 651.44 647.78 690.90 652.18 629.81 629.24 629.56 680.53 -0.15 -0.12 -0.20 -0.12 0.16 -0.31 0.09 -0.03 -0.29 0.00 0.38 25 28 28 24 25 22 22 21 21 30 44 31 30 21 22 35 35 44 43 38 37 Note. Total standard deviations by grade were 142.00,163.52, and 135.24 for grades six, seven, and eight, respectively. 10/17/2006Page 55 of 123 Control Readl80 Figure 18. Sixth Grade Mean Adjusted 2006 Arkansas Benchmark Literacy Scale Scores by School and Treatment. 10/17/2006 Page 56 of 123 Table 15 2006 Arkansas Benchmark Literacy Proficiency Categories by School and Treatment Condition, Sixth Grade School Treatment Control Read180 Pulaski Heights Middle Proficiency Category Not Proficient 19 22 Southwest Middle Proficiency Category Proficient Not Proficient % within treatment condition % within treatment condition 76.0% 88.0% 24.0% 12.0% 24 25 n n n 6 3 Proficient % within treatment condition 96.0% 100.0% n 1 0 Cloverdale Middle Proficiency Category Not Proficient Proficient Mabelvale Middle Proficiency Category Not Proficient Proficient % within treatment condition % within treatment condition % within treatment condition % within treatment condition % within treatment condition 4.0% 24 85.7% 14.3% 19 79.2% 20.8% .0% 24 85.7% 14.3% 21 84.0% 16.0% 10/17/2006 n n 4 4 n n 5 4Page 57 of 123 Seventh grade ITBS 2006 subtests. MANCOVA indicated a statistically significant multivariate main effect for program (A = 0.95, F^ 205 = 2.81, p = .03), with no school X program interaction effect (A, - 0.92, F^2,543  .37, p = .18). Follow-up univariate tests showed a significant program effect for Reading Comprehension {F.^ 208 = 10-59, p = .001) and Total Reading {F.^ 208  ^-^0, p = .006). In both cases, the overall adjusted mean for Read 180 students was significantly lower than that of the Control group = 30.96 vs. Mq = 36.55 for Reading Comprehension\nM.^qq = 28.84 vs. Mq = 33.64 for Total Reading). As shown in Figures 5-8 and on Table 16, Reading Comprehension and Total Reading scores consistently favored Control students at all schools, with effect size estimates ranging from -0.44 at Cloverdale Middle on Total Reading to -0.13 at Mabelvale Middle on Total Reading. Mean NCE scores across subtests for all groups, while somewhat higher than sixth grade, were still quite low. ranging from M = 23.5 on Vocabulary for the Southwest Middle Control students, to M = 43.43 on Reading Comprehension for the Mabelvale Control group (see Table 16). 10/17/2006Page 58 of 123 Table 16 Seventh Grade 2006 ITBS Means, Adjusted Means, and Effect Size Estimates^ by Treatment Condition and School Vocabulary: NCE Treatment Control School Mean Adjusted Mean ES N 1 Read 180 Southwest Middle Henderson Middle Cloverdale Middle Mabelvale Middle Southwest Middle Henderson Middle Cloverdale Middle 23.50 25.82 22 31.14 34.27 39.87 26.43 23.90 25.41 31.67 36.82\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":"hbcula_becu_309","title":"Conversation with Mr. Albert Bethune, Dr. Cleo Higgins, and Mrs. Senorita Locklear on Dr. Mary McLeod Bethune, September 14, 2006","collection_id":"hbcula_becu","collection_title":"Bethune-Cookman University Digital Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Florida, Volusia County, Panama Beach, 28.86832, -81.22778"],"dcterms_creator":["Bethune-Cookman University"],"dc_date":["2006-09-14"],"dcterms_description":["This audio recording features a conversation between Mr. Albert Bethune, Jr. (Dr. Mary McLeod Bethune's grandson), Dr. Cleo Higgins (the Vice President and Dean of Academic Affairs), and Mrs. Senorita Locklear (Dr. Mary McLeod Bethune's secretary) at the Faculty Development Center on the campus of Bethune-Cookman College. This audio recording opens with the planning of a presentation on Dr. Mary McLeod Bethune, followed by some of the challenges that Dr. Mary McLeod Bethune faced as a leader. Dr. Higgins speaks about Dr. Mary McLeod Bethune as a mother, grandmother, leader, and her icon. Mrs. Senorita Locklear speaks about her experience and admiration of Mary McLeod Bethune. Starting at 00:09:45, Dr. Higgins speaks aboout Dr. Mary McLeod Bethune's \"lack of motherliness\" due to following her calling. Starting at 00:21:10, Mrs. Locklear and Mr. Bethune share the original purpose of the Mary McLeod Bethune Foundation and her archives at the Carl S. Swisher Library. Starting at 00:36:10, Mrs. Locklear speaks about Dr. Mary McLeod Bethune's refusal to participate in commencement and her image and name on campus in communities. Starting at 00:51:49, Dr. Higgins speaks about Dr. Mary McLeod Bethune's participation in the civil rights movement and her \"Leave No One Behind\" slogan. Discussed at 01:04:22, is Dr. Mary McLeod Bethune's last five years and her relationship with Bethune-Cookman College and communitiy members."],"dc_format":["audio/mp3"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American universities and colleges","College presidents","African American students","Interviews","Oral history","African American authors"],"dcterms_title":["Conversation with Mr. Albert Bethune, Dr. Cleo Higgins, and Mrs. Senorita Locklear on Dr. Mary McLeod Bethune, September 14, 2006"],"dcterms_type":["Sound"],"dcterms_provenance":["Historically Black Colleges and Universities (HBCU) Library Alliance"],"edm_is_shown_by":null,"edm_is_shown_at":["https://hbcudigitallibrary.auctr.edu/digital/collection/becu/id/309"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["All rights to images are held by the respective holding institution. This image is posted publicly for non-profit educational uses, excluding printed publication. For permission to reproduce images and/or for copyright information contact University Archives, Bethune-Cookman University, Daytona Beach, FL 32114 (386) 481-2186. http://www.cookman.edu/academics/library/index.html"],"dcterms_medium":["audiocassettes"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"hbcula_becu_305","title":"Conversation with Mr. Albert Bethune, Dr. Cleo Higgins, and Mrs. Senorita Locklear on Dr. Mary McLeod Bethune, September 14, 2006","collection_id":"hbcula_becu","collection_title":"Bethune-Cookman University Digital Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Florida, Volusia County, Panama Beach, 28.86832, -81.22778"],"dcterms_creator":["Bethune-Cookman University"],"dc_date":["2006-09-14"],"dcterms_description":["This audio recording features a conversation between Mr. Albert Bethune, Jr. (Dr. Mary McLeod Bethune's grandson), Dr. Cleo Higgins (the Vice President and Dean of Academic Affairs), and Mrs. Senorita Locklear (Dr. Mary McLeod Bethune's secretary) at the Faculty Development Center on the campus of Bethune-Cookman College. In this audio, participants speak about the relationship between the United Methodist Church and Bethune-Cookman College, members of the Board of Trustees, and the development of Bethune-Cookman University."],"dc_format":["audio/mp3"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American universities and colleges","College presidents","African American students","Interviews","Oral history","African American authors","Universities and colleges--Employees"],"dcterms_title":["Conversation with Mr. Albert Bethune, Dr. Cleo Higgins, and Mrs. Senorita Locklear on Dr. Mary McLeod Bethune, September 14, 2006"],"dcterms_type":["Sound"],"dcterms_provenance":["Historically Black Colleges and Universities (HBCU) Library Alliance"],"edm_is_shown_by":null,"edm_is_shown_at":["https://hbcudigitallibrary.auctr.edu/digital/collection/becu/id/305"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["All rights to images are held by the respective holding institution. This image is posted publicly for non-profit educational uses, excluding printed publication. For permission to reproduce images and/or for copyright information contact University Archives, Bethune-Cookman University, Daytona Beach, FL 32114 (386) 481-2186. http://www.cookman.edu/academics/library/index.html"],"dcterms_medium":["audiocassettes"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"tnn_npldl_nblwilsond1009clip1","title":"Oral history interview with David K. Wilson, 2006 September 13, excerpt 08","collection_id":"tnn_npldl","collection_title":"Nashville Public Library Digital Collections Portal: Civil Rights","dcterms_contributor":["Pyle, Cabot Pollard","Roberts, Kenneth L., 1932-"],"dcterms_spatial":["United States, Tennessee, Davidson County, Nashville, 36.16589, -86.78444"],"dcterms_creator":["Wilson, David Kirkpatrick, 1919-"],"dc_date":["2006-09-13"],"dcterms_description":["An excerpt from an oral history interview with Nashville business and civic leader David Kirkpatrick \"Pat\" Wilson, conducted on 13 September 2006 by Cabot Pyle and Kenneth L. Roberts as part of the Nashville Public Library's Nashville Business Leaders Oral History Project:  The Turner Interviews.  Wilson discusses race relations in Nashville during the 1960s and the efforts made by Wilson and colleagues Kenneth L. Roberts and Nelson Andrews to work with both the African American and white communities.  The complete interview, as well as an index, is available in the repository."],"dc_format":null,"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Excerpted from:  NBLWilsonD digital recording converted from wav to mp3 format in 2006.","Nashville Business Leaders Oral History Project, Special Collections Division, Nashville Public Library."],"dc_relation":["Forms part of online collection: Civil Rights Online Collection."],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Businesspeople--Tennessee--Nashville","Civic leaders--Tennessee--Nashville","Civil rights movements--Tennessee--Nashville","African Americans--Civil rights--Tennessee--Nashville","Nashville (Tenn.)--History--Sources","Nashville (Tenn.)--Race relations","Nashville (Tenn.)--Social conditions"],"dcterms_title":["Oral history interview with David K. Wilson, 2006 September 13, excerpt 08"],"dcterms_type":["Sound"],"dcterms_provenance":["Nashville Public Library (Tenn.). Special Collections Division"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.library.nashville.org/u?/nr,700"],"dcterms_temporal":null,"dcterms_rights_holder":["U.S. and international copyright laws protect this digital content, which is provided for educational purposes only and may not be downloaded, reproduced, or distributed for any other purpose without written permission. Please contact the Special Collections Division of the Nashville Public Library, 615 Church Street, Nashville, Tennessee, 37219. Telephone (615) 862-5782."],"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["sound recordings","oral histories (literary works)"],"dcterms_extent":["audio/mp3 (53 sec.)"],"dlg_subject_personal":["Wilson, David Kirkpatrick, 1919-2007--Interviews","Roberts, Kenneth L., 1932-","Andrews, Nelson"],"dcterms_subject_fast":null,"fulltext":null},{"id":"tnn_npldl_nblwilsond1009clip2","title":"Oral history interview with David K. 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Wilson, 2006 September 13, excerpt 09"],"dcterms_type":["Sound"],"dcterms_provenance":["Nashville Public Library (Tenn.). Special Collections Division"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.library.nashville.org/u?/nr,701"],"dcterms_temporal":null,"dcterms_rights_holder":["U.S. and international copyright laws protect this digital content, which is provided for educational purposes only and may not be downloaded, reproduced, or distributed for any other purpose without written permission. Please contact the Special Collections Division of the Nashville Public Library, 615 Church Street, Nashville, Tennessee, 37219. Telephone (615) 862-5782."],"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["sound recordings","oral histories (literary works)"],"dcterms_extent":["audio/mp3 (51 sec.)"],"dlg_subject_personal":["Wilson, David Kirkpatrick, 1919-2007--Interviews"],"dcterms_subject_fast":null,"fulltext":null},{"id":"hbcula_becu_302","title":"Albert Bethune, Jr. Luncheon, September 12, 2006","collection_id":"hbcula_becu","collection_title":"Bethune-Cookman University Digital Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Florida, Volusia County, Panama Beach, 28.86832, -81.22778"],"dcterms_creator":["Bethune-Cookman University"],"dc_date":["2006-09-12"],"dcterms_description":["This audio recording features the luncheon portion of a four day interview between Cathy Kershaw, Janice Walton, and Albert Bethune, Jr., Dr. Mary McLeod Bethune's grandson, Bethune-Cookman College's archivist, and the founder of the Bethune-Cookman College Gospel Choir. Attendees include Janice Walton, Yvonne Boseman, Daytona Beach's first black mayor, Jackie Macon Bethune, family members of Mary McLeod Bethune, graduates of Bethune-Cookman College, and the program director, Cathy Kershaw. This audio recording opens with an introduction of attendees, followed by interviews about participants' relationships with Dr. Mary McLeod Bethune. Albert Bethune, Jr. shares the true history of Albert Bethune, Sr., Dr. Mary McLeod Bethune, Bethune-Cookman College. Mr. Bethune also speaks about his careers, the Mary McLeod Bethune Legacy Continuation Foundation, black leadership. Some audio is low."],"dc_format":["audio/mp3"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American universities and colleges","College presidents","African American students","Interviews","Oral history","African American authors"],"dcterms_title":["Albert Bethune, Jr. Luncheon, September 12, 2006"],"dcterms_type":["Sound"],"dcterms_provenance":["Historically Black Colleges and Universities (HBCU) Library Alliance"],"edm_is_shown_by":null,"edm_is_shown_at":["https://hbcudigitallibrary.auctr.edu/digital/collection/becu/id/302"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["All rights to images are held by the respective holding institution. This image is posted publicly for non-profit educational uses, excluding printed publication. For permission to reproduce images and/or for copyright information contact University Archives, Bethune-Cookman University, Daytona Beach, FL 32114 (386) 481-2186. http://www.cookman.edu/academics/library/index.html"],"dcterms_medium":["audiocassettes"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"hbcula_becu_304","title":"Albert Bethune, Jr. Luncheon, September 12, 2006","collection_id":"hbcula_becu","collection_title":"Bethune-Cookman University Digital Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Florida, Volusia County, Panama Beach, 28.86832, -81.22778"],"dcterms_creator":["Bethune-Cookman University"],"dc_date":["2006-09-12"],"dcterms_description":["This audio recording features footage from a four day interview between Cathy Kershaw, Janice Walton, and Albert Bethune, Jr., Dr. Mary McLeod Bethune's grandson, Bethune-Cookman College's archivist, and the founder of the Bethune-Cookman College Gospel Choir. This audio consists of conversations with Albert Bethune regarding his book, detailing the history and life of Dr. Mary McLeod Bethune. Conversations also include the schedule of events for his book presentation, the history of Bethune-Cookman College, segregation, and Black history. Mr. Bethune also discusses the development of the Women's Advisory Board, segregation, black leadership, and black educational institutions and communities. At 00:23:55, Mr. Bethune shares how Dr. Mary McLeod Bethune influenced Daytona to be the \"New City of the South and her relationship with Mr. Peabody. At 00:48:58, participants discuss black inventions and the change in times, education, children, and society."],"dc_format":["audio/mp3"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American universities and colleges","College presidents","African American students","Interviews","Oral history","African American authors"],"dcterms_title":["Albert Bethune, Jr. Luncheon, September 12, 2006"],"dcterms_type":["Sound"],"dcterms_provenance":["Historically Black Colleges and Universities (HBCU) Library Alliance"],"edm_is_shown_by":null,"edm_is_shown_at":["https://hbcudigitallibrary.auctr.edu/digital/collection/becu/id/304"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["All rights to images are held by the respective holding institution. This image is posted publicly for non-profit educational uses, excluding printed publication. For permission to reproduce images and/or for copyright information contact University Archives, Bethune-Cookman University, Daytona Beach, FL 32114 (386) 481-2186. http://www.cookman.edu/academics/library/index.html"],"dcterms_medium":["audiocassettes"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"gych_rogp_002","title":"T. Rogers Wade on Herman Talmadge, 07 September 2006.","collection_id":"gych_rogp","collection_title":"Reflections on Georgia Politics oral history collection, 2006-2010","dcterms_contributor":["Short, Bob, 1932-"],"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["Wade, T. Rogers","Short, Bob, 1932"],"dc_date":["2006-09-07"],"dcterms_description":["Finding aid available in repository.","T. Rogers Wade discusses Herman Talmadge's early life, the 1946-47 \"three governors controversy,\" segregation, his career in the U.S. Senate, the 1980 senate race, and personal struggles.","T. Rogers Wade served as chief of staff to Senator Herman Talmadge from 1973 to 1980 in Washington, D.C. He then returned to Georgia, and became vice president of Watkins Associated Industries. In 1985, he helped open the public affairs law firm of Edington, Wade and Associates, from which he retired as senior partner. He was a founding member of Leadership Georgia. Wade was active on many boards and foundations, including the Georgia Chamber of Commerce, the Richard B. Russell Foundation, and the Fanning Leadership Institute at the University of Georgia. He was chairman of the board in the Georgia Public Policy Foundation, a free-market think-tank.","Interviewed by Bob Short."],"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Reflections on Georgia Politics Oral History Collection","http://sclfind.libs.uga.edu/sclfind/view?docId=ead/RBRL220ROGP.xml"],"dcterms_subject":["United States--Congress--Senate","Governors--Georgia","Legislators--Georgia","Segregation--United States","Segregation--Georgia","Governors","Legislators","Politics and government","Segregation","Georgia--Politics and government","Georgia","United States"],"dcterms_title":["T. Rogers Wade on Herman Talmadge, 07 September 2006."],"dcterms_type":["MovingImage"],"dcterms_provenance":["Richard B. Russell Library for Political Research and Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://purl.libs.uga.edu/russell/RBRL220ROGP-002/video"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Reflections on Georgia Politics Oral History Collection, ROGP 002, Richard B. Russell Library for Political Research and Studies, University of Georgia Libraries, Athens, Georgia, 30602-1641."],"dlg_local_right":["Resources may be used under the guidelines described by the U.S. Copyright Office in Section 107, Title 17, United States Code (Fair use). Parties interested in production or commercial use of the resources should contact the Russell Library for a fee schedule."],"dcterms_medium":["oral histories (literary works)","interviews"],"dcterms_extent":["1 interview (90 min.) : sd., col."],"dlg_subject_personal":["Wade, T. Rogers","Talmadge, Herman E. (Herman Eugene), 1913-2002"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_91","title":"Arkansas Department of Education's (ADE's) Project Management Tool","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"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["2006-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Little Rock (Ark.). Office of Desegregation Monitoring","School integration--Arkansas","Arkansas. Department of Education","Project managers--Implements"],"dcterms_title":["Arkansas Department of Education's (ADE's) Project Management Tool"],"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/91"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District, plaintiff vs. Pulaski County Special School District, defendant\nARKANSAS DEPARTMENT OF Dr. T. Kenneth James, Commissioner .Educatilf n 4 State Capitol Mall  Little Rock, AR 72201-1071 (501) 682-4475 http:/ /ArkansasEd.org September 29, 2006 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Mark Burnette Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Office of Desegregation Monitoring One Union National Plaza , 124 West Capitol, Suite 1895 RECEIVED Little Rock, AR 72201 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Mr. M. Samuel Jones ill OCT 2 2006 OFFICE OF DESEGREGATION MONITORING Mitchell, Williams, Selig, Gates \u0026amp; Woodyard 425 West Capitol Avenue, Suite 1800 Little Rock, AR 72201 RE: Little Rock School District v. Pulaski County Special School District, et al. U.S. District Court No. 4:82-CV-866 WRW Dear Gentlemen: Per an agreement with the Attorney General's Office, I am filing the Arkansas Department of Education's Project Management Tool for the month of September 2006 in the above-referenced case. If you have any questions, please feel free to contact me at your convenience. Sinvly, ,. D. fs~~ General Counsel Arkansas Department of Education SS:law cc: Mark Hagemeier STATE BOARD OF EDUCATION: Chair: Diane Tatum, Pine Bluff  Vice Chair: Randy Lawson, Bentonville Members: Sherry Burrow, Jonesboro  Dr. Calvin King, Marianna  Dr. Tim Knight, Arkadelphia Dr. Ben Mays, Clinton  MaryJane Rebick, Little Rock  Dr. Naccaman Williams, Springdale An Equal Opportunity Employer UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION RECEIVED OCT 2 2006 OFFICE OF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. LR-C-82-866 WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al DEFENDANTS NOTICE OF FILING In accordance with the Court's Order of December 10, 1993, the Arkansas Department of Education hereby gives notice of the filing of the AD E's Project Management Tool for September 2006. Respectfully Submitted, A_.,~)~ Scoff Smith, Bar # 9225 General Counsel Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 501-682-4227 CERTIFICATE OF SERVICE I, Scott Smith, certify that on September 29, 2006, I caused the foregoing document to be served by depositing a copy in the United States mail, postage prepaid, addressed to each of the following: Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Mark Burnette Mitchell, Blackstock, Barnes Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Mr. M. Samuel Jones, III Mitchell, Williams, Selig, Gates \u0026amp; Woodyard 425 West Capitol, Suite 1800 Little Rock, AR 72201 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION RECEIVED OCT 2 2006 OFFICEOF LITTLE ROCK SCHOOL DISTRICT, ET AL PLAINTIFFS DESEGREGATION MONITORING V. NO. LR-C-82-866 WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE W. KNIGHT, ET AL INTERVENORS ADE'S PROJECT MANAGEMENT TOOL In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the ADE's progress against timelines presented in the Plan. IMPLEMENTATION PHASE ACTIVITY I. FINANCIAL OBLIGATIONS A. Use the previous year's three quarter average daily membership to calculate MFPA (State Equalization) for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2006 Based on-the information av~ilable at August 31 2006 the AD ted the f)tate Fpunda_tion Funding for Y 0q/_07 _su.b,=-=-...---== =--=--==== B. Include all Magnet students in the resident District's average daily membership for calculation . 1. Projected Ending Date Last day of each month, August - June. I. FINANCIAL OBLIGATIONS (Continued) B. Include all Magnet students in the resident District's average daily membership for calculation. (Continued) 2. Actual as of September 30, 2006 1tas1tatIJ6e\ninfQmffitiodo/amal2te:af!'.u..\"s\"'t.$!1!l'.20:0$!tne':DEca1cu1ated mtw oeY01!sotiiCToFoeriooic!a'oJtmeots1 C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2006 D \"\"'K' \"\" )1, 20Q6, aTstributicfris '6(State Foundation Funding for F,Y 06/07,were rRSD f'J[RS __ .. .CSS :t 33,LOO LRSD NLR.S _ - 3 ,477,2?q ECSSD ~ $56,463,0id D. Determine the number of Magnet students residing in each District and attending a Magnet School. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2006 }?ased.on the information availa_ble, the 6DE calculated at August 31 2006 for r:y\nQ..6/07 . subjectto. iriodic a_gjustments. E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. 1. Projected Ending Date Ongoing, as ordered by the Court. 2 I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. (Continued) 2. Actual as of September 30, 2006 u I It should be noted that currently the Magnet Review Committee is reporting this information instead of the staff attorney as indicated in the Implementation Plan. F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2006 j3as,e_d. QQ_tt}~ \"oformati6n\"9vaila'ble :..t'Ke ADE'calculated,at'Aug'usf3J,:2006 for: E)1 Q6/07 subect to.Qeriodic agjust~ G. Process and distribute state aid for Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2006 DistribuJions for-_ FY Q6/07 at _August 31 , 2006 tqtal_ecl $1,269,267:- Allotment ~alculated for FY 06l,071.Yas 13~62,94:1: ,subject to\" periodic adjustmenfsJ H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of September 30, 2006 Calculated for FY 05/06, subject to periodic adjustments. 3 I. FINANCIAL OBLIGATIONS (Continued) I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 2. Actual as of September 30, 2006 Distributions for FY 05/06 at July 31, 2006, were: LRSD - $4,482,380 NLRSD - $4,691,996 PCSSD - $11,619,283 The allotments calculated for FY 05/06 at June 30, 2006, subject to periodic adjustments, were: LRSD - $4,482,380 NLRSD - $4,691,996 PCSSD - $11 ,619,283 J. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1. Projected Ending Date Ongoing , December of each year. 2. Actual as of September 30, 2006 In September 2002, the Magnet and M-to-M transportation budgets for FY 02/03 were submitted to the ADE by the Districts. K. The Coordinator of School Transportation notifies General Finance to pay districts for the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of September 30, 2006 In October 2005, General Finance was notified to pay the third one-third payment for FY 04/05 to the Districts. In October 2005, General Finance was notified to pay the first one-third payment for FY 05/06 to the Districts. In January 2006, General Finance was notified to pay the second one-third payment for FY 05/06 to the Districts. It should be noted that the Transportation Coordinator is currently performing this function instead of Reginald Wilson as indicated in the Implementation Plan. 4 I. FINANCIAL OBLIGATIONS (Continued) L. ADE pays districts three equal installments of their proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of September 30, 2006 In November 2005, General Finance made the last one-third payment to the Districts for their FY 04/05 transportation budget. The budget is now paid out in three equal installments. At November 2005, the following had been paid for FY 04/05: LRSD - $4,143,106.00 NLRSD - $834,966.13 PCSSD - $2,884,201.56 In November 2005, General Finance made the first one-third payment to the Districts for their FY 05/06 transportation budget. The budget is now paid out in three equal installments. At November 2005, the following had been paid for FY 05/06: LRSD - $1,415,633.33 NLRSD - $284,716.52 PCSSD - $974,126.58 In February 2006, General Finance made the second one-third payment to the Districts for their FY 05/06 transportation budget. The budget is now paid out ir, three equal installments. At February 2006, the following had been paid for FY 05/06: LRSD - $2,831,266.66 NLRSD - $569,433.04 PCSSD - $1,948,253.16 M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually 2. Actual as of September 30, 2006 5 I. FINANCIAL OBLIGATIONS (Continued) M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. (Continued) 2. Actual as of September 30, 2006 (Continued) In August 1997, the ADE transportation coordinator reviewed each district's Magnet and M-to-M transportation costs for FY 96/97. In July 1998, each district was asked to submit an estimated budget for the 98/99 school year. In September 1998, paperwork was generated for the first payment in the 98/99 school year for the Magnet and M-to-M transportation program. School districts should receive payment by October 1, 1998 In July 1999, each district submitted an estimated budget for the 99/00 school year. In September 1999, paperwork was generated for the first payment in the 99/00 school year for the Magnet and M-to-M transportation program. In September 2000, paperwork was generated for the first payment in the 00/01 school year for the Magnet and M-to-M transportation program. In September 2001, paperwork was generated for the first payment in the 01/02 school year for the Magnet and M-to-M transportation program. In September 2002, paperwork was generated for the first payment in the 02/03 school year for the Magnet and M-to-M transportation program. In September 2003, paperwork was generated for the first payment in the 03/04 school year for the Magnet and M-to-M transportation program. In September 2004, paperwork was generated for the first payment in the 04/05 school year for the Magnet and M-to-M transportation program. In October 2005, paperwork was generated for the first payment in the 05/06 school year for the Magnet and M-to-M transportation program. N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 2. Actual as of September 30, 2006 6 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of September 30, 2006 (Continued) In FY 94/95, the State purchased 52 buses at a cost of $1,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD - 14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2,334,800 in FY 95/96. The buses were distributed accordingly: LRSD - 45\nNLRSD - 7\nand PCSSD - 12. In May 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. In July 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $624,879. In July 1998, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $695,235. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD - 6. Specifications for 16 school buses have been forwarded to state purchasing for bidding in January, 1999 for delivery in July, 1999. In July 1999, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $718,355. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD - 6. In July 2000, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $724,165. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD - 6. The bid for 16 new Magnet and M-to-M buses was let by State Purchasing on February 22, 2001. The contract was awarded to Ward Transportation Services, Inc. The buses to be purchased include two 47 passenger buses for $43,426.00 each and fourteen 65 passenger buses for $44,289.00 each. The buses will be distributed accordingly: LRSD - 8 of the 65 passenger\nNLRSD - 2 of the 65 passenger\nPCSSD - 2 of the 47 passenger and 4 of the 65 passenger buses. On August 2, 2001, the ADE took possession of 16 new Magnet and M-to-M buses. The total amount paid was $706,898. 7 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of September 30, 2006 (Continued) In June 2002, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses to be purchased include five 47 passenger buses for $42,155.00 each, ten 65 passenger buses for $43,850.00 each, and one 47 passenger bus with a wheelchair lift for $46,952.00. The total amount was $696,227. In August of 2002, the ADE purchased 16 new Magnet and M-to-M buses. The total amount paid was $696,227. In June 2003, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses to be purchased include 5 - 47 passenger buses for $47,052.00 each, and 11 - 65 passenger buses for $48,895.00 each. The total amount was $773,105. The buses will be distributed accordingly: LRSD - 8 of the 65 passenger\nNLRSD - 2 of the 65 passenger\nPCSSD - 5 of the 47 passenger and 1 of the 65 passenger buses. In June 2004, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The price for the buses was $49,380 each for a total cost of $790,080. The buses will be distributed accordingly: LRSD - 8, NLRSD - 2, and PCSSD - 6. In June 2005, a bid for 16 new Magnet and M-to-M buses was awarded to Ward Transportation Services, Inc. The buses for the LRSD include 8 - 65 passenger buses for $53,150.00 each. The buses for the NLRSD include 1 - 47 passenger bus for $52,135.00, and 1 - 65 passenger bus for $53,150.00. The buses for the PCSSD include 6 - 65 passenger buses for $53,150.00 each. The total amount was $849,385.00. In March 2006, a bid for 16 new Magnet and M-to-M buses was awarded to Central States Bus Sales. The buses for the LRSD include 8 - 65 passenger buses for $56,810.00 each. The buses for the NLRSD include 1 - 47 passenger bus for $54,990.00, and 1 - 65 passenger bus for $56,810.00. The buses for the PCSSD include 6 - 65 passenger buses for $56,810.00 each. The total amount was $907,140.00. 8 e'- FINANCIAL OBLIGATIONS (Continued) O. Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999. 2. Actual as of September 30, 2006 Obligation fulfilled in FY 96/97. P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. Q. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of September 30, 2006 Obligation fulfilled in FY 95/96. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1994. 2. Actual as of September 30, 2006 Final payment was distributed July 1994. R. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2. Actual as of September 30, 2006 The LRSD received $3,000,000 on September 10, 1998. As of this reporting date, the LRSD has received $20,000,000 in loan proceeds. 9 I. FINANCIAL OBLIGATIONS (Continued) S. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of September 30, 2006 Obligation fulfilled in FY 95/96. T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of September 30, 2006 Obligation fulfilled in FY 95/96. U. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of September 30, 2006 Distribution in July 1997 for FY 97/98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97/98. Distribution in July 1998 for FY 98/99 was $75,000. This was the total amount due to the Magnet Review Committee for FY 98/99. Distribution in July 1999 for FY 99/00 was $92,500. This was the total amount due to the Magnet Review Committee for FY 99/00. Distribution in July 2000 for FY 00/01 was $92,500. This was the total amount due to the Magnet Review Committee for FY 00/01. Distribution in August 2001 for FY 01/02 was $92,500. This was the total amount due to the Magnet Review Committee for FY 01/02. Distribution in July 2002 for FY 02/03 was $92,500. This was the total amount due to the Magnet Review Committee for FY 02/03. 10 I. FINANCIAL OBLIGATIONS (Continued) U. Process and distribute check to Magnet Review Committee. (Continued) 2. Actual as of September 30, 2006 (Continued) Distribution in July 2003 for FY 03/04 was $92,500. This was the total amount due to the Magnet Review Committee for FY 03/04. Distribution in July 2004 for FY 04/05 was $92,500. This was the total amount due to the Magnet Review Committee for FY 04/05. Distribution in July 2005 for FY 05/06 was $92,500. This was the total amount due to the Magnet Review Committee for FY 05/06. Distribution in July 2006 for FY 06/07 was $92,500. This was the total amount due to the Magnet Review Committee for FY 06/07. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of September 30, 2006 Distribution in July 1997 for FY 97/98 was $200,000. This was the total amount due to the ODM for FY 97/98. Distribution in July 1998 for FY 98/99 was $200,000. This was the total amount due to the ODM for FY 98/99. Distribution in July 1999 for FY 99/00 was $200,000. This was the total amount due to the ODM for FY 99/00. Distribution in July 2000 for FY 00/01 was $200,000. This was the total amount due to the ODM for FY 00/01 . Distribution in August 2001 for FY 01/02 was $200,000. This was the total amount due to the ODM for FY 01/02. Distribution in July 2002 for FY 02/03 was $200,000. This was the total amount due to the ODM for FY 02/03. Distribution in July 2003 for FY 03/04 was $200,000. This was the total amount due to the ODM for FY 03/04. Distribution in July 2004 for FY 04/05 was $200,000. This was the total amount due to the ODM for FY 04/05. 11 I. FINANCIAL OBLIGATIONS (Continued) V. Process and distribute payments for Office of Desegregation Monitoring. (Continued) 2. Actual as of September 30, 2006 (Continued) Distribution in July 2005 for FY 05/06 was $200,000. This was the total amount due to the ODM for FY 05/06. Distribution in July 2006 for FY 06/07 was $200,000. This was the total amount due to the ODM for FY 06/07. 12 II. MONITORING COMPENSATORY EDUCATION A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1. Projected Ending Date January 15, 1995 2. Actual as of September 30, 2006 In May 1995, monitors completed the unannounced visits of schools in Pulaski County. The monitoring process involved a qualitative process of document reviews, interviews, and observations. The monitoring focused on progress made since the announced monitoring visits. In June 1995, monitoring data from unannounced visits was included in the July Semiannual Report. Twenty-five per cent of all classrooms were visited, and all of the schools in Pulaski County were monitored. All principals were interviewed to determine any additional progress since the announced visits. The July 1995 Monitoring Report was reviewed by the ADE administrative team, the Arkansas State Board of Education, and the Districts and filed with the Court. The report was formatted in accordance with the Allen Letter. In October 1995, a common terminology was developed by principals from the Districts and the Lead Planning and Desegregation staff to facilitate the monitoring process. The announced monitoring visits began on November 14, 1995 and were completed on January 26, 1996. Copies of the preliminary Semiannual Monitoring Report and its executive summary were provided to the ADE administrative team and the State Board of Education in January 1996. A report on the current status of the Cycle 5 schools in the ECOE process and their school improvement plans was filed with the Court on February 1, 1996. The unannounced monitoring visits began in February 1996 and ended on May 10, 1996. In June 1996, all announced and unannounced monitoring visits were completed , and the data was analyzed using descriptive statistics. The Districts provided data on enrollment in compensatory education programs. The Districts and the ADE Desegregation Monitoring staff developed a definition for instructional programs. 13 MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2006 (Continued) The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996 with copies distributed to the parties. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and concluded in December 1996. In January 1997, presentations were made to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties to review the draft Semiannual Monitoring Report. The monitoring instrument and process were evaluated for their usefulness in monitoring the impacts of compensatory education programs on achievement disparities. In February 1997, the Semiannual Monitoring Report was filed. Unannounced monitoring visits began on February 3, 1997 and concluded in May 1997. In March 1997, letters were sent to the Districts regarding data requirements for the July 1997 Semiannual Monitoring Report and the additional discipline data element that was requested by the Desegregation Litigation Oversight Subcommittee. Desegregation data collection workshops were conducted in the Districts from March 28, 1997 to April 7, 1997. A meeting was conducted on April 3, 1997 to finalize plans for the July 15, 1997 Semiannual Monitoring Report. Onsite visits were made to Cycle 1 schools who did not submit accurate and timely data on discipline, M-to-M transfers, and policy. The July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized in June 1997. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the court, and the ADE sponsored a School Improvement Conference. On July 10, 1997, copies of the Semiannual Monitoring Report and its executive summary were made available to the Districts for their review prior to filing it with the Court. In August 1997, procedures and schedules were organized for the monitoring of the Cycle 2 schools in FY 97/98. 14 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2006 (Continued) A Desegregation Monitoring and School Improvement Workshop for the Districts was held on September 10, 1997 to discuss monitoring expectations, instruments, data collection and school improvement visits. On October 9, 1997, a planning meeting was held with the desegregation monitoring staff to discuss deadlines, responsibilities, and strategic planning issues regarding the Semiannual Monitoring Report. Reminder letters were sent to the Cycle 2 principals outlining the data collection deadlines and availability of technical assistance. In October and November 1997, technical assistance visits were conducted, and announced monitoring visits of the Cycle 2 schools were completed. In December 1997 and January 1998, technical assistance visits were conducted regarding team visits, technical review recommendations, and consensus building. Copies of the infusion document and perceptual surveys were provided to schools in the ECOE process. The February 1998 Semiannual Monitoring Report was submitted for review and approval to the State Board of Education, the Director, the Administrative Team, the Attorney General's Office, and the Desegregation Litigation Oversight Subcommittee. Unannounced monitoring visits began in February 1998, and technical assistance was provided on the school improvement process, external team visits and finalizing school improvement plans. On February 18, 1998, the representatives of all parties met to discuss possible revisions to the ADE's monitoring plan and monitoring reports. Additional meetings will be scheduled. Unannounced monitoring visits were conducted in March 1998, and technical assistance was provided on the school improvement process and external team visits. In April 1998, unannounced monitoring visits were conducted, and technical assistance was provided on the school improvement process. 15 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2006 (Continued) In May 1998, unannounced monitoring visits were completed, and technical assistance was provided on the school improvement process. On May 18, 1998, the Court granted the ADE relief from its obligation to file the July 1998 Semiannual Monito'ring Report to develop proposed modifications to ADE's monitoring and reporting obligations. In June 1998, monitoring information previously submitted by the districts in the Spring of 1998 was reviewed and prepared for historical files and presentation to the Arkansas State Board. Also, in June the following occurred: a) The Extended COE Team Visit Reports were completed, b) the Semiannual Monitoring COE Data Report was completed, c) progress reports were submitted from previous cycles, and d.) staff development on assessment (SAT-9) and curriculum alignment was conducted with three supervisors. In July, the Lead Planner provided the Desegregation Litigation Oversight Committee with (1) a review of the court Order relieving ADE of its obligation to file a July Semiannual Monitoring Report, and (2) an update of ADE's progress toward work with the parties and ODM to develop proposed revisions to ADE's monitoring and reporting obligations. The Committee encouraged ODM, the parties and the ADE to continue to work toward revision of the monitoring and reporting process. In August 1998, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. The Assistant Attorney General, the Assistant Director for Accountability and the Education Lead Planner updated the group on all relevant desegregation legal issues and proposed revisions to monitoring and reporting activities during the quarter. In September 1998, tentative monitoring dates were established and they will be finalized once proposed revisions to the Desegregation Monitoring Plan are finalized and approved. In September/October 1998, progress was being made on the proposed revisions to the monitoring process by committee representatives of all the Parties in the Pulaski County Settlement Agreement. While the revised monitoring plan is finalized and approved, the ADE monitoring staff will continue to provide technical assistance to schools upon request. 16 11. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actuai as of September 30, 2006 (Continued) In December 1998, requests were received from schools in PCSSD regarding test score analysis and staff Development. Oak Grove is scheduled for January 21, 1999 and Lawson Elementary is also tentatively scheduled in January. Staff development regarding test score analysis for Oak Grove and Lawson Elementary in the PCSSD has been rescheduled for April 2000. Staff development regarding test score analysis for Oak Grove and Lawson Elementary in the PCSSD was conducted on May 5, 2000 and May 9, 2000 respectively. Staff development regarding classroom management was provided to the Franklin Elementary School in LRSD on November 8, 2000. Staff development regarding ways to improve academic achievement was presented to College Station Elementary in PCSSD on November 22, 2000. On November 1, 2000, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. The Assista .t - Director for Accountability updated the group on all relevant desegregation legal issues and discussed revisions to monitoring and reporting activities during the quarter. The next Implementation Phase Working Group Meeting is scheduled for February 27, 2001 in room 201-A at the ADE. The Implementation Phase Working Group meeting that was scheduled for February 27 had to be postponed. It will be rescheduled as soon as possible. The quarterly Implementation Phase Working Group meeting is scheduled for June 27, 2001. The quarterly Implementation Phase Working Group meeting was rescheduled from June 27. It will take place on July 26, 2001 in room 201-A at 1 :30 p.m. at the ADE. 17 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2006 (Continued) On July 26, 2001, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, and Mr. Scott Smith, ADE Staff Attorney, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 11, 2001 in room 201-A at the ADE. On October 11 , 2001, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Scott Smith, ADE Staff Attorney, discussed the AD E's intent to take a proactive role in Desegregation Monitoring. The next Implementation Phase Working Group Meeting is scheduled for January 10, 2002 in room 201-A at the ADE. The Implementation Phase Working Group Meeting that was scheduled for January 10 was postponed. It has been rescheduled for February 14, 2002 in room 201-A at the ADE. On February 12, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for April 11, 2002 in room 201-A at the ADE. On April 11, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for July 11, 2002 in room 201-A at the ADE. 18 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2006 (Continued) On July 18, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Dr. Charity Smith, Assistant Director for Accountability, talked about section XV in the Project Management Tool (PMT) on Standardized Test Selection to Determine Loan Forgiveness. She said that the goal has been completed, and no additional reporting is required for section XV. Mr. Morris discussed the court case involving the LRSD seeking unitary status. He handed out a Court Order from May 9, 2002, which contained comments from U.S. District Judge Bill Wilson Jr., about hearings on the LRSD request for unitary status. Mr. Morris also handed out a document from the Secretary of Education about the No C_hild Left Behind Act. There was discussion about how this could have an affect on Desegregation issues. The next Implementation Phase Working Group Meeting is scheduled for October 10, 2002 at 1 :30 p.m. in room 201-A at the ADE. The quarterly Implementation Phase Working Group meeting was rescheduled from October 10. It will take place on October 29, 2002 in room 201-A at 1~30 p.m. at the ADE. On October 29, 2002, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Meetings with the parties to discuss possible revisions tu the ADE's monitoring plan will be postponed by request of the school districts in Pulaski County. Additional meetings could be scheduled after the Desegregation ruling is finalized. The next Implementation Phase Working Group Meeting is scheduled for January 9, 2003 at 1 :30 p.m. in room 201-A at the ADE. On January 9, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. No Child Left Behind and the Desegregation ruling on unitary status for LRSD were discussed. The next Implementation Phase Working Group Meeting is scheduled for April 10, 2003 at 1 :30 p.m. in room 201-A at the ADE. The quarterly Implementation Phase Working Group meeting was rescheduled from April 10. It will take place on April 24, 2003 in room 201-A at 1 :30 p.m. at the ADE. 19 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2006 (Continued) On April 24, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegre gation issues. Laws passed by the legislature need to be checked to make sure none of them impede desegregation. Ray Lumpkin was chairman of the last committee to check legislation. Since he left, we will discuss the legislation with Clearence Lovell. The Desegregation ruling on unitary status for LRSD was discussed. The next Implementation Phase Working Group Meeting is scheduled for July 10, 2003 at 1 :30 p. m. in room 201-A at the ADE. On August 28, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The Desegregation ruling on unitary status for LRSD was discussed. The LRSD has been instructed to submit evidence showing progress in redt.. ing disparities in academic achievement for black students and white students. This is supposed to be done by March of 2004, so that the LRSD can achieve unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 9, 2003 at the ADE. On October 9, 2003, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mark Hagemeier, Assistant Attorney General, discussed the Desegregation ruling on unitary status for LRSD. The next Implementation Phase Working Group Meeting is scheduled for January 8, 2004 at the ADE. On October 16, 2003, ADE staff met with the Desegregation Litigation Oversight Subcommittee at the State Capitol. Mr. Willie Morris, ADE Lead Planner for Desegregation , and Dr. Charity Smith, Assistant Director for Accountability, presen~ed the Chronology of activity by the ADE in complying with provisions of the Implementation Plan for the Desegregation Settlement Agreement. They also discussed the role of the ADE Desegregation Monitoring Section . Mr. Mark Hagemeier, Assistant Attorney General , and Scott Smith , ADE Staff Attorney, reported on legal issues relating to the Pulaski County Desegregation Case. Ann Marshall shared a history of activities by ODM, and their view of the activity of the school districts in Pulaski County. John Kunkel discussed Desegregation funding by the A.DE. 20 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of September 30, 2006 (Continued) On November 4, 2004, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The ADE is required to check laws that the legislature passes to make sure none of them impede desegregation. Clearence Lovell was chairman of the last committee to check legislation. Since he has retired, the ADE attorney will find out who will be checking the next legislation. The Desegregation ruling on unitary status for LRSD was discussed. The next Implementation Phase Working Group Meeting is scheduled for January 6, 2005 at 1 :30 p.m. in room 201-A at the ADE. On May 3, 2005, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. The PCSSD has petitioned to be released from some deseg reg at ion monitoring. There was discussion in the last legislative session that suggested all three districts in Pulaski County should seek unitary status. Legislators also discussed the possibility of having two school districts in Pulaski County instead of three. An Act was passed by the Legislature to conduct a feasability study of having only a north school district and a south school district in Pulaski County. Removing Jacksonville from the PCSSD is also being studied. The next Implementation Phase Working Group Meeting is scheduled for July 7, 2005 at 1 :30 p.m. in room 201-A at the ADE. On June 20, 2006, the ADE Implementation Phase Working Group met to review the Implementation Phase activities for the previous quarter. ADE staff from the Office of Public School Academic Accountability updated the group on all relevant desegregation issues. The purpose, content, and due date for information going into the Project Management Tool and its Executive Summary were reported. There was discussion about the three districts in Pulaski County seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 17, 2006 at 1 :30 p.m. in room 201-A at the ADE. 21 Ill. A PETITION FOR ELECTION FOR LRSD WILL BE SUPPORTED SHOULD A MILLAGE BE REQUIRED A. Monitor court pleadings to determine if LRSD has petitioned the Court for a special election. 1. Projected Ending Date Ongoing. 2. Actual as of September 30, 2006 Ongoing. All Court pleadings are monitored monthly. B. Draft and file appropriate pleadings if LRSD petitions the Court for a special election. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2006 To date, no action has been taken by the LRSD. 22 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION A Using a collaborative approach, immediately identify those laws and regulations that appear to impede desegregation. 1. Projected Ending Date December, 1994 2. Actual as of September 30, 2006 The information for this item is detailed under Section IV.E. of this report. B. Conduct a review within ADE of existing legislation and regulations that appear to impede desegregation. C. 1. Projected Ending Date November, 1994 2. Actual as of September 30, 2006 The information for this item is detailed under Section IV.E. of this report. Request of the other parties to the Settlement Agreement that they identify laws and regulations that appear to impede desegregation. 1. Projected Ending Date November, 1994 2. Actual as of September 30, 2006 The information for this item is detailed under Section IV.E. of this report. D. Submit proposals to the State Board of Education for repeal of those regulations that are confirmed to be impediments to desegregation. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2006 The information for this item is detailed under Section IV.E. of this report. 23 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of September 30, 2006 A committee within the ADE was formed in May 1995 to review and collect data on existing legislation and regulations identified by the parties as impediments to desegregation. The committee researched the Districts' concerns to determine if any of the rules, regulations, or legislation cited impede desegregation. The legislation cited by the Districts regarding loss funding and worker's compensation were not reviewed because they had already been litigated. In September 1995, the committee reviewed the following statutes, acts, and regulations: Act 113 of 1993\nADE Director's Communication 93-205\nAct 145 of 1989\nADE Director's Memo 91-67\nADE Program Standards Eligibility Criteria for Special Education\nArkansas Codes 6-18-206, 6-20-307, 6-20-319, and 6-17- 1506. In October 1995, the individual reports prepared by committee members in their areas of expertise and the data used to support their conclusions were submitted to the ADE administrative team for their review. A report was prepared and submitted to the State Board of Education in July 1996. The report concluded that none of the items reviewed impeded desegregation. As of February 3, 1997, no laws or regulations have been determined to impede desegregation efforts. Any new education laws enacted during the Arkansas 81 st Legislative Session will be reviewed at the close of the legislative session to ensure that they do not impede desegregation. In April 1997, copies of all laws passed during the 1997 Regular Session of the 81 st General Assembly were requested from the office of the ADE Liaison to the Legislature for distribution to the Districts for their input and review of possible impediments to their desegregation efforts. In August 1997, a meeting to review the statutes passed in the prior legislative session was scheduled for September 9, 1997. 24 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of September 30, 2006 (Continued) On September 9, 1997, a meeting was held to discuss the review of the statutes passed in the prior legislative session and new ADE regulations. The Districts will be contacted in writing for their input regarding any new laws or regulations that they feel may impede desegregation. Additionally, the Districts will be asked to review their regulations to ensure that they do not impede their desegregation efforts. The committee will convene on December 1, 1997 to review their findings and finalize their report to the Administrative Team and the State Board of Education. In October 1997, the Districts were asked to review new regulations and statutes for impediments to their desegregation efforts, and advise the ADE, in writing, if they feel a regulation or statute may impede their desegregation efforts. In October 1997, the Districts were requested to advise the ADE, in writing, no later than November 1, 1997 of any new law that might impede their desegregation efforts. As of November 12, 1997, no written responses were received from the Districts. The ADE concludes that the Districts do not feel that any new law negatively impacts their desegregation efforts. The committee met on December 1, 1997 to discuss their findings regarding statutes and regulations that may impede the desegregation efforts of the Districts. The committee concluded that there were no laws or regulations that impede the desegregation efforts of the Districts. It was decided that the committee chair would prepare a report of the committee's findings for the Administrative Team and the State Board of Education. The committee to review statutes and regulations that impede desegregation is now reviewing proposed bills and regulations, as well as laws that are being signed in, for the current 1999 legislative session. They will continue to do so until the session is over. The committee to review statutes and regulations that impede desegregation will meet on April 26, 1999 at the ADE. The committee met on April 26, 1999 at the ADE. The purpose of the meeting was to identify rules and regulations that might impede desegregation, and review within the existing legislation any regulations that might result in an impediment to desegregation. This is a standing committee that is ongoing and a report will be submitted to the State Board of Education once the process is completed. 25 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of September 30, 2006 (Continued) The committee met on May 24, 1999 at the ADE. The committee was asked to review within the existing legislation any regulations that might result in an impediment to desegregation. The committee determined that Mr. Ray Lumpkin would contact the Pulaski County districts to request written response to any rules, regulations or laws that might impede desegregation. The committee would also collect information and data to prepare a report for the State Board. This will be a standing committee. This data gathering will be ongoing until the final report is given to the State Board. On July 26, 1999, the committee met at the ADE. The committee did not report any laws or regulations that they currently thought would impede desegregation, and are still waiting for a response from the three districts in Pulaski County. The committee met on August 30, 1999 at the ADE to review rules and regulations that might impede desegregation. At that time, there were no laws under review that appeared to impede desegregation. In November, the three districts sent letters to the ADE stating that they have reviewed the laws passed by the 82nd legislative session as well as current rules \u0026amp; regulations and district policies to ensure that they have no ill effect on desegregation efforts. There was some concern from PCSSD concerning a charter school proposal in the Maumelle area. The work of the committee is on-going each month depending on the information that comes before the committee. Any rules, laws or regulations that would impede desegregation will be discussed and reported to the State Board of Education. On October 4, 2000, the ADE presented staff development for assistant superintendents in LRSD, NLRSD and PCSSD regarding school laws of Arkansas. The ADE is in the process of forming a committee to review all Rules and Regulations from the ADE and State Laws that might impede desegregation. The ADE Committee on Statutes and Regulations will review all new laws that might impede desegregation once the 83rd General Assembly has completed this session. The ADE Committee on Statutes and Regulations will meet for the first time on June 11, 2001 at 9:00 a.m. in room 204-A at the ADE. The committee will review all new laws that might impede desegregation that were passed during the 2001 Legislative Session. 26 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of September 30, 2006 (Continued) The ADE Committee on Statutes and Regulations rescheduled the meeting that was planned for June 11, in order to review new regulations proposed to the State Board of Education. The meeting will take place on July 16, 2001 at 9:00 a.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on July 16, 2001 at the ADE. The following Items were discussed: (1) Review of 2001 state laws which appear to impede desegregation. (2) Review of existing ADE regulations which appear to impede desegregation. (3) Report any laws or regulations found to impede desegregation to the Arkansas State Legislature, the ADE and the Pulaski County school districts. The next meeting will take place on August 27, 2001 at 9:00 a.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on August 27, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. The next meeting will take place on September 10, 2001 in Conference Room 204-8 at 2:00 p.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on September 10, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. The next meeting will take place on October 24, 2001 in Conference Room 204-8 at 2:00 p.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on October 24, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. On December 17, 2001 , the ADE Committee to Repeal Statutes and Regulations that Impede Desegregation composed letters that will be sent to the school districts in Pulaski County. The letters ask for input regarding any new laws or regulations that may impede desegregation. Laws to review include those of the 83rd General Assembly, ADE regulations, and regulations of the Districts. 27 JV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of September 30, 2006 (Continued) On January 10, 2002, the ADE Committee to Repeal Statutes and Regulations that Impede Desegregation sent letters to the school districts in Pulaski County. The letters ask for input regarding any new laws or regulations that may impede desegregation. The districts were asked to respond by March 8, 2002. On March 5, 2002, A letter was sent from the LRSD which mentioned Act 1748 and Act 1667 passed during the 83rd Legislative Session which may impede desegregation. These laws will be researched to determine if changes need to be made. A letter was sent from the NLRSD on March 19, noting that the district did not find any laws which impede desegregation. On April 26, 2002, A letter was sent for the PCSSD to the ADE, noting that the district did not find any laws which impede desegregation except the \"deannexation\" legislation which the District opposed before the Senate committee. On October 27, 2003, the ADE sent letters to the school districts in Pulaski County asking if there were any new laws or regulations that may impede desegregation. The districts were asked to review laws passed during the 84th Legislative Session, any new ADE rules or regulations, and district policies. 28 V. COMMITMENT TO PRINCIPLES A. Through a preamble to the Implementation Plan, the Board of Education will reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2006 The preamble was contained in the Implementation Plan filed with the Court on March 15, 1994. B. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2006 Ongoing C. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement by actions taken by ADE in response to monitoring results. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2006 Ongoing D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of AD E's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. 1. Projected Ending Date Ongoing 29 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of AD E's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2006 At each regular monthly meeting of the State Board of Education, the Board is provided copies of the most recent Project Management Tool (PMT) and an executive summary of the PMT for their review and approval. Only activities that are in addition to the Board's monthly review of the PMT are detailed below. In May 1995, the State Board of Education was informed of the total number of schools visited during the monitoring phase and the data collection process. Suggestions were presented to the State Board of Education on how recommendations could be presented in the monitoring reports. In June 1995, an update on the status of the pending Semiannual Monitoring Report was provided to the State Board of Education. In July 1995, the July Semiannual Monitoring Report was reviewed by the State Board of Education. On August 14, 1995, the State Board of Education was informed of the need to increase minority participation in the teacher scholarship program and provided tentative monitoring dates to facilitate reporting requests by the ADE administrative team and the Desegregation Litigation Oversight Subcommittee. In September 1995, the State Board of Education was advised of a change in the PMT from a table format to a narrative format. The Board was also briefed about a meeting with the Office of Desegregation Monitoring regarding the PMT. In October 1995, the State Board of Education was updated on monitoring timelines. The Board was also informed of a meeting with the parties regarding a review of the Semiannual Monitoring Report and the monitoring process, and the progress of the test validation study. In November 1995, a report was made to the State Board of Education regarding the monitoring schedule and a meeting with the parties concerning the development of a common terminology for monitoring purposes. In December 1995, the State Board of Education was updated regarding announced monitoring visits. In January 1996, copies of the draft February Semiannual Monitoring Report and its executive summary were provided to the State Board of Education. 30 V. . COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2006 (Continued) Duringthe months of February 1996 through May 1996, the PMT report was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. In June 1996, the State Board of Education was updated on the status of the bias review study. In July 1996, the Semiannual Monitoring Report was provided to the Court, the parties, ODM, the State Board of Education, and the Desegregation Litigation Oversight Subcommittee. In August 1996, the State Board of Education and the ADE administrative team were provided with copies of the test validation study prepared by Dr. Paul Williams. During the months of September 1996 through December 1996, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. On January 13, 1997, a presentation was made to the State Board of Education regarding the February 1997 Semiannual Monitoring Report, and copies of the report and its executive summary were distributed to all Board members. The Project Management Tool and its executive summary were addressed at fr,6 February 10, 1997 State Board of Education meeting regarding the AD E's progress in fulfilling their obligations as set forth in the Implementation Plan. In March 1997, the State Board of Education was notified that historical information in the PMT had been summarized at the direction of the Assistant Attorney General in order to reduce the size and increase the clarity of the report. The Board was updated on the Pulaski County Desegregation Case and reviewed the Memorandum Opinion and Order issued by the Court on February 18, 1997 in response to the Districts' motion for summary judgment on the issue of state funding for teacher retirement matching contributions. During the months of April 1997 through June 1997, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. The State Board of Education received copies of the July 15, 1997 Semiannual Monitoring Report and executive summary at the July Board meeting. 31 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2006 (Continued) The Implementation Phase Working Group held its quarterly meeting on August 4, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. A special report regarding a historical review of the Pulaski County Settlement Agreement and the ADE's role and monitoring obligations were presented to the State Board of Education on September 8, 1997. Additionally, the July 15, 1997 Semiannual Monitoring Report was presented to the Board for their review. In October 1997, a special draft report regarding disparity in achievement was submitted to the State Board Chairman and the Desegregation Litigation Oversight Subcommittee. In November 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. The Implementation Phase Working Group held its quarterly meeting on November 3, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. In December 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. In January 1998, the State Board of Education reviewed and discussed ODM's report on the AD E's monitoring activities and instructed the Director to meet with the parties to discuss revisions to the ADE's monitoring plan and monitoring reports. In February 1998, the State Board of Education reviewed and approved the PMT and discussed the February 1998 Semiannual Monitoring Report. In March 1998, the State Board of Education reviewed and approved the PMT and its executive summary and was provided an update regarding proposed revisions to the monitoring process. In April 1998, the State Board of Education reviewed and approved the PMT and its executive summary. In May 1998, the State Board of Education reviewed and approved the PMT and its executive summary. 32 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2006 (Continued) In June 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The State Board of Education also reviewed how the ADE would report progress in the PMT concerning revisions in ADE's Monitoring Plan. In July 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The State Board of Education also received an update on Test Validation, the Desegregation Litigation Oversight Committee Meeting, and revisions in ADE's Monitoring Plan. In August 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The Board also received an update on the five discussion points regarding the proposed revisions to the monitoring and reporting process. The Board also reviewed the basic goal of the Minority Recruitment Committee. In September 1998, the State Board of Education reviewed the proposed modifications to the Monitoring plans by reviewing the common core of written response received from the districts. The primary commonalities were (1) Staff Development, (2) Achievement Disparity and (3) Disciplinary Disparity. A meeting of the parties is scheduled to be conducted on Thursday, September 17, 1998. The Board encouraged the Department to identify a deadline for Standardized Test Validation and Test Selection. In October 1998, the Board received the progress report on Proposed Revisions to the Desegregation Monitoring and Reporting Process (see XVIII). The Board also reviewed and approved the PMT and its executive summary. In November, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the proposed revisions in the Desegregation monitoring Process and the update on Test validation and Test Selection provisions of the Settlement Agreement. The Board was also notified that the Implementation Plan Working Committee held its quarterly meeting to review progress and identify quarterly priorities. In December, the State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the joint motion by the ADE, the LRSD, NLRSD, and the PCSSD, to relieve the Department of its obligation to file a February Semiannual Monitoring Report. The Board was also notified that the Joshua lntervenors filed a motion opposing the joint motion. The Board was informed that the ADE was waiting on a response from Court. 33 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2006 (Continued) In January, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the joint motion of the ADE, LRSD, PCSSD, and NLRSD for an order relieving the ADE of filing a February 1999 Monitoring Report. The motion was granted subject to the following three conditions: (1) notify the Joshua intervenors of all meetings between the parties to discuss proposed changes, (2) file with the Court on or before February 1, 1999, a report detailing the progress made in developing proposed changes and (3) identify ways in which ADE might assist districts in their efforts to improve academic achievement. In February, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was informed that the three conditions: (1) notify the Joshua lntervenors of all meetings between the parties to discuss proposed changes, (2) file with the Court on or before February 1, 1999, a report detailing the progress made in developing proposed changes and (3) identify ways in which ADE might assist districts in their efforts to improve academic achievement had been satisfied. The Joshua lntervenors were invited again to attend the meeting of the parties and they attended on January 13, and January 28, 1999. They are also scheduled to attend on February 17, 1998. The report of progress, a collaborative effort from all parties was presented to court on February 1, 1999. The Board was also informed that additional items were received for inclusion in the revised report, after the deadline for the submission of the progress report and the ADE would: (1) check them for feasibility, and fiscal impact if any, and (2) include the items in future drafts of the report. In March, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received and reviewed the Desegregation Monitoring and Assistance Progress Report submitted to Court on February 1, 1999. On April 12, and May 10, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. On June 14, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. 34 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2006 (Continued) On July 12, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. On August 9, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was also notified that the new Desegregation Monitoring and Assistance Plan would be ready to submit to the Board for their review \u0026amp; approval as soon as plans were finalized . On September 13, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was also notified that the new Desegregation Monitoring and Assistance Plan would be ready to submit to the Board for their review \u0026amp; approval as soon as plans were finalized. On October 12, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was notified that on September 21, 1999 that the Office of Education Lead Planning and Desegregation Monitoring meet before the Desegregation Litigation Oversight Subcommittee and presented them with the draft version of the new Desegregation Monitoring and Assistance Plan. The State Board was notified that the plan would be submitted for Board review and approval when finalized. On November 8, 1999, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 13, 1999, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 14, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 13, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. 35 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2006 (Continued) On May 8, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 12, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 14, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 11, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 9, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 13, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 11, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 8, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 12, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 12, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 9, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 14, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 11, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. 36 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2006 (Continued) On July 9, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 13, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 10, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 8, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 19, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 10, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 14, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 11, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 11, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 8, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 13, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 10, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 8, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 12, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. 37 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of AD E's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2006 (Continued) On September 9, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 14, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 18, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 9, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 13, 2003, the Arkansas State Board of Education reviewed and approved the PMT 'and its executive summary for the month of December. On February 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 14, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March.  On May 12, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 9, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On August 11, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of June and July. On September 8, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 13, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 10, 2003, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. 38 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2006 (Continued) On January 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 9, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 8, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 10, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 14, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On August 9, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of June and July. On September 12, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 11 , 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 8, 2004, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On January 10, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of November and December. On February 14, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 14, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 11, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. 39 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2006 (Continued) On May 9, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 13, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 11, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 8, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 12, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 10, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 14, 2005, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On January 9, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the months of November and December. On February 13, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 13, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 10, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 8, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 12, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 10, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. 40 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of September 30, 2006 (Continued) On August 14, 2006, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. QnSe fhe PM 41 VI. REMEDIATION A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2006 During May 1995, team visits to Cycle 4 schools were conducted, and plans were developed for reviewing the Cycle 5 schools. In June 1995, the current Extended COE packet was reviewed, and enhancements to the Extended COE packet were prepared. In July 1995, year end reports were finalized by the Pulaski County field service specialists, and plans were finalized for reviewing the draft improvement plans of the Cycle 5 schools. In August 1995, Phase I - Cycle 5 school improvement plans were reviewed. Plans were developed for meeting with the Districts to discuss plans for Phase II - Cycle 1 schools of Extended COE, and a school improvement conference was conducted in Hot Springs. The technical review visits for the FY 95/96 year and the documentation process were also discussed. In October 1995, two computer programs, the Effective Schools Planner and the Effective Schools Research Assistant, were ordered for review, and the first draft of a monitoring checklist for Extended COE was developed. Through the Extended COE process, the field service representatives provided technical assistance based on the needs identified within the Districts from the data gathered. In November 1995, ADE personnel discussed and planned for the FY 95/96 monitoring, and onsite visits were conducted to prepare schools for the FY 95/96 team visits. Technical review visits continued in the Districts. In December 1995, announced monitoring and technical assistance visits were conducted in the Districts. At December 31, 1995, approximately 59% of the schools in the Districts had been monitored. Technical review visits were conducted during January 1996. In February 1996, announced monitoring visits and midyear monitoring reports were completed, and the field service specialists prepared for the spring NCA/COE peer team visits. 42 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by  School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of September 30, 2006 (Continued) In March 1996, unannounced monitoring visits of Cycle 5 schools commenced, and two-day peer team visits of Cycle 5 schools were conducted. Two-day team visit materials, team lists and reports were prepared. Technical assistance was provided to schools in final preparation for team visits and to schools needing any school improvement information. In April and May 1996, the unannounced monitoring visits were completed. The unannounced monitoring forms were reviewed and included in the July monitoring report. The two-day peer team visits were completed, and annual COE monitoring reports were prepared. In June 1996, all announced and unannounced monitoring visits of the Cycle 5 schools were completed, and the data was analyzed. The Districts identified enrollment in compensatory education programs. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996, and copies were distributed to the parties. During August 1996, meetings were held with the Districts to discuss the monitoring requirements. Technical assistance meetings with Cycle 1 schools were planned for 96/97. The Districts were requested to record discipline data in accordance with the Allen Letter. In September 1996, recommendations regarding the ADE monitoring schedule foi Cycle 1 schools and content layouts of the semiannual report were submitted to the ADE administrative team for their review. Training materials were developed and schedules outlined for Cycle 1 schools. In October 1996, technical assistance needs were identified and addressed to prepare each school for their team visits. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996. In December 1996, the announced monitoring visits of the Cycle 1 schools were completed, and technical assistance needs were identified from school site visits. In January 1997, the ECOE monitoring section identified technical assistance needs of the Cycle 1 schools, and the data was reviewed when the draft February Semiannual Monitoring Report was presented to the Desegregation Litigation Oversight Subcommittee, the State Board of Education, and the parties. 43 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of September 30, 2006 (Continued) In February 1997, field service specialists prepared for the peer team visits of the Cycle 1 schools. NCA accreditation reports were presented to the NCA Committee, and NCA reports were prepared for presentation at the April NCA meeting in Chicago. From March to May 1997, 111 visits were made to schools or central offices to work with principals, ECOE steering committees, and designated district personnel concerning school improvement planning. A workshop was conducted on Learning Styles for Geyer Springs Elementary School. A School Improvement Conference was held in Hot Springs on July 15-17, 1997. The conference included information on the process of continuous school improvement, results of the first five years of COE, connecting the mission with the school improvement plan, and improving academic performance. Technical assistance needs were evaluated for the FY 97/98 school year in August 1997. From October 1997 to February 1998, technical reviews of the ECOE process were conducted by the field service representatives. Technical assistance was provided to the Districts through meetings with the ECOE steering committees, assistance in analyzing perceptual surveys, and by providing samples of school improvement plans, Gold File catalogs, and web site addresses to schools visited. Additional technical assistance was provided to the Districts through discussions with the ECOE committees and chairs about the process. In November 1997, technical reviews of the ECOE process were conducted by the field service representatives in conjunction with the announced monitoring visits. Workshops on brainstorming and consensus building and asking strategic questions were held in January and February 1998. In March 1998, the field service representatives conducted ECOE team visits and prepared materials for the NCA workshop. Technical assistance was provided in workshops on the ECOE process and team visits. In April 1998, technical assistance was provided on the ECOE process and academically distressed schools. In May 1998, technical assistance was provided on the ECOE process, and team visits were conducted. 44 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of September 30, 2006 (Continued) In June 1998, the Extended COE Team Visit Reports were completed. A School Improvement Conference was held in Hot Springs on July 13-15, 1998. Major conference topics included information on the process of continuous school improvement, curriculum alignment, \"Smart Start,\" Distance Learning, using data to improve academic performance, educational technology, and multicultural education. All school districts in Arkansas were invited and representatives from Pulaski County attended. In September 1998, requests for technical assistance were received, visitation schedules were established, and assistance teams began visiting the Districts. Assistance was provided by telephone and on-site visits. The ADE provided inservice training on \"Using Data to Sharpen the Focus on Student Achievement\" at Gibbs Magnet Elementary school on October 5, 1998 at their request. The staff was taught how to increase test scores through data disaggregation, analysis, alignment, longitudinal achievement review, and use of individualized test data by student, teacher, class and content area. Information was also provided regarding the \"Smart Start\" and the \"Academic Distress initiatives. On October 20, 1998, ECOE technical assistance was provided to Southwest Jr. High School. B. Identify available resources for providing technical assistance for the specific condition, or circumstances of need, considering resources within ADE and the Districts, and also resources available from outside sources and experts. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2006 The information for this item is detailed under Section VI.F. of this report. C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. 1. Projected Ending Date Ongoing 45 VI. REMEDIATION (Continued) C. Through the ERIC system, conduct a literature compensatory education programs. (Continued) search for research evaluating D. 2. Actual as of September 30, 2006 An updated ERIC Search was conducted on May 15, 1995 to locate research on evaluating compensatory education programs. The ADE received the updated ERIC disc that covered material through March 1995. An ERIC search was conducted in September 30, 1996 to identify current research dealing with the evaluation of compensatory education programs, and the articles were reviewed. An ERIC search was conducted in April 1997 to identify current research on compensatory education programs and sent to the Cycle 1 principals and the field service specialists for their use. An Eric search was conducted in October 1998 on the topic of Compensatory Education and related descriptors. The search included articles with publication dates from 1997 through July 1998. Identify and research technical resources available to ADE and the Districts through programs and organizations such as the Desegregation Assistance Center in San Antonio, Texas. 1. Projected Ending Date Summer 1994 2. Actual as of September 30, 2006 The information for this item is detailed under Section VI.F. of this report. E. Solicit, obtain, and use available resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2006 The information for this item is detailed under Section VI.F. of this report. 46 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of September 30, 2006 From March 1995 through July 1995, technical assistance and resources were obtained from the following sources: the Southwest Regional Cooperative\nUALR regarding training for monitors\nODM on a project management software\nADHE regarding data review and display\nand Phi Delta Kappa, the Desegregation Assistance Center and the Dawson Cooperative regarding perceptual surveys. Technical assistance was received on the Microsoft Project software in November 1995, and a draft of the PMT report using the new software package was presented to the ADE administrative team for review. In December 1995, a data manager was hired permanently to provide technical assistance with computer software and hardware. In October 1996, the field service specialists conducted workshops in the Districts to address their technical assistance needs and provided assistance for upcoming team visits. - - - In November and December 1996, the field service specialists addressed technical assistance needs of the schools in the Districts as they were identified and continued to provide technical assistance for the upcoming team visits. In January 1997, a draft of the February 1997 Semiannual Monitoring Report was presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties. The ECOE monitoring section of the report included information that identified technical assistance needs and resources available to the Cycle 1 schools. Technical assistance was provided during the January 29-31, 1997 Title I MidWinter Conference. The conference emphasized creating a learning community by building capacity schools to better serve all children and empowering parents to acquire additional skills and knowledge to better support the education of their children. In February 1997, three ADE employees attended the Southeast Regional Conference on Educating Black Children. Participants received training from national experts who outlined specific steps that promote and improve the education of black children. 47 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2006 (Continued) On March 6-9, 1997, three members of the ADE's Technical Assistance Section attended the National Committee for School Desegregation Conference. The participants received training in strategies for Excellence and Equity: Empowerment and Training for the Future. Specific information was received regarding the current status of court-ordered desegregation, unitary status, and resegregation and distributed to the Districts and ADE personnel. The field service specialists attended workshops in March on ACT testing and school improvement to identify technical assistance resources available to the Districts and the ADE that will facilitate desegregation efforts. ADE personnel attended the Eighth Annual Conference on Middle Level Education in Arkansas presented by the Arkansas Association of Middle Level Education on April 6-8, 1997. The theme of the conference was Sailing Toward New Horizons. In May 1997, the field service specialists attended the NCA annual conference and an inservice session with Mutiu Fagbayi. An Implementation Oversight Committee member participated in the Consolidated COE Plan inservice training. In June and July 1997, field service staff attended an SAT-9 testing workshop and participated in the three-day School Improvement Conference held in Hot Springs. The conference provided the Districts with information on the COE school improvement process, technical assistance on monitoring and assessing achievement, availability of technology for the classroom teacher, and teaching strategies for successful student achievement. In August 1997, field service personnel attended the ASCD Statewide Conference and the AAEA Administrators Conference. On August 18, 1997, the bi-monthly Team V meeting was held and presentations were made on the Early Literacy Learning in Arkansas (ELLA) program and the Schools of the 21st Century program. In September 1997, technical assistance was provided to the Cycle 2 principals on data collection for onsite and offsite monitoring. ADE personnel attended the Region VI Desegregation Conference in October 1997. Current desegregation and educational equity cases and unitary status issues were the primary focus of the conference. On October 14, 1997, the bi-monthly Team V meeting was held in Paragould to enable members to observe a 21st Century school and a school that incorporates traditional and multi-age classes in its curriculum. 48 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2006 (Continued) In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. In March 1998, the field service representatives attended a school improvement conference and conducted workshops on team building and ECOE team visits. Staff development seminars on Using Data to Sharpen the Focus on Student Achievement are scheduled for March 23, 1998 and March 27, 1998 for the Districts. In April 1998, the Districts participated in an ADE seminar to aid them in evaluating and improving student achievement. In August 1998, the Field Service Staff attended inservice to provide further assistance to schools, i.e., Title I Summer Planning Session, ADE session on Smart Start, and the School Improvement Workshops. All schools and districts in Pulaski County were invited to attend the \"Smart Start\" Summit November 9, 10, and 11 to learn more about strategies to increase student performance. \"Smart Start\" is a standards-driven educational initiative which emphasizes the articulation of clear standards for student achievement and accurate measures of progress against those standards through assessments, staff development and individual school accountability. The Smart Start Initiative focused on improving reading and mathematics achievement for all students in Grades K-4. Representatives from all three districts attended. On January 21, 1998, the ADE provided staff development for the staff at Oak Grove Elementary School designed to assist them with their efforts to improve student achievement. Using achievement data from Oak Grove, educators reviewed trends in achievement data, identified areas of greatest need, and reviewed seven steps for improving student performance. On February 24, 1999, the ADE provided staff development for the administrative staff at Clinton Elementary School regarding analysis of achievement data. On February 15, 1999, staff development was rescheduled for Lawson Elementary School. The staff development program was designed to assist them with their efforts to improve student achievement using achievement data from Lawson, educators reviewed the components of the Arkansas Smart Initiative, trends in achievement data, identified areas of greatest need, and reviewed seven steps for improving student performance. Student Achievement Workshops were rescheduled for Southwest Jr. High in the Little Rock School District, and the Oak Grove Elementary School in the Pulaski County School District. 49 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2006 (Continued) On April 30, 1999, a Student Achievement Workshop was conducted for Oak Grove Elementary School in PCSSD. The Student Achievement Workshop for Southwest Jr. High in LRSD has been rescheduled . On June 8, 1999, a workshop was presented to representatives from each of the Arkansas Education Service Cooperatives and representatives from each of the three districts in Pulaski County. The workshop detailed the Arkansas Comprehensive Testing , Assessment and Accountability Program (ACT MP). On June 18, 1999, a workshop was presented to administrators of the NLRSD. The workshop detailed the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTMP). On August 16, 1999, professional development on ways to increase student achievement and the components of the new ACT MP program was presented during the preschool staff development activities for teaching assistant in the LRSD. On August 20, 1999, professional development on ways to increase student achievement and the components of the new ACT MP program was presented during the preschool staff development activities for the Accelerated Learning Center in the LRSD. On September 13, 1999, professional development on ways to increase student achievement and the components of the new ACT MP program were presented to the staff at Booker T. Washington Magnet Elementary School. On September 27, 1999, professional development on ways to increase student achievement was presented to the Middle and High School staffs of the NLRSD. The workshop also covered the components of the new ACT MP program, and ACT 999 of 1999. On October 26, 1999, professional development on ways to increase student achievement was presented to LRSD personnel through a staff development training class. The workshop also covered the components of the new ACT MP program , and ACT 999 of 1999. On December 7, 1999, professional development on ways to increase student achievement was scheduled for Southwest Middle School in the LRSD. The workshop was also set to cover the components of the new ACT MP program , and ACT 999 of 1999. However, Southwest Middle School administrators had a need to reschedule, therefore the workshop will be rescheduled . 50 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2006 (Continued) On January 10, 2000, professional development on ways to increase student achievement was conducted for botn Dr. Martin Luther King Magnet Elementary School \u0026amp; Little Rock Central High School. The workshops also covered the components of the new ACTAAP program, and ACT 999 of 1999. On March 1, 2000, professional development on ways to increase student achievement was conducted for all principals and district level administrators in the PCSSD. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. On April 12, 2000, professional development on ways to increase student achievement was conducted for the LRSD. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. Targeted staffs from the middle and junior high schools in the three districts in Pulaski County attended the Smart Step Summit on May 1 and May 2. Training was provided regarding the overview of the \"Smart Step\" initiative, \"Standard and Accountability in Action ,\" and \"Creating Learning Environments Through Leadership Teams.\" The ADE provided training on the development of alternative assessment September 12-13, 2000. Information was provided regarding the assessment of Special Education and LEP students. Representatives from each district were provided the opportunity to select a team of educators from each school within the district to participate in professio\n.a: development regarding Integrating Curriculum and Assessment K-12. The professional development activity was directed by the national consultant, Dr. Heidi Hays Jacobs, on September 14 and 15, 2000. The ADE provided professional development workshops from October 2 through October 13, 2000 regarding , \"The Write Stuff: Curriculum Frameworks, Content Standards and Item Development.\" Experts from the Data Recognition Corporation provided the training . Representatives from each district were provided the opportunity to select a team of educators from each school within the district to participate. The ADE provided train ing on Alternative Assessment Portfolio Systems by video conference for Special Education and LEP Teachers on November 17, 2000. Also, Alternative Assessment Portfolio System Training was provided for testing coordinators through teleconference broadcast on November 27, 2000. 51 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2006 (Continued) On December 12, 2000, the ADE provided training for Test Coordinators on end of course assessments in Geometry and Algebra I Pilot examination. Experts from the Data Recognition Corporation conducted the professional development at the Arkansas Teacher Retirement Building. The ADE presented a one-day training session with Dr. Cecil Reynolds on the Behavior Assessment for Children (BASC). This took place on December 7, 2000 at the NLRSD Administrative Annex. Dr. Reynolds is a practicing clinical psychologist. He is also a professor at Texas A \u0026amp; M University and a nationally known author. In the training, Dr. Reynolds addressed the following: 1) how to use and interpret information obtained on the direct observation form, 2) how to use this information for programming , 3) when to use the BASC, 4) when to refer for more or additional testing or evaluation, 5) who should complete the forms and when, (i.e., parents, teachers, students), 6) how to correctly interpret scores. This training was intended to especially benefit School Psychology Specialists, psychologists, psychological examiners, educational examiners and counselors. During January 22-26, 2001 the ADE presented the ACT AAP Intermediate (Grade 6) Benchmark Professional Development Workshop on Item Writing. Experts from the Data Recognition Corporation provided the training. Representatives from each district were invited to attend . On January 12, 2001 the ADE presented test administrators training for mid-year End of Course (Pilot) Algebra I and Geometry exams. This was provided for schools with block scheduling . On January 13, 2001 the ADE presented SmartScience Lessons and worked with teachers to produce curriculum . This was shared with eight Master Teachers. The SmartScience Lessons were developed by the Arkansas Science Teachers Association in conjunction with the Wilbur Mills Educational Cooperative under an Eisenhower grant provided by the ADE. The purpose of SmartScience is to provide K-6 teachers with activity-oriented science lessons that incorporate reading , writing , and mathematics skills. The following train ing has been provided for educators in the three districts in Pulaski County by the Division of Special Education at the ADE since January 2000: On January 6, 2000, train ing was conducted for the Shannon Hills Pre-school Program , entitled \"Things you can do at home to support your child 's learning .\" This was presented by Don Boyd - ASERC and Shelley Weir. The school's director and seven parents attended. 52 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2006 (Continued) On March 8, 2000, training was conducted for the Southwest Middle School in Little Rock, on ADD. Six people attended the training. There was follow-up training on Learning and Reading Styles on March 26. This was presented by Don Boyd - ASERC and Shelley Weir. On September 7, 2000, Autism and Classroom Accommodations for the LRSD at Chicot Elementary School was presented. Bryan Ayres and Shelley Weir were presenters. The participants were: Karen Sabo, Kindergarten Teacher\nMelissa Gleason, Paraprofessional\nCurtis Mayfield, P.E. Teacher\nLisa Poteet, Speech Language Pathologist\nJane Harkey, Principal\nKathy Penn-Norman, Special Education Coordinator\nAlice Phillips, Occupational Therapist. On September 15, 2000, the Governor's Developmental Disability Coalition Conference presented Assistive Technology Devices \u0026amp; Services. This was held at the Arlington Hotel in Hot Springs. Bryan Ayres was the presenter. On September 19, 2000, Autism and Classroom Accommodations for the LRSD at Jefferson Elementary School was presented. Bryan Ayres and Shelley Weir were presenters. The participants were: Melissa Chaney, Special Education Teacher\nBarbara Barnes, Special Education Coordinator\na Principal, a Counselor, a Librarian , and a Paraprofessional. On October 6, 2000, Integrating Assistive Technology Into Curriculum was presented at a conference in the Hot Springs Convention Center. Presenters were: Bryan Ayers and Aleecia Starkey. Speech Language Patholog ists from LRSD and NLRSD attended. On October 24, 2000, Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facil ity in West Little Rock. Bryan Ayres was the presenter. On October 25 and 26, 2000, Alternate Assessment for Students with Severe Disabilities for the LRSD at J. A. Fair High School was presented. Bryan Ayres was the presenter. The participants were: Susan Chapman, Special Education Coordinator\nMary Steele, Special Education Teacher\nDenise Nesbit, Speech Language Pathologist\nand three Paraprofessionals. On November 14, 2000, Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facil ity in West Little Rock. Bryan Ayres was the presenter. On November 17, 2000, training was conducted on Autism for the LRSD at the Instructional Resource Center. Bryan Ayres and Shelley Weir were presenters. 53 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2006 (Continued) On December 5, 2000, Access to the Curriculum Via the use of Assistive Technology Computer Lab was presented. Bryan Ayres was the presenter of this teleconference. The participants were: Tim Fisk, Speech Language Pathologist from Arch Ford Education Service Cooperative at Plumerville and Patsy Lewis, Special Education Teacher from Mabelvale Middle School in the LRSD. On January 9, 2001 , Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facility in West Little Rock. Bryan Ayres was the presenter. Kathy Brown, a vision consultant from the LRSD, was a participant. On January 23, 2001 , Autism and Classroom Modifications for the LRSD at Brady Elementary School was presented. Bryan Ayres and Shelley Weir were presenters. The participants were: Beverly Cook, Special Education Teacher\nAmy Littrell, Speech Language Pathologist\nJan Feurig, Occupational Therapist\nCarolyn James, Paraprofessional\nCindy Kackly, Paraprofessional\nand Rita Deloney, Paraprofessional. The ADE provided train ing on Alternative Assessment Portfolio Systems for Special Education and Limited English Proficient students through teleconference broadcast on February 5, 2001 . Presenters were: Charlotte Marvel, ADE\nDr. Gayle Potter, ADE\nMarcia Harding, ADE\nLynn Springfield, ASERC\nMary Steele, J. A. Fair High School, LRSD\nBryan Ayres, Easter Seals Outreach. This was provided for Special Education teachers and supervisors in the morning , and Limited English Proficient teachers and supervisors in the afternoon. The Special Education session was attended by 29 teachers/administrators and provided answers to specific questions about the alternate assessment portfolio system and the scoring rubric and points on the rubric to be used to score the portfolios. The LEP session was attended by 16 teachers/administrators and disseminated the common tasks to be included in the portfolios: one each in mathematics, writing and read ing . On February 12-23, 2001 , the ADE and Data Recognition Corporation personnel trained Test Coordinators in the administration of the spring Criterion-Referenced Test. This was provided in 20 sessions at 10 regional sites. Testing protocol, released items, and other testing materials were presented and discussed. The sessions provided training for Primary, Intermediate, and Middle Level Benchmark Exams as well as End of Course Literacy, Algebra and Geometry Pilot Tests. The LRSD had 2 in attendance for the End of Course session and 2 for the Benchmark session. The NLRSD had 1 in attendance for the End of Course session and 1 for the Benchmark session. The PCSSD had 1 in attendance for the End of Course session and 1 for the Benchmark session. 54 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2006 (Continued) On March 15, 2001 , there was a meeting at the ADE to plan professional development for staff who work with Limited English Proficiency (LEP) students. A $30,000 grant has been created to provide LEP training at Chicot Elementary for a year, starting in April 2001 . A $40,000 grant was created to provide a Summer English as Second Language (ESL) Academy for the LRSD from June 18 through 29, 2001 . Andre Guerrero from the ADE Accountability section met with Karen Broadnax, ESL Coordinator at LRSD, Pat Price, Early Childhood Curriculum Supervisor at LRSD, and Jane Harkey, Principal of Chicot Elementary. On March 1-2 and 8-29, 2001 , ADE staff performed the following activities: processed registration for April 2 and 3 Alternate Portfolio Assessment video conference quarterly meeting\nanswered questions about Individualized Educational Plan (IEP) and LEP Alternate Portfolio Assessment by phone from schools and Education Service Cooperatives\nand signed up students for alternate portfolio assessment from school districts. On March 6, 2001 , ADE staff attended a Smart Step Technology Leadership Conference at the State House Convention Center. On March 7, 2001 , ADE staff attended a National Assessment of Educational Progress (NAEP) Regional Math Framework Meeting about the Consensus Project 2004. On March 8, 2001 , there was a one-on-one conference with Carole Villarreal from Pulaski County at the ADE about the LEP students with portfolios. She was given pertinent data, includ ing all the materials that have been given out at the vidt::o conferences. The conference lasted for at least an hour. On March 14, 2001 , a Test Administrator's Training Session was presented specifically to LRSD Test Coordinators and Principals. About 60 LRSD personnel attended. The following meetings have been conducted with educators in the three districts in Pulaski County since July 2000. On July 10-13, 2000 the ADE provided Smart Step tra ining. The sessions covered Standards-based classroom practices. 55 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2006 (Continued) On July 19-21 , 2000 the ADE held the Math/Science Leadership Conference at UCA. This provided services for Arkansas math and science teachers to support systemic reform in math/science and training for 8th grade Benchmark. There were 200 teachers from across the state in attendance. On August 14-31 , 2000 the ADE presented Science Smart Start Lessons and worked with teachers to produce curriculum. This will provide K-6 teachers with activity-oriented science lessons that incorporate reading , writing, and mathematics skills. On September 5, 2000 the ADE held an Eisenhower Informational meeting with Teacher Center Coordinators. The purpose of the Eisenhower Professional Development Program is to prepare teachers, school staff, and administrators to help all students meet challenging standards in the core academic subjects. A summary of the program was presented at the meeting. On November 2-3, 2000 the ADE held the Arkansas Conference on Teaching . This presented curriculum and activity workshops. More than 1200 attended the conference. On November 6, 2000 there was a review of Science Benchmarks and sample model curriculum. A committee of 6 reviewed and revised a drafted document. The committee was made up of ADE and K-8 teachers. On November 7-10, 2000 the ADE held a meeting of the Benchmark and End of Course Mathematics Content Area Committee. Classroom teachers reviewed items for grades 4, 6, 8 and EOC mathematics assessment. There were 60 participants. On December 4-8, 2000 the ADE conducted grades 4 and 8 Benchmark Scoring for Writing Assessment. This professional development was attended by approximately 750 teachers. On December 8, 2000 the ADE conducted Rubric development for Special Education Portfolio scoring. This was a meeting with special education supervisors to revise rubric and plan for scoring in June. On December 8, 2000 the ADE presented the Transition Mathematics Pilot Training Workshop. This provided follow-up training and activities for fourth-year mathematics professional development. On December 12, 2000 the ADE presented test administrators training for midyear End of Course (Pilot) Algebra I and Geometry exams. This was provided for schools with block scheduling. 56 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2006 (Continued) The ADE provided training on Alternative Assessment Portfolio Systems for Special Education and Limited English Proficient students through teleconference broadcasts on April 2-3, 2001 . Administration of the Primary, Intermediate, and Middle Level Benchmark Exams as well as End of Course Literacy took place on April 23-27, 2001. Administration of the End of Course Algebra and Geometry Exams took place on May 2-3, 2001 . Over 1,100 Arkansas educators attended the Smart Step Growing Smarter Conference on July 10 and 11 , 2001 , at the Little Rock Statehouse Convention Center. Smart Step focuses on improving student achievement for Grades 5-8. The Smart Step effort seeks to provide intense professional development for teachers and administrators at the middle school level, as well as additional materials and assistance to the state's middle school teachers. The event began with opening remarks by Ray Simon, Director of the ADE. Carl Boyd, a longtime educator and staff consultant for Learning 24-7, presented the first keynote address on \"The Character-Centered Teacher\". Debra Pickering , an education consultant from Denver, Colorado, presented the second keynote address on \"Characteristics of Middle Level Education\". Throughout the Smart Step conference, educators attended breakout sessions that were grade-specific and curriculum area-specific. Pat Davenport, an education consultant from Houston, Texas, delivered two addresses. She spoke on \"A Blueprint for Raising Student Achievement\". Representatives from all three districts in Pulaski County attended. Over 1,200 Arkansas teachers and administrators attended the Smart Start Conference on July 12, 2001 , at the Little Rock Statehouse Convention Center. Smart Start is a standards-driven educational initiative which emphasizes the articulation of clear standards for student achievement and accurate measures of progress against those standards through assessments, staff development and individual school accountability. The Smart Start Initiative focused on improving reading and mathematics achievement for all students in Grades K-4. The event began with opening remarks by Ray Simon, Director of the ADE. Carl Boyd, a longtime educator and staff consultant for Learning 24-7, presented the keynote address. The day featured a series of 15 breakout sessions on best classroom practices. Representatives from all three districts in Pulaski County attended . On July 18-20, 2001 , the ADE held the Math/Science Leadership Conference at UCA. This provided services for Arkansas math and science teachers to support systemic reform in math/science and training for 8th grade Benchmark. There were approximately 300 teachers from across the state in attendance. 57 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2006 (Continued) The ADE and Harcourt Educational Measurement conducted Stanford 9 test administrator training from August 1-9, 2001. The training was held at Little Rock, Jonesboro, Fort Smith, Forrest City, Springdale, Mountain Home, Prescott, and Monticello. Another session was held at the ADE on August 30, for those who were unable to attend August 1-9. The ADE conducted the Smart Start quarterly meeting by video conference at the Education Service Cooperatives and at the ADE from 9:00 a.m. until 11 :30 a.m. on September 5, 2001. The ADE released the performance of all schools on the Primary and Middle Level Benchmark Exams on September 5, 2001. The ADE conducted Transition Core Teacher In-Service training for Central in the LRSD on September 6, 2001 . The ADE conducted Transition Checklist training for Hall in the LRSD on September 7, 2001 . The ADE conducted Transition Checklist training for McClellan in the LRSD on September 13, 2001. The ADE conducted Basic Co-teaching training for the LRSD on October 9, 2001 . The ADE conducted training on autism spectrum disorder for the PCSSD on October 15, 2001 . Professional Development workshops (1 day in length) in scoring End of Course assessments in algebra, geometry and reading were provided for all districts in the state. Each school was invited to send three representatives (one for each of the sessions). LRSD, NLRSD, and PCSSD participated. Information and train ing materials pertaining to the Alternate Portfolio Assessment were provided to all districts in the state and were supplied as requested to LRSD, PCSSD and David 0 . Dodd Elementary. On November 1-2, 2001 the ADE held the Arkansas Conference on Teaching at the Excelsior Hotel \u0026amp; Statehouse Convention Center. This presented sessions, workshops and short courses to promote exceptional teaching and learning. Educators could become involved in integrated math, science, English \u0026amp; language arts and social studies learning. The ADE received from the schools selected to participate in the National Assessment of Educational Progress (NAEP), a list of students who will take the test. 58 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of September 30, 2006 (Continued) On December 3-7, 2001 the ADE conducted grade 6 Benchmark scoring training for reading and math. Each school district was invited to send a math and a reading specialist. The training was held at the Holiday Inn Airport in Little Rock. On December 4 and 6, 2001 the ADE conducted Mid-Year Test Administrator Training for Algebra and Geometry. This was held at the Arkansas Activities Association's conference room in North Little Rock. On January 24, 2002, the ADE conducted the Smart Start quarterly meeting by ADE compressed video with Fred Jones presenting. On January 31 , 2002, the ADE conducted the Smart Step quarterly meeting by NSCI satellite with Fred Jones presenting . On February 7, 2002, the ADE Smart Step co-sponsored the AR Association of Middle Level Principal's/ADE curriculum , assessment and instruction workshop with Bena Kall ick presenting. On February 11-21, 2002, the ADE provided training for Test Administrators on the Primary, Intermediate, and Middle Level Benchmark Exams as well as End of Course Literacy, Algebra and Geometry Exams. 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