{"response":{"docs":[{"id":"bcas_bcmss0837_575","title":"Little Rock Schools: Wilson Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1999/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Wilson Elementary School (Little Rock, Ark.)","School management and organization","Civic leaders","School administrators"],"dcterms_title":["Little Rock Schools: Wilson Elementary"],"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/575"],"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\nArkansas Democrat i^FRIDAY, FEBRUARY 5^1999 Ex-principal suing LR district Suit contends he was illegally fired after harassment charge BY SETH BLOMELEY ARKANSAS DE.MOCRAT-GAZETTE The lawyer for a former Little Rock school principal contends his client was fired for sexual-harassment complaints only after desegregation lawyer John Walker was out of the picture. Walker previously represented Franklin Davis, former principal at Wilson Elementary School, fired after several teachers complained in 1997 that he had sexually harassed them. teachers told school district officials that Davis had sexually harassed them. The suit claims these teachers were disgruntled em- ployees who received low evaluations from Davis. These are not teachers that tration. Suellen Vann, spokesman for the school district, said she hasn't seen the suit and cant comment. Walker represents the class of all black students in the 16-year- , old Pulaski County school desegre- went to the school district and said gation lawsuit. hes doing this to us, Hicks said. This district went to the teachers and said, Is he doing this? which is not the process to be followed. Walker was out of town Thursday and unavailable for comment. The suit demands that Davis be Nineteen days after I inherited the case, they terminated  . - , . .  . , \" [Davis] pay, said attorney Rickey School assistant principal. He Hicks. The minute Mr. Walker T  , , ,. . paid until the arbitration is con- In December 1997 the district eluded. It also seeks back pay and suspended Davis with pay and re- compensation for financial hard- assigned him as Central High ship and emotional distress. terminated Dec. 1,1998. was Hicks said he did not name the was out of the picture, they terminated his pay. . ___________ Filed late Thursday in Pulaski nine said that our investigation to County Circuit Court, the lawsuit ^nte has developed considerable accuses the district of illegally evidence in support of the allega- terminating Davis, an employee tions. since 1989, without a hearing. F ' __________________ The suit alleges that Davis harassment allegation in the suit.  transfer and suspension resulted According to the suit, Davis and from Davis refusing the sexual ad- the School Board agreed to bind- vannae af a fa la arbitration instead of a hear- assistant superintendent who al- In an April 2, 1997, letter to legedly harassed his client be- Davis, Superintendent Les Car- cause he didnt see a need for that kind of embarrassment. During a final hearing those names will be revealed. , He said his client filed a com- Davis doesnt deny the sexual plaint with the School Board over yances of a female assistant superintendent in 1994. The woman is the 1994 sexual advances but no action was forthcoming. Davis fired Walker because he not named in the complaint. the state Teacher Fair Dismissal Three years later, several Act, has yet to submit to the arbi- ___________ felt the case was moving too slowing. But the board, in violation of ly, Hicks said. Davis, 40, is unemployed and living in Conway, Hicks said. SUNDAY. NOVEMBER 4, 2001  3,000 ShareFest volunteers work magic on 22 schools BY AMY SCHLESING softening the hard-dirt play- ARKANSAS DEMOCRAT-GAZETTE J ground with sod and river- schools Saturday. Next weekend, ShareFest con- blue paint freckling her face, and Paint fumes filled the halls of smoothed pebbles. Wilson Elementary School on Wilson Elementary was just Rick Caldwell, ShareFest di- tinues with a blood drive Sat- said, What a transformation a rector, estimated the combined urday at Fellowship Bible half-day can make. , Saturday and mixed with the one of 22 Little Rock schools ' buzz of saws and sewing ma- spruced up Saturday in the first ' chines, heralding a new begin- phase of ShareFest, a communi- ning for the 80-year-old school, ty service group of about 100 About 400 people volun- central Arkansas churches, teered at the school, splashing About 44 churches and more value of supplies donated by the Church in Little Rock and a ral- 'We are joining together and churches and labor used at all 22 ly Nov. U at River Market pavil- letting our kids know that our schools exceeded $300,000, ShareFest has become a cat- money for the needy. ions to collect clothes, food and heart is with the community, I! color on its dirty \"'hite walls and ti^n 3,000 volunteers worked at I alyst to help churches become Linda Raney stepped back she said. Blake Thompson, a student more engaged in the communi- from an aqua seascape mural she at Southern Baptist Theological ty and with each other, Cald- and several other volunteers Seminary in Louisville, Ky., said j well said. painted on a washroom wall. See SHAREFEST, Page 4P | ShareFest  Continued from Page 1B the lesson to be learned from scraped and painted. Many hands make light the load, said Lance Kauffman, ShareFest project coordinator. Lisa Mack, a fourth-grade ShareFest is much bigger. He and teacher at Wilson, spent most of several other seminary students the day pushing a paintbrush and came to Little Rock to help with fighting back tears. I just cant believe what Ive the project and learn how to develop similar cooperative proj- seen today, she said. ects with churches of all denominations. Her hands gooey with yellow paint. Mack pointed to her room We want to spark a desire in down the h^. Thats the boys bathroom everybody to serve rather than be served, he said. next door. The smell used to Beverly Jones, principal of spread into my room most days, Wilson Elementary School, said she said. It got a vent today, so the work done at her school by my classroom will be a whole ShareFest volunteers is priceless, new place. Mack believes the schools She was amazed at the people who took the time and energy to face-lift will bolster school pride do it. The work the volunteers did could have been done through and help with discipline. Paige Coats agreed. Swinging her arms and formal requests to the district twirling around her fifth-grade administration, but it would have classroom, the U-year-old smd taken longer to see results. With- shes sad that shell only enjoy in hours Saturday, two murals the schools new look this year, were painted, sod was laid, trees Too bad were not going to were trimmed and shrubs were be here next year, she said. But planted. The teachers lounge since other people dirtied it was rewired, furniture re-cov- up, weve got to clean it up for ered with slip covers, and walls people in the future.\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":"loc_rosaparks_49381","title":"[Los Angeles Air Force Base, Space and Missile Systems Center, Black history week program, featuring Rosa Parks, El Segundo, California, 1999] [graphic].","collection_id":"loc_rosaparks","collection_title":"Rosa Parks Papers","dcterms_contributor":null,"dcterms_spatial":["United States, California, Los Angeles County, 34.19801, -118.26102","United States, California, Los Angeles County, El Segundo, 33.91918, -118.41647"],"dcterms_creator":["Matthews, Terri, photographer."],"dc_date":["1999"],"dcterms_description":["Photographs show Parks arriving at the base; with base officers and personnel; posing with family, friends and event photographer, Terri Matthews; receiving an honorary plaque and flowers.  Also performances at the program; Elaine Steele speaking on behalf of the Rosa \u0026 Raymond Parks Institute for Self Development.","Title devised by Library staff."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":null,"dcterms_is_part_of":null,"dcterms_subject":null,"dcterms_title":["[Los Angeles Air Force Base, Space and Missile Systems Center, Black history week program, featuring Rosa Parks, El Segundo, California, 1999] [graphic]."],"dcterms_type":["StillImage"],"dcterms_provenance":["Library of Congress"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.loc.gov/loc.pnp/ppmsca.49381"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Please contact holding institution for information regarding use and copyright status."],"dcterms_medium":["photographic printscolor1990-2000.gmgpc","portrait photographs1990-2000.gmgpc","group portraits","presentation albums.gmgpc"],"dcterms_extent":null,"dlg_subject_personal":["Parks, Rosa, 1913-2005","Steele, Elaine Eason"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1202","title":"Magnet Review Committee: Budget","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 School District","Education--Arkansas","Education--Evaluation","Education--Finance","Educational statistics","Magnet schools"],"dcterms_title":["Magnet Review Committee: Budget"],"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/1202"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nArkansas Democrat azette  WED_N~_~(?~Y, J~NE ?~, ~-999 Magnet school panel to get $35,000 budget increase i BY CYNTHIA HO\\VELL to S92.500. Each district will con- the de,elopment and operation AR~A,s1rnc,1cxR,r-Gizrm tribute S30.833.33 a year. up from of magnet schools. which offer Chief U.S. District Judge Susan S25,000. special programs designed to at- Webber Wright has appro\\'ed a Wright directed the contribu- tract both black and white stu$ 35,000 increase in the a1,nual tors to make payments for the dents to schools that are other-budget for the )lagnet Re1iew current year by Friday. wise difficult to desegregate. Committee. the first increase to The )Iagnet Re,iew Commit- Committee functions include the supervisory committee in tee is made up of representa- ernluating. monitoring and recmore than 10 years of operation. ti ves from each of the three ommending changes in the six The increase to $185.000 is ef- school districts. the state and the original magnet schools. as well fective beginning with the 1998-99 Joshua intenenors - the black as recruiting for those schools school year. The state of Arkan- students and families who inter- and for other special-program sas will absorb half of the cost of ,ened in the ongoing Pulaski schools in the Little Rock and Pu- , the increase. and the rest will be County school desegregation laski County Special school dis- I divided among the three Pulaski lawsuit. tricts. County school districts. The 8th L'.S. Circuit Court of The committee has two staff The state's yearly share of the Appeals at St. Louis established members and an office in North budget will increase from S75.000 the committee in 1987 to 01ersee Little Rock. LR magnet schools seek . approval of larger budget ARKANSAS DEMOCRAT-GAZETTE The cost of educating students in Little Rock's six original magnet schools rose $470 per student to an average $.5,597 in 1999-2000 as compared with the previous year, according to documents filed recently in federal court. Chief U.S. District Judge Susan Webber Wright said this week that she will approve that final proposed budget unless she hears objections from the Little Rock School District, North Little Rock School District, Pulaski County Special School District or the other parties in the 17- year-old Pulaski County school desegregation lawsuit. She gave the parties 10 days to file any complaints. The Magnet Review Committee - made up ofrepresentatives of the three districts, the state Department of Education and the Joshua intervenors, the class of all black students in the districts - prepared the final $21.4 million budget for the past year as well as a proposed $22.5 million budget for the next year. Wright said she would deal with the ~1 budget in a later order. In a letter accompanying the bud-get proposals, Magnet Review Committee Chairman Sadie Mitchell said the cost increase resulted partly from program improvements at the schools. The schools have just completed the fourth year of a five-year program-improvement plan. The six original magnet schools are Booker Arts Magnet Elementary, Carver Basic Skills/Math-Science Magnet Elementary, Gibbs International Studies Magnet Elementary, Williams 'Iraditional Magnet Elementary, Mann Arts and Sciences Magnet Middle , School, and Parkview Arts and Sciences Magnet High School. The special-program schools were established in the 1980s a6, a way to racially desegregate schools with virtually all-black enrollments. The state pays the transportation costs for magnet school students, who come from all three districts, and half the educational cost per student. The three Pulaski County districts share the remaining costs,, The Little Rock School District operates the schools and the Magnet Review Committee, an arm of the federal court, oversees the operation. August 28, 2000 Magnet RevieHJ Conz,nittee 1920 North Main Street, Suite 101  North Little Rock, Arkansas 72114 (501) 758-0156 {Phone}  (501) 758-5366 {Fax}  magnet@magnetschool.com {E -mail} June 30, 1999 The Honorable Susan Webber Wright Judge, U. S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: RECEIVED G.mGE OF ilESEGREGATION MONITORING At its June 22, 1999 special-called meeting, the Magnet Review Committee, by formal motion and 4-0 vote (North Little Rock and Joshua lntervenors representatives were not present), approved the interdistrict magnet schools' actual budget for the six original magnet schools for the 1998-99 school year (Draft 1 ). FINAL 1998-99 STIPULATED ORIGINAL MAGNET SCHOOLS BUDGET: The total amount budgeted, $20,146,910, is based on a per pupil expenditure of $5,127.00, calculated from an average third-quarter enrollment of 3,929.86 students. This budget reflects an increase of $473.00 per student over the 1997-98 budget, with the third year of the five-year proposed program improvement plan included. This final 1998-99 budget reflects actual figures and takes into account the variables (teacher retirement and health insurance changes) that were uncertain when the proposed budget was submitted in June, 1998. As you know, in correspondence dated May 7, 1999, the Magnet Review Committee requested a change in the magnet school grade configurations beginning with the 1999- 2000 school year. As described in that May 7, 1999 letter, tbe changes result in an additional 132 magnet school seats. At its June 22, 1999 meeting, the Magnet Review Committee approved the proposed budget for the 1999-2000 school year for the six original magnet schools which reflected costs associated with the additio~al seats (Draft l ). PROPOSED 1999-2000 STIPULATED ORIGINAL MAGNET SCHOOLS BUDGET: The total proposed budget for the 1999-2000 school year is $22,941,363, which results in a per-pupil expenditure of $5,648 and an increase of $521.00 per student over the 1998-99 actual budget. Salary negotiations are in progress, and it should be noted that these negotiations may have an impact on the 1999-2000 proposed budget. It is the intention of the Magnet Review CommitteE:, therefore, to submit this budget with the recognition that some flexibility may be necessary. The Magnet Review Committee respectfully requests the Court's review and approval of the 1998-99 finalized budget, as well as the proposed 1999-2000 budget, both attached herewith. \"Pursue the l'o.\\sibilitin 11/ ,\\lai:1111 Scho11/ J,11rol/1111'1lf'\" The Honorable Susan Webber Wright -2- June 30, 1999 The Magnet Review Committee is committed to maintaining the existing quality of the original magnet schools. We will continue to work with the host district as we exercise stringent oversight of the magnet schools' budget in an effort to achieve and ensure efficient management and cost containment to the greatest extent possible. Sadie Mitchell, Chairperson Magnet Review Committee SM/DGC:sl Attachments - Actual 1998-99 Original Magnet Schools Budget (Draft 1) Proposed 1999-2000 Original Magnet Schools Budget (Draft 1) ce: Ann Brown, Federal Monitor - Office of Desegregation Monitoring 1999-00 BUDGET PROPOSAL(PRAFT 1} ...  :98'-99 i i,\\98':.99':)}}\\ ) 99:::00 :xrtt,ss.\n-   .. SUMMARY FOR MAGNET SCHOOLS .-F.T.E. .. / Proposecf// :\n.} F/1\\ E{: \\t::propo~ed \\ { CERTIFIED 01 Pr1nc1pal 6.0 $405,002 6.0 $425,252 STAFF 02 Asst. Prin. 10.0 $538,313 100 $565,229 03 Specialists 40.2 $1,573,736 40.2 $1,652,423 04 Counselors 12.4 $562,628 12.4 $590,759 05 Media Spec. 6.5 $285,649 6.5 $299,933 06 Art-Perf./Prod. 1.0 $29,673 1.0 $31,157 07 Music 0.0 $0 0.0 $0 08 Foreiqn Lanq. 0.0 $0 0.0 $0 09 Vocational 12.6 $362,514 12.6 $380,639 10 Special Education 8.7 $358,938 8.7 $376,887 11 Gifted 5.4 $224,300 5.4 $235,515 12 Classroom 177.9 $6,850,936 192.3 $7,700,364 13 Substitutes 0.0 $130,000 0.0 $130,000 14 Other-Kind erg art en 13.0 $507,181 13.0 $532,540 TOTAL CERTIFIED SALARY 293.7 $11,828,870 308.1 $12,920,697 SUPPORT 15 Secretaries 20.0 $442,653 20.0 $464,786 STAFF 16 Nurses 5.4 $199,997 5.4 $209,997 17 Custodians 29.0 $453,656 29.0 $476,340 18 Information Services 1.0 $49,635 1.0 $52,120 19 Paraprofessionals-Other 6.0 $173,752 6.0 $182,440 20 Other-Aides 37.0 $364,471 37.0 $382,696 21 Fringe Benefits(20) , $3,601,089 -~ $4,857,249 TOT AL SUPPORT SALARY TOTAL (10-20) PURCHASED 22 Utilities SERVICES 23 Travel (30) 24 Maintenance Agreements 25 Other TOTAL (30) MATERIALS, 26 Principal's Office SUPPLIES 27 Regular Classroom (40 ) 28 Media 29 Other TOTAL (40) CAPITAL 30 Equipment OUTLAY 31 Building Repair, etc. (50) 32 Other TOTAL (50) OTHER 33 Dues and Fees (60) 34 Other TOTAL (60) TOTAL (30-60) TOTAL (10-60) TOTAL LINE ITEMS (SECOND PAGE) .ci\u0026gt;  iGRANO:TOTAL.-t:.:,:::::,,::,::C 98.4 -~ ,v,JV XXX)(j()()()( ~ ..:,:\n-.'' 392.1 .. .... .: ,, $5,285,254 98.4 $6,625,626 $17,114,123 ~ $19,546,323 $607,657 ~ $607,657 $46,000 :~ $58,950 $0 :~ $0 $164,009 ~ $92,729 $817,666 ~ $759,336 $1 ,500 :~ $1,650 $510,244 :~ $539,326 $43,250 ~ $52,600 $26,700 $26,700 $581,694 $620,276 $412,097 ~ $592,388 $0 $0 $0 $0 $412,097 $592,388 $21,900 ~ $24,950 $0 ~ $0 $21,900 ~ $24,950 $1,833,357 $1,996,950 $18,947,481 406.5 $21,543,273 $1,199,429 ~ $1,398,090 \\ t\u0026gt; $2Q\nt46{91Q .~ : j:$22\n941\n~.fl:t A CEI JUI_ 1 1999 OFFICE OF DESEGREGATION MONITORING line Item Costs  Proposed Ptop0sed .. 1998-99 1999--00 Stipends $37,366 $58,590 Other Objects $0 $0 Indirect Costs $1,075,563 $1,253,000 Vocational $32,000 $32,000 Athletics $33,000 $33,000 Gifted Proqrams $500 $500 Plant Services $15,000 $15,000 Reading $500 $500 Science $0 $0 Enqlish $1,500 $1,500 Special Education $4,000 $4,000 $0 $0 xxxxxx $0 $0 xxxxxx $0 $0 fotal Line Items $1,199,429 $1,398,090 Per Pupil Cost 1998-99 .)/4999.--00 '''\" 3rd Qtr. ADM or Proj. 3,929.86 4,061.86 Total Costs $20,146,910 $22,941,363 Per Pupil Cost $5,127 --.- $5,648 1999--00 BUDGET PROPOSAL{DRAFT1) Booker M :ignef School .  ... CERTIFIED 01 Principal 1.0 $67,173 1.0 $70,532 STAFF  SUPPORT STAFF PURCHASED SERVICES (30) MATERIALS, SUPPLIES (40) CAPITAL OUTLAY (50) OTHER (60) 02 Asst Prin. 1.0 $56,872 1.0 $59,716 03 Specialists 7.0 $293,535 7.0 $308,212 04 Counselors 2.0 $85,862 2.0 $90,155 05 Media Spec. 1.0 $46,975 1.0 $49,324 06 Art-Perf./Prod. 1.0 $29,673 1.0 $31,157 07 Music 0.0 $0 0.0 $0 08 Foreign Lang. 0.0 $0 0.0 $0 09 Vocational 0.0 $0 0.0 $0 1 O Special Education 1.3 $61,889 1.3 $64,983 11 Gifted 1.0 $44,121 1.0 $46,327 12 Classroom 30.2 $1,144,112 32.6 $1,280,312 13 Substitutes 0.0 $21,000 0.0 $21,000 14 Other-Kindergarten 4.0 $146,338 4.0 $153,655 TOTAL CERTIFIED SALARY 49.5 $1,997,549 51.9 $2,175,372 15 Secretaries 2.0 $42,999 2.0 $45,149 16 Nurses 1.0 $36,169 1.0 $37,977 17 Custodians 4.0 $61,704 4.0 $64,789 18 Information Services 0.2 $8,273 0.2 $8,687 19 Paraprofessionals-Other O.C $0 0.0 $0 20 Other-Aides 7.0 $68,802 7.0 $72,242 21 Fringe Benefits(20) $589,205 ~ $793,050 TOTAL SUPPORT SALARY 14.2 $807,152 14.2 $1,021,895 22 23 24 25 26 27 28 29 30 31 32 33 34 TOTAL (10-20) Utilities Travel Maintenance Agreements Other TOTAL (30) Principal's Office Reqular Classroom Media , Other TOTAL (40) Equipment Building Repair, etc. Other TOTAL (50) Dues and Fees Other ~ $2,804,701 ~ $74,250 ~ $10,000 $28,584 ~ $112,834 ~ $72,000 ~ $6,500 $5,000 ~ $83,500 .~ $77,833 ~ $0 $77,833 ~ $1,000 ~ $3,197,267 $74,250 $10,000 $20,750 $105,000 $65,498 $7,000 $5,000 $77,498 $83,255 $0 $83,255 $2,500 TOTAL (60) $1,000 ~ $2,500 TOTAL (30 60) $275,167 ~ $268,253 TOTAL ( 10-60) 63. 7 $3,079,868 66.1 $3,465,520 TOTAL LINE ITEMS - (SECOND PAGE) $186,314 $210,618 Line Item Costs - Proposed :/ , Proposed }: Booker / -  . ..-::\n:i 1998-99 1999-00 Stipends $10,686 $20,000 Other Objects Indirect Costs $172,114 $187,213 Vocational $0 $0 Athletics $0 $0 Gifted Programs $153 $157 Plant Services $2,400 $2,320 Reading $80 $77 Science $0 $0 English $240 $232 Special Education $640 $619 xxxxxx xxxxxx Total Line Items $186,314 $210,618 Per Pupil Cost 1998-99 . 1999--00 3rd Qtr. ADM or Proj. 630.43 606,89 Total Costs $3,266,181 $3,676,137 Per Pupil Cost $5,181 $6,057 1999..-00 BUDGET PROPOSALlDRAFT1)   C,(  98~9 )' 98~99:) :f / /: ).99\n.()0\\ ,::,: :{#\" nn.  '\"' carver Magnet School ..:  '2 ')} ..  F.T.E, \u0026lt; Prol)osedi :.::: ::.: E\\:f~E  : : E?ropds\u0026amp;L:  CERTIFIED 01 Principal 1.0 $63,061 1.0 $66,214 STAFF 02 Asst. Prin. 1.0 $53,026 1.0 $55,677 03 Specialists 8.0 $315,292 8.0 $331,057 04 Counselors 2.0 $74,292 2.0 $78,007 05 Media Spec. 1.5 $61,288 1.5 $64,352 06 Art-Perf./Prod. 0.0 $0 0.0 $0 07 Music 0.0 $0 0.0 $0 08 Foreign Lang. 0.0 $0 0.0 $0 09 Vocational 0.0 $0 0.0 $0 10 Special Education 1.5 $56,857 1.5 $59,700 11 Gifted 1.4 $55,762 1.4 $58,550 12 Classroom 24.3 $828,825 22.3 $804,438 13 Substitutes 0.0 $20,000 0.0 $20,000 14 Other-Kindergarten 4.0 $145,675 4.0 $152,959 TOTAL CERTIFIED SALARY 44.7 $1,674,077 42.7 $1,690,953 SUPPORT 15 Secretaries 3.0 $60,537 3.0 $63,564 STAFF 16 Nurses 1.0 $28,366 1.0 $29,784 PURCHASED SERVICES (30) MATERIALS, SUPPLIES (40) CAPITAL OUTLAY (50) OTHER (60) 17 Custodians 4.0 $71,278 4.0 $74,842 18 Information Services 0.2 $8,273 0.2 $8,687 19 Paraprofessionals-Other 0.0 $0 0.0 $0 20 Other-Aides 11.0 $112,097 11.0 $117,702 21 FringeBenefits(20) . $544,184 $677,627 22 23 24 25 26 27 28 29 30 31 32 33 34 TOTAL SUPPORT SALARY 19.2 $824,735 19.2 $972,206 TOTAL (10-20) ~ ' $2,498,812 ~  $2,663,159 Utilities $83,707  $83,707 Travel $10,000 :~ $12,000 Maintenance Agreements Other TOTAL (30) Principal's Office Regular Classroom Media Other . TOTAL (40) Equipment Building Repair, etc. Other TOTAL (50) Dues and Fees Other $12,915 ~ $106,622 ~ $57,800 ~ $10,000 $3,200 $71,000 $36,430 $36,430 $8,000 ~ $11,200 $106,907 $66,900 $10,000 $3,200 $80,100 $51,470 $51,470 $8,000 TOTAL (60) $8,000 ~ $8,000 TOTAL (30-60) $222,052 ~ $246,477 TOTAL (10-60) 63.9 $2,720,864 61.9 $2,909,636 TOTAL LINE ITEMS (SECOND PAGE) $183,238 $198,862 line Item Costs - Proposed Prooosed Carver 1998-99 1999..00 Stipends $12,010 $12,890 Other Objects Indirect Costs $167,803 $183,055 Vocational $0 $0 Athletics $0 $0 Gifted Programs $149 $135 Plant Services $2,340 $1,987 Reading $78 $66 Science $0 $0 English $234 $199 Special Education $624 $530 XX)()()()( XX)()()()( T.otal Line Items $183,238 $198,862 Per Pupil Cost 1998-99 ' .,.,,,, .. 1999,-00:/'. 3rd Qtr. ADM or Proj. 616.33 593.41 Total Costs $2,904,102 $3,108,498 Per Pupil Cost $4,712 $5,238 '1999..00 BUDGET PROPOS.AJ.\n,(DR.AFIT.jJ   \\ . 98\"99 ? 98~99 { 9~:::0:Q)  \\ $94)0.( Gibbs Magnet School        /     F,T\nE/   PJ'opos~l$ ft Fil\\~# J P.t.\\5p(lj~f fa CERTIFIED 01 Principal 1.0 $62,256 1.0 $65,369 STAFF 02 Asst Prin. 1.0 $48,518 1.0 $50,944 SUPPORT STAFF PURCHASED SERVICES (30) MATERIALS, SUPPLIES (40) CAPITAL OUTLAY (50) OTHER (60 ) 03 Specialists 6.8 $230,842 6.8 $242,384 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 Counselors 1.0 $48,507 1.0 $50,932 Media Spec 1.0 $49,766 1.0 $52,254 Art-Perf./Prod. 0.0 $0 0.0 $0 Music 0.0 $0 0.0 $0 Foreign Lano . 0.0 $0 0.0 $0 Vocational 0.0 $0 0.0 $0 Special Education 1.5 $74,622 1.5 $78,353 Gifted 1.0 $35,171 1.0 $36,930 Classroom 15.0 $522,415 15.0 $548,536 Substitutes 0.0 $14,000 0.0 $14,Q00 Other-Kindergarten 2.0 TOTAL CERTIFIED SALARY 30.3 Secretaries 1.4 Nurses 0.8 Custodians 3.0 Information Services 0.2 Paraprofessionals-Ott1er 0.0 Other-Aides 5.6 Fringe Benefits(20)   :  TOTAL SUPPORT SALARY 11.0 Utilities Travel TOTAL (10-20) Maintenance Aqreements Other TOTAL (30) Principal's Office Regular Classroom Media Other . TOTAL (40) Equipment Building Repair, etc. Other TOTAL (50) Dues and Fees Other ~ ~ $76,237 2.0 $80,049 $1,162,334 30.3 $1,219,751 $29,288 1.4 $30,752 $32,457 0.8 $34,080 $45,642 3.0 $47,924 $8,273 0.2 $8,687 $0 0.0 $0 $36,188 5.6 $369,681 ~ $521,529 11.0 $1,683,863 \"\"' \"\"- $38,201 .~ $8,500 ~ ~ $15,824 ~ $62,525 $1,000 ~ $39,141 ~ $3,000 ~ $3,000 ~ $46,141 ~ $183,040 :~ $183,040 ~ $1,000 ~ $37,997 $465,429 $624,869 $1,844,620 $38,201 $20,000 $4,800 $63,001 $1,000 $32,252 $8,000 $3,000 $44,252 $18,665 $18,665 $1,000 TOTAL (60) 1~..: $1,000 ~ $1,000 TOTAL (30-60) IAN\"'-'YV~ $292,706 ~ TOTAL (10-60) 41.3 $1,976,569 41.3 $126,918 $1,971,538 TOTAL LINE ITEMS - (SECOND PAGE) $89,919 ~ $98,217 - .-GRANDJOTAL./ .. : .. xxxxxx $2\n.0.B~A~~ idc~~tj() S?tC~~i:15:$/ line Item Costs - Proposed  i\\. Pt01:\u0026gt;0sed , .. Gibbs 1998-99 1999-00 Stipends $835 Other Objects Indirect Costs $87,302 $96,412 Vocational $0 $0 Athletics $0 $0 Gifted Programs $78 $83 Plant Services $1,218 $1,229 Readin\u0026lt;:J $41 $41 Science $0 $0 Enqlish $122 $123 Special Education $325 $328 xxxxxx xxxxxx Total Line Items $89,919 $98,217 Per Pupil Cost 1998-99 1999-00 ,, 3rd Qtr ADM or Proj 324.80 312.54 Total Costs $2,066,488 $2,069,755 Per Pupil Cost $6,362 $6,622 1999-00 BUDGET PROPOSAL(DRAFT1) 98-99 98-99 99-00 99-00 Williams Magnet School F,T.E. Proposed F.T.E. Proposed CERTIFIED 01 Principal 1.0 $72,7]0 1.0 $76,409 STAFF 02 Asst. Pnn 1 0 $47,761 1.0 $50,149 03 Specialists 5.0 $223,133 5.0 $234,290 04 Counselors 1.4 $57,763 1.4 $60,651 05 Media Spec 1.0 $36,985 1.0 $38,834 06 Art-Perf./Prod 0.0 $0 0.0 $0 07 Music 0.0 $0 0.0 $0 08 Foreign Lang 0.0 $0 0.0 $0 09 Vocational 0.0 $0 0.0 $0 10 Special Education 1 1 $50,456 1.1 $52,979 11 Gifted 2.0 $89,246 2.0 $93,708 12 Classroom 20.0 $807,642 20.0 $848,024 13 Substitutes 0.0 $20,000 0.0 $20,000 14 Other-Kinderqarten 3.0 $138,931 3.0 $145,878 TOTAL CERTIFIED SALARY 35.5 $1,544,686 35.5 $1 ,620,921 SUPPORT 15 Secretaries 2.6 $53,584 2.6 $56,263 STAFF 16 Nurses 1.0 $44,854 1.0 $47,097 17 Custodians 4.0 $55,662 4.0 $58,445 18 Information Services 0.2 $8,273 0.2 $8,687 19 Para professionals-Other 0.0 $0 0.0 $0 20 Other-Aides 9.fl $62,177 9.0 $65,286 21 Fringe Benefits(20) $472,966 , ... $616,335 TOTAL SUPPORT SALARY 16.8 $697,515 16.8 $852,113 TOTAL (10-20) $2,242,201 )0()()()000( $2,473,034 PURCHASED 22 Util1t1es xxxxxxxx $50,168 )()(X)OO(X)( $50,168 SERVICES 23 Travel $3,500 $3,000 (30) 24 Maintenance Agreements 25 Other $6,329 .X\u0026gt;\u0026lt;Xl\u0026lt;X\u0026gt;O\u0026lt;i\u0026lt; $5,100 TOTAL (30) $59,997 X\u0026gt;OOOO(X)( $58,268 MATERIALS, 26 Principal's Office -~ SUPPLIES 27 Regular Classroom $62,608 )OOO()()()Q( $68,176 (40) 28 Media $5,000 $5,000 29 Other  $2,500 $2,500 TOTAL (40) A, $70,108 $75,676 CAPITAL 30 Equipment - $34,400 $55,678 OUTLAY 31 Bu1ldinq Repair, etc (50) 32 Other $0 XXiO\u0026lt;X\u0026gt;6a\u0026lt; TOTAL (50) $34,400 ~ $55,678 OTHER 33 Dues and Fees - $3,900 $1 ,800 (60) 34 Other TOTAL (60) $3,900 ... . $1,800 TOTAL (30-60) $168,405 )0()()000()( $191,422 TOTAL (10-\u0026amp;0) 52.3 $2,410,606 52.3 $2,664,456 TOTAL LINE ITEMS - (SECOND PAGE) $146,494 $158,460 GRANO TOTAL xxxxxx $2,557,100 xxxxxx :,,,x,,,,.,,:_ . .$2~822\n916. Line Item Costs - Proposed Prooosed Williams ., 1998-99 1999--00 Stipends $8,358 $11,200 Other Objects Indirect Costs $135,373 $144,569 Vocational $0 $0 Athletics $0 $0 Gifted Proqrams $120 $124 Plant Services $1,888 $1,833 Reading $63 $61 Science $0 $0 EnQlish $189 $183 Special Education $503 $489 xxxxxx xxxxxx T.otal Line Items $146,494 $158,460 Per Pupil Cost 1998-99 1998-100 3rd Qtr. ADM or ProJ. 486.93 468.65 Total Costs $2,557,100 $2,822,916 Per Pupil Cost $5,251 $6,024 '1999-00 BUDGET PROPOSAL(DRAFT 1) 98-99 98-99 99-00 99-00 Mann Macinet School F.T.E. Propos~ F.T.E. Proposed CERTIFIED 01 Principal 1.0 $67,313 1.0 $70,679 STAFF 02 Asst Pnn. 3.0 $150,847 3.0 $158,389 03 Specialists 3.6 $137,303 3.6 $144,168 04 Counselors - 3.0 $138,1 40 3.0 $145,047 05 Media Spec. 1.0 $49,770 1.0 $52,259 06 Art-Perf./Prod 0.0 $0 0.0 $0 07 Music 0.0 $0 0.0 $0 08 Fore1qn Lanq. 0.0 $0 0.0 $0 09 Vocational 5.6 $161,424 5.6 $169,495 10 Special Education 1.3 $44,557 1.3 $46,785 11 Gifted 0.0 $0 0.0 $0 12 Classroom 47.8 $1,736,395 47.8 $1,823,215 13 Substitutes 00 $30,000 0.0 $30,000 14 Other-Kindergarten 0.0 $0 0.0 $0 TOTAL CERTIFIED SALARY 66.3 $2,515,749 66.3 $2,640,036 SUPPORT 15 Secretaries 5.0 $111 ,209 5.0 $116,769 STAFF 16 Nurses 1.0 $38,901 1.0 $40,846 17 Custodians 6.0 $87,118 6.0 $91,474 18 Information Services 0.2 $8,273 0.2 $8,687 19 Para professionals-Other 1.0 $25,957 1.0 $27,255 20 Other-Aides 211 $46,059 2.4 $48,362 21 Fringe Benefits(20)  $738,034 $981,276 TOTAL SUPPORT SALARY 15.6 $1,055,550 15.6 $1,314,669 TOTAL (10-20) ... $3,571,299 $3,954,706 PURCHASED 22 Ut1l1tles $158,629 $158,629 SERVICES 23 Travel $7,000\n()O(XJ()(X)( $4,500 (30) 24 Maintenance Aqreements $0 XXX\u0026gt;OO\u0026lt;XX $0 25 Other $58,878 $30,779 TOTAL (30) $224,507 ~ $193,908 MATERIALS, 26 Pnnc1pal's Office $0 'lOOOOO\u0026lt;)()( SUPPLIES 27 Regular Classroom $119,615 $121,350 (40) 28 Media $10,550 X)()()(X)()()( $10,600 29 Other $5,000 XlOOOOOO( $5,000 TOTAL (40) $135,165 $136,950 CAPITAL 30 Equipment $16,450 ')()\u0026lt;X)()()(X)( $71,576 OUTLAY 31 Building Repair, etc. $0 XX\u0026gt;OOOOO\u0026lt; (50) 32 Other TOTAL (50) $16,450 $71,576 OTHER 33 Dues and Fees $4,000 $3,500 (60) 34 Other TOTAL (60) $4,000 $3,500 TOTAL (30-60) $380,122 $405,934 TOTAL (10-60) 81 .9 $3,951,421 81 .9 $4,360,640 TOTAL LINE ITEMS - (SECOND PAGE) .. $286,111 $316,739 GRAND TOTAL xx.xxxx $4,237,$32 ' X\u0026gt;Oi:XXX: : .:\n::::::::::::::\n:- $4\n677\n376 line Item Costs - Proposed Proposed Mann 1998-99 1999-00 Stipends $1,672 $9,100 Other Objects Indirect Costs $248,150 $274,494 Vocational $15,480 $14,014 Athletics $15,964 $14,452 Gifted Proqrams $0 $0 Plant Services $3,461 $3,342 Readinq $115 $111 Science $0 $0 Enql1sh $346 $334 Special Education $923 $891 xxxxxx xxxxxx Total Line Items $286,111 $316,739 Per Pupil Cost 1998-99 199!}.-00 3rd Qtr. ADM or Proi. 889.83 889.83 Total Costs $4,237,532 $4,677,378 Per Pupil Cost .. , $4,76.Z $5,256 1999..00 BUDGET PROPOSAL(DRAFT1) Parkview Maqnet School . 98-99 F.T.E. CERTIFIED 01 Principal 1.0 3.0 9.8 $72,429 1.0 $76,050 STAFF 02 Asst. Prin. $181,289 3.0 $190,353 03 04 05 06 07 08 09 10 11 12 13 14 SUPPORT 15 STAFF 16 17 18 19 20 21 PURCHASED 22 SERVICES 23 (30) 24 25 MATERIALS, 26 SUPPLIES 27 (40) 28 29 CAPITAL 30 OUTLAY 31 (50) 32 OTHER 33 (60) 34 TOTAL LINE ITEMS Specialists Counselors 3.0 Media Spec. 1.0 Art-Perf./Prod . 0.0 Music 0.0 Foreign Lang. 0.0 Vocational 7.0 Special Education 2.0 Gifted 0.0 Classroom 40.6 Substitutes 0.0 Other-Kinderqarten 0.0 TOTAL CERTIFIED SALARY 67.4 Secretaries 6.0 Nurses 0.6 Custodians 8.0 Information Services 0.2 Para professionals-Other 5.0 Other-Aides 2D Fringe Benefits(20) 1x,o  oc  xxxxt TOTAL SUPPORT SALARY 21.8 Utilities Travel TOTAL (10-20) Maintenance Aqreements Other TOTAL (30) Principal's Office Regular Classroom Media Other TOTAL (40) Equipment Buildinq Repair, etc. Other TOTAL (50) Dues and Fees Other ~ ~~ --:--.- .:.:. $373,632 9.8 $392,313 $158,064 3.0 $165,967 $40,866 1.0 $42,909 $0 0.0 $0 $0 0.0 $0 $0 0.0 $0 $201,089 7.0 $211,143 $70,559 2.0 $74,087 $0 0.0 $0 $1,811,547 54.6 $2,395,840 $25,000 0.0 $25,000 $0 0.0 $0 $2,934,474 81.4 $3,573,663 $145,036 6.0 $152,288 $19,250 0.6 $20,213 $132,253 8.0 $138,866 $8,273 $147,795 $39,149 $887,018 $1,378,773 $4,313,247 $202,702 $7,000 $0 $41,480 $251,182 $500 $159,080 $8,200 $8,000 $175,780 $63,944 0.2 5.0 2.0 21.8 .~ ~ ~ $63,944 ~ $4,000 ..... .. ..... ,. ........ . $8,687 $155,185 $41,106 $1,323,531 $1,839,875 $5,413,538 $202,702 $9,450 $0 $20,100 $232,252 $650 $185,150 $12,000 $8,000 $205,800 $311,744 $311,744 $8,150 TOTAL (60) ~\n.. $4,000 ~ $8,150 TOTAL (30-60) -vvvv $494,906 $757,946 TOTAL (10-60) 89.2 $4,808,154 103.2 $6,171,484 (SECOND PAGE) $307,353 ~ $415,195 \u0026lt; GRANDT.OTAL\\ t xxi\u0026amp;x\nc t $s\nnsfsg7 x#ttK  tih'S~\ning Line Item Costs - '\"' Proposed ,,,.\" \" Pro nosed ,,, Parkvlew 1998-99 1999-00 Stipends . $3,805 $5,400 Other Objects Indirect Costs $264,821 $367,257 Vocational $16,520 $17,986 Athletics $17,036 $18,548 Gifted Prograrps $0 $0 Plant Services $3,693 $4,289 Reading $123 $143 Science $0 $0 English $369 $429 Special Education $985 $1 ,144 )0()()()()( )0()()()()( Total Line Items $307,353 $415,195 Per Pupil Cost 1998-99 1999-00 3rd Qtr. ADM or Proi. 981.54 1,190.54 Total Costs $5,115,507 $6,586,679 Per Pupil Cost $5,212 :.. \\ ,\u0026gt; $5,5.33 , IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION 0v0 r t .5 1j('\n/t',/r',f LITTLE ROCK SCHOOL DISTRICT, * Plaintiff, * vs. * No. LR-C-82-866 * PULASKI COUNTY SPECIAL SCHOOL * DISTRICT NO. 1, et al., * Defendants, * * MRS. LORENE JOSHUA, et al., * EC 0 Intervenors, * * oc KATHERINE KNIGHT, et al., * Intervenors. * ORDER Before the Court is the request of the Magnet Review Committee (\"MRC\") for approval of the interdistrict magnet schools' final budget for the 1998-1999 school year. The MRC communicated the final budget to the Court in a letter dated June 30, 1999 (attached). The letter also contains a proposed budget for the 1999-2000 school year\nhowever, the Court will address the proposed budget in a separate Order. The Court will allow the parties to and including 10 days from entry of this Order to object to MRC's final budget for 1998-1999. Should no objections be filed within the time allowed, the Court will enter an Order approving the budget. _./h- IT IS SO ORDERED THIS / :J DAY OF OCTOBER, 1999 CHIEF JUDGE UNITED STATES DISTRICT COURT fHIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPUAN1i:~m 58 AND/OR 79(a) FRCP e\u0026gt;H I I..:\n/  ev rt:::: Magnet Review Committee 1920 North Main Street, Suite 1 01  North Little Rock, Arkansas 72114 (501) 758-0156 {Phone}  (501) 758-5366 {Fax}  magnet@magnetschool.com {E-mail} June 30, 1999 The Honorable Susan Webber Wright Judge, U. S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 7220 l Dear Judge Wright: At its June 22, 1999 special-called meeting, the Magnet Review Committee, by formal motion and 4-0 vote (North Little Rock and Joshua lntervenors representatives were not present), approved the interdistrict magnet schools' actual budget for the six original magnet schools for the 1998-99 school year (Draft l ). FINAL 1998-99 STIPULATED ORIGINAL MAGNET SCHOOLS BUDGET: The total amount budgeted, $20,146,910, is based on a per pupil expenditure of $5,127 .00, calculated from an average third-quarter enrollment of 3,929.86 students. This budget reflects an increase of $473.00 per student over the 1997-98 budget, with the third year of the five-year proposed program improvement plan included. This final 1998-99 budget reflects actual figures and takes into account the variables (teacher retirement and health insurance changes) that were uncertain when the proposed budget was submitted in June, 1998. As you know, in correspondence dated May 7, 1999, the Magnet Review Committee requested a change in the magnet school grade configurations beginning with the 1999- 2000 school year. As described in that May 7, 1999 letter, the changes result in an additional 132 magnet school seats. At its June 22, 1999 meeting, the Magnet Review Committee approved the proposed budget for the 1999-2000 school year for the six original magnet schools which reflected costs associated with the additional seats (Draft l ). PROPOSED 1999-2000 STIPULATED ORIGINAL MAGNET SCHOOLS BUDGET: The total proposed budget for the 1999-2000 school year is $22,941,363, which results in a per-pupil expenditure of $5,648 and an increase of $521.00 per student over the 1998-99 actual budget. Salary negotiations are in progress, and it should be noted that these negotiations may have an impact on the 1999-2000 proposed budget. It is the intention of the Magnet Review Committee, therefore, to submit this budget with the recognition that some flexibility may be necessary. The Magnet Review Committee respectfully requests the Court's review and approval of the 1998-99 finalized budget, as well as the proposed 1999-2000 budget, both attached herewith. \"Pursue the Possibilities of Magnet School Enrollment\" The Honorable Susan Webber Wright -2- June 30, 1999 The Magnet Review Committee is committed to maintaining the existing quality of the original magnet schools. We will continue to work with the host district as we exercise stringent oversight of the magnet schools' budget in an effort to achieve and ensure efficient management and cost containment to the greatest extent possible. Sincerely, ~ Sadie Mitchell, Chairperson Magnet Review Committee SM/DGC:sl Attachments - Actual 1998-99 Original Magnet Schools Budget (Draft l) Proposed 1999-2000 Original Magnet Schools Budget (Draft l) cc: Ann Brown, Federal Monitor - Office of Desegregation Monitoring u.fo'61rn1~ QRT EASTERN DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS AUG 2 3 2000 WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. * * * * * * * * * No. 4:82CV00866 SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL., Defendants, MRS. LORENE JOSHUA, ET AL., Intervenors, KATHERINE KNIGHT, ET AL., Intervenors. * * * * * ORDER EC IVED AUG 2 5 2000 of SES~S.fflUllr MiJNlTIJRIN! Before the Court is the request of the Magnet Review Committee (\"MRC\") for approval of the interdistrict magnet schools' final budget for the 1999-2000 school year, The MRC communicated the final budget to the Court in a letter dated July 28, 2000 (attached). The letter also contains a proposed budget for the 2000-2001 school year\nhowever, the Court will address the proposed budget in a separate Order. The Court will allow the parties to and including 10 days from the date of entry of this Order to object to the MR.C's final budget for 1999-2000. Should no objections be filed within the time allowed, the Court will enter an Order :,roving the budget. IT IS SO ORDERED this ).,.3 day of August 2000. ~~1 CHIEF JUDG UNITED STATES DISTRICT COURT rHIS DOCUMENT ENTERED ON DOCKET SHEET LN COMPLIANCE Wl~ULE 58 AND/OR 79(8) FRCP 0N ~-,?. 00 BY rt:: - : Magnet Review Committee 1920 North Main Street, Suite 101  North Little Rock, Arkansas 72114 (501) 758-0156 {Phone}  (501) 758-5366 {Fax}  magnet@magnetschool.com {E-mail} July 28, 2000 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: At its July 14, 2000 special-called meeting, the Magnet Review Committee, by formal motion and 5-0 vote (the Pulaski County Special School District representative was not present but later voted the District's approval via telephone), approved the interdistrict magnet schools' actual budget for the six original magnet schools for the 1999-2000 school year (Draft 1). FINAL 1999-2000 STIPULATED ORIGINAL MAGNET SCHOOLS BUDGET The total amount budgeted, $21,351,086, is based on a per-pupil expenditure of $5,597.00, calculated from an average third-quarter enrollment of3,814.79 . students. This budget reflects an increase of$470.00 per student over the 1998-99 budget, with the fourth year of the five-year proposed program improvement plan included. This final 1999-2000 budget reflects actual figures and takes into account the variables (teacher retirement and health insurance changes) that were uncertain when the proposed budget was submitted in June, 1999. This final budget also reflects costs associated with the additional seats which were added during the Little Rock School District's grade configurations, commencing with the 1999-2000 school year. At its special-called meeting on July 27, 2000, the Magnet Review Committee unanimously approved the proposed budget for the six original Stipulation magnet schools for the 2000-2001 school year. PROPOSED 2000-2001 STIPULATED ORIGINAL MAGNET SCHOOLS BUDGET The total proposed budget for the 2000-2001 school year is $22,500,211, which results in a per-pupil expenditure of $5,898.00 and an increase of $301.00 over the 1999-2000 actual budget. Salary negotiations are in progress, and it should be noted that these negotiations may have an impact on the 2000-2001 proposed budget. It is the intention of the Magnet Review Committee, therefore, to submit this budget with the recognition that some :flexibility may be necessary. \"Pursue the Possibilities of Magnet School Enrollment\" The Honorable Susan Webber Wright -2- July 28, 2000 The Magnet Review Committee respectfully requests the Court's review and approval of the 1999-2000 :finalized budget, as well as the proposed 2000-2001 budget\nboth attached herewith. - The Magnet Review Committee is committed to maintaining the existing quality of the original magnet-schools. We will continue to work with the host district as we exercise stringent oversight of the magnet schools' budget in an effort to achieve and ensure efficient management and cost containment to the greatest extent possible. Sincerely, J~ fkd'dd,/ Sadie Mitchell, Chairperson Magnet Review Committee SM/DGC:sl Attachments: Actual 1999-2000 Original Magnet Schools Budget (Draft 1) Proposed 2000-2001 Original Magnet Schools Budget (Draft 1) cc: Ann Brown, Federal Monitor - Office of Desegregation Monitoring ~0~fBUD~l\n[:PROPOAt.([)Rl\n.fJJh, UI{\\ , 99-0(F ,. :,\n:':'99--00\u0026gt; ,, :, ., OO\"(W,, \u0026lt;\u0026lt;\u0026gt;00-01, ,: /: SUMMARY'FOR)~AGNETSCHOcits':)(:, \u0026lt; , .. ::: F\nT,E!' . :  . Actual\u0026lt;\n: UF . T\nE/ \u0026lt;HP.r.oposetLY CERTIFIED 01 Principal 6.0 $423,711 6.0 $441 ,017 STAFF 02 Asst. Prin. 10.0 $540,287 10.0 $572,704 SUPPORT STAFF 03 Soecialists 04 Counselors 05 Media Soec. 06 Art-Perf./Prod. 07 Music 08 Foreion Lang. 09 Vocational 10 Special Education 11 Gifted 12 Classroom 13 Substitutes 14 Other-Kindergarten TOTAL CERTIFIED SALARY 15 Secretaries 16 Nurses 17 Custodians 18 Information Services 19 Paraprofessionals-Other 20 Other-Aides 21 Fringe Benefits(20 TOTAL SUPPORT SALARY TOTAL (10-20) 40.2 $1 ,638,478 40.2 $1,736,787 13.4 $592,038 13.4 $627,561 6.5 $288,210 6.5 $305,502 1.0 $35,443 1.0 $37,570 0.0 $0 0.0 $0 0.0 $0 0.0 $0 7.6 $349,156 7.6 $370,106 9.2 $340,504 9.2 $360,934 5.4 $227,711 5.4 $241 ,374 190.8 $7,180,546 188.8 $7,611 ,379 0.0 $196,924 0.0 $206,000 15.0 $621 ,745 16.0 $659,050 305.1 $12,434,753 304.1 $13,169,982 20.4 $517,493 21.4 $568,543 6.0 $223,684 6.0 $237,105 30.0 $431 ,533 30.0 $457,425 1.0 $51 ,156 1.0 $54,225 6.0 $165,698 6.0 $175,640 35.0 $405,160 35 .0 $429,470 XXXXJ(Jd:\\ $3,599,572 ~ ' $4,022,814 98.4 $5,394,297 99 .4 $5,945,223 XJ\u0026lt;io:XJO( $17,829,050 ~  $19,115,205 PURCHASED 1-22-+U~t_ili_tie_s_ _______r .-~~\"-~'-':-~:: ___$ ~4~5_4~,3~6~8~lO O-~O-O-~O-OC_X:~: t--__$ ~4~8~5,~0~6--:-10 SERVICES 23 Travel xxx:xxxx $29,937 iOOoooO\u0026lt;Jt, $41,450 (30) 24 Maintenance Aqreements xxxxxio( $0 iooooocxx\n$0 25 Other XXJ()(XXX $393,895 ~  $187,123 TOTAL (30) ~  $878,200 ~  $713,633 MATERIALS, t--26--t-P_r_in_c~ip_a_l's_O_ffi_1c_e_ ____t -xxx:_ xxx - x _--1 __- ,-_$_4_1_9-.._:. ,:_.-~-.,.....,.....:, r------:---$_1,7 _5___,0 SUPPLIES 27 Regular Classroom XX)00()(\n( ' $632,772 ~ : $503,452 (40) 28 Media ~  $45,163 ~  $46,900 CAPITAL OUTLAY (50) OTHER (60) 29 Other ~  $25,424 XXJ.ixiioo( $20,797 TOTAL (40) xxxxxxi $703,778 ~  $572,899 30 Equipment ~ $369,502 XlOOOOOCX $452,387 31 Building Repair, etc. XXJQ.O(XX: $0 ~  $0 32 Other TOTAL (50) xioooo\u0026amp; $369,502 ~  $452,387 33 Dues and Fees ~  $33,474 ~  $17,500 34 Other TOTAL (60) ~  $33,474 ~  $17,500 TOTAL (30-60) xxioooo:\\ $1,984,954 ~  $1,756,419 TOTAL (10-60) 403.5 $19,814,003 403.5 $20,871,625 TOTAL LINE ITEMS- (SECOND PAGE) ~  $1,537,083 ~ \\ $1 ,628,587 tine 11emc\u0026amp;ts:}it/:: .\n::\n::i::: \u0026lt;Aclua1\u0026gt;tt: P.i#iioiiiiich/ summarvi:c::::,:, :::.::, 1999-00 2000-01 Stipends $21 ,871 $37,400 Other Objects $0 $0 Indirect Costs $1 ,411 ,708 $1,487,687 Vocational $32,000 $32,000 Athletics $33,000 $33,000 Gifted Proarams $504 $500 Plant Services $32,000 $32,000 Reading $500 $500 Science $0 $0 English $1,500 $1,500 Special Education $4,000 $4,000 $0 $0 xxxxxx $0 $0 xxxxxx $0 $0 Total Line Items $1,537,083 $1 ,628,587 Per.PupifCosL \u0026lt;\u0026gt;:c ::: \u0026gt; 1999:-D0\u0026lt;\u0026gt; \u0026lt;::::iooo\not/\u0026gt; 3rd Qtr. ADM or Proi. 3,814.79 3,814.79 Total Costs $21,351,086 $22,500,211 Pei Pupil CosC\u0026gt;\u0026lt;::: k \\ : $5,591:: /////$5\n898: CERTIFIED 01 Principal 1.0 $69,272 1.0 $ 73,428 STAFF 02 Asst. Prin. 1.0 03 Specialists 7.0 04 Counselors 2.0 05 Media Spec. 1.0 06 Art-Perf./Prod. 1.0 07 Music 08 Foreign Lang. 09 Vocational 10 Special Education 1.3 11 Gifted 1.0 12 Classroom 32.6 13 Substitutes 14 Other-Kindergarten 4.0 TOTAL CERTIFIED SALARY 51 .9 SUPPORT 15 Secretaries 2.0 STAFF 16 Nurses 1.0 17 Custodians 4.0 18 Information Services 0.2 19 Paraprofessionals-Other 20 Other-Aides 7.0 21 Fringe Benefits(20) XXXJOO\u0026lt;X: TOTAL SUPPORT SALARY 14.2 TOTAL (10-20) XXXlOOOC PURCHASED 22 Utilities XXloo\u0026lt;XX. SERVICES 23 Travel xxfuxx: (30) 24 Maintenance Agreements 25 Other )OO(XXXX TOTAL(30) xxxxxxx. MATERIALS, 26 Principal's Office XXXXXXXi. SUPPLIES 27 Regular Classroom (40) 28 Media xxxxxxx 29 Other . TOTAL (40) ~ . CAPITAL 30 Eauioment OUTLAY 31 Buildina Reoair, etc. ~ . (50) 32 Other ~  TOTAU50) OTHER 33 Dues and Fees (60) 34 Other ~ . TOTAL (60) TOTAL (30-60) xiifuxi' TOTAL (10-60) 66.1 TOTAL LINE ITEMS - (SECOND PAGE) $56,669 $293,910 $87,214 $47,376 $35,443 $0 $0 $0 $62,744 $43,999 $1 ,165,224 $18,609 $171 ,635 $2,052,095 $34,286 $37,591 $57,275 8,528 $0 $93,153 $603,562 $834,396 1.0 $ 60,069 7.0 $ 311 ,544 2.0 $ 92,446 1.0 $ 50,219 1.0 $ 37,570 $0 $0 $0 1.3 $ 66,509 1.0 $ 46,639 31 .6 $ 1,235,137 $ 21 ,000 5.0 $ 181 ,933 51 .9 $2,176,495 2.0 $ 36,344 1.0 $ 39,846 4.0 $ 60,712 0.2 $ 9,039 $0 7.0 $ 98,743 xxxxxxx $648,855 14.2 $893,538 $2,886,491 ~  $3,070,033 $57,485 ~ : $61,400 $6,356 ~ : $10,000 $0 $16,038\ni:ioboocx $26,025 $79,879 XlOOO\u0026lt;l\u0026lt;X' $97,425 $ 0 :ioo6oocX  $0 $86,038 ~  $67,403 $6,572 xi\u0026lt;xiooci $7,000 $3,490 ~  $5,050 $96,101 ~ : $79,453 $86,476 ~ : $108,560 $0 ~  $0 $0 ~  $0 $86,476 ~ : $108,560 $6,258 ~  $2,500 $0 ~  $0 $6,258 ~  $2,500 $268,714 ~ : $287,938 $3,155,205 66.1 $3,357,971 $217,044 ~  $228,001 Stipends $9,891 $10,000 Other Objects $0 $0 Indirect Costs $201 ,576 $212,425 Vocational $0 $0 Athletics $0 $0 Gifted Programs $151 $151 Plant Services $4,569 $4,569 Reading $71 $71 Science $0 $0 English $214 $214 Special Education $571 $571 xxxxxx xxxxxx Total Line Items $217,044 $228,001 i:iefPupiH::fo~F\u0026gt;\u0026lt;U,, ,:// ,c\\1'999:bit -  :c 2000\"01-Y\\ 3rd Qtr. ADM or Proj. 544.71 544.71 Total Costs $3,372,249 $3,585,972 -P~t:P.JP.tlicb~tiilill\\ll'. =\nii:=1\ni i!i!!li!!ii!$6it~1I\n\n!ili!i!ili!i!jii!~ l583! CERTIFIED 01 Principal 1.0 $65,840 1.0 $ 69,790 STAFF 02 Asst. Prin. 1.0 $51 ,989 1.0 $ 55,108 03 Specialists 8.0 $314,459 8.0 $ 333,327 04 Counselors 2.0 $72,367 2.0 $ 76,709 05 Media Spec. 1.5 $61 ,802 1.5 $ 65,510 06 Art-Perf./Prod. $0 $0 07 Music $0 $0 08 Foreign Lang. $0 $0 09 Vocational $0 $0 10 Special Education 1.5 $38,627 1.5 $ 40, 11 Gifted 1.4 $56,496 1.4 $ 59, 12 Classroom 21 .3 $683,203 21.3 $ 724, 13 Substitutes $28,558 $ 30, 14 Other-Kindergarten 5.0 $185,552 5.0 $ 196, TOTAL CERTIFIED SALARY 42.7 $1 ,558,893 42.7 $1 ,652, SUPPORT 15 Secretaries 3.0 $61,721 3.0 $ 65, STAFF 16 Nurses 1.0 $36,340 1.0 $ 38, 17 Custodians 4.0 $55,669 4.0 $ 59, 18 Information Services 0.2 8,528 0.2 $ 9, 19 Paraprofessionals-Other $0 20 Other-Aides 11 .0 $107,386 11 .0 $ 113,829 21 Fringe Benefits(20) )()(J(XX)(j(: $479,870 XXJOOOO:. $ 542,901 TOTAL SUPPORT SALARY 19.2 $749,514 19.2 $828,724 TOTAL (10-20) ~  $2,308,407 ~  $2,480,879 PURCHASED 22 Utilities XXXlQOG( $49,101 X\u0026gt;OOQ()(X . $52,300 SERVICES 23 Travel )(){)OO(J(X'. $5, 151 ~ $12,000 (30) 24 Maintenance Agreements 25 Other ~ - $14,934 ~  $13,055 TOTAL (30) XXlOO\u0026lt;)(X. $69,186 ~ - $77,355 MATERIALS, 26 Principal's Office XXl\u0026lt;)(J(JcX $0 ~ : $0 SUPPLIES 27 Regular Classroom ~ - $118,231 ~ . $56,046 (40) 28 Media ~ $8,911 xioooooi: $9,500 29 Other ~ - $3,904 ~ : $3,000 TOTAL (40) ~ $131 ,046 ~ : $68,546 CAPITAL 30 Equipment ~ $49,822 ~ : $41,802 OUTLAY 31 Building Repair, etc. ~ $0 ~  $0 (50) 32 Other ~ $0 ~ . $0 TOTAL (50) ~ $49,822 ~ : $41,802 OTHER 33 Dues and Fees ~ - $5,154 ~  $2,000 (60) 34 Other TOTAL(60) ~  $5,154 ~  $2,000 TOTAL (30-60) ~ - $255,209 ~  $189,703 TOTAL (10-60) 61.9 $2,563,615 61.9 $2,670,582 TOTAL LINE ITEMS - (SECOND PAGE) ~  $205,684 ~  $223,951 Stipends $4,277 $12,000 Other Objects $0 $0 Indirect Costs $195,985 $206,533 Vocational $0 $0 Athletics $0 $0 Gifted Programs $147 $144 Plant Services $4,442 $4,442 Reading $69 $69 Science $0 $0 English $208 $208 Special Education $555 $555 xxxxxx xxxxxx Total Line Items $205,684 $223,951 Pe.r.PiJoilCosf' :// \u0026gt;\u0026lt;\u0026lt;i= /'' ::1999--00'\u0026gt;  =i ,21100:.-01= \u0026gt; 3rd Qtr. ADM or Proi. 529.60 529.60 Total Costs $2,769,300 $2,894,533 Per.Pupil Cost':==,==::'\n::==::/ 1:l:lc:::=j?$5\n21!t :=!:!: $.5A66:: :2DOOf~1B~l:l~E:FPRQPOS~(DMFH):.:,:H: Bibt9s~~nits2h\u0026amp;i/ /// J/HH :: :':c \u0026lt; .. CERTIFIED 01 Principal STAFF 02 Asst. Prin. 03 Specialists 04 Counselors 05 Media Spec. 06 Art-Perf./Prod. 07 Music 08 Foreion Lano. 09 Vocational 10 Special Education 11 Gifted 12 Classroom 13 Substitutes 14 Other-Kinderoarten TOTAL CERTIFIED SALARY SUPPORT 15 Secretaries STAFF 16 Nurses 17 Custodians 18 Information Services 19 Paraprofessionals-Other 20 Other-Aides 1.0 1.0 6.8 1.0 1.0 2.0 1.0 13.5 3.0 30.3 1.4 1.0 3.0 0.2 5.6 21 Fringe Benefits(20) ~  PURCHASED 22 SERVICES 23 (30) 24 25 MATERIALS, 26 SUPPLIES 27 (40) 28 29 CAPITAL 30 OUTLAY 31 (50) 32 OTHER 33 (60) 34 TOTAL SUPPORT SALARY 11.2 TOTAL (10-20) xxxxxxx Utilities Travel Maintenance Aoreements Other TOTAL (30) Principal's Office Reoular Classroom Media Other TOTAL (40) Eouipment Buildino Repair, etc. Other TOTAL (50) Dues and Fees Other TOTAL (60) TOTAL (30-60) TOTAL (10-60) xxxxxxx: ioooooo(: XXXXl(J(X. Xl\u0026lt;)()OO(X )Q()(JOOC( ~~ : ~ . ~ : ~ ~ - ~ : ~  ~ : 41.5 TOTAL LINE ITEMS- (SECOND PAGE) ~ : $64,456 1.0 $ 68,323 $46,301 1.0 $ 49,079 $239,142 6.8 $ 253,491 $48,372 1.0 $ 51,274 $49,380 1.0 $ 52,343 $0 $0 $0 $0 $0 $0 $0 $0 $78,541 2.0 $ 83,253 $36,021 1.0 $ 38,182 $501 ,102 13.5 $ 531,168 $13,155 $ 14,000 $126,118 3.0 $ 133,685 $1,202,588 30.3 $1 ,274,799 $29,738 1.4 $ 31,522 $33,314 1.0 $ 35,313 $46,030 3.0 $ 48,792 8,528 0.2 $ 9,039 $0 $0 $40,981 5.6 $ 43,440 $338,590 ~ : $392,172 $497,181 11 .2 $560,278 $1,699,769 xxxxxxx' $1,835,077 $27,159 :iooooo\u0026lt;x' $29,660 $4,646 ~ $5,000 $0 ~  $0 $10,739 ~ : $13,818 $42,544 ~ $48,478 $0 : $1,000 $46,173 ~  $40,000 $2,257 XXXXJOO(\n$3,500 $2,740 ~ : $334 $51,170 ~. $44,834 $19,503 ~ . $8,497 $0 : $0 $0 ~. $0 $19,503 $8,497 $6,977 ~  $1,000 $0 $0 $6,977 ~  $1,000 $120,194 xiooooci $102,809 $1,819,963 41.5 $1,937,886 $108,028 ~ $113,686  :/$.Hl~'M92 xxxxi\u0026amp; :::S2o!S1Ws.1~: 1999-00 2000-01 Stipends $0 $0 Other Obiects $0 $0 Indirect Costs $105,120 $110,777 Vocational $0 $0 Athletics $0 $0 Gifted Proorams $79 $79 Plant Services $2,383 $2,383 Readino $37 $37 Science $0 $0 Enolish $112 $112 Special Education $298 $298 xxxxxx JOO()()()( Total Line Items $108,028 $113,686 3rd Qtr. ADM or Proj. 284.06 284.06 Total Costs $1 ,927,992 $2,051 ,572  99~00  :///99\n00\u0026gt;\u0026gt;\u0026gt; oo.ofo :u,y::::oo~on:: F,T\nE\n' :CActtfal \u0026gt;: :: i F.tTTJ\n~ : H\u0026lt;Piciposed  CERTIFIED 01 Principal 1.0 $76,612 1.0 $ 81 ,209 STAFF 02 Asst. Prin. 1.0 $46,301 1.0 $ 49,079 03 Specialists 5.0 $221 ,426 5.0 $ 234,712 04 Counselors 1.4 $59,491 1.4 $ 63,060 05 Media Spec. 1.0 $39,266 1.0 $ 41,622 06 Art-Perf./Prod. $0 $0 07 Music $0 $0 08 Foreian Lana. $0 $0 09 Vocational $0 $0 10 Special Education 1.1 $39,102 1.1 $ 41,448 11 Gifted 2.0 $91 ,195 2.0 $ 96,667 12 Classroom 20.0 $782,571 20.0 $ 829,525 13 Substitutes $24,972 $ 14 Other-Kinderaarten 3.0 $138,440 3.0 $ TOTAL CERTIFIED SALARY 35.5 $1 ,519,376 35.5 $1 ,612,068 SUPPORT 15 Secretaries 3.0 $54,199 3.0 $ 57,451 STAFF 16 Nurses 1.0 $45,768 1.0 $ 48,514 17 Custodians 3.5 $53,048 3.5 $ 56,231 18 Information Services 0.2 8,528 0.2 $ 9,039 19 Paraprofessionals-Other $0 $0 20 Other-Aides 7.0 $40,613 7.0 $ 43,050 21 Fringe Benefits(20) xxio1:xxi( $422,858 ~ $490,313 TOTAL SUPPORT SALARY 14.7 $625,014 14.7 $704,598 TOTAL (10-20) XX)()(XXX. $2,144,389 XlOOOOtX $2,316,666 PURCHASED 22 Utilities xxxxxxx, $37,929 ~ $41,800 SERVICES 23 Travel mxxxx $1 ,037 ~  $3,000 (30) 24 Maintenance Aareements J00000(X $0 25 Other ~ : $19,220 ~ ' $15,080 TOTAL (30) xxxxxxx, $58,186 Xi\u0026lt;fux:x: $59,880 MATERIALS, 26 Principal's Office ~ . $0 SUPPLIES 27 Reaular Classroom xxxxxxx: $73,217 ~  $69,834 (40) 28 Media xxxxxxx' $5,210 ~  $4,600 29 Other X\u0026gt;ooooci:: $2,288 ~  $2,000 TOTAL (40) ~  $80,714 ~  $76,434 CAPITAL 30 Equipment $34,670 ~ : $79,151 OUTLAY 31 Building Reoair, etc. ~ ' $0 (50) 32 Other ~ : $0 TOTAL (50) ~  $34,670 ~  $79,151 OTHER 33 Dues and Fees ~ : $3,571 ~  $2,000 (60) 34 Other $0 TOTAL (60) ~ : $3,571 ~ ' $2,000 TOTAL (30-60) iooooixx. $177,140 ~  $217,465 TOTAL (10-60) 50.2 $2,321 ,530 50.2 $2,534,131 TOTAL LINE ITEMS - (SECOND PAGE) $173,772 ~ : $191,960 1999-00 2000-01 Stioends $868 $10,000 Other Objects $0 $0 Indirect Costs $168,249 $177,304 Vocational $0 $0 Athletics $0 $0 Gifted Programs $126 $126 Plant Services $3,814 $3,814 Reading $60 $60 Science $0 $0 English $179 $179 Special Education $477 $477 xxxxxx xxxxxx Total Line Items $173,772 $191,960 Par P1u:in cost 3rd Qtr. ADM or Proi. 454.65 454.65 Total Costs $2,495,301 $2,726,091 :2000.0:1- BUDGET PROPOSAL(DRAH rll ,:. )!!\n:99.00 : \u0026gt;\u0026gt;\u0026gt;:99\"00' -:::\n::: : : O.O~Ot: : \u0026gt;H\u0026gt;,OOOf :):: Man11\nMa(i11et Sc:lfool  :-  : . .    . .  i F.T.E\n:/ \u0026gt;Ac.tuar ,,,,. ?Fff\nE\u0026gt; I HiProi:\u0026gt;bs:ed \u0026lt;:C CERTIFIED 01 Principal 1.0 $72,883 1.0 $69,139 STAFF 02 Asst. Prin. 3.0 $155,693 3.0 $165,035 03 Specialists 3.6 $147,162 3.6 $155,991 04 Counselors 3.0 $139,798 3.0 $148,186 05 Media Soec. 1.0 $49,632 1.0 $52,610 06 Art-Perf./Prod. $0 $0 07 Music $0 $0 08 Foreion Lano. $0 $0 09 Vocational 2.6 $114 ,273 2.6 $121,130 10 Soecial Education 1.3 $60,168 1.3 $63,778 11 Gifted $0 $0 12 Classroom 49.8 $1 ,909 ,802 49.8 $2,024,390 13 Substitutes 0.0 $54,540 $55,000 14 Other-Kindergarten $0 $0 TOTAL CERTIFIED SALARY 65.3 $2,703,950 65.3 $2,855,258 SUPPORT 15 Secretaries 5.0 $112,644 5.0 $119,403 STAFF 16 Nurses 1.0 $38,794 1.0 $41 ,122 17 Custodians 6.0 $85,422 6.0 $90,547 18 Information Services 0.2 8,528 0.2 $9,039 19 Paraprofessionals-Other 1.0 $27,207 1.0 $28,839 20 Other-Aides 2.4 $51,843 2.4 $54,954 21 Fringe Benefits(20) xxxxxxx: $774,1 01 ~  $840,504 TOTAL SUPPORT SALARY 15.6 $1,098,538 15.6 $1 ,184,408 TOTAL (10-20) ioooOO\u0026lt;X: $3,802,489 xxxxxxx. $4,039,666 PURCHASED 22 Utilities J()(}()Q()(X, $130,844 xxxxxxx $136,400 SERVICES 23 Travel XXJOOO\u0026lt;x: $3,007 xxxxxxx: $2,000 (30) 24 Maintenance Agreements xxxxxxx $0 XlOOO()(X: $0 25 Other ~ : $105,688 ~  $59,840 TOTAL (30) ~ . $239,539 xxxxxxx: $198,240 MATERIALS, 26 Princioal's Office XXXXXXX $0 JOOOO\u0026lt;XX' $0 SUPPLIES 27 Reoular Classroom )()()OO(XX. $90,585 JOOCXXXX, $85,464 (40) 28 Media )00000()(\n: $10,204 :xxxxxxx: $10,300 29 Other ~  $4,631 ~  $4,000 TOTAL (40) ~ : $105,420 ~  $99,764 CAPITAL 30 Equipment xxxxxic( $71,107 ~  $99,348 OUTLAY 31 Building Repair, etc. ~ $0 ~  $0 (50) 32 Other ~ : $0 : $0 TOTAL (50) ~ $71,107 : $99,348 OTHER 33 Dues and Fees ~ $1,694 $2,000 (60) 34 Other ~ $0 xioooixx $0 TOTAL (60) xxxio.ixx $1,694 ~  $2,000 TOTAL (30-60) ~ - $417,760 ~ : $399,351 TOTAL (10-60) 80.9 $4,220,248 80.9 $4,439,018 TOTAL LINE ITEMS- (SECOND PAGE) ~ $349,225 ~ $365,228 ::\\:~RANbtOTALH:\n:..-  ioe(x)i\nJ(  (] :/ $4\n569')413  iilixit .... .-: -: :::::: } $i0Dili\n2'.45!: Stipends $820 $0 Other Objects $0 $0 Indirect Costs $312,565 $329,388 Vocational $13,502 $13,502 Athletics $13,924 $13,924 Gifted Programs $0 $0 Plant Services $7,085 $7,085 Reading $111 $111 $0 Em:ilish $332 $332 Special Education $886 $886 xxxxxx xxxxxx Total Line Items $349,225 $365,228 3rd Qtr. ADM or Proi. 844.63 844.63 Total Costs $4,569,473 $4,804,245 CERTIFIED 01 Principal 1.0 $74,648 1.0 $79,127 STAFF 02 Asst. Prin. 3.0 $183,334 3.0 $194,334 03 Specialists 9.8 $422,380 9.8 $447,723 04 Counselors 4.0 $184,797 4.0 $195,884 05 Media Spec. 1.0 $40,753 1.0 $43,199 06 Art-Perf./Prod. $0 $0 07 08 Foreign Lang. $0 $0 09 Vocational 5.0 $234,883 5.0 $248,976 10 Special Education 2.0 $61 ,322 2.0 $65,001 11 Gifted $0 $0 12 Classroom 53.6 $2,138,644 52.6 $2,266,963 13 Substitutes $57,090 $58,000 14 Other-Kindergarten $0 $0 TOTAL CERTIFIED SALARY 79.4 $3,397,851 78.4 $3,599,207 SUPPORT 15 Secretaries 6.0 $224,905 7.0 $258,399 STAFF 16 Nurses 1.0 $31,877 1.0 $33,790 17 Custodians 9.5 $134,089 9.5 $142,134 18 Information Services 0.2 8,517 0.2 $9,029 19 Paraprofessionals-Other 5.0 $138,492 5.0 $146,801 20 Other-Aides 2.0 $71,184 2.0 $75,455 21 Fringe Benefits(20) ~ $980,591 ~ $1,108,069 TOTAL SUPPORT SALARY 23.7 $1,589,654 24.7 $1,773,677 TOTAL (10-20) ~ $4,987,505 ~ $5,372,884 PURCHASED 22 Utilities $151,850 ~ $163,500 SERVICES 23 Travel $9,740 ~ $9,450 (30) 24 Maintenance Agreements $0 ~ $0 25 Other $227,275 ~ $59,305 TOTAL (30) $388,865 ~ $232,255 MATERIALS, 26 Principal's Office $419 ~ $750 SUPPLIES 27 Reoular Classroom $218,528 ~ $184,705 (40) 28 Media $12,009 ~ $12,000 29 Other ~ $8,371 ~ $6,413 TOTAL (40) $239,328 ~  $203,868 CAPITAL 30 Equipment $107,924 ~ $115,029 OUTLAY 31 Building Repair, etc. $0 ~  $0 (50) 32 Other $0 ~  $0 TOTAL/50) $107,924 ~  $115,029 OTHER 33 Dues and Fees $9,820 ~  $8,000 (60) 34 Other ~ $0 ~ $0 TOTAL/60) $9,820 ~  $8,000 TOTAL (30-60) $745,937 ~  $559,152 TOTAL (10-60) 103.1 $5,733,442 103.1 $5,932,036 TOTAL LINE ITEMS - (SECOND PAGE) ~ $483,329 ~  $505,761 1999-00 2000-01 Stioends $6,015 $5,400 Other Obiects $0 $0 Indirect Costs $428,213 $451,260 Vocational $18,498 $18,498 Athletics $19,076 $19,076 Gifted Proqrams $0 $0 Plant Services $9,707 $9,707 Readino $152 $152 Science $0 $0 Enolish $455 $455 Soecial Education $1 ,213 $1,213 xxxxxx xxxxxx Total Line Items $483,329 $505,761 PerJ),upifCosFi ,:\u0026lt; :)/i\u0026lt; \u0026lt;\u0026gt;'f9ll9\n.0lh / :2000~0:1\\\u0026gt;' 3rd Qtr. ADM or Proi. 1,157.14 1,157.14 Total Costs $6,216,771 $6,437,797 Pei,P.uofl,Cost:i,,,,,,\n::: .,,\u0026gt;=,=,',,=- :=:::),,:=:'\ni$5,37cS, :,:,:::,=,:::::=1$5~564i IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, Plaintiff, FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS AUG 23 2000 vs. * * * * * * * * * * * * * * No. 4:82CV00866 SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL., Defendants, MRS. LORENE JOSHUA, ET AL., Intervenors, KATHERINE KNIGHT, ET AL., Intervenors. IVE AUG 2 5 2000 ORDER Before the Court is the request of the Magnet Review Committee (''MRC\") for approval of the interdistrict magnet schools' final budget for the 1999-2000 school year, The MRC communicated the final budget to the Court in a letter dated July 28, 2000 ( attached). The letter also contains a proposed budget for the 2000-2001 school year\nhowever, the Court will address the proposed budget in a separate Order. The Court will allow the parties to and including 10 days from the date of entry of this Order to object to the MR.C's final budget for 1999-2000. Should no objections be filed within the time allowed, the Court will enter an Order :\nroving the budget. IT IS SO ORDERED this }..\n!\u0026gt; day of August 2000. Qtk.:2~'t:\nvr CHIEFruDG UNITED STATES DISTRICT COURT rHIS DOCUMENT ENTERED ON DOCKET SHEET lN GO.  M PUA.NCE W.l~.RULE 58 AND/OR 79(\u0026amp;) FRCP . QN___a.-:J: 0V BY \u0026gt;7'C: - _: Magnet Review Committee 1920 North Main Street, Suite 1 01  North Little Rock, Arkansas 72114 (501) 758-0156 {Phone}  (501) 758-5366 {Fax}  magnet@magnetschool.com {E-mail} July 28, 2000 The Honorable Susan Webber Wright Judge, U. S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: At its July 14, 2000 special-called meeting, the Magnet Review Committee, by formal motion and 5-0 vote (the Pulaski County Special School District representative was not present but later voted the District's approval via telephone), approved the interdistrict magnet schools' actual budget for the six original magnet schools for the 1999-2000 school year (Draft 1). FINAL 1999-2000 STIPULATED ORIGINAL MAGNET SCHOOLS BUDGET The total amount budgeted, $21,351,086, is based on a per-pupil expenditure of $5,597.00, calculated from an average third-quarter enrollment of3,814.79 students. This budget reflects an increase of$470.00 per student over the 1998-99 budget, with the fourth year of the five-year proposed program improvement plan included. This final 1999-2000 budget reflects actual figures and takes into account the variables (teacher retirement and health insurance changes) that were uncertain when the proposed budget was submitted in June, 1999. This final budget also reflects costs associated with the additional seats which were added during the Little Rock School District's grade configurations, commencing with the 1999-2000 school year. At its special-called meeting on July 27, 2000, the Magnet Review Committee unanimously approved the proposed budget for the six original Stipulation magnet schools for the 2000-2001 school year. PROPOSED 2000-2001 STIPULATED ORIGINAL MAGNET SCHOOLS BUDGET The total proposed budget for the 2000-2001 school year is $22,500,211, which results in a per-pupil expenditure of $5,898.00 and an increase of $301.00 over the 1999-2000 actual budget. Salary negotiations are in progress, and it should be noted that these negotiations may have an impact on the 2000-2001 proposed budget. It is the intention of the Magnet Review Committee, therefore, to submit this budget with the recognition that some flextbility may be necessary. \"Pursue the Possibilities of Magnet School Enrollment\" The Honorable Susan Webber Wright -2- July 28, 2000 The Magnet Review Committee respectfully requests the Court's review and approval of the 1999-2000 finalized budget, as well as the proposed 2000-2001 budget, both attached herewith. The Magnet Review Committee is committed to maintaining the existing quality of the original magnet schools. We will continue to work with the host district as we exercise stringent oversight of the magnet schools' budget in an effort to achieve and ensure efficient management and cost containment to the greatest extent possible. Sincerely, Jeufu, MdJl/ Sadie Mitchell, Chairperson Magnet Review Committee SM/DGC:sl Attachments: Actual 1999-2000 Original Magnet Schools Budget (Draft 1) Proposed 2000-2001 Original Magnet Schools Budget (Draft 1) cc: Ann Brown, Federal Monitor - Office of Desegregation Monitoring 2.00~01 BUDGE'i'PROPOSAt(ORAFt1F  :99'.\n.oo.H \\. //$.9\n.(JtV \u0026lt;  / 004\u0026gt;:f/ Y\u0026gt;  oo4H\\/ / sillMMARfr F-~ M.:isiijkif:ijfaicibilJ:/    / Fltlet un \u0026lt;Ac~1 \u0026lt; \u0026lt; Hfttl~\u0026gt; rmt~n~~~d.H\u0026gt; CERTIFIED 01 Principal 6.0 $423,711 6.0 $441,017 STAFF 02 Asst. Prin. 10.0 $540,287 10.0 $572,704 SUPPORT STAFF 03 Specialists 40.2 $1 ,638,478 40.2 $1 ,736,787 04 Counselors 13.4 $592,038 13.4 $627,561 05 Media Spec. 6.5 $288,210 6.5 $305,502 06 Art-Perf./Prod. 1.0 $35,443 1.0 $37,570 07 Music 0.0 $0 0.0 $0 08 Foreian Lana. 0.0 $0 0.0 $0 09 Vocational 7.6 $349,156 7.6 $370,106 10 Special Education 9.2 $340,504 9.2 $360,934 11 Gifted 5.4 $227,711 5.4 $241,374 12 Classroom 190.8 $7,180,546 188.8 $7,611,379 13 Substitutes 0.0 $196,924 0.0 $206,000 14 Other-Kinderaarten 15.0 $621 ,745 16.0 $659,050 TOTAL CERTIFIED SALARY 305.1 $12,434,753 304.1 $13,169,982 15 Secretaries 20.4 $517,493 21.4 $568,543 16 Nurses 6.0 $223,684 6.0 $237,105 17 Custodians 30.0 $431 ,533 30.0 $457,425 18 Information Services 1.0 $51 ,156 1.0 $54,225 19 Paraprofessionals-Other 6.0 $165,698 6.0 $175,640 20 Other-Aides 35.0 $405,160 35.0 $429,470 21 Fringe Benefits(20) ~ : $3,599,572 ~  $4,022,814 TOTAL SUPPORT SALARY 98.4 $5,394,297 99.4 $5,945,223 TOTAL (10-20) ~ : $17,829,050 ~  $19,115,205 PURCHASED ~2_2_u_t_ilit_ie_s_ _______~ XXJ~OO~O\u0026gt;O~C\u0026gt;~ ___$ ~4~5_4,3~_68--+ioo~oo~ocx~x~~ ---$~4_8_5,~0_60~ SERVICES 23 Travel ~ : $29,937 ~ ' $41,450 (30) 24 Maintenance Agreements ~  $0 ~  $0 MATERIALS, SUPPLIES (40) CAPITAL OUTLAY (50) OTHER (60) 25 Other ~  $393,895 ~  $187,123 TOTAL (30) ~ : $878,200 ~ : $713,633 26 Principal's Office ~  $419 ~  $1 ,750 27 Reaular Classroom ii\u0026lt;\u0026gt;ooo\u0026lt;xx: $632,772 ~  $503,452 28 Media ~ $45,163 ~ . $46,900 29 Other ~  $25,424 ~  $20,797 TOTAL (40) xxxxxxx: $703,778 ~ : $572,899 30 Eauipment ~  $369,502 i\u0026amp;xxioo\u0026amp;: $452,387 31 Buildina Repair, etc. 32 Other TOTAL (50) ~ : $369,502  .--~  $452,387 33 Dues and Fees ~ - $33,474 ~ - $17,500 34 Other TOTAL (60) ~ \\ $33,474 ~ \\ $17,500 TOTAL (30-60) ~  $1,984,954 xxiooo.oof $1 ,756,419 TOTAL (10-60) 403.5 $19,814,003 403.5 $20,871 ,625 TOTAL LINE ITEMS- (SECOND PAGE) ~ ' $1,537,083 \u0026gt;OOOClOOOt. $1 ,628,587  :c:. GRAND:TOTAl.i: )YJ:: ~  ?/:$2f3$l\n08.6i ~ - ,\n:,$ZZi0\n~1:f= Uneue.m'osts~t\"\" 'itActi:Jal/'n' H:! Pr.oribsed'+ Summarv':''''\u0026lt;,,'' 1999-00 2000-01 Stipends $21 ,871 $37,400 Other Objects $0 $0 Indirect Costs $1,411 ,708 $1 ,487,687 Vocational $32,000 $32,000 Athletics $33,000 $33,000 Gifted ProQrams $504 $500 Plant Services $32,000 $32,000 ReadinQ $500 $500 Science $0 $0 EnQlish $1 ,500 $1,500 Special Education $4,000 $4,000 $0 $0 xxxxxx $0 $0 xxxxxx $0 $0 Total Line Items $1 ,537,083 $1 ,628,587 P.er:PuoilCosC 3rd Qtr. ADM or Proi. 3,814.79 3,814.79 Total Costs $21 ,351 ,086 $22,500,211 99~00\\ \u0026lt;\u0026gt;9$AAJ)Y/ \\ OOi-01: // 00~01/(/ J\\'T:!Ef \u0026gt; :i:AcWji:/:/: ::f .. \".t\n~/ HJ~foi:id.S'~d\\H CERTIFIED 01 Principal 1.0 $69,272 1.0 $ 73,428 STAFF 02 Asst. Prin. 03 Specialists 1.0 $56,669 1.0 $ 60,069 7.0 $293,910 7.0 $ 311,544 SUPPORT STAFF 04 Counselors 2.0 $87,214 2.0 $ 92,446 05 Media Spec. 1.0 $47,376 1.0 $ 50,219 06 Art-Perf./Prod. 1.0 $35,443 1.0 $ 37,570 07 Music $0 $0 08 Foreign Lang. $0 $0 09 Vocational $0 $0 10 Special Education 1.3 $62,744 1.3 $ 66,509 11 Gifted 1.0 $43,999 1.0 $ 46,639 12 Classroom 32.6 $1,165,224 31.6 $ 1,235,137 13 Substitutes $18,609 $ 21,000 14 Other-Kindergarten 4.0 $171,635 5.0 $ 181,933 TOTAL CERTIFIED SALARY 51.9 $2,052,095 51.9 $2,176,495 15 Secretaries 2.0 $34,286 2.0 $ 36,344 16 Nurses 1.0 $37,591 1.0 $ 39,846 17 Custodians 4.0 $57,275 4.0 $ 60,712 18 Information Services 0.2 8,528 0.2 $ 9,039 19 Paraprofessionals-Other $0 $0 20 Other-Aides 7.0 $93,153 7.0 $ 98,743 21 Frinoe Benefits(20) ~ - $603,562 xxiooixx. $648,855 TOTAL SUPPORT SALARY 14.2 $834,396 14.2 $893,538 TOTAL (10-20) ~  $2,886,491 ~ . $3,070,033 PURCHASED 22 Utilities ~ - $57,485 ~ ) $61,400 ------------+-------1-------+..,=..--'-+----......\n..----1 SERVICES (30) MATERIALS, SUPPLIES (40) CAPITAL OUTLAY (50) OTHER (60) 23 Travel ~ . $6,356 ~  $10,000 24 Maintenance Agreements 25 Other ~ $16,038 X\u0026gt;Obcxxx $26,025 TOTAL(30l :ioo66clcX $79,879 ~ - $97,425 26 Principal's Office ~ $0 ~ : $0 27 Reoular Classroom ~  $86,038 ~  $67,403 28 Media ~ : $6,572 ~  $7,000 29 Other ioooCiO(Ji\n$3,490 ~ : $5,050 TOTAL/40) ~ : $96,101 ~ : $79,453 30 Eouipment ~ : $86,476 ~  $108,560 31 Buildino Repair, etc. 32 Other ~ $0 ~  $0 TOTAL(50) ~ $86 476 ~ ' $108,560 33 Dues and Fees ~ $6,258 ~ : $2,500 34 Other TOT AL (60 l lOOClOixi $6,258 ~ $2,500 TOTAL (30-60) ixxxxi $268,714 ~  $287,938 TOTAL (10-60) 66.1 $3,155,205 66.1 $3,357,971 TOTAL LINE ITEMS - (SECOND PAGE) XXiOoo\u0026lt;X $217,044 XXJOOC)(X $228,001 2000-01 Stipends $9,891 $10,000 Other Objects $0 $0 Indirect Costs $201 ,576 $212,425 Vocational $0 $0 Athletics $0 $0 Gifted Programs $151 $151 Plant Services $4,569 $4,569 Reading $71 $71 Science $0 $0 English $214 $214 Special Education $571 $571 )()()0()()( xxxxxx Total Line Items $217,044 $228,001 3rd Qtr. ADM or Proj. 544.71 544.71 Total Costs $3,372,249 $3,585,972\np~[F,i~piJ.:~~( :::::m: ::::::::::: it \\/HHn tn~1:: .:::n:'IHHJt,~58:J CERTIFIED 01 Princioal 1.0 $65,840 1.0 $ 69,790 STAFF 02 Asst. Prin. 03 Specialists 1.0 $51 ,989 1.0 $ 55,108 8.0 $314,459 8.0 $ 333,327 04 Counselors 2.0 $72,367 2.0 $ 76,709 05 Media Spec. 1.5 $61,802 1.5 $ 65,510 06 Art-Perf./Prod. $0 $0 07 Music $0 $0 08 Foreign Lang. $0 $0 09 Vocational $0 $0 10 Soecial Education 1.5 $38,627 1.5 $ 40,945 11 Gifted 1.4 $56,496 1.4 $ 59,886 12 Classroom 21 .3 $683,203 21 .3 $ 724,195 13 Substitutes $28,558 $ 30,000 14 Other-Kinderaarten 5.0 $185,552 5.0 $ 196,685 TOTAL CERTIFIED SALARY 42.7 $1,558,893 42.7 $1 ,652,155 SUPPORT 15 Secretaries 3.0 $61 ,721 3.0 $ 65,424 STAFF 16 Nurses 1.0 $36,340 1.0 $ 38,520 17 Custodians 4.0 $55,669 4.0 $ 59,009 18 Information Services 0.2 8,528 0.2 $ 9,039 19 Paraprofessionals-Other $0 $0 20 Other-Aides 11 .0 $107,386 11 .0 $ 113,829 21 Fringe Benefits(20) ~ - $479,870 ~ : $ 542,901 TOTAL SUPPORT SALARY 19.2 $749,514 19.2 $828,724 TOTAL (10-20) ~ - $2,308,407 ~  $2,480,879 PURCHASED 1-:-2~2+U_ t i'li_tie~s'---------r.iOOOO\u0026lt;J.'\u0026lt;~\"X~:~~,:. __~ $~4~9,~1~0~1~XJOO'O:O~::\u0026lt;~X~~~ r-----:$~5~2,~3~0-:-i0 SERVICES 23 Travel ~ $5,151 ~  $12,000 l---+-----------1-,.,.,.,.--....,-,----~-..,,,,,.,.,.,.,-,i----'----------i (30) 24 Maintenance Aareements ~ $0 ~ : $0 25 Other ~ $14,934 ~ : $13,055 TOTAL (30) ~ : $69,186 ~ . $77,355 MATERIALS, 1-:-26_ +P__ n _ n \"\"c-\"'io.c..a-cl's_O\n...\nff1i c\"\"\"e'------'l!'J00000,0...c,,... ,... . --\"'7\":~-::-:-$0.,:. -~+,,~,.,.~ .-~,r-----::-:--:---:-'-$-:-i0 SUPPLIES 27 ReaularClassroom ~ $118,231 ~ : $56,046 (40) 28 Media ~ $8,911 ~ - $9,500 CAPITAL OUTLAY (50) OTHER (60) 29 Other ~ - $3,904 ~ - $3,000 TOTAL (40) ~  $131 ,046 ~ : $68,546 30 Equipment XXXJOO\u0026lt;X $49,822 ~ - $41 ,802 31 Buildina Repair, etc. XiOOOOcX $0 ~ - $0 32 Other TOTAL (50) ~ $49,822 ~ $41 ,802 33 Dues and Fees ~ : $5,154 ~\n$2,000 34 Other TOTAL(60) ~ - $5,154 i.iooooooi:' $2,000 TOTAL (30-60) JOQOO(J(X $255,209 ~\n$189,703 TOTAL (10-60) 61 .9 $2,563,615 61 .9 $2,670,582 TOTAL LINE ITEMS- (SECOND PAGE) XlQQOOOC. $205,684 ~ . $223,951 :))f)GRA'NP.ffOTAt/iHYH ~ : )/?$2'1$9'\n300:C xx:idoo(:: :::t/:S2\nll94JS33, 1999-00 2000-01 Stipends $4,277 $12,000 Other Objects $0 $0 Indirect Costs $195,985 $206,533 Vocational $0 $0 Athletics $0 $0 Gifted Proqrams $147 $144 Plant Services $4,442 $4,442 Readinq $69 $69 Science $0 $0 Enqlish $208 $208 Special Education $555 $555 xxxxxx xxxxxx Total Line Items $205,684 $223,951 Pi#f~pifGo~( \u0026gt;\u0026gt; \u0026lt; \u0026lt; //h~!!$\n.plf \u0026lt;  / ~~\u0026lt;XHif HH 3rd Qtr. ADM or Proi. 529.60 529.60 Total Costs $2,769,300 $2,894,533 PetPplfo~e \u0026gt; nnts\n2~: \u0026gt; r:nssA:Gif / 99~00\\ Hi / 9~H)O// \u0026lt; ::00-0.t ?U\u0026gt;Uoo-Ok :t .. tl!\n/ n\u0026lt; { Ac.~jk H : ~.'j'\nE/ \u0026lt;\u0026lt;Prqi)o.S.'ed)/ CERTIFIED 01 Principal 1.0 $64,456 1.0 $ 68,323 STAFF 02 Asst. Prin. 1.0 $46,301 1.0 $ 49,079 03 Specialists 6.8 $239,142 6.8 $ 253,491 04 Counselors 1.0 $48,372 1.0 $ 51,274 05 Media Spec. 1.0 $49,380 1.0 $ 52,343 06 Art-Perf./Prod. $0 $0 07 Music $0 $0 08 Foreign Lang. $0 $0 09 Vocational $0 $0 10 Special Education 2.0 $78,541 2.0 $ 83,253 11 Gifted 1.0 $36,021 1.0 $ 38, 12 Classroom 13.5 $501,102 13.5 $ 531, 13 Substitutes $13,155 $ 14 Other-Kinderaarten 3.0 $126,118 3.0 $ TOTAL CERTIFIED SALARY 30.3 $1 ,202,588 30.3 $1 ,274,799 SUPPORT 15 Secretaries 1.4 $29,738 1.4 $ 31, STAFF 16 Nurses 1.0 $33,314 1.0 $ 35,313 17 Custodians 3.0 $46,030 3.0 $ 48, 18 Information Services 0.2 8,528 0.2 $ 9,039 19 Paraprofessionals-Other $0 $0 20 Other-Aides 5.6 $40,981 5.6 $ 43,440 21 Fringe Benefits(20) ~  $338,590 TOTAL SUPPORT SALARY 11 .2 $497,181 ~ 11 .2 $560,278 TOTAL (10-20) ~ - $1,699,769 ~ : $1 ,835,077 PURCHASED 22 Utilities ~  $27,159 ~  $29,660 SERVICES 23 Travel xxx:)i\u0026lt;lf $4,646 ~  $5,000 (30) 24 Maintenance Agreements ~ : $0 ~ ' $0 25 Other ~  $10,739 ~ : $13,818 TOTAL (30) ~  $42,544 ~ : $48,478 MATERIALS, i--\n.26\"-l-'P...\n.r.c..in\n..\n.c\"'\"ip\"\"\",al\n....\n's_O_ffi_1c_e ____ +XX)C\"') .\"O'..O ..(.- X--..-\n.:i_ ____ _._$0\"-\n1\n.c- .-'.~.. \".\n\" ..':... __- :$...\n.1.,:.0\n...\n..0-'--'0 SUPPLIES 27 Reaular Classroom ~ ' $46,173 ~  $40,000 (40) 28 Media mxxxx. $2,257 ~ : $3,500 CAPITAL OUTLAY (50) OTHER (60) 29 Other ~ - $2,740 ~ : $334 TOTAL (40) ~ $51 ,170 ~ : $44,834 30 Equipment ~ - $19,503 ~ : $8,497 31 Building Repair, etc. 32 Other ~ $0 ~ $0 TOTAL (50) ~ $19,503 ~ . $8,497 33 Dues and Fees ~ $6,977 ~ : $1,000 34 Other TOTAL(60) ~ $6,977 ~ : $1,000 TOTAL (30-60) ~ $120,194 ioOO\u0026amp;xx' $102,809 TOTAL (10-60) 41 .5 $1 ,819,963 41 .5 $1 ,937,886 TOTAL LINE ITEMS-(SECOND PAGE) ~ $108,028 ~ : $113,686 Stipends $0 $0 Other Objects $0 $0 Indirect Costs $105,120 $110,777 Vocational $0 $0 Gifted Programs $79 $79 Plant Services $2,383 $2,383 Reading $37 $37 Science $0 $0 English $112 $112 Special Education $298 $298 xxxxxx xxxxxx Total Line Items $108,028 $113,686 P~f ppil GP~ti  t~~i3.4iP :2Pt\u0026gt;(Hn.  3rd Qtr. ADM or Proi. 284.06 284.06 Total Costs $1 ,927,992 $2,051 ,572 CERTIFIED 01 Principal 1.0 $76,612 1.0 $ 1.0 $ 5.0 $ 81,209 49,079 234,712 STAFF 02 Asst. Prin. 1.0 $46,301 03 Specialists 5.0 $221,426 04 Counselors 1.4 $59,491 1.4 $ 63,060 05 Media Spec. 1.0 $39,266 1.0 $ 41,622 06 Art-Perf./Prod. $0 $0 07 Music $0 $0 08 Foreign Lana. $0 $0 09 Vocational $0 $0 10 Special Education 1.1 $39,102 1.1 $ 41,448 11 Gifted 2.0 $91,195 2.0 $ 96,667 12 Classroom 20.0 $782,571 20.0 $ 829,525 13 Substitutes $24,972 $ 28,000 14 Other-Kinderaarten 3.0 $138,440 3.0 $ 146,746 TOTAL CERTIFIED SALARY 35.5 $1 ,519,376 35.5 $1,612,068 SUPPORT 15 Secretaries 3.0 1.0 3.5 $54,199 $45,768 $53,048 3.0 $ 57,451 48,514 56,231 STAFF 16 Nurses 1.0 $ 17 Custodians 3.5 $ 18 Information Services 0.2 8,528 0.2 $ 19 Paraprofessionals-Other $0 20 Other-Aides 7.0 $40,613 7.0 $ 21 Fringe Benefits(20) ~  $422,858 %@i\u0026amp;f TOTAL SUPPORT SALARY 14.7 $625,014 14.7 $704,598 TOTAL (10-20) ~ : $2,144,389 ~  $2,316,666 PURCHASED i-\n.22\n....i..U~t_ili_tie~s_ _______+ XXlc~XXX~X~~:c ------'$_3_7,~9_29:-~-~+~~:~~)+---$~4_1~,8_0--t0 SERVICES 23 Travel ~ : $1,037 ~ ) $3,000 (30) 24 Maintenance AQreements ~ . $0 ~ : $0 MATERIALS, SUPPLIES (40) CAPITAL OUTLAY (50) OTHER (60) 25 Other ~ : $19,220 ~  $15,080 TOTAL (30) ~ : $58,186 ~ : $59,880 26 Principal's Office 27 Reaular Classroom ~ : $73,217 ~ : $69,834 28 Media ~  $5,210 ~  $4,600 29 Other ~ : $2,288 ~  $2,000 TOTAL (40) ~ : $80,714 ~  $76,434 30 Equipment ~  $34,670 ~  $79,151 31 Building Repair, etc. 32 Other XXXlOO\u0026lt;X $0 ~ : $0 TOTAL (50) ~ . $34,670 ~\n$79,151 33 Dues and Fees ~ : $3,571 ~ : $2,000 34 Other TOTAL (60) ~ $3,571 ~  $2,000 TOTAL (30-60) ~ - $177,140 ~\n$217,465 TOTAL (10-60) 50.2 $2,321,530 50.2 $2,534,131 TOTALLINEITEMS-(SECONDPAGE) ::000000:: $173,772 ~\n$191,960 'GRA\"ND.!OTALil?/i:} xxxxxx :)i\\:$2(49$\n301 : ~ : ::$2JZM91  2000-01 Stipends $868 $10,000 Other Objects $0 $0 Indirect Costs $168,249 $177,304 Vocational $0 $0 Athletics $0 $0 Gifted Programs $126 $126 Plant Services $3,814 $3,814 Reading $60 $60 $0 English $179 $179 Special Education $4 77 $477 xxxxxx xxxxxx Total Line Items $173,772 $191 ,960 3rd Qtr. ADM or Proi. 454.65 454.65 Total Costs $2,495,301 $2,726,091 CERTIFIED 01 Principal 1.0 3.0 3.6 STAFF 02 Asst. Prin. 03 Soecialists 04 Counselors 3.0 05 Media Spec. 1.0 06 Art-Perf./Prod. 07 Music 08 Foreiqn Lanq. 09 Vocational 2.6 10 Special Education 1.3 11 Gifted 12 Classroom 49.8 13 Substitutes 0.0 14 Other-Kinderqarten TOTAL CERTIFIED SALARY 65.3 SUPPORT 15 Secretaries 5.0 STAFF 16 Nurses 1.0 17 Custodians 6.0 18 Information Services 0.2 19 Paraprofessionals-Other 1.0 20 Other-Aides 2.4 21 Fringe Benefits{20) ~\nTOTAL SUPPORT SALARY 15.6 TOTAL (10-20) ~ PURCHASED 22 Utilities ~ SERVICES 23 Travel (30) 24 Maintenance Aoreements ~. 25 Other ~  TOTAL (30) ~ - MATERIALS, 26 Principal's Office ~ SUPPLIES 27 Reoular Classroom Xi\u0026lt;iOOOOC (40) 28 Media XJOOOO\u0026lt;X. 29 Other xxxx:xxx TOTAL (40) XiOOOO\u0026lt;X CAPITAL 30 Equipment\noo()(lO(X OUTLAY 31 Building Repair, etc. XiOOOO\u0026lt;X. (50) 32 Other ~ TOTAL (50) ~ OTHER 33 Dues and Fees ~ . (60) 34 Other ~ - TOTAL (60) xioooooc TOTAL (30-60) ~ - TOTAL (10-60) 80.9 TOTAL LINE ITEMS- (SECOND PAGE) ~ 99~00i\u0026gt;  4W : oo~qj::\u0026lt; JAcfoaC ... \\ f .. T\nE/  / Pfoposed  H $72,883 1.0 $69,139 $155,693 3.0 $165,035 $147,162 3.6 $155,991 $139,798 3.0 $148,186 $49,632 1.0 $52,610 $0 $0 $0 $0 $0 $0 $114,273 2.6 $121 ,130 $60,168 1.3 $63,778 $0 $0 $1,909,802 49.8 $2,024,390 $54,540 $55,000 $0 $0 $2,703,950 65.3 $2,855,258 $112,644 5.0 $119,403 $38,794 1.0 $41,122 $85,422 6.0 $90,547 8,528 0.2 $9,039 $27,207 1.0 $28,839 $51 ,843 2.4 $54,954 $774,101 xiooooci $840,504 $1 ,098,538 15.6 $1,184,408 $3,802,489 ~  $4,039,666 $130,844 ~ : $136,400 $3,007 ~  $2,000 $0 ~  $0 $105,688 ~  $59,840 $239,539 ~ : $198,240 $0 ~ . $0 $90,585 ~  $85,464 $10,204 ~ $10,300 $4,631 X\u0026gt;OOOOCX. $4,000 $105,420 ~\n$99,764 $71 ,107 ~  $99,348 $0 ~  $0 $0 ~  $0 $71 ,107 ~  $99,348 $1,694 ~  $2,000 $0 ~  $0 $1,694 ~  $2,000 $417,760 ~  $399,351 $4,220,248 80.9 $4,439,018 $349,225 JO()()O(XX $365,228 1999-00 2000-01 Stipends $820 $0 Other Obiects $0 $0 Indirect Costs $312,565 $329,388 Vocational $13,502 $13,502 Athletics $13,924 $13,924 Gifted Proorams $0 $0 Plant Services $7,085 $7,085 Readino $111 $111 Science $0 $0 Enolish $332 $332 Special Education $886 $886 xxxxxx xxxxxx Total Line Items $349,225 $365,228 Pe.f Pil.ift::oisf \u0026lt; \u0026lt;\u0026lt; / 1~~!3.i-Olf  /H~Pi\u0026gt;(Hit H  3rd Qtr. ADM or Proi. 844.63 844.63 Total Costs $4,569,473 $4,804,245 Pi:i.f P@lfCihW H   \u0026gt; \" \u0026lt; \u0026lt; / $$\n41~ H H/ \\ $$~~$if 2001auDGEt'PROPO$Altl)RAft1f '      99~ . / 99.~00/ \u0026lt;  / 00-0.f \u0026gt;\u0026lt;\u0026gt; 00-01)   ,,. #~~j~W!~~ts~~~\u0026amp;iii/?:1!:1\\1:i:1::rn::::.. : f\\'1]:E~ +HActu~i c:,:.: f.tlE~  Pfoi:ios.ed  CERTIFIED 1-0_1_P_n_n_ci..._p,a_l_ _________1._ o_ __~ $_74~,_64_8-+-__1._ 0_ ___$ _ 7 _9_,_,1 _2_7 STAFF 02 Asst. Prin. 3.0 $183,334 3.0 $194,334 03 Specialists 9.8 $422,380 9.8 $447,723 04 Counselors 4.0 $184,797 4.0 $195,884 05 Media Spec. 1.0 $40,753 1.0 $43,199 06 Art-Perf./Prod. $0 $0 07 Music $0 $0 08 Foreii:in Lanq. $0 $0 09 Vocational 5.0 $234,883 5.0 $248,976 10 Special Education 2.0 $61,322 2.0 $65,001 11 Gifted $0 $0 12 Classroom 53.6 $2,138,644 52.6 $2,266,963 13 Substitutes $57,090 $58,000 14 Other-Kinderqarten $0 $0 TOTAL CERTIFIED SALARY 79.4 $3,397,851 78.4 $3,599,207 SUPPORT 15 Secretaries 6.0 $224,905 7.0 $258,399 STAFF 16 Nurses 1.0 $31,877 1.0 $33,790 17 Custodians 9.5 $134,089 9.5 $142,134 18 Information Services 0.2 8,517 0.2 $9,029 19 Paraprofessionals-Other 5.0 $138,492 5.0 $146,801 20 Other-Aides 2.0 $71,184 2.0 $75,455 21 Fringe Benefits(20) ~ : $980,591 ~ : $1,108,069 TOTAL SUPPORT SALARY 23.7 $1,589,654 24.7 $1,773,677 TOTAL (10-20) ~ $4,987,505 ~  $5,372,884 PURCHASED 22 Utilities ~ . $151,850 ~  $163,500 SERVICES t--23--t-T-r-av_e_l- -------r-~\"\"=: \"\"'.:.. .,:.. .. ,,: .--~..,.$9-,-74 -0-+-XX::),0_0,.:(.),0..:(\u0026gt;\"-\"\n:,\"1 ----$-9--,4-50- (30) 24 Maintenance Agreements ~  $0 ~  $0 MATERIALS, SUPPLIES (40) CAPITAL OUTLAY (50) OTHER (60) 25 Other ~  $227,275 ~  $59,305 TOTAL (30) ~ : $388,865 ~  $232,255 26 Principal's Office ~ $419 ~  $750 27 Regular Classroom ~ : $218,528 ~  $184,705 28 Media )Q()(JOO(X' $12,009 ~  $12,000 29 Other Xi90000\u0026lt; $8,371 riiooooi, $6,413 TOTAL (40) ~ - $239,328 ~ . $203,868 30 Equipment ~ $107,924 ~ . $115,029 31 Building Repair, etc. ~ $0 ~  $0 32 Other ~ $0 ~  $0 TOTAL (50) ~ $107,924 ~  $115,029 33 Dues and Fees ~ . $9,820 ~  $8,000 34 Other TOTAL (60) ~ $9,820 ~  $8,000 TOTAL (30-60) ~  $745,937 ~  $559,152 TOTAL (10-60) 103.1 $5,733,442 103.1 $5,932,036 TOTAL LINE ITEMS- (SECOND PAGE) ~ $483,329 ~ . $505,761 :,\u0026lt;,c:~RANP.lOTAlfi,f\u0026lt;,.: xxxil\u0026amp; i,:,:$621.6.711'' ~ . ,::: $6437,797: 1999-00 2000-01 Stipends $6,015 $5,400 Other Obiects $0 $0 Indirect Costs $428,213 $451 ,260 Vocational $18,498 $18,498 Athletics $19,076 $19,076 Gifted Proorams $0 $0 Plant Services $9,707 $9,707 Readino $152 $152 Science $0 $0 Enolish $455 $455 Soecial Education $1 ,213 $1 ,213 xxxxxx xxxxxx Total Line Items $483,329 $505,761 3rd Qtr. ADM or Proi. 1,157.14 1,157.14 Total Costs $6,216,771 $6,437,797 FILED EAST~l DISTRICT COURT N DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION SEP 11 2000 ~~:M~W~fil~ztERK DEP CL'iRK LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. * * * * * No. 4:82CV00866 SWW PULASKI COUNTY SPECIAL SCHOOL * DISTRICT, ET AL., * Defendants, REC IVEO MRS. LORENE JOSHUA, ET AL., lntervenors, KATHERINE KNIGHT, ET AL., Intervenors. * * * * * * * ORDER SEP l c. 2CG0 u\\t\\Gt Ur OESEG~Gf\\l\\0 MONITOR! Before the Court is the request of the Magnet Review Committee (\"MRC\") for approval of the interdistrict magnet schools' final budget for the 1999-2000 school year.1 Without objection, the Court hereby approves the budget as submitted. When the budget for the 2000-2001 school year is final, the MRC should submit it to the Court for approval. ~ IT IS SO ORDERED this _l_L day of September 2000. ~42t\nvr UNITED STATES DISTRICT COURT rHIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPUl\nt,JCE ~ITH RULE 58 ANDIOA 79(a) FRCP 0N__:L\n//-Oo BY yt::: - 1 The MRC communicated the final budget to the Court in a letter dated July 28, 2000. For a copy of the letter, see docket no. 3389, attachment.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_629","title":"Math","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":["1999/2003"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Curricula","Teachers"],"dcterms_title":["Math"],"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/629"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District June 2,1999 The main thing is to keep the main thing the main THING! Dear Colleagues: What a year! I hope all of you have the sense of accomplishment that 1 do! The positive opportimities 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)324-2000We have mentioned before that we are moving toward stronger alternative education programs addressing behavior and academics. I am convinced we can provide many of our young people a more appropriate education in an alternative setting. One size doesnt fit all, and we must realize that these are times when public education is under attack from a variety of fronts. On one hand, we must be proactive in education for all of our children, but at the same time we must have appropriate alternatives for children who are not successful in the regular classroom. Being well intentioned is very noble, but the classroom must be a place of learning\nwe must have the appropriate learning climate to be successful. Improved instruction is essential, but alternative learning classrooms must also be a viable option. Your efforts have been commendable as you have participated in the planned restructuring of the Little Rock School District. Next year is the year for implementation and celebration. We will succeed in making the transition, and the change will provide us with the momentum to move forward as an exemplary educational institution for all children! In the 2000-2001 school year we will succeed in being declared unitary as a system which provides and will continue to provide a high quality education for all Little Rock children. This not a dream, but a vision of reality. Have a pleasant summer, and to those who are winding up their educational career this year, we offer our best wishes and heartfelt thanks from the whole community. To those who are moving, we say thank you for your assistance and effort during the year. It has been a great year! Thanks again. Sincerely, Leslie V. Gamine Superintendent of SchoolsLittle Rock School District Middle School Parents Mathematics Packet Purpose: The purpose of the packet is to inform middle school parents about the Districts middle school mathematics program and to provide resources which will help parents work with their children. Contents: DECEIVED 1. Connected Mathematics Program - Whats It All About? DEC 6 2000 2. 3. 4. Connected Mathematics Curriculum - Grade level modules and topics Comparison of Connected Mathematics to Past Mathematics Programs Why Connected Mathematics?  Math Performance of the Past  Desired Math Performance for the Future  Why Connected Mathematics Can Improve Mathematics Achievement 5. Assessments for Middle School Mathematics 6. What effect will Connected Mathematics have on SAT-9, ACT, and SAT scores? 7. Will Connected Mathematics prepare my child for Algebra 1 and higher level mathematics? 8, 9. How will the District know whether Connected Mathematics is working? Middle School Mathematics Lead Teacher, Middle School Mathematics Consultant 10. Connected Mathematics Module Order Form Resources Available for Parents (These are available at your Middle School.)  The Arkansas Mathematics Framework (This is Required Mathematics for All Students)  Correlation of Connected Mathematics to Arkansas Mathematics Framework  petting to Know Connected Mathematics - A Guide to the Connected Mathematics Curriculum  Abbreviated Connected Mathematics Teachers Editions  Computation Drill for Homework (These drill sheets should be brought home by students on a weekly basis for homework. A Complete Set can be checked out from your Middle School.) 1Little Rock School District Connected Mathematics Program Whats It All About? This document has been produced to provide information to parents regarding the mathematics curriculum currently being taught, tested and reviewed in all eight middle schools of the Little Rock School District. Q: What is Connected Mathematics? A: Connected Mathematics (CMP) is a middle school mathematics curriculum. Designed for grades 6, 7, and 8, it is a problem-based curriculum connecting different areas within mathematics, mathematics to other subject areas, and mathematics to applications in the world outside school. Q: Why are we making changes in the middle school curriculum? A: The curriculum in CMP offers Little Rock a much more rigorous middle school curriculum than we have had in the past. Little Rock needed a more rigorous curriculum at the middle school in order for our students to be successful in Algebra I and other higher level mathematics courses. By law, the Arkansas Mathematics Frameworks outlines the mathematics standards that all students are expected to achieve. Students success in reaching the middle grades (5-8) standards is measured by an exam called the 8^ grade Benchmark exam. 89% of the students taking the Arkansas Benchmark exam given in the 8*' grade scored below basic. Our past middle school mathematics curriculum has not always provided good preparation for our students. The Third International Math and Science study shows that only the top 5% of American students can perform as well as the top 25% of students internationally. Q: Does CMP emphasize the basic skills? A\nBasic skills are a vital part of CMP. In addition to the basic skills practice embedded in CMP, Little Rock teachers will reinforce basic skills through homework assignments and mini-units as time permits. Calculators are used as a valuable teaching tool in CMP as well as in the mathematics programs at all Little Rock schools, but they are not used as a substitute for students learning the basics. Q: How has Connected Mathematics been implemented in Little Rock? A: Little Rock is entering its second year of implementation of the Connected Mathematics curriculum in 2000-01. Year one implemented 6^ grade\nyear two added 7*^ and 8** grade. Q: Is there any research about Connected Math? A: Yes. The National Science Foundation funded several curriculum projects to design and implement curriculum that was outlined in the Curriculum and Evaluation Standards developed by the National Council of Teachers of Mathematics in the late 198Os. The Connected Math Project was developed at Michigan State University with a National Science Foundation grant. Units were developed and extensively piloted in 19 states over several years with the final version published in 1996. CMP has more research behind it than the programs we have used in the past. It is the only program that has been developed from the ground up rather than taking an existing program and modifying it by adding suggestions for manipulative, alternative assessment, group work, etc. Additional information is available on the Web at www.mth.msu.edu/CMP. 2Q. What is the result on student achievement from implementing Connected Mathematics? A\nThe results will be monitored closely in Little Rock. At the end of each module Ct I InOnto v-i - + \u0026gt; 11 L. ________...t t* ... __ ..  students achievement will be measured according to the Districts benchmarks for mathematics. Stanford 9 scores for the grade and ACTAAP scores for 6* and 8 grades will be closely monitored. In addition, individual student growth will be measured at ah grade levels by the use of the levels tests (ALTs) given in the fall and spring of each year. Schools that have been using CMP for several years (Travers City, Michigan, and Bloomfield Hills, Michigan, for example) state their students perform I,  J u ....  cAdiiipie\nbiaie ineir siuaenis perrorm very well in high school. Many of them have such strong mathematical backgrounds that they are able to skip Algebra I and move directly into geometry. Q: How is Connected Mathematics different from the math taught in the traditional math class? A: Content presented in the CMP is very similar to a traditional program. CMP students are required by state law to cover the same material as students in other programs. Therefore, CMP students will be well prepared to enter Algebra I. What is different is the way the content is delivered. WHAT students learn is shaped by HOW they learn Students work individually, in pairs and in groups of four. This strategy allows students to experience different points of view and offers opportunities for students to share their opinions and strategies about mathematical processes. Students are assessed individually with homework grades, quizzes, tests, and projects. Q: Are there Connected Mathematics textbooks? A\nYes. All students have their own textbooks. However, the textbook is published in separate booklets. The booklets are three-hole punched and can be carried in students three-ring binders. Parent handbooks for each unit will be available for checkout from the school libraries to aid parents in helping their children at home. Q\nDo teachers receive training in order to teach Connected Mathematics? A: Teachers received two days of training for each booklet. Since CMP is so heavily correlated to the Arkansas State Benchmark exam given in the 8^ grade, and this year in the 6 grade, our teachers were already very well prepared in terms of curriculum The only difference is the methodology of delivery. Q: is this anything like the old new Math? A: No. The content of CMP is based on traditional mathematics concepts. The difference is that instead of working on computation skills alone, the students learn mathematics in the context of actual situations, such as those they will have to face in the work place. Q: Where can I learn more about Connected Math? A, You can get information from the Connected Mathematics web site. The address for this web site is www.mth.msu.edu/CMP/CMP.html. Please feel free to talk to your child s teacher or school principal about the mathematics program if you have additional questions, or call Dennis Glasgow, Director of Math and Science, or Docia Jones middle-school math lead teacher, at 324-0520. 3LITTLE ROCK SCHOOL DISTRICT CMP CURRICULUM for Grades 6, 7, \u0026amp; 8 6*\" Grade 7'\" Grade 8\" Grade Prime Time Number theory\nprimes\ncomposites, factors and multiples Bits and Pieces II Using rational numbers: computation Data About Us Data investigation\nformulating questions, gathering data, organizing and analyzing data, making decisions based on data Accentuate the Negative Understanding and using integers Moving Straight Ahead Linear relationships expressed in words, tables, graphs, and symbols Bits and Pieces I Understanding rational numbers: fractions, decimals, and percents Shapes and Designs Reasoning about shapes\nshape properties\nangle measure and Variables and Patterns Introducing Algebra\nvariables, tables, graphs, and symbols as representations Filling and Wrapping 3-D measurement For Pre-AP add Moving Straight Ahead Linear relationships expressed in words, tables, graphs and symbols Covering and Surrounding Measurement: area and perimeter Thinking with Mathematical Models Introduction to functions and modeling Growing, Growing, Growing... Exponential growth Looking for Pythagoras Pythagorean Theorem, slope, area and irrational numbers For Pre-AP add Frogs, Fleas, and Painted Cubes Quadratic growth I How Likely Is It? Probability For Pre-AP add Bits and Pieces II Using rational numbers: computation 4Comparison of the Little Rock School Districts Current Mathematics Program to Past Mathematics Program Previous Program Current Program Mathematical content is the same in both programs. Content is presented in a spiral effect through 6*, 7'\", and s grade. The order in which the concepts are introduced differs from the previous program\nconcepts are presented in thematic modules. Basic math skills are emphasized. Isolated skills are taught with little problem solving application. Integrated skills are taught in order to solve real- world problems and promote critical thinking. Formulas and application of formulas are emphasized. Formulas are taught first and little application or extension activities are provided. Application problems are presented first and students are asked to derive formulas from logical reasoning of patterns. Calculator use is integrated into instruction when appropriate. Most students lack the confidence to solve problems without a calculator. CMP students use calculators as tools to be used at appropriate time to solve problems. Teacher editions provide examples and answers to problems. The curriculum expects teachers to see the same outcome from each student\nsome traditional books provide outlines. Possible student scenarios are given\nprovides Daily progressive outlines are provided in order to reach targeted objectives. Cooperative learning is up to the individual teacher. Lessons cater to the individual learner. A wealth of opportunities to incorporate cooperative learning is provided. 5 IPrevious Program I Current Program Student textbooks are provided. Traditional books provide examples and practice in order for students to achieve mastery through concentrated repetition. CMP books provide problems that encourage variety of solution strategies with teachers providing additional computation practice. a Homework problems are assigned for practice daily. 20-50 problems concentrating on one objective are provided\nmost problems are repetitive practice. 3-8 problems are assigned over the objective, while incorporating other objectives and asking students to explain answers. Students are taught problem-solving strategies. Problem-solving is isolated in one unit of the text. Problem-solving is taught throughout the curriculum. Teacher directed learning is provided in both programs^ Students are passive learners. Teachers guide students to be active learners. Assessment materials are provided for the teacher. All assessments follow a similar format in which students are asked to recall facts and formulas. A variety of assessments are provided, allowing students to express their knowledge through a wide spectrum of higher order thinking skills. Students are expected to show how they arrived at an answer. Work shown is typically mathematical and very little verbal explanation is given. Students are expected to be able to verbally explain how they worked their problem and why they chose a particular strategy. 6Why Connected Mathematic^ The Little Rock School Districts Secondary Mathematics Textbook Selection Committee recommended Connected Mathematics to the Superintendent for adoption in the middle grades (6-8) for two primary reasons: 1. The traditional mathematics program was not producing desired achievement results. 2. Much evidence convinced the committee that Connected Mathematics would improve the academic performance of students in the middle grades. Mathematics Achievement of Past Years  Benchmark Examination for eighth grade mathematics - Students took this examination required for state accountability purposes for the first time in 1998-99. (The results for 1999-00 are not available yet.) Results were reported as the percentage of students who were either advanced, proficient, basic, or below basic. The state considered students who scored in the proficient or advanced range as being at grade level or above and those who scored in the basic or below basic as being below grade level. Results from the 1519 eighth grade students who took the exam were: Scoring Range Advanced Proficient Basic_______ Below Basic 1998-99 2% 24% 6^ Only 11 % of the students were at or above grade level on the examination. 31 % of white students were at or above grade level and 3% of black students were at or above grade level.  Stanford Achievement Test, Edition taken by seventh grade students  This national test is taken by all seventh grade students in the area of mathematics. The students who took the test in 1997-98 through 1999-2000 were compared to all students nationwide and grouped according to the number who were scored in the 0 - 25' percentile range (first quartile), the 26 - 50 percentile range (second quartile), the 51 - 75 percentile range (third quartile), and the 76 - 99 percentile range (fourth quartile). Those students in the third and fourth quartiles scored above the national average, and those students in the first and second quartiles scored below the national average. Results from the test were: 7Grade 7 Quartile 97-98 98-99 99-00 Fourth Third Second First 17% 18% 21% 44% 16% 19% 26% 40% 18% 18% 22% 41% Results sho\\A/ that the number of students above the national average in mathematics in grade 7 was only about 36%. The remaining students, about 64%, were below the national average in mathematics. Desired Mathematics Performance for the Future The Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) has established the following performance goals:  Tier 1 - 100% of a school's students shall perform at or above the proficient level in mathematics on the eighth grade Benchmark Examination in Mathematics.  Tier 2 - (If the 100% goal is not met, a trend or improvement goal must be met.) The percent of students performing at or above the proficient level in mathematics on the eighth grade Benchmark Examination in Mathematics will meet or exceed a 10% growth each year. The National Science Foundation Cooperative Agreement contains the following goals:  The Little Rock School District agrees to enact policies and practices that will contribute to an annual increase of 5% for Years 3-5 in the test scores of underrepresented minority students in mathematics as measured by the following tests: Mathematics Test Measures Achievement Level Tests___________ Stanford Achievement Test______________ Arkansas Benchmark Examination________ American College Testing (ACT) EXPLORE exam Grade(s) Implemented 3-11 5,7,10 4,6,8 8 8Why Connected Mathematics Can Improve Mathematics Achievement State pilot school district data and national reports indicate that Connected Mathematics improves achievement in mathematics. In Arkansas five middle schools representing five different school districts piloted Connected Mathematics for three years before students took the eighth grade Benchmark Examination in mathematics. The percentage of students in each of the four achievement categories for the pilot school districts, the state, and the Little Rock School District are presented in the chart below: LR Schools State Schools Below Basic Basic Proficient Advanced 65% 24% 9% 2% 47% 40% 11% 2% CMP Pilots Schools 28% 49% 19% 4% The greater the number of students in the below basic category, the farther behind the schools are in meeting the achievement goals set by the state. Districts piloting Connected Mathematics were much ahead of the state and the Little Rock School District in mathematics achievement on the eighth grade Benchmark Exam. The Portland, Oregon schools have implemented Connected Mathematics in its middle schools. A recent article in the Portland newspaper highlighted the increase in math scores on the state math test. The headline read City schools make big gains on state tests. The districts math coordinator predicted Portlands math scores would rise the first year the new math approach was instituted. Results proved him to be correct. The districts new math programs, Investigations for elementary school and Connected Mathtor middle school, emphasize problem-solving instead of drills and call on students to discover math concepts for themselves rather than memorize formulas. Connected Mathematics was designated as an Exemplary Program by a United States Department of Education Expert Panel. The panel found strong evidence for the impact of the program on gains in students understanding of mathematics, mathematical reasoning, and problem solving. The strength of the evidence was based on use of multiple measures, including tests aligned with the National Standards in Mathematics, and several types of comparisons. The American Association for the Advancement of Science rated Connected Mathematics as the number one middle school math textbook. AAAS evaluated twelve middle school math textbooks using a set of instructional criteria. 9ASSESSMENTS FOR MIDDLE SCHOOL MATHEMATICS The following measures are administered annually at targeted grade levels: Name of Assessment SAT^9 ~ Stanford Achievement Test 9*^ Edition Type National Norm Referenced Grade Levels Grades 5, 7,10 EXPLORE American College Test ACTAAP State Benchmark Examination National Criterion Referenced___________ State Criterion Referenced Grade 8 Grade 8 ALT Achievement Level Test EMT End of Math Module Tests ACTAAP State End of Course Exams Local Criterion Referenced with National Comparison Group ___________ Local Criterion Referenced State Criterion Referenced 10 Grades 6-8 Grades 6-8 Algebra, geometryWhat Effect Will Connected Mathematics Have on SA T-9, ACT, and SA T Scores? SAT-9 A study was done which compared the performance of eight pilot Connected Mathematics middle schools to the state average on the Stanford Achievement Test in mathematics given to fifth grade students in 1995 and to the same students again as seventh graders in 1997. At the time the Stanford-9 was given the pilot school students had only had one year of the Connected Mathematics curriculum. The results were: CMP schools State schools Stanford-9 1995 NCE 44.58 43.00 Stanford-9 1997 NCE 49.92 47.00 Difference +5.34* +4.00 This increase is statistically Significant ACT. SAT Although students who have taken Connected Mathematics have not moved into the high schools yet, we are confident that students will do well as well as or better than before on the mathematics part of ACT and SAT. These assessments, like many others, have responded to the NCTM Standards in Mathematics in developing assessment questions. The tests require students to use their reasoning skills to solve practical problems in mathematics which is a strength of Connected Mathematics. 11Will Connected Mathematics Prepare My Child for Algebra 1 and Higher Level Mathematics? We think that Connected Mathematics will superbly prepare students for Algebra 1 and above. Many students will be ready to take Algebra 1 in the eighth grade after two years of Connected Mathematics. Others may continue in Connected Mathematics in the eighth grade and either take Algebra 1 in its traditional location in the ninth grade or take the Algebra 1 End of Course Exam after eighth grade Connected Mathematics. \\Ne feel that many students will have all their Algebra 1 skills mastered after eighth grade Connected Mathematics. Following is an excerpt from Getting to Know Connected Mathematics that addresses the algebra in CMP. are Many people think of algebra as a course at high school, towards which all prior mathematics has been heading. Students enter the traditional course somewhat in awe of the lofty position they have reached, and are often discouraged to find that the mathematical ideas and skills they have previously developed do not seem related to success in a traditional Algebra 1. The popular impression in the community at large is that algebra is the ability to manipulate symbols, usually following instructions to simplify and expression, or solve an eguation. Traditionally students memorize rules, focusing on specific strategies for specific problems. The symbols and rules often__ meaningless to students, who try to survive by memorizing and, thus, only retain the ideas for a short time. There is little evidence that students develop algebraic reasoning, including symbolic reasoning, from this kind of experience. In fact, the development of algebraic ideas can and should take place over a long period of time, prior to attempts to deal solely with abstract symbols, and well before the first year of high school. The philosophy of how students learn mathematicsthat is, students develop algebraic reasoning and understanding while pursuing solutions to interesting problems. Having students approach algebraic ideas through investigations and problems allows students to search for patterns and relationships in data, and to find ways to express these patterns, first in words and then in symbols. The algebraic units in CMP develop three important patterns, which model many real situations. By focusing on the patterns underlying the problem, asking students to describe similarities and differences across patterns, and challenging students to predict answers, the mathematics of functions and relationships is developed. For example, in the Walkathon Problem, in the unit entitled Moving Straight Ahead, students investigate the distance each person walks. 2.3 Walkathon Your class decides to raise money for a charity by competing in t he citys Walkathon. Each person in the class finds sponsors who each pledge to pay a certain amount of money for each kilometer that the person walks. The money goes to a charity. The person who raises the most money receives a new pair of Rollerblades. Sponsors 12 often ask for a suggestion of how much they should pay per kilometer. Others will follow the example of the first person who fills out the form. Your class would like to agree on how much money to ask the sponsors for. Jane argues that one dollar per kilometer would be appropriate. Bill argues for two dollars a kilometer because it would bring in more money. Amy suggested that if the price was too high not as many people would be sponsorsso she suggested that each sponsor pay a $5 donation plus an extra 50 cents per kilometer. For each price suggestion made by Bill, Jane, and Amy:  Make a table showing the total amount of money a sponsor pays for distances between 1 and 10 miles. This is called a pay plan.  Sketch a graph of the amount of money a sponsor would pay under each pay plan. Display all the graphs on the same set of axes.  Write an equation for each of the pay plans which shows how the amount of money a sponsor owes can be calculated for the total distance that a student walked. 1. 2. 3. 4. As the amount of money charged per mile is increased, what effect does this have on the table? On the equation? On the graph? A student walked 8 miles in the Walkathon. How much would her sponsors pay under each of the pay plans? Explain how you arrived at your answers. One of the sponsors paid $10 after the race. How many miles would that sponsors student have walked under each of the three pay plans? Explain how you arrived at your answers. How is Amys fixed $5 cost represented in the table? In the equation? In the graph. In this situation the focus quickly centers on the relationship between the variables. If the rate at which a person walks is fixed, then distance depends upon (or is a function of the) time\nthat is, distance = rate x time. As students reason about this situation they are encouraged to use multiple representations, which help them to show their reasoning and also to develop understanding of the important linear relationship underlying this situation. As the time changes by one unit, the distance changes by a constant amount. This is the key feature of recognizing this constant rate of change in various representations, students develop a deep understanding of the basic linear pattern. The rate at which a person walks is the constant rate of change (or the slope of a straight line). This pattern shows up as a straight line in a graph, as an equation of the form, y = ax, and as increments of change in a table. The rate is indicated by the steepness of the line, the coefficient, a, of x in the equation, and the constant increment of change in the table. A variation of the problem has two brothers involved in a walking rave with the younger brother getting a head start. This leads to the equation, y = ax + b\nwhere a is the rate at which the younger brother walks and b represents the amount of head start. Once students have a beginning understanding of linear patterns, they then need help in recognizing this pattern in many different disguises. For example, the cost, C, of buying N compact discs at $15 each is C + 15N. Having recognized that this is the 13 same pattern as that in the Walkathon problem, students are quickly able to reason about the relationship between the variables. Using problem situations and multiple representations to represent these situations gives rise to solving equations. For example, students can use tables or graphs or they can reason about the problem. Once students have a good sense of what it means to solve and how these solutions relate to the variables and the problem, then the techniques of solving a linear equation symbolically are developed. CMP Algebra Goals - by the End of Eighth Grade in CMP Most Students Should be Able to:  Recognize situations in which important problems and decisions involve relations among Quantitative variablesone variable changing overtime or several variables changing in response to each other.  Use numerical tables, graphs, symbolic expressions, and verbal descriptions to describe and predict the patterns of change in variables.  Recognize (in various representational forms) the patterns of change associated with linear, exponential, and quadratic functions.  Use numeric, graphic, and symbolic strategies to solve common problems involving linear, exponential, and quadratic functions. Inevitably parents and teachers will wonder how the CMP algebra strand relates to and can be compared to a traditional school algebra curriculum. The only helpful comparison to make is how well students understand algebraic ideas, and how well they employ algebraic reasoning in solving problems. Since the focus of CMP is on developing understanding, rather that on memorizing rules and processes to apply in response to instructions such as simplify or solve,\" a simple checklist of concepts and skills that appear in CMP and in traditional programs is not particularly relevant. The question of most interest to parents and teachers should be,  How well will the next mathematics course my student takes support the strong understanding of algebraic ideas developed in CMP7\" If the next course is a traditional Algebra 1, CMP students will find themselves spending large amounts of time studying processes and rules for which they see no application. The motivation for learning these rules may shift from the focus of making sense to simply memorizing to survive. Certainly, CMP students will find that many of the big ideas in Algebra 1, such as representing linear functions, solving equations, and finding equivalent forms of an expression, are familiar, and perhaps a repetition of what they already know. They will also wonder why the problems are restricted mainly to linear patterns, whereas in CMP they had also learned about other important patterns. The algebra strand in CMP will certainly prepare students for successful, if somewhat repetitive year in a traditional Algebra 1. It is to be hoped, however, that students will be fortunate enough to find themselves able to take courses that continue to challenge them to develop algebraic reasoning. High school teachers of these students need to be aware that these students have begun to develop an understanding of functions that is far beyond a traditional Algebra 1 approach. 14How Will the District Know Whether Connected Mathematics is Working? A number of avenues will be used to know whether Connected Mathematics is working. First, after each module, an End of Module Test will be given to every student. The End of Module Tests will assess the mathematics content and skills that were targeted for that module. We will be looking to see if the majority of students achieved mastery (75% of the items were answered correctly) on each test. The End of Module Tests were developed locally by teachers and specialists to match the Connected Mathematics curriculum. Secondly, students will take fall and spring Achievement Levels Tests (ALT) in mathematics. This test is based on the Little Rock School District and state standards for mathematics. The achievement on this math test will tell us whether our students are learning what we expected them to learn and will also let us see how our students are achieving compared to a large comparison group of students nationally who take the same test. We will look closely at the ALT scores to see how our students perform compared to the national group. We expect our students to make a full years growth in mathematics each year and to perform at or near the same level as the national group. Based on the first administration of the ALT, our students performed well, only slightly behind the national comparison group. We will be looking forthat gap to close during the next few administrations. Thirdly, and most importantly, students in the eighth grade will take the high stakes Sate Benchmark Examination in mathematics. We expect good growth in the percentage of students who move from one achievement level to the next higher level (from basic to proficient for example). This growth should start appearing in the Benchmark scores from the spring 2001 administration of the exam. This will be the first administration where the students have been enrolled in a full year of Connected Mathematics before they take the exam. At the same time that the measures mentioned above are being watched, we want to make sure that our nationally normed tests such as the SAT-9 (7*^ grade) and the EXPLORE (8 grade) hold steady or increase. While our main objective is for students to achieve on the critically important State Benchmark Examination, we want to make sure that our students are improving in relation to other students around the country. 15MIDDLE SCHOOL MATHEMATICS LEAD TEACHER/CONSULTANT The District has employed a lead teacher for middle school mathematics. The name, job goal, and performance responsibilities of the lead teacher are given below. Please call the middle school math lead teacher if you have questions or concerns. The District has also retained the services of a part-time mathematics consultant to work through the schools to help parents understand the middle school mathematics program and to support their children in learning mathematics. NAME/PHONE Docia Jones, Middle School Lead Teacher for Mathematics 324-0520, ext 867 JOB GOAL\nFacilitate the change from a traditional mathematics curriculum to a standards-based curriculum for the purpose of increasing both the participation of students in challenging mathematics programs and the success of students in achieving District Curriculum Standards and Benchmarks in mathematics. PERFORMANCE RESPONSIBILITIES:  Provide training for mathematics teachers on District adopted standards-based math curricula [Connected Mathematics for example) and related content and teaching strategies.  Provide weekly classroom support for middle school mathematics teachers who are implementing Connected Mathematics. This support will include encouragement, extra hands, demonstration teaching, team teaching, material resources, trouble shooting, and other technical support deemed necessary.  Provide follow-up training for teachers to address observed/identified needs.  Assess the implementation level of the teachers/schools in the middle schools. Inform principals and the Division of Curriculum and Instruction of implementation problems/concerns.  Assist with the development and implementation of end of module assessments to evaluate the effectiveness of the Connected Mathematics in achieving desired student results. Inform principals and teachers of findings.  Communicate to parents and the community about the changes that are taking place in mathematics. Judy Trowell, Part-time Consultant (Contact Judy through Docia Jones) Assists the Lead Teacher and principals in communicating with parent groups about Connected Mathematics. Establishes and leads dialogue with parents about questions and concerns about the philosophy, mathematical content, and structure of Connected Mathematics. 16Name: School name: Street\nCity, State, Zip: ' Phone (inc. area code):_ Visa or Master Card Exp Date\nConnected Mathematics Order Form Card Holders Street #: Zip Code\nIf ordering by mail send check or money order to: Dollar BUI Copying Attn. CMP books 611 Church Street Ann Arbor, MI, 48104 Phone (734) 665-9200 Fax (734) 930-2800 P.O. # (for schools only, include a copy with your order):. 6 grade-(pink) Quantity Price Poes not include tax or dipping Approx. Weight Total Price before ox and shipping Prime Time Data About Us Bits and Pieces H  Shapes and Designs I.  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Hubcaps, and Mirrors Say II with Symbols For Teachers Only 6 Grade Curriculum Guide 7* Grade Curriculum Guide 8* Grade Curriculum Guide For Parents Only K-S** Elementary Math Handbook Please allow up to two weeks for shipping $437 $4.95 $4.95 $4.95 J3J0 J4.70 $4.20 $5.06 S4.S4 $5J0 S4.40 $5.61 $5.20 $3.80 $4.60 $638 $539 $4.51 $6.27 $4.73 $3.90 $4.90 $5.20 $5.94 $4435 $52.05 $41.01 $4.95 I pound Ml pound pound Ml pound pound pound pound pound pound pound pound Vi pound pound Vi pound impound 1 pound pound Vi pound pound pound Mi pound pound pound pound 5 pounds 6 Vi pounds 5 pounds pound Sub-Total Sales Tax (DBC will fill in price) Shipping \u0026amp; Handling GRAND TOTAL i\"?*' * \u0026amp; *^)i\u0026gt;FlUl'\u0026lt;'v \".' 'f- XtJ 'CT'errSir- ' n- rr Connected *^ Mathematics TM 9 ffi Representing Relationships Teachers Edition Glenda Lappan James T. Fey William M. Fitzgerald Susan N. Friel Elizabe Difanis Phillips Developed at Michigan State University DALE SEYMOUR PUBUCATIONS*Connected Mathematics was developed at Michigan Sute University wi financial support from the Michigan State University Office of the Provost, Computing and Technology, and the College of Natural Science. This material is based upon work supported by the National Science Foundation under Grant No. MDR 9150217. s This project was supported, in part. b by the ? National Science Foundation Opinions expressed are tnose of the authors and net necessarily those of the Foundation The Mirhigan State Univeisity authors and administration have ^eed that all MSU royalties arising from tins publication will be devoted to purposes supponed by the Department of Mathematics and the MSU Mathematics Education Enrichment Fund. This book is published by Dale Seymour Publications\nan imprint of Addison Wesley Longman, Inc. Managing Editor: Catherine Anderson Project Editor: Stacey Miceli Book Editor: .Mali Apple ESL Consultant: Nancy Sokol Green Produaion/Manufacturing Director: Janet Yearian ProductionIManufacturing Coordinator: Claire Flaherty Design Manager\nJohn F. Kelly Photo Editor: Roberta Spieckerman Design: Don Taka Composition: London Road Design, Palo Alto, CA Illustrations: Pauline Phung, Margaret Copeland, Ray Godfrey Cover: Ray Godfrey Photo Acknowlaigements: 5  Ron SanfordTony Stone Images\n23  Owen Franken/Stock, Boston\n27  Frank Siteman/Stock, Boston\n41  Joseph Schuyler,'Stock, Boston\n45  Lionel Delevingne'Stock, Boston\n47  Bert SagaraTony Stone Images\n54 (Big Ben)  George HunterZTony Stone Im^es\n54 (Eiffel Tower) John Lawrence/ Tony Stone Images Copyright  1998 by Michigan State University, Glenda Lappan, James T. Fey, William M. Fit^erald, Susan N. Friel, and Elizabeth D. Phillips. All rights reserved. Limited reproduction permission: The publisher grants permission to individual teachers who have purchased this book to reproduce the bbckline masters as needed for use with their own students. Reproduction for an entire school or school district or for commercial use is prohibited. ALE SEYMOUR PUBLICATIONS Tha Boek a Pnnted on RxcycM Paper Order number 21474 ISBN 1-57232-179-2 123456789 lO-ML-01 00 99 98 97 Contents Overview The Mathematics in Thinking with Mathematical Models Technology Mathematical and Problem-Solving Goals Summary of Investigations Connections to Other Units Materials Resources Pacing Chart Thinking with Mathematical Models Vocabulary Assessment Summary la lb Ic If Ig lb li If Ij Ik Ik Introducing Your Students to Thinking wiSi Mathematical Models 2 Mathematical Highlights Using This Teachers Edition Investigation 1: Linear Models Student Pages Teaching the Investigation Investigation 2: Nonlinear Models Student Pages Teaching the Investigation Investigation 3: More Nonlinear Models Student Pages Teaching the Investigation Investigation 4: A World of Patterns Student Pages Teaching the Investigation Assessment Resources Blackline Masters Additional Practice Descriptive Glossary Index 4 4a 4b 5 25a 25p 26 36a 36) 37 46a 46) 59a 61 91 115 136 137Overview The focus of this unit is mathematical models: what they are, how they are constructed, and what they enable us to do. Just as a designer might construct a model of a building and then tinker with the components to see what relationships are affected by changing certain variables and what outcomes are pleasing and functional, a mathematician can construct an algebraic model to represent a situation. By choosing appropriate variables, collecting and graphing data, and manipulating the variables to see how relationships are affected, mathematicians can predict outcomes. The investigations in this unit introduce students to several kinds of algebraic relationships including hnear relationships, inverse relationships, and exponential relationshipsused to model real-life situations. Students also explore other interesting relationships with graphing calculators. Linear relationships are characterized by a constant rate of change in one variable associated with a constant rate of change in the other variable. Students have probably had more experience with linear relationships that display a constant increase in one variable compared to the other (associated wi straight lines having a positive slope) than those that display a constant decrease in one variable compared to the other (associated with straight lines having a negative slope). In this unit, they will review and deepen their understanding of both kinds of linear relationships and their represenution in all three forms: tabular, graphic, and symbolic. Students will also encounter inverse relationships, in which one variable decreases as the other increases but not at a constant rate. They will also look at exponential growth and exponential decay relationships, which are obtained by repeatedly multiplying by a constant factor. Students continued study of mathematics will include further analysis of these relationships\nthe intention of this unit is to provide only a brief introduction to them. Graphing calculators allow students to manipulate data and to test conjectures more easily than can be done with paper-and-pencil methods. Students need to develop facility in the use of the calculator. At the same time, they need to be able to determine when using the calculator is an advantage and when making a quick estimate or mental calculation or sketching a graph by hand is more appropriate. 1a IntroductionThe Mathematics in Tbinking with Mathematical Models In this unit, students explore the advantages of using algebraic models, in the form of graphs and equations, to describe situations. A table of data is often a good starting point for deciding what type of relationship is suggested by the dam. For example, table 1 below shows values for the linear relationship represented by the equation y = 3x + 5. As X increases by increments of 1, y increases by increments of 3. Table 2 shows values for the linear relationship represented by the equation y = 20 - 2x (orj = ~2x + 20). As X increases by increments of 1, y decreases by increments of 2. Table 3 shows values for the nonlinear relationship represented by the equation y = -y (or xy = 40). As x increases by increments of 1, j decreases but not at a constant rate. Table 4 shows values for the nonlinear relationship represented by the equation y = (1.06/, which gives the amount j in a bank account after x years at an interest rate of 6% compounded annually. From the table, we can see that the doubling time for the investment is 13 years.- it takes about 13 years for $1 to increase to $2 at a 6% interest rate compounded annually. Table 1 Table 2 Table 3 Tablei X q 1 2 3 4 5 6 y 5 8 11 14 17 20 23 X 1 2 5 4 5 6 y 20 18 16 14 12 10 8 X T 2 3 4 5 6 y 40.0 20.0 13.3 10.0 8.0 6.7 X T 3 5 7 9 11 13 y 1.06 1.19 1.34 1.51 1.70 1.91 2.14 Fitting a Curve to Given Data Real situations usually generate messy data, and we cannot expect a line or a curve to fit such data exactly. What we do look for is a graph model that fits the data pattern well enough to be useful as a predictive tool. The process of curve fitting is technically complex, but students can informally understand the goals of the process by drawing a simple curve to fit plotted points. At the simplest level, for plotted data that suggest linear relationships, students can eyeball e data and, using a straightedge as a guide, try several modeling lines until they find one that seems to be a good fit. In this process, students often try to hit as many points as possible. However, this strategy sometimes results in lines that do not give very good predictions. The best rule of thumb is to look for a line that seems to catch the overall trend in the data. Then, students can -write an equation for the line. Introduction 1bTechnology Students will need access to graphing calculators for much of their work in this unit. Its best if their calculators have the capacity to display a function as a table and that an overhead display model of their calculator is available. Connected Mathematics was developed with the belief that calculators should always be available and that students should decide when to use them. The graphing calculator provides students with a useful method for finding information about a situation by examining its graph. In addition, it allows students to investigate many examples quickly, helping them to observe patterns and to make conjectures about relationships. In this unit, students will be looking at linear and nonlinear relationships. For linear relationships, finding a graph model and an associated equation model can often be accomplished by sight alone. However, graphing calculators and computer software can help facilitate the modeling process, and students often find technological approaches fascinating. The instructions below are written for the TI-80 graphing calculator. If your students use a different calculator, consult the manual for instructions on these various procedures. Entering Data To enter a list of (x, y) data pairs, press ISTATI and the screen will display something similar to that shown at the top left of the next page. Press I ENTER I to select the Edit mode. Then enter the pairs into the LI and L2 columns: enter the first number and press I ENTER I, use the arrow keys to change columns, enter the second number and press I ENTER I, and use the arrow keys to return to the LI column. gJBH CALC 2:SORTA( 3:SORTD( 4:CLRLIST LI a 1 2 3 4 5 LI (l)=0 1c introduction L2 4 5 8 10 11 12Plotting the Points To plot the dau you have entered, use the commands in the STAT PLOT menu. First display the STAT PLOT menu, which looks like the screen shown below left, by pressing i~2rid) E3. Press I ENTERl to select PLOTl, which looks like the screen shown below right. Use the arrow keys and I ENTER I to move around in the screen and to highlight the elements as shown (ON, IE , LI, L2, and D). STAT PLOTS 1: ON LL Ll L2 2:PLOTl . . . ON LL Ll L2 3:PLOTl . . . ON LL Ll L2 4'IPLOTSOFF PLOTl SSJ OFF TYPE r IM IZ~ pTh XL:IB L2 L3 L4 L5 L6 YL: Ll EB L3 L4 L5 L6 MARK:0 PLOTl . .    + Next, press IWINDOWI to display a screen similar to that shown below left. To accommodate the dau you have input, adjust the window settings by entering values and pressing [ENTER L allowing some margin beyond the data points if possible. Then, press iGRAPHl. WINDOW XMIN=0 XMAX=7 XSCL=1 YMIN=0 YMAX=16 YSCL=1      Testing Graph Models To experiment with various equations to find a good fit for modeling a particular dau pattern, enter equations into the Y= list (press to access the list) and graph the equations along with the plotted dau. Below, y = 3 + 2x has been entered into Y1 and the equation has been graphed over the entered dau by pressing IGRAPHl. Ylg3+2X X2= Y3= Y4= introduction 1d Error Messages in Calculator Tables If the table for an equation is displayed with an x value for which the equation is undefined, the table will display the word ERROR in the column for e corresponding y value. You may need to talk with your students about what this means. X  1 2 3 4 5 X=0 Y1 ERROR 40 20 13.33 10 8 Using Regression Features Graphing calculators also offer curve-fitting routines\nyou may or may not want to introduce these features to your class. If your students are ready and you have the time, consult the graphing calculator manual for instructions. 1e introductionMathematical and Problem-Solving Goals ^binking udtb Mathematical Models was created to help students  Develop skill in collecting dau from experiments and systematically recording that data in tables  Construct coordinate graphs to represent data  Make predictions from data tables or graph models  Use patterns in dau to find equations that model relationships between variables  Use tables, graphs, and equations to model linear and nonlinear relationships between variables  Distinguish between linear and nonlinear relationships  Identify inverse relationships and describe their characteristics  Use a graphing calculator to find and study graph models and equation models of relationships between variables  Use intuitive ideas about rates of change to sketch graphs for, and to match graphs to, given situations  Use intuitive ideas about rates of change to create stories that fit given graphs The overall goal of the Connected Mathematics curriculum is to help students to develop sound mathematical habits. Through their work in this and other algebra units, students I Pam important questions to ask themselves about any situation that can be represented and modeled mathematically, such as\nWbat are the variables? How are they changing in relation to each other? How is an increase in the independent variable related to a change in the dependent variable? Where is they value changing the most? The least? How can this change be seen in a table? Detected in a story? Observed in a graph? Read from a symbolic representation? Where does the graph cross the x-axis and the y-axis, and what is the significance of each intersection? Where does they variable reach its greatest value and its least value, and what is the significance of each location? IntroductionSummary of Investigations Investigation 1: Linear Models Students conduct an experiment to investigate the relationship between the thickness and the strength of a bridge. They observe patterns in their tables and graphs, find equation models in the form y = mx+ b to describe experimental data, and make predictions based on their models. They interpret the slope and the j-intercept in terms of the experimental situation, and they graph lines given e slope and the jy-intercept. They practice writing equations for fines given (a) the graph of the fine, (b) the slope and 7-intercept, (c) the slope and the coordinates of one point on the fine, and (d) the coordinates of two points on the fine. Investigation 2: Nonlinear Models Students continue to observe patterns in tables and graph models and to use them to seek equation models that describe given data and to make predictions. However, in the situations in this investigation, the value of one variable increases as the other decreases but not at a constant rate\nsuch inverse relationships are modeled with nonlinear graphs. Students are not expected to acquire formal vocabulary about inverse relationships at this time but to express the relationships in their own words, focusing on the panem of change in the variables\nhow this pattern is reflected in shape of the graph\nand, possibly, how an equation might model the relationship. Investigation 3: More Nonlinear Models Students meet another type of graph model in this investigation. The patterns in exponential growth and exponential decay relationships are characteristic of many common situations and can be recognized from their graphs. Students first analyze the growth of an investment over time. Then, they conduct another experiment, pouring water from one glass into another so that each successive glass contains half as much water as the previous glass. They look at the relationship between the number of the glass in the series and the amount of water it contains. In both problems, a quantitymoney or watergrows or decays by being repeatedly multiplied by a constant factor. Investigation 4: A World of Patterns In previous investigations, students have collected data from experiments or generated data from descriptions of familiar situations. They have made tables, graph models, and equation models to fit dau. In this investigation, they concentrate on working with and interpreting graph models, describing situations that could fit given models or creating graphs to fit a variety of real-world situations. Some of the graphs they will work with are linear, some are nonlinear, and some are combinations of linear and nonlinear graphs. Students use a graphing calculator to further study graph models and equation models and, in the process, discover that some of the unusual graphs they have constructed in previous problems can be represented by equation models. Students will come away from this unit with an understanding that graph and equation models can be used to represent many of the patterns found in their world. ig IntroductionConnections to Other Units The ideas in Thinking with Mathematical Models build on and connect to several big ideas in other Conneaed Mathematics units. Bigidea Prior'Work PutnreWork building and analyzing mathematical models generalizing formulas (Covering and Surrounding\nFilling and Wrapping) using symbols to represent relationships (Variables and Patterns\nMoving Straight Ahead) making tables and graphs by hand and with a graphing calculator (Data About Us\nHow Likely Is It?\nAccentuate the Negative\nMoving Straight Ahead) recognizing families of functions (Growing, Growing, Growing\nFrogs, Fleas, and Painted Cubes) manipulating symbols to find alternative forms of expression and to solve linear equations (Say It with Symbols) recognizing patterns of growth and change from tables and graph models (Growing, Growing, Growing\nFrogs, Fleas, and Painted Cubes) fitting a line to experimental dau writing the equation of a line from information about its slope and points on the line (Moving Straight Ahead) fitting lines and making predictions (Samples and Populations) identifying the variables of interest in a situation identifying dependent and independent variables and observing how change in the dependent variable is related to change in the independent variable (Variables and Patterns\nAccentuate the Negative\nMoving Straight Ahead) determining panems of growth in different kinds of equations (Growing, Growing, Growing\nFrogs, Fleas, and Painted Cubes) conducting experiments to gather dau about how variables are related conducting experiments involving linear relationships (Data About Us\nVariables and Patterns\nMoving Straight Ahead) conducting e^eriments involving exponential and quadratic relationships (Growing, Growing Growing\nFrogs, Fleas, and Painted Cubes) .. introduction 1hResources For the teacher Carlson, Ronald J., and Mary Jean Winter. Algebra Experiments H. Palo Alto, Calif: Addison- Wesley, 1993. Heid, Kathleen. Algebra in a Technological World, NCTM Addenda Series Grades 9-12. Reston, Va.: National Council of Teachers of Mathematics, 1995. Winter, Mary Jean, and Ronald J. Carlson. Algebra Experiments I. Palo Alto, Calif.: Addison- Wesley, 1993. Technology Dugdale, Sharon, and David Kibbey. Green Globs and Graphing Equations (IBM, Apple H, Macintosh). Pleasantville, N.Y: Sunburst Communications. Rosenberg, Jon. Math Connections: Algebra 1 (Macintosh). Pleasantville, N.Y: Sunburst Communications.Thinkinff with Matbcmatical Models Vocabulary The following words and concepts are used in Thinking with Mathematical Models. Concepts in the left column are ose essential for student understanding of this and future units. The Descriptive Glossary gives descriptions of many of these terms. Essential terms developed in this unit equation model fulcrum graph model inverse relationship linear relationship mathematical model relationship Terms developed in previous units coordinate grid exponent function graph linear equation panems of change slope table variable y-intercept Assessment Summary Embedded Assessment Opportunities for informal assessment of student progress are embedded throughout Thinking with Mathematical Models in the problems, the ACE questions, and the Mathematical Reflections. Suggestions for observing as students explore and discover mathematical ideas, for probing to guide their progress in developing concepts and skills, and for questioning to determine their level of understanding can be found in the Launch, Explore, and Summarize sections of all investigation problems. Some examples:  Investigation 4, Problem 4.3 Launch (page 59d) suggests a procedure for assessing what students observe about the form of algebraic equations.  Investigation 3, Problem 3-2 Explore (page 46d) suggests questions you can ask to assess students understanding of how to distinguish the independent variable from the dependent variable in a relationship, and how to determine on which axis each variable belongs.  Investigation 2, Problem 2.2 Summarize (page 36c) suggests a way you can help lead students to an understanding of inverse relationships. ACE Assignments An ACE (ApplicationsConnectionsExtensions) section appears at the end of each investigation. To help you assign ACE questions, a list of assignment choices is given in the margin next to the reduced student page for each problem. Each list indicates the ACE questions that students should be able to answer after they complete the problem. Ik IntroductionI* \nF Introducing Your Students to Thinking with Mathematical Models Introduce this uAt by telling students that Aey will be learning about mathematical modelswhat they are, how to construa Aem, and how Aey can be used. Read through e three opening questions with the class, and ask whether students have any ideas about how they might answer them. At Ais point, these problems present an opportunity for students to Aink out loud and to compare ideas. Let students brainstorm and make conjectures. Dont take the time to act on Aeir suggestions or to try to find solutions, but explain Aat Aey will have many opportunities Aroughout Ae umt to revisit questions like Aese and to find solutions to Aem. ^mg^M fMathematicJPlVlodels '^^Fallot and bis mother want llooggoo on the teeter- I 1 The pep club surveyed 500 students to find out which totter at the park. FaUoi weighs 75 pounds - and his mother weighs 150 pounds. How can they sit on the teeter-totter so  that it balances? ' ^' I of several amounts they would be willing to pay for a spirit-week T-shirt. They found that 400 students would pay 2 dollars, 325 would pay 4 dollars, 230 would pay 6 dollars, 160 would pay 8 dollars, and 100 would pay 10 dollars. How can they use this information to predict how many students would pay 5 dollars? On the day Chantal was bom, her Uncle Charlie used SlOO to open a savings account. He plans to give Chantal the money in the account on her tenth birthday. The account earns 8% interest at the end of every year. If Charlie does not deposit or withdraw any money, how much money will be in the account on Chantals tenth birthday? Tips for the Linguistically Diverse Classroom Rebus Scenario The Rebus Scenario technique is described in detail in Getting to Know Connected Mathematics. This technique involves sketching rebuses on the chalkboard that correspond to key words in the story or information that you present orally. Example: Some key words and phrases for which you may need to draw rebuses while discussing these introductory questions: pep club (stick-figure cheerleaders), T-shirt (rebus of one), dollars ($), savings account (bank), tenth birthday (cake with ten candles), teeter-totter (rebus of one). 1 Introduction People in many professions make important predictions every day. Sometimes millions of dollars, and often peoples lives, depend on the accuracy of these predictions. A company may develop a wonderful new product, but without accurate predictions about the number and location of potential customers and the price they would be willing to pay, the company could lose a great deal of money. When designing a bridge, a civil engineer must make accurate predictions about how much weight e bridge can hold and about how it will stand up to strong winds and earthquakes. People often use mathematical models to help them make such predictions. People construct mathematical models by gathering data about a situation and then finding a graph or equation that fits the data. In this unit, you will find mathematical models yH for many situations, and you will use your models to answer interesting questions like those on the previous page. Introduction 3 \u0026lt;P' Mathematical Highlights The Mathematical Highlights page provides information for students and for parents and other family members. It gives students a preview of the activities and problems in Thinking with Mathematical Models. As they work through the unit, students can refer back to the Mathematical Highhghts page to review what they have learned and to preview what is still to come. This page also tells students families what mathematical ideas and activities will be covered as the class works through Thinking with Mathematical Models. 4 Introduction I I i i V  -s Mathematical Highlights In this unit, you will leant about ways to model relationships between variables. Testing paper bridges to find out how thickness affects strength and then fitting a straight line to your experimental data introduces you to the idea of a linear graph model. Using what you know about slope andy-intercept, you find equations for linear graph models. Using graph models and equation models, you make predictions about values that are not in your data set. Testing paper bridges to find out how length affects strength and then fitting a curve to your experimental dau introduces you to the idea of a nonlinear graph model. Finding and graphing (distance, weight) combinations that balance a teeter-totter and (speed, time) combiiutions needed to complete a trip shows you that sometimes very different situations have similar graph models. Calculating interest on a savings account introduces you to another common nonlinear panem. Drawing graphs to model events in a story and writing stories that match the information in graphs give you practice undersunding and interpreting graphs of linear and nonlinear relationships. Using a calculator In this unit, you might use a graphing calculator to plot data and to fit lines or curves to the data points. As you work on the Connected Mathematics units, you decide whether to use a calculator to help you solve a problem. Thinking with Mathematical Models 1Using This Teacher's Edition The Investigations The teaching materials for each investigation consist of three parts: an overview, student pages with teaching outlines, and detailed notes for teaching e investigation. The overview of each investigation includes brief descriptions of the problems, the mathematical and problem-solving goals of the investigation, and a list of necessary materials. Essential information for teaching the investigation is provided in e margins around the student pages. The At a Glance overviews are brief outlines of the Launch, Explore, and Summarize phases of each problem for reference as you work with the class. To help you assign homework, a list of Assignment Choices is provided next to each problem. Where space permits, answers to problems, follow-ups, ACE questions, and Mathematical Reflections appear next to the appropriate student pages. The Teaching the Investigation section follows the student pages and is the heart of the Connected Mathematics curriculum. This section describes in detail the Launch, Explore, and Summarize phases for each problem. It includes all the information needed for teaching, along with suggestions for what you might say at key points in the teaching. Use this section to prepare lessons and as a guide for teaching the investigations. Assessment Resources The Assessment Resources section contains blackline masters and answer keys for the check-up, the quiz, the Question Bank, and the Unit Test. Blackline masters for the Notebook Checklist and the Self-Assessment are given. These instruments support student self-evaluation, an important aspect of assessment in e Connected Mathematics curriculum. Discussions of how teachers can suppon the work of special education students, and strategies they might use to record and display students work, are also included. Blackline Masters The Blackline Masters section includes masters for all labsheets and transparencies. Blackline masters of grid paper and graphing calculator grids are also provided. Additional Practice Practice pages for each investigation offer additional problems for students who need more practice with the basic concepts developed in the investigations as well as some continual review of earlier concepts. Descriptive Glossary The Descriptive Glossary provides descriptions and examples of the key concepts in Thinking with Mathematical Models. These descriptions are not intended to be formal definitions but are meant to give you an idea of how students might make sense of these imponant concepts. Introduction 4aBWMBSOWH Linear Models In this investigation, students observe panems in tables and graphs, find equation models in the form y = mx + b to describe experimental data, and make predictions based on these models. They interpret the slope and thej-intercept in terms of the situation, and they graph lines given the slope and the jy-intercept. They practice writing equations for lines given (a) the graph, (b) the slope and the \u0026gt;-inter-cept, (c) the slope and the coordinates of one point, and (d) the coordinates of two points. In Problem 1.1, Testing Paper Bridges, students conduct an experiment to investigate the relationship between the thickness and the strength of a bridge. Their model involves paper strips and pennies: as the number of layers increases, the number of pennies the bridge can suppon increases. The resulting graph can be convincingly linear. In Problem 1.2, Drawing Graph Models, students attempt to draw a line to fit the pattern in their graphs, and they use the pattern to make predictions. In Problem 1.3, Finding Equation Models, they are introduced to finding equation models that describe experimental data. In Problem 1.4, Setting the Right Price, they make a graph and an equation model for a set of data. In Problem 1.5, Writing Equations for Lines, they write and evaluate equations to model the information in graphs. Mathematical and Problem-Solving Goals  To collect data, record data in tables, and represent data in coordinate graphs  To fit a linear model to a graph  To make predictions from data tables and graph models  To write an equation given the graph of a line  To review the meaning of slope and y-intercept in relation to a set of data  To write the equation of a line given the slope and the y-intercept, the slope and the coordinates of a point on the line, or the coordinates of two points on the line Materials Problem For students For the teacher AU Grid paper, graphing calculators Transparencies: 1.1 to 1.5B (optional) 1.1 11\" by 4\" strips of paper (15 per group), small paper cups, pennies (50 per group), chalk or masking tape (optional), blank transparencies (optional) 1.2 Labsheet 1.2 (1 per student), transparent grids or blank transparencies (optional) Transparency of Labshect 1.2 (optional) 1.3 Blank transparencies (optional) Overhead graphing calculator (optional) 1 1.4 Transparent grids (optional) 4b Investigation 1 Student Pages 5-25 Teaching the Investigation 25a-25n 1.1 * Testing Paper Bridges In their previous mathematics work, students have explored relationships between variables and have found patterns to help them express those relationships in symbolic form. They have used graphs, tables, and equations to represent situations. In this experiment, they will collect dau, search for patterns in their graphs and tables, and extend those patterns to make predictions. Launch Prepare a set of paper strips in advance, folding up e edges as explained in the student edition. Consider whether you want to take the class time necessary for each group to prepare their own strips or whether to have groups use pre-prepared strips that you or student aides have made. The strips need to be folded carefully, especially when several will be placed together to make a thicker bridge. This takes time to do well. To introduce the topic, have a short discussion about the design and strength of bridges. Have you ever walked across a shaky bridge and wondered if it would hold your weight? Do you get nervous when a car, bus, or train you are in crosses a high bridge? How do you suppose bridge designers know which materials will give a bridge the strength it needs? Read with students the information about bridges in the student edition and the experiment they will conduct to model how the strength of a bridge changes as its thickness increases. With the help of one or two students, demonstrate the experiment using a single strip of paper. Talk with the class about the mechanics of the experiment. Why might it be important that the ends of the bridge always overlap the supportthe books at either endby 1 inch? This is important, because for the comparisons to be meaningful, all of the bridges must be suspended over the same distance. Where should we place the cup? (in the center of the bridge, equidistant from the ends) How should we add the pennies? (carefully, using the same technique each time) Should we reuse our paper bridges after they have failed once? (No\nonce a bridge has broken, the paper that composed it is structurally different from unused paper strips and would yield different results.) 25a Investigation 1Fold a new bridge, but use a sloppy technique. Hold it up for the class to see. Does it matter if the paper strips are folded the same way every time? Would it make a difference if you used a bridge that looked like this? What might a bridge like this do to your results? When the class has an idea of how to conduct the experiment, talk about the data they will collea. What does it mean for a bridge to \"break\"? We need to agree on a definition for this before we begin. Does it mean that the bridge just touches the tabletop? In order for the groups to be able to compare their results, they will all have to use books of the same thickness. The experiment works best if books are at least 1 inch thick, as students will be better able to tell when the bridges have broken. Have students conduct the experiment, answer the questions, and work on the follow-up question in groups of four. Explore Groups may want to share the work by having each student play a defined role. One possible division of labor is to have  one student manage the paper,  one student manage the pennies,  one student verify that the ends of the bridges overlap each book by 1 inch and that the cup is positioned at the center of the bridge, and  one student record the data. You might suggest that students mark the books with chalk or tape 1 inch from the edge to lend greater accuracy to the data gathered. Also, marking the center of the top layer of each bridge would be helpful for placing the cup. For the Teacher: Choosing Independent and Dependent Variables You may need to review with students how to tell which variable is the independent variable and which is the dependent variable. The dependent variable belongs on the y-axis, and the independent variable belongs on the x-axis. You can often determine which variable to assign to which axis by thinking about how the two variables are relatedby asking yourself if one variable depends on the other. In this experiment, the number of pennies a bridge will hold depends on the bridges thickness, so the number of pennies, or breaking weight, is the dependent variable and belongs on the y-axis. Investigation 1 25bAsk parh student to draw a graph for part B. Groups should discuss which variable should be on the horizontal axis (thickness, or number of layers) and which should be on the vertical axis (breaking weight, or number of pennies). You may want to distribute blank transparencies for some groups to record their findings for sharing during the summary. Have groups do the follow-up as soon as they finish the experiment. Summarize If some groups have put their work on transparencies, ask them to display their results. Compare your group's results and predictions to those shown here. Why are there differences in the various groups' results and predictions? The data gathered will vary slightly from group to group, and groups may have used different methods to make their predictions. Talk about the various methods used. For every layer of paper you added to the bridge, what was the approximate increase in the number of pennies it would hold? Was the increase in the number of pennies constant? If not, how did you make your predictions for other bridge thicknesses? Students will probably have used a formal or informal averaging procedure based on their intuition that the rate of increase ought to be constant If groups do not seem to have used the idea of a constant rate, ask them to explain what guided them in making their predictions. They may offer some interesting rationales. Discuss the follow-up question, in which students consider the effects of building bridges using a stronger material. 1.2  Drawing Graph Models In this problem, students fit a line to approximate the pattern of results that they graphed in the bridge-thickness experiment. The creation of a graph model is a new concept for students. They will need time to assimilate why a graph model would give reasonable predictions and how it is related to the informal averaging students did when they made predictions in Problem 1.1. Launch Introduce the graph model that the Maryland class constructed to represent their data. You may want to display Transparency 1.2A, revealing first the table of data, and then the plotted points, and then the graph model as the discussion progresses. When you investigated the relationship between the thickness of a bridge (the number of layers of paper) and its strength (the number of 25c Investigation 1pennies it would support before breaking), you organized your data in a table and a graph. This class in Maryland did the same, creating a table and then plotting their data on a coordinate grid. How does their data compare to yours? Are their data similar? How? Explain that the Maryland class thought that the dau were somewhat linear, so they drew a line that seemed to fit the dau and to show the trend. Would you say that the line the Maryland class drew fits their experimental data well? Where does the line lie in relationship to the points? Why do you think they didn't just connect the dots on their graph? You might want to join two consecutive dau points with a line and then ask: If we extended this line segment, would it come close to, or predict, the next collected data point? Explain that students are to work in the same groups in which they explored Problem 1.1. Save the follow-up for the summary. Explore Each group should discuss and decide on the placement of their graph model. If they have trouble gening started, suggest that they try the strategy that the Maryland class used (they tried to suy as close as possible to the majority of the points). As you circulate, ask groups whether they think it is necessary for the line they draw to touch any of the plotted points, and if so, why. Also, suggest that they try more than one line and then, as a group, decide which they feel fits the dau best and be prepared to explain their reasoning. Keep students focused on the idea of drawing a graph model with the intention of being able to use it to make good predictions. Verify that groups are actually using their graph model, not the collected data, to make their predictions. You may want to have two or three groups put their graph models and predictions on transparencies for use in the summary discussion. Summarize If some groups have put their work on transparencies, ask them to display their results. Did this group draw a line that seems to fit the pattern in their data? If students have not drawn a straight line but have merely connected the points, make sure this is discussed. Ask these groups to revise their work, fitting a straight line to the dau. Ask the oer groups to explain how they decided where to draw the line. Investigation 1 25dDoes the line this group drew seem to be a reasonable fit? Explain. Look at this group's predictions for breaking weights. How do these predictions compare to those your group made? Explain any differences you see. Groups dau will vary, so graph models as well as predictions will vary from group to group. When students seem to have nude sense of Problem 1.2 and the idea of fitting a line to a somewhat linear dau set, distribute a copy of Labsheet 1.2 to each student. Have groups work on the follow-up, in which they will focus on fitting a line to plotted dau. In some of the dau sets in question 2, a line will fit very well\nin others, a good fit is not possible. If students try to draw linear graph models for obviously nonlinear dau, ask whether the line would allow them to make good predictions. Remind them that if a graph model gives poor predictions, it is useless. When the class has finished working on the follow-up, discuss the follow-up questions, perhaps displaying a transparency of Labsheet 1.2 for talking about question 2. When students explain their strategies for fitting graph models to the dau sets on the labsheet, they are not expected to talk in terms of minimizing error directly, yet you may hear them express ideas that show they are beginning to think along these lines. They will probably have good suggestions, such as being in the middle of all the points or hitting as many points as possible. Although these are reasonable strategies, they wont always work well. For example, drawing a line to touch as many points as possible will sometimes lead to a poor fit for the remaining points. Similarly, joining the first and last points can lead to a poor fit for the intervening points. 1.3  Finding Equation Models In this problem, it is assumed that students are familiar with the concepts of slope andy-inter- cept and that they have had experience writing the equation of a line given the slope and the y-intercept. They will review those concepts and skills and extend their knowledge using data from the bridge-thickness experiment, interpreting a given slope and y-intercept of a graph model in terms of thickness and breaking weight. They will write an equation model that corresponds to the graph and closely represents the data. Launch Talk about the Maryland students graph model, perhaps displaying Transparency 1.2A again. Where does this linear graph model cross the y-axis? (at 0) How steep is the line? How can we measure the steepness of the line? 25e Investigation 1When you learned to write equations for lines, you learned that the steepness of the line (the slope) and where the line crosses the y-axis (the y-intercept) were important information for writing an equation for the line. Does anyone remember the general form for a linear equation? If no one recalls it, write y = mx + b on the board. If the slope of the graph model produced by the Maryland class is 8.7 and the y-intercept is 0, what would the equation of the line they have drawn be? (y = 8.7x + 0,ory = 8.7x) Read through Problem 1.3 with students, and have them work in pairs on the problem and follow-up. Explore Ask each student to record the results obtained on the graphing calculator in parts A and B and the responses to pans C and D. You might ask one or two students to put their tables and graphs on transparencies for sharing in the summary. Pan A asks students to make a table using a graphing calculator. If students do not have graphing calculators that can display a function in a table, have them make ubles by hand. For the Teacher: Displaying the Table with a Graphing Calculator The table feature of the graphing calculator is a powerful tool. You may want to consult your calculator's manual to be certain how to use this feature. On the Tl-80, the |TABLE] button is accessed by pressing [2rid1 IGRAPHI. The standard setting uses increments of 1 for x, which work well for this problem. The |TblSet| key (accessed by pressing [2rid11 WINDOW I) can be used to change the increment. Students do not need to use |TblSet| in this problem unless the increment has been changed from 1. For more assistance with using the graphing calculator to make tables and graphs, see the technology section in the front of this book. Some students may question e meaning of 8.7 pennies. If so, ask what they think it means, and suggest ey raise their question during the summary for the class to discuss. Investigation 1 25fSummarize Review each part of the problem with the class. If some students have put their tables and graphs on transparencies, display their work. Focus the summary on the topic of using equation models, as well as tables and graphs, to represent relationships. Spend time discussing e meaning of the slope and the j'-intercept in terms of a graph, an equation, and experimental data. Having students be able to move confidently between a situation and the models of the situationtabular, graphical, and symbolicand to understand how changes in one aspea of a situation affect the models, are the long-term goals of smdents work in this unit. Review the follow-up, asking the questions below to help students come to a better understanding of these ideas. What does it mean if one model has a steeper slope than another model? (It means that the rate of change is greater.) If you did the experiment using paper that was twice as thick, what would happen to the results in the table? (The number of pennies needed to break the bridge would increase.) To the slope of the line? (It would increase.) To the y-intercept? (nothing) Help the class review what they have learned so far. Look again at the Maryland class's graph model. Does their graph model fit all the data exactly? Why or why not? (The graph fits most of the data quite well but none of the data exactly.) Does the equation model exactly fit the data? Why or why not? (No\nthe equation model is essentially the same as the graph model.) How can you decide whether a model fits a given set of data? (A good model is close to the majority of the data points, reflects the trend in the data, and is helpful for making predictions.) What is the purpose of a model? (To aid in making predictions for data points between and beyond those we have gathered.) 1.4  Setting the Right Price In this problem, students will apply the ideas developed in Problem 1.3- They will consider data collected from a survey rather than from an experiment, again finding that although the data are not precisely linear, the pattern is close enough for a line to fit well and to make good predictions possible. The line in this problem has a negative slope and a nonzero j-intercept, which students may find somewhat challenging. 25g Investigation 1Launch Tell the story of the SGA survey, and ask whether students think the survey responses are reasonable. Help them to think about the data in realistic terms. Is $2 a realistic price to pay for an embroidered baseball cap? (It's not realistic, but it is an incredible deal that many students would take.) Is $12 a reasonable price? What overall pattern do you see in the data? If you graphed these data, what variables would you put on the axes? What would the graph look like? Have students work on the problem in groups of two or three. Save the follow-up until after the summary of the problem. Explore Have students do parts A and B individually and compare and discuss their answers in their groups. Encourage students in each group to share their graphs, note any differences, and choose e best graph model from among them. The collection of sbghtlv different graph models within each group will encourt^e a richer understanding of what a model is: not an algorithm for producing exact answers, but a judiciously chosen predictor. You might ask groups to put their graphs on transparent grids for sharing in the summary. To write eguatinns for their graph models, students will have to apply the concepts of j-intercept and slope. Have groups decide together what slope and y-intercept, and thus what equation, best represents their chosen graph model. Do not be too concerned if the slope is not an exact match for what students have drawn, as it may be difficult for them to determine the slope by using the scales on the axes. If graphing calculators are available and your students seem ready, have students enter the survey dau into their calculators, graph the data, and enter the chosen equation so that the group can see how closely their equation really matches the dau. See the technology section in the front of this book for information about entering dau pairs into a graphing calculator. Summarize Give each group an opportunity to present their graphs and equations. The graphs should all look similar. The equation models may be quite different, as students may have had trouble calculating the slope. Have groups justify their choice for the slope\nsome will have used the grid marks to count the rise and run\nsome will have made a guess from the survey dau. You will want to point out any common errors in finding slope, such as ignoring or misreading the scales on the axes. Students will get more practice with this idea in the follow-up to Problem 1.5. Have groups do the follow-up after the problem has been sufficiently reviewed. Be sure to ask students about the shape of the graph representing the relationship between price and income, which is drawn for follow-up question 4. This graph should alert students to the facts that not every relationship is linear and that trying to fit a straight line to a coordinate graph isnt always reasonable. You might also discuss the meaning of the negative values for the number of buyers in the uble. Investigation 1 25h1.5  Writing Equations for Lines In this problem, students build on their previous experiences with the concepts of slope and j-intercept, matching linear graphs to given situations and writing an equation for a given line. Launch Tell the story of the lawn-mowing earnings, and discuss the graphs shown in e student edition (and reproduced on Transparency 1.5A). When the class is ready, have students work in pairs on the problem. Save the follow-up until after the summary of the problem. Explore Have students discuss the questions with their parmers but write their own answers. Some students will immediately identify the panem implied in the problem statement: Denises rate is S5 per week, implying a slope of 5. Some will work from the visual pattern in the graphs\nfor example, Jonahs line shows that his earnings rise 530 over 10 weeks and so has a slope of 3. Encourage students to explain to their partners how they are thinking about this. The context will help them to make sense of and to identify the slope and the y-intercept for each graph. Summarize Let students share their answers to the problem. Then, introduce the follow-up. You were able to write equations for Jonah's and Denise's earnings by making sense of the context and the graphs. You can always write an equation for a linear relationship if you know the slope, m, and the y-intercept, b. The follow-up questions will help you to review ideas you have explored in your previous work in mathematics: how to find the equation of a line if you know the slope and a point on the line, or if you know two points on the line. For example, we could have figured out the slope of Jonah's graph if all we had was two points on the line, such as (0, 20) and (10, 50). We can see that as x changes from 0 to 10, y changes from 20 to 50: for every 10 units of change in x, there is a change of 30 units in y. In other words, for every 1 unit of change in x, there is a change of 30 10 = 3 units of change in y. \\Ne call 3 the slope of the line. Have students work on the follow-up with their partners. Ask them to read each question carefully. Even though these questions are review\nthey are abstract and students will need time to work on them. When the class is ready, discuss each question, having students explain how they found their solutions. Then, help them to summarize what they have discovered. What do you need to know to identify the equation that matches a linear graph? (the slope and the y-intercept) 25i Investigation 1Can you get this information from the graph? (You can often easily read the y-intercept from the graph. If you can identify two points on the line, you can use them to calculate the slope. Identifying the equation is more difficult when you cannot read the y-intercept from the graph.) You may want to give students more practice with the difficult cases. For example, ask each student to write four linear equations, identify the slope (some of which should be negative) and the j-intercept of each, carefully graph them on grid paper, and exchange papers with another student. Then, ask students to try to write an equation that matches each graph on their panners sheet. Investigation 1 25jBMBBaWMB Nonlinear Models In this investigation, students continue to observe patterns in tables and graph models, and to use those patterns to seek equation models at describe data and to make predictions. In the situations in this investigation, the value of one variable decreases as the other increases but not in a linear fashion. In Problem 2.1, Testing Bridge Lengths, students again experiment with paper bridges, this time varying their length. The longer the bridge, the fewer the pennies it will support. Problem 2.2, Keeping Things Balanced, and Problem 2.3, Testing Whether Driving Fast Pays, pose other situations that lead to graph models characteristic of inverse relationships. Students are not expected to acquire formal vocabulary about inverse relationships at this time but to learn to express the relationships in their own words. They will focus on the pattern of change in the variables\nhow this pattern is reflected in the graph\nand, perhaps, how an equation can model the relationship. The symbolic model is easier to understand in familiar distance-rate-time relationships than in the bridge-length and teeter-totter problems\nhowever, the essence of the relationship is the same, and the graph and equation models have the same form. Mathematical and Problem-Solving Goals  To express data in tables and graphs  To make predictions from tables and graph models  To distinguish between linear and nonlinear relationships  To identify inverse relationships and describe their characteristics Materials Problem For students For the teacher AU Grid paper, graphing calculators Transparencies\n2.1A to 2.3 (optional) 2.1 4\" strips of paper cut to lengths of 4\" to 11\" plus extra strips to cut to length as needed (see Problem 2.1), small paper cups, pennies (50 per group), chalk or masking upe (optional), large sheets of paper (optional) 2.2 Weights such as heavy washers (20 per group) or pennies (80 per group), blocks of wood or cardboard fulcrums (1 per group), metersticks (1 per group), large sheets of paper (optional) I I II i i I 2.3 Large sheets of paper (optional) I I Student Pages 26-56 Teaching the Investigation 36a-36i Investigation 2 25p Ire 2.1  Testing Bridge Lengths In this investigation, students will encounter a different kind of relationship\nan inverse relationship. In an inverse relationship, as one variable decreases e other increases, but not in a linear fashionthat is, not by constant decreases. There is an underlying constant in inverse relationships\nwhen the two variables are multiplied, they yield a constant product. (The inverse relationship generated by the data in this experiment also involves a translation along the x-axis. Students will not be expeaed to find an equation model for this experiment, but they will see that the panem of change in the dau is similar to that in the other inverse relationships they will investigate.) Launch Prepare a set of folded paper strips in advance. Consider whether you want to use the class time necessary for each group to do this, or whether you prefer to have groups use pre-prepared strips that you or student aides have made. Read with students about the new experiment they will conduct to model how the strength of a bridge changes as its length increases. What do you expect to happen in this experiment? We are using equipment similar to what we used before. What are the variables this time? (length and breaking weight) What will the data look like? What shape do you think this graph will be? Students will probably guess that longer bridges will not support as much and at the graph model will be linear. Talk about the reasoning behind their conjectures, but let them discover the actual shape fitom their experimenution. As in Problem 1.1, esublish with the class what it means for a bridge to break. Also discuss ways to minimive variability, such as marking the books with chalk or upe to indicate where the strips will be placed, marking the strips to indicate where the cup will be placed, and using a consistent method for adding pennies to e cup. In addition, labeling each strip with its length will help students to avoid errors in recording. Have students work in pairs on the problem and follow-up. Explore Have students do e experiment and discuss the questions with their partners, but ask each student to make a table and a graph and to write his or her own answers. You might have pairs put their tables and graphs on large sheets of paper for sharing in the summary. Some students may try to use a straight line as their graph model. If so, ask how well it fits the dau. If they dont recognize that a line isnt a good fit, leave the issue for now and be sure these students share their work with the class in the summary discussion. At that time, you and the class can challenge the reasonableness of a linear model. investigation 2 36aSummarize If students have put their results on large sheets of paper, ask them to display their work. Have several pairs explain the reasoning behind their work. Then, ask\nAre there similarities in the results of the various groups? Are there differences? What might have caused those differences? As bridge length increases, what happens to the number of pennies that can be supported? (It decreases.) As bridge length decreases, what happens to the number of pennies that can be supported? (It increases.) Focus the classs attention on this inverse relationship. What shape or pattern do you see in your graph? Is it linear? (No, it is definitely a curve.) How might you be able to tell from your table that the graph model will be a curve? (The difference between two consecutive breaking weights decreases less and less as the length increases\nit is not a constant change.) Students will probably have been able to fit a smooth curve to the data. Encourage them to consider the possibility of there being an equation model that would fit their graph model. For now, it is enough to help them to realize that equation models of the familiarj = mx + b form will not fit these dau. Have students share their answers to the follow-up questions. Ask that they explain how they determined the breaking weights for lengths of 12,13,14, and 15 inches. If they are making predictions based on a linear model, you will want to challenge this idea, as a linear model wont match the collected dau and therefore is not reasonable. 2.2  Keeping Things Balanced The data generated in this activity will produce a more dearly inverse relationship. The product obtained by multiplying the two variables in this balancing experimentdistance and weight is theoretically a constant. Launch Read with the class, or simply talk about, the information about teeter-totters presented in the student edition. Smdents will be able to bring their experiences with similar playground equipment to the discussion, but they may not have consciously thought about the positions that create a balance. 36b Investigation 2What will happen if a very heavy person and a very light person sit on a teeter-totter that has its balance point in the center? Students should be able to relate that, unless the two riders change their positions enough to compensate, the heavy person will be on the ground and the light person will be stuck in the air. With the class, read the directions for conducting the experiment. Make sure everyone understands the procedure. Have students work in groups of four on the problem. Save the follow-up questions until after the summary of the problem. Explore Ask students to collect data in their groups but to make their own tables and graphs and to record their own set of answers. You mi^t want to have each group record their answers on large sheets of paper for sharing later. After students have had a chance to explore what (distance, weight) combinations will balance 3 weights at 40 centimeters from the fulcrum, encourage them to find a systematic way to collect and organize their data. They might look at the distance necessary to balance 4, 5,6,7, and 8 weights. Or, they might try to find the number of weights needed to balance the 3 weights at 40 centimeters by placing weights 10,15, 20, 25, 30, 35, 45, and 50 centimeters from the fulcrum. Some distances, such as 25 centimeters, wifi require a non-whole number of weights to balance the meterstick, which may lead some students to conclude that it is not possible to balance the stick. You can address such ideas in the whole-class summary. Listen to how students decide v.-hich weights to try at each distance, and capitalize on their ideas in the summary They should make some observations that the greater the number of weights, the shoner the distance they need to be placed from the fulcrum. Some might also notice, for example, that the weight needed at 15 centimeters is twice the weight needed at 30 centimeters. Encourage students to look for patterns in their tables. Even if the data are not precisely accurate, the proportional aspect of this relationship should emerge. Summarize Make a table on the overhead or board for collecting the class dau. To balance 3 weights 40 cm from die fulcrum, you need Number of weights Distance from fulcrum to fill in a weight and its corresponding distance. If no one Ask a represenutive from each group mentions lengths of 15, 20, 30, or 40 centimeters, have students return to the experimental setup and find results for these lengths. investigation 2 36cAfter collecting several dau entries, you might suggest organizing the dau to help in the search for patterns. The dau can be organized from least to greatest, or vice versa, for either the number of weights or the distance from the fulcrum. How many weights would have to be placed 10 centimeters to the right to balance the 3 weights 40 centimeters to the left? (12 weights) How did you find that solution? fWe read it from the chart\nwe found it during the experiment.) How many weights would have to be placed 20 centimeters to the right to balance the 3 weights 40 centimeters to the left? (6 weights) Does it seem reasonable that as we move the weights farther from the fulcrum, we need fewer weights to balance the meterstick? Where would 24 weights have to be placed to balance the 3 weights 40 centimeters from the fulcrum? (5 centimeters from the fulcrum) How did you find your solution? Does it seem reasonable compared to the other data entries in our table? Why or why not? Propose conducting a similar experiment with a longer teeter-totter. Imagine a teeter-totter 120 centimeters long with the fulcrum at the center. How many weights would have to be placed 60 centimeters from the fulcrum on the right side to balance 3 weights placed 40 centimeters from the fulcrum on the left side? (2 weights) How can you predict this answer without conducting the experiment? Encourage students to explain their thinking. If they can predia that doubling the distance would halve the required weight, or that doubling the weight would halve the required distance, they are using proportional reasoning and understand the inverse nature of the relationship. If they can explain the examples that involve a factor of 2, ask questions that involve a factor of 3. However, if students are still struggling with these concepts and dont see the pattern in the dau set, offer more examples. Where would you place 12 weights to balance 4 weights at 30 centimeters? (10 centimeters from the fulcrum) How did you find that distance? Why is it reasonable? Suppose we use an even longer teeter-totter. How many weights would have to be placed 120 centimeters from the fulcrum to balance 4 weights placed 30 centimeters from the fulcrum? (1 weight) Why does that answer make sense? When you are ready, have groups work on the follow-up. When they are finished, discuss the follow-up questions, offering additional examples if necessary. You might set up a format such as the following, and ask students to fill in the missing information: 36d Investigation 22 weights at 2 weights at 2 weights at will balance 6 weights at will balance 8 weights at 10 cm will balance 5 weights at 20 cm weights at 30 cm will balance 6 weights at 50 cm Encourage students to describe the strategies they use to answer these questions. Some may sute a general rule in words. If so, record their words on die board, and ask if thev can find a way to express their rule in symbols. If they are ready to proceed with an equation model, continue the discussion. For example, the last question above could be bought of as 30r=6x50 so W = 10. 30 This analysis focuses on the constant product, WD = 300. To review question 2, ask students to explain how they decided which equations satisfied the situation. This may be the understanding students need to be able to generalize the panem governing the teeter-toner experiment. 2.3  Testing Whether Driving Fast Pays In this problem, students will encounter another inverse relationship, that based on the relationship distance = rate x time. Distance in this story setting is fixed at 300 miles, so as speed increases, time decreases. This relationship can be wrinen as a constant product (speed X time = 300) or as a fraction with a constant numerator (time = In this problem, the dau are exact, so students should discover the form of the equation governing the relationship if they havent done so previously. They should also recognize that this graph has the same shape as those in Problems 2.1 and 2.2. Launch Tell the story of the bike tour and the bus drivers desire to get e riders home as quickly as possible. What would a typical speed for such a bus trip be? (say, 55 mph) How long would this journey take at that speed? (about 5^ hours) What would the time be if we went slower- (about hours) lay, 45 miles per hour? Do you think that, in general, driving fast saves time? Have students work on the problem and follow-up in groups of two or three. Investigation 2 36eExplore Students should recognize the shape of the graph that they produce. Though they explicitly use a maAematical relationship (distance = rate x time, or time = to generate the dau, some students may not realize that this relationship implies a constant product. As you circulate, ask students to explain how they calculated their answers. If students struggle wi writing an equation in pan C, ask how their tables of dau and their graphs are similar to those from Problems 2.1 and 2.2. Suggest revisiting question 2 in Problem 2.2 Follow-Up\nlooking at the equations that worked for that dau set may help students to think about how to write an equation for this problem. The answer to part D will surprise many students, as it is counterintuitive that the amount of time saved by increasing the speed is not a constant. In the follow-up, you may need to help students understand how minutes relate to fractions of hours\nshortening the trip time from hours to 6j hours cuts | hour x 60 minutes/hour = 50 minutes off the trip. Summarize Talk with the class about the tables and the graphs they produced. How does this table and this graph compare to those you made in Problems 2.1 and 2.2? (It has the same basic shape and same general pattern: faster speeds go with shorter times, more weight goes with shorter lengths and shorter distances.) Ask different groups to write their equations from pan C on the board until all the equations the class found are displayed. Then, ask: Are their any equations that you disagree with because you don't believe they represent the situation? Why don't you think those equations work? Find a way to prove they don't work. Continue this discussion until all incorrect equations have been identified and eliminated and all correct equations have been verified. Of the equations that remain, explain how you developed them. What did you think about? How did you tackle this task? In the discussion of the follow-up, ask students to share their explanations of how they can tell from the graph that increases in speed result in less and less time savings. This understanding is the essence of making sense of this graph model. Follow-up question 3 asks students to revisit eir data from Problem 2.2 with this new mathe- matical relationship in mind. If they are having trouble with this question, you might ask In this problem, speed x time = 300. In the teeter-totter experiment, does weight x distance = 300? (No, the constant for this problem is not 300.) 36f Investigation 2Can you now find an equation model that is a good fit for the data in Problem 2.2? For the Teacher: Identifying a Graph Model for Problem 2.1 The data gathered in the bridge-length experiment also conform to an inverse relationship. However, as this is truly experimental data, results will probably vary widely from group to group. Finding an equation to fit the data would likely be quite difficult for students. For example, the graph model given in the answers to Problem 2.2 might be approximated by the equation model y = x-3.2' Bridge-Length Experiment 60 \"S 50 c 1,40 SO s cn re oi co 20 10-------- 4 6 Length (indies) 10 12 V 0 0 2 + 8 Students should now recognize the idea tha similar graphs can signal similar underlying patterns and similar equation models. At this point, though, it is more important that they grasp the inverse nature of the pattern than that they become fluent with the symbols. Investigation 2 36gHMH^non More Nonlinear Models In this investigation, students meet another type of graph model. The patterns in exponential growth and exponential decay relationships are characteristic of many common situations and can be recogniaed from their graphs. The questions in this investigation emphasize making comparisons with linear graphs and noticing how the patterns of exponential growth and decay are different from ose of linear growth and decline. The ACE questions bring in all three models encountered thus farlinear, inverse, and exponential and continue to ask students to think about fitting a graph model to the data to make a trend or pattern more apparent and useful. In Problem 3.1, Earning Interest, students use their knowledge of percent to analyze the growth of an investment over time. They will be surprised by the discovery that the amount grows by greater and greater increments. In Problem 3-2, Pouring Water, the class conducts another experiment, pouring water from one glass into another so that each successive glass has half as much water as the one before. Then, students look at the relationship between the number of the glass in the series and the amount of water it contains. In both problems, a quantitymoney or water grows or decays by being repeatedly multiplied by a constant factor (in these cases, 1.08 and 0.5). Mathematical and Problem-Solving Goals  To use knowledge about percents and fractions to generate data  To explore a new type of graph model and to compare it to those explored previously  To use a graph model to make predictions  To continue to develop the idea of using a graph to model the trend in a data set \\ I Materials Problem For students For the teacher AU Grid paper, graphing calculators Transparendes\n3.1 and 3.2 (optional) 3.1 Blank transparencies or large sheets of paper (optional) 3.2 8 identical clear drinking glasses, water, food coloring (optional), stick-on notes or masking tape ACE Labsheet 3ACE (1 per student) 36j Investigation 3 Student Pages 37-46 Teaching the Investigation 46a-46i WMi T W * Earning Interest In Investigations 1 and 2, students coUected dau from experiments or generated tables of dau 2X1 IXXV A -------------- - J 1_ J 1 from their own knowledge of the relationship between two variables. They aeated graph models that fit the data weU enough to enable them to make predictions. They wrote equations for some of these graph models. In this problem, students will make graph models for a relationship that is neither linear nor inverse, but exponential\na graph model with a different shape is thus appropriate. (Students are not asked to write equation models for this type of relationship.) Launch Tell the story of the bank account Uncle Charlie opened for Chantal. Make sure everyone understands what yearly interest is and how it is calculated. a bank that pays 6% interest each year. Suppose you deposited $20 in How much interest would you earn after the first full year? ($1.20) How much will you have in the bank at the end of that year? ($21.20) How did you calculate your answer? Did anyone do it another way? Why do banks pay interest? (so that people will save their money with the bank, which allows the bank to make a profit by lending the money to others) Can you take out the interest you earn each year and leave the original balance in the account? (Yes. In fact, you can usually withdraw any portion of your money from a savings account, but you don't earn interest on what you take out.) What happens when you leave the interest you have accumulated in your account? What does the bank do? (The banks pays you interest on whatever is in your account, so you earn interest on the interest) Talk about any other questions students have, and then return to the story of Chantals option. What do you think Chantal should do, take the money or leave it in the account? Would it help you to make a decision if you knew how much money was in the savings account now? Have students work in pairs on the problem and follow-up. Explore Circulate as pairs work. Watch for students who apply faulty reasoning, such as figuring 8% of SlOO and then multiplying by Chantals age without considering the impact of compounding. Some students may get confused as they work through *e compounding equations\nif so, you Investigation 3 46amay want to have them look at the strategies that other pairs are using. You might also ask pairs to justify their strategies and answers to each other. Whether to work with the decimal places used by the calculator or to round to fewer decimal places will be an issue in these calculations. (Banks would, of course, use figures rounded to two decimal placesthe amount in the accountin each new calculation.) However students decide to round, within a few calculations it will become apparent that the yearly increase is growing by greater and greater increments. The follow-up will help students to structure eir thinking about this problem. As they work through these questions, ask how they are using their calculators. Since the essence of an exponential relationship is that it is recursive multiplication, there are efficient ways to use a calculator to shorten the process. Using efficient calculator algorithms can sometimes enhance students understanding of the relationship: if they are not lost in the mechanics of the calculations, they will more easily see the underlying numerical pattern. For the Teacher: Recursive Multiplication on the Calculator The calculator can make this process more efficient. For example, here is the output from a calculator that is efficiently repeating the process of taking an answer, multiplying it by 8%, and adding the interest to the answer. To accomplish this on the TI-80 graphing calculator, press 100 and I ENTER I. Then, to enter 100 100 ANS+.08ANS 108 116.64 125.9712 136.048896 the formula ANS + .08ANS, press [2n3OH-08 |2nd| O- You have created a short program that takes the answer each time and adds to it the interest, 0.08 x the answer. By repeatedly pressing [ENTER |, you generate the value in the account at the end of each successive year. Use your best judgment about whether your students will gain from using such a shortcut. They need to understand the process before they move to this kind of algorithm, but if they know what they intend to do and are simply getting caught in the complexity, this technique may be appropriate. You may want to distribute blank transparencies or large sheets of paper for pairs to record their tables and graphs for sharing during the summary. Graphs should have the appearance and characteristics of exponential models, though students may find it difficult to draw smooth curves and may be unsure how to extend the curves to make predictions beyond the dau. 46b Investigation 3Summarize Have students share their tables and answers. Some will have made errors in the multistep calculation\ncomparing the results in the tables should help them find and correct their errors. Once the mechanics are out of the way, have students share their graph models. Some students may need to adjust theirs, as the data definitely produce a curve. Look at your graph models. How do we know this relationship is not linear? (The graph is not a straight line, so there is not a constant rate of change.) How could you have known this from looking at the data in the table? How is this relationship like the inverse relationship you found in the teeter-totter experiment? (It is represented by a curve. The change is not the same each time.) How is it different from that inverse relationship? (In this graph, both variables are increasing.) From the curve, what can you tell about how the account is growing? (It grows slowly at first and by greater and greater amounts as time passes.) In follow-up question 3, students may have calculated e account balance at the end of 18 years. What would the graph look like if the money were kept in the bank for 4 more years? 3.2  Pouring Water In this problem, students investigate another exponential relationship. They generate dau by conducting an experiment in which they line up a series of glasses, fill the first with water, and consecutively pour half the water from one glass into the next. They make a table and a graph showing the relationship between the glass number and the amount of water in the glass. Launch Talk about the experiment with the class. With their help, line up the eight glasses on a flat surface, label them, and fill glass 1 with water (adding food coloring will enhance the effect). Have someone carefully pour half the water from glass 1 into glass 2. Point out the interesting fact that the amount of water can be divided in half fairly well visually without the need for measuring. (If we wanted to be more exact, measuring tools would help.) Continue the process, as outlined in the student edition, until half the water from glass 7 is poured into glass 8. Then pour half the water from glass 8 into another container. Investigation 3 46cLook carefully at the water level in each glass. How does it change as the glass number increases by 1? (The water level decreases by half.) What do you think would happen if we continued this process with more glasses? (It would be almost impossible to continue because the amount of water would be so little.) Because we don't have an actual measure of the water in each glass, we can't make an accurate graph. In Problem 3.2, you are given a specific amount of water and challenged to think about what would happen if you conducted this experiment starting with that amount of water. Have students work in pairs on the problem and follow-up. Explore As pairs work, check their tables. If students are finding the process easy, challenge Them to extend their table for several more glasses. As students make their graphs, you may want to ask these questions: How can you tell which variable is the dependent variable and which is the independent variable? (You have to figure out which variabie depends on which.) Which variablethe independent variable or the dependent variable will you put on the x-axis? Why? (By convention, the independent variable goes on the x-axis.) Which variable is the independent variable? How do you know? (Glass number is the independent variable. The amount of water in a glass depends on the number of the glass.) Summarize Have students share their answers and compare their graphs. In what other problem have you seen a relationship that looks like this one? Students may think the pattern in this graph most resembles the inverse relationships in the bridge-length and teeter-totter experiments, because the amount of water decreases in each succeeding glass. Or, they may think it resembles the decreasing number of buyers in the problem about selling school-spirit caps. It is, in fact, mathematically similar to the exponential pattern seen in Problem 3.1. Students may not make this connection, as the savings-account problem involves an increasing relationship. Accept whatever ideas students offer, as they do not yet have a knowledge of exponential relationships to guide them. However, do challenge their ideas by pointing out how this graph is different from those in Investigation 2 and Problem 1.4. 46d Investigation 3You might ask whether e data in the table show the same kind of numerical relationship as the dau in the teeter-toner experiment (in which distance x weight = constant). And you can ask whether the graphs and tables from Problems 3-1 and 3-2 resemble each other in anyway. Students should be able to recognize that the patterns in the tables are not the same, but they probably wont spot that both tables are generated by repeatedly multiplying by a constant factor. (On the other hand, if someone sees this, capitalize on the discovery.) Investigation 3 46eA World of Patterns In previous investigations, students have collected data from experiments or generated data from descriptions of familiar situations. They have made tables, graph models, and sometimes equation models to fit data. In this investigation, they concentrate on e graph model, describing situations that could fit given models or creating graphs to fit given situations. Some of the graphs they will work with are linear, some are nonlinear, and some have linear and nonlinear sections. Students will come away firom this unit with an understanding that graph and equation models can be used to represent many patterns found in our world. In Problem 4.1, Modeling Real-Life Events, students read a story about a bus tour. They match graphs to, or create graphs to represent, a variety of activities in which the tour participants are involved. The focus of Problem 4.2, Writing Stories to Match Graphs, is on interpreting graphs. Students write stories that might have the given graphs as a model. In Problem 4.3, Exploring Graphs, students use a graphing calculator to examine equation models. In the process, they discover that some of the unusual graphs they have made in previous problems can be represented by equation models. Mathematical and Problem-Solving Goals  To use intuitive ideas about rates of change to sketch graphs for, and to match graphs to, given situations  To use intuitive ideas about rates of change to create stories that fit given graphs  To extend understanding of graph models to include new shapes  To explore symbolic representations for several graph models Materials Problem For students For the teadier AU Grid paper, graphing calculators Transparencies: 4.1 to 4.3 (optional), overhead graphing calculator 4.2 Blank transparencies (optional) 4.3 Paper or transparent graphing calculator grids (optional\nprovided as a blackline master) 46j Investigation 4 Student Pages 47-59 Teaching the Investigation 59a591 SUES] * Modeling Real-Life Events In this problem, students consider several situations that involve relationships between variables, applying their previous experiences with interpreting graphs. They match graphs to stories\ncreate graphs to fit given situations\nand invent a story and make a corresponding graph, identifying the variables in the story and showing how they are related. Launch Read e story about the bus tour to the class. If there are contextual elements that students do not understand, clarify them. You may want to bring photographs to help explain a low tide or the spon of parasailing. Continue the discussion by asking these questions: What variables do you see in this story? What kinds of things change as time passes? Are there relationships between any of the variables? If so, how might you model those relationships? When students have offered some ideas, read through the problem with them. Then, have them work in groups of three or four on the problem. Save the follow-up until after the summary of the problem. Explore As groups work, encourage them to discuss the relationships they see among the variables in the story. They need to dearly discern how one variable depends on another and the associated pattern of change between the variables. In part A, groups are to locate events in t\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_583","title":"Mayo, Russ","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":["1999/2003"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School superintendents","Education--Evaluation","Educational planning"],"dcterms_title":["Mayo, Russ"],"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/583"],"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\nRuss Mayo, associate superintendent, Little Rock School District\nLittle Rock School District MEMORANDUM RECEIVER To: Ann Brown, Federal Monitor From: Russ Mayo, Associate Superintendent Date: April 14, 1994 Subject: Our Meeting of April 8, 1994 APR 1 5 1994 Offica of Dasegrggaticn Monitoring This is a brief summary of our meeting last Friday, April 8, as I understood it. The meeting occurred as a result of your letter dated April 5, 1994. The primary concerns expressed in your letter related to the upper range limit for area elementaiy schools and the memorandum I sent to principals of five schools projected to be out of range for 1994-95. Items discussed were as follows: 1. Four Year Old Filing - You expressed concern about the lateness of the filing, about the naming of Stephens and Badgett as sites, and about the ambiguous last sentence in the paragraph explaining Geyer Springs. You suggested that we consider space remaining in buildings and demand. You suggested that we consider Dodd or Meadowcliff as sites. You noted that these questions will delay the response to the filing. You would like to hear from me on these questions. 2. Elementary Racial Balance - You said that ranges were guidelines and not quotas. You also said that ODM has never said that we were out of compliance. You said that ranges published in our Student Assignment Handbook are incorrect regardless of the method. Melissa will meet with Julie Wiedower and Sue Pedersen to address this and other errors 3. 4. 5. 6. in the handbook. You disagreed with our removing the numbers of the original six magnets when calculating the racial ranges. We agreed to base range calculations on October 1 figures. I explained the memorandum sent to five schools freezing their enrollment of whites. Projections show them out of the acceptable range. This does not prohibit attendance zone students from enrollment. You believed that this discourages whites from coming into the district. In support of this position, Chris said that the plan states that I can make no assignment that will knowingly put a school outside of the acceptable range. Magnet Shadow Zone Question - You said that you were glad that I corrected the method of calculating the number of seats for the shadow zone. The 25% Shadow Zone seats come from the capacity before allocating seats to districts. In the past, they were part of the LRSD allocation. Dunbar Magnet - You emphasized that Dunbar is a magnet school, not simply a magnet program. Someone in the Student Assignment Office is treating it as a program. Central and Hendersen are clearly programs within a school. You expressed concern about the Gifted and Talented program being predominantly white. Educational Park - You suggested that we consider an educational park involving Mitchell, Dunbar, and Gibbs. Their convenience to each other allows for such, you said. Interdistrict School Policy Filing - You objected to the limited consideration for LRSD whites within this policy. Why a maximum of 9% seats for whites? I explained thatAnn Brown, Federal Monitor April 14, 1994 2 PCSSD has a responsibility for participating in the interdistrict schools by sending whites to help us. I also told you that the county students bring us money. You suggested that we consider submitting an amendment to the policy to permit more LRSD whites. 7. King Interdistrict School Magnet Status - You asked where we were on this and suggested that something be submitted soon. You implied that you thought it may grow more difficult to achieve the status if we wait too long. Chris said that he made a request for information of Principal Sadie Mitchell a few weeks ago. She submitted it to Estelle Matthis for approval. Chris has placed a reminder call. You reemphasized the need to file soon. I will call you by phone with responses to your concerns. C Dr. Henry P. Williams, Superintendent Qiris Heller, LRSD AttorneyOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 3710100 Date: April 15, 1994 To: From: Subject: Russ Mayo Brown Comments on your summary of our April 8, 1994 meeting Today 1 received your memorandum summary of the April 8, 1994 meeting between Chris Heller, Melissa Guldin, Bob Morgan, you, and me. 1 want to clarify, below, some of the points you chose to address as your understanding of the discussion. However, 1 want to first point out that 1 do not intend for us to routinely engage in this type of post-meeting correspondence. Since we verbally summarized the \"to do\" points of our meeting at its conclusion, 1 fail to see the necessity for trading follow-up memoranda. On the other hand. your memo reveals some misunderstandings that trouble me. If necessary, 1 will make arrangements for a stenographer to be present in the future so a meeting transcription can speak for itself, leaving us time we can devote to something other than creating paper trails. Since you concluded your memo by saying that you will phone your responses to my concerns, 1 believe that verbal communication should ordinarily suffice for other types of information exchange as well. A. Concerns expressed in my April 5, 1994 letter were for the errors in both the lower and upper range of the racial balance guidelines for secondary schools printed in your Student Assignment Handbook, not only for the upper range for elementary schools as stated in your memo. B. During our discussion of the LRSD filing to add four-year-old programs, 1 asked why certain schools had been selected (such as Badgett and Stephens) and others excluded (such as Dodd and Meadowcliff, although 1 acknowledged that limited space at Meadowcliff might made additions difficult there). 1 named these schools as examples, not an exhaustive list. My questions regarding Stephens were more specific, focusing on the incongruity of the proposal with three highly relevant factors: (1) very low enrollment in the schools single four-year-old class\n(2) the districts intention to propose a motion that would essentially substitute Washington for Stephens to satisfy settlement terms\nand (3) uncertainty about the future of Stephens. 1 asked about the criteria the district used in naming the proposed sites for new or expanded four- year-old programs. You explained that someone else had made the placement decisions and that you were not certain why specific sites were selected.April 15, 1994 Page Two C. 1 strongly disagree with your characterization of my remarks regarding compliance with racial balance guidelines. I stated that the Circuit Court has termed racial balance ranges as guidelines, not quotas. 1 stressed that, therefore, ODM has avoided using the term out of compliance\" in regard to target racial balance. However, we have repeatedly pointed out that a large number of schools do not lie within the target range. Semantics in no way excuse the district from striving to operate its schools within the specific target ranges set forth in the plan and court orders. My concerns included that the LRSD Student Assignment Handbook (1) contains ranges for secondary schools that are either mathematically incorrect or based on unknown or faulty enrollment figures\n(2) that the Handbook range for elementary schools directly conflicts with that named in the desegregation plans. We discussed ODMs 1993-94 School Racial Balance Monitoring Report, filed January 12, 1994, to which the LRSD had not responded. The report is clear about how we calculated racial balance ranges based on specific plan provisions and October 1 enrollment figures. Yet the LRSD Handbook contains racial balance guidelines that conflict with those in the report. Part of my concern is that you are issuing directives about student assignments based on erroneous racial guidelines and, thereby, excluding children from their assignment zone schools. Im aware that the plan provides for the district not to make assignments that promote racial unbalance, but you continue to sidestep my primary point. My prevailing concern about your approach to student assignments remains is as 1 have repeatedly expressed it: manipulating ranges and freezing enrollment for certain groups of children amounts to taking the easy way out. Instead, the districts overriding obligation is to live by its espoused voluntary desegregation credo by consistently, energetically, and early-on carrying out the tough recruitment job to which the district has committed itself, but nevertheless continues to botch year after year. Recruiting to voluntarily move students in and out of schools is a big key to success. Another is returning children to their zoned schools after their families have moved, and I was pleased that you had issued a memo dealing with this assignment aspect. 1 also stressed the importance of your following through on the disaggregation of student assignment data that Bob Morgan had begun. 1 inquired about progress on the assignment study James Jennings is conducting, but received no clear answer about a finish date nor any indication of the who, what, when, and how\" of district plans for using this information to make important and pressing changes. D. Im pleased that you have modified some magnet school shadow zone assignments after Melissa Guldin brought a problem to the attention of Student Assignment. However, the issue concerning ODM was not the one you expressed in your memo. Melissa became aware that the district had been allotting less than 25^ of kindergarten seats to shadow zone students at Williams. Although the district has now increased the number of kindergarten shadow zone seats to 15 at Williams, which is 25% of the available K seats, this number will not be sufficient to continue meeting the schoolwide requirement. SAO must also develop a system to add shadow zone seats at the first and fourth grades (when class size increases) and to place new shadow zone students in the school when others move out.April 15, 1994 Page Three E. The educational park idea stems from my suggestion that the district consider the feasibility of a new relationship between Dunbar, Gibbs, and Rightsell (not Mitchell as your memo stated), because the three schools are so close to each other. The federal government is significantly increasing magnet school grant dollars and the district needs to investigate how to take advantage of those new dollars. F. Regarding the filing on King intradistrict transfers, I have always understood PCSSDs responsibility for interdistrict desegregation, and am fully aware that M-to-M student transfers provide money for both the sending and receiving district. During the meeting, 1 hope Chris, my staff, and 1 clarified for you that funding for magnet school students is different from that of M-to- Ms, and that it does not \"cost you money\" in the M-to-M sense to \"lose\" a student from a magnet. Our concern was that the filing did not adequately take into account the issues raised in the Courts February 4, 1994 Order. Moreover, the districts new policy sets a highly restrictive precedent, severely limiting the number of white students you will allow yourself to place in your own interdistrict schools. Such a move cuts you off from a valuable tool for addressing racial balance challenges, such as burgeoning white enrollment in certain schools. The Court invited you to shape policies that would allow you to use voluntary intradistrict transfers to take advantage of the white enrollment in areas where you are now freezing white students out of their attendance zone schools. CC: Hank Williams Chris HellerQ , LROP ADMIN. BOLDING Fax:1-501 'd-2032 Feb 36 Id: Co p, 02'O: Litfle Rock School District Dr, Mayo Named Finalist February 9, 1996 For more information: Suellen Vann, 324-2020 Dr, Russ Mayo, .Associate Superintendent of the Little Rock School District (LRSD), has been named as one of two finalists for the Superintendent position in Greenwood, Soutii Carolina. Dr. Mayo has served the Little Rock District for almost three years. Dr. Mayos announcement comes at the same time that Little Rock Superintendent, Dr. Henry P. Williams, is being considered as one of three finalists for the Superintendent position in St. Louis, Missouri. Dr. Mayo's recruitment for the South Carolina position began several weeks ago, prior to word of Dr. Williams' selection as a finalist in St. Louis. The Greenwood, South Carolina school district has an enrollment of approximately 9,000 students. The district includes nine elementary schools, three middle schools, two high schools, one alternative school, and one vocational school. Both finalists for the Greenwood superintendency will be scheduled to return to that district for another interview later this month. 810 West Markham Street  Little Rock, Arkansas 72201  (.501)324-2000Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 February 14, 1996 Dr. Russ Mayo Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Russ: In an Order dated July 10, 1992, the Court adopted the recommendations of ODM which were contained in the Incentive Schools Monitoring Report of June 1992. On page five of that report, we recommended that the district \"Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools.\" Tlie same recommendation has appeared in subsequent ODM monitoring reports, and has also been discussed by Judge Wright during hearings. As the district is poising itseif to consider changes in the desegregation plan, and perhaps particularly in the incentive schools, it seems especially important that we know the results of the districts analysis of the factors that have worked to desegregate Rockefeller. Therefore, please immediately forward to me the results of the districts identification of the Rockefeller success factors. Also explain how the identification process was conducted, including when it was undertaken, who participated in it, the analysis criteria and methods used, and how the results have been applied to the other incentive schools. Thank you very much for your assistance. Sincerely yours, ! Ann S. Brown cc: Hank Williams Chris Heller503')8/90 tt\n51 03148862171 COUnKBlA SCE ADS Cofumbia Soard of Education (S(fl WsfjEyStreet * C'deaUu ^6523^  77Ui7l FOS IMMEDIATE RSLSASE 'late : Coatact\nMarch 19, 199*5 Me(ZV L. Hantgee ii (5.73) 374-8571 ir .,f Coluiribia, CoXuwbxa Public School.n Superintendtep Saxch: MCh-It is our pleasvce this mcrning ho ajip.ounce the j\n.. jBoob/aoa I I I i I I !. 4 I Appointment of Dx. Rusaeli Mayo as the .lew vapei ir.csndent of the Co.i.iMt)ia Public Schools by unaaiacvs vote o.f the Board. .C(orttrsct will begin July 1, 1936. Dr. Mayos Dr. Mayo, whc is ctSMAntly associate :upe'!:inteRdent in Little Fock, Arkansas, A district of 000 ptuclsr.ts, aarned hj.s ria.sters dec/res and doctorate at the University of Vircrinia in C.hs-.lctte.sklle^ Hj.s varied and muitifaceted experience in. education includes Classrooin teaching, set vice as a building actoiciatrator at hG 1 un 5.(11 r sertiax high, and riiddle school levels, high, and nine years as 3 district-' widt! adfiEin,! strator. Previous to his position in Little Rock, : .Arkans.as^ Or. Kayo a\u0026lt;\u0026amp;-rArd in school districts in Virginia and ' Syrscu^er New York. Ajaong tbs n.itny positive aspects the aoard has notwd, Dr. Ms'yo\ni is a superior cewmcaiqater with retired interpeirsonal skills: who valpes, enjoya. and. seeks ongoing interaction with students. staff, at.d the conuiiunity.  is conaaitted to manage human and fiscal resources astutely ah(d costeffectiivery in a period of funding litnitat.ions and unce'rtaint'v. . * values cultural diversity and will provide leadership for \u0026amp; pi'icgrfcssi'vc schcol systen. in its response to increastr-gly pluralistic conmuaity. 10  1 r,' a growing and 0Q10Tii WudH 0 'zoc. 1 b 1 c-0foa -'19/86 11-51 03148862171 COLUMBIA SCH .\u0026gt;Jt j'\n|a00S/Ci03  has the ability and desir* to work with our dyramic. business coMiuurAxLy ir. fidv^ricxn^ \"ch. highl^^ Education preg^r^ra. supportiT^ie s'UPcsssful ?aEtr.crs'i Th I understands and I instruct enibraces uech-io-roc^y In the iTrtprovsTne.-it *0-* on and sound utilization of humsn and fiscal respurteis  has a background od intagritv, secure sensa of self, ,and the i stamina to naec the desr.ands o thia position while grow professionally. contiauing to  The Beard belrev\u0026amp;s that Dr. Mayos experience has shown him to'b-s fi leader who creates a cc,i=oi\u0026lt;~i environir.ent which respects the ' individuality ot students and staff and sustains a cliaate of ! har.'oony, openness, and trust in which id^as, issutes, and differeeoes 0 I I 1 1 nay be advanced freei.y. exanined thoughtfully, and used\nconsirruct.ively to improve the Districts aerv.ice to childten. i 1 r I  \\ t. c-b. ' 1 I I ! \n0QT01 pJijdJ 1 6T d 3r TIMA i i- O'^ }. 'OU^PS /.wcF^^ mr Little Rock School District i For Immediate Refcase I March 19 199^5 For more information: Oiiana Keatbjpj-. 32.4-2408 Dt. Riiss Mayo Accepts Missouii Fositios} Mayo, Associate Superintendernt of ihs .Little Rod Sehcto! Disirct (LRSD), xs^as ranied. .3jperialo.K3e.ni of Columbia (Misseitri) Pub!ic  Schixij.c hv\ni^nirao^ vote V-0.) of its Bcaid, Mayo wjiJ assume \u0026amp;c position fill-tiine. on July 1 hse\ntioiifted toe Little Rock School Board and LRSD Superintendent Hei3.ru WilEams. I, iMayo ua.', Signed a ihrwe-xeai' contact with an arinuai one ycsr extensicn 0014'' p. baUsfaciCiy evaiumron. His salary will iie $98,000, with bsnefits inebding a lar, a retneir -ri STiiittir', ant) jje iiisiraECc, Columbia is a dAtricl of 15-000 studeais. Twenty piarcein of its .stnden including Alrican-Aniarican, Asian, and Native Americac* iFh'tre are 2? schools and -.n\n...... 1^500 cicpitiyeef. in the distiici. r-K\nbui^et is just over $95 miUioft j\u0026gt;er vear. Sever pf tts schools liave been recognLted as Blue Ribbon Schools of Ex'Jellence 'oy the H. S. Depjytmerf of Bdixiitioc. Rsdlwok named Columbias HieJemtm HktH A ^.r\u0026lt; '1,..*..^ :nnp RscihooL -iamed Columbias Hickman High Schoo? one of Americas best , a natj'oaal consulting iiim Avhich prorides educailcn \n,4: cnip^psttCijs, ranked CoiUEifcia Public Schools among the fop 9 percmx of all disffitn naiicii For two year.s, Expaasios Wtagazrae ranked die district ihn bast in Mii-jj\".:? Ck'-mabia Schooi Dtstnet is not involved in oesegiTegation htisjatton S^hwlMatch. jotmation tc ilar^e ne The r _ Colmnbia b located half-way between St Lotus and Kansas Citi/. U L , / u,^: vniveisiry of Missouri and several coipoctite offices bdndiing State Fstm Insurance la rtceitt ^saiSu Mon^ iM^gaztue ii.gtcd Columbia as one of the most dasirabie pla':e,s to Live in the Hbited U is the home qf the Stares. ,, Upon Icaixing of Dr. Mayf''s appoincmerit, Little Rock School i^oard mctuber J^rdy iXlaipifiss Im. deli^:ted that Dr. Mayo \u0026gt;vill have a lupenrrtendencyj aud I knowhe wil!i4o a ^eat job iu Cohunhia. I miprticiiate the work he has done Iktc, perticnlarly in tenn.^ nf getting a It^die on our desegregation plan ana Iieiping us know clearly \u0026amp;\u0026amp; j^tates of oia ohligatkias. , 810 tS t Atarthac? Street \" Xllile Rock. ,4\nrkancaF. 72201  rO'd 30 T ) : 1 .03/19/96 11:47 501 324 2023 LRSD COMMUNICATI ODM 0002/002  a r Little Rock School District For Immediate Release March 19, 1996 For more information: Deana Keathley, 324-2408 Dr. Russ Mayo Accepts Missouri Position This morning Dr. C. Russell Mayo, Associate Superintendent of the Little Rock School District (LRSD), was named Superintendent of Columbia (Missouri) Public Schools by unanimous vote (7-0) of its Board. Mayo will assume the position full-time on July 1, He has notified the Little Rock School Board and LRSD Superintendent Henry Williams. Mayo has signed a three-year contract with an annual one year extension pending a satisfactory evaluation. His salary will be $98,000, with benefits including a car, a retirement annuity, and life insurance. Columbia is a district of 15,000 students. Twenty percent of its students are minority including Afirican-American, Asian, and Native American. There are 27 schools and more than 1,500 employees in the district The budget is just over $95 million per year. Seven of its schools have been recognized as Blue Ribbon Schools of Excellence by the U. S. Department of ^ucation. Redbook named Columbias Hickman High School one of Americas best. SchoolMatch, a national consulting firm which provides education information to large corporations, ranked Columbia Public Schools among the top 9 percent of all districts in e nation. For two years, Expansion Magazine ranked the district the best in Missouri. The Columbia School District is not involved in desegregation litigation. i Columbia is located half-way between St. Louis and Kansas City. It is the home of the University of Missouri and several corporate offices including State Farm Insurance. In recent years. Money Magazine listed Columbia as one of the most desirable places to live in the United States. 1 a Upon learning of Dr. Mayos appointment, Little Rock School Board member Judy Magness said, Im delighted that Dr. Mayo will have a superintendency, and I know he will do  great job in Columbia. I appreciate the work he has done here, particularly in terms of getting a handle on our desegregation plan and helping us know clearly the status of our obligations. o ###I I . i I I ? 1 I 1 t 1 I I I  : ! i I I i I i i i I I j I i I 1' } ' I i I i I I I  I !, j I ! \u0026gt; t i, i i I:  f I I i I 1 i\nI\nI I  I i I (h Calumbia Board of Eduction J\" ii I i I . i\n: FOi^i IMMEDIP.TE RSLSASE ate: j Gohtact: ( I I j ll\u0026gt; Stet Wsrii^ SfaS  CiitiaUi, ftOfflU)  (OT SMj?! . I , f N IJ\n!\ni I  I : Columbia, I I i. I ! March 19, 1996 Marv L. Hantge (573)874-8571 s I I I 1 C^Xiuibla Public Schools Superintondiajsit Search [ I I ? i appointment\nof Dr. MC\u0026gt;-It is our pleasure I I I i\n! '} J J' thio morning to announce the Ji 'j ' Russell Mayo as the new superintendent i of tii\" ' i ' '  ' \" jCoiuzribia Public Schools by unanimous vote of the Board. icontract will begin July 1, { I 1996. I i  J-  I I Dr. Mayo-s\ni ' ) i: i i tor.' .Mayo, who is currently associate superintendent'in little ROcik N i ' .  . . . ' = I ?  i [Arkansas, a ^district of 25,000 students, earned his-master's degreei! j ' ' I' ' land .doctorate at aarned his naster*s i the University of Virginia in CharIotte.STijtie^ M'S}, j {varied and raultifaceted experience in education includes class-coctni ' , I [ : i : ' J [ (teaching, service as a building administrator st the juni.ar hi^h ^senior high,r and middle schoci levels, iwide administrator. rator st I and nine years as a district-!-i Previous to his position in tittle Rock, I f : I i i I I  i  I I i i i I ! ! jArlcanaas, Dr\nKayo served in school districts in vitginia land. iSyi*s.\u0026lt;\nnse, Mew York. ( ) I jAmong tbs raariy positive aspects the Board has noted, Dr. Mayo\n' '  i I\nI i I I i  N\n ,  r 1 r I: : is a superior ccmffiuniqator with refined interpersonal skills!who ! i r ' ' '  i valjues, enjoys, and seeks ongoing interaction with students, ' .and\nthe community.\n.| ' I sjaff , I  i 1 I ! i ' I r  : 1  ! J I's conmitted to manage human and fiscal resources , astutely a\u0026lt;id \n\u0026lt;  I  : i'   jcos^-effectively in a period of funding limitations and uncertainty : I i  i' I i , i :  , I ' '  : \n values cultural diversity and will provide leadjership for a p i J ) It. progressive school system in its response to a growing and I ' I increasingly pluralistic coamunity. ' I [' I. I I\ni| i I I I i I ! }  S0'd I i I i I 00T0T1Z 01 WOdd Wdi:t0 966T-6T-20 i i i I I I ( I I I i I IJ ' ,i  I\n! I I i ! :  I , ! has the ability and dssi ! . i \u0026lt; i \u0026lt; I 1  I t isire to work with our dynamic, supporii-,^ advancing the highl^f succsasful Jartnord Ih I Education program. I I I I J  uhdersLanris End embraces technology in the improvsaientcd J 1: i in^h^uction and sound utilization of huiaan and fiscal rsspuroeia. I : i I { I  I I  * background of integrity, a secure sense .of self istamina to meet the demands of thia position while continuing jtoi I Jand ,tjhe:! : i grpvf? professionally'. f i .5'6,1,''-' i\ni' i r r I I' : ' *  i ' ' pM :Board believes that Dr. Mayo's experience has shown him toj:b\u0026lt;s a ' ileader who creates a ccilsaial xrJ. environment, which'respects the * '.)  j I Students and staff and sustains a climat^ \u0026lt;} i. j iharn^ny, openness, and trust in which ideas, issules, and differencesi jniay:be advanced freely, examined thoughtfully, and used f !constructively to improve the Districts sezrvice to-childten. a- -5\n) I' i. A. 1, ! : ! ' i\n' N ' I ! 1  i\n t t i  I . ! i I: I i ! i ! i , 1\ni . { . t:\nJ  J . i i i !' Si i i i. ]. ii 00T0T^L2 01 i\nL i: 1! 1: :l I: '!!' i ! : 'I '  i\n i' i- WdSZ!S3 966 T6113 r  1 I i ) I 1  i I 1 I { I I I I .\u0026lt; 1 : '. . i\nI- ' ! 1 1 i I I : i I I\nI } i I i } t ! j ! i ! L0' d J t 1 1 n PJOddH I  ! t I\nit . ( C Little Rock School District 1 I., |i. . I  '! i :l i For Immediate Release i IMarch 19,199*5 For more informatioD: \u0026gt; i: Deana.Keathley, 324-240S L\ni: I \u0026gt; i : t Dr. Russ Mayo Accepts Missouri Position 1 This morning Dr. C. Russell Mayo, Associate Superintendent of ths Little Rock School  j Sisthet (LRSD), was named Superinteadent of Columbia (Misseuri): Public Schools By i daf^iraous vote (7-0) of its Board. Mayo will assume the position fctl-time on July 1. He has ] t^tified the Little Rock School Board and LRSD Superintendent Henry Williams i I i ! . Mayo fans signed a thxee-year contract with an annual one year extensicc pending a tetisfectory evaluation. His salary will be $98,0C0, with benefits including a car, a retirement ' J has ypar extensicD iaanidty, and life insurance. j j j Columbia is a district of 15,IWO students. Twenty percent of its students miitiority and Native American. ^Fhere ate 27 schools and more than\n 1^500 ^employees in the district The budget is just over $95 miliion per vear. Seven its ' ghoofe have been recogni2Bd as Blue Ribbon Schools of ExceUence hyithe' S, Dep^,mt of , ^w^ott Redbook named Columbias Hickman High School one of Arnicas best, ^ciKMlMatch, a national consulting firm which jarovides educaiicn inibrmation tc ilaige boiporatioua. ranked Columbia Public Schools among the top 9 percent of all districts ih the ^on. For two years, Expansion Magazisc ranked the district the bast in MissouriJ Tie P f^uisbia School Dtstnet is not involved in desegregation litigation, j infennation tc large ' ., : I Colnrabia is looted half-way between St. Louis and Kansas Cky. It is the home cjf the yinivesitj' of Missouri and several corporate ofiSces including State Pahn Insurance, _ _____ Money Magazine Ii.gtcd Colmnbia as one of the most d\u0026amp;sirable places to live in die Uhifeti ' States,, ! !. In recent ' .Upon learning of Dr. Mayos appointment, Uttie Rock School Board member body Vlagnes.said. I m dcliahted Msvn w,1( a supetintendencyr,) and I kaowihe willidb h innn jjj getting'a hr AhKa-afL'wie *1 li/ lylagi^s said, Im dchghted that Dr. Mayo will have g^at ^ob in Columbia. I qrpreciate the work he has done here, particolIy H 1' I^dlb pa our desegregation plan and helping us know cleatiy the status of oiir obligations. } - I- I  I  t I I. i I J i t I i I\n1- I { , I I I 1 i i J I  J '1- ' r J h\n! ' J I I : I ###  I } I j i J ' 810 West Markham Street  Xittle iS^ck, Acktfjasas 72\u0026amp;01 ! (501)834.3000  i t r0-d 00TOT1'Z 01 WOdd !!. .1: i, I II . } I. I' Wd6:a3 366T-bT0 i I I 1I\n03-10-96 11:47 501 324 2023 I.RSD COMVIMCATI OD'I 002 002 s Little Rock School District For Immediate Release Maxell 19, 1996 For more information: Deana Keathley, 324-2408 Dr. Russ Mayo Accepts Missouri Position Ihis morning Dr. C. Russell Mayo, Associate Superintendent of the Little Rock School District (LRSD), was named Superintendent of Coiumbia (Missouri) Public Schools bv unanimous vote (7-0) ot its Board. Mayo will assume the position full-tmie on Julv 1. He has notified the Little Rock School Board and LRSD Superintendent Henrv Williams. Mayo has signed a rhree-year contract with an annual one year extension pendin satisfactory evaluation. Hrs salary' will be S9S,000, with benefits including a car, a retire-annuity, and life insurance. Columbia is a district of 15.000 students. Twenty percent of its students are mine: including African-American, Asian, and Native American. There are 27 schools and more 1,500 employees in the district. The budget is just over $95 million per year, :seven of its schools nave been recognized as Blue Ribbon Schools of Excellence by the U. S. Department of Educarion. Redbook named Columbias Hickman High School one of Americas best. SchooIMatch, a national consulting firm which provides education information to large corporations, ranked Columbia Public Schools among the top 9 percent of all districts in the nation. for two years. Expansion Magazine ranked the district the best in Missouri. The Columbia School Distnet is not involved in desegregation litieation, Columbia is located half-way between St. I ouis and Kansas Cite. It is the home of the University of Missouri and several corporate offices including State Farrrt Insurance. In recent years, .Money Magazine listed Columbia as one of the most desirable places to live in the United States. Gpon learning of Dr. Mayos appointment, Little Rock School Board member .ludv Magness said, 1 m delighted that Dr. Mayo will have a supenntendency, and I know he will do a great job m Coiumbia. I appreciate the work he has done here, particularly in terms of getti handle on our desegregation plan and helping us know clearly the status of our obligations \"  V # 810 Vkest xMarkham Street  I-Htk Rock./Arkansas 73201  (501)824-2000 03/18/98 11:00 J1 4SS621T1 DEC COLliMfllA .SCH AD.si I.MS 002 00l/002 1\nColumbia Board of Education 1818 *tt Woh\u0026gt; Itrttt  Colaoba, NO 4HS3  (JT3) bX'k immediate release Date: Contact March 19, 1996 Mary L. Hentges (573) 874-8.571 Coixiznisi* Vuljlic Schools Superinhondeirit Seax-oH ColuBXia, KO-lt is car pleasure this mcrnihg to announce the appointment f Dr. Russell Mayo as t.he naw superintendent o the Columbia Public Schools by unanimous vote of the Board, contract will begin July 1, 1996. Dr. Mayo's Dr. Mayo, Arkansas, who is currently associate superintendent in Little Rock, a district of 25,000 students, earned his Blaster's degree and doctorate at the University of Virginia in Charlottesville, His varied and multifaceted experience in education includes classroom teaching, service as a building administrator at the junior high. senior high, and middle school levels, and ine years as a diatrict- wide administrator. Previous to his position in Little Rock, Arkansas, Dr. Mayo served ifs school districts in Virginia and Syracuse, New York . Among the any posit' e aspects ths Beard has noted, Dr. Mayo\n is a superior coirununicat' .. with refined interpersonal skills who values, e.njoys, and seeks ongoing interaction with students. staff. and the community. is committed to manage human s.'.d fiscal resources astutely and cost*effectively in a period of funainc limitations and uncertainty.  values cultural diversity and Will provide leaaer.ship for a progressive school system increasingly pluralisti- rwspo.Tse to a growing and -unii y i'11: C-5 03/18/\u0026amp;S 1 00 5145882171 lEC COtVMBIl SCH AT)!\u0026gt;I 003 1^002 002  has the ability and desire to woik with our dynamiCr supportive business community in advancing the highly successful Partners in Education program. understands and embraces technology jn the improvement of instruction and souna utilization of human and fiscaJ resources, * has a baokgrouna of integrity, a secure sense of self, and the stamina to meet the demands cf this position while continuing to grow professionally. The Boara believes that Dr, Mayo's experience has shown him to be a leader who creates a collegial environment which respects the  individuality ot students and staff and sustains a climate of harmony, openness, and trust in which ideas, issues, and oifferences may be advanced freely, examined thbughtfui.'.y, and used constructively to improve the District's service to children.I SATURDAY, FEBRUARY 10, 1996 No\u0026lt;r^'\"l2RSDboss ^lsodob4iunting\nposts ,'ir- BY CYNTHIA HOWELL Democrat-Gazette Education Writer \"While Little Rock Superinten- in early to mid-March. A final de- ' cision could be made in mid-to late March. The Richland County district includes 51 schools in rural and\n, d^ Henry Williams was inter- ' Viewing for a job in Americas Gateway to the West St. Louis inner-city neighborhoods. Enroll- 7-\nearly this week, the districts ment is 74 percent black. \" e second-in-command went east to doiihe same thing. Superintendent / i^^A^sociate v.. Rljss Mayo announced Friday 'that he is a top contender for two The other candidates are Don Henderson, the districts interim superintendent, and Joseph Johnson, associate superintendent of ^superintendents positions in public schools . in Winston- t. Sputh Carolina. His announce- miept comes at the same time Wniiams is being considered for superintendency in St. Louis. c\u0026lt;' -Xayo, 41, is one of two finalists  liiihe Greenwood School District, oar^iversity town with a public (School enrol' enrollment of about 8,500. t?H\u0026amp;aiso is one of three finalists for the top job in the Richland Coun- .'^School District It has an enroll- ^ment of 27,000 and encompasses L Coiiunbia, the state capital. , .A.^reenwood is like a small Lit- tIe!.\"Rock without desegregation ^jil^ation or serious financial \", troubles, Mayo said. rr\n- \u0026gt; , 3T3ie district has 16 schools, a 45 ' p^cent minority population, and i ' a.^ million budget. The town is ! home to a Fuji film plant, a Mon- . sitp Chemical Co. plant and tex tij and building supply compa- 'mes. : \u0026lt; Alan Zubay, superinten- of schools in Gainesville Ga.,  is- The other candidate for the ' Greenwood position. Both candi- will,return to Greenwood ^.f(5\n5econd interviews Feb. 27. T-^chool board members will , visit each candidates home city . IC . Salem/Forsyth County, N.C. Mayo has worked in the Little Rock School District for about 2% years. He said he would be interested in becoming Little Rock superintendent should Williams take the St. Louis job. * -  .? Im not fixed on leaving Little Rock, he said, praising the people he has met in the city. If Dr. Williams leaves I would certainly want to consider the superintendency here if the board were at all interested. i Id also want to know that the community, the business community and employees would be interested. Mayo called Williams one of his best friends. The two have worked together for a dozen years, beginning in Roanoke, Va., where Mayo was high school principal and a director of magnet schools and Williams was deputy superintendent.  When Williams became superintendent of schools in Syracuse, N.Y,, Mayo followed him there to be director of business-school partnerships. Mayo earns $69,200 a year in Little Rock.__5L^as DcTiKKrat WOiazcKc TUESDAY, MARCH 5, 1996 I No. 2 man at LRSD eyes 3 jobs Latest post, in Missouri, pays at least $90,000 BY CYNTHIA HOWELL Democrat-Gazette Education Writer Dr. Russ Mayo, the associate superintendent and second-in- command of the Little Rock School District, has once again been named a semifinalist for a superintendents job, this time in Columbia, Mo. Mayo, 47, is in the running for three out-of-state jobs. He announced last month that he is a finalist for superintendent positions in Greenwood, S.C., and in Richland County, S.C., j site of the states capital, I Columbia. Mayo interviewed for the Missouri job over the weekend and has been invited for a second interview later this week. He is the only one of six candidates in the running for the job to have a scheduled second interview. But Columbia School Board President Mary Hentges said other interviews will be scheduled later this month, after the districts spring vacation. The school board hopes to make a selection during the last week of the month, Hentges said. The position is expected to pay between $90,000 and $116,000, depending upon the candidates experience. The Columbia district has about 15,000 students. About 20 percent are black or of Asian ancestry. The city is the home of the University of Missouri as well as two other colleges. The former districts superintendent resigned in August 1995, citing health reasons. Currently, a deputy and assistant superintendent share the duties of running the school district. Mayo returned to Greenwood for a second interview last week and was in Columbia, S.C., for a second interview Monday, lie is one of two finalists in each of those districts. Mayo began work in Little Rock in October 1993. He moved here from Syracuse, N.Y., where he was a school principal and later director of business-school partnerships. He was hired in Little Rock by Superintendent Henry William^, who also moved here from Syracuse. Williams and Mayo have worked together for 12 years in three different school districts. Mayo earns $69,200 in Little Rock.Arkansas Democrat 'SB TUESDAY. MARCH 19, 1996 ER schools No. 2 man Expected to head north  BY CYNTHIA HOWELL Democrat-Gazette Education Writer . ,.,Dr. Russ Mayo, the Little Rock school districts associate super- , intendent and second-in-command, may soon acquire a new tide. 1- superintendent of schools InlColumbia, Mo. '.'-The Columbia School Board has scheduled a meeting with Mayo at 8 a.m. today and a news cohference at 8:30 a.m. to announce the selection of a new superintendent. -^.Neither Mayo nor Mary Hent- ^es, president of the Columbia board, would confirm Monday night that he was the boards Choice for the superintendency. But Mayo, speaking from a motel in Columbia, said that if the job is offered, he plans to accept it,-assuming a satisfactory contract is negotiated. The 15,000-student Columbia School District is in a city that is home to two colleges and the University of Missouri. The districts former superintendent resigned in.August 1995, citing health. A deputy superintendent and an as- s^tant superintendent are sharing the duties of running the district. Mayo, 47, first interviewed for the Missouri job March 2 and 3 and was invited back for a second interview later the same week. He was one of six finalists for the job but is believed to be the only one called back for a second interview. Hentges has said the board expects the new superintendent to earn $90,000 to $116,000 a year, depending on experience. Columbia was one of three superintendent jobs that Mayo was considering. In recent weeks he also has been a finalist for jobs in Greenwood, S.C., and Richland County, S.C., which includes Columbia, the states capital. Mayo, who hasnt been a superintendent before, began work in  Little Rock in October 1993. He moved to Arkansas from Syracuse, N.Y., where he was a school principal and later director of business-school partnerships. He was hired in Little Rock by Superintendent Henry Williams, who also moved from Syracuse. Williams and Mayo have worked together for 12 years in three school districts. Mayo earns $69,200 a year. His salary and fringe benefits, including retirement contributions, , amount to $85,272.Arkansas Democrat WEDNESDAY, MARCH 20, 1996 Mayo moving to Columbia, Mo. LRs associate superintendent will take top job in school district ! BY CYNTHIA HOWELL Democrat-Gazette Education Writer Dr. Russ Mayo, associate superintendent in the Little Rock School District since 1993, accepted an offer Tuesday to become superintendent in Columbia, Mo., effective July 1. Mayo, 47, signed a three-year contract after the Columbia School Board voted 7-0 Tuesday to hire him. His appointment was announced at a news conference, Mayos salary will be $98,000 with benefits that include use of a car, a retirement annuity and life insurance, Mayo said one of the greatest challenges he will face in Columbia is coping with enrollment that is growing by 400 to 500 students a year. The district uses 125 portable classrooms at its 27 schools. Voters will decide April 2 whether to approve issuing $12 million in bonds to build schools and classrooms. These are positive challenges. And they are challenges that I welcome, said Mayo, who has dealt with significant student declines in Little Rock. He said he was impressed with the district staff and school board members, who are concerned about helping low-achieving students even though the districts Dr. Russ Mayo overall test scores are above the national and Missouri averages. 'The Columbia job will be Mayos first as superintendent He previously served as a teacher and principal at junior, middle and high schools. He was director of school-business partnerships in Syracuse, N.Y., when Little Rock Superintendent Henry Williams hired him in October 1993 to be associate superintendent for desegregation. In announcing Mayos hiring Columbia district officials described him as a superior communicator and someone who values cultural diversity. They also said he understands and embraces the use of technology in instruction and is committed to managing human and fiscal resources astutely and cost-effectively. Columbia, a university town midway between Kansas City and SL Louis, has an enrollment of \u0026gt; 15,000 students, 20 percent of whom are minority students, including\n\u0026gt; blacks and children of Asian and American Indian descent The district has 1,500 employees and an annual budget of more than $95 million, Little Rock has almost 25,000 students, about 3,000 employees and a budget of about $140 million. Unlike Little Rock, where Mayo supervises the districts desegregation and student assignment efforts, Columbia is not involved in a federal school desegregation lawsuit Mayo's wife, Marsha, is a fifthgrade teacher at .Adkins Elementary School in the Pulaski County Special School District, The Mayos have a 24-year-old daughter who lives in Charlotte, N,C, He said in a recent interview that he would like to serve as superintendent in Little Rock should Williams leave. But he said he didnt believe he had enough support on the board to get the position, Williams also is looking for a new job. His search is fueled partly by the school boards decision in October not to e.xtend his contract beyond the remaining two years. 1 04-19-1 F=0N ti. t Mayo emerges from mentors fading shadow W ZTlL'lOO P. G L FM/' *  The r^w school sqperiotendert wants to be jiitdsed on Ws own nniQrits. ByJANlCSWINreRS ------ W^eowim wtte- T3 \u0026lt;1 a _ For maj years, Rosseli Mao has perforsijed his dmies ta the shaUw ofHewy Rank WiOi^ns. whose nsle'ai superintendent fn bas htea ftU5it wUh-eewtfow^rey. amonst of guilt by association I guess, whether its deserved  not. \"1 cam ia from Syracuse with the cttireni superintendent, and I thinfe thi bofii^d Mf9s not ^(wavs happy with the things he had done, said Maya I was the Jio4 man, and since they were ryot comfortable ia hint then 1 feli they wa W be BomfortaWc with me.\" 1 think he's absolateiy pereea- Itve, said John Biggs, a Little Rock bo^ member. It has never had anything to do wHli his per^ tnance, \u0026lt; Afl Bfepores t take center school board members rtsge IS the Columbia Pubiie ^pressed surprise over Maye's himself wantteg to become the snperintea-dent ofLittJo Boat schools. t Uke center t*' 'r/. imditeibr in tie spcisi^t. fiJUaRM. which had been beneficial Io iis earesr in tfcie past, possibly has Become fl habil^. . superiutoh-schoels is the first ip recent history be has pre-cured wiiiinMt the help of'ijrib Hams. The ColBintoia sc.hool diftiicl pld $ll,h9a to 8ie eohsuklag firv) of Hazard, Yo^todA^ pialej to techte _ *1 was 9oewftdt taken aback proffer him- Linda Pendexter, presi-aent of die scliooi board. She said WUliams always handled the business with the beard, Vary few peejie are really - laatiliar with r4 ' 'K s and [nvesti^ate thehaclsgrottii^ of the aoaqnat- IHed Candidialtes You can learn what to dofiw} your mentor, Mayo because he operates in Ue shadow of Wil* lisms,' mid ^.Qtdr yrl J^ia 'it.S 4'5 A --/?*/.y-r. -^1 w  May Hairift-Heyas, held btfiw SHMie Cownty da9 also K not to do. beard aitmhers inteiwic-wed for this story, niy  Russen Mayo Michael Daugherty, another hoard raeafaer, 1 purposely 1 played the role J that way, said Mayo. \u0026lt;7 take the No. 3 position very sertotwly. ff you are No. 1,1 dont want to upstage you, I feej like in dn iny job right, you won't know Tve Mary Hanis-Hayes cant heip as she awaits her her husbanc Maiy Harris-Hayes is Qcioded with both baapas^lon and ^er as she speaks of Shelley Caluiabla. police OB^ beiBn contacted by the (inn. an\u0026lt;f ffle eb Mazo-s list of refer-ertecs. r support of the l^te Ri school fcod ia -October 199S, When the board roted 4-3 cot to renew his eonlracL The vote cafiw before most of his personal probbms  iwpaid Imtes. altorca-tioas with photographers, traffie vlo^icna and missetf court dales  transpired. Ifeyo said in a recent interview wita the Arkansas Democrat- Gazcue that fce would like to serve as juperiniendenl iu tittle Rack wn yHIkwis (eaves, but he did not believe he had the boards sup port, , bees there, but 2y work-wUi sake a \"Ttoft oftefeastm he (WHliow) ana I have been together fcr so 1^. said Mayo, I let hte rm his show,\" ^BC VBIUTSlOiA. Donce whose twfimoiw could pat her m jail for IS yea rs, Tm sorry if voa were btsit Haxris- Hayes said in a rapid, almeat nerrous aies- 3^ tn Janes, \"Tjutln all heaesty. yon aven admit yeuraelf that the .. Askad.. .w heihe? his close uaasOsoVc.llfal*- b^a wi.t WliUarnt 'ould have Mayo said !iai goal ot becoming supennlendent had been growing w Jaore than a year, but when wdJtana came under fire by the concerned that the public would have ques-uons aixjut their relal tonshijx \"I have asked Diends and colleagues myaoif, i wonder what the perceplloo will be to outside relationship with eputatioD impact me? said Mayo. \"I certainly nope not. His actions should have no Bearing oa my ability to be a good aupertnteadent perjOB wha hurt you eouitfye Wed yi dea\u0026lt;L rtfrpUMrMirai, she had any compas- WcW4^ 3!wi,ste would teii that to Pholeaaptietl tjy - Jcdilfito* orthe , Missaiiian staff Uonee has identified Henis-Hayes and hen- husband, Larry Cartase Hayes, as the couple Wnnerj6!( tavolved in the Jan. 2fi shooting at Gerbes Supemsrket Tie shooting\nth^Kt assault on a Columbia police officer sisce 1PM couW have ended Jones life if nt for the bunetpT0{\u0026gt;fve8th was warmj.\nJones trifled at a prcilniinafy hearing March 12 that she bad taken Hatvis-Hayes rfolen chrt* whm i Larry Hayes fired two bullets point-blank at her chert. * NQw4Iarris-Hayes, 29, spcndg her nighta j sorrounded by foor cement walls. A thin ' usTw/Vvur c hA*\u0026gt; I to the u ! Hayes w  women I to pick n Harti among 1 Jail, bat sho will. She s ing^, thal ms hmrofbe Joes ( pleaded T!t V 19 more the justii to her no 'ril ix will profc Howev w\niy to as tify agai) Ifciser pt for Hairi . tike the - I Will : tond,\"F : wiJitesti to.)Koy( nss.btii J FrI viu,. ,1 I I ! I I i i I I I I i i i I t I I i I i I 04-19-i'?'96 02:5?Fi1 FROM aw W4M *M UMWt tint I to wait arou^ to Sad out, lidoa't faefieve they thinfc Im inetMIMetnt_\u0026gt;lkit tfient-t a iwtam J j !! t I I I I . I  { ! i J t U\u0026lt;C^4U4CUL 1CVU1U\u0026amp;, R iUWU^ (FUU* bles in Little Hock began in Ifciy' 1995 with a traffic cttation for PiMMMmilUAVn OanaiAA TO OTiUiOO P.0Z irU be 48 when I ont^ a) a' I\nI  } i i f 1 I i j f I } ii. i: i\nJ '\nI i ' \u0026gt;' iT j! : I , I.\n. H  H i II , ! :\ni  I: i\n. h II i ) t 1 I J I I I I I  i i i I f  i ., i I , I\nI  i i  \u0026lt;  f  I J I . ! i I 1 I I J I I I I  I \u0026gt;   t  iB i J i  I -J04-19- 1995 u. ~='0l- J oc 1 i I . aoAr M cjcn' of^ the CotnnbiA eammunity,'* Elbiertsaiii. Bids of ail ages lined up for a ftee photo *uth the Ehster bunny be pare setfisg out to i!ad eggs. Diffarent age grouos broke off and searched for tie ealornti piiastje eas io aifffereat sections edltheptxk. fltMir-yeiC'old .-khahwuefoha- soB said bar lavarita part\nof the host was Stdins tss with-choo Ihti inside. iCoren Mwon, X dUlgwrty peels flw sbefl off an Easter egg DougiaM Park on S^r^. About 50 Wds stwwab up to ftnd candyffteo ptictic If the children found ao egg with a chocolate Cadbory egg inside, they won \u0026amp; prize. Prizes ranging fTea puzzles to Saater bocte and ibekers also went to those who Bjiaxl the most eggs. Kids also Won prizes ibr the iargoEt and snsUert Easter bosheia. Darreil Poster brou^t his 6- year-old dRughfer. Sashide, Io the EsMer egg hunt \"We try to take part in cotnsw- niij activities any time we cam\" Carrell Foster who brought his Ayear-old dssghter, Rasitlda, tc the Easar sgghunt Linda Rcotes. presWesR of Jw North Central Columbia Neighborhood Assoeiarion, broeght her 9-yeir-oid granddanghter Tara Carney to the pa \"Tbis park ii ijood, and we w and participate Koeteasaid. The activitie pan, but many onjey the day aj playground T (OS. Mayo: Longtime mentor ct)nfionts legal problems j From^a^iA itaveliiig. wrong way on 8 one- , way street He was plncad \u0026lt;sa pro- I bo^B. : IniSeptenbet 299\u0026amp; he was issued 3 eiteticn for foUowisg another _ j too dhseiy and causing an accident\nWhen he failed to ^pear for his\ncourt\ndbt, bis previooa preliatioR- ' arj- siaius was revolsed and a Rue ! was icriad for both citations. Ths {failnre io appear charge waa jdiroHt^. 1 a larger oroslem arose in late jffocamher 'when the Arkansas jSemoent-Gazette reported that Wiiiiams eetved a ihird traffic violation Feb. 18,199$. this rime for speeding. The filed poliee report said Williams had no license and no proof of registration or icsuiance for his iSSS Mercedes. The officer wrote that Williams was very uacooperetive and described bis bebAvior as \"rude and fcatefuL\" Recently, Williams was a finaiiat for the superiotesdent job in St Louis. Se WM not chosen for the position. Hazard and Young, which was bdu beoarpc: iho directctr oi sehool-businesspartaerships,. j While in Syracuse, the school board gave Wjitiaais ao unfavor- able evaiuatioD, He hired a lawyer.\nI Sventcaliy the poor equation fwes i estpunged and Williams was gieec a i la 1553, the Little Ri\u0026gt;cX school district hi^ Williams as its intecdent, and he agaia hired\nOoia timi as asscexste ' inte^at sf desegregation. In-^v . tie Rock Mayo's sAtary is JWSL2  ^17 pain $25,000, I WUilitflas had .not paid hb praperty . AnWI Jh AAMWOTI wry 5 6es fuT t*-o years, Accordiiw else 'ptibtifihed story, wai es I Wiliiasns vent io tbe courthause i following day to pay the 8S.4S1 i will he betted a photographer  ^0: teas takwg a picture for the Fkper. PMO 25,CC0, recoiBmended wyiiama for too fob. WUliams and Maye .*int worked together is the 193^ in Roanoke, Yi, where Mayo was principal st  Patrick Henry High School and Williams was deputy sojjerinlen- dfifit ofidiools. -iUda^Ssg to the stoi?, WilUams 6old:\u0026amp;e phoiogtapher, you ialre , aiy pfcttae nt oreak your caweras. i We'Ji have a nght right here, rm : tiredtid' ibis Cewepaper. Tell your I sdhwalo*' The Incideai euded with WH- , Jiams destroyiBg the ntns In the ! csanera, saying, \"It was a nust^ to  ever (oiue to Little Rock\" He later apologised. During Mayos third year there, the teachers slgn^ a petitioa cal^ ing his leadership style 'oppressive. Vaable to reach an agreement with Mayo, the teachers took ihair sroblems to the board of education. A few months later, Mayo became the director of magnet .schools. iJk lSd9, when Williams 'oecame snpenatesndeat for the school district in Syracuse, N.Y,, he hired Mayo as a high school principal. ilus beoefite. Eis startmg salaa^ in i ii plus beneute. starting saia#y m\nt^uinbia will b $S3,0QC plus bfene, \u0026gt; fits. White Mayo does not always\n with WilltsiDS, he said th^ ,  harobeenanerTeetiveteaBn. ' H He Md 1 are very diirerent pee- g Ola with very diflerest peraoeali-  ties,\" Slid Mayo. \"Our styles com-  plemeni one another  that's why H 'ite've worked tigether as a team so fl well ail these years.\"\nB He said WilUans has had  poet-' H dveinftueopeMihiseanjer. t j 3 \"I believe a raeotor is someone ' S who gives you an epportusity,' believes in you and oecoursges, yon,\" said Mayo, You can Jeara what to do ftosn you- Bwatoij but Amy Witta ytN can also lean whatnot to\ndo.\" wxrm up S c\u0026lt;n RuUeOo* carrtrifaWBd tp  -. PriOMt oi Vi ttair. SftowatSe 1 I'l I I  H : I j I i ! !\n.  I i 1 I iKayo not always popular ..ore input the wntti .-olumbias inconring uperintendent says his sadetship style has\nhanged since he was in t/irginia. AHNEtOOIHtnON I ELLEN RUILEDGE .souiian stall wrilpfs changed since then anti be Bets more input praise for hrs work lo Patrick Henry in a pleasant place to Before he came leach, said fonw Mayo's appoint- school changed, she said ................ search ptneedurn 'Bnd the , th* search procedure usw .' y have a few holes jh*  Sun\"H^ird - Vu-8 UiW u uncover  I_.i_  IXavo s cart. ,? rne' rtiani iiaiaiu w I,..-...,-- _ ___i pnnrp \" In iSBfi, when he *as r--  ' CAllinp Va.. more tis 3-.S.\"=?i-5- SSSitSiWiS! teachers heW oul to principal. Il got lo the adtninislralors t. ..nrujxmtrp^Hfthic kvprnr^ a.ll.'^ liu-inn ----- , srt with 'h'J,S'cnTnstothe two TheluadKrs^'u start of me next school \"When he became principal, n go ru the start of Ihe next school SSkSSSS loeether ,0 tty I?\n5ued with Gary Iheircasc 'He was. in hts I hts dealing with me and the of the most hosUlc and unpro . . . ____... aAviif bfflln. ers Beous,, IbP tocbuL took reypocted in the a'\"'.i'JTkXotited respected in the area, the Pag I meets with Mle- Russell Mayo KUS5WI wtajn, 5oxirian edito*^ Thursday- BvievanK one  ,,\u0026gt; iirh? WCLIL,L,|1 responsible for impl^ S5S5Ss\ns.ss-i ...... . . I wouldnt take the same approactuigam  1- *\u0026gt;- Boi inknftwthekias level as the associate superintendent for descgregalwn. Williams' first appoinlmenl and t^ ' .... ..vhltfyHA 1n^ stance, sajing be was Mayo: From Page 1A look at Ihe situation and threw Iheir support to the teachers Shortly IhcreaRer. Mayo left the school when he was named director ofMagnelSchooK Mayo attributes the petition to ciTCunwlance. The supennlendent had Started to restructure the hi^ cjchool. and Mayo was responsible for implementing teacher evalua- Hons and staff devcIopmenL \"Some of the teachers who had been there a while resented it. 53id Mayo, who received bis bachelor's degree in education and his lory at Old Dominion University in Norfolk, Va. He lias a master's and a doctoral d^ree from Ibe Univer- '! didn't realty seek a let of teacher input at thal lime.' Mayo said. Thal's changed now.  Public education has shifted away from heavy banded leaders. he said. . \"I wouldnttakc the same approach again.'' he said. I Ihink people you would talk to in LWle Rock and tn Syracuse would say the same (Jiing^ ray approach isn't unilaterai.\" The Columbia School Board had no knowledge of the Virginia incident before hiring Mayo, board President Mary Heulges said. Hai- ard \u0026amp; Young slate in their proposal of services thal they ny^Jigate While principal. Mayo was forced lo focus his efforts on increased violence in Ihe halls of Nottingham. 'Teachers and administrators documented 1,136 discipline violations in a lO-week period durire? the fall of 1991. These incidents included truancy, tardiness and more serious infractions such as fighting and disobedience. During one week m October. 96 oul of 185 incidenls were serious infractions. Mayo made a point of making these numbers available to the public. I used lo publish slaustics monthly,\" he said. lant innuenres uccurrinB In the church, home and at school. The three things Ihey should all have in common are values.\" said Mayo. \"If you learn tho.se values you can succeed.\" The values MJiyo referred to include w\npecl f' people and respect for one's body. As parents got involved in the schools, ihe number of violent acts decreased, Mayo said. Working get lo know the kids . Manv the locals complained merely becau.se he wa.s an outsiwr. she -*aid. Overall, he did a (iood job. She credits Mayo with rtrtv^ Parent Teacher Student OigannatiorL The Syracuse district underwenl a tr.insformalion in 1992. Oranger Ward, the principal High School, who had a hart nweo reputation, was transferred to Nottingham to take Mayo's P^slUoo  principal. Mayo moved lolhe dislnct office to take the position of director of business school partnersbips. As director. Mayo was in charge of Ihe Syracuse di.stricl's \"adopt a school\" program. He oers\" effort.^ lo increase Ibe involvement of busiuesses in the schools. Bob HiFlorio. the current super lntndntof schools in Syracuse, worked with Mayo in the pr^m \"He is very open and honest ana has a sense of balance.\" PiFlono said. He has great values and a sense ofrespecl for the Family. wiinanvi him . . oniv appoinirncnt r\u0026gt;n atstde me .. r  T t_ ihrAO as disirlct in Wilhants' three years as superintendent As associate superinlendent. Mayo's main responsibilib to pull logelher Ibe pieces rf the biV tie Rock district's desegrcgalioo plan Mayo indexed the details of the court-ordered desegregation into a book that incImJed emnpre- hensbe instruction Mayo has gained strong coromu- oitt supppy, Gomwinity SrebP\nroT Public SchwlF pdbe litUe Rock AliikilK P\u0026gt;y owe Ihwr successes to Mayo, said Suellen Vann, director t commu nicalicos for the disbrict. 'pic success of these ofganitalions IS closely connected toPr Mayo'sties to the ccmmutti'iy.'\" with parenls and community members. Mayo created a mentor program thal w.a.s iostrumenlal in dectea-sing violence io the schwls- \"Conununity involvemenl helped us cul our referral rate and suspension rate.-* Mayo said. In addition. Mayo held a community day to promote involvement in the .schools. che\":?b\n?h:Vp7p'lSG inHe ^e'ShlnS .e have is al, rIeM,\" hal,.a Ih..^- S , ,^deX!lal^?he Pant SSBs 01 services uia* uk, Mayo aUempted to decrease the candidates backgrounds before violent acls by dtrcclliy addre^ing naming them a finalisL the slodents, parents and teachen . ------------   from the pulpil. The upsurge m 'The Roanoke sources were sityofVirginia. In the course of evaluations, he recommended the dismi-ssal of a Patrick Henry teacher. The teacher wa nd well-prepared for cli mo used inappropriale jokes and Ian- m? t,' SSa!Sss!S proiecuBi^ UIV .- -o\nMavomovesontoN.Y. he h^ to bring the probleiu oul. m VM/O klW** ** \" 7 .vg ,ie decided to do Ihis Mayo made a friend in Roanoke . r. . ____..r -l ikwai Ahnrrh who would serve him well. When Roanoke's deputy superintendent. \"He had a lot of interesting ideas, - loo ibeorcticai Net oob is Wnyp .a gocd _ . _ __...... Mvail l.bClL^ WOl onu  niiyy  -- ,,o S\"in\" h\" \"p\" bi'ii 'a fin. pekon as setaBS ' wrtf When Henry t......- . Lillie Rock. Ark., in 1^. ho again __ . .. _ . -Vkatf riniA n\u0026lt; heawois  . Rock School Board member. Judy ally like his values03/26/96 0^54  '\n. MEC 003 Vs a'9 B 2V fe. 'B S. *5 S'i 'Si. ' :/-^' ...^? jX 5?' l!l . Snt Jt Iw fIi 1^ ^.1 ^ssX' 23iS:  c\u0026gt; o i'4\nlU pr\"\" \u0026lt;* i\u0026lt;^^ SS / .^ Ruell Mayo, an assistant sui Admlnlitra'lon Building vdth K .chooi b,d \"\"'s\"' this morning that he has confetence at the :\u0026gt;tc'\u0026lt; litiOA pt^c-U The search is over BySABAHKARP ..,,i,fl^,the Tribu\u0026lt;js st?ff - . ~ RuSselfMayd accepted the job ai\nsuperintendent of Columbia schools this morning, ending a roller-coaster search that lasted more than four months. \"1 know some people are anxious when new leadership comes in, Mayo said at a news conference to announce he was accepting the post. \"But I am not the kind of administrator to come in and make dramatic changes. I .will probably spend the first year reading board minutes and getting a feel for what people in the district think and what is needed.\" Mayo then faced the cameras and made a pitch for the April 2 bond issue. \"I think the evidence that it is needed can be found in the 124 mobile classrooms around the district, he said. ,! ArociHArti Marv . School board uaws superintendent a a Hentges announced that Mayo, an associate superintendent from Little Rock, Ark., won the job on unanimous vote of the board. Hentges described Mayo as superior communicator and a good fiscal manager who \"values cultural diversity and will provide leadership for the district. She said the seven school board members agreed on a l^ee-ycar contract with a salary of $98,000. He will start work in July. Mayos appointment comes al- ____ roost seven months after former mg this morning, superintendent Joel Denney resigned amid allegations of wrongdoing. The board was sharply criticized during that situation for signing a severance agreement that awarded Denney $90,000 for a year or until he found a new job. The contract the board signed with Mayo reflected lessons learned during the Denney affair. While Denney had a one-page contract with no termination plause. Hentges said Mayo's contract is nine pages and includes a paragraph that would allow the board to dismiss him with cause. .She said the board had been negotiating a contract with Mayo for the past week and put the finishing touches on it at a two-hour meet- Mayo said he hopes his presence will bring an end to the uncertainty that has plagued the district through the past months, he said he is here tor the long-haul.  In my backgrpun.', 1 know, have moved around a lot, sa. Mayo, who has worked in scho districts in Virginia and Syracus N.Y. But I am not trying to colie as many superintendencics as can. I was looking to a place whe  my wife and 1 could move to foi or 15 years. In Little Rock, Mayo^ was : sponsible for the districts comi cated desegregation plan and p He relations. He was the only fir ist after a number of candidr withdrew and one was rejected. School board member Ha Cooper said the fact that Mayo the only finalist was no reflec of his appeal. During the past vears, the board has inteA'ie about 18 applicants. \"By now, said, 1 think we are pretty 'judges of quality. J MONDAY, JULY 1,1996 School official heaps praise on LR BY RUSS MAYO Special to the Democrat-Gazette [oday I will assume a new position as Tsuperintendent of the Columbia, Mo., public schools. As I approached that time, I reflected on the many admirable qualities I have come to appreciate about the people of Little Rock. Considering my position as associate superintendent of the Little Rock School District. you may wonder how I could have time to realize such things. I must tell you that those qualities have sustained me in one of the most difficult jobs of my career. I want to share a few observations with you.  First, you have to know that I am not attempting to escape Little Rock. Since tlie announcement of my appointment, many have expressed the desire that I not leave feeling that Little Rock has been a bad ex- -perience. Absolutely not! is my response. 'L------------------------------------While my job CCJrUllPCSbtl wWriintperr attenbteioenn too nf octhues obligations of the district resulting from litigation, my personal focus has been on the people of this remarkable community. The positive side 'Of the litigation is that it has provided the community and district officials a common cause around which to rally. That has hap- !pened because of the value you place on the education of your young people. The posturing among parties in the liti-gation is a detractor from the real mission of the district Posturing occurs because the diately upon my arrival in 1993, strangers --------------------- extended a friendly handshake and said motivation of certain parties is unrelated to \"Welcome repeatedly. I left my car at a lo- \"desegregationorthe education of ouryouth\n' -therefore, it generates more heat than light. ' I am optimistic that the continued growth in parent involvement will refocus this community and return the district to lo- 1 cal control. In spite of the side show, lam mot attempting to escape Little Rock. !' Second, Little Rock is the best place I 'have ever lived. I have relocated many times in my career. I have lived all over Virginia, in New York and here in Arkansas. I have never lived anywhere, including my ' home in Virginia Beach, where I was more 'Comfortable with the people than here in Little Rock. You have a quality of intelligence that belies your innocence. No doubt, you are aware of the unjusti-  fled assumptions that outsiders make about Little Rock and Arkansas in general. Some -arrive with a missionary zeal as if coming to a foreign land. They come to show you how to make things better. They assume you need their help.  In conversation with you, they mistakenly interpret the innocent gaze of your eyes as ignorance. They naively overlook your innate ability to read what they are not saying as well as what they are saying. V Over and over, R caution newcomoCs S'' about your innocent gaze. I tell them to be honest and not smug. That gaze is a secret weapon. It is a sophisticated and polite effort to evaluate motives, determine sincerity and read between the lines. By no means does it represent your lack of understanding. You understand that there can be two levels of listening: what is said and what is not said. You have a sixth sense, an instinct about people. You are intelligent, astute and perceptive. You read people at a level that is beyond the ordinary. You are great listeners and humble conversationalists. You care very much about your families, the education of your children and your civic responsibilities. Beware, stranger, I tell them: these are not people who are taken easily by charlatans, quacks or wolves in sheeps clothing. Third, your hospitality toward me has been unprecedented in my career. Imme-cal tire company only a week after arriving. When I gave my license number and state- New Yorkand stated that I had just moved to town, a hand was immediately extended over the counter and a hearty Welcome to Little Rock given. I know you are going to like Little Rock, the fellow said. He was right. This happened over and over. I have never lived anywhere where strangers bid welcome as if one has just entered their home for Sunday dinner. What hospitality! During my stay, it was not uncommon to be invited into the homes of those in the community who wanted to encourage or to learn of the litigation or just to show appreciation to an administrator and his spouse for their dedication to kids. Even as I leave, folks I know and folks I do not know are wishing me well and offering appreciation for the contributions I have made during my tenure. In other places, folks respond to your leaving as if you are a lame duck. They lose interest in you immediately. No where else have I received the kindness and hospitality that I have experienced in Little Rock. Fourth, the community is full of patrons and business people who have tthining and ability second to none. They have been trained at nationally respected institutions of learning. They are consulted nationally for advice. More importantly, tliey are generous with their time and talent. Tliis volunteering is the rule rather than the exception. Folks come from all segments of the community to help. It reflects a genuine interest in our kids and the community as I have seen nowhere else. What a wonderful resource of the kids and the district. Finally, the work ethic of tlie Little Rock School District employees is extraordinary. They are forever ti^ng to perfect what they already do well. They are motivated by success, achievement and recognition. Most need a supervisor only to provide coordination, remove obstacles and give recognition. They are willing to serve and eager to help. They have produced a district of distinction whose achievements are stifled by the cloud of contentious litigation. While collecting my thoughts for this column, so many names and faces came to mind of those who have given me this impression of Little Rock. They come from all segments  of the community-district employees, par- i ents, volunteers, senior citizens, business I people, city officials, ministers and more, i They include those who have taken a per-sonal interest in the district, in my welfare and in the welfare of the superintendent beyond their busy schedules. It would be risky to name them all for fear of omitting one. To each of you, if I have not made my appreciation obvious, please know it now and for always. Know also that you have my deepest admiration, for you have made this burden light and my time in Little Rock a joy. You have given me strength and hope. You have prepared me for the next phase of my career. For what you have done for me, I will be forever grateful. A sixth sense about people, humility, intelligence, generosity and hospitality are words I associate with the people of Little Rock I came here with some assumptions, as do other outsiders. I leave, however, knowing that Little Rock is an extraordinary place. As I visit Little Rock in the future, I hope to see all of you again and again, for I shall never forget you. Thank you for ha ving me. It has been a pleasure. I wish for you and this community only the best that life,has to offer.\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_35877","title":"Mercy Seat Elementary School (former), 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":["A grocery and sporting goods store on secondary road 665, near Hampden Sydney, Prince Edward County, Va. The building was once Mercy Seat Elementary School.","37.230352","-78.461403","http://maps.google.com/maps?q=37.230352,%20-78.461403","Mercy Seat Elementary School","African Americans","elementary schools"],"dc_format":["image/tiff"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Edward H. Peeples Prince Edward County (Va.) 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Special Collections and Archives"],"edm_is_shown_by":null,"edm_is_shown_at":["https://digital.library.vcu.edu/islandora/object/vcu%3A35877"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["In Copyright - Non-Commercial Use Permitted","This material is protected by copyright, and copyright is held by VCU. You are permitted to use this material in any way that is permitted by copyright. In addition, this material is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International license (CC BY-NC-SA 4.0) (https://creativecommons.org/licenses/by-nc-sa/4.0/). Acknowledgment of Virginia Commonwealth University Libraries as a source is required."],"dcterms_medium":["color negatives"],"dcterms_extent":["6 x 9 cm."],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_584","title":"Middle Schools","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1999"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Student assistance programs","School improvement programs","School management and organization"],"dcterms_title":["Middle Schools"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/584"],"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\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 New Futures Department (501) 324-2112 DATE: February 18, 1999 TO: Middle School Steering Committee Members FROM: ida Young, New Futures Liaison and Restructuring Director RE: Next Meeting The next middle school steering committee meeting will be February 23,1999 in the administration building, 810 West Markham, board room, at 4:30 p.m. Enclosed is a draft copy of the student programs and services focus group proposal. We will discuss it further at the next meeting. Encl.Student ProQtRniC Pr 0 FES 3 9 isas .\u0026lt;( f f Submitted by: The Middle School Student Programs \u0026amp; Services Focus Group February 16, 1999 Table of Contents Introduction  Social \u0026amp; Emotional Developmental Needs of Young Adolescents  Student Support Program Standards  Student Support Program  Advisory Programs  School Discipline/Safety \u0026amp; Security  School-Based Clubs, Organization \u0026amp; Activities  Alternative Learning Environment Model1. Diversity 2. 3. 4. 5. 6. 7. Middle School Level Student Programs \u0026amp; Services Developmental Needs of Young Adolescents Self Exploration \u0026amp; Self-Definition Meaningful Participation In Their School \u0026amp; Community Positive Social Interaction With Peers \u0026amp; Adults Physical Activity Competence \u0026amp; Achievement Structure \u0026amp; Clear Limits Because of the varied abilities and interests of students, programming should provide a variety of teaching styles, methods, curricula with a balance among core and high interest ejqsloratory experiences, and flexible scheduling that mixes short and long periods based on the nature of the task and the maturity level of the students. Diversity, not uniformity, is the rule rather than the exception.  Students need opportunities to integrate their developing capabilities, interests and relationships info a sense of who they are. Students need opportunities to exlend their new knowledge and competencies by contributing to their school and commumty through meaningful sendee projects. Positive social interaction with adults, parents and peers are extremely important. Positive adult interactions are facilitated by achdser-advisee relationships, staff participation in activities and informal contact outside the classroom. Structured outlets for the physical energy of young adolescents in non-competitive physical education should be an integral part of the curriculum. This means providing activities to help develop large muscles for some and small muscles for others and opportunities to hone arm-foot-eye coordination ^lls while recognizing that young adolescents have the physical need to move about and stretch their developing bodies, rather than sit for long periods. These two needs can be met by emphasizing positive expectations, high quality instruction, generous rewards and praise and opportumties for increased independence and responsibility. High interest e.xploratory courses, extra curricula activities, and a balanced curriculum help provide for a diversity of rewards/recogniUon so that each student can be successful at something. Students need clearly slated rules and expectations that are generally accepted and understood by students and staff. Adolescents need the security provided by clear limits in order to learn and grow during a lime of rapid and pervasive change.Middle School Level Student Programs \u0026amp; Services Focus Group Suggested Program Standards Student Prosrams and Services shall: Ensure that each student has access to at least one caring adult who provides support, nuturance, advocacy, encouragement and a trusting relationship. Provide resources \u0026amp; programs that promote physical, social and emotional health. Provide a discipline structure that guides students in becoming responsible for their own behavior and allows for personal learning and growth. Provide expanded learning opportunities that facilitate self-exploration, experimentation and self-definition. Provide organized opportunities that enhance positive social interaction with and adults. peers Provide each student wiA the opportunity to experience structured, supervised school and community service that inculcates values, develops and reinforces skills and fosters of social responsibility. a sense Build alliances with families that promote mutual respect, trust and open two-way communication and enhances the educational and personal development of each student. Provide opportunities for all students to experience success, exhibit excellence and gain confidence and personal satisfaction through participation in organized physical, social and intellectual activities. Create a structure of opportunities for learning that nourishes the strengths and the weaknesses of each student. overcomes Provide a range of exploratory activities and programs for students to develop interests and abilities and ease the transition from the elementary to the secondary level.ADVISORY PROGRAMS Focus Group Objective: To establish standards to guide the development and implementation of advisory programs. Student Support Program standard (s) Addressed: Ensure that each student has access to at least one caring adult who provides support, nurturance advocacy, encouragement and a trusting relationship. Developmental need met\nPositive Social interaction with peers and adults Rationale Given the tremendous physical growth, intellectual changes and the emotional roller coaster that characterizes early adolescence, educators have begun searching for appropriate vouiuvtvuiLo vaiiy auuitavcuvc, cuucdiois Havc Dcguu Searching tor appropriate ways to emphasize the affective side of education and providing improved guidance for all students. Affective education must be an integral component of effective middle level education. Teachine flip hocipc ic puPGaIqm* ________________u. _ 1 . , the basics is not sufficient if provisions are not also made for students to evolve into self- actualizing indi viduals capable of making healthy decisions, formulating a value system, developing social competencies and recognizing their own intrinsic worth. The responsibility for accomplishing these and other developmental goals lies primarilv with teachers and other school staff. The goals of the advisory program may vary from school to school depending on various factors, i.e. size of the school, level of staff commitment, the preparation of teachers and the quality of leadership provided by the principal. However, effective advisory' programs will: Provide increased opportunities for social and emotional development\nPromote improved peer group relationships\nProvide an adult advocate for every child\nImprove communications among students, teachers and parents\nProvide a ready source of information and interpretation of rules, regulations, guidelines and expectations\nExpand significantly the scope and impact of the guidance program Build school spirit and a feeling of belonging and importance among students and staff. Promote a feelitig of self-satisfaction among teachers and other school staff Assist teachers m gaining information about students and their patterns of behavior that might not be observed in regular classes\nServe as a rallying point for improving the total school climate\nProvide on-the-spot assistance when needed, i.e. referral, advic^, information, etc and Increase opportunities for mainstreaming and other kinds of special instructional grouping.Characteristics of Successful Advisory Programs 1. 2. 3. 4. Time is scheduled on a regular basis for contact with advisees. Advisories are scheduled at least twenty-five minutes and no longer than forty minutes in length including time for attendance and routine matters Advisories are scheduled the first thing in the morning when possible. The nature of activities conducted vary according to the needs and interests of individual 5. 6. advisory groups. Community resource people may be used but are not placed in charge of an advisory group. Students are assigned at random but individual assignments are made based on individual 7. 8. 9. 10. student needs No teacher is assigned more than one advisory group Virtually all certified staff are assigned an advisory group allowing lower teacher-student rations and ensuring broad-based involvement by all professional staff Handbooks, resource guides and other appropriate resources are readily available. Roles of the principal, other administrators, teachers and guidance personnel are clearly defined. 11. Good discipline is maintained and there is awareness that advisorv time is a valued part of the school day. 12. Grades are not assigned 13. Clearly defined procedures are followed. Role of the Principal Principals represent the organizational authority within the school structure and symbolizes what the Program stands for. The support, commitment and leadership of the principal is essential if an advisory' program is to succeed. Principals can promote effective advisory' programs by:  Giving the program sufficient space and time in the master schedule.  Providing effective and continuing staff development  Communicating the importance and purpose of the program to teachers, parents and the community at large  Providing needed resources and materials  Providing common planning time for teachers in the school schedule  Exhibiting a through understanding of all aspects of the program  Demonstrating flexibility and adapts the program according to student needs.  Providing constant evaluation of the program, i.e., problem areas, successes, student needs. * Assigning personnel in a maimer that enhances the guidance process  Modeling effective guidance in his/her own relationships with students Role of the Counselor Because of the high rates of students per counselor, it is impossible for a counselor to successfully address the guidance needs of all students. The advisory program enables the 2counselor to extend or expand the school-wide guidance program. The role of counselor is cntical in this effort and they do not surrender responsibility for the total school-wide guidance program. The classroom teacher is not expected to assume the counselors responsibility in dealing with student issues requiring specialized training and preparation. In effectiveness advisory programs the counselor serves as a team leader and resource person for the tcachcr/ad visors and extends the scope of guidance services by utilizing his/her expertise in working closely with teachers. The counselors role includes:       Provides support and enthusiasm for teachers, administrators, students and others involved in the program Avoids acting defensively or in ways that undermine the program Serves as a consultant to administrators, teachers, and others involved in the program Coordinates all functions of the guidance program including teacher-based guidance Provides leadership in assisting teachers to develop skills necessary for harmonious interactions with students and other staff. Plays an important role in initiating and maintaining the affective education programs. Serves die prunary source for teacher training regarding guidance and provides assi\nin onin CArnd, _______________it * in the advisor-advisee classroom as needed. assistance Role Of the Teacher Guidance must be viewed as a responsibility of all teachers and cannot be left only to the 1 U,* 1-1 _ n I 1 * guidance specialists. While the teaching of knowledge is an important element of the middle school educational expenence, the early adolescent needs a comprehensive instmctional program that includes oppormnitics for personal development as well. However, unless the program is p armed, success will not be achieved. Some commonly recognized responsibilities of teachers i- advisory programs are: Miners i.. in  Establishes a personal, caring, relationship with individual advisees\n Is available to discuss interests and concerns with students\n Assists students m obtaining information regarding school \u0026amp; community activities' Serves as a first-line source for referrals to counselors, nurses and other specialists' Conducts group activities including group guidance\nActs as a sounding board without passing judgement so students can work out problems. Serves as a resource by being available to help students make decisions related planning, personal/social issues, career planning, etc., and to educational Serves as a communication link between the school, home and community.    31. Advisory Implementation Guidelines Allow a minimum of one year of preparation time for the staff to plan implementation including a staff development component for total school staff. 2, Appoint a staff steering committee to explore the advisory concept and settling agreed upon philosophy for the advisory program\nmake visits to schools with a successful advisory\nresearch the literature and make professional contacts. Put the on an 3. 4. strongest supporters and risk takers on the committee as well as some aginners. Authorize the steering committee to consult with the LRSD Staff Development ' Department in planning retreats and inservice programs for the entire staff to prepare for the advisory program. Content should include basic human relations skills' early adolescent development\nhealth needs and physical development process of early adolescents and the social and personal competencies that students should master. Assess the staff response to the concept of advisory through a survey that allows for open-ended reactions. 5. Establish program philosophy, purpose and set goals and priorities. Assign tasks for year plaiming. 1 6. Establish a timeline for inservice and implementation. Attempts to implement advisor^ programs without adequate preparation are doomed to failure. 7. Build in parent and student involvement in the project. Conduct a student survey to identify student needs for advisor}' time. 8. Compile and disaggregate survey data (students, staff and parents) and report results to the total staff. 9. Pnncipal and steering committee facilitate goal-setting activities for 1 vear of advisory with staff members. 10. Develop an advisory manual from information gleaned through readings visits and professional contacts of other school districts. Try to finalize manual during the preceding T year implementation. summer 11. The building guidance curriculum should serve as the basis for advison' content with Z*1 I lit * 1  . 1 M curriculum goals, activities and means of evaluating effectiveness of advisory sessions and a definite scope and sequence. 12. Build into the daily schedule, at least 20-30 minutes of advisory time. All students must participate in advisory sessions. 13. Avoid over standardization of programs to the point of neglecting individual differences in schools and in the students who inhabit them. I14. Review student assignment options, i.e., multi-aged grouping, maintaining same advisor each year, etc. 15. Avoid advisory being perceived as an add-on ( or one more thing to do in a crowded schedule. Consider the pros and cons of home basing advisory groups within interdisciplinary teams. 16. Plan frequent celebrations highlighting advisory accomplishments in academic achievement, community service, etc. combined with prominent displays such as an advisory wall of fame. 17. Develop an evaluation process that uses objective benchmark data such as reduction in disciplrnary referrals and absenteeism, improved academic achievement, perceptions of school ^ety by students, staff and parents and improvements in overall school climate and stafr morale.ARTICLE 40 WABTRS 1. To the extent possible, any proposal for waivers by a site or the District should be presented in writing to tfie Association by February 1 and processed in such a manner so as to enable the approval process to be completed by April 1. Waivers for proposals to be effective at times other than the opening of school shall be presented to the Association at least 90 days in advance. 2. Proposals for waivers must include\na. Which parties the proposed waiver would impact\nb. The reason the waiver is needed and the goals that would be achieved if approved\nc. d. The timelines for implementation\nThe resulting staff development needs\ne. A preliminary budget\nf. The evaluation and review process\ng. The specific provisions of the contract to be waived. ' 3. Representatives of the District and the Association shall meet to discuss the reasons for and the ramifications of the proposed waiver. The parties will draft a Memorandum of Understanding and Agreement that covers the waivers needed for die implementation of the proposal. 4. To approve the final language of the waiver memorandum, the members of the bargaining unit at the site must, be secret ballot, approve the waiver by a three quarters (75%) majority of the bargaining unit members affected. Those provisions of this agreement which are not waived would remain in full force. 5. If the Memorandum of Understanding and Agreement is approved as described above, the District and the Association will consider the waiver to be in effect. 6. Any teacher requesting a transfer to a site that has contract waivers will be informed of the waivers before the transfer is finalized. Teachers assigned to sites where waivers are approved who do not wish to remain there will be considered involuntarv transfers and given priority to transfer to sites where similar waivers are not in effect. 76School Transition Program As students enter the middle school level, they are simultaneously undergoing the social and biological changes associated with early adolescence There is clearly a risk that these simultaneous adaptational challenges will overwhelm the coping skills of some students and have negative effects on the psychological adjustment self esteem and motivation to learn. To counter the negative effects and bolster the coping skills of rising middle level students, schools must be deliberate in designing and implementing articulation activities students make a smooth transition to the be deliberate school level. aimed at helping middle grades and high Suggested Articulation Activities 1. Administer a prepared survey to 5th and 6th to generate a list of concerns/issues students regarding the move to middle school. Elementary counselors will compile a list from the survey and address each during group orientation sessions with each graders middle school. have 2. list from the grade level. Plan and conduct orientation guidance activities 5th 6th graders, in the spring, after assignments have been finalized. and in spring, with school a discussion of the II student survey. concerns\" The video, II Sessions should include list generated from the recommended as a resource for Moving On\" use is highly by elementary counselors in planning the content for the orientation guidance sessions. \" Moving On\", includes an educational video, lesson plan and student workbooks designed to help students succeed video. level. from: specifically . - -- st the middle school The video, which costs $89.95, may be obtained Media Innovations P.O. Box 1351 Hickory, NC 1-800-354-9982 28603-1351 A Student workbook for $.42 per copy is also available. During the period of scheduled orientation uuiwy une perioa or scheduled orientation activities at the elementary school, include a visit by the junior high school principal, student representatives and the school counselor to present information about the opportunities, extra curricula activities, at the feeder middle school. Provide' opportunity to practice opening/closing discuss book-bag requirements\n(if applicable). programs, etc. offered students an locks\ncombination pertinent topics. - . school uniforms class changing routines and other and3 . Conduct guided tours of assigned junior high/middle schools that are co-planned and coordinated by the junior high and elementary counselors. Plans should be made for the Sth and 6th graders to sit through a class period and eat lunch in the junior high school cafeteria durinq the visit.  4 . Encourage each junior high/middle school to school video and provide a prepare a . - copy to each elementary feeder The video should present the school positively and highlight student accomplishments, sUiool ac ' ' and any other special programs/features of the school. school activities school. 5\u0026gt; Provide an opportunity for elementary students shadow for a day to , or a portion of the day at their assigned middle school. 6. Plan a follow-up pre-school orientation riai, a loiiow-up pre-school orientation for rising 6th and 7th graders in the summer, perhaps during the week prior to school opening. prior to school opening. Include a \"Health Fair\" that would allow students to obtain needed immunizations screenings and receive other health information health appropriate to this age group, school's education partner(s) sponsor the activities. The local PTA and the could be asked to co- 7 . Plan a n Back-to-School Bash\" could be a social event for new students. 8. 9. 10. 11. 12. bonding experience . or for This a retreat format to provide new administrators and middle school students, youth leaders. Assign each new middle school student \"First Year Friend\", r '   - a II a teachers, Peer Buddy\" Junior high Peer Helpers can be - - Buddies/Friends could send or letter to introduce themselves used in this project. students as well and welcome the . ., assist in the orientation and assimilation process for the first semester. or a card new new students through the Organize uwoi famines\" composed of upper class students and new students. The \"Families\" could meet weekly for the first two months of II School Families\" composed of The II monthly for the remainder of the school and then school year. Each junior high/middle school should web page that students information about the school so and parents develop a school on the computer. can access a \"Telephone Tree\" using PTA parents to contact students\nstudent buddies/mentors contact their assigned mentees and for and welcome parents and students. new students\nto teachers to call Set-up a \"hot-line\" to operate beginning in the13. 14. 15. 16. 17. 18. spring and through the summer at individual schools to field questions from parents and/or students. Require students. tags/photo IDs for all middle school Provide the opportunity for middle school teachers and elementary teachers of rising middle level students, discuss articulation issues and programs with their colleagues at the next level. and implement to Plan a fuller array of diversified transition programs. Research as shown that the of numerous varied the articulation implemented, the more effective schools and more activities - are in helping new students to succeed in their critical first a new school. Parent Activities year at Local PTA's could sponsor Parent-to-Parent Coffee Klashes or luncheons to welcome new parents and get them involved in school activities. Plan conduct a Parent Night at the junior high/middle school. A \"Dog and Pony Show\" format presented by the junior high schools to publicize extra curricular activities, curriculum offerings and theme/specialty program can add glitz and excitement. Representatives from Laidlaw should also present information bus routes and other transportation issues. and at the Dog and Pony Show curriculum on routes and Prepare school orientation packets for all parents and distribute during parent orientation meetings and maintain a supply for distribution, the school year. as needed, throughout A major goal is to have all schools adopt and implement practices. School transition programs that use numerous and diverse articulation practices parental involvement role School transition effective , - . _ including a strong in the transition plan are much more . . , . ? strong partnership with parents throughout the child's matriculation at that level. likely to maintainBefore and After School Supervision In most single-parent families and in growing numbers of dual parent families, parents must woiL and cannot be at home before students leave for school in the morning or be at home after the school day ends. Thus, increasingly, young adolescents are spending more and more of their day in unsupervised activities. Regrettably, few parents can find or can afford, well-supervised, low cost programs that are accessible to young adolescents and that match activities to their interests and needs. As a result, too many youth are left aimless and uninvolved in their communities at a time in their lives that is typically characterized by high energy, a striving for self-definition and a need to prove their personal competence in a variety of areas. About twenty years ago, the term latch-key was coined to characterize the large number of unattended children and youth fending for themselves in the after school hours due to increasing numbers of mothers entering the workforce. While there is consensus that good quality child care should be available for pre-school and elementary aged children of worthing parents, there is a lack of discussion and consensus on the issues of appropriate after school supervision and services for young adolescents. In December 1998, 3,619 surveys were mailed to parents of 5* and b* grade students to determine the need for before and after school supervised programming for middle school students beginning in the 1999-2000 school year. Less than 1% (279) of the 3,619 surveys were returned. Only 103 respondents indicated that they would need before and after- school supervised CARE for their rising sixth and seventh grade students. The poor response may be due to the fact that the District CARE Program is fee based. However, when compared to other child care services in the city of Little Rock, the rates for the CARE Program are indeed a bargain. For the 1999-2000 school year, the Department of Human Services has indicated that grant funds will be available to fund Latchkey Programs for children in grades K-6. We will apply for the Latch Key Program funds, but that still leaves students in grades 7 \u0026amp; 8 without free supervised programs. Recommendations 1. 2. 3. 4. 5. 6. Offer supervised before and after school programs in all middle schools in the 1999-2000 school year on a fee basis. During the 1999-2000 school year organize a task force/woik team composed of representatives from city and state government, churches, business/industry, parents community organizations and the LRSD to develop an implementation plan for the 2000- 2001 school year for providing free, supervised activities/programs for seventh and eight grade students. Provide CARE program to 6* grade students through DHS funding in all middle schools. Mail out CARE recruitment/registration packets to all rising middle school students in April 1999. 7. Begin Day Care licensure process for all middle schools in May 1999. Implement start-up plan at all schools based on registration forms returned, i.e., (a) purchase materials and equipment, recruit and select staff and provide screening and service training. pre- Develop 3nd implement comprehensive marketing supervised to ensure parent awareness of all after school program options, i .e., electronic and print media. District publications and local school newsletters.We are confident that after-school supervised programs and activities between the hours of 4:00 and 6:00 p.m. c^ be provided to young adolescents virtually free of costs. Existing resources must be majrimized within the schools and communities to better serve our youth. By bringing together business leaders, religious leaders, community agencies, and institutions, both public and private, to study programs that are available and where resources overlap, a plan can be developed widiin the next year for providing affordable after-school supervised programs that appeal to the interests and needs of all middle level students beginning in the 2000-2001 school year. Extended Day Program Currently, extended day programs are provided at three of the eight District junior high/middle U 1 A nn A r\\r\\  -----------jv* vi j wm tlUUUlC ,  froni 4:00 - 6:00 p.m. three days a week. These programs at Cloverdale, Southwest and rulaski Heights Jr. High provide recreational activities, tutoring and creative activities within a safe supervised environment. Because the district transports the students home at the end of the program, one of the most serious barries to successful after-school programs is eliminated- lack of transportation. Schools are an excellent setting to house after-school programs for children and youth because they provide adequate space, they are a familiar environment for the students and . . - ----------------------------- can provide access to study areas, libraries, gymnasiums and computers that support academic and recreational activities for all students. to As these school-based programs are expanded, the kinds of activities offered will also need increase to support the needs and interests of young adolescents. Program components that engage students creative interests might include theatre, puppetry, storytelling calligraphy television production, arts \u0026amp; crafts and music \u0026amp; dance. Another high interest component Jould provide sports activities such as gymnastics, aerobics, karate, open gym, and intramurals. A firework of criteria for planning after-school programs for young adolescents should be developed that is responsive to parental concerns and to characteristics of early adolescent development. Suggested program criteria include : (a.) (b.) (c.) (d.) A safe environment Supervised, clean \u0026amp; caring Clearly defined mission Meets at least four of seven key developmental requirements for the age group: (1) diversity, (2) self-exploration and definition, (3) meaningful participation, (4) physical activity, (5) competence and achievement, (6) positive interaction with peers and adults, and (7) structure and clear limits. (Lefstein \u0026amp; Lepsih )1. 2. 3. 4. 5. Recommendations Expand the Extended Day Program (EDP) to all middle schools to serve 7'^ \u0026amp; 8* grade students. Continue funding Ejrtended Day Programs through New Futures to ensure transportation services and quality programming. Offer the EDP at least 3 days per week. Explore options for providing participants with a nutritious snack during the program. Provide programmatic components that respond to the interests, needs and energy level of young adolescents. 6. Identify program outcomes and evaluate program effectiveness in areas of skills acquisition, academic achievement and delinquency prevention.School Discipline/Safety \u0026amp; Security Focus Group Objective: to assess the safety and security needs for a middle school and prepare implementation recommendations. Student Support Program Standard (s) addressed: (1) Provide a discipline structure and clear limits that guide students in becoming responsible for their behavior and allows for personal learning and growth. Developmental need (s) met: (1) Structure \u0026amp; clear limits\n(2) Meaniful participation within school and community. Rationale: Maintmning a safe, orderly and secure learning environment for both students and staff is a core objective of an effective school. However, effective discipline does not come from the quick mastery of techniques or the implementation of a single packaged discipline model. On the contrary, it comes form the belief that teaching students to be self-disciplined, to take responsibility for ones actions and the belief of students that there is real hope for them to be successfol in both the social and academic realms, is the primary aim of schools that are responsive to the developmental needs of youth. Schools that are responsive to the young adolescents need for structure have clearly stated rules and expectations th^ bind students in common standards of behavior. The process of including students in developing the behavioral expectations of the school should be deliberate and planned. By being brought into the governance of the school, students feel a deep sense of ownership and pride in the school community. The goal of an effective school is to create a climate in which students want to learn and achieve because they are acknowledged as valuable and ever changing individuals. 1. 2. 3. Implementation Guidelines Establish a discipline committee as part of the Campus Leadership Team with representation of the total school community, i.e., parents, students, teachers, administrators, support staff and the community to provide the leadership in developing the school discipline plan. Condurt a building level needs assessment that encourages the faculty to discuss discipline issues openly and freely without fear of censure so as to promote open communication and shared decision making. Set-up work groups to identify causes of student misbehavior and to develop a specific plan to minimize or eliminate the problematic behavior. The plan should state what will be done, who will do it, when will it be done and how it will be evaluated. Strive for 75 per cent agreement by the entire staff on the plan before it is implemented. Goals: Components of Discipline Plan What the plan will accomplish4. 5. 6. 7. 8. 9. 10. 11. 12. Principles: Principles define attitudes and expectations for long-term behavioral growth. Rules are developed from principles and enable students to understand the values behind the rule. Rules: Consequences: Student Learning: Evaluation: Rules establish clear expectations for behavior. What happens when a rule is broken. What the student learns as a result of the consequence. Measures how well the program goals are being met. The following questions should be included with statistical data relating to behavioral incidents. (Richard Curwin \u0026amp; Allen Mendler) Research a variety of discipline models to generate alternative classroom management strategies and increase teachers repertoire of skills. Establish a Social Contract within the Classroom Tethers will need to establish a social contract within their respective classroom. A social contract is a list of rules and consequences governing behavior either in class or school wide. The list are discussed and evaluated by the total class and when consenus is reached, the list of rules and consequences becomes the classroom social contract. As students are involved in the process of establishing rules and consequences, they feel ownership of the contract. Implement the school/classroom social contract. Campus Leadership team develops an evaluation design to measure effectiveness of discipline plan. Develop and implement parent orientation plan at each school. Distribute Student Rights \u0026amp; Responsibilities Handbooks to parents during August registration at the local school. Develop a Student Rights \u0026amp; Responsibilities Handbook video which parents can check out from school libraries. Develop process and make staff assignments for teaching Student Rights and Responsibilities Handbook during second week of school. Review parent involvement models that have been successfully implemented in other school districts. Contact the VIPS office for technical assistance and information promising parent involvement programs. Some recommended models include: on a. b. c. Security Dad Program Parents on Patrol Program Mid-Day Volunteer Program Implement a viable parent involvement program that will increase the amount of time parent volunteers are visible in the school.13. Maintain the SRO \u0026amp; District employed security guards. Involve them in all school-based inservice workshops as well as additional training in conflict resolution, effective communication skills and peer mediation. a. b. c. d. e. f. g- h. What happens to the student 10 minutes after the consequence? Is he angry? Is he back on task? Are there signs of passive aggressive behavior? Is he fully participating? What happens to the student the next day? What happens to the student a week later ? What happens to student motivation? Does energy for learning increase or decrease? (Good discipline plans enhance motivation) What happens to the students dignity? Is it attacked? Is it maintained? Is it enhanced? How is the student s focus of control affected? Does the student become more internally or externally focused? (Internal orientation leads to responsibility. Eternal orientation leads to helplessness. What happens to the teacher-student relationship? Is communication improved? Is it weakened? Does the student learn about his behavior in a way that provides increased choices or does the student learn that he has no choice at all? (Choices lead to responsibility).ARLINGTON HIGH SCHOOL Indianapolis Public Schools (IPS) SECURITY DADS Program Background: The Security Dads Program was created in 1991 as a means to involve fathers in the activities at Arlington High School. The joint efforts and resources of a parent who is the President of the Organization of Parents, Teachers, and Students (PTS), the principal and a core group of committed and caring parents started a program that has grown eveiy year since and has gained acceptance and respect from the school population. Fathers were recruited and assigned a specific role: to provide a visible male parental presence at school-sponsored activities and other student-based events. Over the years, the Security Dads developed a productive working relationship with the IPS security police officers when taking the role of chaperons, monitors of student behavior, helping students correct inappropriate actions, and at times evicting troublemakers who could ' jeopardize the peaceful development of activities. In 1991, the program started with 10 Dads. Currently, 45 Dads are involved in expanding roles such as guiding students address the problems of school violence, drug and gang-related activities in an urban school setting. Their presence at Arlington High School, one of five Indianapolis Public High Schools with a population of approximately 1,376 students, provides stability and security at school functions. The Security Dads have received much acclaim. They have been featured on ABC \"GOOD MORNING AMERICA\", on CNN HEADLINE NEWS, articles in GOOD HOUSEKEEPING and PARADE magazines described their program. The Governor of Indiana, Evan Bayh, proclaimed May Sth as the Security Dads Day in the State of Indiana. Mrs. Linda Wallace, the originator of this program and its present director, received in July, 1995, the National Governor's Award. She is also the recipient of the Martin Luther King's Drum Major Award.i ! FACTS ABOUT Arlington High School -ROLE- Training ' 4MiM Is sns Staswin aeftoota Ma-1f) to insbirtarjapoiiBtu\u0026amp;iic toMSM^MRBStoaehoslil^^ i   i* Itaatal M.*ngtoR i * MMMMNM tt Intfanapafa. Mm. JseeuaNne MMeneeod has beer) the prindpp elnoe 16B7. Afln^on has about 1,600 students\nnearly 70 peraent of the student body is Africarv Amierican.  The program began under the direction of Linda Wallace, president of the Organization of Parents, Teachers and Students, as a way of involving more fathers in the activities of the school. 0 The goal behind the e^ort was to give dads a specific role to play in schc^ events.  Fathers were recruited through a variety of means, including requests made at parent meetings, student referrals and home visits.  Fathers of incoming freshmen (junior high students) are asked to join even before their children are at the school.  To provide a visible male parental presence at school-sponsored sporting events, dances, skating parties and other student-based acthzrties.  To chaperon, monitor student behavior, correct inappropriate actions, evict troublemakers when necessary and keep the peace. Hott: Security Dads do not replace the school disinct's security police officers. Rather, the fathers make the officars' jobs easier by serving as an added deterrent to student misbehavior.  No official training is required to become a Security Dad. All that is needed is a concern for teenagers and a desire to be involved in the school.  Every Security Dad is given a T-shirt and a jacket to wear whenever they are on duly. r 0 c  d u r e SMurtly CMb  Mndund M i Ml FrMttmanOriMMIgnwinBaning\natuSMa taow ato an and what\nIhay do.  - Alone wt w principal, the OPTS praaMant *achedular tw Security Dada tor arthritaa and avanta. A Hat of participanis. wrti phone numPars and days avaMabta. is kept at Tha school's Param Center. RenwKtor calls are rrtade the day before the event to every father scheduled to vokmteer. Appropriate thank-you notes are sent.  Nearty X fathers, many of whom wcK not involved in the school in meaningfuJ ways, now take pvt in school activitsea. These dads rtow have a connection to their children's school, aad a reason to be there.  Shidents feel better about their school when they see fathers taking an active interest and being involved.  Student behavior at events has improved and misbehavior has decreased as a result of the Security Dads' presence. -  Security Dads have a productive working relationship with the school's security police officers, making for a safer school environment. For more inkrnnation on the Security OmM pleaae coiKact Linda Wallace, President Or^tnixation fgPttrmts, Teadttn nd Students (317) 226-3848 For more information on the Indianapolis Public Schools, please contact School and Community Relations (317) 226-4829 Arlington High School's SECURITY DAOS Indianapolis Public Schools iPOSITION: VOLUNTEER POSITION DESCRIPTION Mid-Day Volunteer Program GOAL OP POSITION: To provide additional positive adult and interaction during lunch periods. presence To establish children. rapport between adults and To provide assistance to students. SAMPLE ACTIVITIES: Adults are (cafeteria paired and or outside) observe students. assigned an to walk around area and TIME FRAME: Length of commitment: 30 minutes (one lunch) as scheduled 1.5 hours (both lunches) as scheduled Scheduling: 11:30 - 12:00 First lunch 12:30 - 1:00 Second lunch WORK SITE: Dunbar Junior High School QUAL1FICATIONS S OUGHT: 1. Patience 2. Appreciation of diversity 3. Comfortable around teenagers 4. Understanding of teenage behavior 5. Willingness to attend orientation session and follow program guidelines for volunteers ronow 6. Adherence to confidentiality BENEFITS: Better understanding of students' school life. PROGRAM CONTACT: Linda Brown, Dunbar PrincipalClubs \u0026amp; Extra Curricular Activities Focus Group Objective: To determine guidelines and recommendations for national clubs and organizations to be included in the middle school program. Developmental Need Addressed: Self-Exploration and Self-Definition Program Standard Met: Provide opportunities for all students to experience success exhibit excellence and gain confidence and personal satisfaction through participation in oi^anized physical, social and intellectual activities. Rationale: A well developed body of research suggests that youth participation in creative, structured activities, youth programs and religious activities contributes to the development of social competencies, adolescent identity, creates challenges, provides fulfilling experiences and also brings youth in contact with caring, non-family adults who may serve as mentors or role models. Youth activities and programs are also important components of adolescents lives because they provide a sense of belonging, develop skills through real world experiences, enhance a sense of self-worth and develops leadership skills and independence. For at-risk youth, participation in extra-curricular activities takes on an added significance by creating a positive and voluntary connection to the school. They also provide agateway into conventional social networks, while at the same time, promoting individual interests, achievement and the pursuit of personal goals. Conversely, research has shown that youth who are involved in the drug culture, juvenile crime and who drop out of school, participate in significantly fewer extra curricular activities at all grades, including the years prior to dropping our of school. Sports or exercise programs benefit youth, in part, because of how physical activity affects the biochemical mechanisms in the brain and increases the production of brain norepinephrine and serotonin which have been shown to promote feelings of well-being. Over-time, adolescents often learn to associate their feelings of well being with exercise and group activities. The majority of extra curricular activities that arc currently available in District junior high schools are appropriate at the middle school level. However, the individual schools must make a commitment or, be required by District policy, to ensure that all middle level extra curricular activities are inclusive and will accommodate all students who express a desire to participate in a specific activity or program. Procedures must be developed and implemented that support 100% participation of students in a variety of extra curricular activities and programs. While it is true that some extra curricular activities have eligibility requirements that may be restrictive to some degree, schools can provide countless opportunities for students to participate in academic clubs and other activities that are not regulated by the Arkansas Activities Association or by restrictive clauses contained in the charters of school-based organizations and activities.Listed below are a variety of extra curricular activities that school staff may consider for inclusion in the activities menu at their respective schools. Academic Clubs/Competitions Odyssey of the Mind Aegis Math Counts Math Olympiad Spelling Bee Amateur Radio Club Yearbook Staff Computer Club Chess Club Stock Market Club Fitness Club Dramatic Reading Club Foreign Language Clubs Science Club Quiz Bowls Journalism Club Art Club SECME Newspaper Staff Drama Club Dance Team Debate Team Teachers of Tomorrow Athletic/Sports Related Activities Drill Team/Dance Squad Tennis Pep Squad Football Basketball Volleyball Track \u0026amp; Field Gymnastics Cheerleader Squads Swimming/Diving Cross Countn' Girls Softball Indoor Track Fellowship of Christian Athletes Spirit Groups Golf Charter Regulated Organizations National Honor Society Student Council National Beta Club Boy Scouts Girl Scouts Future Business Leaders of America Future Homemakers of America Social, School and Community Service Organizations Y-Teens Peer Helpers Office Monitors Ladies Club Gentlemens Club Fire Marshalls Hall Monitors Bi-racial Club Peer Mediators All school-sponsored competitive interscholastic activities that educational program arc regulated by AAA.. are a part of the DistrictsEligibility rules apply to students in grades 7 and 8 at the middle school/junior high level. Eligibility is based on residence, age and minimum academic requirements. Sixth grade activities are not covered by AAA eligibility requirements. (A detailed analysis of AAA Regulations may be found in the Arkansas Activities Association (AAA) Official Handbook. IMPLEMENTATION GUIDELINES In order to fully implement a program that will benefit each child, the following concerns must be considered: 1. 2. 3. 4. 5. 6. 7. All club/organization sponsors must be trained for the activity that they will sponsor. Sponsors may include community and parent volunteers. Adequate funding should be provided by the District to ensure the broad-based student participation. Provide adequate transportation opportunities for students to participate in after school programs and activities. Every student should participate in at least one extracurricular activity . Intramural sports programs should be planned and implemented at each school to allow all interested students an opportunity to participate in team sports. Schedule an activity period into the master schedule to accommodate meeting times for all clubs/organizations.Alternative Education: School-Within-a-School Model Focus Group Objective: To define and recommend appropriate support programs including alternative education to he provided in the middle school. Developmental Need Met: Competence and Achievement Student Support Program Standard (s) Addressed: (a) Provide opportunities for all students to experience success, exhibit excellence and gain confidence and personal satisfaction through participation in organized physical, social and intellectual activities, (b) Create a stnicture of opportunities for learning that nourishes the strengths and overcomes the weaknesses of each student. Rationale: To be effective, alternative programs must create a total educational environment, which both challenges and nurtures students. The approach must focus on developing positive interactions between students and staff in an environment, which supports student progress. A model which should be sought is one that gravitates toward smallness-within-bigness or units designed to personalize education for students\nteachers who assume diverse roles in addition to classroom responsibilities such counseling, advocacy, and some administrative responsibilities and which provides an experiential curriculum, coupled with developmentally appropriate inter-disciplinary learning activities. The school-within-a school model, which is built upon the smallness within bigness principle succeeds by not totally separating the target students from their peer group but uses co-curricular and extra-curricular offerings as a way to keep students in the mainstream while providing an individualized, self-paced learning environment. This model is designed to operate within a District middle school and thus can take advantage of OV 1 Cft nr rtlr\u0026gt; _______1 .1.1- __J - I   existing facilities, classrooms and the administrative and teaching staff. Forest Heights Jr. High has successfully implemented the model for the last two years and can serve as a replication model. The mission of the school-within a school model is to provide, within the confines of the identified school, an ALE experience for students who are failing to thrive in the traditional setting. It will serve only students enrolled in the specific school who have been recommended by the school s Pupil Services Team. Core academic courses are taught by (2) teachers with dual certification in English/Social Studies and Math/Science or by a single teacher who is able to teach across grade levels. Students would be able to access electives that are offered at each school, _ ___________ level. In addition to the core subjects, all ALE students would be provided a social skill^and conflict resolution class to address personal/social issues and other developmental and behavioral needs. A staff ratio of 1 to 15 is recommended. as appropriate for the specific gradeImplementation Guidelines 1. Identify Target Schools Survey all middle schools to determine those with the space requirements to house ALE Classroom (s) on site. 2. Planning/Preparation Through the Campus Leadership Team or another school-based planning committee, begin planning for implementation of the ALE School-Within-a-School Model at the beginning of the 2000-2001 school year. 3. Selection of Staff Selection of appropriate staff for Alternative Learning Environments is crucial to the success of or the program. Alternative education should not be a dumping ground for poorly rated teachers hard to place support staff. Staff should be handpicked from among the best-rated and most popular teachers in the system. Characteristics should include a friendly, caring attitude, excellent classroom management skills, varied and flexible teaching methods, creative and energetic disposition, and willingness to work with all students. Drop-out prevention programs around the country that seem to be the most effective are ones which have a strong personality for students to identify with, admire or respect. Examples are a nurturing father/mother figure, a firm, fair disciplinarian, or a figure with special talents. Support staff should model the saine positive, up-beat attitude of the faculty and be part of the team that says to the students: We care. Preference should be given to teachers with a proven track record, those able to teach multiple subjects, and those who are interested in the academic success of at-risk students. 4. Staff Development An integral part of any Alternative learning Environment is an effective staff-training component. Training for effective interactions with at-risk students is not included in most traditional educational training programs. St^ development training must include all persons who have regular contact with the students. It is important that regular, part-time, volunteer, certified and non-certified staff all have training in the same areas. Areas to be addressed should include: 1. 2. 3. 4. 5. 6. 7. 8. Positive approaches to behavior management Aggression Replacement Training Non-traditional teaching strategies Stress management Training that includes interpersonal skills, counseling skills, and self-esteem development Other topics important to specific ALE sites Multi-cultural instruction Non-traditional instructional strategics including project based learning, cooperative learning and interdisciplinary team teaching. Staff development must be on going and, for new programs, it is essential that adequate in-service time be scheduled prior to the beginning of the school year. For a successful program, all staff must have a common vision and an understanding of how to make that vision bccomca reality.5. Therapeutic Component Mental health teams composed of community based service providers and school specialists should be established. A range of support services need to be provided on site that will foster the development of interpersonal and social skills, resistance to negative peer pressure and conflict resolution skills. A social services center will be established in all sites where space is available. Counselors and/or therapists form community-based service provider agencies will be scheduled to provide Crtf'ial cVilIo anotm a+I am ____I .*.l_ _ ...   . _ social skills instruction, counseling and therapeutic interventions. These mental health WWW4IUII, cuuiibcimg ana merapeutic interventions. These mental health teams will also assist program staff in creating an emotionally safe and comfortable climate for students that the students can identify with and attach to a caring adult. The support services will include, but not be limited to: case management services, individual and group counseling and health ^sessments. Childcare vouchers will be obtained for students requiring this service A Child C^e Center is operational at the Metropolitan Vo-Tech School that will provide childcare for all ALE students who could not attend school without it. 6. Student Referral \u0026amp; Selection Process Students in grades 6-8 may be referred to the Alternative Program through a variety of sources:     Student Self-Referral School Administrator Referral Parent Referral School Staff Recommendation Referrals should be based on the following criteria: \u0026gt; A pattern of academic failure- not performing at grade level in one or more of the core areas, and/ or performing poorly on standardized tests\n\u0026gt; Poor social and interactive skills: (a) Displaying unacceptable patterns of behavior (Sent Home Class Bars, Suspensions): (b) Failing to fit in in the social environment of the school, and/or \u0026gt; Over age for grade level. Referrals will be submitted to the school-based Pupil Services Team The PST will referrals and assign the students to the school-based program, if appropriate. screen 7. Program Assessment Evaluation of the program and services will be accomplished by presentation and analysis of data, l.e _ ana VCIC nt cnrrocc ___i____***v*s i.e., analysis of success and failure rates, number of students served :7  V. .UVVC.S anu raiiure rates, number ot students served as compared to the number identified, and degree to which each identified program objective was achieved.  Number of students who returned to the educational setting via the ALE\n* A I* F percent of participants who completed the educational year through the ALE program\n Demographic, personal and test data on ALE participants\n Number and kinds of courses in which the students enrolled\n A list of special problems identified, with actions taken and results\n Data on the success and failure rate among students by course, with staff analysis of probable causative factors\nand  A written analysis of outcomes/results for each identified program objective, which will include substantiating evidence.Special Middle School Steering Committee Meeting for further discussion on the Family/Community Partnerships Proposal Wednesday January 27,1999, 4:30 p.m. LRSD Board Room 810 West MarkhamTO: FROM: RE: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 JANUARY 21, 1999 Middle School Steering Committee Young, New Futures Liaison and Restructuring Director Information for Special Meeting, January 27,1999 A special meeting of the middle school steering committee has been set for January 27 at 4:30 p.m. in the board room at 810 West Markham. The purpose of this meeting is to allow additional time for discussion regarding the recommendation of the Family and Community Partnership Committee. Enclosed for your review is a copy of the committees proposal, budget requests, implementation timeline, information about Communities in Schools, and the local program standards for CIS. A request was made to provide information on CIS standards. Please review the section in the comprehensive plan packet labeled, Questions and Answers. This section gives a good synopsis of CIS standards. After reviewing this section, if additional information or a complete set of the standards is still needed, please forward your request to my office. The special meeting will be devoted strictly to a question, answer, and discussion format. Please come prepared with your questions and comments. The Family and Community Partnership Committee has worked endless hours to complete this recommendation. Thanks to all for your efforts. Please make every effort to attend this important meeting! Thanks so much. AttachmentsTo\nMiddle School Steering Committee From: unity Partm ip Committee Family/CcjW Sandy B^^r, Jesse Bens'c^Lam^erkley, Jim Brow: Bruce Coh^ Ida ColliR MeloifeClarke, JoAnn Cui Terri Davis,'Gwen Efirc^ Ie Ev^, Coleen Ferguso, Date: Subject: arah Facen, Bob Highto' iane John^n, Ann Kamps, ) jz Lucker fchairperson), Debb. ila' M\ns itgomery, Char: f^Haysj Miller/^FZ/yy orr ain e\nJ^ sbj^ity sb^iA ^i Nel^n, Gail Nickerscffi,- Fr^Nicke Rushingodistene Smith January 6,1999 Committee Plan Proposal Nim: r. ebme The above mentioned individuals have spent the past ten months researching, exploring, surveying, planning, learning, discussing, re- ffaming and planning some more to present the enclosed documents as a firm, consensual proposal to address Family/Community Partnership issues within our upcoming Middle Schools. The work of our committee is largely supported by the good sense of the following efforts: Strategic Planning #5, Turning Points, LRSD Board and administrative mission statement and goals, principles of Campus Leadership Teams, Community In Schools principles, Pulaski Countys Promise To Youth goals, and our revised Desegregation Plan. We have all come to the table from varied arenas with our own agendas. We are united in vision, in spirit, and in a determined effort to address the critical issues challenging youth in our schools. Our focus is to produce a comprehensive proposal to serve all Middle School students and staff with the express purpose of offering each and every one optimal opportunities for success. This will be provided through support and adoption by our school district and active participation in a citywide Communities In Schools (CIS) process. CIS will most effectively meet the needs identified by our committee and countless research documents. ...the first and foremost concern for school boards is improving student achievement. The reality is that the best instructional reforms cannot produce the desired results for a large number of students as long as schools do not have comprehensive approaches for addressing external and internal barriers to learning and teaching. The CIS process will inevitably enable our educators to return to that which they are best trained to deliver-the education of our youth. It will in turn deliver the mission, the challenge and exciting promise of allowing our community to address the external issues/barriers that may prevent many of our youth from achieving their potential. Communities In Schools, founded in 1977, is our nations largest stay-in-school network. CIS champions the connection of needed community resources with schools to help youth successfully learn, stay in school, and prepare for life. By relocating community service providers to work as a personalized team serving alongside teachers, principals, volunteers and mentors, CIS connects the schools with the resources that students need most. The success of this approach has been documented repeatedly. Community partners make CIS succeed by embracing the principles and working collaboratively on behalf of children. CIS believes that every child needs and deserves the following basics:  a personal, one-on-one relationship with a caring adult,  a safe place to learn and grow  a marketable skill to use upon graduation  a chance to give back to the community. This is NOT proposed as a quick-fix but rather, as a long-term opportunity for our district and community to view the success of our youth as a shared responsibility, a true collaboration and a blending of expertise to impact the future of our city. We also view our district as an ongoing participant within this process as CIS becomes an established entity owned and operated via an independent advisory board. We realize the adoption of this process may involve a shift in how we traditionally view services but, the long-range outcomes are proof that our youth WILL benefit. As the Little Rock School District continues to pursue designation as Quality Schools, CIS by design, mandates quality and standards as keys to success. We as a committee, urge the Steering Committee to embrace the vision of the CIS process as an ideal direction to follow and we collectively vow to remain steadfast as active stakeholders in seeing this vision through to fruition. It would prove counterproductive to proceed without a comprehensive plan that offers a menu of all i f services possible to all Middle School students. Each and every student deserves the very best our schools and our conrmunrty can offer. I Our committee has already realized the accomplishment of an essential goal\nthe upcoming implementation of a district-wide Start Wellness Program. This commitment on the part of our visionary administration and hospital partners serves to illustrate a _ I determination to provide overall school improvement strategies that specifically address barriers to achievement. It is also helpful to note that programs and services already in place in our district (services wise), fit snugly within the framework design for the Little Rock Communities In Schools process. It is indeed time for our community to roll up their sleeves and share m the challenges and joys of raising our children. From LRSD, we are asking for.  8 full-time nurses (one at each Middle School) @ an additional $60,000. This request assures that the additional coverage will not compromise services provided to nonMiddle School sites. This will also assure that elementary school are provided adequate nursing services.  Computer lines and e-mail capabilities need to be installed in each Middle School Health room to accommodate proposed Health Clinics. Staff Development for Middle School staff can be provided  dtan ueveiopniciii lui ivuuuiv ------------ r by CIS National office. They have already committed to provide needed technical assistance.  A LRSD Informational Services employee is needed to serve as liaison to work with CIS in generating appropnate evaluation/tracking of students serviced.  2 full-time site coordinators can be provided through  2 mil-time sue Luuiuiumvio vcui ww ---------- reassignment of existing staff (2 more provided through CIS).  Letters of agreement for services with CIS and cooperating partners.CIS of Little Rock will provide the following through the planning and preparations of a strong Local Task Force who in turn, appoints a dedicated Advisory Board\n An executive director  A working Advisory Board  2 full-time site coordinators  National/Local training sessions and ongoing consulting/technical assistance  Generating resources and networking services  State-level support  Local support through Pulaski Countys Promise  Other services and resources as yet to be determined As Colin Powell stated in Philadelphia, Our schools are the heart of our communities and the hearts of the community are in our schools!Family/Conununity Partnerships Committee Comprehensive Plan [ Communilies tn Schools Slate Office ~~r____, I Comrininilios in Sctiools Local Advisory Board | Communilies in Schools Local Admirristialive Office ]--{ [ Littre Rock School District Communily Partnerships ] I I 1 LRSD Middle Schools Site Providers Communilies In Schools Site Based Coofdmalois Voiunieeis X I Resource Oncers SAPtlOlAL TEEN EE RN's I 1 I Pupil Service Teams Campus Leadership Team Teacher Wellness Provided by Panners In Education VIPS xm.__ LRSOPTA ^Student Wellness | X I I I I I I I I I I I 1 Noi\u0026gt;Pro(its Media Higher Education Faith Commrify Citlual fists Heath Services Civic Orgarizations Mortal Heath Hunan Services Legal Jiwerite Business Providers Substarce Abuse GovermerX Big BAS BACaubt Scouci PAR.K. YMWCA United Way Comcast Newspaper Radio Ptiilwtder Puloki TeeJt RNProg UALX UAMS UCA NCa Arts Center Aru Council Rack Suge Museum* ACH ADII AUX Baptist Private Dr. Sl Vincent! Soultiwesi AARP Jr. Letfue Kiwutii Optimitl Rourv Cenien CSC FSA Youth Howe I Court Detention FINS Judge* Parole Probation Chamber lIRDepU I.R Alliance Small Busincu United Way ITC fSA AH)Y Drug Free Schoult A.AfnjL^ ARKidil Lily of LR Coop fca Str Dept of Com Prg File (Xpt Police Dept Medicaid Parks A Rec _ILittle Rock School District Proposed Timeline for Implementing Communities In Schools .45 in all quality efforts, much work must go into the planning, development and implementation of a Communities In Schools initiative. This is especially true for one as large and comprehensive as that being considered by the Little Rock School District. Insuring an effective, first class project requires a strong and consistent district commitment as well as a sizable community buy-in. Much will be asked of the community-at-large, not the least of which are services and financial support. Those business and community leaders who will be asked to partner with the district in this venture must see a motivated school district actively involved and committed to the cause. It is not enough to simply provide space and childretL The school district nurst invest in the concept and be an equal partner, working to not only further efforts to bring the rich resources of a caring community into the schools but to truly create safe and exciting places for children to learn and grow and for teachers to teach. Some results will be immediate, especially ex'ident in the responsiveness and performance of the students, in the enthusiastic involvement of the teachers and staff and finally, in the positive feed back from the community. The long range effect will be a more viable workforce, more involved young people and a healthier community. The following timeline is only a suggestion and one that can and should be reworked and revised for the districts use in developing a CIS project It is based on Quality and Standards, a well-defined progression of necessary steps to be taken in designing, implementing and operating the best possible program. The most important and relevant fact to remember is that, in the end, this cannot be simply a LRSD project. It must be a partnership with the community. The advantage to the district is that it does not have to assume to answer all of the questions and solve all of the problems by itself. As with the children of Little Rock, the community will provide much of the support. It is keenly important that the district works to support and not impede. It should be a leader, bringing fresh and exciting ideas to the table, with the community providing the opportunities and capacity for change.Proposed Timeline for Implementation December/January 1999:  Prepare proposal based on school/ community assessment  Present CIS proposal to Dr. Carnine  Dr. Carnine presents proposal to Steering Committee  Initial presentation to LRSD School Board (presentation/ information to the board members prior to a regularly scheduled board meeting)  Present plans to middle school principals/staff/teachers  Establish leadership task force\nselect chairperson/volunteer community liaison February 1999:  School Board endorsement of CIS project/ Ltrs. Of Agreement  First meeting of Leadership Task Force ( begin discussion re: governing, job descriptions/funding) '/ March 1999:  Task force determines if it will incorporate and how it will be governed (will it form a 501(c)(3) or exist under another organization but with full governing authority)  Preliminary operationalplan/timeline is drafted and approved (should include number of sites/site coordinators, job descriptions for Executive Director, coordinators, etc. as well as goals, objectives, responsibilities and desired outcomes, both general and particular*)  Develop Resource Development Plan  Develop individual site plans for each school (working with CLT) insuring students and families are actively involved) April 1999:  Task force approves Operational/ Resource Development Plans and begins securing funds  Appoint members to Board of Directors  Plan to attend Spring Training Institute in Phoenix ( Board Development, Resource Development, Executive Director Training)COMMUNITIES IN SCHOOLS Helping kids to help themselves Who We Are The Communities In Schools Network The mission of CIS is to champion the connection of needed community resources with schools to help young people successfully learn, stay in school, and prepare for life. Millions of young people have lost the traditional safety nets that used to provide love and security even when the nuclear family was in trouble. Extended families, close-knit neighborhoods, a church, a synagogue or mosque  all could be counted on to respond when these kids cried out for help. But now, the safety net is too often stretched to the breaking point. communities (and related problems affecting youth and their families) by adapting the CIS process to the needs and resources of the community. Local CIS projects are the individual Our society has tried to respond to this crisis with fragmented solutions. We deal with symptoms  poverty, drugs, illiteracy  as if each could be cured on its ora. But only one thing will cure the symptoms of disconnection. That is community. We need to build a new community around kids, a new safety net. Communities In Schools creates that community. By bringing existing resources, services, parents and volunteers into a school, we meet children's needs so that they can concentrate on learning. Founded in 1977, Communities In Schools (formerly known as Cities In Schools) is today the nation's largest stay-in-school network. CIS brings together hands in need with hands that can help. By re-locating community service providers to work as a personalized team serving alongside teachers, principals, volunteers and mentors, CIS connects the schools with the resources that students need most. Local CIS operations are independently incorporated, nonprofit community-, city-, or county- Mde public/private partnership organizations. They address the stay-in-school problem within their education sites that make up a local CIS program. The project's team of assigned and relocated staff connects the community's existing resources with students and their families. State CIS organizations, like the local programs, are independently incorporated. Their mission is to replicate the CIS stay-in-school strategy as widely as possible within a state, and to secure state-level resources and networking for the individual CIS communities within the state. CIS affrliates are pre-existing organizations or movements, developed independently from CIS. They are partnering with CIS because their missions meet the intent and spirit of CIS and are compatible in philosophy, principle and operations. The national office of Communities In Schools, Inc. in Alexandria, Va., helps create and support local and state CIS organizations. CIS, Inc. offers training and technical assistance through its field support centers in Atlanta\nChicago\nHouston, Texas\nand Alexandria, Va. A training curriculum for communities interested in replicating the CIS model is offered at selected training locations nationwide and through CIS, Inc.'s quarterly multitrack training events. aw COMMUNITIES IN SCHOOLS, INC. 1199 N. Fairfax Street, Suite 300,Alexandria.VA 22314-1436 Tel (703) 519-8999  Fax (703) 519-7213  e-mail cis@cisnet.org CIS at a Glance The Four CIS Basics Every child needs and deserv'es:  a one-on-one relationship with a caring adult\n a safe place to leant and grow\n a marketable skill to use upon graduation\n a chance to give back to peers and community. Some Facts about the CIS Network More than 500,000 students reached annually 135 local CIS programs in 33 states An additional 54 communities developing new CIS programs 1,009 school sites CIS, Inc. Field Support Centers North Central Field Support Center Al Ward, Field Support Director 815 West Van Buren, Suite 319 Chicago, IL 60607 (312) 226-1076\nFAX: (312) 226-7566 e-mail: carole@cisnet.org Southwest Field Support Center Jill Binder, Field Support Director 11550 Fuqua, Suite 215 Houston, TX 77034 (281) 464-6200\nFAX\n(281) 464-6828 e-mail: louis@cisnet.org Northeast Field Support Center Raj Chawla, Interim Field Support Director 1199 N. Fairfax St., Suite 300 Alexandria, VA 22314 (703) 519-8999\nFAX\n(703) 519-7213 e-mail: raj@cisnet.org Southeast Field Support Center Douglas Denise. Field Support Director 1252 West Peachtree Street, N.E., Suite 304 Atlanta. GA 30309 (404) 873-2993\nFAX: (404) 873-2488 e-mail: dtdenise@cisnet.org For more information, contact: Communities In Schools, Inc., Communications Department, Bonnie Frazier, director of communications, 1199 N. Fairfax St., Suite 300, Alexandria, VA 22314, (703) 519-8999 or (800) C1S-4K1DS\nFAX\n(703) 519-7213.COMMUNITIES IN SCHOOLS Helping kids to help themselves Communities In Schools Works. Who Makes It Work? Founded in 1977, Communities In Schools, Inc, (formerly known as Cities In Schools. Inc.) provides leadership and suppon to the nation's largest stay-in-school network. The CIS mission is to champion the connection of needed community resources with schools to help young people successfully learn, stay in school, and prepare for life. Small, caring teams of social service providers form one-on-one relationships with students and work alongside teachers, volunteers and mentors in the battle to keep children in school. The success of this approach has been documented repeatedly. Thanks to CIS, vounc people are graduating from high school and going on to hicher education or productive careers. But who makes CIS work'. Who actually implements this highly collabora-liV e strategy to help kids to help themselves'i The answer: Communities In Schools cannot succeed without it.s community-partners, the dedicated individuals who embrace CIS and work together behall ol the communitv's children. on  I irsi and foremost, it is the students themselves who guarantee CIS success. .A CIS program \"helps kids to help themselves\"  and last year, more than  .'00,000 young people demonstrated that hard work, commitment to learning, and a desire to give back to peers and community can equal success. Parents give their approval and suppon to each child s participation in CIS. They become involv-ed in CIS' mission, volunteer their time, and often benefit themselves from parenting classes and other familyskills initiatives brokered into the school by CIS. The sc hool superintendent is the crucial player who approves CiS' presence in each community. He or she invites CIS to explore the feasibility of establishing a program in the public schools, and acts as an advocate and facilitator for the CIS process. The school principal leads the school's partnership with the CIS team, chairing meetings to introduce CIS to teachers and administrators, and making CIS an integral part of the life of the school. Teachers know their students better than anyone else at the school. They refer young people for needed services, create lesson plans with other members of the CIS team, and often incorporate a \"CIS class\" into the school day. Social service providers, relocated from public and private agencies into the school, form the nucleus of the CIS team. Career and college counselors, health professionals, drug-education specialists and manv others all work together to treat each student's needs holistically. The local CIS board of directors, drawn from both the private and public sectors, provides leadership, experience and public visibility for the program. All local CIS programs are independently incorporated, thus ensuring that community decisions remain in the hands of community leaders. Local businesspeople provide invaluable resources to the CIS program: funding, employee mentors, job-shadowing opportunities, part-time and summer jobs for students, and in-kind donations of supplies COMMUNITIES IN SCHOOLS, INC. 1199 N. Fiirfix Street, Suite 300,Alexandria.VA 22314-1436 Tel (703\n519-8999  Fax (703) 519-7213  e-mad cis@cisnet.org and equipment. The chair of most local CIS boards of directors is also chosen from the private sector. Local government leaders help create access to public agency services for relocation into CIS sites. A mayor, county council chair or school board representative can be a powerful advocate for the CIS process, rallying community support and sending the message that local government is determined to improve our children's chances. The CIS staff in each community is usually quite small, since CIS teams are created by relocating staff from other agencies. But the small core of paid staff comprising the CIS executive director, individual project directors and administrative staff are indispensable to the program's success. These individuals receive in-depth training from CIS' Training Institute, and lead the way in implementing the CIS collaborative strategies. CIS national partners help bring resources to the \"front lines\" for kids and families. CIS, Inc. has longstanding partnerships with many government, private and nonprofit organizations. In addition, the CIS, Inc. national board of directors is a national advocate for the CIS network, helping to raise funds and public awareness for CIS' work with children. Relif\niou.s leaders, long accustomed to creating a communitv of spiritually committed parishioners to address social issues, find a new outlet with CIS. Volunteers from religious congregations play an i portant role in many CIS programs, and churches, synagogues and mosques support CIS by sharing space for after-school activities. CIS alumni keep in touch with Communities In Schools, sending new's of their educational progress and career achievements. The recently created CIS Alumni Network shares these success stories with the Leal and state programs, providing encouragement and support to CIS students across the country. Lastly, CIS depends on dozens of community volunteers who serve as tutors, mentors and role models for young people. The spirit of volunteerism is essential for any community-based program, and CIS volunteers help forge the vital one-on-one relationships that connect with kids.  Communities.In Schools is truly a coordinated, cooperative approach to working with kids. As our name reflects, we bring the community into the schools  and we need ever)' one of our community partners. For more information about the community partners who m^. CIS work, contact Bonnie Frazier, director of communications, at the Alexandria national office. 9/98COMMUNITIES IN SCHOOLS Helping kids to help themselves LOCAL PROGRAM STANDARDS FOR THE NETWORK COMMUNITIES IN SCHOOLS Final Draft - August, 1998 To Be Used During the 1998 - 1999 School Year (Quality - is a degree or level of excellence\nsomething that is special in a person or thing. - Oxford DictionaryINTRODUCTION Mission Statement To champion the connection of needed community resources with schools to help young people successfiiUy learn, stay in school, and prepare for life. Our Guiding Principles 0 Personalism. Programs foster one-to-one relationships with young people, promoting individual achievement. a Accountability. Programs create a safe, supervised, healthy, accountable environment in order to provide resources and services which meet individual needs. E Coordination. CIS works with the local community and serves as a resource broker and program facilitator by forming public/private partnerships needed to reposition community resources into the schools. The Four Basics Every Child Needs and Deserves'. 1) a personal, one-on-one relationship with a caring adult, 2) a safe place to leam and grow, 3) a marketable skill to use upon graduation, 4) a chance to give back to peers and community. Our Methodology Building relationships... Our Strategy To implement a process, one community at a time, which demonstrates how to organize successfill human service delivery systems which meet community needs and increase the individual achievements of identified children and youth. 1QUESTIONS AND ANSWERS Why Establish a Quality \u0026amp; Standards Committee? Due to the velocity of CISs expansion, fueled by the increasing need to provide services both nationally and internationally, it is critical at this time in CISs history to identify standards common to all CIS operational programs. Therefore, Communities In Schools national board of directors convened the Quality \u0026amp; Standards Committee to: establish standards for local and state CIS programs\nand recommend other policies required to improve the quality of CIS programs. In fact, the work of the Quality \u0026amp; Standards Committee can be viewed as one organizational response to the overall quality movement that now drives the missioEL, goals, and objectives of a number of enlightened organizations throughout the country, operating both in the public and private sectors. What is the Charge of the Quality \u0026amp; Standards Committee? The Quality \u0026amp; Standards Committees charge is to: E review the policy of the approval, establishment, and maintenance of CIS programs\nB examine the status and strength of existing programs\nB determine how a regular review process should be inqjlemented and what support would be available should a program fall short of national standards\nB determine whether local programs have met, or need assistance in meeting, state and federal requirements to function as a 501(cX3) corporation\nB define an academy, a traditional in-school program, and a whole-school model/ comprehensive strategy, with the appropriate method of evalualion for each\nB determine the duties and responsibilities of the national and regional offices to state and local programs, and recommend appropriate measures for implementing such duties and responsibilities\nB examine training programs for content, method, and location, and recommend changes if appropriate\nB work closely with the research, evaluation, planning, and public relations efforts, and make recommendations when needed\nand B recommend appropriate policies to protect the corporate identity of Commurities In Schools national.  1( What is a Standard? A standard is a series of statements that specify the critical elements of a program or activity that are deemed essential for effectiveness. After a series of intensive meetings, the Quality \u0026amp; Standards Committee identified the critical elements of a CIS program that are crucial for its existence. This does not negate each programs uniqueness, but does constitute some baseline standards for the existence of aD CIS programs. The CIS concepts and strategies encourage tremendous flexibility and diversity of community response to youth and families. No two CIS programs are exactly alike. CIS national/regional helps local programs avoid the \"franchise or cookie-cutter approach to service delivery, instead offering a set of principles and strategies that any community may adapt. The result is a great variety of programmatic emphases throughout the CIS networL Thus, it is important to understand that the standards identified here do not negate or change the basic CIS philosophy of community ownership and self-determination. But they do articulate certain basic elements essential to all CIS programs. Why Should State and Lx)cal CIS Programs Meet the Standards? Over the past several years the Communities In Schools national organization has become a leader in the development of public/private partnerships highlighted by its fast-growing network of state and local programs. To augment the expansion of the network, the issue of increased quality and quantity of services looms large as the organization sets plans for the future. A renewed focus on providing services to state and local programs will consume much of the time and energy of CIS national/regional in the months and years ahead. The benefits to the state and local programs for embracing the Standards as recommended include the following: E Increased access to resources from federal agencies that form partnerships with CIS national/regional\nB Access to funds that may become available firom public or private donors through CIS fund-raising efforts\nB Access to expanded training and technical assistance from the regional and headquarters offices\nand B Increased quality and quantity of programs and services for students and famihes participating in the CIS program. What Efforts Will be Made to Assist Programs in Meeting the Standards? All programs will be informed fully and will have the opportunity for training on the content and use of the national standards. CIS national/regional will establish a process for providing additional training and technical assistance for state and local programs. 3What Happens If a Program Meets All the Standards? Programs meeting all of the Standards will become chartered CIS programs. Chartered status is the newest and highest level of achievement for any CIS program, and this achievement will entitle the programs to: E Special recognition throughout the network as an exemplary program in providing service to youth and their families. Recognition may be with press releases, news articles, and events\nB First opportunity to apply for CIS pass-through funds^grants\nB B Opportunities to host celebrities interested in CIS programs\nInvitations to join technical assistance teams, and provide trainers for CIS\nB Invitations to conduct peer reviews for other CIS programs\nand B All other resources available to all CIS programs. What Happens If a Program Does Not Meet All the Standards? Should a program not meet the Standards after undergoing a preliminary review, a process will be set in motion, with necessary support from the appropriate regionaVstate office, to help bring the program into compliance. During the period of review and techmeal assistance, the CIS program may receive services and benefits as recommended by the regional/state office. Should the program decide not to comply, it will be reclassified xmtil such time as compliance recommendations are satisfied. If after exhausting every effort, a program does not meet the Standards, then the status of the program will be determined by the (^ality \u0026amp; Standards Committee. The national CIS office reserx'es the right to revoke the use of Communities In Schools identity (i.e., trademarks, service marks. Communities In Schools, the Reaching Scholar and Mortar Board Symbol and the Slogan Helping kids to help themselves}, if any program is not actively moving toward compliance with the Standards. What .Are the Different Stages of Development for CIS Programs? On the folIov.Tng pages is a chart that delineates the different stages and the critical elements\nthe time frame for movement to the next level\nand the resources provided by CIS national/regional and/or state CIS at each level * 4CIS LOCAL PROGRAM S l AGES OF DEVELOPMENT REQUIRED TO ACHIEVE QUALITY AND STANDARDS STAGE CRITICAL ELEMENTS OF CIS STANDARDS COMPLETED DURING EACH STAGE TIMETO NEXT STAGE RESOURCES REQUIRED BY NATIONAL/REGIONAL CIS AND/OR STATE CIS PREIMPLEMENTATION Benchmark for completion  educ. authority invilalion to explore CIS replication CIS nalional/state conunilment to provide services orientation for community leaders fonnation of task force/committee community assessment \"go decision\" from task force/commillee transmitted to CIS nalional/state and accepted by CIS nalional/state IMPLEMENTATION I Denchinaik for completion CIS board or agreement with umbrella organization lax exempt status board papers filed with CIS. Inc. executive director (LOA required if outside entity is paying l:Ds salaty) project direction, agency coordination functions covered CIS board, director, and site director trained site plans completed begins serving students Letters of Agreement with national CIS fully executed OPERATIONAL Benchmark for completion Up Io 12 monllis Up (o 12 inonllis conduct self-review program development plan to obtain Charter status request for review Io slate or national CIS successful completion of Standards Review conducted Minimum of two on-site TA* visits\nbulk mailings\nSource Books\nCIS info packs\nReplication Training\nReplication Manual**\non-site task force/commillee orientation\nall CIS conferences, PSAs, unlimited phone/mail TA Timely response (60 days) from CIS slate or national recognizes completion of pre-implementation tasks, reaching implementation stage Minimum of Iwo on-site TA* visits, including board development, all bulk mailings\nSource Books\ntraining calendar. Program Ops and Project Ops Training and at least one follow-up training for each\nProgram Ops and Project Ops Manuals**\nall CIS conferences Timely execution of Letter of Agreement by CIS stale or national (60 days) recognizes operational status Up Io 36 months from Q\u0026amp;S orientation, to first review\nup to one additional year if review is unsuccessful All materials, appropriate training, and grants opportunities as above. TA* Io develop and implement plan to attain Charter Local Standard Review date placed on schedule of reviews williin 90 days of request\njointly planned follow-up, including minimum of one on-site TA/trainmg per quarter for one additional year to reach Standards, if needed 5CIS LOCAL PROGRAM STAGES OF DEVELOPMENT REQUIRED TO ACHIEVE QUALITY AND STANDARDS STAGE CRITICAL ELEMENTS OF CIS STANDARDS COMPLETED DURING EACH STAGE TIMETO NEXT STAGE RESOURCES REQUIRED BY NATIONAL/REGIONAL CIS AND/OR STATE CIS CHARTERED TASKS TO MAINTAIN CHARTER conduct annual self-study program development plan to maintain Charter, increase quality -successful completion of triannual (3 years) Standards Review conducted by Standards Review Team Review every 3 years, up (o 1 year to reach unmet standards All materials, appropriate training, and grants opportunities as above. Special recognition (press releases, news articles, events), may provide trainers for CIS and/or TA teams\nmay participate on Standards Review Teams for otlier CIS programs *TA  Technical assistance CIS national manuals are provided upon completion of the coiTes|)onding course 64 STAGES OF DEVELOPMENT FOR LOCAL CIS PROGRAMS The process by wduch a CIS program develops is presented in this narrative and in the preceding Stages of D^elopment Chart. There are four categories of CIS programs: Pre-Implementation\nImplementation\nOperational\nand Chartered. Throughout this process, specific activities are encouraged. Critical elements are necessary to proceed successfully to the next stage\na time frame is presented for each particular stage\nand the resources provided by CIS national and state programs are delineated. PRE-EMPLEMENTATION STAGE Activities during thp phase focus on establishing community support for a CIS program. PreImplementation activities include: national or .state CIS responding to an inquiry about CIS and conducting orientation sessions after receipt of an i  ' (usually the superintendent of schools)\nidentifying invitation by the local education authority\na local CIS liaison\ndeveloping a pre- implementation task force\nassessing community leader ship support\npreparing and implementing a workplan\nand conducting a community assessment. The benchmark frat completes this stage is when the task force/committee meets and makes a decmon to go forward with CIS replication, to request a time extension to complete pre- implementation tasks, or to suspend activities. A letter giving the decision is sent to their state CIS or CIS national for acceptance. During the Pre-Implementation stage, the critical elements required to move to the next level include: E B B B B Invitation from the education authority to explore CIS replication in the community- A CIS national or state commitment to provide services\nFormation of a CIS replication task force or committee\nCon^iletion of a community assessment\nand Task force decision to go ahead with the development of CIS. The time frame to accomplish the above activities and to reach a decision to continue development based on the findings from the community assessment is up to one year. Any task force exceeding one year may submit a letter requesting an extension that identifies (1) the reason for the delay,' (2) the plan/timetable to conclude the Pre-Implementation phase, and (3) the additional techmeal assistance required to move forward. If an extension is not requested within 30 days after the initial year, CIS national or state will send written notification that the program has 30 days to file the request or it will be considered inactive until further notification from the community. Programs requesting an extension will be expected to complete their plan as indicated. When the CIS state or national oflhee receives notification of the task force decision, a response is provided within 60 days. 7The National and/or state CIS will assist a pre-implementation task force by providing replication training, minimum of two on-site technied assistance vdsits, on-she task force /comn^ee orientation. Source Books, CIS information packets, public service announcements, bulk mailings, invitations to all CIS conferences, and unlimited mail and telephone techmeal assistance. The CIS Replication Process Manual will be provided upon completion of the training course to attendees. IMPLEMENTATION STAGE This phase focuses on establishing a CIS program. Implen ntation involves finalizmg the incorporation of the CIS program and its board of directors\nraising funds\nselecting and hiring a local management team\nselecting the education site(s)\ndeveloping an operations plan\ndeveloping a comprehensive site plan\nobtaining agency agreements for the repositioning of social service staff into the project(s)\npreparing the she\nand selecting and providing mitial services to students. Execution of the Letter of Agreement with the state CIS (or, where there is no state CIS, with national CIS) marks the completion of the Implementation stage and recognizes the program as OperationaL Critical elements of the Implementation stage necessary to advance to the next level include\ns B B B B B B B B B Formation of the CIS board or an agreement with an umbrella organization\nTax exempt status\nBoard papers Sled with national CIS\nExecuth'e director selected (letter of agreement required if this person is paid for by an outside entity such as the school system)\nFunctions of project direction and agency coordination are covered\nCIS board, director, and site director are trained\nOperational plan Sled with CIS state/national\nSite plans completed\nStudents are receiving services through CIS\nand Letter of Agreement with CIS state/national is Silly executed. The time frame for the Implementation stage is up to 12 months to the signing of the Letter of Agreement bv the local program The national or state CIS signs the letter within 60 days, which signiSes that the program is then Operational. Local programs that do not complete aU steps within one year will STe a letter requesting an extension that identifies (1) the rea on for the delay, (2) the plan/timetable to become Operational, and (3) the additional techmeal assistance required to move forward. Programs requesting an extension will be expected to corrplete their plan as indicated, with the assistance of their state CIS program or CIS national. Resources provided by the CIS national and/or state program include: minimimi of two on-site visits to provide technical assistance\nProgram Operations and Project Operations Training and the corresponding manuals upon com^iletion of the training\nat least one follow-up training for each training course\nSource Books\ntraining calendars\nall bulk mailmgs and invitations to all CIS conferences. 8' OPERATIONAL STAGE J CIS programs that reach the C^erational stage have made a commitment to participate fully in the c phase focuses on further strengthening the program to meet national it^dards and qbtam its CIS Charter. During this phase, the programs identify and assess needs\ncollect and utilize data\nconduct annual rexdews\nprepare and implement a program development plan to meet all national standards and obtain CIS Chartered status\nreceive technical assistance to ^renethen the program\nand schedule and complete a Standards Review conducted bv a Standards Review Team. Successful completion of a Standards Review by a Standards Review Team recognizes the program as a Charter CIS program. Critical elements during this phase are designed to help operational programs obtain a CIS Charter and mclude: B B B B Conducting a self-review based on national Standards\nPreparation of a Program Development Plan to attain a CIS Charter\nRequesting a Standards Review by a Standards Review Team\nand Successful conpletion of the Standards Review conducted by the Standards Review Team. time frame between obtaining Operational status and requesting the first Standards Review by the Standards Review Team is up to 36 months from the time of Q\u0026amp;S orientation. Requests tor a Standards Review are filed with the programs state CIS office or national CIS through Its regional offices where a CIS state office is not in place. The Standards Review will be placed on the schedule of Reviews within 90 days of the request. Programs that are not successful in completing their Standards Review will receive technical assistance from the state and/or nation^ CIS to develop and implement a second program development plan fociiginp on areas of need identified in the Standards Review. In most cases, it is expected that the local CIS program will reach all standards with in development plan. one year or as specified in their second program Local CIS programs may appeal the decision of the Standards Review Team to the Qualitv \u0026amp; Standards Committee of the CIS national board of directors. Resources provided by the national and/or state CIS program include: minimum of two on-site visits to provide technical assistance, including assistance to conduct a self-review and/or to prepare the program development plan\nall CIS training courses and their related manual\nand materials\nat least one follow-up training for each training course\nSource Books' training calendars\nall bulk mailings\ninvitations to aU CIS conferences\nand the timely execution of the Standards Review by a Standards Review Team. Jointly planned technical assistance, mcluding a minimum of one on-site TA/training per quarter for one additional year, will be provided to programs that do not obtain the CIS Charter on their first review. After three years, if a CIS program does not meet the standards, technical assistance will continue from CIS national/and or state ofiBces, but the local program will not be eligible for grant opportunities and CIS pass-through funds. CHARTERED STATUS The newest and highest stage of development for CIS programs recognizes program'\nthat have met all of the local CIS program standards. With this accomplishment, the program gains new opportunities for recognition and to assist their peers and new CIS programs in development. At this level, the program also strives to maintain their Charter and to reach even higher levels of quality in their services to students, families, and the community, and to see that newly established CIS programs also meet CIS standards. Critical elements for maintaining Chartered status include\ns E B Conducting an annual self-review on national standards\nPreparing a Program Development Plan to maintain the CIS Charter and increase quality\nand Scheduling and participating in a tri-annual (every three years) Standards Review conducted by a Standards Review Team. Time Frame to maintain the CIS Charter is open-ended, except that the Chartered local program will participate in the Standards Review conducted by a Standards Review Team, every three years. Programs that do not successfully complete the tri-annual Standards Review will develop a Proeram Development Plan to address program needs in partnership with their CIS state and/or the national CIS. The Program Development Plan will ^ecify the technical assistance that the state and/or national CIS wUl provide and the steps and time lines to complete the plan. In most cases, it is expected that the local CIS program will reach all standards within one year or as specified in its second program development plan. Local CIS programs may appeal the decision of the Standards P,eview Team to the Quality \u0026amp;. Standards Committee of the CIS national board of directors. include all Resources provided by national and/or state CIS to Chartered local programs materials, appropriate training, and grants opportumties that are available to operational CIS programs. In addition. Chartered CIS programs will receive special recognition ^ress releases, news articles, events) and may, at their discretion, proxdde trainers for CIS training courses and events, participate on state and/or national techmeal assistance teams, and/or participate on Standards Re\\dew Teams for other CIS programs. 10810 WEST MARKHAM LITTLE ROCK, AR 72201 New Futures Department (501) 324-2112 L fi - ROH1VE0 1 1S89 DATE: February 26, 1999 OFFICE OF DESEGREGATION MOSITOO TO: FROM: Middle School Steering Committee Members Young. New Futures Liaison and Restructuring Director RE: Next Meeting ^28 mHEI \u0026lt; The next middle school steering committee meeting will be Tuesday, March 2, 1999 in the administration building, 810 West Markham, first floor lounge, at 4:30 p.m. Enclosed is a draft copy of the student support programs proposal. Please review it prior to the meeting and bring it with you. We will discuss it further at that time. Encl. student Support Programs Focus Group Objective: Define and recommend appropriate student support programs (including alternative education) to be provided in the middle school. Developmental Need (s) Addressed\n(1) Competence \u0026amp; Achievement (2) Meaningful participation in the school and community: (3) Self Exploration and Self-Definition (4) Diversity Program Standard Met: create a structure of opportunities for learning that nourishes the strengths and overcomes the weaknesses of students. (2) Provide a range of exploratory activities and programs for students to develop interest and abilities and ease the transition from the elementary' to the secondary' level. Rationale The years of early adolescence, roughly from ages (10) ten to fifteen (15) is a time of rapid change in adolescent development and developmental needs and is believed to represent the last best chance to have a positive impact upon the development of youth. High-quality' youth development programs, at this age, can significantly influence the decisions that young people make and the paths they choose. The availability of youth programs, as well as how they are used in the school and community, determine the overall health of youth in a community. A singular distinguishing characteristic of healthy conununities is the percentage of youth who are engaged in positive youth activities. The places, opportunities and relationships that young people experience in their families, schools, community, youth programs and in religious settings, provide the foundation on which youth develop. If these settings support and stimulate development, as well as provide appropriate boundaries and limitations, children and youth will most likely grow into healthy and productive adults. When youth dont experience positive, supportive relationships, places and opportunities, the chances increase that youth will become involved with health compromising behaviors. Positive youth development programs and activities provide opportunities for young people to experience success\npositive and meaningfill relationships, develop a sense of belonging and selfidentity, enhance leadership skills, and develop self initiative, time management, conflict resolution and social and personal skills. Youth who feel supported feel that they are connected to people they value and to adults who know and care for them. They also feel that they have adults they' can turn to for help of various kinds such as dealing with emotional problems, learning new skills or obtaining financial resources. Supported youth know that they are not alone\nthey know they can rely on positive fulfilling relationships with numerous adults in their families, schools and corrununities. Over the y'ears, the Little Rock School District has implemented a range of positive youth development programs in both the elementary and secondary schools. A short description of all support programs that are currently implemented in District junior high schools and are appropriate for the middle school level as well, are listed below.YOUTH SERVICE Youth community service and/or service learning is a method by which students learn and develop through active participation in thoughtfully organized service experiences that meet actual community needs. As such, it blends service and learning in ways that serve to reinforce and enrich one another. Service-Learning that is connected to the academic curriculum is integrated, coherent and based on the belief that learning comes to life for students only when it is intimately cormected to the lives of real people. Effective service learmng programs provide structured opportunities for students to apply academic theory to real world practice. Students reflect on their experience, discuss how the service experience ties back to their academic learning\nassess how they have impacted the community through their work, and identify how their experience affects their future studies and career ambitions. Service learning can be a vehicle through which students begin to understand concepts such as community revitalization and economic development and leam how they can use their skills and education to better the community in which they live. Recent studies on the outcome of service learning reveal the following outcomes: (1) (2) (3) (4) (5) Reduction of negative behaviors\nIncreased achievement in basic skills. Increased motivation to leam\nImproved judgement, understanding, insight and personal/social development, and Increased achievement in observation, inquiry and application of knowledge. Studies have also shown that service learning has a positive impact on schools (Conrad \u0026amp; Heden 1989\nCarin \u0026amp; Keilsmeir, 1991):  A paradigm shift where teachers become facilitators and coaches and students take more responsibility for their own learning\n Motivated learners engaged in authentic and significant work\n A cooperative learning environment\n Teachers as reflective practitioners engaged in planning curriculum development and inquiry.  Collaborative decision-making among administrators, teachers, parents, students and community members\n A positive, healthy and caring school climate, and  Community involvement, resources and support in the educational enterprise. The LRSD has implemented low infusion service learning programs since 1986. Primarily, these have included community service activities and a peer helping program which have provided service learning opportunities through school and community-based projects. Effective in the 1998-99 school year, LRSD students in grades 9-12 may earn '/i unit of elective graduation credit for each 60 hours of service rendered or a maximum of 120 hours for one (1) unit of elective graduation credit.PEER HELPING PROGRAM The aim of the Peer Helping Program is to create a culture of caring in both the schools and communitj by having a pool of trained children and youth who have the interpersonal skills, caring attitudes and the desire to reach out and touch the lives of others in a positive way. School and/or community projects provide the vehicle for the organized service activities that students participate in. A few projects are described below.  Peer Educators - Trained peer helpers serve as speakers or presenters to their peers on such topics as AIDS prevention, drug education  Peer Tutors - Peer helpers are trained to serve as tutors to other students who are performing below grade level or in need of academic support and remediation. Goals: Train youth to become effective helpers of their peers.  Increase self-esteem and self-confidence.  Improve attitude toward school and community.  Improve communication skills. PEER MEDIATION PROGRAM The Peer Mediation Program is designed to empower youth to resolve personal conflict by engaging in a problem solving process and developing a plan of action that has been mutually agreed upon by both disputants to resolve the conflict.. The program encourages student growth and develops skills such as listening, critical thinking and problem-solving that are basic to all learning. Goals:  Reduction of conflict and violence by way of peaceful resolution.  Improved communication skills.  Reduce school absence and suspensions.MENTORING PROGRAMS Mentonng is a strategy whereby children and youth are matched with a caring adult or older youth to receive support and participate in a sustained nurturing relationship. Tfris intervention requires time and on-going training, support and attention to the infonnal mentoring relationship 1 nree nrartirpc nf ______________ Three practices of effective mentoring programs are: (1) A firm commitment from the youth and adults involved. (2) Quality training of mentors and screening of applicants. (3) Ongoing support and monitoring of the relationships between the student and his/her mentor. CROSS-ACE MENTORING  Cross-age mentonng mvolves paring older students in positive, nurturing relationships with younger ^dent. Following extensive training, the mentors are matched with a younger mentee. Mentors visit mentees during the school day at a time mutually agreed upon bv the respecPve building administrators and program sponsors. Goals: a    Keep students in school. Increase self-esteem. Improve attitude toward school and learning. PAIR-UP BUDDY MENTOR PROGRAM A collabor^ve effort between the Peer Helper Advison- Council and the Dropout Prevention I f Ko \u0026gt; N /f  ___  1   . - * Office, the Buddy Mentor program is designed to keep students in school by providing positive peer intei^tion and support. The program supports one to one relationships between students developed to fecilitate each students educational, social and personal growlh. It is an excellent strategy to assist in transitioning elementary students into the middle school level. Goals:  Keep students in school  Increase self-esteem  Improve attitude toward school and learningPROJECT MENTOR (VIPS) Project Mentor is a Distnct mentoring program that promotes one-to-one relationships between a caring adult and a student, to facilitate the students educational, social and personal growth. Mentors typically spend a minimum of one hour a week visiting in the school with an assigned student. The mentor acts as a special friend, role model and advisor to the student. The program is available to students K-12 and is coordinated by VIPS. Goals:  To provide academic and/or personal support to students.  To provide improve attitudes toward school and learning.  To increase self-esteem.  To provide a nurturing and helping relationship between the child and caring adult.truancy/drop-out prevention initiatives TRUANCY PICK-UP PROGRAM A cooperative effort between the Little Rock Police Department, the Little Rock School District and concerned volunteers designed to keep school age children/youth off the school. Students seen on the streets during the curfew hours of 9:00 a.m. until 2:30 p.m., Monday streets and in - Friday while school is in session, are picked up by the Little Rock Police DepartmentLid T Students assigned school or the nearest secondaiy' school, which ever is closest. LRSD bus transportation is provided to deliver the students to the assigned school. as needed. Goals:    Improve school attendance. Help students get back into the mainstream. Understand the importance of education. TRUANCY REVIEW COMMITTEE (TRC) The TRC is made up of representatives from the Little Rock Police Department LRSD Dep^ent of Human Services, the Juvenile Justice System and other agencies,who come together once a month to conduct scheduled hearings and to listen and intervene in chronic truancy cases. Elementary students who have a minimum of six unexcused absences and/or excessive tardies, are referred to the TRC by the building principal. The committee tries to idenufy obstacles preventing regular school attendance and provide resources and support to mprove attendance. This intervention is designed to prevent parents from being referred to the Truancy Prosecutor. Goals:   Improve school attendance. Help students get back into the mainstream. DROP-OUT PREVENTION/INTERVENTION Middle school is often the time for adolescent testing of the rules. Utilizing a combination of counseling, remedial education, alternative placement, or special interest programs, dropout prevention/interv ention programs help redirect potential dropouts so they can stay on track and work toward graduation or a GED diploma. This initiative is supported through Title I funds. Goals:  Keep students in school so thej' can complete graduation requirements.  Improve academic performance.  Improve behavior and attitude toward learning.  Increase self-esteem/self-confidence.SUBSTANCE ABUSE PREVENTION PROC RAMS STUDENT ASSISTANCE PROGRAM (SAP) A Student Assistance Program is a comprehensive primary prevention and early intervention program for secondary students in the LRSD. The program includes a systematic effort to educate, identify, assess, refer and support students with drug abuse problems and other high-risk behaviors which are interfering with students education and life development. A district-wide SAP has been provided for secondary' students since 1988. During the 1998-99 school year, 6,500 students participated in student support groups facilitated by trained staff members at each secondary school. Four basic support groups are available:  Intervention or insight - For students harmfully involved with alcohol and other drugs  Concerned Persons - For student whose lives are being affected by the chemical abuse of a loved one.  Staging Straight (SobrieU') - For students who choose to live a chemical-free lifesU le but cannot stop on their own without continued support.  Sharing - For students wishing support for developmental and personal problems not related to alcohol or dmg abuse. TRUCE (TEENS RESISTING UNHEALTHY CHOICES EVERYDAY) A drug prevention incentive program co-sponsored by the LR Rotary Club 99 and the LRSD Safe \u0026amp; Drug Free Schools Program. It is a voluntary' program which rewards students for being drug- free and encourages students who are using drugs/alcohol to reject them. The TRUCE program differs from many others because of its emphasis on drug testing by urinalysis. With parental or guardian permission, students are voluntarily tested to prove that they are drug free. Students who test drug-free receive an official TRUCE ID card that entitles them to merchandise discounts, full entry into planned events and preferences in employment hiring. During the 1998-99 school year, 5,075 secondary' students participated in the TRUCE program. COMMUNITY-BASED CONFLICT MANAGEMENT TRAINING INITIATIVE (CBCMTI) CBCMTI is a program designed to help students and their parents leam new ways to handle conflict other than by resorting to violence and/or the use of weapons. All students who have been long-term suspended or expelled for a violence related offense and their parents are required to participate in eight CBCMTI sessions as a condition for the reinstatement of the student following suspension/expulsion.INSURE THE CHILDREN Insure the children is a drug/alcohol intervention and treatment program for LR youth who are harmfijlly involved in drug and/or alcohol. This service is provided by Arkansas Childrens Hospital through a contract with the city of LR. The program is funded by a quarter cent tax collected bj- the city of LR and is free to all children and youth (ages 5-18) who reside within the city of LR. LRSD students suspended or expelled for a drug/alcohol related offense are required by District policy to be assessed by a certified drug counselor and to enroll in and successfull)' complete a prescribed drug treatment plan as determined appropriate by a certified drug counselor. Both inpatient and outpatient treatment are available as needed. Students are screened by the Pupil Services Department and referred with parental consent to the Insure the Children Program. Annually, between 150 and 200 students are referred to the program. PARENT EMPOWERMENT GROUP - (PEG) The PEG program is designed to increase communication between the school and parents especially targeting students who are truant and are potential dropouts. The program strengthens positive, nurturing communication patterns within the family and betw'een parents and children. Aggression Replacement Training, a social skills curriculum that develops empathy, anger control, skills streaming and character education are components of the PEG program. Participants are involved in activities that research has proven will improve familv functioning and self-sufficiency and decrease student problem behaviors that impact school performance and attendance. Parents are referred to the program by the Juvenile and Municipal Courts or by a building administrator. Goals:  Keep students in school and build self-esteem.  Empower parents to become advocates for their children.  Improve the at-risk youth s overall school performance  Reduce the daily stress that parents and youth experience.SCHOOL-BASED HEALTH SERVICES FAMILY LIFE EDUCATION The Family Life Education program is delivered to students in grades K-8* and is designed to help students understand the unportance of reproductive health issues, self-esteem, communication and decision making skills. The program is taught through science classes in the V*\" \u0026amp; 8* grades. Goals:  Help students make informed decisions about their reproductive health.  Help students make informed decisions for a successful life. School-based health services are available to all students enrolled in the LRSD. These services are provided by a registered nurse. School nurses are assigned to each school for one to five days weekly depending on the size of the school, or the type of school (magnet, incentive or area). All magnet (except PV) and incentive schools are assigned a full time nurse. Services provided include routine screenings, care of ill and injured students, physical assessments, health counseling, a health education program, monitoring of state required immunizations and the ac^inistration of Hepatitis B, Measles, Mumps \u0026amp; Rubella (MMR) vaccine at grade 7. Also, minimal health counseling and support are provided to building staff. School-based clinics, operated in partnerships with area hospitals, are available at Central, McClellan and Cloverdale Jr. High schools. Children and families are able to receive free or low cost medical care in locations convenient to their neighborhood.CARER PREPARATION PROGRAMS VITAL LINK Vital Link is a career awareness summer program designed to help students and teachers understand the hnk between classroom skills and work place success. Vital Link provides the opportunity for sixth grade students and teachers to participate in a one-week internship in a community business. By visiting and working with professionals on jobs such as bankings accounting, hotel management, non-profit agencies, retailing, printing, manufacturing, law enforcement, the legal profession and others, participants experience, first hand, the expectations and requirements of the workplace and are able to relate skills learned in the classroom to the world of work. Goals:  Increase understanding of students and teachers the important link betw'een school and work.  Increase career awareness.  Encourage teamwork. YOUTH EMPLOYMENT CENTER (YEC) An employment training and job placement program designed for youth between the ages of 14- 21. The YEC provides pre-emploxment skills training and assist applicants in finding a job based on the applicants interests and skills level. YEC youth and adult staff work with emplo\\'ers to ensure that job responsibilities and experiences of youth employees reinforce SCANS skills. Goals:  Empower students to become better citizens/role models.  Recognize the link between school and work.SPECIAL NEEDS PROGRAM BUILDING OPPORTUNITIES OF SELF-ESTEEM THROUGH TUTORIALS (BOOST) ^e aim of the LRSD BOOST program is to provide academic, emotional an social support to District students and families who lack a fixed, regular residence are living in a shelter, or are living tempor^ly with relatives or friends. Services provided include: academic tutoring and homework assistance, year round recreational and enrichment opportunities, student and family support groups, parenting education referrals and assistance in obtaining medical care, social seivices, individual and family counseling and advocacy to ensure that barriers to regular school attendance are removed. The district employs a Homeless Liaison to provide service coordination and support to these children ad families. Annually, approximately 650 students served through this program. are Criteria for Participation\n Temporarily living with their relatives or friends (with or without parents).  Homeless - lining in a shelter or transient. STUDENT WELFARE Through an annual allocation process with the United Way, economically disadvantaged students in the LRSD may receive school supplies, clothing shoes, and optical examinations. District schools are given an annual .............. sum with which to purchase clothing and school supplies for needy .... / JT ----------------------------------O QUppHVO IVl , children/youth enrolled in their respective schools. This fund is administered bv the Pupil Services Department.IMPLEMENTATION GUIDELINES 1. 2. 3. 4. 5. 6. 7. 8. 9. Insure that all parents, students and staff are familiar with the range of student support programs available in each middle school and know how to make appropriate referrals to each. Develop/distribute brochures or booklet that describes available support programs and how to access them. Collaborate with communitj'-based organizations such as the Boys \u0026amp; Girls Programs, city government, churches, scouting programs, YMCA YWCA, to partner with the schools in sponsoring school-based clubs/programs as a way to increase student participation in positive youth programs. Provide systematic and on-going training and support to school staff and other adults who work with children and youth support programs. Integrate service-learning and community-service into the school curricula and into the school s culture as a methodology to reinforce academic skills, educational relevance, the service ethic, develop personal and social responsibility' and promote positive civic involvement. Revise policy to permit service learning hours accumulated in the 8* grade to count towa\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_589","title":"Miscellaneous","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":["1999/2003"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Teachers","School improvement programs","School management and organization"],"dcterms_title":["Miscellaneous"],"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/589"],"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\nCorrespondence, brochure, and news clippings\nDeveloping a Research Agenda in Arts Education A national conference in May 1992 in Annapolis, Maryland, launched the process of developing a research agenda for the next decade in arts education. The conference, convened by the U.S. Department of Education and the National Endowment for the Arts, brought together policymakers, teacher educators, artists, and representatives of arts professional organizations. Follow-up meetings are planned in different regions of the country. Designing a National Arts Education Dissemination Network To improve dissemination of quality arts education programs to those on education's \"front lines,\" the John F. Kennedy Center for the Performing Arts, under a contract from the National Endowment for the Arts, has begun work to design a U.S. Department of Education Office of the Secretary Lamar Alexander, Secretary Agnes Warfield, Deputy Chief of Staff Office of Educational Research and Improvement Diane Ravitch, Assistant Secretary and Counselor to the Secretary Francie Alexander, Deputy Assistant Secretary Theodor Rebarber, OERI Associate National Endowment for the Arts Office of the Chairman Anne-Imelda Radice, Acbng Chairman Office of Policy, Planning, Research, Budget Margaret Wyszomirski, Director Mindy Berry, Senior Policy Analyst Arts in Education Program Douglas Herbert, Acting Director national arts education dissemination network. When fully implemented, the network will provide referral services, dissemination of exemplary programs, and a nationwide telecommunications network linking educators interested in the arts. For more information: 232-219-2050 For Additional copies: 800-424-1616 202-219-1513 (Washington, DC metropolitan area) Photographs: panel 1, Robert L. Dean III, State College, PA panel 4,  Michael P. Smith, New Orleans, LA, for Young Aspirations/Young Artists (YA/YA), arts and social service organization that trains inner city youth in the visual arts Children's art: Courtesy of Luxmanor Elementary School, Rockville, MD panels 7 and 8, unsigned panel 3, Monica Amieva panel 5, Shannon Carroll The copyrighted photograph may not be used without specific permission of Michael P. Smith. Oeslgn\nC}mlhlf Heam Dorfmin Mayim OAS92-OI6 ED/OER]2-M NATIONAL ENDOWMENT FOR^i^THE ARTS Produced by the U.S. Department of Educa\u0026amp; and the National Endowment for the Arts. ' A,merica 2000 Arts PartnershipAMERICA 2000 Arts Partnership Dance, theater, music, the visual arts... Through each of its disciplines, art represents a distinct way of exploring and understanding our common humanity and surroundings. Secretary of Education Lamar Alexander has said: \"If I were helping to rethink the curriculum of a school in my hometown, I would want instruction in the arts to be available to every student.\" Yet today, a rigorous and comprehensive education in the arts is available to only a fraction of our children. AU students can benefit from appropriate arts instruction. For students with disabilities, gifted children, those with limited English proficiency, as well as all others, the arts are an important part of a well-rounded education. Acting Chairman of the National Endowment for the Arts Anne-Imelda Radice believes that: \"Infusing the aeative spirit of the arts in our schools is an important part of revitalizing American education.\" A good arts curriculum helps students understand our nation's evolving cultural heritage as well as those of other civilizations. The arts enhance creativity and cultivate each studenf s ability to make informed aesthetic judgments. Additionally, the arts can be used to enhance teaching and learning in all subjects. Properly integrated, arts education helps students develop an appreciation for individual arts disciplines as well as for how those disciplines relate to other subjects. To improve students' knowledge, appreciation, and skills in the arts, the U.S. Department of Education, with the National Endowment for the Arts, is working to advance the AMERICA 2000 Arts Partnership. James D. Wolfensohn, Chairman of the John F. Kennedy Center for the Performing Arts, has agreed to head a group of private citizens to propose options for the Partnership. The AMERICA 2000 Arts Partnership as presently envisioned will include the following seven major components. % . \"t:  Developing World Class Standards in the Arts The U.S. Department of Education, the National Endowment for the Arts, and the National Endowment for the Humanities have joined to support a national effort to develop World Class Standards that describe the knowledge, skills, and understanding that all students should acquire in the arts. These voluntary, national standards will complement similar standards in science, mathematics, English, history, geography, civics, and other subjects. National standards in the arts will establish a dramatic vision of what is possible and will encourage teachers and students to strive towards the best in arts education for all children. Standard-setting in the arts will be coordinated by a consortium of four organizations: the American Alliance for Theatre and Education\nthe Music Educators National Conference\nthe National Art Education Association\nand the National Dance Association. The effort will be broadbased involving respected individuals from a variety of backgrounds who are interested in arts education, including nationally recognized educators and artists. Involving AMERICA 2000 Commimities The U.S. Department of Education will work with AMERICA 2000 communities to emphasize the importance of the arts for all students and to help local coalitions improve arts education. Priority will be placed on developing comprehensive and rigorous school curricula in the arts. Community arts institutions and organizations will also be enlisted as partners to broaden students' access inside and outside of school to a wide range of arts experiences, including museums, lectures, live performances, and local artists. Communities will be encouraged to consider including the arts as part of their AMERICA 2000 education strategies. The National Endowment for the Arts, with its partners, the 56 state arts agencies, encourages and funds the creation of collaborative partnerships between state and local arts organizations and the education community. Helping States Implement High National Standards The U.S. Department of Education supports states in the creation of their own K-12 curriculum frameworks based on the voluntary, national standards in the arts. These frameworks will constitute the state's own vision of the education every child should receive, helping to ensure every child the opportunity to learn the arts. They will provide the basis for improving teacher education, professional development, and assessment. Creating a National Center for Alts Education The U.S. Department of Education supports the creation of a National Center for Arts Education, which will involve respected school professionals, scholars, and artists in research and in projects to improve arts education. The Center's activities may include: helping to provide professional development for teachers\nsupporting artists in schools\nassisting in the development of World Class Standards in the arts\nbuilding a national resource network of exemplary programs, curricula, research, and ideas made available through videos, software, printed materials, and other means. The Center will also work with AMERICA 2000 communities and recognize outstanding local initiatives. Expanding the National Assessment of Educational Progress (NAEP) In cooperation with the National Endowment for the Arts, the U.S. Department of Education plans to expand the National Assessment of Educational Progress (NAEP) to include assessment of students' knowledge and abilities in the arts. Preliminary work to develop an assessment framework will begin in July 1992. Support for this phase of the national arts assessment is being provided by the National Endowment for the Arts in collaboration with the Getty Center for Education in the Arts, a program of the J. Paul Getty Trust. Plans call for the NAEP arts assessment to be in place by 1996. Development will be coordinated with the parallel effort to develop World Class Standards describing what all students should learn in the arts. The new assessment will be informed by NAEP's experience assessing the arts in the 1970s, as well as by current exemplary assessments in different states and localities. Individual Approach to a World of Knowledge November 3, 1999 received Mr. John Walker Attorney at Law 1723 Broadway Little Rock, AR 72206 MOV 4 18S9 OFFICE OF DESEGMiQH MONITORINS RE: FOI Request of October 27, 1999 Dear Mr. Walker: Your request for information on consulting services regarding the development, review, and/or implementation of educational programs for the past two years required the expenditure of many, many hours of staff time. That is why we could not have possibly responded by Friday, October 29, as you initially requested. We had to request, wait for, verify, and then organize reports from about 20 different administrators and their secretaries in the preparation of the attached information. To the best of my knowledge, the attached report is accurate. We included, although your request was not clear, the consultants we have paid to conduct teacher training. You also requested copies of correspondence with the listed consultants. To the best of my knowledge, the attached copies are an accurate report. If other correspondence exists, we were unable to identify it at this time. We tend to communicate with our consultants by telephone. Both Dr. Ross and Dr. Roberts have communicated with us, most generally, face to face in meetings. I am attaching a couple of hand-written comments from Dr. Roberts. Thats all I have. I am responding, however, only for the Division of Instruction. Other Divisions may have additional information. Please note that Phale Hale is Sadie Mitchells consultant, not mine. We included in our report what the District has paid him since you specifically named him. I did not attempt to locate correspondence with him. 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax\n501-324-2032 John Walker - FOI Request November 3, 1999 Page Two We do not require a vitae to be submitted by our consultants. Nor do we have written contracts with all of them except, to my knowledge. Dr. Steve Ross, Dr. Terrence Roberts, and some of the mathematics and science consultants. Should you wish to review the Success for All training contracts with the University of Memphis, you may do so in the office of Mr. Leon Adams, Director of Federal Programs. Mr. Junious Babbs is the person to see for Dr. Ross and Dr. Roberts contracts, science information. Dennis Glasgow can provide the mathematics and I have, in good faith, tried to comply with your request. If you have additional questions about this information, please contact my office. Yours truly, Bonnie A. Lesley, Ed.D Associate Superintendent BAL/adg Attachments cc: Dr. Les Gamine Junious Babbs Brady Gadberry Sadie Mitchell ^Ann Brown, ODM Chris Heller Clay Fendley Leon Adams Dennis GlasgowConsultants for School Years 1998-1999 and Fall 1999 Name Address Telephone Engaged Learning 941 Brynwood Drive Chattanooga, TN 37415 (423) 870-5624___________ Marcy Anderson 1016 Normal Avenue Chattanooga, TN 37405 (423) 265-7635___________ Debbie Silver 188 Trace Drive Ruston, LA 71270-3449 (318)255-9321___________ Mary Mantel 2500 River Road #56 Marysville, Ml 48040 (810)364-1365___________ Makitso Inc. P.O. Box 548. Charlotte, TN 37036-0548 (615) 789-4995___________ Elaine M. Andrus 15385 Pleasantview Drive Colorado Springs, CO 80921 (719)488-2138 Sharon Harris Faber 7240 Sheffield Place Cumming, GA 30040 (770) 205-6389___________ Dr. Steven Ross University of Memphis P.O. Box 100 Dept. 313 Memphis, TN 38148-0313 (901)678-5645___________ Mary Franklin 103 W. K Street, Apt. A Russellville, AR 72801-3454 501/964-0862 Amount Paid 98-99: $8,650.00 99-00: $ 600.00 98-99: $2,750.00 99-00: $ -0- 98-99: $1,600.00 99-00: $ -0- 98-99: $1,600.00 99-00: -0- 98-99: $1,600.00 99-00: $1,800.00 98-99: $1,600.00 99-00: 98-99: -0- -0- 99-00: $1,000.00 98-99: -0- 99-00: $750.00 98-99: $1,500.00 99-00: $1,800.00 Person Contracting Linda Young-Austin Linda Young-Austin Linda Young-Austin Linda Young-Austin Linda Young-Austin Linda Young-Austin Linda Young-Austin Linda Young-Austin Gene Parker Topic Paideia Seminar Planning Workshop Paideia Seminar Planning Workshop Middle School Staff Development Middle School Staff Development Middle School Staff Development Middle School Staff Development Middle School Staff Development Fair High School In-service K-3 Summer School Content Area Reading 1Name Address Telephone AVID Center McConaughy House 2490 Heritage Park Row San Diego, CA 92110 Kim Mitchell 3607 Willow Lane Paragould, AR 72450 870/236-8182__________ Margaret Harlety 3901 Lochridge Rd. No. Little Rock, AR 72116 Beverly Gilbert 1102 Oak Meadow Blvd. Jonesboro, AR 72401 Cathy French 6613 Beacon Little Rock, AR 72207 501/666-0807___________ Dr. Mary H. Mosley UCA-Dept. - Curriculum \u0026amp; Instruction 36 White Oak Drive Conway, AR 72032 501/450-5461___________ Linda Rief 23 Edgerly Garrison Rd. Durham, NC 03824 J. Stone Creations Educational Materials P. O. Box 233 6 La Mesa, CA 91943-2336 619/465-8278___________ Linda Calk 1010 Bold Ruler Ct. El Paso, TX 79936______ Gibann Tam -ittle Rock Writing Project Dept, of Rhetoric \u0026amp; Writing UALR 2801 S. University Little Rock, AR 72204 Amount Paid 98-99: $1,875.00 99:00: -0- 98-99: $ 300.00 99-00: -0- 98-99: $350.00 99-00: -0- 98-99: $300.00 99-00: -0- 98-99: $350.00 99-00: -0- 98-99: $300.00 99-00: 98-99: -0- -0- 99-00: $4,500.00 98-99: -0- 99-00: $2,000.00 98-99: -0- 99-00: $1,100.00 98-99: $ 200.00 99-00: $400.00 Person Contracting Dr. Bonnie Lesley Pat Price Dr. Kathy Lease Pat Price Judy Teeter Pat Price Gene Parker Pat Price Dr. Bonnie Lesley Marie McNeal Topic Regional Development Center Training/ Presentations on AVID Kindergarten Inservice Teacher Training Stanford 9 Workshop Staff Development Kindergarten teachers Staff Development 2\"'' grade teachers Guided Reading and Balanced Reading Middle School Reading Writing Workshop Animated-Literacy Foreign Language Inservice Writing to Show Learning 2Name Address Telephone Suzanne Dilday Little Rock Writing Project Dept, of Rhetoric \u0026amp; Writing UALR 2801 S. University Little Rock, AR 72204 Dr. Tommy Boley 41 Stratford Hall Cr. El Paso, TX 79912 915/833-8145___________ Lloyd Hervey UCA 1313 Gains Conway, AR 72032 501/450-5538 Employee Directions, Inc. 1100 No. University Little Rock, AR 72204 501/664-4507___________ Barbara Stafford 4600 Glen Valley Little Rock, AR 501/324-2300___________ Stacy Blacknall #2 Chimney Rock Little Rock, AR 501/324-1400___________ Wanda Baskin 8000 W. 24'^ Little Rock, AR 501/324-4100___________ Dr. Linda Watson 1201 Cache River No. Little Rock, AR 501/324-2170___________ Dr. J. J. Lacey 6412 Shirley Little Rock, AR 72204 501/664-7912 Amount Paid 98-99: $200.00 99-00: 98-99: -0- -0- 99-00: 16,100.00 98-99: $200.00 99-00: -0- 98-99: $1,272.50 99-00: -0- 98-99: $ 1,500.00 99-00: -0- 98-99: $ 300.00 99-00: -0- 98-99: $ 300.00 99-00: -0- 98-99: $ 900.00 99-00: -0- 98-99: $ 100.00 99-00: -0- Person Contracting Marie McNeal Pat Price Suzanne Davis Marion Woods Marion Woods Marion Woods Marion Woods Marion Woods Marion Woods Marion Woods Topic Writing to Show Learning Grade 4 and Middle School Reading/ Writing Workshops Mahlon Martin Goals 2000 Grant - Discipline Mahlon Martin Goals 2000 Grant Leadership Profile Mahlon Martin Goals 2000 Grant - Foreign Language \u0026amp; Diversity Mahlon Martin Goals 2000 Grant - Computer Instruction Mahlon Martin Goals 2000 Grant- Computer Instruction Mahlon Martin Goals 2000 Grant - Discipline________ Mahlon Martin Goals Test Data 3Name Address Telephone DSG Consulting 10809 Executive Center Little Rock, AR 72211 Phale Hale 2300 M. Street, Ste. 750 Washington, DC 20037 202/296-3500 Dr. Terrence Roberts 932 South Oakland Ave. Pasadena, CA 91106 310/578-1080 ext. 221 Dr. Steven Ross College of Education University of Education 115 Brister Library Memphis, TN 38152 901/678-3413 Dr. Paul Smith 125 Winnwood Rd. Little Rock, AR 72207 501/664-0203 Jackie Stage Wakefield Elementary 75 Westminster Rd. Little Rock, AR 72207 501/455-6263 Lori Delk Joe T. Robinson High 21501 Highway 10 Little Rock, AR 72212 501/757-2400 Shari Coston 1001 Lakeshore Drive Hot Springs, AR 71913 870-525-7456 Morris Coston 1001 Lakeshore Drive Hot Springs, AR 71913 870-525-7456 Amount Paid 98-99: $ 8,750.00 99-00: 98-99: -0- -0- 99-00: $12,000.00 98-99: $ 5,250 99-00: $15,500.00 98-99: $3,000.00 99-00: $6,685.00 98-99: $157.50 99-00: -0- 98-99: $105.10 99-00: 98-99: -0- -0- 99-00: $112.86 98-99: $1,350.00 99-00: $900.00 98-99: -0- 99-00: $800.00 Person Contracting Marion Woods Dr. Les Carnine Junious Babbs Junious Babbs Marie McNeal Marie McNeal Marie McNeal Patricia Killingsworth Patricia Killingsworth Topic Motivating Teams Lab Schools - Fair, McClellan, Cloverdale Middle, \u0026amp; Mabelvale Middle Revised Desegregation and Education Plan Revised Desegregation And Education Plan Using the Computer to Teach Social Studies Arkansas History Standards and Block Scheduling Investigations Math Training Investigations Math Training 4Name Address Telephone Davis Hendricks 3616 Idlewild No. Little Rock, AR 72116 501-758-2595___________ Louene Lipsmeyer 312 North Wood row Street Little Rock, AR 72205 501-664-2244___________ Dianne Wood 13531 Saddle Hill Drive Little Rock, AR 72212 501-569-3443___________ Laura Dillard More Than Software P. O. Box 2317 Benton, AR 72018-2317 501/315-7900___________ AVID Center McConaughy House 2490 Heritage Park Row San Diego, CA 92110 Dr. Steven Ross University of Memphis P. O. Box 100 Dept. 313 Memphis, TN 38148-0313 (901)678-5645_________ Grants and Contracts University of Memphis P. O. Box 100 Memphis, TN 38148-0313 (901)678-5645 Amount Paid 98-99: -0- 99-00: $750.00 98-99: $300.00 99-00\n-0- 98-99: $900.00 99-00: $600.00 98-99: $6,500.00 99-00: -0- 98-99: $7,500.00 99-00: -0- 98-99: $12,382 99-00: -0- 98-99: $ 86,300 99-00: $104,440 Person Contracting Vanessa Cleaver Yoriko Lola Perritt Patricia Killingsworth Lucy Neal Mable Donaldson Leon Adams Leon Adams Topic NSF Board Training/Planning Session STC Science Training Investigations Math Training Winnebago Library System Consulting Services Regional Development Center Training on AVID Evaluation of Success for All Training for Success for All 5READING/LANGUAGE ARTS/FOREIGN LANGUAGES/ESL DEPARTMENT Instructional Resource Center 3001 South Pulaski, Little Rock, AR 72206 Phone (501) 324-0526, 324-0510 Fax (501) 324-0504 May 10, 1999 Ms. Linda Rief 23 Edgerly Garrison Rd. Durham, NH 03824 Dear Linda, What a pleasure it was to visit with you by telephone last week! I, too, fondly remember the time we worked together years ago. I am really looking forward to working with you again. I do want to confirm that you will provide the reading/writing workshop training for our middle school language arts teachers on August 9, 10, 11, 1999. Your fee will be $1,500 per day for a total of $4,500 plus all related expenses. I know that you would like for our teachers to have copies of Breathing In Breathing Out and Writing Toward Home. Are there any other books or materials the teachers should have? Please let me know, if so. I am enclosing a copy of our LRSD Middle School Standards, and I will forward the new language arts standards as soon as they are printed. I will also be in touch to discuss in greater detail plans for the three day meeting. Sincerely, Gene Parker, Jr. c: Dr. Bonnie Lesley I \"An Individual Approach to a World of Knowledge August 19, 1999 Ms. Linda Rief 23 Edgerly Garrison Rd. Durham, NH 03824 Dear Ms. Rief: 1 had planned to attend at least part of the training that you provided for the Little Rock School District teachers, but other duties kept me av/ay. As a former English teacher and curriculum specialist, I have a high interest in the work you do. In fact, I think 1 was one of the first people to buy Seeking Diversity. t Anyway, 1 want to take this opportunity to thank you for coming to Little Rock. Our teachers greatly appreciated your presentations, and I know they will all be more confident as a result. We know we will need for you to come back, and we hope you will be able to do so. Thank you again. Sincerely, Bonnie A. Lesley, Ed.D Associate Superintendent for Instruction BAL/adg 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax\n501-324-2032 SOCIAL STUDIES DEPARTMENT Instructional Resource Center 3001 South Pulaski, Little Rock, AR 72206 Phone (501) 324-0514 Fax (501) 324-0508 TO\nFROM: Gibann Tam (Rich Reynolds Office) Lisa Joyce, Secretary (Marie McNeals Office) DATE: May 12, 1999 SUBJECT: Inservice Information The sr. high teachers participating in the writing inservices will be from all subject areas in their schools. There will only be two workshops and these will be the same. Below is the workshop title and description. Writing Across the Curriculum and Preparing for Performance Assessment The states new assessments are, for the most part, performancebased, reflecting the curriculum frameworks that focus on higher- order thinking skills. Every teacher, therefore, needs to teach students how to write according to the models of their discipline, writing to learn, as well as writing to demonstrate learning. I hope this helps. If you need additional information. Gene Parker, Jr. who is Director of English, Reading and Foreign Languages for the Little Rock School District may be able to provide you with more in-depth details. His number is 324-0510 and his e-mail address is GXPARKE@lrsdadm.lrsd.kl2.ai.us.August 18, 1999 Lorie Delk 5 Midwood Court Little Rock, Arkansas 72205 Dear Lorie, Occasionally, in the world of education, we encounter quality individuals who represent the highest degree of being a dedicated and truly committed master teacher. One who sees herself as an extension of the classroom and possessing the knowledge and skills that will help others become successful teachers. You are such a person. Lorie, thank you for the presentation that you gave to the LRSD high school social studies teachers Thursday, August 12, 1999. Your instructional expertise, the sharing of the strategies and valuable teaching techniques will be of great benefit to our teachers as they implement the block schedule at their schools. The time and effort that you put into the planning and the implementation of your presentation is evident by the positive feedback given by the teachers. I appreciate your commitment to social studies education and your colleagues in the Little Rock School District. I hope that we will have similar activities. Again, thank you and you are to be congratulated for all that you do to promote excellence and academic improvement for students. Sincerely, Marie A. McNeal Director of Social Studies Education MAM/lj C: Frank Smitht aeas:-' j Little Rock School District August 6, 1999 Ms. Lorie Delk 5 Midwood Court Little Rock, Arkansas 72205 Dear Ms. Delk: Thank you for agreeing to serve as a presenter for the Little Rock School District Social Studies teachers. August 12. As I mentioned in our phone conversation, the inservice will be held at Parkview Magnet High School, 2501 John Barrow Road. We will first meet at 8:30 a.m. in Babbs Hall, which is located in the north wing of the building. The world history and AP European teachers will assemble as a group at 10:30 a.m. in room #8-205, however, you are welcome to come at any time prior to 10:30 a.m. Shailey Shah, the world history teacher from Hall High (your co-presenter) and Linda Kamara, an AP European teacher will also be in that room. Ms. Kamaras presentation will focus on teaching AP Euro in the block (some of our world history teachers will also be teaching AP European history). You and Ms. Shah will address teaching world history in the block. This would include sharing lesson plans, strategies, materials to use and interactive student learning rather than lecturing the entire class time. Anything that you have found successful for students of world history. Since we only have an hour for lunch, I will arrange to have lunch delivered to the school for all of the presenters. This will also give us the opportunity to visit and discuss any last minute details along with making copies Of any handouts. After the presentation, I will process the forms for your stipend of $112.86, our district fee that we discussed. Please contact me if you have not received a check by September 13, 1999. I am looking forward to seeing you on August 12 and again, tliank you for agreeing to this task. Please contact me at work (324-0514) or at home (455-2996) if you have any questions. Sincerely, Marie A. McNeal Director of Social Studies MAM/Ij C: Linda Kamara Shailey Shah SIO West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 g \\^\\  LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 August 17, 1999 TO: John Walker Ann Brown Terrence Roberts Steve Ross Frank Martin, CTA FROM\nDr. Bonnie Lesleyi'^ssociate Superintendent for Instruction SUBJECT: Review of Proposed Policies and Administrative Regulations I am attaching for your review three separate packages relating to the revision of our Board policies and administrative regulations. Part I Part I includes for your information and reference copies of policies already adopted by the Board of Education this past year. They are as follows\nlA IB IC ICA ID IGA IGB IGBA IGC IGE IHAL IHBA IHBB IHBDA IHBH IHCA IHCC Academic Content Standards/Benchmarks Academic Freedom School Year School Calendar School Day Curriculum Program Alignment and Coherence Educational Research Grant-Funded Projects Pilot Programs Curriculum Guides Religion in the Schools Special Education for Students with Disabilities Gifted and Talented Education Remedial Instruction Alternative Education Programs Summer School Pre-Advanced Placement and Advanced Placement Courses, Grades 6-12Memo - Review of Proposed Policies and Administrative Regulations August 17. 1999 Page Two IHCDA IHD IIB IJ IJOA IJOC IJOCA IKACA IKB IKE IKEC IKF IKFA IKFC IMB IMCA IMH Opportunities to Earn College Credit Adult Education Programs Teacher-Student Ratio Instructional Resources and Materials Field Trips School Volunteers School-Based Mentoring Programs Parental Visits and Conferences Homework Promotion and Retention of Students Award of Credit General Education Graduation Requirements, Effective for the Graduating Class of 2002 Early Graduation Graduation Requirements for Handicapped Students Teaching about Controversial/Sensitive Issues Distribution of Materials and Literature Through Schools Class Interruptions Part II Part II includes copies of two policies under consideration by the Board: IG IKC Curriculum Development, Adoption and Review Class Rankings/Grade-Point Averages IG is on the August agenda for approval-second reading. IKC is on the August agenda for approval-first reading. Part III Part III includes drafts of proposed administrative regulations that have been designed to implement the adopted policies. These regulations have had considerable review already by interested parties and large numbers of staff. In some cases we have simply converted informal documents into more formal language. Some regulations are completely new. lA-R ID-R IGBA-R IGE-RI IHBB-R IHBDA-R IHCC-R IHCDA-RI Academic Content Standards/Benchmarks School Day: Student Schedules Grant Funded Projects Curriculum Guides Development Gifted and Talented Education Intervention/Remediation Pre-AP and AP Courses Concurrent EnrollmentMemo - Review of Proposed Policies and Administrative Regulations August 17, 1999 Page Three IJ-Exhibit IJ-RI 1J-R2 IJOA-R IKB-R IKC-R IKEC-RI IKEC-R2 IKEC-R3 IKEC-R4 IKE-R IKF-RI IKF-R2 iKF-R3 IKFA-R IMH-R Instructional Materials\nExhibit Textbook Adoptions Library Media Center Materials Selection Field Trips Homework Guidelines Class Rankings/Grade - Point Averages Dual Credit and Summer Enrichment Correspondence Courses Credit by Examination Basic Combat Promotion and Retention Graduation (Class of 2000 and 2001) Graduation (Class of 2002 and Beyond) Special Education Graduation Early Graduation Class Interruptions If you have imput or suggestion or questions about any of these proposed administrative regulations, we must hear from you no later than Wednesday, September 8, 1999. In the near future I will be sending you another set that are almost ready to share. As you can see, the policy revision process is a monumental undertaking, and it has required a great deal more time than any of us anticipated. Thank you for the time we know this review will require. We welcome your suggestions to improve the quality and effectiveness of these policies and regulations. BAL/adg Attachments cc: Dr. Les Carnine (memo only) Brady Gadberry (memo only) Junious Babbs (whole packet) Clay Fendley (memo only) Dr. Vic Anderson (memo only) Sadie Mitchell (memo only) Chris Heller (memo only)LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 August 26, 1999 TO: FROM: SUBJECT: John Walker Terrence Roberts Steve Ross Ann Brown Frank Martin Dr. Bonnie Les!ey Associa:e Superintendent, for Instruction Guidelines for School Improvement Planning Attached for your information is a copy of a new publication from our Division of Instruction, Guidelines for School Improvement Planning. This booklet is a supplement to the Handbook for Campus Leadership Team that was distributed at the Principals and CLT Institute in late July. It is a response to many requests that we write down the step-by-step process to craft a school improvement plan. We will, no doubt, need to revise it for next year, so we would welcome any suggestions that you might offer for its improvement. Attachment BAL/rcm cc: Les Carinine (memo only) Brady Gadberry (memo only) Junious Babbs (memo only) Chris Heller Clay Fendley A w TO\nFROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 1, 1999 John Walker Dr. Terrence Roberts Dr. Steve Ross Ann Brown Frank Martin, CTA Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT\n1999-2000 Title I Plan Many changes were made this past spring and summer in our Districts Title I program so that it is more coherent with, supportive of, and supplemental to the Districts regular education program. In addition, we cut significantly the Districtlevel budget so that more funds were available to allocate directly to the schools. The new state accountability system, ACTAAP, and our LRSD Collective Responsibility Plan and Quality Index require more attention to improvement at the school level and, therefore, more resources there. I am attaching a copy of the District Plan that Leon Adams filed with the Arkansas Department of Education on August 31. We can, of course, amend our plan through a process, and we are already thinking about next year. If you have questions or suggestions for improvement, we would be happy to hear from you. BAL/adg Attachment cc: Dr. Les Carnine Junious Babbs Brady Gadberry Sadie Mitchell Dr. Victor Anderson Chris Heller Clay Fendley LITTLE ROCK SCHOOL DISTRICT LNSTRUCTION.AL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 August 17, 1999 TO: John Walker Ann Brown Terrence Roberts Steve Ross Frank Martin, CTA FROM: Dr. Bonnie Lesleyj^Associate Superintendent for Instruction SUBJECT: Review of Proposed Policies and Administrative Regulations I am attaching for your review three separate packages relating to the revision of our Board policies and administrative regulations. Part I Part J includes for your information and reference copies of policies already adopted by the Board of Education this past year. They are as follows: lA. IB IC ICA ID IGA IGB IGBA IGC IGE IHAL IHBA IHBB IHBDA IHBH IHCA IHCC Academic Content Standards/Benchmarks Academic Freedom School Year School Calendar School Day Curriculum Program Alignment and Coherence. Educational Research Grant-Funded Projects Pilot Programs Curriculum Guides Religion in the Schools Special Education for Students with Disabilities Gifted and Talented Education Remedial Instruction Alternative Education Programs Summer School Pre-Advanced Placement and Advanced Placement Courses, Grades 6-12 Memo - Review of Proposed Policies and Administrative Regulations August 17, 1999 Page Two IHCDA IHD IIB IJ IJOA IJOC IJOCA IKACA IKB IKE IKEC IKF IKFA- IKFC IMB IMCA IMH Opportunities to Earn College Credit Adult Education Programs Teacher-Student Ratio Instructional Resources and Materials Field Trips School Volunteers School-Based Mentoring Programs Parental Visits and Conferences Homework Promotion and Retention of Students Award of Credit General Education Graduation Requirements, Effective for the Graduating Class of 2002 Early Graduation Graduation Requirements for Handicapped Students Teaching about Controversial/Sensitive Issues Distribution of Materials and Literature Through Schools Class Interruptions Part II Part II includes copies of two policies under consideration by the Board: \nIG  IKC Curriculum Development, Adoption and Review Class Rankings/Grade-Point Averages IG is omthe August agenda for approval-second reading. IKC is on the August agenda for approval-first reading. Part III Part III includes drafts of proposed administrative regulations that have been designed to implement the adopted policies. These regulations have had considerable review already by interested parties and large numbers of staff. In some cases we have simply converted informal documents into more formal language. Some regulations are completely new. lA-R ID-R IGBA-R IGE-RI IHBB-R IHBDA-R IHCC-R IHCDA-RI Academic Content Standards/Benchmarks School Day: Student Schedules Grant Funded Projects Curriculum Guides Development Gifted and Talented Education Inten/ention/Remediation Pre-AP and AP Courses Concurrent EnrollmentMemo - Review of Proposed Policies and Administrative Regulations August 17, 1999 Page Three IJ-Exhibit IJ-Rl IJ-R2 IJOA-R IKB-R IKC-R IKEC-RI IKEC-R2 IKEC-R3 IKEC-R4 IKE-R IKF-RI IKF-R2 ' IKF-R3 IKFA-R IMH-R Instructional Materials: Exhibit Textbook Adoptions Library Media Center Materials Selection Field Trips Homework Guidelines Class Rankings/Grade - Point Averages Dual Credit and Summer Enrichment Correspondence Courses Credit by Examination Basic Combat Promotion and Retention Graduation (Class of 2000 and 2001) Graduation (Class of 2002 and Beyond) Special Education Graduation Early Graduation Class Interruptions If you have imput or suggestion or questions about any of these proposed administrative regulations, we must hear from you no later than Wednesday, September 8, 1999. In the near future I will be sending you another set that are almost ready to share. As you can see, the policy revision process is a monumental undertaking, and it has required a great deal more time than any of us anticipated. Thank you for the time we know this review will require. We welcome your suggestions to improve the quality and effectiveness of these policies and regulations. BAL/adg I Attachments cc: Dr. Les Carnine (memo only) Brady Gadberry (memo only) Junious Babbs (whole packet) Clay Fendley (memo only) Dr, Vic Anderson (memo only) Sadie Mitchell (memo only) Chris Heller (memo only)LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 August 26. 1999 TO: John Walker Terrence Roberts Steve Ross Ann Brown Frank Martin FROM: Dr. Bonnie Lesley.'Associate Superintendent, for Instruction SUBJECT\nGuidelines for School Improvement Planning Attached for your information is a copy of a new publication from our Division of Instruction, Guidelines for School Improvement Planning. This booklet is a supplement to the Handbook for Campus Leadership Team that was distributed at the Principals and CLT Institute in late July. It is a response to many requests that we write down the step-by-step process to craft a school improvement plan. We will, no doubt, need to revise it for next year, so we would welcome any suggestions that you might offer for its improvement. Attachment BAL/rcm cc: LesI[carinine fmemo only) Brady Gadberry (memo only) Junious Babbs (memo only) Chris Heller Clay Fendley I I Guidelines for School Improvement Planning Supplement to the Handbook for Campus Leadership Team Developed by the Division of Instruction Little Rock School District August 1999 II 1998 Gonoocaiion Gonueniion Genier ! I 1 I ICall to Order T^rogram ..................................|ohn Riggs LRSD School Board Member Presentation of Colors ................................ROTC Unit Parkview Magnet High School National Anthem .....................................Katherine Signaigo Student, Parkview Magnet High School Invocation ........................Rev. Charles Moore Teacher, Mann junior High School Emploj'ee Memoriam Dr. Vic Anderson The \"Gold Star\" Club Recognition Sadie Mitchell Performance \u0026amp; Roll Call Cheerleaders McClellan, Hall and Central high schools Welcome Back lunious Babbs leannie Price, PTA Council President Janet Jones, President, Greater LR Chamber of Commerce Vice Maj'or Michael Keck Jan Fells, Student Bodj' President, |. A. Fair High School Remarks ludy Magness, LRSD Board President Address Dr. Les Carnine, Superintendent \"What About the Children? Roshunda Nelson Attendance Secretaiy, Cloverdale Elemental^ Announcements and Praj^er Dr. Bonnie Leslej^JICemoriam 1997'-9S Clara Dee Austin Kathleen Dunbar Pats}/ Douglas Mentha L. Gilliams Vickie Gra}' Sandra Head Scharlotte Hervej' Jerry L Jackson George Robinson. |r. Lena WilliamsStar C?\u0026gt;Oyears or more in \u0026gt; 0 Frances Ables Ruthie Acklen Sam Blair Dennis Brant Donald Bratton Emanual Brooks Norman Callaway Eleanor Coleman Kathryn Cross Branton Daniel Martha Daniel Shirley Davis Martha Douglas Dana Duncan Lenora Dyer Earlene Fowler lanet Chant lean Gilbert Catherine Gill Peggy Gray Carolyn Hall Shirley Hall Everett Hawks Stella Hayes Betsy Henderson Hazel Hicks Richard Horton Sandra Hoff Georgia Hoffman Maty Huddleston Ann Hurd Emogene lames Sheriye Keaton Laura Landers Geraldean Lewis Maiy Lusby Fannie Mason lames Matthis Robert McDonald Lona McKinnon Emmaline Miller Ella Mobley Bobbie |. Norman Lou Ethel Nauden Martha Pace Willie Paige Lorene Phipps Paulette Putt Linda Smith Shirley Stewart Charlotte Teeter Enoch Tims Marilyn Turner Roy Wade Edna Wiley Roger Williams Eula Willis Leonard Willis Karen Wisener Rose Wright Sponsors Arkla City of Little Rock First Commercial Bank Friday, Eldredge \u0026amp; Clark NationsBank Simmons First National I St. Vincent Infirmary \u0026amp; Health System Stephens, Inc I I \u0026amp;x/iiSiiors 1 ALLTEL Little Rock Teachers Federal Credit Union NEA Valuebuilder Southwestern Bell Wireless Sprint PCS VALICI special^/lan^s io i/ie Gonoocaiion Gommiiiee I Leon Adams Dr. Vic Anderson Hi lunious Babbs Frances Cawthon i Doug Eaton Brad}/ Gadberry Zeornee' Herts Gail Hester Mike Iones Marian Lace_y Lucy Lyon Morlin McCoy Debbie Milam i Sadie Mitchell Darral Paradis 1 Suellen Vanni RECEIVED AUG 2 4 1999 Little Rock School District OFFICE OF DESEGREGATION MONITORING August 12, 1999 Ann Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Mrs. Brown: The Little Rock School District will hold a staff convocation at the Statehouse Convention Center on Wednesday, August 18, to welcome staff members back for the coming school year. Our convocation keynote speaker will be Ernest Green, formerly of Little Rock, who now serves as Managing Director of Public Finance for Lehman Brothers in Washington. I would like to extend to you an invitation to join us at 9:00 a.m. on August 18 for Mr. Greens address. Please advise Suellen Vann, 324-2020, if you will be able to join us. I anticipate the program will end at about 11:15 a.m. Sincerely, ceslieXv. Camme Superintendent of Schools 810 West Markham Street Little Rock, Arkansas 72201  (501)324-20009 A'' 08/11 '/'Mf'lijt-\naTIONS PAGE 01/01I Arkansas Democrat ^Cpazctk  ----- SATURDAY. AUGUST 15, 1998 Cnovrifiht  1998. Arkansas Democrat-GR^PttP \"/ Assembly gets 3,000 Teachers up for job: LR schools *?   Continued from Page IB portant job in the world, School , Board President Judy Magness - told the teachers just before intro- ~ ducing Superintendent Les Car- j nine, You have the awesome op- , portunity to shape our world, our (^nation and our community, r Next Thursday, as students I rive at your classrooms, some are i going to be really excited, some arc t going to be shy, some will be blase, t some are even pnincf tn ho ar- mental change, something can happen. Schools created by an empowered faculty and community may not look or work like traditional schools, he said, and long-standing rules and regulations will likely be waived as administrators, teachei-s and parents develop new ones, \"They wont look like the schools we attended, and I think that is great he said, The differentiation and diversity will be our strength, not our weataess. Carnine used a film from clip the 1989 movie Henry V to emphasize his call. In William Shakespeares play, the young King Henry rallies *' BY CYNTHIA HOWELL ' 5* excited, some are ARKANSAS DEMOCRAT-GAZETTE I gng to be shy, some will be blase ' Song, dance and some words ^rj going to be belliger- f'rom Shakespeare were used Fri- * 1 ?tog to be day morning as more than 3,000 ?ut each Little Rock School District em- ^ese ployees celebrated the beginnine creators handiwork and only of the 1998-99 school year with a  convocation at the State House Convention Center, - -----------------w Teachers wearing school T-  Pmycs happens only rarely in shirts and visors waved school  district, Carnine, who assumed baimers or clapped to the beat of  duties last Oc- was nosnunaa Nelson at rock music piped into the cav- ^r the meeting, tendance secretaiy at Cloverdale emous hall. Colored spotlights ! sed it^Friday to urge the em- Elementary who sang \"WTiat About scanned the room, decorated ^th become leaders and in- the Children nat About red, white and blue balloons and *'^tors at their campuses to better arrangements of white gladiolas * 5?* educational needs of all motivate  students. one of these students, each one, is his tired and small band of English- -------------------against the French, telling his  children, followers that this is their day and An assembly of all school district opportunity in histoiw to do \" ----------------   what is right. our best is good enough for these ijtober, had pushed for the meeting. Also participating in Fridays program was Roshunda Nelson attendance Ig Otliers welcoming the employees ( were Jeannie Price, PTA Based on my observation. I think Little Rock is a great place, said Carnine, previously superin- p \u0026gt;uc nocx V.XC aosBuiuiy wiin in Wichita Falls, Texas, I Little Rock \n1 . can to our young people. Perky high school cheerleaders t problem we have is that it School Board member John Riggs IV, his image magnified on two large screens flanking the stage, opened the assembly with  '^'^nita uttie Vice Mayo7 the ringing of an old-fashioned ' ^1^ we are offering the best we Fells, student school bell. President at J.A. Fair High Problem convocation concluded unit, called the roll of district schools * PJ5^ enough for ^e presentation of school distriei r and divisions, generating employ- e 21st centuiy. Society has given bearing the districts new .m' ee cheers in response. Staff mem- ' awesome task. It has put a   P\" or Aemendous burden on our shoul- more years were recognized, and pF because we want all of our employees who had died within children to have an education al- the past year were remembered. I believe you have the most im- we bers who have worked for 30 See TEACHERS, Page 3B though we have never done that be- . fore, I think we can do it, and I think the window of opportunity is opening for all of us. JJ The district is beginning the new school year with a revised desegregation and education plan, as well as a plan to establish school-by- school leadership teams of staff, parents and community members to advise principals on improving student achievement, I want you to know that I really believe that the goal of teachers, students, parents and principals must be to seize the opportunity to make something significant happen for their students, Carnine said Through empowerment and funda- dated logo to each employee. The assembly was funded in part ArH^sponsors, including ^kla, the city of Little Rock, First Commercial Bank NationsBank Simmons First National Bank St toand Health Svi ! toe Friday, i Eldredge and Clark law firm.L SRO PAGE 02 n DIVCITY\"TEAM MEMBERS r Name I Adams, Leon j Baldwin, Marion Brown, Ann_____ I Cleaver, Vanessa I Crawford, Kevin ! Creer, Donna f Dooley, Vivan I Eggleston, Deana j Flanigan, Laura ~ I Glasgow, Dennis j Guldin, Melissa PKirklin, Theresa  Lucker, Liz_______ [ McCoy, Eddie B, McCoy, Morlin I Milam, Debbie : Patterson, Keisha iPaul, Annita ~ f Powell, Margie j Ruffins, John______ Swanson, Margo ~ I Teach, Patty_____ Walker, Stephanie I Washington, James Location . Federal Programs ^jcClellan Community Education ODM Science _______ nformation Services __\u0026gt;1agnet Review Committee  I looker - Counselor Student Registration athletics_____________ 4ath f Science_______\" )DM_______________ Student Registration Office Communities In Schools itle I - Specialist (PREf Child Nutrition gps OPS '  lath / Science )DM nformation Services lealth Services J tudent Registration Office Ij hild Nutrition____________ H imbudsm^ I hope that the spellings, phJne #'! any changes, please let me k|ow. ? T Phone , * 324-2110 ' I 570-4149 1 376-6200^^ 32^522 I I 324-0503 I 758-0156 + 324-2482 324-2408 1324-2427\n324-0520 t I 376-6200 324-2272 I 324-0519 ~ , 324-0542 ! j 324-2250 324-2297 ! 324-2292  7324-0518 ' 376-6200~n j324-2056 I 324-2161 ~324-2Q46 1 i 324-2250  324-2014 I le #'s, and locations are correct. If you have We will be setting up a montlly lunch for us to get together. L:? O' Thursday (ii:45 a.m.) is hast for you. We'll notify you of tne location as soon as possible. NAME: EMAIL: ii ___ PHONE: Thursday of each month .4* Thursday of each month Thanks, Deana (324-2408 or dnikeath@sfu|sn.Irsd.kl2.ar.us)83/07/2000 11:04 501-324-2281 LRSD SRO PAGE 03 UTT -E ROCK SCHOOL DISTRICT STUB ENT registration OFFICE 501 SHERMAN STREET J -ITTLE ROCK, AR 72202 MIRCH 1,2000 TO THE PARENT OF: Current School Number Last Name, First Name (of students) Street Address City State Zip ASSIGNED SCHOOL: s grade (2000-2001)*- MAP GRID: Dear Parent. gfl^-^m^ffiORTANT LETTER fIr STUDENTS ANn AND woodruff ELEMENTARY SCHO( ------------ PARENTS OF MABEL VALE STFPHFyg LETORIS BELNG LIPDATED TO under  of 18  CHECK-IN. All students xVIA^H^tSo'S2T2272).%ch21ilS: Jn^i^n^e ^gisttation Office, AFTER child will be assigned to the school connected n thp 'i \u0026gt; on where the student lives. Ifafemily moves, the (ch,,,, be8,  SlJ) S 7 \"\" *\u0026gt; f 'oil xMARCH 12,2000 (324-2272). School you may inquire in the Student Registration Office. AFTER Stidents Mabeh^ale, Stephens, and V oodruff Elementary- Please note the following dates: as Stephens Elementary School.) July 20-21, 2000 August 1, 2000 August 8, 2000 (10:00 a.m. - 7:00 p.m.) STUDENT CHECK- IN Teachers Report to School Students First Day If you have any questions, please feel free to ca 1 the school. Student Registration Office (324-2272) or your childs assigned Mabelvale Elementary' Stephens Elementary School (Garland) Woodruff Elementary School assumes promotion 455-7420 671-6275 671-6270 PLEASE KEEP THIS LETTER FOR YOUR rf IQRDS03/07/2000 11:04 501-324-2281 LRSD SRO PAGE 02 Ln riE ROCK SCHOOL DISTRICT STI DENT REGISTRATION OFFICE SOI SHERMAN STREET LITTLE ROCK AR 72202 MARCH 1, 2000 TO THE PARENT OF: Current school number Last name, First Name (of student) Street address City state zip ASSIGNED SCHOOL: GRADE (2000-2001)*\nMAP GRID: Dear'Pareoi: THIS LETTER IS VERY IMPORT UVT. PLEASE READ THE ENTIRE LETTER. Your child has been assigned to the S' hool listed above for the 2000-2001 school year. Each school will - - -------- - JwaAutvi i-flVU :\u0026gt;cnuoi WLU welcome students and parents dunng t e districts annual CHECK-IN, which will be held on August 2-3 at each school. Sfjdcnt m\u0026amp;tmation mu t be verified\nlockers, class schedules, PTA information and other opportunities wUl be available to p rents. At that time, to the distna nrovide At that time, studems rtew to the district must provide jnwnmuzation records, All students ur Jer the age of 18 must be accompanied by a parenvgiiardifln If your child was not assigned to a Si hool requested under die Optional Enrollment process, the childs name has been placed on *e waning asis for those schools you selected. You mav inquire in the Student Registration Office about your childs losition on a waiting list AFTER MARCH 12, 2000 Please notify the Swdent Registration Office if you rant your chuds name removed from a waiting list. Other options may be available. If interested, plea\ns contact a Parent Recruiter ar 324-2272. Special Circumstances Transfer applic the Student Registration Office from tions for middle and senior high school students will be available in Vfarch 6 through March 17, 2000. Such transfers are subject to desegregation and capacities at each : :hool. Students in grades6-12 may apply only once each year and must apply between March 6 a id March 17, 2000.   Special Clrcunutances Transfers. Tramponation will HOT be provided for School assignments are made based c i where die student lives. If the family moves, the child will be assigned to the school connected to t le femilys new address. Parents are responsible for keeping the school informed and notifying the scho il when changes occur. NOTE: If the address listed above is not *e , ...... -------------------o--------- 11 uiv ustcu aoove is not me correct addiM^you must process a hange of address form at your childs school or at the Student Registration Office. Bus service for th first week of school - classes begin August 21  is provided for the   ---------- ''O*** X,* - IS uiuviucu tut UIC student s address of record. Any farm les changing their address after July 24 wUl not be guaranteed bus service for the first two weeks of schoo , Please keep this letter for your reco\nds. If you have questions concerning the infomaiion provided this Ifttfpr n r-stll -JOOO a.V- . .. ?__ this letter, please call (324-2272) or \u0026amp; (324-2281) the Student Registration Office. in Assumes promotion03/07/2000 11:04 501-324-2281 LRSD SRO PAGE 01 STUDENT registration OFFICE j little rock school district 601 SHERMAN ST. LITTLE ROCK AR 72202 PHONE: 324-2272 FAX: 324-2281 FAX COVER SHEET I To: f. I I 1 Fax Number: *3 { (J From: ^bias i I Date\n3'^-OD ! f f # Pages Including Cover Shebt: Re: rvT - cc: *r { i i- 1 I r ! ioy/2\n8/?ooo 08:23 3240567 JQD PAGE 0: III li!! I. li !i r 1 I Utility Standards \u0026lt;n cc \u0026lt;Q \u0026lt; cn o/the Standards U Utility Standards The utility standards are intended to ensure that an evaluation will serve the information needs of intended users. These standards are as follows: UI U2 U3 U4 .1. Stakeholder Identification Persons involved in or affected by the Evaluation should be identified, so that their needs can be addressed. va]fuator Credibility The persons conducting the evaluation should be both trustworthy and competent to perform the evalu-atiotii so that the evaluation findings achieve maximum credibility and acceptance. Infarmation Scope and Selection Information collected should be broadly selected to address pertinent questions about the pro-graini and be responsive to the needs and interests of clients and Other specified stakeholders. Values Identification The perspectives, procedures, and rationale u^ed to interpret the findings should be carefully described, so that bases for value judgments are clear. 23 I i: 09/28/2000 08:23 3240567 I JQD PAGE 03 5 3 I I I I I J I I I ! J t j I c c -( a CJ II 14 I f U5 UTILITY STANDARDS h 1. i: i: !. i: I !: I\nr il ! I' I I- U7 Report Clarity Evaluation reports should clearly describe the program being evaluated, including its context, and the purposes, procedures, and findings of the evaluation, so that essential information is provided and easily understood. Report Timeliness and Dissemination Significant interim findings and evaluation reports should be disseminated to intended users, so that they can be used in a timely fashion. Evaluation Impact Evaluations should be planned, conducted, and reported in ways that encourage follow-through by stakeholders, so that the likelihood that the evaluation will be used is increased. I 1 I L J F I ? I i09/28/2000 08:23 3240567 JQD PAGE 04 I Feasibility Standards i I-i Summary ^the Standards I-i F Feasibility Standards The feasibility standards are intended to ensure thatjan evaluation will be realistic, prudent, diplomatic, and frugal. Theistandards are as follows: Fl Practical Procedures The evaluation procedures should be practical. to keep disruption to a minimum while needed information is obtained. I F2 Political Viability The evaluation should be planned and conducted with anticipation of the different positions of various inter-est\ngroups, so that their cooperation may be obtained, and so that possible attempts by any of these groups to curtail evaluation operations or to bias or misapply the results can be averted or coimteracted. F3 Cost Effectiveness The evaluation should be efficient and produce information of sufficient value, so that the resources expended can be justified. I I\ni 63 09/28/2000 08:23 3240567 JQD PAGE 05 I: f I iI I I Propriety Standards Summary of the Standards P Propriety Standards The propriety standards are intended to ensure that an evaluation will be conducted legally, ethically, and with due regard for the welfare of those involved in the evaluation, as well as \u0026amp;ose affected by its results. These standards are as follows\nI Pl Service Orientation Evaluations should be designed to assist organizations to address and effectively serve the needs of the full range of targeted participants. ,1 P2 Formal Agreements Obligations of the formal parties to an evaluation (what is to be done, how, by whom, when) should be agreed to in writing, so that these parties are obligated to adhere to all conditions of the agreement or formally to renegotiate it. I P3 Rights of Human Subjects Evaluations should be designed and ct^ducted to respect and protect the rights and welfare of human subjects. I P4 Human Interactions Evaluators should respect human dignity apd worth in their interactions with other persons associated with an evaluation, so that participants are not threatened or harmed. 81 09/28/2000 08:23 3240567 JQD PAGE 06 I -1 1 I Ji'' j V: 1 82 i\n1' I' I I PROPRIETY STANDARDS 1:1  ? if f. if -O TJ 33 O 33 X m 5 \u0026gt; O cn I f i r ! I- I I. i II I r i I. I ( I i: I i I i I PS Complete and Fair Assessment The evaluation should be complete and fair in its examination and recording of strengths and weaknesses of the program being evaluated, so that strengths can be built upon and problem areas addressed. P6 Disclosure of Findings The formal parties to an evaluation should ensure that the full set of evaluation findings along with pertinent limitations are made accessible to the persons affected by the evaluation, and any others with expressed legal rights to receive the results. P7 Conflict of Interest Conflict of interest should be dealt with openly and honestly, so that it does not compromise the evaluation processes and results. P8 Fiscal Responsibility The evalxiators allocation and expenditure of resources should reflect sound accountability procedures and otherwise be prudent and ethically responsible, so that expenditures are accounted for and appropriate. t. i-  I i I09/28/2000 08:23 3240567 JQD PAGE 07 S' si ft Accuracy Standards I I Summary of the Standards ir~\" I' A Accuracy Standards The accuracy standards are intended to ensure that\nan evaluation will reveal and convey technically adequate information about the features that determine worth or merit of the program b^ing evaluated. The standards are as follows\nAl I I ''Ir\nA2 Program Documentation The program being evaluated should be described and documented clearly and accurately, so that the program is clearly identified. I pontext Analysis The context in which the program exists should be examined in enough detail, so that its likely influences on the program can be identified- I K.' A3 A4 Described Purposes and Procedures The purposes and procedures of the evaluation should be monitored and described in enough detail, so chat they can be identified and assessed. Defensible Information Sources The sources of information used in a program evaluation should be described in enough detail, so that the adequacy of the information can be assessed. 12509/28/2000 08:23 3240567 JQD PAGE 08 126 AS A6 A7 I II S' \u0026amp; a o X o (fl o X o (fl accuracy standards Valid Information The infonnation gathering procedures should be chosen or developed and then implemented so that they will assure that the inteipretation arrived at is valid for the intended use. Reliable Information The information should be chosen or jathering procedures developed and then implemented so that Si reliable for the intended information obtained is use. sufficiently SJy stematic Innufuoirwmaaitrioonn TI nhee imnrfoorrmmaattiioonn ccoolllleecctteedd,, processed and reported in an evaluation should be systematically reviewed and any errors found should be corrected A8 Analysis of Quantitative Information Quantitative uiforma-  , ----------------- X*******-*******^ UUVlIUd.- ton in an evaluation should be appropriately and systematically analyzed so that evaluation questions are effectively answered. A9 Analysis of Qualitative Information in an evaluation should be Qualitative information appropriately and systematically analyzed so that evaluation questions are effectively answered. AIO Justified Conclusions The conclusions ation should be explicitly justified, so that stakeholders reached in an evalu- All assess them. can ^partial Reporting Reporting procedures should guard against distortion caused by personal feelings and biases of any party to the evaluation, so that evaluation reports fairly reflect the evalu-ation findings. A12 Metaevalnation The evaluation itself should be formatively and summatively evaluated against these and other pertinent standards, conduct is appropriately guided and, on completion, stakeholders can closely examine its strengths and weaknesses. 2- fficevEDfUBLiC FORUM W gZOOG TO OF OBEGROQNMomijya NOVEMBER 29, 2000 PARKVIEW MAGNET HIGH SCHOOL 2501 JOHN BARROW ROAD 6:00 P.M. UNTIL 8:00 P.M. WE NEED YOUR INPUT EXPRESS YOUR THOUGHTS AND IDEAS ON COMMUNITY NEEDS IN THE AREAS OF CULTURAL AND TOURISM\nECONOMIC DEVELOPMENT\nEDUCATION, YOUTH AND SENIOR STRATEGIES\nENVIRONMENT AND LAND USE\nGOVERNANCE AND LEGISLATIVE ISSUES\nHOUSING\nINFRASTRUCTURE\nPARKS AND RECREATION\nPUBLIC SAFETY, CRIME PREVENTION AND EMERGENCY RESPONSE\nRACIAL AND CULTURAL DIVERSITY\nREGIONALISM ISSUES AND TRANSPORTATION. High School Course Selection A IHigh School Courses, 1999-2000 Little Rock School District I I The Little Rock School District (LRSD) has revised its course offerings and graduation requirements in order to better prepare our students for higher education or career opportunities. Future LRSD graduates will benefit from these changes as they finish their high school program having completed more courses. The timing of these changes coincides with the Fall, 1999 consolidation of our four-year high school program by the movement of ninth grade students to the senior high schools. Since graduation credits are earned in grades 9-12, ninth grade students will able to consult with high school counselors about their courses throughout the four years they are enrolled in high school. The following pages present courses alphabetically by subject area. Please note that many courses that were formerly offered in a limited number of schools are now open to everyone, except for some of the magnet courses. Also, parents and students will be pleased to learn Advanced Placement courses are now available at every school. We encourage students to discuss courses with their counselors, teachers, principal or assistant principal in order to make informed decisions. A summary of the new graduation requirements, which go into effect with the class of 2002, is also included. The requirements are presented in a table that also lists current graduation requirements. 1High School Courses, 1999-2000 Little Rock School District 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 ways: 1. High school credits may be earned for courses taken in grade 8: Algebra I or Geometry taken in grade 8 Foreign LanguageLevel I or II taken in grade 8. 2. One unit may be earned each summer in the districts Summer High School program. 3. Credits may be earned in the LRSD Evening High School. 4. Dual-enrollment for high school and college credit is available at all high schools. 5. Concurrent high school and college credit may be earned in designated courses at Hall High School. 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. 2'r Art 99-2000 Course No. 021000 022000 022002 022004 022006 024000 022001 021008 022008 025000 025002 Abbreviated Title Description Grades Prerequisites Credit INTRO TO ART ARTDESIGN GRPHC DSGN PAINTING WATERCOLOR GREAT ART SURVEY ART DRAWING 1 DRAWING 2 STUDIO ART AP ART HIST AP Introduction to Art ArtDesign Graphic Design Painting Watercolor Creative Art Survey of Fine Arts Drawing I Drawing II Studio Art AP Art History AP ArtParkview Magnet only 99-2000 Course No. 022003 023003 022010 022012 Abbreviated Title POTTERY A POTTERY B POTTERY JEWELRY Description Pottery A Pottery B Pottery Jewelry 9 10-12 10-12 10-12 10-12 12 9-12 9-12 10-12 11-12 11-12 Grades 10-12 10-12 10-12 10-12 None Introduction to Art Introduction to Art Drawing I Introduction to Art Introduction to Art, Painting, and Watercolor None None Drawing I Painting or Drawing II and Teacher Recommendation English II Pre-AP .Prerequisites 1 1 1 1 1 1 /2 1 1 1 1 Credit 024008 023002 022014 023004 DRAWING 3 OILS CRAFTS FIBER 3-D DESIGN 022005 021010 PRINTMAKING ART HIST Drawing III Oils CraftsFiber Three-Dimensional Design Printmaking Art History 11-12 11-12 10-12 11-12 10-12 9-12 Drawing I\nParkview only Pottery A\nParkview only Drawing I\nParkview only Drawing I and teacher recommendation\nParkview only Drawing II\nParkview only Painting\nParkview only Drawing I\nParkview only Pottery I\nParkview only Drawing I\nParkview only None\nParkview only /2 % 1 1 1 1 1 1 72 1 3Business Education 99-2000 Course No. 031001 031003 031004 031019 031005 032005 032002 032004 033004 032007 032009 033002 032011 032013 033016 033006 033008 033010 033012 031015 032015 032006 031017 032017 033001 033003 033005 033007 I 033009 Abbreviated Title Description Grades Prerequisites Credit KEYBOARDING KEYBD APPLS KEYBD/APPL COMPTECH iNT WORD PROC A WORD PROC B WORD PRO A/B COMP ACCT 1 COMP ACCT 2 DATABASE MGT SPREADSHEETS OFFICE MGT RAPID WRTG A RAPID WRTG B BUSINESS LAW JR EXEC TRNG COE-RELATED COE-RELATED COE-COOP OJT PROGAMMING A PROGRAMMING B Keyboarding Keyboarding Applications Keyboarding and Keyboarding Applications (full year) Computer Technology: Introduction Word Processing A Word Processing B Word Processing I Computerized Accounting I Computerized Accounting II_____ Database Management Spreadsheet Applications______ Office Management Rapid Writing A Rapid Writing B Business Law Junior Executive Training Cooperative Office Education- Related Cooperative Office EducationRelated (Early Bird)_______ Cooperative Office Education -OJT Programming A Programming B 9-12 9-12 9-12 9-12 9-12 10-12 10-12 10-12 11-12 10-12 10-12 11-12 10-12 10-12 11-12 11-12 11-12 11-12 9-12 10-12 COMP BUS APPL DESKTOP PUB A DESKTOP PUB B MULTiMEDiA BANK/FiN PRIN BANK/FiN OPR BANK/FIN MKG BANK/FIN LAW Computerized Business Applications______ Desktop Publishing A_______________ Desktop Publishing _____________ Multimedia Applications in Business________ Banking and Finance Principles Banking and Finance Operations Banking and Finance Marketing Banking and Finance Law 10-12 10-12 10-12 11-12 11-12 11-12 11-12 11-12 None Keyboarding None Keyboarding Keyboarding____________ Word Processing A______ Keyboarding____________ Overall C\" average: Keyboarding____________ Computerized Accounting I Keyboarding Keyboarding Word Processing B______ Keyboarding____________ Rapid Writing A_________ Foundation Core________ Computerized Accounting I Keyboarding: plus one additional unit in Bus. Ed. Keyboarding\nplus one additional unit in Bus. Ed. Concurrent enrollment in Coop. Education-Related_________ Keyboarding_______________ Keyboarding and Programming A________________________ Keyboarding, Word Processing A and Word Processing B Keyboarding and Word Processing A__________ Keyboarding and Desktop Publishing A___________ Word Processing A and B Computerized Accounting i (Suggested) Banking and Finance Principies Banking and Finance Principles Banking and Finance Principles 72 72 1 'A 72 72 1 1 1 /2 % 1 72 72 1 1 1 1 1 72 72 1 72 /2 72 72 72 72 72 4Business EducationMcClellan Hig 99-2000 Course No. 032019 032021 Abbreviated Title Description h only Grades Prerequisites Credit B ETIQOETTE INTRO TO BOS 033014 034002 033011 ECONOMICS BOS FINANCE INTRN BOS 032023 ENTREPRNSHP Business Etiquette Introduction to Business Economics Business Finance International Business Entrepreneurship 10-12 10-12 11-12 12 11-12 10-12 Communications 99-2000 Course No. 051100 055100 051102 Abbreviated Title Description Grades None\nMcClellan High only None\nMcClellan High only None\nMcClellan High only Economics\nMcClellan High only Foundation Core\nMcClellan High only Foundation Core\nMcClellan High only Prerequisites 'A 1 1 % A Credit COMMUNICA 1 COMMON 1U ESL COMMON 1 Communication I Communication I ESL Communication I 9-10 9-12 9-10 052100 053100 052102 053102 054102 052104 052106 COMMUNICA 2 COMMUNICA 3 DEBATE 1 DEBATE 2 DEBATE 3 PUB SPKG GRP DYNAMICS Communication II Communication III Debate I Debate II Debate III Public Speaking Interpersonal Skills and Group Dynamics DanceParkview Magnet 99-2000 Course No. 121000 122000 123000 124000 123004 122004 121004 Abbreviated Title DANCE TECH 1 DANCE TECH 2 DANCE TECH 3 DANCE TECH 4 DANCE ENSBLE HIST DANCE MENS DANCE Description Dance Techniques I Dance Techniques II Dance Techniques lil Dance Techniques IV Dance Ensemble History of Dance Young Mens Dance 10-12 11-12 10-12 11-12 12 10-12 10-12 Grades 9-12 10-12 11-12 12 10-12 10-12 9-12 None Hall High only\nUniversity course Concurrent enrollment in ESL English\nHall High only Communication I Communication II Communication I Debate I Debate II Communication I Communication I Prerequisites Parkview only Dance Techniques I\nParkview only Dance Techniques II\nParkview only Dance Techniques III\nParkview only Parkview only Parkview only Parkview only 1 1 1 1 1 1 1 1 1 Credit 1 1 1 1 1 1 1 5Drama 99-2000 Course No. 051200 051202 Abbreviated Title DRAMA 1 DRAMA 1 IS Description Grades Prerequisites Credit 052200 053200 052202 052204 DRAMA 2 DRAMA 3 STAGE CRAFT INTERPCOMM Drama I Drama I International Studies Drama II Drama III Stage Craft Interpretative Communication 9-12 9-12 10-12 11-12 10-12 10-12 None None Central High only Drama I Drama II None Communication I 1 1 1 1 1 1 DramaParkview Magnet 99-2000 Course No. 052206 Abbreviated Title MIME Description Grades Prerequisites Credit Mime 10-12 052208 052210 052212 052214 CLASSIC STDY ACTING CHILD THTR THTR HISTORY Classic Scene Study Acting Children's Theater Theater History 10-12 10-12 10-12 10-12 Drama I and teacher permission\nParkview only Drama I\nParkview only Drama I\nParkview only Drama I\nParkview only None\nParkview only 1 1 1 1 1 Driver Education 99-2000 Course No. 081007 Abbreviated Title Description Grades Prerequisites Credit DRIVER ED Driver Education 9-12 Taught in summer school only 1/2 6English '99-2000 Course No. 051000 052000 053000 054000 051002 051004 Abbreviated Title LANG ARTS 1 + LANG ARTS 2+ LANG ARTS 3+ LANG ARTS 4+ ENG 1 ENG 1 PRE-AP Description Language Arts Plus I Language Arts Plus II Language Arts Plus III Language Arts Plus IV English I English I Pre-AP Grades 9-12 10-12 11-12 12 9-12 9-12 Prerequisites Credit 052002 052004 ENG 2 ENG 2 PRE-AP English II English II Pre-AP 10-12 10-12 053002 053004 ENG 3 ENG 3 PRE-AP English III English III Pre-AP 11-12 11-12 055004 ENG 3 AP English III AP 11-12 055006 ENG3APU English III APU 11-12 054002 054004 055008 055014 055010 054006 055012 054008 053001 053006 053008 052001 052003 ENG 4 ENG 4 ENG4AP ENG 4 APU ENG4AP ENG 4 IS ENG 4 IS AP CRT WRTG/MAG TECH WRTG RESEARCH MULTICUL LIT BIBLE AS/IN LIT ACT PREP ENG English IV English IV (Early Bird) English IV AP English IV APU English IV AP (Early Bird) English IV International Studies English IV International Studies AP Creative Writing and Magazine Production Technical Writing Research for the 21 Century Multicultural Literature The Bible as/in Literature I ACT Preparation: English 12 12 12 12 12 12 12 12 11-12 11-12 11-12 10-12 10-12 None None None None None Teacher recommendation English I English I or I Pre-AP\nteacher recommendation English II English II or II Pre-AP\nteacher recommendation English II or II Pre-AP\nteacher recommendation English II or II Pre-AP\nteacher recommendation\nHall High only English III English III English III or III Pre-AP English III or III Pre-AP or III AP\nHall High only\nUniversity course English III or III Pre-AP English III English III or III Pre-AP Parkview\nGrade of B In regular English III or C in English III Pre- AP\nOther schools: Eng. Ill English II or II Pre-AP English II or II Pre-AP English II or II Pre-AP English I or I Pre-AP\nHall High only English I 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1/2 1 1 1/2 I 1/2 7English-as-a-Second Language (Hall High only) 99-2000 Course No. 051500 052500 053500 054500 051502 052502 053502 054502 051102 151000 151002 152002 153002 154002 131000 132000 133000 Abbreviated Title Description Grades Prerequisites Credit ESL English 1 ESL English 2 ESL English 3 ESL English 4 ESL LA PLUS 1 ESL LA PLUS 2 ESL LA PLUS 3 ESL LA PLUS 4 ESL COMM 1 ESL INTRO SS ESL CIVICS ESL WRLD HIST ESL US HIST ESL US GOVT ESL PHYS I ESL BIOL I ESL CHEM I ESL English I ESL English II ESL English III ESL English IV_________ ESL Language Arts Plus I ESL Language Arts Plus II ESL Language Arts Plus III ESL Language Arts Plus IV ESL Communication I ESL Introduction to Social Studies ESL Civics ESL World History ESL United States History ESL United States Government ESL Physics I ESL Biology I ESL Chemistry I Family and Consumer Science 99-2000 Course No. 091000 091001 091003 091005 091002 091007 093007 091009 092010 091011 091013 093008 094008 Abbreviated Title Description FAM\u0026amp;CONSCI H\u0026amp;INT DSN HUMAN REL MNG RSRC FAM DYNAMICS FD \u0026amp; NUTRI FOOD SCI CHILD DEVEL CHILD CARE PARENTING CLOTH MGT FD PROD MGT 1 FD PROD MGT 2 9-12 10-12 11-12 12 9-12 10-12 11-12 12 9-12 9-12 9-12 9-12 10-12 10-12 9-12 9-12 9-12 Grades Family and Consumer Science Housing and Interior Design Human Relations________ Managing Resources Family Dynamics Food and Nutrition Food Science Child Development Child Care and Guidance Management Services Parenting Clothing Management Food Production, Management, and Services I Food Production, Management, and Services II 9-12 9-12 9-12 9-12 9-12 9-12 11-12 9-12 10-12 9-12 9-12 11-12 12 Identification ESL English I_______ ESL English II_______ ESL English III______ Identification________ Concurrent enrollment in ESL English II Concurrent enrollment in ESL English III Concurrent enrollment in ESL English IV Identification________ Concurrent enrollment in ESL English I_____ Identification________ Identification________ Identification Identification Identification Identification Identification Prerequisites None None None Foundation Core None_________ None_________ None None_________ Foundation Core Foundation Core None_____________ None\nMcClellan High only Food Production, Management, and Services I\nMcClellan High only_________ 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Credit 1 /2 /2 % 1 /2 /2 72 1 72 /2 1 1 8I I t I I I I Foreign Languages 99-2000 Course No. 061100 062100 063100 064100 065100 064102 065102 064104 065104 061200 062200 063200 064200 065200 064202 065202 064204 065204 061300 062300 063300 065300 064300 065302 061400 062400 065406 Abbreviated Titie Description Grades Prerequisites Credit 063400 064400 065400 064402 065402 064404 065404 FRENCH 1 FRENCH 2 FRENCH 3 FRENCH 4 FRENCH 4 AP FRENCH 5 FRENCH 5 AP FRENCH 6 FRENCH 6 AP GERMAN 1 GERMAN 2 GERMAN 3 GERMAN 4 GERMAN 4 AP GERMAN 5 GERMAN 5 AP GERMAN 6 GERMAN 6 AP LATIN 1 LATIN 2 LATIN 3 LATIN 3 AP LATIN 4 LATIN 4 AP SPAN 1 SPAN 2 SPAN 2 U SPAN 3 SPAN 4 SPAN 4 AP SPAN 5 SPAN 5 AP SPAN 6 SPAN 6 AP French I French II French III French IV French IV AP French V French V AP French VI French VI AP German I German II German III German IV German IV AP German V German V AP German VI German VI AP Latin I Latin II Latin III Latin III AP Latin IV Latin IV AP Spanish I Spanish II Spanish II 9-12 9-12 9-12 10-12 10-12 11-12 11-12 12 12 9-12 9-12 9-12 10-12 10-12 11-12 11-12 12 12 9-12 9-12 9-12 9-12 10-12 10-12 9-12 9-12 9-12 Spanish iii Spanish IV Spanish iV AP Spanish V Spanish VAP Spanish Vi Spanish Vi AP 9-12 10-12 10-12 11-12 11-12 12 12 None French I French il French III French III French IV French IV or IV AP French V French V or V AP None German I German II German III German III German IV German IV or IV AP German V German V or V AP None Latin I Latin II Latin II Latin III Latin III or III AP None Spanish I Spanish I\nHall High only\nUniversity course Spanish II Spanish III Spanish III Spanish IV Spanish IV or IV AP Spanish V Spanish V or VAP 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 I I 9Health and Physical Education 99-2000 Course No. 081001 081003 081005 081002 201000 202000 203000 204000 201002 202002 203002 204002 Abbreviated Title Description Grades Prerequisites Credit HEALTH PHYS ED 1A PHYS ED IB PHYS ED 1 ATHLETICS G1 ATHLETICS G2 ATHLETICS G3 ATHLETICS G4 ATHLETICS Bl ATHLETICS B2 ATHLETICS B3 ATHLETICS B4 Journalism 99-2000 Course No. 051400 052400 052402 052404 053400 053402 053404 054400 054402 054404 053405 054405 051406 JROTC 99-2000 Course No. 261000 262000 263000 264000 261002 262002 263002 264002 Abbreviated Title JOURN 1 JOURN2 JOURN 2 YB JOURN 2 NP JOURN 3 JOURN 3 YB JOURN 3 NP JOURN 4 JOURN 4 YB JOURN 4 NP MASS MEDIA A MASS MEDIA B PHOTOGRAPHY Abbreviated Title AF JROTC1 AF JROTC 2 AF JROTC 3 AF JROTC 4 NS JROTC1 NS JROTC 2 NS JROTC 3 NS JROTC 4 Health and Safety Physical Education lA Physical Education IB Physical Education I Girls' Athletics I Girls' Athletics II Girls' Athletics III Girls' Athletics IV Boys Athletics I Boys' Athletics II Boys' Athletics III Boys' Athletics IV Description Journalism I Journalism II Journalism II (Yearbook) Journalism II (Newspaper) Journalism III Journalism III (Yearbook) Journalism III (Newspaper) Journalism IV Journalism IV (Yearbook) Journalism IV (Newspaper) Mass Media A Mass Media B Photography Description Air Force JROTC I Air Force JROTC II Air Force JROTC III Air Force JROTC IV Naval Science JROTC I Naval Science JROTC II Naval Science JROTC III Naval Science JROTC IV 9-12 9-12 9-12 9-12 9-12 10-12 11-12 12 9-12 10-12 11-12 12 Grades 9-12 10-12 10-12 10-12 11-12 11-12 11-12 12 12 12 11-12 11-12 9-12 Grades 9 10 11 12 9 10 11 12 None None Physical Education lA None Coach's permission Coach's permission Coach's permission Coach's permission Coachs permission Coachs permission Coachs permission Coachs permission Prerequisites None Journalism I Journalism I Journalism I Journalism II Journalism II Journalism II Journalism III Journalism III Journalism III None\nMcClellan only Mass Media A\nMcClellan only Parkview only Prerequisites Instructor's permission\nCentral High only AF JROTC I\nCentral High only AF JROTC II\nCentral High only AF JROTC III\nCentral High only Instructor's permission\nParkview only NS JROTC I\nParkview only NS JROTC II\nParkview only NS JROTC III\nParkview only 1/2 1/2 1/2 1 None None None None None None None None Credit 1 1 1 1 1 1 1 1 1 1 1/2 1/2 1 Credit 1 1 1 1 1 1 1 1 10 1 Marketing Education 99-2000 Course No. 173000 173002 Abbreviated Title MARKET ED 1 MRKTG COOP 1 173004 MRKTG COOP 1 174000 MRKTG ED 2 174002 MRKTG COOP 2 174004 MRKTG COOP 2 Description Grades Prerequisites Credit 172001 172003 173001 172005 FASHION MDS ADVERTISING RETAILING SALESMNSHIP Marketing Education I Marketing Education Coop I Marketing Education Coop I Marketing Education II (Management) Marketing Education Coop II (Management) Marketing Education Coop II (Management) Fashion Merchandising Advertising Retailing Salesmanship 11-12 11-12 11-12 12 12 12 10-12 10-12 10-12 10-12 Mathematics 99-2000 Course No. 111000 112000 112002 Abbreviated Title Description Grades 112004 112006 112008 113002 113004 113006 113008 115000 114000 115002 115006 115004 112001 None None None Marketing Education i Marketing Education i Marketing Education i None\nMcClellan High None\nMcClellan High None\nMcClellan High None\nMcClellan High Prerequisites 1 1 1 1 1 1 A 72 Credit ALG I________ ALG II ALG II PRE-AP GEOMETRY GEOM PRE-AP CONCEPT GEOM PRE-CALCULUS TRiG/ADV ALG TRiG PRE-AP STATISTiCS STATS AP CALCULUS CALC AB AP CALC AB APU CALC BC AP ACT PREP\nMATH Algebra I Algebra II Algebra II Pre-AP Geometry Geometry Pre-AP Concepts of Geometry Pre-Calculus Pacesetter Mathematics T rigonometry/ Advanced Algebra T rigonometry/ Advanced Algebra Pre-AP Statistics Statistics AP Calculus______ Calculus AB AP Calculus AB APU Calculus BC AP ACT Preparation\nMathematics 9-12 10-12 9-12 10-12 10-12 10-12 11-12 11-12 11-12 11-12 11-12 12 11-12 11-12 12 10-12 Eighth grade mathematics Algebra I Algebra I Pre-AP or teacher recommendation Algebra I Algebra I Pre-AP or teacher recommendation Algebra I Algebra II\nParkview, Hall, and McClellan only Algebra II and Geometry Algebra II Pre-AP and Geometry Pre-AP Algebra I and Geometry or Concepts of Geometry Trig/Adv. Algebra Pre-AP (may be concurrent)\ncalculator required Trig/Adv. Algebra Trig/Adv. Algebra Pre-AP (may be concurrent) Trig/Adv. Algebra Pre-AP\nHall High only\nUniversity course Calculus AB AP None 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1/2 11Music (Vocal, Band, Orchestra) 99-2000 Course No. 121000 121002 122002 123002 124002 122004 121100 121102 122102 123102 124102 122006 123006 121200 121202 122202 123202 124202 121001 121006 Abbreviated Title Description Grades Prerequisites Credit NOVICE CHOIR CHOIR 1 CHOIR 2 CHOIR 3 CHOIR 4 MADRIGALS NOVICE BAND BAND 1 BAND 2 BAND 3 BAND 4 JAZZ BAND 1 JAZZ BAND 2 NOVICE ORCH ORCHESTRA 1 ORCHESTRA 2 ORCHESTRA 3 ORCHESTRA 4 SURVEY MUS MUS APPREC Novice Choir Choir I Choir II Choir III Choir IV Madrigals Novice Band Band I Band II Band III Band IV Jazz Band I Jazz Band II Novice Orchestra Orchestra I Orchestra II Orchestra III Orchestra IV Survey of Fine Arts-Music Music Appreciation MusicParkview Magnet *99-2000 Course No. 121300 122300 121302 122302 123302 Abbreviated Title Description 124302 122304 123304 124304 121306 122306 121400 122400 123400 125400 125402 123308 124308 CADET BND 1 CADET BND 2 VARSITY BAND CONC BAND 1 CONC BAND 2 CONC BAND 3 SYMP BAND 1 SYMP BAND 2 SYMP BAND 3 INST ENSEM VOC ENSEM MUSIC THRY 1 MUSIC THRY 2 MUSIC THRY 3 MUS THRY 3AP MUS THRY 4AP LAB SINGERS 1 LAB SINGERS 2 Cadet Band I Cadet Band II Varsity Band Concert Band I Concert Band II Concert Band III Symphonic Band I Symphonic Band II Symphonic Band III Instrumental Ensemble Vocal Ensemble Music Theory I Music Theory II Music Theory III Music Theory III AP Music Theory IV AP Lab Singers I Lab Singers II 9 9-12 10-12 11-12 12 10-12 9 9-12 10-12 11-12 12 10-12 11-12 9 9-12 10-12 11-12 12 9-12 9-11 Grades 9 10 9 10-12 11-12 12 10-12 11-12 12 9-12 10-12 9-12 10-12 11-12 11-12 12 11-12 12 Audition Audition Choir I Choir II Choir III Audition Audition Audition Band I Band II Band III Audition Stage Band I Audition Audition Orchestra I Orchestra II Orchestra III None None Prerequisites Audition\nParkview only Cadet Band I\nParkview only Audition\nParkview only Audition' Parkview only Concert Band I\nParkview only Concert Band II\nParkview only Audition\nParkview only Symphonic Band I\nParkview only Symphonic Band II\nParkview only Audition\nParkview only Audition\nParkview only None\nParkview only Music Theory I\nParkview only Music Theory II\nParkview only Music Theory II\nParkview only Music Theory III AP\nParkview only Audition\nParkview only Audition\nParkview only 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1/2 1 Credit 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 12Science 99-2000 Course No, 131000 131002 131004 Abbreviated Title Description Grades Prerequisites Credit 132000 132002 132004 133000 133002 133004 135002 135004 133006 135006 135012 135008 134000 135010 133008 133010 ESL PHYS I PHYSICS I PHYS 1 PRE-AP ESL Physics I Physics I Physics I Pre-AP 9-12 9-12 9-12 ESL BIOL I BIOLOGY 1 BIO 1 PRE-AP ESL CHEM 1 CHEMISTRY 1 CHEM 1 PRE- AP PHYS 2 AP PHYS 2 APU ANAT\u0026amp;PHYS BIOL2AP BIOL 2 APU CHEM 2 AP GEOL/SPACE ENV SCI AP ADVSCI RSRCH ARSRCH PRE- AP ESL Biology I Biology I Biology I Pre-AP ESL Chemistry I Chemistry I Chemistry I Pre-AP Physics II AP Physics IIAPU Human Anatomy and Physiology Biology II AP Biology II APU Chemistry II AP Geology and Space Science Environmental Science AP Advanced Science/ Theoretical Research Advanced Science/ Theoretical Research Pre- AP ScienceParkview Magnet 99-2000 Course No. 133101 Abbreviated Title Description 133103 133105 133107 133109 133111 MICROBIO Microbiology QUAL ANALY STATS/WRTG ENV HEALTH ANAT\u0026amp;PHYS ORG CHEM Qualitative Analysis Applied Statistics and Technical Writing Environmental Health Human Anatomy and Physiology Organic Chemistry 10-12 10-12 10-12 11-12 11-12 11-12 12 12 11-12 12 12 12 12 11-12 11-12 11-12 Grades 11-12 11-12 11-12 11-12 11-12 11-12 Identification\nHall High only None Completion of/or concurrent enrollment in Algebra II Identification\nHall High only None Teacher recommendation Identification\nHall High only None Algebra II or II Pre-AP Physics I Pre-AP or Physics I with teacher recommendation Physics I Pre-AP\nHall High only\nUniversity studies Biology I Biology I Pre-AP or Biology I with teacher recommendation Biology I Pre-AP\nHall High only\nUniversity course Chemistry I Pre-AP or Chemistry I with teacher recommendation Completion of two years of high school science Biology I or Biology I Pre-AP and Chemistry I or Chemistry I Pre-AP Teacher recommendation and completion of Pre-AP courses. Teacher recommendation and completion of Pre-AP courses Prerequisites Biology I Pre-AP\nParkview only Chemistry I Pre-AP\nParkview only Algebra II\nParkview only Biology I Pre-AP\nParkview only Biology I Pre-AP\nParkview only Chemistry I Pre-AP\nParkview only 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Credit 1/2 1/2 1/2 1/2 1/2 1/2 13Social Studies 99-2000 Course No. 151000 151002 151004 151006 152002 152004 152006 153002 153004 153006 155006 155008 155010 154002 154004 155001 155003 151008 151010 151012 153001 155005 155012 155016 153003 155007 155014 154006 152008 153008 153009 153010 151014 153012 Abbreviated Title Description Grades Prerequisites Credit ESL INT SOCST ESL CIVICS CIVICS CIVICS PRE-AP ESL WRLD HST WORLD HIST W HIST PRE-AP ESL US HIST US HIST US HIST US HIST AP US HIST APU US HIST AP ESL US GOVT US GOVT GOV\u0026amp;POLAP COMP GVT AP GLBL STUDIES WRLD GEOG WRLD GEOG PRE-AP PSYCHOLOGY PSYCHOLOGY U PSYCH AP PSYCH APU SOCIOLOGY SOCIOLOGY U EURO HIST AP WRLD CULTURE AFR/AFR AM H ECONOMICS SERV LRNG PEER HELP GLBL STDS IS US HIST IS ESL Introduction to Social Studies ESL Civics Civics Civics Pre-AP ESL World History World History World History Pre-AP ESL United States History United States History United States History (Early Bird) United States History AP United States History APU United States History AP (Early Bird) ESL United States Government United States Government US Government and Politics AP Comparative Government AP Global Studies World Geography World Geography Pre-AP Psychology Psychology U Psychology AP Psychology APU Sociology Sociology U European History AP World Cultures Africa n/African American History Economics Service Learning Peer Helping and Facilitation Global Studies IS United States History IS 9-12 9-12 9-12 9-12 9-12 10-12 10-12 10-12 11-12 11-12 11-12 11-12 11-12 10-12 10-12 11-12 11-12 9-12 9-12 9-12 11-12 11-12 11-12 11-12 11-12 11-12 12 12 10-12 11-12 11-12 11-12 9-10 10-12 Identification\nHall High only\nelective credit only Identification\nHall High only None Teacher recommendation Identification\nHall High only None Teacher recommendation Identification\nHall High only None None Teacher recommendation Teacher recommendation\nHall High only Teacher recommendation Identification\nHall High only None Teacher recommendation\nUnited States History AP or Civics Pre-AP Teacher recommendation\nUS Government and Politics None None Teacher recommendation None None\nHall High only\nUniversity course Teacher recommendation Hall High only\nUniversity course None None\nHall High only\nUniversity course Teacher recommendation\nWorld History Pre-AP or United States History AP None None McClellan High only Approval of teacher None\nHall High only None\nCentral High only None\nCentral High only 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1/2 1/2 1 1 1 1/2 1/2 1 1 1/2 1/2 1 1 1 1 1/2 1 1 1 14 ef Trades and Industry '99-2000 Course No. 172103 171100 172100 171001 172102 173102 173104 174104 173108 173110 173112 174108 174110 174112 173120 173122 173124 174120 174122 174124 173126 173128 174126 174128 172130 173130 174130 Abbreviated Title Description Grades Prerequisites Credit WRKPL READY EXP IND TECH CARPENTRY EX EAST LAB BASMECHDRAW ADVMECHDRAW ARCH DRAFT ENGIN DRAFT CCE REL 1 CCE COOP 1 CCE COOP 1 CCE REL 2 CCE COOP 2 CCE COOP 2 ICT REL 1 ICT COOP 1 ICT COOP 1 ICT REL 2 ICT COOP 2 ICT COOP 2 GCE REL 1 GCE COOP 1 GCE REL 2 GCE COOP 2 COMM ART 1 COMM ART 2 COMM ART 3 Workplace Readiness Exploring Industrial Technology Carpentry Exploration Environmental and Spatial Technology Lab Basic Mechanical Drawing Advanced Mechanical Drawing Architectural Drafting Engineering Drafting Coordinated Career Education I Coordinated Career Education Coop I Coordinated Career Education Coop I (afternoon) Coordinated Career Education II Coordinated Career Education Coop II Coordinated Career Education Coop II (afternoon) Industrial Coop Training I Related Industrial Coop Training I Coop Industrial Coop Training I Coop (afternoon) Industrial Coop Training II Related Industrial Coop Training II Coop Industrial Coop Training II Coop (afternoon) General Coop Education Related I General Cooperative Education Coop I General Cooperative Education Related II General Cooperative Education Coop II Computerized Commercial Art I Computerized Commercial Art II Computerized Commercial Art III 10-12 g 10-12 9-12 10-12 11-12 11-12 12 11-12 11-12 11-12 12 12 12 11-12 11-12 11-12 12 12 12 11-12 11-12 12 12 10-12 11-12 12 None None None McClellan High only None Basic Mechanical Drawing Basic Mechanical Drawing Basic Mechanical Drawing None Concurrent enrollment in Coordinated Career Education I Concurrent enrollment in Coordinated Career Education I Coordinated Career Education I Concurrent enrollment in Coordinated Career Education II Concurrent enrollment in Coordinated Career Education II None Concurrent enrollment in Industrial Cooperative Training l-Related Concurrent enrollment in Industrial Cooperative Training l-Related Industrial Cooperative Training I Concurrent enrollment in Industrial Cooperative Training Il-Related Concurrent enrollment in Industrial Cooperative Training Il-Related None Concurrent enrollment in General Coop Education I- Related General Coop Education I Concurrent enrollment in General Coop Education Il- Related One unit of high school art\nParkview Magnet only Computerized Commercial Art I\nParkview Magnet only Computerized Commercial Art II\nParkview Magnet only 72 1 1 72 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15Metropolitan Courses 99-2000 Course No. 162001 162100 163100 164100 162102 163102 164102 162104 163104 164104 162106 163106 164106 162108 163108 164108 162110 163110 164110 162112 163112 164112 162114 163114 164114 162116 163116 164116 162118 163118 164118 Abbreviated Title Description Grades Prerequisites Credit WRKP READY AUTO BODY 1 AUTO BODY 2 AUTO BODY 3 AUTO TECH 1 AUTO TECH 2 AUTO TECH 3 CULINARY ART1 CULINARY ART2 CULINARY ART3 COMMER ART 1 COMMERART 2 COMMERART 3 C-A DRAFT 1 C-A DRAFT 2 C-A DRAFT 3 PRINTING 1 PRINTING 2 PRINTING 3 COSMTLGY 1 COSMTLGY 2 COSMTLGY 3 ELECTRONICS 1 ELECTRONICS 2 ELECTRONICS 3 MED PROFS 1 MED PROFS 2 MED PROFS 3 WELDING 1 WELDING 2 WELDING 3 Workplace Readiness Auto Body/Paint Technology I Auto Body/Paint Technology II Auto Body/Paint Technology III Automotive Technology I Automotive Technology II Automotive Technology III Culinary Arts I Culinary Arts II Culinary Arts III Computerized Commercial Art I Computerized Commercial Art II Computerized Commercial Art III Computer-Aided Drafting I Computer-Aided Drafting II Computer-Aided Drafting III Computer Graphics/ Printing Technology I Computer Graphics/ Printing Technology II Computer Graphics/ Printing Technology III Cosmetology I Cosmetology II Cosmetology III Electronics I Electronics II Electronics III Medical Professions I Medical Professions II Medical Professions III Metal Fabrication I (Welding) Metal Fabrication II (Welding) Metal Fabrication III (Welding) 10-12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 Metropolitan only_____ None\nMetropolitan only Auto Body/ Paint Technology I\nMetropolitan only________ Auto Body/ Paint Technology II\nMetropolitan only_______ None\nMetropolitan only Automotive Technology I\nMetropolitan only_________ Automotive Technology II\nMetropolitan only_________ None\nMetropolitan only Culinary Arts I\nMetropolitan only Culinary Arts II\nMetropolitan only None\nMetropolitan only Computerized Commercial Art I\nMetropolitan only Computerized Commercial Art II\nMetropolitan only None\nMetropolitan only Computer-Aided Drafting I\nMetropolitan only Computer-Aided Drafting II\nMetropolitan only________ None\nMetropolitan only Computer Graphics/ Printing Technology I\nMetropolitan only Computer Graphics/Printing Technology II\nMetropolitan only None\nMetropolitan only Cosmetology I\nMetropolitan only Cosmetology II\nMetropolitan only None\nMetropolitan only Electronics I\nMetropolitan only Electronics II\nMetropolitan only____________________ None\nMetropolitan only Medical Professions I\nMetropolitan only Medical Professions II\nMetropolitan only_________ None\nMetropolitan only Metal Fabrication I (Welding)\nMetropolitan only Metal Fabrication II (Welding)\nMetropolitan only (Metropolitan courses continued next page) 72 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 J 16 r If  Metropolitan Courses - continued from previous page 99-2000 Course No. 162120 163120 164120 162122 163122 164122 162124 163124 164124 162126 163126 164126 Abbreviated Title Description Grades Prerequisites Credit RADIO BRDCT 1 RADIO BRDCT 2 RADIO BRDCT 3 CONSTRUCT 1 CONSTRUCT 2 CONSTRUCT 3 TV PROD 1 TV PROD 2 TV PROD 3 DIESEL TECH 1 DIESEL TECH 2 DIESEL TECH 3 Radio Broadcasting I Radio Broadcasting II Radio Broadcasting III Residential Construction I Residential Construction II Residential Construction III TV Production I TV Production II TV Production III Diesel Technology Services I Diesel Technology Services II Diesel Technology Services III 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 10-12 11-12 12 None\nMetropolitan only Radio Broadcasting I\nMetropolitan only Radio Broadcasting II\nMetropolitan only None\nMetropolitan only Residential Construction I\nMetropolitan only Residential Construction II\nMetropolitan only None\nMetropolitan only TV Production I\nMetropolitan only TV Production II\nMetropolitan only None\nMetropolitan only Diesel Technology Services I\nMetropolitan only Diesel Technology Services II\nMetropolitan only 3 3 3 3 3 3 3 3 3 3 3 3 17Special EducationResource Room 99-2000 Course No. 191000 192000 193000 194000 191002 192002 193002 194002 191004 192004 193004 194004 191006 191008 191010 192012 191014 192014 192016 193014 194014 Abbreviated Titie Description Grades Prerequisites Credit ENG 1 RR ENG 2 RR ENG 3 RR ENG 4 RR READ 1 RR READ 2 RR READ 3 RR READ 4 RR MATH 1 RR MATH 2 RR MATH 3 RR MATH 4 RR PHYS SCI RR BIOLOGY RR HEALTH SCI RR EARTH SCI RR CIVICS RR WRLD HIST RR W GEOG RR US HIST RR US GOVT RR English I RR English II RR English III RR English IV RR Reading I RR Reading II RR Reading III RR Reading IV RR Mathematics I RR Mathematics II RR Mathematics III RR Mathematics IV RR Physical Science RR Biology I RR Health Science RR Earth Science RR Civics RR World History RR World Geography RR U.S. History RR U.S. Government RR 9-12 10-12 11-12 12 9-12 10-12 11-12 12 9-12 10-12 11-12 12 9-12 10-12 9-12 9-12 9-12 10-12 10-12 11-12 12 None English I RR English II RR English III RR None Reading I RR Reading II RR Reading III RR None Mathematics I RR Mathematics II RR Mathematics III RR None Physical Science RR None None None None None None None 1 1 1 1 1 1 1 1 1 J__ 1 1 1 1 1 J__ J__ 1 1 1 1 18Special EducationSelf Contained 99-2000 Course No. 191100 192100 193100 194100 191102 192102 193102 194102 191104 192104 193104 194104 191106 192106 193106 194106 191108 192108 192110 193108 194108 191112 191114 191116 191118 192112 192114 192116 192118 193112 193114 193116 193118 194112 194114 194116 194118 Abbreviated Title Description Grades Prerequisites Credit ENG 1 SC ENG 2 SC ENG 3 SC ENG 4 SC READ 1 SC READ 2 SC READ 3 SC READ 4 SC MATH 1 SC MATH 2 SC MATH 3 SC MATH 4 SC PHYS SCI SC BIOLOGY SC HEALTH SCI SC EARTH SCI SC CIVICS SC WRLD HIST SC W GEOG SC US HIST SC US GOVT SC COMM DOM 1 DOMT DOM 1 VOC DOM 1 REC/LEIS 1 COMM DOM 2 DOMT DOM 2 VOC DOM 2 REC/LEIS 2 COMM DOM 3 DOMT DOM 3 VOC DOM 3 REC/LEIS 3 COMM DOM 4 DOMT DOM 4 VOC DOM 4 REC/LEIS 4 English I SC English II SC English III SC English IV SC Reading I SC Reading II SC Reading III SC Reading IV SC Mathematics I SC Mathematics II SC Mathematics III SC Mathematics IV SC Physical Science SC Biology I SC Health Science SC Earth Science SC Civics SC World History SC World Geography SC U.S. History SC U.S. Government SC Community Domain I Domestic Domain I Vocational Domain I Recreation/Leisure I Community Domain II Domestic Domain II Vocational Domain II Recreation/Leisure II Community Domain III Domestic Domain III Vocational Domain III Recreation/Leisure III Community Domain IV Domestic Domain IV Vocational Domain IV Recreation/Leisure IV 9-12 10-12 11-12 12 9-12 10-12 11-12 12 9-12 10-12 11-12 12 9-12 10-12 9-12 9-12 9-12 10-12 10-12 11-12 12 9 9 9 9 10 10 10 10 11 11 11 11 12 12 12 12 None English I SC English II SC English III SC None Reading I SC Reading II SC Reading III SC None Mathematics I SC Mathematics II SC Mathematics III SC None Physical Science SC None None None None None None None None None None None Community Domain I Domestic Domain I Vocational Domain I Recreation/Leisure I Community Domain II Domestic Domain II Vocational Domain II Recreation/Leisure II Community Domain III Domestic Domain III Vocational Domain III Recreation/Leisure III 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 19Classes of 2001 and Prior English4 units Oral Communication1 unit Social Studies3 units or 2 units of Social Studies and 1 unit of vocational/technical studies: (1 unit of Civics or American Government and 1 unit of American History. If a third unit of social studies is taken, it must be a world focus course. World History must be taken to be eligible for Academic Challenge Scholarship Program.) Summary of Graduation Requirements Accelerated Learning Center Requirements, Effective Fall 1998 English4 units Oral Communication1/2 unit Social Studies3 units (1 unit of World History, 1 unit of U.S. History, % unit of Civics or Government) Class of 2002 (freshmen in fall 1998) English Language Arts4 units ESL English I, English I or English I Pre-AP\nand ESL English II, English II or English II Pre-AP\nand ESL English III, English III, English III Pre-AP, or English III AP\nand ESL English IV, English IV, or English IV AP Oral Communication1 unit Communications I Social Studies3 units Civics and World History and United States History Recommended Common Core and Career Focus, Class of 2003 English Language Arts4 units ESL English I, English I or English I Pre-AP\nand ESL English II, English II or English II Pre-AP\nand ESL English III, English III, English III Pre-AP, or English III AP\nand ESL English IV, English IV, or English IV AP_________________ Orai Communication1 unit Communications I_____________ Sociai Studies4 units Civics and World History and United States History and 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)________________ 20Classes of 2001 and Prior Mathematics3 units (3 units to include Algebra I) Science3 units (At least one unit shall be in life science and one unit in physical science. All required science units must provide hands-on laboratory experience for students a minimum of 20 percent of instructional time.) Physical Education1/2 unit Health and Safety1/2 unit Accelerated Learning Center Requirements, Effective Fall 1998 Mathematics3 units (1 unit of Algebra or its equivalent and 1 unit of geometry or its equivalent) Science3 units (at least 1 unit of Biology or its equivalent and 1 unit of a physical science) Physical Education1/2 unit Health and Safety1/2 unit Class of 2002 (freshmen in fall 1998) Mathematics3 units Algebra I and Geometry or Concepts of Geometry and One additional unit based on algebra and geometry knowledge and skills. Science3 units Physics I and Biology I and Chemistry I Recommended Common Core and Career Focus, Class of 2003 Mathematics4 units Algebra I and Geometry and Algebra II and One advanced unit. Students are strongly encouraged to take a mathematics course during their senior year. Science4 units Physics I and Biology I and Chemistry I and One additional unit Physical Education1/2 unit Physical Education A Health and Safety1/2 unit Health and Safety Foreign Languages2 units Physical Education1/2 unit Physical Education A Health and Safety1/2 unit Health and Safety 21Classes of 2001 and Prior Fine Arts1/2 unit Vocational/Technicai Education 1 unit may substitute for 1 unit of social studies Accelerated Learning Center Requirements, Effective Fall 1998 Fine Arts1/2 unit Class of 2002 (freshmen in fall 1998) Fine Arts1 unit One unit from art, dance, drama, or music Technology Applications1 unit One unit from 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 II (1). Recommended Common Core and Career Focus, Class of 2003 Fine Arts1 unit One unit from art, dance, drama, or music Technology Applications2 units Two units from 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 II (1). 22Classes of 2001 and Prior Electives5 /a units Total: 21 units (15 of the units must be taken in high school) Accelerated Learning Center Requirements, Effective Fall 1998 Career Focus3 units Three specified units from one of the following areas: Humanities Sciences Fine Arts Administrative Services Business Management Finance Marketing Coordinated Career Education Child Care and Guidance Management Services Food Production, Management, and Services Family and Consumer Sciences General Cooperative Education JROTC Trades and Industry Electives3 units Total: 21 units Class of 2002 (freshmen in fall 1998) Career Focus3 units At least three specified units from one of the following areas: Humanities Sciences Fine Arts Administrative Services Business Management Finance Marketing Coordinated Career Education Child Care and Guidance Management Services Food Production, Management, and Services Family and Consumer Sciences General Cooperative Education JROTC Trades and Industry Electives4 units Total: 24 units Recommended Common Core and Career Focus, Class of 2003 Career Focus4 units At least four units from one of the following areas: Humanities Sciences Fine Arts Parkview MagnetArts8 units Parkview MagnetSciences5 units, plus yearly project McClellan High5 % specified units. Total: 27 units 23Published by the Little Rock School District Curriculum Instruction Department December, 1998 I kxvc\\ Marshall From: Sent: To: Subject: Diane Vibhakar [dvibhakar@alltel.net] Monday, September 17, 2001 8:33 AM Undisclosed-Recipient:\nFw: Invitation to \"Save Our Schools\" Forum with LRSD Superintendent Ken James FYi-  Original Message----- From: Zach Polett \u0026lt;poldirect@acom.org\u0026gt; To: Siva Soora \u0026lt;sisoora@yahoo.com\u0026gt;\nmatthew Aurilio \u0026lt;aurilios@alltel.net\u0026gt;\nBrittany Bailey \u0026lt;labailey@aristotle.net\u0026gt;\nKevin Daneshmandi \u0026lt;kdanesh104@aol.com\u0026gt;\nChuck Desjardin \u0026lt;desjardincharlesl@exchange.uams.edu\u0026gt;\nDana Dussing \u0026lt;tanddberry@aristotle.net\u0026gt;\nSatish Duvvuru \u0026lt;satish.duvvuru@protechsoft.com\u0026gt;\nPaul Fleming \u0026lt;pdfleming@cromweil,com\u0026gt;\nJim Fullerton \u0026lt;jaycfulle@mann.lrsd.k12.ar.us\u0026gt;\nJay Gandy \u0026lt;gandyjay@exchange.uams.edu\u0026gt;\nJudy Garner \u0026lt;smiledr747@aol.com\u0026gt;\nAndrea Garrett \u0026lt;a_garrett@natmedsys.com\u0026gt;\nLouise Gutierrez \u0026lt;ramses33@aol.com\u0026gt;\nManu Khushlani \u0026lt;khushalaniM@prodigy.net\u0026gt;\nDr. Madhusudhan Kunapalli \u0026lt;k.madhusudhan@med.va.gov\u0026gt;\nGinny Kurrus \u0026lt;ginkurrus@aol.com\u0026gt;\nBarbara D. Levin \u0026lt;bedlevin@juno.com\u0026gt;\nVan Light \u0026lt;vanl@aristotle.net\u0026gt;\nChetty Mamandur \u0026lt;cmamand@infomath.com\u0026gt;\nGinny McMurray \u0026lt;vlmcmurray@aristotle.net\u0026gt;\nKim Montez \u0026lt;akmontez@aol.com\u0026gt;\nAlice Muawad \u0026lt;jfmuawad@aol.com\u0026amp;g Sent: Saturday, September 15, 2001 1:42 PM Subject: Invitation to \"Save Our Schools\" Forum with LRSD Superintendent Ken James \u0026gt; PLEASE ATTEND THIS IMPORTANT COMMUNITY MEETING TO LEARN HOW WE CAN SAVE THE \u0026gt; FUNDING BASE FOR OUR PUBLIC SCHOOLS \u0026gt; ^*********** \u0026gt; \u0026gt; ACORN Hosts \"Save Our Schools\" Forum \u0026gt; \u0026gt; ACORN, in cooperation with the Little Rock School District, is hosting a \u0026gt; \"Save Our Schools\" community forum to educate the public about the damage \u0026gt; that current City Hall proposals for Tax Increment Financing (TIF) Districts \u0026gt; would do to the funding base of our local schools. \u0026gt; \u0026gt; The \"Save Our Schools\" forum will be held on: \u0026gt;  \u0026gt; Monday, September 17 \u0026gt; 7:00 p.m. \u0026gt; \u0026gt; Rockefeller Elementary School \u0026gt; 700 E 17th Street (in downtown Little Rock) \u0026gt; \u0026gt; Speakers at the forum will include: \u0026gt; \u0026gt; \u0026gt; \u0026gt; \u0026gt; Little Rock School District Superintendent Kenneth James Little Rock City Director Genevieve Stewart Little Rock City Director Johnnie Pugh Attorney John Walker State Senator John Riggs Little Rock School Board Member Baker Kurrus Little Rock Classroom Teachers Association President Clementine Kelley 1, \u0026gt; \"If you really want to hear the truth and be informed about what these TIF \u0026gt; proposals can do to our schools and community services, come on out,\" said \u0026gt; City Director Genevieve Stewart. \"Citizens voices need to be heard on this \u0026gt; important issue which can affect the future of all our children.\" \u0026gt; For more information, call Zach Polett at 664-9259 or 376-6451. \u0026gt; 2lo:Ms. Ann Marshall From:Clay Fendley Friday Law Firm Page 2/5 AGREEMENT FOR PROTECTIVE ORDER This Agreement arises out the Little Rock School District Desegregation case, U.S.D.C. No. LR-C-82-866, Hereinafter, \"LRSD\" shall refer to the Little Rock School District and \"Joshua\" shall refer to the Joshua Intervenors, attorney John Walker and any agents or employees of the Joshua Interv'enors or attorney John Walker. LRSD and Joshua will be collectively referred to as the \"parties.\" IT IS HEREBY AGREED: 1. LRSD shall make available for review correspondence, e-mails and other documents obtained from LRSD principals for the purpose of responding to Joshua's August 13, 2001, discovery' request. It is understood that the documents to be provided may include student information and personnel infonnation which the LRSD considers confidential. Accordingly, the parties agree that all conespondence, e-mails and other documents provided to Joshua in response to Joshua's August 13, 2001, discovery' request shall be considered Confidential Discovery Material and shall be used only for the purposes of the Little Rock School District desegregation case (including any appeals) and not for any other purpose whatsoever. Confidential Discovery Material shall not be given, shown, made available, or communicated in any way to anyone except those persons to whom it is necessary for purposes of the Little Rock School District desegregation case. 9 Confidential Discovery^ Material may not be disclosed to any person other than: (a) Counsel of record of the parties to this litigation\nPage 1 of 4 I t 1 i\nXUZUUZUI 15:04 To:Ms. Ann Marshall From\nClay Fendley Friday Law Firm Page 3/5 (b) Paralegal, clerical, and other such personnel employed or retained by, or working under the supervision of, counsel of record of the parties to this litigation. (c) Consultants or expert witnesses (as defined in Fed. R. Civ, P. 26(b)) engaged by counsel of Joshua\n(d) The Court and court personnel\nand (e) An other person or entity as to whom counsel for LRSD agrees in writing, or whom the Court directs shall have access to such information Counsel for Joshua may disclose Confidential Discovery Material to the class representative only to the extent that disclosure is necessary in order for counsel for Joshua to understand the meaning or context of the Confidential Discovery Material and only after counsel for Joshua has made a good faith attempt to understand the document without assistance from the class representative. Counsel for Joshua shall provide LRSD's counsel with written notice identifying documents which have been disclosed to the class representative within ten (10) days of disclosure. 3. All persons to whom Confidential Discovery Material is disclosed or bv whom Confidential Discoveiy Material is used, shall be informed of and agree to be bound by the terms of this Agreement and shall take all necessary precautions to prevent any disclosure or use of Confidential Discovery Material other than as authorized by this Agreement and shall agree to submit to the personal jurisdiction of the United States District Court, Eastern District of Arkansas, on any issue relating to compliance with the Agreement. Counsel subject to this Agreement shall take all reasonable steps necessary to advise any person to whom Confidential Discovery Page 2 of 4 tid/Bb/ai lo:Ms. Ann Marshall FroazClay Fendley Friday Law Firm Page 4/5 Material may be disclosed, or by whom it may be used, of the terms of this Agreement and, m addition, before disclosure of any Confidential Discovery Material, shall obtain from any person described in subparagraphs 2(b), 2(c), and 2(d) herein a written affidavit of acknowledgment that such person has reviewed a copy of this Agreement and will comply with its terms in all respects. Such original signed affidavits shall be retained by counsel of record and a copy provided to opposing counsel within seven (7) days of execution. 4. If Joshua wants to use Confidential Discover}' Material for a purpose Other than the Little Rock School District desegregation case, the Confidential Discover} Material at issue shall be treated as Confidential Discover}' Material until LRSD agrees in writing that the information and/or documents may be used for another purpose or the United State District Court presiding over the Little Rock School District desegregation case issues an order authorizing Joshua to use the information and/or documents for another purpose. 5. Nothing in this Agreement shall prevent Joshua from producing any document or information in his, her, or its possession in response to a lawful subpoena or other compulsory process\nproUded that notice shall be given to LRSD at least fourteen (14) business days prior to the return date of the subpoena or other compulsor}' process, or, if the subpoena or other compulsory process has a return date of less than fourteen (14) days, notice shall be given to LRSD in writing or by telephone as soon as possible but in no event later than forty eight (48) hours prior to the return date. Page 3 of 4 j, i i 1IB/OB/Ul xa.-Mi fo:Ms. Ann Marshall FromiClay Fendley Friday law Firm Page 5/5 6. Nothing in this Agreement shall be deemed as a waiver by LRSD of any privilege, a waiver of its right to object to production of information or documents on the basis that said information is not subject to discovery under the Federal Rules of Civil Procedure, or of its right to object to the introduction of information documents into evidence. or 7. Within ninety (90) days after the conclusion of hearings on Joshua's objection to LRSD being released from Court supemsion, all Confidential Discovery Material and documents containing or reflecting information designated as Confidential Discov^ery Material, including but not limited to copies, summaries and excerpts, shall be returned to LRSD or at the option of LRSD all such Confidential Discovery Material shall be certified as having been destroyed, provided that counsel may retain their work product, copies of court filings and official transcripts and exhibits, provided that the Confidential Discovery Material contamed therein will continue to be treated as provided herein. 8. This Agreement be effective immediately upon execution by the parties and shall survive the conclusion of this litigation. 9. The parties agree to file a joint motion for entiy^ of a protective order consistent with the terms of this Agreement. John C. Fendley, Jr. Attorney for LRSD John W. Walker Attomev for Joshua DATED\nDATED\nPage 4 of 4 I:iB/oa/Bi lozm lozrts. Ann Marshall Fro:Clay Fendley Friday Law Firn Page 1/5 FRIDAY, ELDREDGE \u0026amp; CLARK A LanTED LIAMLm PARTNERSHIP ATTORNEYS AT LAW 2000 REGIONS CENTER WO WEST CAPITOL Lil ILEROCK, ARKANSAS TELEPHONE (501) 374.2011 FAX NO. (501)376-2147 facsimile Is legallv phvlimd and conHdentM InlonnaUon Baf^ abmie. If the reader of this is not i^phmt ate heteby mtlHea that any dlsiinlnatlon. dlstrtbution or copy of the tnansnM^sttlelly prohibited. If you liansmiltal to us at aoove aaaross vfa the United States Postal Service. Thanh you. Date: Time: Pages: 10/8/01 15:03:42 5 To: Fax #: Ms. Ann Marshall 3710100 From: Clay Fendley Subject: Message: E-mails Dear Mr. Walker: We have ready for your review the e-mails of principals through March 15, 2001. There ar e a total of 5454 e-mails. We will make them available for your review on a computer in ou r office. Please call and let me know when you want to begin reviewing the e-mails. I am attaching the Agreement for Protective Order which you agreed to sign at the Octobe r 2, 2001, hearing. Please bring the signed agreement with you when you come to review the e-mails. We appreciate your cooperation. Clay Fendley Friday, Eldredge \u0026amp; Clark 400 W. Capitol, Suite 2000 Little Rock, AR 72201 E-mail: fendley@fec.net Direct Phone: 501-370-3323 Direct Fax: 501-244-5341F-733 T-346 P-002 FEB 05 02 13:13 LitUe Rock School District Pupil Services Di irtment ^^jssss^i Januioy 2002 Memo / TO: Selectxd ilt^ Princes \u0026amp; Counselors fROS\u0026amp; Jo Evelyn El ector- Fi^ Sendees Department TBROUGH: Junious Superintaident fat Aiauustra^ Servtoes SUBJECT: CcuQsding frogram Court Documcntaticai The Friday Law Firm catalogued fite School Counsding Program docameaats received fiem your athool as Aowa below. Cbqt Foodley, lead aitoRtey, is now requesting that schools fiiat did not sutsnit sU counseling program doenmeots in December must do so now. We are hying to gri everything in befiira the next conrt hearing is scheduled. Ccmselors did not submit moodily reports and counsatiog coumet logs ftr 1999*2000 and 2000-01 will need to recreate friin. tfaev records. The Guidance Folds shoaid be s useful resource to estaUish when yi^ h^d kttdividual and/s groip contact with the students. Completing and maintaining these records is not opdcmal. Th^ verify that the counsels is inqilemeniing your guidance plan and providing contact and needed et^ppeort to aU snidnrits. Again, we want to emphasus: that Ote is\u0026amp;rmatimi collected via the Conmelor Contact Log is genoic and dierefiire is not confideatiaL There ia no reason why those contact cannot be shared andpaiticulariy in acouitcase. Student ID numbers may be sdbstitiited for names if yon with. Preparing and snfamitting the moodify CcMnsdors Raport to the Principal is not pptionaL Again, it provides documoKation to verify service ddivery to all stodeots and otiier customers as well as documoit tiiat your counseling program plan, is bring inqrleeneccted. Prior to January2001, when the oounseiots * mcmthly K^MCting fixm was revisad, you were supposed to haw used the original hnn, Counsdcis' Meotitlv Report to Adminiatratars, \u0026amp;t repenting purposes. A cqiy is esdosed fir your refoenoe. A. copy a the firm mt in your Counsders Commhgidve Program Planning Giiidf\nSyscm Support Section. Prior to Jamaiy 2001, we had not requested dint you send a copy of your mondify rqxtft to Pupil Sovices. However you were eaqiected to {stpare die r^iort each mootb a^ submit to your piiws^ (s) as well as maujtsinacr^forycRff files. Listed below are the counseling docamcats that are still needed fi-om you \u0026amp;r the court hearing. } Cuidcnce Plan (riCiS99-'2a\u0026gt;M Moadi^^ Reports tz\u0026lt;999-2000 Cmotfdor Contact Logs 999-2000 .20O0-2Q01 2000-2001 __9K)0-200) Safo^^\u0026amp;tdidl FiaiKes CbV'dion Joaea Dr. Marian Lsoq' aLITTLE ROCK SCHOOL DISTRICT draft administrative DIRECTIVE\nEGAD Effective: October 1, 2001 the use and deletion of electronic MAIL the electronic work place, the shift the ways they share ideas, transmit as .0 the performance of tasks associated The District due\nS to explore practices and less^She\" Snd \u0026lt; effective e by forcing pannerships with others ac^roTsSatoX^Sn?,^: Purpose The specific purposes of this directive To ensure that the District To ensure that the Districts are: To ensure an orderly and efficient purging of extraneous mail. s electronic mail system is used appropriately\ns electronic mail system works efficiently\nand process for the reasonable and timely Inappropriate Use Xoteinappropriate and are not permitted on the District A. B. C. f employees because messages are not entirely secure- Ss.  or pictures\nAssisting a campaign for election ' D. E. promotion of or opposition to elections and business\nof any person to any office or for the any ballot proposition including union F. Engaging in practices that threaten may introduce a virus)\nViolating copyright laws\n'enguage\nthe network (e.g., loading files thatdraft G. H. I. J. Using others' passwords\nTrespassing in others' folders, documents Employing the network for , or files\ncommercial purposes\nor Promoting, supporting or celebrating religion or religious institutions. Review of Files and Communications AS such, network adminisiX may^SXranX\"''''*\" transmitted through the netwodt to maintain that flies stored on DisATseX'weX\"e\"'' \"\"\" that staff members are ensure not expect Network administrators will supen/isor who will take aDDraorili2^HT' behaviors to the employee's P mail =PFmpriate action. Violations mav result in a inQ\u0026lt;= nf cz-ncaoo e-mail system and/or disciplinary action. ----------- . Any other reports of 's may result in a loss of access to the ^rinq and Deletion of Electronic Messages and File.q impact on the efficiency of the system. every - a great negative If users want to save files kept in inboxes- -Sent Items, and Deleted itemsheyZS te 3er.'\nnnpl fniriare ___i-rxi. , yue one of the other computer programs or drives. personal folders or folders in appropriately stored in software fifteen (15) days after it from the Microsoft Outlook was sent or received. Any mail or files - be lost to the The effective date of this directive i: to allow any e-mail that they wish to save to folders. assistance in setting-up folders to the Teachers Lounge\" section of the LRSD \u0026gt; tf toher assistance is needed, please contact thi LRSoSSSn save e-mail, they should refer to website for step-by-step directions. Department.Friday Eldredge \u0026amp; Clark HERSCHEL H. FRIDAY (1922-1994) WILUAM H. SUTTON. P.A. BYRON M. EISEMAN. JA. P.A. JOE D. BELU P.A JAMES A. aUTTRY. P.A FREDERICK S. URSERY. P.A OSCAR . DAVIS. JA. P.A JAMES C CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A PAUL a. BENHAM 111. P.A LARRY W. BURKS. P.A A WYCKUFF NISBET. JA. P.A JAMES EDWARD HARRIS. P.A I. PHILUP MALCOM. P.A JAMES M. SIMPSON. P.A JAMES M. SAXTON. P.A J. SHEPHERD RUSSELL HI. P.A DONALD H. BACON. P.A. WILUAM THOMAS BAXTER P.A. BARRY E. COPLIN. P.A. RICHARD D. TAYLOA P.A. JOSEPH S. 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 III. P.A MICHAELS. MOORE. P.A DIANES. 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 M. GAYLE CORLEY. P.A. ROBERT 8. BEACH. JR.. P.A J. LEE BROWN. P.A JAMES C. 9AKEA JA. P.A ATTORNEYS AT UAW A LIMITED LlAStUTY PARTNERSHIP wMrw.frjdayfirm.com 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX 501-378.2147 HARRY LIGHT, f.. 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. 3425 NORTH FUTRALL DRIVE, SUITE 103 FAYETTEVILLE. ARKANSAS 72703-4811 TELEPHONE 501-695-2011 FAX 501-895-2147 JEFFREY H. MOORE. P.A DAVID M. GRAF. P.A CARLA GUNNELS SPAINHOUA P A JOHN C. FENOLEY. JA. P.A. JONANN ELIZABETH CONIGLIO. P.A A CHRISTOPHER LAWSON. P.A. GREGORY D. TAYLOA P.A TONY L. WILCOX. P.A FRAN C. HICKMAN. P.A. BETTY J. DEMORY. P.A LYNDA M. JOHNSON. P.A JAMES W. SMITH. P.A. CUFFORD W. PLUNKETT. P.A. DANIEL L. HERRINGTON. P.A. MARVIN L. CHILDERS A COLEMAN WESTBROOK JA ALLISON J. CORNWELL ELLEN M. OWENS JASON B. HENDREN BRUCE a. TIDWELL MICHAEL E. KARNEY KELLY MURPHY MCQUEEN JOSEPH P. MCKAY ALEXANDRA A IFRAH JAY T. TAYLOR MARTIN 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 PHILIP B. MONTGOMERY KRISTEN S. RIGGINS ALAN G. BRYAN orcouMseL B.S. CLARK WILLIAM U TERRY 208 NORTH FIFTH STREET BLYTHEVILLE. ARKANSAS 72315 TELEPHONE 870-782-2808 FAX 870-782-2018 WIUIAM U PATTON. JR. H.T. LARZELERE. P.A. JOHN C. ECHOLS. P.A. A.O. MCALLISTER JOHN C. FENOLEY. JR. LITTLE ROCK TEL 501-370*3323 FAX S01-244-S341 September 21, 2001 ( Via Facsimile \u0026amp; Mail ) received SE? 2 'ZSB Mr. John W. Walker 1728 Broadway Little Rock, Arkansas 72206 'It Dear Mr. Walker: In response to your letter dated September 19,2001, enclosed please find the Administrative Directive pertaining to the use and deletion of e-mails. The specific purposes of the directive are outlined therein. We do not intend to notify all of Little Rock School District personnel to save all e-mails. That is neither reasonable nor necessary. Please let us know if you have any additional questions or concerns in this regard. Sincerely, Jj^nri C. Fendley, Jr. y JCF/bgb cc: Di\u0026gt;Ken James ^s. Ann Marshall I F:\\HOME^BBrown\\fendJcY(LJlSD\\wllter4 iLwpd I06/12/21302 0 /\n46 bOi-624-2022 LKbD COMMUNICAIlUNb HAtSt. 01/01 810 West Markham Little Rock, AR 72201 Phone: Fax: (501) 447*1025 (501) 447-1161 DATE: August 12, 2002 TO: Central Arkansas Media Cynthia Howell, Arkansas Democrat-Gazetts FROM: Suzi Davis, EnglLsh Director SUBJECT: Professional Development for Teachers MESSAGE: We have some top-notch folks coming to work with our English, Foreign Language, Communication, Drama and Journalism teachers today and tomorrow, August 12 and 13. I hope you will find time to drop by and visit us and see for yourselves the great and enthusiastic teachers with whom I work and the quality of inservice in which they are participating. Our training schedule is below: High School English, Communication, Drama and Journalism teachers will be at the IMAX Aerospace Center learning about Rubrics and Performance Based Assessments. Amy Benjamin, author and trainer from New Yor\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"suc_mmsimkins_11507","title":"Modjeska Simkins Papers, Series: Newspaper clippings, 1966-1967","collection_id":"suc_mmsimkins","collection_title":"Modjeska Monteith Simkins Papers, 1909-1992","dcterms_contributor":null,"dcterms_spatial":["United States, South Carolina, Richland County, Columbia, 34.00071, -81.03481"],"dcterms_creator":["Simkins, Modjeska Monteith, 1899-1992"],"dc_date":["1999/1967"],"dcterms_description":null,"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["South Carolina Political Collections"],"dc_relation":["Modjeska Simkins Papers, 1909-1992"],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":null,"dcterms_title":["Modjeska Simkins Papers, Series: Newspaper clippings, 1966-1967"],"dcterms_type":["StillImage","Text"],"dcterms_provenance":["South Caroliniana Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://digital.tcl.sc.edu/digital/collection/mmsimkins/id/11507"],"dcterms_temporal":null,"dcterms_rights_holder":["For more information contact South Carolina Political Collections, USC, Columbia, SC 29208."],"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":["Periodicals"],"dlg_subject_personal":["Simkins, Modjeska Monteith, 1899-1992"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_p15728coll3_430405","title":"National Dunbar Alumni Association Board of Governors documents","collection_id":"bcas_p15728coll3","collection_title":"Butler Center for Arkansas Studies Documents Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["National Dunbar Alumni Association of Little Rock, Arkansas"],"dc_date":["1999/2001"],"dcterms_description":["List of members of the National Dunbar Alumni Association Board of Governors.","This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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