{"response":{"docs":[{"id":"hbcula_abco_0309","title":"Garnett-Nabrit Lecture Series: Luncheon Sermon, circa 1999","collection_id":"hbcula_abco","collection_title":"American Baptist College Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Tennessee, Davidson County, Nashville, 36.16589, -86.78444"],"dcterms_creator":["American Baptist College"],"dc_date":["1999/2009"],"dcterms_description":["This audio recording features the sermon from a Garnett-Nabrit Lecture Series luncheon. Rev. Wilma R. Johnson is the preacher for this sermon. Rev. Johnson held a Bachelor's in Business Administration from William Tyndale College, a Master's in Pastoral Ministry from Marygrove College, and a Doctor of Ministry Degree from Ecumenical Theological Seminary; she was the Pastor of New Prospect Baptist Church in Detroit. Rev. Johnson's focus in the sermon is hope, trusting in God, and avoiding complaining; she pulls her sermon from Psalm 46:1-7. Rev. 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Nonetheless, as these materials are accessible to the public, certain limitations on subsequent usage may be in effect. Authorized uses for these items are confined to research, educational, and scholarly endeavors by U.S. Copyright Law Title 17, §108 U.S.C. In addition to educational purposes, individuals seeking to engage in other forms of utilization must secure explicit permission from the Susie McClure Library by contacting us at 615-687-6935."],"dcterms_medium":["sound recordings"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"htxo_htxo","title":"Handbook of Texas online","collection_id":null,"collection_title":null,"dcterms_contributor":["Texas State Historical Association","University of Texas at Austin. 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The handbook includes articles on segregation, bilingual education, and Civil Rights, which focuses on the efforts of African Americans and Mexican Americans, and biographies of prominent individuals.","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":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African Americans--Civil rights--Texas","Mexican Americans--Civil rights--Texas","Civil rights movements--Texas","Texas--Race relations--History--20th century","African American civil rights workers--Texas","Civil rights workers--Texas","Discrimination--Texas","African Americans--Politics and government","Mexican Americans--Politics and government","Political activists--Texas","Segregation--Texas"],"dcterms_title":["Handbook of Texas online"],"dcterms_type":["Text"],"dcterms_provenance":["Handbook of Texas Online"],"edm_is_shown_by":null,"edm_is_shown_at":["http://www.tshaonline.org/handbook/online"],"dcterms_temporal":null,"dcterms_rights_holder":["Texas State Historical Association"],"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["encyclopedias","articles"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"tmll_hpcrc_42786532","title":"The health care challenge : acknowledging disparity, confronting discrimination, and ensuring equality : a report of the United States Commission on Civil Rights","collection_id":"tmll_hpcrc","collection_title":"Historical Publications of the United States Commission on Civil Rights","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":null,"dc_date":["1999"],"dcterms_description":["A digital version of the report published by the United States Commission on Civil Rights.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":["Forms part of online collection: Historical Publications of the United States Commission on Civil Rights.","Requires Acrobat plug-in to view files."],"dc_right":["http://rightsstatements.org/vocab/NoC-US/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Health Services Accessibility--United States","Civil rights--United States","Minority Groups--United States","Prejudices--United States"],"dcterms_title":["The health care challenge : acknowledging disparity, confronting discrimination, and ensuring equality : a report of the United States Commission on Civil Rights"],"dcterms_type":["Text"],"dcterms_provenance":["Thurgood Marshall Law Library"],"edm_is_shown_by":["http://www2.law.umaryland.edu/marshall/usccr/documents/cr12h34z.pdf"],"edm_is_shown_at":["http://crdl.usg.edu/id:tmll_hpcrc_42786532"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports","records"],"dcterms_extent":["2 v. : ill. ; 28 cm."],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1080","title":"\"High School (Grade 9-12) Curriculum Catalog,\" 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":["1999/2000"],"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 (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Education--Curricula","Educational planning"],"dcterms_title":["\"High School (Grade 9-12) Curriculum Catalog,\" 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/1080"],"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.\nHIGH SCHOOL {Grade 9 - 12) CURRICULUM CATALOG 1999-2000 Little Rock School District 810 West Markham Little Rock, AR 72201 501/324-2000 Table of Contents Mission for the Division of Instruction Graduation Requirements 1. LRSD Graduation Requirements (for students who were freshmen prior to fall 1998) 2. Summary of Graduation Requirements Classes of 2001 and Prior Accelerated Learning Center, Effective Fall 1998 Class of 2002 and After Recommended Common Core and Career Focus, Class of 2003 2 3 3. Board Policy IKF: General Education Graduation Requirements, 7 Effective for the Graduating Class of 2002 4. Administrative Regulation IKF-R: General Graduation Requirements, 9 Effective for the Graduating Class of 2002 Credit-Earning Options Credit Earning Options for LRSD Students 16 1. Credit for Courses Taken in Middle School 17 Middle School Curriculum Area Schools 17 Dunbar Magnet Middle School 18 Henderson Middle School 19 Mann Magnet Middle School-Arts 20 Mann Magnet Middle School-Sciences 21 Parameters for Middle Schools 22 2. Credit for Courses Taken in Summer High School 23 3. Credit for Courses Taken in Evening High School 23 4. Dual-Enrollment for High School and College Credit for Designated Courses Taken at Hall High 23 5. Dual-Credit for College Courses 23 6. Credit through Correspondence Courses, University of Arkansas 24 7. Approved Dual-Credit Correspondence Courses 25 8. Early College Correspondence Enrollment 25 9. Accelerated Learning Program 26 10. Advanced Standing/Credit Agreements 27 Pulaski Technical College 27 ITT Technical Institute 29 Arkansas State University-Beebe 29 11 . Credit Earned for Success on Advanced Placement Examinations 30 LRSD Strategic Plan Objectives 30 Revised Desegregation and Education Plan 30 Determining Placement in Pre-AP and AP Courses 30 National Science Foundation Cooperative Agreement 31 12. Credit Earned through University/College Summer Programs 32 13. Credit Earned through Distance Learning 32 14. Credit Earned through Credit by Examination 32 Miscellaneous Policies and Regulations Relating to Instruction Minimum Class Size 33 Early Graduation 33 Regulation for Early Graduation 33 Selection of Honor Graduates (for the Class of 2002 and prior) 33 Course Numbers Course Numbering Code 34 Course Descriptions Art 35 Art-Parkview Magnet 38 Business Education 40 Business Education-McClellan High 48 Communications 50 Dance-Parkview Magnet 53 Drama 55 Drama-Parkview Magnet 57 English 58 English-as-a-Second Language-Hall High 64 Family and Consumer Science 67 Foreign Languages 72 Health and Physical Education 78 Journalism 80 JROTC 83 Marketing Education 86 Marketing Education-McClellan High 88 Mathematics 89 Music 93 Music-Parkview Magnet 96 Science 100 Science (ESL)-Hall High 104 Science-Parkview Magnet 105 Social Studies 107 Social Studies (ESL)-Hall High 113 Social Studies-Central High 113 Trades and Industry 115 Metropolitan Vocational-Technical Education Center 120 Special Education-Resource Room 130 Special Education-Self-Contained 131 Non-Credit Numbers 132 Mission for the Division of Instruction Little Rock School District The mission of the Division of Instruction is to improve the academic achievement of all students, enabling them to realize their aspirations. This mission is accomplished by providing leadership, instructional resources, technical assistance, professional development, and advocacy for all students. LRSD Graduation Requirements (for students who were freshmen prior to fall 1998) English 4 units Foreign Language 2 units in one foreign language-required only for college Admission and to qualify for Academic Challenge Scholarship Program. Social Studies 3 units-must include one unit of U.S. History, one unit of World History or AP European History, and one unit of Civics or U.S. Government. Science 3 units-two of the units must be Biology and Physical Science. Mathematics 3 units-must include Algebra I or equivalent. Oral Communications 1 unit Physical Education  unit-One unit of PE may count towards graduation. Must earn  unit of PE and  unit of Health. (Students excused from PE for medical reasons must take  unit of Human Physiology.) Health  unit Fine Arts  unit Required Units 15  units Electives 5  units Total Units 21 Academic Challenge Scholarship Program: World History, two units of one foreign language, Geometry, Algebra II and either Chemistry or Physics must be taken to be eligible for Academic Challenge Scholarship Program. (These requirements apply to those students who will graduate in 1999, 2000, and 2001.) 2 Summary of Graduation Requirements Classes of 2001 and Prior Accelerated Learning Center Class of 2002 and After Recommended Common Core Requirements, Effective Fall 1998 (freshmen in fall 1998) and Career Focus, Class of 2003 English-4 units English-4 units English Language Arts-4 units English Language Arts-4 units ESL English I, English I or ESL English I, English I or English I English I Pre-AP\nand Pre-AP\nand ESL English II, English II or ESL English II, English II or English English II Pre-AP\nand II Pre-AP\nand ESL English Ill, English Ill, ESL English Ill, English Ill, English English Ill Pre-AP, or Ill Pre-AP, or English Ill AP\nand English Ill AP\nand ESL English IV, English IV, or ESL English IV, English IV, or English IV AP English IV AP Oral Communication-1 unit Oral Communication-1/2 unit Oral Communication-1 unit Oral Communication-1 unit Communications I Communications I Social Studies-3 units or 2 units Social Studies-3 units Social Studies-3 units Social Studies-4 units of Social Studies and 1 unit of (1 unit of World History, 1 unit of Civics and Civics and vocational/technical studies: U.S. History,  unit of Civics or World History and World History and (1 unit of Civics or American Government) United States History United States History and Government and 1 unit of One additional unit from: African/ American History. If a third unit of African-American History (1 ), social studies is taken, it must be European History AP ( 1 ), a world focus course. World U.S. Government and Politics AP History must be taken to be ( 1 /2), eligible for Academic Challenge Comparative Government AP (1/2) Scholarship Program.) Economics (1/2) Sociology ( 1 /2) 3 Classes of 2001 and Prior Accelerated Learning Center Class of 2002 and After ' Recommended Common Core Requirements, Effective Fall 1998 (freshmen in fall 1998) and Career Focus, Class of 2003 Mathematics-3 units Mathematics-3 units Mathematics-3 units Mathematics-4 units (3 units to include Algebra I) (1 unit of Algebra or its equivalent Algebra I and Algebra I and and 1 unit of geometry or its Geometry or Concepts of Geometry and equivalent) Geometry and Algebra II and One additional unit based on One advanced unit. Students are algebra and geometry knowledge strongly encouraged to take a and skills. mathematics course during their senior year. Science-3 units Science-3 units Science-3 units Science-4 units (At least one unit shall be in life (at least 1 unit of Biology or its Physics I and Physics I and science and one unit in physical equivalent and 1 unit of a physical Biology I and Biology I and science. All required science science) Chemistry I Chemistry I and units must provide hands-on One additional unit laboratory experience for students a minimum of 20 percent of instructional time.) Foreign Languages-2 units Physical Education-1/2 unit Physical Education-1/2 unit Physical Education-1/2 unit Physical Education-1/2 unit Physical Education A Physical Education A Health and Safety-1/2 unit Health and Safety-1/2 unit Health and Safety-1/2 unit Health and Safety-1/2 unit Health and Safety Health and Safety 4 Classes of 2001 and Prior Accelerated Learning Center Class of 2002 and After Recommended Common Core Requirements, Effective Fall 1998 (freshmen in fall 1998) and Career Focus, Class of 2003 Fine Arts-1/2 unit Fine Arts-1/2 unit Fine Arts-1 unit Fine Arts-1 unit One unit from art, dance, drama, One unit from art, dance, drama, or or music music Vocational/Technical Education- Technology Applications-1 Technology Applications-2 units 1 unit may substitute for 1 unit of unit Two units from Keyboarding social studies One unit from Keyboarding Applications (1/2), Word Processing Applications (1/2), Word A (1/2), Word Processing B (1/2), Processing A (1/2), Word Database Management (1/2) Processing B (1/2), Database Desktop Publishing A (1/2), Desktop Management (1/2) Desktop Publishing B (1/2), Programming A Publishing A (1/2), Desktop (1/2), Programming B (1/2), Publishing B (1/2), Programming Computerized Business A (1/2), Programming B (1/2), Applications (1 ), Computerized Computerized Business Accounting II (1 ). Applications (1 ), Computerized Accounting II (1 ). 5 Classes of 2001 and Prior Accelerated Learning Center Class of 2002 and After Recommended Common Core Requirements, Effective Fall 1998 (freshmen in fall 1998) and Career Focus, Class of 2003 Career Focus-3 units Career Focus-3 units Career Focus-4 units Three specified units from one of At least three specified units from At least four units from one of the the following areas: one of the following areas: following areas: Humanities Humanities Humanities Sciences Sciences Sciences Fine Arts Fine Arts Fine Arts Administrative Services Administrative Services Parkview Magnet-Arts-8 units Business Management Business Management Parkview Magnet-Sciences-5 Finance Finance units, plus yearly project Marketing Marketing McClellan High-5  specified Coordinated Career Education Coordinated Career Education units. Child Care and Guidance Child Care and Guidance Management and Services Management and Services Food Production, Management, and Food Production, Management, Services and Services Family and Consumer Sciences Family and Consumer Sciences General Cooperative Education General Cooperative Education JROTC JROTC Trades and Industry Trades and Industry Electives-5  units Electives-3 units Electives-4 units Total: 21 units (15 of the units Total: 21 units Total: 24 units Total: 27 units must be taken in high school) 6 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKF GENERAL EDUCATION GRADUATION REQUIREMENTS, EFFECTIVE FOR THE GRADUATING CLASS OF 2002 The Little Rock School District Board of Education believes that students should graduate from high school possessing the skills, knowledge, and attitudes needed for responsible citizenship, life-long learning, and productive employment in our modern economy. Programs for post-secondary preparation will be available to equip students for the advanced training that will be needed for the work of the 21 st century. The Little Rock School District will be responsible for providing the educational opportunities and experiences that will enable our students to take full advantage of postsecondary education and employment opportunities available to them after graduation. Diploma A student may earn a Little Rock School District diploma in one of two ways. Each has different requirements and different numbers of required credits. 1. LRSD Diploma from the Accelerated Learning Center for completion of the 21 units required by the State of Arkansas (15 Common Core units, 3 Career Focus units, and 3 elective units). 2. LRSD Diploma from any of the five high schools for completion of the required seventeen (17) units in the LRSD Common Core, plus a minimum of three (3) units in a Career Focus area, plus four (4) electives for a total of 24 units. LRSD Common Core, Effective for the Graduating Class of 2002 and After It is the policy of the Board of Education that satisfactory completion of the following seventeen (17) specified LRSD Common Core units is required for a student to graduate. These requirements shall not be waived or altered except by an Individual Education Program (IEP) team for a student identified with disabilities. English Language Arts-4 units Oral Communication-1 unit Mathematics-3 units Science-3 units Social Studies-3 units Fine Arts-1 unit Health and Physical Education-1 unit Technology-1 unit Career Focus-3 units In addition to the LRSD Common Core, each student must complete a minimum of three units from one area of Career Focus. Electives-4 units Total Required-24 units 7 Recommended Common Core and Career Focus-27 units Effective for the Graduating Class of 2003 In addition to the LRSD Common Core requ irements outlined above for students graduating in 2002 or later, the Board of Education recommends, effective for the Graduating Class of 2003, the following enhanced and \"Recommended Common Core and Career Focus,\" which includes, but goes beyond those units required in Arkansas for unconditional admission to public colleges and universities and for eligibility for the Arkansas Challenge Scholarship. The \"Recommended Common Core and Career Focus\" includes the admission requirements of the most competitive universities in the United States of America. LRSD Common Core-17 units AND Social Studies-1 additional unit Mathematics-1 additional unit Science-1 additional unit Foreign Language-2 additional units Technology-1 additional unit Career Focus-1 additional unit Total Recommended Common Core and Career Focus-27 units 8 LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKF-R GENERAL EDUCATION GRADUATION REQUIREMENTS, EFFECTIVE FOR THE GRADUATING CLASS OF 2002 Honors Diploma Seal A special seal shall be affixed to the diploma and transcript of a student who meets the following standards: a. Completes the 27 units of the \"Recommended Common Core and Career Focus,\" which includes, but goes beyond, the requirements of the Arkansas Higher Education Coordinating Board for unconditional admission to any public two-year or four-year institution of higher education in Arkansas and which includes, but goes beyond, the requirements for eligibility for the Arkansas Challenge Scholarship. The \"Recommended Common Core\" reflects the admission requirements of the most competitive universities in the United States of America. b. Successfully completes a minimum of six Pre-Advanced Placement courses and two Advanced Placement courses over a four-year period\nc. Earns a grade-point-average of at least 3.5. Credit-Earning Options The units for graduation will generally be earned in grades nine through twelve, except that one unit of Algebra I (or higher-level mathematics) and Level I of foreign language (or higher-level foreign language) may be earned in grade eight. High-school courses taken before grade eight will not satisfy a unit of credit toward graduation. All courses taken in grades 9-12 shall be counted toward graduation. In addition to credits that students may earn in the daily high school schedule, the District shall make accessible a variety of other credit-earning options, including, but not limited to, correspondence courses, credit-by-examination, evening high school, summer high school to make up failed credits, dual-enrollment with colleges/ universities, and advanced standing/credit programs. All such alternatives shall be aligned with the Arkansas and LRSD curriculum standards and be approved by the Associate Superintendent for Curriculum. Senior Enrollment Requirements Effective fall 1999, each high school senior shall take at least four academic courses. Courses taken at post-secondary institutions by qualified seniors shall count as one or more of these required courses. Students are strongly encouraged to take a full schedule of challenging courses each year, including the senior year. Courses Required for Graduation Students shall satisfy the graduation requirements established in Policy IKFC through enrollment in and successful completion of the following specific courses. English Language Arts-4 units ESL English I, English I, or English I Pre-AP (1 )\nand ESL English II , English II, or English II Pre-AP (1 )\nand ESL English Ill, English Ill, English Ill Pre-AP, or English Ill AP (1 )\nand ESL English IV, English IV, or English IV AP (1 ). Each level of required English is a prerequisite for the next level. Students are not allowed, therefore, to take two required English courses concurrently. 9 Oral Communication-1 unit Communications I (1) Mathematics-3 units Algebra I or Algebra I Pre-AP ( 1 )\nand Concepts of Geometry or Geometry or Geometry Pre-AP (1 )\nand Algebra II or Algebra II Pre-AP or Statistics or Statistics AP (1). Algebra I Pre-AP or Geometry Pre-AP taken in grade 8 will satisfy one of the required units. Science-3 units Physics I or Physics I Pre-AP (1 )\nand Biology I or Biology I Pre-AP (1 )\nand Chemistry I or Chemistry I Pre-AP (1 ). Social Studies-3 units Civics or Civics Pre-AP (1) World History or World History Pre-AP (1) United States History or United States History AP (1) Fine Arts-1 unit One unit from art, dance, drama, or music. Health and Physical Education-1 unit Health and Safety (1/2) Physical Education (1/2) The one unit of physical education required may be waived (1) upon receipt of a statement by a licensed physician that a student is mentally or physically incapable of participating in a regular or modified physical education program\nor (2) when the requirement is contrary to the religious teachings of the student, as indicated in a written statement, signed by a lawful custodian of the student. Athletic practice for competition, whether scheduled during the school day or fter school hours, does not earn credit. Technology-1 unit One unit from the following technology application courses: Keyboarding Applications (1/2), Word Processing A (1/2), Word Processing B (1/2), Database Management (1/2), Desktop Publishing A (1/2), Desktop Publishing B (1/2), Programming A (1/2), Programming B (1/2), Computerized Business Applications (1 ), Computerized Accounting I or II. In no case can the same course(s) satisfy technology applications requirements and/or the technology applications requirements in one of the areas for Career Focus. Career Focus-3 units In addition to the LRSD Common Core, each graduate shall complete successfully a minimum of three units from one area of Career Focus, as follows: 10 Humanities Three units of one foreign language\nor Two units of one foreign language and One unit beyond the Common Core requirements from English or Social Studies (1 )\nor Three units beyond Common Core requirements in communications, English, and/or journalism\nor Three units beyond Common Core requirements in social studies. Sciences Two units of one foreign language (2) and One additional unit beyond Common Core requirements in science or mathematics (1 )\nor Three units beyond the Common Core requirements from upper-level mathematics and/or science courses (3). Sciences-Parkview Magnet-5 units Two units of biology beyond Biology I\nand One semester of chemistry beyond Chemistry I\nand Two units of German or Latin\nand One semester of Applied Statistics and Technical Writing\nand Yearly Project. Fine Arts Three units beyond the Common Core requirement in one of the following areas: art, dance, drama, or music. Students are also strongly encouraged to complete a minimum of two units of one foreign language. Fine Arts-Parkview Magnet-8 units Eight units in one of the following specialty areas: dance, drama, art, or music. Students are also strongly encouraged to complete a minimum of two units of one foreign language. Administrative Services Three units to include Word Processing A and B (1 ), Office Management or Cooperative Office Education (1 )\nand one unit from the following: Computerized Accounting 1-11 (1 ), Computerized Business Applications (1 ), Desktop Publishing A/B (1 ), Multimedia Applications (1/2), Rapid Writing A/B (1 ), Workplace Readiness (1/2). Written Communication-McClellan High-5  units Journalism I (1 )\nand Journalism II (1 )\nand Technical Writing (1/2) or Creative Writing (1/2)\nand Word Processing A (1/2) and Word Processing B (1/2)\nand 2 units of school-approved electives Oral Communication-McClellan High-5  units Communications (1 )\nand Drama I (1 )\nand Mass Media A (1/2) and Mass Media B (1/2)\nand Public Speaking/Business Communications (1/2)\nand 2 units of school-approved electives. II Visual/Product Communications-McClellan High-5  units Advertising (1/2)\nand Art Design/Graphic Design (1 )\nand Introduction to Art (1 )\nand Painting (1 )\nand Mass Media A (1/2)\nand 1  units of school-approved electives. Business Management Three units to include Computerized Accounting I or II* (1 ), Management (1) and one unit from the following: Business Law (1 ), Computerized Business Applications (1 ), Multimedia Applications (1/2), Word Processing A/B (1 ), Workplace Readiness (1/2) *The student must take Computerized Accounting II to satisfy this requirement if Computerized Accounting I was selected to fulfill the technology applications requirement. Business Principles and Management-McClellan High-5  units Computerized Business Applications (1) or two of the following: Word Processing A (1/2), Desktop Publishing (1/2), Database Management (1/2), Spreadsheet Applications (1/2)\nand Computerized Accounting I (1 )\nand Junior Executive Training (1 )\nand 2  units of school-approved electives. Finance Three units to include Banking and Finance Marketing (1/2), Banking and Finance Principles (1/2), Banking and Finance Operations (1/2), Banking and Finance Law (1/2) and Computerized Accounting I (1 )\nor Three units to include Computerized Accounting 1-11 and one unit from the following: Computerized Business Applications (1 ), Database Management (1/2), Spreadsheet Applications (1/2), Word Processing A (1/2), Word Processing B (1/2), Workplace Readiness (1/2). Economics and Finance-McClellan High-5  units Computerized Business Applications (1) or two of the following: Word Processing A (1/2), Desktop Publishing (1/2) Database Management (1/2), Spreadsheet Applications (1/2)\nand Economics (1) or Banking and Finance Principles (1/2) and Banking and Finance Operations (1/2)\nand Junior Executive Training (1 )\nand 2  units of school-approved electives. Marketing Three units to include Marketing (1 ), Marketing Management (1) and one from the following: Advertising (1/2), Computerized Business Applications (1 ), Fashion Merchandising (1/2) Entrepreneurship (1/2), Multimedia Applications (1/2), Retailing (1/2), Salesmanship (1/2), Workplace Readiness (1/2). Marketing and Advertising-McClellan High-5  units Advertising (1/2)\nand Fashion Merchandising (1/2)\nand Marketing (1 )\nand Marketing Management(1 )\nand 2  units of school-approved electives 12 Coordinated Career Education Three units to include CCE I-Related (1 ), CCE-OJT (1 ), and one unit from the following: Business Education, Marketing Education, Family and Consumer Science, Medical Professions Education, Trades and Industry, Workplace Readiness (1/2). Child Care and Guidance Management and Services Three units to include Child Care and Guidance Management and Services (1 }, Child Development (1 /2), Family and Consumer Science (1 ), and Parenting (1/2). Food Production, Management, and Services Three units to include Family and Consumer Science (1 }, Food and Nutrition (1/2), Food Production, Management, and Services I (1) and one-half unit from Family Dynamics (1 ), Food Science (1/2), Human Relations (1/2), Managing Resources (1/2), Workplace Readiness (1/2). Family and Consumer Sciences Education Three units to include Family and Consumer Science (1) and two units from the following: Child Development (1/2), Clothing Management (1/2), Family Dynamics (1), Food Science (1/2), Food and Nutrition (1/2), Housing and Interior Design (1/2), Human Relations (1/2), Managing Resources (1/2), Parenting (1/2), and Workplace Readiness (1/2). General Cooperative Education Three units to include GCE I-Related (1 ), GCE-OJT (1) and one unit from Business, Marketing, Family and Consumer Sciences, Medical Professions Education, or Trade and Industrial Education. Industrial Cooperative Education Three units from the following: Industrial Cooperative Training !--Related (1 ), Industrial Cooperative Training I (1 ), Industrial Cooperative Training II Related (1 }, Industrial Cooperative Training II (1 )\nJROTC Three units to include JROTC I, II, Ill. Trades and Industry Three units from any one of the following programs: Basic Mechanical Drawing (1 ), Advanced Mechanical Drawing (1 ), Architectural Drafting (1 ), Engineering Drafting (1 )\nComputerized Commercial Art I, II, Ill\nAuto Body/Paint Technology I, II, Ill\nAutomotive Technology I, II, Ill\nCulinary Arts I, II, Ill\nComputer-Aided Drafting I, 11, Ill\nComputer Graphics/Printing Technology I, 11, Ill\nCosmetology I, II, Ill\nElectronics I, II, Ill\nMedical Professions I, II, Ill\nMetal Fabrication (Welding) I, II, Ill\nRadio Broadcasting I, 11, Ill\nResidential Construction I, II, Ill\nTV Production I, II, Ill\nDiesel Technology Services I, II, Ill. Electives-4 units Total Required-24 units 13 Recommended Common Core and Career Focus-27 units Effective for the Graduating Class of 2003 In addition to the LRSD Common Core requirements outlined above for students graduating in 2002 or later, the Board of Education recommends, effective for the Graduating Class of 2003, the following enhanced and \"Recommended Common Core,\" which includes, but goes beyond those units required in Arkansas for unconditional admission to public colleges and universities and for eligibility for the Arkansas Challenge Scholarship. The \"Recommended Common Core\" includes the admission requirements of the most competitive universities in the United States of America. Students who choose a Career Focus in the Humanities or Sciences may already have satisfied some of the \"Recommended Common Core.\" Students are, of course, strongly encouraged to enroll in as many Pre-AP and AP courses as possible. LRSD Common Core-17 units AND: Social Studies-1 additional unit One additional unit from African/African-American History (1 }, European History AP (1 ), U.S. Government and Politics AP (1/2), Comparative Government (1/2), Economics (1/2), Sociology (1/2). Mathematics-1 additional unit One additional unit in advanced mathematics. The three units required for the LRSD Common Core must include Algebra I, Geometry, and Algebra. Seniors are strongly encouraged to take a mathematics course during their senior year. Science-1 additional unit One additional unit. Foreign Language-2 additional units Two units of one foreign language, one unit of which may be completed in grade 8. Technology-1 additional unit One additional unit. Career Focus-1 additional unit One additional unit beyond the three units required for graduation. Total Recommended Common Core and Career Focus-27 units Remedial Courses The high school may offer and students may, with parent/guardian permIssIon, be placed in appropriate below-grade-level or remedial courses in English, reading, writing, and/or mathematics. Such courses, however, shall not count toward satisfaction of the specified courses in the core curriculum required for graduation. They may count as electives beyond the required Common Core. Transfer Students A student who transfers into an LRSD high school from another accredited high school shall immediately have his or her transcript evaluated and a graduation plan established that is developed in collaboration with the student and his/her parents/guardians. Transfer students shall be expected to complete the graduation requirements established for their graduation class. 14 The LRSD high school shall accept transfer credits and grades for students who previously attended accredited high schools, with the following exceptions: a. No credit shall be accepted for a course under the general classification of \"religion.\" b. No credit shall be accepted for remedial or below-level courses toward satisfaction of the LRSD Common Core requirements, although such credits may be counted as electives beyond the Common Core. c. Weights assigned to grades from other districts or schools shall not be honored by any LRSD high school. Rather, weights shall be assigned consistently for all students, including transfer students, to ensure fairness. rticipation in the Graduation eremony and Award of Diplo a In der to be a participant in th graduation ceremony, the s tlent must be within one-half unit of comp ng the graduation requ ire ents. All high school stu nts and their parents shall be informed in writing nually of this expect ion when course lists d graduation requirements are published for the sprin gistration process. Principals sha igible participants at the end of the junior year and each quarter orm students and their parents immediately if it is determined that the ng or has lost his/her el igibility to participate in the graduation ceremony. Such students shall b to, night high school, Learning Center. met. the appropriate credit-earning options, including, but not limited o, correspondence courses, and placement .at the Accelerated made until all graduation requirements have been The expect ons of th is section sh II be phased in as folio duation 1999-2000-200 Students may particip e if they are within one unit of completing the graduatio equirements. Graduation 2002 and 2003 Students may participate i ey are within one-half unit of completing the graduation requI ents. 15 Credit-Earning Options for LRSD Students In addition to the credits that students may earn in the traditional high school day at each of the LRSD high schools, students may alternatively earn high school and/or college credits in all of the following fourteen ways: 1. High school credits may be earned for courses taken in grade 8: Algebra I or Geometry taken in grade 8 Foreign Language-Level I or II taken in grade 8. 2. One unit may be earned each summer in the district's Summer High School program. 3. Credits may be earned in the LRSD Evening High School. 4. Concurrent high school and college credit may be earned in designated courses at Hall High School. 5. Dual-enrollment for high school and college credit is available at all high schools. 6. Two units of credit may be earned through approved correspondence courses. 7. Concurrent high school and college credit may be earned for approved correspondence courses. 8. College credit may be earned for certain correspondence courses taken while in high school. 9. Preparation courses for the GED or high school credits and a high school diploma may be earned by selected students at the Accelerated Learning Center. 10. Advanced standing/credit at Pulaski Tech, ITT, and Arkansas State University at Beebe may be earned for successful completion of certain LRSD high school and/or Metropolitan courses. 11 . College credit may be earned by attaining a minimum score of \"3\" on Advanced Placement Examinations. 12. High school credit may be earned during pre-approved summer institutes sponsored by colleges and universities. 13. High school credit may potentially be earned through approved online courses. Approval of one or more programs is pending. 14. High school credit may potentially be earned through earning a minimum grade on an end-of-course examination (credit by examination). Approval of this option is pending. 16 I. Credit for Courses Taken in Middle Schools Middle School Curriculum-Area Schools Grade 6 Grade 7 Grade 8 Reading/Writing Workshop 6 (2 periods) or Reading/Writing Workshop 7 (2 periods) or Reading/Writing Workshop 8 (2 periods) or Reading/Writing Workshop 6 Pre-AP (1 period) Reading/Writing Workshop 7 Pre-AP (1 period) Reading/Writing Workshop 8 Pre-AP (1 period) Mathematics 6 or Mathematics 7 or Mathematics 8 or Mathematics 6 Pre-AP Mathematics 7 Pre-AP Mathematics 8 Pre-AP or Algebra I Pre-AP for high school credit Science 6 or Science 7 or Science 8 or Science 6 Pre-AP Science 7 Pre-AP Science 8 Pre-AP (Both include Family Life Education and Drug Education.) (Both include Drug Education.) Social Studies 6 or Social Studies 7 or Social Studies 8 or Social Studies 6 Pre-AP Social Studies 7 Pre-AP Social Studies 8 Pre-AP Physical Education and Health (full year integrated course: Career Orientation (semester\nrequired for all grade 7 The school will offer choices from the list below, and includes Drug Education) students) and Arkansas History (semester\nrequired by the students will select, based on the school's schedule, State of Arkansas) one or more semesters of electives: Keyboarding (semester) (required in either grade 6 or 7) Keyboarding (semester\nrequired for all students who did Band 8, Choir 8, or Orchestra 8 (full year) not complete this course in grade 6) Art 8 (full year) The school will offer choices from the list below, and The school will offer choices from the list below, and Research and Writing 8 Pre-AP (full year) students will select, based on the school's schedule, students will select, based on the school's schedule, Foreign Language I (Level I for high school credit) one or more semesters of electives: one or more semesters of electives: Foreign Language II (Level II for high school credit for Band 6, Choir 6, or Orchestra 6 (full year) Band 7, Choir 7, or Orchestra 7 (full year) students who completed Level I in grade 7) Art 6 (full year) Art 7 (full year) Write On! 8 (full year) Research and Writing 6 Pre-AP (full year\nstrongly Research and Writing 7 Pre-AP (full year) TV Writing and Production (full year) recommended for grade 6 students) Foreign Language I (full year of Level I) Family and Consumer Science 8 (full year) Exploratory Foreign Language and Culture 6 (full year\ntwo Write On! 7 (full year) or three languages, depending upon the school) Exploratory Art 7-8 (semester) Exploratory Art 7-8 (semester) Expressions! 7-8 (semester) Exploratory Art 6 (semester) Expressions! 7-8 (semester) Family and Work Connections 7-8 (semester) Exploratory Music 6 (semester) Family and Work Connections 7-8 (semester) Exploratory Music 7-8 (semester) Expressions! 6 (semester) Exploratory Music 7-8 (semester) Physical Education 7-8 (semester) Physical Education 7 -8 (semester) Computer Technology 7-8 (semester) Computer Technology 7-8 (semester) Keyboarding Applications 7-8 (semester) Keyboarding Applications 7-8 (semester) Industrial Technology 7-8 (semester) Industrial Technology 7-8 (semester) *The Pre-AP (Advanced Placement) series of courses offered m the core areas are the same as the previously designated honors, advanced, enriched, and/or 91fted/talented courses. Titles have simply been standardized for grades 6-12. 17 Grade 6 Reading/Writing Workshop 6 (2 periods) or Reading/Writing Workshop 6 Pre-AP (1 period) or Reading/Writing Workshop 6 GT (1 period) Mathematics 6 or Mathematics 6 Pre-AP or Mathematics 6 GT (Pre-Algebra) Science 6 or Science 6 Pre-AP or Science 6 GT Social Studies 6 or Social Studies 6 Pre-AP or Social Studies 6 GT Physical Education and Health (full year integrated course\nincludes Drug Education) IS Magnet Courses: Dunbar magnet students must take either a Foreign Language or International Studies course in each grade. Exploratory Foreign Language and Culture 6 (full year\nincludes French, German, Spanish, and Latin) and/or one of the following: Planet Earth 6-7 (full year) Seminar 6 (full year) Global Expressions 6-7 (full year) The school will offer choices from the list below, and students will select, based on the school's schedule, one or more semesters of electives. Band 6, Choir 6, or Orchestra 6 (full year) Art 6 (full year) Research and Writing 6 Pre-AP (full year\nstrongly recommended) Research and Writing 6 GT (full year) Keyboarding (semester) and Exploratory Art/Music (semester). Dunbar Middle School Curriculum Little Rock School District Grade 7 Grade 8 Reading/Writing Workshop 7 (2 periods) or Reading/Writing Workshop 8 (2 periods) or Reading/Writing Workshop 7 Pre-AP (1 period) or Reading/Writing Workshop 8 Pre-AP (1 period) or Reading/Writing Workshop 7 GT (1 period) Reading/Writing Workshop 8 GT (1 period) Mathematics 7 or Mathematics 8 or Mathematics 7 Pre-AP (Pre-Algebra) or Mathematics 8 Pre-AP or Algebra I Pre-AP (GT) Algebra I Pre-AP for high school credit or Geometry for high school credit Science 7 or Science 8 or Science 7 Pre-AP Science 8 Pre-AP or Science 7 GT Science 8 GT (Both include Family Life Education and Drug Education.) (Both include Drug Education.) Social Studies 7 or Social Studies 8 or Social Studies 7 Pre-AP or Social Studies 8 Pre-AP Social Studies 7 GT Social Studies 8 GT Career Orientation (semester\nrequired for all grade 7 IS Magnet Courses: Dunbar magnet students must take students) and Arkansas History (semester\nrequired by either a Foreign Language or International Studies course State of Arkansas) in each grade. Keyboarding (semester\nrequired for all students who did Foreign Language 1-11 (Level II for high school credit for not complete this course in grade 6) students who completed Level I in grade 7) IS Magnet Courses: Dunbar magnet students must take and/or one of the following: either a Foreign Language or International Studies course Arkansas' World Connections (full year) in each grade. Seminar 8 (full year) Foreign Language I (full year of Level I) International Money 7-8 (full year) and/or one of the following: Leaders of the 21 st Century 8 (full year) Planet Earth 6-7 (full year) African Studies 7-8 (full year) Seminar 7 (full year) African Studies 7-8 (full year) The school will offer choices from the list below, and Global Expressions 6-7 (full year) students will select, based on the school's schedule, International Money 7-8 (full year) one or more semesters of electives. Band 8, Choir 8, or Orchestra 8 (full year) The school will offer choices from the list below, and Art 8 (full year) students will select, based on the school's schedule, Research and Writing 8 Pre-AP (full year) one or more semesters of electives. Research and Writing 8 GT (full year) Band 7, Choir 7, or Orchestra 7 (full year) Foreign Language I (Level I for high school credit) Art 7 (full year) Write On! 8 (full year) Research and Writing 7 Pre-AP (full year) Family and Consumer Science 8 (full year) Research and Writing 7 GT (full year) Write On! 7 (full year) Exploratory Art 7-8 (semester) Expressions! 7-8 (semester) Exploratory Art 7-8 (semester) Family and Work Connections 7-8 (semester) Expressions! 7-8 (semester) Exploratory Music 7-8 (semester) Family and Work Connections 7-8 (semester) Physical Education 7-8 (semester) Exploratory Music 7-8 (semester) Industrial Technology 7-8 (semester) Physical Education 7-8 (semester) . Industrial Technology 7-8 (semester) The Pre-AP (Advanced Placement) series of courses offered m the core areas are the same as the previously designated honors, advanced, and/or enriched courses. Titles have simply been standardized for grades 6-12. Since Dunbar is a gifted/talented magnet, this school also offers GT-level courses in the core curriculum areas. 18 Grade 6 Reading/Writing Workshop 6 (2 periods) or Reading/Writing Workshop 6 Pre-AP* (1 period) Mathematics 6 or Mathematics 6 Pre-AP* Science 6 or Science 6 Pre-AP* (1 period for area students) or Science 6 and Health Science 6 (2 periods for magnet students) or Science 6 Pre-AP* and Health Science 6* Pre-AP (2 periods for magnet students) Social Studies 6 or Social Studies 6 Pre-AP* Physical Education and Health (full year integrated course\nincludes Drug Education) Keyboarding (semester) (required in either grade 6 or 7) The school will offer choices from the list below, and students will select, based on the school's schedule, one or more semesters of electives: Band 6, Choir 6, or Orchestra 6 (full year) Art 6 (full year) Research and Writing 6 Pre-AP (full year\nstrongly recommended) Exploratory Foreign Language and Culture 6 (full year\ntwo or three languages depending on the school) Exploratory Art 6 (semester) Exploratory Music 6 (semester) Expressions! 6 (semester) Henderson Middle School Curriculum Little Rock School District Grade 7 Grade 8 Reading/Writing Workshop 7 (2 periods) or Reading/Writing Workshop 8 (2 periods) or Reading/Writing Workshop 7 Pre-AP* (1 period) Reading/Writing Workshop 8 Pre-AP* (1 period) Mathematics 7 or Mathematics 8 or Mathematics 7 Pre-AP* Mathematics 8 Pre-AP* or Algebra I Pre-AP for high school credit Science 7 or Science 7 Pre-AP* (1 period for area Science 8 or Science 8 Pre-AP* (1 period for area students) or students) or Science 7 and Health Science 7 (2 periods for magnet Science 8 and Health Science 8 (2 periods for magnet students) or students) or Science 7 Pre-AP* and Health Science 7 Pre-AP* (2 Science 8 Pre-AP* and Health Science 8 Pre-AP* (2 periods for magnet students) periods for magnet students) (All include Family Life Education and Drug Education.) (All include Drug Education.) Social Studies 7 or Social Studies 8 or Social Studies 7 Pre-AP Social Studies 8 Pre-AP* Career Orientation (semester\nrequired for all grade 7 The school will offer choices from the list below, and students) and Arkansas History (semester\nrequired by the students will select, based on the school's schedule, State of Arkansas) one or more semesters of electives: Keyboarding (semester\nrequired for all students who did Band 8, Choir 8, or Orchestra 8 (full year) not complete this course in grade 6) Art 8 (full year) The school will offer choices from the list below, and Research and Writing 6 Pre-AP (full year) students will select, based on the school's schedule, Foreign Language I (Level I for high school credit) one or more semesters of electives: Foreign Language II (Level II for high school credit for Band 7, Choir 7, or Orchestra 7 (full year) students who completed Level I in grade 7) Art 7 (full year) Write On! 8 (full year) Research and Writing 7 Pre-AP (full year) Family and Consumer Science 8 (full year) Foreign Language I (full year of Level I) Write On! 7 (full year) Exploratory Art 7-8 (semester) Expressions! 7-8 (semester) Exploratory Art 7-8 (semester) Expressions! 7-8 (semester) Family and Work Connections 7-8 (semester) Family and Work Connections 7-8 (semester) Exploratory Music 7-8 (semester) Exploratory Music 7-8 (semester) Physical Education 7-8 (semester) Physical Education 7-8 (semester) Computer Technology 7-8 (semester) Computer Technology 7-8 (semester) Keyboarding Applications 7-8 (semester) Keyboarding Applications 7-8 (semester) Industrial Technology 7-8 (semester) Industrial Technology 7-8 (semester) Henderson Health Science Magnet: Henderson Health Science Magnet: Seminar in Health Science (semester\nrecommended) Scientific Illustration (semester\nrecommended) Seminar in Health Science (full year\nrecommended) Technical Writing (semester\nrecommended) Scientific Illustration (semester\nrecommended) Technical Writing (semester\nrecommended) * . . The Pre-AP (Advanced Placement) series of courses offered m the core areas are the same as the previously designated honors, advanced, enriched, and/or gifted/talented courses. Titles have simply been standardized for grades 6-12. 19 Arts Grade 6 Reading/Writing Workshop 6 (2 periods) or Reading/Writing Workshop 6 Pre-AP* (1 period) and French/Spanish/German/Study Skills (1 period) Mathematics 6 or Mathematics 6 Pre-AP* Science/Health 6 or Science/Health 6 Pre-AP' Social Studies 6 or Social Studies 6 Pre-AP' Choose one of the following: Band I, Orchestra I, Choir I, Art I, Dance I, or Speech and Communications The school will offer choices from the list below, and students will select, based on the school's schedule, one or more semesters of electives: Band I, Choir II, or Orchestra Ill (full year) Art I (full year) Research and Writing 6 Pre-AP (full year) Physical Education 6 (full year) Speech and Communications (full year) Dance I (full year) Piano I (full year) Physical Education 6 (semester) Keyboarding (semester) *The Pre-AP (Advanced Placement) series of courses offered in the core areas are the same as the previously designated honors, advanced, enriched, and/or gifted/talented courses. Titles have simply been standardized for grades 6-12. Mann Magnet Middle School Curriculum Little Rock School District Grade 7 Grade 8 Reading/Writing Workshop 7 (2 periods) or Reading/Writing Workshop 8 (2 periods) or Reading/Writing Workshop 7 Pre-AP* (1 period) Reading/Writing Workshop 8 Pre-AP* (1 period) Mathematics 7 or Mathematics 8 or Mathematics 7 Pre-AP' Mathematics 8 Pre-AP* or Algebra I Pre-AP* for high school credit Science 7 or Science 8 or Science 7 Pre-AP' Science 8 Pre-AP* (Both include Family Life Education and Drug Education.) (Both include Drug Education.) Social Studies 7 or Social Studies 8 or Social Studies 7 Pre-AP' Social Studies 8 Pre-AP' Choose one of the following in area of concentration: Keyboarding (semester\nrequired if not taken in grade 6 Band 1-11, Orchestra 1-11, Choir 1-11, Art 1-11, Dance 1-11, or 7) Speech and Communications, or Drama Career Orientation (semester) and Arkansas History Choose one of the following in area of concentration: (semester\nrequired by State of Arkansas) Band 1-11-111, Orchestra 1-11-111, Choir 1-11-111, Art 1-11-111, Dance 1-11-111, Speech and Communications, Drama, or Theatre The school will offer choices from the list below, and The school will offer choices from the list below, and students will select, based on the school's schedule, students will select, based on the school's schedule, one or more semesters of electives: one or more semesters of electives: Band 1-11, Choir 1-11, or Orchestra I- 11 (full year) Band 1-11-111, Choir 1-11-111, or Orchestra 1-11-111 (full year) Art 1-11 (full year) Art 1-11-111 (full year) Research and Writing 7 Pre-AP (full year) Research and Writing 8 Pre-AP (full year) French I, German I, or Spanish I (full year) French I, II, German I, II, or Spanish I, II (for one year of Speech and Communications (full year) high school credit) Drama (full year) Speech and Communications (full year) Dance 1-11 (full year) Drama (full year) Piano 1-11 (full year) Theatre (full year) Physical Education 7-8 (full year) Dance 1-11-111 (full year) Piano 1-11-111 (full year) Family and Work Connections 7-8 (semester) Physical Education 7-8 (full year) Physical Education 7-8 (semester) Keyboarding (semester) Family and Work Connections 7-8 (semester) Keyboarding Applications (semester) Physical Education 7-8 (semester) Computer Technology 7-8 (semester) Keyboarding Applications (semester) Industrial Technology 7-8 (semester) Computer Technology 7-8 (semester) Industrial Technology 7-8 (semester 20 Science Grade 6 Reading/Writing Workshop 6 (2 periods) or Reading/Writing Workshop 6 Pre-AP (1 period) and French/Spanish/German/Study Skills (1 period) Mathematics 6 or Mathematics 6 Pre-AP Science/Health 6 or Science/Health 6 Pre-AP Lab Science 6 or Lab Science 6 Pre-AP Social Studies 6 or Social Studies 6 Pre-AP The school will offer choices from the list below, and students will select, based on the school's schedule, one or more semesters of electives: Band I, Choir I, or Orchestra I (full year) Art I (full year) Research and Writing 6 Pre-AP (full year) Physical Education 6 (full year) Speech and Communications (full year) Dance I (full year) Piano I (full year) Keyboarding (semester) Exploratory Art/Music/German (semester) Physical Education 6 (semester) The Pre-AP (Advanced Placement) series of courses offered in the core areas are the same as the previously designated honors, advanced, enriched, and/or gifted/talented courses. Titles have simply been standardized for grades 6-12. Mann Magnet Middle School Curriculum Little Rock School District Grade 7 Grade 8 Reading/Writing Workshop (2 periods) or Reading/Writing Workshop 8 (2 periods) or Reading/Writing Workshop 7 Pre-AP (1 period) Reading/Writing Workshop 8 Pre-AP (1 period) Mathematics 7 or Mathematics 8 or Mathematics 7 Pre-AP Mathematics 8 Pre-AP or Algebra I Pre-AP for high school credit Science 7 or Science 8 or Science 7 Pre-AP Science 8 Pre-AP (Both include Family Life Education and Drug Education.) (Both include Drug Education.) Lab Science 7 or Lab Science 8 or Lab Science 7 Pre-AP Lab Science 8 Pre-AP Social Studies 7 or Social Studies 8 or Social Studies 7 Pre-AP Social Studies 8 Pre-AP Career Orientation (semester) and Arkansas History Keyboarding (semester\nrequired if not taken in grade 6 (semester\nrequired by the State of Arkansas) or7) The school will offer choices from the list below, and The school will offer choices from the list below, and students will select, based on the school's schedule, students will select, based on the school's schedule, one or more semesters of electives: one or more semesters of electives: Band 1-11, Choir 1-11, or Orchestra 1-11 (full year) Band 1-11-111, Choir 1-11-111, or 1-11-111 (full year) Art 1-11 (full year) Art 1-11-111 (full year) Research and Writing 7 Pre-AP (full year) Research and Writing 8 Pre-AP (full year) French I, German I, or Spanish I (full year) French I, II, German I, II, or Spanish I, II (for one year of Speech and Communications (full year) high school credit) Drama (full year) Speech and Communications (full year) Dance 1-11 (full year) Drama (full year) Piano 1-11 (full year) Theatre (full year) Physical Education 7-8 (full year) Dance 1-11-111 (full year) Piano 1-11-111 (full year) Family and Work Connections 7-8 (semester) Physical Education 7-8 (full year) Physical Education 7-8 (semester) Keyboarding (semester) Family and Work Connections 7-8 (semester) Keyboarding Applications (semester) Physical Education 7-8 (semester) Computer Technology 7-8 (semester) Keyboarding Applications (semester) Industrial Technology 7-8 (semester) Computer Technology 7-8 (semester) Industrial Technology 7-8 (semester) 21 Parameters for Middle Schools: 1. Campus Leadership Teams are charged with the responsibility of designing the elective program in each middle school from the list of approved courses above. Teams are encouraged to build on the school community's strengths, interests, and needs. 2. Each school must offer the option of a full-year music, art, and foreign language program at each grade, 6-8. 3. Schools may design seven-period daily schedules, seven- or eight-period A/8 schedules, but not eight-period daily schedules. 4. The two-period Reading/Writing Workshop in grades 6-8 for regular-level students is to be taught by the same teacher, and schools are strongly encouraged to schedule those two periods back to back. 5. Teacher teams must have at least one planning period in common for collaborative planning and assessment of student work, discussion of student progress toward achievement of rigorous curriculum standards, parent communication, and professional development. 6. Both Mathematics 8 Pre-AP and Algebra I Pre-AP will be offered in 1999-2000 and 2000-01 in all middle schools, and then one or the other courses will be dropped from the curriculum since by then the new middle school mathematics curriculum will be fully implemented. 7. Cloverdale and Dunbar will continue to offer the appropriate ESL classes for second-language students. 8. Students can earn high school credit for Algebra I Pre-AP and/or Level I or Level II of a foreign language taken in grade 8. These courses taken at grade 7 do not earn high school credit. 9. Individual schools shall offer additional support/special classes, with the approval of the Associate Superintendent for Instruction, to meet their goal of providing appropriate personalized educational programs and services to meet specific student needs. Examples of such classes are special assistance classes in reading, writing, and/or mathematics\nspecial classes, for instance, for dyslexic students\nprograms to prevent drop-outs\ninschool suspension programs\nspecial sections of classes for second-language students\nand, of course, special education classes. 22 II. Credit for Courses Taken in Summer High School The 1999 Summer School Plan was under construction when this Catalog was compiled. Schools will receive information about Summer School as soon as it is ready. High school students will be able to earn one credit during summer school. Ill. Credit for Courses Taken in Evening High School Information about the Evening High School Program is available through Ms. Jo Evelyn Elston, Director. IV. Dual-Enrollment for High School and College Credit for Designated Courses Taken at Hall High Effective fall 1999, students may earn dual credit for designated courses at Hall High School. V. Dual-Credit for College Courses Board Policy IHCD It is the policy of the Board of Education that any Little Rock School District student who has successfully completed the eighth grade shall be eligible to enroll in a publicly-supported community college or four-year college or university in accordance with rules and regulations adopted by each institution in consultation with the State Board of Higher Education. A student who enrolls in and successfully completes a course or courses offered by an institution of higher education shall be entitled to receive appropriate academic credit in both the institution of higher education and the district school in which such student is enrolled, which credit shall be applicable to graduation requirements. Administrative Regulation IHCD R-1 The Little Rock School District will grant credit for college courses as detailed in LRSD Policy IHCD. The District establishes conditions that must be met if the college course is to be substituted for a specific course that is required for graduation. Otherwise, the course will be counted as elective credit and will be applied to the electives required for graduation. 1. Any college course or college summer enrichment program that is to be substituted for a specific LRSD graduation requirement must be submitted to the Principal for approval prior to enrollment in the course or program. 2. A one-semester college course of three (3) hours' length will equal one-half unit of high school credit. Summer enrichment experiences must include a minimum of sixty (60) hours of instruction to equal one-half unit of high school credit. 3. A transcript of a successfully completed college course or documentation of successful completion of a college summer enrichment program must be presented to the school registrar before credit will be awarded. 4. If a student requests to receive high school credit for college summer enrichment program that is substituted for a specific course that is required for graduation, he/she must successfully complete an examination administered by an LRSD curriculum supervisor. 5. Both the Principal of the affected school and the Associate Superintendent for Instruction must approve any exception to these conditions. 23 VI. Credit through Correspondence Courses University of Arkansas Regulations for Correspondence Courses-lKEC-R-2 In order to provide consistent guidelines and procedures for correspondence courses in senior high schools within the Little Rock School District, the following regulations have been established: 1. Only two (2) units of credit earned through correspondence may count toward graduation. 2. Students may not receive credit for \"advancement\" without prior approval of the principal and/or designee. 3. The principal and/or designee must approve all requests for students to take correspondence courses. 4. A record of the course approval with time constraints, e.g., course beginning and ending, will be monitored and retained by the guidance department. Options . LRSD students may take correspondence courses for high school credit under the parameters of the Board's policy. This option may meet the needs of the following students: (1) students who wish to accelerate graduation\n(2) students who wish to make up a failed course\n(3) students who lose credit in a course due to excessive absence\n(4) students who wish to earn concurrent college and high school credit for certain courses\n(5) students who wish to get started in earning college credit while in high school\n(6) students who prefer independent study to classroom study\n(7) students who do not have time in the school day to take everything they wish\n(8) ESL students who may be able to read and write in English better than they can speak and listen at this stage of their development. Costs Costs to the student for correspondence courses taken with the University of Arkansas include the following: (1) tuition\n(2) textbook rental or purchase\n(3) course outline and supplies\n(4) postage and handling\nand (5) examination fee. All fees are payable at the time of enrollment. Students should see their counselors for the current total costs of each course. LRSD Approved High School Courses University of Arkansas Course Little Rock School District Equivalent ENGL 9A English 9A (first semester) English I ENGL 9B English 9B (second semester) ENGL 10A English 10A (first semester) English II ENGL 1 0A English 1 OB (second semester) ENGL 11A English 11A (first semester) English Ill ENGL 11 B English 11 B (second semester) ENGL 12A English 12A (first semester) English IV ENGL 12B English 12B (second semester) LA TN IA Latin IA (first semester) Latin I LATN IB Latin IB (second semester) SPAN IA Spanish IA (first semester) Spanish I SPAN IB Spanish IB (second semester) SPAN IIA Spanish IIA (first semester) Spanish II SPAN IIB Spanish IIB (second semester) FREN IA French IA (first semester) French I FREN IB French IB (second semester) ALGB 9A Algebra 9A (first semester) Algebra I ALGB 9B Algebra 9B (second semester) 24 GEOM 10A Geometry 10A (first semester) Geometry GEOM 1 OB Geometry 1 OB (second semester) CIVI 9A Civics 9A (first semester) Civics CIVI 9B Civics 9B (second semester) HIST 1 0A World History 1 0A (first semester) World History HIST 10B World History 10B (second semester) GEOG 1A World Geography IA (first World Geography semester) GEOG 1 B World Geography IB (second semester) HIST 11 A United States History 11 A (first United States History semester) HIST 11 B United States History 11 B (second semester) GLOB I Global Studies (first semester) Global Studies GLOB II Global Studies (second semester) GOVT A American Government A (first American Government semester) GOVT B American Government B (second semester) SOCI I Sociology (one semester) Sociology (one semester) VII. LRSD Approved Dual-Credit Correspondence Courses The University of Arkansas allows high school students, with the approval of the principal, to take freshmen-level college courses and receive both college and high school credit. The following college-level courses are approved for high school academic credit in LRSD. UA College-Level Course LRSD Equivalent Course ENSC 1003 Environmental Science Environmental Science (one semester) FREN 1003 Elementary French I French I FREN 1013 Elementary French II GERM 1003 Elementary German I German I GERM 1013 Elementary German II SPAN 1003 Elementary Spanish I Spanish I SPAN 1013 Elementary Spanish II VIII. Early College Correspondence Enrollment LRSD students may take any other college-level correspondence course approved by the University of Arkansas for college credit and for elective credit in any LRSD high school. (See Policy IHCD and regulations above.) In other words, college freshman-level correspondence courses not listed above may be taken for college credit and for elective credit in LRSD. 25 IX. Accelerated Learning Program (ACC) The Accelerated Learning Program (ACC) is a unique approach to providing effective education for those students in the Little Rock School District who have been identified as needing a flexible, nontraditional learning environment. This program offers the student an opportunity to accelerate and complete required course work needed for a GED or a high school diploma. Because of the Accelerated Learning Center's approach, no extracurricular activities are offered. The criteria for admission follow:  Student is not age-appropriate for current grade level (18 or older).  Student has no category 2 or 3 offenses within one year of application for entry.  Student must have attained a minimum of five credits.  Student eligibility must include one or more of the following: Poor school attendance Failure of two or more courses Currently pregnant or a parent Qualifies for services under IDEA or 504 Record of retention for two or more school years.  Student must complete screening process, including student and parent/guardian interview. 26 X. Advanced Standing/Credit Agreements Articulation Agreements: Pulaski Technical College LRSD has an agreement with Pulaski Technical College, which authorizes the award of Advanced Standing Credit through articulation for the course and areas designated below. College credit for the approved articulated high school courses will only be granted upon completion of an Associate of Applied Science Degree in the designated area of study. Students may receive Advanced Standing at Pulaski Technical College by enrolling in and earning at least a \"B\" in the following LRSD courses: I. Office Technology: Applied Associate Degree LRSD High School Course Pulaski Technical Course Credit Hours Keyboarding Applications Keyboarding 3 Word Processing I Word Processing 4 Word Processing II Advanced Word Processing 4 Computerized Accounting I Accounting I 3 Computer Technology: Computer Fundamentals 3 Business Applications Rapid Writing I and II Speed Writing/Super Write 3 Total: 20 II. Computer Information Systems: Applied Associate Degree The student must apply for articulated course credit, submitting the high school transcript, instructor's recommendation, and any required competency attainment documentation. LRSD High School Course Pulaski Technical Course Credit Hours Computer Technology: Computer Concepts 3 Business Applications Computerized Accounting I Accounting I 3 2 of the following may be used for elective courses: Word Processing I Word Processing 4 Word Processing II Advanced Word Processing 4 Rapid Writing I and 11 Superwrite 3 Total: 13/14 Ill. Transportation Technologies: Applied Associate Degree *It is strongly recommended that students complete ASE examinations prior to enrollment at Pulaski Technical College. Metropolitan Course Pulaski Technical Course Credit Hours Engine Repair AST 2306 Engine Repair 6 Engine Performance* AST 2210 Engine 10 Performance Brakes* AST 1405 Automotive Brake 5 System Automotive Electric AST 2409 Electrical 9 Fundamentals Automotive Suspension* AST 2105 Chassis and 5 Steering Total: 35 27 IV. Electronics Technology *Courses will be taken at the home high school. Metropolitan Course Pulaski Technical Course Electronics Technology I DC Circuits Electronic Technology II AC Circuits *Unified Physics I or Applied Physics Principles of Technology 1-11 *Computer Technology: Computer Fundamentals Business Applications Credit Hours 4 4 3 3 Total: 14 28 Articulation Agreements: ITT Technical Institute ITT will authorize advanced credit through articulation specific skills offered at both institutions. After mastery of the required skill, the high school faculty will submit a signed competency record to the Director of Recruitment and Education at ITT Technical Institute. The college will grant advanced standing to high school students. Credit will be granted upon completion of an Associate of Applied Science degree in their designated area of study. Students must enroll in ITT within two years after graduating from high school. I. Computer-Aided Drafting/Design Technology Metropolitan Course ITT Course Credit Hours Drafting and Design/GADD Principles of Drafting 5 Engineering Drafting and Drafting/CAD Laboratory 4 Design/ CADD-CAM-CNC College Mathematics Mathematics 1 Computer Literacy Computer Literacy I 2 Psychology Success Orientation NC Total: 12 II. Electronics Engineering Technology Metropolitan Course ITT Course Credit Hours Electronics Technology I Principles of Electronics I 5 Electronics Technology II Electronics Laboratory I 2 Mathematics Mathematics 4 Computer Literacy Computer Literacy 2 Psychology Success Orientation NC Total: 12 Articulation Agreements: Arkansas State University-Beebe Articulation with Arkansas State University-Beebe will be via process of course credit. The college will grant \"Advanced Standing through Articulated Programs Credit.\" Upon completion of the indicated vocational course at Metropolitan, students whose names appear on a signed Application for Articulated Credit will be eligible for articulated credit. The student will not have to pay tuition earned by articulation. I. Electronics Metropolitan Course ASU Course Credit Hours Introduction to CAD (year 1) EGT 11024 Introduction to 4 CAD Mechanical Drafting EGT 11014 Intermediate 4 Drafting OR Architectural Drafting EGT 21084 Architectural 4 Drafting Total: 8 29 XI. Credit Earned for Success on Advanced Placement Examinations Placement Criteria for Pre-Advanced Placement (Pre-AP) and Advanced Placement (AP) Courses The Little Rock School District offers Pre-AP and AP courses in several content areas: English language arts, mathematics, science, social studies, foreign language, computer science, art, and music. Students are placed in these courses based on established criteria. Pre-AP and AP courses are designed to give students experiences in college-preparatory and college-level courses. Each secondary school must identify as many students as possible for these courses if the school and the district are to meet the challenging goals established in three critical planning documents: the LRSD Strategic Plan, the Revised Desegregation and Education Plan, and the National Science Foundation project in mathematics and science: LRSD Strategic Plan Objectives  No later than the year 2003, no fewer than 9 out of 10 sfudents will meet or exceed LRSD standards of performance identified in the core curriculum.  By 2003, the percentage of students in every identified sub-group of race and gender ... performing at the highest quartile in reading and mathematics on standardized tests shall be at least 30%. Revised Desegregation and Education Plan Three important sections of the LRSD Revised Desegregation and Education Plan follow: Section 2/5. 2.6 LRSD shall implement programs, policies, and/or procedures designed to promote participation and to ensure that there are no barriers to participation by qualified African-Americans in extracurricular activities, advanced placement courses, honors and enriched courses and the gifted and talented program. Section 2/5. 2.6.1 LRSD shall implement a training program during each of the next three years designed to assist teachers and counselors in identifying and encouraging AfricanAmerican students to participate in honors and enriched courses and advanced placement courses. Section 2/5. 2.6.2 LRSD shall implement programs to assist African-Americans in being successful in honors and enriched courses and advanced placement courses. Determining Placement in Pre-AP and AP Courses In determining placement in Pre-AP and AP courses, the following criteria are considered: 1. High-level reading comprehension and writing skills as evidenced by standardized test data and classroom performance. 2. Critical and creative thinking skills. 3. Self-motivation. 4. B average or above. 5. High interest in content area. 6. Ability to perform independent study with high degree of motivation. 7. High level of task commitment. 8. Placement in mathematics determined by interest and path that began in seventh grade. A student does not have to have all of these characteristics\nhowever, these abilities and/or behaviors are considered in placement of students in the core subjects. This process helps to ensure success and proper placement of students. Important Note: A student does not have to be identified for the gifted program in order to enroll in a Pre-AP or AP course at any level. 30 National Science Foundation Cooperative Agreement One of the most important needs identified in the LRSD grant proposal to NSF was as follows: \"A need exists for students to begin preparation to enter high school Advanced Placement mathematics and science courses and other upper level mathematics and science courses while they are still in elementary and junior high school. Many students, even if they meet the course prerequisites for upper level courses, have not acquired the type of skills and content knowledge that is required to be confident about their ability to succeed in these courses. The pre-requisite skills and the confidence they engender are both critical elements in increasing the number of students in AP and other upper level mathematics and science courses. This is particularly true for some minorities who may not be well represented among upper classmen who are currently enrolled in these courses.\" The contract that the district signed with NSF includes the following commitments: The overall mission of the program is to develop systemic approaches that will substantially increase the number of students enrolling in and successfully completing precollege science, engineering, and math courses. This increased enrollment should result in a quantifiable and long-term increase in the number of participating students who complete the \"college preparatory sequence of courses\" in secondary school, graduate, and pursue undergraduate majors in science, engineering, or mathematics. The increase in the number of well-prepared high school graduates will contribute to the national agenda to increase the number of students receiving B.S. degrees in natural sciences, engineering, and academic disciplines by the year 2003. In order to achieve these goals, the current graduation rate of wellprepared high school \"college preparatory tract\" graduates must be substantially increased and, at a minimum, doubled in the next five years. In addition, all high school students must, by the end of the five-year period, be positioned to enroll in Algebra I, the primary gatekeeping course for all college preparatory science and mathematics courses by the year 2003. The specific goals of the project are as follows:  Increase by 2% after Year I of the agreement the composite scores of underrepresented minority students in grades 2-11 on the SAT9. For each subsequent year of the agree, increase by 5%.  Enroll all district eighth and/or ninth grade students in Algebra I by the Year 2003.  Increase the algebra success rates for all district students by 2% after Year I of the agreement\n5% after Year II\n5% after Year Ill\n5% after year IV\nand 5% after Year V.  Increase the numbers of students who enroll in geometry and trigonometry by 2% in Year I of the agreement\n5% in Year II and each year thereafter.  Increase the student success rates in geometry and trigonometry by 2% after Year I and 5% each year thereafter.  Increase the student enrollment rates and student success rates in biology by 2% in Year 1 and 5% each year thereafter.  Increase the student success rates in biology by 2% in Year I\n5% each year thereafter.  Increase the student success rates in chemistry from 62% in Year I of the agreement to 75% in Year V.  Increase the student enrollment in physics from 17% to 30% by Year V of the agreement.  Increase the numbers of students who graduate with proficiency in science and mathematics from 40% to 70% by Year V of the agreement. 31 XI I. Credit Earned through University/College Summer Programs Students may receive high school credit for certain college/university sponsored summer programs if the programs are pre-approved by the Associate Superintendent for Instruction. The courses will be approved if they are aligned with the appropriate Arkansas Curriculum Framework and if they include adequate numbers of clock hours to meet the State's accreditation requirements. XI 11. Credit Earned through Distance Learning District officials are investigating potential opportunities for students to earn high school credit through online courses. If and when a program is approved, high school principals and counselors will be notified. XIV. Credit by Examination District officials are investigating potential opportunities for students to earn high school credit through examination. If and when a program is approved, high school principals and counselors will be notified. 32 .. Miscellaneous Policies and Regulations Relating to Instruction Administrative Directive EPS: 118-Minimum Class Size A class must have at least fifteen (15) students enrolled before it may be scheduled for a course offering. Resource classes are the exception to this rule. Any modification in this directive must be approved by the Assistant Superintendent for Secondary Schools. Policy IKFA: Early Graduation The Little Rock School District Board of Directors believes that with rare exception the many benefits of a high school education cannot be fully real ized in less than four years. Further, it views the entire senior year as an important period during which the student should be able to enjoy many experiences providing academic growth and enrichment. Only in unusual or extenuating circumstances should a student forego the opportunities available during the senior year. But for those who may have special needs or goals and who would benefit from early graduation, procedures are established through regulations. Regulation IKFA-R: Regulation for Early Graduation If the applicant meets the above requirements, the student will submit a written request for early graduation to the high school principal prior to the beginning of the fifth (5th ) semester. If the student requests to graduate at the end of the seventh (7) semester, the request must be made prior to the beginning of the sixth (6th ) semester. A plan for early graduation will be reviewed in a conference to include the student, counselor, parents, and the high school principal. After a complete evaluation of the request, the principal will make a final decision on the request and forward that decision to the Associate Superintendent for Educational Programs and Staff Development. Graduation If early graduation is approved, the student may participate in commencement exercises on the same basis as regular graduates. Students who do not wish to participate in commencement exercises will receive their diploma as soon as practical after the exercises. Administrative Directive IKA: Selection of Honor Graduates (for the Class of 2002 and prior\nthe new regulations on the Honors Seal are effective for the Class of 2003) An honor graduate must have attained a 3.5 GPA in grades 9-12 in regular, enriched, or honors courses. Grades for ALL EIGHT SEMESTERS must be used. PLEASE NOTE: New Board Policies, Regulations, and Administrative Directives Coming! The \"Instruction\" section of the Board's policy book, as well as the related Administrative Directives and Regulations, will be revised and updated during spring 1999. Many changes and additions are anticipated. It is important that all staff refer to these documents frequently in the transition of implementation. 33 Course Numbering Code All secondary courses, grades 6-12, are numbered and maintained in the office of the Associate Superintendent for Instruction. Any requests for additional numbers to facilitate scheduling must be directly to that office. No school is authorized to add numbers on its own. All courses must be approved by the Board of Education, and all course numbers have to be approved by the Associate Superintendent for Instruction and be in the centrally maintained file. Any requests for new courses must be made through the fall process established for adding or modifying courses. All LRSD courses have six digits. The code used to number courses follows: The first two digits designate the subject area. 02xxxx = Art 03xxxx = Business Education 05xxxx = Communications, Drama, English, ESL, Journalism 06xxxx = Foreign Languages 08xxxx = Driver Education, Health, Physical Education 09xxxx = Family and Consumer Science 11 xxxx = Mathematics 12xxxx = Dance, Music 13xxxx = Science 15xxxx = 16xxxx = 17xxxx = 19xxxx = 20xxxx = 26xxxx = Social Studies Metropolitan Marketing Education, Trades and Industry Special Education Non-Credit JROTC The third digit designates the grade level at which a course may first be taught. Xx6xxx = Grade 6 Xx?xxx = Grade 7 Xx8xxx = Grade 8 Xx1 xxx = Grade 9 Xx2xxx = Grade 1 0 Xx3xxx = Grade 11 Xx4xxx = Grade 12 Xx5xxx = Advanced Placement or University Credit Course at Hall High The sixth digit designates whether the course is taught one semester or full year. Odd numbers (1, 3, 5, 7, 9) = Semester courses Even numbers (0, 2, 4, 6, 8) = Full-year courses 34 Effective for 1998-99 freshmen, all students must complete one unit from art, music, dance, or drama to meet the graduation requirements in Fine Arts. Students choosing Fine Arts for a Career Focus must complete a minimum of three units beyond the Common Core requirement in art, dance, drama, or music. Students are also strongly encouraged to complete two units in one foreign language. Students who were freshmen prior to fall 1998 must complete one-half unit from the Fine Arts. '99-2000 Abbrev. Description Grades Prerequisites Credit Course Title No. 021000 INTRO TO ART Introduction to Art 9 None 1 022000 ART-DESIGN Art-Design 10-12 Introduction to Art 1 022002 GRPHC DSGN Graphic Design 10-12 Introduction to Art 1 022004 PAINTING Painting 10-12 Drawing I 1 022006 WATERCOLOR Watercolor 10-12 Introduction to Art 1 024000 CREAT ART Creative Art 12 Introduction to Art, Painting, and 1 Watercolor 022001 SURVEY ART Survey of Fine Arts 9-12 None  021008 DRAWING 1 Drawing I 9-12 None 1 022008 DRAWING2 Drawing II 10-12 Drawing I 1 025000 STUDIO ART AP Studio Art AP 11-12 Painting or Drawing II and 1 Teacher Recommendation 025002 ART HIST AP Art History AP 11-12 English II Pre-AP 1 Introduction to Art Students in Introduction to Art will expand on their previous experience with the elements of art and principles of design. Original compositions and expanded media will be emphasized. This course examines the elements of design with students creating individual designs utilizing the principles of graphic art, color, and texture. Design concepts are applied to projects in photography, crafts, ceramics, and sculpture. Art appreciation and a study of career opportunities are integrated into the course. Grade: 9 Prerequisite: None Credit: 1 Art- Design Art-Design is designed for students with previous art training and provides in-depth study of the principles of design. Students will be introduced to critical analysis and art appreciation. Grade: 10-12 Prerequisite: Credit: Graphic Design Introduction to Art 1 This course introduces advertising layout with units of study in illustration, lettering, and printmaking. Practical applications of commercial art and careers are explored. Grade: 10-12 Prerequisite: Introduction to Art Credit: 1 35 Painting Painting is a course designed to provide basic instruction and opportunities to experiment with different mediums, subjects, and techniques. Units of art appreciation and history are included. Grade: 10-12 Prerequisite: Credit: Watercolor Drawing I 1 This course is an introduction to watercolor techniques and an exploration of mediums. Grade: 10-12 Prerequisite: Credit: Creative Art Introduction to Art 1 This individualized and advanced art course is designed to encourage a student to pursue his/her particular painting interest. Watercolor is basic to this course in addition to the following: oil, acrylic, tempera paints, pencils, crayons, markers, inks, woods, glue, plaster, and canvas available. Individual study and portfolio preparation is an integral part of the course. Grade: 12 Prerequisite: Credit: Introduction to Art, Painting, and Watercolor 1 Survey of Fine Arts: Art This course provides an opportunity for students, not enrolled in art performance courses, to fulfill the fine arts graduation requirement. The content is structured to illustrate the interrelationship of parallel arts forms (music, visual arts, dance, and drama). Grade: 9-12 Prerequisite: None Credit: 1/2 Drawing I This course is an introduction to basic drawing units of study in the following areas: line, composition, forms, tonal scale, texture, color theory, enlargement, perspective, pen and ink, portraits, and lettering. Grade: 9-12 Prerequisite: None Credit: 1 Drawing II This course is structured as an in-depth study of visual perception. Skills development include proportion, perspective, and shading of the human face, features and body. The student is required to exhibit selected works. Grade: 10-12 Prerequisite: Credit: Studio Art AP Drawing I 1 Advanced Placement Studio Art is intended for the highly motivated student interested in the serious study of art. Assignments are individually arranged with the instructor and based on portfolio needs\nleading to the compiling of a portfolio to submit for the AP College Board. Grade: 11-12 Prerequisite: Credit: Painting or Drawing II and Teacher Recommendation 1 36 Art History AP Advanced Placement Art History is an introductory survey of the history of visual art from pre-historic to modern art. The purpose of this course is to provide the student with a foundation in art appreciation. Art History AP provides a broad overview of the history of art, beginning with Prehistoric art and ending with art of the Modern Era. This course is intended to provide a familiarity with the d~velopment of art, its major movements and figures, and its relationship to the historical period in which it was created. The curriculum is designed to develop skills and mastery of content needed for success on the AP examination. Grade: 11-12 Prerequisite: Credit: English II Pre-AP for non-art students\nA or 8 average in Art History for visual art students 1 37 Art-Parkview Magnet Parkview Arts Magnet students must complete eight units in one of the following speciality areas: dance, drama, art, or music. Students are also strongly encouraged to complete at least two units in one foreign language. '99-2000 Abbrev. Description Grades Prerequisites Credit Course Title No. 022003 POTTERY A Pottery A 10-12 Drawing I\nParkview only  023003 POTTERY B Pottery B 10-12 Pottery A\nParkview only  022010 POTTERY Pottery 10-12 Drawing I\nParkview only 1 022012 JEWELRY Jewelry 10-12 Drawing I and teacher 1 recommendation\nParkview only 024008 DRAWING 3 Drawing Ill 11-12 Drawing II\nParkview only 1 023002 OILS Oils 11-12 Painting\nParkview only 1 022014 CRAFTS FIBER Crafts-Fiber 10-12 Drawing I\nParkview only 1 023004 3-0 DESIGN Three-Dimensional 11-12 Pottery I\nParkview only 1 Design 022005 PRINTMAKING Printmaking 10-12 Drawing I\nParkview only  021010 ART HIST Art History 9-12 None\nParkview only 1 Pottery A (Parkview Magnet only) Students will study clay, glazes, and kiln. Handbuilding methods will include pinch, slab, and coil construction. Study will include kiln stacking and wheel throwing techniques. Grade: 10-12 Prerequisite: Drawing I Credit: 1/2 Pottery B (Parkview Magnet only) Students will learn more advanced pottery skills emphasizing wheel techniques, kiln operation and decoration techniques. Pottery I and II are combined courses with both beginning and advanced students. Grade: 10-12 Prerequisite: Credit: Pottery A 1/2 Jewelry (Parkview Magnet only) This course includes jewelry construction fundamentals, design composition, sawing, scrolling, piercing, soldering, bezel setting, and buffing. Different forms of jewelry, metals, and stones will be studied. Grade: 10-12 Prerequisite: Credit: Drawing I and Teacher Recommendation 1 Drawing Ill (Parkview Magnet only) This course is structured for advanced students to work independently on drawing techniques. The student is required to give written critiques of their work and exhibit selected works. Grade: 11-12 Prerequisite: Credit: Drawing II 1 38 Oils (Parkview Magnet only) This course is designed for students who have had experience with basic painting techniques and wish to work with oils. Emphasis is on developing a personal style. Composition and color problems will be examined. Grade: 11-12 Prerequisite: Credit: Painting 1 Crafts - Fibers (Parkview Magnet only) This course is designed for students interested in the study of fibers and the variety of crafts which incorporate these materials and will include fabric design, fabric embellishment, spinning, weaving, and silk painting. Grade: 10-12 Prerequisite: Credit: Drawing I 1 Three-Dimensional Design (Parkview Magnet only) This course is designed for advanced students interested in continuing the study of sculptural and three-dimensional design. The course will include a variety of sculptural and design techniques. Grades: 11-12 Prerequisite: Pottery I Credit: 1 Printmaking (Parkview Magnet only) Printmaking is a course which offers studies in various methods of reproducing original art work. Screen process printing, relief printing, etching, and lithography techniques will be covered. Vocabulary and history will be taught along with printing procedures and the proper use of materials. The student will also be expected to master the ability to create appropriate designs and proper exhibition techniques. Grades: 10-12 Prerequisites: Credit: Drawing I  Art History (Parkview Magnet only) Grades: 9-12 Prerequisite: None Credit: 1 39 Business Education Note: All completers of a Workforce Education career focus/major must complete the Foundation Core courses consisting of:  Career Orientation (required in grade 7)  Keyboarding (required in grade 6 or 7, effective fall 1999)  Computer Technology: Introduction or Word Processing A or Computerized Business Applications Effective for 1998-99 freshmen, all students must complete at least one unit in Technology Applications in order to meet graduation requirements. This requirement may be satisfied through completion of one unit from the following:  Keyboarding Applications (1/2)  Word Processing A (1/2)  Word Processing B (1/2)  Database Management (1/2)  Desktop Publishing A (1 /2)  Desktop Publishing B (1 /2)  Programming A (1/2)  Programming B (1/2)  Computerized Business Applications (1)  Computerized Accounting (1) Students who are interested in completing the Recommended Common Core and Career Focus must complete one additional unit from the list of Technology Applications courses. Students who choose Administrative Services as a Career Focus must complete a minimum of three units from the following courses:  Word Processing A and B (1)  Office Management or Cooperative Office Education (1) And one from the following:  Computerized Accounting I or II ( 1)  Computerized Business Applications (1)  Desktop Publishing A and B (1)  Multimedia Applications (1/2)  Rapid Writing A and B (1)  Workplace Readiness (1/2) Students who choose Business Management as a Career Focus must complete a minimum of three units from the following courses:  Computerized Accounting I or II (1 )*  Management (1) And one from the following:  Business Law (1)  Computerized Business Applications (1)  Multimedia Applications (1/2)  Word Processing A and B (1)  Workplace Readiness (1/2) *The student must take Computerized Accounting II to satisfy this requirement if Computerized Accounting I was selected to fulfill the technology applications requirement. 40 Students who choose Finance as a Career Focus must complete a minimum of three units from the following courses:  Banking and Finance Marketing (1/2)  Banking and Finance Principles (1/2)  Banking and Finance Operations (1/2)  Banking and Finance Law (1/2)  Computerized Accounting I (1) Or three units to include Computerized Accounting 1-11 and one unit from the following:  Computerized Business Applications (1)  Database Management (1/2)  Spreadsheet Applications (1 /2)  Word Processing A (1/2)  Word Processing B (1/2)  Workplace Readiness (1/2) McClellan High School magnet students who choose Business Prinicples and Management must complete a minimum of five and one-half units from the following:  Computerized Business Applications (1) Or two of the following:  Word Processing A (1/2)  Desktop Publishing (1/2)  Database Management (1/2)  Spreadsheet Applications (1 /2) And:  Computerized Accounting I (1)  Junior Executive Training (1)  2  units of school-approved electives McClellan High School magnet students who choose Economics and Finance as a Career Focus must complete a minimum of five and one-half units from the following :  Computerized Business Applications (1) or Two of the following:  Word Processing A (1/2)  Desktop Publishing (1/2)  Database Management (1/2)  Spreadsheet Applications (1/2) And:  Economics (1) or Banking and Finance Principles (1/2) and Banking and Finance Operations (1/2) and  Junior Executive Training (1) and  2  units of school-approved electives 41 Business Education '99-2000 Abbrev. Description Grades Prerequisites Credit Course Title No. 031001 KEYBOARDING Keyboarding 9-12 None  031003 KEYBDAPPLS Keyboarding 9-12 Keyboarding  Applications 031004  KEYBD/APPL Keyboarding and 9-12 None 1 Keyboarding Applications (full year) 031019 COMPTECH INT Computer 9-12 Keyboarding  Technology: Introduction 031005 WORD PROCA Word Processing A 9-12 Keyboarding  032005 WORD PROCB Word Processing B 10-12 Word Processing A  032002 WORD PROA/B Word Processing I 10-12 Keyboarding 1 032004 COMP ACCT 1 Computerized 10-12 Overall \"C\" average\n1 Accounting I Keyboarding 033004 COMPACCT2 Computerized 11-12 Computerized Accounting I 1 Accounting II 032007 DATABASE MGT Database 10-12 Keyboarding  Management 032009 SPREADSHEETS Spreadsheet 10-12 Keyboarding  Applications 033002 OFFICE MGT Office Management 11-12 Word Processing B 1 032011 RAPIDWRTGA Rapid Writing A 10-12 Keyboarding  032013 RAPIDWRTG B Rapid Writing B 10-12 Rapid Writing A  033016 BUSINESS LAW Business Law 11-12 Foundation Core 1 033006 JR EXECTRNG Junior Executive 11-12 Computerized Accounting I 1 Training 033008 COE--RELATED Cooperative Office 11-12 Keyboarding\nplus one 1 Education-- Related additional unit in Bus. Ed. 033010 COE--RELATED Cooperative Office 11-12 Keyboarding\nplus one 1 Education-Related additional unit in Bus. Ed. (Early Bird) 033012 COE-COOP OJT Cooperative Office Concurrent enrollment in Coop. 1 Education -OJT Education--Related 031015 PROGAMMING A Programming A 9-12 Keyboarding  032015 PROGRAMMING B Programming B 10-12 Keyboarding and Programming  A 032006 COMP BUS APPL Computerized 10-12 Keyboarding, Word Processing 1 Business A and Word Processing B Applications 031017 DESKTOP PUB A Desktop Publishing 10-12 Keyboarding and Word  A Processing A 032017 DESKTOP PUB B Desktop Publishing 10-12 Keyboarding and Desktop  B Publishing A 033001 MULTIMEDIA Multimedia 11-12 Word Processing A and B  Applications in Business 033003 BANK/FIN PRIN Banking and 11-12 Computerized Accounting I  Finance Principles (Suggested) 033005 BANK/FIN OPR Banking and 11-12 Banking and Finance Principles  Finance Operations 033007 BANK/FIN MKG Banking and 11-12 Banking and Finance Principles  Finance Marketing 033009 BANK/FIN LAW Banking and 11-12 Banking and Finance Principles  Finance Law 42 Keyboarding Keyboarding is a one-semester course designed to help students develop speed and accuracy by learning the touch operation of alphanumeric/keyboard characters. Emphasis is placed on the following: mastery of the keyboard with desirable keyboarding techniques\ndevelopment of speed and accuracy\nbasic problem-solving applications of centering and arranging reports, letters, and tables\nproofreading\nformatting\nand proper care of the equipment. Keyboarding is the foundation for developing entry-level skills for business and other careers where computers are used. Grades: 9-12 Prerequisite: None Credit:  Keyboarding Applications Keyboarding Applications is a one-semester course designed to further develop keyboarding skills. Emphasis is placed on the following: speed and accuracy\nproofreading\nproducing mailable copy from rough draft\nhandwritten and statistical documents\nand improving production of various types of business communications. Keyboarding Applications provides the skills and knowledge necessary for entry-level employment for business careers. Grades: 9-12 Prerequisite: Credit: Keyboarding  Keyboarding and Keyboarding Applications This one-year course is a combination of the two one-semester courses listed above. Grades: 9-12 Prerequisite: None Credit: 1 Computer Technology: Introduction Computer Technology: Introduction is a one-semester course designed to prepare students with an introduction to computers and business applications which are necessary to live and work in a technological society. Emphasis is given to data entry, computer concepts and operations, programming and design, computer software, implications of technology in society, and ethics. The course is designed to provide students with an understanding of the business, industrial and scientific area in which the computer is used. Grades: 9-12 Prerequisite: Credit: Keyboarding 1/2 Word Processing A Word Processing A is a one-semester course designed to provide students with entry-level skills in word-processing concepts, operations, text manipulations, and production of business documents using an intermediate or advanced-level software program. In addition, training in basic word vocabulary skills\nmechanics of punctuation and grammar\nformat and style\nand proofreading, editing, and reviewing business documents are included in the course. Grades: 9-12 Prerequisite: Credit: Keyboarding  Word Processing B Word Processing B is a one-semester course designed to provide students with competencies in word-processing concepts. Emphasis is on production of business documents and applications, including formats, creating and maintaining files, repetitive documents, revising, and printing. Grades: 10-12 Prerequisite: Credit: Word Processing A  43 Computerized Accounting I Computerized Accounting I is a full-year course with emphasis on basic accounting principles as they relate to both manual and computerized systems. Instruction is on an integrated basis using computers and electronic calculators as the relationships and processes of manual and computerized accounting are presented. A knowledge of programming is not necessary for enrollment. Entry-level skills in the .accounting occupations can be attained. Grades: 10-12 Prerequisite: Credit: Overall \"C\" average and Keyboarding 1 Computerized Accounting II Computerized Accounting II is a full-year course designed to provide students with the knowledge, understanding, and skill necessary for successful careers in accounting. Partnership as well as departmental, corporate, and cost-accounting systems are components of the course. Emphasis is given to the computerized/automated functions in accounting. Grades: 11-12 Prerequisite: Computerized Accounting I Credit: 1 Database Management Database Management is a one-semester course where students learn to organize data\ncreate, search, and query databases\nand use integrated software to combine databases with wordprocessing and main merge. Grades: 10-12 Prerequisite: Keyboarding Credit:  Spreadsheet Applications Spreadsheet Applications is a one-semester course in which students use computer programs to analyze quantitative data. Emphasis is placed on the role and value of spreadsheets, financial reporting, budgeting, planning, and forecasting. Grades: 10-12 Prerequisite: Credit: Keyboarding  Office Management Office Management is a full-year course focusing on management and supervision in the office environment. The course covers basic skills such as word processing, records management, and communications, as well as decision-making, critical thinking, teamwork, and ethics. Grades: 11-12 Prerequisite: Credit: Rapid Writing A Word Processing B 1 Rapid Writing A is a one-semester course in any alphabetic writing or symbolic shorthand system designed to make note-taking easier, faster, and efficient. Emphasis is placed on theory, speed, reinforcement, transcription skills, spelling, punctuation, and vocabulary. The course is designed for any student wishing to make notes for educational, business, and personal use. Grades: 10-12 Prerequisite: Credit: Keyboarding  44 Rapid Writing B Rapid Writing B is designed for the student who wishes to become more proficient in the use of the art of note-taking. It is a continuation of Rapid Writing A and emphasizes speed, transcription, skills, effective listening skills, spelling, vocabulary, mechanics of grammar, and note-taking applications. Grades: 10-12 Prerequisite: Credit: Business Law Rapid Writing A  Business Law is a two-semester course designed to acquaint the student with some of the legal problems and rights encountered in business transactions. This course will include law and the judicial systems\nlaws relating to minors, consumers, and the business firm\nelements of contracts, credit\nsales contracts\nemployment laws\ncommercial paper\ninsurance and property rights. Grades: 11-12 Prerequisite: Foundation Core Credit: 1 Junior Executive Training Junior Executive Training (JET) is a two-semester course designed to focus on small business ownership and management. Units of instruction include business and its environment, social and economic implications of business, business decision-making, business planning, legal aspects of business ownership, legal issues of small businesses, obtaining initial capital and credit, protecting assets, management functions, controlling, personnel management, business taxes and government regulations, and community relations. The student will be introduced to the use of microcomputer software as a tool for business decision-making and business communications. Software will include database management, spreadsheet applications, and word processing. The Business Executive Game, with emphasis on managerial decision-making, is an integral part of the course. Grades: 11-12 Prerequisite: Computerized Accounting I Credit: 1 Cooperative Office Education--Related Cooperative Office Education (COE) is a two-semester course designed for junior and senior business students. This course is a supervised learning experience where advanced business education students attend school on half-day and work in a business office a minimum of 270 hours per semester. A related class is required as part of the one-half day of school work. One unit of credit is given for the related class and one or two credits for on-the-job training. Grades: 11-12 Prerequisite: Credit: Keyboarding, plus one additional credit in Business Education 1 Cooperative Office Education-OJT Students who have completed advanced training in related business education classes will be employed and compensated in an approved training station related to their learning experiences, skills, and career focus. A minimum of 270 clock hours of on-the-job training per semester is required. Grades: 11-12 Prerequisite: Credit: Concurrent enrollment in Cooperative Office Education-Related 1 45 Programming A Programming A is a one-semester course with emphasis on programming business and general applications. Students learn planning and coding techniques through the use of practical applications. Design and use of structure as well as decision-making in programs are integrated throughout the course. Grades: 9-12 Prerequisite: Credit: Programming B Keyboarding  Programming B is a one-semester course designed to teach the basic language in a structured fashion using programming concepts and techniques for practical business applications. A strong emphasis is placed on developing a level of skill with which production programs for business use may be planned and coded. The course is designed to provide students with the necessary skills to document, code, enter, and execute a well-designed basic program, and the student will be able to recognize a well-designed and well-written program. Grades: 10-12 Prerequisite: Credit: Keyboarding and Programming A  Computerized Business Applications Computerized Business Applications is a two-semester course designed to prepare students with an introduction to business applications which are necessary to live and work in a technological society. Emphasis is given to hardware, concepts, and business uses of applications. The business applications covered are word processing, database, spreadsheet, graphics, integrated software, electronic mail, management-support software, and image processing. Grades: 10-12 Prerequisite: Credit: Keyboarding, Word Processing A and Word Processing B 1 Desktop Publishing A Desktop Publishing A is a one-semester course that combines the versatility of the microcomputer with page design software enabling students to produce materials of near photo-typed quality. This course includes page composition , layout, design, editing functions, and a variety of printing options. Grades: 10-12 Prerequisite: Credit: Keyboarding and Word Processing A  Desktop Publishing B Desktop Publishing B is a one-semester course designed to study the process of analyzing information and audience and choosing the appropriate visual signals to communicate the desired message effectively. Applied principles are used to analyze and organize information, set up a design structure, and produce special visual expressions. Grades: 10-12 Prerequisite: Credit: Keyboarding and Desktop Publishing A  Multimedia Applications in Business Students will use multimedia to merge text, graphics, video, and sound. Applied principles are used to analyze and organize information, set up design structures, and produce special visual expressions. State-developed curriculum materials and multimedia software applications will be used. Grades: Prerequisite: Credit: 11-12 Word Processing A and B 1/2 46 Banking and Finance Principles Banking and Finance Principles is a one-semester course that assists the students in understanding the American banking system. Students study the Federal Reserve System, banking and the economy, functions of depository institutions, and daily transactions of depository institutions. This curriculum is adapted from Wisconsin Finance Youth Apprenticeship, Wisconsin Department of Industry, Labor, and Human Relations, Bureau of Apprenticeship Standards, Office for Workforce Excellence. Grades: 11-12 Prerequisite: Credit: Computerized Accounting I (Suggested)  Banking and Finance Operations Banking and Finance Operations is a one-semester course that assists the student in understanding the United States payment system and daily operations of depository institutions. Students study regulatory framework, the U.S. Payment system, the check collection system, money creation, internal controls, financial statements, and risks . This curriculum is adapted from Wisconsin Finance Youth Apprenticeship, Wisconsin Department of Industry, Labor, and Human Relations, Bureau of Apprenticeship Standards, Office of Workforce Excellence. Grades: 11-12 Prerequisite: Credit: Banking and Finance Principles  Banking and Finance Marketing Banking and Finance Marketing is a one-semester course that focuses on marketing in the banking industry. Emphasis is placed on customer satisfaction and service quality, implementation of marketing plans, and the future of bank marketing. Grades: 11-12 Prerequisite: Banking and Finance Principles Credit:  Banking and Finance Law Banking and Finance Law is a one-semester course that assists the student in understanding the legal environment in which depository institutions exist. Students study basic concepts in business law in the areas of contract law, agency law, property law, commercial paper law, and credit law. This curriculum is adapted from Wisconsin Finance Youth Apprenticeship, Wisconsin Department of Industry, Labor, and Human Relations, Bureau of Apprenticeship Standards, Office for Workforce Excellence. Grades: 11-12 Prerequisite: Credit: Banking and Finance Principles  47 ~ I Business Education-McClellan High Business Education-McClellan High only Business 033014 ECONOMICS Economics 11-12 None\nMcClellan High only 034002 BUS FINANCE Business Finance 12 Economics\nMcClellan High only 033011 INTRN BUS International 11-12 Foundation Core\nMcClellan  Business High only 032023 ENTREPRNSHP Entrepreneurship 10-12 Foundation Core\nMcClellan  High only Business Etiquette/Leadership (McClellan High only) Business Etiquette/Leadership is a one-semester course which teaches students how to refine their manners for the world-of-work. Proper etiquette, personality development, proper speaking, and dress for success will be discussed. The course is designed to build self-esteem and to motivate students as potential leaders. The \"I Can\" program will be used. Grades: 10-12 Prerequisite: None Credit:  Introduction to Business (McClellan High only) A major purpose of Introduction to Business is to contribute to improved economic citizenship through a study of the business and economic environment in which we all live. Economic citizenship means the development of individuals who are knowledgeable and appreciative of the American business system and its integral role in our total economic society, are competent and efficient in managing their own personal business and financial affairs, and are wise and skillful in selecting and using the goods and services of business. Grades: 10-12 Prerequisite: None Credit:  Economics (McClellan High only\nsee also under Social Studies) Economics is a two-semester course designed to teach students about economic problems and situations of consumers, business, and government. The monetary system, employment, price level, business fluctuations, and international trade are also discussed. Grades: 11-12 Prerequisite: None Credit: 1 Business Finance (McClellan High only) Business Finance is a two-semester course which places emphasis on the modern corporation, methods of securing and managing assets, problems of bankruptcy, insurance, and investment in stocks and bonds. Grade: 12 Prerequisite: Credit: Economics 1 48 International Business (McClellan High only) International Business and Banking is a one-semester course pursuing the study of economics, competition, politics, and social activities across national boundaries. Students are taught to think in global terms concerning their legal, cultural, economic, and political environments. Grade: 11-12 Prerequisite: Credit: Foundation Core  Entrepreneurship (McClellan High only) Entrepreneurship is a one-semester course designed to offer an overview of the American business enterprise system. A study is made of various forms of ownership, internal organization, management functions, and financing as they relate to business. The course content focuses on the concepts and practices of small business ownership and management. The student should be introduced to microcomputer software that is used as a tool for management functions. It is recommended that Economics at Work, developed by the Agency for Instructional Technology, the National Council on Economic Education, and a consortium of state education agencies, be utilized in the second semester as a contextual, multimedia approach designed around five major economic activities, including producing, exchanging, consuming, saving, and investing. Grades: 10-12 Prerequisite: Credit: Foundation Core 1/2 49 Communications Effective for 1998-99 freshmen , students must complete Communication I to satisfy graduation requirements. Students who choose Humanities as a Career Focus may complete the minimum of three required units beyond the Common Core from Communications. McClellan High School magnet students who choose Oral Communication as a Career Focus must complete a minimum of five and one-half units from the following courses:  Communications I (1)  Dramal(1)  Mass Media A and 8 (1)  Public Speaking/Business Communications (1/2)  2 units of school-approved electives. Communications Communication I Hall High only\nUniversity course ESL Communication I Concurrent enrollment in ESL English\nHall High only 052100 COMMUNICA2 Communication II 10-12 Communication I 053100 COMMUNICA3 Communication Ill 11-12 Communication II 052102 DEBATE 1 Debate I 10-12 Communication I 053102 DEBATE 2 Debate II 11-12 Debate I 054102 DEBATE 3 Debate Ill 12 Debate II 052104 PUB SPKG Public Speaking 10-12 Communication I 052106 GRP DYNAMICS Interpersonal Skills 10-12 Communication 1 and Group Dynamics Communication I Communication I is designed to improve communication skills, especially organization of ideas, use of body and voice, articulation, fluency, and poise. The course consists of oral interpretation, group discussion, and parliamentary procedure. Grade: 9-10 Prerequisite: Credit: None 1 ESL Communication I (Hall High only\nsee also in English-as-a-Second Language) This course is offered to identified ESL students to strengthen their oral language proficiency and at the same time satisfy the one-year requirement of Communication I. Grades: 9-12 Prerequisite: Credit: Identification for ESL 1 50 Communication II This course is designed for those students who wish to develop further their communication competencies, especially before audiences of various types and sizes. Students present five and ten minute speeches on issues of concern in fields of current social, political, and economic problems. Also included are one or two rounds of research discussion\nbilateral communication assignments beginning with direct-clash or two-person debates\nstandard four-person debates using comparative advantages case structure\njudicial debate using the format of a mock trial\na simple informative speech\nan informative speech on community resources and developments using visual aids to enhance clarity and effectiveness\nthe idea-scope which is developed out of an idea and then adapted to a given audience\nthe speech to convince\nthe speech to actuate\nthe speech to stimulate\nand a media presentation on the format of a 30-minute newscast using videotape for the unit. Grade: 10-12 Prerequisite: Credit: Communication I 1 Communication Ill Designed for those students who reach their junior year with no training in improving communication competencies, this course is organized around an inter-personal approach to communication. Though emphasis is on effective verbal and non-verbal communication throughout the course, each individual unit has at least one additional point of focus: an analysis of student communication behaviors, informal group discussion, research group discussion, queries and comments in the form of a panel interview, informational and job interviews using resource people within the community, bilateral communication assignments in the form of two-person debates, various types of speeches to inform, effective use of visual aids to increase understanding of messages, speeches to change attitudes, legislative debating and the use of parliamentary procedure through the form of a student congress, and a study of the limitations and influences of media. Grade: 11 -12 Prerequisite Credit: Debate I Communication II 1 This course is designed to provide opportunities and experience for the students who desire to participate in intensive and extensive debate activities. After the students have learned the basic concepts and skills related to debate, they work independently and cooperatively with other students to master these concepts and skills through actual application in speech tournaments and the Arkansas Student Congress. Grade: 10-12 Prerequisite: Credit: Debate II Communication I 1 This course is designed to provide opportunities and experience for the student who desires to participate in intensive and extensive debate activities. After the student has learned the basic concepts and skills related to debate, he/she works independently and cooperatively with other students to master these concepts and skills through actual application in speech tournaments and the Arkansas Student Congress. Grade: 11-12 Prerequisite: Credit: Debate I 1 51 Debate Ill This course is designed to provide opportunities and experience for the student who desires to participate in intensive and extensive debate activities. After the student has learned the basic concepts and skills related to debate, he/she works independently and cooperatively with other students to master these concepts and skills through actual application in speech tournaments and the Arkansas Student Congress. Grade: 12 Prerequisite: Credit: Public Speaking Grades: Prerequisite: Credit: Debate II 1 10-12 Communication I 1 Interpersonal Skills and Group Dynamics Grades: 10-12 Prerequisite: Communication I Credit: 1 52 Dance-Parkview Magnet Parkview Arts Magnet students must complete eight units in one of the following speciality areas: dance, drama, art, or music. Studen_ts are also strongly encouraged to complete two units in one foreign language. Parkview only Dance Techniques I\nParkview only 123000 DANCE TECH 3 Dance Techniques Ill 11-12 Dance Techniques II\nParkview only 124000 DANCE TECH 4 Dance Techniques IV 12 Dance Techniques Ill\nParkview only 123004 DANCE ENSBLE Dance Ensemble 10-12 Parkview only 122004 HIST DANCE History of Dance 10-12 Parkview only 121004 MEN'S DANCE Young Men's Dance 9-12 Parkview only Dance Techniques I (Parkview Magnet only) This is a beginning course of techniques in ballet, modern dance, and jazz. Grade: 9-12 Prerequisite: Credit: Permission of Instructor 1 Dance Techniques II (Parkview Magnet only) This intermediate level course establishes skill development in ballet, modern dance, jazz and provides for solo and ensemble performance. Grade: 10-12 Prerequisite: Credit: Dance Techniques I or Permission of Instructor 1 Dance Techniques Ill (Parkview Magnet only) This advanced level course of ballet, modern dance and jazz is designed for mature skills development leading to independent choreography and solo and ensemble performance. Grade: 11 -12 Prerequisite: Credit: Dance Techniques II or Permission of Instructor 1 Dance Techniques IV (Parkview Magnet only) This advanced level course of ballet, modern dance and jazz is designed for mature skills developmentleading to independent choreography and solo and ensemble performance. Grade: 12 Prerequisite: Credit: Dance Techniques Ill or Permission of Instructor 1 Dance Ensemble (Parkview Magnet only) Performance group for advanced dance students. Grade: 11-12 Prerequisite: Credit: Dance Techniques I or Comparable Course and Audition 1 53 History of Dance (Parkview Magnet only) Presents history and the development of dance as an art form . Course required for students who choose the study of dance as an arts area of concentration. Grade: 10-11 Prerequisite: None Credit: 1 Young Men's Dance (Parkview Magnet only) Students in this class will study the intermediate techniques of classical ballet with intermediate barre, adagio, allegro combinations and pirouettes, and development of a working knowledge of ballet terminology. The goal of the class is to enhance the student's skills and appreciation of dance as a theater art. A central emphasis of the course is the development of movement skills requ ired of male dancers as performing artists. This training entails regular practice in ballet and jazz techniques, based respectively on the trad itional, ballet syllabus, kinesiological principles, and selected popular and theatrical dance idioms. This course will cultivate an appreciation of dance aesthetics through viewing live, taped, and filed dance performances as well as through the study of other art forms. Students will have regular opportunities to develop performance skills in classroom and \"brown bag\" presentations. Proper dance attire is required. Grades: 9-12 Prerequisite: Credit: 1-2 years of dance training 1 54 Drama Effective for freshmen 1998-99, all students must complete one unit from art, music, drama, or dance to satisfy the graduation requirement for Fine Arts. Students who choose Fine Arts as a Career Focus must complete a minimum of three units beyond the Common Core in either art, music, dance, or drama. Students are also strongly encouraged to complete a minimum of two units of one foreign language. Drama '99-2000 Abbrev. Description Grades Prerequisites Credit Course Title No. 051200 DRAMA 1 Drama I 9-12 None 1 051202 DRAMA 1 IS Drama I International 9-12 None 1 Studies Central High only. 052200 DRAMA2 Drama II 10-12 Drama I 1 053200 DRAMA3 Drama Ill 11-12 Drama II 1 052202 STAGE CRAFT Stage Craft 10-12 None 1 052204 INTERPCOMM Interpretative 10-12 Communication I 1 Communication Drama I This course is designed for those students who are interested in further study in the field of dramatic art. Building on basic speech skills, the drama course is structured to channel these skills into dramatic presentations. This is done through classroom activities of pantomime, dramatic reading, readers theatre, and solo/duet acting. These activities are integrated with the study of the history of drama from the ancient Greek civilization to modern society. The drama course also serves as the working class for dramatic productions presented each year. Involvement in a play teaches stage production techniques, such as lighting, set design, makeup, costuming, publicity, etc., as well as allowing those students who are interested in the performing aspects to exhibit their dramatic talents before a live audience. Grade: 9-12 Prerequisite: None Credit: 1 Drama I International Studies (Central High only) Grade: 9-12 Prerequisite: None Credit: 1 Drama II This course is designed to continue skills development begun in Drama I. Grade: 10-12 Prerequisite: Credit: Drama Ill Drama I or Permission of Instructor 1 This course is an in-depth study in acting, directing, and theatre production. Grade: 11-12 Prerequisite: Credit: Drama II 1 55 Stagecraft This course is designed to acquaint the students with all aspects of the technical theatre: set design, management, construction, setting the stage, operating the equipment, and safety. Units include Introduction to the Theater, History of the Stage, The Stage Area, The Operation of Equipment, The Stage Scenery, Stage Management, and Production. Grade: 10-12 Prerequisite: None Credit: 1 Interpretative Communication The major objectives of this course are to teach the student to interpret the materials of others to an audience, expressing the intellectual, emotional, and aesthetic entirety of the literature. The course includes the study of individual interpretation of poetry, prose, and dramatic literature through reading and acting\nthe communication of ideas through the study of pantomime and mime\nthe presentation of dramatic literature through exercises of solo-acting, duet-acting, and readers theatre productions\nand the study of group interpretive presentations focusing on the communication process, the performer as a communicator, responsive listening, and the selection and adaptation of materials for interpretation. Grade: 10-12 Prerequisite: Credit: Communication I 1 56 Drama-Parkview Magnet Parkview Arts Magnet students must complete eight units in one of the following areas: dance, drama, art, or music. Students are also strongly encouraged to complete a minimum of two units of one foreign language. Drama-Parkview Magnet 052206 MIME Mime 10-12 Drama I and teacher permission\nParkview only 052208 CLASSIC STOY Classic Scene Study 10-12 Drama I\nParkview only 052210 ACTING Acting 10-12 Drama I\nParkview only 052212 CHILDTHTR Children's Theater 10-12 Drama I\nParkview only 052214 THTR HISTORY Theater History 10-12 None\nParkview only Mime (Parkview Magnet only) This course will explore fundamental techniques of concentration, relaxation, transformation, and isolation. Communication without words through body movement and expression will be studied. Grade: 10-12 Prerequisite: Credit: Drama I and permission of instructor 1 Classic Scene Study (Parkview Magnet only) Classic Scene Study will emphasize form, language, meter, and meaning in scenes from Greek, Roman, Shakespearean, and Restoration playwrights and their works. Grade: 10-12 Prerequisite: Credit: Drama I 1 Acting (Parkview Magnet only) This course is designed for intensive study in acting techniques, character development, and movement. Grade: 10-12 Prerequisite: Credit: Drama I 1 Children's Theatre (Parkview Magnet only) Children's Theatre is a course designed for study of presentations to young audiencescharacterization, movement, and costuming. Grade: 10-12 Prerequisite: Credit: Drama I 1 History of the Theatre (Parkview Magnet only) This course is designed to focus on the progression of dramatic performance from pre-historic man to contemporary society. This activity-centered course includes types of dramatic literature, styles of performance, and techniques of staging. Grade: 10-12 Prerequisite: None Credit: 1 57 English Note: Schools may, but are not required to, provide Language Arts Plus I, II, Ill, IV. Effective fall 1998-99, students must complete at least four units of English to satisfy graduation requirements. Students who choose the Humanities as a Career Focus must complete at least three units beyond the Common Core as follows: English '99-2000 Course No. 051000 052000 053000 054000 051002 051004 052002 052004 053002 053004 055004 055006 054002 054004 055008 055014 055010 054006 055012 054008 053001 053006  Three units in one foreign language\nor  Two units of one foreign language and one unit beyond the Common Core from English or Social Studies\nor  Three units beyond the Common Core in communications, English, and/or journalism\nor  Three units beyond the Common Core in social studies. Abbrev. Description Grades Prerequisites Credit Title LANG ARTS 1+ Language Arts Plus I 9-12 None 1 LANGARTS2+ Language Arts Plus II 10-12 None 1 LANG ARTS 3+ Language Arts Plus Ill 11-12 None 1 LANGARTS4+ Language Arts Plus IV 12 None 1 ENG 1 English I 9-12 None 1 ENG 1 PRE-AP English I Pre-AP 9-12 Teacher 1 recommendation ENG 2 English II 10-12 English I 1 ENG 2 PRE-AP English II Pre-AP 10-12 English I or I Pre-AP\n1 teacher recommendation ENG 3 English Ill 11-12 English II 1 ENG 3 PRE-AP English Ill Pre-AP 11-12 English II or II Pre-AP\n1 teacher recommendation ENG 3AP English Ill AP 11-12 English II or II Pre-AP\n1 teacher recommendation ENG 3 APU English Ill APU 11-12 English II or II Pre-AP\n1 teacher recommendation\nHall High only ENG4 English IV 12 English Ill 1 ENG4 English IV (Early Bird) 12 English Ill 1 ENG4AP English IV AP 12 English 111 or Ill Pre-AP 1 ENG 4APU English IV APU 12 English Ill or Ill Pre-AP 1 or 111 AP\nHall High only\nUniversity course ENG4AP English IV AP (Early Bird) 12 English Ill or Ill Pre-AP 1 ENG 4 IS English IV International 12 English Ill 1 Studies ENG4 ISAP English IV International 12 English Ill or Ill Pre-AP 1 Studies AP CRT WRTG/MAG Creative Writing and 12 Parkview: Grade of \"B\" 1 Magazine Production in regular English Ill or \"C\" in English Ill Pre- AP\nOther schools: Eng. Ill TECH WRTG Technical Writing 11-12 English II or II Pre-AP 1/2 RESEARCH Research for the 21\" Century 11-12 English 11 or II Pre-AP 1 58 053008 MUL TICUL LIT Multicultural Literature 11-12 English II or II Pre-AP 1 052001 BIBLE AS/IN LIT The Bible as/in Literature 10-12 English I or I Pre-AP\n1/2 Hall High only 052003 ACT PREP ENG ACT Preparation: English 10-12 English I 1/2 Language Arts Plus I Language Arts Plus is designed to assist English students who are performing below grade level according to multiple criteria. The course emphasis is on strengthening reading skills through an integrated teaching/learning approach that parallels the learning activities in the students' regular English classes. Students must be assigned to Language Arts Plus classes taught by their regular English teachers to ensure learning continuity. Grades 9-12 Prerequisite: None Credit: 1 Language Arts Plus II Language Arts Plus is designed to assist English students who are performing below grade level according to multiple criteria. The course emphasis is on strengthening reading skills through an integrated teaching/learning approach that parallels the learning activities in the students' regular English classes. Students must be assigned to Language Arts Plus classes taught by their regular English teachers to ensure learning continuity. Grades 10-12 Prerequisite: None Credit: 1 Language Arts Plus Ill Language Arts Plus is designed to assist English students who are performing below grade level according to multiple criteria. The course emphasis is on strengthening reading skills through an integrated teaching\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_pec_35881","title":"Levi Elementary School, Prince Edward County, Va., 1999","collection_id":"vrc_pec","collection_title":"Edward H. Peeples Prince Edward County (Va.) Public Schools","dcterms_contributor":["Peeples, Edward H. (Edward Harden), 1935-","James Branch Cabell Library. Special Collections and Archives","VCU Libraries"],"dcterms_spatial":["United States, Virginia, Prince Edward County, 37.2243, -78.44108"],"dcterms_creator":null,"dc_date":["1999"],"dcterms_description":["Tom Hoynes (L) and Brian Grogan (R) in front of Levi Elementary School for African Americans on secondary road 662 in Prince Edward County, Va. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Literacy","School improvement programs"],"dcterms_title":["Literacy plan"],"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/525"],"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\nJune 2 9, 2 0 0 1 ! Literacy plan Literacy for LR pupils raises scores Reading assessment shows improvement BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE I Two years into a new literacy ' program. Little Rock School District officials said Thursday that student achievement appears to be improving as shown by results from a reading assessment given to pupils in kindergarten through second grades. I About three-fourths of last years kindergartners and second-graders and almost two- thirds of first-graders had the necessary skills and knowledge to succeed at the next grade level, according to the results from the Developmental Reading Assessment Im happy to report that the little children in our district are learning to read, Bonnie Lesley, associate superintendent for cim- riculum, told the School Board on Thursday. More than 80 percent of kindergartners scored at or above a satisfactory level this past spring, up 8.5 percentage points from spring 2000. Similarly, 75.4 percent of sec- ond-graders showed they are ready for the third grade, up from 67.5 percent in ^e preceding  Continued from Page 1B by each teacher in individual observation sessions with pupils, is one component of the districts literacy program. District officials revamped the literacy program in 1999 to better prepare ^1 pupils to read independently by the time they finish third grade. When the program was started, about 30 percent of children were reading at a proficient or better level. The state goal for reading proficiency at the end of fourth grade is 100 percent. The revised literacy program was designed to create more uniformity in the instruction given in the districts 36 elementary schools, A moratorium was placed on any new supplemental reading programs, and other programs were abandoned. Each school set aside a 2 172 hour daily block of time for language arts and reading. In addition, curriculum standards, teacher training, classroom instruction and student testing were more tightly aligned as a result of the new literacy program. Most primary-grade teachers went through at least one week of the states Early Literacy Learning in Arkansas training program, Lesley said. The district purchased more than $350,000 in readii^ supplies over two years, and Animated Literacy, a phonics awareness program, was expanded to all kindergartens and will be added to the first grades in coming years. Lesley said the reading results are preliminary. The true measure Little Rock School District Developmental Reading Assessment results Developmental Reading Assessment scores are reported as the percent of students by grade who scored at or above the readiness\" level. \"Readiness'is defined as the necessary knowledge and skills for success at the next grade level. SPRING SPRING 2000 2001 CHANGE of the reading skills will be when year. A total of 63.8 percent of I children who have gone through first-graders scored at the readi- ness level, up from 53.6 percent in spring 2000. \"file reading assessment, done See UTERACY, Page 4B the new program take the state- mandated Primary Benchmark Exam at the end of fourth grade. When last springs assessment scores are broken down by race, both black and white children showed gains, but the gains made by black pupils were greater, Lesley said. That means there was a reduction in the achievement disparity between black and white pupils. Kindergarten 72.2% 80.7% 8.5% Grade 2 67.5% 75.4% 7.9% SOURCE\nLittle Rock School District Arkansas Democrat-Gazette which is a long-standing goal of the district Black pupils averaged gains of 6 percentage points to 9 percentage points over results from 2000, while whites  who traditionally score higher on standardized exams  averaged gains of 4.1 percentage points to 6.1 percentage points. Stephens, McDermott, Badgett and Baseline elementaries were cited by Lesley and by School Board members for dramatic improvements. At some grades in some schools, results improved by more than 40 percentage points. In some schools, more than 90 percent of children scored at a proficient level The highest performing schools in kindergarten were McDermott, Baseline, Fulbright, Gibbs and Brady schools. The highest performing schools in first grade were Williams, Carver, McDermott, Booker and Forest Park. The highest performing schools in second grade were Carver, Williams, Western Hills, Otter Creek and McDermott 'The district has not prepared parent reports on their childrens assessment results. Lesley said parents can get the school and student results from their childs elementary school. THURSDAY, MAY 8, 2003  LR literacy coach is teacher of year ARKANSAS DEMOCRAT-GAZETTE hosted the Teacher of the Year Debbie Sabo, a literacy coach Recognition Banquet for five at Chicot Elementary School, was years. Staff at each of the dis- named Teacher of the Year for tricts SO schools nominate their the Little Rock School District at colleagues for school and dis- a Tuesday evening ceremony at trict awards. This year, 67 teach- Stephens Elementary School. ers were honored\none from each Sabo, who previously taught elementary school, two each kindergarten for 18 years, was from the middle schools and as presented with numerous gift many as certificates and prizes including schools, airline passes, a computer, print- er, tickets to an athletic event and an athletic club membership. The gifts were donated by companies doing business in Little Rock. The Little Rock district has four from the highKtCBBSa Little Rock School District June 2,1999 The main thing is to keep the main thing the main THING! Dear Colleagues: What a yeai! I hope all of you have the sense of accomplishment that I do! The positive opportunities for the school district continue to develop. We have had great individual and collective accomplishments, but the most exciting aspect of the year has been that the instructional indicators are pointing to very positive future results. A parent and a teacher asked me how that could be true. Hadnt I seen the newspaper story showing results of the 4* grade literacy and math exam? Yes, but when we looked at those we noticed the schools that were pilots of the ELLA program K-3 and math, all had strong gains. Staff development has not been universally accepted or appreciated, primarily because of the many failed promises of programs and quick fix elixirs of the past! But this time this very basic and focused approach appears to be just what the doctor ordered. Most educational reformers who have produced results over time have agreed it is a matter of focuSgetting everyone on the same page with a standard or basic program. All the efforts of parents, students and teachers, regardless of the specialty, are focused to produce progress on a limited set of goals. ELLA training and the focused math training will continue to produce results on basic reading and math achievement goals. And let us not forget district graduates really had no peers when it came to top student awards in a number of state and national academic categories. Student activities have been a very pleasant surprise. The numbers of students participating grew impressively, and I know this helped to produce an improved year in student behavior. Many of you remember when state winners were most often decided within the schools of Little Rock, and Im talking about a variety of co-curricular activities. The district again has asserted itself with impressive performances in music, art, drama speech, debate and athletics. With the implementation of the middle schools and neighborhood schools our students and programs will only become stronger. Without question, the academic reasoning for middle schools and 9-12 high schools will provide academic strength, and it will have a positive impact with increased student participation in career/technical programs and co-curricular activities. (continued) 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000A^eh'ti1 I t-ren LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 I I June 24. 1999 To\nBoard of Education From\nDr. Bonnie Lesley,, AAss!sociate Superintendent for Instruction Through\nSubject\nAttached Dr. Leslie V. Gamine, Superintendent of Schools Review of PreK-3 Literacy Program Plan for the Board's information is a copy of the final draft of the PreK-3 Literacy Program Plan. The draft presented earlier to the Board of Education has been extensively reviewed over a three-month period. Every elementary principal and PreK-3 teacher received his or her own copy, and there have been multiple opportunities for all to provide input, including during the June 2-3-4 inservice. In addition, the plan has been reviewed by representatives of ODM, UALR, ADE, and other education colleagues, as well as by parent representatives. As a result of all this feedback, we confidently present thi'final draft/ Responses have been nearly unanimously supportive. They applaud a well-designed, coherent District plan that is clearly aligned with the Arkansas literacy curriculum framework. Smart Start, and Title I regulations and that includes professional development and program evaluation components. All are supportive of doing whatever it takes to improve student achievement. Early implementors of the Early Literacy Learning in Arkansas (ELLA), the centerpiece of the K-2 design, and Effective Literacy, the program for grades 3-4, were Dodd Elementary and Gibbs Elementary. The results of the spring 1999 Grade 4 Literacy Benchmark Examination for these two schools are extremely encouraging and predict what we as a District can do if we implement well the components of our plan. In 1997-98 only 22 percent of Dodd grade 4 students scored at the Proficient or Advanced levels. This year, 1998-99, 35 percent scored at those levelsan improvement of 13 percentage points! Review of PreK-3 Literacy Program Plan - Memo June 24, 1999 Page Two Gibbs posted even greater gains. In 1997-98 they had 28 percent scoring at the Proficient or Advanced levels. Their score jumped to 49 percent in 1998-99an improvement of 21 percentage points! The PreK-3 Literacy Plan also allows for the continuation of Success for All, provided that those schools are posting improved performance. Romine Elementary has been a leader in Success for All implementation. Their performance jumped from 13 percent at Proficient or Advanced levels in 1997-98 to 48 percent in 1998-99an improvement of a very impressive 35 percentage points! 1 Notable also is that Dodd decreased the percentage of students performing at the Below Basic level from 50 percent in 1997-98 to 30 percent in 1998-99an improvement of 20 percentage points. Gibbs reduced their percentage of Below Basic\" performers from 52 percent in 1997-98 to 22 percent in 1998-99an improvement of 30 percentage points. And Romine reduced the percentage of students at the Below Basic level from 58 percent in 1997-98 to 32 percent in 1998-99an improvement of 26 percentage points. f I I t These very dramatic gains are indicators of the soundness of the LRSD PreK-3 Literacy Program Plan design. To achieve these kinds of results at the District level will require our commitment, focus, and determination, as well as an alignment of our energy and resources behind the implementation. i This final draft includes only a few changes from the earlier one reviewed by the Board of Education in March. The following are most significant: Update of section on Involvement and Communication to include March, April, May, and June activities (p. 11)\nUpdate of section on Arkansas Criterion-Referenced Tests to include spring 1999 results (p. 12)\nAddition of paragraph on schools identified for school improvement for Title I (P. 13)\nAddition of suggested performance indicators under Plan Goals (p. 26)\nAddition of section on Technology in PreK-3 in response to questions regarding role of computer labs in current use (p. 37)\nAddition of section on Effective Literacy for Grades 2-4 to show its place in the overall plan (p. 40)\nAddition of section on Role of the Library/Media Center to clarify expectations and involvement (p. 42)\nAddition of more specific information on plans for ELLA training (p. 44)\nAddition of a paragraph clarifying need for waiver to implement Direct Instruction (p. 47). I f j tReview of PreK-3 Literacy Program Plan - Memo June 24,1999 Page Three Remaining changes were those relating to format, editing, and clarifying the original language. Implementation of the PreK-3 Literacy Plan is already in progress and will continue intensely throughout the summer in preparation for next fall. BAL/adgi ^n Individual Approach to a World of Yjiowledge RECSVEd August 28, 2001 AUG 3 J 20Q1 DKEGflEGAT(0NM0N(T0fl/N6 Ms. Ann Marshall Office of Desegregation Monitoring One Union National Plaza 124 W. Capitol Avenue Little Rock, AR 72201 Dear Ann: Enclosed in this package are three draft copies of our PreK-2 Literacy Program Evaluation, which is scheduled to go to the Board of Education in October. ( At your convenience I would like to schedule a meeting with you, Gene Jones, and Melissa Guilden to discuss the report and to hear your feedback and suggestions. Thanks so much for assisting us with this work. Yours truly, Bonnie A. Lesley, Ed.D Associate Superintendent of Instruction BAL/adg cc: Dr. Kenneth James Chris Heller 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 ^4 7^ -J October 12, 2001 'iViS^ fb, A.n Individual Approach to a World of Knowledge\" Ms. Ann Marshall Office of Desegregation Monitoring One National Plaza 124 W. Capital, Ste. 1895 Little Rock, AR 72201 RECEIVED OCT 1 8 2901 OFFICE OF DESEGREGATION MONITORING Dear Ms. Marshall: You will find enclosed a copy of our program evaluation for K-2 literacy: Year 2 Evaluation: The Effectiveness of the PreK-2 Literacy Program in the Little Rock School District, 1999-2000 and 2000-2001. The report is on the Boards October 25 agenda. As you will recall, Melissa Guilden participated on the design team for the PreK-3 Literacy Program Plan, so we hope that you will share this study with her so that she can see some of the fruits of her labor. Also, Gene Jones read drafts in 1999-2000 of the early literacy program evaluation, so he will probably be interested in this product as well. Although we know that two years is not nearly enough to draw summative conclusions about the effectiveness of our literacy program in the early grades, we are certainly pleased with these early, very positive results. With the careful review that we have conducted not only of the results of the eight different assessments, but also of our program strengths and weaknesses, we feel that we have more direction now for program improvement in 2001-2002. Please let me or Ms. Pat Price know if you have questions. Yours truly, Bonnie A. Lesley, Ed.D Associate Superintendent for Instruction BAL/adg Enclosure cc: Patricia Price Dr. Kenneth James 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 F John W. Walker, pa. Attorket AiLiW 112Z Bsoadway Rook, akkansas 72206 Tp.T.FtpgnNE (501) 374-3758 FAX (501) 374-4187 JOHN W, WALSER SHAWN CHILDS OF COUNSEL donna J. MeHENK? 6210 HaffiiaaoN Hoad LMTiE Sock, Tboke: (BOI) rra-was  Fax (SOl) 37^8 October 31,2002 Dr. T. Kenneth James SuperinteodJt of Schods Little Rock School Kstrict 810 West Markham little Rode. AR. 72201 Dear Dr. James: I am renewing my request for the infcnnation in my letter dated October 29, ^02. If I ation that the District has not utilized any understand your response correctly, it is your po^on that the (during each of the past three ye^) \u0026lt; \" documents in existence wherry the Kstnct has co^ad and paid for such. your po^on, it seems contrary to your nqxjits to the Court. are no services. Ifthis is if you are not aware who has this information. of such documents, please forward my request to the proper person iiacerety, Joy C. Springer' JCS/ cc: Ms. Ann MarshallLittle Rock School District OFFICE OF THE SUPERINTENDENT November 1,2002 Ms. Joy Springer Walker Law Firm 1723 Broadway Little Rock, AR 72206 Dear Ms. Springer: In response to your most recent request, you did not understand our response. It is not our position that we have not utilized consultants. Hovi/ever, our response remains the same. We do not have a document or documents to provide in response to your FOIA request, and we are not required to compile information or create a record in response to a FOIA request. Sincerely, T. Kenneth James, Ed.D. Superintendent of Schools TKJ/bjg cc\nChris Heller Clay Fendley Ann Marshall 810 West Markham Street  Little Rock, Arkansas 72201  (501) 447-1002 0 : John W. Walker, PA. Attorney AT Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (601) 374-3758 FAX (501) 374-4187 I I JOHN W. WALkEB SHaWK CH-IlDS OF COUNSEL ROBERT McHenry, PA DONNA J. McHENRY 8210 HknuEBSON Road LmLe Rxxac, ASKANB-vs 72210 Prone: (SOI) 372-3425  Fax (501) 372-3428 T.X(An.-. mehc2ii7d^ewbeU.nt I Dr. T. Kenneth James Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Via Facsimile  447-1159 November 4,2002 I I I I I Dear Dr. James\nlet me know the names, addresses and telephone of all persons (from January 1, 1998 throng October 31,2002) that the District has consulted with respect to literacy training (in-service and staff devdopment). Also please let me have copies of their contracts and the pay invoices that they have submitted along evidence of payment to them. Sincerely, JCS/ cc\nMr. John W, Walker Ms. Ann Marshall Mr. ClayFendley Mr. Chris Heller I I e- JOHN w. Walker, p.a. Attorney at Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 PAX (501) 3744187 JOHN W. WALKER SHAWN CHILDS Via Facsimile - 376-2147 November 6, 2002 OP COUNSEL ROBERT McHENRY, PA. DONNA J. McHENRY 8210 Henderson Road Little Rock, Arkansas 72210 PHONE\n(501) 372-3425  Fax (SOI) 372-3426 Email: mehcaiyd^vbclLnet Mr. ClayFendley Friday, Eldredge \u0026amp; Clark 2000 Redons Center 200 West Capitol Little Rock, AR 72201 RECEIVED NOV -6 2002 OFFICE OF DESEGREGATION MONITORING I . XOM Dear Clay: I am in receipt of your letter dated November 5,2002. My request for information relates directly to the LRSDs proposed compliance plan, item 4\nPrepare a comprehensive program evaluation of each academic program implemented pursuant to Revised Plan  2,7. It is my understanding that literacy programs are being utilized to improve African American academic achievement and that the District commits to evaluating these programs I would like to have a better understanding of the literacy programs being implemented including who provided the training, amount paid by the District and the substance of the training provided. I also intend to inquire regarding the other programs identified in  2.7 in the future. Thank you for your attention to this request. mcerely, Joy C. Spring! JCS/ cc: Mr. John W. Walker Dr. Ken James Ms. Ann MarshallI received JAN 1 3 2004 CREP OFFICE OF DESEGREGATION MONITORING Center for Research in Educational Policy \u0026gt; Little Rock School District Literacy Program Evaluation Steven M, Ross John Nunnery Lana Smith Aaron McDonald Allan Sterbinsky Center tor Research in Educational Policy University of Memphis 325 Browning Hail Memphis, TN 38152 Toll Free\n1-866-670-6147 November 2003Friday Eldredge \u0026amp; Clark HERSCHEL H. FRIDAY (1922-1994) WILLIAM H. SUTTON. P.A. BYRON M. EISEMAN. JR.. P.A. JOE D. BELL. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. OSCAR E. DAVIS. JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III, P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL HI. P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. JOSEPH B. HURST. JR. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN HI. P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A. KEVIN A. CRASS, P.A. WILLIAM A. WADDELL. JR.. P.A. SCOTT J. LANCASTER, P.A. ROBERT B. BEACH. JR.. P.A. J. LEE BROWN, P.A. JAMES C. BAKER. JR., P.A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER, P.A. GUY ALTON WADE. P.A. PRICE C. GARDNER. P.A. TONIA P. JONES. P.A. DAVID D. WILSON. P.A. JEFFREY H. MOORE. P.A. DAVID M. GRAF. P.A. CARLA GUNNELS SPAINHOUR. P.A. JONANN ELIZABETH CONIGLIO. P.A. R. CHRISTOPHER LAWSON. P.A. ATTORNEYS AT LAW A LIMITED LIABILITY PARTNERSHIP www.ffidayfirm.com 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX 501-376-2147 3425 NORTH FUTRALL DRIVE. SUITE 103 FAYETTEVILLE. ARKANSAS 72703-4811 TELEPHONE \u0026lt;79-685-2011 FAX 479-685-2147 FRAN C. HICKMAN. P.A. BETTY J. DEMORY, P.A. LYNDA M. JOHNSON. P.A. JAMES W. SMITH. P.A. CLIFFORD W. PLUNKETT. P.A. DANIEL L. HERRINGTON. P.A. MARVIN L. CHILDERS K. COLEMAN WESTBROOK. JR.. P.A. ALLISON J. CORNWELL ELLEN M. OWENS. P.A. JASON B. HENDREN BRUCE B. TIDWELL JOSEPH P. MCKAY ALEXANDRA A. IFRAH JAY T. TAYLOR MARTIN A. KASTEN BRYAN W. DUKE JOSEPH G. NICHOLS ROBERT T. SMITH RYAN A. BOWMAN TIMOTHY C. EZELL T. MICHELLE ATOR KAREN S. HALBERT SARAH M. COTTON KRISTEN S. ROWLANDS ALAN G. BRYAN LINDSEY MITCHAM KHAYYAM M. EDDINGS JOHN F. PEISERICH AMANDA CAPPS ROSE BRANDON J. HARRISON STEVEN L. BROOKS H. WAYNE YOUNG. JR. JAMIE HUFFMAN JONES KIMBERLY A. DICKERSON OFCOUNSEL B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR H.T. LARZELERE. P.A. JOHN C. ECHOLS. P.A. 208 NORTH FIFTH STREET BLYTHEVILLE. ARKANSAS 72315 TELEPHONE 870-762-2896 FAX 870.762-2918 CHRISTOPHER HELLER LITTLE ROCK TEL 501-370-1506 PAX 501-244-S344 hllrOfc.nt January 12, 2004 ONtHOllNO W N0li33a3aS3a dOlOHdO Mr. John Walker *1002 s I Nvr JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 aaABoaa Re: Little Rock School District Dear John: Two recent evaluations which were done in compliance with Judge Wilsons Order are enclosed. They are: Little Rock School District Literacy Program Evaluation, November 2003 and An Evaluation of Mathematics and Science Programs in the Little Rock School District from 1998 to December 2003. Please call me if you have any questions or concerns about these evaluations. Yours very truly, CJH/bk ist6pher Heller cc w/enc.: Ms. Ann Marshal Desegregation Monitor One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Dr. Morris Holmes* Position Paper PreK-3 Literacy Program-Draft Little Rock School District Division of Instruction March 1999 In short, literacy is key to success in school and beyond, for effective participation in the workforce, the community, and the body politic. This was true in the past- ven more true in the future, (p. 1, Building a Knowledge Base in Reading. NREL, 1998) ( t- Table of Contents Introduction 1 Background The Strategic Plan The Revised Desegregation and Education Plan The Campus Leadership Plan The Arkansas Smart Start Initiative Title I Other Special Populations Summary 1 1 2 4 4 5 5 6 Methodology Core Committee Members 6 8 Involvement and Communication 8 Needs Assessment Data Analysis (Effectiveness) Implications for Social Promotion Alignment and Coherence (Efficiency) Professional Community Support for Students Conclusions 8 8 10 11 16 16 17 Review of Research 17 Plan Goals 20 PreK-3 Literacy Program Design Organizational Changes HIPPY Title I Lower Student-to-Adult Ratios Minimized/Eliminated Pullouts No New Programs Program Abandonment Flexible Schedules for Some Teachers Waiver Application Requirements Curriculum and Instruction Alignment Daily Schedule Limited-English Proficient Students Special Education and 504 Students Gifted/Talented Students 21 22 22 22 23 24 24 24 24 24 25 25 25 27 27 28Frequent Assessment and Regrouping Phonemic Awareness Early Literacy Learning (ELLA) Thematic Instruction The Social Nature of Learning Role of the Library/Media Center Supplemental Reading Materials Assessment/Grading/Program Evaluation Frequent, Systematic Assessment New Elementary Report Card PreK-3 Literacy Program Evaluation Professional Development Effective Literacy Smart Start Professional Development School-Level Professional Development Principal Development Interventions Success for All Reading Recovery English-as-a-Second Language Reading Clinic Summer School Parent Education/Involvement Parent-School Compacts Parent Education Conclusions Timelines 28 28 29 29 29 30 30 30 30 31 31 31 32 32 32 33 33 33 33 34 34 34 34 34 35 35 37Position Paper PreK-3 Literacy ProgramDraft Little Rock School District March 1999 Introduction Beginning of PreK-3 Literacy Plan The proposed PreK-3 Literacy Plan outlined in this document is the culmination of extensive discussion and debate among district staff, interested parents, and concerned citizens. The discussion began with the launching of a major effort involving more than 500 community volunteers to plan strategically to make a significant difference in the learning lives of all Little Rock School District students. This 1996 undertaking became the first of an array of important planning efforts that, collectively, have charted for the District an exciting and ambitious journey into the 2L century. The Strategic Plan outlined a series of thoughtful actions that have already produced major new initiatives, while impacting almost every realm of current District practice, including the Districts desegregation efforts. One major issue confronting the strategic planners, as well as those involved in framing the subsequent initiatives, is literacy. Too many LRSD students enter school at risk of never learning to read and, alarmingly, the number of these students continues to increase. Illiteracy is a societal issue which has become an educational challenge that cannot be ignored or underestimated. The LRSD is committed to meeting this challenge and through research, analysis, hands-on involvement, professional development, and relentless tenacity, the District is developing an aggressive and very specific course of action, beginning with the PreK-3 Literacy Plan offered here. The plan draws on the work and scope of many initiatives, programs, and practices that are outlined below. Background The Strategic Plan The Little Rock School District Board of Education adopted in 1996 a new Strategic Plan, which was subsequently updated in 1998. Two of the eleven strategies directly address issues relating to student literacy. Strategy 2 of that plan is as follows\nIn partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards. 1Draft The Action Plan designed to achieve Strategy 2 delineates the objectives and processes to define, develop, and adopt content standards, performance standards, and delivery standards and then to develop and implement professional development programs for district staff, along with strategies for parent understanding of the standards and assessments. Strategy 3 speaks to the importance of improved student achievement: We will develop and implement a broad range of alternatives and interventions for students scoring below the SO'** percentile on standardized tests or who are at serious risk of not achieving District standards in the core curriculum. The Strategy 3 Action Plans call for implementation of action steps relating to literacy development in grades PreK-3:  a policy statement providing for intervention as an operative and vital part of elementary school instruction\n expansion of Reading Recovery/Literacy Support early intervention services for K-3 students who are at risk of not developing literacy skills\n the development of an intervention team at each school which provides systemic support including professional development for teachers which enables all children to sustain adequate yearly progress through grade 3\nand  promotion of school-wide reform and ensuring access of children (from the earliest grades) to effective instructional strategies and challenging academic content. Content will include intensive complex thinking and problem-solving experiences through an integrated literature-based program. The Revised Desegregation and Education Plan In April 1998 the federal district court in Little Rock approved the Districts Revised Desegregation and Education Plan. Implementation of this plan is a requisite step toward the Districts attainment of Unitary Status, with the hearing on that petition anticipated in spring 2001. The Plan contains a series of commitments or obligations for the District. Sections 5.2.1 relates specifically to reading/language arts at the primary level: LRSD shall implement at least the following strategies to improve the academic achievement of students in kindergarten through the third grade: a. Establish as a goal that by the completion of the third grade all students will be reading independently and show understanding of words on a page\nb. Focus teaching efforts on reading/language arts instruction by teaching science and social studies content through reading/language arts and mathematics experiences\n2Draft c. d. e. f. g-  h. 1. J- k. 1. Promote thematic instruction\nIdentify clear objectives for student mastery of all three reading cueing systems (phonics, semantics, and syntax) and of knowing-how-to-leam skills\nMonitor the appropriateness of teaching/leaming materials to achieving curricular objectives and the availability of such materials in all classrooms\nEstablish uninterrupted blocks of time for feading/language arts and mathematics instruction\nMonitor student performance using appropriate assessment devices\nProvide parents/guardians with better information about their childs academic achievement in order to help facilitate the academic development of the students\nProvide pre-kindergarten, kindergarten, and first-grade learning readiness experiences for students who come to school without such experiences\nTrain teachers to manage successful learning for all students in diverse, mainstreamed classrooms\nUse the third and/or fourth grade as a transition year from focused reading/language arts and mathematics instruction to a more traditional school day\nand Provide opportunities for students to perform and display their academic training in a public setting. I Other relevant sections of the Revised Desegregation and Education Plan to the PreK-3 Literacy Plan are as follows: 2.7 LRSD shall implement programs, policies, and/or procedures designed to improve and remediate the academic achievement of African-American students. 2.7.1 LRSD shall assess the academic programs ... after each year in order to determine the effectiveness of the academic programs in improving Afncan-American achievement. If this assessment reveals that a program has not and likely will not improve Afiican- American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. 2.8 LRSD shall implement programs, policies, and/or procedures during each of the next three years designed to promote and encourage parental and community involvement and support in the operation of LRSD and the education of LRSD students. 32.12.2 LRSD shall implement policies and procedures for investigating the cause of racial disparities in programs and activities and developing remedies where appropriate. The Campus Leadership Plan The Board of Education adopted the Districts Campus Leadership Plan in July 1998, providing for decentralized, school-based decision-making in some cases and shared decision-making in others. That plan includes a Quality Index based in part on indicators of academic achievement for each level of school. The Quality Index will be the accountability (collective responsibility) system for the Little Rock School District, and it will include, but go beyond, the academic indicators established by the State of Arkansas. The Arkansas Smart Start Initiative In fall 1998 the Arkansas Department of Education launched a major new reform entitled Smart Start. The aim of the K-4 component of Smart Start is to improve reading and mathematics achievement for all students in grades K-4 so that all students meet or exceed grade level requirements by grade 4. The implementation of Smart Start necessitates the coordination of the following four areas: 1. 2. 3. 4. Standards - At grades K-4, they will serve as the basis for the expected levels of proficiency demanded in reading and mathematics. Staff Development - Focused on both teachers and administrators, all activities will promote the mission of Smart Start and emphasize topics related to subject matter content, curriculum alignment with the Frameworks, analysis of assessment results, and the utilization of technology and distance learning. Student Assessment - Will be clearly aligned with the Frameworks and classroom instruction. Accountabilit)' - After standards are clearly communicated, staff development activities have been made available and reliable, valid assessments have been developed and administered, schools will be held accountable for student achievement. Specific staff development programs will be conducted during 1998-99 to include training in the use of a balanced literacy approach, utilizing the states Early Literacy Learning in Arkansas (ELLA), Effective Literacy for Grades 2-4. and Multicultural Reading and Thinking (McRat). The Arkansas Academy for Leadership Training and School-Based Management will begin a series of training sessions for principals, emphasizing proper techniques for aligning their local curriculum to state frameworks and for analyzing student assessment results. 4Draft Grade 4 and Grade 8 Benchmark Exams will be continued during 1998-99 and all school districts have been advised to implement additional assessment components to check student progress prior to Grade 4. Title I Another source for this K-3 Literacy Plan is the Districts Title I program. This federally funded program allocates major resources to the Districts elementary and middle schools for the improvement of reading and mathematics achievement so that all students acquire the knowledge and skills contained in the challenging State content standards and meet the challenging State performance standards developed for all children. The federal Title I regulations include the following related purposes: a. b. c. d. e. f. g. h. Ensuring high standards for all children and aligning the efforts of States, local education agencies, and schools to help children served under this title to teach such standards\nProviding children an enriched and accelerated educational program, including, when appropriate, the use of the arts, through school-wide programs or through additional services that increase the amount and quality of instructional time so that children served under this title receive at least the classroom instruction that other children receive. Promoting school-wide reform and ensuring access of children (from the earliest grades) to effective instructional strategies and challenging academic content that includes intensive complex thinking and problem-solving experiences\nSignificantly upgrading the quality of instruction by providing staff in participating schools with substantial opportunities for professional development\nCoordinating services under all parts of this title with each other, with other educational services, and, to the extent feasible, with health and social service programs funded from other sources\nAffording parents meaningful opportunities to participate in the education of their children at home and at school\nImproving accountability, as well as teaching and learning, by using State assessment systems designed to measure how well children served under this title are achieving challenging State student performance standards expected of all children\nand Providing greater decision-making authority and flexibility to schools and teachers in exchange for greater responsibility for student performance. Other Special Populations The needs of students from special populations (special education, 504, limited-English proficient, gifted/talented, and all categories of so-called at-risk students) also informed the design of this K-3 Literacy Plan. Quality early literacy programs can do much to prevent the referral and labeling of students of students for special programs and services. 5Draft Summary Sources, then, for the contents and components of the LRSD PreK-3 Literacy Plan include Strategy 2 and Strategy 3 of the LRSD Strategic Plan\nSection 5.2.1 and other relevant sections of the Revised Desegregation and Education Plan\nacademic indicators in the Quality Index of the Campus Leadership Plan\nSmart Start standards, assessments, professional development, and accountability\nTitle I regulations, especially those sections addressing the purposes of Title I\nand the needs of students from various special populations. The LRSD PreK-3 Literacy Plan is carefully aligned with and in compliance with all the local, state, and federal mandates, as well as the general philosophy of these planning documents, all of which emphasize the academic success of all children. Methodology In accordance with the goals and strategies of the Districts Strategic Plan, the subsequent recommendations of a Reading/Language Arts/Mathematics Work Team, and the court- approved Revised Desegregation and Education Plan, the Little Rock School District has established as a goal that by the completion of the third grade all students will be reading independently and will show understanding of words on a page. District personnel recognize that to accomplish this goal an aggressive approach to quality and comprehensive early literacy education in grades PreK-3 is essential. This recognition of a need to focus on literacy as a central component of early childhood/primary level education is referenced in the LRSD 1998-99 Priorities within the following subsections of the specific work plan for the Division of Instruction: 11. Align school schedules, prek-12 reading curriculum, instructional strategies, materials, assessment, professional development, monitoring/coaching, and parent information/education with Strategic Plan, Revised Desegregation and Education Plan, and Smart Start. 18. Review Title I programs and services to align with the CCOE, Smart Start, Campus Leadership Plan, NSF, Strategic Plan, and Revised Desegregation and Education Plan. 21. Assess ESL program and services and develop program improvement plan with estimated budget. 22. Begin needs assessment and initial planning for implementation of Smart Start program from ADE. The apparent logical starting point for accomplishing the ambitious goal of providing, without exception, independent readers in every mainstreamed classroom by the end of 6Draft the third grade was to establish a committee to study District data and practices and to make specific recommendations for a new comprehensive, systemic reform of the prekindergarten through grade 3 language arts program. This committee has been engaged since September 1998 and has undertaken the tasks of reviewing current practices and programs, researching best practices within the reading education arena nation-wide, and recommending a broad course of actions that it believes will best facilitate the Division of Instruction Work Plan in the context of the District 1998-99 Priorities. To accomplish the tasks described above\nthe committee first identified and then completed the following action steps: 1. 2. 3. 4. 5. 6. 7. Reviewed current District curriculum and assessment practices and determined current level of implementation and overall appropriateness for achieving goal. Completed the development of the PreK-3 standards and benchmarks for reading/language arts and constructed a curriculum map to ensure alignment with the Arkansas curriculum frameworks and assessments. Reviewed the Arkansas State mandated Smart Start Initiative and identified possible gaps or discrepancies between the Initiative components and the District curricular focus. Identified all supplemental reading programs currently in use in the Districts primary-level classrooms and noted compatibility with the goal, the District curriculum, and the Smart Start Initiative\nalso determined whether supplemental efforts strengthened or hindered continuity of effort in relation to achievement of the goal. Compared District student performance to statewide student performance for the purpose of creating a context for District benchmarking. K-3 curriculum maps were reviewed to ensure close alignment of District curriculum and the Arkansas curriculum frameworks. Drew conclusions about effectiveness of current District efforts and summarized key components of best practice efforts in early reading education nationwide. Identified and mapped literacy components of all related initiatives, programs, and practices to ensure PreK-3 reading/language arts programming congruence and coherence. 7Draft 8. Recommended key programmatic components essential to timely realization of the initial goal that by the completion of the third grade all students will be reading independently and will show understanding of words on a page. 9. Recommended key resources and necessary collaborations. Early Literacy Core Committee Members: Pat Price, Early Childhood Gene Parker, Reading Judy Milam, Reading Kris Huffman, Reading Judy Teeter, Reading Tish Henslee, Early Childhood - University of Arkansas at Little Rock Melissa Guldin, Office of Desegregation Monitoring Ann Freeman, Smart Start Patty Kohler, Division of Exceptional Children Involvement and Communication Significant levels of staff, parent, and community involvement have already occurred during the past three years on the issue of PreK-3 literacy. The development of the Strategic Plan, the Reading Summit involving about 150 people two years ago, and the involvement on the Work Team that wrote the initial recommendations for Section 5.2 in the Revised Desegregation and Education Plan all informed the design of this PreK-3 Literacy Plan. The public was kept informed of these planning initiatives through public information sessions and the cable television channel. Additional activities will occur to update everyone. Following administrative review of the committee recommendations and proposed budget, the committee shall begin a series of information sessions further to inform principals, teachers, other staff, parents, and community about the proposed changes and to solicit their input on the final design. Once the review and input process has been completed and the committee has had an opportunity to revise their original draft, then the full proposal will be presented to the Board of Education for their review and for approval of the proposed budget. Needs Assessment Data Analysis (Effectiveness) According to an analysis of data conducted by the Department of Planning, Research, and Evaluation, unacceptable percentages of students across the District are performing at the 8Draft Below Basic level on the Arkansas criterion-referenced tests, and far too few students are performing at the Proficient or Advanced levels. These data are one indication that current practices are not as effective as they must be to achieve District goals relating to student achievement. Arkansas Criterion-Referenced Tests Grade 4 Benchmark Examination Literacy Summary Report, Spring 1998 LRSD District 42% Below Basic 28% Basic 28% Proficient 2% Advanced Region 34% Below Basic 29% Basic 34% Proficient 2% Advanced State 33% Below Basic 30% Basic 35% Proficient 2% Advanced An area of concern is that 48 percent of grade 4 males performed at the Below Basic level, compared to 35 percent of females. Fifty-three percent of Aftican American grade 4 students performed at the Below Basic level, compared to 20 percent of white students. These gaps are, of course, unacceptable and are indicators that current practice is not effective. SAT9, Grade 3 Reading (Stanford Achievement Test) Data from the Fall 1998 administration of the grade 3 SAT9 confirm that too many students are not learning how to read well by grade 3. SAT9 reports student performance in four categories or levels:  Level 1 indicates little or no mastery of fundamental knowledge and skills (roughly equating to the Below Basic level on the state tests).  Level 2 denotes partial mastery of the knowledge and skills that are fundamental for satisfactory work (roughly equating to Basic level on the state tests).  Level 3 represents solid academic performance, indicating that students are prepared for the next grade (roughly equating to Proficient level on the state tests).  Level 4 signifies performance beyond grade level mastery (roughly equating to Advanced level on the state tests). LRSD posted the following percentages at each level of performance on the grade 3 reading subtest of the SAT9 in fall 1998: 9Draft Subtests Total Reading Word Study Skills_____ Reading Vocabulary Reading Comprehension Language Spelling Listening % in Level 1 23 19 20 31 22 15 13 % in Level 2 43 46 38 39 40 39 45 % in Level 3 28 22 31 23 30 28 il % in Level 4 7 13 11 7 8 18 10 The grade 3 Reading Comprehension subtest of SAT9 is most like the Arkansas reading test in terms of difficulty. In both cases only approximately 30 percent of LRSD students performed at the Proficient or Advanced levels, again indicating that far too few students are becoming good readers by grade 3. Implications for Social Promotion The issue of social promotion is a concern throughout the country and in Arkansas. Social promotion is the long-standing practice of administrative placement of overage students at the next grade level even though the student is most likely not academically prepared to be successful at that next grade level. Citizens all over the country are calling for an end to this practice, and LRSD must respond to that call. To do so, however, without changes in programs, practices, and opportunities to learn, the District would simply be punishing the under-prepared, overage student. In the early grades, failure to achieve grade-level expectations in reading is the primary reason for retention, (p. 267, Preventing Reading Difficulties in Young Children, National Research Council, 1998) This PreK-3 Literacy Plan, therefore, includes provisions for the following:  Changes in curriculum through the newly developed local academic content standards and grade-level benchmarks\n Changes in instruction through the adoption of research-based instructional strategies and professional development programs\n Changes in assessment through the addition of research-based assessment strategies af kindergarten and grade 1 designed to both diagnose reading difficulties and to assess progress at the student, school, and District levels\n Early interventions for students at risk of not learning to read through the HIPPY program changes, pre-kindergarten program, ESL program, and an emphasis on the reading clinic at grade 1, followed by summer school for K-1 students who are not performing at grade level.  Changes in the Districts promotion and retention policy that would end social promotion for LRSD students, starting with grade 1 in 1999-2000. 10Draft Alignment and Coherence (Efficiency) There are several quality management needs that are addressed in this plan. The first relates to what W. Edward Deming called constancy of purpose. For instance, it is difficult to describe or to assess the effectiveness of the current LRSD prek-3 curriculum since what is taught differs not only from school to school, but from teacher to teacher in the same school teaching the same grade level. Such fragmentation and lack of defined curriculum are especially harmful to low-performing, mobile children. Every time the family moves, the young child not only has to adjust to a new enviroiunent, a new school, a new teacher or teachers, and new peers, but also, in many cases, a totally different curriculum and approach to instruction. About the time he/she begins to be comfortable, the family may move again, and the confusion returns to the extent that the child may feel that school and confusion are one and the same. These events tend to de-motivate the student to learn and to lessen his/her sense of efficacy-belief that he/she can learn. The LRSD Board of Directors approved new Reading/Language Arts Standards for grades kindergarten through grade six in April 1998. Additional work has been done on these standards to ensure that they are precisely aligned with the revised Arkansas Curriculum Frameworks and with the intent of the new statewide Smart Start Initiative. Also, specific grade-level benchmarks have been developed in reading/language arts, mathematics, science, and social studies so that teachers, students, and parents may be as clear as possible about what it is that students are expected to know and be able to do. These grade level benchmarks will serve as the basis for designing quarterly criterion- referenced tests to be used to check individual student progress in relation to achievement of each grade level standard. Secondly, there is in several schools a proliferation of disparate programs, and both reviews of those lists and interviews with the principal and teachers of those schools reveal many times a lack of understanding of how the many programs fit together (lack of coherence) and/or what problems they are intended to solve (lack of alignment). The LRSD Title I plan filed with the Arkansas Department of Education, for example, reveals this problem of lack of constancy of purpose with its long list of Title I programs by school. Many different supplemental programs/philosophies are being used in the elementary schools. Three of these are technology programs: Jostens, New Century, and the Computer Curriculum Corporation Program. The remaining reading and/or language arts programs/methods include the following: Reading Recovery, ELLA, Success for All, Accelerated Reader, Open Court, Shurley Method, Metra Phonics Program, Carbo Reading Styles, McRat,, Writing to Read, Companion Reading, Writing to Write, SRA Labs, High Action Reading Program, Discovery Phonics, Junior Great Books, Reading Is Fundamental, DISTAR, and HOSTS. The duration of implementation of these programs varies from one semester to one to four years per school. 11Draft As many as eight supplemental reading/language arts programs have been implemented at the same time in some schools. For example, four elementary schools are implementing one program, ten schools are implementing two programs, ten schools are implementing three programs, three schools are implementing four programs, four schools are implementing five programs, three schools are implementing six programs, and one school is implementing eight. The program descriptions for the most popular programs are as follows: Jostens, New Century, and Computer Curriculum Corporation fCCC). These systems are computer-based instruction programs. All three are integrated learning systems that provide lessons, practice, and assessment in reading, language arts, and mathematics. A management system for each one provides individualized instruction for students along with a reporting system on student progress. Jostens and CCC include lessons for grades K-6. New Century is appropriate for grades 3-6. Reading Recovery. This intensive early-intervention literacy program features the following: 1. 2. 3. 4. 5. 6. One to one tutoring program Individualized instruction Specially trained teachers. Literacy support groups Home/school reading connection Ongoing assessment. Early Literacy Learning in Arkansas (ELLA). This is a three-year staff development process designed to assist teachers in grades K-2 in implementing instructional techniques which support emergent learners. The content of the staff development consists of the following: 1. 2. 3. 4. 5. 6. 7. 8. 9. A balanced literacy program Planning appropriate reading/writing instruction Reading process Writing development and instruction Writing/encoding Phonemic awareness Letter discrimination/recognition Letter/sound relationship Recognizing high frequency words 10. Decoding/word attack skills/word analysis 11. Vocabulary development 12. Comprehension strategies 13. Classroom management and organization 14. Parent involvement 15. Authentic assessment/standardized test. 12Draft Success for All. This program restructures elementary schools to make certain every child learns to read in the early grades. It provides specific curricula and instructional strategies for teaching reading. Primary features are as follows\n1. 2. 3. 4. 5. School-wide reading curriculum Cooperative learning Grouping by reading level (reviewed by assessment every 8 weeks) Tutoring for students in need of extra assistance Family support team Accelerated Reader. This individualized program allows each student to move at his or her own pace and level of ability. This programs strength is the development of fluency/automaticity and the improvement of comprehension skills. Parental involvement is crucial to the success of this program. Primary features are as follows: 1. 2. 3. 4. Students choice of books from a list of carefully selected books Individualized reading that allow students to move at his or her own pace Computerized tests that measures student comprehension Parental Involvement. Open Court. This phonics program centers on student drill, using a wall sound card chart. Shurlev Method. This program is a way of teaching grammar that gives students a chance to remember rules and definitions through jingles. Metra Phonics Program. This phonics program uses student drills and worksheets and reading exercises. Direct Instruction. This program includes teacher development and carefully organized reading sequences. Through teacher training and in- class coaching, teachers in the lower grades learn to present highly interactive lessons to small groups. Primary features are as follows: 1. Field-tested reading, language arts, and mathematics curricula 2. Highly scripted instructional strategies 3. Extensive training. 13Draft Carbo Reading Styles. This program is designed to increase literacy by matching reading instruction to the students preferred style of reading. Primary features include the following: 1. 2. 3. 4. Teachers diagnosing students strengths and accommodating them with a range of effective reading strategies Carbo Recorded - Book method Comfortable, relaxed settings Individual and small group work. HOSTS (Help One Student to Succeed). This structured mentoring program in language arts/reading, mathematics, and Spanish language arts ' is an instructional strategy that is tailored to a states, districts, and schools language arts/reading objectives and philosophies. Primary features are as follows: 1. 2. 3. Database and software programs aligned with the school and districts curriculum Students matched with trained parents, businesses, community volunteer mentors, who work to strengthen students reading, writing, vocabulary development, study skills, and higher- order thinking skills Mentors provide role models of successful people who motivate, support, and provide individual student attention. McRat. This two-year staff development process helps teachers infuse higher-order thinking, multicultural concepts, and performance-based assessment into the existing curriculum. The content of the staff development consists of the following: 1. 2. 3. 4. Instruction focused on four higher-order thinking skills analysis, comparison, inference, and evaluation that students can use in all academic subjects and transfer to practical life situations, Reading and writing skills and strategies that are taught through real reading and writing experiences. Assessment involving performance-based techniques with emphasis on pre- and post-writing assignments. Portfolios used as systematic organized collections of evidence to monitor student growth in skill development. 14Draft Effective Literacy for Grades 2-4. This program is an additional program/philosophy connected with Smart Start and is being pursued by some elementary schools. This program features a two-year staff development process designed to train teachers in instructional techniques which help students become fluent readers and writers. The content of the staff development consists of the following components: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. A balanced literacy program Planning appropriate reading/writing instruction based on assessment and evaluation Reading process Phonetic skills and strategies Recognizing high frequency words Decoding/word attack skills/word analysis Vocabulary development Comprehension skills and strategies Independent reading and writing Classroom management and organization Assessment Parental involvement. Thirdly, there is currently a lack of alignment in the design of the general education and Title I programs with each other or with the States curriculum frameworks and its new Smart Start initiative or with what is tested. In a curriculum mapping activity early in 1998-99, the staff found major gaps in what had previously been established as the Districts curriculum standards and what was actually being tested on the Stanford Achievement Test (SAT9) or the States criterion-referenced tests that are aligned with State academic standards. An obvious conclusion is that it is entirely possible that a major reason for some schools low performance is that they are not exposing the children to the curriculum on which tests are based. Past implementation of District curriculum, in summary, has been inconsistent from school to school due to a variety of factors. These include time allotted to reading/language arts instruction, pull-out programs, lack of comprehensive teacher training, lack of staff to monitor and assist all schools, incompatible supplemental programs, lack of consistent use of district-adopted reading program, lack of cohesive ongoing assessment, and lack of sufficient funding aimed at achieving continuity of effort from grade level to grade level within each school and from school to school within the district. Additional curriculum coordination is needed to ensure continuity of effort and appropriate transition from experiential learning to skill acquisition among pre-k, k, and primary level literacy education efforts across the District. 15Draft Professional Community Research on what works in school restructuring finds that successful and effective schools are those with several identifiable characteristics, including strong professional learning communities. Such schools have a staff who, due to their shared beliefs about student learning and their shared commitment to improvement, engage in ongoing professional development. Their learning is embedded in their work and is totally focused on improvement of every childs academic performance. It will take the form of team meetings where teachers collaboratively plan lessons and thematic units, where they learn and practice effective teaching strategies, and where they collaboratively write and administer assessments and then evaluate student work in the team, not privately. If observing a professional community, one would expect to see ongoing action research, data analysis, discussions of individual and group performance of students, inquiry, reflection, and rich dialogue. In speaking with LRSD principals and teachers, one would find inconsistent evidence of these activities. It is not surprising, therefore, to learn that at least some of the staff do not understand why the school has in place the programs that it has. There is in those schools a lack of opportunities for professional development, lack of research on what works, lack of a theory base, lack of data analysis and program evaluation, and lack of structures and organization that facilitate and make the time for teachers to engage in the very activities that would enhance student achievement. Support for Students Quality management principles insist that processes and procedures should be examined on an ongoing basis so that if students are failing to learn at an acceptable level, then adjustments and modifications must be made immediately to prevent as much failure at the end of the year as possible. End-of-year inspectionstest administrationsare too expensive and too late to modify the practices that led to the failure to start with, and so the cycle begins again with another group of children, many of whom will also fail. Although teachers currently assess on an ongoing basis as a part of their day-to-day work, these assessments do not necessarily lead to changes in school or teacher practices at all or in any change in what the student is experiencing. In other words, those frequent assessments are used more frequently to label students than they are to inform teacher practice, and then at the end of the school year, the school declares many students to be failures. The Arkansas criterion-referenced examinations are administered near the end of the year and only to grade 4 at the elementary level. If schools wait until grade 4 to identify a low-performing student, then the problem is almost beyond solution. SAT9 examinations are administered in the fall, but by the time teachers receive the data and have opportunities to conduct analyses, they are well into the school year and routines/ programs are already set. Students may have already failed one or two quarters, and the results at this point are not very helpful in diagnosing individual student needs. 16Draft At the end of the year there are cunently only three options for a failing K-3 student: to be retained in grade\nto attend summer school to earn promotion\nor to be promoted to the next grade without requisite knowledge and skills to be successful at that level. Only a few elementary schools are currently using their funds for extended day programs, and there does not appear even in some of these a well-designed or articulated program. Clearly, then, the District must put into place the structures and practices that predict student success and prevent failure to every extent possible. In addition, there must be processes in every school to identify as early as possible any learning difficulties, to make immediate adjustments and modifications in instruction, and to provide extended time to learn through pre-school programs and during the school year. Conclusions In terms of quality management, then, the District has reviewed its processes and identified several challenging needs:  improve student achievement and end the practice of social promotion  ensure curriculum/instruction alignment and coherence  provide research-based curriculum and instruction  provide professional development for administrators, teachers, and other staff and create professional learning communities in each school  improve assessment practices and the use of data  provide appropriate prevention and intervention programs to support student success  improve communication with and involvement of parents/guardians. Review of Research This plan reflects the very latest research available on early childhood education, emergent literacy, and the prevention of reading difficulties. Academic success, as defined by high school graduation, can be predicted with reasonable accuracy by knowing someones reading skill at the end of grade 3. (p. 31, National Research Council, 1998) The following are common characteristics that make a practice a best practice (from Best Practice: New Standards for Teaching and Learning in Americas Schools by Steven Zemelman, Harvey Daniels, and Arthur Hyde, 1998, Heinemann). These are the underlying threads that tie together any successful effort in teaching reading and language arts, and the committee endeavored to ensure that each was included in the program design for the PreK-3 Literacy Program. 17Draft 1. 2. 3. 4. 5. 6. 7. 8. 9. Reading means getting meaning from print. Reading is a process. Hearing books read aloud is the beginning of learning to read. Beginning reading instruction should provide children with many opportunities to interact with print. Reading is the best practice for learning to read. An effective reading program exposes students to a wide and rich array of print and goes beyond the use of the basal. Choice is an integral part of literate behavior. Teachers should model reading. Effective teachers of reading help children actively use reading and writing as tools for learning. 10. Children learn reading best in a low-risk environment. 11. Young children should have well-structured instruction in phonics. However, phonics is not a subject in itself, but rather a tool. 12. Teachers should provide daily opportunities for children to share and discuss what they have been reading and writing. 13. In an effective reading program, students spend less time completing workbooks and skill sheets. 14. Writing experiences are provided at all grade levels. 15. Reading assessment should match classroom practice. 16. Schools that are effective in teaching reading have an ethos that supports readini g- .. .the performance of kindergartners on tests of phonological awareness is a strong predictor of their future reading achievement, (p. 54, Preventing Reading Difficulties in Young Children. National Research Council, 1998) ... the arguments for including spelling instruction as a major component of the reading program are strong. Learning about spelling reinforces childrens knowledge about common letter sequences. It also reinforces their knowledge about spelling-sound relationships and may help children become aware of word parts. Because of this, spelling practice enhances reading proficiency, (p. 103, Beginning to Read: Thinking and Learning About Print by Marilyn Jager Adams) 18Draft According to research and analysis of the 1994 National Assessment of Education Progress results on the grade 4 reading examination (Teaching for High Standards: What Policymakers Need to Know and Be Able To Do by Linda Darling Hammond and Deborah Loewenberg Ball, 1997, in Implementing Academic Standards, p. D-7), there are several teacher characteristics that are highly correlated with student success in reading: 1. 2. 3. 4. 5. Teachers having coursework in literature-based instruction Teachers having coursework in integrated approaches to teaching language arts and reading Teachers having coursework in phonics Teachers having coursework in study strategies Teachers having coursework in motivational strategies. Zemelman, Daniels, and Hyde also have synthesized the research on best practice in teaching writing. The exemplary writing activities are as follows: 1. 2. 3. 4. 5. 6. 7. 8. 9. All children can and should write. Teachers must help students find real purposes to write. Students need to take ownership and responsibility. Effective writing programs involve the complete writing process. Teachers can help students get started. Teachers help students draft and revise. Grammar and mechanics are best learned in the context of actual writing. Students need real audiences and a classroom context of shared learning. Writing should extend throughout the curriculum. 10. Effective teachers use evaluation constructively and efficiently. ... for young or uncertain readers, the potential contribution of writing to reading runs deeper than any concern of form or style. In particular, as children become authors, as they struggle to express, refine, and reach audiences through their own writing, they actively come to grips with the most important reading insights of all. (p. 104. Beginning to Read: Thinking and Learning About Print by Marilyn Jager Adams) 19Plan Goals Draft The Superintendent and the staff of the Little Rock School District propose this PreK-3 Literacy Plan to achieve the following goals: 1. 2. 3. 4. 5. 6. To end the practice of social promotion (administrative placement of students to the next grade) in the Little Rock School District. To put into place at grades prek-3 (and then to phase in at higher grades) the curriculum, instruction, and assessments, plus necessary supports for students so that increasing percentages of children meet the rigorous academic standards established by the State of Arkansas and the Little Rock School District. To ensure that by the completion of the third grade all students will be reading independently and will show understanding of words on a page. To improve student achievement in reading, writing, speaking, listening, and thinking as measured by norm- and criterion-referenced tests determined by the State of Arkansas and the Little Rock School District. To prevent, to the extent possible, the need for special education and 504 referrals and services for reading disabilities. To improve communication with and the involvement of parents of PreK-3 children, including those who speak a language other than English. 1. To meet the obligations and commitments made to the community in the Districts Strategic Plan and Revised Desegregation and Education Plan and to align with the States Smart Start Initiative. 8. To improve, over time, the overall academic success and graduation rates of students in the Little Rock School District. Effective early reading instruction is crucial to all children. All children must learn to read so that they can read to learn. Since all future learning is predicated on the ability to read, every child requires the best possible foundation in reading, (p. 2, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) 20Draft PreK-3 Literacy Program Design Many of the ingredients for success are already in place at the District level. The new reading/language arts standards and benchmarks are based on the best thinking within the discipline and are aligned with state and national reading education entities. These standards call for rigorous learning experiences for all students that are focused, comprehensive, and designed to result in maximum reader competency by not limiting students to basic skills alone. The multicultural emphasis on learning district-wide affords all students with access to meaningful and relevant learning experiences that lead to learning mastery. Many LRSD schools, as well, have already pieces of a research-based PreK-3 literacy program in place. Others do not, so the pace of full implementation for all schools will differ. Another determiner of pace will be fundinghow quickly a school can align its School Improvement Plan and Title I budgets, for instance. The PreK-3 Literacy Committee believes, after reviewing current practices in the LRSD elementary schools and after identifying the many supplemental reading programs currently in usesome of which are used in place of the District curriculum, that the bold action necessary for improvement requires a thoughtful, deliberate elimination of too much stuff. Teachers and students in PreK-3 classrooms across the District have so much to do that the real focus for learning is in many instances lost entirely or, at best, obscured. The learning goals are clear, but the challenge remains how to clear the learning path of the debris that becomes a daily obstacle for teachers trying to teach and students trying to learn. I Allowing schools to choose how to address district learning goals and district curriculum is difficult. To successfully allow such autonomy requires clear guidelines and thoughtful district/school partnerships, as well as clear understanding and singular vision about desired results. In a district the size of the LRSD, the choice made by one school can and does dramatically impact the entire district. Continuity is essential as students and staff move from school to school. Patrons across the District expect and deserve the same focus and the same quality, regardless of which school their children attend. This committee has studied the final report submitted by the Curriculum Work Group to the District on August 4, 1997, which provided direction for writing the Revised Desegregation and Education Plan. We concur with the sixteen recommendations made by that group for K-3 reading education. The following summary of key components of those recommendations conveys what we believe is most critical in PreK through grade 3 reading education to achieving the goal that by completion of grade three all students will be reading independently. An outline of program design components, including those reflected in the Curriculum Work Groups report, follows: 21Draft Organizational Changes HIPPY. The HIPPY program shall change its focus of service from four- and five-year olds to three- and four-year olds, given that almost all five- year-olds now attend kindergarten. The HIPPY program staff shall report to the Coordinator of Early Childhood Education under this plan, effective fall 1999. HIPPY is a home-based program in which parents serve as the childs first teacher. The program provides children with school readiness skills and makes reading one of many activities parents and children do together, (p. 144, Preventing Reading Difficulties in Young Children, National Research Council, 1998) Title I. The District shall restructure its Title I program and budgets in conformance with federal and state regulations to support the implementation of the PreK-3 literacy program and all childrens success in achieving the academic standards and benchmarks. Components of the restructuring shall include the following: 1. 2. 3. 4. 5. Alignment of Title I programs and services with general education and Smart Start in order to support student success in achieving the rigorous academic standards and benchmarks established by the State and LRSD. Decentralization of decision-making relating to Title I plans and budgets to principals and their Campus Leadership Teams. Embedding the Title I accountability requirements in the LRSD Quality Index. Provision for PreK-3 literacy/mathematics program evaluation under the leadership of the department of Planning, Research, and Evaluation. Establishing the following priorities for school-level Title I funding: a. b. c. d. e. f. Professional development^building the capacity of existing staff to ensure that all students learn to read by grade 3 Technology to support student success Supplemental instructional materials and supplies, especially for those at risk of failure to learn to read Extended-day interventions to support students at risk of failure Parent education and involvement Focus of programs and services on grades PreK-3 at the elementary level. 22Draft Schools are expressly discouraged from continuing to use the vast majority of their Title I funding simply to employ extra staffunless such staff are absolutely necessary for the implementation of this program, e.g., Reading Recovery, Success for All, or Direct Instruction teachers\nteachers for extended day Reading Clinics\netc. Principals wishing to transfer current Title I employees to the regular budget and programs must collaborate with the department of Human Resources to ensure compliance with the PN agreement. Montview Elementary eliminated remedial reading teachers as part of its schoolwide Title I program, directing its resources instead to professional learning.. .. Montviews results are noteworthy.. .. As a result of the schools hard work, its language arts scores exceeded those in the districts more prosperous, stable schools, (from Meeting the Reading Challenge in Low-Income Schools by Dennis Sparks, Education Week, Nov. 11, 1998) Schools are further discouraged from including travel to conferences in their Title I budgets since the District will have already provided awareness-level training in all the components of this design. Travel will be approved only for visits to exemplary schools implementing a similar design or for in-depth training and development not available in Little Rock or somewhere within the State. Lower Adult-to-Student Ratios for Reading/Language Arts Instruction. Each school is encouraged to lower adult-student ratio to a maximum of 1:15 through the use of all certified personnel in the school during reading instruction. Further, each school is encouraged to explore and identify effective ways to strengthen teacher-student and teacher-parent relationships and to ensure instructional continuity through such strategies as looping, multiage classrooms, etc. The abilities and opportunities of teachers to closely observe and facilitate the literacy learning of diverse groups of children are certainly influenced by the numbers of children they deal with, (p, 229. Preventing Reading Difficulties in Young Children. National Research Council, 1998) 23Draft Closeness in the teacher-child relationship was associated with better readiness performance. Closeness is an index of warmth and open communication in the teacher-child relationship, (p. 130, Preventing Reading Difficulties in Young Children. National Research Council. 1998) Minimized/Eliminated Pullouts. Schools must minimize or eliminate entirely pullouts from the classroom during instruction in language arts and mathematics, especially, in PreK-3. No New Programs. The District declares a moratorium on additional new  supplemental reading/language arts programs at the PreK-3 levels for at least three years or until the implementation of these changes can be both formatively and summatively evaluated to determine their effectiveness with the diversity of students in the Little Rock School District. Program Abandonment. In order for the District and each school to be successful in the implementation of these program components, many former programs and practices must be abandoned. The mobility of our students requires us to be consistent in our curriculum and instruction. The importance of coherence requires us to have a common research and theory base for the program components. Also, limitations on teacher time and energy require us to abandon some old programs and practices to make room for the new. Finally, in order to fund these new program components, both District budgets and Title I budgets must be reallocated to fund the teacher development, new teaching materials, and interventions now required. Flexible Schedules for Some Teachers. Schools are encouraged to schedule supplemental teachers differently from the traditional school day in order to fund some of the extended-day interventions that will be critical to success. For instance, instead of a Title I teacher working during regular school hours, she/he could come in at 10:00 a.m. and then work two hours at the end of the day with identified students who require extra time to learn. Waiver Application Requirements. The District provides the opportunity for schools to apply for a waiver from State and District policies, regulations, and programs, if they can demonstrate that their plan has the potential to be more effective with the students in their school. Waivers will continue as a possibility for prek-3 literacy programs. Schools must, however, address the student mobility factor in their application since a powerful reason for consistency across all the schools in the district is the importance of this consistency for mobile students. 24Draft Supplemental reading/language arts programs initiated at the school level must meet the criteria of universally accepted characteristics of best practice in reading. Curriculum and Instruction Alignment. The prek-3 LRSD language arts curriculum at each school shall be tightly aligned with the Arkansas and LRSD curriculum frameworks and the LRSD grade-level benchmarks. By combining aspects of phonics and whole language instruction, teachers can explicitly teach students the relationship between letters and sounds while increasing their comprehension skills and enthusiasm for reading by exposing them to interesting stories and real literature. In so doing, educators can actively address the major obstacles to effective readingdifficulty with the alphabetic principle, failure to acquire and use comprehension skills, and lack of motivation, (p. 5, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) Daily Schedule. All schools shall schedule and keep sacred a minimum of two and one-half hours daily for uninterrupted instruction in reading/ language arts. The following time allocations are not rigid. Rather, they are guidelines for teachers to use in planning how students should spend their timeboth to ensure that all the critical components are included and to ensure adequate time for student engagement in the activities. Twenty minutes - The teacher reads good literature aloud. The single most important activity for building the knowledge and skills eventually required for reading appears to be reading aloud to children regularly and interactively, (p. 124, Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams) Twenty minutes - Students are engaged in phonemic awareness, phonics, vocabulary-building, and word study (word sorts, word walls, word families, spelling patterns) Letter recognition skills are strong predictors of reading success, (p. 124. Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams) 25Draft Twenty minutes - Students are engaged in shared reading (teacher-guided discussions of reading, including language experience stories, big books, other literature) Children learn a great deal about both the nature and function of print through thoughtful interactions with adults, (p. 124, Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams) Thirty minutes - Students are engaged in independent reading at childs fluency level (wordless books, picture books, chapter books) Children should be given as much opportunity and encouragement as possible to practice their reading. Beyond the basics, childrens reading facility, as well as their vocabulary and conceptual growth, depends strongly on the amount of text they read. (p. 127, Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams) Twenty minutes - Students are engaged in writing (journal keeping, stories, responding to literature\nusing age-appropriate developmental spelling and drawing) Independent writing activities are a means of developing childrens deeper appreciation of the nature of text and its comprehension, (p. 126, Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams) Forty minutes - Students are engaged in guided reading instruction (small group in which teacher provides support for development of reading strategies within students zone of proximal development). The instructional level is the highest level at which the child can do satisfactory reading provided that he or she receives preparation and supervision from a teacher: errors in word recognition are not frequent, and comprehension and recall are satisfactory, (p. 213, Preventing Reading Difficulties in Young Children, National Research Council, 1998) 26Draft To nudge the children toward new understandings about reading, we want to provide assistance so that children can rehearse the text at a level that is just above where they function on their own. (p. 29, Emerging Readers and Writers by Martha Combs, in Vygotsky in the Classroom, 1996) Throughout the day, everydayStudents are engaged in activities designed to develop and to provide practice in enhancing their communication and social skills in the classroom, in the cafeteria, in before- and after-school activities, and on the playground. Additional time in language arts is also provided in the other content areas. For example, students should read and write within the context of a thematic unit at other times during the day. ... it is not only the time allocated for reading that is important. How that time is spent is also important. Low achievers generally are given less classroom time to read text than their higher achieving peers. When low achievers are asked to read, the reading tends to be oral, round-robin style, with the consequence that they read far fewer words, stories and books, (p. 118, Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams) Limited-English Proficient Students. The District shall restructure its programs and services for limited-English proficient students in grades PreK-3 to align with this program design and to address the recommendations of the Office of Civil Rights as a result of their compliance review in April 1999. Many studies support the notion of a balanced literacy program as appropriate for students whose first language is not English, that is, programs that provide a balance of explicit instruction and student- directed activities that incorporate aspects of both traditional and meaning-based curricula, (p. 25. Building a Knowledge Base in Reading by Jane Braunger and Jan Lewis, 1998) Special Education and 504 Students. The diverse needs of special education and Section 504 children are included in this design, and the successful implementation of this plan is expected to reduce the numbers and percentages of children referred for special education or 504 programs and services relating to reading disabilities. 27Draft Early Literacy Learning (ELLA). The centerpiece of the K-2 literacy program shall be Early Literacy Learning in Arkansas (ELLA), which includes a balanced literacy program, the reading process, writin\nstrategies, assessment, spelling/phonics deyelopment, classroom management strategies, and word building. g The instruction of the most effectiye teachers included attention to explicit teaching of skills, an emphasis on literature, and much reading and writing. The National Research Council synthesis also confirms that the best method for teaching children to read is coherent instruction that combines a yariety of approaches, (p. 5, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) Thematic Instruction. Thematic instruction is promoted and encouraged. Schools should proyide for professional deyelopment, materials and supplies, and collaboratiye planning time for teachers to deyelop thematic units and to design assessments. The Social Nature of Learning. Giyen that learning is a social act, each teacher must acquire the skills to facilitate cooperatiye learning and other small group strategies so that student learning is mediated not only by the teacher, but also by peers. Additionally, the school must foster social interactions between and among children and between and among children and adults at eyery reasonable opportunityin classrooms, on the playground, in the cafeteria, and in before- and after-school programs. In this light, the practice of maintaining silent cafeterias is inappropriate. ... the fact that you learn to talk by talking implies that children should simply be allowed to talk far more than they currently do in school. The school norm of silent classrooms must be abolished\nironically, when teachers enforce the standard of silence, they are in a yery real sense making learning illegal, (p. 14, Best Practice: New Standards for Teaching and Learning in Americas Schools by Steyen Zemelman, Harvey Daniels, and Arthur Hyde) 29Draft Gifted/Talented Students. The needs of gifted/talented students are also included in this design. The ongoing assessment of student performance and the regrouping of students for instruction shall enable advanced students to continue their own growth in all areas of the language arts. Each school is expected not only to decrease the percent of students performing at the lower levels, but also dramatically to increase the percent of students performing at the \"Proficient and Advanced levels. Frequent Assessment and Regrouping for Instruction. Each school is encouraged to create a schedule to facilitate necessary changes and to design a grouping/re-grouping strategy, such as the regrouping strategies employed in Success for All or the modified Joplin plan to customize/ personalize guided reading activities. Tracking of students is unacceptable practice in the Little Rock School District, but short-term, flexible grouping based on individual student needs is a research-based, effective instructional strategy. Heterogeneous cooperative learning groups are strongly encouraged in all subject areas. Some research has found that long-term grouping of students by achievement or ability level is less effective than more flexible grouping based on specific, current skills of students. Such flexible grouping arrangements require that problem readers be monitored frequently on critical reading indicators, so that groups and instruction can be adjusted to their current needs, (p. 5, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) Phonemic Awareness. All kindergarten teachers shall receive professional development to teach Animated Literacy, an effective, research-based phonemic awareness component that is compatible with the planned overall reading/language arts program. Training for teachers and the necessary instructional materials for this intervention may be funded through the schools Title I budget. As schools acquire technology, there are a number of software systems that would also achieve this goal that the Campus Leadership Team may wish to consider. There are basic skills all students must acquire to read effectively. These skills include phonemic awareness, decoding strategies, vocabulary development, and comprehension strategies, (p. 2, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) 28Draft Young children should engage in reading and writing experiences that integrate language and action in a social context. It is in the social context of literacy activity that children are able to interpret their literacy experiences and internalize knowledge about reading and writing, (p. 26, Emerging Readers and Writers by Martha Combs in Vygotskv in the Classroom. 1996) Role of the Librarv/Media Center. Each school shall ensure students easy and frequent access (no fewer than one to two visits weekly) to the library/media center, and all students shall be encouraged through schoolwide strategies to read as many books as possible for pleasure. Summer, winter-break, and spring break reading lists will be distributed to all LRSD children, beginning summer 1999. Supplementary Reading Materials. Each school shall conduct an inventory of its PreK-3 classroom reading materials. Regular budgets and Title I funds may be used to acquire additional support materials, such as classroom literature sets and other sets of books to help teachers help students meet the curriculum standards and benchmarks in ways that address the needs of individual students, particularly those students functioning below the proficiency level. Comprehensive beginning reading programs are supported by adequate resources, (p. 3, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series. 1998) Assessment/Grading/Program Evaluation Frequent, Systematic Assessment. The District, in collaboration with the schools, shall create a systematic assessment system for grades PreK-3 so that student progress can be frequently monitored and aligned with LRSD benchmarks and Arkansas criterion-referenced tests and appropriate modifications made to the instructional program. The assessment components shall include a minimum of the following: 1. 2. 3. 4. 5. Running Records, etc., grades K-1 (diagnostic/prescriptive) LRSD Phonemic Awareness Assessment - K- 1 (readiness profile) LRSD CRT - Criterion Reference Test - grades 2-3 Individual Reading Inventory, grades K - 3 (as needed basis) Student portfolios to examine growth over time, grades K-3. 30Draft Adequate progress in learning to read beyond the initial level depends on\nhaving a working understanding of how sounds are represented alphabetically\ngetting sufficient practice in reading to achieve fluency with different kinds of text\nhaving sufficient background knowledge and vocabulary to render written texts meaningful and interesting\nacquiring control over strategies for monitoring comprehension and repairing misunderstandings\nand maintaining interest and motivation to read for a variety of purposes, (p. 4, Beginning Reading Instruction: Research and Practice. The ERS Informed Educator Series, 1998) New Elementary Report Card. The District shall form a representative committee of staff and parents no later than June 1999 to redesign the elementary report card so that it reflects the standards-based approach to teaching and learning and so that it provides more accurate and specific information to parents regarding their childs progress in meeting the academic content standards of LRSD. PreK-3 Literacy Program Evaluation. In keeping with the obligations in the Revised Desegregation and Education Plan, the District shall employ with Title I funding a program evaluator, who shall annually report on the level of effectiveness of the innovations in this PreK-3 Literacy Plan. Professional Development I Teachers who teach reading must receive better training and engage in ongoing professional development in reading instruction, (p. 4, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) 31Draft Effective Literacy. Effective Literacy for grades 2-4 features a two-year staff development process designed to train teachers in instructional techniques which help students become fluent readers and writers, building on the skills developed in K-2. The content of the staff development consists of the following components: 1. 2. 3. 4. 5. 6. 7. 8. 9. A balanced literacy program Planning appropriate reading/writing instruction based on assessment and evaluation The reading process Phonetic skills and strategies Recognizing high frequency words Decoding/word attack skills/word analysis Vocabulary development Comprehension skills and strategies Independent reading and writing 10. Classroom management and organization 11. Assessment 12. Parent involvement Smart Start Professional Development. The District and each school should leverage as much as possible the professional development opportunities provided by ADE for Smart Start implementation, since the LRSD literacy plan is tightly aligned with Smart Start, which also promotes ELLA and Effective Literacy as recommended language arts programs. School-Level Professional Development. The District and each school shall create a professional development plan that reflects the standards for elementary school professional development (from the National Council for Staff Development) and which reflects the priorities in the School Improvement Plan (including the schools Title I plan), especially the implementation of ELLA. Each schools Campus Leadership Team is charged with the responsibility to create collaborative cultures to support change through activities associated with a professional learning community: (1) collegial plarming/teaming and assessment of student work\n(2) collective responsibility for results\n(3) ongoing, job-embedded learning\n(4) action research and inquiry\n(5) continuous improvement\n(6) empowerment through the activities of the Campus Leadership program. 32Draft A report published by the Consortium on Reading Excellence advocates that inservice professional development should:  include current theory and research  provide training in assessment and instruction for phonemic awareness  convey dynamic methods to teach phonics and make use of connected texts  demonstrate effective ways to teach spelling that will reinforce reading  include a diagnostic tool kit that will enable teachers to teach what children need  include whole language strategies and powerful uses of literature  provide practice with children in a clinical setting with ample opportunity for feedback and support\nand  assist teachers to effectively implement balanced literacy programs, (p. 6, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) Principal Development. The District shall design and implement a professional development program for elementary principals and other administrators that is aligned with the PreK-3 Literacy Plan components. Interventions Success for All. Schools currently implementing Success for All may continue, provided that the curriculum includes the Arkansas and LRSD academic standards and benchmarks. Student performance data should be thoroughly analyzed to determine the success of current practices, and then, if necessary, the program should be modified for improved results or abandoned. Reading Recovery. Schools implementing Reading Recovery may continue to do so with their Title I funding. Other schools may choose to redirect their Title I funding to this grade 1 intervention if the Campus Leadership Team makes this decision. 33Draft English-as-a-Second Language (ESL). English-as-a-Second Language programs and services will be provided in the four Newcomer Centers for students who are limited-English proficient. These students need similar instruction as that required for other children to learn reading/language arts, but they will also require some extended time to become proficient in English. Reading Clinic Intervention. Each school shall include in its Title I budget the funding for an after-school Reading Clinic or another researchbased intervention to prevent reading failures before the end of the school year. Although volunteer tutors can provide very valuable practice and motivational support for children learning to read, the research does not show that they are effective in providing primary reading instruction or in helping children with serious learning difficulties, (p. 4, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) Summer School. The District shall prioritize its elementary funding of summer school programs around the needs of grades k-1 students. The District shall design an intensive summer reading program patterned after the Reading Clinic approach. Early identification and intervention are vital. Some children have more difficulty learning to read than others. Therefore, effective methods for preventing and addressing these difficulties must be included in any comprehensive instructional plan. (p. 4, Beginning Reading Instruction: Research and Practice, The ERS Informed Educator Series, 1998) Parent Education/Involvement Parent-School Compacts. Each school is encouraged to identify strategies to embed the Title I mandated parent-school compact in the culture of the school and to use this vehicle as a means of improving school-to-parent communication and parent understanding of the LRSD academic standards and benchmarks and ways they can support their childs success. 34Draft Parent Education. The District shall align its parent education\n' involvement programs, including those involving Title I parents, at the PreK-3 levels with the components of this PreK-3 Literacy Plan and with the PreK-3 provisions for mathematics and science in the National Science Foundation project. Also, this component will include the Strategy 2 Action Plan activities recently approved as amendments to the Strategic Plan. Hess and Holloway (1984) identified five broad areas of family functioning that may influence reading development. They are: 1. Value placed on literacy: by reading themselves and encouraging children to read, parents can demonstrate that they value reading. 2. Press for achievement: by expressing their expectations for achievement by their children, providing reading instruction, and responding to the childrens reading initiations and interest, parents can create a press for achievement. 3. 4. 5. Availability and instrumental use of reading materials: literacy experiences are more likely to occur in homes that contain childrens books and other reading and writing materials. Reading with children: parents can read to preschoolers at bedtime or other times and can listen to schoolchildrens oral reading, providing assistance as needed. Opportunities for verbal interaction: a lower quality of verbal interaction constitutes a risk factor primarily in that it relates closely to lowered child vocabulary scores, (p. 121-122, Preventing Reading Difficulties in Young Children, National Research Council, 1998) Conclusions These recommendations are the result of extensive study, collaboration, and thoughtful deliberation over more than two years and intensively during the last seven months. They convey a practical, meaningful, and doable framework for action that can and will, if properly sanctioned, lead to realization of the goal that all LRSD students will read independently by the end of the third grade. The committee recognizes that recommendations made by well-meaning people often become unrealized hopes or dreams. We are committed to acting on these recommendations and, therefore, ask for immediate approval to begin their implementation. 35Draft We have agreed to continue to work together as a committee to oversee implementation of the recommendations. We will meet monthly to review progress and to ensure the cohesiveness of each action component. To help manage the tasks that lie ahead, we have developed a timeline which we believe should be immediately incorporated into the Division of Instructions work plan for the remainder of the school year. The timeline is attached for review, along with the proposed budget. In conclusion, to set as a goal that the District will ensure that all students are reading independently by the end of the third grade is ambitious, at the very least. Such a goal, however, is one that must be achieved, if all students are to have equitable access to an education that prepares them for productive adult lives in the twenty-first century. It is, therefore, imperative that the District provide unwavering support for the clearly focused, best-practice based, district-wide PreK-3 reading/language arts curriculum and program we believe our recommendations will provide. Such support requires dedication of all necessary resources to the effort, whether the resources are school-based or district based, district-fimded or Title I supplemental. Campus-based decision making must be based on clear district guidelines and, if necessary, policy so that all schools in the LRSD exemplify best practice in the delivery of this critically important program. 365 Timelines Activities_________________________________________ 1. Plan summer school curriculum, instructional focus, and professional development for summer 1999\nalso complete student selection process._____ 2. Identify timeline for delivery of training modules\nschedule dates, sites.___________________________ 3. Develop criteria matrix for supplemental reading programs._____________________________________ 4. Conduct awareness sessions with elementary principals and teachers on the PreK-3 Literacy Plan. 5. Write guidelines/regulations for schools to follow when scheduling at grades PreK-3._______________ 6. Write guidelines/teacher manual for two and one- half hour language arts block (make grade specific\ninclude how to/what to do/why do it/troubleshooting sections)._____________________________________ 1. Design classroom profile rubrics (make grade specific\nformat status quo to most desirable matrix). 8. Design teacher practice rubrics.________________ 9. Design criteria for materials selection (identify required materials\ndevelopment guidelines for additional materials). ______________________ 10. Complete PreK-3 standards, benchmarks, curriculum maps\npublish for teachers and parents. 11. Develop guidelines for thematic instruction. 12. Develop assessment plan.____________________ 13. Develop training modules for each component part of plan.___________________________________ 14. Write guidelines for school implementation of After-School Reading Clinics.____________________ 15. Begin module-based teacher training. 16. Order and distribute ELLA materials.________ 17. Reorganize HIPPY programs and services to be appropriate for age three and four students.________ 18. Provide to principals their projected Title I budgets, planning requirements, and other information related to the restructuring of Title I programs. Draft Date February 1999 February April April April April May May May May May May April and ongoing May June and ongoing June and July June April 37! I Draft Activities __________________________________ 19. Establish criteria for approval of Title I plans and communicate to principals and Campus Leadership Teams._______________________________________ 20. Compile lists of recommended reading for PreK- 3 students for summer\npost in businesses and libraries around the community and provide to parents._____________________ 21. Review and approve Title I plans._____________ 22. Plan and implement staff development for principals on the administration of the new plan. 23. Design, produce, and publish for fall distribution a parent brochure on the PreK-3 plan, including all components (such as Title I, Smart Start, etc.).______ 24. Redesign the PreK-3 report cards so that communication with parents is improved.__________ 25. Design the program evaluation study and set up data-collection procedures. Date May May June June June July July 381 Ji LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 July 7, 1999 TO: Melissa Guldin, ODM Monitor FROM: Pat Price, Coordinator of Early Childhood Education SUBJECT: Revised PreK-3 Literacy Plan Enclosed please find a copy of the revised PreK-3 Literacy Plan, being printed at the print shop now for distribution to the schools. if you have any questions, please do not hesitate to call. PP/adg Enclosure received Jill 1999 OfHCEOf deskresaw,MOM,TOffiXS These arePosition Paper PreK-3 Literacy Program Plan Little Rock School District June 1999 Introduction Origins for the PreK-3 Literacy Plan The proposed PreK-3 Literacy Plan outlined in this document is the culmination of extensive discussion and debate among district staff. interested parents, consulting colleagues, and concerned citizens. The discussion began with the launching of a major effort involving more than 500 community volunteers to plan strategically to make a significant difference in the learning lives of all Little Rock School district students. array of important planning This 1996 undertaking became the first of an efforts that, collectively, have charted for the District an exciting and ambitious journey into the 21^^ century. The Strategic Plan outlined a series of thoughtful actions that have already produced major new initiatives, while impacting almost every realm of current District practice, including the Districts desegregation efforts. One major issue confronting the strategic planners, as well as those involved in framing the subsequent initiatives, was literacy. Too many LRSD students enter school at risk of never learning to read and, alarmingly, the number of these students continues to increase. Illiteracy is a societal issue that has become an educational challenge that cannot be ignored or underestimated. The LRSb is committed to meeting this challenge and through research, analysis, hands-on involvement. professional development, and relentless tenacity, the District is developing an aggressive and very specific course of action, beginning with the PreK-3 Literacy Plan offered here. The plan draws on the work and scope of many initiatives, programs, and practices that are outlined below. 1Background The Strategic Plan The Little Rock School District Board of Education adopted in 1996 a new Strategic Plan, which was subsequently updated in 1998. Two of the eleven strategies directly address issues relating to student literacy. \"Strategy 2\" of that plan is as follows\nIn partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards. The Action Plan designed to achieve \"Strategy 2\" delineates the objectives and processes to define, develop, and adopt content standards, performance standards, and delivery standards and then to develop and implement professional development programs for district staff, along with strategies for parent understanding of the standards and assessments. Strategy 3\" speaks to the importance of improved student achievement: We will develop and implement a broad range of alternatives and interventions for students scoring below the percentile on standardized tests or who are at serious risk of not achieving District standards in the core curriculum. The \"Strategy 3\" Action Plans call for implementation of action steps relating to literacy development in grades PreK-3\na policy statement providing for intervention as an operative and vital part of elementary school instruction\nexpansion of Reading Recovery/Literacy Support early intervention services for K-3 students who are at risk of not developing literacy skills\n2the development of an intervention team at each school which provides systemic support including professional development for teachers which enables all children to sustain adequate yearly progress through grade 3\nand promotion of school-wide reform and ensuring access of children (from the earliest grades) to effective instructional strategies and challenging academic content. Content will include intensive complex thinking and problem-solving experiences through an integrated literature-based program. The Revised Desegregation and Education Plan In April 1998 the federal district court in Little Rock approved the District's Revised Desegregation and Education Plan. Implementation of this plan is a requisite step toward the District's attainment of Unitary Status, with the hearing on that petition anticipated in spring 2001. The Plan contains a series of commitments or obligations for the District. Section 5.2.1 relates specifically to reading/language arts at the primary level: LRSD shall implement at least the following strategies to improve the academic achievement of students in kindergarten through the third grade: a. Establish as a goal that by the completion of the third grade all students will be reading independently and show understanding of words on a page\nb. Focus teaching efforts on reading/language arts instruction by teaching science and social studies content through reading/language arts and mathematics experiences\nc. Promote thematic instruction\nd. Identify clear objectives for student mastery of all three reading cueing systems (phonics, semantics, and syntax) and of knowing-how-to-learn skills\n3e. Monitor the appropriateness of teaching/learning materials to achieving curricular objectives and the availability of such materials in all classrooms\nf. Establish uninterrupted blocks of time for reading/language arts and mathematics instruction\ng. Monitor student performance using appropriate assessment devices\nh. Provide parents/guardians with better information about their child's academic achievement in order to help facilitate the academic development of the students\ni. Provide pre-kindergarten, kindergarten, and first-grade learning readiness experiences for students who come to school without such experiences\nj. Train teachers to manage successful learning for all students in diverse, mainstreamed classrooms\nk. Use the third and/or fourth grade as a transition year from focused reading/language arts and mathematics instruction to a more traditional school day\nand I. Provide opportunities for students to perform and display their academic training in a public setting. Other relevant sections of the Revised desegregation and Education Plan to the PreK-3 Literacy Plan are as follows: 2.7 LRSd shall implement programs, policies, and/or procedures designed to improve and remediate the academic achievement of African-American students. 42.7.1 LRSD shall assess the academic programs . . . after each year in order to determine the effectiveness of the academic programs in improving African-American achievement. If this assessment reveals that a program has not and likely will not improve African-American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. 2.8 LRSD shall implement programs, policies, and/or procedures during each of the next three years designed to promote and encourage parental and community involvement and support in the operation of LRSD and the education of LRSD students. 2.12.2 LRSD shall implement policies and procedures for investigating the cause of racial disparities in programs and activities and developing remedies where appropriate. The Campus Leadership Plan The Board of Education adopted the District's Campus Leadership Plan in July 1998, providing for decentralized, school-based decision-making in some cases and shared decision-making in others. That plan includes a Quality Index based in part on indicators of academic achievement for each level of school. The Quality Index will be the accountability (collective responsibility) system for the Little Rock School District, and it will include, but go beyond, the academic indicators established by the State of Arkansas. The Arkansas Smart Start Initiative In fall 1998 the Arkansas Department of Education launched a major new reform entitled Smart Start. The aim of the K-4 component of Smart Start is to improve reading and mathematics achievement for all students in grades K-4 so that all students meet or exceed grade level requirements by grade 4. The implementation of Smart Start necessitates the coordination of the following four areas\n51. Standards - At grades K-4, they will serve as the basis for the expected levels of proficiency demanded in reading and mathematics. 2, staff Development - Focused on both teachers and administrators, all activities will promote the mission of Smart Start and emphasize topics related to subject matter content, curriculum alignment with the Frameworks, analysis of assessment results, and the utilization of technology and distance learning. 3. Student Assessment - Will be clearly aligned with the Frameworks and classroom instruction. 4. Accountability - After standards are clearly communicated, staff development activities have been made available and reliable, valid assessments have been developed and administered, schools will be held accountable for student achievement. Specific staff development programs conducted during 1998-99 included training in the use of a balanced literacy approach, utilizing the state's Early Literacy Learning in Arkansas (ELLA), Effective Literacy for Grades 2-4, and Multicultural Reading and Thinking (McRat). The Arkansas Academy for Leadership Training and School-Based AAanagement will begin a series of training sessions for principals, emphasizing proper techniques for aligning their local curriculum to state frameworks and for analyzing student assessment results. Grade 4 and Grade 8 Benchmark Exams were continued during 1998-99 and all school districts have been advised to implement additional assessment components to check student progress prior to Grade 4. Title I Another source for this K-3 Literacy Plan is the District s Title I program. This federally funded program allocates major resources to the District's elementary and middle schools for the improvement of reading and mathematics achievement so that all students \"acquire the knowledge and skills contained in the challenging State content standards and meet the 6challenging State performance standards developed for all children, federal Title I regulations include the following related purposes: The Q, Ensuring high standards for all children and aligning the efforts of States, local education agencies, and schools to help children served under this title to teach such standards, b. Providing children on enriched end accelerated educational program, including, when appropriate, the use of the arts, through school-wide programs or through additional services that increase the amount and quality of instructional time so that children c. served under this title receive at least the classroom instruction that other children receive. Promoting school-wide reform and ensuring access of children (from the earliest grades) to effective instructional strategies and challenging academic content that includes intensive complex thinking and problem-solving experiences\nd. Significantly upgrading the quality of instruction by providing staff in participating schools with substantial opportunities for professional development\ne, Coordinating services under all parts of this title with each other. with other educational services, and, to the extent feasible, with health and social service programs funded from other sources, f. Affording parents meaningful opportunities to participate in the education of their children at home and at school\ng- Improving accountability, as well as teaching and learning, by using State assessment systems designed to measure how well children served under this title are achieving challenging State student performance standards expected of all children, and h. Providing greater decision-making authority and flexibility to schools and teachers in exchange for greater responsibility for student performance. Other Special Populations The needs of students from special populations (special education, 504, limited-English proficient, gifted/talented, and all categories of so-called at-risk\" students) also informed the design of this K-3 Literacy Plan. Quality early literacy programs can do much to prevent the referral and labeling of students for special programs and services. 7Summary Sources, then, for the contents and components of the LRSd PreK-3 Literacy Plan include Strategy 2 and Strategy 3 of the LRSd Strategic Plan\nSection 5.2.1 and other relevant sections of the Revised desegregation and Education Plan\nacademic indicators in the Quality Index of the Campus Leadership Plan\nSmart Start standards, assessments, professional development, and accountability\nTitle I regulations, especially those sections addressing the purposes of Title I\nand the needs of students from various special populations. The LRSd PreK-3 Literacy Plan is carefully aligned with and in compliance with all the local, state, and federal mandates, as well as the general philosophy of these planning documents, all of which emphasize the academic success of all children. Methodology In accordance with the goals and strategies of the district s Strategic Plan, the subsequent recommendations of a Reading/Language Arts/Mathematics Work Team, and the court-approved Revised desegregation and Education Plan, the Little Rock School district has established as a goal that \"by the completion of the third grade all students will be reading independently and will show understanding of words on a page.\" district personnel recognize that to accomplish this goal an aggressive approach to quality and comprehensive early literacy education in grades PreK-3 is essential. This recognition of a need to focus on literacy as a central component of early childhood/primary level education is referenced in the LRSd 1998-99 Priorities within the following subsections of the specific work plan for the division of Instruction: 11. Align school schedules, prek-12 reading curriculum, instructional strategies, materials, assessment, professional development, monitoring/coaching, and parent information/education with Strategic Plan, Revised desegregation and Education Plan, and Smart Start. 18. Review Title I programs and services to align with the CCOE, Smart Start, Campus Leadership Plan, NSF, Strategic Plan, and Revised desegregation and Education Plan. 821, Assess ESL program and services and develop program improvement plan with estimated budget. 22, Begin needs assessment and initial planning for implementation of Smart Start program from ADE. The apparent logical starting point for accomplishing the ambitious goal of providing, without exception, independent readers in every mainstreamed classroom by the end of the third grade was to establish a committee to study District data and practices and to make specific recommendations for a new comprehensive, systemic reform of the pre-kindergarten through grade 3 language arts program. This committee has been engaged since September 1998 and has undertaken the tasks of reviewing current practices and programs, researching best practices\" within the reading education arena nation-wide, and recommending a broad course of actions that it believes will best facilitate the Division of Instruction Work Plan in the context of the District 1998-99 Priorities. To accomplish the tasks described above\nthe committee first identified and then completed the following action steps\n1. Reviewed current District curriculum and assessment practices and determined current level of implementation and overall appropriateness for achieving goal. 2. Completed the development of the PreK-3 standards and benchmarks for reading/language arts and constructed a curriculum map to ensure alignment with the Arkansas curriculum frameworks and assessments. 3. Reviewed the Arkansas State mandated Smart Start Initiative and identified possible gaps or discrepancies between the Initiative components and the District curricular focus. 94. Identified all \"supplemental\" reading programs currently in use in the district's primary-level classrooms and noted compatibility with the goal, the district curriculum, and the Smart Start Initiative\nalso determined whether supplemental efforts strengthened or hindered continuity of effort in relation to achievement of the goal. 5. Compared {District student performance to statewide student performance for the purpose of creating a context for district benchmarking. K-3 curriculum maps were reviewed to ensure close alignment of district curriculum and the Arkansas curriculum frameworks. 6. drew conclusions about effectiveness of current district efforts and summarized key components of best practice efforts in early reading education nationwide. 7. Identified and mapped literacy components of all related initiatives, programs, and practices to ensure PreK-3 reading/language arts programming congruence and coherence. 8. Recommended key programmatic components essential to timely realization of the initial goal that by the completion of the third grade all students will be reading independently and will show understanding of words on a page. 9. Recommended key resources and necessary collaborations. 10Early Literacy Core Committee Members'. Pat Price, Earl'y Childhood Gene Parker, Reading Judy Milam, Reading Kris Huffman, Reading Judy Teeter, Reading Tish Henslee, Early Childhood - University of Arkansas at Little Rock Melissa Guldin, Office of Desegregation Monitoring Ann Freeman, Smart Start Patty Kohler, Division of Exceptional Children Involvement and Communication Significant levels of staff, parent, and community involvement had already occurred during the past three years on the issue of PreK-3 literacy before the work of this specific plan. The development of the Strategic Plan, the Reading Summit involving about 150 people two years ago, and the involvement on the Work Team that wrote the initial recommendations for Section 5.2 in the Revised Desegregation and Education Plan all informed the design of this PreK-3 Literacy Plan. The public was kept informed of these planning initiatives through public information sessions and the cable television channel. Additional activities occurred during March, April, May, and early June 1999 to update everyone. Following administrative review of the committee recommendations and proposed budget, the committee began a series of information sessions further to inform principals, teachers, other staff, parents, and community about the proposed changes and to solicit their input on the final design. Copies of the draft plan were sent to every elementary principal and every PreK-3 teacher in the Little Rock School District for their review and discussion, and numerous presentations were made to various groups. The June 2-3-4 inservice focused in large part on discussions of the plan. Once the review and input process was completed and the committee had had an opportunity to revise their original draft, then the full proposal was presented to the Board of Education for their review in June 1999. 11Needs Assessment data Analysis (Effectiveness) According to an analysis of data conducted by the department of Planning, Research, and Evaluation, unacceptable percentages of students across the district are performing at the \"Below Basic\" level on the Arkansas\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_1068","title":"Little Rock School District Board","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":["1999/2000"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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C..II C D. CD .::s. Ill    SECTION J: STUDENTS Section J of the Little Rock School District contains policies, regulations, and exhibits on students - admissions, attendance, rights and responsibilities, conduct, discipline, health and welfare, and school-related activities. JE JFABB JFABB-R JJ JJ-R JJIB JJIB-R1 JJIB-R2 JLDBD JMA JMA-R JRAA Student Attendance Foreign Exchange Students Foreign Exchange Students Student Co-curricular/Extracurricular Activities Student Co-curricular/Extracurricular Activities Interscholastic Athletics/Cheerleading/Drill Team High School Interscholastic Athletics/Cheerleading/Drill Team/Pep Club Middle School Interscholastic Athletics/Cheerleading/Drill Team/Pep Club Sex and Child Offender Notification Scholarships Scholarship Program Regulation Student Discipline Records APR 5 2000    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JE STUDENT ATTENDANCE The Board of Education believes that the instructional program is the vital part of formal education and that students realize greater benefits when they attend regularly. When students are absent, they are missing an integral part of instruction that usually can not be made up outside the classroom. Thus, regular attendance will be necessary to accomplish preparation for maximum levels of achievement or full course credit. All students are required to maintain a level of attendance which will enable them to discharge their responsibility as learners and will enable the school to meet its obligations to the students. According to state law, any child five years (5) of age through seventeen years (17), on or before September 15 of the particular school year, who has not been officially excluded from school, must be in attendance at school or enrolled in a home schooling program . Adopted: September 23, 1999 Legal Reference: AC.A. ACT 570, 1999 ED T 4 1999 ufFICEOf DESEGREGATION MONITOftWQ    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JFABB FOREIGN EXCHANGE STUDENTS The Little Rock School District supports the enrollment of foreign exchange students in the District schools. The District is part of a global society and students in the District will benefit from learning about the culture and traditions of students from other countries. As the District participates in such exchanges, students in the Little Rock School District will gain a broad exposure to ideas that promote appreciation for cultural diversity, tolerance for others, and understanding of our similarities and differences. It is the policy of the Board of Education to accept the enrollment in the Little Rock School District of qualified foreign exchange students . Adopted: July 23, 1998 Cross Reference: Administrative Policy JFABB-R  APR 5 2000 LITTLE ROCK SCHOOL DISTRICT I ltlCE OF NEPN CODE: JFABB-R DESEGREG JION MO~ITORI FOREIGN EXCHANGE STUDENTS The Little Rock School District will enroll foreign exchange students subject to the following procedures: 1. The Little Rock School District will enroll foreign exchange students who petition the District through a program that is recognized by the advisory list published by the Council on Standards for International Educational Travel, supported by the National Association of Secondary School Principals. 2. Enrollment will occur only when all local, state, and national rules and regulations relative to foreign students' participation in educational exchanges have been followed. 3. The Student Assignment Office may limit the number of foreign exchange students entering a school. 4. Foreign exchange students must possess sufficient skills in English to participate fully  in the educational program of a school.  5. Foreign exchange students must be represented by a local coordinator and must have a host family at the time of registration with the Student Assignment Office. 6. No more than two (2) foreign exchange students may reside with a local coordinator of a program placing students in the District. 7. The Little Rock School District will accept the enrollment of foreign exchange students from other school districts, as long as enrollment conforms to established transfer procedures. 8. Foreign exchange students will state their intent to either receive a diploma or not at the time of enrollment in the District. Should a diploma be desired, foreign exchange students must meet all Little Rock School District graduation requirements. 9. Foreign exchange students will receive school assignments from the Student Assignment Office in accordance with established assignment policies. 10. Foreign exchange students must be registered with the Student Assignment Office no later than July 15 of the year of enrollment. Early spring enrollment is recommended so to give the school time to develop a schedule for the student and to ensure that the student has opportunities to select appropriate courses . Date: July 23, 1998 Cross Reference: Board of Education Policy JFABB    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JJIB INTERSCHOLASTIC ATHLETICS/CHEERLEADING/DRILL TEAM The Little Rock School District will provide interscholastic athletics for female and male students. Interscholastic athletics will include team and individual sports, cheerleading, drill team and pep club activities. Students electing to participate in interscholastic athletics will meet State Department of Education, Arkansas Activities Association, and District eligibility requirements . Adopted: November 18, 1999 Cross References: Revised Desegregation and Education Plan APR 5 2000 OFFICE OF DESEGREGATIO~J MONITORING Official Handbook of the Arkansas Activities Association National Federation Official High School Spirit Rule Book LRSD Senior High School Student Handbook LRSD Middle School Student Handbook    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JLDBD SEX AND CHILD OFFENDER NOTIFICATION Act 989 of 1997, Megan's Law, establishes a system of registration for convicted sex and child offenders and for community notification. After receiving information regarding a convicted offender from a local law enforcement official, the District will notify school personnel, students and their families according to State Board of Education guidelines. It is the policy of the Board of Education to notify appropriate school personnel, students and their families when information from a local law enforcement agency is provided to the District that a convicted sex or child offender has established residence in the school district. Procedures governing the notification required by Act 989 of 1997 are found in the regulations . Adopted: December 3, 1998 Legal References: Act 989 of 1997 Cross References: Administrative Regulation    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JMA SCHOLARSHIPS The Board of Education is committed to the establishment of a college scholarship program for students who graduate from District high schools after having attended a racially identifiable elementary school. The program will be maintained at least until graduation of the class that begins kindergarten during the 2000-2001 school year. The Board directs the administration to develop and implement a scholarship program consistent with the intent of the Revised Desegregation and Education Plan . Adopted: April 22, 1999   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: JRAA STUDENT DISCIPLINE RECORDS It is the policy of the Board of Education to purge student discipline records after the fifth {5th ) and eighth (8th ) grade of all offenses except weapons offenses, arson and robbery unless the District determines that to do so would not be in the best interest of the student.  Adopted: June 24, 1999    SECTION K: SCHOOL-COMMUNITY-HOME RELATIONS Section K of the Little Rock School District policy manual contains policies, regulations, and exhibits on parent and community involvement in schools. Except for policies concerning education agencies, statements on public sector relations with the school district are located in this section, too. KDA KDD KDE KF KF-R KFC KH KH-R Kl KL KLE KLG' KLG-R Public Information/School Communications Program News Media Relations Crisis Management Community Use of Facilities Community Use of Facilities Community Use of Outdoor Facilities Solicitations in Schools Solicitations in Schools Visitors to Schools elations with Governmental Authorities Relations with Youth Serving Agencies Relations with Law Enforcement Authorities Relations with Law Enforcement Authorities IVED APR 5 2000 uFflCEOF DESEGREGATION MONITORING    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KDA PUBLIC INFORMATION/SCHOOL COMMUNICATIONS PROGRAM The operation of a public school system is of public interest and concern. The Board believes that effective communications with the public is a significant element of effective district operation. The Board also believes that great benefit to students and to the total community can be achieved by supporting the public's right to be informed as fully and accurately as possible through the dissemination of information regarding the school system. Therefore, the Board has established the Communications Department as a convenient, accessible, accurate information source for the community, the media, the schools, the staff, and the public at large. The general responsibilities of the Communications Department, under the supervision of the Superintendent, in the area of public information include:  Coordinate and facilitate news media relations\n Serve as the District's respondent to media inquiries\n Publish press releases, newsletters, district calendar and other official district information\n Assist schools and other departments with public information needs\nand  Respond to information requests from parents and other community residents. Additionally, schools should communicate on a regular basis with their patrons through newsletters and other forms of communication. All publications should be appropriate for patrons in terms of editorial content and format. Adopted: February 3, 2000 ECE PR 5 200D u ICEO QESEGREGATION MONITOR! a   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KDD NEWS MEDIA RELATIONS School staff members, working with the Communications Department, will help assure a flow of information to the community. Every principal will select a school public relations coordinator who will work with the staff in the school to gather school event information and other newsworthy items. The school public relations coordinator will provide information to the Communications Department throughout the school year in order to build public understanding and support of our schools. Staff members also must consider the privacy rights of individuals and legitimate confidentiality requirements upon the school district. The Board encourages media outlets to broadcast public meetings of the Board, provided that such arrangements do not interfere with the conduct of the meeting . RECEIV R 5 2000 ufFlCE OF DESEGREGATION MONITORING  Adopted: February 3, 2000   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KDE CRISIS MANAGEMENT A school crisis, resulting from many different causes, may occur at any time. The Board believes that it is essential that a Crisis Communications Plan be prepared and updated prior to such an occurrence in order for school and district officials to respond more effectively to a crisis. The Communications Department will update the Crisis Communications Plan annually. The Director of Communications will act as spokesperson during a crisis situation. The Director will maintain a list of media contacts and fact sheets about the District and schools for use in the event of a crisis. Local response agencies shall be contacted immediately after a crisis occurs. A list of key groups requiring immediate contact should be maintained in the Crisis Communications Plan. Information should be provided to the public as soon as verified facts are available. At all times the District should consider the public's right to be informed and to ensure accurate information is disseminated. RECE IE APR 5 2000 OFFICE OF DESEGREGATION MONITORING  Adopted: February 3, 2000   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KF COMMUNITY USE OF FACILITIES The Board of Education acknowledges that its properties are provided with public funds and allows use of its facilities by groups who are committed to providing services to the community. Individuals, organizations, and associations may receive permission to use school facilities for educational, recreational, social, civic, cultural, and philanthropic purposes as long as the use does not interfere with the regular program and activities of the schools. Adopted: August 26, 1999 ECEIVE SEP 3 1999 OFFICE OF DESEGREGATION MONITORING  Cross Reference: Administrative Regulation KF-R   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KFC COMMUNITY USE OF OUTDOOR FACILITIES The Board of Education acknowledges that its properties and adjacent grounds are provided with public funds and allows the use of its outdoor facilities by organizations that promote health, fitness, and recreation for the youth of the community. Individuals, organizations, and associations may receive permission to use outdoor facilities for educational, recreational, social, civic, cultural, and philanthropic purposes as long as the use does not interfere with the regular program and activities of the schools . SEP 3 1999 Adopted: August 26, 1999  Cross Reference: Administrative Regulation KF - R   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KH SOLICITATIONS IN SCHOOLS It is the policy of the Board of Education to prohibit any solicitation or advertisement that exploits student and staff members, whether by advertising or otherwise promoting products or services, soliciting funds or information, distributing political materials, or securing participation in non-school related activities and functions. At the same time, schools should inform and assist students to learn about programs, activities or information that may be of help or service to them. To attempt a fair balance, guidelines regarding solicitations in the schools are provided in the administrative regulation, KH-R. IV SEP 3 1999 OFFICE Of DESEGREGATION MONITORING  Adopted: August 26, 1999   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KH-R SOLICITATIONS IN THE SCHOOLS The following guidelines will serve as the regulations for the implementation of Board policy KH, solicitations in the schools. Permission to post bulletins will be approved by the principals if they announce a program or service for youth by a nonprofit local agency. All others will require the specific annual approval of the superintendent or a designee. With the exception of United Way, fund-raising activities in schools will not be sanctioned. This does not include PTA or school organizations' activities for fund raising. Direct sales by outside vendors to students and staff members in schools are prohibited. School offices may provide lists of vendors carrying certain items (e.g., P. E. suits) or the school may charge for miscellaneous items (e.g., pens, pencils, school Tshirts) or permit student organizations to sell products on a controlled basis . No employee of the district is permitted to use his/her position to solicit students or parents for projects, which involve expenditure of money for goods, or services for which the employee receives remuneration. Time at school must not be jeopardized by propaganda or advertising contest, by ticket sales or items not connected with the school program. SEP 3 1999 ufflCt Ot DESEGREGATION MONITOR/NG  Date: August 26, 1999    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: Kl VISITORS TO SCHOOLS The Board of Education encourages visits to schools by parents and community members. In consideration of safety issues, visitors are required to register at the school office. Parents or citizens who wish to observe a classroom while school is in session are urged to arrange such visits in advance with the teacher so that class disruptions may be kept to a minimum. Principals have the authority to refuse entry onto to school grounds or buildings to persons who do not have legitimate business at the school and to require any unauthorized person or persons engaging in unacceptable conduct to leave the school premises . Adopted: August 26, 1999 Cross Reference: Administrative Regulation KI-R Board Policy IKACA D SEP 3 1999 OFFICE OF DESEGREGATION MONITORING   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KL RELATIONS WITH GOVERNMENTAL AUTHORITIES The Board of Education is committed to a productive, harmonious working relationship with other elected officials of local, state, and national governments. The Board will meet regularly with the Mayor and the Board of Directors of the City of Little Rock to coordinate services to the citizens of Little Rock and to plan collaboratively for solutions to issues facing both Boards. The Board will work cooperatively with the Governor and members of the Arkansas Legislature to discuss issues and recommend or support legislation that will improve educational quality and the quality of life for the students and families of the Little Rock School District. The Board will communicate with Arkansas' congressional delegation and their staffs to share concerns and suggest remedies to national educational issues affecting the students and families of the Little Rock School District. Adopted: August 26, 1999 E SEP 3 1999 utflCE OF QESEGREGATION MONITORING  Cross Reference: Board Policy BJ   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KLE RELATIONS WITH YOUTH SERVING AGENCIES Cooperation with state and local youth serving agencies is necessary to ensure that provisions are made for the planning and coordination of health care issues, custodial care of students, and the reporting/referral of suspected abuse and neglect of children served by the Little Rock School District. Relationships between health care agencies and the District will center on the provision of health information, referral, and follow-up to ensure that all students' physical and emotional health needs are being met. Relationships with youth serving agencies will focus on the appropriate sharing of information and referral so that the responsibility of district personnel designated as a \"mandated reporter\" under the law is fully discharged . IV D SEP 3 1999 . ufFICE OF uE SEGREGATION MONITORING Adopted: August 26, 1999 Legal Reference: Act 1208 of 1991  Cross Reference: Policy JHG   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: KLG RELATIONS WITH LAW ENFORCEMENT AUTHORITIES The Board of Education believes that cooperation with law enforcement agencies is essential for the protection of students, for maintaining a safe environment in the District schools and for safeguarding school property. Relationships between the schools and officials of law enforcement agencies in investigative matters concerning pupils will take into consideration the respective roles of the schools and law enforcement agencies in assisting and protecting the interests of the community and ensuring the rights of all concerned. The Board also recognizes the potential enrichment that law enforcement agencies can make in the educational program and believes that through cooperative programs with the schools, students may develop healthy attitudes towards law enforcement agencies and personnel. Adopted: August 26, 1999 SEP 3 1999 OlflCEOF DESEGREGATION MONITORING  Cross Reference: Board Policy JLDBD DATE: TO: FROM: PREPARED BY: RE: Background LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 July 25, 2002 Board of Education Dr. T. Kenneth James, Superintendent Dr. Bonnie Lesley, Associate Superintendent for Instruction Linda Austin, Director of Planning and Development Danny Fletcher, Director of Fine Arts U.S. Department of Education Proposal: Professional Development for Music Educators Program The U. S. Department of Education released a request for proposals for the Professional Development for Music Educators Program. The purpose of the program is to fund the implementation of high-quality professional development programs designed for music teachers that focus on the development, enhancement, or expansion of standards-based music education programs. Grant awards assist local educational agencies, in partnership with entities that have extensive content expertise, to develop, document, evaluate, and disseminate innovative, cohesive models of professional development. The District's application will include the 17 eligible elementary schools: Mitchell, Stephens, Baseline, Franklin, Watson, Chicot, Wilson, Rightsell, Wakefield, Cloverdale, Woodruff, Mabelvale, Fair Park, Geyer Springs, Brady, Meadowcliff and Bale. Only schools where 75 percent or more of the children served are from low-income families may receive services under this program. The District has partnered with the University of Arkansas at Little Rock Department of Music, the American Orff-Schulwerk Association, and Music Workshops, Ltd. - World Music Drumming. The deadline for submission is July 19, 2002. Fiscal Impact The total three-year award request will be $1 ,200,000. The requested funds are primarily targeted for the implementation of the intensive ongoing professional development plan. Funds have been requested to enable the District to establish partnerships with outside organizations with the expertise needed to support program implementation. Local match is not required. Recommendation The staff requests approval for the submission of this grant. TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education T. Kenneth James, Superintendent of Schools PREPARED BY: ~onnie A. Lesley, Associate Superintendent for Instruction DATE: July 25, 2002 SUBJECT: Proposed Revision of ID-R: School Schedules Background The current regulations for Policy ID on the school day only address high school issues. Although several instructional time requirements are in practice, they are not currently written down in policy, regulations, or administrative directives. These proposed additions (the sections that are underlined) to the regulations in ID-R formalize those requirements and can, then, be more easily accessed by staff, students, and parents as questions arise. Fiscal Impact None. No new requirements are proposed-just a formalization of current practice. Recommendation That the Board of Education review and provide feedback to the staff on proposed revisions to I D-R. BAL/adg Attachment I LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ID-R STUDENT SCHEDULES Grades 9-12 Students in grades 9-12 must be enrolled for four units ( eight courses) each semester in a school with an A/B block schedule or three and one-half units (seven courses) in a school with a seven-period daily schedule. One unit may be placement in a study hall or enrollment as a student assistant/monitor. The principal is authorized to modify this requirement if there are extenuating circumstances. Extenuating circumstances include the following: 1. The student is enrolled in a concurrent program at a college or university. 2. The student is enrolled in a school-sponsored work program. 3. The student has an illness that precludes full-time enrollment. 4. The student demonstrates a hardship of needing to support self and/or family. 5. The student demonstrates other reasons acceptable to the district inclusive of legal matters. Students in grade 9 are required under Act 1748 to participate in at least one hour of physical training each week (see IMP-R). Enrollment in the required one semester of Physical Education IA as a freshman will satisfy one-half of that requirement. The other semester may be satisfied by enrollment in another semester of physical education (Physical Education IB) or through participation in approved alternative activities and a signed waiver (again, see IMP-R). Dropping/Adding Courses, Grades 9-12 According to Arkansas Accreditation Standards, a student must be enrolled in a course for at least 60 clock hours in order to receive one-half unit of credit. Students, therefore, are not permitted to change their class schedules after the tenth class day of each semester to ensure that the school is in compliance. The following exceptions to the ten-day rule ~e permitted, but only with the high school principal's permission: l. The student is changing from one teacher's class to another teaching the same course. 2. The student is changing from one level of a course to another, such as from the regular level to the Pre-AP level or from Pre-AP to the regular level. 3. The student is exiting an ESL adapted course in order to move into a mainstreamed equivalent course. 4. The student is dropping a course in order to enroll in a study hall or other noncredit period (only one such period is allowed in any one semester). Grades 6-8 Students must take all courses, including a double period of the Reading/Writing Workshop at each grade level, 6-8, approved by the Board of Education for the required middle school required curriculum. Courses not required by the State of Arkansas may be waived through the waiver process. (See Policy IBA, IBA-R, and IBA-R Exhibit.) Additionally, all grades 6-8 students must participate in at least one hour per week of physical tra_ining, _inc luding at least three sessions of 20 minutes each. (See IMP-R.) , _ _ Middle schools may schedule classes seven periods a day, or they may elect to use the A/B block schedule, enabling students to take eight courses every two days. Grades 3-5 All students in grades 3-5 must have instruction in all the areas specified in the Arkansas Accreditation Standards. LRSD time requirements are as follows: English Language Arts/Reading 2  hours daily at grade 3\nMathematics Science Social Studies Music or Visual Art Physical Education At least 2 hours daily at grades 4-5 At least one hour daily Daily instruction\nmay be interdisciplinary Daily instruction\nmay be interdisciplinary At least one hour per week At least one hour per week, including no less than 20 minutes three times per week Tirlie teguiremmtSi!that-go beyond the Arkansas Accreditation Standards must be observed unless the school applies for and receives a waiver. (See IBA, IBA-R, and IBA-R Exhibit.) Grades PreK-2 All students in grades PreK-2 must have instruction in all the areas specified in the Arkansas Accreditation Standards. LRSD time requirements are as follows: English Language Arts/Reading 2  hours daily Mathematics At least one hour daily , Science Social Studies Music or Visual Art Instruction may be interdisciplinary\nat least every other day, if not every day Instruction may be interdisciplinary\nat least every other day, if not every day At least one hour per week Physical Education At least one hour per week, including no . less than 20 minutes three times per week Time requirements that go beyond the Arkansas Accreditation Standards must be observed unless the school applies for and receives a waiver. (See IBA, IBA-R, and IBA-R Exhibit.) A sample pre-kindergarten daily schedule is attached that meets all licensing and LRSD requirements. Sample Pre-K Schedule IMP-Exhibit 2 Time Monday Tuesday Wednesday Thursday Friday 7:30- Arrival/Centers Arrival/Centers Arrival/Centers Arrival/Centers Arrival/Centers 8:00 Choice of Centers: Choice of Centers: Choice of Centers: Choice of Centers: Choice of Centers: Including Math, Including Math, Including Math, Including Math, Including Math, Science Social Studies, Science Social Science Social Science Social Science Social Art Studies, Art Studies, Art Studies, Art Studies, Art 8:00- Circle Time Circle Time Circle Time Circle Time Circle Time 8:15 Explanation and Explanation and Explanation and Explanation and Explanation and Directions for today's Directions for today's Directions for today's Directions for today's Directions for today's activities activities activities activities activities 8: 15- P.E Music Library/Guidance P.E Music 8:45 8:45- Snack Time Snack Time Snack Time Snack Time Snack Time 9:30 Small Group Inst. Small Group Inst. Small Group Inst. Small Group Inst. Small Group Inst. Literacy/Language Arts Literacy/Language Literacy/Language Literacy/Language Literacy/Language Choice of Centers Arts Arts Arts Arts Math, Science Social Choice of Centers Choice of Centers Choice of Centers Choice of Centers Studies, Art Math, Science Social Math, Science Social Math, Science Social Math, Science Social Studies, Art Studies, Art Studies, Art Studies, Art 9:30- Outside Play: Including Outside Play: Outside Play: Outside Play: Outside Play: 10:00 Gross Motor, Art, and Including Including Including Including Dramatic Play Gross Motor, Art, and Gross Motor, Art, and Gross Motor, Art, and Gross Motor, Art, and Activities Dramatic Play Dramatic Play Dramatic Play Dramatic Play Activities Activities Activities Activities 10:00- Circle Time Circle Time Circle Time Circle Time Circle Time 10:45 Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Transition Activities Transition Activities Transition Activities Transition Activities Transition Activities Bathroom/Wash Hands Bathroom/Wash Bathroom/Wash Bathroom/Wash Bathroom/Wash Hands Hands Hands Hands 10:45- Lunch Lunch Lunch Lunch Lunch 11:15 Social Skills Social Skills Social Skills Social Skills Social Skills Language Development Language Language Language Language Development Development Development Development I I :15- Outside Play Outside Play Outside Play Outside Play Outside Play 11:45 Gross Motor Gross Motor Gross Motor Gross Motor Gross Motor Art Art Art Art Art Dramatic Play Dramatic Play Dramatic Play Dramatic Play Dramatic Play 11:45- Language Arts/ Language Arts/ Language Arts/ Language Arts/ Language Arts/ 12:15 Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Transition Activities Transition Activities Transition Activities Transition Activities Transition Activities Bathroom/Wash Hands Bathroom/Wash Bathroom/Wash Bathroom/Wash Bathroom/Wash Hands Hands Hands Hands 12: 15- Story Time/Rest Period Story Time/Rest Story Time/Rest Story Time/Rest Story Time/Rest I: 15 Period Period Period Period 1: 15- Snack Time Snack Time Snack Time Snack Time Snack Time 2:15 Small Group Inst. Small Group Inst. Small Group Inst. Small Group Inst. Small Group Inst. Literacy/Language Arts Literacy/Language Literacy/Language Literacy/Language Literacy/Language Choice of Centers: Arts Arts Arts Arts Including Math, Choice of Centers: Choice of Centers: Choice of Centers: Choice of Centers: Science, Social Studies, Including Math, Including Math, Including Math, Including Math, and Art Science, Social Science, Social Science, Social Science, Social Studies, and Art Studies, and Art Studies, and Art Studies, and Art 2:15- Circle Time Circle Time Circle Time Circle Time Circle Time 2:35 Story Story Story Story Story Review of Review of Review of Review of Review of Activities/Closure Activities/Closure Activities/Closure Activities/Closure Activities/Closure Dismissal Dismissal Dismissal Dismissal Dismissal IMP-Exhibit 1 Request for Waiver of School Day Scheduling Requirements Administrative Regulations ID-R Little Rock School District Name of Student- -------------ID Number- ---- Classification I request a waiver from the scheduling requirements in Administrative Regulations ID-R. I understand that in order to be eligible for such a waiver, I must provide proof of one or more of the following extenuating circumstances:  need to take fewer courses due to poor health (verification by a licensed physician is required)\n need to take fewer courses in order to go to work\n need to take fewer courses due to responsibilities to care for a child or other family member\n need to take fewer courses in order to free a period for remedial instruction or for study hall (verification required by an assistant principal, a counselor, and/or a teacher)\n need to take fewer courses in order to enroll in a post-secondary course (verification required of application to enroll and admission). Therefore, I request that during the next semester/school year (circle one) I be permitted to enroll in only ___ courses rather than the four units of credit required each semester or eight units of credit required for the year. My proof of extenuating circumstances is either attached through signed statements or follows below: Signature of Student Signature of Parent/Guardian Date Approved/Disapproved ( circle one) Signature of Principal Date TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education FROM: T. Kenneth James, Superintendent of Schools PREPARED BY~\\onnie A. Lesley, Associate Superintendent for Instruction DATE: July 25, 2002 SUBJECT: Purchase of License for Use of \"Responding to Reading Through Writing\" Background Information Annie Ross, a teacher at Jefferson Elementary School, developed during the 2000-01 and 2001-02 school years a series of writing prompts to use with her fourth-grade students in preparation for the Grade 4 Literacy Benchmark Examination. Because Jefferson had 95 percent of their students score at or above the \"Proficient\" level on the 2000-01 examination, District staff asked Ms. Ross not only to consider selling to the District the right to reproduce her grade 4 writing prompts, but also to create similar prompts for grades 3 and 5. She agreed to do so. Since Ms. Ross wishes to be able to sell her product to other Arkansas districts, considerable time was required during 2001-2002 to negotiate an agreement that was in compliance with state legislation and with the District's policy. That agreement is now ready. Act 1599 that became law in 2001 requires that such contracts or agreements be approved by the Board of Education through resolution and then be approved by the state. The proposed resolution and a copy of Ms. Ross' disclosure form are attached, as is a copy of the \"License Agreement.\" All these documents have been reviewed by LRSD attorneys. If the Board of Education approves the attached resolution, the next steps are as follows: 1. Secure approval of the State Board of Education, as required in recent legislation, Act 1599\n2. Reproduce the materials for all grades 3-5 teachers\nBoard of Education July 25, 2002 Page Two 3. Set up and conduct the necessary professional development for principals and teachers on how to use the materials\n4. Implement the use of the materials in all grades 3-5 classrooms (2002-03 school year). Fiscal Impact The cost of the License Agreement is $11,452.50. That cost, plus whatever cost is incurred in reproducing the materials and in providing professional development, will come from the Elementary Literacy budget for 2002-03. No additional funds are requested. Recommendation That the Board of Education approve the District's participation in the proposed License Agreement with Ms. Annie Ross, pending approval of the State Board of Education. BAL/adg Attachments RESOLUTION ACT 1599 F A. Whereas the Little Rock School District Board of Directors met in a regular, open, and properly-called board w-eeting on July 25, 2002, in the Board Room, 810 W. Markham, Little Rock, AR 72201. Whereas seven members were present, a quorum was declared by the chair. Whereas the Board of Directors received a recommendation to adopt a resolution to enter into a contract with Annie H.. Ross, a teacher in the Little Rock School District Full disclosure of all relationships and interest as required by Act 1599 that are relevant to proposed contract: Annie H. Ross is a teacher in the Little Rock School District, and she is the sole owner of the classroom teaching tool, \"Responding to Reading through Writing,\" which the Little Rock School District proposes to use in grades 3-5 through a \"License Agreement\" (see attached). Specific facts and reasons for justifying the contract were: Annie H. Ross developed this unique product on her own time, used it in her own grade 4 classroom at Jefferson Elementary School and found it to be highly successful in preparing her students for the grade 4 Benchmark literacv examination. She is willing to share it with other LRSD grades 3-5 teachers through the attached \"License Agreement.\" The unusual circumstances necessitating the contract were: Normally, the District would have paid this teacher for her time in developing a product for districtwide use. In that case the District would have assumed ownership of the product. In this case, the teacher, nnie H. Ross wished to maintain her ownershi of the roduct and her ri ht to sell it to other school stricts-necessitatin the attached \"License A List of relevant data enclosed: A copy of the \"License Agreement\" is attached. Whereas __ board member(s) having declared an interest in the proposed contract left the meeting prior to the discussion of the contract and did not return to the meeting room until the voting on the contract had been concluded. Whereas the Board, after serious consideration, moved to approve the contract with Annie H. Ross Whereas the contract was approved with the following restrictions and/or limitations: No restrictions and/or limitations beyond those stated in the ''License Agreement\" Whereas the period of the contract shall be perpetual, as per the terms of the \"License Agreement.\". Ther efore , due to the specific reasons cited above, it is hereby declared to be the intent of the Little Rock School District Board of Directors to award this contract to Annie H .. Ross. As is required by Act 1599, 2001, the contract is contingent upon approval by the Director of the Arkansas Department of Education, if required. If approval is denied, this contract approved by the Board would be null and void. -Superintendent Board President Date Date E CONTRACT DISCLOSURE FORM Name of Public Educational Entity: Little Rock School District Name of Person Disclosing Transaction: Annie H. Ross Note: Fully complete this form and return to the administration office. NO TRANSACTION OR SERVICE MAY BE RENDERED UNTIL THIS FORM HAS BEEN COMPLETED AND APPROVED. Act 1599 of 2001 requires FULL and COMPLETE DISCLOSURE of transactions with public educational entities. KNOWINGLY FAILING to FULLY DISCLOSE pertinent information relating to a transaction could result in criminal felony charges. I am a (an)  C Board Member  Administrator X D Employee of the public educational entity. 6412 Hawthorne Little Rock AR 72207 Mailing Address City State Zip Home Telephone: 501 /664-5863 Work Telephone: 501 /671-6281 - ature of transaction subject to disclosure and approval: See attached \"License Agreement.\" Estimated dollar amount of transactions with public educational entity for ENTIRE school year: $11,452.50 Check ONE: X I have a financial interest in the transaction with the public educational entity. c:\nA family member has a financial interest in the transaction with the public educational entity. r::: BOTH a family member and I have a financial interest in the transaction with the public educational entity. Nature of financial interest: (State how you and/or family members are financially interested in the transaction): I, Annie H. Ross, a teacher in the Little Rock School District, am proposing to license the Little Rock School District for a one-time fee of an educational classroom teaching took, \"Responding to Reading through Writing,\" which I developed on my own time. (See attached \"License Agreement.\") Justification for Approval (State reason why you believe the transactions are in the best interest of the public educational entity: state the unusual circumstances involved.) erhe product which I developed is unique\nnothing similar can be purchased elsewhere. It is totally aligned both with the textbooks adopted by the Little Rock School District and the Arkansas and District curriculum standards. Further, the writing prompts are modeled after the released items of the grade 4 Benchmark 1 assessment in literacy. These materials will assist grades 3-5 teachers in the Little Rock School District in preparing their students for the state literacy examinations. er am proposing this \"License Agreement\" as a method of making the product available to the Little Rock School District, yet maintaining my rights to sell the product to other school districts.  Check here if Emergency Transaction as defined by Section 9 of Act 1599 of 2001 PLEASE ATTACH ANY OTHER ADDITIONAL INFORMATION OR DOCUMENTS YOU BELIEVE ARE NECESSARY FOR A FULL, COMPLETE, AND ACCURATE DISCLOSURE OF THE FACTS AND CIRCUMSTANCES OF THE TRANSACTIONS. SIGNATURE: __(_ h_u_'L -(. \u0026lt;2,_. _._,,__....~.. .. ..- ---\u0026lt; '.'..__ ____D ATE: ---'6_-~\n....,,7'---0\"\"---:1_. _ CONTRACT DISCLOSURE FORM FOR OFFICE USE ONLY: Date completed form received by district: July 1, 2002 9 School Official's Signature Local Board Action: 501 /447-1002 501/447-1159 Telephone Number FAX Number D APPROVED D DISAPPROVED Date PRESENTED to Board: July 25, 2002 Board President's Signature: _______ _ Required to be presented to the Director of the Department of Education for written approval: X DYES D NO Written Adopted Resolution Attached: X:o YES ONO Required Additional Documentation: Copy of signed \"License Agreement\" attached. Date Certified to ADE: ___________ _ Date Director's Written Approval received by district: Effective Date: - Please return by certified mail to: Mr. Raymond Simon, Director Arkansas Dept. of Education #4 Capitol Mall, Room 304A Little Rock, AR 72201 2 LICENSE AGREEME T THIS LICENSE AGREEMENT (\"Agreement\") is entered into this 25th day of July, 2002, by and between ANNIE ROSS (\"Licensor\") and the LITTLE ROCK SCHOOL DISTRICT (\"Licensee\" or \"LRSD\"). WHEREAS, Licensor has expended time, energy, and effort to create an educational classroom teaching tool entitled \"Responding to Reading Through Writing\" (the \"Product\") that may utilized by teachers in connection with the 1999 edition of Harcourt Brace's reading textbook series entitled \"Signatures\" (the \"Series\")\nand\nWHEREAS, Licensee desires to enable Licensee's teachers to utilize the Product in Licensee's classrooms, NOW, THEREFORE, in consideration of the mutual obligations and covenants contained herein and for other good and valuable consideration, the receipt and sufficiency of which is hereby acknowledged, the Licensor and Licensee agree as follows: 1. Grant of License. Licensor hereby grants to Licensee the non-exclusive right to use the Product for the Term (defined in Section 2 of this Agreement) in the Little Rock School District. Licensor understands and agrees that Licensee may make as many copies of the Product as may be reasonably necessary to distribute the Product to the teachers and students in the third, fourth, and fifth grades maintained by Licensee. Licensee understands and acknowledges, and as evidenced by its execution of this Agreement agrees, that Licensor retains ownership of the Product and specifically the right to license the use of the Product to other school districts. 2. Term. The non-exclusive license granted hereby shall be perpetual and continue until the earlier of (i) Licensor's election to terminate the Agreement following an Event of Default by Licensee or (ii) the discontinuation of the use of the Series by Licensee. 3. License Fee. In consideration for the grant of the license hereby, Licensee hereby promises to pay a one-time license fee to Licensor in the amount of $11,452.50 (the \"License Fee\"), payable in cash or other immediately available funds upon the later of (i) delivery of the Product or (ii) five (5) business days after the Licensee's receipt of all necessary approvals required in connection with the execution and delivery of this Agreement. 4. Updates and Modifications. During the Term, Licensor shall provide to Licensee, at no additional cost to Licensee, copies of all updates, modifications, successor or replacement versions of the Product, if any, created by Licensor during the Term\nprovided, however, Licensor shall have no duty or obligation to create any such update or modification. Additionally, Licensor shall provide Licencee with assistance with the implementation of the Product in the Little Rock School District at no additional cost during the first year of this Agreement. Such assistance shall include meeting with the LRSD's reading staff to discuss implementation of the Product, initial teacher training with fourth grade teachers (subject to such training not affecting Licensor's status or pay as a teacher with the LRSD), refining the Product for up to three daily meetings per year (with typing done by LRSD staff members), meeting with the LRSD reading staff once per nine (9) week quarter during the school year during the Term. Any additional assistance or support after the initial implementation of the Product shall be on terms agreed to by the parties from time to time. 5. Events of Default. This Agreement may be terminated by Licensor upon the occurrence of any one of the following events: a. Licensee fails to pay the License Fee as and when due\nor 1 C:IMY DOCUMENTSILRSD LICENSE AGREEMENTV3.WPD b. Licensee exercises or attempts to exercise any aspect or right of ownership of the Product that impairs, attempts to impair, or might impair Licensor's ownership of the product, which may include, without limitation, making unauthorized copies of the Product, selling or attempting to sell the Product, or taking any other action which if completed would indicate to a reasonable person that Licensee owned the Product. 6. Licensor's Warranty of Ownership. Licensor warrants and represents to Licensee as follows: (i) Licensor is the sole owner of the Product, free and clear of any claims or restrictions on the licensing or use thereof, (ii) Licensor has the authority and right to grant the license covered by this Agreement\nand (iii) that Licensor's ownership, licensing and use of the Product by Licensee does not (and will not) infringement on any copyright, patent, trade secret or intellectual property right any third party. Licensor's breach of any of the foregoing shall be immediate grounds for the termination of this Agreement and Licensor's obligation to refund all license fees paid by Licensee (which refund shall be in addition to Licensor's obligations for indemnification set forth m Paragraph 7 below).  7. Copyright Protection and Infringement Indemnification. Licensor shall, at Licensor's cost and expense, take all commercially reasonable action necessary to obtain, maintain, sustain, reissue, extend, defend and enforce the copyright on the Product and to keep same free from infringement by third parties. Licensor shall defend or settle, at Licensor's expense, any cause of action, claim or proceeding brought against Licensee which is based on a claim that the use of the Product infringes on any copyright, patent, trade secret or intellectual property right of any third party. Licensor further agrees to indemnify and hold Licensee harmless from any liability, claim, loss or damages arising out of the foregoing (including attorneys fees and costs incurred in defending against the same). If a claim is made that the use of the Product does infringe on the copyright, patent, trade secret or intellectual property right of any third party, Licensor shall either procure for Licensee the right to continue the use of the Product, modify it to make it not infringing or replace the Product with non-infringing product, if available. Licensee shall give Licensor written notice of any alleged infringement of the Product on the rights of a third party within three business days of the receipt of the same from party alleging such infringement. 8. Authorization. Licensee warrants and represents to Licensor that Licensee has, by due and appropriate action of the governing board of Licensee, authorized the entering into this Agreement and the payment of the Licensee Fee to Licensor by Licensee, and that the person executing this Agreement on behalf of Licensee has the power and authority to bind Licensee. Furthermore, Licensee warrants and represents that Licensee has complied with all laws, rules, and regulations necessary for Licensee to enter into this Agreement and pay to Licensor the License Fee. 9. Merger. Licensor and Licensee each warrant and represent and agree to and with one another that this Agreement contains the entire agreement between Licensor and Licensee, and that this Agreement may only be amended or modified by a writing signed by both parties. 10. Governing Law. This Agreement shall be subject to and governed by the laws of the State of Arkansas. 11. Validity. This Agreement has been duly executed and delivered by the each party, constitutes the legal, valid and binding obligation of such party, enforceable against it in accordance with its terms, except to the extent that such enforceability may be limited by applicable bankruptcy, insolvency, reorganization, moratorium, or other similar laws affecting the enforcement of credirors' rights, or by general principles of equity. 2 CIMY DOCUME TSILRSD LICENSE AGREEME TV3.WPD \u0026gt;  12. Assignment. Neither this Agreement, nor any of the rights, obligations and duties hereunder, may be assigned or otherwise transferred by Licensee without the prior written consent of the Licensor. 13. Binding Effect and Benefit. This Agreement shall be binding upon and inure to the benefit of the parties hereto, and their respective successors and permitted assigns. Otherwise, this Agreement is not intended to create any rights for the benefit of any third party . EXECUTED THIS 25th day of July, 2002. LI~R: ~ ~d---{~ Annie Ross LICENSEE: LITT-LE- ROCK SC OOL RICT - By: /. ~ . -~~-\"~ ~ Title: Superi tendent of Scho ls, Little Rock School Dis rict 3 C: \\MY DOCUMENTS\\LRSD LICENSE AGREEMENTV3.WPD TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education T. Kenneth James, Superintendent of Schools PREPARED BY: 1b1onnie A. Lesley, Associate Superintendent for Instruction DATE: August 22, 2002 SUBJECT: Reports on Grades 4, 6, and 8 Benchmarks If the test results arrive in time for the staff to analyze them before the Board meeting, there will be an oral report on the Grades 4, 6, and 8 Benchmark examinations in mathematics and literacy. BAUadg DATE: August 22, 2002 TO: Board of Education Little Rock School District 810 West Markham Little Rock, AR 72201 FROM: Dr. T. Kenneth James, Superintendent PREPARED BY: Dr. Bonnie Lesley, Associate Superintendent for Instruction Linda Austin, Director of Planning and Development Jane Harkey, Principal, Chicot Elementary Paula Kerr, Kindergarten Teacher, Chicot Elementary RE: Grant Proposal - Even Start Family Literacy Program Background The Arkansas Department of Education released a request for proposals for the William F. Goodling Even Start Family Literacy Program. The purpose of this program is to help break the cycle of poverty and illiteracy by improving the opportunities of Arkansas' low-income families. This will be accomplished by providing early childhood education, adult basic education and parenting education and incorporating them into a unified family literacy program. The grant awards will allow local educational entities to implement programs that build on existing community resources, promote achievement of State student performance standards and provide families with the necessary skills to achieve their full potential as learners. Chicot Elementary, along with 12 partnering agencies, will participate in developing the Chicot A-Chief-ers Even Start program. By promoting a family-centered education program through adult education, childhood education, parenUchild interactions and parenting education, this partnership will work to increase parent involvement, family literacy, and student achievement. The grant will be submitted on August 15, 2002. Fiscal Impact The total one-year award request will be $130,016. If awarded the grant may be renewed for an additional 4-year period for a total of $520,064. The requested funds are targeted for program implementation. Local in-kind match of 10% is required. Sources for in-kind match will be provided through Title I and LRSD Adult Education. Additional new financial resources have been secured through business partnerships with J.A. Riggs, Dollar General Corporation and Wal-Mart. Recommendation The staff requests approval for the submission of this grant. TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education FROM: T. Kenneth James, Superintendent of Schools PREPARED BY: ~nnie A. Lesley, Associate Superintendent for Instruction ~d Williams, Statistician, PRE DATE: September 26, 2002 SUBJECT: Revisions to the LRSD Assessment Plan Background When the Achievement Level Tests were adopted for use, effective fall 1999, the District did not have in place any criterion-referenced tests that were aligned with the standards and benchmarks. The AL Ts were recommended by the Superintendent and PRE not only to serve that need, but also the Superintendent wanted a test that would measure student growth across grade levels to be used for local accountability. The Board of Education approved in August 1999 the addition of the AL Ts to the District's Assessment Plan, and the first administration was in spring 2000. In August 2001 the Board approved a staff recommendation to eliminate the fall administration of the AL Ts and all the high school tests except grade 9 reading and language usage. These recommendations were made because (1) the fall tests were not yielding useful information\n(2) we wanted to reduce the amount of instructional time being required for testing\n(3) and we wanted to eliminate tests that were not tightly aligned with the standards and benchmarks. In the meantime, other changes compel the staff to request further modifications to the Assessment Plan, as follows: 1. Eliminate the ALT from all grade levels\n2. Select another \"objective\" test for grade 2 in English language arts and mathematics to be used for gifted/talented screening and which can also be used to measure student performance against the standards\n3. Move the SAT9 for grades 5, 7, and 10 to the spring, as per changes at the state level\nRevisions to the LRSD Assessment Plan Page Two September 26, 2002 4. Re-allocate the money saved from the ALT license, minus what will be required to purchase a new grade 2 test, to English language arts and mathematics departments to fund additional teacher training on the development, use, scoring, and application of the results of standards-aligned classroom assessments on an ongoing basis Due to the District's and each school's accountability under both the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP) and No Child Left Behind (NCLB) systems, the LRSD teachers must be able to focus on the State Benchmarks. It has been very difficult for them to align their instruction behind competing assessments at the same grade level (e.g., the AL Ts and the Benchmarks at grade 4 ). The result of too many assessments is a lack of concentrated alignment with the curriculum content standards and with the one test that matters under both ACT AAP and NCLB-the state Benchmarks. A second reason to make a change is that under NCLB, the states must now test at every grade 3-8 and at least once in grades 10-12. The ALTs would, then, be redundant since one reason we adopted them initially was to have annual testing. It is true that it will be at least two years before tests are available for grades 3, 5, and 7 from the state, but the ALT data in those two years would not be particularly helpful to teachers anyway. ADE may phase out the use of the SAT9 over the next two years since those grade levels will begin administering the Benchmarks. Saving instructional time is a third reason for this change. The AL Ts not only require lots of classroom time to administer, but also to prepare students for, to plan for the administration of, to analyze, and to produce reports. Those staff and student hours can be spent more productively. Teachers will likely save additional instructional time at grades 5, 7, and 10 since the SAT9 has been moved to the spring. In the past, many of the teachers felt they had to spend the first six weeks of each school year reviewing the students in preparation for the test. With the spring administration, the review/teaching process can be taken care of through regular instruction. A fourth reason is that in the past three years English language arts and mathematics teachers have experienced training in the design of their own tests to measure student progress against the standards. They have also learned how to write rubrics for the scoring of this work. Such teacher-made tests are much more like the items on the Benchmarks than the AL Ts (which are multiple choice only), and they give teachers more valid and more immediate information about where their students are than the AL Ts. Revisions to the LRSD Assessment Plan Page Three September 26, 2002 Finally, money is short. The annual $30,000 license fee will be better spent helping teachers become even more proficient in designing their own assessments and in learning how to collaborate in the assessment of student work against the standards. Such processes are critical if schools are going to be able to meet their \"adequate yearly progress\" requirements. Fiscal Impact None. In fact, the savings in staff hours are important in this decision. Recommendation That the Board of Education approve the four proposed modifications to the LRSD Assessment Plan. BAL/adg TO: LITTLE ROCK SCHOOL DISTRICT DIVISION OF EXCEPTIONAL CHILDREN 100 SOUTH ARCH STREET LITTLE ROCK, AR 72201 Board of Education FROM: T. Kenneth James, Superintendent of Schools PREPARED BY: ~?. Gary Smith, Director, Division of Exceptional Children J-Dr. Bonnie Lesley, Associate Superintendent DATE: SUBJECT: September 26, 2002 2002-2003 Consolidation Application for Special Education and Related Services Background Information/Fiscal Impact - The consolidated VI-B Budget for this year is $3,204,930.85. FY 2003 Base Distribution $1,335,443.34\nFY 2003 Census Allocation and FY 2003 Poverty Allocation $1,869,487.51. The total allocation is $3,204,930.85, but this does not include Cash-on-Hand as of June 30, 2002, in the amount of $76,445.52. Recommendation - We recommend your approval of this 2002-2003 proposal for submission to the Arkansas Department of Education. GSS:jej Attachment .. ---\n.. PROJECT ABSTRACT Total Project Period: July 1, 2002 - June 30, 2003 Requested Funding for Project Period: $3,204,930.85 Primary Target Population and Number Served: The Project will serve students with disabilities that meet the eligibility criteria set forth by the State standards. Paragraph Description: The District will provide a free appropriate education to students with disabilities enrolled in our school district. Major Objectives: Child Find: The District will make every effort to locate and identify all children who may be disabled. Appropriate Services: A full continuum of educational services for disabled students will be provided. Implementation: To the maximum extent appropriate, disabled students shall be educated with students that are not disabled. Evaluation Strategy: The Individual Education Program {IEP) will be used to determine the appropriateness of each student's Program. TO: Board of Education LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 FROM: DATE: T. Kenneth James, Superintendent of Schools September 26, 2002 SUBJECT: First reading of CHCA: Handbooks, Manuals and Directives Background Information The District has numerous operational handbooks, manuals and directives that assist in the implementation of laws, Board policy, and administrative regulations. It is important that the contents of all handbooks/manuals and directives be developed in alignment with relevant Board policy. This policy provides guidance in the development of directives, handbooks and manuals. Fiscal Impact None Recommendation That the Board of Education approve on first reading the proposed Policy CHCA: Handbooks, Manuals and Directives.  TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education FROM: T. Kenneth James, Superintendent of Schools PREPARED BY: ~onnie Lesley, Associate Superintendent for Instruction DATE: September 26, 2002 SUBJECT: Revision of IHBDA-R2: Student Academic Improvement Plan (SAIP) Background Information If the Board of Education approves the elimination of the Achievement Level Tests for 2002- 03, then these regulations require revision. ALT results were formerly used to define gradelevel performance for students' in grades 3-4. Fiscal Impact 9 None. Other tests already in use will be used at these grade levels until the state implements new Benchmarks at the end of grades 3, 5, and 7. Recommendation That the Board review and provide feedback on the proposed revisions to IHBDA-R2. BAUadg LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IHBDA-R2 STUDENT ACADEMIC IMPROVEMENT PLAN (SAIP) In compliance with Act 999 of 1999, elementary classroom teachers and both middle and high school teachers of English language arts and mathematics will develop a Student Academic Improvement Plan (SAIP) for each student who  is not performing on grade level (K-4)\n is not \"proficient\" on any part of the state's Benchmark examinations-primary (grade 4), intermediate (grade 6), middle (grade 8)\nand  is not scoring \"proficient\" on End-of-Course examinations in literacy, geometry, and/or algebra. Grade-level performance in grades K-2 shall be defined as performing at or above the readiness level on the Developmental Reading Assessment. Grade-level performance in grades 3 4 shall be defiaed as perfoHHiag at or abo,,,e the aatioaal median oa the Aehie,,,emeat Le1,\u0026lt;el Tests (ALTs) ia readiag, language, and mathematics shall be defined as performing at or above the national mean on the grade 2 standardized test. Grade-level performance at grade 4 shall be determined through teacher-made criterion-referenced tests until the state implements Benchmarks at grade 3. Schools and individual teachers are encouraged to develop plans for additional students who, in their judgment, require remediation or intervention. The Student Academic Improvement Plan (SAIP) will document a student's achievement through District-adopted assessment tools, consideration of personalized education services (special education, English-as-a-Second Language, Title I, gifted programs, etc.), identification of areas of need, specific skills to improve, strategies that will be implemented (see IHBDA-R), and progress. The Student Academic Improvement Plan (SAIP) and the student's progress toward grade-level or \"proficient\" performance must be shared with parents/guardians at the parent-teacher conferences that are regularly scheduled. If parents do not attend the scheduled parent-teacher conferences, alternate conference times may be scheduled or the form may be mailed. The principal must review and sign all SAIPs. The SAIP will be used to document parent-teacher conferences. Student Academic Improvement Plans are to be filed in the students' permanent record folders at the end of each school year or when the student withdraws from the school. TO: FROM: PREPARED BY: THROUGH: DATE: SUBJECT: Board of Education T. Kenneth James, Superintendent of Schools Gary S. Smit~\u0026amp;tor, DEC ~onnie A. Lesley, Associate Superintendent for Instruction September 26, 2002 LEA Capacity Building and Improvement Activities Grant ...................................................................................... Background Information: The Arkansas Community Health and Education Foundation makes available grant dollars for non-profit agencies, including public school systems, annually. The DEC requests permission to submit the attached application for monies to be used to enhance the learning environment of 12 self-contained classrooms and to purchase software for use by all students in receiving services under IDEA. Fiscal Impact: If approved by the grant committee, the District would receive $10,000 for enhancing the learning environment of 12 elementary self-contained classes and an additional $20,000 for the purchase of software for use by all students receiving services under IDEA. No additional match dollars would need to be expended. Recommendation: It is recommended that the Board of Directors approve submission of the grant proposal. Application for Grant AR.KANSAS COMMUNITY HEALTH AND EDUCATION FOUNDATION - DATE: September 28, 2002 Name of Organization: Division of Exceptional Children, Little Rock School District Address: 810 West Markham City/State/Zip: Little Rock, AR 72201 Name and Title of Contact Person: Dr. G. S. Smith, Director, Division of Exceptional Children Telephone: 501-447-7420 FAX: 501-447-7421 Has your organization ever received a grant form the Arkansas Community Health and Education Foundation? NO Amount of Current Request: Project A \u0026amp; B $30,000 Are there any matching funds? YES Answer the following questions in the space provided. 1. State the specific use of the grant funds Total Project Cost: Project A\u0026amp;B - $180,200 The Division of Exceptional Children of the Little Rock School District receives federal funding for materials and services to serve students with disabilities at the rate of just over $500 per student annually under the Individuals with Disabilities Education Act (IDEA). Although lawmakers committed to fund programs under IDEA at the rate of 40% in 1972 at the first passage of the law, current funding is at about 10% of the actual cost to implement IDEA. The Little Rock School District commits local and state A dollars to assure required services, equipment, and materials are provided. However, the current level of W federal, state and local funding prevents the purchase of materials and equipment that may not necessarily be required to implement a student's Individual Education Plan but certainly would enhance the learning climate and reinforcement of skills through technology. The request for Grant Funds is for two inter linked projects that together will enhance the learning environment and academic progress of students who receive services under the Individuals with Disabilities Education Act. Project A - The Little Rock School District expends an average of $2100 to furnish a typical elementary classroom. The 26 special education classrooms that serve elementary students with disabilities in a selfcontained setting receive this same average expenditure but often attempt to augment the learning environment with furnishings and materials purchased personally by the teacher. An audit of these classrooms identified 12 classes as being especially at need in this area. Many of these items include audio equipment, activity centers, interactive electronic screens, small refrigerators for snacks, etc. At this time funds are not available for the purchase of these materials. Purchasing them would help enhance the learning environment and climate of these classes. The Division of Exceptional Children of the Little Rock School District requests consideration of grant funds totaling $10,000 to purchase teacher requested materials to enhance these classrooms. Project B - The Little Rock School District has committed to provide, at minimum, one computer for each of the 125 special education classrooms at the average cost of $1000 per computer for a total cost of $125,000. Student access to the computers will allow reinforcement of academic skills to the students. However, due to the individual needs of all of the students who receive special education, currently approved software is not always appropriate for the reinforcement of skills for many of the students. There is additional software available that would reinforce skills taught by the special education staff A members. At this time, however, the funds are not available within the budget to purchase this software. W The Division of Exceptional Children of the Little Rock School District requests consideration of grant funds to allow a $20,000 purchase of software and hardware selected by a committee of special education staff members for use in the classrooms. 2. Describe the program or project? Project A- The Division of Exceptional Children will allow 12 teachers of self-contained elementary classrooms to purchase materials and equipment from local vendors in Pulaski County. Request for purchases will require approval from their direct Special Education Supervisor and the Director of the Division of Exceptional Children. Approval will be based on the teachers' rationale of how the purchases will enhance the learning environment and climate of their classroom. All requests approved will follow established District procedures regarding purchases from local vendors and inventory of items. Any purchase made through this grant will become the property of the Division of Exceptional Children, Little Rock School District. Project B - The Division of Exceptional Children, Little Rock School District will establish a committee of special education teachers and special education supervisors to review educational software to be used in any of the 125 special education classrooms. Emphasis will be placed on selecting software that will reinforce academic, social, and functional skills to the students who receive services under IDEA. All requests for software will follow established procedures for assuring compatibility with the District's computer systems. Any software purchase made through this grant will become the property of the Division of Exceptional Children, Little Rock School District. 3. Who will benefit from this program or project? How many will be served? Project A- The 12 elementary self-contained classrooms serve an average of eight to ten students per class for a total of approximately l 00-120 students. It is anticipated that equipment and materials purchased will have multiple years of usage resulting in many more students benefiting as students enter/ move through the educational system. Project B - The Division of Exceptional Children serves over 2500 students who are identified as needing services under IDEA per year. The software purchase is anticipated to benefit at least 80% of these students per year. It is anticipated that the software will have several years of usage resulting in countless other students who enter the District in years to come to benefit. 4. Expected date this program or project will be implemented and concluded? Project initiation date is anticipated to be January 2003 and conclude by October 31, 2003. 5. Please attach the following _ Organizations current operating budget _ Program or project budget _ JRS 501 ( c )(3) nonprofit determination letter for application organization _ List of officers and directors of the organization 6. By accepting, grant recipient must submit by the following December 1 a written report setting forth the implementation of the funds and results achieved. Signature of Board President Signature of Executive Director/Superintendent - H. Baker Kurrus Dr. T. Kenneth James Typed name of Board President Typed name of Executive Director/Superintendent Application for Grant ARKANSAS COMMUNITY HEALTH AND EDUCATION FOUNDATION - DATE: September 28, 2002 Name of Organization: Division of Exceptional Children, Little Rock School District Address: 810 West Markham City/State/Zip: Little Rock, AR 72201 Name and Title of Contact Person: Dr. G. S. Smith, Director, Division of Exceptional Children Telephone: 501-447-7420 Activity Equip 12 self-contained classrooms with standard furniture and materials at an a cost of $2100 per room Enhance learning environment with supplemental equipment and materials Equip all special education classes with a minimum of 1 computer Purchase software equipment for use in classrooms that serve students under IDEA TOTAL FAX: 501-447-7421 BUDGET PAGE Grant dollars District Match $0 $25,200 $10,000 $0 $0 $125,000 $20,000 $0 $30,000 $150,200 Timeline Already equipped October 1, 2003 October 31, 2002 October 1, 2003 TOT AL FOR GRANT $180,200 Date: To: From: Re: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS October 24, 2002 Board of Directors T. Kenneth James, Ed.D. Superintendent of Schools Second Reading: CHCA - Handbooks, Manuals and Directives Background Information: The District has numerous operational handbooks, manuals and directives that assist in the implementation of laws, Board policies, and administrative regulations. It is important that the contents of all handbooks, manuals and directives be developed in alignment with relevant Board policy. This policy provides guidance in the development of directives, handbooks and manuals. Fiscal Impact: None Recommendations: That the Board of Education approve the proposed Policy CHCA - Handbooks, Manuals and Directives, on second reading. LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CHCA .HANDBOOKS, .MANUALS AND .DIRECTIVES Handbooks and Manuals The Board of Education recognizes the value of operational handbooks/manuals that assist in the implementation of laws, Board policy, and administrative regulations. It is essential that the contents of all handbooks/manuals conform to Board policies and regulations. It is also important that all handbooks/manuals bearing the name of the District or one of its schools be of a quality that reflects credit on the District. All handbooks/manuals will be developed in alignment with relevant Board policies and administrative regulations and will be approved by the Board/Superintendent prior to distribution. Handbooks/manuals approved by the Board of Education are official Board policy. The curriculum catalogue, personnel handbook and student handbook(s) will be approved annually by the Board. The Superintendent will decide if other handbooks/manuals need Board approval.  A copy of each handbook/manual will be filed in the Office of Planning and Development. Directives On rare occasions directives may be necessary to clarify a Board policy or administrative regulation. All directives must be approved by the appropriate associate superintendent then submitted to the Superintendent for approval. The Office of Planning and Development will distribute directives for inclusion in every Policy Book. The directive will be filed behind the related policy and regulation. Adopted: Cross Reference: CHCA-R LITTLE ROCK SCHOOL DISTRICT NEPN CODE: CHCA-R HANDBOOKS, MANUALS AND DIRECTIVES Procedures for handbook/manual development: 1) Obtain approval for handbook/manual development from the Superintendent or appropriate Associate Superintendent. 2) Reference all Board policies and administrative regulations for which the handbook/manual is developed. 3) Ensure alignment of handbook/manual contents with Board policies and administrative regulations. 4) Specify process for dissemination and plan for professional development on handbook/manual use. 5) Submit draft copy to Office of Planni.ng and Development for review. 6) Submit final draft copy to the appropriate Associate Superintendent for approval. 7) Submit final copy to the Superintendent for approval. 8) Upon final approval, implement dissemination plans and conduct professional development activities. Date: Cross Reference: Board of Education Policy CHCA TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education T. Kenneth James, Superintendent of Schools PREPARED BY: J Linda Watson, Assistant Superintendent ~f'Bonnie A. Lesley, Associate Superintendent for Instruction DATE: October 24, 2002 SUBJECT: Approval of the Charter School Program Evaluation Background Information Dr. Linda Watson and Ms. Krishna Young, former director of the LRSD Charter School, presented to the Board of Education in June 2001 the program evaluation for the Charter School. That report was presented as information, but the Section 2.7.1 Compliance Plan requires that the Board formally approve each of the program evaluations listed on page 148 of the Final Compliance Report. The Charter School Program Evaluation was prepared by Dr. Larry McNeal, Professor at the University of Arkansas at Little Rock. Serving on the team with him were Dr. Linda Watson, Ms. Krishna Young, and Dr. Ed Williams, members of the LRSD staff. All of the Charter School teachers, grades 3-5, participated in administering the assessments: the Achievement Level Tests at grades 3-5, the SA T9 at grade 5, and the State Literacy and Mathematics Benchmark examinations at grade 4, and the Success for All quarterly assessments in reading. The program evaluation included not only student achievement data, but also demographic data, student attendance rates, records of suspensions, student grades, and financial costs for the program. Performance data for the program evaluation were not disaggregated by race. The student body, however, was 87 percent African American. Due primarily to budget constraints, the District eliminated funding for the Charter School in summer 2002 after two years of operation, so this program has now been abandoned. Recommendation That the Board of Education accept and approve the LRSD Charter School Program Evaluation for 2000-2001. BAL/adg Attachment TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education FROM: T. Kenneth James, Superintendent of Schools PREPARED BY: /taonnie A. Lesley, Associate Superintendent for Instruction Pat Price, Director of Early Childhood and Elementary Literacy DATE: October 24, 2002 SUBJECT: Early Literacy Program Evaluations Background The Board of Education approved in its 1999-2000 program evaluation agenda the Early Literacy program, which began implementation in fall 1999. During July and August 2000 the Assistant Superintendent of PRE presented to the Board drafts of this evaluation, which the Board tabled in August 2000 pending completion. That early draft was never completed and was not again submitted to the Board of Education for review and approval. During summer 2001 Dr. Bonnie Lesley, on behalf of the Early Literacy Program Evaluation team (Pat Price, Pat Busbea, Ann Freeman, Ed Williams, Ken Savage, Anita Gilliam, and Sharon Kiilsgaard) presented a completed 204-page program evaluation: Year 2 Evaluation: The Effectiveness of the PreK-2 Literacy Program in the Little Rock School District {1999-2000 and 2000-2001 ). This report was presented for information, but our Section 2. 7 .1 Compliance Plan now requires that all program evaluations be presented for Board acceptance and approval. Dr. Steve Ross of the University of Memphis had served as an external consultant to the team. He read both a near-complete draft and made several suggestions for its improvement, which were incorporated into the final draft. He also read the final draft and responded. All grades K-2 teachers administered the assessments, both fall and spring, in all three years, 1999-2000, 2000-2001, 2001-2002. All elementary principals supervised both the fall and spring administrations of the Developmental Reading Assessment and the Observation Surveys and the Achievement Level Tests at grade 2. Central office Elementary Literacy staff conducted the training for the assessments, collected the answer documents, and participated in the analysis of data: Patricia Price, Pat Busbea, Judy Milam, Judy Teeter, Kris Huffman, and Ann Freeman. Both Dr. Ed Williams and Board of Education - Memo October 24, 2002 Page Two Ken Savage assisted in the production and analysis of score reports. Anita Gilliam and Sharon Kiilsgaard assisted in checking the data tables for accuracy and in preparing the final reports. Copies of this program evaluation were provided to Mr. John Walker, to Ms. Ann Marshall at ODM, and to all elementary principals and elementary literacy staff. Executive summaries, including the program evaluation recommendations, were sent to all K-2 teachers with a cover memorandum congratulating them on their successes. The program evaluation was comprehensive, including the following:  an introduction\n a chapter on the literacy program design and its relationship to the District's Strategic Plan and the Revised Desegregation and Education Plan\n a description of all of the K-2 assessments used to measure student progress\n a chapter aligning the program with national research studies on effective early literacy programs\n numerous tables displaying the data in several different ways, disaggregated by grade level and race\n an analysis of the results (based on student performance data)\n an analysis of additional data relating to achievement gap among schools and the impact of professional development on student achievement\n a chapter on findings-answers to the six research questions originally posed\n a bibliography\nand  tables of school-level data on each assessment for the two-year period. An important chapter of the program evaluation relating to Section 2.7.1 of the Revised Desegregation and Education Plan was the one on findings. Research Question 2 was as follows: Is the new program effective in improving and remediating the academic achievement of African American students? The discussion filled pages 81-96. The following paragraph includes the criteria that were used to determine \"effectiveness.\" To determine the effectiveness of the new program in \"improving and remediating the academic achievement of African American students,\" the District used the performance results of the Observation Survey and the Developmental Reading Assessment. The basic criterion established in determining program effectiveness for black students was that black student achievement would have to improve and then that growth over the two-year period of the program's implementation would need to be equal to, but preferably greater than, the growth of non-black students. (p. 81) Board of Education - Memo October 24, 2002 Page Three The report included a detailed analysis of all available data: The following findings based on Observation Survey, Developmental Reading Assessment, and Achievement Level Test results make it possible to conclude that the new early literacy program has so far been effective in improving and remediating the reading achievement of African American students, as well as all students. It is unusual in any District to find gains by both blacks and non-blacks over a two-year period on eight different measurements, as this study finds. Again, however, experts on program implementation advise that it takes approximately five years to determine program effectiveness, so this year 2 study at best establishes baseline and early trend data for comparisons in future years. (pp. 82-83) In this section's conclusions, the program evaluation included not only a summary of findings as they relate to the achievement gap, but also how they compare to the findings in recent national research on reading achievement among African American and white students: The results of two years of changes in the LRSD policies, programs, and procedures in grades PreK-2 indicate that both black and non-black children in the Little Rock School District are learning to read independently by grade 3 (see Section 5.2.1 of the Revised Desegregation and Education Plan). The findings and analyses in this report indicate trends in the opposite direction of the national research findings cited above and of scores of other similar studies. Instead of black students growing at slower rates than non-blacks, in most of the measurements the LRSD results indicate higher rates of growth of black students than non-blacks. Instead of the gap widening between grades 1 and 2 as it does in national studies, it narrows significantly in the LRSD by every one of the eight measures (five sub-tests of the Observation Survey, the Developmental Reading Assessment, and two sub-tests of the Achievement Level Test). (p. 94) Pages 107-113 included recommendations for improvement in instruction, parent involvement, interventions, and professional development. Five schools were identified for improvement since they were the lowest performing schools in at least two of the three grades tested. Recommendations for the next program evaluation were also included. These recommendations were all considered by the program staff and by school-level staff and many were immediately implemented, as well as others identified in formative evaluations during year 3. The major recommendations made to principals for program improvement included (1) ensuring that all teachers are fully trained and are implementing the District program\nand (2) adding Reading Recovery and literacy coaches wherever possible, since both of these actions in some schools had resulted in higher achievement. Board of Education - Memo October 24, 2002 Page Four At the end of 2001-02 the staff decided that another comprehensive study was not necessary so early in the program's implementation (year 3). They, therefore, presented to the Board of Education in June 2002 an update that included all the 2001- 02 scores on the Observation Surveys and Developmental Reading Assessment, along with a summary of analysis of performance, especially comparisons of African American student achievement with other students. Those findings not only confirmed the findings of the 1999-2001 study, but the results were even stronger in year 3. At the end of year 3, African American students' scores were at least 90 percent of other student scores on all five measures of the Observation Survey by the end of grade 2. In other words, the achievement gap was either closed on these measurements or almost closed, given the standard of 90 percent as an acceptable ratio. On the Developmental Reading Assessment, the most difficult of the measurements, the black to non-black ratio grew from 35 percent at the beginning of kindergarten in fall 1999 to 82 percent at the end of grade 2 in 2002. Deeper analysis also revealed that although many African American children from poverty were not learning to read in grade 1, they did successfully learn to read in grade 2, so they will most likely reach the goal of independent reading by grade 3, even though they began far behind their peers. Interestingly, the growth of other students generally exceeded African American student growth on the ORA in grade 1, but African American growth exceeded other student growth in grade 2. Copies of the program evaluation and the update are attached for Board members' review. Recommendation That the Board of Education accept and approve, as submitted, the following:  Year 2 Evaluation: The Effectiveness of the PreK-2 Literacy Program in the Little Rock School District, 1999-2000 and 2000-2001  Update on the Implementation of the PreK-2 Literacy Program, Little Rock School District, 1999-2000, 2000-01, and 2001-02 BAL/adg Attachments ' - TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education FROM: T. Kenneth James, Superintendent of Schools PREPARED BY: ~onnie A. Lesley, Associate Superintendent for Instruction DATE: October 24, 2002 SUBJECT: Program Evaluation Agenda, 2002-03 Background Section 2.7.1 of the Revised Desegregation and Education Plan included the following obligation: LRSD shall assess the academic programs implemented pursuant to Section 2.7 after each year in order to determine the effectiveness of the academic programs in improving African-American achievement. If this assessment reveals that a program has not and likely will not improve African-American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. In response to Section 2.7.1 of the Revised Desegregation and Education Plan, the District implemented in 1999-2000 a new student assessment plan and proposed to the Board of Education a program evaluation agenda to include the most critical programs implemented pursuant to Section 2.7 and detailed in Section 5: elementary, middle, and/or high school English language arts and mathematics programs. Each year the agenda has also included the evaluation of one or more additional programs-such as the ESL program mandated by the Office for Civil Rights. Judge Wilson's \"Compliance Remedy\" A summary of the Compliance Team's interpretation of Judge Wilson's order of September 13, 2002, pertaining to the 2002-2003 programs to be evaluated is a follows: Continue to assess the programs implemented under 2.7 to improve the academic achievement of African-American students for 2002-03 and through the first semester of 2003-04. Since the District has now eliminated all fall testing, except for certain diagnostic tests that teachers administer without 1 Board of Education - Memo October 24, 2002 Page Two reporting to the district the results, this obligation to assess students ends at the end of the 2002-03 school year. The judge stated that he expected the District to \"use all of that available data and information in assessing the effectiveness of those programs and in deciding whether any of those programs should be modified or eliminated.\" Therefore, the program evaluations that will be completed as per the 2002-2003 program evaluation agenda will include all available data, including scores from previously administered fall tests, and they will all be completed by the end of the first semester of 2003-04. Each one will answer several research questions, including the one most critical to compliance, \"Was this program effective in improving and remediating the achievement of African American students?\" The Revised Desegregation and Education Plan obligated the District in Section 5 to assess students in the following programs, as follows: 5.2.1 Primary Reading/Language Arts. g. Monitor student performance using appropriate assessment devices. 5.2.2 Intermediate Reading/Language Arts e. Monitor student performance using appropriate assessment devices. 5.2.3 Secondary Schools Reading/Language Arts f. Monitor student progress and achievement using appropriate assessment devices. 5.3.2 Mathematics Develop appropriate assessment devices for measuring individual student achievement and the success of the revised curriculum. The 2002-03 Program Evaluation Agenda outlined in this proposal includes these required components. Status of the Requirements of the 2001-02 Program Evaluation Agenda The Board's program evaluation agenda for 2001-02 was as follows:     Primary Reading/Language Arts Middle and High School Literacy K-12 Mathematics and Science (CPMSA) English as a Second Language 2 Board of Education - Memo October 24, 2002 Page Three None of the four program evaluations for 2001-02 has been completed as yet due to the tardiness of our receipt of the State's Benchmark scores for literacy and mathematics in grades 4, 6, and 8. The scores arrived on Thursday, October 3, 2002. The Board received an update on the Early Literacy program evaluation in June 2002 based on the Observation Surveys and the Developmental Reading Assessment data. That update confirmed the findings of the 2000-01 report and also documented even higher achievement. The previous evaluation, along with the update, are on the Board's agenda for approval on October 24, 2002. Staff have planned to produce a brief report with data and analysis as a beginning program evaluation of the grades 3-5, 6-8, and 9-12 literacy programs with a more thorough evaluation report to come at the end of 2002-03. However, without the Benchmark scores, that report has not yet been drafted. The Board has received annual reports on assessment results for each of these programs. Comprehensive program evaluations of the grades K-5 and 6-12 literacy programs will be produced at the end of the 2002-03 school year for Board approval. The CPMSA (NSF-funded project) program evaluation (the fourth annual) will be presented at the December meeting and then will be submitted to the National Science Foundation for their review and feedback. At that time, the staff will bundle each of the previous three annual reports produced thus far, along with the NSF feedback, for the Board's formal approval of these program evaluations. The ESL report was originally scheduled for an October presentation, but we have had to reschedule since we do not yet have the Benchmark data. We anticipate being able to present that study in November. The Office for Civil Rights in Dallas has been very complimentary of our 2000-01 ESL program evaluation and has asked us to assist them in providing technical assistance to other districts on how to conduct this study. When the 2001-02 report is presented, the staff will bundle the reports for 1999-2000 and 2000-01, along with the 2001-02 report for the Board's formal approval. 2002-03 Proposed Program Evaluation Agenda The District will provide for the evaluation of the following programs for 2002-03. 1. Elementary Literacy Staff will produce, with the assistance of an external expert, a comprehensive evaluation of the elementary literacy program (grades K-5) at the end of 2002-03. This study will include findings for the following four literacy programs being implemented in LRSD: Balanced Literacy (Early Literacy Learning in Arkansas or ELLA at grades K-2 and Effective Literacy at grades 3 Board of Education - Memo October 24, 2002 Page Four 3-5), Balanced Literacy with Reading Recovery, Success for All, and Direct Instruction. This report will be completed and presented to the Board for approval prior to the winter break in 2003. 2. Secondary Literacy Staff will produce, with the assistance of an external expert, a comprehensive evaluation of the secondary literacy program (grades 6-12) at the end of 2002-03. This study will include findings for the Reading/Writing Workshop implemented at grades 6-8 and the English I Workshop implemented in three schools at grade 9. All available data will be used in determining the effectiveness of the overall program. 2. CPMSA (K-12 Mathematics and Science) Staff will issue a final report on and evaluation of the five-year NSF-funded project for grades K-12 mathematics and science, and it will be presented to the Board for approval prior to the winter break in 2003. When NSF (external experts) provides its feedback, that report will be added to the documents submitted to the court. Fiscal Impact The District will be able to complete all the program evaluation requirements outlined in the 2002-03 program evaluation agenda through funds already budgeted, except for the cost of the external experts who will serve on each team. The costs for external consultants to complete the 2002-03 program evaluations are not yet known since the District has not yet had the opportunity to identify who they might be and to negotiate contracts. Recommendations That the Board of Education approve the 2002-03 program evaluation agenda as outlined. BAL/adg 4 TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 Board of Education FROM: T. Kenneth James, Superintendent of Schools ! PREPARED BY: bt-Bonnie A. Lesley, Associate Superintendent for Instruction DATE: October 24, 2002 SUBJECT: Proposed Revision of Administrative Regulations IKE-R: Promotion, Acceleration, Retention, and Administrative Placement of Students, PreK-12 Background Information Current regulations IKE-R require revision for several reasons: 1. A new regulation on retention in grades PreK-1 is included based upon study of retention data and on an analysis of ORA and OS data in grades K-2, which show that even though a student may be below grade level in reading during grade 1, a high percentage do learn to read in grade 2, making grade 1 retention unnecessary. 2. References to elementary summer school need to be eliminated since that program is not available at all schools any more. In its place are interventions throughout the school year or, for EYE schools, through inter-sessions. 3. References to credit-by-examination at the middle school need to be eliminated since that option is no longer available at middle school. 4. More elaboration was needed on acceleration to guide school-based decisions. 5. References to performance on the State Benchmarks need to be added due to the increasing importance of this measurement. 6. Changes in the number of credits required for promotion at the high school level are necessary due to enhanced graduation requirements. Fiscal Impact None Recommendation That the Board review and provide feedback to the staff on the proposed revisions to IKE-R. BAUadg Attachment LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKE-R STUDENT PROMOTlOH A~ID RETENTIO~t, PreK 12 PROMOTION, ACCELERATION, RETENTION, AND ADMINISTRATIVE PLACEMENT OF STUDENTS, PreK-12 Purpose The purpose of the following regulations is to provide guidelines for teachers and campus-level administrators to use in making decisions relating to promotion, acceleration, tffil retention, and administrative placement of students from one grade to the next. Elementary School, PreK-1 Students in grades PreK-1 are not to be retained except under extenuating circumstances where the best interests of the child would clearly be served, according to multiple criteria and in consultation with the parent(s)/guardian(s). Extenuating circumstances include, but are not limited to, excessive absences, lack of participation in prekindergarten, fetal alcohol syndrome, fetal drug addiction, and developmental delays. Elementarv School, PreK 5 Grades 2-5 1. Promotion of a student from one elementary grade to the next shall be determined by the degree to which the student has achieved the District's curriculum standards identified in the Core Curriculum at each grade level as evidenced by multiple criteria (e.g., criterion-referenced tests, state examinations in literacy and mathematics, normreferenced tests, grades, teacher/counselor predictions of success at the next level, extenuating circumstances, etc.). (e.g., nefffi referenced tests, state and leeal eriterien referenced tests, grades, teaeher/emmseler predietiens ef sueeess at the nmct le'\u0026gt;'el, eKteRuating eireumstanees, ete.). Achievement in reading/language arts and mathematics are of primary importance. 2. The decision to accelerate (double-promote) a student shall be made, again based on multiple criteria, and in consultation with the parent(s)/guardian(s), classroom teacher(s), principal(s), counselor, staff from the gifted/talented office, and other appropriate curriculum and assessment staff. administratiYe perserarnl. Students not performing at or above the proficient level on the most recent standards-based assessments or the state Benchmarks in both English language arts and mathematics are not generallv candidates for acceleration. A four-year-old is not permitted to skip pre-kindergarten and be \"double-promoted\" to kindergarten since he/she would not be old enough to enter kindergarten under state law. 3. The decision to retain a student in a grade shall be made based on multiple criteria (see #1 above) and in consultation with the parent(s)/guardian(s), classroom teacher(s), and principal. Achievement in English language arts and mathematics are of primary importance, and for that reason, students performing at the Below Basic level on state assessments. if substantiated by other criteria. may be considered for retention. even though scores mav be reported during the summer after the end of the school year. A. Prior to a decision to retain, the child's Student Academic Improvement Plan (SAIP) must be implemented fully by the teacher. and Progress Reports must be sent home each quarter of failing work so that parents are alerted. In addition, substfilltial contact (at least two attempts) with parents must be documented (such as the Parent-Teacher Conference Form and/or the parent-teacher conference relating to the SAIP) to show efforts made to prevent student failure or retention through intervention and remediation. B. Parents/guardians must be notified by the end of the third nine weeks grading period and given reasons for the probable retention of the student. This notification (or attempts to encourage the parent's participation) must include a good-faith effort to include the parent(s)/guardian(s) in a parent-teacher conference and must be documented in writing (or attempts to eneoumge the parent's partieipatioa). Parents/guardians must be advised of all available programs and services provided by the District to support the child's remediation. The documentation must include the date, persons involved, and results of the conference, and it must be placed on file. C. The parents of a retained student must be ad,ised that the stl:ldent ml:lst attend summer school 11:Rd make progi:ess or be retained. 4. If a student will reach age eleven ( 11) before June 1 of his/her HHhe third grade year. he/she may be administratively assigned from grade 2 to grade 4. If a student will reach 0f age thirteen (13) by June 1 of his/her HHhe fifth grade year, he/she may be administratively assigned from grade 4 to grade 6. to the neJct gi:ade. Middle School. 6-8 The following regulations are established to guide decision-making at grades 6-8. Any exceptions to these regulations shall be the result of a collaborative decision involving the classroom teacher(s). the counselor. the principal, parent(s)/guardian(s). and other appropriate staff. Such an exception must be based on multiple criteria. including criterion-referenced tests. grades. teacher/counselor predictions of success at the next level. extenuating circumstances. etc. An exception can be made for those students who can successfully earn credit for a failed course through a District-approved correspondence or distance-learning program or through summer school. 1. To be promoted from the sixth grade to the seventh grade, from the seventh grade to the eighth grade, or from the eighth grade to the ninth grade, a student must earn a passing grade (D) or~ above in both English (reading/writing workshop) and mathematics and in either science or social studies. Grades shall reflect the degree to which the student has achieved the core curriculum standards appropriate for the grade level. 2. Although a student may be accelerated (double-promoted) from grade 4 to grade 6, acceleration is rarely an option in middle school and should only be considered under very extenuating circumstances. Any decision to accelerate shall be based on multiple criteria (e.g .. criterion-referenced tests. examinations in literacy and mathematics. norm-referenced tests. grades. teacher/counselor predictions of success at the next level, extenuating circumstances. etc.) Students not performing at or above the proficient level on the most recent standards-based assessments or the state Benchmarks in both English language arts and mathematics are not generally candidates for acceleration. 3. The parent(s)/guardian(s) of any student likely to be retained or reqHiree to aHene stunrner seh.ool for prom.otioH must be notified through teacher-parent conferences relating to the Student Academic Improvement Plan (SAIP) and quarterly Progress Reports of the student's low performance. (Schools are encouraged to develop a contract with students and their parents to improve academic achievement as a part of this process.) In addition. parent(s)/guardian(s) must be notified in writing bv the end of the third nine-weeks grading period of the likelihood ofretention and the need to attend summer school to make up failing grades. srneeHt's stB:ttis Ho later th.fill the eHe of the th.ire HiBe 1Neelcs _gi'aeiHg perioe. A. A student who fails either English (reading/writing workshop) or mathematics and one other core curriculum course may be promoted to the next grade level if he/she earns a passing grade or above in summer school in either the English or mathematics course that was failed. Another option for earning ereeit for a feilee eotirse is through. the ereeit by e~camiHatioH pro_gi'am (effeeti1v1e, seh.ool year 1999 2000). At the discretion of school officials, the student may be required to retake the other failed course or enroll in an extra remedial course during the next school year instead of allowing an elective course. B. A student who fails both English (Reading/Writing Workshop) and mathematics must attend the full-day summer school program and earn passing grades in both subjects in order to be promoted. or h.e/sh.e m.Hst eern oHe ereeit through. th.e ereeit b1 examiHatioH pro_gi'am. (Creeit by e~camiHatioH a1,\u0026lt;ailable iH 1999 2000.) C. A student who fails both English (Reading/Writing Workshop) and mathematics and either science or social studies must attend the full-day summer school program and earn passing grades in both English and mathematics in order to be promoted. D. A student who fails either English (Reading/Writing Workshop) or mathematics and both science and social studies must attend the full-dav summer school program and earn passing grades in English/mathematics and in science/ social studies-two of the three failed courses. 1111- ... . D. A student who fails three core curriculwn courses is eligible for promotion only if he/she attends the full da\n summer sehool program fil1Q is able successfully to earn one course credit through the credit b\n' e,camination program. (Credit by e,mmination aailable in 1999 2000.) D. A student who fails all four core curriculum areas is not eligible for promotion and must be retained. E. A student 1,1,rho does not earn promotion the seeond\n'ear at a grade le1,rel in grades 6 and 7 rnay be adrninistratiYely placed at the neJct grade leYel. F. A student who performs at the Below Basic level on the most recent criterionreferenced assessments or state Benchmarks in both literacy and mathematics may be retained if other student performance data verifv the low performance and if scores are received bv the school before the beginning of the next school year. 4. A student who does not earn promotion the second year at a grade level in grades 6 or 7 maybe administratively assigned at the next grade level. A student who will be age sixteen (16) during grade 8 before June l of his/her eighth-grade year and who has not successfully completed the requirements for grade 8 may be administratively assigned to an alternative education program if program eligibility and placement criteria are met. 7. Any e,ceeption to these regulations shall be the result of a eollaboratiYe decision ino1Ying the counselor, classroom teacher(s), prineipal, parent(s)/ guardian(s), and the appropriate curriculum and adrninistratiYe personRel. Such Elil exception must be based on rnultiple criteria, including the student's norrn reference test scores, local and state criterion referenced test scores, grades, age, eJctenuating eircumstaHces, aHd the student's probable success at the nc,ct lc1,rel. An exception CElil be rnade for those students v,rho can successfully earn credit fer a failed course through the credit ay examination program. High School, 9-12 1. Effective for the classes of 2001-02 and 2002-03 fall 1999, a high school student must earn a minimum of six (6) units of credit each year in order to be classified at the next grade level, as follows: Sophomore (grade 10) 6 units Junior (grade 11) 12 units Senior (grade 12) 18 units. Effective for the classes of 2003-04 and beyond, a high school student must earn a minimum of 6  units of credit each year in order to be promoted to the next grade level, as follows: Sophomore (grade 10) 6  units Junior (grade 11) Senior (grade 12) 13 units 19  units 2. Over-age and credit-deficient students may be refeffed to administratively assigned to an alternative education program if program eligibility and placement criteria are met. LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKE-R PROMOTION, ACCELERATION, RETENTION, AND ADMINISTRATIVE PLACEMENT OF STUDENTS, PreK-12 Purpose The purpose of the following regulations is to provide guidelines for teachers and campus-level administrators to use in making decisions relating to promotion, acceleration, retention, and administrative placement of students from one grade to the next. Elementary School, PreK-1 Students in grades PreK-1 are not to be retained except under extenuating circumstances where the best interests of the child would clearly be served, according to multiple criteria and in consultation with the parent(s)/guardian(s). Extenuating circumstances include, but are not limited to, excessive absences, lack of participation in prekindergarten, fetal alcohol syndrome, fetal drug addiction, and developmental delays. Elementary School, Grades 2-5 1. Promotion of a student from one elementary grade to the next shall be determined by the degree to which the student has achieved the District's curriculum standards identified in the Core Curriculum at each grade level as evidenced by multiple criteria (e.g., criterion-referenced tests, state examinations in literacy and mathematics, normreferenced tests, grades, teacher/counselor predictions of success at the next level, extenuating circumstances, etc.). Achievement in reading/language arts and mathematics are of primary importance. 2. The decision to accelerate (double-promote) a student shall be made, again based on multiple criteria, and in consultation with the parent(s)/guardian(s), classroom teacher(s), principal(s), counselor, staff from the gifted/talented office, and other appropriate curriculum and assessment staff. Students not performing at or above the proficient level on the most recent standards-based assessments or the state Benchmarks in both English language arts and mathematics are not generally candidates for acceleration. A four-year-old is not permitted to skip pre-kindergarten and be \"double-promoted\" to kindergarten since he/she would not be old enough to enter kindergarten under state law. 3. The decision to retain a student in a grade shall be made based on multiple criteria (see #1 above) and in consultation with the parent(s)/guardian(s), classroom teacher(s), and principal. Achievement in English language arts and mathematics are of primary importance, and for that reason, students performing at the Below Basic level on state assessments, if substantiated by other criteria, may be considered for retention, even though scores may be reported during the summer after the end of the school year. A. Prior to a decision to retain, the child's Student Academic Improvement Plan (SAIP) must be implemented fully by the teacher, and Progress Reports must be sent home each quarter of failing work so that parents are alerted. In addition, contact (at least two attempts) with parents must be documented (such as the Parent-Teacher Conference Form and/or the parent-teacher conference relating to the SAIP) to show efforts made to prevent student failure or retention through intervention and remediation. B. Parents/guardians must be notified by the end of the third nine weeks grading period and given reasons for the probable retention of the student. This notification (or attempts to encourage the parent's participation) must include a good-faith effort to include the parent(s)/guardian(s) in a parent-teacher conference and must be documented in writing. Parents/guardians must be advised of all available programs and services provided by the District to support the child's remediation. The documentation must include the date, persons involved, and results of the conference, and it must be placed on file. 4. If a student will reach age eleven (11) before June 1 of his/her third grade year, he/she may be administratively assigned from grade 2 to grade 4. If a student will reach 0f age thirteen (13) by June 1 of his/her fifth grade year, he/she may be administratively assigned from grade 4 to grade 6. Middle School, Grades 6-8 The following regulations are established to guide decision-making at grades 6-8. Any exceptions to these regulations shall be the result of a collaborative decision involving the classroom teacher(s), the counselor, the principal, parent(s)/guardian(s), and other appropriate staff. Such an exception must be based on multiple criteria, including criterion-referenced tests, grades, teacher/counselor predictions of success at the next level, extenuating circumstances, etc. An exception can be made for those students who can successfully earn credit for a failed course through a District-approved correspondence or distance-learning program or through summer school. 1. To be promoted from the sixth grade to the seventh grade, from the seventh grade to the eighth grade, or from the eighth grade to the ninth grade, a student must earn a passing grade (D) or above in both English (reading/writing workshop) and mathematics and in either science or social studies. Grades shall reflect the degree to which the student has achieved the core curriculum standards appropriate for the grade level. 2. Although a student may be accelerated ( double-promoted) from grade 4 to grade 6, acceleration is rarely an option in middle school and should only be considered under very extenuating circumstances. Any decision to accelerate shall be based on multiple criteria (e.g., criterion-referenced tests, examinations in literacy and mathematics, norm-referenced tests, grades, teacher/counselor predictions of success at the next level, extenuating circumstances, etc.) Students not performing at or above the proficient level on the most recent standards-based assessments or the state Benchmarks in both English language arts and mathematics are not generally candidates for acceleration. 3. The parent(s)/guardian(s) of any student likely to be retained must be notified through teacher-parent conferences relating to the Student Academic Improvement Plan (SAIP) and quarterly Progress Reports of the student's low performance. (Schools are encouraged to develop a contract with students and their parents to improve academic achievement as a part of this process.) In addition, parent(s)/guardian(s) must be notified in writing by the end of the third nine-weeks grading period of the likelihood of retention and the need to attend summer school to make up failing grades. A. A student who fails either English (reading/writing workshop) or mathematics and one other core curriculum course may be promoted to the next grade level if he/she earns a passing grade or above in summer school in either the English or mathematics course that was failed. At the discretion of school officials, the student may be required to retake the other failed course or enroll in an extra remedial course_during the next school year instead of allowing an elective course. B. A student who fails both English (Reading/Writing Workshop) and mathematics must attend the full-day summer school program and earn passing grades in both subjects in order to be promoted. C. A student who fails both English (Reading/Writing Workshop) and mathematics and either science or social studies must attend the full-day summer school program and earn passing grades in both English and mathematics in order to be promoted. D. A student who fails either English (Reading/Writing Workshop) or mathematics and both science and social studies must attend the full-day summer school program and earn passing grades in English/mathematics and in science/ social studies-two of the three failed courses. E. A student who fails all four core curriculum areas is not eligible for promotion and must be retained. F. A student who performs at the Below Basic level on the most recent criterionreferenced assessments or state Benchmarks in both literacy and mathematics may be retained if other student performance data verify the low performance and if scores are received by the school before the beginning of the next school year. 4. A student who does not earn promotion the second year at a grade level in grades 6 or 7 maybe administratively assigned at the next grade level. A student who will be age sixteen (16) before June 1 of his/her eighth-grade year and who has not successfully completed the requirements for grade 8 may be administratively assigned to an alternative education program if program eligibility and placement criteria are met. High School, 9-12 1. Effective for the classes of2001-02 and 2002-03, a high school student must earn a minimum of six (6) units of credit each year in order to be classified at the next grade level, as follows: Sophomore (grade 10) Junior (grade 11) Senior (grade 12) 6 units 12 units 18 units. Effective for the classes of 2003-04 and beyond, a high school student must earn a minimum of 6  units of credit each year in order to be promoted to the next grade level, as follows: Sophomore (grade 10) Junior (grade 11) Senior (grade 12) 6  units 13 units 19  units 2. Over-age and credit-deficient students may be administratively assigned to an alternative education program if program eligibility and placement criteria are met. 7\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_1221","title":"Little Rock School District Board","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 (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Educational planning","School boards","School board members","School management and organization","School superintendents"],"dcterms_title":["Little Rock School District Board"],"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/1221"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n   1. Amendments to Board of Education Policies and Regulations June 22, 2000 DES Off/CE C. RiRE6A110N MOA:f i'OR/NQ Remove Section D content page and insert new Section D content pages 1 and 2. 2. Insert policies DFB and DFC behind policy DEA/ 3. 4. 5. 6. 7. 8. 9 . Insert policies DFE and OFF behind regulation DFD-R2. Insert policy OGE behind policy DGA. / Insert policy DID behind policy DIC. ,./ Insert policy DIE behind regulation DID-R. ./ Insert policies DJD and DJGA behind regulation DJC-R. ./ Insert policy DLA behind regulation DKC-R. Insert policy ON and regulation DN-R behind policy OM.  ?    1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11 . 12. Policy Amendments As of May 25, 2000 ece,ve J .N 1 6 2000 OFFICE OF DESEGREGA110N MONITORING Remove Section D contents page and insert new Section D contents page.  Insert policy DCA and regulation DCA-R behind policy DC.  Insert policy DFD, regulations DFD-R1 and DFD-R2 behind policy DEA. / Insert policy DKC and regulation DKC-R behind policy DK. / Remove Section F contents page and insert new Section F contents page. / Insert policies FBC and FCC behind contents page. / Remove Section I contents page and insert new Section I contents page. / Remove regulation ID-Rand insert revised regulation ID-R dated May 25, 2000. / Remove regulation IKC-R and insert revised regulation IKC-R dated May 25, 2000.  Insert regulation IKFA-R behind policy IKFA. / Remove Section J contents page and insert new Section J contents page. Insert policies JB and JBA, regulation JBA-R, and policies JC and JCA behind contents page. 13. Insert policy JEC behind policy JE. 14. Insert policy JI behind regulation JFABB-R. 15. Insert policy JJIA behind regulation JJ-R. 16. Insert regulation JJIB-R3 behind regulation JJIB-R2. 17. Insert regulation JRAA-R behind policy JRAA.  1. 2. 3. 4. 5. 6. 7. 8. 9 .   t PR 5 znco Policy Amendments OFFICE OF As of April 3' 2000 DESEGREGATION MONITORl~G Remove policy BEDS and insert revised policy BEDS dated February 3, 2000. / Insert Section D behind tab D. }) ' ~cc 'V-1 Remove regulatio IKEC-R3 nd insert revised regulation IKEC-R3 dated February 10, 2000. v\"' \"'' I v.L-Remove regulation F-R2 nd insert revised regulation IKF-R2 dated February 10, 2000. Remove Section J contents page and insert new Section J contents page. Insert regulation JFABB-R behind policy JFABB. Insert policy JJIB in front of regulation JJIB-R1. Remove Section K contents page and insert new Section K contents page. Insert policies KDA, KOO and KDE directly behind Section K contents page.    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEDS AGENDA An agenda for each regular meeting of the Little Rock School District Board of Education shall 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 a 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 shall be as follows: 1. Call to Order 2. Roll Call 3. Minutes 4. Presentations 5. Remarks from Citizens 6. Consent Items 7. Action Items 8. Reports from superintendent 9. Hearings 10. Adjournment Board members will receive a copy of the official agenda at least forty-eight (48) hours prior to the regular Board meeting. Copies of the agenda for the public will be available at the superintendent's office. Adopted: January 28, 1999 Cross References: Board Policies BE, BEA, BED, BEDD, BEDDB, BEDG, BEDH    SECTION J: STUDENTS Section J of the Little Rock School District contains policies, regulations, and exhibits on students - admissions, attendance, rights and responsibilities, conduct, discipline, health and welfare, and school-related activities. JE JFABB JLDBD JMA JRAA Student Attendance Foreign Exchange Students Sex and Child Offender Notification Scholarships Student Discipline Records OCT 4 1999 DE\n\" Of ESfflaN MONITORING    SECTION K: SCHOOL-COMMUNITY-HOME RELATIONS Section K of the Little Rock School District policy manual contains policies, regulations, and exhibits on parent and community involvement in schools. Except for policies concerning education agencies, statements on public sector relations with the school district are located in this section, too. KF KFC Community Use of Facilities Community Use of Outdoor Facilities KH Solicitations in Schools Kl KL KLE KLG Visitors to Schools Relations with Governmental Authorities Relations with Youth Serving Agencies Relations with Law Enforcement Authorities RECEIVED SEP 3 1999 OfP40f IRESIBlmJf DTORfN'G LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 November 17, 1999 TO: Dr. Steve Ross Dr. Terrence Roberts Ann Brown John Walker Clementine Kelly, CTA NOV 3 0 1999 OFFICE Of DESEGREGATION MONITORINQ FROM: 'tor. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Proposed New Policy and Regulations for Title I I am attaching for your review and feedback copies of early drafts of a proposed new policy and regulations to govern our Title I programs. We already have similar documents in place for special education, gifted/talented education, and ESL. If you have questions or suggestions for improvement, please get those to me by Tuesday, December 7. BAL/rem Cc: Les Carnine Junious Babbs Sadie Mitchell Brady Gadberry Victor Anderson LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IHAR TITLE I PROGRAMS The Little Rock School District is committed to the effective use of Title I funds to assist in ensuring that all students meet the rigorous curriculum standards and benchmarks established by the state and the District. Title I programs are to be administered in accordance with all federal, state, and local regulations, and they are to be tightly aligned with the LRSD Strategic Plan, the Revised Desegregation and Education Plan, both state and District accountability systems, and the Campus Leadership Plan. Regular education, special education, and English-as-a-Second Language program staff at both the District and school levels share collective responsibility for design, planning, implementation, monitoring, and evaluating results of the program interventions funded through Title I. Representative parents of Title I students must also be included. Interventions funded through Title I are to be included in the School Improvement Plans that Campus Leadership Teams submit annually so that planning processes are integrated and coherent. The District's Title I Plan must be approved by the Board of Education annually prior to its submission to the Arkansas Department of Education. The Director of Federal Programs shall include for the Board's approval the following: 1. Amount of the District's allocation\n2. Amount of carry-over from previous year\n3. Mandated amount to be allocated to private and parochial schools located within District boundaries\n4. Total amount reserved for administrative costs and program support at the District level\n5. Amount available for allocations to schools\n6. Amount of per student allocation to individual schools\n7. Description of interventions to be funded at each school\n8. Evidence of mandated parent participation in the design of the District plan\n9. Evidence of use ofresearch and results of Title I program evaluation findings in the design of the District and school-level plans. LITTLE ROCK SCHOOL DISTRICT NEP CODE: IHAR-R TITLE I PROGRAMS Purpose The Little Rock School District is committed to the effective implementation of federal and state regulations regarding the design and administration of the District's Title I program. The purpose of these regulations is to establish, within federal and state parameters, the procedures for the design and implementation of the LRSD Title I (district- and school-level) plan so that it is aligned and coherent with the regular education program and so that it supports all students ' achievement of the rigorous curriculum standards established by Arkansas and the LRSD. Title I programs must also be carefully aligned with the LRSD Strategic Plan, the Revised Desegregation and Education Plan, Smart Start, Arkansas Consolidated School Improvement Planning (ACSIP), Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP), the National Science Foundation (NSF) project, and the Campus Leadership Plan. Collective Responsibilitv for the Success of Title I Pro!ITarns Central office staff share with school-level staff the responsibility for the success of the Title I programs. All members of the Division of Instruction, regardless of funding source, are expected to be knowledgeable about Title I federal, state, and local regulations\nabout the LRSD schools' improvement plans (which include Title I funded interventions)\nand about their role in supporting the success of those schools in ensuring that all students achieve the Arkansas and LRSD curriculum standards/benchmarks. The School Improvement Team and the Teaching and Learning Team are charged with special responsibility to provide professional development, technical assistance, research, data analysis, monitoring, and other support to principals and Campus Leadership Teams. The Plannin2: Process The District shall observe the following steps in the design of the District Title I Plan. 1. Assemble analysis of current expenditures, current student achievement data, list of schools identified for sanctions or corrective actions, free/reduced lunch data, and other critical information to determine priority needs for the following year. Who: Director of Federal Programs Manager of Financial Services Testing and Program Evaluation Staff Associate Superintendent for Instruction When: February 1 annually 2. Notify schools when cuts will have to be made in staffing. Inform principals that such decisions must be communicated to the Director of Human Resources by March 1. Who: Director of Federal Programs Director of Human Resources When: February 15 annually. 3. Convene a series of meetings of Cabinet members and representative members of the District Title I Parent Advisory Committee to review available data, as well as possible scenarios for allocating funds to schools during the following year. Make decisions regarding school levels to be served and per-student allocations. Who: Director of Federal Programs Associate Superintendent for Instruction When: February I-February 15 annually 4. Assemble Title I Plan Review Committee: Director of Federal Programs or his/her designee\nDirector of Mathematics/Science or his/her designee\nDirector of Early Childhood and Elementary Literacy or his/her designee\na middle school specialist\nDirector of Planning and Development or his/her designee\none or more members of the School Improvement Team\nand a representative from School Operations. Meet to construct/review agreed-upon criteria for approval of school plans. Who: Director of Federal Programs Associate Superintendent for School Services Associate Superintendent for Instruction When: February 15 annually 5. Conduct meetings with principals of eligible Title I schools. Provide them with the following information: (a) status of school in accountability system\n(b) copies of any changes in federal, state, or local regulations relating to governance of Title I\n(c) projected budget allocations for the following year\n(d) forms (supplemental to those required for the School Improvement Plan) for their Title I plans and budgets\n(e) instructions for completing the forms\n(f) information on how to become a school-wide project or, if not eligible, how to apply for a waiver\n(g) menus of recommended interventions (reading, writing, mathematics, school change models, etc.) appropriate for Title I funding\n(h) reminders of mandates for parental involvement in the design of the school-level plan\n(i) criteria that will be used to evaluate and approve school-level Title I plans\n(j) other information to facilitate the completion of the Title I plan and budget. Who: Director of Federal Programs Associate Superintendent for Instruction When: February 15-28 annually 6. otify Director of Human Resources of any proposed involuntary transfers of Title I funded staff for the following year. V.lho: Principals with support of Campus Leadership Teams When: March 1 annually 7. Design the school's Title I Plan and Budget, in collaboration with representative Title I parents. Who: Principals and Campus Leadership Teams When: February-March 15 annually 8. Collect school-level Title I plans and budgets. Who: Assistant/Associate Superintendent for School Services When: March 15 annually 9. Conduct series of meetings of Title I Plan Review Committee to review and approve plans. If a plan is not approved by this committee, then the committee shall provide immediate technical assistance to the principal and the Campus Leadership Team for the revision of the plan in a manner that will lead to its approval. Who: Title I Plan Review Committee When: March 15-April 1 annually 10. Submit approved Title I Plans to Associate Superintendent for School Services and Associate Superintendent for Instruction for their review and final approval. If improvements are required before final approval, the principal and the Campus Leadership Team must be provided with immediate technical assistance. Who: Director of Federal Programs When: April 1-15 annually 11. Complete the design of the District Title I Plan and budgets for submission to the Associate Superintendent for Instruction, the Associate Superintendent for School Services, and the Manager of Financial Services for their approval. Who: Director of Federal Programs When: May 1 12. Make necessary revisions to the budgets when the District receives officia1 notification of its allocation from the Department of Education. Who: Director of Federal Programs, with the approval of the Associate Superintendent of Instruction, the Associate Superintendent for School Services, and the Manager of Financial Services When: June 1 13. Provide Title I principals with information about their final allocations for the year, about how to do a budget amendment, the deadline for budget amendments, forms for budget amendments, and expenditure cut-off deadlines. Who: Director of Federal Programs When: August 15 annually 14. Submit the final draft of the District Title I Plan and Budget to the Board of Education for their approval. Who: Director of Federal Programs Associate Superintendent of Instruction When: July 15. Submit the completed and approved District Title I Plan and Budget to the Arkansas Department of Education for their approval. Who: Director of Federal Programs When: August 1 annually 16. Provide a summary of each school's plan to members of the Division of School Services and th~ Division of Instruction so that appropriate monitoring and technical assistance can be provided schools. Who: Director of Federal Programs When: August 15 annually 17. Communicate the School Improvement Plan, including its Title I components, to the school community so that everyone understands. Who: Principals and Campus Leadership Teams When: March-September annually Appeal of the Decisions of the Title I Plan Review Committee If a school's Title I plan is not approved by the Review Committee, the Campus Leadership Team may appeal that decision immediately to the Associate Superintendent for School Services and the Associate Superintendent for Instruction. The appeal must be made within five school days of the notification that the plan is not approved\nit must include a summary ofresearch, with citations, that supports the plan's implementation\nand it must be sent to both the Associate Superintendents in writing, signed by the principal and the members of the Campus Leadership Team. The hvo Associate Superintendents shall review the school plan and the appeal within five school days and issue one of the following decisions: 1. Uphold the appeal and approve the plan as written for implementation. 2. Uphold the appeal with conditions that are delineated for the Campus Leadership Team. 3. Deny the appeal and refer the CLT back to the Review Committee for technical assistance. Parameters for School-Level Plans The following parameters shall be observed in the development and implementation of school-level Title I plans. These parameters ensure alignment with the implementation of the District's Strategic Plan, the Revised Desegregation and Education Plan, Smart Start, the Campus Leadership Plan, ACSIP, ACTAAP, the NSF project, and the School Improvement Plan. 1. The design of the school's Title I plan must be approved by the school's Campus Leadership Team (CLT). The school's Title I Parent Advisory Committee shall advise the Campus Leadership T earn in the design of the plan, and at least two representatives of Title I parents must participate in the approval of the Title I plan in targeted assistance schools. (All parents are Title I parents in schoolwide projects.) 2. Accountability for Title I is focused on reading/language arts and mathematics, with an emphasis on grades K-3 at the elementary level. Title I plans, therefore, to be approved, must reflect these areas of focus and emphasis. A priority relating to parental involvement is also recommended. The District's PreK-3 Literacy Plan, Effective Literacy for grades 4-5, and the SF Plan for K-5 mathematics are the basic, regular education programs for elementary schools. The grades 6-8 Reading and Writing Workshop and the new grades 6-8 mathematics curriculum are the regular program at the middle school level. The school's Title I plan must be designed to improve the percentage of children attaining the \"Proficient\" level or above on the Arkansas criterion-referenced examinations in the areas tested. 3. Schools may choose to implement Reading Recovery or Success for All to supplement the district's PreK-3 Literacy Program. The district also recommends at the elementary and middle school levels an extended-day Reading Clinic strategy to support students at the \"Basic\" and \"Below Basic\" levels of performance. Proposals to implement other supplemental language arts programs must be approved through the waiver process, and the school must sho\\v their alignment with the District curriculum, as well as the research base that would predict children's success on state examinations if the program is implemented. 4. Schools are encouraged to invest in the staff through an emphasis on professional development that is carefully aligned with the school improvement plan and district priorities. Schools that are on \"school improvement\" status must. at a minimum, invest at least ten (10) percent of their allocation in professional development. Little Rock School District elementary and middle school language arts teachers are strongly encouraged to pursue advanced courses in the teaching of reading and rhetoric/composition, and/or to participate in the National Writing Project that is conducted at the University of Arkansas at Little Rock. Kindergarten teachers must participate in training to implement Animated Literacy. Elementary teachers are also strongly encouraged to participate in ELLA (Early Literacy Learning in Arkansas) and/or Effective Literacy training. The Reading/Writing Workshop teachers in grades 6-8 are expected to participate in the district's training for that course. Middle school content-area and related arts teachers are strongly encouraged to participate in training on reading in the content areas and/or in writing across the curriculum. Training for elementary and middle school mathematics teachers may be provided through the NSF grant, but schools wishing to supplement what the district provides are encouraged to do so. Additionally, all staff must receive extensive training in the adaptation of instruction, pacing, materials, and assessment for special education, 504, and limited-English proficient students. These populations are increasing in every school, and it is imperative that all schools become skilled in ensuring that special populations also achieve the curriculum standards/benchmarks established by the state and LRSD. 5. Schools wishing to eliminate current Title I staff and ask that they be reassigned in regular education may do so, but the plan must be approved by the Campus Leadership Team and the Director of Human Resources. Generally speaking, such decisions must be communicated to Human Resources no later than March 1 of each year. 6. The focus for the mandated parent involvement component for Title I is the school. The district, therefore, will begin to phase out some of its district-level activities and will, instead, concentrate on developing the capacity of Campus Leadership Teams to involve parents at the school level. Schools should ensure that parent involvement costs are included in their Title I plans and budgets. Schools with students of limited-English-proficiency should include funds to translate critical school documents and invitations to parents whose home language is other than English. Family Math and Family Reading programs are encouraged, as well as any activities necessary to embed the Parent-School Compact in the culture of the school (see the PreK-3 Literacy Plan). The District will continue its District-level Parent Advisory Comrninee. as well as the individual school Parent Advisory Committees. 7. Within certain federal and state parameters schools may purchase technology to support their Title I instructional programs. Campus Leadership Teams must carefully consider how the proposed software (and hardware) will contribute to the improved performance of students relating to Arkansas and LRSD curriculum standards/benchmarks. Also, instructional technology programs are considered to be supplemental to the district program, not a replacement for it. Schools are cautioned not to over-commit their future Title I allocations in purchasing technology. Iflease/purchase contracts exceed the school's allocation, then the school may lose its Title I staff or other programs for the duration of the lease/purchase contract. 8. The district discourages the use of Title I funds for travel to most conferences. Exceptions include visiting exemplary schools that use a program under consideration or implementation by the school or for in-depth training (as opposed to awareness level only) in a priority area for school improvement or the improvement of student outcomes. Rather than spend Title I funds on out-ofdistrict trips, the school is encouraged to bring top-notch consultants to Little Rock to work with all teachers, not just the one or two who might go to the conference. I 9. Schools are encouraged to collaborate with each other and to leverage their Title I funds to every extent possible. Cabinet-level and curriculum staff, including the federal programs staff, should facilitate such collaboration and networking. particularly in the areas of professional development, parent involvement. summer programs, and extended-day programs. Both principals and teachers are encouraged to visit other schools in the Linle Rock School District and in the immediate area that are meeting their improvement goals for information on school improvement and on specific teaching/learning strategies. 10. Title I schools, especially those on \"school improvement\" status, may budget funds for planning retreats of the Campus Leadership Team. Title I Exoenditures Once a school's plan and budget are finally approved, then the expenditures are assumed to be approved, as long as they conform to the plan. The Office of Federal Programs is to expedite and facilitate as quickly as possible the approval of all purchase requisitions. Principals should expect that purchase requests \\vill be approved by the Director of Federal Programs within 48 hours ofreceipt and forwarded to Procurement. Title I Pro2Tam Start-Up The Director of Federal Programs is expected to submit all required information to the Arkansas Department of Education on a timely basis and to secure approval of the District Title I plan at the earliest possible date. The schools' Title I programs should be fully operational no later than October 1 of each year for maximum impact on student achievement. District Title I Parent Advisorv Committee The Director of Federal Programs, the Parent/Community Team, and the Associate Superintendent for Instruction shall ensure that the District Title I Parent Advisory Committee is organized annually and that federal regulations are observed regarding the rights of parents to participate in Title I planning. Regular meetings shall be conducted to keep the members of the Parent Advisory Committee well informed about District programs and services and to listen to their feedback and input.    AUG 2 11999 utflGE Of DESEGREGATION MONITORING m Ill~ Ill  n- o\"II n C 0 ::s 3 C. Ill 3 :!: ::\n0 3 ::s CD Ill ~ l!O Ill    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 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 AD Little Rock School District Mission Statement ADA Little Rock School District Objectives ADB Drug-Free Schools ADC Tobacco-Free Schools ADD Safe Schools AE Commitment to Accomplishment    LITTLE 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 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 in determining policies, making decisions, and approving procedures for carrying out the responsibility. The Board therefore affirms and declares its intent to: 1. 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. 2. 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. 3. 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.  Adopted: September 24, 1998   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 shall 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, 197 4 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\nACB\nACC\nACD\nACE\nACF  Cross References: Administrative Policies    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACA NONDISCRIMINATION ON THE BASIS 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 shall, 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: Cross References: Cross References: See Code AC Board of Education Policy AC Administrative Policies   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 shall 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 References: Board of Education Policy AC  Cross References: Administrative Policies    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    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, ACB, ACBB   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 shall 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 References: Board of Education Policy AC  Cross References: Administrative Policies   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACD NONDISCRIMINATION ON THE 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 shall 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 shall, 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 References: Board of Education Policy AC  Cross References: Administrative Policies   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACE 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 shall 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 References: Board of Education Policy AC  Cross References: Administrative Policies   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ACF INTERPERSONAUHUMAN 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 References: Board of Education Policy AC  Cross References: Administrative Policies    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 shall implement a compliance program that shall include the following components: 1. Compliance standards and procedures reasonably capable of reducing the prospect of noncompliance\n2. Oversight of compliance with such standards and procedures by the Superintendent and the responsible officials\n3. Communication of compliance standards and procedures to all employees\n4. Utilization of monitoring and auditing systems reasonably designed to detect noncompliance\n5. Utilization of a reporting system whereby students, patrons, and employees can report complaints or noncompliance without fear of retribution\n6. Enforcement 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, 7. 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    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 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 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 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 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: 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 Policies  Cross References: Administrative Policies GBEC, JACH   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 References: Board of Education Policies  Cross References: Administrative Policies GBED, JAICG    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: ADD SAFE SCHOOLS The Little Rock School District shall 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 shall be reported to the proper law enforcement authority, and school district staff shall cooperate with any subsequent criminal prosecution . Adopted: September 24, 1998 Legal References: Arkansas General Laws Federal Gun-Free Schools Act Cross References: Board of Education Policies JI Cross References: Administrative Policies Elementary Student Rights and Responsibilities Handbook Secondary Student Rights and Responsibilities Handbook Professional Negotiations Agreement   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    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 BEDF BEDG BEDH BEE BF BG BGD BGE BH BHA BIB BID BJ BK   Suspension of Rules of Order Voting Method Minutes Public Participation at Board Meetings Policy on Appeal Hearings to the Little Rock School District Board of Education School Board Work Sessions and Retreats School Board Policy Review of Regulations Policy Communication School Board Communications School District Logo Board Member Development Board Member Compensation School Board Legislative Program School Board Memberships in Professional Associations Section B - Page 2 of 2   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: 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 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: BB SCHOOL BOARD 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. 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 Policy AA   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: 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: AC.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 QUALIFICATIONS 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: 8888 BOARD MEMBERSHIP OATH OF OFFICE Each Director shall, 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, shall immediately commission the director and the director shall enter at once upon his or her duties . Adopted: January 28, 1999  Legal Reference: AC.A. 6-13-617   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BBBD BOARD MEMBER REMOVAL FROM OFFICE Board members shall be removed from office for the following reasons: Conviction of a felony: A vacancy shall exist on the Board of Education from the date of the final judgment of conviction. The prosecuting attorney who prosecutes a Board member shall 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 director shall immediately tender a letter of resignation. Temporary vacancy due to service in the armed forces: A successor shall be appointed to fill the temporary vacancy. Upon return to civilian activities the elected member may resume the duties of director 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 director 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 director 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 director's attending physician. The director 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 shall 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 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 shall be filled by a majority vote of the remaining directors 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 shall be filled by appointment by the Pulaski County Board of Education. Appointed directors shall 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 References: A.C.A. 6-13-611 Cross References: Board 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 shall 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 shall 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 shall be applied prospectively and shall 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 shall 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 shall 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: A.C.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 Policies BBBD, BBBE, BEDC, BEDD, BEDF   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOA 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: January 28, 1999 Legal Reference: Arkansas School Law 80-506  Cross References: Board 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 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 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 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 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 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  LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BOD 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 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 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 bylaw. 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 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: 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 shall 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 shall 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 shall be open to the public and shall be governed by the Arkansas Freedom of Information Act. Newspapers, television and radio stations shall 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 shall 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 shall include an opportunity for citizens to address the Board. Notification of Board meetings shall 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 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 shall 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 shall be open to the public. All Board members shall be given reasonable notification of the special meeting. The news media shall 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 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: AC.A. 25-19-106 Cross Reference: Board 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. The superintendent or a designated administrator will be available    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BED (continued) 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 tape recorded . Adopted: January 28, 1999 Legal References: A.C.A. 6-13-619 Cross References: Board Policies BE, BEA, BEDB, BEDC, BEDD, BEDDB, BEDF, BEDH,BEE 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: SEDA 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: AC.A. 25-19-106 (2) Cross References: Board Policies BE, BEA, BEB    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: 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 will be acted upon in a 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. Call to Order 2. Roll Call 3. Minutes 4 . Presentations RECEIVED 5. Citizens Committees 6. Remarks from Board Members APR 5 2000 7. Remarks from Citizens 8. Consent Items 9. Action Items 10. Reports from Superintendent 11. Announcements 12. Hearings 13. Adjournment 14. Individuals or Groups Board members will receive a copy of the official agenda at least forty-eight (48) hours prior to the regular Board meeting. Copies of the agenda for the public will be available at the superintendent's office. Revised: February 3, 2000 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 shall 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 shall 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 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 shall be required for the passage of any motion or resolution.  Any member who abstains from voting shall 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 shall 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 on 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 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 should 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 shall be filed in a permanent record at the Little Rock School District Administration Building. This record shall 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 shall 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: AC.A. 6-13-619, 25-19-105 Cross References: Board 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 Policies BED, BEA, BED, BEDB,BEDG    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: BEE POLICY ON APPEAL HEARINGS TO THE LITTLE ROCK SCHOOL DISTRICT BOARD OF EDUCATION 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 shall 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 shall receive a fair and impartial hearing. In order to ensure that these objectives are met, Board members shall 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, shall 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 shall 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 shall 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 shall 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: A.C.A. 25-19-106 Cross References: Board 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 consider 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 shall 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 (NSBNNEPN) . Adopted: March 25, 1999 Cross References: Board 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 communication 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 communication. 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 patrons 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 communication 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 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 References: Administrative Regulation DKC-R Board 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    SECTION C: GENERAL SCHOOL ADMINISTRATION Section C of the Little Rock School District 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 shall 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 shall 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: CSA 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 reelection 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  Administrative Services org chart 04-23-98 Discipline Alternative Education Student Assignment Pupil Services Human Resources  BOARD OF DIRECTORS I SUPERINTENDENT OF SCHOOLS Special Assistant I r Labor Relations I I - Communications I I Technology I --. - School Services Instruction Elementary Assistant Reading/Language Arts Planning/Research/Evaluation Secondary Assistant Mathematics/Science Exceptional Children Accelerated Leaming Social Studies Grants Writer Athletics Staff Development New Futures HIPPY Federal Programs Career \u0026amp; Technical Parent Involvement Adult Education VIPS Early Childhood  Operations Financial Services Internal Auditor Procurement Plant Services Safety/Security Child Nutrition Transportation    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 responsible 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 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 shall 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  Cross Reference: Administrative Regulation CFD-R    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 would be out of the district for over 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    ' MEMORANDUM To: Ms. Judy Ma~ From: Paul Blum Date: December , 998 WPAULBLUME ATI'ORNEY A.T LA.W 808 MARTIN LUTHER. KING DRIVE IlTn:E ROCK,AR.KA..'I\\ISAS 72202 (501) 375-7922  FAX: (501) 375-2454 Re: LRSD Policy Manual, Sections B and C You have provided me with a copy of LRSD Manual Revisions, Section B (School Board Governance) and $ection C (General School Administration). The following comments are made with a view toward determining any p\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\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":"bcas_bcmss0837_1081","title":"Little Rock School District Board","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":["1999/2000"],"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 (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Educational planning","School management and organization","School boards","School superintendents","School board members"],"dcterms_title":["Little Rock School District Board"],"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/1081"],"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\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nF. Facilities Development       LITTLE ROCK SCHOOL DISTRICT NEPN CODE: FF NAMING FACILITIES The Board of Education shall approve the official names of all school buildings. In selecting names for new buildings, recommendations will be considered from the Superintendent of Schools, interested citizens, students, or staff. Proposed names may be submitted by the Superintendent to the school staff, students, and interested citizen groups for reaction. The final recommendation shall be forwarded by the superintendent to the Board of Education for approval. The following guidelines shall govern the naming of facilities: 1. Schools shall be named for persons identified with public education or who have rendered some other distinguished public service locally, nationally, or internationally. 2. When possible, the group making the nomination should agree to provide appropriate recognition for that school in the fonn of a plaque, portrait, marker or in some other way . 3. The nomination shall be presented in a brief three paragraph statement which shall contain: a. Appropriate biographical data about the person b. The significant contribution made by the person c. A statement of why the school should be named after the person The attached form shall be used by persons nominating names for facilities. Also, the Board at its discretion may name portions of a building, such as the library or auditorium. Guidelines listed above shall apply in such cases. In all cases, care should be taken to avoid similarities with the names of existing schools. Once a person's name has been proposed, written authorization shall be secured by the superintendent from the individual, if living, or the closest relative to the third degree of the descendant before any official action is taken by the Board. Following the adoption of the official naming (or renaming) of a new school building or program housed within the building, the administrative officers of the Board will be authorized to give public notice of such action and to modify existing records and other legal documents as may be necessary.    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: FF ( continued) The official names of all schools will be approved or altered only by action of the Board. Request for renaming facilities will follow the format listed below: 1. State the proposed name 2. Identify the facility location or building location 3. Provide biographical or historical data supporting request 4. Describe significant contributions of the individual for which the namin- is considered 5. Offer a rationale for naming or renaming school Renaming Facilities In situations deemed unusual or appropriate, the Board may take steps to rename school facilities, or portions thereof. Schools named for a person will retain that person's name as long as the facility is used for instructional purposes by the District. Exceptions to this may be made by the Board. In renaming the facility, or portions thereof, the provisions set forth above shall be followed. Recommendations for new names or name chances shall be received anytime during the year, and shall be-referred to the administration for obtaining comments and input from the school community involved. A school building name, other than the name of a person, may be considered in naming new school buildings. Names may be recommended using the following guidelines: 1. A school name may be recommended considering its geographical location. 2. A school name may be recommended considering its function. A distinction may be made between the building name and the official name of the program(s) housed in the building. Buildings will retain the names they were given at the time of the dedication by the Board of Education, such as, hypothetically, \"Instructional Resource Center at lsh School\". The superintendent shall use the same procedure as outlined for naming schools after persons in securing reactions to other suggested names . 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: FF ( continued) Public Dedication New school buildings and major additions to existing facilities shall be dedicated in a public and formal ceremony. There shall be a program or open house to which the Board, citizens, parents, and students are invited. All plans for the public or formal opening of any school shall be made in cooperation with the school's principal. Detailed procedures for dedication ceremonies shall be furnished by the principal to the superintendent. Adopted: May 27, 1999 3    NAMING AND RENAMING FACILITIES I propose that the (Designation of building and/or location) (Address) be named for I. Biographical Data: II. The Nominee's significant contribution is: Ill. I believe the facility should be named for this person because: (Signature) (Date) This form should be submitted by persons nominating names for new facilities to the LRSD Board of Education for consideration. 4    SECTION G: PERSONNEL POLICIES Section G of the Little Rock School District policy manual contains all of the applicable personnel policies. This section has three (3) main subdivisions. Subsection GA/GB is for general policies pertaining to all employees. Subsection GC is for policies that pertain to Certified personnel who are required by the Arkansas State Department of Education to hold a certification to serve in their position. Section GD is for policies pertaining to support, or noncertified, personnel. GA Personnel Goals GB GBA GBAA GBAA-R GBE GBEA GBEAA GBEB GBEBC GBEBD GBEC GBEC-R GBGA GBGB GBGB-R GBGD GBH GBI GBJ GBK GBK-R GC GCA GCA-R GCB GCBB GCBC GCBD GCC GCCA GCCB GCE GCF General Personnel Policies Open Hiring/Equal Employment Opportunity and Affirmative Action Sexual Harassment Sexual Harassment Staff Rights and Responsibilities Staff Ethics/Conflict of Interest Staff Participation in Judging School Events Staff Conduct Staff Gifts and Solicitations Advertising of Products or Services by District Employees Drug Free Workplace Drug Free Schools and Campuses Staff Health Staff Personal Security and Safety Staff Personal Security and Safety Workers' Compensation Staff Participation in Community Activities Staff Participation in Political Activities Personnel Records Staff Concerns/Complaints/Grievance Staff Concerns/Complaints Professional Staff Personnel Policies for Administrators Administrator Employment \u0026amp; Salary Placement Certified Personnel Contracts Salaries Special Duties Fringe Benefits for Certified Staff Professional Staff Personnel Leaves and Absences Public Service Leave Policy Professional Staff Sick Leave Professional Staff Recruiting Professional Staff Hiring Section G - Page 1 of 2    GCFB-R GCFC GCFCA GCG GCGC GCID GCK GCKC GCL GCMD GCN GCOA GCOC GCP GCPB GCQ GCQ-R GCQC GCQF GCR GCRD GCS GCU GD GOA GOB GDBC GDBD GDC GDCA GOE GDFB GDI GDJ GDK GDM GOO GDP GDQ GDQ-R GDQA GDQB GDQD Hiring of School Principals Professional Staff Certification and Credentialing Requirements Certified Staff Change of Address Part-Time and Substitute Professional Staff Employment Job Sharing in Professional Staff Positions Professional Staff Training, Workshops, and Conferences Professional Staff Assignments and Transfers Displaced Staff Transfers Professional Staff Schedules and Calendars Instructional Staff Extra Duty Supervision of Professional Staff Evaluation of Instructional Staff Evaluation of Administrative Staff Professional Staff Promotions and Reclassifications Salary Grade Establishment or Reclassification Professional Staff Termination of Employment Certified Staff Non-Renewals and Terminations Resignation of Instructional Staff Discipline, Suspension, and Dismissal of Professional Staff Nonschool Employment of Professional Staff Tutoring for Pay Professional Research and Publishing Professional Staff Membership in Professional Organizations Support/Classified Staff Support Staff Positions Compensation for Support Staff Support Staff Supplementary Pay/Overtime Fringe Benefits for Support Staff Support Staff Leaves and Absences Support Staff Sick Leave Support Staff Recruiting and Hiring Support Staff Selection Process Support Staff Probation and Tenure Support Staff Assignments and Transfers Support Staff Schedules and Calendars Support Staff Career Development Evaluation of Support Staff Support Staff Promotions and Reclassification Support Staff Non-Renewals and Termination of Employment Certified Staff Non-Renewals and Terminations Support Staff Reduction in Force Support Staff Resignation Discipline, Suspension, and Dismissal of Support Staff Section G- Page 2 of 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GA PERSONNEL GOALS The Board of Education recognizes that a dynamic and efficient staff dedicated to a strong integrated educational program is necessary to maintain a constantly improving program of education. The Board is interested in its personnel as individuals, and it recognizes its responsibility for promoting the general welfare of the staff. It is the policy of the Board to establish educational environments that will attract and maintain the best-qualified employees. The Board commits itself to the following specific goals: 1. To recruit, select, and employ the best qualified personnel to staff the school system. 2. To provide staff compensation and benefits sufficient to attract and retain qualified employees . 3. To provide staff with opportunities to pursue educational endeavors that will promote high educational standards within the District. 4. To implement an evaluation process which accurately assesses employee performance ~nd serves as a tool for professional growth. 5. To administer negotiations efforts. 6. To develop the quality of human relationships necessary to obtain maximum staff performance and a high level of job satisfaction . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GB GENERAL PERSONNEL POLICIES The Board believes that excellence in education and fairness for all, equity, are both compatible and inseparable. The personnel policies of the District will be based on these beliefs. It is the policy of the Board of Education to establish personnel practices that will enable all employees to make optimal contributions to the mission and objectives of the District. The District will implement programs and procedures that assure equitable employment practices in recruiting, hiring, assigning, promoting and evaluating employees . Adopted: Legal References: See Policy AC, AC.A. 6-17-1901 Cross References: Board of Education Policies AC, ACA, ACB, ACC, ACD, ACE, ACF    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBA OPEN HIRING/EQUAL EMPLOYMENT OPPORTUNITY AND AFFIRMATIVE ACTION Equal opportunities will be extended to all employees and to applicants for employment who meet the qualifications established for the classification or position for which application is made. It is the policy of the Board of Education that there shall be no discrimination because of race, color, religion, sex, age, national origin, sexual orientation or handicap/disability in the recruitment, employment, assignment, training or promotion of personnel. Adopted: Cross Reference: Board of Education Policy AC    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBAA SEXUAL HARASSMENT It is the policy of the Board of Education that all employees have the right to work in an environment free from any type of unlawful discrimination. This includes the right to work in an environment free from sexual harassment. The District shall not tolerate sexual harassment of employees in any form. Any such conduct shall result in disciplinary actions up to and including dismissal. No supervisor shall threaten, suggest or imply that an employee's refusal to submit to sexual advances will adversely affect the employee's employment, evaluation, wages, advancement, assigned duties, shifts, or any other condition of employment or career development. Nor shall any supervisor suggest or imply that an employee's acquiescence to sexual advances may favorably affect the employee's condition of employment or career development. Other sexually harassing conduct in the workplace, whether committed by supervisory or non-supervisory personnel, is also prohibited. This includes, but is not limited to, offensive sexual flirtations, advances, propositions, verbal abuse of a sexual nature\ngraphic verbal commentaries about an individual's body\nsexually degrading words used to describe an individual\nand any offensive display in the workplace of sexually suggestive objects or pictures. Adopted: Legal References: See Policy AC Cross References: Board of Education Policies AC, ACA Administrative Regulation GBAA-R    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBAA-R SEXUAL HARASSMENT I. Purpose To set forth procedures for the implementation of the sexual harassment policy. II. Definition of Terms Sexual harassment is any repeated or unwanted verbal or sexual advance, sexually explicit derogatory remarks, or statements made by someone in the work place which are offensive or objectionable to the recipient, or which cause the recipient discomfort or humiliation, or which interfere with job performance, and which can be reasonably determined to constitute unlawful behavior as follows: A. Submission to the conduct is either an explicit or implicit term or condition of employment. B. Submission to or rejection of the conduct is used as a basis for employment decisions affecting the recipient. C. The conduct has the purpose or effect of substantially interfering with work performance, or creating an intimidating, hostile or offensive work environment. Ill. Procedures A. The Employee 1. The employee should be certain beyond a reasonable doubt that harassment exists and that it is directed toward him or her. 2. The employee should advise the offending individual that the conduct in question is offensive and request that it be discontinued immediately. 3. If the offending conduct continues or recurs, the employee should report the conduct to his or her immediate supervisor. 4. In the event the supervisor is the offending party, the conduct should be reported to the next higher person in the organizational chart .   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBAA-R (continued) B. The Supervisor 1. The supervisor will take immediate action to investigate any and all complaints which are registered. 2. After the investigation and determination of the merits of the complaint, the supervisor will meet with the offended employee to discuss the results of the investigation. 3. If it is determined that an employee has engaged in harassment the supervisor will take appropriate disciplinary action. The nature of the action will depend on the severity of the harassing behavior. The action may range from a warning to dismissal. 4. If the accused employee denies the harassment and there are no witnesses to the alleged harassment, the supervisor will restate District policy to both parties and emphasize the District's expectation of proper work behavior. The supervisor will document the complaint, the findings and the conferences held. C. The District 1. The District will make every reasonable effort to insure that no retaliation occurs against any employee who has registered a complaint or who has assisted in the investigation of a complaint. 2. The District will take appropriate disciplinary action including possible discharge against any employee who engages in retaliation.  Date: March 1999 2  LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBE STAFF RIGHTS AND RESPONSIBILITIES All staff members have a responsibility to make themselves familiar with, and abide by, the laws of the state as these affect their work, the policies of the Board, and the regulations designed to implement them. All staff members shall be expected to carry out their assigned responsibilities with conscientious concern. The first responsibility of the instructional staff is the education of the student. Also essential to the success of ongoing school operations and the instructional program are the following specific responsibilities, which shall be required of all personnel: 1. Faithfulness and promptness in attendance and work. 2. Support and enforcement of policies of the Board and regulations of the school  administration in regard to students.  3. Diligence in submitting required reports promptly at the times specified. 4. Care and protection of school property. 5. Concern and attention toward their own and the Board's legal responsibility for the safety and welfare of students, including the need to ensure that students are under supervision at all times. In their association with students all school employees will set examples that are an important part of the educational process. Their manner, dress, courteousness, work ethic and attitudes establish models that affect the development of young people. The Board expects its staff members to be exemplary models, as well as provide exemplary instruction . Adopted:   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBEA STAFF ETHICS/CONFLICT OF INTEREST Employees of the Board will not engage in any activity that conflicts, or raises a reasonable question of conflict, with their responsibilities in the District. More specifically, employees will not: * * * * * * Use institutional privileges for private gain. Solicit or receive compensation, other than that allowed by law, for performance of his/her duties. This precludes, among other things, acceptance of any gratuities, gifts, or favors that might impair or appear to impair professional judgement\nand any personal dealings with any individual or entity with whom he/she, on behalf of the Board, has any direct or indirect contact for purposes of obtaining from such individual or entity, noncompetitive contracts, services, or materials. Knowingly authorize or employ the authority or influence of his/her office to secure authorization of any public contract in which he/she, a member of his/her family, or any of his/her business associates has an interest. Offer any favor, service, or thing of value to obtain special advantage. Permit commercial exploitation of his/her professional position. Engage in selling any of the following merchandise or services for personal profit to students or parents in the attendance area served by the schools in which they work: instructional supplies and equipment\nreference books\neducational tours. Furnish lists of students or parents to anyone selling such materials or services. Employees will use time granted for leave, planning and workshops for the purpose for which it is intended. Nepotism In order that there is no conflict of interest in the supervision and evaluation of employees, at no time may any administrator directly be responsible for the supervision and/or evaluation of any employee directly related to him or her.  Adopted: Cross Reference: Board of Education Policy BCB    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBEAA STAFF PARTICIPATION IN JUDGING SCHOOL EVENTS The Board of Education is committed to providing equitable opportunities for all students to participate in extracurricular activities and to encourage broad participation in school clubs, activities, programs, and events. In some activities, especially student tryouts for cheerleader positions and participation in school beauty pageants, competition is often intense. In order to avoid any appearance of a conflict of inter-est in determining the outcome of these competitions, District employees are prohibited from serving as a judge in cheerleader tryouts, beauty pageants, or other similar competitions . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBEB STAFF CONDUCT The Board reaffirms one of the oldest beliefs in education: One of the best methods of instruction is that of setting a good example. The Board expects that the staff of the District will strive to set the kind of example for students that will serve them well in their own conduct and behavior which will contribute toward an appropriate school atmosphere. To that end, in dress, conduct, and interpersonal relationships, all staff should recognize that students are continuously observing them and that their actions and demeanor will be reflected in the conduct of the students. The personal life of an employee will be the concern, and warrant the attention of, the Board only as it may directly prevent the employee from effectively performing assigned functions during duty hours, or as it violates local, state, or national law or contractual agreements . No employee will commit or attempt to induce students or others to commit an act or acts of immoral conduct, which may be harmful to others or bring discredit to the district. If it appears the law may have been violated, the district will cooperate with the law enforcement agencies. Employees of the District, while on duty and in the presence of students, should not use profanity, should not use tobacco in any form, and will not consume or be under the influence of intoxicating beverages. They will not be involved in drug abuse or drug traffic. Violations of this policy by employees may be grounds for immediate suspension and possible termination of employment. In such cases, an employee will be informed of his or her rights to a hearing. Arrest of an Employee Specific authority to take appropriate employment action with regard to an employee who has been arrested is delegated to the superintendent or designee with subsequent approval by the Board. * Employees arrested for a misdemeanor offense that would indicate no danger or appearance of danger to students, employees, or the District will normally not be subject to any employment action.    * * * * LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBEB (continued) Employees arrested for a misdemeanor offense which would indicate a possible danger or appearance of danger to the District, co-employees, or to students will normally be suspended with pay pending adjudication. Employees arrested for a misdemeanor offense which would indicate a possible danger or appearance of danger to students but not to the District or coemployees will normally be reassigned to a different responsibility away from students within the District pending adjudication. Employees arrested for a felony offense will normally be suspended with pay pending adjudication. In certain circumstances, other employment action may be taken. Adopted: 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBEBC STAFF GIFTS AND SOLICITATIONS No employee of the Little Rock School District or member of the Board of Education shall accept any gratuity or favor from any supplier, contractor, or person performing personal services for the Little Rock School District. Further, the same policy will apply to any person, partnership, company or any other entity which may reasonably be expected to perform such services, or offer bids or prices for any supplies, construction, or maintenance work to be performed for the Little Rock School District. An employee will not have a personal financial interest, a business interest, or any other obligation that in any way creates a substantial conflict with the proper discharge of assigned duties and responsibilities or that creates a conflict with the best interest of the district An employee who believes he or she has or may have a conflict of interest will disclose the interest to the superintendent or designee, who will take whatever action is necessary, if any, to ensure that the District's best interests are protected. Endorsements Employees will not recommend, endorse, or require students to purchase any product, material, or service in which they have a financial interest or that is sold by a company that employs the district employee during nonschool hours. Professional employees will not recommend or require students to purchase a specific brand of school supplies if there are other brands that are equal and suitable for the intended instructional purpose. Sales Employees will not use their positions with the District to gain entrance to a home within the district or to obtain an audience with any District resident for the purpose of attempting to sell products or services. Adopted: Cross Reference: Board of Education Policy GBEA    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBEBD ADVERTISING OF PRODUCTS OR SERVICES BY DISTRICT EMPLOYEES No employee of the Little Rock School District shall use District facilities, school time, or the school or District name for any form of private advertising for products or services . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBEC DRUG FREE WORKPLACE It is the policy of the Board of Education to provide a drug-free workplace and to work toward a drug-free society. It is the goal of the District to prevent the illicit use of controlled substances and. alcohol. The unlawful manufacture, or the distribution, dispensing, use, possession, or being under the influence of controlled substances and/or alcohol by any employee during the work day, at any school activity or while in the performance of their employment by the District, wherever located, is absolutely prohibited. In appropriate circumstances disciplinary action may include completion of an approved rehabilitation program at the employee's expense, however, any applicable insurance benefits will be applied. For purposes of this policy, controlled substances include, but are not limited to, narcotics, drugs, hallucinogenic or mind-altering drugs or substance, amphetamines, barbiturates, stimulants, depressants, marijuana, anabolic steroids, and any other controlled substance as defined in law, or any prescription, medicine, or other chemical substances not taken in accordance with a physician's prescription. This definition also includes substances presented to be any such controlied substance or which an employee believes to be such a substance. The term \"drug abuse education and prevention\" means prevention, early intervention, rehabilitation referral, and educational programs related to the use and abuse of alcohol and the use and abuse of controlled, illegal, addictive, or harmful substances, including anabolic steroids . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBEC-R DRUG FREE SCHOOLS AND CAMPUSES I. Purpose To set forth procedures for regulating and monitoring the implementation of the Drug Free Schools and Campuses policy. II. Definition of Terms Ill. The term \"controlled substance\" means any drug listed in 11 U.S.C. Section 812 and other federal regulations. Generally, these are drugs that have a high potential for abuse. Such drugs include, but are not limited to, Heroin, Marijuana, Cocaine, \"Crack,\" PCP and \"Ice.\" They also include \"legal drugs\" which are prescribed by a licensed physician and are illegally distributed, dispensed or sold on school premises or at school-related activities. Procedures 1. The District will not differentiate between drug users and drug pushers or sellers. Any employee who is guilty of possession, use or distribution of a controlled substance and/or alcohol on school premises or as a part of any school-related activity will be subject to discipline up to and including termination of employment and referral for prosecution. 2. The building principal or other administrative head shall notify the superintendent or his/her designee of any employee guilty of a drug related violation occurring on District property or at school-related activities, and impose sanctions on the guilty employee. Alternatively, the school district may give the employee the option, at the employee's expense, to successfully complete a drug/alcohol abuse program sponsored by an accredited and approved private or governmental institution. 3. Each employee is required to inform the District within five (5) days after he or she is convicted for violation of any federal or state criminal drug statute where such violation occurred on the district's premises or during districtsponsored activities. A conviction means a finding of guilt (including a plea of nolo contendre) or the imposition of a sentence by a judge or jury in any federal court, state court or other court of competent jurisdiction . 4. If any employee is convicted of violating any criminal drug statute while in the workplace, he or she will be subject to discipline up to and including   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBEC-R ( continued) 5. termination. Alternatively, the school district may give the employee the option, at the employee's expense, to successfully complete a drug/alcohol abuse program sponsored by an accredited and approved private or governmental institution. 6. By virtue of District participation in federally funded programs, the law requires all employees of the District to abide by these regulations as a condition of employment in the Little Rock School District. 7. Each unit administrator shall he responsible for compliance with the reporting and certification procedures outlined in this policy and shall maintain, at the building site, appropriate documentation to demonstrate compliance. 8. All employees are to be made cognizant of this policy and regulations and are required to sign an acknowledgment form and return it to the unit administrator .  Dated: March 1999 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBGA STAFF HEALTH The Board promotes an attitude of assistance and support towards solving human personal problems encountered by employees, e.g. alcohol or other drug misuse, physical or mental problems or other concerns that may affect job performance. The Board encourages staff to take advantage of the resources available on a voluntary basis. However, the Board's first commitment is to the education of the students. Therefore, when performance is adversely affected mandatory referral would be the alternative to dismissal. The Board reserves the right to require a medical examination in the event a medical condition adversely affects an employee's job performance. If the results of the examination confirm an adverse medical condition, appropriate administrative action will be taken. Such action will be based upon the nature of the impairment and the nature of the employee's assignment. All District employees upon initial employment, and those who have been separated from public school employment more than one school year, including superintendents, supervisors, principals, teachers, and any other employees in the public schools of the state, will with their application provide a certificate that said person does not have tuberculosis in the communicable form . Adopted:   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBGB STAFF PERSONAL SECURITY AND SAFETY It is the policy of the Board of Education to assist employees if a job-related assault should occur on school grounds or off . Adopted: Legal References: AC.A. 6-17-113, AC.A. 6-17-1209, AC.A. 6-17-1308  Cross Reference: Administrative Regulation GBGB-R    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBGB-R STAFF PERSONAL SECURITY AND SAFETY Job-related assault will be defined as any physical assault or battery upon an employee that takes place at any time during an employee's performance of work-related duties, either on school grounds or off. Self-Protection. Employees may take reasonable and necessary action to protect themselves from immediate impending assault, but the employee must also use appropriate measures to avoid assault. Reporting the Assault. The employee will report the assault or see that the assault is reported to his/her supervisor as soon as possible after the event. The supervisor will assist in: (1) seeing that appropriate medical attention is given and/or arranged for, (2) seeing that the assault is reported and/or filed with the appropriate administrators, (3) reporting the incident to the police . The superintendent or a designee will report the incident to the District Safety and Security Department. Days Missed as a Result of Assault. Days absent from duty, whether for injury, doctor's direction, hospitalization, attorney consultation, or court proceeding directly relating to the assault, will not be charged against any leave days, but the absence(s) must be consistent with workmen's compensation guidelines. Limitations: The District reserves the right of approval of the choice of doctors. The doctor must release the employee for return to work. Upon the doctor's release, the employee must return to work. If the employee chooses to be absent after the doctor's release and if the absence is or is claimed to be a result of the assault, the absence(s) will be subtracted from the employee's accumulated sick leave. The district reserves the right to be in consultation with the attending doctor before and/ or after the release of the employee. Salary of the Employee. The District will pay the difference between what workmen's compensation pays and the employee's regular daily salary for as long as the employee is absent from work as a direct result of the assault.   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBGB-R ( continued) Termination of Assault Benefits. The benefits described will terminate when: (a) the doctor has released the employee to go back to work\n(b) the employee is found to be the aggressor in the incident\nor (c) the employee resigns. Findings of Fault. In the event a court of law finds that the employee was the aggressor in the assault incident, all payments of benefits will cease and the District will have a cause of action against the employee for repayment of benefits .  Date: March 1999 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBGD WORKERS' COMPENSATION The District employees are covered for occupational injuries and illnesses in accordance with the provisions of Arkansas Worker's Compensation law. When an employee suffers an occupational injury or illness and/or is unable to work as a result of the injury or illness, he/she must complete the necessary forms to obtain coverage. The applicable law will cover all claims for benefits . Adopted: Legal Reference: AC.A. 6-17-1411    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBH STAFF PARTICIPATION IN COMMUNITY ACTIVITIES The Board encourages employees of the District to participate in civic, service club and professional organizations which provide an opportunity for community or professional service which reflects, in a positive manner, upon the individual employee and the school district. However, neither an individual nor the school as a whole shall be permitted to use school time in working on a community sponsored project unless such an undertaking is contributing to the educational program . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBI STAFF PARTICIPATION IN POLITICAL ACTIVITIES School-sponsored functions involving duly qualified candidates for any office will not be structured in such a manner as to provide any candidate acting on behalf of their candidacy an advantage over other candidates. The use of school materials, or school personnel in their capacity as employees of the school system, on behalf of any or all candidates, as expressly forbidden.  Employees and elected officials are expected to take every reasonable step to differentiate between their activities as individuals and their official positions as employees or elected officials, including the solicitation of funds of support from subordinate employees or persons or groups of persons or firms doing business with the Little Rock School District. Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBJ PERSONNEL RECORDS The superintendent is authorized and directed to develop and implement a comprehensive and efficient system of personnel records under the following guidelines: 1 A personnel folder for each employee, certified and classified, shall be accurately maintained in the District administrative office. 2. In addition to the application for employment, such folders shall contain records and information relative to compensation, changes of address, employment contracts, evaluations, and such other information as may be considered pertinent. 3. All personnel records of individual employees shall be considered confidential and therefore shall not be open for public inspection, with the exception of the information covered under the Freedom of Information Act. 4. Each employee shall have the right, upon request, to review the contents of his/her own personnel file, with the exception of references and recommendations provided to the District on a confidential basis by universities, colleges, or persons not connected with the District. 5. The employee may submit for inclusion in the file written information in response to any of the material contained therein. 6. The superintendent and his/her designees shall take the necessary steps to safeguard against the unauthorized use of all confidential material. Adopted: Legal Reference: A.C.A. 6-17-1505   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBK STAFF CONCERNS/COMPLAINTS/GRIEVANCE A procedure to address questions concerning staff relationships will result in encouraging employees to express themselves on subjects concerning conditions of employment, in fostering a better understanding of policies, and ensuring all employees that their questions and concerns are considered fairly, rapidly, and without reprisals. It is the policy of the Board of Education to have written grievance procedures which provide an orderly method of resolving concerns raised by an employee. \"Grievance\" shall mean any concern related to personnel policies or salary raised by an employee. \"Employee\" shall mean a person employed by the District under a written contract. Adopted: Legal Reference: A.C.A. 6-17-208  Cross Reference: Administrative Regulation GBK-R    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GBK-R STAFF CONCERNS/COMPLAINTS Purpose: Most employees are covered by grievance procedures defined in their respective negotiated agreement. For those employees not covered by a negotiated agreement, there shall be a resolution process. The resolution of questions concerning staff relationships with the employer can be resolved promptly and fairly by the application of well-defined procedures known to all staff members. Communication and discussion between the employee and staff member can resolve the majority of questions and problems that cause difficulties. When resolution is not reached rapidly, the employer and the staff member may proceed to effect resolution in writing as defined in this procedure. The purpose of the resolution procedures is to secure, at the lowest possible level, equitable solutions consistent with the legal standards of \"due process\" to obtain better understanding of policies, to encourage employees to express themselves more effectively on subjects concerning conditions of employment, and to ensure to all employees that their questions and problems are considered fairly, rapidly and without reprisals. Procedure: All documents, communications and records dealing with the processing of a grievance will be filed separately from the personnel files of the participants and will be destroyed three years after the last official entry. All parties will hold the resolution proceedings in confidentiality at all levels. Normally, the resolution process should be conducted at times that do not interfere with assigned duties. A grievance should be processed as rapidly as feasible. The parties should act in good faith to expedite the process. If at any level of the grievance procedure, an appeal is not filed within a reasonable time, the grievance will be considered resolved. Process: The employee will schedule a meeting with the appropriate supervisor to discuss the complaint and resolutions sought. If the problem is not resolved, and the employee indicates a desire to pursue further, a written request for a review by the Director of Human Resources should be submitted to the Department of Human Resources. The written request will include a statement setting forth the issue(s) to be reviewed. The Director of Human Resources will submit the grievance to the superintendent or his/her designee. Date: March 1999    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GC PROFESSIONAL STAFF The term \"certified personnel\" will be used for those employees who must possess teaching or administrative certificates issued by state education authorities in order to hold their positions. The following definitions will apply to certified personnel:  Full-time Personnel: Employees whose regular assignment requires them to work not less than five days per week for not less than five hours per day during the period of the employee's work year, excluding vacation, sick leave, and holidays.  Part-Time Personnel: Employees whose regular assignment requires them to work less than four hours per day.  Temporary Personnel: Employees who accept assignments(s) for a predetermined period of time. The length of service for an assignment may be based on: a. Time needed to complete a specific task\nb. A specific date set for the termination of an assignment\nc. The return of a full-time or part-time employee from an absence.  Extended Temporary Personnel: Temporary employees who may receive an assignment that continues for 20 consecutive working days or longer.  Intern Personnel: Teachers who receive an assignment after the first student contact day of the school year that continues until the end of the school year. The position is declared vacant at the end of the school year . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCA PERSONNEL POLICIES FOR ADMINISTRATORS The Board of Education recognizes that policies and regulations for all certified employee groups cannot be identical because of negotiated agreements, job performance responsibilities, and the interests of the Little Rock School District. For the purposes of this policy, administrators and managers shall be defined as any personnel paid on an administrative salary schedule. Salary placement, benefits, and other related conditions for administrators are defined in the attached regulations . Adopted:  LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCA-R ADMINISTRATOR EMPLOYMENT \u0026amp; SALARY PLACEMENT Salary Schedules Administrative positions have been assigned to an appropriate level (range) on the salary schedules based on job classification and performance responsibilities. Each level (range) has 20 steps which recognize credit for administrative experience. Salaries for each range and step have been prorated into separate salary schedules consistent with the length (number of workdays) of the contract. In addition to the scheduled salary, employees placed on the administrative salary schedules receive additional stipends for educational training as follows: 1. $1500 for MA+30\n2. $2000 for MA+60 or Specialist\n3. $3000 for Doctorate.  Note: These stipends will not apply to grades 7 and 8 administrators.  Initial Placement Credit for previous experience will be granted at the rate of one year of credit for each three years of teaching or other non-administrative experience. Credit for previous acceptable administrative experience will be granted at the rate of one year of credit for each year of experience. Any current administrator whose daily rate of pay is less than this regulation allows because of initial placement under any previous regulation shall have his/her pay increased by adding one additional incremental step each year until the placement is consistent with this regulation. At no time should an administrator be given a promotional increase of more than _% of his/her annual salary. Advancement All employees on administrative salary schedules are normally advanced one step per year from their initial step placement. Administrators must be employed for at least one full semester after initial placement to qualify for a step increase for the following school year.    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCA-R (continued) EVALUATION Each administrator will be evaluated annually in writing. The evaluation process will be consistent with procedures and expectations which are presented to the administrator prior to the initiation of the process. ADMINISTRATOR DISMISSAL All administrators are expected to conform to reasonable standards of conduct and performance. Any action taken against an administrator will be appropriate for the behavior which precipitated the action. Non-renewal or termination of administrators will be handled in accordance with the \"Arkansas Teacher Fair Dismissal Act\" or the \"Public School Employee Fair Hearing Act.\" There are occasions when employees, because of the nature of their misconduct, must be suspended and recommended for immediate termination. The suspension of any administrator may be without pay\nthe superintendent will weigh the circumstances leading to the suspension and will determine whether or not pay during the suspension is appropriate. GRIEVANCES Any administrator may grieve any disciplinary action that results in the administrator being placed on probation. The grievant must appeal within 10 days to the immediate supervisor of the person who placed the administrator on probation. If the grievant is not satisfied with the decision at this level, within 10 days of receipt of the decision he/she may appeal directly to the superintendent or his/her designee. SICK LEAVE At the beginning of each school year each full-time administrator will be credited with sick leave without loss of pay. The number of days credited will be based on contract length as indicated below: 1. 185-209 contract days - 10 sick leave days 2. 210-229 contract days - 11 sick leave days 3. 230-240 contract days - 12 sick leave days 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCA-R ( continued) Sick leave days may accumulate from year to year to a maximum which is equal to the length of the employment contract. Administrators coming to the District from other Arkansas public school districts will be granted credit for unused sick leave accumulated in Arkansas public school districts up to a maximum of 90 days. An administrator may use sick leave only for reasons of personal illness or death, illness, or medical care of a member of his/her immediate family. With the recommendation of the Director of Human Resources and approval of the superintendent or his/her designee, additional sick leave may be advanced to the administrator. PERSONAL LEAVE At the beginning of each school year, all administrators will be credited with two days of personal leave without loss of pay. If these days are not used within the school year, they will be credited to accumulated sick leave. Personal leave may be taken on any contract day with the approval of the administrator's immediate supervisor. Except in cases of emergency, request for approval of personal leave must be made at least 24 hours prior to taking the leave. EXTENDED LEAVE Medical Any administrator who has an illness or disability may request an extended leave of absence for the remainder of the semester in which the illness or disability occurs. The administrator may be required to verify the illness or disability at the time the extended leave begins and again at the beginning of each semester for which the leave is extended. Extended leave may be continued for up to three semesters after the semester in which the illness or disability occurs. Any administrator may remain on payroll until all accumulated sick leave has been exhausted\notherwise, all extended leave will be without pay and without increment. Prior to returning from the extended leave, the employee may be required to present a doctor's certificate verifying that he/she is physically capable of returning to work . 3    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCA-R ( continued) Educational Any administrator who has five (5) or more years of experience with the District may apply for a leave of absence, subject to the superintendent's approval, for one year to engage in educational administration advanced study in an accredited college or university. The employee must present a comprehensive statement setting forth the benefit the District should expect to derive from granting such leave. The extended leave will be without pay and without increment. If the administrator does not engage in the course of study described in his/her request for leave, he/she shall forfeit the right to return to the District. Other Any administrator who is in good standing and separates service from the District for 2 years or less, for reasons other than those defined above, will be given preference in the hiring process when vacancies occur . SABBATICAL LEAVE When an administrator has rendered a minimum of five (5) consecutive full years of uninterrupted service to the District, he/she is eligible to make application for sabbatical leave according to the following conditions: 1. The application form will require the normal personal and professional data. In addition to this, the applicant will prepare a comprehensive statement setting forth his/her plans for advanced study and his/her evaluation of the benefits the schools program may expect to derive from his/her additional training. 2. Applicant must hold the standard master's degree or thirty-six (36) approved hours above the bachelor's degree and his/her sabbatical leave for advanced study must lead to the doctorate. 3. Sabbatical leave will be granted upon recommendation by the superintendent and approval by the Board of Education. Evidence of admissibility to a standard doctoral program in an acceptable institution of higher learning must be presented . 4    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCA-R ( continued) 4. Leave will be granted for a period of not less than four and one-half (4 1/2) school months nor more than twelve (12) calendar months (including nine months in the same year). 5. Applications will be received in the office of the superintendent prior to February 1 preceding the school year for which the leave is requested. Acceptance by the institution that the applicant has applied for must be finalized by March 1. The superintendent's office shall notify the applicant as to whether he/she has been approved for leave immediately after the regular March Board meeting. 6. One (1) sabbatical leave may be granted annually. If no leave is approved in a given year, two (2) such leaves may be granted during the succeeding year. 7. For sabbatical leave, the grantee will receive a stipend equal to fifty (50) percent of the actual salary to which the grantee is entitled during the year in which the leave is taken, or one hundred percent of the eligible salary the grantee would be entitled to receive if he/she were a classroom teacher nine and one-four (9 1/4) months, whichever is higher. 8. Personnel on sabbatical leave should be allowed to return to their vacated positions, if possible. If this is not possible, they shall be placed in at least a comparable position. 9. Grantee will sign a non-interest bearing promissory note in favor of the District for the amount of the stipend\nsaid note to be canceled and of no effect at the conclusion of the third year of service rendered to the District following the leave year. The total amount of the note shall become due and payable if the grantee fails to render a minimum of one (1) year of service following the leave\ntwo-thirds (2/3), if the grantee fails to render a minimum of two (2) years of service\none-third (1/3), if the grantee fails to render a minimum of three (3) years of service. This regulation assumes that three (3) successive contracts will be offered grantee. Failure on the part of the school system to offer a contract any year (except as stipulated under the \"Arkansas Fair Dismissal Act\" or the \"Public School Employee Hearing Act\") following the year of leave renders the note invalid . 5    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCA-R ( continued) VACATION All twelve month administrators are contracted to work 250 days annually. Paid vacation days are based on years of administrative experience in the LRSD (and PCSSD if hired during the annexation). Administrators with 0-7 years receive 15 days, 8-14 years receive 20 days, and 15 or more years receive 25 days. Vacation days which are not used during the school year may be accumulated from school year to school year to a maximum of 45 days. Any administrator who separates employment from the District will be paid for up to 45 unused accumulated vacation days at the employee's daily rate of pay. Administrators are encouraged to take vacation days during June, July and/or Christmas and spring breaks. Vacations may be taken at other times only with the approval of the administrator's immediate supervisor . Date: March 1999 6    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCB CERTIFIED PERSONNEL CONTRACTS Under policy, the Board may voluntarily enter into a Professional Negotiated (PN) agreement with the teaching staff that establishes the salary schedule, benefits, and working conditions for all teachers in the District. The agreement remains in effect only under the conditions of Board policy. Each year, employment of administrators, supervisors, and regular teaching staff is evidenced by written contracts that are binding on both employer and employee. The Board grants to the superintendent or designee the authority to offer contracts for employment subject to final approval by the Board. Contracts are approved by the Board upon the recommendation of the superintendent. These contracts will include the terms of employment and any special conditions of employment. It is the responsibility of the employee to provide all information necessary for proper certification or licensing and credit for prior work experience to the appropriate division of the state department of education. If the employee fails to maintain the required certification and endorsements, the contract of the employee shall be considered null and void. Assistance in processing necessary information will be offered by the district personnel office Adopted: Cross Reference: Board Policy HD    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCBB SALARIES Salaries for teachers shall be in accordance with the District Personnel Salary Schedule and the applicable negotiated agreements between the Board of Education and the representatives of the teacher unit. Because it is the desire of the Board to promote from within when possible, teachers who become administrators will not be placed on a salary schedule which pays less on a per day basis . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCBC SPECIAL DUTIES When special duties are assigned to a teacher and when such duties are not regular teaching duties or extracurricular duties of a nature considered a normal part of a teacher's work, the teacher shall be paid additional compensation for such duties and the amount shall be added as an addendum to the annual contract. Coaches will be paid stipends that are commensurate with the demand of their specific coaching assignments . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCBD FRINGE BENEFITS FOR CERTIFIED STAFF A comprehensive fringe benefit package is provided personnel. A detailed outline of benefits is made available to employees by the Director of Human Resources. All employee benefits, other than those established by collective bargaining agreements approved by the Board, will be subject to Board policy. The superintendent will provide for the interpretation and application of the Board's policies and decisions regarding benefits . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCC PROFESSIONAL STAFF PERSONNEL LEAVES AND ABSENCES Employees' continuous presence promotes excellence in the instructional program by ensuring the uninterrupted continuity of education, greater teacher-student contact time, consistent classroom discipline, and reduced cost. Accordingly, employees are expected to come to work every day. The Board recognizes, however, that certain absences are unavoidable. Leave of absence, without pay, may be granted by the Board of Education to a certified employee upon recommendation of the superintendent in accordance with this policy or the negotiated agreement. A. Purposes: A leave of absence may be granted for the following purposes: 1. For advanced study in the employee's major field. 2. For personal illness if it can be shown that rest and recuperation will contribute to the welfare of the employee. 3. For service required by an agency of government consistent with applicable law. 4. To care for a member of the employee's immediate family. B. Conditions Failure to notify the superintendent of intention to resume work prior to the expiration of a leave of absence, or failure to report for duty at the expiration of a leave of absence or extension granted, or failure to ask for, and be granted, a leave of absence in case of protracted absence shall be considered a resignation. PROLONGED ABSENCE FROM SCHOOL Whenever a teacher is absent from duty for a period of time which, in the judgment of the superintendent, would be detrimental to the progress of the students in the teacher's classroom, the superintendent is directed to recommend to the Board a leave of absence for such teacher following the District procedures and/or applicable negotiated agreement. Adopted: Legal Reference: A.C.A. 6-17-306   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCCA PUBLIC SERVICE LEAVE POLICY District personnel may be granted an unpaid leave of absence for the purpose of serving in an elective or appointive governmental office. Such leave shall be for the duration of the term of office, term of the legislative session, or position held. After deciding to pursue the position or having received the appointment, written application for public service leave should be made to the building principal and superintendent. Upon return to work all rights and benefits at the local level shall be fully restored to the staff member as though such leave had never been taken. An effort should be made to see that such leave does not adversely affect the program of the District. Adopted:  Legal Reference: AC.A. 6-17-116    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCCB PROFESSIONAL STAFF SICK LEAVE Sick leave will be awarded and accrued in accordance with appropriate state law and/or the appropriate professional negotiations agreements. Leaves of Absence will also be granted in accordance with the Family Medical and Leave Act (FMLA) of 1993 . Adopted: Legal References: Family Medical and Leave Act (FMLA) of 1993 A.C.A. 6-17-1201 through 6-17-1209 Cross Reference: Board of Education Policy GCC    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCE PROFESSIONAL STAFF RECRUITING The quality of the educational program in any school system is dependent upon the employment and retention of high caliber certified personnel. It will be the policy of the District that the procedure for employing the best-qualified teachers and administrators will include:   An effective recruitment program  An initiative that results in prompt action when vacancies occur or new positions are created  A set of consistent hiring practices in dealing with applicants for teaching or administrative positions Discrimination against any applicant for reasons of race, color, religion, disability, natio_nal origin, sex, age or socioeconomic status will be prohibited in the District. Special efforts will be taken in the recruitment and in all phases of the employment process to guarantee that there is no such discrimination and that there be an equitable distribution of teachers by race and experience throughout the District's schools. Particular attention will be made to the active recruitment of African-Americans in the categories of media specialist, guidance counselor, early childhood education, primary grades, and secondary core areas. Job applicants must fill out an \"Application for Employment\" form. References and transcripts will be required and checked. False information given knowingly by the applicant may result in immediate dismissal at any time it is discovered. All applicants for teaching positions will be handled by the Human Resources Department. All applications will be made available to all principals when vacancies occur. It is the responsibility of the Human Resources Department to secure information about each applicant's certification rating, professional history and teaching experience. This information will be kept on file. Adopted: Cross References: Board of Education Policies AC, ACA, ACB, ACC, ACD, ACE Revised Desegregation and Education Plan of 1998    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCF PROFESSIONAL STAFF HIRING The Board of Education will select the best-qualified applicant for each position regardless of race, color, religion, sex, age, national origin, or handicap/disability. All employees of the Board, except the superintendent shall be recommended by the superintendent and approved by the Board. Should a person nominated by the superintendent be rejected by the Board it shall be the duty of the superintendent to make another nomination. Teachers and other instructional professional personnel will be required to hold or be qualified to hold a certificate in compliance with the provision of the law or in accordance with the regulations of the State Board of Education. Obtaining and maintaining certificate status and providing a valid record thereof in the Human Resources Department are the responsibilities of the applicant or employee, not of the school system or of any of its employees. Failure to obtain or maintain a valid certificate shall be cause for the contract to be void. A recommendation to hire a teacher or administrator will be made to the Board after a personal interview with the candidate has been conducted and one or more references have been personally contacted by the principal and/or the Human Resources Department. The principals of the District who have vacancies will interview applicants and make recommendations for employment to the Director of Human Resources. The Director of Human Resources and the superintendent will in turn recommend employment to the Board of Education. Contracts for employment will be issued pursuant to approval by the Board. All personnel selected for employment must be recommended by the superintendent and approved by the Board of Education. Some applicants may report prior to their election by the Board\nhowever, no applicant will be considered a permanent employee until the Board has voted its approval. The timing of the election of certified employees shall be on a schedule in accordance with state law. Adopted: Cross References: Board Policy AC, ACA, ACB, ACC, ACD, ACE Revised Desegregation and Education Plan of 1998    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCFB-R HIRING OF SCHOOL PRINCIPALS 1. Persons desiring employment as a school principal shall file an application in writing (resume, letter of intent, or vitae are acceptable for the initial contact.) District application forms will then be provided for applicants not currently employed with the Little Rock School District. 2. District administration officials will screen the applicants for acceptability. Taken into consideration are certification, experience, education, performance reviews, and references. 3. The associate superintendent and/or the assistant superintendent(s) will prepare a list of interview questions, which may include suggestions from parents and committee members, to be used in the interview process. 4. The Human Resources Director will review the questions for appropriateness regarding legal issues (i.e. E.E.O., Affirmative Action, Americans with Disability Act, etc.) 5. An interview committee will be selected/appointed, as follows: Three Two Three (3) Parents/Patrons (2) Teachers (3) Administration Representatives Note a Note b Note c a. The Parent/Patrons representatives will be selected by a process designated by the PTA president of the affected school in consultation with the campus leadership team .. b. The teacher(s) representatives shall be from the affected school and appointed by the administration of the school in consultation with the campus leadership team. c. The associate superintendent (in consultation with appropriate staff - assistant superintendents, supervisors, and principals) may designate the administrative representatives. *NOTE: The committee's composition shall be balanced, as nearly as possible, by race and gender .    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCFB-R ( continued) 6. The interview committee shall meet to interview and recommend candidates. The interview committee will be provided folders containing the following : a. An interview schedule b. The approved interview questions c. An approved candidate rating form d. The candidates' application materials 7. The interview committee shall interview the applicants and complete the ratings sheet. The committee, through consensus, will agree upon and submit a recommendation of the top three (3) candidates to the superintendent. NOTE: Although the applicants are rated, the ratings are only for use in reaching consensus and need not be the sole basis for selecting the recommended candidates.) 8. The superintendent shall review the recommendations of the interview committee and select the applicant to be submitted for Board approval. The superintendent may at his/her option, reject each of the three (3) applicants and require that the committee reconvene to determine new recommendations. 9. Once the superintendent has selected an acceptable applicant, he/she will submit that individual's name to the Board of Education for approval. If the applicant is currently serving as a principal, the superintendent may reassign the principal and advise the Board of the lateral transfer. 10. When approved, the candidate shall receive a contract that details his /her salary, pay grade, and other pertinent information . Date: March 1999 2  LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCFC PROFESSIONAL STAFF CERTIFICATION AND CREDENTIALING REQUIREMENTS 1. All professional personnel shall, before employment, submit to the Department of Human Resources the following : a. An official transcript of all college credit b. A valid Arkansas teaching certificate c. An official birth certificate d. A copy of his/her National Teacher Examination scores e. A TB skin test 2. A withholding tax form shall be executed at the time of employment.  3. Personnel who are identified by the Pulaski County Health Department as needing additional TB skin tests must submit_th e results of such tests as required by the Health Department. 4. A criminal background check will be done for all applicants. Adopted:  Legal References: AC.A. 6-17-101, A.C.A. 6-17-401, AC.A. 6-17-411    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCFCA CERTIFIED STAFF CHANGE OF ADDRESS Any change of address or telephone number must be reported to the principal or department head and the office of the Director of Human Resources. Forms for this purpose are available in the school office or from the Human Resources department. Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCG PART-TIME AND SUBSTITUTE PROFESSIONAL STAFF EMPLOYMENT The Board of Education believes that the role of the substitute teacher is highly important for maintaining continuity in teaching and learning. The Department of Human Resources, under the direction of the superintendent, will establish an effective program for selecting and assigning all substitute teachers and for evaluating their performance. Whenever possible, a substitute teacher will be a person who is employed in the absence of the regular teacher and who possesses knowledge in the area of assignment and demonstrated successes in teaching. A substitute employed twenty (20) or more consecutive work days in the same position will be classified as a long-term substitute. The designation will be in effect on the twenty-first consecutive day and thereafter in the same position. The substitute teachers list will be maintained in the Human Resources Department. Substitute teachers will not participate in the health and welfare plans or other fringe benefits of the school system . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCGC JOB SHARING IN PROFESSIONAL STAFF POSITIONS The District will consider job-sharing proposals from teachers who desire such an opportunity. Only the teachers involved may initiate such a proposal. Job-sharing means that two teachers share one full-time teaching position, and decide for themselves how much time that each teacher will devote to the job. Both teachers might be on the job at the same time, or one teacher might be there at one time and the other at another. Each teacher receives one-half the base salary. Benefits and credit for teaching experience will be the same as for half-time teachers. Decisions concerning supplemental positions, if any, will be made on an individual basis. Teachers who want to share a job will submit a proposal to their principals. Submitted proposals must include precise statements concerning:  The prior relationship of the partners  The division of tasks between the partners  Time scheduling  Provisions for communication between the partners  Provisions for communication between the partners and the rest of the staff  Benefits to pupils  Benefits to the partners  Benefits to the school system The principals will evaluate and forward the proposal to the Associate Superintendent of School Services for approval. The Associate Superintendent of School Services will evaluate and forward the proposal to the Director of Human Resources for final disposition. Proposals will be evaluated based upon the following criteria:  Advantages and disadvantages to pupils  Advantages and disadvantages to the teachers involved  Advantages and disadvantages to the school system  Estimated probability of success  Other administrative concerns    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCGC (continued) The job-sharing plan specified above is to be considered an experimental project. Great flexibility will be maintained in the type of proposals approved and in the individual conditions attached to such approval. Every effort will be made to assure that all teachers involved are accorded equitable treatment. Adopted: 2   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCID PROFESSIONAL STAFF TRAINING, WORKSHOPS, AND CONFERENCES In order to improve the quality of instruction available to students in the District, opportunities shall be extended to all employees to improve their individual competence. Professional employees shall be encouraged to participate in activities that will contribute to their professional instructional ability whenever such participation is possible without interference with regular duties or the educational program. Participation in professional conferences, meetings or activities is encouraged in areas such as: 1. Attendance at educational seminars, conferences, conventions and similar professional meetings at the local and regional levels 2. Visitation to classes in other schools 3. Participation in educational conferences and meetings at the state and national levels 4. Continuation of professional study in institutions of higher education  Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCK PROFESSIONAL STAFF ASSIGNMENTS AND TRANSFERS The assignment and transfer of staff members to schools will be made by the superintendent or his/her designee. In units that are covered by a negotiated agreement, transfers will be made in accord with the applicable agreement. Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCKC DISPLACED STAFF TRANSFERS It is the desire and intent of the Board of Education that all employees in good standing who are displaced because of actions over which they have no control will be transferred to a comparable vacant position at a comparable salary, contract term, and working conditions. When that is not appropriate, however, it may be necessary for an employee to move to a vacant position that carries a different salary, contract term, and/or working condition. In the event an employee, through no fault of his/her own, is moved to a position that carries a lower salary, contract term, or working condition, the following will be the policy of the Board of Education: A. If the Board of Education makes a decision prior to the statutory deadlines for making changes in public school employee contracts for the following year, the affected employee will be notified in a timely manner and any subsequent change in position, salary, or working condition will adhere to the standard established for the new position. B. If the Board of Education makes a decision after the statutory deadlines for making changes in public school employee contracts for the following year, the affected employee will retain his/her salary for the remainder of the current contract year. The employee will be notified in a timely manner that the terms of his/her contract will be changed to conform to the terms established for the position. Adopted: The exception to this provision is in the case of a displaced employee accepting a new position that is covered by a labor agreement, in which case the salary and other terms of the labor agreement will be effective immediately upon assuming the new position .    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCL PROFESSIONAL STAFF SCHEDULES AND CALENDARS Work Year The working year for the teaching staff will be set forth on the school calendar adopted by the Board. The number of teaching days will conform to state requirements for the number of instructional days. Additional staff days are a matter of instructional program needs as well as a condition of employment. Therefore, the determination to and by certified personnel for an extended year will be a responsibility of the Board acting on the recommendation of the superintendent. Although most staff members are expected to be on official duty only for the teacheremployment year, the Board anticipates that they will work such additional contract days as are necessary before or after the school year to carry out the responsibilities of their positions. The yearly schedules of all personnel will be published as work day calendars based upon the length of their employment contracts. Working Hours Teachers will arrive at their posts sufficiently in advance of students and will remain after the school day to meet with individual students, parents, and faculty committees, and to carry out other professional responsibilities. Administrators and supervisory personnel are expected to observe a daily schedule consistent with the hours that the central office is open, extending this by the time required to discharge the responsibilities of their positions. Schedules during the summer may be shortened or changed as deemed appropriate by the superintendent of schools . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCMD INSTRUCTIONAL STAFF EXTRA DUTY All student activities which are sponsored by the schools and carried on in school buildings or on school grounds are considered a part of the educational program. Supervision of such activities by teachers shall be in accordance with the appropriate negotiated agreement. Extracurricular duties are considered a normal part of a teacher's work. The allocation and assignment of such duties in each school is a responsibility of the principal. Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCN SUPERVISION OF PROFESSIONAL STAFF The school principal is the instructional leader of the school. As such, he/she is responsible for the supervision of instruction and instructional personnel. The purpose of supervision is to improve the educational program and the effectiveness of instruction. Thus the school principal is responsible for aiding teachers in implementing the approved objectives and reviewing teacher plans, observing actual instruction, offering suggestions for the improvement of teaching, and helping teachers correct deficiencies. The principal may require a teacher to change methods and lesson plans when these conflict with the approved curriculum or Board policy. A teacher who willfully ignores such a directive may be subject to a charge of insubordination. The principal will be particularly attentive to the needs of new teachers, of those who are undertaking new instructional programs, and of those whose classes, for no apparent reason other than daily instruction, have not achieved as well as comparable classes on standardized tests and other appropriate manners. Supervision and Evaluation of Spouse, Housemate, or Family Member District employees who are spouses, family members to any of those individuals outlined in the District nepotism policy, or share housing, will not be in a position to supervise or evaluate one another. If necessary, the District will involuntarily transfer employees in order to avoid such supervisory relationships. Adopted: Cross Reference: Board of Education Policies BCB, GCOA    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCOA EVALUATION OF INSTRUCTIONAL STAFF The Board believes that quality teaching is of critical importance to a sound educational program and that thorough and regular evaluation of teaching, supervisory, and administrative performance is crucial to improving the total educational process. A continuous program of performance evaluation of all professional personnel will be established and maintained. The purpose of performance evaluation is to ensure a high quality of teaching, supervisory, and administrative performance primarily to advance the instructional program for students. Another purpose of the evaluation system is to provide information to management and leadership personnel to assist them in making personnel decisions. Annual performance evaluations of professional employees will be based upon identified performance standards and criteria. Observations and evaluations will be initiated and coordinated by the principal. Principals may designate persons to assist in the process. The annual evaluation will be placed in the employee's permanent file in the Human Resources Department. Adopted: Legal Reference: A.C.A. 6-17-1504    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCOC EVALUATION OF ADMINISTRATIVE STAFF The purpose of appraising the performance and effectiveness of administrators is to promote improvement in the administrative function, to recognize exceptional professional performance, and ultimately to bring continued improvement in the teaching-learning process in District schools. Each administrator's performance and effectiveness will be assessed within the scope of that person's area of responsibility, systemwide goals and objectives and individual performance objectives. Major areas of responsibilities on which individuals may be appraised are established in their job descriptions. Such areas include: curriculum and instruction, staff relations, student relations, fiscal management, building management, program management, school-community relations, supportive services, professional growth plans, and other systemwide responsibilities . Systemwide goals and objectives are developed annually by the administrative team for the improvement of the school system. When feasible, individual performance objectives will be agreed to by the appraiser and appraised, and may relate to systemwide goals and objectives, area of responsibility and/or personal growth. Throughout the evaluation process, all administrators will share in the responsibility of maintaining and enhancing the self-image and self-respect of participants . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCP PROFESSIONAL STAFF PROMOTIONS AND RECLASSIFICATIONS When school system positions are to be filled, consideration will be given to all applicants. Preference will be given to persons within the school system when their qualifications are essentially equal to the qualifications of other applicants. Selection for promotion will be made without regard to sex, race, religion, national origin, age or handicap. Training, certification, experience, professional competence and suitability for the position will be considered in the selection of persons for school system positions. The processing of applications, evaluative screening, interviewing and final selection of persons to be recommended for school system positions will follow the general procedures used in the selection of new employees. The superintendent reserves the right to recommend promotion without regard to the screening processes when it is in the best interest of the school system. If the superintendent exercises this right, the Board will be informed. Adopted: Cross Reference: Board Policy AC    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCPB SALARY GRADE ESTABLISHMENT OR RECLASSIFICATION Whenever there is deemed a need to establish or change a salary schedule or salary schedule placement, the request must be made in writing. The request shall state the nature and basis for the request. The Human Resources Salary Committee will review the request for confirmation or denial. In the event the requester wishes to appeal the decision of the committee, the superintendent or his/her designee will rule on the appeal. That decision will be final. Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCQ PROFESSIONAL STAFF TERMINATION OF EMPLOYMENT Resignations Professional employees who for any reason intend to resign or who intend to retire are encouraged to indicate their plans in writing at as early a date in the school year as plans may become firm and the decision to leave the district is made. Letters of resignation will be submitted to the Director of Human Resources. Resignations become effective on the date specified in the body of the resignation letter. While unusual circumstances may dictate otherwise, usually a resignation letter will occur at least thirty days before the effective date of the resignation. Anytime an employee leaves the employment of the District without providing proper notification the notation \"Left without Notice\" will be placed in their personnel file. Terminations Procedures for the dismissal of certified employees are governed by state law and all actions of the District and the Board, as well as the rights and privileges of employees, shall be in accordance with the Arkansas Teacher Fair Dismissal Act. Adopted: Legal References: \"Teacher Fair Dismissal Act\" -AC.A 6-17-1501 through 6-17-1510  LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCQ-R CERTIFIED STAFF NON-RENEWALS AND TERMINATIONS NON RENEWALS Each year, each employee's immediate supervisor shall evaluate the employee's job performance and make a recommendation for continued employment, dismissal, or reassignment of the employee. Permanent employees may be discharged for inefficiency, repeated absence from the job, for conduct unbecoming an employee of the District, or other reasons believed to be detrimental to the best interests of the District. Discharge may be recommended by the employee's immediate supervisor on specific charges. Employees may be laid off due to a lack of work or financial circumstance of the District. TERMINATIONS There are occasions when persons, because of the nature of their misconduct, must be  suspended and recommended for immediate termination.  Examples of offenses for which an employee will be recommended for immediate termination are listed below. These offenses may include, but are not limited to: a. Conviction at a trial court level of any felony or misdemeanor that is manifestly inconsistent with the safe and efficient operation of the school or department. b. Fighting, threatening or attempting to do bodily injury causing physical pain, illness, or any impairment of physical condition. c. Carrying weapons. A weapon is any object that could cause injury to another person and is not required to be in possession of that employee in the normal course of their job. d. Stealing or misappropriation of property of employees or the District. e. Malicious mischief, the abuse, misuse, or deliberate destruction or damaging of property, tools, or equipment of other employees or of the District. f. Altering or tampering with time cards, \"sign in/out\" rosters or other reporting documents relative to attendance, promptness or departures . g. Drinking alcoholic beverages on the job or during working hours, or the possession of, or introduction of any alcoholic beverage on District property at any time. This also includes reporting to work while under the influence of alcohol.    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCQ-R ( continued) h. Use of narcotics, and/or the use, possession, or transmitting on school premises drugs or substances capable of modifying mood and/or behavior. i. Insubordination, including refusal or failure to perform work assigned and/or refusal to obey orders of supervisors. j. Disorderly, disruptive, or immoral conduct on school premises. k. The making of or publishing of false, vicious, or malicious statements concerning any employee or supervisor of the District. I. Falsification of personnel or other official school or insurance records, or making false statements when applying for employment. m. Falsifying or refusing to give testimony concerning accidents involving school vehicles, or other accidents and/or incidents which are being investigated . n. Failure to observe or purposefully disregard school district and departmental policy and procedure. o. Use of District facilities, personnel, or equipment for non-district purposes. WRITTEN NOTICE Written notice must be given to any suspended employee with a recommendation for nonrenewal. Notices must comply with the standards set in the \"Public School Employee Fair Hearing Act.\" HEARINGS Hearings will be conducted in accordance with the standards set in the \"Public School Employee Fair Hearing Act.\" Additionally, any employee entitled to a hearing before the Board of Education may schedule a hearing before the superintendent or his/her designee to review the charges and evidence prior to the time the superintendent makes his/her recommendation to the Board of Education. This hearing should be requested within ten (10) days of receipt of the written notice and does not affect the time limit required for requesting a hearing before the Board . Date: March 1999 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCQC RESIGNATION OF INSTRUCTIONAL STAFF When so stated in the contract of employment, a certified employee has the privilege of resigning from the school system upon thirty days written notice. When certified personnel resign from the school system before the close of the year, the immediate supervisor will be responsible for seeing that all records and other property are turned in, the same as is required of all other personnel at the end of the school year. All student progress records, grades, etc. shall be complete. The employee's paycheck will be held until the immediate supervisor has certified that the employee's work has been satisfactorily completed . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCQF DISCIPLINE, SUSPENSION, AND DISMISSAL OF PROFESSIONAL STAFF The superintendent will follow all state laws pertaining to the suspension and dismissal of certified employees. Notice of intention not to renew a probationary or continuing teacher's contract for the next school year will be served to the teacher as required by law. The notification will state the reasons for not renewing the contract. Compulsory leave of absence If any certified teacher is charged by criminal complaint, or indictment with any criminal offense that would be deemed cause for dismissal, the Board may immediately place the teacher on compulsory leave of absence for a period of time not exceeding 10 days after the date of the judgement in the proceedings . Any teacher placed on compulsory leave of absence will continue to be paid regular salary during the period of compulsory leave of absence. Suspension prior to dismissal If there is a determination to suspend a teacher with a recommendation for termination, the notice of suspension will be in writing and be served to the teacher personally or by registered mail addressed to the teacher at the place of residence as recorded in school district records. A teacher who is suspended will continue to be paid regular salary during the period of suspension. Adopted: Legal Reference: A.C.A. 6-17-1501 through 6-17-1510    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCR NONSCHOOL EMPLOYMENT OF PROFESSIONAL STAFF No employee shall engage in any outside employment which would require the performance of duties at times that fall within the regularly scheduled work day of the employee. Outside employment at other times is permitted provided such employment does not interfere with the employee's job performance and district operations in normal and/or emergency situations. At no time will any employee utilize District equipment or other resources for purposes except those in the performance of assigned job duties. No employee shall act as a salesperson for any type of school supplies or books which are used in a school or by the students at any school while in the employ of the Little Rock School District. Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCRD TUTORING FOR PAY Tutoring for pay by teachers under contract to the District is subject to the following: 1. A teacher's first allegiance is to the District and its programs. Tutors should be ethical in their relations with parents and students. 2. Tutors should contact the school in which the child is enrolled and consult his/her teacher before tutoring is begun. 3. Tutoring should be limited to students who can profit from it. 4. Teachers in the District should not tutor boys and/or girls attending school in buildings where they teach. 5. Any teacher who tutors or desires to tutor should file his/her name and teaching field with the Educational Programs Division and the list of approved tutors will be made available to school personnel and upon request. Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCS PROFESSIONAL RESEARCH AND PUBLISHING The Board recognizes the value of educational research conducted by staff members. However, all research studies carried out within the school system, using District or school data of any kind, or staff or students as subject, must be approved in advance by the superintendent or a designee. Only those studies that have value to the District will be approved. It is the purpose of this policy to establish (a) the respective rights and obligations of the District personnel related to the development of copyrightable materials and (b) administrative procedures for carrying out this policy. Publication Rights, Inventions, and Patents  Materials or devices created as part of the officially assigned educator responsibility will be the property of the Board .  The Board will patent or copyright all such materials or devices in the District's name\nhowever, such items will bear the name(s) of the creator(s).  The publisher or agent will return all profits from the production of this material or device to the District.  In order to stimulate these creations fifty percent of the profits will be distributed and returned to the innovator(s) and producer(s) of the material or devices. The remaining fifty percent will be placed in the general funds by the Board. Computers, Computer programs, and Computer usage Personnel employed by the District may have occasion to develop computer programs, routines, procedures, and documents useful for computer-based learning (hereinafter, materials). These activities may involve use of District owned or leased computer mainframes, mini-computers, microcomputers, associated equipment, software, or documentation and may be supported completely or in part by District resources or funds provided by outside sponsors.  Materials or devices created as part of the officially assigned educator responsibility will be the property of the Board .    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCS ( continued)  The Board will patent or copyright all such materials or devices in the District's name\nhowever, such items will bear the name(s) of the creator(s).  The publisher or agent will return all profits from the production of this material or device to the District.  In order to stimulate these creations fifty percent of the profits will be distributed and returned to the innovator(s) and producer(s) of the material or devices. The remaining fifty percent will be placed in the general funds by the Board . Adopted: 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GCU PROFESSIONAL STAFF MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS The Board recognizes growth opportunities as a result of membership and participation in professional organizations and encourages the staff to benefit from these\nhowever, membership in any professional organizations is not a requirement for employment in the District. Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GD SUPPORT/CLASSIFIED STAFF Persons employed in positions not requiring teaching or administrative certification will be known as \"classified employees.\" The following definitions will apply:  A full-time classified employee is a person who works at least twenty-five (25) hours per week and is on contract until the end of the school year or sixty (60) days, whichever is longer.  A part-time classified employee is a person who works less than least twenty-five (25) hours per week and is on contract until the end of the school year or sixty (60) days, whichever is longer.  A probationary employee is a person who is employed to fill a full or part time position for a trial period of one (1) year.  A substitute is an employee who is employed to fill in for an absent employee or on a per diem basis . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GOA SUPPORT STAFF POSITIONS The Board recognizes that the employment and retention of classified personnel is essential to the success of the educational system. The superintendent is authorized by the Board to establish necessary classified positions within the limits of the local budget. Each position will be controlled by a job description and associated performance evaluation system. The job descriptions outline the primary duties and responsibilities of all classified employees thereby communicating job expectations. These job expectations will be used as a basis for performance evaluation and assignment to the appropriate pay level in accordance with salary grades and ranges adopted by the Board. In this context, the term \"classified\" will encompass any and all employees of the Board whose positions do not require certification by the State Department of Education . Adopted:  LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GOB COMPENSATION FOR SUPPORT STAFF Each classified employee shall have a written annual contract. The District shall have a Board approved salary schedule for support staff .   Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN Code: GDBC SUPPORT STAFF SUPPLEMENTARY PAY/OVERTIME Overtime at the rate of time and one-half will be earned by any classified employee required to work more than forty (40) hours during the work week. All overtime must have prior approval of the direct supervisor. The above provisions do not apply to supervisory or managerial personnel or to employees who voluntarily accept assignments to serve community groups using school facilities. Classified employees whose attendance is required at meetings beyond forty (40) hours will be paid at the time and one-half rate for the time required . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDBD FRINGE BENEFITS FOR SUPPORT STAFF A comprehensive fringe benefit package is provided the support staff personnel. A detailed outline of benefits may be found in the \"Little Rock School District Personnel Benefit Handbook.\" Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDC SUPPORT STAFF LEAVES AND ABSENCES 1. Leave of absence, without pay, may be granted by the Board of Education of the Little Rock School District to support staff personnel upon recommendation of the superintendent under the terms stated below. a. For personal Illness, if it can be shown that rest and recuperation will contribute to the welfare of the employee. b. For accident in the line of duty. Such Absence shall be charged against accumulated sick leave until such leave has expired or the employee becomes eligible for Worker's Compensation. Each absence of this type shall be judged on its merits. c. An employee required by an agency of the government (such as the United States Armed Forces, the federal or state judiciary etc.) to perform duties which prevent the accomplishment of regularly assigned responsibilities shall be entitled to a temporary leave of absence. The employee will not take such leave during his/her contract period unless required to do so by the governmental agency involved. d. Request for leave of absence must be submitted by the employee to the supervisor or department head at least two weeks prior to the beginning of the leave. e. Being absent without approved leave or failure to notify the supervisor or department head of intention to resume work, or failure to report for duty at the expiration of a leave of absence or extension granted, or failure to ask for additional leave of absence in case of protracted absence shall be considered a resignation. 2. Military leave will be granted, without loss of status, but with no pay, according to the provisions of the Veterans' Readjustment Act of 1974. Adopted: Legal Reference: Veterans' Readjustment Act of 197 4 A.C.A. 17-1301 through 6-17-1308, A.C.A. 6-17-306  LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDCA SUPPORT STAFF SICK LEAVE Sick leave will be granted in accordance with appropriate state law .   Adopted: Legal Reference: A.C.A. 6-17-1301    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GOE SUPPORT STAFF RECRUITING AND HIRING The Board will establish, and budget for, support staff positions in the school system on the basis of need. The recruitment and selection of candidates for such positions in the schools will be the responsibility of principals. Recruitment and selection for district-wide positions will be the responsibility of the appropriate central office administrator or supervisor. The central office will maintain a list of vacancies in support staff positions and will assist school administrators in filling them. All job openings will be posted in the central office and in appropriate locations in school and other buildings. The Board will officially vote on all employees upon the superintendent's recommendation. However, tentative appointments may be made by the superintendent or designee(s) prior to Board action. The Board may accept or reject a nomination. In the case of rejection, it is the duty of the superintendent to make another nomination . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDFB SUPPORT STAFF SELECTION PROCESS 1. Persons desiring employment shall file written application. 2. The Human Resources department will maintain all applications on file in a central location. 3. The supervisor or department head will select applicants to recommend for employment. This determination may be based on a personal interview or other method that the supervisor or department head may choose. 4. The appropriate director/assistant superintendent and the Director of Human Resources will review recommendations for hire for approval. The Revised Desegregation and Education Plan will be a guide for assuring that compliance is achieved. 5. Each appointee shall receive a contract showing his/her salary, department, and other pertinent information . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDI SUPPORT STAFF PROBATION AND TENURE Conditions of Employment 1. For the first year of continuous employment in the District, employees shall be probationary employees and may be discharged at any time they are not needed or when their work is unsatisfactory. 2. After employees have worked for the District for one year and are contracted for the second year, they shall become permanent employees . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDJ SUPPORT STAFF ASSIGNMENTS AND TRANSFERS I. Vacated or newly established positions shall be filled, to the fullest extent consistent with efficient operations, by the promotion of qualified employees. The Director of Human Resources will be notified of all vacancies as they occur. 2. Employees shall be transferred within the organization as is practical to utilize their highest skills. 3. Transfers may be at the initiative of the superintendent or other administrative officer for any purpose which, in the judgment of either the superintendent or a designee, is for the welfare of the employee or the schools. An administrative transfer or reassignment will be made only after a conference between the employee involved and the superintendent or respective administrator, at which time the employee will be notified of the reason for the transfer. When transfers of employees are necessitated by organizational changes, effort shall be made to avoid reductions in pay . 4. An employee shall be subject to demotion under the following conditions: a) If the employee has been found unsuited for his/her present position but may have skills and ability sufficient to give satisfactory performance in a lower paying position. b) If the employee's position has been abolished or reallocated to a lower pay scale and the employee cannot be transferred to a position of equal pay. Under such circumstances, it shall be clearly indicated on all documents related to the demotion that the transaction in no way reflects on the employee's performance or ability . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDK SUPPORT STAFF SCHEDULES AND CALENDARS The superintendent or his/her designee, in consultation with appropriate administrators, will establish work calendar schedules for the classified staff in keeping with the standard workday and workweek and in conformance with such time schedules for various classifications of employees as approved by the Board. The workyear for the various classifications of employees will be set forth in the current calendars. Hours of work shall be determined by the immediate supervisor or department head and shall be designed to facilitate the most efficient operation of the department/school. Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDM SUPPORT STAFF CAREER DEVELOPMENT Classified employees are an integral part of the District's total staff. Their training and development are essential to the efficient and economical operation of the schools. Therefore, all classified employees will be encouraged to grow in job skills and to take additional training that will improve their skills on the job. It will be the responsibility of all building principals and department managers to assist to the maximum degree in the training of custodians, clerks, and other classified employees assigned to their buildings and departments. Absences to attend meetings, conventions, conferences, or workshops of local, state, or national associations which serve to advance the welfare of the District through the upgrading and strengthening of the classified service may be granted by the superintendent or designee without loss of pay to the employee . Adopted:   LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GOO EVALUATION OF SUPPORT STAFF The development of a strong, competent classified staff of employees and the maintenance of high morale among this staff are major objectives of the Board. The finding of the right employees to fill vacancies, the determination of assignments and equitable work loads, the establishment of wage and salary policies which encourage employees to put forth their best efforts, the evaluation of employee achievements and the provision of a good atmosphere in which to work are some of the major duties of the Board. A program of continuous evaluation is necessary in fulfilling these duties. The evaluation will cover the major areas of the employee's responsibilities and will include the following:  specific work assignment  attitude toward children  attitude toward public education  attitude toward supervisors, teachers, fellow employees  and work habits The employee's supervisor has the responsibility for informing each employee in advance of the criteria to be used in evaluation. Each employee will be given an explanation of his or her duties and responsibilities and guidance in performing them satisfactorily by his or her immediate supervisor.  Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDP SUPPORT STAFF PROMOTIONS AND RECLASSIFICATION When classified staff vacancies are to be filled, preference will be given to qualified applicants from within the school system, provided their qualifications (proven and potential ability, training, experience, and personal characteristics) are equal to those of other applicants. However, the best qualified person from among all who apply within and without the school system will be selected . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDQ SUPPORT STAFF NON-RENEWALS AND TERMINATION OF EMPLOYMENT In order to maintain a good working environment, all employees are expected to conform to reasonable standards of performance and conduct. When an employee demonstrates an inability or unwillingness to maintain these standards, the supervisor will take necessary corrective action. This action, in all cases, is directed toward resolving personal and work-related problems that interfere with the employee's effectiveness. When all reasonable efforts to correct employee deficiencies are exhausted, it will become necessary that the employment contracts of these persons be terminated ornon-renewed . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDQ-R CERTIFIED STAFF NON-RENEWALS AND TERMINATIONS DEFINITIONS CLASSIFIED EMPLOYEE: Any person employed by the District under a written annual contract who is not required to have a teaching certificate issued by the Arkansas Department of Education as a condition of employment. PROBATIONARY EMPLOYEE: An employee who has not completed one (1) year of employment with the District. The Board may extend the probationary period of any employee by one (1) year provided the extension is voted at least thirty (30) days prior to the completion of the employee's probationary period . NONRENEWALS Each year, each employee's immediate supervisor shall rate the employee's job performance and make a recommendation for continued employment, dismissal, or reassignment of the employee. Permanent employees may be discharged for inefficiency, repeated absence from the job, conduct unbecoming an employee of the District, or other reasons believed to be detrimental to the best interests of the District. Discharge may be recommended by the employee's immediate supervisor on specific charges. Employees may be laid off due to a lack of work or financial circumstance of the District. TERMINATIONS There are occasions when persons, because of the nature of their misconduct, must be suspended and recommended for immediate termination. Examples of offenses for which an employee will be recommended for immediate termination are listed below. These offenses may include, but are not limited to: a. Conviction at a trial court level of any felony or misdemeanor that is manifestly inconsistent with the safe and efficient operation of the school or department. b. Fighting, threatening or attempting to do bodily injury .    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDQ-R (continued) c. Carrying weapons. A weapon is any object that could cause injury to another person and is not required to be in possession of that employee in the normal course of his/her job. d. Stealing or misappropriation of property of employees of the District. e. Malicious mischief, the abuse, misuse, or deliberate destruction or damaging of property, tools, or equipment of other employees or of the District. f. Altering or tampering with time cards, \"sign in/out\" rosters or other reporting documents relative to attendance, promptness or departures. g. Drinking alcoholic beverages on the job or during working hours, or the possession of, or introduction of any alcoholic beverage on District property at any time. This also includes reporting to work while under the influence of alcohol. h. i. j. k. I. Use of narcotics, and/or the use, possession, or transmitting on school premises drugs or substances capable of modifying mood and/or behavior. Insubordination, including refusal or failure to perform work assigned and/or refusal to obey orders of supervisors. Disorderly, disruptive, or immoral conduct on school premises. The making of or publishing of false, vicious, or malicious statements concerning any employee or supervisor of the District. Falsification of personnel or other official school or insurance records, or making false statements when applying for employment. m. Falsifying or refusing to give testimony concerning accidents involving school vehicles, or other accidents and/or incidents which are being investigated. n. Failure to observe or purposefully disregard school district and departmental policy and procedure. o. Use of District facilities, personnel, or equipment for non-district purposes .    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDQ-R (continued) WRITTEN NOTICE Written notice must be given to any employee suspended with a recommendation for nonrenewal. Notices must comply with the standards set in the \"Public School Employee Fair Hearing Act.\" HEARINGS Hearings will be conducted in accordance with the standards set in the \"Public School Employee Fair Hearing Act.\" Additionally, any employee entitled to a hearing before the Board of Education may schedule a hearing before the superintendent or his/her designee to review the charges and evidence prior to the time the superintendent makes his/her recommendation to the Board. This hearing should be requested within ten (10) days of receipt of the written notice and does not affect the time limit required for requesting a hearing before the Board . Date: March 1999    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDQA SUPPORT STAFF REDUCTION IN FORCE The superintendent will determine when a reduction in support staff is necessary, the number of individuals whose employment must be interrupted, and the areas of work in which the reduction will occur. Before recommendations for employment interruption are made, all options for transfer and reassignment of affected support staff will have been used . Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDQB SUPPORT STAFF RESIGNATION An employee desiring to terminate his/her employment is requested to submit a written resignation at least two weeks in advance, setting forth his /her reason for resigning. Failure to give proper notification will cause the District to place a memorandum in the employee's permanent file that the employee \"quit without providing proper notification.\" Adopted:    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: GDQD DISCIPLINE, SUSPENSION, AND DISMISSAL OF SUPPORT STAFF Each year each employee's immediate supervisor shall rate the employee's job performance and make a recommendation for continued employment, dismissal, or reassignment of the employee. Permanent employees may be discharged for inefficiency, repeated absence from the job, for conduct unbecoming an employee of the District, or other reasons believed to be detrimental to the best interests of the District. Discharge may be recommended by the employee's immediate supervisor on specific charges. A written copy of the charges shall be furnished the employee upon request. Permanent employees may be laid off due to a lack of work or financial circumstances of the District. Corrective discipline in the form of oral warning or oral reprimand, written warning or written reprimand, suspension with pay and suspension without salary may be used, sequentially, in any combination, or singularly at the administrative level prior to a recommendation for termination of employment. This policy is intended to offer options for corrective discipline and the full application of this policy, or the application of any part therein, will not be a precondition to the district's right to terminate or suspend an employee. The District reserves the right to apply or institute whatever disciplinary sanction it deems appropriate at any time or in any sequence. Discipline of classified employees will not be caused or affected by the employee's religious beliefs, racial of ethnic background, sex, age or exercise of constitutionally protected rights . Adopted:    SECTION H: NEGOTIATIONS Section H of the Little Rock School District policy manual contains policies, regulations, and exhibits on the process of negotiating with bargaining units recognized by the school board and authorized under state law. HD Negotiation Practices and Process HGA Recognition of Staff Meet and Confer Organizations    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: HD NEGOTIATION PRACTICES AND PROCESS The Little Rock School District Board of Education wishes to establish a working relationship with all employees which will result in a working environment which will be as productive, efficient, and creative as possible. The Board of Education is willing to allow groups of employees to establish the type of relationship they would like to have with the Board of Education, including the communication process between the Board and the employees. Staff members will have the opportunity to work with their supervisors to determine their working conditions, to use the process of \"Meet and Confer,\" or to select the process of negotiations. RECOGNITION OF NEGOTIATING PRACTICES While there is no legal obligation on the part of the Board of Education to negotiate with employee groups, the Little Rock School District Board of Education will voluntarily enter into negotiated agreements with certain classifications of nonmanagement employees. It is the desire of the Board to extend negotiating rights on economic conditions of employment, e.g., salaries and fringe benefits, to these classifications of employees, as long as this arrangement is beneficial to the employees and to the District as determined by the Board of Education. Recognition of the right to negotiate shall be granted under the following conditions: A. That such recognition of the rights to negotiate be deemed by the Board of Education to be in the best interest of the employees and the District. B. That such negotiating practice shall be a voluntary practice of the individual groups of employees. C. That the Board of Education shall recognize the official representatives of those individual groups. D. That in the opinion of the Board of Education, the employees to be represented have a community of interests, including but not limited to, the following: 1. Similarity of duties, skills, interests, and working conditions of employees. 2. Similar placement in the Little Rock School District organizational structure. For the purpose of this policy, the Board identifies the following    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: HD (continued) groups to have differing community of interests: security officers\nbus drivers\nmaintenance workers\ncustodians\nfood service workers\nclerical personnel\nparaprofessionals\nnurses\nand teachers. If it can be shown that a different community of interest does exist, the Board of Education will be willing to combine those groups into a community for the purpose of negotiations, and reserves the right to do so. (Upon the decision of the Board of Education to alter the defined groups, this policy will be edited to reflect the change.) 3. The following positions will be excluded from the above groups because of their direct relationship with management: executive assistants and the staff assistant in the superintendent's office. Any employee who has access to information subject to use by the Board of Education in the negotiations or meet and confer process also will be excluded from the groups .  E. While the Board is willing to negotiate with employee groups under the above conditions, it also recognizes the necessity to reserve for the Board and the Administration, certain management rights, including, but not limited to establishment of policy\nto determine qualifications, hire, direct, assign, suspend, demote, promote all employees\nand to establish the work year. In this vein, the Board directs that an acceptable management rights clause be part of every negotiated agreement. PERSONNEL SERVICE OBLIGATIONS F. Any employee organization shall not cause or permit its members to cause, nor will any member of the organization take part in any curtailment of work or restriction of services or interference with the operations of the District in any manner in those areas affecting work responsibility. The organization will not support the action of any employee taken in violation of this article nor will it directly or indirectly take reprisals of any kind against an employee who continues the full, faithful, and proper performance of his/her contractual duties, obligations, or refuses to participate in any strike or curtailment of work or restriction of services activity. Violation of this policy or Arkansas law by an organization shall cause the Board of Education to remove recognition of the organization and terminate 2    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: HD (continued) any contract. Violation of this policy or Arkansas law by any employee shall cause the Board of Education to terminate the employee. The Board agrees that as long as recognition is granted, and a valid contract remains in force, the Board will not participate in a lockout. PROCESS A. Initial Recognition For a group to be initially recognized, or to challenge the recognition of the present representative, the following procedure shall be followed: A valid petition calling for a representative election shall be presented to the Board of Education. For a petition to be valid it must (1) contain at least a majority of the signatures of the employee group, or be accompanied with a statement from a certified public accountant, mutually agreed to, that a majority of the employees of the group are bona fide dues paying members of an organization representing the group, and (2) be presented to the Board prior to December 1 of the school year. Petitions may be circulated only in the month of November. The Board may ask the Human Resources Office to verify the signatures of the employees. If the petition is valid, the Board will schedule an election to select or decertify an official representative. B. Continued Recognition Once an organization has been recognized as the official representative of an employee group, the following procedures shall be followed: The organization must present certified verification that it represents at least a majority of the employees of the employee group. To determine whether or not an organization represents a majority of the employees in the group, the Human Resources Office will provide the organization a list of all of the persons employed in the group on December 1. The organization shall present a statement from a certified public accountant, mutually agreed to, verifying that a majority of the employees on the list were bona fide dues paying members of the organization on December 1. Such verification shall be presented to the Board by January 15. 3 t' -    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: HD (continued) If the organization fails to provide such verification by January 15, the Board shall withdraw its recognition of the group. The Board will schedule an election to determine the desire of the employees concerning representation. C. Elections 1. The ballot used for representation elections shall be approved by the Board and will include an option to the issue being considered. 2. The election will be conducted by the Human Resources Office and will be by secret ballot. 3. In order for an employee representative to be recognized, it must receive in the election at least a majority of the votes of the total number of employees in the employee group . 4. Campaigning on District property will not be allowed. 5. The cost of the petition and the cost of the election shall be paid by the organization petitioning the Board. D. Harassment Harassment or coercion of employees concerning joining or not joining or voting or not voting for an employee group will not be allowed. Such conduct is grounds for invalidating the results of an election or withdrawing continued recognition of a representative. E. Non-compliance Non-compliance with any of these regulations shall be grounds for the Board to revoke the recognition or the privilege to negotiate with the Board. Continued recognition of any employee group bargaining representative will be contingent upon both of the following: 1. Continued belief on the part of the Board of Education that such recognition is in the best interest of the employees and the School District\nand 4    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: HD ( continued) 2. Continued desire on the part of the employees of that particular group that continued recognition is desirable . Adopted: 5    LITTLE ROCK SCHOOL DISTRICT NEPN CODE: HGA RECOGNITION OF STAFF MEET AND CONFER ORGANIZATIONS While there is no legal obligation on the part of the Board of Education to meet and confer with employee groups, the Little Rock School Board of Education may voluntarily meet and confer with certain classifications of employees. This voluntary arrangement can be beneficial to the Little Rock School District and to the employee groups affected. It is the desire of the Board to extend the opportunity to meet and confer to classifications of employees and to recognize the representatives of those employees. Such recognition shall be granted under the following conditions: 1. That such recognition be deemed, by the Board of Education and a majority of the employees, to be in the best interest of the employees and-the School District. 2. That, in the opinion of the Board of Education, the employees to be represented have a community of interests including, but not limited to, the following: (a) similarity of duties, skills, interests, and working conditions of employees\n(b) similar placement in the Little Rock School District organizational structure. 3. That a majority of the employees, in the classification seeking to be recognized for meet and confer purposes, elect by secret ballot the members of the team from within that employee group that will represent them. Continued recognition of any meet and confer team will be contingent upon the following: 1. Continued belief, on the part of the Board of Education and the majority of the employees, that such recognition is in the best interest of the employees and the School District. 2. That the team conduct the employee's business in a manner consistent with the State Laws relating to public sector employee groups. This policy is not intended to apply to employees covered by a collective bargaining agreement with the Board . Adopted:    SECTION I: INSTRUCTION Section I o the Little Rock School District policy manual contains poli es, regulations, and exhibits n the instructional program: basic curricular subjects\npecial programs, instructional r sources, and academic achievement. IA IB IC ICA ID School Day IG Curriculum Develo ment, Adoptio , and Review IGA Curriculum Prog m Alignme and Coherence 1GB Educational Rese ch IGBA Grant-Funded P IGC Pilot Programs IGE Curriculum Guides Religion in th OCT 4 1999  , fl OF lm'MONITOR/NG IHAL IHBA IHBB IHBDA IHBH IHCA IHCC Special Edu ith Disabilities IHCD IHCDA IHD 11B IJ IJOA IJOC IJOCA IKA IKACA IKB IKC Gifted and Remedial nstruction Alternative ducation Program\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":409,"next_page":410,"prev_page":408,"total_pages":6797,"limit_value":12,"offset_value":4896,"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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