{"response":{"docs":[{"id":"bcas_bcmss0837_3","title":"Arkansas Department of Education (ADE) funding","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":["1999"],"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","Education--Finance"],"dcterms_title":["Arkansas Department of Education (ADE) funding"],"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/3"],"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\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_14","title":"Arkansas Department of Education (ADE) funding","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":["1999"],"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","Education--Finance"],"dcterms_title":["Arkansas Department of Education (ADE) funding"],"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/14"],"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\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_254","title":"Attendance zones and Student Assignments","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1999/2000"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Little Rock (Ark.). Office of Desegregation Monitoring","School administrators","School attendance","Educational planning","School management and organization"],"dcterms_title":["Attendance zones and Student Assignments"],"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/254"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["maps (documents)","correspondence","clippings (information artifacts)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n   \n\n  \n\n  \n\n i B 4N T 3N 2 2N N 1N 1S 2S T 3S 4S N 5S 6S 7S T 8S 1 9S s 10S 8W 7'N R 14 W 6W 5W R 4W 13 W 2W 1W 2E R 3E 12 Senior High School Attendance Zones PAGIS 4E 5E 6E W 7E 8E R 10E 11 WElementary School Attendance ZonesI ? 4N T 3N 2 I 11 Henderson* f I 1 2N N 1N I i f' M Forest\n t-Heights,' 7 Ws P(j$ki Hg|-,ts IS 2S T 3S 1 4S N 5S 6S 7S T 8S 1 9S s 10S 8'\u0026lt;N 7^ SISSfl o%I Bl t . -?.A' * W z \n 6W 5W R 14 W Junior High School Attendance Zones L I 3I giM- 3i sw x' ' i ^1 I I  I IB ^Is Bt a' w  bS t Swthwest.. b I \u0026gt; 6 m I S flI w8^ MabelvGe  w rafc B - Ateki i rtef^ts  A... ,j a t5mbqr_^ **' Mabelvole Sj^ll f p L\n-\" * i 31 4W I R 3W 13 W 2W 1W 1E 2E R 3E 4E 12 W C Cloverdale  Dunbar Forest Heights  Henderson MabeWe iSa Putaski Heights Southwest PAGiS 6E \u0026amp; 7E 8E 9E tt R 11 W 1 Elementary Schools LITTLE ROCK SCHOOL DISTRICT SCHOOL ASSIGNMENT OPTIONS I MAGNET SCHOOLS 1 STUDENT ASSIGNED TO AREA OR ATTENDANCE ZONE SCHOOLS I -No Seat Available- Placed on Waiting List PARENTS REQUEST TRANSFERS I I NEAREST SCHOOL INTERDISTRICT SCHOOLS INCENTIVE SCHOOLS I M-to-M (black students only) 1 ELEMENTARY DESEGREGATION Jxmior High Schools High Schools Elementary Schools tiunior High Schools I High Schools I Black I Non Black Booker B.T.Washington Carver Gibbs Martin L. King Rockefeller Williams Dunbar Henderson Mann Central McClellan Parkview Crystal Hill (black students only) Martin L. King Romine William J. Clinton (black students only) Baker (black students only) Franklin Garland Mitchell Rightsell Rockefeller Arnold Drive Baker Cato Jacksonville J.T. Robinson Lawson Murrell Taylor Oakbrooke Oak Grove Pine Forest Pinewood Sherwood Sylvan Hills Tolleson Warren Dupree Jacksonville NS Robinson Sylvan Hills Northwood Oakgrove Jacksonville North Pulaski Oak Grove Robinson Forest Park Fulbright Jefferson McDermott Otter Creek Pulaski Hgts Terry Badgett Bale Baseline Chicot Cloverdale Fair Park Geyer Spgs Meadowcliff Romine Wakefield Watson Wilson Woodruff 10/25/94Memo To: From: Mr. Junious Babbs, Associate Superintendent, Little Rock School District Gene Subject: Building Capacities Date: November 17, 1998 Please supply the Office of Desegregation Monitoring with the student capacity to be used by the Student Assignment Office for the 1999-2000 school year for each of the LRSD schools. This request was prompted by the conflicting numbers we have received regarding building capacities. The real and official capacity information will allow us to study the new student assignment plan with more accuracy.IX. 09 * : Wednesday, October 14 Wednesday, October 14 Thursday, October 15 Thursday October 15 You have received your proposed neighborhood school zones for future years. Ths meetings outlined below are designed for you to attend if you have questions or comments about the new neighborhood zones. These meetings will be held in the school auditoriums. 6:00 p.m. 6:00 p.m. 6:00 p.m. 6:00 p.m. Hall High School 6700 \"H\" Street J. A. Fair High School 13420 David 0. Dodd McClellan High School 9417 Geyer Springs Rd. Central High School 1500 Park St. If you can't attend a meeting and would like to ask questions or provide comments, please send them in writing to: Junious Babbs Little Rock School District 501 Sherman Little Rock, AR 72202 LITTLE ROCK SCHOOL DISTRICT STUDENT REGISTRATION OFFICE Memo To: From: Mr. Gene Jones, Associate Monitor Julie Wiedower, Interim Director of Student Registrati Through: Junious Ba^^Associate Superintendent Date: 02/11/99 Re: New Attendance Zones The following information is provided in response to your inquiry about the company v0nich provided consulting services to the District for the re-drawing of school attendance zones. The name of the company is Education Logistics, Inc., or Edulog as we refer to it. The company is headquartered in Missoula. Montana and is affiliated with Laidlaw Transportation. They were one of three providers who made presentations to LRSD staff during the fall of 1997. The contract with Edulog was executed in December 1997, and the total system cost was $16,750. The services Edulog provided included\n Software packages providing geocoding, boundary planning/redistricting, and boundary optimization  Geographic data preparation / map building Installation of software  On site training of LRSD personnel If additional information is needed, please feel free to contact me.RECEIVfip CF LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 OCT 6 1999 OFFICEOF DESEGREGATION MONITORING OFFICE OF ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent Phone: (501)324-2272 E-Mail: icbabbs@,stuasn.lrsd.kl2.ar.us October 5, 1999 Mrs. Ann Brown Office of Desegregation and Monitoring 201 E. Markham Little Rock, AR 72201 Dear Mrs. Brown: In an attempt to follow-up on earlier communication regarding possible areas that may warrant attention in the 99-2000 LRSD Student Assignment process, a meeting is being scheduled with appropriate staff persons to review projected enrollment / capacity compositions and possible strategies that may be enacted. You and / or representatives from your shop are invited to attend. We look to be in touch regarding the scheduled time. Sincerely, received JUN 7 2000 OFFICE OF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 OFFICE OF ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent Phone: (501)324-2272 E-Mail: icbabbs@stuasn.lrsd.kl2.ar.us June 2, 2000 Ms. Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ms. Brown: The following information is in response to your May 18^'^ letter. In an effort to bring you up-to- date on the planned direction of the Little Rock School District's focus and commitment at Rockefeller Elementary School. As we review the Revised Desegregation Education Plan and Student Registration process respective areas are noted that will help provide background information, pertinent data, and identification of the process being enacted. When reviewing Rockefeller P4 placement for the '99-00 school year a proposed interim solution was enacted to provide the option for all four year olds attending Rockefeller to enter kindergarten and remain through completion of the fifth (5) grade. Also, remember that kindergarten seats during the '99-00 school year were allowed to remain unfilled to permit further recruitment of white students despite 26 African American kindergarten students in the attendance zone waiting to be admitted. A review of information from earlier conversation recognized the following pertinent items:  \"Within our revised plan, first priority is provided to the Attendance Zone student\".  \"LRSD students shall be permitted to transfer to another LRSD area school to participate in a designated magnet program subject to capacity limitations and to reasonable requirements established by LRSD\".  \"School records will reflect our agreement in Rockefeller's recruitment efforts, student retention and overall program success\nhowever, items listed within our new plan are not withstanding\". Follow-up from the small ad hoc committee to investigate options was addressed in LRSD compliance meetings. Enhanced recruitment efforts from respective shadow zones were again promoted within stipulation magnets (Booker and Carver). Present Interdistrict magnet composition numbers (60/40 Black/White) continue to restrict student placement at Washington. Expansion of LRSD P4 programs have also provided additional student options. White P4 students assigned at Interdistrict schools have been permitted to continue in kindergarten rather than be reassigned to their attendance zone school. While P4 students at Rockefeller were given the same option six of these students (4 white, 2 black) requested assignment to a magnet or their attendance zone school (2 - Booker, 1 - Carver, 1- King, 1 - Mitchell, 1 - Terry). LRSD Plans for Rockefeller Elementary School for 2000-2001: 1. The total enrollment and overall racial balance forecast for Rockefeller in 2000-01. Total enrollment as of5/30/99 for the 2000-01 Is 459 students - 60% Black. 2. The class structure planned for Rockefeller, infants through grade, for the coming school year, and how this structure differs from that of 1998-99 and 1999-2000 CLASS Pl P2 P3 P4 K 1 2 3 4 5 6 1998-99 1 1 1 3 3 3 3 3 3 3 2 1999-00 1______ r 1 3 4 3 3 3 3 3 0 2000-01 1 1 2 2 4 3 3 3 3 3 0 3. The number of students and racial balance anticipated for each class in 2000-2001.Class K Pl P2 P3 P4 01 02 03 04 05 Total Black 40/58% 5 / 50/o 8/47% 18/60% 19 / 52/o 41/65% 36/58/o 38/62%, 32/58%o 40/71% 277/60%, White/Other 29/ 42%o 5 / 5O%o 9/ 53%o 12 / 40%o 17/48%o 22/35%o 26/ 42%o 23/38%o 12/42%o 16/29%o 182/40%o Total 69 10 17 30 36 63 62 61 55 56 459 4. The rationale behind the class restructuring. This class restructuring change helps to retain desegregation recruitment efforts while increasing the attendance zone student opportunity to attend. Increasing to two P3 classes will also provide opportunities to involve additional students in the early childhood magnet program and enhance the program by extending the amount of time these students will have to reap the benefits of established curriculum. 5. How the school staff will allot space to accommodate the restructuring next year and beyond as the ECE and kindergarten classes move up through successive grade levels. Upon review of committed SRO open enrollment numbers, this effort will be coordinated by Mrs. Mangan, Principal, through Mrs. Frances Jones, Assistant Superintendent, and Mrs. Pat Price, Director of Eady Childhood. 6. The work and product of the ad hoc committee that was formed in your office on October 26, 1999. No formal process was enacted\nhowever, continued study of this item was addressed within LRSD compliance meeting sessions and further collaboration with Mrs. Pat Price. 7. How the district's director of early childhood education participated in the decision to restructure the ECE and kindergarten classes at Rockefeller. See #6 8. How the school's Campus Leadership Team participated in such decision. Prior issues had been discussed between Mrs. Mangan and myseif regarding P4 and kindergarten numbers. Decisions regarding student class sections are completed upon review of open enrollment and school choice totals through the departments of Schoo!Operations and Administrative Services. February 2d*' notification from the Director of Human Resources was provided to buiiding pri nd pa is through the Associate Superintendent. Appropriate notification to Campus Leadership Team members and staff wouid have been provided to staff through the buiiding principai. 9. How the parents of Rockefeller students have been factored into these decisions, as well as how and when the parents were informed about the planned changes. The LRSD Student Registration Office assisted numerous parentai concerns of attendance zone students assigned eisewhere. SRO communication updates regarding class numbers/ student sections were provided by Dr. Hurley, Director of Human Resources, to the attention of Mrs. Mangan on February . 10. The results of any studies you have conducted to determine whether some adjustments to Rockefeller's attendance zones might be in order, now that you have had time to assess the impact that the rezoning has had on school enrollment and racial balance.  Eighty-three Rockefeiier attendance zone aiternate assignments were made due to iack of space.  During this school year ninety-nine black students who live in the Rockefeller attendance zone remained on the waiting list. Of this total, twenty-six were K students.  Student Registration Office officials contacted all white students (kindergarten through fifth) on the waiting list with the option to enter Rockefeller.  When compared with LRSD elementary schools. Rockefeller has 38%, the smallest percentage of zoned students in attendance, (i.e. voluntary transfers, M-to-M, appeals, staff preference, special circumstance transfers, alternate assignments and Division of Exceptional Children assignments).  LRSD continues to provide Rockefeiier with sibiing preference. 11. How you intend to preserve the racial balance at Rockefeller while accommodating the school's zoned students. At present, restrictive school choice options outside of Rockefeller are available\nhowever, further review of Washington Interdistrict magnet composition numbers combined with opening of the new Stephens Schoo! (January, 2001) will expand student population numbers for the '01-02 school year that warrant necessary attention and possible plan modification. i I t-tfPlan modification 3.7 Modification standard. During the term of this Revised Plan, LRSD shall not recommend modification to attendance zones or grade level structure of the construction, enlargement or closing of a school(s) other than as provided in this Revised plan unless: 3.7.1 Such action wouldfurther the goal of desegregating LRSD or eliminating the vestiges ofpast discrimination to the extent practicable\nor, 3.7.2 The LRSD Board of Director determines (1) that the educational benefits expected from such action substantially outweigh any adverse effects of the proposed action, (2) that no practical alternative to the proposed action exists which will accomplish the educational objective, and (3) that to the extent practicable measures will be initiated to counteract any adverse affects of the proposed action. Based on your inquiry, we appreciate your review and input toward possible suggestion to remedy this apparent paradox. When taking into account the mathematical equation to accommodate this task, significant constraint is recognized. LRSD will continue to work within provision established within our Revised Desegregation and Education to review student assignment numbers and target recruitment strategies. If additional information is needed, please feel free to contact me. Sincerely, Junious Babbs cc: Ann Mangan, PrincipalOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: July 14, 2000 To: Junious Babbs From: Ann Bn Re: Attendance Zone Changes Since the LRSD has decided that Mitchell will remain open, Id like to have some information as to how the district may have subsequently realigned the attendance zones to accommodate Mitchells continued functioning as an elementary school. Id appreciate a written description of any zone changes and corresponding maps. Id also like to know the building capacities and projected enrollments, by grade, of all schools that are affected by the zone changes. Please give me a call if you have any questions. Thanks very much. f'lYia-h'ci'l -^0 Faf rECEITO OF JUL 21 OmCEOF DESKRtGAWNMONKORlMB LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 OFFICE OF ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent Phone: (501)324-2272 E-Mail: icbabbs@.stuasnJrsd.kl2.ar.us TO: Ann Brown, Feder^ Monitor FROM: Junious Babbs SUBJECT: Attendance Zone Changes (Response to 7-14-00 Memo) DATE: July 20, 2000 In response to your July 14* request regarding realigned attendance zones to accommodate Mitchells continued function as an elementary school, the following information is provided.  The original Mitchell School Attendance Zone has been adjusted to include what was the old Otter Creek satellite zone.  Upon review of proximity and 99-00 realigned school zones, a northern section of the Mitchell zone was removed and absorbed in Martin Luther King.  To date (7-18-00), projected school enrollments for each grade at these schools reflect: School (Capacity) Mitchell (298) Otter Creek (351) King (728) Stephens (692) P4 18 18 61 37 36 58 98 37 41 77 97 52 41 61 104 39 37 49 105 44 44 51 101 42 47 52 71 46 K 1 2 3 4 5  Copies of updated elementary, middle and high school attendance zone maps have been provided to your attention.  Further review (September - October) of student attendance zones to address enrollment, building composition and plan compliance within the 2000-2001 Work Plan for LRSD Priorities is being addressed. If questions come up or additional information is needed, please feel free to give me a call.  INKJ SVCS LRSD @02 LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 To the Parent of: Student ID: Current School: Current Grade: Map Grid: Dear Parent: Parents and students in the Little Rock School District will be hannv m Uom rk,. . students Sing a sSclose to foeir a coaunittee of parents, other You may wish for your child to continue at his/her to the mighhorhood school in the fad of 1999 IV tuc nciKDuornooo scuool in the fall of1999 school, or ytm may prefer to transfer your child Rock ^01 Board acts on these proposed neighborhood school your *^8ht5 at one of the comrauiuty meetings that will be held for included on the next page. 1 zones, we ask that you share comnuuuty input. The meeting schedule is Your proposed neighborhood schools for die fall of 1999 Elementary (Kindergarten - 5*1: Middle School (grades 6-81: SaiiorHieh (grades 9-121 are: Leslie V. Carninc Superimendait of Schools EnclosureSAMPLE LITTLC ROCK SCHOOL DISTRICT Slow Markham Little Rock, AR 72201 To ihe Parent of\nDear Parent: Student ID: 973910 Current School BADGETT ELEMENTARY SCHOOL Current Grade: 03 Map Grid: 3250 Students in the Little Rock School District will be happy to lean foat we aiu retuning to neigltborhood sdiools in our community. There are many advantages to shidents attending a school close to ftcir hortiK. First travel time to school is reduced. Second, parents can be more involved m acliviti'es hdd ar neighborhood Finally, students, parents and other neighborhood resideots feel ^ride of ownership'II PwareeventtMs oVIf students iinn uouuir asMchwoOoilSs IhMaIvVCe MexppTreeSsasCeQd ItDheeiiTr adCeSsuirVe tfOoTr QneCiIgfh BbbOoFrhbOooOdd Khook through tteii !!^^\"*^^Pdations is the districts Strategic Plan, Revised Desegregation and Education Plan and the 1997 WoA icamKKommcndaQons. In response to our parents call for neighborhood schools, a conuniitefc of panwrp, lyfon* cmmninuty residents, and distria administrators patbeipated in development of foe prMOsed acidibofoood school attendance zones for each of foe school levels.  Yom may wish for your child to continue at his/her current schaeL Hwr, if pTff* for developed zones, your child will be eOowtd to tniufer to font schMi HI the fan of 1999, \u0026gt;f space u available at the school. ^P^^e Little Rock School Board acts on these proposed neighborhood school zeoaa. we adt foat yon sham yow fo^hts M one of foe coroonnity meetings foat will be held for communito mput \"nie \"***0 schedule is included on foe next page. Your proposed neighborhood schools for foe fell of 1999 are\n^5' L BADGETT ELEMENTARY SCHOOL Middle School (guXB 6.gv PULASKI HEIGHTS JUNIOR HIGH Smior Hieh (grades 9-121 CENTRAL HIGH SCHOOL Parents may apply for transfers to specialized programs, such as magnet schools, as they have m foe past. buo'f*^'**^*^* *chool zone map will be avaibble at each school. If you have questions or input that you would fflly-err. TthTan'kVs for your input as we strive to \"imeprtrionvges .o pulre sacshe odoilrse.ct your comments to the address on the enclosed Enclosure Leslie V. Caroine Superintendent of SehooU STUDENT ASSIGNMENT OFFICE LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN ST. LITTLE ROCK AR 72202 PHONE\n324-2272 FAX: 324-2281 FAX COVER SHEET To: ( Fax Number: f- oro o From: Date: Ze^- 7-^ # Pages Including Cover Sheet: CC: Re: TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS April 2, 1990 Office of the Metropolitan Supervisor Dames Dennings, Associate Superintendent for Desegregation Monitorina and Program Development Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent of Schools Attendance Zone Report Introduction The following report is submitted in compliance with the March 5 court order to review all attendance zones and make projections for the 1995-96 school year. Three sets of data are examined in this report: (1) School enrollment figures (2) Census tract data (3) Zone block (geocode) counts These sources of data should not be viewed in isolation of each other. Population trends are confirmed when different sources of data, over a period of years, suggest or establish the same pattern of growth or decline. Enrollment Comparisons and Census Projections The simplest way to project for the future is to examine any trends that have occurred in the past. In using past trends to project for the future, allowances must be made for any anticipation of deviations from the trends. In regard to projecting school enrollment, the method of studying past trends to project for the future is quite reliable. The Little Rock School District has used past school enrollments to project school enrollments for the future.Although school enrollments have been used in the past for projection purposes, the task of projecting the numbers of students in each attendance zone for tie 1995-96 school year cannot be done by using past school enrollments. The Little Rock School District has used four different assignments plans over the past four years. The 1986-87 school year was the last year for an elementary pairing plan. Primary schools on the west side of the District were paired with intermediate schools on the east side of the District. In 1987-88, the year of annexation, the Little Rock School District used a new attendance zone plan and converted all primary or intermediate schools to K-6. Students were manditorily assigned to schools, based on the new attendance zones, and then allowed to transfer if desegregation requirements could be upheld. trict referred to this plan as \"controlled choice. The disII In 1988-89, the attendance zones and \"controlled choice zones\" (zones A \u0026amp; 8) were abolished and all students could select any school in the district. The present school year, 1989-90, marks the return to the use of an elementary attendance zone plan. The plan applies only to kindergarten, rising, and new students and grandfathers all remaining students. The 1989-90 attendance zone plan is extremely different from the 1987-88 attendanze zone plan. As a result of all of these factors, the analysis of school enrollment trends prior to the 1989-90 school year cannot be used to project attendance zone trends in the future. The 1989-90 school year will serve as the baseline year for the study of school enrollment trends. Attendance zone projections can also be determined by analyzing census tract Although the boundaries of the census tracts are different from information. the boundaries of the school attendance zones, census tract projections are still useful in identifying trends in various geographic areas. In 1988, the Little Rock School District employed The Grier Partnership (in collaboration with Stanton Leggett and Associates) to conduct a demographic study. The demographers reviewed census tract projections from Metroplan and UALR. The next section of this report will examine the results of the demographic study. An attempt will also be made to compare 1988-89 and 1989-90 attendance zone counts. Each student in the Little Rock School District is assigned a geocode or zone block number based on his/her home address. of several contiguous zone blocks or geocodes. Attendance zones consist zone includes one or more satellite areas. In some cases, an attendance A satellite is an attendance area that is detached from the immediate school vicinity and is usually a considerable distance from the school site. The 1988-89 school year was the first year for the District to load and maintain a computerized file of all zone block counts. As a result, this comparison will be based on one year of experience. Demographic Study As stated earlier, the demographers reviewed census tract projections from UALR and Metroplan. It should be noted that census tracts do not match the attendance zones used by the Little Rock School District. for geocodes, or zone blocks, and not for census tracts. School data are recorded According to the demographer, \"about 83 percent of all geocodes fall entirely within a single census tract. II Although the geocodes are not fully compatible with the census tracts, an examination of census data should yield valuable information concerning long-term trends.The Grier report notes that \"change in the schools appears to be moving in concert with changes in the city as a whole -- population losses in close-in older neighborhoods, growth in certain outlying areas. II In terms of specific areas, between 1980 and 1986, Metroplan estimated that there were losses in almost every census tract on the eastern side of the city, in the tracts close to downtown, and in those on the near west side but east of University Avenue. These areas are represented by tracts 1-20 (with the exception of Tract 16) on Attachment A (\"Changes in Total Population By Census Tract, Little Rock, Arkansas, 1980 to 2010\"). zones: These tracts cover the following school attendance -- Rightsell -- Rockefeller -- Mitchell -- Badgett -- Washington -- Stephens -- Garland -- Ish -- Franklin -- Forest Park satellite -- Terry satellite -- McDermott satellite -- Oefferson satellite -- Brady satellite -- Otter Creek satellite -- Meadowcliff satellite The census tract table indicates that almost half of the tracts in this area will experience growth during the period of 1980-2010. However, it is impossible to determine how much of the projected growth will occur in a specific census tract by 1995-96. ience a decline during the 30-year period. The remainder of the tracts in this area will exper- The same problem related to determining when and what degree of growth will occur also applies to projecting 1osses. The overall effect of gains and losses in this area will result in a net increase of 846 persons over a 30-year period. A net increase in total population of 846 persons over a 30-year period will probably have no effect on the boundaries of the attendance zones in 1995-96. Most of the growth during the 30-year period is expected to occur in tracts 41.04, 42.03, and 42.04. the Little Rock School District. These tracts are located on the western boundary of Creek areas. Tract 41.04 covers the Mabel vale and Otter Tracts 42.03 and 42.04 cover portions of the Fulbright, Terry, Wilson, and Dodd attendance zones. The growth in tract 42.03 should also affect the Forest Park satellite zone located on the northwest tip of the di strict. Again, there is not enough data to predict how the projected growth will affect these attendance zones in 1995-96.Although the census data provides useful information for identifying population trends, it will be necessary to wait for the 1990 census results in order to make specific projections. Under normal circumstances, long-term projections are based on data collected over a 3-5 year period. It is difficult to recognize an ongoing pattern or trend by merely comparing two separate years. Since census information is collected every 10 years, it will be necessary to rely on a comparison of 1980 and 1990 census results. The Little Rock School District Student Assignment Office will begin immediately to develop a plan for recording student address information by census tracts This will enhance the District's ability to correlate long-term census projections with student information gathered annually. Geocode Comparisons The comparison of zone block (geocode) student counts is another method that can be used to identify student population trends. Attachment B compares 1988-89 and 1989-90 zone block and attendance zone counts. These counts only reflect students enrolled in the Little Rock School District. It was noted earlier that the census data indicates a population decline in the area east of University. the same trend. The comparison of zone block information indicates 1988-89 to 1989-90. mately 30 students. Most of the incentive schools experiences small gains from However, the Garland attendance zone declined by approxi- The area east of University Avenue experienced a net gain of 149 students. As noted earlier with the census data, the gain of 149 students in the area east of University Avenue is the net result of gains and losses in this area. Although the comparison of geocode counts is a viable method for identifying enrollment trends and making projections, at least three years of geocode data should be used to ensure reliability. The Little Rock School District did not have the capability to maintain accurate geocode information prior to the 1988-89 school year. Therefore, it is recommended that the District be allowed to collect the 1990-91 geocode information before preparing the 1995-96 attendance zone projections. Attendance Zones and Building Capacity The Little Rock School District currently uses 90% of its total non-magnet elementary capacity (See Attachment 0). The District has stated on several occasions that the elementary building capacity, particularly in central and east Little Rock, needs to be increased. The District's capacity problem is compounded by the fact that the interdistrict magnet program reduced the number of elementary seats available to Little Rock students. Also, programs such as PAL (Program for Accelerated Learning) and Gifted/Talented have caused a reduction in school capacity.Attachment C shows the number of students who reside in each attendance zone. All of these students are currently enrolled in a non-magnet (area) school even though the school may not be their attendance zone school. (NOTE: Attachment C DOES NOT show the number of students currently enrolled in each attendance zone school. It shows the number of students who live in the attendance zone even though they may attend a non-attendance zone school. The District fully understands the reason for the court's concern about attendance zone projections and adjustments for the 1995-96 school year. However, the elementary capacity must be addressed before attendance zones are adjusted.- Otherwise, any adjustments will simply shift the current capacity problem from one school to another school. In regard to the incentive schools, the District has proposed to expand Rightsell and Mitchell (if a new school site in the vicinity cannot be located) close Ish, Stephens, and Garland, and build a new school at the Old King School site. The plan to close and rebuild incentive schools should be finalized before any attendance zones are adjusted. Recommendations As already stated in this report, several factors preclude the District from being able to make reliable attendance zone projections at this time. In light of these factors, the District respectfully recommends the following: 1. The District will prepare attendance zone projections after the release of the 1990 census results. 2. 3. 4. 5. The District will begin immediately to develop a plan for recording student address information by census tracts. Attendance zone projections will also be based on any trends identified by comparing 1990-91 kindergarten and first grade enrollment figures. Both of these grade level assignments are based on the new attendance zones. The District will be allowed to collect the 1990-91 geocode information in order to be able to compare 1988-89 and 1990-91 geocode counts. The plan to close and rebuild incentive schools should be finalized before attendance zones are adjusted.s' 4 F ATTACHMENT A TABLE 5 CHANGES IN TOTAL POPULATION BY CENSUS TRACT* LITTLE ROCK, ARKANSAS 1980 TO 2010 1 Census Tract 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20.01 20.02 21.01 21.02 22.01 22.03 22.04 22.05 23 24.01 24.02 40.01 41.03 41.04 41.05 41.06 41.07 41.08 42.03 42.04 1980 Total Tract 2010 Total Tract Change 1980-2010 No. Pct 860 4,491 2,726 1,508 4,904 3,956 2,969 773 806 4,391 4,831 2,675 5,262 3,417 8,175 5,258 867 6,406 5,029 5,748 5,568 8,468 4,095 5,196 4,935 7,938 6,940 920 11,100 7,378 5,539 3,813 1,354 6,211 6,660 4,058 6,361 8,260 6,614 1,600 4,000 3,200 1,000 5,200 4,000 3,200 800 800 4,600 4,600 2,200 4,800 3,800 10,000 5,100 850 5,900 4,500 5,700 5,600 8,000 6,000 5,600 5,300 8,800 9,500 950 16,800 13,800 4,500 5,500 6,800 12,200 8,400 4,900 7,200 38,900 22,000 740 (491) 474 (508) 296 44 231 27 (6) 209 (231) (475) (462) 383 1,825 (158) (17) (506) (529) (48) 32 (468) 1,905 404 365 862 2,560 30 5,700 6,422 (1,039) 1,687 5,446 5,989 1,740 842 839 30,640 15,386 86. OX -10.9X 17.4X -33.7X 6.OX 1. IX 7.8X 3.5X -0.7X 4.8X -4.8X -17.8X -8.8X 11.2X 22.3X -3. OX -2. OX -7.9X -10.5X -0.8X 0.6X -5.5X 46.5X 7.8X 7.4X 10.9X 36.9X 3.3X 51.4X 87. OX -18.8X 44.2X 402.2X 96.4X 26.IX 20.7X 13.2X 370.9X 232.6X 186,460 266,600 80,140 43. OX *Data for both 1980 and 2010 are for the entire census tract. In some cases. the tract boundaries currently extend beyond the city limits into unincorporated portions of Pulaski County. SOURCES: 1980 data from 1980 Census of Population. 2010 projections from Metroplan, Planning Support Document,ATTACHMENT B LITTLE ROCK SCHOOL DISTRICT ZONE BLOCK COMPARISON ZONE BLOCKS FOR BADGETT PAGE 1 1988-89 1989-90 3201 19 10 -9 3250 68 + 11 3251 23 -1 3253 26 6 3255 4 3 -1 3640 19 + 15 TOTAL 133 142 +9 4 ZONE BLOCKS FOR BALE 1988-89 1989-90 0521 56 42 -14 0531 33 40 +7 0532 58 -3 0534 29 -4 1921 11 +9 1922 28 31 +3 1923 1924 57 64 1925 10 8 TOTAL 307 322 + 15ZONE BLOCKS FOR BASELINE PAGE 2 3401 3406 3410 3415 3420 3425 3430 3620 3625 36? cr. TOTAL 1988-39 1989-90 32 39 +7 107 39 -18 28 33 33 31 21 19 24 17 -7 16 14 34 +9 23 19 -4 11 6 320 301 -19ZONE BLOCKS FOR BRADY PAGE 3 0540 0591 0592 0593 1010 1020 1311 1321 1331 1332 1630 1712 1713 1716 1910 TOTAL 1988-89 1989-90 6 11 86 67 -19 17 13 -4 0 7 9 17 14 -3 32 38 +6 21 20 0 51 10 42 21 357 0 36 6 35 48 15 31 19 344 -21 + 16 +6 + 10 -3 +5 -11 -3 -13ZONE BLOCKS FOR CHICOT PAGE 4 3435 3440 3445 3464 5408 7401 7405 7410 7415 7425 7467 7468 7469 7470 7471 7474 7476 7479 7480 TOTAL 1988-89 1989-90 10 13 +3 6 0 50 29 79 21 crcr 32 9 24 7 18 17 30 32 495 13 +7 0 0 34 36 79 27 54 30 16 27 21 9 14 15 0 23 438 -16 +7 0 +6 -3 +7 CT -3 +7 -3 -15 -9ZONE BLOCKS FOR CLOVERDALE ELEM PAGE 5 3601 3605 3615 3630 3645 3646 3647 3648 3649 3650 3651 7310 7375 7387 TOTAL 198S-S9 19S9-90 26 + 1 19 12 -7 18 14 -4 4 0 -4 12 21 +9 10 13 +3 19 26 31 44 15 30 38 316 0 31 33 60 28 21 11 87 357 -19 +5 + 16 +3 +6 -19 +49 +41ZONE BLOCKS FOR DODD RASE 6 1722 1728 4001 4010 4017 4020 4025 4046 4049 4052 4053 5467 TOTAL 1988-89 1989-90 61 51 -10 39 + 16 17 16 -1 79 73 -6 4 3 -1 20 54 23 18 0 3 353 20 46 18 37 0 0 341 0 -8 +4 0 -3 -12ZONE BLOCKS FOR FAIR PARK PAGE 7 1988-89 1989-90 0511 13 +4 9 0512 8 7 -1 0513 68 60 -8 0554 54 51 0920 63 -8 1110 33 31 nil 32 48 + 16 1120 8 6 1121 6 0 6 TOTAL 281 271 -10 ZONE BLOCKS FOR FOREST PARK 1988-89 1989-90 0411 4 0 -4 0412 12 -12 0 0413 3 0420 14 15 0553 92 76 -16 0556 65 57 -8 0811 10 -1 0821 39 41 0910 54 47 -7 6110 55 27 -28 + 1 9 6125 0 0 0 TOTAL 350 275 -75ZONE BLOCKS FOR FRANKLIN PAGE a 0522 0523 0524 Oi 0526 0527 0528 0529 0530 0538 0539 0571 0575 TOTAL 1988-89 1989-90 57 63 +6 60 50 -10 65 70 87 84 35 30 35 30 71 36 54 51 631 33 21 -9 32 26 59 47 24 53 48 610 -3 -4 -12 + 11 +4 -1 -3 -21ZONE BLOCKS FOR FULBRIGHT PAGE 9 1210 1405 1410 1440 1714 1810 1811 1812 6115 6120 6122 6171 6188 TOTAL 1988-89 1989-90 28 23 -5 0 21 +21 97 89 -8 19 21 104 108 +4 58 66 +8 32 39 65 66 + 1 24 12 31 497 18 6 0 13 30 519 0 + 1 -1ZONE BLOCKS FOR GARLAND PAGE 10 0581 0582 0584 0585 0586 0587 TOTAL 1988-89 1989-90 42 44 no 57 -53 95 50 10 42 349 ZONE BLOCKS FOR GEYER SPRINGS 1988-89 SO 73 21 44 319 1989-90 -15 +23 + 11 -30 3405 71 74 +3 4401 4405 15 20 cr 4410 38 32 6 4415 17 17 0 4420 21 26 +5 4429 29 17 -12 4430 10 18 +8 TOTAL 226 -5ZONE BLOCKS FOR ISH PAGE 11 1988-89 1989-90 0473 44 49 0476 42 45 +3 0477 23 30 0479 35 30 5 0430 43 41 0485 CT CT 57 TOTAL 242 + 10 ZONE BLOCKS FOR JEFFERSON 1988-89 1989-90 1220 6 6 0 1230 12 6 6 1231 7 11 +4 1240 157 165 +8 0431 38 37 -1 0432 53 72 + 19 0433 38 30 -8 0434 26 28 0435 19 18 -1 0438 45 49 +4 TOTAL 401ZONE BLOCKS FOR MABELVALE ELEM PAGE 12 3635 3654 3655 5401 5402 5405 5406 5407 5415 545'7 5455 5462 5465 7325 7383 7388 7390 7420 7475 TOTAL 19SS-S9 19S9-90 34 48 + 14 64 67 +3 30 31 + 1 16 12 -4 14 28 7 13 18 19 15 1 13 31 0 57 28 27 437 23 +9 30 6 -1 14 15 18 21 0 12 35 21 67 34 40 516 + 1 -1 +6 -1 -1 +4 0 + 10 +6 + 13 +79ZONE BLOCKS FOR MCDERMOTT PAGE 13 0552 0561 0562 1310 1312 1420 1421 1430 1520 1531 1541 1542 TOTAL 198S-89 1989-90 64 62 63 78 + 15 88 84 -4 24 19 0 0 0 33 39 107 20 10 21 0 478 ZONE BLOCKS FOR MEADOWCLIFF 1988-89 ^cr -8 40 + 1 + 15 20 19 19 0 488 1989-90 -9 +9 -3 0 + 10 0533 72 65 -7 0535 64 75 + 11 0536 14 11 -3 0537 62 70 +8 2110 94 76 -18 2120 62 76 + 14 4015 16 11 4048 29 40 + 11 TOTAL 413 424 + 11ZONE BLOCKS FOR MITCHELL PAGE 14 0442 0443 0444 0445 0446 0451 0452 0453 0457 0458 0459 TOTAL 1988-39 1989-90 28 30 IS 42 26 46 42 36 340 ZONE BLOCKS FOR OTTER CREEK 1988-89 44 21 28 23 12 31 36 49 48 36 350 1989-90 + 16 -8 -4 +6 -13 -11 +10 +3 +6 0 + 10 0471 44 47 +3 0472 49 69 0475 68 +7 5460 29 19 -10 5470 1 3 5472 0 0 0 5475 40 46 +6 5476 43 45 5477 26 46 5478 cr 9 +45492 7 15 TOTAL 312 374 PAGE 14B +8 +62ZONE BLOCKS FOR PULASKI HGHTS ELEM PAGE 15 1988-89 1989-90 0610 19 21 +3 0620 24 16 -8 0630 3 0640 7 14 +7 0641 5 14 +9 0651 7 12 +5 0660 77 96 + 19 0710 30 31 + 1 TOTAL 174 207 +33 ZONE BLOCKS FOR RIGHTSELL 1988-89 1989-90 0439 0 73 +73 0448 0 70 +70 0449 61 +6 0450 59 58 -1 0454 0 0464 31 44 + 13 TOTAL 165 306 + 141ZONE BLOCKS FOR ROCKEFELLER PAGE 16 1988-89 1989-90 0232 7 7 0 0440 59 50 -9 0456 44 48 +4 0460 54 41 -13 0461 63 67 +4 0462 53 54 + 1 0463 19 31 TOTAL 299 298 -1 ZONE BLOCKS FOR ROMINE 1988-89 1989-90 1715 67 77 + 10 1717 102 SO 1721 93 81 -12 1723 30 1724 46 53 +7 1727 98 98 0 TOTAL 436 421 -15ZONE BLOCKS FOR STEPHENS PAGE 17 0441 0572 0573 0574 0583 TOTAL 19S8-89 1989-90 34 97 37 58 81 307 ZONE BLOCKS FOR TERRY 1988-89 38 82 45 67 81 313 1989-90 +4 -15 +8 +9 0 +6 0436 70 54 -16 0437 64 56 -8 0563 78 68 -10 1510 21 23 1511 75 68 -7 1512 27 33 +6 1515 39 -17 1530 8 13 1532 21 34 + 13 1550 53 42 -11 1610 7 8 1620 11 12 + 1 3330 4 0 -4 TOTAL 478 433 -45ZONE BLOCKS FOR WAKEFIELD PAGE IS 7201 7210 7230 7235 7240 7245 7250 7276 7277 7279 7280 7281 TOTAL 19SS89 1989-90 73 71 9 18 +9 10 10 0 35 37 39 97 +58 21 +6 34 37 11 26 10 14 344 31 -3 30 -7 24 31 11 9 418 + 13 -4 +6 + 1 -5 +74ZONE BLOCKS FOR WASHINGTON PAGE 19 0111 0112 0121 0123 0124 0125 012(:, 0127 0210 0240 0301 0455 0474 0478 0481 0482 0483 0484 TOTAL 1988-S9 1989-90 14 16 16 IS 0 29 +7 39 33 -6 79 CT CT -24 17 62 14 99 0 icr 12 71 27 39 61 78 58 35 790 0 48 93 120 24 0 51 27 43 74 103 73 38 867 -17 -14 +8 -6 -1 -12 -20 0 +4 + 13 iC7 + 15 +3 +77ZONE BLOCKS FOR WATSON PAGE 20 1988-89 1989-90 7301 48 59 + 11 7305 28 31 +3 7315 76 61 -15 7330 IS 11 - ! 7377 38 62 +24 7378 19 19 0 7381 0 7382 44 + 11 7384 rCr 26 + 1 7385 24 +4 7490 9 6 -3 7495 18 13 .R 343 389 +46 ZONE BLOCKS FOR WESTERN HILLS 1988-89 1989-90 1725 34 29 1726 33 41 +8 1822 94 95 + 1 2010 46 41 cr 2015 51 68 + 17 37 42 TOTAL 295 316ZONE BLOCKS FOR WILSON PAGE 21 1711 1813 1821 1823 1824 3301 3312 3316 TOTAL 1988-89 1989-90 23 53 72 89 46 28 51 18 380 ZONE BLOCKS FOR WOODRUFF 1988-89 19 -4 53 79 109 54 38 36 19 407 1989-90 0 +7 +8 + 10 -15 + 1 +27 0650 13 10 -3 0670 68 101 +33 0662 23 26 +3 TOTAL 104 137 +33SCHOOL BADGETT BALE BASELINE BRADY CHICOT CLOVERDALE DODD FAIR PARK FOREST PARK FRANKLIN FULBRIGHT GARLAND GEYER SPRINGS ISH JEFFERSON MABELVALE MCDERMOTT MEADOWCLIFF MITCHELL OTTER CREEK PULASKI HEIGHTS RIGHTSELL ATTACHMENT C LITTLE ROCK SCHOOL DISTRICT TOTAL 142 322 301 344 488 357 341 271 275 610 519 319 226 252 422 516 488 424 350 374 207 306 K-6 CAPACITY 241 399 384 491 483 424 353 351 431 556 607 300 236 200 491 533 562 454 280 378 328 260 CAPACITY % 59% 81% 78% 70% 101% 84% 97% 77% 64% 109% 86% 106% 96% 126% 86% 97% 87% 93% 135% 99% 63% 118%PAGE 2 SCHOOL TOTAL CAPACITY CAPACITY % ROCKEFELLER 298 420 71% ROMINE 421 492 86% STEPHENS 313 260 120% TERRY 433 537 81% WAKEFIELD 418 469 89% WASHINGTON 867 820 106% WATSON 389 469 83% WESTERN HILLS 316 325 97% WILSON 407 398 102% WOODRUFF 137 209 66% TOTAL 11 ,851 13,141 90% (NOTE: These capacity figures do not reflect the proposed capacity changes in the incentive schools for the 1991-92 school year.)1990-91 assignment zones ArUniu ' 1 Western Hills r AtOiaman Park Geo CMit i i / Pulaski Heights i *1 Pulatkl HalgMa Elamaniary I6M J I Pan ,1 C'' I I  I I. I B\u0026gt;*(ly I Scnoofic* I =!l iro Blind I Brady P Eltmtniiiy  SW McDermott II UcDtrmoK SaitllHa Zona W. fXa'kriam I 830 ,1 Jefferson Carmack 1 vriagal JaHatooii * Elamaniary I I Forest Park BaOtaman Park CmCoutst 3 nejorvo*^}! J' ..... I' -a llw 1?lh Washington w i:ni.^Wtthlnglon Eltmtniary Jtlltraen Saiiltia Zona Fo'atlPark Ela mt nl ary lEwyft % tt I'onkay T EtMndi le eiy WTMt Fulbright 1^\"\"'ydcfcory I wit \"aS FulkilgM  Elamaniary I Bsle Va HoDarmolll Elamaniary Ma'kham VZ 'Pl'i, 1 e-. 6Cil*m' *ni*ry 1 Ifw ?#in '-r\\ ifi  1 I hooitvw  1th ElarvMnItry Cit M I Faraat Park Saialllia Zona* w mi ?lcj Fulbrighr Saialhia Zona Ish Cra/tiiallgH. Pt. J wiw? tilwsttid Pa/i i 3^ I (( JjarirkloT H Mjra lynn lalena \"^^ SiltliHtlen* I I I t nortn9\u0026lt;f Parham Terry ^JmaSa Mitchell S Wno* 'libn'i-^l W Vili Fiinkllfi JXirporf \"a City Ifnm Badgett  Badotl'l .. Elamaniary City IrmU Meadowcliff Itndman Park 3 UatdewclIIIB Maaxmaemi SalarWa Zona / W I7in 3i llomiinoe 'Jj.inaw Cr.xMl Mabclxia ' Siii*\u0026gt;lil Zona W. 3f.lh ShiicSivlorO w. 4CKn|l=-,S Cel -- ----------- - Dodd Itndnian I I i s Dodd  Elamaniary C'[kite Ima UaMKrola Prt^ W. ?Ml Baseline W.l \nw. ism W.PIIh. Franklin P.a.r.i.j. \"\"\" I Franklin w, pom^ El* ma nl ary iLp 'V Oarlarid  Xt\"'',--' I Garland WJdnrrwir.i -(I l\u0026gt;innih Maktkala  Elamtiilary Mabetvale cmyh-Soui Cify *nkl$ r i-iniii-* rFaanir Park M.ii\u0026gt;riam Fair PailiB Elamaniary 1 AhvriorMl Lk \u0026gt;11, rftaOlS 1 CllY hmns Wakelield Ij f wuir.ia JfiIiI 1990-91 Junior High School pupil assignment zones Pvi*8ki naighn 'll Fl HtndartM \\Fo*I Halghl^  i ' Mabalvala I ' ' 1 \ncimardtia' iHalghM Attendance zones t\u0026lt;^Punb\u0026gt;r I Isoulhwetl {22]PulW Holflhlt inil ClovfdoU Foroil Holghli I- .IMobolvl* rn Hondorson I s iji [kite Line I BBatalina Ikurw^. Elamaniary f Dnsaiint ' ?S OilttCrttk I Eltmantary I Otter Creek I \"Cily trn-it Salillila Zona Vi. ism ' Elamaniary 't5 noouvaii Stephens Data Lmt Watson 1 I VaNey Walton Elaminlary Little Rock elementary schools Da M! line 130 Cloverdale Clovardala ^lamanlary  \u0026gt;1 L*'.\"\n!:! r^ievk I l=iir** |L UI\n\"Wil\"ton' deynian 1^., I. K i'w'i?ili '1  a* IlgMitll ilimaniary D HoRosicgKdhi lsIjel Rightsell Kkii'a ( lk-imlta\u0026gt;ia ISM 'U-J Central i' Fair 1' ZJ 1 i'fl ClayOMca Uahalvaia Culoll s Gayar Springi Salaflltt Zona I Geyer [springs I6 n\u0026lt;Kkt(*llrBl Rockefeller P 1990-91 Senior High School pupil assignment zones Attendance zones [ j Cenlral iteCle Ian n' [UUm McClellan M*M*\u0026gt; IMinofUitltmfi i*r At*nt* 0nifatnifUif^itW9f I/Ze Need Your Ideas Attention: NEIGHBORHOOD PUBLIC MEETINGS Martin Luther King Jr. interdistrict School Opening for 1993-94 Community Meetings to gather information from prospective parents and patrons to be used in consideration of attendance zones and theme seiection for Martin Luther King Jr. Schooi opening atthe beginning of the 1993-94 school year. TUESDAY, March 30, 7 p.m. Allison Presbyterian Church 922 Wright Street, Little Rock THURSDAY, April 1, 7 p.m. Ish Incentive Elementary School 3001 Pulaski Street, Little Rock The Little Rock School District will offer an innovative alternative to your neighborhood school with the opening of Martin Luther King Jr. Interdistrict School in the fall of 1993. King will offer a special interest theme woven into a strong, traditional basic skills curriculum. Pulaski County School District students may attend through a majority-to-minority transfer. EXHIBIT \"G\" AGENDA 1. Welcome/Introductions 2. Purpose of Meeting 3. An Architectural Rendering of the new Martin Luther King Jr. School. 4. The Principalis Vision for Martin Luther King Jr. 5. Survey and Theme Information 6. Consideration of Attendance Zones Questions and Concerns will follow each agenda itemMARTIN LUTHER KING, JR. INTERDISTRICT SCHOOL THEME SELECTION SURVEY Please check your choice for a theme for the new Martin- Luther King, Jr. Interdistrict School. following order: Please rank your choices in the 1 for first, 2 for second, and so forth. The Martin Luther King/ jr. Interdistrict School for Economic Education **This program will prepare students for the twenty-first century through the development of academic, technological. and interpersonal skills. Each student's knowledge and awareness of business will be developed from the consumer's point of view. The Martin'Luther King/ Jr. Interdistrict Academy for CommunicationsArts **This program will emphasis enriched reading, writing, speaking, and listening throughout the curriculum. Critical and creative thinking and problem solving skills will be developed in all content areas through debate, oratory, expressive writing, and literary study. The Martin Luther King, Jr, Intensity Learning Interdistrict School for High **This program places strong emphasis on accelerated mastery of skills in reading, math, English, writing, science, and social studies. This includes an intensive mastery learning approach to academic and social behaviors. The Martin Luther King, Jr, Interdistrict School for Health Sciences **This program will increase student awareness and understanding of content in the health sciences. Health science tapes for study will include health and first aide, environmental health, body system, microbiology, and physical fitness. Other suggestions. Would you be interested in enrolling your child(ren) at the King Elementary Interdistrict School? Yes ____Maybe No Name Race: (Circle one) Black White Other Address Phone Child's Current School Assignment GradeTO: FROM: RE: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, Arkansas March 30, 1993 Marie Parker, Associate Superintendent Jeanette Wagner, Acting Director of Communications Distribution of King Public Meeting Fliers The fliers for the King School public meetings were distributed as follows: 25 fliers - TCBY building for placement in employee lounges, etc. 20 fliers - Dept, of Education, Capitol Mall for placement in employee lounges 10 fliers - AlDC, Capitol Mall for placement in employee lounges and on bulletin boards. Janet van der Werff, director of communications, also agreed to place a notice on E-Mail for the next two days for all employees. no fliers - Arkansas Children's Hospital does not allow outside fliers to be placed in the building, Jessica Szehner, director of public relations, agreed to put notice on E-Mail for their more than 3,000 employees for the next three days. Some very good groundwork has been laid by going through the proper channels. Onward!!. I * /  C r' ( e f r ( c (' f ( f i' ( ( ( ( (' ' 1 t \u0026lt; I h Lk^-^ r ' J' a. \\3. /ip  '^'.\\, 5s_Q5==-^ 7s/2A.^.^__-, 1 1 , ,i 6yXl 1^. I I1 -3 I. p 'ii Z.l t S iT _4 i4ei 5**' I R ?* -'crr ,\" '-4- /f- I JS^ Mf: piAm^s ?^- '4 '^' ^x- !t*ragi,-AV. Jis* iBLMg'i IJ 1 .Mi5 \"f'... 1^ 0,. Q! J ! A- 9^, Ob I ^'^1. { I - ' i -7. ail[br\\ '' \u0026gt; ^1, ^-r- Ofl .1^ (2.C: r \" IN THE UNITED STATES DISTRICT COURT ' EASTERN DISTRICT OF rARKANSAS WESTERN DIVISION   f I LITTLE ROCK SCHOOL DISTRICT t PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL DEFENDANTS KATHERINE KNIGHT, ET AL INTERVENORS 1. MOTION FOR APPROVAL OF KING INTERDISTRICT SCHOOL ATTENDANCE ZONE The Dr. Martin Luther King, Jr. Interdistrict School is presently under construction at a site approved by the Court. King Interdistrict School is scheduled to be open for the 1993-94 school year. 2. The Interdistrict Desegregation Plan states that It Interdistrict Schools shall be populated primarily by black students from LRSD and by white students from PCSSD or beyond Pulaski County\". Interdistrict Desegregation Plan, p. 4. The Plan also notes that II [a]s new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an Incentive School\". 3. LRSD developed a proposed attendance zone for King Interdistrict School and submitted the proposed zone to all of the parties to this case and to the Office of Desegregation Monitoring on March 17, 1993. The proposed King Interdistrict School attendance zone was approved by the LRSD Board of Directors at its regular meeting on April 22, 1993. A map of the proposed zone is attached as Exhibit \"A\". A Memorandum from Marie Parker to the LRSD Board of Directors in support of the attendance zone is attached as Exhibit A report on the impact of the King attendance zone prepared by Marie Parker and Leonard Thalmueller is attached as Exhibit \"C\". A list of the steps which have been taken in preparation for the opening of King school is attached as Exhibit \"D\". A draft recruitment plan for King Interdistrict \"B\". School is attached as Exhibit \"E\". The results of the survery conducted to select a theme for King Interdistrict School are attached as Exhibit lipII _ Information concerning the public meetings which were conducted to gather information from prospective parents and patrons to be used in consideration of attendance zones and theme selection for King Interdistrict School is attached as Exhibit \"G\". 4 . The King attendance zone proposed by the Little Rock School District has been submitted to all the parties to this case and to the Office of Desegregation Monitoring, discussed at community meetings and approved by the LRSD Board of Directors. LRSD asks this court to approve the proposed zone. WHEREFORE, for the reasons set out above, LRSD prays for an order approving the attendance zone for King Interdistrict School shown on the map attached to this motion. Respectfully submitted. 2LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 Ji Christopher Bar No. 81083 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion for Approval of King Interdistrict School Attendance Zone has been served on the following by depositing copy of same in the United States mail this , day of April, 1993: on Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell #15 Hickory Creek Drive Little Rock, AR 72212 3Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 'Christopher Hei 4 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 April 22, 1993 TO: Board of Directors FROM: Marie Parker, Associate Superintendent, Organizational and Learning Equity THROUGH: Dr. C.M. Bernd, Superintendent of Schools SUBJECT: Approval of New Martin Luther King, Jr., Attendance Zone The new Martin Luther King, Jr. Interdistrict School located at 10th and Martin Luther King, Jr. Drive (King) is scheduled to open August, 1993. A map of the proposed attendance zone for King is attached. We have notified the parties, conducted neighborhood meetings with the community members and parents whose children are targeted for cruitment or assignment to the new school. \" ' We have also mailed re- surveys to all families that will be affected by the proposed including Pulaski County Special School District. The receipt of this group of surveys will allow us to establish a theme for King. zone. It is recommended that the Board approve the proposed attendance zone for the new Martin Luther King, Jr. Interdistrict School. EXHIBIT \"B\"REPORT ON THE IMPACT OF THE KING ATTENDANCE ZONE Prepared By: Leonard Thalmueller Marie Parker The new Martin Luther King, Junior Elementary School is being constructed in an area near the satellite attendance zones for Jefferson, Forest Park and Terry and near the attendance zones of Rightsell and Mitchell Elementary Schools. The vast Majority of the students who live in these attendance zones is black. The new Martin Luther King Eleaentary school will be an interdistrict school. The Little Rock School District will petition the Court to designate the school an interdistrict Magnet school. PARAMITERS Listed below are the parascters which were considered in establishing the attendance zones for -the new Martin Luther King, Junior (King) Eleaientary School: 1. The seating capacity of King will be \u0026gt;6. Thirty-six (36) of the 696 seats will ba reserved for two four-year-old classes (li students per class). 2. 5. b. Six hundred-sixty (660) of the seats will be reserved for students in grades kindergarten through sixth grade (k- 6) . 'he desegregation goal will be to achieve a racial balance of ifty percent black/white. a. b. iMby\\IGa\u0026lt;.A2 The range of acceptable racial balance will be from 40% to 60% of either race. The four-year-old classes will ^jek to obtain a racial balance of 50/50 of either race. King will have an attendance zone. The anount of busing will l^e minimized. The impact of changing attendance zones at other schools will be minimized. EXHIBIT \"c II 3 . 4 .( k PROCEDURES After a careful analysis of the data and the study of various combinations of zone blocks, the areas indicated in Attachment 1 are the proposed attendance zones for King, Rightsell, Washington and the Jefferson satellite zone. The zone blocks which were reassigned are indicated below and shown in Attachment 2. A. Zone blocks 0432, 0433, and 0438 were transferred from the Jefferson satellite zone to King. B. Zone blocks 0473, 0476, 0477, 0479, 0480 and 0485 were transferred from Ish to King. C. Zone block 0439 was transferred from Rightsell to King. D. Zone block 0439 at Rightsell was replaced with zone block 0455 from Washington. . Zone blocks 0432, 0433, end 9439 from the Jefferson satellite zone were repleced with 0111, 0112, 0121, 0122 and 0210 from Washington. F. The zone blocks from the Washington zone which were transferred to Jefferson and Rightsell were not replaced since the attendance zone for Washington contains more students than are needed at Washington. IMPACT ON SCHOOLS The school impacted most by the proposed attendance zone changes is Ish Elementary School. Ish is described below. The proposed relationship between King and 1. Students within the Ish attendance zone will be assigned to King but will have the option to remain at Ish. 2. Bus transportation will be provided for those students from the Ish attendance zone who go to the new King School. 3 . Ish will remain open unless fewer than 100 students choose Ish, in which case all Ish students will be assigned to King, and Little Rock School community to determine building. District will work with the an appropriate use for the Ish Ish 2STUDENTS RESIDING IN ATTENDANCE ZONES The impact of the zone block assignments on the attendance zone of the schools involved are shown in the following table. Please note that these data indicate the number of students, other than magnet students, who reside in the attendance zone. Current Attendance Zone Total Proposed Attendance Zone Nonblack Total Ish 186 187 Jefferson Satellite 182 291 473 208 289 497 King 342 349 Rightsell 311 313 294 302 Washington 738 25 763 573 15 588 1 0 0 0 0 0 0 7 2 8 *AssuBing all students elect to go to King. The zone blocks shown in Attachment 2 are those whose current school assignments will be changed under this plan. The impact of changing these zone blocks on the transportation of students is indicated below. A. No Change in Transportation 1. The students in zone blocks 0439, 0455 are not 2. B. transported this year and will not transportation under the plan. require The students in zone blocks 0111, 0112, 0121, 0122, 0210 are transported this year and will be transported next year under the plan. Change in Transportation 1. The 110 students residing in zone blocks 0432, 0433 and 0438 are provided transportation this year to Jefferson but will not require transportation to King next year. 2 . The : 0476 , 187 students 0477 , 0479, residing in zone blocks 0473, 0430 and 0485 are not provided 3 lBUyXja.AZ3. Attachment 1: Attachment 2: transportation this year to transported to King next year. The above would indicate Ish an but will increase transportation for 77 students under this plan. School Attendance Zones Transferred Zone Blocks be in 4MARTIN LUTHER KING, JR. INTERDISTRICT SCHOOL We have completed the following steps regarding the Martin Luther King, Jr. Interdistrict Elementary School. ..Developed maps for proposed attendance one ..A Principal has been selected ..A theme has been proposed to the Superintendent ..Four community meetings were held - March 7, April 1, April 21, and May 4. ..Marie Parker has spoken several times via telephone and visited in her office with Sarah Facen, Ish community leader ..Proposed attendance zone presented and approved by the Board ..Sent survey letters to all students in the proposed attendance zone ..Two community meetings have been scheduled for PCSSD on May 17 and May 18, 1993. ..Draft of King recruitment plan ..Surveyed PCSSD, LRSD, and Governmental agencies near school site EXHIBIT \"D IISUPPORT DATA 1. List of signatures 2. 3 . 4. Recruitment Plan for King Theme selection survey results Report of the impact of the King attendance zone 5. Copy of attendance zone maps 6. 7 , Copy of letter submitted to Board Neighbor meetingsEXHIBIT \"E\" RECRUITMENT PLAN FOR MARTIN LUTHER KING JR. SCHOOL March 20, 1993 SITUATION ANALYSIS The Desegregation Plan places great importance on the Inter-District Schools in enabling the LRSD to be in full compliance. In order to draw a school population from the surrounding area, this plan was designed to enroll black children from the immediate area and white children from Pulaski Counts' as well as Little Rock. TARGET AUDIENCES The major target audiences include: The neighborhood surrounding the school Additional zoned areas PCSSD Magnet Schools (non-placements) Children of employees at: Arkansas Children's Hospital The State Capitol Complex (Big Mac, Dept, of Ed., State Capitol, etc.) West Dttle Rock Areas of Chenal Valley, Taylor Loop, etc. GOALS lyj'jU'Srs At- The major goal of this recruitment plan is to desegregate. MLKJ according to the Desegregation Plan by using the neighborhood to draw black students and draw white students from PCSSD first and them from Magnet School nonplacements, employees of the medical and government comple.x, and county residents in West Little Rock. This plan will rely heavily on the cooperation of PCSSD to assist in the recruitment of white parents from their district. ACTION P\\AN It is understood that this recruitment process cannot begin until the school theme and curriculum are chosen, the principal has be^n named and some promotion\n materials have been printed. The theors' behind this -- parents want to knt .. what they are getting. i Parer's want to know the academic theme and iw.w their child will relate to the curriculum, thes' want to meet and talk wi, . the person who will be in charge, and they -v.ant to walk away with informc.tion in hand. The act on plan will begin with group presentations in hopes that the school will be rilled by using the parent recruitment team manpower in a more frugal way. Howeser if this cannot be accomplished, one-on-one recruitment will take place. In each meeting there will be an c\\ aluation component or survey for parent.s to ill out. 'Phis will be used later to evaluate\ne process ai.d to pros'ide inlormation for ODM and the Court about the\necruitmenl process. This will also be used to document PCSSD's involvement.King Recruitment Plan Page 2 GROUP PRESENTATIONS - May, June The Parent Recruitment Team will begin as soon as possible (mid-late April) in organizing and implementing the following: Meeting with PCSSD to discuss the recruitment of their white students beginning with those who were unhappy because they could not get into Crystal Hill. Organize a meeting at Crystal Hill to meet with these parents. Meeting with Magnet Review Committee to obtain a list of students who could not get into magnets. Organize a meeting with those parents at a central location. Recruitment meetings in churches in the school neighborhood. Recruitment meetings in churches in West Little Rock. Special presentations to Realtors Association, Rotary, Optimist Club, etc. Working with the Public Relations Offices of Children's Hospital, State Capitol, Big Mac, Dept, of Ed. and other government offices, decide the best time to present a program to the employees about the school. (Group presentations may be timed to catch staff arriving/leaving their work schedule and may need to include donuts and coffee or refreshments of some kind). Work with local corporation relocation staff (AP\u0026amp;L, Arkla, Systematics) to reach people as soon as they enter the area. Follow-up meetings with area employees may be necessary. ONE-ON-ONE PRESENTATIONS - July, August If the group presentations have not filled the school with the appropriate racial balance, the enrollment will be reviewed for racial composition and the following will be done\nIf more students of each race are needed: Individual letters followed by phone calls will be made by Parent Recruitment Team in the neighborhood area , PCSSD lists, West Little Rock. (This will require that PCSSD provide a list to LRSD). A Phone-a-thon organized to call after hours to insure parents are reached. If more black students are needed: Same as above and possibly home visits to parents.King Recruitment Page 3 If more white students are needed: Same as above and possibly home visits to parents. School visits and meetings held at the school should begin as soon as the school is ready. Group tours will be a must! PUBLIC RELATIONS/COMMUNICATIONS SUPPORT FOR RECRUITMENT Write a special, catchy promotional theme (just a few words) to be used and identified with MLKJ school. This will be used on all promotions so that the community will quickly indentify it with the school. Assist in writing and producing literature for recruitment. Use Dr. Bernd's weekly radio show to promote recruitment. Produce PSAs - radio and T.V. Use KLRE/KUAR heavily to promote the school Plan a recruitment campaign with the Chamber of Commerce to promote the school to newcomers. Order the Daily Record to receive all new residents addresses to mail information. Ask SWB, Arkla, or AP\u0026amp;L to include an ad in their billing to promote the school. Ask the same corporations as well as others to place a story' about the new school in their corporate newsletter. Work with T.V. stations to do a feature spot about the school. Ask local radio D.J's to do their morning shows from the school in order to talk about how great it is. Ask D.J.'s to bring their mobile units to the school to promote -- have T- shirt give aways and other goodies to draw people.MARTIN LUTHER KING, JR. INTERDISTRICT SCHOOL THEME SELECTION SURVEY RESULTS LITTLE ROCK SCHOOL DISTRICT MARCH-APRIL 1993 Suggested Theme Choices Theme Rankings 1st 2nd 3rd 4th The Martin Luther King, Jr. Interdistrict School for Economic Education The Martin Luther King, Jr. Interdistrict Academy for Communication Arts 9 20 11 19 26 30 19 5 The Martin Luther King, Jr. School for High Intensity Learning Interdistrict 47 16 5 3 The Martin Luther King, Jr. School for Health Sciences Interdistrict 3 9 22 27 Other Suggestions: l.Kids ride the bus from Ish to King. 2Martin_Luther King, Jr. Interdistrict School Dreams Come True_____ Where 3.No Ish teachers be hired at this new school. ' history magnet with strong emphasis on African culture.  M^-tin Luther King. Jr. Interdistrict School for Music M^Ttin Luther King. Jr. Interdistrict School for Econo- Communication ,_Intensity, and Overall Learning mics. Center td X a H w HMARTIN LUTHER KING, JR. INTERDISTRICT SCHOOL COMMUNITY SURVEY RESULTS LITTLE ROCK SCHOOL DISTRICT PULASKI COUNTY SPECIAL SCHOOL DISTRICT FEBRUARY 1992 Site Rankings Suggested Site Choices 1st 2nd 9th and Pulaski Streets 174 134 Westside Jr, High site (14th \u0026amp; Marshall) 135 159 Theme Rankings Basic Skills Suggested Theme Choices 1st 2nd 3rd 4th 5th 6t! 185 41 33 26 18 2* Computer Science 73 121 70 37 21 13 i Economic Education 13 53 68 66 73 30 Environmental Science 16 40 36 80 86 Medical Science and Health-related Occupations Visual and Performing Arts 53 17 Would you be interested in enrolling your child(ren) at King? 40 69 73 32 i3 Yes 226 No 57 34 63 42 98 Maybe 30 14\" Other Theme Suggestions: Foreign/Sign Language Physical Education Cooking Science/Social Studies Job Preparation Communication Math/Science Special Education Aviation Black History theme Multicultural Education Education Athletics/PE Aeronautics Self-Esteem \u0026amp; Interpersonal Skills AerospaceMarlin Luther King, Jr. Inlerdistrict School Community Survey Results Little Rock/Pulaski County Special School Districts February 1992 Page 2 Cumments: - 1. All schools should have the same themes, equal opportunities for all students. 2. Neither site is in a safe location. 3. Those attending should choose their own site. 4. What about Granite Mountain as a site? 5. No additional schools are needed - Little Rock should maintain the present ones - do not bus. 6. Security/transportation - need more information on this. 7. Blacks need basic skills first before any of these other things. 8. Martin Luther King, Jr. was not deserving of this honor - he was nothing but a trouble maker - perhaps name in the honor of Alex Haley. 9. W rong side of the river - need school like this in North Little Rock or Jacksonville. 10. School too far for some North Little Rock and Jacksonville children to be bussed  they prefer their neighborhood schools.MARTIN LUTHER KING, JR. INTERDISTRICT SCHOOL THEME SELECTION SURVEY RESULTS PULASKI COUNTY SPECIAL SCHOOL DISTRICT MARCH-APRIL 1993 Suggested Theme Choices Theme Rankings 1st 2nd 3rd 4th The Martin Luther King, Jr. Interdistrict School for Economic Education The Martin Luther King, Jr. Interdistrict Academy for Communication Arts The Martin Luther King, Jr. Interdistrict School for High Intensity Learning The Martin Luther King, Jr. Interdistrict School for Health Sciences Interested in enrolling child at King? 40 69 160 18 Yes 43 50 77 56 41 No 182 75 50 29 57 Maybe 67 55 37 13 102 ther Suggestions: Math/Science with emphasis on hands on learning using computers, \"Mr. Rogers type science labs. Combination of all four. Math/Science, make kids able to compete globally_____ Capitalism and the Free Enterprise System - what made America great - Biblical principles'art in Luther King, Jr. Interdistrict School heme Selection Survey - Pulaski County Special School District 'arch-April 1993 age 2 )ther Suggestions (cont.): Music, Drama, Arts, and Sports High Intensity Learning (Re \u0026lt;1) Better to develop it from an investor's point of view. Comments: Too far away. Unsafe location for any child - location is a \"Sinner's Paradise.\" Think salaried professionals should make the theme selection - not a lottery situation. Eyery school should offer Selection No. 3. Selection No. 2 not real useful unless it follows a more serious theme such as Selection Nos. 1 and 2. Parents should have the final say in their child's school location. Magnet schools are bad because they create a \"have\" and II have not II situation. Have higher-level classes offered at schools now in operation - no need for new schools.________________ lartin Luther King, Jr. Interdistrict School heme Selection Survey - Pulaski County Special School District '.arch-April 1993 age 3 omments (cont.) : 9. transition 31]interdiscipline approach to combining a in curriculum is emphasized._________ 0 , 1. 2 . School should be for above-average students.______ -This curriculum may present opportunities for the _development of talents in the performing arts.____ __Theme should be something to help students develop _study skills and grades for average students._____044 P01 OCT 12 98 10:24  . z -  r I   I FR TO\nAnn Brown FROM: Mattie Ruth Tipton t FAX NUMBER\n371-0100 i # PAGESfincl cover): \u0026gt; A. in. COMMENTS: I Requested information on Proposed Attendance Zones for 9^2000 Il you have ary trouble receiving this fax, please call 570-4149.044 P02 OCT 12 98 10:25 DATE: October 12, 1998 TO: Ann Brown FROM: Mattie Ruth Tipton RE: REVISED ATTENDANCE ZONES FOR MCCLEEAN As stated over the phone, I am very concerned about the revised attendance zones for McClellan for 99/2000. Here are my areas of mncem: 1. 2. 3. Presently, McClellan has a racial makeup of 86% black and 14% white \u0026amp; others. The proposed attendance zones would futhei- promote our becoming 100% black within a very few years. There is no area within our proposed zone that will have a majority of white students. We are the only high school that does not have at least one idiite area. The areas assigned to us are saturated with no new growth areas or no new subdivisions. Therefore, there is little or no hope of change in our student body. We are placed in a catch 22 position - oiir black enrollmait is so hl^ that it is hard to recruit idiite students but with the highest black enrollment we also loose many black students to other schoolsi. They can apply for a desegregation transfer and go to any other high school 1 ecause we are so out of balance. Often the student and parents who are informed enou^ to apply for these transfers are the students and parents we need to reinforce the quality of our student body. 4. When we were originally annexed, the area directly off of Roosevelt Rd- was referred to as our satellite zone. Even ^'hen they were discussing placing a magnet program within our school, reference was made to our satellite zone was 100% black. Evidently our satellite zone has now become our nei^bor- hood because the paper stated that only Central had a satellite zone. What is ^e justification for Central being given a white satellite zone ^n they already have a racial makeup of 59.5% black to out 86% black? (Of course I know ^y!) What is 5.  McClellan dating back to the close was built, we still had Mabelvale. dividing line. LRSD took this away from us and gave us the satellite zone instead. If the Mabelvale/Alexander area was rot-nmo.) ..-.a the Mabelvale/Alexander area was returned to us and enrollment at Fair and Hall, equality would be better served for all. ctiuzixxxy wouxu 6. Tremendous investments have been made into the model Technology program here ?22JJr! our_,8net progra.. B,.ever, wasted^tLTth.\nd ! our magnet program. However, this mo^ey will be wasted without the students needed to make them succeed. 1, I teye run attendance reports today and am including them with this it is obivious that the two annexed high schools are beinf trStS diSerentR JSan 2d raciil makeup in 87/88 was 57.9% i^ite S^y?2e Siter^haS'us sure DarL,-.* Whiter thm us. I believe that '-entral was approximately 61% black lall was approximately 38% blaS  tell me idiere is the equity. We we2 p2kS2 cSrS the problem for rcu.it.vxew, uentrai, ano Mali but at vdiat coiit to us! I1fi I CALL ME AT 570-4106 IF YCXJ HAV? QUESTIOIStn N IS  -Mora - ru 8 01 LRSD -----BACS- ITS BY SCHOOL 1998/10/12  1 SCHOOL: 0 MC CLELLAN HIGH SCHOOL n IS Q. t T r Class Black --------------Xount- Black .Reccet^ other other x^oufttPercent Total Xlount- Min % -Black- Max % Black Max ca^iacity c t K SP- 10 11 0 294 231 iCB-------- .0% 88.3% 84.9% 0 -.5. 39 41 33- .0% 0 Total 751 85,8% 124 r C I F2=Screen wait F12=Break F3=Exlt F14=View 11.7% 15.1% 15,3%. -----------23 14.2% F6=Top line 333 272 24-T 875 40.0% UJ%- 45.0% 45.0% 43-0%. 75.0% ----- 67.5% 67.5% ^7.. 5%. 0 0 394 393 -393- P9=Retrieve F10=Top Fll=Bottoin i ( \u0026lt; t 1 \u0026lt;co CM IS \"MS \u0026lt;i' W*^ CB cn CM SowecKouse-Qul2 4iocta_4^ J cf Ct IS 01 LRSD --------PAGE- 1 SCHOOL: imtllWITTl' f-if.i. SCHOOL COUNTS BY SCHOOL 1998/10/12 \u0026lt; \u0026lt; r \u0026lt; 08 PAIR HIGH SCHOa Class Black Black Other other Total ---------CountEercentCountPercent___Count- K .. SP- - 10 11 0 la 230 187 .0% 73.3^ 86.2% 12...........155--------82.9%.----- Total 591 82.1% F2=screen wait P12=Break F3=Bxlt P14=View Min % slack. Max % Slack Max Capacity 0 _x 60 30 82- 129 .0% SS,S%- 2Q.l^ 13.8% 0 -ZS 290 217 40.0% ------0% 45.0% 45.0% 75.0%  67.5% 67.5% 0 a 306 305 --------18-7-----jt5..-0% *7.5% __.. 805 17.9% 720 I P6=Top line F9=Retrieve P10=Top Pll=Bottom I \u0026lt; (  C I I i I IC' ni Q 00 on \u0026lt;M * ------------Power House-.QU12., 8 f ~ 01 LRSD - PAG.-. 1 SCHOOL: ^.^^GHOOI^-COUNt,SBY SCHOOL 1998/10/12 05 PARKVIEW ARTS/SCIENCE MAGNET BBtaawBgwj------------mumi f n o Class Black Black other other Total CountPercentcountPercent Count Min % Black. Max % Max r ^Lack------CapaclXy- K -------SP ...... 10 11 12 0 ___0____ 151 155 l\u0026amp;l___ .0% --------0^ 51.3% 49.8% -52-^6%, 0 ___a 153 156 145 .0% -----JJ%.- 48.7% 50.2% 0 ___0- 314 311 40.0% -------0.%.. 50.0% 50.0% aa6_~_50uD-% ' \u0026lt;  -------Q.%. 55.0% 55.0% 55.04^ 0 -Q___ 331 331 311 ,_ Total 477 51.2% 454 48.8% 931 I C F2=Screen wait F12=Break F3=Exit P14=View F6=Top line P9=Retrieve F10=Top Fl 1 =Bottoin I C ( (r t ( _ cc 8R (M PowerKouse-QUIZ h 8 01 LRSD ..PAGE- 1 SCHOOL: SCHOOL COUNTS BY SCHOOL 1998/10/12 HALL HIGH SCHOOL 1 class Black Black , Other Other Total Min % Max % Max -CapacXty. \u0026lt; K SP-------- 10 11 n 215 166 100.0% ^-64.3% 70.5% 69.5% 0 5-------- .0% c i. 90 T3 15________14 5--------6 6-^-------------------------- jrocai b9 . b% 29,5% 30.5% JU . 4% F2=Screen wait F12=Break F3=Exlt F14=View line 17 1-4 305 239 iia t'ii 40.0% -----41%^ 45.0% 45.0% 75.0% ----- 20 a 400 400 Aoa F9=Retrieve F10=Top Fll=Bottoin \u0026lt; f C + \u0026lt; \u0026lt; I \u0026lt; ICD ru Q co (Ti C w JOaM^JiQ-Use--QUi z ( 8 ( 01 LRSD ___EAftEL. 1 SCHOOL\nim 0011 SCHOOL COUNTS BY SCHOOL 1998/10/12 8 CL s c Class c ( c r f C f c. CENTRAL HIGH SCHOOL Black liQunt. Black Eercent. other HQUnt. Other Percftnt. Total Count- Min % ^lack. Max % Max BJ ack---Capaf 1 fry K _____SE______ 10 11 Total 34 ___0. 411 397 97.1% ail 60.6% 61,6% i2_j6,%. 1 261 2/^1 254 2.9% -------Q.V 39-4% 38.4% A7.4%.,. 35 ___0. 678 644 5116. 59.5% nft: 45.0% 45.0% A3U1%. 15.01 ------01 67.5% 67.5% 35 a 667 667 K6. 1124 59.4ft 769 40 . 1.99' P2=Screen wait P12=Br6ak F3=Exit F14=vieM F6=Top line P9=Retrieve P10=Top Fli=Bottom c ( ( c I8 01 LRSO PAGE 1 SCHOOL: Class K SP 10 11 12 Total 012 PowerHouse quiz SCHOOL COUNTS BY SCHOOL MC CLELLAN HIGH SCHOOL Black Count Black Percent Other Count Other Percent Total Count Mln % Black Max % Black Max Capacity 0 18 275 257 241 791 F2=screen wait P12=Break .0% 78.3% 84.1% 83.7% 86.1% 84.4% P3=Bxlt F14=view 05 52 50 39 146 .0% 21.7% 15.9% 16.3% 13.9% 15.6% F6=Top line 0 23 327 307 280 937 40.0% .0% 45.0% 45.0% 45.0% 75.0% .0% 67.5% 67.5% 67.5% 0 0 394 393 393 F9=Retrieve P10=Top FH=BottoiB This was our assignments after the deseg transfers, that takes such a hit in our enrollment. 1998/05/18 More + - I We are the only school you can see, most of these are soohanores 1410 are reassigned before even attending one day at McClellan. \"  ' by the reputation that we are dangerous and do not offer quality education I can ever get them here for at least one nine week period, we do not loose that but we can t fight our reputation and the Student Assignment Office too. We loose good black students through this process and still end up with a higher black If we Ba too. many  i  benefit to us but t { 044 Pll OCT 12 98 10:30 199fi/99 OFFICIAL EtraOLLMKMT 10/01'98 GRADE BM lOTI 160 IITE llA 12TB 111 BF 138 125 100 TOTAL BLACK 298 239 211 WH 11 18 15 WF 15 19 19 TOTAL WHITE 26 34 OM OF TOTAL OTHERS lA TOTAL BY GRAD] 338 281 251 31 8 6 1 5 3 3 6 TOTAL NUMBER 01 SOPHOHOSES: 338 TOTAL NUMBER Ol JUNIORS\n281 TOTAL NUMBER 01 SENIORS\n251 OFFICIAL ENROLIMENT\n870 RACIAL PERCENTAGES BY GRADE: 10th Grade: 11th Grade\n12th Grade: SCHOOL TOTALS: BREAKDOWN BY SEX: 88.2% Black 85.1% Black 84.1% Black 86.OX Black 07.7% White 13.2% White 13.5% White 11.IX White 04.1% Other 01.7% Other 02.4% Other 2.9X Other 10th Grade: 179 Boys 159 Girls 11th Grade: 133 Boys 148 Girls 12th Grade: 129 Boys 122 Girls SCHOOL TOTALS: 441 Boys 429 Girls C(HfPARISON TO LAST YEAR\nOfficial Enrollment for 97/98: 935 We are now the 3rd largest school in the LRSD. Central is the largest and Parkview has passed us as the 2nd lirgest..9 O^ You have received your proposed neighborhood school zones for future years. Tne meetings outlined below are designed for you to attend if you have questions or comments about the new neighborhood zones. These meetings will be held in the school auditoriums. Wednesday, October 14 6:00 p.m. Hall High School 6700 \"H\" Street Wednesday, October 14 6:00 p.m. J. A. Fair High School 13420 David 0. Dodd Thursday, October 15 6:00 p.m. McClellan High School 9417 Geyer Springs Rd. , Thursday, October 15 6:00 p.m. Central High School 1500 Park St. If you can't attend a meeting and would like to ask questions or provide comments, please send them in writing to: Junious Babbs Little Rock School District 501 Sherman Little Rock, AR 72202 III An Individual Approack to a World of Knowledge November 6,1998 Dear Parent: We are conducting a survey to determine how many students plan to attend their neighborhood schools next fall according to the proposed new attendance zones. Last month you received a letter listing your proposed neighborhood schools based on your street address. As the parent of a student who is not currently attending his or her proposed attendance zone school (based on the new zones), you have to make a decision regarding your childs school assignment for next school year. If you elect for your child to remain at his or her current school, he or she would be considered a grandfathered student and would be allowed to remain through the completion of that schools organizational level (for elementary this is K-5\nmiddle school next year wiU be grades 6-8\nhigh school will be grades 9-12). Keep in mind, however, your students grandfathered status is tied to your current address. If you move to a new address, your child will lose the grandfathered designation and will be reassigned to a school based on your new address. Please complete the enclosed survey card to help us determine the approximate number of Students who prefer to attend their proposed neighborhood attendance zone schools. It is not a firm commitment on your part for next year - your response is for our planning purposes only. If your address is listed incorrectly, please contact your school immediately with proof of address to update this information. us Please complete the enclosed card and mail it by November 13, Thank you for helping as we improve our schools to better serve students. If you have any questions, please contact the Student Assignment Office at 324-2272 or the Parent Recruiters at 324-2147 or 324-2438. Sincerely, Junious-Babbs Junioi Associate Superintendent 810 W. Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax\n501-324-2032Student I.D.#: Current School: Current Grade: Zone Block: '99-2000 Attendance Zone School\nInstructions - Please check the appropriate box below: For the 99-2000 school yean  I wish for my child to remain at his/her current school. n I wish for my child to transfer to his/her attendance zone school. Parent/Guardian Signature Date Student I.D.#: Current School\nCurrent Grade: Zone Block: 99-2000 Attendance Zone School\nInstructions - Please check the appropriate box below: For the 99-2000 school year:  I wish for my child to remain at his/her current school.  I wish for my child to transfer to his/her attendance zone school. Parent/Guardian Signature Date Student I.D.#\nCurrent School: Current Grade: Zone Block\n99-2000 Attendance Zone School: Instructions - Please check the appropriate box below: For the 39-2000 school year:  I wish for my child to remain at his/her current school.  1 wish for my child to transfer to his/her attendance zone school Parent/Guardian Signature Datemill NO POSTAGE NECESSARY IF MAILED IN THE UNITED STATES BUSINESS REPLY MAIL FIRST-CLASS MAIL PERMIT NO.282 LITTLE ROCK AR POSTAGE WILL BE PAID BY ADDRESSEE LITTLE ROCK SCHOOL DISTRICT 810 W MARKHAM ST LITTLE ROCK AR 72201-9706 .....,\n|.l..t...lli....ll...ll..i NO POSTAGE NECESSARY IF MAILED IN THE UNITED STATES BUSINESS REPLY MAIL FIRST-CLASS MAIL PERMIT NO.282 LITTLE ROCK AR POSTAGE WILL BE PAID BY ADDRESSEE LITTLE ROCK SCHOOL DISTRICT 810 W MARKHAM ST LITTLE ROCK AR 72201-9706 liiinilllllliliHlilfillll.nili.l BUSINESS REPLY MAIL RRST-CLASS MAIL PERMIT NO.282 LITTLE ROCK AR NO POSTAGE NECESSARY IF MAILED IN THE UNITED STATES POSTAGE WILL BE PAID BY ADDRESSEE LITTLE ROCK SCHOOL DISTRICT 810 W MARKHAM ST little rock ar 72201-9706 lliiiliililiiiilltJuly 20, 1998 PCSSD filed a brief regarding the teacher retirement and health insurance remedy issues. Based on the best information available at this time. Dr. Donald Stewart stated that PCSSD should be awarded $1,637,571 for 1996- 97 and $1,445,360 for 1997-98. Attached to this filing is Exhibit 1, which are the worksheets for PCSSD State Teacher Retirement. July 24, 1998 LRSD, NLRSD and PCSSD filed a joint motion to extend time in which to file a reply brief regarding the health insurance and teacher retirement issues. The districts requested an additional four (4) days, to and including July 31, 1998, in which to pursue discussions prior to submitting reply briefs. July 31, 1998 ADE filed its July Project Management Tool. August 10, 1998 The Court granted ADE to and including August 19, 1998 in which to file reply briefs to PCSSDs July 20, 1998 opening brief regarding the health insurance and teacher retirement remedy issues. August 19, 1998 ADE filed its response to PCSSDs July 20, 1998 brief concerning remedies on the issues of teacher retirement and health insurance. In its response, ADE stated that there were two methods of calculations submitted: The method proposed by ADE (and endorsed by LRSD and NLRSD) and the method proposed by PCSSD which is flawed and should not be adopted. For the reasons listed in this response, the State requested the Court to reject PCSSDs method of calculation because it would allow some districts to receive more than 100% of its retirement and health insurance obligations. August 19, 1998 The districts (LRSD, NLRSD and PCSSD) filed a brief in response to ADEs submission concerning remedies on the issues of teacher retirement and health insurance. In this filing, the districts stated that under Act 917, the districts outside Pulaski County will receive 107% of the teacher retirement and health insurance costs from the State. Therefore the three Pulaski County districts requested the same percentage. In order to fund the Pulaski County districts the same percentage as the other districts, the following amounts were requested: LRSD, $8,740,083 for 1996-97 and $9,079,676 for 1997-98\nNLRSD, $1,3030,417 for 1996-97 and $1,328,590 for 1997-98\nand PCSSD, $1,920,359 for 1996-97 and $2,222,213 for 1997-98. August 19, 1998 PCSSD filed a supplemental submission regarding the teacher retirement and health insurance issues. In this filing, PCSSD requested to be allowed to argue the adoption of the methodology and outcomes reflected in the exhibits attached to this submission, if the court does not accept the proposal. The 2NOV- 3-98 TUE 14:23 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 B. DEWEY FITIHVGH 4715 DARRAGH DRIVE LITTLE ROCK, ARKANSAS 72201 (SOI) 565-1994 October 27, 1998 received OCT 29 1998 U S. DISTRICT XfDGE Mr. Junious C. Babbs, Jr. Associate Superintendent For Administration Services Little Rock School District 810 West Markham Street Little Rock, AR 72201 Re: The Proposed Changes in The Little Rock High School Attendance Zone Dear Mr. Babbs: I am the parent of a 14-year old ninth grader who attends Pulaski Heights Junior High School. K through 6ch grade. She attended Carver Elementary from I have been very pleased with the both Carver and Pulaski Heights. I held several offices in the local PTA, including Co-President my child's Sth grade year, very proud to be selected by the Little Rock School District in I was 19SS to be the recipient of the VIPS Mentor Award for my work at T . I have remained active in junior high PTA serving on ---------- The faculty and staff at Carver and Pulaski Carver. various committees. Heights Junior High have been excellent. I believe that Carver and Pulaski Heights are the best elementary and junior high schools in the district. I believe that it is crucial that our public schools remain strong and well financed. I have always been a strong supporter of tax increases for the public schools. I am requesting that the committee vote against rezoning of Central for the following reasons: 1. My wife and I purchased our home in Western Hill eleven years ago because we wanted to live in the Central High attendance zone. remaining the same. We have relied on the high attendance zone We could have kept our house at 1111 Schiller Street had we had notice that the high school attendance zones would change. 2. Although I am aware of my child's option to apply for the Magnet Programs at Central and Parkview, she may not get accepted. 3. I believe that the proposed high school attendance zone will cause the district to lose students, black and white, to the private schools.NOV- 3-98 TUE 14:24 SUSAN U WRIGHT FAX NO. 5013246576 P. 03 Mr. Junious C. Babbs, Jr. October 27, 1998 Page Two 4. Parents should be given at least two or three years schoo zlm Vt d-* i1s t\u0026gt;r3 i ct makes such. a drast*ic change in the high school attendance zzoonneess..  o V ,5 . child need the academic challenge Central High School offers, even though I know that all schools have excellent or good teachers. In conclusion, work with the community and take reaoning changes. -  -  1 am requesting that the school district a more gradual approach to , , - - -. believe that all of you have noble goals in mind for the Little Rock School District. However, if parents had more notice of what you have proposed, we could make better decisions for the good of our children. However, if parents I believe a more gradual approach would engender the public support for the public schools that IS needed to achieve your goals. Sincerely yours, cc: Mr. H. Baker Kurrus Ms. Kathrine Mitchell Mr. Michael Daugherty Ms. Judy Magness Mr, Larry Berkley Mr, Mike Kumpuris Ms. Sue Strickland Hon. Susan Weber Wright Hon. John W. Walker NOV- 3-98 TUE 14:23 SUSAN W WRIGHT FAX NO. 5013246576 P. 01 SUSAN WEBBER WRIGHT. CHIEF JUDGE UNITED STATES DISTRICT COURT Eastern and Western Districts of Arkansas 600 West Capitol Avenue, Suite 522 Little Rock, Arkansas 72201-3325 DATE: TO: FAX NO.: i'll '6! 00 NUMBER or PAGES (INCLUDING THIS PAGE): 3 FROM: ORGANIZATION: FAX NO.: 501-324-6576 COMMENTS: A RECEIWO Monday, October 19,1998 OCT 20 1998 3220 South Arch Street Little Rock, AR 72206 (H) 501-375-8606 (W) 501-324-6113 WmoiiMoniiG Ms. Ann Brown, Desegregation Monitor Office of Desegregation Monitoring 201 East Markham Street Little Rock, AR 72201 Dear Ms. Brown: Now that the proposed neighborhood attendance school zones have been revealed, the picture that appears is not very pretty for the Little Rock School District or the City of Little Rock. Upon closer inspection, I see two (2) distinct and separate cities within Little Rock. One White and another African-American. I see the doctrine of \"Separate But Equal\" in the very face of these attendance zone maps. Many schools will become, if not already, one-race schools, or predominantly African- American, without the adequate funding necessary to sustain growth in those particular schools. For instance, the Little Rock School District disregarded the wishes of the parents of the formerly Ish School by changing their attendance from King to Washington, which was the original zone over thirty years ago. These parents, after having attended many meetings and hours of participation in the process of deciding what was best for their children, have been basically slapped in the face, after the district assured, promised, guaranteed, that their children would be permanently assigned to King, if Ish would close. Now we know that the district basically lied to the parents of the Ish school community. I ask you. How can America be America, when those in power continue to manipulate, twist, and cajole the minority to further their own agendas and not do what is best for the entire district. How can America be America, when the ideas, suggestions, and comments of African-American parents are continually being trampled upon like a bug and totally ignored. How can America be America, when African-American children are being tossed about like pawns in a chess match to further increase the economic dollar in the Little Rock School District without benefitted the children in which it is intended. How can America be America, when African-American children are being warehoused into particular schools with no intent of providing adequate funding for thoseschools. And how can America be America, when the suggestion has been made, and studied, to close schools in predominantly African-American neighborhoods. yet the buildings are used for other purposes than schools by the Little Rock School District. I suggest to the residents of Ward 1, and possibly Ward 2, to look into the possibility of succeeding from not only the Little Rock School District, but the City of Little Rock as well, begin your own municipality, and school system. When your tax dollars are being used to subsidize expansion of the City of Little Rock, as well as the Little Rock School District, and your neighborhood has not benefitted directly, it is time to take drastic measures. The disregard of the African-American communities concern for the education of their children has gone on to long, as well as the economic degradation of their neighborhoods. Desperate times calls for drastic measures. Sincerely, Kenyoir 6 c \u0026lt;- Lowe, Sr. Arkansas Democrat TSP (5azcUc | THURSDAY, OCTOBER 8, 1998  ' Zone revamping expected to trim school busing BY CYNTHIA HOWELL ARJCVJSAS DEMOCRAT\u0026lt;!.AZErrE atten- Neighborhood-school dance zones proposed for next year would eventually reduce mandatory cross-town busing in the Little Rock School District to levels not seen since busing for desegregation began in the early 1970s, school officials say. This week, district officials mailed parents of about 23,000 students letters listing the elementary, middle and high MAP SHOWING proposed - attendance zones. Page 6A. their schools children will be assigned to beginning next August if the School Board approves the re- vised attendance zones. The board is expected to act in late November or in December. Junious Babbs, associate superintendent for administrative r. See ZONES, F|ge7A (jSc- in  *0 lOuncjC I Zone  Continued from Page 1A services, said Wednesday that the proposed plan will enable many students to attend schools closer to h^me, reduce district transportation costs and make it easier for parents to be involved in schools.  Students who do not wish to attend a newly assigned attendance zone school can continue at their schools or transfer to another school if space is available at them, Babbs said. Babbs stopped short of promising that every student who wants to continue at school outside his attendance-zone school will get to. Students living in a particular attendance zone will have priority for enrollment at that school, Babbs said. Julie Wiedower, the districts interim director for student assignment, said that 90 percent to 95 percent of students who want to continue at their schools should be able to do so next year. At the elementary schools, moving sixth-grade classes into the middle schools next year will make it possible to increase the number of classes to accommodate pupils both inside and outside the attendance zones. High school space, however, will be tighter, as those schools are acquiring ninth-graders for the I first time in generations. Parkview ' Magnet High School, for example, is expected to go from about 900 students to about 1,200 with the addition of the freshman class. Wiedower said she wont know until next week how many students are attending schools outside their proposed new attendance zones. Around Nov. 1, the district will mail to the parents of those students surveys asking whether they are inclined to keep their children at current schools or move them to the attendance zone schools. The district will ask parents to commit to a choice of schools in January. By then parents will have had time to visit their proposed schools. Information from the November surveys will enable administrators to refine their set of priorities for making student assignments to schools, Babbs said. Its our hope that grandfathering students into their current schools wont be a problem. We just cant overcommit, he said. The revised desegregation plan allows for some student transfers to magnet schools, desegregation transfers that improve racial balance at both the sending and receiving schools, and racial isolation transfers, where students in a school that is more tlian 90 percent black can transfer. Still other transfers are allowed for children of employees, special circumstances and majority-to-minority interdistrict transfers. Transportation will be provided to the grandfathered students  those allowed to keep their current school despite their out-ofzone status  as well as students going to attendance-zone schools two miles away. The proposed attendance zone plan, which affects all schools except the vocational and alternative schools, was made possible by the districts newly revised Desegregation and Education Plan. A federal judge approved that plan  negotiated between district officials and representatives of black families  in April. The revised desegregation plan gives the district the flexibility to redraw school attendance zones to make them reasonably compact and contiguous. The plan also allows the district to abandon its use of satellite attendance zones, a practice that links schools to distant neighborhoods to produce a racially diverse student body. The new desegregation plan doesnt require every school to be racially balanced. Nor does it require the district to recruit students to obtain a particular racial composition in every school. But if a reasonably compact zone results in an elementary or middle school less than 20 percent black, the district can:  Draw the zone to less than full capacity to allow room for voluntary transfer of black students.  Create satellite zones of black Williams magnet elementary students to avoid a virtually all- white school. The proposed attendance zone plan, at least on paper, does create some elementary school zones where fewer than 20 percent of elementary children are black. But Babbs and Wiedower said they expect black pupils already attending those schools to choose to remain next year even if they live outside the zone. Otherwise, seats will be reserved at those schools for black transfer students. The proposed plan is also expected to produce some virtually all-black elementary schools. Almost a dozen are at least 80 percent black under the existing plan, which required schools to be between 40 percent and 60 percent black. At high schools, the revised desegregation plan calls for black enrollment at a school to be within 20 percentage points of the districts overall black high school enrollment District administrators developed the attendance zone plan with advice from a committee of residents chaired by newly elected School Board member Baker Kurrus. Committee members included representatives of the Joshua intervenors  the class of black families in the Pulaski County desegregation case  and the federal Office of Desegregation Monitoring, as well as parents from different sections of the community. The district will hold four public meetings next week to answer questions and listen to comments i about the proposed attendance ' zone plan: Meetings will be held at 6 p.m. Wednesday at Hall High, 6700 H : St., and J. A. Fair High, 13420 David 0. Dodd Road. At 6 p.m. : Thursday, meetings will be held at McClellan High, 9417 Geyer Springs Road, and Central High, 1500 Park St. Also, each school has a copy of its proposed attendance zone map, which the public can view. The proposed attendance zone plan includes the following provisions:  Magnet and interdistrict schools will continue to operate. Students now attending them may continue to do so until they complete all avm'lablo ctfqHoc tho cphnnl Oth- ! available grades at the school, 0th-  er students can continue applying for seats in the magnet schools.  The grade structures at the magnet schools will change just as they are changing at all other district schools to accommodate the conversion of the junior highs into middle schools for grades six through eight.  Booker, Carver, Gibbs and schools, Mann Magnet Middle\nSchool and Parkview Magnet High : School do not have attendance zones. Students from all over Pu- ! laski County can apply for those\nschools.  A new Stephens Elementary will open in August 2000. Proposed plans call for closing Garland and Mitchell elementary schools once Stephens is completed.  Only current students can be considered for assignment to a school' not in their attendance zone. The allowance doesnt extend to siblings not enrolled at a school.  Central is the only school to retain a satellite attendance zone.  Pre-registration for the 1999- 2000 school year will start Jan. 25 through Feb. 5,1999. Assignments will be mailed March 5.  Kindergarten classes at Central and Hall high schools will be eliminated next year.Arkansas Democrat (6azclte National   THURSDAY, OCTOBER 8,1998  5A Immigration service chafes at new mandatory detention rules THE ASSOCIATED PRESS WASHINGTON  The immigration service must start locking up thousands more legal permanent residents and other aliens this week who are deportable because they have criminal records, as a final piece ofthe 1996 immigration law. Struggling with a record demand for jail beds, the Immigration and Naturalization Service contends that it lacks the space, personnel and budget to fulfill the new detention rules. But that plea has aroused little sympathy on Capitol Hill. . \"The problem here is not money. The problem here is a lack of commitment on the part ofthe agency, said Allen I^, a spokesman for mass roundup of certain categories said Annie Wilson ofthe Lutheran V.c continue to Jack sufficient ever ito J733 Uullton detention bud- House Judicial'immigration sub- ofindividuals,norwillitpromptany Immigration and Refugee Service detention capacity and personnel to get, comply with the new rules committee Chairman Lamar Smith, mass rele^ of individuals from and the Detention Watch Network, comply fUlly... and maintain a com- to the foil extent possible within R-Texas. INS detention, said Russ Bergeron, They cant possibly suddenly de- prehensive and balanced enforce- the limitation of our resources,\" The immigration service has lob- an agency spokesman. tain 34,000 people, which is the uni- ment effort al the borders and in the Bergeron said. We lack over its $733 million bud-bied Congress unsuccessfully to ex- lie immigration service esti- verse of people that they would de- interior, Meissner said. The American Bar Association tend a two-year grace period, which mates it would n^ anywhere from tain ifthey had the space. expires toni^L that allowed the l,000tol5,000newjailbedstofolfill o\n-.. .000 .u. ____ ______ release criminal aliens the new detention rules. vice has nearly doubled its deten- 60 percent of immigrant detainees, detention rules are unconstitution-believed to pose no danger. The requirements leave us with tion space. At any one time some remain the agencys top enforce- al. Theyre pii.shingthi irnmigratinn Human rights, reli^ous and im- far less flexibility tlum weve had in 16,000 detainees are incarcerated in ment priorities. Hie rest of the de- service to develop alternatives, inmigrant advocacy groups, which the past to determine who is de- agency-run facilities and local jails tainees are illegal immigrants cap- eluding the use of supervised re-have complained of widespread tain^ and who is noVBeigeron with which the agency contracts. '--------------- .k-. --------------- - Commissioner Doris Meissner, forcement operations, deportable 'Die detention and removal of and human and immigrant ri^ts Since 1996, the immigration ser- criminal aliens, who make up about groups contend that the mandatory vice has nearly doubled its deten- abuses in an already-taxed immigra- said. And dial certainly compli-don agency detention system, sup- cates our ability to utilize the limit-tured at the border or in interior en- lease pn^rams. port extending the grace perii^. Implementation of the new rules aliens whose home countries wont Some lawmakers have chided in no way will prompt any type of lot of new pressures on the system, -------------- ---------------- - appearing before the Senate immi- the agency for being too zealous in ed detention space we have. ^tion subcommittee last month, take them back and asylum seekers, jailing asylum seekers at a time Mandatory detention \"places a signaled that her agency cannot \u0026gt;    ... .. .  * meet its mandate. 'The immigration service, which when bed space is scarce for crimi-expects little increase next year nal aliens. College costs rise at slower pace But higher education has become 50% more expensive over 10 years THE ASSOCIATED PRESS the most for those at the low end ooff There were no such figures for WASHINGTON  The price of the economic scale, said Lawrence two-year public institutions. Democrat c--o-ll-e\u0026lt;ge gre-w -a-t- -a- -s-lo--w-e-r- p-a--c-e- -th--is -G-l-a-d-i-e-u-x-, an analyst with -th--e- -C-o-l - Despite congressional pressure year, but the ticket to a higher edu- lege Board, which represents col- on institutions to curb prices, some cation -still -c-o-s-ts- -5-0 rp-e-r-c-e-n-t- -m--o-r-e -leog.e.s,, u n-i-v-e-r-s-i-t-ie-s-- a--n-d- -e-d--u-c-a-t-i-o-n-a-l states enacted large increases for than a decade ago. their public, four-year colleges. The 4 percent average increase col- Mississippi colleges are ch^ng this year means tuition and fees lege or university cost 62 percent of lo percent more this year after the rose $132 at public four-year insti- a low-income familys earnings and first increase in six years brought tutions to reach an average of 17 percent ofa middle-income fam- the average tuition and fees to $3243, the College Board reported flys earnings last year, the most re- $2,800, Florida h^ had three Wednesday, cent year for which numbers were straightyearsofincreasesofabout . For pnvate, four-year colleges, available. Sending a child to a pri- 7percenteachyearbringingtheav-averaoe biifinn nnH foos moo yate Institution would have con- ----  associations. Attending a public, four-year col-average tuition and fees rose up S percent to $14,508. Those costs sumed 162 percent of a low-income averaged $1,633 at public two-year familys earnings, compared with 44 colleges, up 4 percent, or $66. A 4 percent ofthe earnings of a middle-erage to $2,114. In New Jersey, several state institutions raised prices, including ..., .. . J.------ -- ------- ------------- - Kean University in Union, which percent increase also occurred at income family and 4 percent ofthe had back-to-back increases of 78 private two-year colleges, where av- earning of a hi^-income femily. erage tuition and fees rose $2W to VJ333. __________________ ____ ______. The costs rose even as overall in- the chief source of aid for needy flation is averaging less than 2 per- students, it hasnt provided all the Although Congress recent^' authorized an increase in Pell Grants, cent this year, as it did last year. Tuition and fees rose an avenge money. College Board President Donald of 5 percent last year and 6 percent Stewart urged families to begin sav-each ofthe three years before that ing early for college, but he also Because of an earlier round of dou- said most students at four-year col-ble- digit ^wth, tuition at public leges and universities pay less than four-year institutions has risen 50 $4,000 a year for tuition and fees. percent and 8.9 percent, for a tuition and fee price just under $4,000. Faculty pay raises accounted for most of this year's increase. Not a lot of that went to bettering the education received here, complained Matthew Caruso, 23, a senior and student government president, who has had to borrow more to cover his costs. percent in the past decade, adjust- ^e truth is that the majorly of ed for Inflation. Family income dur- Americans often overestimate the ing that time rose only 1.5 percent, price of attending college and may also adjust^ for inflation. Financial aid has also grown, off- lations, he said. be discouraged by those miscalcu-setting some of the increases, the The survey of 3,000 institutions College Board said. But students also found room and board costs are Arrowing more and getting fewer grants. The neediest students suffer most The share of family income re-rose an average of:  Four percent at public four-year institutions, up $172 to $4530. Office Furniture Warehouse -------------------------- _ Three percent at private four-quired to pay college e^nses has year institutions, up $190 to $5,765. i.n..c.r.e..a..s..^ fo r a ll. .f.a.m...il.ie s .i.n. the  Five percent at two-year private 1980s and 1990s, but it has gone up institutions, up $224 to $4,666. S^iJ^ 411 E. Markham  376-6881 SEMI-ANNUAL ^RE-mARKET floor sampli Sale Campaign Ua6fe i I Nichols Furniture Shackleford at narkham AT OUR DEEP, DEEP DISCOUNTS iaig Flowerbulbs Are Here Now! It'a time Io plant Tulips. DaJfodlls. Hyacinths. 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Sizes range from /h /v) 7' X r to 8- X 20\". Made in the USA Jj)! 199 R.22$3S CLOSEOUT CLOSEOirr One Of Arkansas' Largest inventories of Fine Furniture! Rm rW $1099 Ajr EEAACOH PAY ZERO DOWN - 90 DAYS NO INTERESTAND 36 MONTHS TO PAY Next To Wal-mart Super Center In Benton 9 IN BENTON Use your plastic or good credit 1100 Military Rd. 778*0489 in Benton 847*2788 I $^99 Save $70 on Childrens Rocky k Mechanical Riding Pony from Italy k Deeply discounted battery operated ponv with mechanical I rocking action lor riders age 2 and over. Made in Italy of heavy F duty plastic by Peg Perego\n28''Wx24'H. Recha^rand6-volt ' batteiy included\nadult supervision and assembly required. Retail SI 19.99 AHIR10/8 CLOSEOUT $59.99 Tuesday Mornim 1514 MARKET SUITE BISO LITTLE ROCK 225-5699 1 Gms. 50% TO 80% Off Everything. 2516 CANTRELL RD. LITTLE ROCK 280-0737 2913*15 LAKEWOOD VILLAGE DR. NORTH LITTLE ROCK 758-5590 l! Ulf MIR HWIMlOd I Dm 31  KGUUI HOUK Non. Sal. 10 mIo i pa IIwi. B pa. Saa. iww I aa Ohan aw juonam aa land betoM  pwAow ttii fail poaldy. ftuun ndiw doie^  fiKeiieRcd dntaonk  SaMailm  row money \u0026lt;beufB*Y WdoysmAproololpwihme 'leefdoy Ueiiwig If98*hnr //vvwijcvln\u0026gt;n Zone revamping expected to trim school busing BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Neighborhood-school atten dance zones proposed for next year would eventually reduce mandatory cross-town busing in the Little Rock School District to levels not seen since busing for desegregation began in the early 1970s, school officials say. This week, district officials mailed parents of about 23,000 students letters listing the elementary, middle and high schools their children will be assigned to MAP SHOWING proposed attendance zones. Page 6A. beginning next August if the School Board approves the revised attendance zones. The board is expected to act in late November or in December. Junious Babbs, associate superintendent for administrative See ZONES, P^e 7AArkansas Democrat (gazette Zone  Continued from Page 1A services, said Wednesday that the proposed plan will enable many students to attend schools closer to home, reduce district transportation costs and make it easier for parents to be involved in schools. Students who do not wish to attend a newly assigned attendance zone school can continue at their schools or transfer to another school if space is available at them, Babbs said. Babbs stopped short of promising that every student who wants to continue at school outside his attendance-zone school will get to. Students living in a particular attendance zone will have priority for enrollment at that school, Babbs said. Julie Wiedower, the districts interim director for student assignment, said that 90 percent to 95 percent of students who want to continue at their schools should be able to do so next year. At the elementary schools, moving sixth-grade classes into the middle schools next year will make it possible to increase the number of classes to accommodate pupils both inside and outside the attendance zones. High school space, however, will be tighter, as those schools are acquiring ninth-graders for the first time in generations. Parkview Magnet High School, for example, is expected to go from about 900 students to about 1,200 with the addition of the freshman class. Wiedower said she wont know until next week how many students are attending schools outside their proposed new attendance zones. Around Nov. 1, the district will mail to the parents of those students surveys asking whether they are inclined to keep their children at current schools or move them to the attendance zone schools. The district will ask parents to commit to a choice of schools in January. By then parents will have had time to visit their proposed schools. Information from the November surveys will enable administrators to refine their set of priorities for making student assignments to schools, Babbs said. Its our hope that grandfathering students into their current schools wont be a problem. We just cant overcommit, he said. The revised desegregation plan allows for some student transfers to magnet schools, desegregation transfers that improve racial balance at both the sending and receiving schools, and racial isolation transfers, where students in a school that is more than 90 percent black can transfer. Still other transfers are allowed for children of employees, special circumstances and majority-to-minority interdistrict transfers. Transportation will be provided to the grandfathered students  those allowed to keep their current school despite their out-of- zone status  as well as students going to attendance-zone schools two miles away. The proposed attendance zone plan, which affects all schools except the vocational and alternative schools, was made possible by the districts newly revised Desegregation and Education Plan. A federal judge approved that plan  negotiated between district officials and representatives of black families  in April. The revised desegregation plan gives the district the flexibility to redraw school attendance zones to make them reasonably compact and conti^ous. The plan also allows the district to abandon its use of satellite attendance zones, a practice that links schools to distant neighborhoods to produce a racially diverse student body. The new desegregation plan doesnt require every school to be racially balanced. Nor does it require the district to recruit students to obtain a particular racial composition in every school. But if a reasonably compact zone results in an elementary or middle school less than 20 percent black, the district can:  Draw the zone to less than full capacity to allow room for voluntary transfer of black students.  Create satellite zones of black Williams magnet elementary students to avoid a virtually all- schools, Mann Magnet Middle white school. The proposed attendance zone plan, at least on paper, does create some elementary school zones where fewer than 20 percent of elementary children are black But Babbs and Wiedower said they expect black pupils already attending those schools to choose to remain next year even if they live outside the zone. Otherwise, seats will be reserved at those schools for black transfer students. The proposed plan is also expected to produce some virtually all-black elementary schools. Almost a dozen are at least 80 percent black imder the existing plan, which required schools to be between 40 percent and 60 percent black. At high schools, the revised desegregation plan calls for black enrollment at a school to be within 20 percentage points of the districts overall black high school enrollment District administrators developed the attendance zone plan with advice from a committee of residents chaired by newly elected School Board member Baker Kurrus. Committee members included representatives of the Joshua intervenors  the class of black families in the Pulaski County desegregation case  and the federal Office of Desegregation Monitoring, as well as parents from different sections of the community. The district will hold four public meetings next week to answer questions and listen to comments about the proposed attendance zone plan: Meetings will be held at 6 p.m. Wednesday at Hall High, 6700 H St., and J. A. Fair High, 13420 David 0. Dodd Road. At 6 p.m. Thursday, meetings will be held at McClellan High, 9417 Geyer Springs Road, and Central High, 1500 Park St. Also, each school has a copy of its proposed attendance zone map, which the public can view. The proposed attendance zone plan includes the following provisions:  Magnet and interdistrict schools will continue to operate. Students now attending them may continue to do so until they complete all available grades at the school. Other students can continue applying for seats in the magnet schools.  The grade structures at the magnet schools will change just as they are changing at all other district schools to accommodate the conversion of the junior highs into middle schools for grades six through eight.  Booker, Carver, Gibbs and School and Parkview Magnet High School do not have attendance zones. Students from all over Pulaski County can apply for those schools.  A new Stephens Elementary will open in August 2000. Proposed plans call for closing Garland and Mitchell elementary schools once Stephens is completed.  Only current students can be considered for assignment to a school not in their attendance zone. The allowance doesnt extend to siblings not enrolled at a school.  Central is the only school to retain a satellite attendance zone.  Pre-registration for the 1999- 2000 school year will start Jan. 25 through Feb. 5,1999. Assignments will be mailed March 5.  Kindergarten classes at Central and Hall high schools will be eliminated next year.Arkansas Democrat ^(gazette National A  THURSDAY, OCTOBER 8,1998  5A Immigration service chafes at new mandatory detention rules TOE ASSOCIATE) PRESS WASHINGTON - The immigration service must start locking up thousands more legal permanent residents and other aliens this week who are deportable because they have criminal records, as a final piece of the 1996 immigration law. Struggling with a record demand To( jail beds, the Immigration and Naturalization Service contends that it lacks the space, personnel and budget to fulfill the new detention rules. But that plea has aroused little sympathy on Capitol Hill. The problem here is not money. Ibe problem here is a lack of commitment on the part of the agency. said Allen Kay. a spokesman for mass roundup of certain categories said Annie Wilson of the Lutheran House Judiciaiy immigration sub- ofindividuals.norwillitpromptany Immigration and Reftigee Service committee Chairman Lamar Smith, mass release of individuals from and the Detention Watch Network. R-Texas. The immigration service has lob- an agency spokesman. INS detention, said Russ Bergeron, They cant possibly suddenly detain 34,000 people, which is the uni- bied Congress unsuccessfully to ex- TThve immigration service esti- v..e..rs..e. .o.fr peorp--le-- -t-h--a--t- t-h--e--y would detend a twoyeargrace period, which mates it would need anywhere from tain iftheyhadthespace, expires tonight that allowed the 1,000 to 15,000 new jail beds to fulfill   agency to release criminal aliens the new detention rules. believed to pose no danger. Since 1996, (he immigration service has nearly doubled its deten- The requirements leave us with tion space. At any one time some Human rights, religious and im- far less flexibility than weve had in 16.000 detainees are incarcerated in migrant advocacy groups, which the past to determine who is de- agency-run facilities and local jails have complained of widespread tain^ and who is not, Bergeron with which the agency contracts. a-b-u-s-e-s- -in-- a-n-- a-l-r-e-ad..y---ta--x-e-d- -im--m-oigra - sa-i.d . --A-n--d- -t-h-a-t- -c-e--r-ta-iVn ly- comr-p li- Commissioner Doris Meissner, Don agency detention system, sup- cates our ability to utilize the limit- appearing before the Senate inuni-ppocrrite exxttsennddmingg tthhee ggrraaccee ppeerriioodd.. ed detention space we have. ^tion subcommittee last month. Implementation of the new rules We continue to lack sufficient over its $733 million detention bud-detention capacity and personnel to get, comply with the new rules comply Wly... and maintain a com- to the ftill extent possible within prehensive and balanced enforce- the limitation of our resources, ment effort at the borders and in the Bergeron said. interior, Meissner said. The American Bar Association The detention and removal of and human and immigrant ri^ts criminal aliens, who make up about groups contend that the mandatory 60 percent of immigrant detainees, detention rules are unconstitutionremain the agencys top enforce- al. They re pushing the immigration ment priorities. The res\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"aarl_andrewyoung-oh_aarl-young-0350","title":"Audio Recording of christening at the First Congregational Church with Sermon Delivered by Andrew J. Young on Perseverance, ca.1999","collection_id":"aarl_andrewyoung-oh","collection_title":"Andrew J. 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Young on Perseverance, ca.1999"],"dcterms_type":["Sound"],"dcterms_provenance":["Auburn Avenue Research Library on African-American Culture and History"],"edm_is_shown_by":["https://archive.org/details/aarl-young-0350"],"edm_is_shown_at":["https://dlg.usg.edu/record/aarl_andrewyoung-oh_aarl-young-0350"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["sound recordings"],"dcterms_extent":null,"dlg_subject_personal":["Young, Andrew, 1932-","Angelou, Maya","Winfrey, Oprah"],"dcterms_subject_fast":null,"fulltext":null},{"id":"hbcula_becu_230","title":"The B-Cean Yearbook, 1999","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":["1999"],"dcterms_description":["The B-Cean Yearbook: Visions of Maroon \u0026Gold."],"dc_format":["application/pdf"],"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","African American students","Campus life","Universities and colleges--Employees","Greek letter societies","College yearbooks"],"dcterms_title":["The B-Cean Yearbook, 1999"],"dcterms_type":["Text"],"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/230"],"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. https://www.cookman.edu/library/index.html"],"dcterms_medium":["yearbooks","school yearbooks"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"pbs_blackpress","title":"The Black Press : Soldiers without swords ; a film by Stanley Nelson","collection_id":null,"collection_title":null,"dcterms_contributor":["PBS Online","Halsell New Media (Firm)"],"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":null,"dc_date":["1999"],"dcterms_description":["Web site companion to a film of the same name by Stanley Nelson. Includes information about the film and a transcript from the production. Provides background information on several African American newspapers, including the Chicago Defender, The California Eagle, The Afro-American, and The Pittsburgh Courier. Also includes biographies of African American reporters and writers including Charlotta Bass, Robert Lee Vann, John Henry Murphy, Robert S. Abbott, Frederick Douglass, Ida B. Wells, Gertrude Mossell, and Oliver Harrington. The site also includes a timeline of important events in the history of African American newspapers, information about modern African American journalists, interactive activities, and a list of events and resources.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":null,"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Newspapers","African American newspapers","Race relations","United States--Race relations--History--20th century","Reporters and reporting--United States","African American authors","African American newspaper editors","African American journalists"],"dcterms_title":["The Black Press : Soldiers without swords ; a film by Stanley Nelson"],"dcterms_type":["Sound","Text"],"dcterms_provenance":["Public Broadcasting Service (U.S.)"],"edm_is_shown_by":null,"edm_is_shown_at":["http://www.pbs.org/blackpress/"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["instructional materials","web sites","texts (document genres)","timelines (chronologies)","documentaries and factual works","study guides","biographies","sound recordings","interviews"],"dcterms_extent":null,"dlg_subject_personal":["Bass, Charlotta A., 1880-1969","Vann, Robert L., 1879-1940","Murphy, John Henry, 1840-1922","Murphy, Carl, 1889-1967","Abbott, Robert S. (Robert Sengstacke), 1868-1940","Douglass, Frederick, 1818-1895","Wells-Barnett, Ida B., 1862-1931","Mossell, N. F., Mrs., 1855-","Harrington, Oliver W. (Oliver Wendell), 1912-"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1038","title":"\"Board of Education Policies and Regulations,\" Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1999"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Standards","Educational law and legislation","School management and organization"],"dcterms_title":["\"Board of Education Policies and Regulations,\" Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1038"],"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\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nlittle Rock School Distlict Board of Education Policies~ Regulations A. Foundations \u0026amp; Basic Commitments 0) O') 12 c'-:',- - LL.I c.=, 0 1 0 , . ..)\n::: oza :..J u.., -::\u0026gt; er: ::a m ,     SECTION A: FOUNDATIONS AND BASIC COMMITMENTS Section A of the Little Rock School District policy manual contains policies, regulations, and exhibits on the District's legal role in providing public education and the basic principles underlying school board governance. These policies provide a setting for all of the school board's other policies and regulations. AA AB AC ACA ACB ACBB ACBE ACC ACD ACE ACF ACG ACG-R1 ACG-R2 ACG-R3 ACH AD ADA ADB ADC ADD AE School District Legal Status The People and Their School District Nondiscrimination Nondiscrimination on the Basis of Gender (Sex) Nondiscrimination on the Basis of Ethnicity and Race Equitable Student Assignment Equitable Maintenance and Repair of Facilities Nondiscrimination on the Basis of Age Nondiscrimination on the Basis of Religion Nondiscrimination on the Basis of Handicap/Disability Interpersonal/Hu man Relations Compliance with the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA Section 504, or Other Similar Requirements Compliance with the Revised Desegregation and Education Plan Complaint Resolution for the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA, Section 504, or Other Similar Requirements Student/Parent/Guardian Complaint Procedure Anti-Harassment Policy Little Rock School District Mission Statement Little Rock School District Objectives Drug-Free Schools Tobacco-Free Schools Safe Schools Commitment to Accomplishment    SECTION A: FOUNDATIONS AND BASIC COMMITMENTS Section A of the Little Rock School District policy manual contains policies, regulations, and exhibits on the District's legal role in providing public education and the basic principles underlying school board governance. These policies provide a setting for all of the school board's other policies and regulations. AA AB AC ACA ACB ACBB ACBE ACC ACD ACE ACF ACG ACG-R1 ACG-R2 ACG-R3 AD ADA ADB ADC ADD AE School District Legal Status The People and Their School District Nondiscrimination Nondiscrimination on the Basis of Gender (Sex) Nondiscrimination on the Basis of Ethnicity and Race Equitable Student Assignment Equitable Maintenance and Repair of Facilities Nondiscrimination on the Basis of Age Nondiscrimination on the Basis of Religion Nondiscrimination on the Basis of Handicap/Disability Interpersonal/Human Relations Compliance with the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA Section 504, or Other Similar Requirements Compliance with the Revised Desegregation and Education Plan Complaint Resolution for the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA, Section 504, or Other Similar Requirements Student/Parent/Guardian Complaint Procedure Little Rock School District Mission Statement Little Rock School District Objectives Drug-Free Schools Tobacco-Free Schools Safe Schools Commitment to Accomplishment    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: AA SCHOOL U1STRICTLEGAL STATUS The corporate name of this school district shall be Little Rock School District of Pulaski County, Arkansas, as provided by the law of the State of Arkansas . Adopted: September 24, 1998 Legal References: Statute 80-401, 80-402, 80-403 School Law of Arkansas    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: AB THE PEOPLE AND THEIR SCHOOL DISTRICT The Board of Education is the legal entity for conducting a system of public education within the geographic area of the school district. The system was created by, and is governed by, state statutes. Members of a Board are chosen by citizens of a district to represent them and the state in the legislative management of public schools. The Board of Education has the dual responsibility for implementing statutory requirements pertaining to public education and local citizens' desires for educating the community's youth. While the Board has an obligation to determine and assess citizens' desires, it should be understood that when citizens elect board members to represent them in the conduct of public education they at the same time endorse their representatives with the authority to exercise their best judgment iri determining policies, making decisions, and approving procedures for carrying out the responsibility. The Board therefore affirms and declares its intent to: 1. Honor the Little Rock School District Covenant for the Future as approved by the Board on January 11, 2001 (attached). 2. Maintain two-way communications with citizens of the District. The public will be kept informed of the progress and problems of the schools, and citizens will be urged to bring their aspirations and feelings about their public schools to the attention of this body which they have chosen to represent them in the management of public education. 3. Establish policies and make decisions on the basis of declared educational philosophy and goals. All decisions made by this Board will be made with primary emphasis given to the purposes set forth, most crucial of which is the optimal learning of the children enrolled in our schools. 4. Act as a true representative body for citizens of the District in matters involving public education. The Board recognizes that ultimate responsibility for public education rests with the State of Arkansas, but individual Boards of Education have been assigned specific authority through statute. The Board will relinquish none of this authority since it believes that decision making control over the children's learning should be in the hands of local citizens as much as possible. Revised: March 22, 2001 Adopted: September 24, 1998 Attachment: LRSD Covenant for the Future  LITTLE ROCK SCHOOL DISTRICT COVENANT FOR THE FUTURE WHEREAS, the 1998 Revised Desegregation and Education Plan established a workable framework for improving the academic achievement of all students and for creating an equitable, nondiscriminatory learning environment\nWHEREAS, improving the academic achievement of all students and maintaining an equitable, nondiscriminatory learning environment will forever be the core of the Little Rock School District's mission\nand WHEREAS, the Little Rock School District will no longer be required to  implement the 1998 Revised Desegregation and Education Plan after the District earns \"unitary status\" and has been released from federal court supervision\n THEREFORE, the Little Rock School District in order to manifest its post-unitary commitment to the community hereby resolves to establish this covenant. After obtaining \"unitary status\" the District will in good faith continue to exercise its best effort to:  improve the academic achievement of all students,  comply with the Constitution, and ensure that no person is discriminated against on the basis of race, color or ethnicity in the operation of LRSD, and  provide equitable educational resources, programs and opportunity in a nondiscriminatory environment for all students attending LRSD schools .   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: AC - NONDISCRIMINATION The commitment of the Little Rock School District to the most fundamental principles of academic freedom, equality of opportunity, and human dignity requires that decisions involving students and employees be based on individual merit and be free from discrimination in all its forms. It is the policy of the Board of Education that there will be no discrimination because of race, color, religion, sex, age, national origin, or handicap/disability in the placement, instruction, and guidance of pupils\nthe employment, assignment, training, or promotion of personnel\nthe provision and maintenance of physical supplies and equipment\nthe development and implementation of the curriculum, including the activities program\nand in all matters relating to the instruction, supervision, administration and Board policy development. Adopted: September 24, 1998 Legal References: Title VI and Title VII, Civil Rights Act of 1964 Title I and Title II, Civil Rights Act of 1991 Equal Pay Act of 1963 Executive Order 11246 of 1995 Title IX, Education Amendments of 1972 and regulations, 34 C.F.R. part 104 Rehabilitation Act of 1973, Sections 503 and 504 Section 504, 34 C.F.R. part 104 Americans with Disabilities Act, 1990 Vietnam-era Veterans Readjustment Act, 1974 Age Discrimination Act, 1975 Age Discrimination in Employment Act, 1967 Arkansas General Laws Individuals with Disabilities Education Act (IDEA) 1997  Cross References: Board of Education Policies ACA, ACB, ACC, ACD, ACE, ACF   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACA  NONDISCRIMINATIO~ ON THE BASlS OF GENDER (SEX) Gender equity is the provision of equal opportunities for all individuals without regard to their gender. Gender equity is attained through compliance with laws prohibiting gender discrimination and through the elimination of gender bias and gender stereotyping. It is the policy of the Board of Education that no student, faculty or staff in the Little Rock School District will, on the basis of gender, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any District educational program, activity or employment. Adopted: September 24, 1998 Legal References: See Code AC  Cross References: Board of Education Policy AC   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACB NONDISCRIMINATION ON THE BASIS OF ETHNICITY AND RACE The Little Rock School District is committed to serve the educational needs and aspirations of our culturally diverse community. The District is committed to the pursuit of racial and ethnocultural equity for all its students and staff and the promotion of positive attitudes which respect the cultural diversity of our community. It is the policy of the Board of Education that there will be no discrimination on the basis of ethnicity and race in the placement, instruction, and guidance of pupils\nthe recruitment, employment, assignment, training, and promotion of personnel\nthe provision and maintenance of physical supplies and equipment\nthe development and implementation of the curriculum, including the activities program\nand in all matters relating to the instruction, supervision, administration and Board policy development. In pursuit of equity, the Board is committed to: (1) The development and promotion of racial harmony among students and staff and within the community it serves\n(2) Respect for the principle of racial and ethnocultural equity in its personnel practices\n(3) Provision in its programs of opportunities for students to develop positive attitudes toward people with diverse racial, religious and cultural heritages\nand (4) The acquisition of learning materials which are free of racial and cultural stereotyping. Further, the Board: (1) Strongly reiterates its refusal to tolerate expression of racist or ethnic bias in any form by its students or staff or Directors\n(2) Affirms its right to deny access to any person, group or association whose intent is to promote discrimination on the basis of race, creed, color, nationality or place of origin, and\n(3) Reaffirms its support for special services and programs for students of diverse racial and ethnic backgrounds. Adopted: September 24, 1998 Legal References: See Code AC  Cross Reference: Board of Education Policy AC    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACBB EQUITABLE STUDENT ASSIGNMENT The Board of Education is committed to the implementation of student assignment programs and procedures designed to ensure the desegregation of Little Rock School District schools to the extent practicable, recognizing that the Revised Desegregation and Education Plan may not require that every Little Rock School District school be racially balanced. The Board directs the administration to develop and implement procedures designed to ensure desegregation within the parameters of the Revised Desegregation and Education Plan, to periodically assess the student assignment plan and to remedy any inequities that are apparent from that assessment. Adopted: April 22, 1999 Cross References: Board of Education Policies AC, ACB, ACBD Revised Desegregation and Education Plan of 1998    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACBE EQUITABLE MAINTENANCE AND REPAIR OF FACILITIES The Board of Education is committed to the equitable maintenance and repair of all District facilities. It is the expectation of the Board that repairs and maintenance of facilities will be made equitably, promptly, and effectively, and in keeping with the intent of the Revised Desegregation and Education Plan. The Board directs the administration to develop and implement procedures designed to periodically assess the equitable repair and maintenance of District facilities and to remedy any inequities that are apparent from that assessment. Adopted: April 22, 1999 Cross References: Board of Education Policies AC, ACS, ACBB Revised Desegregation and Education Plan of 1998   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACC NONDISCRIMINATION ON THE BASIS OF AGE Discrimination on the basis of age is illegal under the Federal Age Discrimination Employment Act (ADEA). Age discrimination is present if an individual 40 years of age or older covered under this provision is treated unfavorably in the terms and conditions of his/her employment. Employment issues include hiring, promotions, demotions, terminations, wages, benefits, hours worked, working conditions, and availability of overtime. It is the policy of the Board of Education that individuals employed by the Little Rock School District will not experience discrimination in any form on the basis of age in the terms or conditions of employment. Adopted: September 24, 1998 Legal References: See Code AC  Cross Reference: Board of Education Policy AC   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACD NONDISCRIMrNATION ON1HE BASIS OF RELIGION The First Amendment to the United States of America's Constitution requires that public schools remain religiously neutral. All students, staff, and faculty have the right to choose or not to choose their own religion and there will be no discrimination of any kind based upon an individual's religion. It is the policy of the Board of Education that no student, faculty, or staff in the Little Rock School District will, on the basis of religious belief, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any District educational program, activity, or employment. Adopted: September 24, 1998 Legal References: See Code AC  Cross Reference: Board of Education Policy AC   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACE NONDISCRIMINATION ON THE BASIS.OFr1ANDICAP/DISABILITY In support of Section 504 of the Rehabilitative Act of 1973, the Vietnam Era Veterans Readjustment Assistance Act of 1974, and Individuals with Disabilities Education Act (IDEA) of 1997, the District will not discriminate against persons who qualify on the basis of handicapping/disabling conditions. It is the policy of the Board of Education that no student, faculty or staff in the Little Rock School District will on the basis of handicapping/disabling conditions be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any District educational program, activity, or employment. Adopted: September 24, 1998 Legal References: See Code AC  Cross Reference: Board of Education Policy AC   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACF INTERPERSONAL/HUMAN RELATIONS The Little Rock School District,is committed to providing a learning environment that is free from discrimination, culturally sensitive, and promotes positive interpersonal/human relations across all cultures. It is the policy of the Board of Education to provide a learning environment free from discrimination. Programs and procedures will be developed which serve to promote understanding and positive relationships among people . Adopted : September 24, 1998 Legal References: See Code AC  Cross Reference: Board of Education Policy AC    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG COMPLIANCE WITH THE REVISED DESEGREGATION AND EDUCATION PLAN, TITLE VI, TITLE VII , TITLE IX, ADA, SECTION 504, OR OTHER SIMILAR REQUIREMENTS The purpose of this policy is to affirm the Board of Education's commitment to compliance with the District's Desegregation and Education Plan and the Civil Rights Law of 1964 as amended. LRSD will implement a compliance program that will include the following components: 1. 2. 3. 4. 5. 6. 7. Compliance standards and procedures reasonably capable of reducing the prospect of noncompliance\nOversight of compliance with such standards and procedures by thE? Superintendent and the responsible officials\nCommunication of compliance standards and procedures to all employees\nUtilization of monitoring and auditing systems reasonably designed to detect noncompliance\nUtilization of a reporting system whereby students, patrons, and employees can report complaints or noncompliance without fear of retribution\nEnforcement of compliance standards and procedures through disciplinary mechanisms when appropriate, including the discipline of individuals responsible for compliance and individuals responsible for any failure to report noncompliance\nand, After noncompliance has been detected, implementation of all reasonable steps to correct past noncompliance and to prevent further noncompliance, including modification of the compliance program as necessary to prevent and detect further similar noncompliance. 8. Annual review of the compliance program for necessary revisions. Adopted: July 22, 1999 Cross References: Board of Education Policies AC, ACA, ACB, ACBB, ACC, ACD, ACE Revised Desegregation and Education Plan of 1998 Administrative Regulations ACG-R1/R2/R3    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R1 COMPLIANCE WITH THE REVISED DESEGREGATION AND EDUCATION PLAN Compliance and Quality Assurance Committee The Associate Superintendents of Administrative Services, Instruction, Operations, and School Services and the Special Assistant to the Superintendent will comprise the Compliance and Quality Assurance Committee. The District's compliance official also will be a member of the committee. (The compliance official duties may be one of the responsibilities of one of the aforementioned positions.) The committee will have responsibility for the development, implementation, oversight, review, and revision of the compliance program. The compliance program will include any programs, policies, and/or procedures necessary to ensure that the District fulfills all of its obligations under the Revised Desegregation and Education Plan (Plan). The compliance philosophy will be based on internalizing the Plan through the performance responsibilities of the respective organizational divisions. For example, the Instruction division will be responsible for integrating the Plan's requirements into the curriculum development, staff development, and other similar functions of that division. The associate superintendent who heads \"the division will be the responsible person for the components of the Plan that are appropriate for his/her division. Through the internalization of the philosophy and the integration of the Plan into the District's structure, the respective divisions will proactively monitor compliance. The associate superintendents will take appropriate action with respect to incidents of non-compliance and take steps to prevent future similar incidences of non-compliance. Communication and Training All employees will be provided training on the Plan and the District's commitment to the principles of equity and Plan compliance. Each employee will be provided a copy of the Plan and a Plan compliance handbook. The associate superintendents will be responsible for the training of the employees in their areas on the specific obligations of the division and the employees. The Plan compliance handbook will include the following information:  A statement of the District's commitment to compliance\n The procedures for reporting complaints and/or non-compliance with the Plan\n The possible sanctions for non-compliance\n The employees' responsibilities for reporting non-compliance\n The possible sanctions for the failure to report non-compliance\n The avenues for suggesting modifications in the compliance plan.    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R1 ( continued) The District web site will be used to assist in communication associated with the Plan and Plan compliance. The web site will include the following information:  A copy of the Plan\n The name, telephone number, and E-mail address of the District's compliance official\n The procedures for filing a complaint or reporting non-compliance . Date: July 22, 1999 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R2 COMPLAfNTRESOLUTION FOR THE REVISE8-DESEGREGATION AND EDUCATION PLAN, TITLE VI, TITLE VII, TITLE IX, ADA, SECTION 504, OR O~HER SIMILAR REQUIREMENTS The specific purposes to be served by these procedures are:  To ensure that a complaint is considered fairly, with all due speed, and without prejudice or reprisal to the aggrieved person\n To encourage employee expression regarding conditions that affect him/her\n To provide a specific procedure that will facilitate the understanding of district policies affecting employees\n To build confidence, in the sincerity and integrity of the complaint resolution procedure as a means to establish the facts upon which a complaint is based, a problem is stated, and a fair conclusion or solution is reached . Definitions  A \"complaint\" is an allegation of action or inaction by the District or its representatives in violation of the Revised Desegregation and Education Plan, Title VI, Title IX, ADA or Section 504, or the implementing regulations, or other similar requirements.  The \"complainant\" is the student, patron, or employee bringing the complaint.  \"Employee\" means a person who is a full or part-time employee who is on the payroll of the District.  \"Patron\" means any student's parent or other resident in the LRSD.  The \"responsible official\" means the employee designated by the District to coordinate its efforts to comply with and carry out its responsibilities under the abovementioned requirements . .  \"Student\" means a person enrolled in one of the schools operated by the corporation.  \"Superintendent\" means the Superintendent of Schools or his/her designee. Responsible Official The following LRSD administrators are the responsible officials for the areas listed:  Revised Desegregation and Education Plan-Associate Superintendent for Administrative Services  Title VI-Director, Exceptional Children  Title VII-Director, Human Resources  Title IX-Special Assistant to the Superintendent    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R2 (continued)  ADA-Director, Human Resources  Section 504 for Employees-Special Assistant to the Superintendent  Section 504 for Students-Director, Exceptional Children Process The following process will be used in the review and resolution of complaints regarding compliance with the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA, Section 504, or other similar requirements of the Civil Rights Law of 1964 as amended: Step 1 (Informal Resolution) The complainant is encouraged to try to resolve any issues relating to implementation and compliance with any of the aforementioned legal requirements at the lowest administrative level possible. The complaint should be brought to the administrator/supervisor at the point where the possible violation exists. Within ten days after receipt of the complaint, the administrator will attenipt resolution with the complainant in an informal manner. If a satisfactory informal resolution cannot be reached, the complainant and/or the administrator may seek the assistance of the District's responsible official. Step 2 (Formal Complaint) If the complainant is unable to secure a satisfactory resolution through informal means at step 1, the complainant may file a formal complaint. The complaint should be filed with the LRSD's official who has district level responsibility for that area. The complaint must be filed within ten days of the response of the administration at step 1. The complaint should be in writing and give a concise but thorough overview of the alleged problem or violation and indicate the specific relief requested. All relevant documents also should be included. The responsible official will investigate the complaint and collect whatever information is needed to make an informed decision. The responsible official will issue a written finding within fifteen days of the receipt of the complaint or inform the complainant of the reasons that it is not possible to issue a finding in that time frame. If a finding cannot be issued within fifteen days, it will be issued as soon as practicable . 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R2 ( continued) Step 3 (Appeal to the Board of Education) If the complainant is not satisfied with the finding at step 2, he/she may request a hearing with the Board of Education. The request for the hearing must be made within ten days of the written finding issued at step 2. The request for the hearing must include a statement of the complaint, the finding of the responsible official from step 2, and any response to the finding that the complainant wishes to present. It should include the reasons that the complainant believes the finding is in error. The individual members of the Board will review the information presented with the written request for the hearing prior to following month's Board agenda meeting. The Board will decide at the agenda meeting whether or not to place the appeal on the agenda for a hearing. If the Board decides not to hear the complaint, the written finding of the District's responsible official will be the position of the LRSD. Timelines The failure of the complainant to comply with the identified timelines will be considered to be an abandonment of the complaint.  Effect of Settlement Any settlement of a complaint will be applicable to that complaint only and will not be binding authority for the disposition of any other complaint. Anonymous Complaints The LRSD is committed to compliance with its legal obligations. As a result anonymous complaints will be thoroughly investigated and handled in a serious manner. However, anonymous complaints are more difficult to substantiate and investigate. Therefore, complainants are encouraged to be open, forthcoming , and identify themselves to assist in a satisfactory resolution to the complaint. The LRSD recognizes that some students, patrons, and employees will not come forward with legitimate complaints because of a fear of retribution. The LRSD will not condone or tolerate reprisals against complainants by any of its employees. Employees who exercise retaliatory behavior against any complainant will be appropriately disciplined. 3    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R2 ( continued) Reporting Outside the Process In instances where there is a genuine sense of potential reprisal and it is not realistic to report the complaint at the lowest administrative level, the complaint may be made with the District's responsible official. The responsible official may refer the complaint to another administrator in the department's organizational structure to attempt a resolution . Date: July 22, 1999 4   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R3 STUDENT/PARENT/GUARDIAN COMPLAINT PROCEDURE The following procedure will be used to address a complaint from a student, parent, or guardian. Complaints can include, but are not limited to, discrimination based on race, national origin, religion, handicap, age or gender, including sexual harassment: 1. Report the alleged incident to the principal as soon as possible after the event(s) has occurred. If the complaint involves the principal, the report of the alleged incident should be made to the Assistant Superintendent or Associate Superintendent for School Services as soon as possible after the event(s) occurred. 2. The complaint will be investigated and the individual bringing the complaint will be advised of the outcome of the investigation within ten (10) days. 3. If the individual bringing the complaint is not satisfied with the principal's resolution he/she may appeal to the Assistant Superintendent or Associate Superintendent for School Services. The appeal must be made in writing within ten (10) days from receipt of the principal's decision. 4. If the individual is not satisfied with the Assistant or Associate Superintendent's resolution of the complaint, he/she may appeal to the Superintendent of Schools or his/her designee. Date: November 18, 1999  Cross Reference: Student Handbook    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACH ANTI-HARASSMENT POLICY It is the policy of the District to maintain a learning environment that is free from harassment. The District prohibits any and all forms of harassment because of race, color, sex, sexual orientation, age, marital status, national origin, religion, or disability or protected activity (i.e. opposing unlawful harassment or discrimination or participating in an investigation. Any such conduct will result in disciplinary action and notification to the proper authorities. It will be a violation of District policy for any student, teacher, administrator, or other school personnel of the District to harass a student through conduct of a sexual nature, or regarding race, color, sex, sexual orientation, age, marital status, national origin, religion, disability, or protected activity as defined by this policy. It will also be a violation of District policy for any teacher, administrator or other school personnel of the District to tolerate sexual harassment or harassment because of a student's race, color, sex, sexual orientation, age, marital status, national origin, religion, disability or protected activity as defined by this policy, by a student, teacher, administrator, other school personnel, or by any third parties who are participating in, observing, or otherwise engaged in activities, including sports events and other extracurricular activities, under the auspices of the District. For the purpose of this policy, the \"school personnel\" includes school Board of Education members, school employees, agents, volunteers, contractors, or persons subject to the supervision and control of the District. The District will act to promptly investigate all complaints, either formal or informal, verbal or written, of harassment because of race, color, sex, sexual orientation, age, marital status, national origin, religion, disability or protected activity to promptly take appropriate action to protect individuals from further harassment\nand, if it determines that unlawful harassment occurred, to promptly and appropriately discipline any student, teacher, administrator or other school personnel who is found to have violated this policy, and/or to take other appropriate action reasonably calculated to end the harassment. This policy will be broadly interpreted as evidence of the District's commitment to equality of opportunity, human dignity, diversity, and academic freedom. No person will retaliate or threaten retaliation against another person for reporting, testifying or otherwise participating in any investigation, or proceeding relating to a complaint of harassment.   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACH (continued) PROCEDURE FOR COMPLAINTS OF HARASSMENT These regulations are intended to protect the rights of students, employees, administrators, the Board of Education and visitors on District property and to outline procedures, which will be followed in the event harassment occurs on District property or atan event sponsored by the District. The following definitions will be used for the purpose of enforcing the Anti-Harassment Policy. DEFINITIONS Racial or Color Harassment Racial or color harassment includes unwelcome verbal, written or physical conduct, directed at the characteristics of a person's race or color, such as nicknames emphasizing stereotypes, racial slurs, comments on manner of speaking and negative references to racial customs.  Sexual Harassment  Sexual harassment consists of unwelcome sexual advances, requests for sexual favors, sexually motivated physical conduct or other verbal or physical conduct of a sexual nature. It also includes conduct that is not sexual in nature but that is engaged in because of the gender of the victim. It includes conduct that is also criminal in nature such as rape, sexual assault, stalking, and similar offenses. Under federal law, sexual harassment is prohibited regardless of the sex of the harasser, i.e., sexual harassment may occur even if the harasser and the person being harassed are the same sex. Sexual Orientation Harassment Harassment on the basis of sexual orientation is unwelcome verbal, written or physical conduct, directed at the characteristics of a person's sexual orientation, such as negative name-calling and imitating mannerisms. Marital Status Harassment Harassment on the basis of marital status is unwelcome verbal, written or physical conduct, directed at the characteristics of a person's marital status, such as comments regarding pregnancy or being an unwed mother or father. National Origin Harassment Harassment on the basis of national origin is unwelcome verbal, written or physical conduct, directed at the characteristics of a person's national origin, such as negative comments regarding surnames, manner of speaking, customs, language, or ethnic slurs. 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACH ( continued) Religious Harassment Harassment on the basis of religion or creed is unwelcome verbal, written or physical conduct, directed at the characteristics of a person's religion or creed, such as derogatory comments regarding surnames, religious tradition, or religious clothing, or religious slurs, or graffiti. Disability Harassment Harassment based on a person's disabling mental or physical condition and includes any unwelcome verbal, written or physical conduct, directed at the characteristics of a person's disabling condition, such as imitating manner of speech or movement, or interference with necessary equipment. REPORTING PROCEDURES Any person who feels he/she is being harassed may wish to consider informing the offending person that the behavior is inappropriate and not appreciated. Oftentimes, this is all that is required to stop the harassing behavior. You are not, however, required to take this step prior to filing a complaint. Any student, District personnel, or visitor who believes he/she has been the victim of harassment by a student, teacher, administrator or other school personnel of the District, or by any other person who is participating in, observing, or otherwise engaged in activities, including extracurricular activities, under the auspices of the District, is encouraged to immediately report the alleged acts to the building principal. If the principal is the perpetrator of the harassment, the report of the incident will be made to the appropriate Assistant Superintendent, Associate Superintendent for School Services or the Director of Human Resources. Any teacher, administrator or other school official who has knowledge of or receives notice that a student or visitor has or may have been the victim of harassment by a student, teacher, administrator, or other school district personnel is required to immediately report the alleged act(s) to the building principal unless the principal is the perpetrator. If the harassment involves the principal, the incident will be reported to the appropriate Assistant Superintendent or Associate Superintendent for School Services. Upon receipt of the report, the principal, Assistant Superintendent or Associate Superintendent will notify Safety and Security personnel to conduct an investigation of the allegation. A third party may be involved in the investigation. The parent of the student (victim) will be notified immediately, unless after consultation with the student, it is determined not to be in the best interest of the student. 3   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACH (continued) If the alleged harassment is committed by a student, the student's parent/guardian will be notified that an investigation is being conducted. Complaints will be kept confidential to the extent possible. A prompt, thorough and impartial investigation will be conducted of all complaints of violation of this policy. Upon completion of the investigation, a written report will be submitted to the principal, Assistant Superintendent, or Associate Superintendent. The report will include a determination as to whether the allegations have been substantiated as factual and whether they appear to have violated District policy and/or law. Notification of the outcome of the investigation will be sent to all parties involved. If the allegation is substantiated, the District will take immediate and appropriate corrective action, including the following: 1. a student will receive a disciplinary sanctioned as outlined in the Student Handbook, and/or notification to the proper authorities. 2. a staff member will receive a disciplinary sanction as outlined in the Employee Handbook and/or the proper authorities will be notified. 3. a report of the incident regarding a visitor who committed an act while on District property or at an event sponsored by the District, will be referred to the proper legal authorities. Notwithstanding this policy, employees may file a charge of discrimination with the U.S. EEOC. Employers who wish to file a charge must do so within 180 days of the last act of alleged harassment. Adopted: July 23, 2001 Legal References: Title VI of the Civil Rights Act, 1965, 42 U.S.C.  2000d Title IX of the Education Amendments of 1972, 20 U.S.C.  1681 Section 504 of the Rehabilitation Act of 1973, 29 U.S. C.  794 Title II of the Americans with Disabilities Act of 1990 (ADA), 42 U.S.C.  12134  Cross References: Student Handbooks and Personnel Handbook 4   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: AD LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously, and face the future as productive contributing citizens. This mission is accomplished through open access to a diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community .  Adopted: September 24, 1998   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ADA LITTLE ROCK SCHOOL DISTRICT OBJECTIVES No later than the year 2003, no fewer than 9 out of 10 students will meet or exceed LRSD standards of performance identified in the core curriculum. Each student will set and achieve challenging educational goals tailored to his or her interests, abilities and aspirations related to meaningful work, higher learning, citizenship or service to others. By 2003, the percentage of students in every identified sub-group of race and gender performing at or above the national average in reading and math on standardized tests shall be at least 65%\nperforming at the highest quartile in reading and math on standardized tests shall be at least 30%\nand performing at the lowest quartile in reading and math on standardized tests shall be no more than 10% .  Adopted: September 24, 1998    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ADB DRUG-FREE SCHOOLS The Little Rock School District is committed to providing a drug and alcohol free learning environment and workplace. Drug abuse and alcohol abuse at school or in connection with school-sponsored activities on or off school grounds threaten the health and safety of our students and our employees and adversely affect the educational mission of the school district. It is the policy of the Board of Education that the manufacture, distribution, dispensation, possession or use of illicit drugs, alcohol or other controlled substances in the workplace, on school premises or as part of any school-sponsored activities is strictly prohibited. These standards of conduct are equally applicable to students and employees. Any employee who is convicted of a drug statute violation arising out of conduct occurring in the workplace must notify the central administration of such conviction not later than five (5) days after the conviction. Compliance with these standards of conduct is mandatory. In accordance with the Drug-Free Workplace Act of 1988, compliance with this policy is made a condition of employment by the school district. Disciplinary sanctions (consistent with local, state and federal law), up to and including termination of employment and referral for prosecution, will be imposed on employees who violate the standards of conduct set forth in this notice. Adopted: September 24, 1998 Legal References: Drug-Free Schools Act, 1988 Drug-Free Schools and Communities Act Amendments of 1989 (Public Law 101-226) Cross References: Board of Education Policy GBEC Student Handbook    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ADC TOBACCO-FREE SCHOOLS The Board of Education believes that tobacco smoke in the school and work environments is not conducive to good health. As an educational organization, the Little Rock School District should provide both effective educational programs and a positive example to students concerning the use of tobacco. It is the policy of the Board of Education that all uses of tobacco and tobacco products, including smokeless tobacco, will be prohibited in all District facilities. At no time will the use of tobacco or tobacco products be permitted in classrooms, corridors, restrooms, locker rooms, work areas, cafeterias, offices, faculty lounges, gymnasiums, all other rooms and school grounds. This policy also prohibits the use of tobacco or tobacco products, including smokeless tobacco, in all vehicles owned, leased or operated by the District. District employees and students enrolled in the District's schools are not permitted to use tobacco or tobacco products, including smokeless tobacco, while they are participants in any class or activity in which they represent the school district. Adopted: September 24, 1998 Legal References: School Law of Arkansas, Acts 854 and 779 Cross Reference: Student Handbook   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ADD SAFE SCHOOLS The Little Rock School District will maintain a safe and nurturing educational environment where students can learn, teachers can teach, and where parents and patrons can meet. The Little Rock School District will not tolerate violence or injury to staff or students, nor will weapons be tolerated at any school activity or on any school district property. It is the policy of the Board of Education to enforce fairly and firmly all federal and state laws and related District policies pertaining to school safety and student discipline. Any criminal misconduct will be reported to the proper law enforcement authority, and school district staff will cooperate with any subsequent criminal prosecution . Adopted: September 24, 1998 Legal References: Arkansas General Laws Federal Gun-Free Schools Act  Cross Reference: Student Handbook   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: AE COMMITMENT TO ACCOMPLISHMENT The Board of Education accepts ultimate responsibility for all facets of Board operations. Because it is accountable to the people, the Board will maintain a program of accountability consisting of the following elements: 1. Clear statements of expectations and purpose as they relate to operations, . programs, departments, and positions. 2. Provision for the staff, resources, and support necessary, to achieve stated expectations and purposes, subject to the District's financial capabilities. 3. Evaluation of operations, programs, instruction, and services to determine how well expectations and purposes are being met.  Adopted: September 24, 1998  B.SchoolBoard Governance      SECTION B: SCHOOL BOARD GOVERNANCE AND OPERATIONS Section B of the Little Rock School District policy manual contains policies, regulations, and exhibits on the school board - how it is appointed or elected\nhow it is organized\nhow it conducts meetings, and how the board operates. This section includes bylaws and policies establishing the board's internal operating procedures. BA BAA BB BBA BBB BBBA BBBB BBBD BBBE BCA BCB BCC BD BDA BDB BDC BDCA BDCB BDD BDF BDG BDH BE BEA BEB BEC BED BEDA BEDB BEDC BEDD Board of Education Operational Goals Board of Education Self-Evaluation School Board Legal Status Board Powers and Responsibilities Board Membership Elections Board Membership Qualifications Board Membership Oath of Office Board Member Removal from Office Unexpired Term FulfillmenWacancies School Board Member Code of Conduct Prevention of Nepotism Financial Disclosure by School Board Members Organization of the School Board Board Organizational Meeting Board Officers Appointed Board Officials District Representative to the Board of Equalization District Representative to the Little Rock Planning Commission Board-Superintendent Relationship Advisory-Committees School Attorney/Legal Services Consultants to the Board School Board Meetings Regular Board Meetings Special School Board Meetings Executive Sessions Meeting Procedures Notification of Board Meetings Agenda Quorum Rules of Order Section B - Page 1 of 2  BEDDB Suspension of Rules of Order BEDF Voting Method BEDG Minutes BEDH Public Participation at Board Meetings BEE Board Hearings/Appeal Proceedings BF School Board Work Sessions and Retreats BG School Board Policy BGD Review of Regulations BGE Policy Communication BH School Board Communications BHA School District Logo BIB Board Member Development BID Board Member Compensation BJ School Board Legislative Program BK School Board Memberships in Professional Associations   Section B - Page 2 of 2   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BA BOARD OF EDUCATION DPERATIONAL GOALS The Board of Education is responsible to the people, all of the people, for whose benefit the school District has been established. By virtue of this responsibility each member of the Board must look to the future and to the needs of all people. This requires a comprehensive perspective and long-range strategic plan in addition to attention to immediate problems. The Board 's primary responsibility is to establish those purposes, programs, and procedures that will best produce the educational achievement needed by District students. It is charged with accomplishing this while also being responsible for wise management of resources available to the District. The Board must fulfill these responsibilities by formulating and adopting policy, by selecting a superintendent to implement policy, and by evaluating results. Further, the Board must carry out its functions openly, while seeking the involvement and contributions of the public, students, and staff in its decision making processes .  Adopted: January 28, 1999   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BAA BOARD-OF EDUCATION SELF-EVALUATION Annually, the Board of Education will conduct a self-evaluation. The evaluation plan will be developed by the Board president and an Ad Hoc Board committee appointed by the president. The following areas of Board functions will be included in the self-evaluation: 1. Board Meetings 2. Policy Development and Evaluation 3. Fiscal Management 4. Board Role in Educational Program Development 5. Board Member Orientation 6. Board Member Development 7. Board Officer Performance 8. Board-Superintendent Relationships 9. Board-Staff Relationships 10. Board-Community Relationships 11. Legislative and Governmental Relationships .  Adopted: January 28, 1999   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BB  - SCHOOL BOARD LEGAL STATUS The corporate name of this school district will be Little Rock School District of Pulaski County, Arkansas, as provided by the law of the State of Arkansas. The Little Rock School District of Pulaski County, Arkansas, will be referred to as the \"District\" or \"Little Rock School District\" in this policy book. The District is governed by a Board of Education consisting of seven Board members, each of whom is elected for a three-year term . Adopted: January 28, 1999 Legal References: Statute 80-401 , 80-402, 80-403 School Law of Arkansas  Cross Reference: Board of Education Policy AA   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBA - - BOARD POWERS AND RESPONSIBILITIES The Board of Education is a representative body elected to provide for and oversee the operation of the District. Power and mandatory responsibilities of the Board are defined in state statutes. The Board exercises its powers and responsibilities only when convened in a legally constituted meeting. Powers of the Board:  Legislative or policymaking. The Board is responsible for the development of policy and for the employment of a superintendent who will carry out District policy through the development and implementation of regulations. The Board will serve as the final authority within the school system to resolve any issue which cannot be resolved through regular administrative channels.  Educational planning and appraisal. The Board is responsible for using reliable information which will enable it to make the best possible decisions about the scope and nature of the educational program. The Board is responsible for requiring appraisal of the results of the educational program.  Staffing and appraisal. The Board is responsible for approving the employment of staff. The Board is responsible for approving salaries, salary schedules, terms and conditions of employment, and for ensuring an effective appraisal of District staff through the annual evaluation process.  Financial resources. The Board is responsible for adopting a budget that will provide the financial base for staff, buildings, materials, and equipment to enable the District to carry out the educational program. The Board is responsible for exercising control over the finances of the District to ensure proper use of, and accounting for, all District funds.  School facilities. The Board is responsible for ensuring that District facilities support and enhance the educational program.  Communication with public. The Board is responsible for keeping the community informed about the schools and for providing opportunities for the community to share ideas and concerns with the Board.  Adopted: January 28, 1999 Legal Reference: A.C.A. 6-13-620   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBB BOARD MEMBERSHIP ELECTIONS The Board of Education of the Little Rock School District is composed of seven (7) directors. As established by law the directors are elected by qualified voters of each zone on a nonpartisan ballot on the third Tuesday in September. Directors' terms of office are staggered to ensure that not more than three (3) Director positions are elected each year. The term of office is three (3) years with the right to succession. Candidates for election are nominated by petition. The petition must be signed by twenty (20) qualified voters from the candidate's zone. This petition must be filed with the Pulaski County Circuit Clerk 45 days prior to the election date and the candidate certified by the Pulaski County election Commission . Adopted: January 28, 1999  Legal References: AC.A. 6-13-615, 6-13-608, 6-13-607    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBBA BOARD MEMBERSHIP QLJA[IFfCATIONS Qualifications to be a member of the Little Rock School District Board of Education as stated by law are as follows:  Be a qualified elector from the District  Be eighteen (18) years of age or older  Be a citizen of the United States of America  Be a resident of the election zone  Reside in the zone at least six (6) months prior to the election  Not be employed by the District Adopted: January 28, 1999 Legal References: A.C.A. 6-13-616, 6-13-607, 6-13-630   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBBB BOARD MEMBERSHIP OATH OF OFFICE Each Director will, within ten (10) days after receiving notice of his or her election or appointment, subscribe to the following oath: \"I,_, do hereby solemnly swear or affirm, that I will support the Constitution of the United States and the Constitution of the State of Arkansas, and that I will not be interested, directly or indirectly, in any contract made by the District of which I am a director, except that said contract be for materials bought on open competitive bid and let to the lowest bidder, and that I will faithfully discharge the duties as school director in the Little Rock School District of Pulaski County, Arkansas, upon which I am about to enter.\" The county clerk, upon receipt of the director's oath, will immediately commission the director and the director will enter at once upon his or her duties . Adopted: January 28, 1999  Legal Reference: A.C.A. 6-13-617   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBBD BOARD MEMBER REMOVAL FROM OFFICE Board members will be removed from office for the following reasons: Conviction of a felony: A vacancy will exist on the Board of Education from the date of the final judgment of conviction. The prosecuting attorney who prosecutes a board member will immediately notify the Little Rock School District Board of Education and a vacancy shall be declared. Removal of residence from the zone represented: If a Board member's primary residence is moved outside the zone he or she was elected to represent, the board member will immediately tender a letter of resignation. Temporary vacancy due to service in the armed forces: A successor will be appointed to fill the temporary vacancy. Upon return to civilian activities the elected member may resume the duties of board member for the unexpired term by written notice to the Board secretary . Absence from board meetings: A vacancy may be declared by a vote of the Board if a member fails to attend a school board meeting during a ninety (90) day period due to removal of residence from the District or employment at a distance from the District. A vacancy may be declared by a vote of the Board if a member misses three (3) regular and consecutive board meetings during a school year for any reason other than service in the armed forces or illness documented by the member's attending physician. The member must be given an opportunity for a hearing before the Board upon fifteen (15) days notice received by personal delivery or certified mail with return receipt signed by addressee. When a vacancy occurs on the Board of Education the remaining Board members will appoint an individual to serve until the next annual school election. Adopted: January 28, 1999 Legal References: A.C.A. 6-13-612, 6-13-613, 6-13-6  Cross References: Board of Education Policies BBBA, BBBF   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBBE UNEXPIRED TERM FULFILLMENTNACANCIES Vacancies may occur on the Board of Education because of a member's resignation, death, moving out of the District, or other reasons provided by law. The Board by formal action will declare the Board position vacant. The vacancy will be filled by a majority vote of the remaining members within thirty (30) days. At least fifteen (15) days before making an appointment to fill a vacancy, the Board will publish a notice in the newspaper(s) having general circulation in the District. Qualified persons interested in filling the position may make application. If the Board fails to fill the vacancy within thirty (30) days, the vacancy will be filled by appointment by the Pulaski County Board of Education. Appointed directors will serve until the next annual school election and may be a candidate for election to the seat to which they are appointed . Adopted: January 28, 1999 Legal Reference: A.C.A. 6-13-611  Cross References: Board of Education Policies BBB, BBBA, BBBB, BBBD  LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BCA SCHOOL BOARD MEMBER CODE OF CONDUCT The Board of Education is elected to develop policy and provide overall leadership to the District. The role of the Board will be to act on issues that impact the quality of education for all children. They will act as both statespersons and representatives. To ensure that this goal is achieved, the Little Rock School District Board of Education adopts the following code of conduct for all Board members. 1. The Board of Education (the Board) has oversight responsibility and control over all activities related to the public school education provided by the District. The Board is elected by the public and has decision-making authority, the power to designate management, the ability to significantly influence operations and primary accountability for fiscal matters. 2. Board members will act as policy makers, monitors, and evaluators of educational  policies, and they will be the liaison to the people.  3. Individual Board members have no power or right to make individual promises that would be binding upon the Board and/or the District. 4. When Board members are contacted by staff or community members, they should listen to the concern or complaint and inform the individual of appropriate board policies and procedures regarding the complaint or concern. 5. Board members should praise employees when it is appropriate to do so, but criticism must be handled through the office of the superintendent. 6. Interaction between the superintendent and Board members will be constructive, open, productive and mutually respectful. 7. Board members may provide individual advice but may provide direction to the superintendent only as a result of official Board action. 8. Confidences shared among colleagues will be honored and information that is privileged under applicable law will remain completely confidential. 9. Each member of the Board agrees to direct questions about school district operations to the superintendent or to his/her designee(s).    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BCA (continued) 10. Each Board member is expected to work to establish an open, positive, problemsolving atmosphere to achieve the goals of the organization. 11. In the area of policy, only the president of the Board is empowered to speak for the Board, and then only on matters which the Board has resolved by a majority vote of the Board. Board members may state personal positions as long as they make it clear that they are not speaking on behalf of the Board or the District. The Board speaks only through its resolutions. 12. Before each meeting Board members should read all available agenda materials and call the superintendent prior to the meeting if clarification is needed. 13. Once a decision is reached, the administration should ensure the decision is implemented. 14. When interacting with staff, Board members are expected to be cognizant of their role as policy makers, in contrast with the role of administrators as managers of the school system. 15. Board members will facilitate dialogue, divergent thinking, and debate in order to make the best decisions. In order to ensure that this code of conduct is adhered to, the President of the Board will entertain discussions of perceived violations of this code, and the Board is empowered to censure officially, in public meetings, members who persistently violate this code . Adopted: January 28, 1999 2   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BCB -  PREVENTION OF NEPOTISM No person will be employed in the Little Rock School District in any capacity who is related (whether by blood or marriage, including spouse, parent, child, grandparent, grandchild, brother, sister, aunt, uncle, niece, nephew, or first cousin) to a member of the Little Rock School District Board of Education, the superintendent of schools, or senior administrators reporting directly to the superintendent. The policy will be applied prospectively and will not be construed to affect the employment or annual renewal -of employment of any individual so related who is in the employ of the Little Rock School District at the time of adoption of this policy. Additionally, no person will be employed in a position where he/she would be related, as defined above, to his/her immediate supervisor. If an employee is transferred to a supervisor's position which would cause a violation of this policy, the subordinate employee will be transferred to a substantially equivalent position as soon as reasonably possible. Under no circumstance will a supervisor be allowed to evaluate the performance of one of his/her relatives .  Adopted: January 28, 1999   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BCC FINANCIAL DISCLOSURE BY SCHOOL BOARD MEMBERS Members of the Little Rock School District Board of Education must file a written financial disclosure statement on or before the last day of January of each year. The statement is filed with the Pulaski County Circuit Clerk and is open for public inspection. The financial disclosure statement is retained for five years and then destroyed . Adopted: January 28, 1999  Legal References: AC.A. 21-8-305 through 21-8-309   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BO ORGANIZATION OF THE SCHOOL BOARD The Board of Education will organize by electing officers of the Board. The Board will elect a president, a vice-president, and a secretary. Officers will be elected by majority vote of the members present at the organizational meeting. The Board may assign a District employee to provide clerical assistance to the Board .. Board officers will serve for a term of one year or until a successor is elected and qualified. No member of the Board will serve more than two consecutive terms as president. A vacancy among officers of the Board, other than the president, will be filled by majority action of the Board. A vacancy in the presidency will be filled by the vicepresident, and a new vice-president will be elected . Adopted: January 28, 1999 Legal Reference: Arkansas School Law 80-506  Cross References: Board of Education Policies BBBD, BBBE, BEDC, BEDD, BEDF   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOA BOARD ORGAr-:JfZATIONAL MEETING The Board of Education will organize annually at its first regular meeting after the annual school election for the purpose of swearing in successful candidates and electing officers. At this meeting, the Board will elect a president, a vice president, and a secretary from its members. The incumbent president of the Board will preside until a successor is elected, whereupon the successor will assume the chair. Adopted: January 28, 1999 Legal Reference: Arkansas School Law 80-506  Cross References: Board of Education Policies BBB, BE, BEA, BED, BEDF  LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOB \"BOARD OFFICERS Duties of the President The president will preside at all meetings, will decide questions of order in accordance with Robert's Rules of Order Revised and will appoint all committees at the direction of the Board of Education. The president will have the right as other members of the Board to discuss and vote on all questions. The president will call a special meeting of the Board of Education whenever conditions required for special meetings have been met. Duties of the Vice-president In the absence or incapacity of the president, the vice-president will perform the duties and assume the obligations of the president. Duties of the Secretary  The secretary of the Board of Education will keep a record of the proceedings in all Board meetings. This may be done through clerical assistance. In the absence or incapacity of the president and vice-president, the secretary will perform the duties and assume the obligations of the president.  Adopted: January 28, 1999   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOC -- - -- -, -APP-OINTED BOARD OFFICIALS . It is the practice of the Board of Education to appoint individuals to officially represent the Board on appropriate county, city or community based boards and commissions. The representative will appear before the Board at the Board's request to report on the actions and future actions of the related board or commission. At that time, the Board may direct any questions to the representative concerning the function or actions of the related board or commission .  Adopted: January 28, 1999   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOCA DISTRICT REPRESENTATIVE TOTHE'BOARD OF EQUALIZATION The Board of Education will appoint a representative to the Board of Equalization for Pulaski County, Arkansas. The function of the Board of Equalization is to review the assessments made by the county assessor and make recommendations to the county assessor, to raise or lower individual assessments and to make a report to the Arkansas Tax Coordination Reassessment Division for the State of Arkansas. The County Clerk reviews the report of the Board of Equalization and forwards the report to the Arkansas Tax Coordination Reassessment Division. This body reviews the report and determines if the assessments fall within the guidelines dictated by state law. The term for this appointment is three years. The representative must be a qualified elector, a real estate owner, and have familiarity with property values in Pulaski County. The representative must be able to attend the several day planning meeting in July and to meet daily during the month of August. Occasionally, a special session is held during the first two weeks of September to complete any unfinished business. The representative is compensated $50.00 per day while in session. A certain amount is appropriated and cannot be exceeded . Each school district (Little Rock, North Little Rock and Pulaski County Special) has a representative on the Board of Equalization at all times. The three-year terms of the representatives are staggered so that one school district representative's term expires each year. The superintendent of the school district with the expiring term in consultation with the Board of Education nominates the representative to replace the representative whose term expires or who may have resigned. By gentleman's agreement, the superintendents of the remaining two school districts cast their vote to elect the nominee from the district with the expiring term. Adopted: January 28, 1999  Legal Reference: Arkansas School Law 84-701   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BDCB DISTRICT REPRESENTATfVETO TRE LITT[E ROCK PLANNING COMMISSION The Board of Education will appoint a representative to the Little Rock Planning Commission. The function of the Little Rock Planning Commission is to serve in an advisory capacity to the City Board of Directors on matters relating to land development, proposed utility expansion, and proposed new improvement districts and to act as final authority on the proposals for subdivision plats. No formal qualifications are required to serve on the Planning Commission. The person appointed to serve on the Planning Commission should be able to spend about one-half day each month in his/her personal vehicle driving to areas that are under consideration\nto meet with the full commission at least twice monthly\nand to spend a total of approximately four days per month on Planning Commission business. One position of the Planning Commission is designated for the representative of the Little Rock School District and is an \"open-ended\" term. The representative serves until the representative resigns . There is no compensation for service in this position. Expenses for out-of-town retreats or other authorized business is reimbursed. Adopted: January 28, 1999  Legal Reference: City Ordinance Article II, Sec 23-27(a)    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BDD BOARD-S0PERlNTENDENT RELATIONSHIP The Board of Education believes that the legislation of policies is the most important function of a school board and that the execution of the policies should be the function of the superintendent and staff. Delegation by the Board of its executive powers to the superintendent provides freedom for the superintendent to manage the schools within the Board's policies and frees the Board to devote its time to policymaking and appraisal functions. The Board holds the superintendent responsible for the administration of its policies, the execution of Board decisions, the operation of the internal machinery designed to serve the school program, and for keeping the Board informed about school operations and problems. The Board will strive to employ the best professional leader available for the head administrative post. Then, the Board as a whole, and individual members, will:  Give the superintendent full administrative authority for properly discharging his or her professional duties, holding him/her responsible for acceptable results.  Act in matters of employment or dismissal of school personnel only after receiving the recommendations of the superintendent.  Hold meetings of the Board in the presence of the superintendent, except when his or her contract and salary are under consideration.  Refer all complaints to the superintendent for appropriate investigation and action.  Strive to provide adequate safeguards around the superintendent and other staff members so that they can discharge their educational functions on a thoroughly professional basis.  Present personal criticisms of any employee directly to the superintendent. Adopted: January 28, 1999 Legal Reference: A.C.A. 6-13-620   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BDF  ADVlSORY-COMMITTEES The Board of Education may appoint ad hoc advisory committees to counsel it as one means of discerning the needs and desires of the school district and its residents. The central purpose of all advisory committees is to contribute to the educational program by conducting studies, identifying problems, and developing recommendations that will enhance the effectiveness of the decision making process. The ultimate authority to make decisions will continue to reside in the powers and duties of the Board as imposed by law. Such committees will be formed by the Board at such times and for such specific purposes as the Board deems necessary. They will function until their assigned goal has been accomplished, and then will be dissolved. Generally, citizens' advisory committees will be assigned to investigate areas of educational program which need development, change, or reorganization and areas of community involvement in District affairs. Members will be broadly representative of the community's population and chosen from among residents who have shown an interest in the topic to be studied and who express a sincere interest in the advancement of public education. Once activated, the committee will report periodically to the Board, keeping it informed of progress and problems. The Board may designate the intervals at which it will hear from the committee, but any significant developments will be reported as they occur. No announcement may be made by any committee or its members to the public or press until such release has been cleared with the Board president or his or her designee. The Board will provide citizens advisory committees with a suitable meeting place and administrative assistance. Recognizing the contributions to be made by staff members in the deliberations of citizens advisory groups, the Board may authorize participation of school personnel in various ad hoc advisory committees. In such cases, the superintendent will recommend the staff member or members to serve on the committee.  Adopted: January 28, 1999    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOG SCHOOL ATTORNEY/LEGAL SERVICES The increasing complexity of school operations requires the frequent procurement of legal services. Consequently, the Board will retain an attorney or law firm. The school attorney must be admitted to the state bar and licensed in the legal profession. In addition, the attorney will either have supplementary training in schoolrelated law and the role of the public school in society, or will commit himself or herself to acquiring such knowledge within a reasonable time following appointment. The school attorney's services will include, but not be limited to:  furnishing general legal advice in policy development and on relations with employees, employee organizations, pupils, parents, district residents, and other governmental and nongovernmental groups and agencies\n aiding the well-being of the district\nand  rendering services in impending or actual litigation involving the school system as a whole or any unit, individual, or groups of individuals connected with the schools. A decision to seek legal advice or assistance on behalf of the school system will normally be made by the superintendent. Such action will be taken as consistent with Board policy and as it meets an obvious need of the District. It may take place as a consequence of formal Board direction. Except in unusual circumstances, all communications between the school attorney and District personnel and Board members will be directed through the superintendent or the president of the Board. If inquiries are addressed directly to the attorney by other district personnel, responses, in writing, will be channeled through the superintendent or the president of the Board. Many types of legal assistance will be considered routine and will not need specific Board approval. However, when the administration concludes that an unusual type or amount of legal service may be required, the Board directs the administration to advise it expeditiously and to seek either initial or continuing authorization for such service. Selection Procedures The school attorney will be appointed or reappointed at the annual organizational meeting. In order to provide an opportunity for firms or attorneys to apply periodically   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOG Continued for the position, the Board will adhere to the followmg selection procedures every three years:  Law firms within the District will be contacted by letter to determine interest in being considered.  A survey questionnaire will be sent to firms that indicate an interest.  Firms expressing an interest will be interviewed by the Board. Selection Considerations  Experience in school law will be an important consideration.  The attorney must be willing to: Fees 1. devote the time needed to keep up with school law, attend Board meetings when requested, and respond promptly when legal assistance is requested by the Board or the administration\nand 2. participate in state and national organizations of school attorneys and attend meetings sponsored by these and other organizations that deal with school legal problems. The fee schedule for the various types of services rendered (legal research, information, attendance at meetings, in court, etc.) will be established at the time of appointment and/or reappointment.  Adopted: January 28, 1999 2   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BDH CONSULTANTS TO THE BOARD The Board of Education may enlist the services of consultants to provide specialized advice or assistance to the District concerning educational, management or administrative matters where an additional opinion or opinions are appropriate or when knowledge or technical skills are needed that cannot be provided by persons on the staff. Where appropriate, bids for consulting services will be sought, but the Board will have ultimate discretion with respect to selection. Consultants who serve this District will exercise no authority over the work of the employees of the District, but will act only as advisor in the field in which they are qualified to offer assistance .  Adopted: January 28, 1999   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BE SCHOOL BOARD MEETINGS The Little Rock School District Board of Education will meet in regular session once each month in the Board Room of the Little Rock School District Administration Building at 810 West Markham. A twelve-month calendar of Board meetings will be approved prior to the beginning of each school year. Changes in the site, date, or time of any meeting may be made by a vote of the Board . The Board may also meet to set the agenda, conduct work sessions, and participate in Board retreats. All meetings of the Board of Education will be open to the public and will be governed by the Arkansas Freedom of Information Act. Newspapers, television and radio stations will be notified at least two (2) hours prior to all regular and special Board meetings . Adopted: January 28, 1999  Legal References: A.C.A. 6-13-619, 25-19-101   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEA REGULAR BOARD MEETINGS The regular meeting of the Little Rock School District Board of Education will be held on the fourth Thursday of each month in the Boardroom of the Administration Building at 6:00 p.m. unless otherwise set by action of the Board. Board members will receive copies of the final agenda by Tuesday prior to the ThL,Jrsday regular meeting. All Board meetings are open to the public. The order of business of any regular Board meeting will include an opportunity for citizens to address the Board. Notification of Board meetings will be sent sufficiently in advance to the newspapers, television and radio stations . Adopted: January 28, 1999 Legal References: A.C.A. 6-13-619, 25-19-101 et seq.  Cross References: Board of Education Policies BE, BEDH   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEB SPECIAL SCHOOL BOARD MEETINGS Special meetings of the Little Rock School District Board of Education may be called in four (4) ways. 1. By the Board president 2. By the Board secretary 3. By any three (3) members of the Board 4. By petition signed by fifty (50) electors in the District. No business will be transacted at any special meeting of the Board which does not come within the purpose set forth in the call for the meeting unless all members of the Board are present and agree to the consideration of the additional items. All special meetings will be open to the public. All Board members will be given reasonable notification of the special meeting. The news media will be notified at least two (2) hours prior to the meeting . Adopted: January 28, 1999 Legal References: AC.A. 6-13-619, 25-19-101 et seq.  Cross References: Board of Education Policies BE, BEDA   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEC EXECUTIVE SESSIONS During a regular or special meeting Board members may vote to go into executive session which is closed to the public and the media. Executive sessions are permitted only for the purpose of considering employment, appointment, promotion, demotion, disciplining, or resignation of a public officer or employee.  The superintendent at the invitation of the Board may attend all executive sessions except those that pertain to the superintendent's contract. The immediate supervisor of the employee involved and the employee may be present at the executive session when so requested by the Board. Also, any person being interviewed for superintendent may be present when so requested by the Board. No minutes are taken during executive session. That such a meeting is held will be recorded in the minutes of the open meeting. In accordance with law, no official action may be taken in executive session. To take final action on any matter discussed, the Board will reconvene and act upon the matter in open session. Board members, the superintendent and other persons attending the executive session are duty-bound not to disclose matters discussed in executive session. Adopted: January 28, 1999 Legal Reference: A.C.A. 25-19-106  Cross Reference: Board of Education Policy BEDG    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BED MEETING PROCEDURES The Little Rock School District Board of Education uses certain procedures for conducting business. Except as specifically altered herein, all meetings will be conducted according to Robert's Rules of Order Revised. Agenda For regular Board meetings the superintendent will determine which administrative items will be placed on the agenda. Board members may request items placed on the agenda. The Board will have until noon on Friday of the week it receives the proposed agenda to request additional items be placed on the agenda or to object to items on the agenda. For special Board meetings the superintendent in consultation with the Board president will set the agenda item(s). Board members may request an item be placed on the agenda by submitting the request at least two (2) days prior to the meeting . All Board meetings will be conducted in accordance with the printed agenda unless the Board votes to suspend the rules for the purpose of considering an item of business. Order of Business The order of business of all regular meetings will be as follows: Preliminary items: Roll Call, Recognitions, Superintendent's Report, Board of Education Report, Public Communications and Petitions. Consent agenda: Routine items of business will be placed on the agenda under \"Disposition of Routine Business by Consent\" and will be introduced by the superintendent. If a Board member has a question about any item on the consent agenda, that item will be pulled from the consent agenda and considered as a separate agenda item immediately following \"Disposition of Routine Business by Consent\". Other items on the agenda for Board action and/or discussion will generally be handled as follows: The Board President will identify the item. The superintendent will make his/her recommendation . A Board member will present the motion and receive a second.    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BED (continued) The superintendent or a designated administrator will be available to make a brief explanation of the item and respond to questions from the Board. Board members will discuss the item. The Board President will call for the vote. Closing items: Administration Reports, Announcements, Hearings. Adjournment Minutes will be recorded at all Board meetings and kept on file. Meetings will also be recorded on tape . Adopted: January 28, 1999 Legal References: AC.A. 6-13-619 Cross References: Board of Education Policies BE, BEA, BEDS, BEDC, BEDD, BEDDB,BEDF,BEDH,BEE 2   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEDA NOTIFICATION OF BOARD MEETINGS At the beginning of each school year the Board will approve a calendar of regular Board meeting and agenda meeting dates and times. This calendar will be made available to the news media and to anyone requesting this information. In the event of a special Board meeting the news media will be notified of the time, place and date of the meeting at least two (2) hours prior to the meeting. Board members will be notified as early as possible . Adopted: January 28, 1999 Legal References: A.C.A. 25-19-106 (2)  Cross References: Board of Education Policies BE, BEA, BEB    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEDS AGENDA An agenda for each regular meeting of the Little Rock School District Board of Education will be prepared by the superintendent. The method used by the superintendent to establish the Board agenda must provide an opportunity for the Board members to voice objections or add items. The agenda will contain all, but only those items introduced by the Board members and superintendent. Only action items scheduled in the agenda will be acted upon in the regular Board meeting unless a suspension of the rules is approved by Board members. The order of business at a regular meeting of the Board of Education will be as follows: 1. 2. 3. 4. 5. 6. 7. Call to Order Roll Call Procedural Matters: a. President's Welcome b. Approval of Regular Agenda Recognitions and Public Comments Reports and Communications a. Board Members b. Administration Approval of Minutes Action Items a. Instructional Services Division b. Administrative Services Division c. Financial Services Division d. School.Services Division e. Operations Division 8. Closing Remarks / Superintendent's Report 9. Adjournment Board members will receive a copy of the official agenda at least forty-eight (48) hours prior to the regular Board meeting. All supporting materials for action items will be provided to Board members one week prior to the regular meeting. Copies of the agenda for the public will be available in the superintendent's office. Revised: July 23, 2001 Adopted: January 28, 1999 Cross References: Board of Education Policies BE, BEA, BED, BEDD, BEDDB, BEDG, BEDH   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEDC QUORUM A majority of the Board of Education will constitute a quorum. A quorum must be present to convene a meeting that would enable the Board to conduct business . Adopted: January 28, 1999  Legal Reference: A.C .A. 6-13-619 /   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEDD RULES OF ORDER The Board will observe Robert's Rules of Order Revised except as otherwise provided by policy or by statute .  Adopted: January 28, 1999   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEDDB SUSPENSION OF RULES OF ORDER The Board of Education may suspend its parliamentary rules of order by a vote of consent of at least five (5) members . Adopted : January 28, 1999  Cross References: Board of Education Policies BED, BEDB, BEDD    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEDF VOTING METHOD  A majority of the Board will constitute a quorum.  A majority of a quorum voting affirmatively will be required for the passage of any motion or resolution.  Any member who abstains from voting will be counted as having voted against the motion or resolution.  If a member announces a conflict of interest with regard to the issue, the member may leave the meeting until the voting on the issue is concluded, and the member who abstains from voting thereby will not be counted as having voted.  The rules of parliamentary procedure comprised in Robert's Rules of Order Revised will govern the Board of Education in its deliberations. The rules may be suspended at any meeting by a vote of consent of at least five Board members.  The President of the Board will vote on motions before the Board.  When a tie vote exists on a motion, the motion will be declared to have failed.  The individual votes of Board members will be recorded in the minutes when the vote is not unanimous .  A role call vote may be requested by any member of the Board. The secretary will call the roll in alphabetical order.  Board members voting or. the prevailing side of an issue may move to reconsider an item. Adopted: January 28, 1999 Legal Reference: A.C.A. 6-13-619 Cross References: Board of Education Policies BED, BEDC, BEDD, BEDDB, BEDG   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEDG MINUTES The official minutes of the Little Rock School District Board of Education regular and special meetings will constitute the written record of Board action. The secretary for the Board will be responsible for reporting in the minutes all actions taken by the Board. The minutes will include the time, date, and location of each meeting, the members present and absent, all motions made, the name of the Board member making the motion, the name of the Board member who seconded the motion, a summary statement of the discussion, and a record of the vote. The record of the vote will show how individual members voted unless the vote in unanimous. The minutes will also include a summary statement of presentations and reports made at the meeting. The minutes of the Board will be filed in a permanent record at the Little Rock School District Administration Building. This record will also contain a copy of all budgets of the District and all reports of the Pulaski County Treasurer on the financial affairs of the District. A copy of the minutes will be made available during regular office hours to any citizen desiring to examine them. Minutes that are awaiting approval at the next Board meeting become public documents after they are transcribed into typewritten material. The minutes become official when they are approved by majority vote of the Board. Adopted: January 28, 1999 Legal References: A.C.A. 6-13-619, 25-19-105  Cross References: Board of Education Policies BE, BEA, BEB, BEDF, BEDH, BEE   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEDH PUBLIC PARTICIPATION AT BOARD MEETINGS Regular and special Board meetings, Board agenda meetings, and Board work sessions are open to the public. The public is cordially invited to attend Board meetings. Board meetings are conducted for the purpose of carrying on the official business of the District. Minutes of every regular and special Board meeting record the action taken and are available to the public during normal business hours. At all regular meetings of the Little Rock School District Board of Education there will be an opportunity for the public to address the Board. Citizens desiring to address the Board are asked to call the superintendent's office by 5:00 p.m. the day of the Board meeting to place their name on the list of speakers. Guidelines for public participation will be provided at each meeting. To have an item placed on the Board agenda a citizen should submit the request to the Board President or the Superintendent for consideration. The requesting party will be notified of the result of the request. Adopted: January 28, 1999  Cross References: Board of Education Policies BED, BEA, BED, BEDB,BEDG    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEE BOARD HEARINGS/APPEAL PROCEEDINGS It is the intent of the Board of Education of the Little Rock School District that any employee who appeals a grievance or other personnel action will receive a fair and impartial hearing pursuant to the policies of the Little Rock School District and applicable state and federal laws. It is also the Board's intent that any student who appeals a disciplinary recommendation will receive a fair and impartial hearing. In order to ensure that these objectives are met, Board members will not receive ex parte written information or engage in discussions, including telephone calls, concerning the merits of any personnel action or student disciplinary action which may result in an appeal to the Board. Any Board member who receives such information, or is otherwise approached prior to a hearing, will have grounds to disqualify himself or herself from participating in the hearing. It is the responsibility of each Board member to inform any teacher, student, school patron or other person who may attempt to discuss or provide information on a pending action of the Board's policy and the consequences. The Board may set a reasonable time limit (to be shared by the parties to the appeal) for the hearing, taking into consideration the amount of evidence and witnesses to be presented. The parties will be informed of the amount of time set aside for the hearing at the beginning of the hearing. The Board expects the parties to make all reasonable efforts to present their respective cases within the allotted time. If the hearing cannot be completed in the amount of time allotted, the Board will have the option of continuing the hearing or adjourning to reconvene at a later date. If the Board adjourns prior to the conclusion of the hearing, no member will discuss the case with either of the parties, other Board members, or any other person until it reconvenes to conclude the hearing. Adopted: January 28, 1999   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BF SCHOOL BOARD WORK SESSIONS AND RETREATS The Little Rock School District Board of Education may schedule work sessions and retreats from time to time in order to informally discuss in detail proposed policies, program changes or other items of information requiring in-depth examination. All work sessions and retreats are open to the public. No formal action will be taken by the Board at such sessions . Adopted: January 28, 1999 Legal Reference: AC.A. 25-19-106  Cross References: Board of Education Policies BE, BEDH    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BG SCHOOL BOARD POLICY The Board of Education has the jurisdiction to legislate policy for the District and considers policy development one of its chief responsibilities. Board policy is to provide guidelines and goals for the development of administrative regulations that direct the daily operations of the District. The following process will be used to develop and adopt Board policy: 1. A policy may be proposed by board members, the superintendent, staff members, students, and community members. 2. Written policy proposals will be submitted to the superintendent for research to assure the integrity of the resulting policy statement. 3. The superintendent will bring policy proposals to the Board and will keep the Board informed of necessary policies or changes needed to existing policies . 4. The Board will give the proposed policy a first reading and allow for feedback from interested persons. 5. The proposed policy may be modified or changed before returning it to the Board for a second reading. Based on the extent of modifications or changes in the policy after the first reading, the Board may decide to defer the second reading to the next regularly scheduled monthly Board meeting. 6. Second reading is the final approval step by the Board. Second reading is to occur no sooner than the next regularly scheduled monthly Board meeting unless in the unanimous opinion of the Board members present, second reading should occur earlier. 7. The superintendent will disseminate approved policy statements and develop regulations if and as required to ensure appropriate implementation. 8. The Board and superintendent will work together to keep Board policies and the Board's policy manual up-to-date. The Board endorses the policy development, codification and dissemination system of the National School Boards Association 's National Education Policy Network (NSBA/N EPN ) . Adopted: March 25, 1999 Cross References: Board of Education Policies BGD and BGE    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BGD REVIEW OF REGULATIONS The Board of Education reserves the right to review regulations issued by the administration, but it will revise or veto such regulations only when, in the Board's judgement, the regulations are inconsistent with policies adopted by the Board. Regulations will be officially approved by the Board when this is required by state law or when strong community, staff or student attitudes make it advisable for the regulation to have Board approval. Officially approved regulations will be included as part of the appropriate Board policy . Adopted: March 25, 1999    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BGE POLICY COMMUNICATION The superintendent will establish and maintain an orderly plan for preserving and making accessible the policies and regulations of the District. Accessibility will extend to students, staff members, members of the Board, and to persons in the community. All staff members are expected to know and observe the District policies and regulations. Each school will be furnished a copy of the policy manual. The superintendent will arrange for school employees to be informed of new policies and revision of existing policies . Adopted: March 25, 1999   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BH SCHOOL BOARD COMMUNICATIONS It is the belief of the Board of Education that keeping open communications with the public is critical to its proper functioning. Through the procedures below, the Board will ensure that its members have knowledge of the communications directed to it from the public, and the public will know that Board members have received the communications. All communications received by the District which are addressed to the Board will be copied and distributed to all Board members, either in the agenda materials for the next meeting or at the beginning of the meeting. Significant complaints or communications from teachers, parents, or pa_trons to individual Board members or to the Board as a whole, will be conveyed to the office of the superintendent. Communications to individual Board members requesting action or a statement of view may be acknowledged . It is recommended that an answer which commits the Board member should be avoided until the full Board has reviewed the issue. Statements of a Board member's opinion to any citizen will be clearly identified as an individual opinion which does not necessarily reflect the thinking of the entire Board. Channels of communications will be kept free and open in reaching decisions.  Adopted: January 28, 1999   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BHA SCHOOL DISTRICT LOGO The Board of Education will approve the District logo. This logo can be used to identify schools, departments, and services of the Little Rock School District.  Adopted: January 28, 1999   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BIB BOARD MEMBER DEVELOPMENT In order to perform their responsibilities to the electorate, the state, and the students, Board members are encouraged to participate in professional development activities. New Board members are required by law to receive a minimum of six (6) hours training and instruction in the school laws of this state and in the laws governing the powers, duties, and responsibilities of school boards. All Board members are encouraged to participate in school board and related workshops sponsored by local, state, and national school boards and education associations. The Board will pay the necessary expenses of assigned Board members who attend meetings and conventions pertaining to school activities and the objectives of the Board. The Board on a case-by-case basis will determine and limit the number of Board members authorized to attend specific workshops and conventions where the expenses involved warrant such limitations. Adopted: March 25, 1999 Legal Reference: A.C.A. 6-13-629  Cross Reference: Board of Education Policy BID   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BID BOARD MEMBER COMPENSATION Board of Education members will be reimbursed for reasonable expenses incurred in carrying out Board business at the Board's request and for reasonable expenses incurred while attending meetings and conventions as official representatives of the Board . Reimbursements to Board members will be based on District travel regulations and will be drawn from the District's budget allocation for Board expenses . Adopted: March 25, 1999  Cross Reference: Board of Education Policy BIB   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BJ SCHOOL BOARD LEGISLATIVE PROGRAM The Board, as an agent of the State, must operate within the bounds of state and federal laws affecting public education. The Board will work vigorously for the passage of new laws designed to advance the cause of good schools and for the repeal or modification of existing laws that impede this cause. To this end: The Board will keep itself informed of pending legislation and actively communicate its concerns and make its position known to elected representatives at both the state and national level. The Board will work with its legislative representatives (both state and federal), with the Arkansas School Board Association, the National Schools Board Association, and other concerned groups in developing an annual, as well as long-range, legislative program. One of the major objectives of the Board's legislative program will be to seek full funding for all state and federally mandated programs. The Board will annually designate a person who may or may not be a member of the Board to serve as its legislative representative. In all dealings with individual elected representatives, the legislature, or Congress, the Board's representative will be guided by the official positions taken by the Board. Legislative Representative A legislative representative will serve as the Board's liaison with the Arkansas School Board Association. The legislative representative will attend Arkansas School Board, Association meetings conveying our views and concerns to that body and participating in the formulation of state legislative programs. The legislative representative will monitor proposed school legislation and inform the Board of the issues.  Adopted: January 28, 1999   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BK SCHOOL BOARD MEMBERSHIPS IN PROFESSIONAL ASSOCIATIONS The Little Rock School District Board of Education will maintain memberships in national and state school boards associations and take an active part in the activities of these groups. The Board may also maintain institutional memberships in other educational organizations that the executive officer and Board find to be of benefit to members and district personnel. The materials and benefits of institutional membership will be distributed and used to the best advantage of the Board and the staff .  Adopted: January 28, 1999  C. Uenera Administration      SECTION C: GENERAL SCHOOL ADMINISTRATION Section.C.of the Little-Rock School Distr.ict.policy manual contains policies, regulations, and exhibits on school management, administrative organization and school building and department administration - including the administrative aspect of special programs and systemwide reforms such as school or site-based management. It also houses personnel policies on the superintendent, senior administrators (management team), and school principals. All phases of policy implementation - procedures of regulations - are properly located in this section. CB CBA CBD CBG CBI cc CF CFD CH CHD Cl Superintendent of Schools Qualifications and Duties of the Superintendent Superintendent's Contract Superintendent's Professional Development Opportunities Evaluation of the Superintendent Administrative Organization School Building Administration Campus Leadership Policy Implementation Administration in the Absence of Policy Temporary Administrative Assignments   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CB SUPERINTENDENT OF SCHOOLS The superintendent of schools will be the Chief Executive Officer of the Board and the administrative head of all divisions and departments of the District. The superintendent may delegate responsibility for the operation of various segments of the District, but he/she will always be responsible to, and must regularly report to, the Board of Education . Adopted: January 28, 1999  Legal Reference: Arkansas School Laws\nSection 80-534, Section 2-001A    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CSA QUALIFICATIONS AND DUTIES OF THE SUPERINTENDENT The qualifications and duties of the Superintendent are as follows: TITLE: Superintendent of Schools 1. Must hold an Administrator's Certificate in school administration from the state of Arkansas 2. Minimum of a Master's degree 3. Successful experience as an administrator in an urban setting REPORTS TO: Board of Education SUPERVISES: Directly, or through delegation, all Little Rock School District employees JOB GOAL: To provide the best possible educational programs and services for the children in the Little Rock School District. AREAS OF RESPONSIBILITY: 1. Provides leadership for the educational system. 2. Informs the Board of the needs, conditions, and accomplishments of all schools in the District. 3. Proposes needed policy and procedure changes for Board consideration. 4. Maintains citizen support for public education in Little Rock . 5. Maintains communication with the Board, staff, students, and community.    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CBA 6. 7. 8. 9. 10. 11. 12. 13. (continued) Assures procedures to identify the needs of students. Assures the development, implementation and evaluation of programs to meet the needs of students. Develops and recommends a budget that reflects the needs and priorities of the District. Maintains a highly qualified, dedicated, and effective staff. Generates additional school income through appropriate sources. Coordinates with agencies and institutions whose activities affect the Little Rock School District. Assures effective use of physical, fiscal, and human resources . Performs such other tasks as may from time to time be assigned by the Board. TERMS OF EMPLOYMENT: Twelve months a year\ncontract term and salary to be negotiated with the Board. EVALUATION: The Board will evaluate the Superintendent's performance in accordance with a mutually agreed upon process and procedure . Adopted: January 28, 1999 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CBD SUPERINTENDENT'S CONTRACT A. Term of Employment The superintendent will be employed by a written contract with a term of not more than three years. Specific terms of the contract are included in the \"Superintendent's Employment Agreement\" and are part of the public record . B. Contract Extension The superintendent's contract may be renewed annually at the time of re-election for a term not to exceed three years . Adopted : January 28, 1999    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CBG SUPERINTENDENT'S PROFESSIONAL DEVELOPMENT OPPORTUNITIES The Board encourages the superintendent to make every effort to stay abreast of educational trends and use opportunities for exploring new ideas and programs that may be advantageous to the school district. For the benefit of the entire school system, the Board encourages the superintendent to set aside time each year to attend certain seminars and conferences and visit other school systems where innovative, creative programs are being demonstrated . Adopted: January 28, 1999    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CBI EVALUATION OF THE SUPERINTENDENT Through evaluation of the superintendent, the Board will strive to: 1. Clarify for the superintendent his/her role in the school system as seen by the Board 2. Clarify for all Board members the role of the superintendent in light of his/her job description and the immediate priorities among his/her responsibilities as agreed upon by the Board and the superintendent 3. Develop harmonious working relationships between the Board and superintendent 4. Provide effective administrative leadership for the school system The Board will provide the superintendent with periodic opportunities to discuss Superintendent-Board relationships . Adopted: January 28, 1999    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CC ADMINISTRATIVE ORGANIZATION The legal authority of the Board is transmitted through the superintendent along specific paths from person to person as shown in the Board-approved organizational chart of the district (see Exhibit CC). The lines of authority on the chart represent direction of authority and responsibility. The Superintendent may reorganize lines of authority and revise the organization chart subject to Board approval of major changes and/or the elimination and creation of positions. The Board expects the superintendent to keep the administrative structure up to date with the needs for supervision and accountability throughout the school system . Adopted: January 28, 1999  I Administrat ive Services org chart 04-23-98 I Disc ipline Altemativ Student A Pupil Human e Education ssignment Services Resources I I  I BOARD OF DIRECTORS ~ I SUPERINTENDENT OF SCHOOLS I I Special Assistant I I Labor Relations ~ I Communications Ir I Technology ~ I .. School Services I Instruction I I Elementary Assistant Reading/Language Arts Planning/Research/Evaluation Secondary Assistant Mathematics/Science Exceptional Children Accelerated Learning Social Studies Grants Writer Athletics Staff Development New Futures HIPPY Federal Programs Career \u0026amp; Technical Parent Involvement Adult Education VIPS Early Childhood  I I I I Operali ans 1_ ___ _ Financial S ervices udilor ment rvices curity Internal A Procure Plant Se Safety/Se Child Nut Transport rition ation I    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CF SCHOOL BUILDING ADMINISTRATION The Board affirms the rights and responsibilities of the building principals for the administration of their various programs and buildings within the broad scope of adopted board policies. Therefore, acting with the approval of the superintendent, the principal is the chief administrator of his/her school. All professional and support staff personnel assigned to a building will be directly res~onsible to the principal. The principal is the professional leader in the implementation of the educational program, the improvement of instruction and interpretation of the school's program to the community . Adopted: January 28, 1999   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CFO CAMPUS LEADERSHIP 1 I The Board of ucation of the Little Rock School District believes that a fundamental responsibility oft school system is to support the sustained improvement of the schools. Site-base decision making provides each school with a framework to attain the District's mission. Shared decision-making allows ~presentation of administration, staff, students, parents, and patrons to provide more efficient use of time and energy. This facilitates a quality !ironment for students, ? productive working environment for staff members, and increa ed opportunity for community involvement in our schools. To effect this belief, it is the p icy of the Board of Education of the LRSD, that each school will establish a campus I adership te9m to improve performance of all student populations. This team will assis n the deVelopment and evaluation of campus goals and objectives through planning, b ~geting, curriculum development, staff development, and staffing needs. Th1:_ough consensus based decisions, the campus teams will support the District's commitment to the sustained improvement of schools . Adop{ed: July 9, 1998  9oss Reference: Administrative Regulation CFD-R I    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CFO CAMPUS LEADERSHIP The Board of Education of the Little Rock School District believes that a fundamental responsibility of the school system is to support the sustained improvement of the schools. Site-based decision-making provides each school with a framework to attain the District's mission. Shared decision-making allows representation of administration, staff, students, parents, and patrons to provide more efficient use of time and energy. This facilitates a quality environment for students, a productive working environment for staff members, and increased opportunity for community involvement in our schools. To effect this belief, it is the policy of the Board of Education of the LRSD, that each school will establish a campus leadership team to improve performance of all student populations. This team will assist in the development and evaluation of campus goals and objectives through planning, budgeting, curriculum development, staff development, and staffing needs. Through consensus based decisions, the campus teams will support the District's commitment to the sustained improvement of schools . Adopted: July 9, 1998 RS FfB 6 liff/Cf Of DE$fGREGATION MONITORING Legal References: A.C.A 6-13-1301 through 6-13-1309 Cross Reference: LRSD Campus Leadership Handbook ' .    Board of Education Policies and Regulations Corrected Copy of CFO February 1, 2001 Remove CFO and replace with new CFO. NOTE: The cross reference changed and the legal references were added. There was no revision to the body .    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CH POLICY IMPLEMENTATION The superintendent has responsibility for carrying out, through supplementary regulations and directives, the policies and regulations established by the Board. The policies developed by the Board and the regulations and directives developed to implement policy are designed to achieve an effective and efficient school system. All Board members, district employees, and students are expected to abide by them. Administrators and supervisors are responsible for informing staff members in their schools, departments, or units of existing policies and regulations and for seeing that they are implemented in the spirit intended. Within the policies and regulations of the Board and the regulations of the superintendent, principals are authorized to establish rules and procedures for the staff and students of their schools . Adopted: January 28, 1999   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CHO ADMINISTRATION IN THE ABSENCE OF POLICY In the absence of Board policy relating to a specific situation, the superintendent will use his/her best judgment in arriving at a decision. If possible, action in the absence of policy will be deferred until the Board has had time to adopt a policy to govern the situation in question. If it is necessary to take action, the superintendent will make a decision based on the spirit and tenor of other existing policies. Following this action, the superintendent will notify the Board and will recommend to the Board whether or not a policy should be written to cover similar incidents .  Adopted: January 28, 1999    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: Cl TEMPORARY ADMINISTRATIVE ARRANGEMENTS The superintendent is authorized to appoint an acting superintendent to serve for specified periods of time during his/her temporary absence from duty. A temporary absence is defined as a vacation period, attendance at national conventions, and/or any other periods when the superintendent is out of the District for more than 24 hours. When so appointed , the acting superintendent will assume all duties which are the responsibility of the superintendent of schools, with particular emphasis on emergency and day-to-day decision-making. The acting superintendent will not be expected to deal with matters requiring long-term planning or preparation unless specifically so assigned by the superintendent. The acting superintendent will take special care to keep the Board informed as to any departure from normal routine . In the event of a vacancy in the office of superintendent of schools, or in the event of incapacitation of the superintendent, the responsibility for the appointment of an acting superintendent rests with the Board . Adopted: January 28, 1999   D. Fiscal Management     SECTION D: FISCAL MANAGEMENT Section D of the Little Rock School District policy manual contains policies, regulations, and exhibits on school finances and the management of funds. Policies on the financing of school construction and renovation, however, are filed in Section F, Facilities Development. DA DB DBB DBG DBJ DC DCA DCA-R DD DE DEA DFA DFB DFC DFD DFD-R1 DFD-R2 DFE DFF DG DG-R DGA DGE DH DI DIB DIC DID DID-R Fiscal Management Goals/Priority Objectives Annual Budget Fiscal Year Budget Adoption Process Budget Transfers and Adjustments Taxing and Borrowing Management of Capital Projects Fund Management of Capital Projects Fund Funding Proposals, Grants and Special Projects Revenues From Tax Sources Funds From Local Tax Sources Revenues From Investments/Use of Surplus Funds Revenues From School-Owned Real Estate Leasing of District Facilities Gate Receipts and Admissions Activity Scheduling and Gate Receipts Athletic Gate Receipts and Admissions Royalties Income From School Sales and Services Banking Services Banking Services Authorized Signatures Personal Debts of Employees Bonded Employees and Officers Fiscal Accounting and Reporting Types of Funds Financial Reports and Statements Inventories Inventories Section D - Page 1 of 2  DIE Audits/Financial Monitoring DJ Purchasing DJ-R1 Procurement Regulations DJC Petty Cash DJC-R Petty Cash DJD Cooperative Purchasing and Resource Sharing DJGA Sales Calls and Demonstrations DK Payment Procedures/Disbursements DKC Out of Area Travel DKC-R Travel Expense Authorization/Reimbursement DLA Employee Benefits Administration DM Cash in School Buildings DN School Property Disposal DN-R School Property Disposal Procedures   Section D - Page 2 of 2   SECTION D: FISCAL MANAGEMENT Section D of the Little Rock School District policy manual contains policies, gulations, and exhibits on school finances and the management of funds. Policies o the financing of school construction and renovation, however, are filed in S tion F, Facilities Development. DA DB DBB DBG DBJ DC DCA DCA-R DD DE DEA DFD DFD-R1 DFD-R2 DG DG-R DGA DH Fiscal Management Goals/Priority Objectives nnual Budget Fiscal Year dget Adoption Process Bu et Transfers and Adjustments Taxing an Borrowing Manage ent of Capital Projects F Managem t of Capital Projects n Revenues From Tax Funds From Local Gate Receipts a s Activity Scheduli eceipts Athletic Gate Re issions Banking Services Banking Services Authorized s natures DI Fiscal Ace nting and Reporting DIB Types f Funds DIC Fina cial Reports and Statements DJC DJC-R DK DKC DKC-R DM yment Procedures/Disbursements Out of Area Travel Travel Expense Authorization/Reimbursement Cash in School Buildings RECEIVED JUN 16 2000 OFFICE OF DESEGREGATION MONITORING - SECTION D: FISCAL MANAGEMENT Section D of the Little Rock School District policy manual contains policies, regulations, and exhibits on school finances and the management of funds. Policies on the financing of school construction and renovation, however, are filed in Section F, Facilities Development. DA Fiscal Management Goals/Priority Objectives DB Annual Budget DBB Fiscal Year I R'l -t.c.' ~\":Jl\\l!i'' iEO DBG Budget Adoption Process ,, 7GG0 DBJ Budget Transfers and Adjustments ~.?R 0 - DC Taxing and Borrowing / Gfr\\Ct Cr rors OEStGREGAi'O~l tAul\\10 ,t DD Funding Proposals, Grants nd Special Projects DE Revenues From Tax Sources DEA Funds From Local-fax Sources DG Banking Services DG-R Banking Service DGA Authorized ignatures DH Bonded Efl)ployees and Officers DI Fisca~ccounting and Reporting DIB Ty es of Funds DIC Fi ancial Reports and Statements DJC Petty Cash DJC-R Petty Cash DK Payment Procedures/Disbursements DM I Cash in School Buildings APR 5 2000 LITTLE ROCK SCHOOL DISTRICT rm=Ir.F OF DESEGREGATION ?10NITORING NEPN CODE: DA FISCAL MANAGEMENT GOALS/PRIORITY OBJECTIVES It is the policy of the Board of Education to accept only new programs or services that are consistent with legal requirements of court agreements, law, or Board adopted planning documents such as the Revised Desegregation and Education Plan of 1998, the Strategic Plan, and their successors. The quantity and quality of learning programs are directly dependent on the funding provided and the effective, efficient management of those funds. The District's mission and objectives can best be achieved through excellent fiscal management. As trustee of local, state, and federal funds allocated for use in public education, the Board will be vigilant in fulfilling its responsibility to see that these funds are used wisely for achievement of the purposes to which they are allocated. In the District's fiscal management, the Board will achieve the following:  align resources with programs and services set forth in Board adopted planning documents including the Revised Desegregation and Education Plan of 1998, the Strategic Plan and any successors of these plans\n engage in thorough advanced planning in order to develop budgets and to guide expenditures to achieve the greatest educational returns and the greatest contributions to the educational program\n establish levels of funding which will provide high quality education for the students of the District\n use the best available techniques and processes for budget development and management\n ensure effective and timely communication of financial information between the Board and all staff with fiscal management responsibilities\nand  establish and implement efficient procedures for accounting, reporting, investing, purchasing and delivery, payroll, payment of vendors and contractors, and all other areas of fiscal management. APR 5 2000 LITTLE ROCK SCHOOL DISTRICT OfflC! Or NEPN CODE: DA o::SEGREGATlm MONITORING (continued) Planning During the annual budget planning process, the Board will review the financial resources of the District, ensure alignment of resources with programs and services set forth in Board adopted planning documents and update the five-year fiscal plan. Budgeting The budget is the expression of the plans of the Board in financial terms. The District will express those plans through two budget components:  Operating - budgeting for the provision of annual resources.  Capital - budgeting for the provision of necessary sites, buildings and equipment. The annual budget will be available to the public. Members of the public, as well as the internal school community, will be given opportunities to provide input to the budget process. Implementation and Control The budget, once approved by the Board, is considered a statement, in financial terms, of the operational plans for the District. Therefore, a system of fiscal control must be established to govern the administration of the budget and the receipt and expenditure of funds. Implementation and control will be governed by the following provisions: The superintendent has authority to authorize expenditure of funds within the limit of an adopted budget in conformity with Board policy, procedure and legal requirements. The Board may direct the superintendent as to expenditure limitations or reporting requirements on specific sections of the budget. The superintendent may authorize transfers of up to $50,000 from one function code to another with Board notification\ntransfers over that amount are subject to the approval of the Board. The superintendent will establish procedures which clearly delegate authority to expend funds within each budget program, establish accountability for those expenditures, and outline methods of control.  To maintain necessary service levels, additional revenue generated by increased enrollments may be expended with the superintendent's authorization. The plan for 2 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: DA (continued) such expenditures will be presented to the Board prior to expenditure. Expenditures of additional revenue, except as indicated above or in the event of an emergency, require Board approval. Adjustments required to accommodate reduced revenues will also be reported to the Board.  Expenditures from any program will be for the purposes indicated in the budget unless variation is authorized as provided in this policy. No individual or group with delegated authority and accountability for a program or portion thereof will expend funds beyond the budget for that account without the written authorization of the superintendent or his/her designee.  A deficit will not be permitted without formal approval of the Board and the Arkansas Department of Education.  The Board will be provided a monthly financial report. -  The Board will have full access to financial information.  The superintendent is authorized to make necessary adjustments or to exceed budgeted amounts to handle emergencies, provided that the Board is advised immediately. Adopted: March 24, 2000 Legal References: AC.A. 6-20-101 through 6-21-711 ti.PR 5 2000 omcE or OESEGREGAi\\ml MONITORING Cross References: Board of Education Policies BA, BAA, BSA 3 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: DB ANNUAL BUDGET The annual budget is the financial plan for the operation of the District. It provides the framework for both expenditures and revenues for the year and translates into financial terms the educational programs and priorities for the District. The Board expects the superintendent to work closely with administrative staff and principals to identify the needs of the District and each local school. After a proposed budget has been developed for each cost center, the superintendent, with the help of his/her staff, will coordinate the requests and present a recommended budget to the Board. Adopted: March 24, 2000 Legal References: AC.A. 6-20-1301 through 6-20-1304 APR 5 ZDGU Cffit: r~ DESESREG.ID?' t':: }iIT~rJ\nG LITTLE R\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from the The Andrew W.\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":"vrc_car","title":"Carver-VCU partnership oral history collection","collection_id":null,"collection_title":null,"dcterms_contributor":["Carver-VCU Partnership","James Branch Cabell Library. Special Collections and Archives"],"dcterms_spatial":["United States, Virginia, City of Richmond, 37.55376, -77.46026"],"dcterms_creator":null,"dc_date":["1999/2000"],"dcterms_description":["The oral history interviews presented here are part of the ongoing Carver-VCU Partnership that began in 1996. The Partnership's stated goal is to \"create a shared urban community with a commitment to improving the neighborhood's quality of life.\" Carver is situated in Richmond, Virginia, just north of VCU's Monroe Park campus, and is primarily a working-class African American neighborhood, home to some 1,500 residents. The Carver name is derived from the neighborhood school named for George Washington Carver (1864-1943). The area was once called Sheep Hill because of its proximity to early stockyards.","","These fifteen oral histories were conducted in 1999 and 2000 as part of a project funded by a grant from the Virginia Foundation for the Humanities and Public Policy. The project, described as a \"Living Newspaper,\" produced a play entitled \"Sheep Hill Memories — Carver Dreams.\" Those interviewed include longtime residents, including Barbara Abernathy, former president of the Carver Area Civic Improvement League, and Dr. Roy A. West, former mayor of Richmond, as well as newcomers to the community and those who have moved away from the neighborhood. The documentary play, which used information collected from the oral histories and other sources, focused on the history and survival of the Carver neighborhood."],"dc_format":["audio/mp3","application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Richmond, Va. : VCU Libraries"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Richmond Redevelopment and Housing Authority","African American neighborhoods--Virginia--Richmond","Community development--Virginia--Richmond","City planning--Citizen participation","City planning--Virginia--Richmond","Housing authorities--Officials and employees--Interviews","Interviews"],"dcterms_title":["Carver-VCU partnership oral history collection"],"dcterms_type":["Sound","Text"],"dcterms_provenance":["James Branch Cabell Library. Special Collections and Archives"],"edm_is_shown_by":null,"edm_is_shown_at":["https://digital.library.vcu.edu/islandora/object/vcu:car"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["sound recordings","oral histories (literary works)"],"dcterms_extent":null,"dlg_subject_personal":["Abernathy, Barbara, 1941-","Austin, Marguerita","Crawley, Waverly R. ","Davis, Trina ","Finger, Duane","Gordon, Frances","Haggins, Barksdale W., 1932- ","Haggins, Irving, 1934- ","Hawley, Carolyn, 1959-","Hill, Jim","Hill, Kathryn Colwell","Hudson, Brenda ","Kleffner, Doug","Knight, Allen, 1926-","Lucas, Lucy Anne ","McBride, James","Plybon, Laura","Robinson, Viola","Schobitz, Rick","Taylor, Selma","Waller, Sheila","Weatherless, Nellie","West, Roy A.","Wood, Charles, 1907-","Wood, Mrs. Charles"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_272","title":"Charter schools","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":["1999/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Charter schools","Educational planning"],"dcterms_title":["Charter schools"],"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/272"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 February 2, 1999 FfS 3 Ms. Margie Powell Office of Desegregation \u0026amp; Monitoring 201 East Markham Street Little Rock, AR 72201 Dear Ms. Powell: You should have already received a letter dated, January 29, 1999. However, a list of committees was omitted from this letter. Attached you will find a list of committees and chairpersons. I apologize for any inconveniences this may have caused you. If you would like to serve on a committee, please contact that chairperson. Again, I look forward to seeing you on February 11, 1998. Sincerely, Linda Watson AttachmentsResidential Elementary Charter School Preliminary Committees FINANCE COMMITTEE W. E. Buddy Coleman Sanford Tollette Dr. Tom Bruce L. Watson CURRICULUM COMMITTEE Patty Kohler - Co-Charirperson Katherine Synder - Co-Chairperson Tommy Roberson Chris Caram Frances Cawthon LEGAL ISSUES Chris Caram PROGRAM COMMITTEE Jo Evelyn Elston - Chairperson Joy C. Springer Don Crary Gary Smith Katherine Synder Binky Martin PERSONNEL COMMITTEE Eleanor Coleman - Chairperson W. C. Buddy Coleman Jo Evelyn Elston Chris Caram Joy C. Springer 1SITE SELECTION COMMITTEE Frances Cawthon - Chairperson Linda Watson Sanford Tollette Chris Caram Judy Magness 2DECEIVED JUL 1 1999 OFFICE OF DESEGREGATION MONITORING Little Rock School District 810 West Markham Street Little Rock, AR 72201 MEMORANDUM June 30,1999 TO: FROM: SUBJECT: rter Sch Liraa Charter School Committee Members Dr. Lil Student Discipline Watson, Assistant Superintendent Scheduled Meeting A Charter School Committee Meeting will be held on Tuesday, July 13, 1999, in the Administration Board Room. Again, we will continue the planning for the Residential Charter School. If you are unable to attend this meeting, please contact the Student Hearing Office at 324-2170. I look forward to seeing you.07/14/1399 10:57 501-324-0536 STUDENT HEARING OFC PAGE 02 LITTLE ROCK SCHOOL DISTRICT POSITION DESCRIPTION TITLE: Elementary Charter School Director Date of Announcement: TBA Effective Date of Employment\nTo be determined POSmON SUMMARY The Director of the Elementary Charter School will be the chief administrator of the toul academic ana rcsiaenusu (design and assessment), responsible for evaluation of staff, management of funds (soliciting, budgeting and expenditure of funds) and academic and residential program establishing community partnerships. QUALIFICATIONS 1. Applicant has a Masters degree or above and is eligible for Arkansas Teacher s/Principal s Certification. 2. Preferred elementary administrative experience. 3. Preferred experience in Experiential/Alternative Education. . 4. Demonstrated the ability to work effectively with a multiculturally diverse population in an urban setting. , 5. Demonstrated leadership ability and successful experience in working with youth ages /-lx.. 6. Knowledgeable of innovative curriculum design and effective instructional strategies. 7. Evidence of collaborative team building skills and quality management. 8. Evidence of ability to solicit and administer traditional and nontraditional financial resources, i.e., grant writing and partnerships 9, Effective public relationship skills, including conflict resolution. 10. Knowledgeable of positive behavioral intervention strategies. 11. Proven effective verbal and written communication skills. 12. Experience with staff supervision and evaluation. RESPONSIBILITIES (including, but not limited to) 1 Direct all components related to the development, implementation, and operation of the Charter School, including, but not limited to, staffing, program policy, student Elemcjitary --------t i * recruitment, scheduling, curriculum, discipline, safety, facilities, finances, legal issues, transportation, food services, residential, and parental/family/community involvement. 2, Collaborate with the School-Community Council on matters of concern. 3. Prepare regular assessments of the total program. 4. Secure funding as needed. 5. Participate instructional planning. 6. Resolve student and parental issues that have elevated to the director level.07/14/1999 10:57 501-324-0536 STUDENT HEARING OFC PAGE 01 DATE TO FROM little rock school district STUDENT HEARING OFFICE 810 WEST MARKHAM STREET little rock, ar 72201 FAX (501) 324-0536 July lA. 1999 MargiP Pny.Tpn linM. Dr. Linda Watson SENDER'S PHONE # 324-2170 SUBJECT Position Description  ------- School Dxrector COMMENTS Mtaiiw \u0026lt;H (inetwM 3 371-QIQQ07/14/1399 10:57 501-324-0536 STUDENT HEARING OFC PAGE 03 little rock SCHOOL district ion board member Dr.TomBruce,Retircdfo-^^-^-^^ Frances Cawthon, Jiassroom Teachers AssoctaUon Eleanor Colem^ Rector, Pfeifer Kiwanis Camp Binky Martin, Program Joy C Springer. Joshua metvenor Kev. Richard Horton, Teacher - . Pfeifer Kiwanis Camp and Charter School Project Consultant lorn ioueue, Mutvivi.rieuCT J^ eTOcn Linda Watson, Assistant Superintendent, LKiU *Sanford Tollette, Director, *Dr. *Exofficio membersI \\\\ 810 West Markham Little Rock, AR 72201____________ Phone: (501)324-2170 E-mail: lwatson@alc.lrsd.kl2.ar.us LINDA WATSON, Ed. D ASSISTANT SUPERINTENDENT _________STUDENT DISCIPLINE Fax: (501) 324-0536 October 28, 1999 RECEIVED OCT g iSS TO: Elementary Charter School Committee Members OtriC-c GF FROM: Linda Watsop,'Assistant Superintendent DESEGREGATION MO?!iTCa!MG SUBJECT: Charter School Update and Meeting Please plan to attend an Elementary Charter School Committee Meeting, Tuesday, November 9, 1999, at 8:30 a.m. The meeting will be held at the Instructional Resource Center (IRC) which is located at 30* and Pulaski Streets (off of Martin Luther King Blvd.). The tentative agenda items include: Introduction of Charter School Coordinator (hopefully) Charter School Update A. Second Year Planning Grant B. Wellness Clinic Charter School Letter of Intent Charter School Application Process LRSD Public Hearing - scheduled for: Tuesday, November 16, 1999 6:00 p.m. LRSD Board Room Enclosed is a copy of the Charter School Application for your review. I look forward to seeing you on November 9. EnclosureI Sec cerupjcft, RSC^a0 OCT 2 9 1SS3 CiriCE vT DESESRE5ME?G^!lD5ySG School Conversion 2000 of Education Rock, AR 72201 11/02/1999 13:59 581-324-2023 LRSD COMMUNICATIONS PAGE 02/02 NOTICE OF PUBLIC HEARING Elementary Alternative Education Proposed Charter School The Little Rock School District (LRSD) invites you to attend a public hearing to provide information and to accept comments on a proposed elementary charter school. The school will provide an alternative educational setting for students in grades 3-5. The public hearing will be held: Tuesday, November 16, 1999 6 p.m. Board Room LRSD Administration Building 810 West Markham Little RockLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS RECEIVED SEP 1 4 2000 SPECIAL MEETING September 14, 2000 OFICEOF DESEGRSaATJONMOiMiTOroiBa Budget Work Session I. II. III. IV. AGENDA Approval of 2000-01 Budget A+ Charter Maumelle (Linda Watson) Don Stewart Mark Milhollen Contract for Magnet School Proposals (Sadie Mitchell) Technology Consultant Contracts (Lucy Neal) LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 September 11,2000 TO\nBoard of Education FROM: THROUGH: SUBJECT\nThe Pulaski Linda Watson, Assistant Superintendent Student Discipline Les Gamine, Superintendent Fiscal Impact Statement for Academics Plus Charter Application Charter School, Inc., of Maumelle, Arkansas, has submitted a proposed application to the Arkansas Department of Education (ADE) to implement a Charter School, Academics Plus (A-i-), during the 2001- 2002 school year. Although the school would be located in the Pulaski County Special School District, it could impact the Little Rock School District. The ADE has requested that a fiscal impact statement be submitted by the school district that may be affected by the schools operation. The proposed Charter School would be initially offered for 100 sixth and seventh grade students during the 2001-2002 school year and, depending on the availability of funds, one grade (50 students) per year would be added until the school has reached sixth through twelfth grades. As an open-enrollment Charter School, Academic Plus (A+) expects to draw students from throughout Pulaski and southern Faulkner Counties. The school ensures compliance with the Pulaski County Special School Districts desegregation order of 20-41% minority students for secondary schools. Upon review of the Districts magnet and desegregation transfer student population from the Maumelle area, 87 students are enrolled at the senior high school level and 40 students are enrolled at the middle school level during the 2000-2001 school year. During the 1999-2000 school year, 81 students were enrolled at the senior high level and 55 at the middle school level.- Since this would be an open-enrollment charter, the school could potentially draw students from the Districts magnet and desegregation transfer student population and from the District at-large The administration recommends that the Board votes to affirm that the operation of the Academics Plus Charter School would have a negative fiscal impact and would adversely affect the Districts desegregation efforts.LITTLE ROCK SCHOOL DISTRICT CHARTER ELEMENTARY SCHOOL EVALUATION REPORT: 2000-2001 Prepared By Dr. Larry McNeal, Professor University of Arkansas at Little Rock Little Rock, Arkansas Submitted On June 25, 2001 IExecutive Summary The twentieth centurys influence on school choice is reflected in the introduction of charter schools, school vouchers, magnet schools, academy schools, alternative schools, and a host of other specialty schools that focus on specific and often time unique student groups. The recent interest in school choices can be traced to the Nation At Risk report, which was published by the National Commission on Excellence in Education in 1983. The findings about the poor quality of public education alarmed the American public. The report concluded that America was losing its competitive edge in the global marketplace because of its educational system. The result was the passage of educational reform laws and legislation that promoted standards for students, teachers, and administrators. The American educational system continues to search for programs and services that meet the developmental needs of its students. Charter schools are the latest spin-off to a discontented American public is looking for vast improvements in educational practices that will better equip its children with marketable skills. Arkansas has also been influenced by this trend. Arkansas recently modified its existing charter school law in 1999 (Arkansas Charter School Act of 1999) and as a result the charter school movement in Arkansas took off. The Little Rock School District Charter Elementary School opened its doors in the fall of 2000. The charter school offers a nontraditional innovative learning environment for students in the 3*, 4*, and 5* grades. Mission The mission of the Little Rock School District and the Little Rock School District Charter Elementary School are mutually supportive and facilitative of student success. The intent of the mission of both are to provide students with programs and services that fit their educational and developmental needs as well as prepare them with the knowledge and skills needed to compete in the marketplace. Goal The goal of the Little Rock School District Charter Elementary School is to provide opportunities for students educational and behavioral needs while guiding them to adjust 1their behavior and habits in such a manner that they will become successful, lifelong learners and productive citizens. The Little Rock School District Charter Elementary School accomplishes its goal through an alternative learning environment. Description of Need The description of need is an overview of the variables that influence student academic achievement and behavior at the elementary grade level. Collectively, these variables provide a richer understanding of what is happening at the elementary grade level to some students in the Little Rock School District and why it has become increasingly more difficult to educate all children in a regular classroom setting. Poverty and other factors present barriers for many children who reside in the city of Little Rock from receiving the educational opportunities critical for their development. The inability to obtain preschool and other early-childhood education programs is evidenced in the Little Rock School Districts Early Childhood Program where an enrollment capacity of some 750 students leaves approximately 1,000 children on the programs waiting list each year. Once behind, children face a sigmficant challenge of \u0026lt;6 catching up in their school career and many of these children become potential school dropouts in later years. In the 1997-1998 school year, 921 students out of 10,628 students at the secondary level dropped out of school. This represents 8.7% of the Little Rock School District secondary student enrollment. Black students accounted for 69% of the dropout population, with black males representing 44% and black females representing 25.1% of the total. During the 1998-1999 school year the dropout rate increased to 9.7%. For many of these students the barriers that they faced prior to elementary school were so overwhelming that it left them ill prepared for the challenges associated with schooling\ntherefore less capable to take advantage of the educational opportunities at the secondary level. Student performance on standardized tests also served as an indicator of the extent of at- riskness for some students in the Little Rock School District Scores on standardized tests showed percentile ranks across the district and the racial disparity in academics in all grades and subjects. Standardized test scores in reading for the 1997-1998 school year 2revealed that overall more than one-third of Little Rock School Distnct students were in the lowest 25 percent nationally for reading skills, with elementary students at 38%, junior high students at 36% and high school students at 34%. Standardized test scores for the 1998-1999 school year revealed that overall approximately two-thirds of the students (64% of the fifth grade students tested, 63% of the seventh grade students tested and 70% of the tenth grade students) tested were at or below the 50* percentile. The pattern of low performance on standardized tests can be contributed to several factors with the lack of availability of early childhood education programs and low social development being but two. Children who come to school ready and able to learn usually face fewer educational barriers than students who come to school not ready and able to learn. These students are less capable of performing at the levels necessary to acquire the knowledge and skills needed to take advantage of the opportunities of education. Student success can also be influenced by the composition of the family unit. Family composition is related to income and poverty for youth, with two-parent families generally having greater income than families with only one parent. Students coming from families with higher incomes are usually better prepared at an earlier age for schooling. Nationally, in white families a single parent heads two out of every ten households, while single parents head five out of ten African American households. In the city of Little Rock single parents head about six out of ten African American householders. The majority of whom are single mothers. The relationship between income, poverty and academic success suggests that some students who are attending school in the Little Rock School District may need more support prior to the formal schooling experience and perhaps throughout their educational career in the public school system. Students who experience behavior problems often times are not benefiting as much from the academic aspects of schooling because usually they are removed from the educational setting. The number of students who were long-term suspended and/or expelled from the Little Rock School District increased during the 1992-93 to 1997-98 school years. The district revamped its alternative learning environments during the 1997-98 school year by enlarging the Alternative Learning Center and establishing an Accelerated Learning 3Center for secondary students. During the 1998-99 school year, the district experienced a decrease in the number of long-term suspensions and significant decrease in the number of expulsions. At the beginning of the 1999-2000 school year, the district established four elementary alternative classrooms, in four of its elementary schools. The fall 2000 opening of the Little Rock School District Charter Elementary School was a logical progression in the districts goal to provide for the educational and social needs of all students, especially, those with behavioral problems. The continued development of alternative learning environments is representative of the districts commitment to providing the proper match between programs and services and students. The needs of some students cannot be met within the regular classroom setting and so alternative learning environments that focus on academics and behavior modification can ensure that all students receive an education that will prepare them to be lifelong learners and productive members of society. Governance Two years of exploration and planning took place prior to the establishment of the charter school by the Little Rock School District Charter School Planning Team. The comprehensive effort included teachers, parents, and community members. The charter school model developed by the team was based on twelve years of research and evaluations by parents and teachers of the Alternative Classroom Experience (ACE) program at Pfeifer Kiwanis Camp. The team reviewed data to determine where the greatest needs exist. After careful review, subcommittees made up of classroom teachers, specialists, parents, and administrators discussed the implementation of various programs and services. For instance, a subcommittee examined the Success For All program while the Mental Health/Parental Involvement Team subcommittee investigated possible programs and services to include parents, families, and the community. Reports from the subcommittees were made to the Planning Team. After careful consideration, the Planning Team delineated issues, concerns, and discussed subsequent proposals. The Plaiming Team was later changed into an advisory group (Little Rock School District Charter Elementary School Advisory Committee). 4The Little Rock School District Charter Elementary School Advisory Committee met monthly to monitor the progress of the school as well as provide assistance and feedback to the charter school principal and staff. To facilitate the planning and advisory process Little Rock School District personnel provided technical assistance and support. District personnel were instrumental in supporting the charter through in-services on proven educational practices, data evaluation, and a review of the Title I plan. They also offered parental involvement suggestions as well as conducted research activities. Instructional Program The Little Rock School District Charter Elementary School is located at the Badgett Elementary School. The Little Rock School District Elementary Charter School was modeled on proven methods and strategies used in the Alternative Classroom Experience at Pfeifer Kiwanis Camp. Those strategies include effective early intervention/prevention for academic underachievement, effective early intervention/prevention for socio- behavioral and personal failure, and an aggressive approach to rebuilding community and parent identity and support for public education. In addition to these methods and strategies, other innovations include Success For All, an Extended Day/Afiter School Program, Gifted \u0026amp; Talented Program, Exceptional Children Services Program, Accelerated Reading Program, Read Across America Program, Media Center Program, Awards Programs, Incentive Programs and programming using computer technology, mathematics and science modules, field trips, the Pfeifer Camp, music, experiential education, and physical education. Students also wore school uniforms. The charter school has six classrooms staffed with teachers and program assistants to teach each student. A gifted and talented teacher, resource teacher, reading specialist, reading tutor, media specialist, music teacher, speech therapist, occupational and physical therapist, counselor, nurse, school exruniner, director, secretary, cafeteria personnel, and custodians provide other services. 5Student Demographics The Little Rock School District Charter Elementary School offers a nontraditional innovative learning environment for students in the 3'^, 4*, and 5*^ grades. Students attending the school come from a host of elementary schools in the Little Rock School District, North Little Rock School District and Pulaski County Special School District\nhowever, priority admission was given to students currently enrolled in Baggett Elementary School. Other students were eligible for admission if they were academically functioning one or more grades levels below grade placement\nhad a pattern of recurring absenteeism\nhad poor social and interactive skills (displaying unacceptable patterns of behavior and failure to fit the social environment of the school)\nwere retained one or more grades, and\nwere from an unstable family structure. Once students were selected multiple assessment measures were used to assess them. The assessments included Success For All Baseline Assessment (which is reported in terms of grade level). District Achievement Level Test (RIT Score), State Benchmark Test (4*^ grade 2000 only) and Teacher Recommendations. The data generated from the assessments facilitated a better understanding of the needs of individual students. Initially, 116 students made application to enrolled in the school\nhowever, 17 students did not attend for various reasons including relocation out of the district, logistics (parents wanting their children to all attend the same school or schools closer to home), program fit (some parents concluded that the program and services offered were not appropriate for their child), and a few students withdraw prior to the start of the 2000- 2001 school year. Ninety-nine students attended the school at some period during the school year of which eighty-seven students completed the school year at the school. The demographic data shows that overall the characteristics of the students enrolled were similar to other schools within the district\nhowever, there were sigmficant differences in some aspects. For instance, the school was different than most other elementary schools because of its concentration of students who were academically underachieving and 6behaviorally and socially challenged. No other elementary school in the district had an exact similar student population. The demographics of this student population are highlighted in Tables 1,2, and 3. The demographic data examined include racial makeup, grade level, attendance, absenteeism, and discipline. Tn addition, social economic statue and mobility are discussed. Table 1 STUDENT DEMOGRAPHICS Racial Make Up Black Female White Female Black Male White Male Total Student Count 3rd Grade 4 3 23 1 31 4th Grade 2 3 24 1 30 Sth Grade 10 1 23 4 38 Total Percentage 16 7 70 6 99 16% 7% 71% 6% 100% A review of the data shows that the majority of the students attending the school were black. The majority of the students were black males followed by black females. The number of white females and males attending was about the same. The overall gender and racial make up of the school does not reflect the gender and racial make up of the average elementary school in the Little Rock School District. In addition, an examination of student records shows that an overwhelming majority of the students in attendance receive reduced or free lunch. Of the students attending the school, 91% receive reduced or free lunch. Again, this percentage is higher than the average elementary school in the district. The combination of gender, race, and reduced or free lunch provides a better understanding of the social-economic status of the student population at the Little Rock School District Charter Elementary School. 7Part of the criteria for admission to the school was a pattern of recurring absenteeism. On average absenteeism is lower at the elementary school level than at any other grade level\nhowever, the absenteeism rate for students attending the charter school is higher than normal. The attendance history of the student body is presented in Table 2. Table 2 STUDENT ATTENDANCE BY QUARTER T Grade Level 3rd Grade 4th Grade Sth Grade 1st Quarter 87% 84% 92% 2nd Quarter 94% 83% 87% 3rd Quarter 84% 92% 89% 4th Quarter 83% 85% 82% Average 87% 86% 88% Overall Average 88% 88% 88% 83% 87% The overall average attendance rate for all grades was 87%, which means that the school had an absenteeism rate of 13%. The attendance percentage is lower than the district elementary school average of 95%. The attendance and absenteeism rates of students in attendance at the Little Rock School District Charter Elementary School are more similar to the attendance and absenteeism rates of other schools with similar students. In addition, the mobility rate of the school was 14%\nhowever, the adjusted mobility rate was 4%. Mobility can be understood as the relationship between the number of students who started out the school year attending a particular school and the number of students who were still in attendance at that same school at the end of the school year. The number of student transfers and suspensions impacted the mobility rate at the Little Rock School District Charter Elementary School. When the impact of the transfers and suspensions are factored out the mobility rate declines from 14% to 4%. A major criterion for admission to the school was a history of academic, social and behavior problems. Students attending the school usually had poor social and interactive skills along with unacceptable patterns of behavior. As a result students who attended the 8school usually had experienced more instances of inappropriate behavior, which resulted in more suspensions than other students. Students with poor social and interactive schools came from all three of the school districts. Table 3 reflects the disciplinary records of students. Table 3 STUDENT DISCIPLINE Total Number of students with Suspensions Total Enrollment__________________________ Total Number of students with NO Suspensions Percentage of student with Suspensions Percentage of students with NO suspensions 43 99 56 43% 57% When considering the grade level of students being suspended the 3\"* grade had the lowest number of student suspensions with 13. Both 4* and 5* grade had 15 suspensions apiece. Several of the students had multi-suspensions. In addition, some of the students who were suspended no longer attend die school. The majority of students attending the charter school had no suspensions. Furthermore, it is anticipated that suspensions will decrease in the 2001-2002 school year with the current 5* grade class leaving and with the 3\"^ and 4* grade students returning to an environment that advocates behavior and social management. Student Academic Achievement The Little Rock School District Charter Elementary School complies with all mandated state and federal testing, and other assessments based on student needs or which the teacher deems most appropriate. Student performance is measured in part by the same criteria as for the rest of the schools in the Little Rock School District. The performance indicators include the Primary Benchmark Exam at Grade 4, Achievement Level Tests at grades 3-5, Success For All, quarterly grades, WRAT (pre 9and post), and SAT 9 at grade 5. These performances indicators are examined in the tables and charts contained in this section. The data presented in Table 4 represent the 1999-2000 school year student literacy achievement as measured by the Primary Benchmark Exam at Grade 4 for current 5* graders at the Little Rock School District Charter Elementary School. Table 4 PRIMARY (GRADE 4) BENCHMARK EXAMINATION FOR LITERACY: SCHOOL YEAR 1999-2000 PREFORMANCE LEVEL BELOW BASIC BASIC PROFICENT ADVANCED PERCENTAGE OF STUDENTS 86% 7% 7% 0% As illustrated in the table only 7% of the then 4* grade students was proficient in literacy. The majority of students fall within the below basic range. This can be interpreted, as the overwhelming majority of 4* grade students who entered the Little Rock School District Charter Elementary School in the fall of 2000 could not read at grade level. When the 2000-2001 test scores are available they should be compared to the test scores of the 1999-2000 4* graders. Higher test scores would be expected for the current 4th grade students at the school because of the emphasis on reading and writing. Higher test scores would indicate that the emphasis on reading and writing in the Little Rock School District Charter Elementary School is effective. The data presented in Table 5 represent the 1999-2000 school year student mathematics achievement as measured by the Primary Benchmark Exam at Grade 4 for current 5* graders at the school. As previously mentioned he current 5* graders were not in attendance at the school during the 1999-2000 school year. 10The test scores presented represent student preparation in mathematics prior to attendance at the Little Rock School District Charter Elementary School. Table 5 PRIMARY (GRADE 4) BENCHMARK EXAMINATION FOR MATHEMATICS: SCHOOL YEAR 1999-2000 PREFORMANCE LEVEL BELOW BASIC BASIC PROFICENT ADVANCED PERCENTAGE OF STUDENTS 86% 7% 7% 0% Seven percent of the then 4* grade students were proficient in mathematics. The overwhelming majority of students fall within the below basic range. This indicates that students were not proficient in mathematics at grade level prior to attending the Little Rock School District Charter Elementary School in the fall of 2000. Again, when the 2000-2001 test scores are available they should be compared to the test scores of the 1999-2000 4* graders. The test scores should be higher for the current 4th grade students at the school because of the emphasis on mathematics. Higher test scores would indicate that the emphasis on mathematics in the Little Rock School District Charter Elementary School is effective. In addition to the benchmark examinations, the Little Rock School District Elementary Charter School has an array of innovative programs and services to offer students that focus on their academic development. A variety of means exist to measure the effectiveness of those programs, for instance, the grade level reading and mathematics tests. These tests are given in the fall and spring of the year. The grade level achievement tests highlight student progress. They measure students progress over the school year. The reason for measuring the rate of student growth is because it serves as an indicator of how much progress students are making compared to themselves over a defined period of time. 11The data are presented in Charts 1 and 2. The data presented compare the growth rate of students in the Little Rock School District Charter Elementary School to similar students in the Little Rock School District and nation. In Chart 1 the grade level reading achievement growth rate is presented. Chart 1 READING ACHIEVEMENT LEVEL TEST FALL 2000 TO SPRING 2001 14 14 12 1 W X u 5I 10 i\nJ9.8! 9^1 38 ,5 Sth Grade  Charter  District National 3rd Grade 4th Grade 8 6 4 2 0 1 I 6-5 T At the 3\"^ and 4* grade levels, the growth rate exceeds those for students in the Little Rock School District and in the nation. The increases range from 4.2% at 3\"^ grade to 2.5% at 4* grade. The growth rate in both cases is significant At the 5* grade level, the growth rate is equal to those of students in the Little Rock School District students and only slightly below the national growth rate for similar students. In Chart n the grade level mathematics achievement growth rate is presented. The data contained in the chart also indicate that the growth rate for students in the Little Rock 12 School District Charter Elementary School is either higher or slightly below that of the Little Rock School District and the nation depending on the grade level. Chart 2 MATH ACHIEVEMENT LEVEL TEST FALL 2000 TO SPRING 2001 16 15 14 I 12 12-- 11.9 11 H s s s o 5 5  10 8- 4- HKbUktti ?3*r i8-7 t:: ji-ssa 1 -U. !ltp^ 'r-  Charter  District National -ipwij-jiii I 6 2 0 1 9 7 ^11, 3rd Grade 4th Grade Sth Grade I I Similar statements can be made about student performance on the mathematics achievement level test. At the 3\"* and 4*** grade level the growth rates exceed those for students in the Little Rock School District and in the nation. The increases range from . 1% at 3* grade to 6.3% at 4* grade. The growth rate at 4* grade is significant At the 5 grade level, the growth rate is 1% lower than the Little Rock School District and 2% lower the national growth rate for similar students. th 13The charter school also used the Success For All program. The program has been used in more than 1000 schools. Benefits are particularly strong for students who are at risk. This is especially the case for those students in the lowest 25th percentile of their class. The data contained in Chart 3 show the progress of students at the Little Rock School District Charter Elementary School during the 2000-2001 school year. Charts SUCCESS FOR ALL READING BY GRADE LEVEL 100%-f^ 90%-^ 80%-\u0026lt; i 1 I i u u u Oh 70%-^ 60% 50%-\u0026lt; 40%-\u0026lt; 30% 20% 10% 0% lo% l56%i l48'\u0026gt;/SpB !32%l i249i24%j  BASELINE  FIRST  SECOND  THIRD  FINAL THIRD GRADE FOURTH GRADE FIFTH GRADE I T t ! I 1 I '409]^ 'j^39J38%i I The 3\"^ grade reading scores have increased each quarter of the school year. The percentage of students reading at grade level in the 3^ grade went from 0% to 56% over the course of the school year. The 4* grade reading scores have remained fairly constant with 40% of the students reading at grade level at the beginning and end of the school year. The 5* grade reading scores have also increased from 24% to 38% during the same time period. Student reading scores have increased as a result of the Success For All reading program and other such programming activities. Those other activities include a total of 1,776 hours of staff development in such areas as Success For All, active learning with technology, experiential education, Smart Step, and cooperative learning. 14Student grades are also indictors of achievement. Student report card grades are presented in Charts 4 and 5. In Chart 4 reading grades by grade level and quarter are presented Chart 4 READING SCORES BY GRADE 60 T i I I tw H Z u Q  H b O u o t- \"Z. u u b 50-4 40 30 20 10 oJ I a 41 24624)  1 ST QUARTER READING  2ND QUARTER READING IS 3rd QUARTER READING  4th QUARTER READING C I D GRADE The number of students receiving an A and B grade increased at the same time that the number of students receiving a C grade decreased in the 4* quarter. The number of students receiving a D grade also increased. Overall, 2 more students received an A grade by the 4* quarter and 31 more students received a B grade by the 4* quarter. The number of students receiving a C grade decreased by 17, while the number receiving a D grade increased by 1 in the 4* quarter. Reading grades have continued to rise with significant improvement occurring in the number of students receiving a B grade along with the decrease in the number of students receiving a C grade. 15 Math scores have also risen with a significant increase in the percentage of students receiving a B grade. Chart 5 MATHEMATICS SCORES BY GRADE LEVEL 60 \u0026lt; ! i 50 451 a co Z I 93 O   u \u0026amp; 40 30 20-1 20 lO-l^ o4 i32l 23 6L^ -1303 UOHU i  FIRST QUARTER MATH  SECOND QUARTER MATH S THIRD QUARTER MATH  FOURTH QUARTER MATH i r i ! p8 28 B A. C GRADE D F The percentage of students receiving a B grade has increased over the course of the year, while the number of students receiving an A, C, D or F grade has decreased. Overall, the number of students receiving a B grade increased from 28 in the 1 quarter to 51 in the 4**^ quarter. The biggest decrease was in the number of students receiving a C grade. That number went from 43 to 23. There were also small decreases in the number of students receiving an A, D, or F grade. The numbers ranged from 2 to 3. The decrease in the number of students receiving an A, C, D, or F grade is offset by the increase in the number of students receiving a B grade. 16Additional data about student performance at the Little Rock School District Charter School can be glanced from results of the Math WRAT assessment. Student performance on this examination is presented in Chart 6. The examination was administered both as a pretest and posttest to students in the 3\"*, 4*, and 5* grades in the fall and spring of the 2000-2001 school year. Chart 6 MATH WRAT ASSESSMENT t i a o a \u0026gt; \u0026lt; H S o u ai a I 183 16 14 12 10 8 6 4 2 0 7.8 3RD GRADE 17.1 11.91 jl3.2 fg! 4TH GRADE 14.5 Ki STH GRADE  PRE 0POST ilO-3| 1 I T I I i I 551 Student performance as measured by WRAT indicates an increase in the average number of correct responses at all three grade levels. In 3'^ grade the average number of correct responses increased by 2.5. In 4* grade the average number of correct responses increased by 1.3. In 5* grade the average number of correct responses increased by 2.6. The final academic assessment examined is the Stanford 9 Basic Battery for the 5* grade from fall 2000. As shown in Table 7, the examination provides another view on student performance. The test was administered to 5* grade students shortly after the start of the 2000-2001 school year. The performance of the 5* graders reflects their prior academic preparation rather than their preparation at the Little Rock School District Charter Elementary School. The 17 students had been attending the school for only several weeks before the test was administered. Chart 7 STANFORD 9 NORM REFERENCE TEST NATIONAL PERCENTILE RANK BASIC BATTERY STH GRADE FALL 2000 zn H Z U O o b O w O \u0026lt; t-  u oi LaU. 90 80 70 60 50 40 30 20 10 0 100 0%-25% 26%-50% 51%-75% 76%-99% QUARTILES The test results show that 88% of the student population performed in the 0 - 25% quartile, while the remaining 12% of the students performed in the 26% - 50% quartile range. Student performance for this group represents past academic preparation efforts. This groups performance should be compared with that of the fall 2001 5* graders who were 4* graders during 2000-2001 school year. This kind of comparison would ascertain the affect of the charter school program on 4* grade students during the 2000-2001 school year. Academically, the students at the Little Rock School District Charter Elementary School have made progress. The arrays of assessments highlight this improvement in 18 mathematics and reading. The schools success is a measure of the effectiveness of the programs and services provided in the innovative alternative learning environment. Financial The program and services provided during the 2000-2001 school year by the Little Rock School District Elementary Charter School cost $1,413,842. The monies were spent in the following areas: $735,100 (52%) for staffing, $224,263 (15.9%) for Student Transportation, $175,000 (12.4%) for Construction \u0026amp; Repairs, $174,411 (12.3%) for Materials \u0026amp; Equipment, $99,886 (7.1%) for Staff Development Training \u0026amp; Curriculum Improvement, and $5,182 (.3%) for administration and operation of the charter school. Even in an otherwise well-conceived and fairly funded charter school the need to purchase textbooks, instructional materials and supplies, computers and equipment as well as provide for the staff development training needs of staff can make it appear to be an expensive venture. Given the singular nature of several of the expenditures, for instance construction \u0026amp; repairs, the overall cost of operating the Little Rock School Distnct Charter Elementary School should decrease during the remaining years of the charter school contract. Also, in comparing the start up cost of the charter school to similar schools a more reasonable comparison would be with other elementary schools in the Little Rock School District, North Little Rock School District, or Pulaski County Special School District that have opened within the past three years. Just like in these schools the initial cost is hi^ but tends to decrease over a period of time. Another comparison could be made between other schools in the Little Rock School District that are serving students with special needs such as the magnet or incentive schools. Conclusions Virtually all charter schools have had to overcome obstacles during development and implementation. The barriers range from lack of start-up funds, lack of planning time, inadequate operating funds, inadequate facilities, state or local board opposition, internal conflicts, hiring staff, acquiring enough students, determining the right mix of programs 19and services, accountability requirements, and community opposition While not all of the barriers apply to the Little Rock School District Charter Elementary School, some did. They include barriers associated with sharing a building, staff cohesion, acquiring enough students, accountability, and meeting the needs all the needs of students who are academically, socially, and behaviorally challenged. The ability of an organization to respond to these barriers can be somewhat quantified by examining student demographic and academic data. The data indicate some areas of success and challenges. Another way of quantifying the organizations ability to respond is by examining the diligent and commitment of staff to provide for the fully array of students needs. The many hours devoted to staff development and volunteerism is an indicator of the stafFs diligence and commitment to students. Still another way to quantify the affect of the Little Rock School District Charter Elementary School is through the stakeholders most impacted. Those stakeholders are the parents and children. The overall impact of the charter school can best be summarized by the responses attained from a survey given earlier in the school year to parents, students, and staff at the school along with parent comments at the end of the year. Consensus about the importance of curriculum, instruction, staff development, and parental involvement is apparent in the results\nhowever, it is the comment by one parent that clearly illustrates the impact of the Little Rock School District Charter Elementary School to all stakeholders. To quote, The benefits that my child received from being in the program can not be understated. He is better as a result of being at the charter school. \u0026gt; 20zXrkansas Democrat (gazette FRIDAY. NOVEMBER 12, 1999   LRSD sets hearing on charter school The Little Rock School District will host a public hearing at 6 p.m. Tuesday in the board room of the district administration building at 810 W. Markham St. Information will be provided and comments will be accepted on a proposed elementarj- charter school to provide an alternative educational setting for grades 3-5. FRIDAY. JANUARY 14, 2000  Board studies proposals for 2 LR charter schools  BY CYNTHIA HOWELL ARKANSAS III MIX RAI-liAZI.I 11 Lillie Rock could become home to two charter schools by next fall, one operated by a nonprofit agency and the other run b,v the cily'.s school district. Members of the Little Rock School Board discussed both charter proposals Thursday at a lengthy meeting where they also hired Don Stewart into the new position of chief financial officer and Gai'y Smitli was promoted from interim director to director of the district's division for exceptional children. Meanwhile, outside the meeting room in the districts administration building, George Ward, 39, a teacher, was sei-ved with a warrant and arrested by Little Rock police on a misdemeanor assault charge arising from allegations that he struck a pupil last November at Mann Magnet Middle School. Ward, who was suspended and recommended for firing after occurrence, had'appealed the firing and was at the administration building waiting for a board hearing. He was expected to argue that he did not strike the pupil. He was released from police custody later Thursday. School Board members, who were oblivious to tile aiTest until afterward, took no action on Wards appeal. The board voted to support the submission of its charter school preposal to the Arkansas Board of Etbucation, which has the final authority to approve charter schools foi\nthe coming year. State officials had notified the district that they needed the boards endorsement of the district plan to evaluate the merits of 13 charter school proposals from across the stale. .The Little Rock plan is for a residential alternative school for 120 third-, fourth- and fifth-graders. The proposal is modeled on a similar. program al Joseph Pfeifer Camp in west Pulaski County. The district has made short-tenn assignments of troubled pupils to llie cadip for the 12 yeais. The proposed charter school is a longer-term program for pupils who are achieving below their grade level, are often absent and have poor social skills. . The academic portion of the program would be at Badgett Elementary near Little Rock National Airport, Adams Field. The daily cun iculum would resemble that in other district schools, but at the end 'of the nonnal classroom day, pupils would participate in an experiential education cuiTiculum concentrating on trust-building activities, team building and service. ' For six weeks out of the school year.  two in fall, two in winter and two in spring  pupils would stay ovcniiglil at Ilcilcr Camp to participate in activities and ac- quire outdoor living skills. 'Pile projected cost of the prois $1.42 million, which gram amounts to about $1 l,tf4a per child. The district would use the regular slate funding it received for the stu- denhs, as well as federal 'fille 1 and special education funding for eligible pupils and funds now paying for students using day-lrcatmcnt facilities. Organizers of the proposed Wings of Eagle Charter School Academy seek School Board endorsement for their program for KX) children, ages 4 and 5, in preschool and kindergarten. The school organizers are Clarence and Charlesetla Harville and their Lighthouse Center Inc., which operates five In His Image Child Development centers in Little Rock and North Little Rock. Clarence Harville would serve as the chief education officer for the charter school, which would be housed in ti Lighthouse Center facility at 6402 Butler Road, near 65th Street in southwest Little Rock. The purpose of the academy would be to develop effective reading, social and behavioral skills in socioeconomically disadvantaged children while helping them enjoy learning through a wide range of experiences. Activities would include discoveiy projects, technology, art, music, movement, drama, dance and games. William Broadnax, a Little Rock ... district administrator who also * owns an educational reform con- , suiting firm, told the board the charter program will prepare children and their pareiiLs for success in public schools starting in the fiist grade. Broadnax said planners arc seeking shale charter school funding for both the prc-kindergarten and kindergarten children. If the preschool program is ineligible for state funding, since state funding for pre-school programs is limited, organizers will seek grants and donations to finance it. The school would operate year- round under the direction of a seven-member board of directors, the president of which i,s DeMarco Bell, an investment banker at Crews \u0026amp; Associates. Ollier members will include communil,v members, academ.v parenhs and an academy employee who is not an administrator. The district's new chief financial officer. Slewart. lias been the assistant superintciulcnl for business in the Pulaski Counl.v Special School District for almost H years.CM o CM Wednesday, January 9, 2002  Arkansas Democrat (gazette Copyright  2002, Arkansas Dsmocrat-Gazene. Inc. Huckabee unveils Next Step lEbr schools (0 c fij Educ nation reform strategy empl lasizes accountability BYSETH BLOMELEY ARKANSAS I )EM0CRAT-GA2ETTE Teacher pay should be tied to perform\nince and students who dont f\nraduate from college shouh 1 be forced to re-fund their :\ntate scholarships, ---------------------------------- ---------- Gov. Mike Huckabee said cost up to $1 billion a year to Tuesday in his education reform plan. In a 30- cninute speech, he lamented ti tat Arkansas public schools do n't adequately prepare stude Cits for college and that Alkans, as workers earn less than others because of their education lev- sis. Huckabee compared educ ating children with hunting de ?r. If a kid gets out of the 12th grade and d oesnt know how to spot a locati ion on the map, if he cant make simple change from a $5 bilL if J ae cannot put a sentence toge! her, its not like we can say doi It worry about that, well just r eload and send her back throu gh, Huckabee said. Weve onily got one shot. Im afraid man] / times we have mis-fired. The go\\ 'emor didnt have a price tag f or his plan, nor did he offer a way to pay for it. He said he would worry about that later, that the first goal should be :{o figure out what the state ne :eds. He expects education to be the major issue when the Legislature meets in 2003. The spiech to the Rotary Club of Lil rtle Rock comes almost ei^t months after Pulaski County (ircuit Judge Collins Kilgore ruJed the states edu- SUMMARY of Huckabee's education proposals. Page 6B. cation system funding inadequate and inequitable. Witnesses in the case said it could reform the system. Huckabee disagreed with the ruling, and the state has appealed it to the state Supreme Court. Huckabees plan, called Next Step, includes:  \"Simply this: Align pay with performance. Better teaching means better pay. Productivity is rewarded everywhere except public education where everyone walks in and gets the same paychecks.  If a state college has to remediate a child who has graduated from high school, then well send the bill to that high school and say we want our money back for the cost of remediation.  We may have created a level of expectancy, and even dependency and entitlement with Academic Challenge and Governors Distinguished scholarships. Recipients would have to pay back their scholarships to the state if they didnt graduate in six years, barring acceptable extenuating circumstances.  Expanding academic requirements, including mandating four years of math in high school.  \"The state will have to intervene if local districts dont See EDUCATION, Page 66 Gov. Mike Huckabee (left) and former Gov. Frank White laugh Tuesday Arkansas Democrat-Gazette/RICK McFARLAND in Little Rock. Huckabee announced an education reform plan that enduring the Rotary Club of Little Rock luncheon at the Doubletree Hotel phasizes accountability from schools and students. School reform plan gets mixed reactions BY SETH BLOMELEY ARKANSAS DEMOCRAT-GAZETTE Gov. Mike Huckabees education reform plan won limited approval in first responses from legislators and educators Tuesday. There were questions, too, including Little Rt^k School Superintendent Ken James concern about the plan to expand charter schools. Charter schools, in some cases, allow a private organization to start a school with state monFM- \u0026lt;4 ey. Potentially, it could take away students we cant afford to lose, James said. But he was glad to see Huckabee focus on strengthening academic requirements, particularly in high schools. Most high school students have finished their core courses at the end of their junior years, James said. We say we have four years of high school but we really dont, he said. James said he was glad to see the governor talking about pay for performance among teachers. He said Little Rock has applied to a private foundation for teachers to receive incentive pay. One thing absent from Huckabees eight-pronged plan was school district consolidation, something former Gov. Jim Guy Tucker tried but failed to accomplish. Somebody one of these days is going to have to stand up and say 310 school districts is too many said state Sen. Bill Gwatney, D-Jack-sonville. But the governor's not going to propose that  hes run-ning for re-election. This state cannot afford 310 school districts. Stacy Pittman of Little Rock, chairman of the Arkansas Blue Ribbon Commission on Public Education, said if the governor wants equal opportunities for Arkansas students, some school districts may have to consolidate with other districts if they cant provide services that another dis- See REACTION, Page 68 Reaction  Continued from Page 1B trict provides. Offering additional curriculum in districts, thats going to cost money, Pittman said. Weve got some decisions here. Pittman expects her task force, which is studying education issues in light of a court order declaring Arkansas public school funding inequitable and inadequate, will have a report ready by May. Huckabee has said the schools are adequate and equitable. The state has appealed the ruling to the state Supreme Court. Kellar Noggle, director of the Arkansas Association of Educational Administrators, said Huckabees plan and ideas from the I commission should be considered in depth. We all want good schools, he said. , But Noggle said he wonders what Huckabee means by seeking to tie the Teacher Fair Dismissal Act with student academ- ic performance. This could mean -- that teachers could be fired if plan was a surprise. their students fail, he said. Noggle said the Fair Dismissal Act was reworked during last years legislative session. He said school boards and the Arkansas Education Association reached a compromise that stripped some of the technical requirements that hindered teacher firings. I guess my first reaction is I dont see a lot of new material, House Education Chairman Olin Cook, D-Russellville, said of Huckabees plan. Senate Education Chairman David Malone, D-Fayetteville, said many of Huckabees ideas have already been tried, like giving more funds to charter schools and giving teachers raises. He said those ideas didnt work because there wasnt enough money. Malone said it was interesting that Huckabee was calling for better school report cards. He said the Legislature already approved such report cards. If the current report cards arent good enough, he said, that must be the Huckabee administrations fault becau^ the Department of Education is under the governors authority. Huckabees plan, Malone said, comes across as a top-down announcement that this is what were going to do. Top-down doesnt work very well. Luke Gordy of Van Buren, a member of the state Board of Education, said hes not aware of anybody on the board Huckabee contacted for input. James, of the Little Rock district, also said the Education  Continued from Page 1B handle their money well or properly educate children.  Starting a state high school in Hot Springs for children gifted in the arts. This would be in conjunction with the Arkansas School for Math and Sciences. We need a statewide strategy for students to become proficient hi the arts.  Remove all remediation classes from four-year colleges because thats more expensive than remediation at two-year colleges. Senate Education Committee Chairman David Malone, D-Fay- etteville, who was not present for the speech, predicted legislative hearings this year on education reform. But its unclear who will drive legislative education policy in 2003. Malone and House Education Committee Chairman OUn Cook, D-Rus- sellville, are both term-limited from seeking re-election to their positions. Both Malone and Cook said Huckabees speech was a surprise to many legislators and educators. Im just puzzled by the process because in times past when Ive seen a consensus built to get some of this stuff done, its been done in a different way than the governor announcing a secret plan and then legislators finding out about it through the newspapers, Malone said. Cook wondered if the Huckabee plan was partly fueled by 1 the recent announcement by . businessman Jackson T. Steve Stephens of Little Rock that he i wouldnt challenge Huckabee in the Republican primary this year. What drives it is what the governor would hope drives Mr. Cook  a desire to see Arkansas schools improve, Huckabee spokesman Jim Harris responded later. Stephens in the past has pushed for school accountability, which is heavily emphasized in the Huckabee plan. Huckabee hasnt said if his plan was influenced by Stephens. Some elements of the governors plan were similar to ideas recommended in 1998 by the Murphy Commission, a conservative think tank that Huckabee embraced early as governor and of which Stephens was a leading architect. Huckabee did not embrace some of its other ideas, such as having 134 administrative units to handle the states 310 school districts. Huckabee predicted lots of criticism of his plan. Weve had far too many people willing take no steps rather than the next step, the governor said. Let the cynics do their job and the critics be the critics. But let me tell you, no one has ever erected a statue to a critic or to a complainer. But he said after the speech that a final education reform plan will be crafted with the help of the Legislature and the Arkansas Blue Ribbon Commission on Public Education, which was created by the last legislative session and is holding hearings in response to Kilgores ruling. Several officials who will have a hand in shaping the states education plan were at the speech. They included Stacy Pittman of Little Rock, chairman of the commission\nRich Nagel, executive director of the Arkansas Education Association, a teachers union\nand Ken James, superintendent of the Little Rock School District. Pittman said the commission is studying many of the same ideas. The true test will be devising a way to implement a plan which also satisfies the court order, which she expects to be upheld, she said. WEDNESDAY, JANUARY 9, 2002  Summary of Gov. Huckabees proposals for education reform ARKANSAS DEMOCRAT-GAZETTE Gov. Mike Huckabee's summary of bis education proposal: PROFESSIONAL STAFF ACCOUNTABILITY AND COMPENSATION Develop and implement a system which bases continued employment and increases in compensation to student progress and market demand:  Reward all certified staff (teachers, specialized staff and administrators) with annual salary inceases based on specified accountability measures appropriate for their duty areas.  Employ appropriate arxJ timely measures for certifted staff who do not meet accountability criteria. Revise the Teacher Fair Dismissal Act to provide proper balance between protection of acaidemic freedom and academe performance of students.  Offer stipends or additional pay to certified staff in shortage areas such as mathematics, special education, foreign language, science, English as a : second language, or for academically distressed schools. Continue and expand incentives for teachers such as National Board Certification and increased compensation for teachers whose students show significant measurable academic improvement.  Establish professional development requirements for teacher educators based on state curriculum frameworks and statewide education initiatives.  Increase accountability for retention and graduation of students at the postsecondary level.  Reorganize state scholarships as loan/scholarship funds in which failure to graduate in six years would deem it a loan. Graduation within six years would result in the loan being classtfied as a scholarship with no repayment (Allow waivers for extenuating drcumstarices.)  Expand the alternative compensation programs for teachers, such as the Teacher Advancement Program, across the state.  Promote the awareness of the School Workers Defense Program. ACADEMIC STANDARDS, CURRICULUM AND TEACHING t ! METHODS ' . - Implement a system which better assures that all students have equal opportunity to achieve:  Restructure the current Arkansas testing system to include annual spring testing, creating valid student academic achievement growth comparisons from year to year and reporting results to stakeholders and taxpayers.  Monitor schools more closely to assure consistency in what is taught and what is mandated within the state standards. An even more intense level of assistance would be provided in staff development on student performance through the Smart Start and Smart Step initiatives.  Continue and expand the RAfHWISE teacher preparation program by creating a network of educators who specialize in successful delivery of standards in Ihe dassroom, who would become mentors in their own schools to assist other teachers.  Expedite and expand the process of the Arkansas Comprehensive Testing Assessment and Accountability Program, which allows the state to intervene more quickly when districts are not performing academically or fiscally.  Require schools to set consequences for individual student accountability on testing.  Increase the course requirements for all high school graduates to demonstrate a level of rigor throughout the entire high school experience. (Example: Four math units would be required for all students.)  Expand opportunities for local collies to offer concurrent credit in the high schools with a goal of enabling high school graduates the ability to have earned an associate degree by the end of grade 12.  Establish higher entry criteria for four-year colleges and universities.  Offer remedial courses through the two-year colleges only.  Align the curricula for high school courses, two-year colleges and four- year universities. COMMUNICATING RESULTS TO AU STAKEHOLDERS Expand the Arkansas School Report Card system, which assures parents, businesses patrons and educators receive current comparison infomiation across the state, as well as school-to- sctraoi and district-todistrict comparison.  Provide useful, timely academic performance data specifically concerning students, class (grade level), classroom teacher, and school to parents and educators.  Continue to expand the current annual report card to parents, businesses and constituents, including current comparison information across the state, as well as school-to-school and district-to-district comparison. Improve the communication and understanding of needed course requirements for high school students to graduate and enter postsecondary schools:  Improve the communication and un- derst^ding of needed course requirements for high school students to graduate and enter postsecondary schools. Guidelines for this process would be established for all high school counselors.  Develop relationships between college recruiters and high schools. BROADEN THE STATES CHARTER SCHOOL LAW Increase the methods which enhance school choice alternatives for parents and students:  Increase the number of open enrollment charter schools allowed by law.  Develop facilities funding for charter schools.  Continue to give charter schools flexibility, but hold them to rigorous performance standards.  Encourage more organizers to be authorizers such as colleges, universities and nonprofit organizations. FINANCIAL REPORTING Implement a user-friendly standardized accounting system for all school districts, which is easily understood by constituents:  Spending categories would become part of the accountability program for school districts.  Results would be published as part of the Arkansas School Report Card information provided to parents and patrons.  Establish standards determining percentage at district funds which must be used for actual classroom instruction. IMPROVED PRESCHOOL AND HEALTH CARE ACCESS FOR CHILDREN Implement expanded educational opportunities for pre-school including emphasis for reading and access to heith and dental care:  Assure access to Head Start, ABC or other education-based quality preschool programs.  Increase phonics-based reading opportunities for pre-school-age children.  Increase adult literacy to assist in creating an education Wendly environment for children in the home.  Increase readiness to learn by improving access and utilization of basic health care, with attention given to visual, aural and dental health as well as basic health care. INCLUSION AND EXPANSION OF BROAD-BASED OPPORTUNITIES FOR STUDENTS IN THE ARTS Develop and implement a statewide strategy to assure students of opportunities to become proficient in music, the visual arts, theater or other fine arts:  Expand standards far music instruction for children in K-12.  Develop a residential high school for exceptional high school students in the performing and fine arts in conjunction with the Arkansas School for Math and Science.  Establish standards for access for all students for visual arts and theater. DEVELOP PARTNERSHIPS BETWEEN BUSINESS, INDUSTRY, POSTSECONDARY SCHOOLS, WORK FORCE EDUCATION AND PUBLIC SCHOOLS Expand courses at the high school level that would enable students to develop work force skills needed in todays technological environment  Make programs such as Environmental and Spatial Technology and CISCO [a computer company] available in all high schools.  Provide more opportunities for postsecondary schools or Workforce Education's technical institutes to participate with high schools in special training progams.  Expand partnership betw^n public schools and teacher education programs to create more classroom experiences for teachers-in-training and more opportunities for insfructors/pro- fessors to interact with students in public school classrooms.\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":"htxo_htxo_civil-rights","title":"Civil rights","collection_id":"htxo_htxo","collection_title":"Handbook of Texas Online","dcterms_contributor":null,"dcterms_spatial":["United States, Texas, 31.25044, -99.25061"],"dcterms_creator":null,"dc_date":["1999/9999"],"dcterms_description":["Online encyclopedia for Texas.","Civil rights-related articles include: Adair, Christia V. Daniels -- Anderson, Pearl Carina -- Association of Southern Women for the Prevention of Lynching -- Aycox, Nanie Belle Jenkins -- Beaumont Riot of 1943 -- Black codes -- Brooks, Marion Jackson [Jack] -- Civil Rights -- Craft, Juanita Jewel Shanks -- Dent, Jessie May McGuire -- Dodd, Frederica Chase -- Durham, William J. (1896–1970) -- Education For African Americans -- Election Laws -- Eusan, Lynn Cecelia -- Ewell, Yvonne -- Fair Employment Practices Committee -- Farm Tenancy -- Flanagan, Minnie A. -- Fleming, Arizona -- George, Zelma Watson -- Gilliam, Kathlyn Joy Christian -- Glass, Willie Lee Dorothy Campbell -- Grovey, Richard Randolph (1889–ca. 1960) -- Howell, Hortense Brooks -- Jordan, Barbara Charline -- Jordan, Frank H. -- Ku Klux Klan -- Lawson, Audrey Ann Hoffman -- LeRoy, Erma DeLoney -- Lipscomb, Albert Louis [Al] -- Lynching -- Malone-Mayes, Vivienne Lucille -- Mansfield School Desegregation Incident -- Morton, Azie Taylor -- National Association For the Advancement of Colored People -- Nixon, Lawrence Aaron (1883–1966) -- Richardson, Thelma Elizabeth Page -- Rolla, Lenora Butler -- Segregation -- Smith, Antonio Maceo (1903–1977) -- Sutton, Alexander Carver, Sr. -- Sutton, Garlington Jerome -- Sweatt v. Painter -- Sweatt, Heman Marion (1912–1982) -- Tasby, Sam -- United States v. Texas -- White Primary -- White, Lulu Belle Madison -- White, Thelma Joyce -- Williams, Maude Evangeline Craig Sampson -- Williams, Roy Herdine -- Yerwood, Joyce"],"dc_format":null,"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Texas Historical Society"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights movements--Texas","Texas--Race relations"],"dcterms_title":["Civil rights"],"dcterms_type":["Text"],"dcterms_provenance":["Handbook of Texas Online"],"edm_is_shown_by":null,"edm_is_shown_at":["https://www.tshaonline.org/handbook/entries/civil-rights"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["articles","encyclopedias"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_306","title":"Communities in Schools of Little Rock, Incorporation","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":["1999/2002"],"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","School improvement programs","Civic leaders","Educational planning","Parents","Students","Teachers"],"dcterms_title":["Communities in Schools of Little Rock, Incorporation"],"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/306"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District 810 West Markham Little Rock, AR 72201 RECEIVED New Futures Department JAN 2 6 1999 OfflCE OF Desegregation Monitoring DATE\nJanuary 25, 1998 TO: Middle School Steering Committee FROM: Li Young, New Futures Liaison and Restructuring Director RE: Communities in Schools Program Please find enclosed a copy of the Communities in Schools Program Standards that were requested at the steering committee meeting.Appendix C QUALITY STANDARDS aSCBWSS 59 cmccQf OHSSGREGAriCS LOCAL PROGRAM STANDARDS REVIEW INSTRUMENT c-1CIS LOCAL PROGRAM STANDARDS REVIEW (Note ll.at asteiiskcd standards denote tliose that have a different interpretation when applied in the coinprehens.ve strate^ context parentlietical phrases iininediately following each of tlie standards in question) These dilleieiices aie uuthned in mWMMI coMMpm L GOVERNING BOARD 1 2 3 The local CIS board of duectors has adopted a Mission Statement that is coosiateot in content and spirit with national CIS mission. The CIS program is incorporated as an independent, non-profit corporation, or the CIS program operates under the auspicea of another non-profit corporati^^_____________ CIS programs that operate under the auspices of a corporation that is not chatted as an independent CIS non-profit corporation must meet the following conditions: Copy of Mission Slilenienl Copy of corporation charters Copy of Mission Statement, resolution, or amended by-laws a The corporations mission and that of CIS are essentially the same, or the corporation has adopted a resolution amended iu by-laws to reflect the or corporations commitment to the CIS mission. b The corporation has amended its by-laws or adopted a resolution of corarmtraent Io the operation and financing of the CIS program. Copy of by-laws or resolutionCIS LOCAL PROGRAM STANDARDS REVIEW (Note dial asterisked standards denote diose that have a different inlerprelalion when applied in the comprehensive strategy context These dilfeiences aie outlined in parendiclical phrases uiiniedialely following each of die standards ui question). I *' COMMENTS c. The CIS advisory board and the nonprofit corporations board of director* together form the CIS goveniing board. The CIS advisory board and the ceqaaratioQ have * written agreement that specifies the mutual and individual responaibilifies of each board to ensure that the program will meet national CIS Standards. (See page 12, 1-3C for clarificatioo). I 2 Advisory Board or CIS Committee rosier Copy of agreement d. The CIS advisory board develops and operates under its own by-laws. Copy of by-liws 4 Tlie CIS programs name is Communities In Schools of (the name of the city, community or county where it operates) (e g.. Communities In Schools of Chicago). For programs that have used different names and logos, there should be a plan to use and incorporate the national name, logo, and tag line in the aforementioned format Copies of letterhead, brochures or plans for new letterhead and brochures 5 6. The non-profit governing corporation has on file a written determination from the U.S. Internal Revenue Service and llio state aullioriiy certifying that its tax exempt status, classifications and numbers - copies of which have been sent to the national CIS headquarters. The CIS board of directors or CIS advisory board is organized into workmg committees as specified m the boards by-laws 1 2. 1 2 Copy in file Confirmation from CIS, Inc. Board roster willi ofTicers and coininittoe membership Committee reportsCIS LOCAL PROGKAM SI ANDARhS REVIEW (Note dial aslerisked standards denote diose dial have a different interpretation when applied in the comprehensive strategy context *  t  r . . I. . i.. 11A n I f kd el tt 11/1 aril e 111 n I lur'l i/in t These dillereuees aie uulhtied ill pareridielical phrases iinniedialely following each ol the standards ui question) 1 The CIS corporations board of directors or die CIS advisory board includes members from the public, private, and in4^\u0026gt;eo4otd sectors 8 CIS board members participate in board orientation and continued board development. and/or sign off on, receiving packets of information regarding training materials provided by sUte, local, or national CIS organizations. (See page 13,1-8 for clarification ) u JSL COMMKNTS Board roster with members professional employer and title I. 2. 3 CIS state or national trainmg records or Member's certificate of participation Members signature mdicating receipt of board development materials It is recommended that board members attend additional sUte and/or national training opportunities II. BOARD RESPONSIBIUTIES 1 The CIS governing board, with the program director, has adopted and implemented a three-year strategy to secure public and pnvate fiinduig and community resources to meet its budgetary requirements. I 2. 3 4 A copy of die strategy plan flic governing board collectively secures sufficient funds and resources required to meet its annual budget A copy of the annual budget widi income sources Income sources m die annual budget should reflect broad-based suppoit 2. The CIS governing board has approved a current armual program operations plan and budget ___________________________ Copy of approved cuncnl annual program operations plan and budget on fileC IS LOCAL PROG KAM STANDARDS REVIEW (Note dial asterisked standards denote those dial have a difl'ereill interprelalioii when applied in die comprehensive strategy context parendiclical phrases immediately following each of die standards in question) t hese dilVereiiees are uulluied in mn MSI ...\u0026gt;a. 3 The cunenl annual program operations plan, as adopted by the CIS governing board, presents goals and objectives that are related to the needs of the studenU for whom the program is intended. This plan includes targets or objectives for the brokering of services and for repositioning staff from community agencies and organizations Io meet identified program intervention needs. A copy of the current annual program operations plan 4 5. 6 7 The CIS governing board has secured the sanction of the school district or superintendent to operate a CIS program in conjunction with the school districts schools. The CIS governing board and the appropriate CIS state program have signed a Leiter of Agreement that includes the provisions stated in Appendix A, Letter of Agreement between a stale CIS Program and a local CIS Program. Where there is no CIS Suie Program, the CIS govemmg board and the national CIS, Inc. have signed a Letter of Agreement lliat mcludes provisions stated in Appendix A, Letter of Agreement between CIS nalional/regional and a local CIS program The CIS programs governing board has designated an individual to manage the programs operations who is responsible Io the CIS governing board. The CIS governing board provides the CIS program a main or central office facility Copy of statement of school district official report, or evidence of school districts support Signed Letter of Agreement from state CIS or CIS national I 2 I 1 Executive Directors name, employment status, position description Orgaiiuational chart T On-site observation Address( IS LOCAL PKOGKAM S l'ANDAUDS REVIEW IN I ili.i asterisked slandaids denote tl.ose tli.t have a dilferent interpretat.o.i when applied tn tlie comprehensive sttale^ context These diff (Note tliat asterisked penUielical plirases immediately following each of tlie standards in question) leieiices aie uulliiicd UI .OS 8 The governing board has established policies for. a. b c. d e. f g h personnel management liabihty coverage development of t strategic (Umg-range) plan development of operational plans training and staff dcvelopmenl fiscal controls program evaluation development of a funding and resource 1 1 3. Policy/personncl manual Copy of insurance contract Copy of plans 9. 10 11 plan ____________________ The governing board keeps written records on file of iu official activities._____________ The governing board renders an aimual program report that includes a report on progress toward achieving each adopted program goal and objective and files annual reporU with sUte and regional/national offices. _______________ There is an independent annual audit of iu programs financial records (or limited review in the case of programs with smaller budgets - see glossary for definition) which shall be reviewed by the CIS govemmg board. _____  IIL LETTERS OF AGREEMENT Tlicre IS a Letter of Agreement between CIS if one exists, and nationaiyregional, state program as in section II, Hi} CIS local programs (same Board minutes on file 1 2. Annual report on file Confirmation from state and iiational/regional offices Audit report on file Lelterts) of Agreement on fileCIS LOCAL PROGRAM S TANDARDS REVIEW (Note that asterisked standards denote those tlia. have a different interpretation when applied in the comprehensive strate context (Note Uiat asterisKco p.rentlietical pluases inimediately following each of the standards in question) These dillereiiees ate uiilliiteil in statiminto^ INOICAIORS CO M MINTS V. PROGRAM MANAGEMENT 1 2 3 4 Tlie executive director prepares a cuneol annual program operations plan and budget for the approval of tlie CIS governing board. The executive director, with members of the CIS governing board, prepares and unplements an annual fund-raising and resource development plan. ______________ The executive director, with the CIS governing board, develops the CIS long- range strategic plan at least every five years. Key components of this plan include the following: a. assessment of internal program capacity as well as the external enviroiunent, b statement of vision and mission, c. identified goals, objectives, timeluies, responsibilities, and appropriate measures of success. (Note thst this plan may contain within it the resource development plan called for in section 11, # 1)______________________ The executive duector prepares periodic reports for the CIS governing board on program finances and resource development, tlie operations of the local CIS projects, and such other topics as requested by the governing boarU_______________________ Copy of ciurent annual program operations plan and budget on file (same as in section II. #2 and #3) Copy of tlie plan which idenlifies public, pnvale. state, and federal fund-raising and resource acquisition strategies Long-range sUategic plan on file Copies of board reports on file(Note diat 5 6 7 8 9. \u0026lt; IS LOC AL PROGRAM S I ANDAKhS REVIEW asterisked standards denote diosc diat have a diflcreiit iiileiprelalion when applied in die parendietical plirases coini uiunediately following each of die standards in question) The executive director has formed a management team with specified individual responsibihlies for supportmg project operations, mdudmg the development and coordmalion of services for studenU al the project sites ____________________ The CIS program has reached agreements with local community agencies or organizations to provide health services, human development services, and/or educational support services for studenU and families associated with CIS project sites The CIS program operates at least one CIS proiect that is servmg studenU al the site and has met project. all national standards for the CIS The CIS program has a site coordinator for each CIS site The site coordinator is iponsible for the coordination of services resp------ for youth and families associated with one more CIS sites. or The CIS program has implemented a uniform student records system at all sites to momlor StudenU enrollment, participation in services, and performance outcomes. (In the case of a comprehensive strategy, the program has a standardized system to monitor student participation in services, and die impact of the repositioned service on the students it serves.) ipreheiisive slralegy eonlexl I liesc dillcrciitcs aie uulliiieJ III 1 2. Personnel chart on file Job descnplions on file Letters of Agreement on file or Leiters noting decisions and/or agreements Documentation on file School site coordinators name, job description, and school site on record Data collection system in place and available for review( IS LOCAL PROGRAM S l ANDARDS REVIEW (Note tlial asterisked standards denote tliose that have a different inlerpretalion when applied in tlie comprehensive strategy context 1'hcsc dilleiences aie uutlincd in parenthelical phrases linniediaiely following each of tlie standards m question) B COM MENIS *10 The CIS program monitors and reports at a inininiiun the CIS students' dropout rales, attendance, disciplinary actioiu (wherever available), and promotion/graduatiiMi rates. The CIS program may monitor and report on any otlier indicators that are appropriate. (In the case of a comprehensive strategy, the program will monitor the same indicators for the entire student body.) I 2 Sludeiil records on file Reports on file 11 The CIS program ensures all reasonable criminal background checks are conducted and government clearance reports received on all CIS employees and volunteers who have direct contact with students prior to their invofvement with any student Records in personnel files 12 The executive director provides required periodic reports to the programs funders, partners, and the appropriate CIS state, regional, or national office. Periodic reports on file in state/regional/national offices 13 Within their first six months on the job, all new CIS executive directors will participate in appropriate training conducted by the state or national/regional CIS. Training will be based on the national CIS manual or a substitute course approved by the state or national CIS organization It is recommended that ail executive directors attend trainmg al the CIS Traming Institute. 1 2 CIS national or state trauiing records Traming certificate 14 All CIS program staff (hired, repositioned, assigned, and volunteer) will participate in at least one in-service traming per year as defined by local, state, or regional/national CIS Training records/certificate on fileCIS LOCAL PROGKAM S I ANDARDS REVIEW (Note tli.l asterisked standards denote tliose that have a diflereiil inlerprelation when applied in the comprehensive slralegy conlexi parentlietical plirases immediately tollowing each of tlie standards in question) These dilleieiices aie oiilliiied in W INWCATOBS COMLMKJSrrS V. PROJECT OPERATIONS A. Project Operationi: PROJKCT PARTICIPATION 1 2. 3 The program's policy is that studenU choose to participate in the CIS program except in certain disciplinary settings (e.g., far adjudicated youth). A signed consent or contract agreement is on file for each CIS-enrolled student. (In the case of a comprehensive strategy, this standard may be omitted.) An agreement is signed between assigned and repositioned staff and the CIS program that outlines expectations and the staff member s desire Io participate in the CIS program. The agreement is part of the staff members personnel file. Copy of written policy statement and consent form Signed consent forms on file Agreements m personnel files B. 4 Project Operations: PLANNING The project site staff, with designated program management staff, develop and implement the annual site operations plan of services. _______ Annual site plan on file 5. The site operations plan is based on the needs of the students enrolled al that site and tire CIS programs adopted goals and objectives for smdcnl achievements____________ Review of plan I6 1 8. 9 (Note that asterisked CIS LOCAL P . .1 1 IP ilu.se that have a different uilerpretation when applied in standards denote ,..edialely following e...: Project site staff monitor overaU student . .. J ctiiH^nt OBfllCIOMtiAO UI rivivv* ----------------- , . . needs and overall student participation services to identify needed changot in services Project directors will participate m CIS orientation traiiung provided by local, sta or regional staff prior to beginnmg wort at the school site Orientation training b based on CIS orientation training packoU developed by CIS national. __________ /JI project duoctors will participate in approprute trainmg provided by local, state, ^PLiinnaVremonal staff at bast once a ye^r For each CIS student outcome objective m Ihe operations plan, one or more interventions are provided at the site to address that outcome. (In the case of a comprehensive strategy, replay C^ outcome objective\" with student body outcome objective .) C. Project Operathm.: StRVlCtS FOR studfnts and families 10 Tlie project site mamtams a positive, caring P that encourages student success environment 11 The CIS staff ensures pareni/farnily and mvolvemenl activities are planned and ROCKAM S'l'ANhARDS RLVILW the comprehensive strategy context each of llic standards in tiucslion) Records of monitoring on file Documentation on file I 2 CIS stale or national records Certificate of attendance List of outcome objectives and the conespondmg services tliat will support the attainment of tliose objectives Students can name one or more stalf members and/or volunteers with whom tliey feel comfortable talkuig_________ Documentation of parent conferences, home vuits or oilier activities involving parents________________________ 11,CSC Jillereiices ate outlined iii commentsCIS LOCAL PkOGkAM S'l ANhARDS REVIEW (Note that asterisked standards denote those that have a d.llerei.l uiterpretatio.i when applied in the comprehensive strategy pareiitlietical phrases unmedialely following each of Ilie standards ui question) eonlexl These dillereuees aie utillined in 12 13 On-site program intervention included in the site operations plan are provided in accordance with service guides or plana that describe\ntlie studenU who are intended to participate, the activities and/or services that are provided, staff requiremenU\nand the objectives of each intervention.__________ As outlmed in the site operations plan, the CIS project provides access to a comprehensive array of services to aiUtess the needs of studenU and their families such as: a health services b other human service delivery c educational support services d counseling c. life skills sclivities f parental/family support and strengthening and/or parental involvemcnl g. career development h recreation and enrichment i. juvenile justice services j. community-based programs (e g., extended day programs, summer programs, family resource centers, etc ) I 1 1. 2. 3. 1 JSOW Review of site operations plan Documentation of provision of services List of available services, contacts Record of referrals Record of activities COMMtNT\u0026gt; 14. CIS project staff conduct regular team meelmgs to develop/monitor student case plans and to monitor progress (In the case of a comprehensive strategy, replace student Muiules, notes on file case plans* with repositioned service impact and progress\" )( IS LOCAL PROGKAM S l ANDARhS REVIEW (Note dial asterisked standards denote lliose that have a different inlerpretalion when applied in the comprehensive strategy tonlexi These dilleiences ate oiillmed m parentliclical phrases iininedialely following each of the standards in question) sTAyyiOwrPf, w ^TAriP.w 'i COMMJUSni'S D. Project Opcratlona: STUDENTS ENROLLED IN THE CIS PROGRAM *15. Project records mclude a CIS file on each CIS-enrolled student (In the case of t comprehensive strategy, this standard may be omitted ) * 16. A parent or guardian has given written permission for the minor student Io enroll in tlie CIS program. (In the case of a comprehensive strategy, this standard may be omitted ) * 17 CIS-enrolled students are assigned a case manager who meets regularly with the stuilenl to develop and monitor the case plan and the students progress (In the case of a comprehensive strategy, this standard may be omitted ) E. Project Operations: MANAGEMENT 18 Designated CIS staff manage service coordination and project records al the school site. 19 Project site staff maintain records of student eruollmenls, participation in services, and measures of student outcomes on program objectives in CIS project files. Files on record Written pcnnission on File Periodic reports in student files Project site job descriptions I 2. Sludciil records on file Student outcome data reported 20 The project director provides required periodic reports to the program director as specified m the programs student records system and/or nianagenient information system Reports on file(Note Utal asterisked standards denote CIS I OCAL PROGRAM SI'ANDARDS REVIEW I, lb |j - uuheii aonhed 111 the comprehensive strategy context dmse that have a dillereiit  .d.rds in question) I liese dilleiciitcs aie oiilliiied in parentlietical phrases J w IHtXCATORK VI. A. additional standards FOR SPECIFIC CIS PROJECT model SITES Additional Standards for an .^endewy Project Model SIU 1 All CIS-enrolled sludenU are grouped together with other CIS-enrolled stud^U for I 2. Student schedules Teacher schedules 1. 3 4 5 6 a minimum mstniction. of two cUm porioda P day for The school operates under a recognized educational authonty (i e.. pubUc school Ixtter of Agrocinenl between CIS and school district, slate school, or recognized independent school)- The school district or other educational authonty assigits a principal or lead and appropriately certified teachers and staff to the site. ___________________________ Students earned crediU are accepted by the cz-hool district or other educational authonty ^ If the site is free-standing, all support services normaUy provided by a school district arc provided for (e g, meals, transportation, hbrary media services exlra- cum^a activities, etc ) by the school system or other institution(s).___________ _ Letter of Agrocineiit between CIS and school Documentation of services available and refenals to agencies The program has one or more sponsors Listing of sponsor(s)CIS LOCAL PROGRAM S TANDARDS REVIEW (Note dial asterisked standards denote diose dial have a different iiilerprclalioii when applied in die comprehensive stralegy coiitexi I liese dillereiiees are oulliiicd in parendielical phrases inimediately following each of the standards ui queslion) COMMRNl^ B. Additional Standards for the Comprehensive Strategy/Whole-Scfiool Project Model 1. A school-wide/school community-wide assessment of student/school community needs is completed on a regular basis. 2 All smdenU and families are eligible for services which have been repositioaed by CIS, school and CIS personnel jointly determine who receives these services. Docuinentation of a school-wide and/or school community-wide needs assessment. Documentation of activities and services available as needed to all students emolled in the school 3 The site(s) can demonstrate that there is an increasing number of CIS brokered services which are, wherever possible, duectly reaching a growing number of students and families as determinod by tlie school/CIS personnel 4 The CIS staff brokers direct services which respond to school needs assessments and prionties, CIS may also broker indirect services (such as assembly speakers, health fairs, career fairs, etc.) which reach all students en masse. Documentation that tliere is an increasing amount of ClS-brokercd services reaching an increasmg number of students. Documentation of indirect services tliat reach ail students en masse (such as assembly speakers, healtli faus, career fairs, etc.) 5 Tlie project sile(s) is monitoring direct service provision and its impact as well as aggregate, school-wide student outcome data (i.e., school drop-out rates, absentee rates, promotion and graduation rates, incidences of discipline, etc.) (Same as referenced on C- 9,10aiid C-12, #14 ) Documentation of ducct service provision impicl. as well as changes in aggregate school-wide student dala/systcin-wide data. IS' CIS LOCAL PHOIiKAM STANDAKhS RLVILW .... II,.I have a different uiterprelation when applied ui tlic comprehensive slralegy contcxl (Note that asterisked standards deno e inimediately following each of tl.e standards in question) These dilleieiiees aie oulliiied in COMMENTS 6 CIS Mid school stiff coordinate both pre-existing Mid CIS-brokered sorvicea into one efficient and holistic deliwy system VIL CIS TRAINING A. Replication Talk Force I CIS replication task force members will participate in CIS orienUtion and (continued) replication process training delivered by sUte or national offices. Training will be based on 2. CIS national training materials____________ The CIS local liaison must participate in CIS replication trammg delivered by CIS state or regional/national. B. 3. tiacutfva Directors Witbm their first six months on tlic job, all new CIS executive directors will participate in appropriate training conducted by the state or national/regional CIS. Training will be based on the national CIS manual or a substitute course approved by the state or national CIS organization It is recommended that all executive directors attend the CIS Trainmg Institute (Also referenced in Program MMiagenient StMidMds ) Evidence that CIS persomiel and existing school staff arc jomtly coordinatuig tlic delivery of student services Staff development and plans on file that target the entire school Records or certificates of attendance Records or certificates of attendance Records or certificates of attendMiceC?IS LOCAL PROGRAM STANDARDS REVIEW (Note dial asterisked standards denote tliose that have a different interprelation when applied in tlie comprehensive strategy context These dilleiences aie uutlincd in parenllielical phrases irnitiedialely following each of the standards in question) 4 CIS board members will participate in board orientation and contmued board development delivered by state, local, or national CIS organizations Board development will be based on national traming materials ma4o available to all local programs. It is recommended that board members attend additional state and/or national training opportunities. (Also referenced in Governing Board Standards.) C. Project Director 5 6 Records or cerlificites of iltendsnce COMMtNT^ Project drrectors will participate itt CIS orientatron training provided by locol. stale, or regional staff prior to beginning work at the school site. Onentation training will be based on CIS orientation traming packets developed by CIS national. Records or cerliftcates of altendance All project directors will participate in appropriate training provided by IrKal, state, or rutional/regional staff at least once per year. (Also referonced in Project Operatrons Standards ) Records or certrfrcates of allertdattce D. Local Program Staff 7 All CIS program staff (hired, repositioned, assigned, and volunteer) will participate in at least one in-service training per year as defined by local, state or nationaVregrorul CIS. (Also referenced in Program Management Standards.) Records or certrfrcates of attendance( IS LOCAL PROGRAM SPANDARDS REVIEW (Note that asterisked standards denote those lliat have a different inlerprelation when applied ui the comprehensive strategy context These diffeiences are outlined in parentlietical phrases iininediately following each of tlie standards tn question) ax ...lit...,. 8 All volunteers and mentors working with CIS students must participate in a CIS orieotaticii prior to bemg assigned to a student Thia orientation will be conducted by local, Stalo, or national CIS staff. Records or ccrtiTicites of attendance 9 Ongoing training and support for mentors will be provided by local programs with support and technical assistance from state and national CIS. Records or certificates of attendance Appendix C Concluded.John A. Riggs, IV Senator 16n 1 I\u0026gt;sTRK:r Office 501-570-3528 Fax 501-570-3218 E-mail jolmitS jarij^oom P.O. BOX 1399 LITTLE ROCK. ARK/WSAS 72203-1399 W J as\nMember: EiKCATION CtTY, County, Local AtfzMrs Committee on Committees Joint Commiti ee on Advanced Communications AND iNFORMzVnON TECHNOLOC.Y RECEIW THE SENATE STATE OF ARKANSAS MAR 1 S 1989 March 12, 1999 OFFICE OF DESEGREGATION MOKlTORiKS Ms. Margie Powell Office of Desegregation Monitoring 201 E. Markham Street Little Rock, AR 72201 Dear Ms. Pow I am inviting you to join Dr. Les Camine, Mayor Jim Dailey and me in an exciting new venture for the city of Little Rock, the Little Rock School District and the children and families of our community. I have agreed to chair the Communities In Schools of Little Rock Leadership Task Force. This task force will help design and implement a Communities In Schools initiative in the Little Rock School District. I am hoping that you will consider being part of this task force. We will hold our first meeting March 22, 1999 at 4:00 p.m. in the Board Room at the Little Rock School District central office. I am enclosing information on Communities In Schools for your perusal. I invite you to read over it and then attend the meeting so we can discuss our vision for the project and how you can be a part of our effort. Ann Kamps, Executive Director of Communities In Schools of Arkansas or Liz Lucker, Local Liaison for Communities In Schools of Little Rock will follow up with you next week to answer any questions you may have. If you prefer, you may contact Ann at 370-9661 or Liz at 324-0519, ext. 823. Thank you very much for your interest and support. Sincerely, ohn Riggs, IV State inator The arka.\\sa5 Senate State Cajtol LnTuE Rock, Akka.\\sas 7220\nTELEFHCXE fSOl) 682-6107 ( Communities In Schools Believes... ...that keeping kids in school is not simply a teachers or a schools responsibility. Every morning thousands of Little Rock students bring a host of problems to schooL Family troubles, poor health, fear of violence, economic instability present challenges even the most outstanding teachers and administrators cannot solve alone. ...that the responsibility of keeping kids in school, of preparing young people to successfully learn and achieve belongs to everyone...parents, students, neighbors, health care providers, business leaders, social workers, counselors and volunteers. Communitybased problems demand community-based solutions. ... that a community development approach... supporting education by unifying the resources of a local conununity around children, families and schools... is the most efficient and cost-effective way to significantly raise student expectations and improve academic performance. ... that developing a comprehensive plan designed to connect untapped community resources with children at the school site, will also strengthen, expand and enhance ongoing programs critical to students success and well-being.   Communities In Schools is not a specific program which gets imposed on kids and their schools. Instead... ...it is a process by which local leaders, concerned citizens and parents join with schools, umted in their belief that keeping all kids in school is essential to the social and economic future of the community.Who Wins with Communities In Schools? Kids...Through CIS, all kids can get extra help, attention and support. Specific individual needs can be addressed in a comprehensive, coordinated effort. Parents...Through the CIS site coordinators, parents will see and experience the school districts commitment to their children. This will be especially welcome during the crucial middle school transition process. Teachers...Through CIS, there will be trained, professional staff to provide teachers and administrators with additional on-site support and referral capabilities. This process can also ease the transition for teachers. Schools...Through CIS, the community partners with the school district to help bring additional resources into the schools. These will not be pilot proarams at pilot sites, but a full array of services for all schools. These resources can range from health and social services, to the arts, to actual financial support. And, CIS holds each site accountable for achieving its desired results. Business... Through CIS, corporate Little Rock will see visible evidence of the Little Rock School District and the community it serves committed to improving academic outcomes and building a larger, more qualified future work force. Businesses will find it easier to promote the schools to prospective employees considering re-locating in Little Rock. Programs such as Partners in Education and Vital Links will be enhanced with additional business and corporate support. In CIS communities across the country, corporate leaders have become far more receptive to accepting financial responsibilities and more involved as community partners. Little Rock...Through CIS, the community, itself, will participate in direct day-to- day successes and on-going activities in the schools. It will benefit from a coordinated and focused initiative that better utilizes all of the resources available to students and their families. And, with CISs connection to Americas Promise, Little Rock children will have even more opportunities to participate in community service projects, learning the important lesson of giving back. By joining with Pulaski Countys Promise to Youth, CIS support the crucial connection of community growth and economic development.Why a local CIS Task Force? The local CIS task force chairperson, school superintendent and CIS state director will select the task force membership. Recommended members may include:  Educators and administrators (K-12, technical and four-year colleges),  Private Sector (business, media, non-profit, and potential funders)  Professionals (youth, health, human services, juvenile justice, law enforcement, housing, etc.)  Community and government leaders  Clergy and faith groups  Parents  Students The CIS Task Force is asked to accomplish the following\n Assess, understand and own the problems facing young people in the community\n Determine local needs\n Identify available resources\n Create a comprehensive plan to provide an integrated system of support to all students\n Present proposals to the local board of education for approval\nand finally  Build a local Communities In Schools organization.   The end result is a community-owned program that effectively unifies all applicable resources of the community around students to help them successfully learn.Finally, Why CIS and Why Now? Why CIS? For almost thirty years. Communities In Schools has provided a means to the end,,,a graduation diploma, a better prepared graduate, a healthier community of young people and a brighter future for many who never envisioned one. Through its national office, CIS can offer a school district and the community it serves:  Free technical assistance\n Quarterly national training institutes and/or local/regional cluster training options\n The benefit of rapidly growing national partnerships (Cisco, Morgan Stanley/ Dean Witter, American Association of School Administrators, Americas Promise, and the NFL among others)\n National working agreements with United Way of America and Boys and Girls Clubs of America\nand A network of more than 1000 CIS sites with whom ideas are exchanged and shared. Why Now? Today, in Little Rock, there is a wonderful window of opportunity. Prevention and intervention programs in our citys neighborhoods and schools highlight not just the rapidly growing number of initiatives but also the difficulty of keeping up and staying aware of all the activity. The opportunity to join together has not always been here. Simply stated, we have a wonderful superintendent, a totally committed mayor and a city willing and ready to get involved. Why now? ...because the window is open. ...because our children are watching.COMMUNITIES IN SCHOOLS Helping kids to help themselves COMMUNITIES IN SCHOOLS OF ARKANSAS ^23 South Louisiana St.. Suite 15. P.O. Box 292 Little Rock. AR 2203 Tel (501) 30-9ool  Fax (501) 3\"5-84 F,\\X CISASswbell.nei TO: Communities In Schools of Little Rock Task Force RECEIVED FROM: Ann Kamps, Executive Director Communities In Schools of Arkansas APR 2 9 1999 DATE: April 28,1999 RE: April 19* Meeting/ Questions and Concerns OFFICE OF DESEGREGATION MONITORING The April 19* ClS/Little Rock Task Force Meeting was one of those very ni issary meetings any emerging organization must, at some point, have. Because time ran out before the questions were answered, I have attempted to respond to some of the concerns that were voiced either at the meeting or in foUow-up conversations. I hope that this memorandum will provide some insights that will help at the upcoming CIS meeting on May 3\"*. First, by now, most of you have realized that Communities In Schools is not an easy concept to understand. It is not a packaged program that comes to a community and proclaims that it has all the answers and will solve all the problems. For example, CIS beheves that all kids should have access to a caring adult or mentor to be successfill, but CIS does not start mentoring programs. Instead, it opens up the school to programs such as Big Brother/Big Sisters. Likewise, there may be needs for after-school programs at all the elementary/ middle schools that LRSD cannot provide on its limited budget. You will find die need for social workers, drug counselors, tutors and other professionals in numbers too great for the district to cover on their own. Additionally, there are critical shortages of state of the art computers and software, needs for expanded computer technology, as well as well as servicing, repair, and updating. Finally, there must be someone responsible for making sure all of this... works, that students are meeting with their tutors, that die services children need are being secured in a coordinated way. We must insure that the kids and schools are connected to the services they need, but we must also assure the community, appropriately utilizing its resources in a coordinated, professional manner. This is a community in its schools, the vital needs of all children connecting with the resources, services and talents of their community. They are the children of the village and we are die villagers. Now, to accomplish this worthwhile endeavor, we begin to see exactly what CIS is and can be. It is, simply, the means to get there. If this were Oz, CIS would be the yellow brick road. We connect the resources with the students. Those resources may be critical to their survival or they may enhance their success and expand their horizons. We are not the programs. We connect them with the programs that are already there, and we connect the community to the programs and ttien, to the children. We are die ones that accept responsibility for Tracking the kids, monitoring the progress, and evaluating the effectiveness of the effort. Through its partnerships, CIS promises that overaU academic outcomes will improve, school attendance will improve, there will be fewer behavior problem s and contacts with the juvenile justices system. To answer Charles question as directly as I can, I can say this. If CIS works to its capacity, if this hoard stays involved and if the CIS staff does its joh. Communities In Schools will know what all is going on in Little Rock. This Board, through its committees and working with the Executive Director, could well be that part of the community that brings it together.  We have the committed involvement and participation of the city of Litde Rock and Mayor Dailey. We will have at our finger tips, all of the projects, programs, and resources the city provides for its children and families, from prevention programs, to alert centers, to fimding opportunities, to in-kind services it can provide. We have the commitment of Arkansas Promise and the Pulaski County Promise to Youth Executive Committee, many of whom are on this task force,  We have the commitment of the LRSD and its superintendent and associate superintendent Many of the programs Charles mentioned are district programs (PIE, VIPS, etc.) We will be in a position to bring them volunteers and additional resources that will enable them to enhance and expand.  We have a community of social service and health providers who have already approached us to work with CIS.  We have a business community that has long been involved with and committed to improving public education in Little Rock. If we build this board and commit to this effort. Communities In Schools could be the entity that brings it together, that makes the big connections among the schools, business and city. While there were other issues discussed, none more affected our ability to move forward than the issue of establishing a 501(cX3). There was concern that this would conflict with New Futures and other funding commitments. I have no easy answers. In developing the CIS Qualities and Standards it was determined that a CIS Board and/ or its Director must be able to meet, as equals, with school boards, city boards and government agencies. It must have the ability to hire staff and to provide benefits. And it must have an autonomous board, one that works for the sustainability of the total effort. This simply cannot be done under the umbrella of another organization or another board, unless CIS is guaranteed its autonomy and decision making capability. Partnering with another non-profit is possible, but not recommended. Fund raising is always an issue. Yes, there will be expenses, but CIS is very cost effective in that if uses reposition staffing and does not create new programs without partnering with other organizations or agencies. Officially, this board would be responsible for hiring and paying an executive director. That person would have the authority to hire the site coordinators. However, those coordinators could be repositioned staff from another organization and be placed at that school at no cost to CIS. It is conceivable that most or all of the site coordinators could be repositioned form other agencies. Additionally, the other agency personnel that would work at the school sites would continue to be paid by their employer thereby cutting CIS costs even more. There will be expenses, but for 30 years CIS has leveraged its dollars, managing to provide services at schools at a minimal cost with extraordinary outcomes. Finally, there is much to be done if this project is to be in place by start of school in August or September. There are major decisions this task force must make. At the May 3\"* meeting, you will receive an outline of projected CIS sites and a timeline for implementation. The start up date would be August/September 1999. This task force will be asked to decide if this effort will continue. If die decision is made to proceed, the process will move forward with the local liaison and my office providing each of you with important and pertinent information. The proposed task force committees will need to begin addressing their specific areas of concern. Regular meeting times will be established with committees meeting and fiuictioning on an as-needed basis. The decision on nonprofit status will have to be addressed, though CISA can be your temporary umbrella until a final determination is made By the end of May, the Task Force should be prepared to present its initial plans to the LRSD Board. By Monday, May 3\"^, I will have prepared for you sample letters of agreement with school districts and agencies for your perusaL I will have job descriptions for site coordinators and the Executive Director. I hope that each of you will carefully consider the role you play. Each of you is critical to our success. As we have too graphically seen in Jonesboro and Littleton, all kids are at risk. Anger and conflict, emotional and mental health, parental involvement and the communitys commitment to its children all play a vital role in defining who we are and what we will be. We cannot be concerned with just one group or one school or one problem. We strive to make sure that kids have a safe place to go to confide in a caring adult, to talk out their fears or their anger, to ask for help or to get that much-needed pat on the back and that encouraging word. Life, and its tragedies, has a funny way of inflicting itself on even the most unsuspecting of us, leaving us searching for answers and asking what could we have done. Today, you have a decision to make and that decision will make all the difference.Communities In Schools of Little Rock Leadership Task Force meeting on Monday, May 3rd, 1999 @ 4:00 pm @ Central Public Library East Conference Room Your attendance will be immensely appreciated. We have lots of planning to do. We will dispense with any activities and forge forward with the important business of planning on behalf of Kids. * Please recognize that CIS of Little Rock does NOT aim to duplicate any services in Little Rock but rather, to enhance and augment what already exists to service more young people in more schools. * Please be reminded that CIS of Little Rock aims to serve as a broker to bring much needed services and programs (already in existence) into our schools during school hours so that, our students get what they need and their parents feel supported and relieved that their children are getting the best that Little Rock can offer. * Please keep in mind that CIS of Little Rock seeks to keep youth serving agencies alive and vital and serving the youth in the most cost effective and time efficient manner possible.  Please know that CIS of Little Rock is an opportunity to invite community partners to participate in a coordinated and comprehensive strategy to provide needed mental and physical health services, workability opportunities, mentoring and tutoring services and corporate partnerships that contribute to successful experiences for our youth and their families. A productive future benefits us all. CIS of Little Rock is about bringing together NOT pulling apart, its about sharing the wedth NOT planning someones demise, and its about enhancing the valuable resources of our schools and our community. Its about inviting our community into our schools to share their wealth of knowledge, experience, support and resources. Its about our community joining together with all of our collective energies to truly, raise our children! Fax:0000000000 Jun 15 99 10:44 P. 01/03 4 COMMUNITIES J. IN SCHOOLS Helping Ms to help themselves Po\u0026amp;t-ifFax Note To: From: Re: Leadership Task Force John Riggs, Chair Next Steps pUniArno CoyOepi.   * Phone  7671 ujlI jOat E Co.  Phor\u0026gt;e \u0026gt; Fax  XZ hX'artXa\" SfiM-Our project! Enclosed for your perusal is a Board. copy of the handout I prepared for the LRSD We will be sending you information to consider for the next meeting which will include such items as what committee would you be willing to serve on Probably the most important decision that you will need to make is whether you want to continue with this project as we transform from a task force to an incorporated 501-C3 that has legal, moral, and financial obligations. I hope each of you will stay hitched, but I would certainly understand if you could not. Lastly, on behalf of myself and the children of Little Rock, thank you for participating in this project. Each of your efforts will make a difference for manv of our children. The next CIS of Little Rock Task Force meeting is scheduled for: Monday, June 21,1999 4:00 p.m. East Conference Room  Little Rock Main LibraryFax=0000000000 Jun 15 99 10 = 45 P.02/03 -3| COMMUNITIES H. IN SCHOOLS Helping kids to help themselves Communitiea in Schools-LRSD Proposal .Mission\nCommunities in Schools of Little Rock will be the conduit to connect the children of the Little Rock School District with the resources, services and talents of the community. Objectives\nConnect LRSD with existing programs that meet the five needs of children identified by President's Summit for America's Future\nan ongoing relationship with a caring adult-parent, mentor, tutor coach\nsafe places and structured activities during non school hours\na healthy start\na marketable skill through effective education\nand an opportunity to give back through community service\nand support the LRSD strategic plan and Education and Desegregation plan. Goals\nMeasurements have not been adopted but might include drop out rates (used in Texas), number of children involved in after school activities, hours of community service given by kids, etc. Strategy\nReposition employees from outside agencies within each of the schools (focusing on Middle Schools first) to serve as Site Coordinators. These Coordinators will report to an executive director hired by the CIS of Little Rock Board. Bridge Plan (1999-2000 School Year)\nSite Coordinators for Forrest Heights, Pulaski Heights, and Cloverdale Middle Schools. By January, add Alternative Learning Center. Designate all these plus Hall High School* as CIS sites. Budgets/Resources\nCIS-LR\nalthough the budget has not been formerly drawn up, in general, the CISLR board will commit to raising sufficient funds (from in kind and hard dollars) to hire an executive director. We anticipate that we will need to raise somewhere in the neighborhood of $ 100,000 per year for this. In 1Jun IL F.03/0o ranolof  M*  hard/soft $s-probably in the ge of $50,000 as a minimum. Most of these dollars will be from in-kind asenoies, AmeriCorps fell^ at the no ha^ dollar budget allocations are requested. In kind budqet r^uests would include office space for each of the coordinators at the sites, furniture, phone, supplies. In addition, until the CIS-LR Board can '------------------------------------------III auuiiiuii, urnii me UlO-LK Board can raise the funds to hire an Executive Director, continue to loan LRSD employee for this task. IssMe9/$how Stoppers (CIS-LR Board and LRSD Board)  raising $100K per year plus $50K per site per year * Incorporation and gaining 501-C3 status for CIS-LR * articulation agreements with outside agencies  selection of next sites * goal selection  monitoring and evaluation of program (CIS Program Information Management System)  hiring staff * communication process between CIS-LR Board and LRSD Board  Hall High previously approved by LRSD Board as Cisco Academy. 2RECF Communities In Schools of Little Rock, Inc. Board of Directors Meeting Monday, August 23rd, 1999 4:00 p.m. @ AUG 2 S 1935 OFFICE Or desegregation MONITORff Centtral Public Library-East Conference Room YOUR attendance is important...critical! We must vote to approve the enclosed by-laws! We have a lot to catch you up on! We have LOTS of exciting news and plans!! We need your input, feedback, ideas, insight, resources!!! We must develop our committees and MEET!!!! School is starting and so are WE!!!!! CIS of LR will be operational at:  Cloverdale Middle School * * Forest Heights Middle School Pulaski Heights Middle School  Hall High School * LRSD Alternative School sites We have site coordinators reassigned by four community organizations to be placed at the above schools! WOW! Wanna hear more good news???? COME...call 370-9661 to confirm...Thanks! BYLAWS COMMUNITIES IN SCHOOLS OF LITTLE ROCK, INC ARTICLE I - NAME 1. The name of this organization shall be Communities in Schools of Little Rock, Inc. ARTICLE II - PURPOSE 2.1 The purpose of this organization shall be to coordinate health and human services and to deliver them to at-risk youth in Arkansas and to their families through the supportive environment of the public schools or alternate education sites. The Corporation will endeavor to enable youth and their families to have access to a broad range of needed health, social, and educational services by establishing coordinated delivery systems of community, county, and state resources within educational settings. The objective of the Corporation will be to reduce the number of school dropouts in Little Rock. 2.2 No substantial part of the activities of the Corporation shall be the carrying on of propaganda, or otherwise attempting to influence legislation, and the Corporation shall not participate in, or intervene in (including the publishing or distribution statements), any campaign on behalf of any political candidate for public office. Not withstanding any other provisions of these Bylaws, the Corporation shall not carry on any other activities not permitted to be carried on by a Corporation exempt from federal income tax under Section 501(c)(3) of the Code, contributions to which are deductible under Section 170(c)(2) of the Code. ARTICLE III - OFFICES 3. The Corporation may have its offices at such place or places within the State of Arkansas as the Board of Directors may from time to time determine. ARTICLE IV - DIRECTORS 4.1 The activities, property and affairs of the Corporation shall be managed by its Board of Directors which is empowered to exercise all such powers of the Corporation and to do all such lawful acts and things as are authorized by law, by the Articles of Incorporation or bylaws. To the extent permitted by law, the Board of Directors may delegate power and authority in the exercise of its duties and responsibilities to its duly elected and duly appointed committees, and to its duly appointed officers or other such qualified agents. 4.2 The Board of Directors shall consist of not less than seven nor more than 30 members, the precise number to be fixed by resolution of the Board of Directors. 4.3 The composition of the membership of the Board of Directors shall at all times include high-level decision-makers from the public and private sector. At least one member of the Board shall be from the education sector.09/21/1959 09:07 5013240504 LRSD PAGE 02 Hello Friend\nThis Thursday, the 23rd is the LRSD Board of Directors meeting. Communities In Schools of Little Rock, Inc. is on the agenda for an update report and for the superintendent to receive confirmation to sign the letter of agreement between CIS and LRSD. The meeting begins at 6:00 p.m. I know its after work hours but, I would like to encourage you to join us at the meeting to support our presentation. Your presence is very valuable and we would like to introduce as many board members and community partners who are present, as possible. Also, Cynthia Howell from the Democrat will be there and wed like to give her a packet of information and a supportive group to report as being at the meeting. I dont think it will last very long, were probably towards the beginning of the agenda. PLEASE try hard to fit this into your busy schedule! And, please call me (370-9661) to let me know so I can look for you to introduce you. A\u0026lt;always, Thanks from the heart! iz \\11/02/1999 11:04 5013240504 LRSD PAGE 02 5JTi w3 w jAk^lZ Ai:'/J wrs-^jv Has your committee met yet?! Our next CIS of Little Rock Board of FDirector^s meeting is: MONDAY, November 15th, 4:00 pm @ the Central Library, * PLEASE e-mail me back or call 370-9661 to confirm your attendance! Please meet with your committee BEFOREthe Boarrd meeting or make plans to do so...review the committee charges, begin to examine your goals and objectives and let's MOVE AHEAD! Obviously, you do not wish to be a committee of one or two so, please use your experience and expertise and your great wisdom to invite those people who you know will bring diversity, creativity and strength to the charges at hand! You are ALWAYS appreciated because...This is about YOUth!! Also, Dr. Camine has requested to meet with me on Wed. Nov. 3rd. He has not yet signed the letter of agreement as approved by the school board in Sept but hopefully, will do so after I meet with him. If there is a problem with signing the letter, 1 hope to find out tomorrow and I will report back to you. The site coordinators are busy compiling information for the site assessment of their respective schools. The site plan will grow from that data compiled. Student assistance groups are either being formed or have begun to provide a safety net for students. These groups are a partnership activity between Pupil services and CIS in connecting community folks to assist with the groups as needed. I am working on a proposal to present to the TEA for the expenses of the CIS of LR budget. Charles Nickerson is assisting with this and Henry McHenry is also providing an assist. Please help usget the support needed to benefit our LR kids! Uaa G 3 1SS9 DESESitEC^^ Has your committee met yet???!!! Our next CIS of LR Board of Directors meeting is Monday, November ISth, 4:00 pm @ the Library' PLEASE meet with your committee BEFORE the Board meeting...review the committee charges, begin to examine your goals and objectives and lets MOVE AHEAD! Obviously, you dont wish to be a committee of one or two so, please use your expertise and great wisdom to invite those people who you know will bring the diversity, creativity and strength to the charges at hand! You are always appreciated because... This Is about YOUth!! Please call me so that I can join you when you have a date a time. THANKS! Liz 399-8250 Communities In Schools of Little Rock Finance Committee (Treasurer) General Commission The Finance Committee is commissioned by and responsible to the Board of Directors to be responsible for ail ' matters pertaining to the organization's general financing and budget control. i n, ' Composition - . i The Treasurer of the CIS.. Board shall serve as chair of e Finance Committee. Committee membeis shall be appointed by the Chairperson jf the Board. -  vj. Meetings The committee shall meet on call as needed in order to accomplish its tasks and responsibilities. it '%'t i I Responsibilities I 1. To review financial policies and recommend improvements/changes as necessary. 2. To approve the annual budget development process and calendar, to review the annual operating budget and submit the final draft to the Board for approval. 3. To monitor financial performance and make regular financial reports to the Executive Committee and the Board. 4. To select an independent auditor to perform the annual certified audit\nto review the report and interview the auditors annual\nto report the results to the Executive Committee and the Board. 1 i I 5. To monitor and evaluate e risk management program, including insurance to safeguard the aw* of the organization. ! I I '.\\r- y. ,Communities In Schools Of Little Rock Board Development Committee Commission I 1 General Commission { The Board Development Comminee. commissioned by and responsible to the Board of Direemrs, is responsible for evaluating, recruiting and nominating prospective board members, nominating a slate of officers, paracipaunz in new board member orientations, plamung the annual board retreat, and pcriodicallv reviewing and evaluating individual board member performance, ' \" , I I Composition The chairperson and members of the committee shall be appointed by the Chair of the Board, who wiU also on the committee. serve n\" Meetings The committee shall meet on call as needed in order to accomplish its tasks and responsibilities-. Responsibilities i Create minimum standards for recruitment, board membership, and board member performance evaluauons. 1. 2. To develop and maintain the highest level of committed and talented community volunteers to CIS Board service. 3. 4. 5.. 6. To develop a set of criteria or minimum standards for Board membership, specify recruitment goals, and define specific characteristics, skills and/or abilities which will strengthen the board. To work with staff to recruit train and recognize Board members. To ensure that the Board of Directors has a full complement of director in compliance with the Bylaws, To periodically review and evaluate individual performance of board members based on agreed-upon criteria, 7. 8. 9. 10. To propose a slate of officers to the Board for election as required by the By-Laws. To ensure that the Board membership is representative of the state of Arkansas To act as enabler and facilitator in strengthening local boards as appropriate. To repon periodicaUy to the E.xecutive Committee and to the Board regarding progress. I i I 1 I The E.xecutive Director shall ser/e as the staff officer to the committee. 1 ICommunities In Schools of Little Rock Partnership Development Committee Commission General Commission: To generate partnerships in the community that will enhance and expand existing services in the schools. Composition: The chairperson shall be appointed by the Chairman of the Board. Members can be selected who have a working knowledge of available community partners who will willingly participate with positive regard for the mission of CIS and the basics to youth adopted nationally. The Executive Director will actively participate in this activity. Meetings: The committee shall meet on call as needed to accomplish its tasks and responsibilities. Responsibilities: 1. 2. 3. 4. 5. 6, To compile a comprehensive list of potential partners. To assure that duplication/overlap does not occur. To draft letters of agreement that will facilitate a smooth working relationship with each partner. To follow-up and evaluate the viability of each partnership from a school perspective and partner perspective to ensure success. To provide ongoing networking for additional partnerships as needed. To network with National partnerships in a similar fashion to those on a local level.Communities In Schools of Little Rock Resource Development Committee Commission General Commission: The Resource Development Conunittee, commissioned by and responsible to the Board of Directors, is responsible for developing a comprehensive resource development plan to carry the organizations through long term operations. The committee is also responsible for ensuring that the necessary funds are raised so as to allow for the consistent and continued operations of the CIS of Little Rock office. Composition: The chairperson of the committee shall be appointed by the President of the Board. The president shall also serve on the committee. The chairperson needs to be the President-elect in order to sustain knowledge of resource development from one year to the next. Meetings: The committee shall meet on call as needed in order to accomplish its tasks and responsibilities. Responsibilities: 1. 2. 3. 4. To develop and establish a procedure for soliciting board members to make a personal and financial commitment to CIS of LR\nto follow-up as appropriate, with individual members regaiding their contributions. To develop, with the CIS of LR board and staff, and oversee a comprehensive resource development plan to ensure the stability and continued operation of the state office\nto ensure all board members receive the appropriate training needed to secure required funding. To establish necessary sub-committees, when appropriate, to carry out the responsibilities and tasks of the committee, including Strategic Planning. To work with the staff when possible funding opportunities become available so that needed introductions are made and the solicitation process will be carried out in an acceptable, positive manner.Communities In Schools of Little Roc Public Relations Committee Commission General Commission: The Public Relations Committee commissioned by and responsible to the Board of Directors, is responsible for advancing the CIS mission by increasing visibility and improving the overall image of CIS throughout Arkansas. This will primarily be accomplished through the advice and counsel to the CIS staff Composition: the Chair of the Board shall appoint the chairperson and members of the committee. Meetings: The committee shall meet on call as needed in order to accomplish its tasks and responsibilities. Responsibilities: 1. To develop and review a CIS public relations plan to ensure it meets the goal of increasing the visibility and improving the overall image of CIS of Little Rock. 2. To advise the CIS staff and Board on an as-needed basis of image-building and publicity opportunities that may include the identification of CIS programs to promote\nthe identification of media representatives with whom to cultivate relationships\nthe identification of and wherever possible, the facilitation of appropriate networking opportunities\nand the identification of resources that may be utilized to strengthen CIS public relations efforts. 3. To seek opportunities to gamer the support of key business and community leaders in furthering the mission of CIS. 4. To speak, whenever possible, on behalf of CIS mission and efforts to appropriate audiences. 5. To apprise the CIS staff and board of issues considered being important and/or sensitive to CIS. '6. To recommend and set expectations of the Public Relations Committee members as well as the CIS Board regarding the public relations needs of CIS. 7. To provide reports to the Executive Committee and to the Board regarding the progress/status of public relations activities at CIS. 8. Seek opportunities for recognition of CIS partners and community/school partners. 9. Provide a year-end report to the community.Communities In Schools of Little Rock Program/Network Design Committee Commission General Commission: To generate annual goals and objectives for the overall operation of CIS of Little Rock. Composition: The chairperson role will be shared and appointed by the Chair of the Board. The Executive Director will also serve an integral role. Memebers will be selected by the chairpersons to fulfill the needs of the subcommittees. Meetings: The committee shall meet on call as needed in order to accomplish its tasks and responsibilities. The sub-committees shall meet as needed to provide the substance of delivery to accomplish the overall goals and objectives. Responsibilities: 1. To generate goals and Objectives for each fiscal year. The following are the goals and objectives for 1999-2000:  Develop and strengthen CIS and School Partnership Effectively connect needed services with children in participating schools. Work with CLT/PST Maintain effective communication with LRSD  Become Financially Healthy Increase corporate support through a Resource Development plan Continue service provider commitment for personnel and servcies with CIS Strengthen LRSD commitment for personnel and services with CIS  Create and Develop public awareness and support for CIS of Little Rock Enhance corporate, family and community awareness with a focus on students Develop and implement a Public relations Plan  Enhance and Expand Plan for 2000-2001 school year. 2. To support the activities of each of the subcommittees: Social Services sub- 3. committee that encompasses mental/physical health, legal issues, financial issues and includes representatives of each of the community partners for CIS\nParenV'Student/Neighborhood Committee that encompasses community education, life-long learning, advocacy, and neighborhood resources. To establish on-going evaluation of service delivery and to establish a tracking system that will ensure students maintain continuous delivery from one school level to the next and that they are not without the four basics to youth as established by CIS, Inc.S)\" -3 \u0026lt; JI \u0026gt;J -3 J Cra .J r L jQ a fiaoi Att* Communities In Schools of Little Rock, Inc. Board of Directors meeting HCV 1S39^ October 18,1999 MINUTES to OESBaSaRTiOW MGNiTORJKS Members present: John Riggs, Larry Berkley, Jim Dailey, Marion Baldwin, Junious Babbs, Bill Fitzgerald, Diane Vibhakar, Liz Lucker (Interim Director) John Riggs called the meeting to order at 4:12 p.m. The minutes of the last meeting were approved as submitted. Introductions were made of the 5 site coordinators present: Kathy Sweeney (Child Study Center)\nAngelica Young (Child Study Center)\nAdrienne Nimmer (AR. Dept, of Health)\nFrances Waddell (Centers For Youth and Families)\nRochelle Webb (Insure The Children at Childrens Hospital\nand Kerri Brazzell from CISA as an Americorps Promise Fellow. Old Business: Each site coordinator shared with the Board their perceptions of their training in Phoenix and the unique qualities of how they see their position at their school site. All four attended the Program Operations training which was a five-day training squeezed into 3 days. Frances emphasized that other cities and states have CIS and they have fully incorporated the process. She looks forward to Little Rock stepping forward to be fully operational real soon. Angelica found the training eye opening and realized she s been doing CIS all along and didnt know it. Kathy Sweeney called it an invaluable experience in figuring out the details of what to do. Adrienne Nimmer was glad to have a clear picture of her first day at school to give her a jump-start on the year. Liz attended the Executive Directors training for three days and then, resource development for a day and a half. Rochelle mentioned that she was able to visit with Cynthia Howell of the Dem./Gazette last Friday when Cynthia spent the day at Pulaski Heights Middle School. Liz shared the goals and objectives of all the sites as they are developing. Each site coordinator is in the process of compiling a site assessment. This will be ah intensive look at what each school already has as resources and where the gaps need to be addressed. After the overview, each school will develop a site plan that will address the unique needs for each school. This site plan will be a . blueprint for the activities and resources needed for this year. Liz reported on the State Board annual luncheon and thanked Larry Berkley for his presentation to the state board and to Junious Babbs for bringing Brady Gadberry and Terrence Roberts to the event and to Dr. Camine for attending.New Business: John Riggs reported that he has met with his attorney who will file the necessary papers to proceed with the CIS of L.R., Inc. 501C3 status. Funding for the Little Rock office was discussed. Liz will contact the TEA Coalition and also look into some grants through DHS, South. Funding is a key issue. Larry Berkley remarked that numbers and figures are needed when budgetplanning time comes along. Zenobia Harris mentioned some grants through DHS South due in Oct. 25*. Committees were discussed and reviewed. Chairpersons were asked to please meet with their committees to proceed with plans and charges as written in the committee overview sheets. Bill asked if they could recruit for the committees outside the Board. Liz replied, most definitely. The goal is for committees to meet in between Board meetings and reports can be brought to the Board at the monthly meetings. No further discussion was heard. John Riggs thanked the site coordinators for attending and invited them to attend any future meetings. The next meeting will be Monday, Nov. 15* at 4:00 p.m. in the West conference room. Meeting adjourned. Respectfully submitted, Liz LuckerRecommended Committees of The CIS of Little Rock Board V 0 3 1SS9 GFrlCt OF To function effectively, our board needs to work through a committee structure. MONITORING following committees are being recommended for CIS of LR board consideration and approval: Executive Committee: Acts on behalf of the board between meetings as defined by the bylaws\nalso serves as the Personnel/Employee Relations Committee\ncan establish an ad hoc committee as needed and provides Quality and Standards assurance from CIS, Inc. Board Development Committee: Evaluates, recruits and nominates prospective board members\nnominates a slate of officers\nperiodically reviews and evaluates individual board member performance\nensures board development activities (such as new board orientations and board retreats) are conducted. Resource Development Committee: Develops plans and raises funds to supportr program needs. Finance Committee: Develops fiscal policies and a financial reporting framework\nprovides for financial audits\nand establishes and monitors the programs budget. The chairperson is the Treasurer of CIS of Little Rock and serves on the Executive Committee. Public Relations Committee: Promotes awareness about the program and advocates for CIS of Little Rock. Program/Network Design Committee: Provides the framework for providing networking and service delivery as needs are identified by students, parents, schools and community. Sub-committees include Social Services Committee and the Parent/Student/Neighborhood Committee. Partnership Development Committee: Explores and recruits those agencies, organizations, corporations and other entities that can meet the needs identified on behalf of youth.11/11/1999 08:41 5013240504 LRSD PAGE 02 Subj: Date\nRa: CIS 08/11/99 11:22:22 p.m. Central Standard Time From\ntemwalnut To: Bill.Fitzgerald@cjtw.com, johnr@jariggs.com To: jdailey@littlefQck.state.ar.us To: mebaldw@mcc.lrsd.K12.ar.us. laiTy@CAR71.com To: Bob_Drrech8ler@Raytheon.com To\nzhani8@mail.doh.state.ar.uB To: cstewart@REGIONSBANK.com, dMbhakar@alltel.net To\njcbabbs@stuasn.iisd.K12.ar.us To: wkamps@aristotte.net, Imrc@compu8eive.com To: lamwalnut Sony about the attachment, Just delete it. All's well, we're trucking right along, fm working hard with the site coordinators to get their sites in gear. Two of them are young and need lots of hand-holding so, it's been more time-consuming than I expected. Plus, getting the desks, file cabinets, etc. for each one is more time consuming. Theyre working diligently on their site assessments so that we can develop good, solid, constructive site plans for each school. We do not want to duplicate services so the more complete the assessments are, the more accurate and effective the plans will be! They are each taking intakes, the SAP/CIS support groups are starting, the asthma groups started last month at FHgts. and Cloverdale, the clinic is toodling right along at Cloverdale and individual counseling is beginning. As the intake forms are completed, we will beginto compile caseloads that will continue to grow throughout the year. AR. Advocates has borrowed all of otr insurance forms to do follow-up calls on those without insixance to sign them 14) for ARKIDSlst Consent forms will be sent home for participation in CIS. Cloverdale has requested a school-wide Sexual Harrassment Awareness Training that Adrienne Nimmer is planning and implementing. The site coordinators are meeting with me once a week to coordinate efforts as needed, give supportive feedback to each other and educate those who were unable to attend Phoenix Another National CIS Training will be coming up in February. It would be VERY beneficial if the money could be raised to send all site coordinators to Atlanta for the training. The two new folks could get the program operations and the others could continue through some further coirses to improve their skills and knowledge. We really need to get the word oti to all parents and students about CIS. I will continue to work with Bill Fitzgerald on a poweriul information piece for that purpose. I will also attempt to connect with several school district people like J. Elston, D. Milam, M. Baldwin, M, Swanson, V. Hudson to make sure fm updating them on our progress and how what we're doing and trying to do will enhance what theyre already working on. Dr. Gamine is also eager to get the Staff Wellness Program off the groLrxd so, fll be getting with Kathy Lease Asst. Superintendent for Planning, Research and Evaluation to design and distribute a \"quickie\" survey on what would be incentives for staff to participate in the Wellness Program, fm also looking into Health Carters that will extend a corporate discotrt to the district employees and hopefully, the district will be willing to do payroll deductions for monthly fees. I look forward to seeing all of you at Mondays CIS board meeting at the Central Pitolic Library downtown at 4:00 pm. Till then! Liz UarMi. OS \u0026lt;i WBxliiiawi da 1M* Anrica OnUna: Guoit P*9r. 103/03/2000 11:03 5013240504 LRSD PAGE 02 Subj\nDate: CIS of Little Rock update and meeting announcement 2/29/00 10:57:18 p.m. Central Standard Time From\n(amwalnut To\njohnr@JARIGGS-com, lany@CARTl com. SFrueauff To: Jdailey@littleroc)(.8tate.ar.us To\nlvcami@lreda\u0026lt;lm.lred.K12.ar.us To: jcbabb3@stuasn.lred.K12.ar.us To: To: bill.fitzgeraW@CJRW. com zham's@mail.doh.state.ar. us To\nmebaldw@mcc.lred.K12.ar.us, zena@ipa.com To: duWiakar@alttel.net, wkamp8@aiistotle net Greetings Board memberst All sites other than Cloverdale are moving along smoothly. Cloverdale is still without a site coordinator and John has been playing e-tag with Dr. Boozeman to try to rectify that on behalf of Zenobia. There has been a freeze on hiring and Adrienne's job was frozen when she left Hall High is so much better off since Marilyn took the helm, staff have been complimenting her and remarking how nice it is to know there is someone who can help fill in those gaps. My only concern at this point is that she is still doing duty. Based on the wording in the Letter of Agreement she is reassigned to CIS and University School so, I will explain. Twelve support groups are up and running and more are to follow. I am writing a technology grant through TOPS with assistance from Holly Felix. It is for Hall and win bring $129,000 of equipment and staff for Hall. We're still working our way through the process. Ill give everyone a copy. Thia grant focuses on Lifelong Learning, parent*teacher communication and 5-8pm classes for anyone. It holds some very exciting potential for everyone. As Ive stated before. Groundhog Job shadow Day went so well that the workplaces have begged our Students to return and a couple of youth were offered summer jobs, I will spend time in the next two weeks compiling some data from the schools. I know we need figures for LRSD budget requests. Oh, an executive Director needs to be hired as a top item on our next Board meeting, as per comments from our last meeting. WHEN???? Monday, March 13th @ 4:00 pm. Central Library (west conference room) PLEASE rsvp so I know whether or not you're coming... 223-3033 (leave a message) Thanks to you! Liz03/03/2000 11:03 5013240504 LRSD PAGE 03 Subj\nCIS issues needing addressing Date\n2/29/00 10:34:17 p.m. Central Standard Time From\nlamwalnut To: johnr^ariggs.com, latTy@CAR'n.com. SFateauff Hello executive board members... Please remember that our next Board meeting is scheduled for Monday, March 13th @4:00pm at Central Library, west conference room. I will inform everyone else as well. It would be a great idea to pre-set the agenda... If you send it to me, John. Ill type it up. Also, since we have been talking and completing a strategic plan and resource development, we cannot receive monies and grants without our S01C3. John, where are we on the paperwork? In order to be operational, ail we need is a verification that the 501C3 has been filed. We are in decent shape at all of our sites except at Cloverdale. PLEASE John have you been able to connect with Faye Bozeman? I dont see how Zenobia can help the situation witfiout a helpful boost from you. Darlene is working on the strategic plan piece to bring back to the whole board to continue with the process. Ann Kamps has requested that we invite Bonnie Lesley to our Board meeting so that, she can discuss the HOSTS program and rally support from our board to encourage Bonnie to get the program on the adoptable status with LRSD. Do you want to do that this month? If so, her calendar fills up speedily. I will retire from this e-mail and proceed on to one going to everyone. Do we need an executive meeting ahead? If so, when is good for each of you? JtttvM, Mano 02,2000 AnioMoo Online: bowabHit Paso: 1Fax:0000000000 Communities In Scnoois oi i^nue xvuvb., Letter of Agreement Update XUV\u0026lt; auw Jun 9 00 -----T- 14:18 P. 02/11 May,2000 i: I^e toUowin, consh^us a of of Little Rock and the local school sites identified as Schools of  -*-i in the Letter of Agreement dated August 30, 1999. 1. The Communities In Schools of Little Rock approach involves an (nnovathC utilization of existing schools for the benefit of all students. This new eduMtion. health and human services delivery system emphasizes personalism, accountability, and teamwork Thetndtvidualaed cZdm^tl aZiZtegrateLffort gives at-risk students and their famUies many of ihe services they need to solve social, educational, health and emotional problems impeding iheir success. stc^ and resources in This point is a simple overview of what CIS aims to provide for students and'families in the identified school sites. 2 as with the strong support of your ojfice. agrees io operate and CIS project Heights Middle School. Forest Heights Middle School, Cloverdale Middle School. Alternative Learning Center and Accelerated Learning Center during the 1999 2000 school year. CIS of Little Rock has placed Site Coordinators at each of the schools listed\nAlternative Learning Center Cloverdale Middle School Forest Heights Middle School Hall High School Pulaski Heights Middle School Frances Waddell Adrienne Nimmer (resigned/Hring freeze) Kathy Sweeney Marilyn Brewster  Rochelle Webb theCtbTlEkin Arkansas Department of Health Child Study Center - UAMS Little Rock Scholol District Insure The Children-ChildrensHospital i 1 3. 77e CIS projects will actively serve all students who will attend these schools. As a CIS School of Promise, all students have access to the following resources.  A healthy start and a healthy future  A safe place to learn and grow  A one-on-one relationship with a eating adult  A marketable skill to use upon graduation  A chance to give back to peers and community All school sites surveyed students and staff for needs other than those already provided. Site Coordinators then made arrangements to provide those services needed. Level 1\nLevel 2'. Levels of Servics Education, awareness\nschool-wide/grade level\ndirect informaUon liervices Support groups that complement the S.A.P. program\nagency mandated visits with individual students (DHS, Courts, etc.)\nscreenings\nimmunizations/physicals\ninsurance referrals\nLevel 3: survival needs (food, shelter, clothing) Individual counseling\nassessment\nreferral for medical or psychological treatmentFax:0000000000 Jun 9 00 14:18 I School Site Level 1 Services Number level 2 Services Served r Number 1'1 bv i Served Hall High I  Rice Depot Closet I  Charactei Education Word of the Week\" 12 weeks  Friends of Prevention resources materials a Ice Cream Social Straight A Students a Science recognition and motivation program (Eastman Kodak) a Academic Excellence Certificates A/B Honor Roll AH School Ah School All School 36 180 267 P. 03/11 IVUUUfCl Served  Ground Hog Job Shadow Day  Support Groups C1S/SAP(15 groups/seek)  College Tour Atlanta, Georgia (Raydieon Corp)  AR Kids! referrals 38 205 students 2 students gponsoredi  Individual Counseling Refenals  Depression/ suicide assessments 100 1 100 I L n i T I 8  Susan Q. Komen pAnndanfla BxCftSt Care 4/25/00 All Female students - 4 sessions X 4. Each school agrees to provide sufficient office space, and all necessary office ffmtture. equipment, and supplies. Each school has provided office space that includes a desk, a file cabinet, phono usage and  needed. A computer at each site is not yet available. Pulaski Heights Middle School needs additional trunk lines in order to provide additional phone lines. The site coordinator Uses the phone m the teachers lounge to a cell provided by Children's Hospital. Forest Heights also needs connections in the site coordinators office. She currently uses the cell phone provided by the Child Study Center. 5. Little Rock School District will reassign staff, as previously agreed to serve as Site Coordinator at Hall High School and as Interim Director. The Interim Director has been reassigned while still performing several respon^bihties for the Little Rock School District Hall High School reassigned Marilyn Brewster as of January 19 ,2000. She still performs many duties of an Assistant Principal Gunch duty, before and after school duty, teacher evaluations, graduation coordination, and aftiletic event chaperoning) in addition to her role as University School Coordinator and CIS Site Coordinator. Those additional A.P. duties make it impossible to properly focus her time on serving the myriad of needs of Hall students. 6. The CIS Site Coordinators will work closely with school teams including the Campus Leadership Teams and Pupil Services Teams to insure seamless service. All Site Coordinators have worked closely with the school staff. They meet rejnilarly with their principal, teacher teams (at Forest Heights and Pulaski Heights), Pupil Services Teams (it Forest Heights and Hall), and any teachers and staff as needed. They also artend PT A meetings and speak when asked, attend all monthly faculty meetings and attend all Campus Leadership Team meetings. 1. Exemplary performance of an assigned staff person -Mill be recognized and duly recorded in his or her personnel file. Performance will be evaluated and filed in appropriate personnel files.8. Fax:0000000000 Jun 9 00 14:19 P. 04/11 TTie Site Coordinators will provide monthly reports io Little Rock and CIS of Arkansas. the school for review, 'tith copies to C/i' of The principals at  t each school site have been well informed on a wecldy basis. Harb site.coordinator to provided weekly reporting in a meeting with the principal by delivering  thaTino concerns and ideas. CIS of Little Rock also continues to receive feedback from each Site Coordmator on a regular basis. Interim Director and Site Coordinators meet regular y as we as, ose from around the state CIS office. 9 It is understood that any staff member assigned to Communities In Schools by the LMe Rock School District will be bound by confidennahty and if he or she has not already done so, will be required to comply with the school districts drug free workplace policy. All Site Coordinators are awar e of the confidentiality laws and maintain their priifesstonal ethics at all times. They are accountable to both their sponsoring agency and CIS of Little Rock. Si gned release forms are used when services arc being provided for students. Letters of agreement with each organization are on file with CIS of Little Rock. 10. CIS of Arkansas agrees to provide technical assistance and consultation in planning, training, interagency coordination and overall project site management. CIS of Little Rock has requested and received technical assistance from the National Office and has been provided the following by Gary Eagleton from CIS National office in Houston, Texas.  Training for the Pupil Services Team at Hall and Site Coordinators (January 25 )  Two Board trainings (February S'* and 22*)  Visits from the regional CISCO office on behalf of the Academy at Hall National CIS Training Institutes are available twice each year. Four Site Coordinators and the Interim Director attended the training in Phoenix, Arizona in September, 1999. The CHS Board and the partnering agencies covered all expenses for the training. Ths Interim Director attended the Spring 2000 National Training Institute in Detroit in April.Communities in schools of Litts Rock \u0026amp; Forest Heights Middle School SM CooRfliwIor UAUS CtilM Study Cmttr  ttayWMMk tor S-B Rionitw 0S 21,4SS.M LEVEL H Services Grounctxjg job Shadow Day 3 students 3 professionals x $14.8Slhour x 4 hrs. $578.00 Level IM Services LEVEL I Services Rice Depot cost ponding Friends of Prevention (Family Service Agency resource materials) Anger Management Group (Chid Study Center) 10 students x $72./child x 12 weeks 10 students x $72.Zchild x 12 weeks Individual CounaeUng (45 students) $8,640.00 assessments O 4 hours each 45x4x $70.00 $ 12, 600.00 Anger Management Group Arkansas Department of Health 10 students x $35./hour x 12 weeks counseling 45 X $7D.OOIhour for 10 weeks $31,5000.00 $4,200.00 StressZAnger Management Group The Centers \u0026lt;4200.00 Eyeglasses (5 students) Lenacrafters 5x$300.00/student $1,500.00 U X StressZAnger Management Group Insure The Children (cost included on the otheri n-kind) Dentistry one student referred for free serves for your benefit. 8 o Food \u0026amp; dothing assistance ARWds 1st refefTal8(150) cost pending Ongoing Intervention average of 5 students daily 5 X $35.00 X120 days $21,000.00 Tutoring for 75 students tutors were certified teachers during off time hours. 75 students 75 adult hours x $14.85+ Crisis Intervention 16 students x 3 hours x $ 35.00 $1,660. c 3 $1114 $66,230.00 Asthma Education Program St. Vincent's Medical Center 75 identified 30 serviced (cost bidudes other in-kind) * AB figures are the most accurate available 8 \u0026lt;\u0026gt; Tale Troupe Summer Youth grant City of Little Rock (21 students) $16,082.00 o 8 Consultations with teachers Ix/week attend Team meetings $41,940.00 Total dollan leveraged\n$ 109,270.00 (plus other Tn kind\" costs last 2 pages)Communites In Schools of Little Rock\u0026amp; HALL High School Site Coordinator. LRSD Repositioned 50% time Level II Services Groundhog Job Shadow Day 38 students FUyttwon CorpoOton, CARTI, CammrSyPuntohmar* ImartmsniFhm Level III Services Rice Depot Level I Services cost pending Character Education (12 wks.) Friends of Prevention FamHy Service Agency resource materials Ice Cream Social straight A* students (36) = HALL Science reoognItiorVmotivation Eastman Kodak engineers (2) = $ 1,000.00 Academic Excelience recognition certificates to A/B Horxx roll (267) Susan G. Komen Breast Care physician speaker 700 female students 3 presentations s $500.00 $1,500.00 33 adults X $14.85/hr. x 4 hre. a 5adults X $14.BS/hr. x 8 hrs. = Atlanta (kiltegs Tour (2 students) Donated by Raytheon Corporation = Pre-natal Group The Centers Teen Parent Group The Centers Anger/Stress Management Group Insure 'Rte ChHdren (3 groups) 40 students = Family Addictions Group 15 students = Staying Straight Gtxxip (3 groups) 30 students = Nicotine Intervention 12 students - Ai^/Strssa Management Groups (2) The Centers- 30 students 30 X $35.00/hr. x 8 weeks  Rape/Sexuai Abuse Group 18 X $35.00rhf. X 12 M*s. = Qrief/Loss Group (2) vara Lloyd Preisbyterian Services 30 students x $ 7000/hr. x 12 weeks = ARKlds 1st refenals 100 students = $1,960.00 $445.00 $280.00 pre-existing pre-existing last page last page last page last page $ 8,400.00 $7,550.00 $25,200.00 cost pending $43,845.00 Individual Counseling referrats (8) Aasesements  4 hrs. each 8 X 4 X $70.0Qfhr. = 8x10x$70.0(Vhr.= DepresslonZSuiside assessments 100 students 100 X $35.00/30 minutes  $2,240.00 $5,600.00 $3,500.00 $11,340.00 \"n X 8 c   IS, 8 -o 8 Total Leveraged dotars $ 56,685.00 (plus other *ln KincT costs on last 2 pages)Communittes in Schools of LttHe Rock ft Pulaski Hsights Hiddls School Site Coordinalor: Insure The Childran Childrens Hospital S daysfwesk for 8.8 months 9 $18300.00 Levgl H Services Aller School Support Group Insure The Children 20 students 20x $3500x 12*4a = $5040 00 Level IH Services Rice Depot Level i Services Big Brother/Big Islers Core Program (8 students referred) 4 students X $14.85/hr. x 1 hrJwA. = $ 475.20 Ongoing Intervention 30 studentslweek  $35.00riv. x 24 wks.= $25,200.00 coat pending Friends of Preventian Family Service Agerwy raeource materials Groudhog Job Shadow Day 12 students Q Blue Cross/Btue Shield' Eyeglasses-3 students Lensctaftere- $300.00 x 3 = $800.00 12 X $14.86/hr. x 4 hrs. = $712.00 School-wide Drug Free Program refreshments: PTA voluntser speakers Healihy Eating Support Group (3) Cooperative Extension Service 30 X $36.00/hr. x 12 wks. = : $10,500.00 Individual Counsehng Referrals 10 students with assessments Aaeesaments (4 hrs. each) 10x4 X $70.00 = 10x$70.00x 12wl(S.= $2,800.00 $ 7,000.00 End of School imenlive pizza, BBQ, Rallys donated $ 175.00 Anger Management Groups Insure The ChHdren (2) 40student8= laet page DrugfAloohol Referrals 12 students  last page Parenting Meetings (2) East UWe Rock Arkansas Department of Health (1) 10 students x$3S.0Qlhr.x 12 wks. = $4,200.00 Free Dentistry (1 student) cost urrknown $ 175.00 Health Education Groups (3) Nursing Supervisor, LRSD $35,900.00 X O 8 o Family Addictions Group Insure The CHIdren 12 students^ last page c 3 Choices \u0026amp; Consequences Group Insure The Children 12 StUdHltSr*- LO 8 Stress Management Group Insure The Children 158tudents= last page 8 Asthma Educalon Program St. Vincents Medical Center 21 8tudents= last page 71 o ARKids 1st Program 100 ttetrals= cost pending $20,827.00 Total dollars leveraged. $56,102.00 (plus in-kind* services last 2 pages)ConununWes bi School* of Little Rock \u0026amp; AHemaUve beaming Center Sita Coordinator: The Centals for Youth and Families 1.5 daya/wask  $6,641.00 for 9.25 months LEVEL II Swvicw KvIlllSfviCM Rice Depot cost pending Sudani of Vie month (luncheon by McIntosh) $120.00 Groundhog Job Shadow Day 11 students 11 adutls x $14.85 x 4 hours $653.40 Crtsis Intervention 10 students x 3 hours x $3SAKKir $ 1050. All scfwol incentive (Kroger) $ 70.00 Support Groups 2AMek from The Centers 24-40 students weeldy pie-existlng Sbdde Intervention 2 students x 3 hours x $35.00 -r $ 210. School Emptoyment assistance Site coord. ARWdslst (5 students reterred) cost pending Indtvfdual Counaeling (10 lefeiTals) 10 students x $7Qlhour x 10 weeks $ 7000. J X  8 End of School Incentive (Alliance Foods) $150.00 Meetings with teachers and staff as needed Meeting with principal Ix/woek Off campus crisis referrats 10 studentsMreek 10 studennts x $ 35. $350. Friends of Prevention (Family Service Agency resource materiab) $653.40 Eyeglasses by Lenzcrafter examination, tenses and frames 3 students x $300. per child $000 $900. $9,510. $340.00 c  * All figures are the most accurate available. \u0026lt;0 8 8 Total dollars leveraged: $17,144 00other In Kind\" Services * Insure The Children @ Children's Hospital Outpatient Drug/Alcohol/NIcotine {Prevention/lntervention 157 referred through Communities in Schools of Little Rock @ Cloverdale Middle school\nForest Heights middle School\nPulaski Heights Middle School\nHALL High School\nAlternative Learning Center Total cost: $ 195,815.00 ($ 1,247/student)  Asthma Education Program St- Vincents Medical Center \u0026amp; The Partnership For A Healthy Community @ Cloverdale Middle school\nForest Heights Middle School\nPulaski Heights Elementary \u0026amp; Middle School\nRockefeller Elementary : Respiratory Therapist: 38 hours @ $15.85/hr, = Supplies, materials, incentives = $ 602 30 $ 5,096.00 -n Al X I $ 5,698.30 o * Cloverdale Community Clinic @ Cloverdale Middle Level Academy August 1999-June 2000 (42 weeks) Tuesdays 10 am- 4 pm RN @ $ S0,000.00iyr. = Volunteers In Medicine physician: students seen: 780 x $65.00/visit = adults seen: 405 x $65./hr. = pharmaceuticals: tests/procedures: $ 10,000.00 $ 50,700.00 $ 26,325.00 $ 1.315.00 $ 1,481.00 c \"sO 8 $89,821.00 4^ 1^ * CISCO Academy in kind software: instructor training ($500./day x 16 days) Regional Directors visits $15,000.00 $ 8,000.00 $ 2.500.00 8 $ 25,500.00 Total this page: $ 316,834.00other In Kind\" Services * CIS National Technical Assistance Gary Eagleton, consultant from Houston, Tx. 3 days training for site staff and CIS Board of Directors = 3 X $2,500.00/day = $7,500.00 * Grant Preparation s (2) consultants @ $35.00/hr. x 28 hours (TOPS grant) consultant @ $35.00/hr. x 16 hours (City Prevention grants) = $ 980.00 $56000 * Conmunities in Schools Board of Directors meetings March 1999-Ju ne 2000 16 meetings x $14.85/hr. x 2hrs. x 1 members average = 2 Board retreats @ 4 hours each x 10 members x $14.85/hr. = $ 3,326.00 $1,188.00 $ 13,554.00 Total School Site in Kind leveraged dollars: $ 565,075.00 01 X  Total indirect in-Kind leveraged dollars\n$ 4,516.00 c  These hgores arehased oethe most figures awailabJe. Several services were unable to provide cost figures until a 8 later date. t-* oFax:0000000000 Jun 9 00 14:22 p. 11/11 Letter of Agreement Update May, 2000 The following document constitutes a summary of the activities sunrounding the 'tune period of October 1, tWSIthrough May, 2000 between CIS of Little Rock and the local school sites identified as Schools of Promise. The following statements correspond numerically with the specific points directly stated in the Letter of Agreement dated August 30,1999. 1. The Communities In Schools of Little Rock approach involves an innovative utilization of existing staff and resources in schools for the benefit of all students. This new education health and human services delivery system emphasizes personalism, accountability, and teamwork. The individualized, coordinated, and integrated ^ort gives at-risk students and their families many of the services they need to solve social, educational, health and emotional problems impeding their success. This point is a simple overview of what CIS aims to provide for students and families in the identified school sites. 2. CIS, with the strong support of your office, agrees to operate and support tite CIS project at Pulaski Heights Middle School, Forest Heights Middle School, Cloverdale MMle School Academy, Hall High School, Alternative Learning Center and Accelerated Learning Center during the 1999-2000 school year. CIS of Little Rock has placed Site Coordinators at each of the schools listed\nAlternative Learning Center Cloverdale Middle School Forest Heights Middle School Hall High School Pulaski Heights Middle School Frances Waddell Adrienne Nimmer (resigned/hiring freeze) Kathy Sweeney Marilyn Brewster Rochelle Webb The CENTERS\" Arkansas Department of Health Child Study Center - UAMS Little Rock School District Insure The Children - Childrens Hospital 3. TTie CIS projects \"mII actively serve all students v^ho will attend these schools. As a CIS School of Promise, all students have access to the following resources\n A healthy start and a healthy future  A safe place to learn and grow  A one-on*one relationship with a caring adult  A marketable skill to use upon gradoation  A chance to give back to peers and community All school sites surveyed students and staff for needs other than those already provided. Site Coordinators them made arrangements to provide those services needed. Levels of Service Level I\nLevel 2: Level 3\nEducation\nawareness\nschool-wjde/grade level\ndirect information sitrvices Support groups that complement die S.A.E program\nagency mandated visits with individual students (DHS, Courts, etc.)\nscreenings\nimmunizations/physicals\ninsurance referrals\nsurvival needs (food, shelter, clothing) Individual counseling\nassessment\nreferral for medical or psychological treatmentFax=0000000000 Jun 9 00 14 = 17 P. 01/11 SCIIQgES auF Arkansas SSiK\u0026amp;ttT' i 523 South Louisiana, I Suite 175 I  P. O. Box 292 Little Rock. AR 72203  (501) 370.9661 (501) 375.8774 Fax  I I I I I I I I I I I I I I Name: ClSA@swbell.net O) \u0026lt;0 \u0026gt; 4)  \u0026lt;u : Q. 0) .C o v\u0026gt; C 'Z On  I FROM: Messoge\nFAX traHsmittal form Organization Namc/Depc fiaiiiMWWK I ^aMIIWI^CSUb j Phone number ~~ Fax number i~ Dti\u0026gt;C) Name: Title: Date sent\nNumber of Pases: (Including cover sheet) * I )1 Communities In Schools of Little Rock Board of Directors Marion Bald win, Director McClellan Cc mmunity School 9417 Geyer S ?tings Road Little Rock, / R 72209 (501) 570-41 9 / (501) 570-4098 FAX E-mail: meba dw@mcc.lrsdJtl2.ar.ui Larry Berkley, Vice-President CARTI - Physics and Pngingering P. O. Box 55050 Little Rock, AR 72215 (501) 664-8573 / (501) 663-0503 FAX E-m^\nLarTy@CAR'n.com Dr. Les Gamine, Superintendent Little Rock School Ehstrict 810 West Markham Street Little Rock, AR 72201 (501) 324-4012 / (501) 324-2146 FAX E-mail\nIvcami@lrsdadm.lr5d.kl2.ar.us Mayor Jim I laiiey The City of L ittle Rock 500 West Ma rkham Street Little Rock, i lR 72201 (501) 371-45 10 / (501) 371-4498 FAX E-mail\nJdailey@littlerock.state.ar.u( Bill Fitzgerald Cranford Johnson Robinson Woods 303 West Capitol Avenue Little Rock, AR 72201 (501) 975-8307 / (501) 975-4241 FAX E-m^: Bill.Fitzgerald@cjrw.com Sue Frucauff, Director Charles A. Frucauff Foundation 500 Soudi Shackleford Road Little Rock, AR 72211 (501) 219-1410 / (501) 219-1416 FAX E-mail: SFrueaufT@aol.com Darlene Gai rett, Consultant Urban Assoc 503 Bellaire : ates 3rive Hol Springs, AR 71901 (501)620-4828 FMfZ'=ot)3?l-Ss=\nii E-mail: Zenii@ipa.net Zenobia Hanis AR Department of Health 200 South University, Suite 310 Little Rock, AR 72205 (501) 663-6080 / (501) 663-1676 FAX E-mail: zharris@inail.doh.state.ar.us Duane Morgan, C.E.O. Orbit Valve P.O. Box 193520 Little Rock, AR 72219 (501) 568' / (501) 570-5785 (orbirvalvc.com Margie Powell Office of De icgrcgation Monitoring 201 E. Mark lam Street, Suite 510 Mt. 72201 Little Rock, (501) 376-6100 / (501) 371-0100 FAX E-mail\nmqj owcll@aristotle.niet John Riggs IV, Sure Senator Arkansas State Senate P. O. Box 1399 Little Rock, AR 72203 (501) 570-3528 / (501) 570-3218 FAX E-mail: Johnr@jariggs.com Charles Stewart Regions Bank Capitol and Broadway Little Rock, AR 72201 (501) 371-7334 / (501) 371-7413 FAX E-mail: cstewart@RegionsBank.coin Diane Vibh iker 3917 South ,ookout Drive Little Rock, AR 72205 (501) 661-8030 / (501) 661-1263 FAX (501) 580-9119 Cell Phone E-mail\ndvil hakar@alltell.net Judge Joyce Williams Warren Chancery Court, 10* Division 3001 West Roosevelt Little Rock, AR 72204 (501) 340-6725 / (501) 340-7012 FAX E-mail: Advisor: Brace Cohen, Program Dir. UAMS Child Study Center 1120 Marshall Street, Slot 654 Little Rock, AR 72202 (501) 320-5150 / (501) 320-1592 FAX cohenbrucem@exchange.uams.edu ('ommunitiea In Sch^iols of Arkansas P. O. Box 292  Little Rock, AR 72203 Phe ne\n(501)370-9661  Fax: (501)375-8774 E-mail\nClSA\u0026lt;gswbell.net Ann Kamps, Executive Director Alysia Colon, Administrative Coordinator Kerri Brazzel, AmeriCorps Promise Fellow CIS of Little Rock Revised 8/00 30/20d S:2T ii 00, ZT das noooonnoon:xeqNov ember 2 8, 2 0 0 0 Improving our schools What communities can do BY RAYMOND W DONNY LEE Special to the Democrat-Gazette 0 you look at the public schools through a telescope or a microscope? Either perspective offers a distorted D view and perhaps a cynical response. When peering through a telescope, the object is necessarily distant and appears but a speck in the lens. The view is illuminating, but precludes a detailed examination. On the other hand, the microscope offers a detailed view but fails to provide the larger context in which the object exists. It is undoubtedly difficult to get a clear perspective on schools in America today. Virtually every community has at least one school, and people have opinions about it. Each year, Gallup polls report that citizens rate schools nationally lower than they rate their own childrens schools. For example, in the 32nd Annual Gallup Poll on Education reported in September 2000,47 percent of respondents assigned a grade of A or B to public schools nationally, while 70 percent assigned a grade of A or B to their oldest childs school. Obviously, personal involvement and familiarity with a school changes attitudes. Its easier to support that with which you are involved and familiar. Why should the community support the public schools? As school millage elections approach, citizens are divided whether to vote for or against maintaining or increasing school taxes. You might hear something like, Those kids arent learning anything in that school. Or even, I dont have any children in school. Why should I vote for a school tax? Public schools do not exist solely for the students and personnel who inhabit them\nrather, they represent the hope that those who pass through them will create a better world for themselves and for all of us. What would our communities and our nation be like if we had no public school system? While our nations history has a somewhat fragmented past with public, parochial and home schooling, it is clear that in a democracy, public schooling is helpful to sustain the democratic ideals we cherish. Further, schools provide a relatively common base upon which students can draw not only knowledge, but also skills and values that will enable them to go on to be successful contributors to the community. Children in the public schools are not only our future, they are a part of the com- niunity, and their views about community, citizenship and commitment are being Guest writer shaped by those surrounding the public schools. In tile past 20 years, local businesses, seeing this relationship, have partnered with schools to collaborate, with the two-fold goal of strengthening the school and putting the business in touch with its future workers and customers. This partnership has been quite successful in most cases. Business, though, should not be the only partner with schools in a town. It is easy for the members of a community, particularly those without children in the public schools, to become detached and somewhat cynical about the schools. Yet, in many towns, the school provides structure and camaraderie to the community. Have you ever been to a small town on a Friday night during a ball game? Where is everyone? At the ball game! Community support should extend beyond the athletic teams and into the very fabric of the school. What if members of the community showed up for music pro^ams, plays and spelling bees like they did ball games? Involvement and : awareness breed support, as the school be- I comes a dynamic part of citizens lives. Volunteering in public schools is another wonderful opportunity to create community. Working with the students personalizes the efforts of the public schools, and schools no longer exist as anonymous institutions\nrather, they become vibrant, living organisms which have personality and vigor. A strong volunteer program will minimize problems that often exist in the absence of meaningful relationships. Without a clear perspective on the purposes and benefits of public schooling, the community may easily lose its will to support this vital institution. Public schools are the arteries through which our nations lifeblood flowsthat is, our children and their potential futures. Interestingly, as polls demonstrate, . schools are rated largely by the investment people make in them. 'The stronger and more personal the investment, the higher the rating. Isnt it time to make your community schools better? Become a part of them, know them, support them, and you will give your community better schools. Raipnoiid W \"Donny Lee. EdD.. is associate professor of education at Harding University in Searcy.FROM : INSURE THE-ChILDREN FAX NO. : 320 6844 Feb. 08 2001 05:03PM P2 Communities In Schools of Arkansas Memorandam To: From\nCIS of Little Rock Board Members CIS Site Coordinators CIS Building Principals a Kamps, Executive Director state Office Date: February 8,2001 Subject: CIS of Little Rock Grant Award It is with, great pleasure that I can announce to each of you that the proposal submitted to the Department of Community Programs by Arkansas Childrens Hospital  Insure the Children program has been approved. As a result of this award, Debbie Rushing, Program Coordinator for Insure the Children will now also hold the position of Executive Director for Communities In Schools of Little Rock. In this role she will assume all responsibilities for developing and implementing the CIS project at Hall High School, Pulaski Heights and Forest Heights Middle Schools. This is a wonderful opportunity to maximize collaboration efforts among Communities In Schools, the City of Little Rock, Little Rock School District and Arkansas Childrens Hospital to really begin to meet the challenges of our young people. I know that Debbie will do a wonderful job! She has long proven that she not only understands the concept of CIS but that she also knows how to make it work. Please refer all day to day questions, concerns or comments regarding CIS of LR to Debbie. You may be reached by phone at 320-1987, by fax at 320-6844 or you may email her at rushiuBsJebhie@exchange.uams.edu. Cc\nLaura Rule, Director Insure the Children Jeanette Perdue, Vice President Family Support Services Arkansas Childrens Hospital1 Apr--24-Ol O2:OOP Frueauff Foundation 5012191416 P-Ol DATE: 4-24'2001 FAX RE: TO: Letter of Agreement Between CISA and CISLR Margie Powell, Bill Fitzgerald Fax\n371-0100 Fax\n975-4241 FROM: Sue Frueauff Fax\n501-219-1416 Phone\n501- 219-1410 Number of Pages Including Cover\n2 I wanted the two of you to have a copy of the Letter of Agreement regarding the Good Cents program. Since the national office awarded the pilot program to the state organization and Ann, as state executive director, and her president, signed that program agreement, they are responsible for the funds. At the direction of Anns board, the Letter of Agreement was written. Hopefully, it will clear the air and eliminate further confusion. All parties have met regarding the Americorps Fellows (Tracy) schedule and the CISA contract with Americas Promise. I believe that our minutes and that contract was for the Badgett/Pulaski Heights program. I understand Debbie has told Tracy she is to work at Washington School this summer. I do not know what the outcome of that particular assignment disagreement will be. On another matter, until I feel more comfortable with the situation, I am holding off writing the letter to non-participating board members. If I feel that my relationship with Ann or Debbie is in anyway causing problems with CISLR or my understanding of board responsibility is incorrect, I will resign. Life is too busy and too full to spend it in turf battles. For now, I will just wait and see how the Letter is received and how Tracys schedule is handled.Apr'-24-Ol O2:O1P Frueauff Foundation 5012191416 P . 02 Letter of Agreement Between Communities In Scfaoob of Arkansas And Communities In Schools of Little Rock This agreeateai etuMisfacs a ooa-legal, cooperative relationship between Communities Io Schoob of Arkansas (OSA) and Communities In Schools of Little Rock (CIS/l^R) for the pirrpose of managing Morgan Stanley Dean Witter (MSDW) funds awarded tor the Good Cents Program. This project is currently being implemented in two LRSD middle schools in partnership with CISA and MSDW I. In so far at Communitict in Schools, Inc. agreed to award CISA $6000.00 to support the Good Cents Curricuiuia pilot project with Morgan Stanley/ Dean Witter, CISA agreed to the following use and oversigbl of the award: I ) 2) 3) 4) Further the Good Cents Curriculum pilot project with Morgan Stanley Dean Witter, Provide final number of students and volunteers who participated in pilot program. Collect evaluation data from students, teachers and volunteers at the pilot school sites to rate ihe effectiveness of the Good cents pilot curriculum, collect the final version to be developed after the pilot and obtain additional comments about the project Complete each objective by June 29, 2001 and submit a report by July 3, 2001 to include a financial statement of monies spent to date IL in so far as CfS/LR agreed Io implement the Good Cenu project in partnership with CISA, CIS/LR further agrees to: 1) 2) 3 ) 4) Present a written description for the planned expcnditure/use of the MSDW monies, Obtain prior approval from CISA for anticipaied expenditures of MSDW monies. Expenditurescan not exceed the grant amount\nSend invoices to CISA for payment CIS/LR also agrees to work with CISA to gather the required data to meet the obligations for the pilot project This Agreement may be amended at any time by mutual agreement of both CISA and CIS/LR ____, 2001\n, President Agreed to\n,2001 , President Communities In Schools of Arkansas Communities In Schools of Little Rock Executive Director , Executive Director Communities In Schools of Arkansas Communities In Schools of Little RockFROM : INSURE THE-CHILDREN FAX NO. : 320 6844 nay. 01 2001 10:51AM P2 CIS Board Meeting Minutes Monday 9 April 2001 First Presbyterian Church Present\nBruce, Margie, Junious, Larry, Debbie, Bill, Margo, Sue, Flash, Jim Daily- Sue F. called meeting to order at 4:15 The minutes from the previous meeting, which had not been proofed, were reviewed. Margie clarified that the money referred to were cunent CIS/Little Rock holdings that CIS A held. Bruce clarified that his agency is still committed to CIS and that Kathy will continue to do the Good Cents Program. Minutes were accepted and approved with those changes. The point was made the meeting minutes are needed ahead of time to avoid the need for such clarifications. Mr. Fitzgerald agreed and humbly offered his apologies and a promise to do better next time. Morgan Stanly Dean Witter - Good Cents Program Debbie stated that she thought the MSDW/Good Cents event was perceived as valuable. All had a good time at the event. Pulaski Heights program is up and running, while Forest Heights is slightly behind schedule. She has received positive feedback from the MSDW employees involved, who said it was good for them and the children seemed to get a lot out of it. Photos are from the Good Cents Mentoring Day are on both the PHMS and Good Cent websites. All Board members are encouraged to review the demonstration curriculum on the Internet and the photos. Despite press releases drafted by CIS and MSDW and sent on Arkansas Childrens Hospital and Little Rock School District letterhead, we received no media attention. Bill said he would have the press release reviewed by PR staffers at his office and determine how we might improve on coverage. Junious commented that the 12 MSDW people were very enthusiastic and committed about the program. MSDW was fully backed by their employees to participate in the mentoring program providing them with 1 hour per week to work with the students. Pulaski Heights/Badgett Elementary Literacy Team Literacy initiative, coordinated by AmcriCorp Volunteer is cooking. Students met their tutoring buddies on Tuesday. We have determined there are still some very basic needsFROM : INSURE THE-CHILDREN FAX NO. : 320 6844 May. 01 2001 10:52AM P3 on the part of Badgett students. These included personal hygiene and body care. Margo underscored the fact that these basic needs must be filled first before reading proficiency can be tackled. As Debbie said, Id rather our results from this project be fabulous ten years from now, than just a so-so program now. The need for some kind of hygiene training was raised. Margo will check into initiating that and who (or what discipline) might be most appropriate to facilitate the training with the kids. Should an csthctician or beautician or a nurse teach the children? The average 5* grade classroom GPA is 2.89 (is this for Badgett?). But the skill level is not there: reading proficiency is not at a 3C2 level. Some discussion followed about whether students were being passed along without the requisite skills. Junious said he would contact the appropriate teacher/adminisfrator to discuss the issue. Sue raised several issues: Money\n501c3 status\nRelationship with ACH\nBoard Memberships and responsibilities, Hall High and AmeriCorp volunteer. Money received from Regions Bank: The check ($2,300.00) was to pay for the ScholarShop program. Tracys expenses to Minnesota came out of that check. Sue reported that Ann Kamps has requested from Tracey a budget for materials to be expended. Money from Morgan Stanley Dean Witter: Sue reported on behalf of Ann that as yet, there is no money received from MSDW. It has been requested. Joan at MSDW says its at CISA. Debbie reported several expenses. 501c3/Relationship with ACH: The purpose of the 501 c3 status is to raise money. We need to decide if were ready as a board to raise money. Sue said that concerning CIS ownership issues, if we are under ACHs wing, they might assume they run CIS. Debbie interjected that ACH applied for the Enhancement Award to run CIS and that ACH is responsible for the Enhancement Award. AmeriCorp Volunteer Time Accrual: Debbie reported that Cynthia Klump with AmeriCorp will be conducting a site visit on April 17,2001. She will be reviewing contract documentation, personnel files and other points of accountability. The reviews were passed around to the board members. Debbie reported because of the accountability requirements we cant have volunteers doing work at home. The grant is to work with students so the majority of the work must be done in that way. Sue suggested we need a plan from Tracy for her goals for April, May, June, etc. It was stated that we arc all pulling toward a common goal of helping the children, and some formalities would enhance communication toward that goal, namely, an organizational chart for CIS and simply defining our terms. Who is CIS and who are we responsible to/for? What are the specific site plans for our site coordinators? Sue mentioned that we will probably need to come up with funds to match for next year, which may involve board members raising some of those funds. Debbie mentioned thatFROM : INSURE THE-CHILDREN FAX NO. : 320 6844 May. 01 2001 10:53AM P4 Gary Eagleton had approved piggybacking on their 50lc3 status. Problems arose only when the two entities completed for the same pot of money on a given project. HALL: We need to assess whether to continue at Hall High. The attitude there, Sue reported, is that they dont want us. She suggested an ad hoc committee of Margie and Margo to speak to the people at Hall and determine what to do. Bill suggested that Junious be included, as he represents the District. It was decided that Junious will make an information-gathering call on Hall and assess the situation and report back to the Board. CIS Board: Board memberships and responsibility. We need more members and we need to generate a list of people who can find money, are forceful and not shy about getting that money. (Sue pointed out that she had found one, Flash!). Margo made a motion that Board members bring 1-3 names of prospective members to the next meeting. Sue asked that the names be run by her first, but after some discussion, it was decided that the names be brought to the board first, before any official contact had been made or invitations extended. Margie seconded the motion, which passed. Jim Daily suggested aloud Mike Wilson of Comcast. Next meeting is at First Pres on Monday 14 May. Meeting was adjourned at 5:30 Respectfully submitted by Bill Fitzgerald Bill Fitzgerald Associate Creative Director CJRW, Inc. 303 W. Capitol Avenue Little Rock, AR 72201 501.975.8307FROM\nINSURE THE-CHILDREH FAX NO. : 320 6844 May. 01 2001 10:46AM Pl FAX TRANSMITTAL COVER SHEET  Arkansas Children's Hospital changing children's lives Arkansas Children's Hospital Website address: wviw.archildrans.org TO\nSue Frueauff Margie Powell DATE: May 1, 2001 FAX NUMBER\n219-1416/ 371-0100 FROM\nLaura buckworth NUMBER OF PAGES (including cover sheet): 4 Sue A Margie\nDebbie Rushino was on. vocation Friday, April 27 and she is off this week due to death in her family. Please edit the attached CIS Board Meeting minutes, make changes if necessary and fax to our office so they con be moiled out prior to the next meeting. Thanks If you do not receive all pages, if any are not legible, or there is any question, please call (501) 320-1632 OUR FAX NUMBER IS (501) 320-6844 This meaasa la Intended only lor 0l use oriho addrMseefsj. k comolns Inlormtuon Umi Is cenfldondsl under Uie sBomey^JIont or oUiemrise not auWcu to oiscloaure. If you are not tho Intendad recipient or ll\u0026gt; amployee or agent responsible for dellvoring n\u0026gt;e message to fh Intended recipient, any use of this Infonnetlon or diesemlnetlon, diafrlDuUon or copying of mis communicaPon la aulctly pronioited. If you have received ttiie communication In error, please notiry us Immediately by telephone and return the original message to ua at the above address vis the U.S. Postal Service. Arkansas Childrens Hospital, 800 Marshall Street, Little Rock, AR 72202-3591Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Marshall, Federal Monitor One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Ms. Jackie Stubblefield Arkansas Promise Coordinator Doneghey Plaza South P. O. Box 1437, Slot S230 Little Rock, AR 72203-1437 December 10, 2002 Dear Ms. Stubblefield We offer our support of Communities In Schools of Little Rocks (CIS of LR) proposal for an AmeriCorps Promise Fellow. The CIS of LR has done an outstanding job of serving youth in the Little Rock School District (LRSD) for several years. Had it not been for CIS of LR, many of the services provided in the past year such as mentoring, tutoring, health care, economic education, and counseling would not have reached the students most in need. As a monitor for the federal court, I have personally observed the wonderful accomplishments and ongoing efforts of CIS of LR to serve the whole child. With school budgets dwindling and the continued erosion of city tax bases, many of the programs and services that do not deal directly with academics are often the first to be eliminated. Nevertheless, students do not learn in a vacuum, and they continue to bring emotional, social, and physical problems to the classroom. Having an AmeriCorps Promise Fellow would be a tremendous asset to students and school personnel at the host site, Pulaski Heights Middle School. By providing student and family support to incoming students from distressed schools, the AmeriCorps Promise Fellow could well be the first line of defense in keeping Pulaski Heights Middle School from becoming the type of school those students were fleeing. Sincerely yours. Ann S. Marshall Federal Monitor\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_299","title":"Compliance hearing exhibits, 117 Little Rock School District: Board of Education Policies \u0026 Regulations","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":["1999/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","School board members","School boards","School management and organization"],"dcterms_title":["Compliance hearing exhibits, 117 Little Rock School District: Board of Education Policies \u0026 Regulations"],"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/299"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District Board of Education Policies \u0026amp; Regulations i School Uniforms CONTENTS\nCitizeris Comments from Melissa Guldin Assorted Readings LRSD Administrative Directive Arkansas State Law' AI am here this evening to talk to you about my child, his school, and a terrible dilemma that our family must face before the beginning of the next school year. My son Will, who is in the founh grade, has been attending Carver Magnet School since kindergarten. From the very first, he loved the school. In his five years at Carver, Will has been a model student\nmaking the honor roll each 9 weeks, receiving the three consecutive awards for science achievement, and maintaining a spotless discipline record. But despite his exemplary academic performance and good behavior, there is a very real possibility that my son will be asked to leave his school. I know this sounds farfetched, but it is true. You see. Carver is in the process of adopting a uniform policy. A policy that apparently will make no allowances for parents who, having made the magnet school choice years ago, are now forced to choose between adhering to the uniform policy or leaving the school. While those promoting this new Can'er policy have yet to furnish a written copy of their regulations, the committee chairperson has announced that the only opportunit) for children or parents to \"opt out of the uniform policy would be to go to another school. I realize that many parents believe that uniforms improve behavior and academic performance. While this view may be widely held, it is a specious argument. There is no documented scientific evidence that uniforms improve behavior or achievement. At many of the schools where uniforms have been adopted, parents and staff members offer anecdotal or perceptual evidence that uniforms have made a positive difference. Anecdotes and perceptions are nothing more than appealing stories and personal opinion. We expect our students to learn to be critical thinkers, but we often fail to exercise critical thinking skills ourselves. The recent trend, of embracing school uniforms as some type of cure-all, represents the triumph of wishful thinking over reason. Whether my son stays at Carver or not, I know that this entire uniform debate has taught him a lot of lessons, but I fear that they are not the lessons I would have had him learn. When I approached the Campus Leadership Team about surveying students as well as parents, I was turned down. This taught him that adults in authority do not value the opinions of the children they oversee. When he asked whether teachers would be required to wear uniforms and learned that they would not, he learned all about double-standards. And if he remains at the school and is forced to wear a uniform, I fear he will come to believe that it is futile to fight for what you believe in because authority figures make their minds up in advance and refuse to reconsider their stance despite compelling evidence to the contrary. In all my years as a both a teacher and a district patron, I never expected that such hard lessons would be visited on my child by the district I have so long supported. The Carver Campus Leadership Team intends to bring their policy before the Board for approval, I urge you to make sure that policy allows parents to opt out of the uniform requirements. Thank you.3-1-96 - Point of View\nSchool Uniforms Page 1 of 2 I r American Cival Liberties Union Freednn Networit March 1, 1996 Point of View: School Uniforms By Loren Siegel Director, Public Education Dept., ACLU Until President Clinton called attention to the issue in his State of the Union address, mandatory public school uniform policies were sporadic local occurences. ,A few school districts had been quietly experimenting with uniforms for years, but the issue caught President Clinton's eye after the Long Beach, California school district released some numbers suggesting that after only one year, its mandatory uniform policy had not only brought about significant decreases in vandalism and fighting, but had also led to higher test scores. Now that the President's endorsement has elevated school uniforms into the realm of federal education policy, a question needs to be answered\nAre uniforms a good idea? The most concise response to this question is, nobody knows. The superintendent of the Long Beach School District claims that the district's self-generated data showing decreases in certain forms of student misconduct is proof that uniforms work. But other steps to improve student behavior, like increasing the number of teachers patrolling the hallways during class changes, were also taken by the district around the same time the uniform policy was introduced. Without further study, it is impossible to say with any certainty that the uniforms were responsible for the changes. The fact is that there are no empirical studies that show that uniforms consistently produce positive changes in student behavior over the long run. .At best, school uniform policies are purely experimental. The experiment presents some very practical problems. First, although President Clinton said he supported uniforms \"if it means that teen-agers will stop killing each other over designer jackets,\" the Long Beach policy, like virtually every other uniform policy in the country, applies only to elementary and middle school students, and not to teenagers. While younger children may be amenable to uniforms - might even like them - teenagers are different. It's axiomatic that adolescence is a time when young people strive to express their uniqueness and individuality in many different ways, and especially through fashion. Of course as several political cartoonists have pungently observed, teens are already in uniform - baggy pants, T-shirts and baseball caps worn backward. But these are \"uniforms\" of teens' own choosing, and not fashions dictated from above. School administrators and teachers know that teenagers are sure to rebel against uniforms policies\nthat's why so far they've been reluctant to impose them at the high school level. Second, for a public school uniform policy to be legal, it has to have an opt out provision. Every child in this country has the right to a public school education, and that right cannot be conditioned upon compliance with a uniform policy. Some parents and children will have religious objections to uniforms. Others won't want to participate for aesthetic reasons. If given a choice, it is hard to imagine that most or even many teenagers will opt to wear the uniforms. http://www.aclu.org/congress/uniform.html 2/25/00 XetV\n3-1-96 - Point of View\nSchool Uniforms Page 2 of 2 Beyond these practical considerations, the call for school uniforms is not constructive because it is a Band Aid solution to a set of serious problems that defy easy answers. There is something profoundly cynical about our political leaders promoting uniforms in the face of crumbling school buildings, overcrowded classrooms, and dwindling education funds. The debate over uniforms is a diversion. .Attractive, modem and safe school buildings, small class sizes, schools with well stocked libraries, new computers and an array of elective courses like music, drama and art - those are the kinds of changes that would produce long lasting and dramatic improvements in student deportment and achievement. But of course that would require us to invest, rather than disinvest, in our public school system. If policy makers are serious about finding solutions to the problem of school violence, maybe they should ask the real experts: the students themselves. The ACLU recently conducted a series of focus groups and discussions with high school students and asked them what they thought would help. Uniforms didn't even make it onto the list. Their suggestions: 1) Since school violence mirrors that of society at large, schools should seriously confront and discuss issues of racism and cultural conflict\n2) \"Safe corridor\" programs should be supported to protect the safety of students as they go to and from school\n3) School entrances should be secured\n4) More extracurricular activities and clubs should be established\n, 5) Open-mike assemblies should be held on a regular basis to give students the opportunity to express themselves\n6) Programs to help students find part-time jobs should be established\n7) Conflict resolution techniques should be taught. Now, that is a real plan! IDEX HOME FEEDBACK Copyright 1996, The American Civil Liberties Union B http\n//www. aclu.org/congress/uniform .html 2/25/00 Manual on School Uniforms Page 1 of\" Updates on Legislation, Budget, and Activities Manual on School Uniforms School Uniforms: Where They Are and Why They Work A safe and disciplined learning environment is the first requirement of a good school. Young people who are safe and secure, who learn basic American values and the essentials of good citizenship, are better students. In response to growing levels of violence in our schools, many parents, teachers, and school officials have come to see school uniforms as one positive and creative way to reduce discipline problems and increase school safety. They observed that the adoption of school uniform policies can promote school safety, improve discipline, and enhance the learning environment. The potential benefits of school uniforms include:  decreasing violence and theft - even life-threatening situations  among students over designer clothing or expensive sneakers\n helping prevent gang members from wearing gang colors and insignia at school\n instilling students with discipline\n helping parents and students resist peer pressure\n helping students concentrate on their school work\nand  helping school officials recognize intruders who come to the school. As a result, many local communities are deciding to adopt school uniform policies as part of an overall program to improve school safety and discipline. California, Florida, Georgia, Indiana, Louisiana, Maryland, New York, Tennessee, Utah and Virginia have enacted school uniform regulations. Many large public school systems -- including Baltimore, Cincinnati, Dayton, Detroit, Los Angeles, Long Beach, Miami, Memphis, Milwaukee, Nashville, New Orleans, Phoenix, Seattle and St. Louis - have schools with either voluntary or mandatory uniform policies, mostly in elementary and middle schools. In addition, many private and parochial schools have required uniforms for a number of years. Still other schools have implemented dress codes to encourage a safe environment by, for example, prohibiting clothes with certain language or gang colors. Users Guide to Adopting a School Uniform Policy The decision whether to adopt a uniform policy is made by states, local school districts, and schools. For uniforms to be a success, as with all other school initiatives, parents must be involved. The following information is provided to assist parents, teachers, and school leaders in determining whether to adopt a school uniform policy. 1. Get parents involved from the beginning http://www.ed.gov/updates/uniforms.html 2/25/00 Manual on School Uniforms Page 2 of Parental support of a uniform policy is critical for success. Indeed, the strongest push for school uniforms in recent years has come from parent groups who want better discipline in their children's schools. Parent groups have actively lobbied schools to create uniform policies and have often led school task forces that have drawn up uniform guidelines. Many schools that have successfully created a uniform policy survey parents first to gauge suppon for school uniform requirements and then seek parental input in designing the uniform. Parent support is also essential in encouraging students to wear the uniform. 2. Protect students' religious expression A school uniform policy must accommodate students whose religious beliefs are substantially burdened by a uniform requirement. As U.S. Secretary of Education Richard W. Riley stated in Religious Expression in Public Schools, a guide he sent to superintendents throughout the nation on August 10, 1995\nStudents may display religious messages on items of clothing to the same extent that they are permitted to display other comparable messages. Religious messages may not be singled out for suppression, but rather are subject to the sa.me rules as generally apply to comparable messages. When wearing particular attire, such as yarmulkes and head scarves, during the school day is part of students' religious practice, under the Religious Freedom Restoration Act schools generally may not prohibit the wearing of such items. 3. Protect students' other rights of expression A uniform policy may not prohibit students from wearing or displaying expressive items -- for example, a button that supports a political candidate - so long as such items do not independently contribute to disruption by substantially interfering with discipline or with the rights of others. Thus, for example, a uniform policy may prohibit students from wearing a button bearing a gang insignia. A uniform policy may also prohibit items that undermine the integrity of the uniform, notwithstanding their expressive nature, such as a sweatshirt that bears a political message but also covers or replaces the type of shirt required by the uniform policy. 4. Determine whether to have a voluntary or mandatory school uniform policy Some schools have adopted wholly voluntary school uniform policies which permit students freely to choose whether and under what circumstances they will wear the school uniform. Alternatively, some schools have determined that it is both warranted and more effective to adopt a mandatory uniform policy. 5. When a mandatory school uniform policy is adopted, determine whether to have an \"opt out\" provision tn most cases, school districts with mandatory policies allow students, normally with parental consent, to \"opt out\" of the school uniform requirements. Some schools have determined, however, that a mandatory policy with no \"opt out\" provision is necessary to address a disruptive atmosphere. A Phoenix, Arizona school, tor example, adopted a mandatory policy requiring students to wear school uniforms, or in the alternative attend another public school. That Phoenix school uniform policy was recently upheld by a state trial court in Arizona. Note that in the absence of a finding that disruption of the learning environment has reached a point that other lesser measures have been or would be ineffective, a mandatory school uniform policy without an \"opt out\" provision could be vulnerable to legal http ://www. ed. go v/updates/uniforms .html 2/25/00Manual on School Uniforms Paae 3 of\" challenge. 6. Do not require students to wear a message Schools should not impose a form of expression on smdents by requiring them to wear uniforms bearing a substantive message, such as a political message. 7. Assist families that need financial help In many cases, school uniforms are less expensive than the clothing that smdents typically wear to school. Nonetheless, the cost of purchasing a uniform may be a burden on some families. School districts with uniform policies should make provisions for students whose families are unable to afford uniforms. Many have done so. Examples of the types of assistance include\n(a) the school district provides uniforms to students who cannot afford to purchase them\n(b) community and business leaders provide uniforms or contribute financial support for uniforms\n(c) school parents work together to make uniforms available for economically disadvantaged students\nand (d) used uniforms from graduates are made available to incoming students. 8. Treat school uniforms as part of an overall safety program Uniforms by themselves cannot solve all of the problems of school discipline, but they can be one positive contributing factor to discipline and safety. Other initiatives that many schools have used in conjunction with uniforms to address specific problems in their community include aggressive tmancy reduction initiatives, drug prevention efforts, student-athlete drug testing, community efforts to limit gangs, a zero tolerance policy for weapons, character education classes, and conflict resolution programs. Working with parents, teachers, students, and principals can make a uniform policy part of a strong overall safety program, one that is broadly supported in the community. Model School Uniform Policies States and local school districts must decide how they will ensure a safe and disciplined leamin\nenvironment. Below are some examples of school districts that have adopted school uniforms as part of their strategy. Long Beach, California Type: Uniforms are mandatory in all elementary and middle schools. Each school in the determines the uniform its students district will wear. Opt-out: Size of program\nYes, with parental consent 58,500 elementary and middle school students Implementation date: 1994 Support for disadvantaged students: Each school must develop an assistance plan for families that cannot afford to buy uniforms. In most cases, graduating smdents either donate or sell used uniforms to needy families. http\n//www. ed.gov/updates/uniforms.html 2/25/00 Manual on School Uniforms Page 4 of~ Results: District officials found that in the year following implementation of the school uniform policy, overall school crime decreased 36 percent, fights decreased 51 percent, sex offenses decreased 74 percent, weapons offenses decreased 50 percent, assault and battery offenses decreased 34 percent, and vandalism decreased 18 percent. Fewer than one percent of the students have elected to opt out of the uniform policy. Dick Van Der Laan of the Long Beach Unified School District explained, \"We can't attribute the improvement exclusively to school uniforms, but we think it's more than coincidental.\" According to Long Beach police chief William Ellis, \"Schools have fewer reasons to call the police. There's less conflict among students. Students concentrate more on education, not on who's wearing SI00 shoes or gang attire.\" Seattle, Washington Type: Mandatory liniform policy at South Shore Middle School Opt-out: Yes, with parental consent. Students who opt out must attend another middle school in the district. Size of program: 900 middle school students mplementation date: 1995 Support for disadvantaged students: South Shore works with local businesses that contribute financial support to the uniform program. In addition, the administration at South Shore found that the average cost of clothing a child in a school with a prescribed wardrobe is less than in schools without such a program, sometimes 80 percent less. School officials believe that durability, reusability and year-to-year consistency also increase the economy of the school's plan. Results: The principal of South Shore, Dr. John German, reports that \"this year the demeanor in the school has improved 98 percent, truancy and tardies are down, and we have not had one reported incident of theft.\" Dr. German explains that he began the uniform program because his students were \"draggin', saggin' and laggin'. I needed to keep them on an academic focus. My kids were really into what others were wearing.\" Only five students have elected to attend another public school. Richmond, Virginia Type: Voluntary uniform policy at Maymont Elementary School for the Arts and Humanities Opt-out: Uniforms are voluntary. Size of program: 262 elementary school students Implementation date: 1994 Support for disadvantaged students\u0026gt;: Responding to parent concerns about the cost of uniforms, the school sought community financial support for the uniform program. Largely as a result of financial donations from businesses and other community leaders, the percentage of students wearing uniforms rose from 30 percent in 1994-95, the first year of the program, to 85 percent during the current year. Results: Maymont principal Sylvia Richardson identifies many benefits of the uniform program, http://www.ed.gov/updates/uniforms.html 2/25/00 Manual on School Uniforms Page 5 of\" including improved behavior, an increase in attendance rates and higher student achievement. Kansas City, Missouri Type: Mandatory uniform policy at George Washington Carver Elementary School Opt-out: None. Carver is a magnet school to which parents and students apply knowing about the uniform policy. Size of program: 320 elementary school students Implementation date: 1990 Support for disadvantaged students: Students receive their uniforms at no cost to them. The state and school district pay for the uniforms primarily with magnet school funding. Results\nPhilomina Harshaw, the principal for all six years that Carver has had uniforms, observed a new sense of calmness throughout the school after students began wearing uniforms. \"The children feel good about themselves as school uniforms build a sense of pride. It forces adults to know a child.\" Memphis, Tennessee Type: Voluntary uniform policy at Douglas Elementary School Opt-out: Uniforms are voluntary. Size of program: 532 elementary school students Implementation date: 1993 Support for disadvantaged students: Douglas has business partners in Memphis that have contributed financial support to purchase uniforms for needy families. Results\nAccording to Guidance Counselor Sharon Carter, \"The tone of the school is different. There's not the competitiveness, especially in ^ades, 4, 5, and 6, about who's wearing what.\" Ninety percent of the students have elected to wear uniforms on school uniform days, Monday through Thursday. Fridays are \"casual\" days during which none of the students wear uniforms. Baltimore, Maryland Type: Voluntary unifonn policy at Mt. Royal Elementary/Middle School Opt-out: Uniforms are voluntary. Size of program: 950 elementary and middle school students Implementation date: 1989 Support for disadvantaged students\nMt. Royal Elementary/Middle School keeps a store of http://www.ed.gov/updates/uniforms.html 2/25/00 Manual on School Uniforms Page 6 or'~ unifonns that are provided free to students who cannot afford the $35.00 to purchase them. Ninetyeight percent of graduating eighth graders donate their uniforms to the school. Results\nAccording to Mt. Royal's assistant principal, Rhonda Thompson, the uniform policy \"has enhanced the tone and climate of our building. It brings about a sense of seriousness about work.\" All of the students have elected to participate in the uniform program. Norfolk, Virginia Type: Mandatory uniform policy at Ruffner Middle School Opt-out: None. Students who come to school without uniform are subject to in-school detention. Size of program: 977 middle school students Implementation date: 1995 a Support for disadvantaged students\nThe school provides uniforms for students who cannot afford them. 12 Results\nUsing U.S. Department of Education software to track discipline data, Ruffner has noted improvements in students' behavior. Leaving class without permission is down 47 percent, throwing objects is down 68 percent and fighting has decreased by 38 percent. Staff attribute these changes in part to the uniform code. Phoenix, Arizona Type: Mandatory uniform policy at Phoenix Preparatory Academy Opt-out: Yes, with parental consent. Students who opt out must attend another middle school in the district. Size of program: 1,174 middle school students Implementation date: 1995 Support for disadvantaged students\nA grant from a local foundation covers the $25 to $30 cost of uniforms for families that cannot afford to buy them. Results\nAccording to the principal, Ramon Leyba, \"The main result is an overall improvement in the school climate and a greater focus on positive behavior. A big portion of that is from uniforms.\" For More Information If you have questions about school programs with uniforms, please call the U.S. Department of Education Safe and Drug Free Schools office at 1-800-624-0100. Prepared by the U.S. Department of Education in consultation with local communities and the U.S. Department of Justice. http\n//www.ed.gov/updates/uniforms.html 2/25/00 Manual on School Uniforms Page 7 of .###. [Return to Updates on Legislation, Budget, and Activities] [ED Homepage] Last Updated ~ Feb. 29, 1996, (pjH) http://www.ed.gov/updates/unifoiTns.html 2115m4/3/96 - Do They Reduce Violence-Or Just Make L's Feel Better? Page 1 or'-i April 3, 1996 fOUCAIIONWEIK Education Week , the web mCOHlHl s II II I Do They Reduce Violence-Or Just Make Us Feel Better? By Kathleen L. Paliokas and Ray C. Rist Public school uniforms have become the latest rage in education circles. Parents, teachers, school administrators, and politicians are embracing uniforms as the new policy tool for solving the problem of violence in schools. We hear enthusiastic claims that as a result of uniforms, disciplinary incidents and violence have declined, students' attitudes have improved, and a more serious learning environment has resulted. All these testimonials are confidently communicated, and their sheer abundance is persuasive. But do uniforms, in fact, reduce violence? Or are good intentions and wishful thinking, rather than empirical evidence, driving this policy initiative'? President Clinton has, in the last three months, catapulted the public-school-unifotm issue to national prominence by endorsing uniforms in his State of the Union address in January. Subsequently, he again publicly discussed the issue in one of his weekly radio addresses in February and then visited a Long Beach. Calif, school that had instimted a uniform policy. The president is actively encouraging communities to adopt uniforms and has just asked the U.S. Department of Education to distribute to school districts a new manual offering guidelines for formulating and implementing a uniform policy. In this way, he has not only jumped on the uniform bandwagon but has taken the reins and set it racing off at full speed. Parents and teachers are enamored with the idea of uniforms. The wearing of uniforms is seen as a concrete and visible means of restoring order and discipline to the classroom. The wearing of uniforms also conjures up visions of the Roman Catholic parochial school system as well. Tlie perception of the Catholic schools is that they are safe, secure, and orderly learning environments. So if uniforms help in even a small way to achieve such an environment in the public schools, let them wear uniforms! The increased national prominence given to arguments for wearing uniforms has fueled rhetoric decrying the condition of American public education. We are told we need uniforms because the public schools are in bad shape. Violence is rampant, kids in schools are getting killed over designer jackets, assaults on teachers are frequent, and, as Time magazine tells us, more than 100,000 students carry a weapon to school each day. The perception of a crisis of violence raises the pressure on schools and politicians to act quickly. The urge to do something has become widespread. We are seizing on uniforms because they appeal to our conventional wisdom and our intuitive belief that increased structure will improve childrens attimdes. The problem is, we don't know whether uniforms actually reduce violence in the schools. We have very little empirical data on the cause-and-effect relationship between uniforms and violence. Because this policy initiative in the public schools is new, we have no track record, just a young body of evidence that is woefully sparse. What do we know? We have a myriad of anecdotal reports from teachers, parents, and administrators saying that violence has been reduced in their schools with uniforms, that the snidents are more serious, well-behaved, and focused on their studies, that they have higher self-esteem, that ethnic and racial tensions have decreased, that absenteeism is down, and academic performance up. The National Association of Secondary School Principals recently released results from a survey it http://www.edweek.org/ew/vol-15/28rist.h 15 2/25/00 4/3/96 - Do They Reduce ViolenceOr Just Make Ls Feel Better? Page 2 of4 conducted of 5,500 secondary school principals, showing that 70 percent believe requiring students to wear uniforms will lower the incidence of discipline problems and violent behaviors. All these testimonials and high hopes are undoubtedly sincere and based on personal experience in the schools. But what about documented results? The Long Beach, Calif, school district, the first in the country to adopt mandatory public school uniforms in grades K-8. has been touted as an example of the proven success of uniform policies. Long Beach appears to be the only district so far that has provided documented results indicating that uniforms improve smdent behavior. District officials supply data showing a dramatic decline in violence in their K-8 schools from 1993-94 to 1994-95. including a 51 percent drop in physical fights, a 34 percent drop in assaults and batteries, a 50 percent drop in weapons offenses, and a 32 percent drop in suspensions. (See Education Week. Feb. 14, 1996.) Simplistic attribution of these declines over one yearand only in grades K-8to the wearing of school uniforms is problematic. Other factors may be intertwined with and responsible for the decline-presuming the data are trustworthy and that there were no changes in how violence was measured from one year to the next. In order to eliminate competing explanations for the decline, we must ask what other factors might account for the change in Long Beach during this period. Was the initiation of an uniform policy only one aspect of a comprehensive safer.' plan that included heightened security measures and stricter rules? Did local communitypolicing procedures change? Other questions would include these: Was the trend of violence in the district at its peak and ready to decline? (Comparison from one year to the next does not give a trend.) Were this year's figures an aberration and in fact the violence will resume? Do we have here a classic example of the \"Hawthorne effect.\" where the short-term attention to and visibility of the problem created this immediate downturn in violence? Perhaps increased parental involvement in the activities of the school (and thus with their children) is a key factor in the decline. One Long Beach official has admitted that the district does not attribute the decline in violence exclusively to uniforms. He asserted the system's belief, however, that the decline was more than coincidental with the institution of uniforms. The point is that without a careful assessment of the data over time and the elimination of competing explanations for why the reductions have taken place, the data from Long Beach have to remain suspect. And it should not be forgotten that the data are only for grades K-8. The realities of violence in high schools are not addressed with any of the Long Beach data. Ideally, three research techniques would be used to ensure validity and credibility of data results. First, policy effects would be measured from a historical series of observations that would enable us to determine whether the decline in violence is a real change, and not the continuation of a trend, an erratic pattern, or a recovery from an extreme. Second, data on violence would be gathered and compared from two groups of smdents: a group of experimental, uniformed students and a control group of students outside the school who did not wear uniforms. Third, data would be gathered on other factors that might explain the decrease in violence, and sutistical analyses would be conducted to control for these factors. This would be in an ideal world, which is rarely available to us. The absence of these techniques and the uncertainties they create about the interpretation of the data does not mean that the claims of success for uniforms are not real, only that we don't know for sure. All we can say with certainty is that the data now available in the United States do not now suppon any specific conclusions about the impact of public school uniforms on violence. The real question then becomes how fast and how extensively we move forward with a policy that lacks data to suppon it. The policy adrenaline is running. Do we forge ahead based on intuition, good intentions, and sincere impressionistic beliefs? This would not be the first time tn education that a lack of data stood in the way of embracing such a presumed \"good thing\" for schools and kids. (Dare we use the \"f word and call this rush to uniforms a \"fad\"?) http://www.edweek.org/e'.v/vol-15/2 Sri st. h 15 2/25/00 - Do They Reduce Violence-Or Just Make Ls Feel Better? Page 5 of 4 Lost in the euphoria over so-called positive results from uniforms are the potential negative or unanticipated consequences of running roughshod over smdents' free-expression rights. Norman Isaacs, the principal of Millikan Middle School in Sherman Oaks. Calif, has voiced opposition to uniforms, saying that smdents need to learn to make choices and decisions based on internal I'alues, rather than functioning with arbitrary rules that set the limits for them. Only then, he says, can they learn to think for themselves and develop self-discipline. I Others also argue that student dress serves as a barometer of what is going on with the student and can signal problems such as drugs, gang membership, or sex abuse. Uniforms would eliminate a warning system that lets teachers and administrators identify and rescue smdents who need help. Lastly, a uniform policy penalizes everyone instead of focusing on the small percentage of kids causing the problems. Any number of additional unintended consequences could result from a uniform policy. If the rush to instigate such policies does not result in reduced levels of violence, increases in order and stability, and enhancements of learning, then what? Does public confidence in schools dip still lower? Do the calls for vouchers and choice programs allowing kids to leave the public schools grow louder? Do more Draconian proposals for dealing with school violence emerge? What happens if this whole effort falls flat-and why should we expect it not to? Measuring these potential costs is difficult, but no less so than measuring changes in smdents' attimdes resulting from uniforms. What is needed is some careful thinking and a whole lot of caution. This initiative should not be spared serious cost-benefit assessments. Carefully working through the potential consequences of adopting a school-uniform policy is not time wasted. The dangers of forging ahead in an atmosphere of such contagious excitement are twofold. Enthusiasm may lead us to perceive initial evidence of violence reduction as permanent. If uniforms are in fact a Band-Aid approach, as some claim, and the underlying problem persists, violence will resurface quickly despite the presence of uniforms. What is more, the adoption of a public school uniform policy may not be as easy or as sustainable as the enthusiasm for the idea might suggest. The move should be considered carefully and balanced against local needs. A number of individual schools have experienced strong resistance to uniforms-on the part of parents as well as smdents. The absence of systematic empirical evidence supporting uniforms does not mean that a uniform policy is not good policy or will not work. We just don't know. The question raised here is how we should proceed. If we are not sure what we are doing, what are our chances of success? If our diagnosis of the problem is wrong, uniform policy is prone to failure and may even be counterproductive. The judicious approach is to proceed thoughtfully, collecting data along the way. Careful pilot studies are well justified. Making policy decisions based on information that is incomplete, misleading, or absent is risky, because we do not know what we do not know. Along with the euphoria of early results comes the tendency to overstate possible benefits and overlook potential costs. The sense of having a safety crisis in our schools impels us to act before we think. In the case of public school uniforms, it may be wise to pause and assess the implications of our actions. Failure to deliver on promised results with this initiative, as with so many others in education, has its costs. Ray C. Rist is the director of the Center for Policy Smdies of the graduate school of education and human development at George Washington University in Washington. Kathleen L. Paliokas is an attorney and is a doctoral smdent in educational policy at George Washington University. http\n//www.edweek.org/ew/vol-15/28rist.hl5 2/25/00 Education Week: Violence and Safety Page 1 01'2 ri Looking for classroom resources, software, or testing resources? January 16, 2000 EDUUTEONWEOt . J IHEMEHWES | TBtffllTW~ Education Week on the web I nffiMumns | smanKPaiis | nmoBcntsmics I?. ir Tiff\nEver since President Clinton endorsed the idea of public school uniforms in his 1996 State of the Union Address, the concept has been all the rage in urban districts around the country. In February 1996, the U.S. Department of Education sent a manual on school-uniform policy to every district in the country. And Long Beach, Calif., the first public district to require uniforms, recently reported a dramatic decrease in violence and discipline problems since they instituted the policy in 1994. I Other Issues Hages: The very idea of uniforms appeals to a lot of parents and teachers. They are seen as a concrete and visible means of restoring order to the classrooms. Uniforms conjure up visions of parochial schools, which are perceived as safe, secure, and orderly learning environments. Many people would agree that anything that puts an end to the grueling, expensive, and sometimes violent competition to keep up with the latest fashions is a good thing. Besides Long Beach, the Oakland, Calif., district began a districtwide uniform requirement in September 1995. A few districts-including Dade County, Fla.\nSeattle\nand Charleston, S.C. allow schools to decide for themselves. And a slew of other schools and districts appear to be joining the bandwagon. From the Archives \"N.Y.C. Joins Growing List of Districts Dressing the Same,\" Nov. 24, 1999. \"Schools Ratchet Up the Rules on Student Clothing, Threats,\" May 12, 1999. But are unifonns such a great idea especially in today's schools, which theoretically celebrate diversity rather than uniformity? Are they just a fad? Can Long Beach's decrease in violence only be traced to uniforms? Experts agree that the data just don't yet make a clear link. The strongest opposition to uniforms comes from two camps: civil libertarians \"Calif. District Points to Uniforms for Plunging Crime Rate,\" Jan. 21, 1998. \"Majority of Dade Schools Back Uniforms for Students,\" April 30, 1997. \"Do They Reduce Violence- Or Just Make Us Feel Better?\" April 3, 1996. and students (particularly older ones). Civil libertarians argue that required unifonns violate students' free-expression rights. Said Lon: Beach 7th grader Hector Gonzalez: \"It's like we're all in jail.\" On the Web http://www.edweek.org/context/topics/unifoiTns.htm ig 2/25/00 Education Week: Violence and Safety Page 2 of 2 A Memo From the President. In this February 1996 memorandum to U.S. Secretary of Education Richard W. Riley, President Clinton outlines his position on school uniforms. Manual on School Uniforms. A manual from the U.S. Department of Education intended to assist parents, teachers, and school leaders in determining whether to adopt a school uniform policy.\" Point of View: School Uniforms. Loren Siegel, director of the public education dept, of the American Civil Liberties Union, expresses doubts about the value of uniforms. School Uniform Fact Sheet. From the Long Beach Unified School District, a fact sheet on their policy. SPBOE [ Mmirwaul O 2000 Editorial Projects in Education http://www.edweek.org/context/topics/uniforms.htm 2/25/00 education 214 6-18-102 membership in the National Honor cS oci ety norr -am.,v seaqu-ivolenc cLCudemic honor society. . - academic honor society on ho(ndoir Aso csiteutdy.e nt who is a ^mge^mbbeer o_f_ rnrndons of subsection to {1993, shall be exempt from the promsio August of this section. THTl-S COrV,, Aapct\"a' LwwJ-. ^- ^w0. 980. 1 1993 . VN. o.\" 1 1 1-1 'No. 9 /. 5 2: Amendments. 01 3' fYie 1997 amendment rewrote the section. 6-18-102. LLeeggiissllaattiivvee Sounduiunxgss - determines that the (a) The General Assembly .^e public schooh often clothes and from m^nose preoccupy educated in math. s^ school, that Assembly mi and other subjects - f g^vear has, m competition over todies anU violence and i^un - -- uniforms, aispanties senOOLa tnat nave ._____onn oisr and distraci ducated their major purpose for being m 51 science, English, history, farther finds that student in several instances, lea to Q .ereas, in those Arkansas in student sscohcoiooelsconomic levels are le:ss obnous andiVruptive incidents are less ......... ed ot^arinuSsiSeh'iii adopc a uduor. \u0026lt; for students.^ recommends to the boarU that lilcGLv bO Tochceu rb. oard of directors ot, ibii I- O' dress code If the advisory d no tiniform dress code uniform dress (c ode for studento b ^o is adopted by the filing deadline for the annual the 5\u0026lt; 5' i I dress code to the qualified electors oi 3 s\u0026lt; P\" '-^'  ^an\"d timyplem oefntth teh eq upaol iicfiye.d elector of the district voting Igmnst the adoption ooff aa school uniform pohmrthe board of X^.T^mmumTenod^of one (D L.oUfipd electors of the dis.net atte. thereon at the election vote qualified electors UXAl -^er a school uniform pol^myhEU been maple 2000 annual school electio ^he distnc. o.-. ^'onuliag .ha school aad. pohC at the next school election. of the minimum bv petition 5 voted upon result for a of the district may 215 STUDENTS 6-18-103 (B) The petition shall be signed by not less than hve percen (0.05) of the qualified electors in the district. loll.A) Qualified electors of the distnct may atany time oy petition have the question of implementing a unitorm dress code voted upon at the next school election. (B) The petition shall be signed by not less than nve percent m-fe) of the ouahfied electors in the district. fc) .Any school uniform pohcy adopted by a school district shall provide for individual students to make application to opt out of the uniform requirements with parental consent where no other reasonaole alternative placement for the student exists. ... id) -Any school district which has adopted and implemented a oistnct policv to require a uniform dress code prior to_election shall be exempt from the provisions of this section other tnan the 2000 annual school subsection (g). , .. .. . ....__ (e) Nothing in this section shall be construed to limit the anility ot a school district or a particular school within a district to adopt and imnlement a school uniform policy. .Any school district may implement a school uniform policy without suomitti cr s the issue to the electors of the district. , (fj The Department of Education and eaucational cooperatives snail, when Dossible, assist public schools by providing iniormation regarding uniform dress codes upon request from public school administrators. ) Within sixty \u0026lt;60) days after the 2000 annual school election, each school distnct shall submit a letter to the department setting torth the recommendation of the advisory committee,, the action taKen by the (sr) o school board regarding a uniform dress code as a result of the advisory committee's recommendation, and the results ot any election regarding a uniform dress code. .... (h) The department shall compile a report oi the miormation received from each school district and submit the report to the Senate Committee on Education and the House Committee on Education prior to January 15, 2001. History. Acts 1995, No. 1239,  l-o\n1999. No. 1301,  1. Amendments. The 1999 amendment rewrote this section. 6-18-103. Selective service registration. (aid) Each local school district and each adult education program shall provide a registration form at least thirty (30) days before the 3Ud.iI ULUviuc a 1 nJ- students eighteenth birthday to any student who is enrolled m the district or the adult education program and who is requmed to renter with the selective service system in accordance with the Military 3 Selective Service .A.ct, 50 U.S.C. Appx.  451 et seq. (.2) The district and adult education program shaU further provide appropriate instructions for returning completed registration forms to selective service personnel.LPSD SUP'3 GF? LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 Date\nMay 13, 19S6 To, Parent Groups and School Staffs Interested in Standardized Dress Cwe or Uniform Policy From: Henj Re\nAdoptfon of Uniform Policy/Standardized Dress Code The Board of Directors of the Thursday Mav 9 199R n =n voted in a special meeting on r^nlirip. , to implement uniform We nave been asked to provide guidelines in order to uniform ooiicies Thn fnii    ^^opting local school dress codes .nn- e A.PP^ss has been followed when uniform were adopted policies at the local school level. standardize, io some extent, the or and should be used as a guide. 1. Conduct a survey of parents relative to shoulo be integrally involved throughout all activities requiring uniforms at your school. The PTA parents is attached. i. A sample survey and letter to 2. the survey and calculating the results in favor of adoption of a ?he standardizSTesTfi^^'\"' s'ing nA\nZ response to the survey should indicate that a maiori parents/siudents favor the adoption of a dress code/uniform policy. a majority 3. Incentive Schools should include the Joshua process. The Desegregation Plan does not inctud^aSorii req'u'iSme'''\" 4. immediately. a pnase in or if uniforms will be required 5. Parents should be informed about where uniforms can be viewed and/or purchased, regarding the cost of uniforms and whether or not The vendor should be contacted student discounts will be allowed.  able tolpsd supts oppice 241 P03 DEC 7. Send a brief report to the Superintendent and Board of Directors. Include the IS results of the survey and the specifics regarding the adopted uniform. Although ths Board no longer has to approve the decision to implement the dress code, district administration will need to know for recruitment and information purposes. It should be clear that the Board has not mandated that a uniform policy be put into effect for all of our schools. Their action, as I see it, was intended to provide latitude for each school to discuss with their parents and community the possibility of adopting a uniform policy without coming to the Board for approval. I would suggest that there are parents in each school that do not wish to have their children wear uniforms. In the process of adopting a policy, these parents wishes should be considered and taken into account. If you have any questions or require additional information, please feel free to contact my office at 324-2012.I LITTLE ROCK SCHOOL DISTRICT NEPNCODE: JCF STUDENT UNIFORMS The Board of Directors hereby adopts the legislative findings set forth in Act 1301 of 1999 and authorizes the Superintendent to take such steps as are necessary to ensure the districts compliance with that Act. The Board of Directors further finds that parents and students in individual schools should be able to adopt a uniform student dress code for their school when necessary to avoid a substantial disruption of the schools learning environment. Accordingly, the Superintendent is further authorized to develop regulations setting forth procedures to be followed by parents and students in adopting, implementing and terminating a uniform student dress code. Those regulations shall at a minimum provide for\n1. The creation of an advisory committee composed of parents and students for the purpose of considering whether the circumstances present at their school justify adopting a uniform student dress code\nand 2. Where a uniform dress code is adopted, compliance with the uniform student dress code by all students attending the school. Nothing in this policy shall be construed as requiring any LRSD school to adopt a uniform dress code for students. LITTLE ROCK SCHOOL DISTRICT NEPNCODE: JCF-R STUDENT UNIFORMS This regulation governs the adoption, implementation and termination of a uniform student dress code. Adoption 1. A schools decision to adopt a uniform student dress code shall be based on a finding that student dress has in the past caused and in the future will likely cause a substantial disruption of the schools learning environment. 2. An advisory committee composed of students and parents shall be established by each school for the purpose of considering whether circumstances present at the school justify adopting a uniform student dress code. The advisory committee shall be composed of at least four parents and selected by the PTA Board, in consultation with the school principal, and at least three students selected by the school principal. It is desirable that the advisory committee be demographically representative of the schools student population by socioeconomic group, race and gender. The principal may also include teachers on the advisory committee on an ex officio advisory basis. 3. The advisory committee shall meet and discuss the adoption of a uniform student dress code. The adoption process shall move forward only if a majority of the advisory committee favors adoption of a uniform student dress code. Even if a majority of the advisory committee does not favor adoption of a uniform student dress code, the adoption process shall move forward if requested by the schools Campus Leadership Team or by a petition signed by at least one parent or legal guardian of 25% of the schools current student population. The petition shall state that by signing the petition a person indicates his or her belief that circumstances present at the school justify adopting a uniform student dress code. Only one parent or guardians signature per student shall be counted. 4. Upon a decision to move fonward with the adoption process, the advisory committee shall develop a proposed uniform student dress code for the school which at a minimum shall\na. b. c. Include at least two options for dress for each gender\nRequire compliance by all students who attend the school\nNot require the wearing of items too expensive to be purchased by a majority of the students at the school\nLITTLE ROCK SCHOOL DISTRICT NEPNCODE: JCF-R (continued) d. Provide a method(s) for obtaining the uniform dress for students who cannot afford it (e.g., PTA assistance and the LRSD Student Welfare Fund)\nand, e. Allow a special circumstances transfer out of the school for students the district finds genuinely opposed to wearing a school uniform. 5. The proposed uniform student dress code shall be distributed to the parents and legal guardians of all current students who will not graduate or matriculate to another school the following year. The advisory committee shall prescribe a method of distribution reasonably calculated to place all parents and legal guardians on notice of the proposed uniform student dress code. 6. The proposed uniform student dress code shall be submitted to the Board of Directors for adoption if approved by the parents or legal guardians of at least 75% of all current students who will not graduate or matriculate to another school the following year. Only one parent or legal guardian shall be counted per student. The advisory committee shall determine whether the approval of parents and guardians shall be assessed by petition or by vote. 7. A proposed uniform student dress code will only be considered if submitted to the Board of Directors at the agenda meeting for a vote of the Board of Directors at the regular April Board meeting. Implementation If a school's proposed uniform student dress code is adopted by the Board of Directors, implementation shall begin the start of the next school year following the April Board meeting. Termination 1. The advisory committee shall initiate the process for terminating a uniform student dress code upon a recommendation by a schools PTA Board, the schools Campus Leadership Team or a petition requesting termination signed by at least one parent or legal guardian of 25% of the schools current student population. Only one parent or guardians signature per student shall be counted. 2. A uniform student dress code shall be terminated unless approved by the parents or legal guardians of at least 75% of all current students who will not graduate or matriculate to another school the following year. Only one parent or legal guardian shall be counted per student. The advisory committee shallLITTLE ROCK SCHOOL DISTRICT NEPNCODE: JCF-R (continued) determine whether the approval of parents and guardians shall be assessed by petition or by vote. 3. The termination of a uniform student dress code will only be considered if submitted to the Board of Directors at the agenda meeting for a vote of the Board of Directors at the regular April Board meeting. If terminated by the Board of Directors, the termination shall be effective beginning the start of the next school year following the April Board meeting.co \u0026gt; \u0026gt; 03 Sgaz s\u0026gt; SO mz z po cn SECTION A: FOUNDATIONS AND BASIC COMMITMENTS Section A of the Little Rock School District policy manual contains policies, regulations, and exhibits on the District's legal role in providing public education and the basic principles underlying school board governance. These policies provide a setting for all of the school boards other policies and regulations. AA School District Legal Status AB The People and Their School District AC ACA ACB ACBB ACBE ACC ACD ACE ACF ACG ACG-R1 ACG-R2 ACG-R3 Nondiscrimination Nondiscrimination on the Basis of Gender (Sex) Nondiscrimination on the Basis of Ethnicity and Race Equitable Student Assignment Equitable Maintenance and Repair of Facilities Nondiscrimination on the Basis of Age Nondiscrimination on the Basis of Religion Nondiscrimination on the Basis of Handicap/Disability Interpersonal/Human Relations Compliance with the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA Section 504, or Other Similar Requirements Compliance with the Revised Desegregation and Education Plan Complaint Resolution for the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA, Section 504, or Other Similar Requirements Student/Parent/Guardian Complaint Procedure AD ADA ADB ADC ADD Little Rock School District Mission Statement Little Rock School District Objectives Drug-Free Schools Tobacco-Free Schools Safe Schools AE Commitment to AccomplishmentLITTLE ROCK SCHOOL DISTRICT NEPN CODE: AA SCHOOL DISTRICT LEGAL STATUS The corporate name of this school district shall be Little Rock School District of Pulaski County, Arkansas, as provided by the law of the State of Arkansas. Adopted: September 24. 1998 Legal References: Statute 80-401,80-402, 80-403 School Law of Arkansas LITTLE ROCK SCHOOL DISTRICT NEPNCODE: AB THE PEOPLE AND THEIR SCHOOL DISTRICT The Board of Education is the legal entity for conducting a system of public education within the geographic area of the school district. The system was created by, and is governed by, state statutes. Members of a Board are chosen by citizens of a district to represent them and the state in the legislative management of public schools. The Board of Education has the dual responsibility for implementing statutory requirements pertaining to public education and local citizens desires for educating the communitys youth. While the Board has an obligation to determine and assess citizens desires, it should be understood that when citizens elect board members to represent them in the conduct of public education they at the same time endorse their representatives with the authority to exercise their best judgment in determining policies, making decisions, and approving procedures for carrying out the responsibility. The Board therefore affirms and declares its intent to: 1. 2. 3. 4. Honor the Little Rock School District Covenant for the Future as approved by the Board on January 11,2001 (attached). Maintain two-way communications with citizens of the District. The public will be kept informed of the progress and problems of the schools, and citizens will be urged to bring their aspirations and feelings about their public schools to the attention of this body which they have chosen to represent them in the management of public education. Establish policies and make decisions on the basis of declared educational philosophy and goals. All decisions made by this Board will be made with primary emphasis given to the purposes set forth, most crucial of which is the optimal learning of the children enrolled in our schools. Act as a true representative body for citizens of the District in matters involving public education. The Board recognizes that ultimate responsibility for public education rests with the State of Arkansas, but individual Boards of Education have been assigned specific authority through statute. The Board will relinquish none of this authority since it believes that decision making control over the childrens learning should be in the hands of local citizens as much as possible. Revised: March 22, 2001 Adopted: September 24, 1998 Attachment: LRSD Covenant for the FutureLITTLE ROCK SCHOOL DISTRICT COVENANT FOR THE FUTURE WHEREAS, the 1998 Revised Desegregation and Education Plan established a workable framework for improving the academic achievement of all students and for creating an equitable, nondiscriminatory learning environment: WHEREAS, improving the academic achievement of all students and maintaining an equitable, nondiscriminatory learning environment will forever be the core of the Little Rock School Districts mission\nand WHEREAS, the Little Rock School District will no longer be required to implement the 1998 Revised Desegregation and Education Plan after the District earns \"unitary status\" and has been released from federal court supervision\nTHEREFORE, the Little Rock School District in order to manifest its post-unitary commitment to the community hereby resolves to establish this covenant. After obtaining unitary status the District will in good faith continue to exercise its best effort to:  improve the academic achievement of all students.  comply with the Constitution, and ensure that no person is discriminated against on the basis of race, color or ethnicity in the operation of LRSD, and  provide equitable educational resources, programs and opportunity in a nondiscriminatory environment for all students attending LRSD schools. LITTLE ROCK SCHOOL DISTRICT NEPNCODE: AC NONDISCRIMINATION The commitment of the Little Rock School District to the most fundamental principles of academic freedom, equality of opportunity, and human dignity requires that decisions involving students and employees be based on individual merit and be free from discrimination in all its forms. It is the policy of the Board of Education that there will be no discrimination because of race, color, religion, sex, age, national origin, or handicap/disability in the placement, instruction, and guidance of pupils\nthe employment, assignment, training, or promotion of personnel\nthe provision and maintenance of physical supplies and equipment\nthe development and implementation of the curriculum, including the activities program\nand in all matters relating to the instruction, supervision, administration and Board policy development. Adopted\nSeptember 24, 1998 Legal References: Title VI and Title VII, Civil Rights Act of 1964 Title I and Title II, Civil Rights Act of 1991 Equal Pay Act of 1963 Executive Order 11246 of 1995 Title IX, Education Amendments of 1972 and regulations, 34 C.F.R. part 104 Rehabilitation Act of 1973, Sections 503 and 504 Section 504, 34 C.F.R. part 104 Americans with Disabilities Act, 1990 Vietnam-era Veterans Readjustment Act, 1974 Age Discrimination Act, 1975 Age Discrimination in Employment Act, 1967 Arkansas General Laws Individuals with Disabilities Education Act (IDEA) 1997 Cross References: Board of Education Policies ACA, ACB, ACC, ACD, ACE, ACFLITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACA NONDISCRIMINATION ON THE BASIS OF GENDER (SEX) Gender equity is the provision of equal opportunities for ail individuals without regard to their gender. Gender equity is attained through compliance with laws prohibiting gender discrimination and through the elimination of gender bias and gender stereotyping. It is the policy of the Board of Education that no student, faculty or staff in the Little Rock School District will, on the basis of gender, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any District educational program, activity or employment. Adopted\nSeptember 24, 1998 Legal References: See Code AC Cross References: Board of Education Policy ACLITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACB NONDISCRIMINATION ON THE BASIS OF ETHNICITY AND RACE The Little Rock School District is committed to serve the educational needs and aspirations of our culturally diverse community. The District is committed to the pursuit of racial and ethnocultural equity for all its students and staff and the promotion of positive attitudes which respect the cultural diversity of our community. It is the policy of the Board of Education that there will be no discrimination on the basis of ethnicity and race in the placement, instruction, and guidance of pupils\nthe recruitment, employment, assignment, training, and promotion of personnel\nthe provision and maintenance of physical supplies and equipment\nthe development and implementation of the curriculum, including the activities program\nand in all matters relating to the instruction, supervision, administration and Board policy development. In pursuit of equity, the Board is committed to: (1) (2) (3) (4) The development and promotion of racial harmony among students and staff and within the community it serves\nRespect for the principle of racial and ethnocultural equity in its personnel practices\nProvision in its programs of opportunities for students to develop positive attitudes toward people with diverse racial, religious and cultural heritages\nand The acquisition of learning materials which are free of racial and cultural stereotyping. Further, the Board: (1) (2) (3) Strongly reiterates its refusal to tolerate expression of racist or ethnic bias in any form by its students or staff or Directors\nAffirms its right to deny access to any person, group or association whose intent is to promote discrimination on the basis of race, creed, color, nationality or place of origin, and\nReaffirms its support for special services and programs for students of diverse racial and ethnic backgrounds. Adopted: September 24, 1998 Legal References: See Code AC Cross Reference: Board of Education Policy ACLITTLE ROCK SCHOOL DISTRICT NEPNCODE\nACBB EQUITABLE STUDENT ASSIGNMENT The Board of Education is committed to the implementation of student assignment programs and procedures designed to ensure the desegregation of Little Rock School District schools to the extent practicable, recognizing that the Revised Desegregation and Education Plan may not require that every Little Rock School District school be racially balanced. The Board directs the administration to develop and implement procedures designed to ensure desegregation within the parameters of the Revised Desegregation and Education Plan, to periodically assess the student assignment plan and to remedy any inequities that are apparent from that assessment. Adopted: April 22, 1999 Cross References\nBoard of Education Policies AC, ACB, ACBD Revised Desegregation and Education Plan of 1998LITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACBE EQUITABLE MAINTENANCE AND REPAIR OF FACILITIES The Board of Education is committed to the equitable maintenance and repair of all District facilities. It is the expectation of the Board that repairs and maintenance of facilities will be made equitably, promptly, and effectively, and in keeping with the intent of the Revised Desegregation and Education Plan. The Board directs the administration to develop and implement procedures designed to periodically assess the equitable repair and maintenance of District facilities and to remedy any inequities that are apparent from that assessment. Adopted: April 22, 1999 Cross References: Board of Education Policies AC, ACB, ACBB Revised Desegregation and Education Plan of 1998LITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACC NONDISCRIMINATION ON THE BASIS OF AGE Discrimination on the basis of age is illegal under the Federal Age Discrimination Employment Act (ADEA). Age discrimination is present if an individual 40 years of age or older covered under this provision is treated unfavorably in the terms and conditions of his/her employment. Employment issues include hiring, promotions, demotions, terminations, wages, benefits, hours worked, working conditions, and availability of overtime. It is the policy of the Board of Education that individuals employed by the Little Rock School District will not experience discrimination in any form on the basis of age in the terms or conditions of employment. Adopted: September 24, 1998 Legal References: See Code AC Cross Reference: Board of Education Policy ACLITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACD NONDISCRIMINATION OTI THE BASIS OF RELIGION The First Amendment to the United States of Americas Constitution requires that public schools remain religiously neutral. All students, staff, and faculty have the right to choose or not to choose their own religion and there will be no discrimination of any kind based upon an individuals religion. It is the policy of the Board of Education that no student, faculty, or staff in the Little Rock School District will, on the basis of religious belief, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any District educational program, activity, or employment. Adopted: September 24, 1998 Legal References: See Code AC Cross Reference: Board of Education Policy ACLITTLE ROCK SCHOOL DISTRICT NEPNCODE\nACE NONDISCRIMINATION ON THE BASIS OF HANDICAP/DISABILITY In support of Section 504 of the Rehabilitative Act of 1973, the Vietnam Era Veterans Readjustment Assistance Act of 1974, and Individuals with Disabilities Education Act (IDEA) of 1997, the District will not discriminate against persons who qualify on the basis of handicapping/disabling conditions. It is the policy of the Board of Education that no student, faculty or staff in the Little Rock School District will on the basis of handicapping/disabling conditions be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any District educational program, activity, or employment. Adopted: September 24,1998 Legal References\nSee Code AC Cross Reference: Board of Education Policy ACLITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACF INTERPERSONAL/HUMAN RELATIONS The Little Rock School District is committed to providing a learning environment that is free from discrimination, culturally sensitive, and promotes positive interpersonal/human relations across all cultures. It is the policy of the Board of Education to provide a learning environment free from discrimination. Programs and procedures will be developed which serve to promote understanding and positive relationships among people. Adopted: September 24,1998 Legal References: See Code AC Cross Reference: Board of Education Policy ACLITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACG COMPLIANCE WITH THE REVISED DESEGREGATION AND EDUCATION PLAN, TITLE VI, TITLE VII, TITLE IX, ADA, SECTION 504, OR OTHER SIMILAR REQUIREMENTS The purpose of this policy is to affirm the Board of Educations commitment to compliance with the Districts Desegregation and Education Plan and the Civil Rights Law of 1964 as amended. LRSD will implement a compliance program that will include the following components: 1. 2. 3. Compliance standards and procedures reasonably capable of reducing the prospect of noncompliance\nOversight of compliance with such standards and procedures by the Superintendent and the responsible officials\nCommunication of compliance standards and procedures to all employees\n4. Utilization of monitoring and auditing systems reasonably designed to detect 5. 6. 7. 8. noncompliance\nUtilization of a reporting system whereby students, patrons, and employees can report complaints or noncompliance without fear of retribution\nEnforcement of compliance standards and procedures through disciplinary mechanisms when appropriate, including the discipline of individuals responsible for compliance and individuals responsible for any failure to report noncompliance\nand. After noncompliance has been detected, implementation of all reasonable steps to correct past noncompliance and to prevent further noncompliance, including modification of the compliance program as necessary to prevent and detect further similar noncompliance. Annual review of the compliance program for necessary revisions. Adopted: July 22, 1999 Cross References: Board of Education Policies AC, ACA, ACB, ACBB, ACC, ACD, ACE Revised Desegregation and Education Plan of 1998 Administrative Regulations ACG-R1/R2/R3LITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACG-R1 COMPLIANCE WITH THE REVISED DESEGREGATION AND EDUCATION PLAN Compliance and Quality Assurance Committee The Associate Superintendents of Administrative Services, Instruction, Operations, and School Services and the Special Assistant to the Superintendent will comprise the Compliance and Quality Assurance Committee. The Districts compliance official also will be a member of the committee. (The compliance official duties may be one of the responsibilities of one of the aforementioned positions.) The committee will have responsibility for the development, implementation, oversight, review, and revision of the compliance program. The compliance program will include any programs, policies, and/or procedures necessary to ensure that the District fulfills all of its obligations under the Revised Desegregation and Education Plan (Plan). The compliance philosophy will be based on internalizing the Plan through the performance responsibilities of the respective organizational divisions. For example, the Instruction division will be responsible for integrating the Plans I'equirements into the curriculum development, staff development, and other similar functions of that division. The associate superintendent who heads the division will be the responsible person for the components of the Plan that are appropriate for his/her division. Through the internalization of the philosophy and the integration of the Plan into the Districts structure, the respective divisions will proactively monitor compliance. The associate superintendents will take appropriate action with respect to incidents of non-compliance and take steps to prevent future similar incidences of non-compliance. Communication and Training All employees will be provided training on the Plan and the Districts commitment to the principles of equity and Plan compliance. Each employee will be provided a copy of the Plan and a Plan compliance handbook. The associate superintendents will be responsible for the training of the employees in their areas on the specific obligations of the division and the employees. The Plan compliance handbook will include the following information:  A statement of the Districts commitment to compliance\n The procedures for reporting complaints and/or non-compliance with the Plan\n The possible sanctions for non-compliance\n The employees responsibilities for reporting non-compliance\n The possible sanctions for the failure to report non-compliance\n The avenues for suggesting modifications in the compliance plan.LITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACG-R1 (continued) The District web site will be used to assist in communication associated with the Plan and Plan compliance. The web site will include the following information\n A copy of the Plan\n The name, telephone number, and E-mail address of the District's compliance official\n The procedures for filing a complaint or reporting non-compliance. Date\nJuly 22.1999 2LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R2 COMPLAINT RESOLUTION FOR THE REVISED DESEGREGATION AND EDUCATION PLAN, TITLE VI, TITLE VII, TITLE IX, ADA, SECTION 504, OR OTHER SIMILAR REQUIREMENTS The specific purposes to be served by these procedures are:  To ensure that a complaint is considered fairly, with all due speed, and without prejudice or reprisal to the aggrieved person\n To encourage employee expression regarding conditions that affect him/her\n To provide a specific procedure that will facilitate the understanding of district policies affecting employees\n To build confidence, in the sincerity and integrity of the complaint resolution procedure as a means to establish the facts upon which a complaint is based, a problem is stated, and a fair conclusion or solution is reached. Definitions  A complaint\" is an allegation of action or inaction by the District or its representatives in violation of the Revised Desegregation and Education Plan, Title VI, Title IX, ADA or Section 504, or the implementing regulations, or other similar requirements.  The complainant is the student, patron, or employee bringing the complaint.  \"Employee\" means a person who is a full or part-time employee who is on the payroll of the District.  Patron means any students parent or other resident in the LRSD.  The \"responsible official means the employee designated by the District to coordinate its efforts to comply with and carry out its responsibilities under the abovementioned requirements.  \"Student\" means a person enrolled in one of the schools operated by the corporation.  \"Superintendent\" means the Superintendent of Schools or his/her designee. Responsible Official The following LRSD administrators are the responsible officials for the areas listed:  Revised Desegregation and Education PlanAssociate Superintendent for Administrative Services  Title VIDirector, Exceptional Children  Title VIIDirector, Human Resources . Title IXSpecial Assistant to the SuperintendentLITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACG-R2 (continued)  ADADirector, Human Resources  Section 504 for EmployeesSpecial Assistant to the Superintendent  Section 504 for StudentsDirector, Exceptional Children Process The following process will be used in the review and resolution of complaints regarding compliance with the Revised Desegregation and Education Plan, Title VI, Title VII, Title IX, ADA, Section 504, or other similar requirements of the Civil Rights Law of 1964 as amended: Step 1 (Informal Resolution) The complainant is encouraged to try to resolve any issues relating to implementation and compliance with any of the aforementioned legal requirements at the lowest administrative level possible. The complaint should be brought to the administrator/supervisor at the point where the possible violation exists. Within ten days after receipt of the complaint, the administrator will attempt resolution with the complainant in an informal manner. If a satisfactory informal resolution cannot be reached, the complainant and/or the administrator may seek the assistance of the District's responsible official. Step 2 (Formal Complaint) If the complainant is unable to secure a satisfactory resolution through informal means at step 1, the complainant may file a formal complaint. The complaint should be filed with the LRSDs official who has district level responsibility for that area. The complaint  must be filed within ten days of the response of the administration at step 1. The complaint should be in writing and give a concise but thorough overview of the alleged problem or violation and indicate the specific relief requested. All relevant documents also should be included. The responsible official will investigate the complaint and collect whatever information is needed to make an informed decision. The responsible official will issue a written finding within fifteen days of the receipt of the complaint or inform the complainant of the reasons that it is not possible to issue a finding in that time frame. If a finding cannot be issued within fifteen days, it will be issued as soon practicable. as 2LITTLE ROCK SCHOOL DISTRICT NEPNCODE: ACG-R2 (continued) Step 3 (Appeal to the Board of Education) If the complainant is not satisfied with the finding at step 2, he/she may request a hearing with the Board of Education. The request for the hearing must be made within ten days of the written finding issued at step 2. The request for the hearing must include a statement of the complaint, the finding of the responsible official from step 2, and any response to the finding that the complainant wishes to present. It should include the reasons that the complainant believes the finding is in error. The individual members of the Board will review the information presented with the written request for the hearing prior to following months Board agenda meeting. The Board will decide at the agenda meeting whether or not to place the appeal on the agenda for a hearing. If the Board decides not to hear the complaint, the written finding of the Districts responsible official will be the position of the LRSD. Timelines The failure of the complainant to comply with the identified timelines will be considered to be an abandonment of the complaint. Effect of Settlement Any settlement of a complaint will be applicable to that complaint only and will not be binding authority for the disposition of any other complaint. Anonymous Complaints The LRSD is committed to compliance with its legal obligations. As a result anonymous complaints will be thoroughly investigated and handled in a serious manner. However, anonymous complaints are more difficult to substantiate and investigate. Therefore, complainants are encouraged to be open, forthcoming, and identify themselves to assist in a satisfactory resolution to the complaint. The LRSD recognizes that some students, patrons, and employees will not come forward with legitimate complaints because of a fear of retribution. The LRSD will not condone or tolerate reprisals against complainants by any of its employees. Employees who exercise retaliatory behavior against any complainant will be appropriately disciplined. 3LITTLE ROCK SCHOOL DISTRICT NEPNCODE\nACG-R2 (continued) Reporting Outside the Process In instances where there is a genuine sense of potential reprisal and it is not realistic to report the complaint at the lowest administrative level, the complaint may be made with the Districts responsible official. The responsible official may refer the complaint to another administrator in the departments organizational structure to attempt a resolution. Date: July 22,1999 4LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACG-R3 STUDENT/PARENT/GUARDIAN COMPLAINT PROCEDURE The following procedure will be used to address a complaint from a student, parent, or guardian. Complaints can include, but are not limited to, discrimination based on race, national origin, religion, handicap, age or gender, including sexual harassment: 1. Report the alleged incident to the principal as soon as possible after the event(s) has occurred. If the complaint involves the principal, the report of the alleged incident should be made to the Assistant Superintendent or Associate Superintendent for School Services as soon as possible after the event(s) occurred. 2. The complaint will be investigated and the individual bringing the complaint will be advised of the outcome of the investigation within ten (10) days. 3. If the individual bringing the complaint is not satisfied with the principals resolution he/she may appeal to the Assistant Superintendent or Associate Superintendent for School Services. The appeal must be made in writing within ten (10) days from receipt of the principals decision. 4. If the individual is not satisfied with the Assistant or Associate Superintendent's resolution of the complaint, he/she may appeal to the Superintendent of Schools or his/her designee. Date: November 18, 1999 Cross Reference: Student HandbookLITTLE ROCK SCHOOL DISTRICT NEPNCODE: AD LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously, and face the future as productive contributing citizens. This mission is accomplished through open access to a diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. Adopted: September 24, 1998LITTLE ROCK SCHOOL DISTRICT NEPNCODE\nADA LITTLE ROCK SCHOOL DISTRICT OBJECTIVES No later than the year 2003, no fewer than 9 out of 10 students will meet or exceed LRSD standards of performance identified in the core curriculum. Each student will set and achieve challenging educational goals tailored to his or her interests, abilities and aspirations related to meaningful work, higher learning, citizenship or service to others. By 2003, the percentage of students in every identified sub-group of race and gender performing at or above the national average in reading and math on standardized tests shall be at least 65%\nperforming at the highest quartile in reading and math on standardized tests shall be at least 30%\nand performing at the lowest quartile in reading and math on standardized tests shall be no more than 10%. Adopted: September 24, 1998LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ADB DRUG-FREE SCHOOLS The Little Rock School District is committed to providing a drug and alcohol free learning environment and workplace. Drug abuse and alcohol abuse at school or in connection with school-sponsored activities on or off school grounds threaten the health and safety of our students and our employees and adversely affect the educational mission of the school district. It is the policy of the Board of Education that the manufacture, distribution, dispensation, possession or use of illicit drugs, alcohol or other controlled substances in the workplace, on school premises or as part of any school-sponsored activities is strictly prohibited. These standards of conduct are equally applicable to students and employees. Any employee who is convicted of a drug statute violation arising out of conduct occurring in the workplace must notify the central administration of such conviction not later than five (5) days after the conviction. Compliance with these standards of conduct is mandatory. In accordance with the Drug-Free Workplace Act of 1988, compliance with this policy is made a condition of employment by the school district. Disciplinary sanctions (consistent with local, state and federal law), up to and including termination of employment and referral for prosecution, will be imposed on employees who violate the standards of conduct set forth in this notice. Adopted\nSeptember 24, 1998 Legal References: Drug-Free Schools Act, 1988 Drug-Free Schools and Communities Act Amendments of 1989 (Public Law 101-226) Cross References\nBoard of Education Policy GBEC Student HandbookLITTLE ROCK SCHOOL DISTRICT NEPNCODE: ADC TOBACCO-FREE SCHOOLS The Board of Education believes that tobacco smoke in the school and work environments is not conducive to good health. As an educational organization, the Little Rock School District should provide both effective educational programs and a positive example to students concerning the use of tobacco. It is the policy of the Board of Education that all uses of tobacco and tobacco products, including smokeless tobacco, will be prohibited in all District facilities. At no time will the use of tobacco or tobacco products be permitted in classrooms, corridors, restrooms, locker rooms, work areas, cafeterias, offices, faculty lounges, gymnasiums, all other rooms and school grounds. This policy also prohibits the use of tobacco or tobacco products, including smokeless tobacco, in all vehicles owned, leased or operated by the District. District employees and students enrolled in the Districts schools are not permitted to use tobacco or tobacco products, including smokeless tobacco, while they are participants in any class or activity in which they represent the school district. Adopted: September 24, 1998 Legal References\nSchool Law of Arkansas, Acts 854 and 779 Cross Reference: Student HandbookLITTLE ROCK SCHOOL DISTRICT NEPN CODE: ADD SAFE SCHOOLS The Little Rock School District will maintain a safe and nurturing educational environment where students can learn, teachers can teach, and where parents and patrons can meet. The Little Rock School District will not tolerate violence or injury to staff or students, nor will weapons be tolerated at any school activity or on any school district property. It is the policy of the Board of Education to enforce fairly and firmly all federal and state laws and related District policies pertaining to school safety and student discipline. Any criminal misconduct will be reported to the proper law enforcement authority, and school district staff will cooperate with any subsequent criminal prosecution. Adopted: September 24, 1998 Legal References: Arkansas General Laws Federal Gun-Free Schools Act Cross Reference: Student HandbookLITTLE ROCK SCHOOL DISTRICT NEPNCODE: AE COMMITMENT TO ACCOMPLISHMENT The Board of Education accepts ultimate responsibility for all facets of Board operations. Because it is accountable to the people, the Board will maintain a program of accountability consisting of the following elements: 1. Clear statements of expectations and purpose as they relate to operations, programs, departments, and positions. 2. Provision for the staff, resources, and support necessary, to achieve stated expectations and purposes, subject to the Districts financial capabilities. 3. Evaluation of operations, programs, instruction, and services to determine how well expectations and purposes are being met. Adopted: September 24, 1998P Qv\u0026gt; OO \u0026lt;X m o Z2r0- z' o SECTION B: SCHOOL BOARD GOVERNANCE AND OPERATIONS Section B of the Little Rock School District policy manual contains policies, regulations, and exhibits on the school board  how it is appointed or elected\nhow it is organized\nhow it conducts meetings, and how the board operates. This section includes bylaws and policies establishing the boards internal operating procedures. BA BAA Board of Education Operational Goals Board of Education Self-Evaluation BB BBA BBB BBBA BBBB BBBD BBBE BCA BCB BCC BD BDA BDB BDC BDCA BDCB BDD BDF BDG BDH BE BEA BEB BEC BED BEDA BEDB BEDC BEDD School Board Legal Status Board Powers and Responsibilities Board Membership Elections Board Membership Qualifications Board Membership Oath of Office Board Member Removal from Office Unexpired Term Fulfillment/Vacancies School Board Member Code of Conduct Prevention of Nepotism Financial Disclosure by School Board Members Organization of the School Board Board Organizational Meeting Board Officers Appointed Board Officials District Representative to the Board of Equalization District Representative to the Little Rock Planning Commission Board-Superintendent Relationship Advisory-Committees School Attorney/Legal Services Consultants to the Board School Board Meetings Regular Board Meetings Special School Board Meetings Executive Sessions Meeting Procedures Notification of Board Meetings Agenda Quorum Rules of Order Section B - Page 1 of 2 BEDDB BEDF BEDG BEDH BEE Suspension of Rules of Order Voting Method Minutes Public Participation at Board Meetings Board Hearings/Appeal Proceedings BF School Board Work Sessions and Retreats BG BGD BGE School Board Policy Review of Regulations Policy Communication BH BHA School Board Communications School District Logo BIB BID Board Member Development Board Member Compensation BJ School Board Legislative Program BK School Board Memberships in Professional Associations Section B - Page 2 of 2LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BA BOARD OF EDUCATION-OPERATIONAL GOALS The Board of Education is responsible to the people, all of the people, for whose benefit the school District has been established. By virtue of this responsibility each member of the Board must look to the future and to the needs of all people. This requires a comprehensive perspective and long-range strategic plan in addition to attention to immediate problems. The Boards primary responsibility is to establish those purposes, programs, and procedures that will best produce the educational achievement needed by District students. It is charged with accomplishing this while also being responsible for wise management of resources available to the District. The Board must fulfill these responsibilities by formulating and adopting policy, by selecting a superintendent to implement policy, and by evaluating results. Further, the Board must carry out its functions openly, while seeking the involvement and contributions of the public, students, and staff in its decision making processes. Adopted: January 28,1999LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BAA BOARD OF EDUCATION SELF-EVALUATION Annually, the Board of Education will conduct a self-evaluation. The evaluation plan will be developed by the Board president and an Ad Hoc Board committee appointed by the president. The following areas of Board functions will be included in the self-evaluation: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Board Meetings Policy Development and Evaluation Fiscal Management Board Role in Educational Program Development Board Member Orientation Board Member Development Board Officer Performance Board-Superintendent Relationships Board-Staff Relationships Board-Community Relationships Legislative and Governmental Relationships. Adopted: January 28. 1999LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BB SCHOOL BOARD LEGAL STATUS The corporate name of this school district will be Little Rock School District of Pulaski County, Arkansas, as provided by the law of the State of Arkansas. The Little Rock School District of Pulaski County, Arkansas, will be referred to as the District or Little Rock School District in this policy book. The District is governed by a Board of Education consisting of seven Board members, each of whom is elected for a three-year term. Adopted: January 28, 1999 Legal References: Statute 80-401,80-402, 80-403 School Law of Arkansas Cross Reference: Board of Education Policy AALITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBA * * BOARD POWERS AND RESPONSIBILITIES The Board of Education is a representative body elected to provide for and oversee the operation of the District. Power and mandatory responsibilities of the Board are defined in state statutes. The Board exercises its powers and responsibilities only when convened in a legally constituted meeting. Powers of the Board\n Legislative or policymaking. The Board is responsible for the development of policy and for the employment of a superintendent who will carry out District policy through the development and implementation of regulations. The Board will serve as the final authority within the school system to resolve any issue which cannot be resolved through regular administrative channels.  Educational planning and appraisal. The Board is responsible for using reliable information which will enable it to make the best possible decisions about the scope and nature of the educational program. The Board is responsible for requiring appraisal of the results of the educational program.  Staffing and appraisal. The Board is responsible for approving the employment of staff. The Board is responsible for approving salaries, salary schedules, terms and conditions of employment, and for ensuring an effective appraisal of District staff through the annual evaluation process.  Financial resources. The Board is responsible for adopting a budget that will provide the financial base for staff, buildings, materials, and equipment to enable the District to carry out the educational program. The Board is responsible for exercising control over the finances of the District to ensure proper use of, and accounting for, all District funds.  School facilities. The Board is responsible for ensuring that District facilities support and enhance the educational program.  Communication with public. The Board is responsible for keeping the community informed about the schools and for providing opportunities for the community to share ideas and concerns with the Board. Adopted: January 28,1999 Legal Reference: A.C.A. 6-13-620LITTLE ROCK SCHOOL DISTRICT NEPNCODE\nBBB  BOARD MEMBERSHIP ELECTIONS The Board of Education of the Little Rock School District is composed of seven (7) directors. As established by law the directors are elected by qualified voters of each zone on a nonpartisan ballot on the third Tuesday in September. Directors terms of office are staggered to ensure that not more than three (3) Director positions are elected each year. The term of office is three (3) years with the right to succession. Candidates for election are nominated by petition. The petition must be signed by twenty (20) qualified voters from the candidates zone. This petition must be filed with the Pulaski County Circuit Clerk 45 days prior to the election date and the candidate certified by the Pulaski County election Commission. Adopted: January 28, 1999 Legal References: A.C.A. 6-13-615, 6-13-608, 6-13-607LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BBBA BOARD MEMBERSHIP QUALIFICATIONS Qualifications to be a member of the Little Rock School District Board of Education as stated by law are as follows\n Be a qualified elector from the District  Be eighteen (18) years of age or older Be a citizen of the United States of America Be a resident of the election zone  Reside in the zone at least six (6) months prior to the election  Not be employed by the District Adopted\nJanuary 28,1999 Legal References: A.C.A. 6-13-616, 6-13-607, 6-13-630 LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BBBB BOARD MEMBERSHIP OATH OF OFFICE Each Director will, within ten (10) days after receiving notice of his or her election or appointment, subscribe to the following oath: I,___, do hereby solemnly swear or affirm, that I will support the Constitution of the United States and the Constitution of the State of Arkansas, and that I will not be interested, directly or indirectly, in any contract made by the District of which I am a director, except that said contract be for materials bought on open competitive bid and let to the lowest bidder, and that I will faithfully discharge the duties as school director in the Little Rock School District of Pulaski County, Arkansas, upon which I am about to enter. The county clerk, upon receipt of the directors oath, will immediately commission the director and the director will enter at once upon his or her duties. Adopted: January 28, 1999 Legal Reference: A.C.A. 6-13-617LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBBD BOARD MEMBER REMOVAL FROM OFFICE Board members will be removed from office for the following reasons: Conviction of a felony: A vacancy will exist on the Board of Education from the date of the final judgment of conviction. The prosecuting attorney who prosecutes a board member will immediately notify the Little Rock School District Board of Education and a vacancy shall be declared. Removal of residence from the zone represented: If a Board members primary residence is moved outside the zone he or she was elected to represent, the board member will immediately tender a letter of resignation. Temporary vacancy due to service in the armed forces: A successor will be appointed to fill the temporary vacancy. Upon return to civilian activities the elected member may resume the duties of board member for the unexpired term by written notice to the Board secretary. Absence from board meetings: A vacancy may be declared by a vote of the Board if a member fails to attend a school board meeting during a ninety (90) day period due to removal of residence from the District or employment at a distance from the District. A vacancy may be declared by a vote of the Board if a member misses three (3) regular and consecutive board meetings during a school year for any reason other than service in the armed forces or illness documented by the members attending physician. The member must be given an opportunity for a hearing before the Board upon fifteen (15) days notice received by personal delivery or certified mail with return receipt signed by addressee. When a vacancy occurs on the Board of Education the remaining Board members will appoint an individual to serve until the next annual school election. Adopted: January 28,1999 Legal References: A.C.A. 6-13-612, 6-13-613, 6-13-6 Cross References: Board of Education Policies BBBA, BBBFLITTLE ROCK SCHOOL DISTRICT NEPNCODE\nBBBE UNEXPIRED TERM FULFILLMENT/VACANCIES Vacancies may occur on the Board of Education because of a members resignation, death, moving out of the District, or other reasons provided by law. The Board by formal action will declare the Board position vacant. The vacancy will be filled by a majority vote of the remaining members within thirty (30) days. At least fifteen (15) days before making an appointment to fill a vacancy, the Board will publish a notice in the newspaper(s) having general circulation in the District. Qualified persons interested in filling the position may make application. If the Board fails to fill the vacancy within thirty (30) days, the vacancy will be filled by appointment by the Pulaski County Board of Education. Appointed directors will serve until the next annual school election and may be a candidate for election to the seat to which they are appointed. Adopted: January 28, 1999 Legal Reference: A.C.A. 6-13-611 Cross References: Board of Education Policies BBB, BBBA, BBBB, BBBDLITTLE ROCK SCHOOL DISTRICT NEPNCODE\nBCA SCHOOL BOARD MEMBER CODE OF CONDUCT The Board of Education is elected to develop policy and provide overall leadership to the District. The role of the Board will be to act on issues that impact the quality of education for all children. They will act as both statespersons and representatives. To ensure that this goal is achieved, the Little Rock School District Board of Education adopts the following code of conduct for all Board members. 1. 2. 3. 4. 5. 6. 7. 8. 9. The Board of Education (the Board) has oversight responsibility and control over all activities related to the public school education provided by the District. The Board is elected by the public and has decision-making authority, the power to designate management, the ability to significantly influence operations and primary accountability for fiscal matters. Board members will act as policy makers, monitors, and evaluators of educational policies, and they will be the liaison to the people. Individual Board members have no power or right to make individual promises that would be binding upon the Board and/or the District. When Board members are contacted by staff or community members, they should listen to the concern or complaint and inform the individual of appropriate board policies and procedures regarding the complaint or concern. Board members should praise employees when it is appropriate to do so, but criticism must be handled through the office of the superintendent. Interaction between the superintendent and Board members will be constructive, open, productive and mutually respectful. Board members may provide individual advice but may provide direction to the superintendent only as a result of official Board action. Confidences shared among colleagues will be honored and information that is privileged under applicable law will remain completely confidential. Each member of the Board agrees to direct questions about school district operations to the superintendent or to his/her designee(s).LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BCA (continued) 10. Each Board member is expected to work to establish an open, positive, problemsolving atmosphere to achieve the goals of the organization. 11. In the area of policy, only the president of the Board is empowered to speak for the Board, and then only on matters which the Board has resolved by a majority vote of the Board. Board members may state personal positions as long as they make it clear that they are not speaking on behalf of the Board or the District. The Board speaks only through its resolutions. 12. Before each meeting Board members should read all available agenda materials and call the superintendent prior to the meeting if clarification is needed. 13. Once a decision is reached, the administration should ensure the decision is implemented. 14. When interacting with staff. Board members are expected to be cognizant of their role as policy makers, in contrast with the role of administrators as managers of the school system. 15. Board members will facilitate dialogue, divergent thinking, and debate in order to make the best decisions. In order to ensure that this code of conduct is adhered to, the President of the Board will entertain discussions of perceived violations of this code, and the Board is empowered to censure officially, in public meetings, members who persistently violate this code. Adopted\nJanuary 28, 1999 2LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOB PREVENTION OF NEPOTISM No person will be employed in the Little Rock School District in any capacity who is related (whether by blood or marriage, including spouse, parent, child, grandparent, grandchild, brother, sister, aunt, uncle, niece, nephew, or first cousin) to a member of the Little Rock School District Board of Education, the superintendent of schools, or senior administrators reporting directly to the superintendent. The policy will be applied prospectively and will not be construed to affect the employment or annual renewal of employment of any individual so related who is in the employ of the Little Rock School District at the time of adoption of this policy. Additionally, no person will be employed in a position where he/she would be related, as defined above, to his/her immediate supervisor. If an employee is transferred to a supervisors position which would cause a violation of this policy, the subordinate employee will be transferred to a substantially equivalent position as soon as reasonably possible. Under no circumstance will a supervisor be allowed to evaluate the performance of one of his/her relatives. Adopted\nJanuary 28,1999LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BCC FINANCIAL DISCLOSURE BY SCHOOL BOARD MEMBERS Members of the Little Rock School District Board of Education must file a written financial disclosure statement on or before the last day of January of each year. The statement is filed with the Pulaski County Circuit Clerk and is open for public inspection. The financial disclosure statement is retained for five years and then destroyed. Adopted: January 28,1999 Legal References: A.C.A. 21-8-305 through 21-8-309LITTLE ROCK SCHOOL DISTRICT NEPNCODE\nBD ORGANIZATION OF THE SCHOOL BOARD The Board of Education will organize by electing officers of the Board. The Board will elect a president, a vice-president, and a secretary. Officers will be elected by majority vote of the members present at the organizational meeting. The Board may assign a District employee to provide clerical assistance to the Board. Board officers will serve for a term of one year or until a successor is elected and qualified. No member of the Board will serve more than two consecutive terms as president. A vacancy among officers of the Board, other than the president, will be filled by majority action of the Board. A vacancy in the presidency will be filled by the vice- president, and a new vice-president will be elected. Adopted\nJanuary 28. 1999 Legal Reference\nArkansas School Law 80-506 Cross References\nBoard of Education Policies BBBD, BBBE, BEDC, BEDD, BEDFLITTLE ROCK SCHOOL DISTRICT NEPNCODE: BDA BOARD ORGANIZATIONAL MEETING The Board of Education will organize annually at its first regular meeting after the annual school election for the purpose of swearing in successful candidates and electing officers. At this meeting, the Board will elect a president, a vice president, and a secretary from its members. The incumbent president of the Board will preside until a successor is elected, whereupon the successor will assume the chair. Adopted\nJanuary 28, 1999 Legal Reference: Arkansas School Law 80-506 Cross References: Board of Education Policies BBB, BE, BEA, BED, BEDFLITTLE ROCK SCHOOL DISTRICT NEPN CODE\nBDB BOARD OFFICERS Duties of the President The president will preside at all meetings, will decide questions of order in accordance with Roberts Rules of Order Revised and will appoint all committees at the direction of the Board of Education. The president will have the right as other members of the Board to discuss and vote on all questions. The president will call a special meeting of the Board of Education whenever conditions required for special meetings have been met. Duties of the Vice-president In the absence or incapacity of the president, the vice-president will perform the duties and assume the obligations of the president. Duties of the Secretary The secretary of the Board of Education will keep a record of the proceedings in all Board meetings. This may be done through clerical assistance. In the absence or incapacity of the president and vice-president, the secretary will perform the duties and assume the obligations of the president. Adopted: January 28, 1999LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BDC  APPOINTED BOARD OFFICIALS It is the practice of the Board of Education to appoint individuals to officially represent the Board on appropriate county, city or community based boards and commissions. The representative will appear before the Board at the Boards request to report on the actions and future actions of the related board or commission. At that time, the Board may direct any questions to the representative concerning the function or actions of the related board or commission. Adopted: January 28, 1999LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BDCA DISTRICT REPRESENTATIVE TO THE BOARD OF EQUALIZATION The Board of Education will appoint a representative to the Board of Equalization for Pulaski County, Arkansas. The function of the Board of Equalization is to review the assessments made by the county assessor and make recommendations to the county assessor, to raise or lower individual assessments and to make a report to the Arkansas Tax Coordination Reassessment Division for the State of Arkansas. The County Clerk reviews the report of the Board of Equalization and forwards the report to the Arkansas Tax Coordination Reassessment Division. This body reviews the report and determines if the assessments fall within the guidelines dictated by state law. The term for this appointment is three years. The representative must be a qualified elector, a real estate owner, and have familiarity with property values in Pulaski County. The representative must be able to attend the several day planning meeting in July and to meet daily during the month of August. Occasionally, a special session is held during the first two weeks of September to complete any unfinished business. The representative is compensated $50.00 per day while in session. A certain amount is appropriated and cannot be exceeded. Each school district (Little Rock, North Little Rock and Pulaski County Special) has a representative on the Board of Equalization at ail times. The three-year terms of the representatives are staggered so that one school district representatives term expires each year. The superintendent of the school district with the expiring term in consultation with the Board of Education nominates the representative to replace the representative whose term expires or who may have resigned. By gentlemans agreement, the superintendents of the remaining two school districts cast their vote to elect the nominee from the district with the expiring term. Adopted\nJanuary 28, 1999 Legal Reference: Arkansas School Law 84-701LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BDCB DISTRICT REPRESENTATIVE TO THE LITTLE ROCK PLANNING COMMISSION The Board of Education will appoint a representative to the Little Rock Planning Commission. The function of the Little Rock Planning Commission is to serve in an advisory capacity to the City Board of Directors on matters relating to land development, proposed utility expansion, and proposed new improvement districts and to act as final authority on the proposals for subdivision plats. No formal qualifications are required to serve on the Planning Commission. The person appointed to serve on the Planning Commission should be able to spend about one-half day each month in his/her personal vehicle driving to areas that are under consideration\nto meet with the full commission at least twice monthly\nand to spend a total of approximately four days per month on Planning Commission business. One position of the Planning Commission is designated for the representative of the Little Rock School District and is an open-ended term. The representative serves until the representative resigns. There is no compensation for service in this position. Expenses for out-of-town retreats or other authorized business is reimbursed. Adopted: January 28, 1999 Legal Reference: City Ordinance Article II, Sec 23-27(a)LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BDD BOARD-SUPERINTENDENT RELATIONSHIP The Board of Education believes that the legislation of policies is the most important function of a school board and that the execution of the policies should be the function of the superintendent and staff. Delegation by the Board of its executive powers to the superintendent provides freedom for the superintendent to manage the schools within the Boards policies and frees the Board to devote its time to policymaking and appraisal functions. The Board holds the superintendent responsible for the administration of its policies, the execution of Board decisions, the operation of the internal machinery designed to serve the school program, and for keeping the Board informed about school operations and problems. The Board will strive to employ the best professional leader available for the head administrative post. Then, the Board as a whole, and individual members, will:  Give the superintendent full administrative authority for properly discharging his or her professional duties, holding him/her responsible for acceptable results.  Act in matters of employment or dismissal of school personnel only after receiving the recommendations of the superintendent.  Hold meetings of the Board in the presence of the superintendent, except when his or her contract and salary are under consideration.  Refer all complaints to the superintendent for appropriate investigation and action.  Strive to provide adequate safeguards around the superintendent and other staff members so that they can discharge their educational functions on a thoroughly professional basis.  Present personal criticisms of any employee directly to the superintendent. Adopted: January 28, 1999 Legal Reference: A.C.A. 6-13-620LITTLE ROCK SCHOOL DISTRICT NEPNCODE\nBDF ADVISORY-COMMITTEES The Board of Education may appoint ad hoc advisory committees to counsel it as one means of discerning the needs and desires of the school district and its residents. The central purpose of all advisory committees is to contribute to the educational program by conducting studies, identifying problems, and developing recommendations that will enhance the effectiveness of the decision making process. The ultimate authority to make decisions will continue to reside in the powers and duties of the Board as imposed by law. Such committees will be formed by the Board at such times and for such specific purposes as the Board deems necessary. They will function until their assigned goal has been accomplished, and then will be dissolved. Generally, citizens advisory committees will be assigned to investigate areas of educational program which need development, change, or reorganization and areas of community involvement in District affairs. Members will be broadly representative of the community's population and chosen from among residents who have shown an interest in the topic to be studied and who express a sincere interest in the advancement of public education. Once activated, the committee will report periodically to the Board, keeping it informed of progress and problems. The Board may designate the intervals at which it will hear from the committee, but any significant developments will be reported as they occur. No announcement may be made by any committee or its members to the public or press until such release has been cleared with the Board president or his or her designee. The Board will provide citizens advisory committees with a suitable meeting place and administrative assistance. Recognizing the contributions to be made by staff members in the deliberations of citizens advisory groups, the Board may authorize participation of school personnel in various ad hoc advisory committees. In such cases, the superintendent will recommend the staff member or members to serve on the committee. Adopted: January 28, 1999LITTLE ROCK SCHOOL DISTRICT NEPN CODE\nBDG  SCHOOrATTORNEY/LEGALSERVICES The increasing complexity of school operations requires the frequent procurement of legal services. Consequently, the Board will retain an attorney or law firm. The school attorney must be admitted to the state bar and licensed in the legal profession. In addition, the attorney will either have supplementary training in school- related law and the role of the public school in society, or will commit himself or herself to acquiring such knowledge within a reasonable time following appointment. The school attorneys services will include, but not be limited to:  furnishing general legal advice in policy development and on relations with employees, employee organizations, pupils, parents, district residents, and other governmental and nongovernmental groups and agencies\n aiding the well-being of the district\nand  rendering services in impending or actual litigation involving the school system as a whole or any unit, individual, or groups of individuals connected with the schools. A decision to seek legal advice or assistance on behalf of the school system will normally be made by the superintendent. Such action will be taken as consistent with Board policy and as it meets an obvious need of the District. It may take place as a consequence of formal Board direction. Except in unusual circumstances, all communications between the school attorney and District personnel and Board members will be directed through the superintendent or the president of the Board. If inquiries are addressed directly to the attorney by other district personnel, responses, in writing, will be channeled through the superintendent or the president of the Board. Many types of legal assistance will be considered routine and will not need specific Board approval. However, when the administration concludes that an unusual type or amount of legal service may be required, the Board directs the administration to advise it expeditiously and to seek either initial or continuing authorization for such service. Selection Procedures The school attorney will be appointed or reappointed at the annual organizational meeting. In order to provide an opportunity for firms or attorneys to apply periodicallyLITTLE ROCK SCHOOL DISTRICT Continued NEPN CODE: BDG for the position, the Board will adhere tolhe following selection procedures every three years:  Law firms within the District will be contacted by letter to determine interest in being considered.  A survey questionnaire will be sent to firms that indicate an interest.  Firms expressing an interest will be interviewed by the Board. Selection Considerations  Experience in school law will be an important consideration.  The attorney must be willing to: 1. devote the time needed to keep up with school law, attend Board meetings when requested, and respond promptly when legal assistance is requested by the Board or the administration\nand 2. participate in state and national organizations of school attorneys and attend meetings sponsored by these and other organizations that deal with school legal problems. Fees The fee schedule for the various types of services rendered (legal research, information, attendance at meetings, in court, etc.) will be established at the time of appointment and/or reappointment. Adopted: January 28, 1999 2LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BDH CONSULTANTS TO THE BOARD The Board of Education may enlist the services of consultants to provide specialized advice or assistance to the District concerning educational, management or administrative matters where an additional opinion or opinions are appropriate or when knowledge or technical skills are needed that cannot be provided by persons on the staff. Where appropriate, bids for consulting services will be sought, but the Board will have ultimate discretion with respect to selection. Consultants who serve this District will exercise no authority over the work of the employees of the District, but will act only as advisor in the field in which they are qualified to offer assistance. Adopted: January 28, 1999LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BE SCHOOL BOARD MEETINGS The Little Rock School District Board of Education will meet in regular session once each month in the Board Room of the Little Rock School District Administration Building at 810 West Markham. A twelve-month calendar of Board meetings will be approved prior to the beginning of each school year. Changes in the site, date, or time of any meeting may be made by a vote of the Board. The Board may also meet to set the agenda, conduct work sessions, and participate in Board retreats. All meetings of the Board of Education will be open to the public and will be governed by the Arkansas Freedom of Information Act. Newspapers, television and radio stations will be notified at least two (2) hours prior to all regular and special Board meetings. Adopted: January 28, 1999 Legal References: A.C.A, 6-13-619, 25-19-101LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BEA REGULAR BOARD MEETINGS The regular meeting of the Little Rock School District Board of Education will be held on the fourth Thursday of each month in the Boardroom of the Administration Building at 6:00 p.m. unless otherwise set by action of the Board. Board members will receive copies of the final agenda by Tuesday prior to the Thursday regular meeting. All Board meetings are open to the public. The order of business of any regular Board meeting will include an opportunity for citizens to address the Board. Notification of Board meetings will be sent sufficiently in advance to the newspapers, television and radio stations. Adopted\nJanuary 28, 1999 Legal References: A.C.A. 6-13-619, 25-19-101 et seq. Cross References\nBoard of Education Policies BE, BEDHLITTLE ROCK SCHOOL DISTRICT NEPNCODE: BEB SPECIAL SCHOOL BOARD MEETINGS Special meetings of the Little Rock School District Board of Education may be called in four (4) ways. 1. 2. 3. 4. By the Board president By the Board secretary By any three (3) members of the Board By petition signed by fifty (50) electors in the District. No business will be transacted at any special meeting of the Board which does not come within the purpose set forth in the call for the meeting unless all members of the Board are present and agree to the consideration of the additional items. All special meetings will be open to the public. All Board members will be given reasonable notification of the special meeting. The news media will be notified at least two (2) hours prior to the meeting. Adopted: January 28, 1999 Legal References: A.C.A. 6-13-619, 25-19-101 et seq. Cross References: Board of Education Policies BE, BEDALITTLE ROCK SCHOOL DISTRICT NEPNCODE: BEC EXECUTIVE SESSIONS During a regular or special meeting Board members may vote to go into executive session which is closed to the public and the media. Executive sessions are permitted only for the purpose of considering employment, appointment, promotion, demotion, disciplining, or resignation of a public officer or employee. The superintendent at the invitation of the Board may attend all executive sessions except those that pertain to the superintendents contract. The immediate supervisor of the employee involved and the employee may be present at the executive session when so requested by the Board. Also, any person being interviewed for superintendent may be present when so requested by the Board. No minutes are taken during executive session. That such a meeting is held will be recorded in the minutes of the open meeting. In accordance with law, no official action may be taken in executive session. To take final action on any matter discussed, the Board will reconvene and act upon the matter in open session. Board members, the superintendent and other persons attending the executive session are duty-bound not to disclose matters discussed in executive session. Adopted: January 28, 1999 Legal Reference: A.C.A. 25-19-106 Cross Reference: Board of Education Policy BEDGLITTLE ROCK SCHOOL DISTRICT NEPNCODE\nBED MEETING PROCEDURES The Little Rock School District Board of Education uses certain procedures for conducting business. Except as specifically altered herein, all meetings will be conducted according to Robert's Rules of Order Revised. Agenda For regular Board meetings the superintendent will determine which administrative items will be placed on the agenda. Board members may request items placed on the agenda. The Board will have until noon on Friday of the week it receives the proposed agenda to request additional items be placed on the agenda or to object to items on the agenda. For special Board meetings the superintendent in consultation with the Board president will set the agenda item(s). Board members may request an item be placed on the agenda by submitting the request at least two (2) days prior to the meeting. All Board meetings will be conducted in accordance with the printed agenda unless the Board votes to suspend the rules for the purpose of considering an item of business. Order of Business The order of business of all regular meetings will be as follows: Preliminary items: Roll Call, Recognitions, Superintendents Report, Board of Education Report, Public Communications and Petitions. Consent agenda\nRoutine items of business will be placed on the agenda under Disposition of Routine Business by Consent and will be introduced by the superintendent. If a Board member has a question about any item on the consent agenda, that item will be pulled from the consent agenda and considered as a separate agenda item immediately following Disposition of Routine Business by Consent. Other items on the agenda for Board action and/or discussion will generally be handled as follows: The Board President will identify the item. The superintendent will make his/her recommendation. A Board member will present the motion and receive a second.LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BED (continued) The superintendent or a designated administrator will be available to make a brief explanation of the item and respond to questions from the Board. Board members will discuss the item. The Board President will call for the vote. Closing items: Administration Reports, Announcements, Hearings. Adjournment Minutes will be recorded at all Board meetings and kept on file. Meetings will also be recorded on tape. Adopted: January 28, 1999 Legal References: A.C.A. 6-13-619 Cross References: Board of Education Policies BE, BEA, BEDB, BEDC, BEDD, BEDDB, BEDF, BEDH, BEE 2 LITTLE ROCK SCHOOL DISTRICT NEPNCODE: BEDA NOTIFICATION OF BOARD MEETINGS At the beginning of each school year the Board will approve a calendar of regular Board meeting and agenda meeting dates and times. This calendar will be made available to the news media and to anyone requesting this information. In the event of a special Board meeting the news media will be notified of the time, place and date of the meeting at least two (2) hours prior to the meeting. Board members will be notified as early as possible. Adopted: January 28. 1999 Legal References: A.C.A. 25-19-106 (2) Cross References: Board of Education Policies BE. BEA. BEBLITTLE ROCK SCHOOL DISTRICT NEPNCODE: BEDB AGENDA An agenda for each regular meeting of the Little Rock School District Board of Education will be prepared by the superintendent. The method used by the superintendent to establish the Board agenda must provide an opportunity for the Board members to voice objections or add items. The agenda will contain all, but only, those items introduced by the Board members and superintendent. Only action items scheduled in the agenda wi\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 "}],"pages":{"current_page":406,"next_page":407,"prev_page":405,"total_pages":6797,"limit_value":12,"offset_value":4860,"total_count":81557,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40428},{"value":"StillImage","hits":35298},{"value":"MovingImage","hits":4529},{"value":"Sound","hits":3226},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. 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