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Rubenstein Rare Book \u0026 Manuscript Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://library.duke.edu/rubenstein/findingaids/uabsa/#bsams01003"],"dcterms_temporal":null,"dcterms_rights_holder":["[Identification of item], Black Student Alliance Records, Duke University Archives, David M. Rubenstein Rare Book \u0026 Manuscript Library, Duke University."],"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["fliers (printed matter)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_911","title":"Budget: ''North Little Rock School District 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":["1998/1999"],"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","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Finance","Educational statistics"],"dcterms_title":["Budget: ''North Little Rock School District 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/911"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\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":"kyhi_crminky","title":"Civil Rights movement in Kentucky oral history project","collection_id":null,"collection_title":null,"dcterms_contributor":null,"dcterms_spatial":["United States, Kentucky, 38.20042, -84.87762"],"dcterms_creator":null,"dc_date":["1998/2002"],"dcterms_description":["Web site with over one hundred oral histories relating to the Civil Rights movement in Kentucky. The oral histories, used in the documentary \"Living the Story: the Civil Rights movement in Kentucky\" are presented in edited excerpts of the original interview footage. The database provides access to audio and video excerpts, and over 10,000 pages of transcriptions, all of which are full-text searchable and can be sorted by county, by subject or by decade. They may also be browsed by the following categories: life under segregation; desegregation of education; public accommodations; open housing; and protests and demonstrations. The site links to lesson plans using the oral histories that form part of the \"Living the Story\" Web site.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":null,"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights--Kentucky","African Americans--Civil rights--Kentucky","Civil rights movements--Kentucky","Segregation--Kentucky","African Americans--Segregation--Kentucky","Kentucky--Race relations","Race relations","Race discrimination--Kentucky","Segregation in education--Kentucky","School integration--Kentucky","Discrimination in public accommodations--Kentucky","Discrimination in housing--Kentucky","Civil rights demonstrations--Kentucky","Protest marches--Kentucky","Oral history--Kentucky"],"dcterms_title":["Civil Rights movement in Kentucky oral history project"],"dcterms_type":["MovingImage"],"dcterms_provenance":["Kentucky Historical Society"],"edm_is_shown_by":null,"edm_is_shown_at":["http://passtheword.ky.gov/collection/civil-rights-movement-kentucky-oral-history-project"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["oral histories (literary works)","sound recordings","transcripts"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_311","title":"Cluster A meetings","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":["1998/1999"],"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","School facilities"],"dcterms_title":["Cluster A meetings"],"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/311"],"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\nRECEIVED OCT 6 1998 OFFICE OF DESEGREGATION MONITORING Planning, Research, and Evaluation Little Rock School District 3001 S. Pulaski Little Rock, AR 72206 October 2. 1998 Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 E. Markham, Ste. 510 Heritage West Bldg. Little Rock, AR 72201 Dear Ann: I have been chosen to facilitate the work of Cluster A for the 98-99 school year. The focus of our work will center on customer relations and school climate. I would like to invite you to send me the name of someone from your office that would like to work with us on this cluster assignment. It should be an interesting assignment. We have a great group of schools to work with. Give me a call, if youd like to visit about this. Sincerely, Kathy Lease, Ed.D. Asst. Supt, PRE 324-2122 krlease@lrsdadm.lrsd.k12.ar.usOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date\nOctober 30, 1998 To: Kathy Lease From: Ann Bro' Re: Cluster A i^n^UC^- Thanks for inviting me to work with Cluster A. Customer relations and school climate are subjects dear to my heart, so Ill be happy to contribute what I can. When we last talked, I promised to send you some information related to the clusters mission that is also a part of my personal manifesto on public relations. I then immediately left on a two week out-of-state trip so am just now getting this to you. Sorry for the delay. Although the LRSDs new desegregation plan supercedes all others, the district pledged to continue to work cooperatively with the PCSSD and the NLRSD in the areas addressed by the Interdistrict Desegregation Plan. Enclosed is the Public Relations section of that plan, which in 1992 the LRSD Board of Directors voted unanimously to incorporate into the Interdistrict Plan from the 1989 Tri-District Desegregation Plan. (Sounds like whos on first, so enough history.) I have to confess up front that I wrote this section back in 1989, based on my own convictions, research, and input from a broad-based, tri-district task force that included teachers, principals, community leaders, and parents. Although Id have done a better job of writing it today, it still accurately reflects what I believe about public relations and customer service. Also, the section contains lots of good ideas that are still valid. It might helpful for the cluster to review the section, especially since the district is still supposed to be supporting the plan of which it is part. Im really excited about working with the cluster group. Just let me know when and where and Ill be there.INTERDISTRICT DESEGREGATION PLAN Little Rock School District North Little Rock School District Pulaski County Special School District April 29, 1992PUBLIC RELATIONS 5^/5.  Summary and Recommendations Public relations describes the process by which schools and the community achieve awareness, understanding, and confidence through communication, shared experiences, and a history of fulfilled promises. Desegregation will succeed only so far as the commumty supports and participates iu it. Therefore, creating an understanding of desegregation as a preferred way of living together and teaching our children, and marketing the programs which support desegregation, is the basic function of public relations as a means to achieving support of the public schools. Highlights of the recommendations of parents are as follows: - The public relations programs and strategies currently employed by the districts are approved for continuation but with e addition of certain approaches which have been suggested by parents. - The districts will search for ways to increase the number of staff who are responsible for public relations programs. - Emphasis must be placed on the accomplishments of the schools and educating the community about the various features of the desegregation plan. - The districts will cooperate to form a media coalition as a commumcation and advisory link with the local media.  Innovative ways must be devised to commumcate with citizens who are difficult to reach. - Each district will establish a school communication network which will feature a communications coordinator at each building. - Outreach into the community must be energetic and ongoing, including fresh and creative ways to promote the public schools, and boost employee morale and job satisfaction. - Staff, students, and parents must be prepared with information and skills so they can serve as positive ambassadors for the schools. - Communication channels between school-based personnel, district leadership, and the community must be established and maintained. - The districts will demonstrate dependability and integrity by faithfully including, informing, and communication with the community. Page 59RECEIVED NOV 1 2 1998 OFICEOF / DESEGREGATION MONITOR receded HOV ! Planning, Research, \u0026amp; Evaluation Instructional Resource Center 3001 S, Pulaski Little Rock, AR 72206 To: From: Date: Re: Cluster A Kathy Lease, Asst. Supt., PRE November 10,1998 Meeting, Nov. 17, at 1:30 p.m. Board Room Just a reminder.   Cluster A will meet on_Monday, November^7* at 1:30 in the Board Room. Please join uTand bring with you any information that you have on customer service and school climate. ) 7 Little Rock School District November 16, 1998 Administrative Directive TO: FROM: SUBJECT All Principals '^K^Victor Anderson, Associate Superintendent, Operations i^Sadie Mitchell, Associate Superintendent, School Services Documentation of Involvement of Campus Leadership Team and School Community in the Development of New Work Project Lists During the November cluster meetings, principals will receive a memo from the Director of Facility Services requesting that schools review and revise lists of existing requests for new work for the school facility. This revised list will become the basis for projects for a millage campaign next fall. Review the existing lists carefully and delete any requests that are no longer desires. Add any requests for additions, modifications, or renovations to the school. These lists will not include requests for repairs. Those items that cannot be funded in the current fiscal year will be developed into another list at the Facility Services Department and will also be added to the list of projects for the millage campaign. are The involvement of the Campus Leadership Team and representatives from your school community are critical to this task. Involve both groups in the discussions of which projects to be included in the project list. Provide documentation to the Operations Division of the names of the individuals and their positions who participate in the decisions of which projects are to be included on the revised new work list. Be certain to include representatives from your PTA and from other support groups or organizations within your school community. If there is an active neighborhood association in your area, a representative from that group is also recommended for participation. At the high school level, student representatives are appropriate for participation. Return the revised new work lists to Mr. Eaton on or before December 14, 1998. Send the documentation of the participants in the project decisions to the Operations Division on the same date. Attachment C: Doug Eaton Frances Cawthon Marian Lacey 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000 MEMORANDUM FACILITY SERVICES DIRECTORATE DATE: November 13,1998 TO: II Principal^nd Building Managers FROM: OU . Eaton, Director of Facility Services SUBJ: New Work Lists s Attached to this memorandum is a current listing of the new work projects that our records indicate we have received from your site. You are requested to review this listing, delete any items that you feel are no longer needed at the school, and submit work orders for any new work that you desire to be considered in new work planning sessions for possible funding the latter part of this year. New work consists of additions, modifications, or renovations to facilities that do not exist at this time, submitted at this time. Items needing repair or maintenance are not to be Please review your academic program to ensure that the facilities that you have meet the needs of your program now and in the future. These are the type projects that we are trying to identify as new work. Consideration should also be given support facilities such as driveways, parking lots, and play areas. You are requested to forward any new work requests to Facility Services by December 14, 1998. DCE/apl/newwork3//- i7-^i A Operations Division - Financial Priorities November Cluster Meetings Operations Division has developed the following Financial Priorities for the 1998-99 school year: 1. Complete and implement the recommendations from the Management Audit. 2. List, fund, and begin renovation and repair projects in all district facilities. 3. Design, fund and construct Stephens and new west Little Rock schools. Timeline extends into year 2000 for these projects. 4. Develop plans for occupation of Garland and Mitchell buildings after construction and opening of Stephens school. 5. Develop plans for the possible relocation of administrative office space. 6. Complete and implement plans for the transportation of students for the 1999-2000 school year to comply with the new student assignment zones and the middle school conversion. 7. Develop and implement safety and security building and program modifications for the 1999-2000 school year. 8. Provide funding, procurement, and installation of technology projects in all district facilities as outlined in the districts technology plan. Time line extends into year 2000. 9. Develop, administer, and implement Quality Index for Operations Division departments.C  Planning, Research, \u0026amp; Evaluation Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 To: From: Date: Re: Cluster A Kathy Lease, AssL Supt, PRE January 12,1999 Meetings Cluster A will not meet today as we discussed in our last meeting. A sub-committee meeting is scheduled on January 20,1999 at 10:00 in my office (Room 9, IRC). The sub-committee consists of the following people: Linda Watson Suellen Vann Junious Babbs Debbie Milam Pat Price Doug Eaton Darrel Paradis Mike Martelio Morlin McCoy Ann Brown Cluster A will meet February 17* at 1.30 in the Board Room. If you have identified items from the old climate surveys that you think we should consider keeping, please send them to me before January 20. The sub-committee will hammer out a draft of our climate surveys for the Cluster to edit in February. I hope youre well rested! We have lots to do. Thanks for your efforts on the old surveys. LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation MEMORANDUM RECEIVE!? To: Cluster A MAR 2 4 1999 From: -4'^athy Lease, Asst. Superintendent OFFICE Of DESEGREGATION MONITORING Date: March 8, 1999 Re: Meeting Tuesday, March 16th Reminder. Cluster A will meet on Tuesday, March 16**^ at 1:30 p.m. in the Board Room.\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_303","title":"Collaborate Action Team","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":["1998/2002"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Teachers","Parents","Civic leaders","Educational planning","School improvement programs"],"dcterms_title":["Collaborate Action Team"],"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/303"],"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\nRECBWO LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 OCT 3 0 i9S8 OfflCEOr tBfGREGATI0NM0NIT0a!*i8 October 30,1998 TO: Debbie Milam Suellen Vann Catherine Gill Liz Lucker Sadie Mitchell Diane Vibhakar Ann Brown, ODM Gail Nickerson Jo Evelyn Elston Linda Watson FROM: SUBJECT: Dr. Bonnie Lesley,'Associate Superintendent for Instruction SEDLs Collaborative Action Team Please plan to meet with me and and Ms. Cathy Jordan from SEDL on Tuesday, November 3, at 9:00 a.m. in Room 19. We will discuss with her the possibility of our participating in a collaborative action team. Im attaching some information on the project for your review prior to the meeting. BAL/adg Attachments RECEIVED 2 OCT 3 0 1998 OFFICE OF DEScGREGAPON MOSrrORIMS What is the Collaborative Action Team (CAT) Process? The Collaboration Action Team (CAT) process guides family members, community representatives, school personnel, and students who collaborate as partners to improve results for children, youth, and families. The team helps improve results by developing plans and taking actions that address issues and concerns of the school and community. These plans and activities build on a commitment to bring together representatives of the community as a team to improve the chances for children  and their families to succeed in school and in life. The development of a CAT process includes activities organized around three concepts\nteam building, team planning and momentum generation. These activities encourage individual team members to work together as a productive unit to solve problems and to build new opportunities. Although the work differs in team building, team planning, and momentum generation, all three are needed to build a cohesive and effective community/school team. Teams that are strong in all three of these concepts will be capable of making significant progress. Collaborative Action Teams develop strength by practicing team building and team planning skills while generating momentum. Small changes that can produce big results create momentum for the team. During the planning stages when the team may seem to be talking more than doing, generating momentum creates a sense of progress and accomplishment. It also helps keep the team focused in the doing stages when a sense of direction can become blurred. Progress begins to happen as the teams energy and momentum build. Building Collaborative Action Teamsa Wha-t are the \u0026amp;asic Concepts of the Collaborative Action Team Process? The concepts that guide a Collaborative Action Team in its work are:  Team Building  Team Planning e?  Momentum Team Building and Team Planning. The process begins by identifying a group of diverse team members. Each person contributes a different perspective as school personnel, family member, - businessperson, community volunteer, or student. They meet together around the same table and commit to work together on common interests that will build on their school and community assets. Talking constructively from different vantage points and planning and working together to begin projects helps members build relationships with each other. Mutual respect and trust grow as personal relationships evolve. Momentum. Momentum is created by using team building and team planning together to generate movement and forward progress toward achieving the teams mission. Momentum builds when individuals are moved to act specifically on important ideas and issues. They become engaged and active in something bigger than themselves. Many teams create momentum by working on manageable size projects. In St. Bernard's Parish, Louisiana, a team began galvanizing its members when it successfully found funding and refurbished a much needed sign in front of the school to announce activities. Completing this simple project together built a sense of forward movement and accomplishment. Other projects such as a family fair attended by 300 people were more complex, as were efforts to increase parents invol' unent in their childrens education. Early success generates the energy and enthusiasm needed for long-term development and increasingly more complicated efforts. Momentum is the product of the effort it takes to improve schools and communities. Buildinf' Collaborative Action Teams't CAT Development Process Team Building Team Planning The next circle details the specific elements of Team Planning. The ring labeled momentum involves specific actions that generate the energy to make progress toward achieving the teams vision and mission. The outer circle represents the specific elements of Team Building. These three concepts-7eaw Building, Team Planning, and Momentum-mnst work together to create the synergy required to build and sustain partnerships that work toward the vision through the Team Identification, Team Mobilization, Project Development, and Project Implementation activities. Building Collabonitive Aclinn Teams 1 What are CATs and what is their purpose? I  RECI WED \"Meeting school community needs through expiinded partnerships\" OCT 3 0 1998 They are team.s whose members represent a broad cross-section nJ the school community, including parents, school staff, busiruss. civic and religiou.s organizations, health and social sets u e pros id ers, and teacher educator in.stitutions. Their purpose is to meet school community needs through expanding partnerships, thereby broadening systemic change in education. OFF DESE6REGATI EOh m MONITORING 2 What arc some need? of these areas of school comnuinity WJhaiit sure GATsT Three critical areas have been identified by Southwest Educational Development Diboratory (SEDL). 1 hey are. more success-oriented approache.s to reducing violence in schools, drug/alcohol/tobacco abuse\nteenage pregnancy, and school gang activities\n10 important reasons to establish Collaborative Action Teams more family-friendly, .student-centered comprehensive sersice delivery systems\nand  more kiiowledf-e among educators about iategratmg studentd early growth and education experiences later. with those that occur 3 t I l[f\" How did the CAT concept come about? I Southwest Educational Development Laboratory *211 East 7th Street  Austin, Texas 7870J-328I  512/476-6861  During a previously completed project, SEDL de\\-eloited and unple- merited Home, Sclurol, Conuiwnity Partnerships in its five-.state South- western Region. Diese [xirmerships irleruifiedpriority-C(\u0026gt;iu eni.s in their comnuuiities and .succe.wfitlly resolved .some of these com em.s through J collaboration ami mutual problem solving. CATs are extended v t rsii \u0026lt; ' these iKirtnerdiip.s in t/uit they incltule representatives from a wuler rmig, of organisations, incliutuig teacher education institutions. !4 What is unique about the CAT Model? The CA T Model i.s based on the principle of self-reliance within a communitv. Members take responsibility for developing and implementing an action plan that identifies and itse.s local resoun-e.s to resolve issue.s that members have identified a.s important to their community. It uses a two-dimensional, integrated approach\nTeam Building and Team Planning. These dimen.sion.s help members function ollahoraiive, cohesive team while developing and impleits il C menting a plan for making productive changes in the school community. Through guided activitie.s members will experience and practice consensus-building skills, effective communication, shared leadership, and decision making. Thi.s emphasi.s on Team Building, Team Planning, and Momentum Generation is the model's strength and the foundation of the team and peipetu- ates il.s replication. You mentioned Team Building and Team Planning as dimensions of the approach. Please describe them. Team Planning i.s the nuts and holts of defining and implementing the projects that add re.vs the concern.s of the school communiiy that were identified by the team. Thi.s includes, for example, setting goal.s and objectives, determining role.s and responsibilities, developing strategies, and setting lask.s and timeline.s to accomplish the work. Team Building is the prm ess of how teams work together as a unit. The activitie.s of Team Building allow the group to develop skills for exploring and eventually settling on ways of working together effectively. .Momentum is created by using Team Building and Team Planning together to generate movement and forward progress. 6 What is SEDL's plan for developing Collaborative Action Teams throughout the Southwestern Region. During 1996-2000, SDDI. will use a planning and iinplcincnlaiiun model in the five slates (Arkansas, Louisiana, Oklahoma, New Mesh o. and Texas) and refine it for replication. The first CATs in Fabens, TX, Violet, LA\nWest Memphis, AR\nand Albuquerque, NM will seis e us resource.s for additional CATs a.s they are established. .Sites established thu.s far in 1998 include\nAnn Parish Elementary School, Los Lunas, NM\nBalmorhea ISD, TX\nDel Valle High School, Del Valle. TX\nPonca City Mid-High School, OK\nDollarway ISD. AR\nand Barbara Jordan Elementary School, New Orleans, I A. CATs ill be self-sustaining once they have completed their Team Building and Team Planning work. By the year 2000. up to 40 C .A T sites will he tn existence. 7 How long does each CAT exist? Aa long a.s there are school needs to he met. The membership ma\\ hange hut the CAT itself regularly examines its eflectivcnes^. priority concerns, and its mission. il\\ Who can develop CATs? CATsite.s can begin in individual elementary or secondary schools, consortium.s within a school district, county, or slate. 9 What are Rural Development Collaborative Action Teams? Using the same CAT process described above, these teams are formed tn ruru. areas to link community and economic development with school improti mt t.t A service learning plan is developeilfor student and community meinber\\ to learn and practice entrepreneurship while serving the needs of the greater community. Comment.s and retptesls regarding Rural Development Aetton Teams can be directed to Pat Deloney al STDL.The CAT Development Process The Collaborative Action Team (CAT) Development Process guides home, school, and community through the process of building and sustaining partnerships to improve results for children, youth, and families. CAT members learn effective collaboration practices, identify the most pressing issues in their communities, and then develop, implement, and evaluate action plans for addressing those issues. Examples from CAT sites:  Middle schools in Oklahoma City identified violence as a major concern and are developing mentoring programs for their students.  An elementary school in West Memphis, Arkansas decided to focus on increasing community awareness and involvement in academic efforts and have established a family resource center to help in this purpose. received OCT 3 0 1998 OFFICE OF DESEGREGATION MONITORING Team Building and Team Planning The strength of the CAT model is the integration of team building and team planning. SEDL staff guide team members in applying the model to strengthen skills in consensus building, effective communication, networking, and shared leadership. At the same time, CAT members practice the nuts and bolts of defining and implementing projects that address their identified priority concerns. According to a CAT member from the Louisiana CAT site, We moved in a few short months from skepticism to optimism to success. We are a team and we can never go back. (Over) More examples...  The South Valley of Albuquerque established school-based health and social services for students and their families. Their success was recently recognized at the Department of Educations regional conference in Dallas.  A rural CAT site located along the Texas-Mexico border seeks to increase parent involvement in school efforts. The CAT has provided immigrant parents with an active medium for developing community leadership skills. Benefits to CAT sites By participating in this effort, you will...  receive initial training in the use of the model,  receive on-site monthly technical assistance and training,  receive consultation by telephone and e-mail, -  participate in an annual Training Institute with other CAT sites,  have opportunities to network with other CATs,  receive resource materials. How to Join the Project SEDL will add new sites to the CAT Development project each spring from across its five-state region of Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. These sites will be selected according to their commitment to partnership building and full inclusion of family and community members in schools. Sites must be willing to commit to the project for three years. For more information on the CAT development project, contact any of the staff listed below. Pat Deloney, Jerry Elder, Jose Velazquez, or Catherine Jordan a|~1B Phone: Fax: E-mail: Web site: 800/476-6861 512/476-2286 as tockto@sedl. org http\n//www.sedl.org/ rib- [nsr aj 1 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3,1998 TO: Debbie Milam Suellen Vann Catherine Gill Liz Lucker Sadie Mitchell Diane Vibhaker Ann Brown Gail Nickerson Jo Evelyn Elston Linda Watson Connie Whitfield received NOV i 2 JS98 Cfi^CEOF CESE^SfflOOGfflTORJNS FROM: Dr. Bonnie Lesley, ^sociate Superintendent for Instruction SUBJECT: Collaborative Team Thanks to all of you who came to the November 2 meeting! I was very pleased with the outcome, and I am looking forward to our next steps. We agreed to meet again on Friday, November 20, at 1:30 p.m. in Room 19 at the IRC. Our agenda will include the following: 1. Brief review/ of November 2 meeting Debbie Milam 2. Discussion of a vision for the LRSD parent and community programs and services Bonnie Lesley 3. Discussion of a focus for the possible SEDL partnership Liz Lucker 4. Planning of next steps I look forward to seeing you all on November 20*^. BAL/adg cc: Catherine Jordan, SEDL 01/29/1994 19:19 5013242296 LRSD VIPS M P^ 04 EO'd Meeting Objeettvea: little rock school DISTRICT COLLABORATIVE ACTION TEAM MEETING Adult Leisure Center, 6401 West 12\" Street 7:30 .m, - October 7,1399 ' awareness of Collaborative Action Team work in LltDe Rock Objective Two\nDefine and Build Representative Membership agenda process and how it will Item Time Person Reaponaibte Welcome, Review Agenda and Objectives Ice Breaker Exercise Report on Start-up Training and CAT Process Discuss Defining and Building Representative Membership ot CAT Review Next Steps (meeting, agenda. obyacHves) Conduct Meeting Evaluation 5 min. 15 min. 15 min 30 min 5 min. 5 min. Marion Baldwin Essie Middleton Barabara OsbomeZKaye Rainey Debbie Milam/Connio Whitfield Diane Vibhakar/Priscilla Alexander Calvin Brady/Amber Mooney VOZ:tT 66-SO-43Oi3:ia bB13242296 LRSD VIPS M PAGE 03 TO: FROM: RE DATE: LITTLE ROCK SCHOOL DISTRICT VOLUNTEERS IN PUBLIC SCHOOLS 501 SHERMAN STREET LITTLE ROCK. ARKANSAS 72202 LittJe Rock School District Collaborative Action Team members Debbie Milam, ViPS Coordinator Next meetino - October 7, 1999 September 30. 1990 Collaborative Action Team meeting is sat for Thursday, October 7 at 7.30 a m Center. We hope you can join us. This will be our official first maeting and we want to get off to a good start. Please call ViPS at 324-2290 to confirm your attendance Thank you for your support. ZOd VOZ:TT 66-SO-4^^OSeptember?, 1999 SOUTHWEST EDUCATIONAL DEVELOPMENT LABORATORY 211 East Seventh Street Austin, Texas 78701-3281 Voice or TDD: 512/476-6861 FAX: 512/476-2286 RECBW Ms. Ann Brown 201 E. Markham Little Rock, AR 72201 SEP i 0 1999 OFiCEO? CESEGREEAroilMCHSS Dear Ms. Brown: The Southwest Educational Development Laboratory (SEDL) is pleased to invite you to participate in a start-up training session for the Little Rock School District Collaborative Action Team (CAT) project. This training will take place on September 23 1999 at the Greater Second Baptist Church. 5616 Geyer Springs Rd. Registration and coffee will be from 8:00-8:30 a.m. Enclosed is an agenda for the day. An additional two and half-hour training will be conducted the following momina for an organizina aroup that will be selected during the daylong training. This organizing group will develop plans for the first CAT meeting. Your participation is key to the development of a Little Rock Schools Collaborative Action Team. The project will help parents, school personnel, and community representatives develop a team approach to address the needs of the Little Rock school community and will guide you in developing an action plan to get this done. SEDL staff have planned this training to engage participants in a full day of activities that combines presentations, small and large group activities, and individual participant feedback. Our goals for e training are that participants will:  discuss the process for developing a Collaborative Action Team\n identify and apply strategies for partnership development\nand  develop an understanding of the roles and responsibilities of SEDL staff and the Organizing Group in the CAT development process. Come and join us Thursday, September 23 and be an integral part of an exciting new Little Rock Schools/SEDL project. Lunch will be provided. If you unable to attend this training, please call Ms. Debbie Milam at 324-2297 so we can get an accurate count of participants. We look forward to seeing you September 23\"*. Inberely, L Jerry O, Elder, Program Specialist ' Program for Refining Educational Partnerships ^n^. Rudo, Program Associate TOgram for Refining Educational Partnerships Enclosure AN EQUAL EMPLOYMENT OPPORTUNITY/AEFIRMATIVE ACTION EMPLOYER Site Start-Up Training for Developing a Collaborative Action Team at Little Rock School District September 23,1999 The Site Start-Up Training consists of a seven hour training the first day for all members of the Collaborative Action Team and a two and one half -hour training session the following day for members of the Organizing Group. Day One Goals  Discuss process for developing a Collaborative Action Team (CAT)  Identify and apply strategies for partnership development  Identify members of CAT Organizing Group Agenda for Day One 8:00 - 8:30 Sign Up \u0026amp; Smell the Coffee! (Continental Breakfast) 8:30 - 9:15 Welcome \u0026amp; Warm-Up Activity 9:15 - 9:45 Overview of SEDL and Collaborative Action Team Project 9:45 - 10:00 Where do we start? Self-Assessment 10:00 - 10:15 Break 10:15 - 11:45 Team Identification: Finding A Common Issue 11:45 - 12:45 On your mark... get set... LUNCH!!! 12:45 - 1:45 Team Mobilization: Planning for Action 1:45 - 2:10 Collaboration Energizer 2:10-3:00 Project Development: Celebrating Strengths 3:00-3:15 Break 3:15 - 3:50 Project Implementation: Evaluating Success 3:50 - 4:00 Closure \u0026amp; Training Evaluation J NOV i TO\nFROM: RE: DATE\nLITTLE ROCK SCHOOL DISTRICT COLLABORATIVE ACTION TEAM 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 Little Rock Collaborative Action Team (CAT) Members Debbie Milam, ViPS Coordinator CAT meeting - Thursday, November 4, 7:30 a.m. October 30, 1999 W33 Our next Collaborative Action Team (CAT) meeting is Thursday, November 4 at 7:30 a.m. in the Adult Leisure Center at 6401 West 12* Street. Members of our team have just finished attending two days of training at the regional SEDL conference here in Little Rock. They will be sharing information with the rest of the team on what the other CATs are doing in our region. We hope you will join us. We have enclosed copies of the previous meetings agenda and handouts for those of you who could not attend. Also included is a survey regarding your preference for meeting times. Please complete a survey and return it IF you did not complete one at the meeting. Feel free to invite any community or student representatives that you know. We have a fairly good group of parents and school reps but were lacking in community and student representation.LITTLE ROCK SCHOOL DISTRICT COLLABORATIVE ACTION TEAM MEETING Adult Leisure Center, 6401 West 12'* Street 7:30 a.m. - October 7, 1999 Meeting Objectives:  Objective One: Increase awareness of Collaborative Action Team process and how it will work in Little Rock  Objective Two: Define and Build Representative Membership AGENDA Item Time Person Responsible Welcome, Review Agenda and Objectives 5 min. Marion Baldwin Ice Breaker Exercise 15 min. Essie Middleton Report on Start-up Training and CAT Process 15 min. Barabara Osbome/Kaye Rainey Discuss Defining and Building Representative Membership of CAT 30 min Debbie Milam/Connie Whitfield Review Next Steps (meeting, agenda, objectives) 5 min. Diane Vibhakar/Priscilla Alexander Conduct Meeting Evaluation 5 min. Calvin Brady/Amber MooneySession Goals  Develop understanding and appreciation for representative membership  Define representative membership that reflects local community T-1 12 12/22/98 Representative Membership What is it? A cross-section of the local population that reflects the diversity of the community, including parents and family members, school staff, health and social service providers, institutions of higher education, community organizations, private industry/business, and others. Why is it important? To develop a comprehensive response to school and community needs for the well-being of the students and their families T-2 13 12/22/98Collaborative Action Team Please mark the times you would be willing to meet. 7:30 am 12:00 noon evening (list time) Monday Tuesday Wednesday Thursday Friday Saturday(list time) Name PhoneNovember 23, 1999 To: From: Re: LITTLE ROCK SCHOOL DISTRICT COLLABORATIVE ACTION TEAM 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 Little Rock Collaborative Action Team (CAT) Members Marion Baldwin, Community Education CAT Meeting - Thursday, December 2, 7:30 a.m. VI ' J I' u, lSSGRGATiC'tj Our next Collaborative Action Team (CAT) meeting is scheduled for Thursday, December 2, 7:30 a.m. in the Adult Leisure Center located at 6401 West 12^ Street. We look forward to everyone attending.KJ 1 Welcome LITTLE ROCK SCHOOL DISTRICT Collaborative Action Team (CAT) Meeting January 6, 2000 Oebbie Milam Choose a recorder and evaluator for meeting Debbie Milam Adopt a mission statement Marion Baldwin DIVIDE INTO REPRESENTATIVE GROUPS Reach consensus on one issue to address in small groups Reach consensus on one issue to address in large group Develop one long term action for issue Develop one short term action for issue Review next meeting RsBCE^yg JAN 3 i 2009 GfHGc Of Facilitators Facilitators Facilitators Kaye Rainey ICollaborative Action Team Minutes October 7,1999 Marion Baldwin opened the first official meeting of the Little Rock Collaborative Action Team by welcoming the group of 40 participants and reviewing the days agenda. Essie Middleton provided an ice breaker that got everyone moving around and talking to each otlier. Barbara Osborne reported on the start-up training that was provided by SEDL in September. Kaye Rainey reviewed the CAT process. Debbie Milam facilitated a process for identifying representative membership for the team. Groups that need to be invited to join Include other youth serving organizations, health care agencies, business representatives, minority populations and members of the faith community. Diane Vibhakar and Priscilla Alexander reviewed the next steps. Calvin Brady and Amber Mooney conducted the meeting evaluation. November 4,1999 Clementine Kelley welcomed the group of 41 participants. Suellen Vann provided an ice breaker that got everyones brains working. Judy Powers gave an overview of SEDLs CAT conference that was held in Little Rock on October 27-29, 1999. Little Rock representatives who attended were Debbie Milam, Diane Vibhakar, Kaye Rainey, Marion Baldwin, Rita Baldwin, Judy Powers, Essie Middleton, Connie Whitfield, Priscilla Alexander, Mike Vogler, Calvin Bracy and Amber Mooney. Leon Adams took the group through an exercise to refine the drafts of a mission statement that the group had hurriedly written at the end of the previous meeting. December 4,1999 The team met at 7:30 on December 4, 1999 at the Adult Leisure Center. Marion Baldwin facilitated the meeting of 25 participants. The team went through a consensus building activity, using a parable to reach consensus on which characters behavior they most approved of to which they least approved of. The team then reviewed drafts of a mission statement. A small group volunteered to finish the wordsmithing for the teams next meeting. The small group consists of Marion Baldwin, Diane Vibhakar, Barbara Osborne, Rita Baldwin, Sarah Huckabee, Dave Hoffpouir, Judy Powers, Marian Shead Jackson and Dante Smith. They will meet on Tuesday, January 4 at 7:30 a.m. at Dubs. The next CAT meeting is Thursday, January 6 at 7:30 a.m. at the Adult Leisure Center. Barbara Osborne, representing the City, agreed to take care of room arrangements and coffee for the meeting. Each member should bring three priority actions they would like to see the CAT work on this year. The group will spend the meeting reaching consensus on identifying the top priority for the team to address.Consensus Decision Making Consensus decision making is one of the most effective methods of group decision making. It requires that all members agree with the decision to the extent that they can live with it. In other words, even though the decision may not be what an individuals preferred choice of action would be, he or she will agree to support it How Consensus Decision Making Works 1 A member of the team states the proposed decision. 2 The proposal is written on a flip chart or board so that everyone can see it and check it for accuracy and completeness. 3. The facilitator asks each member in turn to talk about whether they support the decision and why or why not. 4. Members of the team who are opposed to the decision can offer their suggestions for modifications or an alternative decision. o. If all members of the team agree they can support the proposed decision, then a consensus exists. No decision is finalized until every member indicates they can live with the decision. Guidelines for Consensus Decision Making Avoid arguing for your own position. Present yourviews as clearly as possible and then listen carefully to the reactions of other members. Avoid personal attacks.  Do not assume that someone must win and someone must lose when the discussion reaches an impasse. Instead, look for the next most acceptable option for all  concerned. Do not change your mind simply to avoid conflict. When agreement seems to come too quickly and easily, be suspicious. Explore the reasons for this and be sure that everyone accepts the decision for similar reasons.' t 13Little Rock School District Collaborative Action Team Mission Statement Our mission is to develop educational partnerships among parents, students, the community, and the district to advocate for the well-being of and to provide opportunitiesall children and youth for the building and strengthening of minds.Little Rock School District Collaborative Action Team Vision Statement To maximize family, school, student, and community involvement so all children and youth may reach their potential.04/17/2000 09:04 5016635631 UALR OCCP PAGE 02 AMMENDMENTS- ChecUist forStudent Re!ttrnnn Plcssfi 3dd the following to the chccldist: T. Handicap Accessibie Adequate  YesQ Inadequate 0 Does each Stan have two handrails YesO Non Commoits? No  tl*e following to foe checklist procedures:  After checking in with foe office, please ask if there is anyone that would like to acwmpany you on your check. This is not needed, however, we want foe schools to know that we are there to help them, not to intrude.04/17/2000 09:04 5016635631 UALR OCCP PAGE 03 RESTROOM CHECKLIST PROCEDURES LRSD Collaborative Action Team  Complete your checklist between ^nil 17 and 21. Go to the schools between 10:30 and 1:30.  Bring your checklist packets with you to each school. Bring the principal letter, as wed, just in case there are any questions.  When you arrive at the school, please notify the office to let them know why you are there. For example, I am here as a representative of the LRSD Collaborative Action Team and we have identified school restrooms as a concern\ntherefixe 1 am here to perform a survey of the restrooms at your schooF. Be sure to ask for a visitors pass/badge. * Ask the office staff if there have been any custodians absent within the last week and how many work at that school  Visit one boy, one girl and a staff bathroom at all the schools. In addition, visit a londergorten class bathroom at the dementary schools.  Fill out checklist - Be very specific with your comments, especuUy if yon check that the area is inadequate. For example: I found the stall doors to be inadequate because 5 out of the 10 stalls had broken locks, or I found the toilet paper inadequate because there was only a roll or less in each stafl at H .00 in the morning  Check out with the office before you leave.  Mail to or bring surveys by Kayo Rainey at 501 Sherman, Little Rock, AR 72202 by April 24. If you prefer, you may \u0026amp;x your checklist to Kaye at 324-2044. Please remember when foxing that there is a fi'ont AND back to the survey.  If you have any questions, call Kaye Rainey at 324-2293 or Heather Gage at 663- 5541. Thank You!lO CD c CL \u0026amp; s (X i CO m co a\u0026gt; r4 IS in s in IS co o o CM S\u0026gt; Senior High Schools 1. cansAt iNTHwinitAi stwhes * ISaOPiAGt,O2 124 2300 2. 4A.FAIH 1342ODlll4Aa.D(XklHA,IO 22S3I6U 1. HAU UNIVEHSin STUDIES 6700-M'a, 05 67I-G2OO 4. UcCiaiANiUSttlESSZ CBMHUMICAItONSAWWET t 9417 Qoifgr Spring RA, 09 570 4100 A PAHnnan arts a ecuke maohet * 2601 Mn Baioi* fl A, 04 226-10011 n*cattonaMbcftn/caf Uucatlon a MEIROPOUTAN CABEER lECRHIGAI CBITBl 7701 ScoU Hwiabn Di., 09 5656485 Middle Schools 7. CLOVBUMUEACMlEMy aaUIMianRl.OS 870 4065 a tWHSARKIEfltiAnOMiSTUHESZ SFTEBSIAianBlEQUCAnSnNASREI * I WO ww All., 00 324 24401 \u0026amp; FOUST liaBHTS 5901 Eimi4rwiDi.,06 67I-S390 to. Hai)Ei|)N REAUHS43BICtSMAGNET* , 401 JdnBoHowHil, OS 22S-M60 II. MASaWLE tOBIIMaOatniaWHA, MakiMe.ARTZIOl 495-7400 IL HORACCHMHt MnSkWEMCEMMlNEr t lOOOE RnuBfellHd., 06 3242400 11. musniifttHTS 467N.I%a\u0026lt;B 671-6250 It BOUIHWesi IMIS-Bnart a. 04 5704070 19. AUERNAIIVEtEARUlNBCailER tt)O/ptiefsinSt,02 3242370 . Elementary Schools ta SA06ETT A BSOOPkmRA.OB 124-2475 17. BAl A 6501 HI BZfut 51,04 570-4060 10 OASOHE A 3S23BaielmtM,0S S7O-4TM 19. BOOWaAHTS WUDIET  201EBatwSL,06 124-2402 20, BRAOT A 79l5W.ttol4iaiiia,05 228-3006 2L CA1WBMSICSIIULS7 HAFH-SCiaCEMASHH t 2100 EM 60) 81,02 324-2460 22. OffiOT A IltflOCtSniUU, MatoM,AH 72103 570^ 23 ttOWHUIAlE A 6900Hli6iaa)ilil.,lR 570^4055 24. DODD A 6423.Sto08ciBcli HA, 04  45S-7430 25. EAR PARK a 61BN.HBnlunSI.,05 671B2M 26. ranurPMK IBIH.r)fcrSl,O7 0716267 I. 6NJAMnFHAIM.IMCaMHLIMIMT)0HS lECHHQLOBVaiMfcKTAfiY 1701 S.HitMi)S).,04 671-6380 2BL FULBRIGlir 3OQPIessafllVski7Dr..l2 228-3080 29. GARUVtU ACADEMY A 3CI5 Hl 256161., 04 671 627S Ml OEYCnSPWNOS 6240 Mabilvala nils. 09 67O4t\u0026gt; II. GIBBS FOHBON LAHOlUUieSZ niEHMAnoMIU. STUDIES HACNH t i11SHltiiSt,02 3242490 32. HMmNUniBMUfi,JR.H6HIRTBKin LEARNMGlNrannSTAICTMAStlET   A SSSMutlLuUiai K10D,Jr.DL,02 324-2135 n JEI7ERB0M 2SOOH.Md\u0026lt;]hley.07 671^11 H MABGUUHE A BOOIMabcIvalgQil-^, UMidwl, AR 72103 466-7420 38. McOBIMDFT 1200R\u0026gt;w(Vo\u0026lt;rHd.,07 220-3072 n IKADDWCUFF ZSSlHiilonOr^ra STIMtCS 37. mrCIfiL ACADEMY Of CREJUIVE DRAMATIC ARTS A 2410B0tlMya,0B 324-2415 . Onra CREEK 160(0llBiOl(Pt(n7.,09 456-7440 anrUASHHEIEms ai8M.nriBSt,05 6ZI-62Sa 411. flienTauLAuumrA Dtiw.teisi,08 . 324 2430 41. ROCKHEUEBEIBIETFIARITUtOEARIYCHUIIIOOD MAGHET SGHDCN. t A 7O0E.17lha.O8 324-2385 42. ftOMRECOMFinERSCIBlIXAHD DASICdnilS HTEJUHSimCT f 3400 RoitiAiaFlA.IH 228-3086 41 TEBRY 10800 Mm Lynn Di., 11 220-3603 44. WJUUUU) 76 IMutnOOsta 01,69 S70 4IIU a. booker T-WAIHMSTOH BASIC SnUS/MATR-SCENCE MASWTUnamSTIUGT * 4 A 1l5W.27ltia,O6 324-2470 46. MATSON A 70lViiltavDr.,.a 670-4166 4t UESTBWHUS 4901 WnM Hills, M S7O-\u0026lt;(7S \u0026lt; WtXWUSBASCSNUSMABMn * 730|ES(Bnana,07 E7l-B3li3 40i muoli A 4OI5SlBni1uR4.,O4 670-4160 Sa WOOHHUFf A 30l0W7lh,05 671-6270 2804/17/2000 09:04 5016635631 UALR OCCP PAGE 06 Date April 12,2000 To: Principals From: Betsy Johnson (Community Member) LRSD Collaborative Action Team I am writing on behalf of die Collaborative Action Team (CAT) of the Little Rock School District CAT represents concerned parents, students, LRSD staff, and members of the community who are interested in the improvement of our schools. Responding to student CAT members, who identified sanitary conditions at their schools as a concern, CAT is sending volunteers to tour school restrooms. The site visit to your school will take place between April 14* and April 21*. We will ask the CAT volunteer to check in at the office when they arrive, and to check out when they have completed their tour. We would appreciate your office answering the following questions for the volunteers: Have there been any custodians absent from your staff within die past week? If so, how many hours/days have the custodians been absent? Thanks you for your cooperation. If you have questions or comments, please contact me at 320-5150. cc: Dr. Bonnie Lesley 04/17/2000 09:04 5016635631 UALR OCCP PAGE 07 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: _____ Checklist Completed by\nDate: ____________Time: Location of restroom 1. 2. 3. 4. Girls Cl Custodial Staff # of staff Comments:___ Boys  Kindergarten D Staff  Any absent this week? Yes  How many? No  Supplies available and adequate: So^ Adequate Q Comments: Toilet paper Adequate Q Comments\n_ How many dispensers? Inadequate Q How many stalls? Inadequate D Paper towels How many dispensers? Adequate D Comments: Inadequate O Privacy insured\nDoor to the hallway remains closed Comments:__________ Stall doors Adequate O Comments\nInadequate Cl Locks for stall doors Adequate Q Comments:________ Inadequate Q None Cl None  None Cl Yes  Yes  Yes  No  No  No  Utilities: Running water Adequate Q Comments:___ Inadequate Q Yes  No Cl Hot running water Adequate D Comments\n______ Inadequate Q Yes  No  Site Checklist 04/13/00 104/17/2060 09:04 5016635631 UALR OCCP PAGE 08 lights Adequate O Comments: Inadequate Q * Temperature control Adequate Q\nComments- Inadequate Q 5. Ventilation\nFans  Comments: Inadequate D 6, Yes  Yes  Yes  No  No  No Q Adequate Deodorizer Adequate E3 Comments: Inadequate D Yes  No O Cleanliness\nDry floors Adequate Q Comments: Inadequate Q Yes  No  Clean floors Adequate Q Comments: Inadequate Q Yes  No  Trash cans emptied Adequate O Comments\n_____ Inadequate Q Yes  No  Toilets cleaned Adequate Q Comments: Inadequate Q Yes  No  Sinks cleaned Adequate D Comments\nInadequate Q Yes  No  Mirrors cleaned Adequate D Comments: Inadequate O Yes  No  Site decklist 04/13/00 204/17/2000 09:04 5016635631 UALR OCCP PAGE 09 collaborative action team SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: Checklist Completed by: Date: ___________ Time: Location of restroom 1. 2. 3. 4. GirE D Custodial Staff # of staff_____ Comments: Boys Q Kindergarten D Staff D Any absent this week? Yes  How many? No n Supplies available and adequate: Soap Adequate D Comments: Toilet paper Adequate  Comments\nHow many dispensers? Inadequate O None  How many ^E? Inadequate Q None D Paper toweb How many dispensers? Adequate D Comments: Inadequate O None  Privacy insured\nDoor to the hallway remains closed Comments: Yes  No  Stall doors Adequate D Comments: Inadequate Q Locks for stall doors Adequate D Comments\nInadequate Q Yes  Yes  No  No O Utilities: Running water Adequate O Comments\nInadequate Q Yes  No  Hot running water Adequate D Comments: Inadequate Q Yes  No  Site Checklist 04/13/00 104/17/2000 03:04 5016635631 UALR OCCP PAGE 10 5. 6. Lights Adequate Q Comments: Inadequate O ' Temperature control Adequate d ! CoTrunenTs- Inadequate O Yes  Yes  No  No  Ventilation\nFans . d Comments: Deodorizer Adequate d Comment!!- Cleanliness: Dry floors Adequate d Comments: Clean floors Adequate d Comments\nInadequate Q Inadequate D Inadequate Q Inadequate Q Yes  Yes  Yes  Yes  No O Adequate No  No  No  Trash cans emptied Adequate D Comments\nInadequate O Yes  No  Toilets cleaned Adequate d Comments: Inadequate D Yes  No  Sinks cleaned Adequate O Coaunents: Inadequate D Yes d No  Mirrors cleaned Adequate d Comments: Inadequate Q Yes  No  Site Checklist 04/13/00 204/17/2000 09:04 5016635631 UALR OCCP PAGE 11 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL\n________ Checklist Completed by: Date: ___________ Time: Location of restroom 1. 2. 3. 4. Girls O Custodial Staff # of staff_____ Comments:___ Boys  Kindergarten D Staff D Any absent this week? Yes  How many? No  Supplies available and adequate: Soap Adequate Conaments: Toilet paper Adequate Q Comments: How many dispensers? Inadequate Q How many stalls? Inadequate O Paper towels How many dispensers? Adequate Q Comments\n_ Inadequate Q Privacy insured\nDoor to the hallway remains closed Comments: Stall doors Adequate D Comments: Inadequate O Locks for stall doors Adequate  Comments\n_______ Inadequate Q None  None  None  Yes  Yes  Yes  No  No  No  Utilities: Running water Adequate Q Comments:___ Inadequate D Yes  No  Hot running water Adequate D Comments\n______ Inadequate CH Yes n No  Site Checklist 04/13/00 104/17/2000 09:04 5016635631 UALR OCCP PAGE 12 5. 6. Li^ts Adequate d Comments: Inadequate D  Temperature control Adequate Q Comments: Inadequate Q Yes  Yes  No  No  Ventilation. Fans Comments: Deodorizer Adequate D Conoments: Cleanliness: Dry floors Adequate Q Comments: Clean floors Adequate Q Comments: Yes  Inadequate Q Inadequate D Inadequate ED Inadequate Q Yes  Yes  Yes  No n Adequate No  No  No  Trash cans emptied Adequate Q Comments: Inadequate O Yes  No  Toilets cleaned Adequate D Comments: Inadequate O Yes  No  Sinks cleaned Adequate Q Comments: Inadequate d Yes  No  Mirrors cleaned Adequate D CnmrngntS' Inadequate D Yes  No  Site Checklist 04/13/00 204/17/2000 09:04 5016635631 UALR OCCP PAGE 13 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: Checklist Completed by\nDate: ____________ Time: Location of restroom 1. 2. 3. 4. Girls Q Boys  Kindergarten O Staff D Custodial Staff # of staff_____ Comments: Any absent this week? Yes  How many? No  Supplies available and adequate: Soap Adequate Q Comments: Toilet paper Adequate O Comments\nHow many dispensers? Inadequate O How many stalls? Inadequate Q Paper towels How many dispensers? Adequate Q Comments\nInadequate D Privacy insured\nDoor to the hallway remains closed Comments: Stall doors Adequate D Comments: Inadequate D None D None  None n Yes Q Yes  No  No  Locks for stall doors Adequate D Comments: Inadequate Q Yes  No  Utilities: Running water Adequate O Comments\nInadequate D Yes  No  Hot running water Adequate O Comments\nInadequate EJ Yes  No  She Checklist 104/17/2000 09:04 5016635631 UALR OCCP PAGE 14 5. 6. Lights Adequate d Comments: ' Temperature control Adequate d j Comments\nInadequate O Yes  No  Yes n No  Ventilation\nFans d Comments: Deodorizer Adequate d Comments: Cleanliness\nDry floors Adequate d Comments\nClean floors Adequate Q Comments' Inadequate Q Inadequate D Inadequate Q Inadequate Q Yes  Yes  Yes C Yes  No n Adequate No  No n No  Trash cans emptied Adequate d Comments: Inadequate O Yes  No O Toilets cleaned Adequate D Comments: Inadequate D Yes  No  Sinks cleaned Adequate d Comments\nInadequate O Yes D No  Mirrors cleaned Adequate O Comments\nInadequate D Yes  No  Site Checklist 04/13/00 204/17/2000 09:04 5016635631 UALR OCCP PAGE 15 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: ________ Checklist Completed by: Date\n____________ Time: Location of restroom 1. 2. 3. 4. Girls O Custodial Staff # of staff_____ Cominefits- Boys  Kindergarten Q Staff Q Any absent this week? Yes  How many? No  Supplies available and adequate\nSoap Adequate Cl Comments: Toilet paper Adequate El Comments: How many dispensers? Inadequate El How many stalls^ Inadequate El Paper towels How many dispensers? Adequate C Connments: Inadequate D Privacy insured: Door to the hallway remains closed Comments: Stall doors Adequate Q Comments: Inadequate  None n None Q None  Yes  Yes  No  No  Locks for stall doors Adequate Q Comments: Inadequate Q Yes  No  Utilities\nRunning water Adequate Q Comments- Inadequate O Yes  No  Hot running water Adequate O Comments: Inadequate O Yes  No  SneCheckKst 04/13/00 104/17/2000 03:04 5016635631 UALR OCCP PAGE 16 5. 6. Lights Adequate Q Comments\nInadequate D Yes  No  Temperature control Adequate d\nComments: Inadequate D Yes  No  Ventilation: Fans d Commente- Deodorizer Adequate Q Comments- CleanliQess: Dry floors Adequate O Comments\nClean floors Adequate d Comments: Inadequate Q Inadequate D Inadequate Q Inadequate D Yes  Yes n Yes D Yes  No  Adequate No  No  No  Trash cans emptied Adequate d Comments\nInadequate O Yes O No  Toilets cleaned Adequate Q Comments: Inadequate Q Yes  No  Sinks cleaned Adequate D Comments: Inadequate Q Y,s  No  Mirrors cleaned Adequate O Comments: Inadequate Q Yes D No  Site Checklist 04/13/00 204/17/2000 09:04 5016635631 UALR OCCP PAGE 17 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: ________ Checklist Completed by: Date: ___________Time\nLocation of restroom  1. 2. 3. 4. Girls Q Custodial Staff # of staff_____ Comments\n___ Boys  Kindergarten Q Staff Q Any absent this week? Yes  . How many? No n Supplies available and adequate\nSoap Adequate Q Comments: Toilet paper Adequate E3 Comments: How many dispensers? Inadequate Q How many stalls? Inadequate Q Paper towels Sow many dispensers? Adequate CD Comments: Inadequate D Privacy insured: Door to the hallway remains closed Comments: Stall doors Adequate C Comments: Inadequate O Locks for stall doors Adequate D Comments\nInadequate D None  None Q None Q Yes  No  Yes  Yes  No  No  Utilities: Running water Adequate D Comments: Inadequate Q Yes  No  Hot running water Adequate d Comments\nInadequate Q Yes Q No  Site Checklist 04/13/00 104/17/2000 09:04 5016635631 UALR OCCP PAGE 18 \\ 5. 6. Lights Adequate O Commentg- Inadequate Q Temperature control Adequate D\nComments: Inadequate O Yes  Yes  No O No  Ventilation\nFans Comments: Deodorizer Adequate D Comments: Cleanliness\nDry floors Adequate Q Comments: Clean floors Adequate Q Comments: Inadequate O Inadequate D Inadequate O Inadequate O Yes  Yes  Yes  Yes  No  Adequate No  No  No  Trash cans emptied Adequate D Comments\nInadequate Q Yes  No  Toilets cleaned Adequate  Comments: Inadequate D Yes  No  Sinks cleaned Adequate O Comments: Inadequate Q Yes D No  Mirrors cleaned Adequate D Comments: Inadequate D Yes  No  Site Checklist 04/13/00 2-04/17/2000 09:04 5016635631 UALR OCCP 19 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: Checklist Convicted by\nDate\n_____________ Time\nLocation of restroom Girls  Boys  Kindergarten D Staff O  1. Custodial Staff # of staff_____ Comments: Any absent this week? Yes  How many? No  Supplies available and adequate\nSoap Adequate Q Comments' How many dispensers? Inadequate O None  3. 4. Toilet paper Adequate Q Comments\nHow many stalls? Inadequate Q None Q Paper towels How many dispensers? Adequate Q Comments: Inadequate Q None  Privacy insured: Door to the hallway remains closed Comments\nStall doors Adequate Q Comments: Inadequate D Yes  No  Yes  No  Locks for stall doors Adequate O Comments: Inadequate d Yes  No  Utilities: Running water Adequate O Comments: Inadequate Q Yes  No  Hot running water Adequate Q Comments: Inadequate Q Yes  No  Site Checklist 04/13/00 104/17/2000 09:04 5016635631 UALR OCCP PAGE 20 5. 6. Li^ts Adequate D Comments\nInadequate D Yes  No  ' Temperature control Adequate d Comments: Inadequate O Yes n No  Ventilation: Fans  Comments\nDeodorizer Adequate d Comm ante Cleanliness\nDry floors Adequate d Comments: Clean floors Adequate d Comment\n- Inadequate Q Inadequate Q Inadequate Q Inadequate O Yes D Yes n Yes d Yes n No O Adequate No  No  No  Trash cans emptied Adequate d Comments\nInadequate Q Yes  No  Toilets cleaned Adequate d Comment\n- Inadequate D Yes  No  Sinks cleaned Adequate d Comments: Inadequate O Yes  No D Mirrors cleaned Adequate d Comments: Inadequate Q Yes  No  Site Checklist 04/13/0004/17/2000 09:04 5016635631 UALR OCCP PAGE 21 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: Checklist Completed by: Date: ____________Time: Location of restroom 1. 2. 3. 4. Girls d Custodial Staff # of staff_____ Comm ante- Boys  Kindergarten D Staff ID Any absent this week? Yes d How many? No  Sapplies available and adequate\nSoap Adequate d Comments: Toilet paper Adequate d Comments\nHow many dispensers? Inadequate d How many stalls? Inadequate d Paper towels How many dispensers? Adequate d Comments\nInadequate Q Privacy insured\nDoor to the hallway remains closed Comments\nStall doors Adequate d Comments\nInadequate D Locks for stall doors Adequate d Comments\nInadequate ID None  None ID None  Yes  Yes  Yes  No  No  No  Utilities: Running water Adequate d Comments: Inadequate ID Yes  No  Hot running water Adequate d Comments: Inadequate ID Yes  No  Site Checklist 04/13/00 104/17/2000 09:04 5016635631 UALR OCCP PAGE 5. 6. \\ Li^ts Adequate d Comments: Inadequate O ' Temperature control Adequate d Comment\n' Inadequate D Yes  Yes  No  No  Ventilation: Fans  Comments: Deodorizer Adequate d Comments\nCleanliness: Dry floors Adequate d Comments\nClean floors Adequate d Comments\nYes  TnaHequate^ O Inadequate D Inadequate d Inadequate D Yes Q Yes  Yes  No D Adequate No  No  No  Trash cans emptied Adequate d Comments: Inadequate d Yes O No  Toilets cleaned Adequate d Comments: Inadequate d Yes  No d Sinks cleaned Adequate d Comments: Inadequate d Yes  No d Mirrors cleaned Adequate d Comments: Inadequate D Yes d No d Site Checklist 04/13/00 2Student Perception of the Physical Appearance of their School In the spring of 2000, elementary students, grades 4 and 5, were surveyed as to their perception of the physical appearance of their school. All schools collected and reported data. Attached, is a sample of the survey and results by school. Students rated their schools condition and general cleanliness mostly fair or poor. They felt that the bathrooms were in the most need of cleaning and that soap was needed in these bathrooms. Students felt that it was the custodians responsibility to keep their school clean and interestingly enough students rated themselves third on this list. Schools need to begin building positive student perceptions and students need to take ownership in keeping their school clean. Except for Fair Park and Mitchell there appears to be adequate response by the 4* and 5'* grade students to the survey. Students felt that the bathrooms were the number one facility that needed the most repairs and cleaning, followed by the cafeteria and hallways. However, students at Carver (13%), Chicot (13%), Wakefield (9%) and Williams (7%) reported no repairs were needed. In general, only a little over a third (38.7%) of the students rated the general conditions of their school as excellent or good. Students at Carver (70%), Cloverdale (57.9%), and Geyer Springs (67.1%) were examples of some exceptions to this general feeling. Student feelings about the general cleanliness of the schools were lower than the previous question on school conditions, with only 33.5% of students rating their school as excellent or good. Again, Carver (48.8%), Cloverdale (62.1%), and Geyer Springs (53.9%) were some of the exceptions to the general feeling about cleanliness. Students reported that soap in the bathrooms was the number one supply item not available. Soap was followed by tissue and paper towels in the bathrooms as those items most often not available. Students at Baseline (19%), Cloverdale (15%), Gibbs (12%), Jefferson (15%), Otter Creek (14%), Rockefeller (31%), and Wilson (17%) reported that all supplies are available. Question six could be problematic. The design of the survey appears to have limited the response or guided students to a specific response. Most students considered mice or bugs as the primary sanitation problem. The question probably should have been posed as Is there a sanitation problem at your school? However, a number of students reported no problems, (i.e., Bale 13%, Baseline 17%, Carver 19%, Cloverdale 21%, Gibbs 16%, and Williams 18%). Finally, students ranked custodians as the most responsible for the cleanliness of the schools. Students ranked everyone second and themselves third. With some exceptions students are not pleased with the condition or cleanliness of their school. It is probably not surprising that bathrooms were rated as the facility most in need of repair. The data from question six on the primary sanitation problem should be considered unreliable. Interestingly enough, students did not consider themselves as the primary entity for keeping their school clean. Schools should review their results on this survey and begin the process of building positive student perception and students need to take ownership in keeping their school clean. LRSD Collaborative Action Team (CAT) 1 11/06/01LRSD Collaborative Section Team (CAT) School survey for Students: A Survey of 4th and Sth Grade Students Spring 2000 1. What do you consider to be the facility that is in the most need of repair? School Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright_____ Garland Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total Bathrooms Cafeteria 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 1 1 1 1 1 1 1 1 1 1 1 6 2 3 2 5 4 3 3 2 5 4 3 3 2 2 2 5 3 2 2 2 2 2 2 1 2 2 4 4 5 5 2 2 3 2 2 Hallways 5 4 4 4 4 6 4 5 5 4 2 4 4 3 4 3 2 5 4 3 5 5 3 6 4 4 5 2 3 3 4 4 4 5 4 3 Classrooms Auditorium 4 3 5 5 3 2 7 4 4 3 5 5 2 4 5 4 4 4 3 4 4 3 4 4 2 3 3 5 2 2 6 5 7 6 3 4 2 6 2 6 _6 _5 5 _2 6  3 2   7 6 6 7_ 1  3 6 7 3_  6 4 3 5 4 3  3 4 5 5 Gym 3 5 7 3 2 3 2 6 3 1 7 6 7 1 3 1 3 2 6 7 1 6 7 6 5 1 1 6 6 2 3 5 2 1 6 No Repairs are Media Center Needed 7 1 6 7 1 1 6 7 1 1 6 1 5 6 6 5 7 6 5 5 6 7 5 5 1 7 6 6 7 1 7 1 6 7 6 1 0% 0% 6% 0% 6% 2% 13% 13% 0% 0% 2% 1% 2% 1% 7% 1% 2% 0% 1% 7% 0% 4% 1% 1% 3% 0% 1% 2% 9% 1% 1% 2% 7% 0% 0% 3%LRSD Collaborative Section Team (CAT) School survey for Students\nA Survey of 4th and 5th Grade Students Spring 2000 2. How would you rate the general conditions of the facilities at your school? Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright_____ Garland Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total Excellent 7.3% 8.2% 18.2% 4.8% 6.3% 10.9% 13.5% 2.6% 4.1% 0.0% 7.2% 4.8% 2.3% 4.3% 21.5% 21.7% 5.1% 35.0% 14.1% 8.9% 5.4% 11.4% 7.7% 1.2% 0.0% 21.9% 1.4% 3.9% 1.6% 10.9% 4.8% 8.1% 6.4% 5.3% 8.2% 8.4% Good 4.9% 19.7% 37.7% 39.4% 7.8% 55.1% 18.1% 55.3% 14.3% 41.7% 44.3% 8.6% 35.7% 10.1% 45.6% 33.7% 35.9% 35.0% 21.7% 30.0% 14.9% 31.6% 34.6% 24.1% 8.8% 42.7% 25.7% 35.3% 6.3% 35.0% 5.7% 47.5% 45.9% 27.6% 28.8% 30.3% Fair 9.8% 49.2% 24.7% 46.1% 43.8% 27.6% 49.0% 36.8% 34.7% 33.3% 39.2% 33.3% 41.1% 55.1% 21.5% 25.3% 41.0% 20.0% 30.4% 54.4% 47.3% 39.5% 42.3% 38.6% 49.1% 28.1% 50.0% 48.4% 19.0% 40.1% 33.3% 27.3% 38.5% 48.7% 49.3% 38.7% Poor 78.0% 23.0% 19.5% 9.7% 42.2% 6.4% 19.4% 5.3% 46.9% 25.0% 9.3% 53.3% 20.9% 30.4% 11.4% 19.3% 17.9% 10.0% 33.7% 6.7% 32.4% 17.5% 15.4% 36.1% 42.1% 7.3% 22.9% 12.4% 73.0% 13.9% 56.2% 17.2% 9.2% 18.4% 13.7% 22.6% Average Number of Students Resending to All of the Questions on the Survey 43 62 84 166 64 166 161 39 49 12 107 109 131 69 85 86 122 21 95 97 77 118 80 86 59 99 74 164 68 146 108 101 116 77 74 3215LRSD Collaborative Section Team (CAT) School survey for Students: A Survey of 4th and 5th Grade Students Spring 2000 3. How would you rate the cleanliness of the facilities at your school? Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Terry________ Wakefield Washington Watson______ Western Hills Williams Wilson Woodruff Total Excellent 4.9% 5.0% 17.9% 2.5% 3.2% 8.8% 16.4% 13.5% 6.1% 0.0% 5.0% 3.7% 7.8% 7.2% 21.8% 27.8% 7.0% 0.0% 11.7% 9.2% 2.6% 12.4% 2.6% 5.9% 6.9% 14.7% 2.9% 7.0% 0.0% 11.9% 5.7% 12.0% 10.5% 9.3% 12.3% 9.0% Good 9.8% 30.0% 32.1% 17.5% 6.3% 40.0% 18.9% 48.6% 16.3% 0.0% 40.6% 17.8% 22.5% 15.9% 32.1% 34.2% 25.4% 28.6% 20.2% 25.3% 11.8% 22.1% 19.7% 16.2% 20.7% 38.9% 21.7% 32.3% 3.4% 26.7% 12.3% 31.5% 27.2% 30.7% 21.9% 24.5% Fair 22.0% 33.3% 26.9% 43.8% 25.4% 41.9% 39.6% 32.4% 34.7% 33.3%, 42.6% 29.9% 34.1% 50.7% 32.1%, 30.4%o 48.2% 42.9% 38.3% 50.6% 42.1% 33.6%, 28.9%o 48.5%o 41.4%, 32.6%. 52.2%, 36.1% 25.4% 40.0% 22.6% 37.0% 47.4% 28.0%, 37.0% 37.5% Poor 63.4% 31,7% 23.1% 36.3% 65.1% 9.4% 25.2% 5.4% 42.9% 66.7% 11.9% 48.6% 35.7% 26.1% 14.1% 7.6% 19.3% 28.6% 29.8% 14.9% 43.4% 31.9% 48.7% 29.4% 31.0% 13.7% 23.2% 24.7% 71.2% 21.5% 59.4% 19.6% 14.9% 32.0% 28.8% 29.0%LRSD Collaborative Section Team (CAT) School survey for Students\nA Survey of 4th and 5th Grade Students Spring 2000 4. What do you consider to be the facility you feel is in the most need of cleaning? Bathrooms Cafeteria Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total 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 2 1 1 4 4 2 2 4 2 2 2 2 4 3 3 2 2 3 2 2 2 2 2 2 3 2 2 6 2 2 3 6 4 3 4 2 3 2 2 Hallways Classrooms Auditorium 3 6 5 4 3 5 4 4 1 3 4 4 4 3 4 3 3 5 4 3 5 4 3 6 3 4 5 2 2 2 2 3 4 6 5 3 2 5 3 5 2 4 6 6 4 5 5 5 3 4 5 4 4 3 3 4 4 2 4 4 4 6 3 5 3 3 5 2 5 5 3 4 2 4 6 6 6 5 3 5 6 2 2 5 5 6 6 6 4 6 6 3 5 1 3 5 5 4 4 5 5 4 6 3 4 4 5 Gym 3 1 3 5 3 3 5 3 2 7 6 7 6 2 1 5 7 1 1 7 6 6 7 2    6     6 All Facilities Media Center are Clean 5 7 6 7 1 7 1 1 6 1 6 1 6 7 1 5 1 'o 5 5 6 7 5 5 2 1 1 6 7 1 7 1 1 1 6 7 0% 0% 12% 1% 3% 5% 12% 15% 0% 0% 5% 6% 2% 0% 2% 10% 4% 0% 5% 6% 0% 7% 5% 0% 0% 15% 3% 2% 1% 3% 7% 4% 6% 1% 12% 5%LRSD Collaborative Section Team (CAT) School survey for Students: A Survey of 4th and 5th Grade Students Spring 2000 5. What do you consider to be the supply item which is most often not available? Soap in the Tissue in the bathrooms bathrooms Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_____ Rockefeller Romine Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total 2 2 2 1 1 1 3 1 3 1 1 4 1 2 1 1 1 3 2 1 1 1 2 1 1 4 1 2 1 1 3 4 1 1 2 1 4 1 3 2 3 2 1 2 1 3 3 3 2 3 2 2 2 1 1 2 2 2 1 2 3 3 2 4 4 2 2 3 2 2 3 2 Paper towels in the bathrooms 3 3 1 3 2 4 2 4 4 2 2 2 3 1 3 3 4 2 4 3 3 3 3 3 2 1 3 1 3 3 4 2 3 3 4 3 Working pencil All sharpener in Trashcans Supplies the in the are classrooms bathrooms Available 1 4 4 4 4 3 4 3 2 4 4 1 4 4 5 4 3 4 3 4 4 4 5 4 4 2 4 3 2 5 1 1 4 5 1 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 4 5 5 5 5 5 5 4 5 5 5 4 5 5 2% 0% 19% 1% 6% 7% 9% 15% 8% 0% 5% 9% 2% 3% 1% 12% 15% 10% 9% 9% 3% 10% 14% 5% 0% 31% 0% 7% 10% 3% 4% 5% 3% 17% 11% 8%LRSD Collaborative Section Team (CAT) School survey for Students\nA Survey of 4th and Sth Grade Students Spring 2000 6. What do you consider to be the primary sanitation problem at your school? Badgett______ Bale________ Baseline Booker______ Brady_______ Carver______ Chicot_______ Cloverdale Dodd________ Fair Park Forest Park Franklin_____ Fulbright_____ Garland______ Geyer Springs Gibbs________ Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell______ Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine______ Terry________ Wakefield Washington Watson______ Western Hills Williams______ Wilson_______ Woodruff mice or bugs mice or bugs mice or bugs mice or bugs mice or bugs mice or bugs mice or bugs foui odors mice or bugs mice or bugs foul odors mice or bugs foul odors mice or bugs foul odors foul odors foul odors foul odors mice or bugs foul odors mice or bugs foul odors foul odors foul odors other mice or bugs mice or bugs foul odors mice or bugs mice or bugs mice or bugs foul odors foul odors foul odors mice or bugs (Mold \u0026amp; Mildew) Total There are no sanitation problems at my school. 2% 13% 17% 2% 6% 19% 5% 21% 8% 0% 9% 5% 6% 0% 7% 16% 2% 5% 6% 11% 1% 3% 8% 3% 0% 6% 4% 12% 1% 4% 3% 12% 19% 1% 11% 7%LRSD Collaborative Section Team (CAT) School survey for Students\nA Survey of 4th and 5th Grade Students Spring 2000 7. Who is responsible for the cleanliness of you school? Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff_____ Total Principal 16% 10% 13% 12% 16% 14% 12% 11% 14% 23% 13% 10% 14% 19% 9% 15% 11% 17% 16% 15% 10% 10% 18% 8% 16% 14% 16% 14% 8% 6% 15% 17% 15% 11% 15% 13% Custodians 18% 24% 26% 27% 22% 23% 31% 33% 39% 19% 19% 20% 32% 23% 30% 25% 25% 25% 28% 23% 18% 23% 28% 27% 25% 23% 21% 25% 26% 29% 28% 21% 30% 26% 24% 25% Heopie irom the community 5% 2% 2% 3% 1% 4% 5% 3% 1% 2% 5% 7% 4% 2% 4% 2% 3% 4% 5% 3% 7% 3% 1% 5% 6% 4% 3% 2% 0% 9% 2% 2% 1% 2% 4% 4% T eachers 9% 6% 5% 13% 17% 13% 10% 9% 11% 21% 15% 11% 12% 17% 10% 15% 12% 16% 14% 11% 8% 12% 14% 11% 12% 13% 13% 13% 9% 10% 11% 15% 14% 12% 14% 12% btuoents, including myself 11% 13% 10% 18% 18% 18% 18% 21% 9% 13% 17% 13% 14% 17% 20% 17% 19% 16% 15% 13% 18% 20% 24% 16% 18% 18% 11% 17% 22% 20% 13% 18% 19% 17% 15% 17% Everyone 22% 39% 35% 16% 16% 13% 14% 19% 24% 13% 17% 21% 13% 17% 15% 16% 21% 10% 12% 17% 28% 21% 9% 19% 14% 15% 21% 13% 30% 16% 26% 18% 13% 22% 21% 18% Parents 5% 2% 2% 3% 0% 7% 1% 0% 1% 4% 6% 5% 3% 1% 9% 5% 3% 3% 3% 7% 2% 5% 3% 5% 3% 8% 10% 6% 0% 2% 2% 2% 2% 4% 2% 4% siuaents, noi including myself 7% 4% 5% 4% 8% 3% 5% 3% 0% 2% 2% 8% 6% 2% 1% 3% 4% 6% 3% 2% 5% 3% 3% 5% 3% 2% 5% 3% 5% 3% 2% 4% 5% 2% 3% 4% Visitors ~6^ 1% 2% 4% 2% 4% 4% 1% 1% 2% 6% 5% 3% 2% 2% 2% 3% 3% 4% 8% 4% 1% 2% 4% 2% 3% 1% 7% 0% 4% 2% 2% 2% 4% 4% 3%Parent Involvement Survey In the fall of 2000, volunteers from LRSDs Collaborative Action Team (CAT) collected survey information data from parents attending their respective schools open house. Data from 17 schools, (i.e. 10 elementary, 5 middle, and 2 high schools) were collected and reported. Attached to this report is a copy of the survey and survey results by level. Survey results are aggregated by level and disaggregated by school. Across all levels parents report being involved by encouraging their child to read, attending conferences and school functions, by monitoring homework, taking their children to the library and volunteering. There was a lack of parent response to the questions on the timing and frequency of communications. This made analysis difficult. Parents felt they could be more involved if they understood the curriculum, could be offered workshops, had evening conferences with teachers, and have a homework hot line. The results of this survey should not be generalized to the whole school district. The school surveyed should use this data to build parent involvement through workshops and evening conferences. The next three paragraphs summarize the survey data by level. Parents from Bale, Brady, Franklin, Mitchell, Rightsell, Romine, Wakefield, Western Hills, Wilson, and Woodruff participated in the survey. The number of parents completing the elementary survey ranged from 5 to 27 per school. Most parents reported that they involved themselves in their childs education by encouraging their child to read, attending conferences and school functions, and by monitoring homework. Parents reported that their job interferes the most when trying to become more involved with the school. Some other interferences were lack of at home assistance that parent could provide the schools and not being given a list of volunteer activities. Parents felt that the quality of communications was good, and that letters and newsletters were the most common form of communications. A number of parents, across all levels, did not complete the questions on the timing and frequency of communications. Those parents that did respond reported that most communications occuned 2-3 days prior to an event and that some type of communications occurred weekly. When asked how the schools could help them, as parents become more involved, parents responded equally with understanding the curriculum, workshops, and evening conferences with teachers. Parents from Southwest, Mann, Mabelvale, Forest Heights, and Cloverdale middle schools participated in the survey. The number of parents completing the elementary survey ranged from 12 to 21 per school. Middle school parents only differed from their elementary counterparts in the method and frequency of communications and support form school. Middle level parents tended to get more telephone calls than letters and typically received communications on a monthly rather than weekly basis. Finally, parents reported that a homework hot line would be very helpful towards involving parents. Parents from Central (N = 26) and Parkview (N = 13) High schools participated in the survey. High school parents from these two schools reported taking their children to the library and volunteering more than their middle and elementary peers. High school parents had similar interferences, to school involvement, as their middle and elementary peers. LRSD Collaborative Action Team (CAT) 1 11/06/01Parents rated the quality of communications as OK and typically received this information on a monthly basis. High school parents also felt that the homework hot line would be beneficial. Data were collected on only a third of the school in the District. As such, this at a report should be viewed only in the context of those reporting schools. Parents attending open house completed surveys. This in itself is an indicator of high parental involvement. There were low numbers of parents completing the survey (e.g., 5 Woodruff). Two of the questions (i.e. quality and frequency of communications) had _ low response rate. This calls into question the reliability of data on these two questions. In spite of the shortcomings the surveys did reveal some important information. The schools of the parents surveyed should encourage parents to be involved in the childrens education. According to the survey this could be accomplished by providing more volunteer opportunities, offering workshops to help parents understand the cuniculum and at-home assistance, a homework hot line, and evening conferences with teachers. LRSD Collaborative Action Team (CAT) 2 11/06/01LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Aggregate Data: 17 Schools (N = 297) 297 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Monitoring and following up on my child's homework assignments. Attending school functions. Joining the PTA. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 258 258 255 212 193 176 146 59 32 87% 87% 86% 71% 65% 59% 49% 20% 11% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime.school involvement. Not aware of \"at-home\" assistance I could provide the school. Not given a list of volunteer activities. Lack of child care. Don't know how to become involved at school. Sign up to volunteer but am never called. Feelings from my own school years cause me to stay away. Lack of transportation. Not made to feel welcome by school staff. 192 44 36 18 16 11 8 8 7 65% 15% 12% 6% 5% 4% 3% 3% 2% Quality of communication. Very Good OK Needs Improvement 177 75 28 60% 25% 9% Method of communication Newsletters Letters Telephone Calls Home Visits 161 137 119 7 54% 46% 40% 2% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 165 13 4 56% 4% 1% Frequency of communications Weekly Monthly Not at All 99 61 6 33% 21% 2% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Evening conferences with teachers. Homework help line. Workshops Opportunities to meet other parents. 130 102 96 93 65 44% 34% 32% 31% 22%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Bale (N = 25) 25 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Monitoring and following up on my child's homework assignments. Joining the PTA. Attending school functions. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. #of Responses % to N 19 19 18 13 13 11 7 4 1 76% 76% 72% 52% 52% 44% 28% 16% 4% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime.school involvement. Lack of child care. Not aware of \"at-home\" assistance I could provide the school. Feelings from my own school years cause me to stay away. Don't know how to become involved at school. Not made to feel welcome by school staff. Not given a list of volunteer activities. Sign up to volunteer but am never called. Lack of transportation. 16 4 2 1 0 0 0 0 0 64% 16% 8% 4% 0% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 18 3 0 72% 12% 0% Method of communication Newsletters Letters Telephone Calls Home Visits 12 12 7 0 48% 48% 28% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 14 0 0 56% 0% 0% Frequency of communications Weekly Monthly Not at All 12 0 0 48% 0% 0% 4. What support could the school provide to help you become more involved with your child's education? Evening conferences with teachers. Understanding the curriculum taught in class. Homework help line. Opportunities to meet other parents. Workshops 11 8 4 3 3 44% 32% 16% 12% 12%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Brady (N = 17) 17 1. How have you been involved in your child's education? Encouraging my child to read for fun. Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Attending school functions. Joining the PTA. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 11 11 11 9 7 6 4 3 2 65% 65% 65% 53% 41% 35% 24% 18% 12% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime, school involvement. Not given a list of volunteer activities. Not aware of \"at-home\" assistance I could provide the school. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Lack of transportation. Lack of child care. 8 3 2 1 0 0 0 0 0 47% 18% 12% 6% 0% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 41% 24% 6% Method of communication Newsletters Letters Telephone Calls Home Visits 8 6 2 1 47% 35% 12% 6% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 47% 6% 0% Frequency of communications Weekly Monthly Not at All 29% 6% 6% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Workshops Homework help line. Opportunities to meet other parents. Evening conferences with teachers. 6 5 4 3 2 35% 29% 24% 18% 12% 7 4 1 8 1 0 5 1 1LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Cloverdale Middle (N = 17) 17 1. How have you been involved in your child's education? Monitoring and following up on my child's homework assignments. Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Taking my child to the library. Attending school functions. Volunteering to help on school projects, field trips, etc. Joining the PTA. Other ways. Serving on a decision-making team. # of Responses % to N 15 14 14 9 8 7 7 2 1 88% 82% 82% 53% 47% 41% 41% 12% 6% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime.school involvement. Not made to feel welcome by school staff. Don't know how to become involved at school. Not aware of \"at-home\" assistance I could provide the school. Feelings from my own school years cause me to stay away. Not given a list of volunteer activities. Sign up to volunteer but am never called. Lack of transportation. Lack of child care. 12 4 3 3 2 0 0 0 0 71% 24% 18% 18% 12% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 41% 29% 24% Method of communication Telephone Calls Letters Newsletters Home Visits 8 7 5 0 47% 41% 29% 0% Timing of communications 2-3 days before activity/event After the activity/event The day of activity/event 35% 6% 0% Frequency of communications Weekly Monthly Not at All 29% 18% 6% 4. What support could the school provide to help you become more involved with your child's education? Evening conferences with teachers. Understanding the curriculum taught in class. Homework help line. Opportunities to meet other parents. Workshops 9 7 5 3 3 53% 41% 29% 18% 18% 7 5 4 6 1 0 5 3 1LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Forest Heights Middle (N = 19) 19 1. How have you been involved in your child's education? Encouraging my child to read for fun. Joining the PTA. Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Attending school functions. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 19 19 17 17 17 15 14 9 6 100% 100% 89% 89% 89% 79% 74% 47% 32% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not given a list of volunteer activities. Not aware of \"at-home\" assistance I could provide the school. Don't know how to become involved at school. Lack of transportation. Lack of child care. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. 12 4 3 2 1 1 0 0 0 63% 21% 16% 11% 5% 5% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 37% 37% 21% Method of communication Newsletters Telephone Calls Letters Home Visits 12 4 3 0 63% 21% 16% 0% 7 7 4 Timing of communications 2-3 days before activity/event After the activity/event The day of activity/event 5 1 0 26% 5% 0% Frequency of communications Monthly Weekly Not at All 10 2 1 53% 11% 5% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Workshops Homework help line. Opportunities to meet other parents. Evening conferences with teachers. 14 8 8 7 3 74% 42% 42% 37% 16%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Franklin (N = 27) 27 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Monitoring and following up on my child's homework assignments. Joining the PTA. Attending school functions. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 24 23 21 18 18 12 12 3 2 89% 85% 78% 67% 67% 44% 44% 11% 7% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Lack of child care. Not given a list of volunteer activities. Not aware of \"at-home\" assistance I could provide the school. Sign up to volunteer but am never called. Lack of transportation. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. 17 6 5 5 2 2 1 1 0 63% 22% 19% 19% 7% 7% 4% 4% 0% Quality of communication. Very Good OK Needs Improvement 15 9 1 56% 33% 4% Method of communication Newsletters Letters Telephone Calls Home Visits 17 14 11 2 63% 52% 41% 7% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 15 1 0 56% 4% 0% Frequency of communications Weekly Monthly Not at All 10 3 0 37% 11% 0% 4. What support could the school provide to help you become more involved with your child's education? Workshops Understanding the curriculum taught in class. Homework help line. Opportunities to meet other parents. Evening conferences with teachers. 12 10 10 6 6 44% 37% 37% 22% 22%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Mabelvale Middle (N = 12) 12 1. How have you been involved in your child's education? Attending parent-teacher conferences when scheduled. Encouraging my child to read for fun. Monitoring and following up on my child's homework assignments. Attending school functions. Joining the PTA. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 12 11 11 10 9 8 6 2 1 100% 92% 92% 83% 75% 67% 50% 17% 8% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime.school involvement. Not given a list of volunteer activities. Don't know how to become involved at school. Not aware of \"at-home\" assistance I could provide the school. Lack of child care. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Lack of transportation. 8 2 1 1 1 0 0 0 0 67% 17% 8% 8% 8% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 58% 17% 17% Method of communication Telephone Calls Newsletters Letters Home Visits 7 5 4 0 58% 42% 33% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 42% 8% 0% Frequency of communications Monthly Weekly Not at All 25% 17% 0% 4. What support could the school provide to help you become more involved with your child's education? Homework help line. Understanding the curriculum taught in class. Workshops Evening conferences with teachers. Opportunities to meet other parents. 7 6 5 5 2 58% 50% 42% 42% 17% 7 2 2 5 1 0 3 2 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Mann Middle (N = 20) 20 1. How have you been involved in your child's education? Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Encouraging my child to read for fun. Attending school functions. Joining the PTA. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 18 18 17 17 16 14 13 3 1 90% 90% 85% 85% 80% 70% 65% 15% 5% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime.school involvement. Not given a list of volunteer activities. Not aware of \"at-home\" assistance I could provide the school. Don't know how to become involved at school. Sign up to volunteer but am never called. Lack of transportation. Lack of child care. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. 14 5 3 2 2 1 1 0 0 70% 25% 15% 10% 10% 5% 5% 0% 0% Quality of communication. Very Good OK Needs Improvement 45% 45% 10% Method of communication Newsletters Telephone Calls Letters Home Visits 12 9 4 1 60% 45% 20% 5% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 45% 10% 5% Frequency of communications Monthly Weekly Not at All 35% 15% 5% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Homework help line. Evening conferences with teachers. Workshops Opportunities to meet other parents. 11 10 8 7 6 55% 50% 40% 35% 30% 9 9 2 9 2 1 7 3 1LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Mitchell (N = 17) 17 1. How have you been involved in your child's education? Monitoring and following up on my child's homework assignments. Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Attending school functions. Taking my child to the library. Joining the PTA. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 15 14 14 12 10 9 7 1 1 88% 82% 82% 71% 59% 53% 41% 6% 6% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not aware of \"at-home\" assistance I could provide the school. Feelings from my own school years cause me to stay away. Not given a list of volunteer activities. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Don't know how to become involved at school. Lack of transportation. Lack of child care. 9 6 2 2 1 1 0 0 0 53% 35% 12% 12% 6% 6% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 14 2 0 82% 12% 0% Method of communication Timing of communications Frequency of communications Letters Telephone Calls Newsletters Home Visits 2-3 days before activity/event The day of activity/event After the activity/event Monthly Weekly Not at All 4. What support could the school provide to help you become more involved with your child's education? Homework help line. Understanding the curriculum taught in class. Evening conferences with teachers. Opportunities to meet other parents. Workshops 11 10 6 0 13 1 0 8 7 6 4 3 65% 59% 35% 0% 76% 6% 0% 12% 0% 0% 47% 41% 35% 24% 18% 2 0 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Parkview (N = 13) 13 1. How have you been involved in your child's education? Attending parent-teacher conferences when scheduled. Monitoring and following up on my child's homework assignments. Taking my child to the library. Encouraging my child to read for fun. Joining the PTA. Attending school functions. Volunteering to help on school projects, field trips, etc. Other ways. Serving on a decision-making team. # of Responses % to N 13 12 11 11 11 11 8 1 0 100% 92% 85% 85% 85% 85% 62% 8% 0% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not given a list of volunteer activities. Not aware of \"at-home\" assistance I could provide the school. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Lack of transportation. Lack of child care. 8 2 2 1 0 0 0 0 0 62% 15% 15% 8% 0% 0% 0% 0% 0% Quality of communication. OK Very Good Needs Improvement 62% 23% 0% Method of communication Newsletters Telephone Calls Letters Home Visits 9 4 3 0 69% 31% 23% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 38% 0% 0% Frequency of communications Monthly Weekly Not at All 69% 0% 0% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Homework help line. Evening conferences with teachers. Workshops Opportunities to meet other parents. 7 7 5 4 3 54% 54% 38% 31% 23% 8 3 0 5 0 0 9 0 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Rightsell (N = 20) 20 1. How have you been involved in your child's education? Encouraging my child to read for fun. Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Taking my child to the library. Joining the PTA. Attending school functions. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 17 16 15 11 11 11 6 2 1 85% 80% 75% 55% 55% 55% 30% 10% 5% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime, school involvement. Not aware of \"at-home\" assistance I could provide the school. Not given a list of volunteer activities. Don't know how to become involved at school. Lack of child care. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Lack of transportation. 14 3 2 1 1 0 0 0 0 70% 15% 10% 5% 5% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 13 4 3 65% 20% 15% Method of communication Timing of communications Frequency of communications Letters Newsletters Telephone Calls Home Visits 2-3 days before activity/event The day of activity/event After the activity/event Weekly Monthly Not at All 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Evening conferences with teachers. Workshops Opportunities to meet other parents. Homework help line. 11 10 9 1 14 0 0 12 12 10 8 7 55% 50% 45% 5% 70% 0% 0% 45% 10% 0% 60% 60% 50% 40% 35% 9 2 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Romine (N = 10) 10 1. How have you been involved in your child's education? Attending parent-teacher conferences when scheduled. Attending school functions. Encouraging my child to read for fun. Monitoring and following up on my child's homework assignments. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Joining the PTA. Other ways. Serving on a decision-making team. # of Responses % to N 10 10 9 9 8 8 8 5 3 100% 100% 90% 90% 80% 80% 80% 50% 30% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not given a list of volunteer activities. Lack of child care. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Not aware of \"at-home\" assistance I could provide the school. Sign up to volunteer but am never called. Lack of transportation. 6 1 1 0 0 0 0 0 0 60% 10% 10% 0% 0% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 90% 0% 0% Method of communication Newsletters Telephone Calls Letters Home Visits 9 4 3 0 90% 40% 30% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 80% 10% 0% Frequency of communications Weekly Monthly Not at All 70% 20% 0% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Evening conferences with teachers. Opportunities to meet other parents. Homework help line. Workshops 2 2 1 1 0 20% 20% 10% 10% 0% 9 0 0 8 1 0 7 2 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Southwest Middle (N = 21) 21 1. How have you been involved in your child's education? Monitoring and following up on my child's homework assignments. Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Attending school functions. Joining the PTA. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. #of Responses % to N 21 19 18 17 14 12 6 4 2 100% 90% 86% 81% 67% 57% 29% 19% 10% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not aware of \"at-home\" assistance I could provide the school. Not given a list of volunteer activities. Lack of transportation. Don't know how to become involved at school. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Lack of child care. Feelings from my own school years cause me to stay away. 14 4 3 2 1 1 1 1 0 67% 19% 14% 10% 5% 5% 5% 5% 0% Quality of communication. Very Good OK Needs Improvement 13 6 1 62% 29% 5% Method of communication Timing of communications Frequency of communications Newsletters Telephone Calls Letters Home Visits 2-3 days before activity/event The day of activity/event After the activity/event Monthly Weekly Not at All 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Evening conferences with teachers. Homework help line. Workshops Opportunities to meet other parents. 12 10 9 1 57% 48% 43% 5% 38% 10% 0% 29% 24% 0% 10 10 8 5 4 48% 48% 38% 24% 19% 8 2 0 6 5 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Wakefield (N = 10) 10 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Monitoring and following up on my child's homework assignments. Joining the PTA. Attending school functions. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 10 10 8 7 7 5 4 0 0 100% 100% 80% 70% 70% 50% 40% 0% 0% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not aware of \"at-home\" assistance I could provide the school. Sign up to volunteer but am never called. Feelings from my own school years cause me to stay away. Not given a list of volunteer activities. Don't know how to become involved at school. Not made to feel welcome by school staff. Lack of transportation. Lack of child care. 10 2 2 1 1 0 0 0 0 100% 20% 20% 10% 10% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 90% 10% 0% Method of communication Letters Telephone Calls Newsletters Home Visits 8 5 2 0 80% 50% 20% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 80% 10% 0% Frequency of communications Weekly Monthly Not at All 70% 0% 0% 4. What support could the school provide to help you become more involved with your child's education? Workshops Homework help line. Evening conferences with teachers. Opportunities to meet other parents. Understanding the curriculum taught in class. 4 3 3 2 2 40% 30% 30% 20% 20% 9 1 0 8 1 0 7 0 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Western Hills (N = 24) 24 1. How have you been involved in your child's education? Encouraging my child to read for fun. Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Attending school functions. Joining the PTA. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. #of Responses % to N 23 23 22 18 15 13 13 5 4 96% 96% 92% 75% 63% 54% 54% 21% 17% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not aware of at-home\" assistance I could provide the school. Not given a list of volunteer activities. Don't know how to become involved at school. Lack of transportation. Lack of child care. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. 16 4 3 2 2 2 0 0 0 67% 17% 13% 8% 8% 8% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 19 4 1 79% 17% 4% Method of communication Letters Newsletters Telephone Calls Home Visits 17 13 10 0 71% 54% 42% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 20 1 0 83% 4% 0% Frequency of communications Weekly Monthly Not at All 15 3 0 63% 13% 0% 4. What support could the school provide to help you become more involved with your child's education? Workshops Evening conferences with teachers. Understanding the curriculum taught in class. Opportunities to meet other parents. Homework help line. 11 8 7 4 2 46% 33% 29% 17% 8%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Wilson (N = 14) 14 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Monitoring and following up on my child's homework assignments. Joining the PTA. Attending school functions. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 13 13 12 7 7 6 5 0 0 93% 93% 86% 50% 50% 43% 36% 0% 0% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not given a list of volunteer activities. Not aware of \"at-home\" assistance I could provide the school. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Lack of transportation. Lack of child care. 11 1 1 0 0 0 0 0 0 79% 7% 7% 0% 0% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 12 2 0 86% 14% 0% Method of communication Timing of communications Frequency of communications Newsletters Letters Telephone Calls Home Visits 2-3 days before activity/event The day of activity/event After the activity/event Weekly Monthly Not at All 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Workshops Opportunities to meet other parents. Homework help line. Evening conferences with teachers. 9 8 4 0 12 1 0 8 6 3 2 0 64% 57% 29% 0% 86% 7% 0% 64% 0% 0% 57% 43% 21% 14% 0% 9 0 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Woodruff (N = 5) 5 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Taking my child to the library. Monitoring and following up on my child's homework assignments. Attending school functions. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Joining the PTA. Other ways. # of Responses % to N 5 5 4 4 3 2 2 1 0 100% 100% 80% 80% 60% 40% 40% 20% 0% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not given a list of volunteer activities. Dont know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Not aware of \"at-home\" assistance I could provide the school. Sign up to volunteer but am never called. Lack of transportation. Lack of child care. 5 1 0 0 0 0 0 0 0 100% 20% 0% 0% 0% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 60% 20% 0% Method of communication Letters Telephone Calls Newsletters Home Visits 4 3 1 0 80% 60% 20% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 100% 0% 0% Frequency of communications Weekly Monthly Not at All 80% 0% 0% 4. What support could the school provide to help you become Understanding the curriculum taught in class. Evening conferences with teachers. Workshops Homework help line. Opportunities to meet other parents. 3 3 2 2 0 60% 60% 40% 40% 0% 3 1 0 5 0 0 4 0 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Central (N = 26) 26 1. How have you been involved in your child's education? Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Volunteering to help on school projects, field trips, etc. Attending school functions. Encouraging my child to read for fun. Taking my child to the library. Joining the PTA. Serving on a decision-making team. Other ways. # of Responses % to N 24 24 24 24 22 21 21 17 3 92% 92% 92% 92% 85% 81% 81% 65% 12% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not aware of \"at-home\" assistance I could provide the school. Sign up to volunteer but am never called. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Not given a list of volunteer activities. Lack of transportation. Lack of child care. 12 3 3 1 1 1 1 0 0 46% 12% 12% 4% 4% 4% 4% 0% 0% Quality of communication. Very Good OK Needs Improvement 12 8 6 46% 31% 23% Method of communication Newsletters Letters Telephone Calls Home Visits 19 13 12 1 73% 50% 46% 4% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 10 1 0 38% 4% 0% Frequency of communications Monthly Weekly Not at All 10 4 2 38% 15% 8% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Evening conferences with teachers. Homework help line. Opportunities to meet other parents. Workshops 10 9 8 6 5 38% 35% 31% 23% 19%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 EiGmentsry Aggregate Data (N = 169) 169 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Attending school functions. Joining the PTA. Taking my child to the library. Monitoring and following up on my child's homework assignments. Volunterring to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 145 142 108 96 86 86 68 23 16 86% 84% 64% 57% 51% 51% 40% 14% 9% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime-school involvement. Not aware of \"at-home assistance I could provide the school. Not given a list of volunteer activities. Lack of child care. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Sign up to volunteer but am never called. Lack of transportation. Not made to feel welcome by school staff. 112 25 19 14 5 5 5 4 1 66% 15% 11% 8% 3% 3% 3% 2% 1% Quality of communication. Method of communication Very Good OK Needs Improvement Missing Data 119 30 7 13 70% 18% 4% 8% Timing of communications Frequency of communications Letters Newsletters Telephone Calls Home Visits 2-3 days before activity/event The day of activity/event After the activity/event Missing Data Weekly Monthly Not at All Missing Data 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Workshops Evening conferences with teachers. Homework help line. Opportunities to meet other parents. 94 87 65 4 117 7 1 44 78 13 1 77 65 56 53 43 34 56% 51% 38% 2% 69% 4% 1% 26% 46% 8% 1% 46% 38% 33% 31% 25% 20%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 MiddiG LgVGI Aggregate Data (N = 88) 88 1. How have you been involved in your child's education? Monitoring and following up on my child's homework assignments. Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Attending school functions. Joining the PTA. Taking my child to the library. Volunterring to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 81 79 79 68 65 57 46 19 12 92% 90% 90% 77% 74% 65% 52% 22% 14% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not given a list of volunteer activities. Not aware of \"at-home\" assistance I could provide the school. Don't know how to become involved at school. Not made to feel welcome by school staff. Lack of transportation. Lack of child care. Sign up to volunteer but am never called. Feelings from my own school years cause me to stay away. 60 14 14 9 5 4 4 3 2 68% 16% 16% 10% 6% 5% 5% 3% 2% Quality of communication. Method of communication Very Good OK Needs Improvement Missing Data 43 29 13 3 49% 33% 15% 3% Newsletters Letters Telephone Calls Home Visits 46 27 38 2 52% 31% 43% 2% Timing of communications Frequency of communications 2-3 days before activity/event The day of activity/event After the activity/event Missing Data 33 5 3 47 38% 6% 3% 53% 4. What support could the school involved with your child's education? Understanding the curriculum taught in class. Homework help line. Evening conferences with teachers. Workshops Opportunities to meet other parents. Weekly Monthly Not at All Missing Data provide to help you become more 17 29 3 39 19% 33% 3% 44% 48 38 35 28 22 55% 43% 40% 32% 25%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 High School Aggregate Data (N = 40) 40 1. How have you been involved in your child's education? Taking my child to the library. Encouraging my child to read for fun. Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Volunterring to help on school projects, field trips, etc. Joining the PTA. Attending school functions. Serving on a decision-making team. Other ways. # of Responses % to N 33 34 37 37 32 32 36 17 4 83% 85% 93% 93% 80% 80% 90% 43% 10% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytimeschool involvement. Not aware of \"at-home\" assistance I could provide the school. Not given a list of volunteer activities. Sign up to volunteer but am never called. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Lack of transportation. Lack of child care. 20 5 3 3 2 1 1 0 0 50% 13% 8% 8% 5% 3% 3% 0% 0% Quality of communication. Method of communication Very Good OK Needs Improvement Missing Data 15 16 8 1 38% 40% 20% 3% Timing of communications Frequency of communications Newsletters Letters Telephone Calls Home Visits 2-3 days before activity/event The day of activity/event After the activity/event Missing Data Weekly Monthly Not at All Missing Data 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Homework help line. Evening conferences with teachers. Opportunities to meet other parents. Workshops 28 16 16 1 15 1 0 24 4 19 2 15 17 15 14 9 9 70% 40% 40% 3% 38% 3% 0% 60% 10% 48% 5% 38% 43% 38% 35% 23% 23%fJCC -/cr Chtckh-i/- Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: May 18, 2000 To: Kaye Rainey From: Ann BroWn\" Re: CAT Restroom Monitoring Attached are the completed Site Visit Checklists for Restrooms that I was asked to complete on behalf of our CAT monitoring. I apologize for returning them late, but my schedule has been disrupted by unexpected events (the tragic death of two of my childrens young friends and out-of-town travel). I spoke to Heather Gage yesterday, and she assured me that the forms were still being compiled, so 1 hope these arent too late to be counted. Thanks so much for all your hard work on behalf of our Team.js is/. Individual Approach to a World of Knowledge APR 5 2001 April 5, 2001 *w Dear Collaborative Action Team Member\nWe appreciate all of the time and energy you have devoted to helping to improve education for the students in the Little Rock School District (LRSD). Your willingness to serve on the Collaborative Action Team (CAT) is evidence of your support for children in our community. During the past two years CAT members have addressed sanitary conditions at every school in the LRSD. We are pleased to have focused on this need cited by students as important in their school life and feel that there are many more opportunities for us to make a difference in our schools. This letter is to invite your active participation in the CAT and to update your contact information. We have planned a reception for CAT members on Monday, April 16, from 4:30 until 6:00 p.m. in the LRSD Board Room located at 810 West Markham Street. In addition to refreshments, we have some activities planned to energize you about the CAT and how we can help our schools. We need your attendance and input if our CAT is going to be successful. Please reaffirm your commitment to CAT by filling out the attached form and faxing it to Kaye Rainey at 324-2044. Thanks! Your Fellow CATs 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax:501-324-2032 COLLABORATIVE ACTION TEAM LITTLE ROCK SCHOOL DISTRICT 2001 DESIRE TO SERVE AND INFORMATION FORM .Yes, I wish to continue to participate on, and will attend meetings of, the LRSD Collaborative Action Team. No, I cannot continue to serve as a CAT member. Name: Home Address\nHome Phone: Work Address\nWork Phone\nFax: E-mail Address: Comments Please check one: Community  Student  Parent  School \u0026lt;2\n1 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 TO: Board of Education FROM: PREPARED BY: T. Kenneth James, Superintendent of Schools ^^onnie A. Lesley, Associate Superintendent for Instruction DATE: November 21, 2002 SUBJECT: Approval of SEDLs Program Evaluation for the Collaborative Action Team Project Background The Southwest Education Development Lab (SEDL) in Austin began their Collaborative Action Team Project in 1996 by selecting schools or districts for participation within their five-state region. The focus was on districts with concentrations of students as follows: rural, urban, the Delta, the Border, and the American Indian Nations. The Little Rock School District was selected for inclusion, representing urban children, as a part of Cohort 3 in fall 1999, the last year of the project. We participated only that one year (1999-2000) in the project, but the Collaborative Action Team that was established continues to meet and most recently fulfilled the charge we gave them to provide leadership in the development of the District's Strategic Plan for Parent Involvement. Dr. Ed Williams, the PRE statistician, and Debbie Milam, Director of the ViPS program and the person assigned as liaison to SEDL for this project, both provided data to SEDL for their project evaluation. Members of the Collaborative Action Team responded to surveys as requested. Although the 249-page study produced by SEDL that evaluated the project included student achievement data, those data were not disaggregated by race, and LRSDs short-term (one year) participation in the project would not predict that the involvement of this relatively small group of parents and community volunteers would result in improved student performance. The purpose of the SEDL project is described on pp. 2- 3 of the report. On pp. 25-33 can be found a description of the Research Design and Methodology. Board of Education - Memo November 21,2002 Page Two SEDL s report includes some data that are specific to districts, but much of their analysis is by cohort group, so even though the Little Rock School District data are included in Cohort 3 data, it is impossible to know how we compared to anyone else on some measurements. Other Cohort 3 participants are listed on p. 9 of the report. The following pages are those with references either to LRSD specifically or to Cohort 3 in the analysis of Site Characteristics:  p. 35Demographic data, by district  p. 36Types of schools served, by cohort  p. 37 Special parent involvement programs, by cohort  p. 39Survey on Team Confidence, by cohort  p. 40Type^of community challenges, by cohort  P- 42Existence of community factors, by cohort  p. 44Days between project start-up and first CAT meeting, by district In the chapter on CAT Sustainability, the following pages are those with references to LRSD or to Cohort 3 data:  p. 49Responses to surveys, CAT Self-Assessment and Exit Survey, bv district  pp. 58-60Levels of perceived support from school administration, campus staff, community at-large, parent/other family member, and students for CAT sustainability, aggregated  p. 66Time of goal accomplishment, by cohort  p. 70 Perceived changes in CAT recognition/importance in the community, aggregated  P- ^2Importance of taking action on goals, aggregated f 1 i I i i The chapter on Student Outcomes is most relevant to Section 2.7.1 of the Revised Desegregation and Education Plan. Cohort 3, however, had only one year in the project, and much of the first semester was spent on training, not action, improvement in student outcomes would not be predictable. so p. 82Percent student attendance, by district p. 83Percent student attendance, by cohort p. 85Percent student attendance, districts in Arkansas p. 89Percent student dropout, by district p. 90Percent student dropout, by cohort p. 91Percent student dropout, districts in Arkansas p. 96Percent student graduation, by district p. 97Percent student graduation, by cohort p. 98Percent student graduation, districts in Arkansas pp. 100-101Sat9 scores below 25** percentile, districts in ArkansasBoard of Education - Memo November 21,2002 Page Three Section 10 of the evaluation, Implications and Recommendations, discusses the research findings. Specific recommendations are given on page 147, Recommendation That the Board of Education accept and approve SEDL's \"Collaborative Action Team Process: Final Research Report as the program evaluation of the LRSD Collaborative Action Team project of 1999-2000. BAL/adg 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 Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"tmll_hpcrc_40178255","title":"Community forum on race relations in Grand Rapids","collection_id":"tmll_hpcrc","collection_title":"Historical Publications of the United States Commission on Civil Rights","dcterms_contributor":null,"dcterms_spatial":["United States, Michigan, Kent County, Grand Rapids, 42.96336, -85.66809"],"dcterms_creator":["United States Commission on Civil Rights. Michigan State Advisory Committee","United States Commission on Civil Rights. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Education--Evaluation","Educational law and legislation","School administrators","Educational statistics"],"dcterms_title":["Compliance correspondence"],"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/312"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["correspondence"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT REVISED DESEGREGATION AND EDUCATION PLAN January 16, 1998 Section 1: Prior Agreements and Orders 1.1 Prior agreements and orders 1.2 Interdistrict Plan with PCSSD and NLRSD 1.3 Relationship with PCSSD and NLRSD Section 2: Obligations 2.1 Discrimination 2.1.1 Desegregation Expert 2.2 Staffing 2.2.1 2.2.2 2.2.3 2.2.4 2.2.5 2.2.6 2.2.7 Recruitment Increase numbers of minority teachers Uniform salary schedule Centralized hiring Notification Similar teaching staffs Mandatory reassignment 2.3 Student assignment programs 2.4 Special education 2.5 Student discipline 2.5.1 2.5.2 2.5.3 2.5.4 Fair and equitable Purge records Ombudsman Behavior modification plans 2.6 Extracurricular activities, AP, honors, and G/T 2.6.1 Teacher identification training 2.6.2 Programs 2.6.3 Transportation 2.7 Academic achievement 2.7.1 Assessment 2.8 Parental and community involvement2.9 Resource allocation 2.9.1 Assessment 2.9.2 Reporting 2.10 Facilities 2.11 Guidance and counseling 2.11.1 Equity 2.12 Learning environment 2.12.1 Prejudice reduction and cultural sensitivity training 2.12.2 Investigate and develop 2.13 Compliance 2.13.1 Responsiblility Section 3: Student Assignments 3.1 Attendance zones 3.1.1 3.1.2 3.1.3 3.1.4 Satellite zones Neighborhood schools Exceptions High schools 3.2 Voluntary student transfers 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 3.2.6 3.2.7 Desegregation transfers Racial isolation transfer Magnet program transfer Employees child transfer Special circumstances transfer Outside students Transportation 3.3 Magnet programs 3.4 Middle schools 3.5 Ninth grade schools 3.6 School construction/closing 3.7 Modification standard 3.7.1 Further desegregation or past discrimination 3.7.2 Benefits outweigh effects, no alternative, counteract adverse affects 3.8 Racial balance 3.9 Housing Page 2 Section 4: Interdistrict Schools 4.1 PCSSD interdistrict schools 4.2 LRSD interdistrict schools 4.3 Racial composition 4.4 Reserved seats 4.5 Recruitment 4.6 Students outside Pulaski County 4.7 Transportation Section 5: Student Achievement 5.1 Early childhood education 5.2 Reading/Language Arts 5.2.1 Primary grades 5.2.2 Intermediate grades 5.2.3 Secondary schools 5.3 Mathematics 5.3.1 5.3.2 5.3.3 5.3.4 5.3.5 Curriculum and teacher training Assessment Early intervention /Mgebra I and higher level courses By the end of 11grade 5.4 Computer literacy 5.5 Incentive schools: double funding, renamed and refocused, physical equality 5.6 Alternative education 5.6.1 Opportunities 5.6.2 Equity 5.7 Parental and community involvement 5.8 Scholarships Page 3 Section 6: LRSD Compliance Program 6.1 Reduce noncompliance 6.2 Oversight 6.3 Communication 6.4 Monitor 6.5 Report 6.6 Enforce 6.7 Correct and prevent noncomplinace Section 7: Plan Modification Process 7.1 Notice 7.2 Comment period 7.3 Recommendation and respond 7.4 Hearing Section 8: Continuing Jurisdiction 8.1 General rule 8.2 Process for raising compliance issues 8.2.1 8.2.2 8.2.3 8.2.4 8.2.5 8.2.6 Written notice Assessment Investigate and respond ODM facilitate District court intervention Implementation 8.3 Failure Section 9: Term Section 10: Transition Section 11: Unitary Status Page 4LITTLE ROCK SCHOOL DISTRICT REVISED DESEGREGATION AND EDUCATION PLAN January 16,1998 Section 1: Prior Agreements and Orders 1.1 Prior agreements and orders 1.2 Interdistrict Plan with PCSSD and NLRSD 1.3 Relationship with PCSSD and NLRSD Section 2: Obligations '2.1 Discrimination 1-2.1.1 Desegregation Expert u-2.2 Staffing ^2.2.1 - 2.2.2 \u0026gt;-2.2.3 ^2.2.4 -2.2.5 -2.2.6 ^2.2.1 Recruitment Hiring Uniform salary schedule Centralization Notification Similar teaching staffs Mandatory reassignment u2.3 Student assignment programs *'2.4 Special education 3 / v2.5 Student discipline / 4 3 \u0026lt;6 v2.7 ^2\n'8 -2.5.1 *^.5.2 *^.5.4 Fair and equitable Purge records Ombudsman Behavior modification plans Extracurricular activities, AP, honors, and G/T *^.6.1 T eacher training -2.6.2 Programs \u0026gt;-2:6.3 Transportation Academic achievement '^.7.1 Assessment Parental and community involvement 3 / 5 /\u0026gt;' \u0026gt;- Resource allocation 2.9.1 Assessment 2.9.2 Reporting v2.l0 Facilities .2.11 Guidance and counseling 12.11.1 Equity 3/ S?- ^.12 Learning environment .................. -2.12.1 Prejudice reduction and cultural sensitivity training Investigate and develop '2.13 Compliance 2.13.1 Responsiblility Section 3: Student Assignments 3.1 Attendance zones 3.1.1 Satellite zones 3.1.2 Neighborhood schools 3.1.3 Exceptions 3.1.4 Highschools 3.2 Voluntary student transfers 3.2.1 Desegregation transfers 3.2.2 Racial isolation transfer 3.2.3 Magnet program transfer 3.2.4 Employeeschild transfer 3.2.5 Special circumstances transfer 3.2.6 Outside students 3.2.7 Transportation 3.3 Magnet programs ^.4 Middle schools 3.5 Ninth grade schools t School construction/closing 3.7 Modification standard 3.7.1 Further desegregation or past discrimination 3.7.2 Benefits outweigh effects, no alternative, counteract adverse affects 3.8 Racial balance 3.9 Housing Paue 2Section 4: Interdistrict Schools 4.1 4.2 PCSSD interdistrict schools LRSD interdistrict schools 4.3 Racial composition 4.4 Reserved seats 4.5 Recruitment 4.6 Students outside Pulaski County 4.7 Transportation Section 5: Student Achievement vS-.l Early childhood education V5.2 Reading/Language Arts '^.2.1 Primary grades / Intermediate grades '^.2.3 Secondary schools '^.3 Mathematics ^.3.1 '5.3.2 ^5.3.3 '^.3.4 v5'\n3.5 Curriculum and teacher training Assessment Early intervention Algebra I and higher level courses By the end of 11' grade 2 y/L, y/ *5.4 Computer literacy / 5.5 Incentive schools: double funding, renamed and refocused, physical equality 5.6 Alternative education *5^6.1 Opportunities Equity 5.7 Parental and community involvement ^.8 Scholarships Page 3Section 6: LRSD Compliance Program 6.1 Reduce 6.2 Oversight 6.3 Communication 6.4 Monitoring 6.5 Report 6.6 Enforce 6.7 Correct and prevent Section 7: Plan Modification Process 7.1 Notice 7.2 Comment period 7.3 Recommendation and respond 7.4 Hearing Section 8: Continuing Jurisdiction 8.1 General rule 8.2 Process for raising compliance issues 8.2.1 8.2.2 8.2.3 8.2.4 8.2.5 8.2.6 Written notice Assessment Investigate and respond ODM facilitate District court intervention Implementation 8.3 Failure Section 9: Term Section 10: Transition Section 11: Unitary Status Page 4RECEsD JUN 8 1993 OftiCEOF SRESATION MONITORING 6-1-98 ARKANSAS STATE UNIVERSITY COLLEGE OF EDUCATION POST OFFICE BOX 940 STATE UNIVERSITY, ARKANSAS 72467-0940 (TELEPHONE 501/972-3057 JONESBORO) (FAX 501/972-3828) Mr. N.W. Skip Marshall Associate Monitor, Office of Desegregation Monitoring United States District Court, Eastern District of Arkansas 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Dear Mr. Marshall, As requested and on behalf of Dr. Dave Holman, Associate Professor of Education and Dr. Craig Jones, Professor of Psychology and Counseling, please accept this correspondence as our acknowledgment and support for your interpretation of the achievement disparity data we discussed and reviewed May 27th in Jonesboro. Your use, description, and interpretation of the percentage relationship appears to be valid with regard to the test score data evaluated. Your criteria of a change of 10 percent, however, appeared to be too arbitrary at this point in time, but such a criteria could be established by studying longitudinal data in this manner. If we can be of any further service or support, please dont hesitate to contact us. Sini Kent Associate Dean Attachment 4 1999-00 (DRAFT 2/7/00) Relationship Between Total Scores and Percent of African-American Students Correlations Total Score: 1999 Percent of African-American Students\n1999 Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) Total Score\n1999 Togo 48 -.046 .758 48 Percent of African-Americ an Students\n1999 7046\" .758 48 1.000 48 N 100  05 05 05 90 CD a  E     o 80  c      o c C3 o s  \u0026lt; c ro o 70' 60. 50 5 o  c. 40 4 30 20 30 40 50 60 70 \u0026lt; o  Q 0 3 C  o    a c  0  0 a a 0  C 3 c  Q  a s Total Score\n1999Attachment 3 1998-99 (DRAFT Relationship Between Total Scores and Percent of African Atmerican Students Correlations Total Score: 1998 Pearson Correlation Total Score: 1998 1.000 Percent of African-Americ an Students: 1998 TsF Sig. (2-tailed) N ,285 48 48 Percent of African-American Students: 1998 Pearson Correlation Sig. {2-tailed) N 100 .158 .285 48 1.000 48 CO CD cn 90   Q c C   to c CD o 55 z TO CD E \u0026lt; c s 80 70 60 a a 0   a B S  O o  a  c   \u0026lt; o c o E 0) CL 50. 40 30 Q  o   Q  40 a s  s  Q a Q 50 60 70 Total Score: 1998Attachment 2 Stringfield, S., \u0026amp; Ross, S.M. (1997). A reflection at time three of marathon: The Memphis restructuring initiative in mid-stride. School Effectiveness and School Improvement. 8. 151-161. Ross, S. \u0026amp; Smith, L.J. (1997). Improving the academic success of disadvantaged children: An examination of Success for All. Psychology in the Schools, 3 4. 171-180. Jayasinghe, M.G. Morrison, G.R. \u0026amp;. Ross, S.M. (1997). The effect of distance learning classroom design on student perceptions. Educational Technology Research and Development. 4 5, 5-20. Ross, S.M., \u0026amp; Smith, L.J. (in press). Improving school achievement and inter-group relations for children placed at risk. European Journal of Intercultural Education. Smith, L.J., Ross, S.M., McNelis, M., Squires, M., and others (1998), The Memphis restructuring initiative: Analysis of activities and outcomes that impact implementation success. Education and Urban Society, 3 0 (3), 326- 357. Stringfield, S., Datnow, A., Ross, S., \u0026amp; Snively, F. (1998). Scaling up school restructuring in multicultural multilingual contexts: Early observations from Sunland County. Education and Urban Society. 3 0 (3), 326-357. Ross, S.M., Smith, L.J. \u0026amp; Casey, J.P. (in press). Bridging the Gap: The effects of the Success for All Programs on elementary school reading achievement as a function of student ethnicity and ability level. School Effectiveness and School Improvement. Summary of Interests During the past ten years, I have worked extensively with school districts, both regionally and locally, to develop and evaluate programs for improving student achievement. The primary focus of these studies has been schools predominantly serving disadvantaged inner-city minority children. In 1992,1 was the lead researcher for the school equity study for the State of Alabama Financial Equity Case and am currently lead researcher on a comparable study in Louisiana. Additional ongoing research projects are studies of school restructuring designs as they are implemented in Memphis City Schools and Dade County (FL) schools and of professional development schools in seven national sites as part of the NEA Teacher Education Initiative (NEA-TEI).Attachment 2 HONORS AND DISTINCTIONS 1. 2. 3. 4. 5. 6. 7. 8. 9. NDEA Fellowship for graduate study at the Pennsylvania State Universitv 1971-1973. Graduate Student Associate, Southwest Regional Laboratory, Summer, 1971. Distinguished Teaching Service Award, University of Memphis, 1980. Phi Delta Kappa Professional Research Award, Memphis Chapter, 1983. Elected Fellow, Division 15, American Psychological Association, 1986. Visiting Scholar, National Center for Research on Improving Postsecondary Teaching and Learning. University of Memphis, 1987. Distinguished Research Award, University of Memphis, 1987. Distinguished Teacher Service Award, University of Memphis, 1988. (First eligibility since 1980\nno longer eligible) Memphis State University nominee, CASE Professor of the Year Award, 1989. 10. Superior Performance in University Research (SPUR) Award, University of Memphis, 1990,1991, 1992 11. Distinguished Research Award, University of Memphis, 1993. 12. Board of Visitors Eminent Faculty Award, University of Memphis (first recipient), 1993 13. Editor, Educational Technology Research and Development, 1993-present 14. Editorial Board, Journal of Education for Students Placed at Risk, 1995- present 15. Editorial Board, Computers and Human Behavior, 1994-present SCHOLARSHIP Publications in Refereed Journals: Books Book Chapters Papers Presented at Professional Meetings 115 6 16 170 SELECTED RECENT PUBLICATIONS Ross, S.M., Henry D., Phillipsen, L., Evans, K., Smith, L., \u0026amp; Buggey, T. (1997). Matching restructuring programs to schools: Selection, negotiation, and preparation. School Effectiveness and School Improvement. 8, 45-71. Ross, S.M., Troutman, A., Horgan, D., Maxwell, S., Laitinen, R., \u0026amp; Lowther, D. The success of schools in implementing eight restructuring o designs: A synthesis of first-year evaluation outcomes. School Effectiveness and School Improvement, 8, 95-124. Ross, S.M., Smith, L.J. \u0026amp; Casey, J. (1997). Preventing early school failure: Impacts of Success for all on standardized test outcomes, minority group performance, and school effectiveness. Journal for Research on Students Placed at Risk, 2, 29-54.Attachment 2 BRIEF VITA PERSONAL DATA Steven M. Ross EDUCATION Institution Pennsylvania State University Degree-Year BA. 1969 M.S. 1972 Ph.D. 1974 Undergraduate Major: Graduate Major\nPsychology Educational Psychology PROFESSIONAL ASSOCIATIONS American Psychological Association, Fellow American Educational Research Association, Member Mid-South Educational Research Association, Member Association for Educational Communications \u0026amp; Technology, Member International Congress for School Effectiveness and School Improvements, Member EXPERIENCE Instructor, Continuing Education, 1973-74, Pennsylvania State University Instructor, Psychology, Spring Semester, 1974, Lock Haven State College Lock Haven, Pennsylvania Evaluator, Summer, 1974, Mitre Corporation, McLean, Virginia Assistant Professor, Educational Psychology, 1974-79, University of Memphis Associate Professor, Educationtd Psychology, 1980-1985 Professor, Educational Psychology, 1-985 - Present Senior Researcher, Center for Research in Education Policy, Univ, of Memphis, 1995-Present COURSES RECENTLY TAUGHT Theories of Learning (Undergraduate) Individual Differences and Learning (Graduate) Educational Statistics (Undergraduate and Graduate) Educational Research (Graduate) Computers in Education (Graduate and Undergraduate) Thesis Writing (Graduate) Educational Assessment (Graduate) activities designed to enhance the quality of the program and to maintain connections with psychology programs at schools in the southern California area. Assistant Dean, Student Services UCLA School of Social Welfare 1985 - 1993 Responsible for overall direction of student services including recruitment, admissions, retention, financial aid, student government, and coordination of both MSW and Ph.D. candidate programs. Supervisory responsibilities for student services assistant and student workers. Classroom teaching responsibilities included preparation and delivery of courses in cross-cultural awareness and group conflict and change. Director, Mental Health Services St. Helena Hospital and Health Center Deer Park, CA. 1975 - 1985 General administrative responsibility for seventeen bed acute care mental health unit. Duties included staffing, program development, budget allocation, staff development, quality control, coordination of ancillary services, and other related tasks. Served also as \"troubles-shooter\" for other units in the hospital providing assessment and consultation around changes in procedures and personnel. Lectured and led groups in Health Center programs including cardiac, alcohol, and pulmonary rehabilitation\nsmoking cessation\nweight management\nand eating disorders. Program Director, Social Work Pacific Union College Angwin, CA 1975- 1978 Responsible for development of social work curriculum and coordination of program within a behavioral science department. Instructor, Social Work Southern Illinois University Carbondale, Illinois 1972 - 1975 Taught courses and advised majors in undergraduate social work program. Los Angeles County Children's Service 1. 2. Staff Development Specialist: 1970 - 1972 Child Welfare Worker: 1967 - 1970Consultation services provided to: California Attorneys for Criminal Justice California Medical Center Cedars Sinai Hospital  Children's Bureau of Southern California ' Claremont Graduate School Cleveland College of Chiropractic Coca-Cola, Mid-Atlantic Division Crown City Medical Episcopal Diocese, Los Angeles Fairfield Community Hospital Heller, Ehrman, White \u0026amp; McAuliffe Internal Revenue Service, Los Angeles Kaiser Foundation King-Drew Medical Center, Los Angeles Los Angeles County Department of Children's Services o Oskar J's Sightseeing Tours, Inc. Pacific Union College Pasadena Community College Pasadena Tournament of Roses Pepperdine University Pomona College , Redwood Empire Central Service Association Riverside County Children's Services Department Santa Clara Valley Medical Center The Fielding Institute The March of Dimes Foundation TRW University of California, (Davis, Los Angeles, San Diego) Chair, Master's in Psychology Antioch University, Los Angeles 1993 - present :eing curriculum, coordinating student Responsibilities of the Chair include of the Uwversity, ftU Ldsuff mowed in the job description programs, creating and hiring and supervising :pi as well areAward commemorating twenty-fifth anniversary of \"Little Rock Nine's\" integration of Central High School in Little Rock, Arkansas. Southern Christian Leadership Conference Women Martin Luther King, Jr. \"Drum Major for Justice\" Award, 1995 Presented in Atlanta, Georgia. REFERENCES: Available upon request.Created training programs and materials for employees in the department. Participated in program delivery, evaluation and revision. Provided social welfare services to children and families in the child welfare division. CONSULTATIONXPSYCHOLOGICAL SERVICES General psychology and consultation practice office in Pasadena, Ca. Practice includes psychological assessment, psychotherapy for individuals, families, and groups, and psychological consultation to education, business and industry. MEMBERSHIPS: Member, American Psychological Association Board Member, African American Cultural Institute Board Member, Eisenhower World Affairs Institute Board Member, Economic Resources Corporation PUBLICATIONS: \"Managing Trial Stress,\" in Jonathan M. Purver, Douglas R. Young, and James J. Davis HI, Trial Handbook For California Lawvers. Bancroft-Whimey Co., 1987. \"Understanding Choice: Gateway to Sound Mental Health,\" Journal of Mental Health Administration. Vol.9. No.l. 1978. \"Social Welfare in Black America,\" in Cox, et al, eds. Introduction to Black America:A Cultural Perspective, Southern Illinois University Press, 1974. AWARDS: Spingam Medal, 1957 Annual award presented by NAACP to that person or persons making outstanding contributions to the area of human rights. Robert S. Abbott Memorial Award, 1958 Annual award presented to those who do most to extend the frontiers of democracy. Outstanding Teacher of the Year, College of Human Resources Southern Illinois University, 1974. NAACP Legal Defense and Education Fund, Inc. Award, 1982Attachment 1 VITAE TERRENCE J. ROBERTS, Ph.D. Clinical Psychology RECEIVED EDUCATION: APR 19 2000 OFrlCEOF desegregation MOHITORIHS Ph.D. MSW BA - Southern Illinois University, 1976, Psychology - University of California, Los Angeles, 1970 - California State University, Los Angeles, 1967 LICENSING AND CERTIFICATION: California State Licensed Psychologist, Lie. #PSY8892 California State Licensed Social Worker, Lie. #5600 EXPERIENCE: Chief executive officer for Terrence J. Roberts \u0026amp; Associates, a management consultation firm active in California since 1975. A dynamic group with a wide range of skills and professional abilities. Workshops and Seminars in the areas of: Stress Management Effective Communication Managing Human Relationships Employment Transition Team Building Management Skills Managing Racial and Ethnic Diversity Self Growth and Development Conflict Resolution Developing Multicultural Awareness Employee Evaluation Staff DevelopmentHERSCHEL H. FRIDAY (1922-1994) WILLIAM H. SUTTON. P A BYRON M. EtSEMAN. JR.. P.A. JOE D. BELL. P.A. JAMBS A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. OSCAR E. DAVIS, JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III. P.A. LARRY W. BURKS. P.A. A WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL HI. P.A, DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. BARRY E. COPLIN. P.A. RICHARD D. TAYLOR. P.A. JOSEPH B. HURST. JR,. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN III. P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A SCOTT J. LANCASTER. P.A. M. GAYLE CORLEY. P.A. ROBERT 8. BEACH. JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. HARRY A. LIGHT. P.A. FRIDAY, ELDREDGE \u0026amp; CLARK A LIMITED LIABILITY PARTNERSHIP ATTORNEYS AT LAW 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX NO. 501-376-2147 April 18, APR 15 IlTiCi\nOf DESEfiRBii'CNMOMING SCOTT H. TUCKER. P.A. GUY ALTON WAOE. P.A. PRICE C. GARDNER, P.A. TONIA P. JONES. P.A. DAVID D. WILSON. P.A. JEFFREY H. MOORE. P.A. DAVID M. GRAF. P.A. CARLA GUNNELS SPAINHOUR. P.A. JOHN C. FENDLEY. JR.. P.A. JONANN CONIGLIO FLEISCHAUER. P.A. R. CHRISTOPHER LAWSON. P.A. GREGORY D. TAYLOR. 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 CLIFFORD W. PLUNKETT DANIEL L. HERRINGTON K. COLEMAN WESTBROOK, JR. ALLISON J. CORNWELL ELLEN M. OWENS HELENE N. RAYOER JASON 8. HENDREN BRUCE B. TIDWELL CHRIS A. AVERITT KELLY MURPHY MCQUEEN JOSEPH P. MCKAY ALEXANDRA A. IFRAH JAY T. TAYLOR MARTIN A. KASTEN ROBERT T. SMITH OF COUNSEL WILLIAM J. SMITH B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR. H.T. LARZELERE. P.A. JOHN C. ECHOLS. P.A. WRITER'S DIRECT NO ItelVED (501)370-3323 Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 425 West Capitol, Suite 3400 Little Rock, AR 72201-3472 Ms. Ann Brown - Hand Delivered Desegration Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, AR 72222 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 RE: LRSD vs. Pulaski County Special School District No. 1, et. al.\nMrs. Lorene Joshua, et. al.\nKatherine Knight, et. al. USDC. Eastern District. Western Division No. LR-C-82-866 ______________ Dear Ms. Brown \u0026amp; Gentlemen: Enclosed please find a Motion to Substitute a Complete Copy of LRSDs Interim Compliance Report which we are filing today. As indicated in the motion, attachments 1 - 4 of LRSDs interim compliance report were inadvertently omitted during the printing process. We are enclosing attachments 1-4 which you can insert in the original copy of the report served on you. F '\u0026gt;HOME\\FENDLEY\\LRSD\\pcssd-brown et al h.wpd Office oi Desegregation Monitoring RLE COPYMs. Brown \u0026amp; Gentlemen April 18,2000 Page 2 If you would rather receive a second and complete copy of the report, please do not hesitate to call, and we will try to provide one. Sincerely, John C. Fendley, Jr. JCF/bgb enclosure(s) FAHOMPJrENDLEYXLRSDVpcssd-brown et ai h.wpdftpR 18 MS) IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION TO SUBSTITUTE A COMPLETE COPY OF LRSD'S INTERIM COMPLIANCE REPORT The Little Rock School District (LRSD) for its Motion to Substitute A Complete Copy of LRSD's Interim Compliance Report states: 1. On March 15, 2000, LRSD filed its Interim Compliance Report outlining the programs, policies and procedures implemented in accordance with LRSD's Revised Desegregation and Education Plan. 2 . Since that time, it has come to LRSD's attention that attachments 1 through 4 of the Interim Compliance Report were inadvertently omitted from the report during printing. 3 . A complete copy of the report, including attachments 1 through 4, are attached to this Motion. LRSD respectfully requests that this report be substituted for the one filed March 15, 2000. WHEREFORE, LRSD prays that the complete copy of LRSD's Interim Compliance Report attached hereto be substituted for the one filed March 15, 2000.Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 BY: 2182) 2 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on this 18th day of April, 2000. Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, AR 72222 Ms. Ann Brown HAND DELIVERED Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 3 EASTl U.S. i-snr icr lie Melissa Guldin Associate Monitor Norman Marshall Associate Monitor Horace Smith Associate Monitor Report on the Little Rock School Districts JAMES Preparations for Implementation of its Revised Desegregation and Education Plan August 11, 1999 Office of Desegregation Monitoring U.S. District Court Little Rock, Arkansas Ann S. Brown Federal Monitor ALi'd -I J COi.-RT 1393 -K CSEHK if Gene Jones Associate Monitor Margie Powell Associate Monitor Polly Ranier Office ManagerOffice 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: October?, 1999 To: Dr. Bonnie Lesley Dr. Kathy Lease Dr. Ed Williams From: N.W. Skip Marshall Subject: Draft Report on Achievement Disparity Between the Races in the LRSD Enclosed is a preliminary draft of the introduction, background, and findings sections of our report An tho n An, AX f ___ .1 * , on the achievement disparity between the races in the LRSD for 1991-1992 throuah 1998-1999. The copy we are providing is a draft and wiU be edited further for format and syntax, but the factual information is complete. Please read the report carefully, checking for accuracy. If you beheve any item is inaccurate or if some areas need clarification, please summarize your comments in writing by no later than 4:00 p.m. on Friday, October 8, 1999. Feel free to make your comments in the margins of the report, or you mav write them in a memo An ODM staff member wiU come by your office by 4:00 p.m. on Friday to pick up the draft and your written comments. If you do not furnish ODM with your written comments, your input wiil not be considered for our final report. I will contact you early next week to discuss of course, call our office earlier if you have any questions. any comments youve made. You may. Because this Is a draft, we ask you not to make copies of it or distribute it to others. ^er the review process is completed, the full report, including a summary and conclusions, will be filed with the Court. We will send you a copy of that complete report. We appreciate the cooperation of the Planning/Research \u0026amp; Evaluation staff, especiaUy that of Irma TmiAi* J._:__xl______,__ . r J Truett, during the monitoring process. Thank you for taking the time to review the attached draft.October 11,1999 Planning, Research, \u0026amp; Evaluation Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 ?ISCaVED OCT 11 iS99 Mr. N. W. Marshall, Associate Monitor Office of Desegregation Monitoring 201 E. Markham Heritage West Building, Ste 510 Little Rock, AR 72201 OfRCEOf desegregation MOHITS Dear Mr. Marshall: It is our After careful review of the Office of Desegregation Monitoring report on Achievement there is one major concern that needs to be addressed. The statistical measure used in the report is the Normal Curve Equivalent (NCE). It is our onderstanding that both Dr. Doug Reeves, Arkansas Department of Education consultant, and Dr. Steve Ross, one or our Revised Desegregation and Education Plan X^nn !!:? measure the progress that our district is making in th^ Z!? ?^P- According to Dr. Ross, the consultants are meeting to discuss the use of multiple indicators to measure the progress of our district in decreasing the disparity between the races. consultants, In a recent conversation with Dr. Ross, he expressed grave concern about using NCEs for e purpose of measuring progress toward closing the achievement gap. He stated that the k tn^feii disadvantaged students are, the more likely the district H on norm-referenced tests. Since these tests are designed to insure Seaccurately reflect the growth of individual students. reasons that the Little Rock School District redesigned its testing program was to aX individual student regardless of gender, ethnicity, or afnw  th^ coHimitment, a criterion-referenced test was selected that will whTrpT'^'rH of rsetsupdeencttsto n trhme arettqeurired where they started on the learning continuum. Growth scores also allow us to develop students who are not growing at the expected rate. For many of must be certain that our curriculum and instruction mnnitnr faster than the national average. The only way that we can truly monitor this rate of learning is by using scaled scores, which measure growth. 2 I am confident that once our assessment experts, Dr. Reeves and Dr. Ross, complete their work on multiple criteria for measuring achievement, we will be able to have a much clearer picture of the true achievement of students in our district. In the interim, I encourage you to not rely solely on NCEs as a measure of the districts ability to close the achievement gap between the races. The use of scaled scores more accurately reflects the growth of our students. The following information is contained in the Raw to Scaled Score Conversion Tables of the Middle Level Benchmark ExaminationGrade 8 February 1999 Administration (p. 1): Scaled scores are used as a common comparison across different forms of a test, providing a useful measurement tool for various assessment programs. Scaled scores are used in numerous national testing programs. Perhaps the most widely known use of scaled scores is with the ACT and SAT examinations, which are typically part of the admissions process for colleges and universities. Scaled scores are also routinely used within many other statewide testing programs, providing the basis for long-term, meaningful comparisons of students results. According to the Stanford Achievement Test Series Technical Data Report (p 32) Scaled Farol ocnoriQlhi .iinkU X____ _ I. vr- scores [are] especially suitable for comparing results when different forms have been administered and for studying change in performance over  In a letter written on March 30, 1998, to Mr. Frank Anthony, ADE, from Thomas Manager of Applied Research at Harcourt Brace, Dr. Brooks stated: E. Brooks, The advantage that Scaled Scores would have over NCEs is that they offer finer distinctions among students whose percentile ranks are at the extreme end of the score range, i.e. either 1 or 99. If we were reporting data for a group that inr I iHoH amor .i ____i________x . _ . ... . included larger than usual numbers of students with very low achievement levels Scaled Scores could make finer distinctions and allow us to measure gams for students who score in the 1 percentile. Scaled Scores then only appropriate, but may also be a preferred measure for reporting dis-^*^^ aggregated scores for African-American and White students. In my opinion tho\\/ a cn oro ...uu i_________ r* they also are consistent with the language of the desegregation decree under whirn vni i oro  which you are operating. With the input from all of our experts, I would ask that ODM measure used to report our test results to the Court. Sincerely, reconsider the statistical Katherine R. Lease, Ed. D. Assistant Superintendent Cc: Dr. Les Gamine, Superintendent Dr. Bonnie Lesley, Associate SuperintendentGrade Race Black 02 White Percent* Black 03 White Percent* Black 04 White Percent* Black 05 White Percent* Black 06 White Percent* # Tested 1231 550 1143 507 1040 511 994 537 964 483 jS  Penenl is defined as biack student Little Rock School District 1997-98 Stanford Achievement Test Scaled Score, Percentile, Normal Courve Equivalent Comparisons for Total Reading, Total Math, Language Total Reading Scaled Score 531.9 571.3 93.1% 565.9 609.9 92.8% 593.7 637.6 93.1% 621.3 671.7 92.5% 636.6 676.2 94.1% Total Math Percentile Rank 32 60 53.3% 27 63 42.9% 20 57 35.1% 24 70 34.3% 27 66 40.9% Normal Curve 40.1 55.2 72.6% 37.1 56.9 65.2% 32.5 53.8 60.4% 35.5 61.3 57.9% 37.2 58.9 63.2% scones expressed as a percent of white student scores. # Tested 1263 560 1227 524 1068 514 O5S 1022 544 980 485 Scaled Score 518.3 545.9 94.9% 552.1 587.6 94.0% 595.1 634.5 93.8% 612.8 652.4 93.9% 630.3 665.1 94.8% Percentile Rank 25 53 47.2% 23 57 40.4% 30 66 45.5% 25 64 39.1% 32 67 47.8% Normal Curve 35.8 51.8 69.1% 34.2 53.5 63.9% 39.3 58.9 66.7% 35.6 57.6 61.8% 40.4 59.2 68.2% It.. # Tested 1250 556 RECBWD OCT 1 i i ,9 OFFIGLu, Scaled Score 551.1 583.6 1220 521 .L,. 1067 513 1018 543 980 485 94.4% 574.8 609.3 94.3% 601.0 617.5 97.3% 620.4 652.3 95.1% 629.4 656.1 95.9% Percentile Rank 31 63 49.2% 26 62 41.9% 37 51 72.5% 34 65 52.3% 37 62 59.7% Normal Curve 39.8 56.8 70.1% 36.2 56.7 63.8% 42.8 50.7 84.4% 41.4 57.9 71.5% 42.9 56.7 75.7%Grade Race # Tested 07 08 09 10 11 Black White Percent* Black White Percent* Black White Percent* Black White Percent* Black White Percent* 1074 447 1071 445 1065 445 1125 478 4\n. 932 463  Percent is defined as btack student Little Rock School District 1997-98 Stanford Achievement Test Scaled Score, Percenlile, Normal Courve Equivalent Comparisons for Total Reading, Total Math, Language Total Reading Scaled Score 647.3 690.2 93.8% 659.5 702.4 93.9% 675.1 713.5 94.6% 677.6 713.7 94.9% 692.2 727.3 95.1% Total Math Percentile Rank 25 68 36.8% 24 66 36.4% 31 70 44.3% 26 61 42.6% 33 71 46.5% Normal Curve 36.0 60.1 59.9% 35.4 58.5 60.5% 39.6 60.8 65.1% 36.3 56.2 64.6% 40.9 61.5 66.5% scores expressed as a percent of white student scores. # Tested Scaled Score Percenlile Rank Normal Curve ft Tested 1089 642.2 29 38.5 1077 450 1081 448 1072 444 1144 475 934 468 684.4 93.8% 646.2 686.4 94.1% 656.3 693.6 94.6% 656.8 690.9 95.1% 668.6 702.0 95.2% 71 61.9 448 40.8% 26 65 40.0% 28 66 42.4% 28 62 45.2% 35 69 50.7% 62.2% 36.7 58.2 63.1% 37.6 58.5 64.3% 37.6 56.3 66.8% 42.2 60.6 69.6% 1077 447\n5e. 1070 447 1143 475 i!\n940 472 Language/English Scaled Score 635.4 667.1 95.2% 646.1 676.3 95.5% 654.8 689.2 95.0% 681.9 710.3 96.0% 697.3 716.2 97.4% Percenlile Rank 31 63 49.2% 34 62 54.8% 37 67 55.2% 34 61 55.7% 42 61 68.9% Normal Curve 39.4 57.2 68.9% 41.2 56.7 121^^ 43.0 59.5 72.3% 41.1 55.8 73.7% 45.6 55.7 81.9%10 Black White Percent* 1067 467 677.0 717.0 94.4% 25 65 38.5% 35.8 58.1 61.6% 1066 468 677.0 704.0 96.2% 33 65 50.8% 40.9 57.9 70.6% 1066 471 657.0 697.0 94.3% 28 67 41.8% 37.7 59.4 63.5% * Percent is defined as black student scores expressed as a percent of white student scores. iSlUUUiSffiBSS Office of Desegregation Monitoring United Slates District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: October 15, 1999 To: From: Re: Bonnie Lesley Ann Brown Review of ODM Drafts I couldnt miss your frustration in our giving you little time to go over the draft of our report findings, most recently Skip s report on achievement. I know that your schedule is always full and can understand your consternation about another to do beina dropped on you. Let me explain the reasons behind our procedure and why it may not be as user-unfriendly as it seems. Since we first started producing reports, its been our practice to ask the individuals who gave us information for each report to review our findings for errors, misunderstandings, omissions, etc. W e know we re not perfect and appreciate help in producing documents that possible. are as accurate as But we learned that if we didn't attach a very limited time to this review process, the findings didn't get a timely examination and return. Without a tight deadline, folks just didnt get a round tuit.  Also, we learned not to set a date certain by which we promised delivery of the findings. First, we couldnt be precise about our own crowded schedules, which were constantly being modified by unexpected events. Secondly, we found that even if we tried to let the reviewers know in advance that the findings were on the way, that didnt seem to help, as their schedules were as crowded as ours and also subject to the same type of unforeseen events. In addition. felt a shorter lead time would promote the focused individual review that we desire, while 1, we deflecting any inclination toward orchestrating a mass reaction to the findings Now here s the part that may give you some consolation in the future: to compensate for the short lead time, we always allow more review time for anyone who asks for it. Which is what Kathy Lease did with our achievement report, and we were happy to comply with her request. We don t offer an extension of weeks, but were comfortable with a few days more. All one has lO do is ask. And of course, we 11 always provide adequate time for any discussion thats needed as part of the findings review process. 1 hope this explanation provides both some relief and reassurance. If youd like to talk it please give me a call. over,Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 October 22, 1999 Katherine R. Lease LRSD Instructional Resource Center 3001 So. Pulaski Street Little Rock, AR 72206 Dear Dr. Lease: Thank you for the time you devoted to reviewing the draft findings of our monitoring report on the LRSD achievement disparity between the races. We especially appreciate your written comments. As we understand your response, your position is that using scaled scores, rather than NCEs, is a more appropriate method to measure the achievement growth of individual students. While scaled scores may be valid for the use you define, our report is not intended to measure the growth in the achievement levels of individual students\nrather, it is intended to measure the proportional differences between the achievement levels of groups of black students as compared to white students over time. Our current report conforms to the practice and precedent of basing our findings on Normal Curve Equivalents that we established in our first report on achievement disparity in the three county districts, which was published in June 1995, as well as in our second report on achievement disparity, which was on the Pulaski County Special School District, published in October 1998. For us to use other than NCEs in the upcoming report would be inconsistent with our established precedent. However, based reference to the position you have taken. on your comments, we did include within our report a Again, we appreciate your assistance and thank you for your efforts. Sincerely yours. N.W. Marshall Associate Monitor cc: Dr. Les Camine Dr. Bonnie Lesley II ACHIEVEMENT DISPARITY BETWEEN THE RACES IN THE LITTLE ROCK SCHOOL DISTRICT OCT 2 6 1999 I October 26, 1999 JAMES W. McCORMACK, CLERK By:__________________ DEPTTERR Ann S. Brown Federal Monitor Office of Desegregation Monitoring United States District Court Little Rock, Arkansas Norman W. Marshall Associate Monitor Polly Ramer Office Manager I i 1fa. '^1 lai 'S'' An Individual Approach to a World of Knowledge February 21, 2000 Ms. Ann Brown ODM 201 E. Markham, Ste. 510 Little Rock, AR 72201 rECBVED MM 1S) OHSESf____ Dear Ann: l am sending to you a bundle of recent LRSD publications that 1 know youll be interested in. Also, I hope youll share them with your staff. K-8 Refrigerator Curriculum (Grade-Level and Course Benchmarks for Parents) Middle School Curriculum Catalog Middle School Student/Parent Guide High School Curriculum Catalog High School Student/Parent Guide to Course Selection and Graduation Requirements Please call if you have questions or feedback for improvement. Sincerely, Bonnie A. Lesley, Ed.D /rem Cc\nJunious Babbs Brady Gad berry 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032/'/'i-oc Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 April 13, 2000 Dr. Bonnie A. Lesley Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Bonnie: This note is to let you know that we received your Februaiy 21, 2000 letter and attachments (various LRSD curriculum guides and catalogs) on March 10, 2000. We thank you very much for sharing the documents and inviting our feedback. Well be glad to look them over. As you know, I was involved in a car accident on March 7. I returned to work for the first time yesterday, so please forgive me for just now acknowledging your correspondence. I havent found the bottom of my desk yet and am slowing working my way through the accumulated piles. Please give me a call when you can and lets schedule some time to spend together catching up Sincerely yours, Ann S. Brown I' icj at- Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: April 25, 2000 To: Bonnie Lesley From: Ann Bro\nRe: Feedback on LRSD Curriculum Documents I took you at your word when you invited our feedback on the various curriculum documents you kindly sent us last month. I asked my staff to look them over, and their responses are attached Their comnients ^e unvarnished and strictly FYI, so take them ofc, but please accept them in the spirit of collegiality in which we offer them. Listed below are the questions I asked the staff to use as their guide in reviewing the documents. By the way, weve have gotten several calls from frustrated parents wanting to know, Whats a  ----------------LU IVIUJW VV ildU  d Evidently that undefined phrase appears in a recent district publication on behalf of the millage, and perhaps elsewhere on parent-directed documents. We tell them a refrigerator cumculum enables them to leam how to fix their refrigerator, or in the alternative we say It s a cumculum their refrigerator can study in order to become a smart refiigerator. No, we dont! (Just kidding.) Actually, we have to tell them the truth: In-house education-speak is one of lifes continuing mysteries, and none of us at ODM know what a refiigerator curriculum is either. Another point of bewilderment has knows, maybe teachers too) are come to our attention. Many parents and students (and who very confused about the difference between standards and benchmarks. We think we know how to define those words, but maybe the district needs to take care to ditterenuate between the two terms and to widely broadcast definitions that will enable to work from the same understanding. everyone Review Questions 1. For which audience is the publication intended? 2. What is the stated purpose of the publication? 3. List the documents strengths in relation to its purpose. 4. List the documents weaknesses in relation to its purpose. 5. Overall, how well do you think the publication fulfills its purpose? Why? 6. What suggestions do you have for improving the publication so that it can better fulfill its purpose 7. Additional comments.Comments regarding LRSDs High School Student and Parent Guide to Course Selection and Graduation Requirements, 2000-2001 1. For which audience is the publication intended? The guide is directed at high school students and their parents. Though the document does not explicitly say so, it would be useful also to middle school students as they decide whether or not to take high school courses as 8* graders. For example, students who wish to take calculus in high school must take algebra I in grade 8 as explained in the guide. 2. What is the stated purpose of publication? A convoluted sentence on page 2 in a section captioned Where do I start? says the guide is intended to assist students and parents by providing information that will help them to plan next years courses, meet graduation requirements, and to know college admission requirements. 3. List the documents strengths in relation to its purpose. It is complete. Few details regarding student placement have been omitted. 4. List the documents weaknesses in relation to its purpose. The guide is not clear enough for its intended audience because the language is garbled and the layout is inconsistent. For example, the table of contents lists Purpose for Guide and indicates it is on page 1. No heading on page 1 says Purpose. Instead there is a two-paragraph section titled Where do I start? in which the first paragraph extols the quality of LRSD. The second paragraph contains three items, not parallel, in what could be called a statement of purpose. Language used in the curriculum discussions is often vague. For example, the Unconditional Admission section on page 2 does not state a requirement and then list the courses by number and title which could fulfill it. Instead, for example, the natural science admission requirement section says, Three units, with laboratories, chosen from Physical Science, Biology, Chemistry, or physics. Only one unit may come from a life science. Few students could complete the course selection sheet accurately from this information, and the guide is full of examples similar to this. Frequently, supplemental information is included with course requirement listings and is introduced by a question. Page five has the question, What may I take to satisfy the technology requirement? The first paragraph following explains that the keyboarding class will not count. The second paragraph explains that students can test out of keyboarding, and the third explains something else. Nowhere, in this section, is the question answered clearly.a The document is spnnkled with items enclosed in boxes but the boxes do not signify single and consistent purpose. Some enclose quotes while others enclose significant information in thumbnail fashion, but the reader cannot tell the difference without close reading. The layout should help the reader focus on the key elements quickly. 5. Overall, how well do you think the publication fulfills its purpose^ Why? because of the weaknesses described in section 4 above. As it is rewritten and republished the mistakes will be taken care of. 6. Suggestions! Clean up the language with clear declarative sentences that avoid ambiguity. Courses should be identified by name and number. The layout should help readers find information quickly and easily by using symbols consistently for information types. For example, if J  J- .\nLjyvo. i UI cAaniuic, 11 bold type indicates a particular meaning in one place, it should do the same in every place. Rhetorical questions used to draw attention to certain types of information should be answered directly and in sensible fashion. '5 7. Additional comments The guide is a useful publication that meets an important need. LRSD should be commended for the effort. J I IComments Regarding LRSDs High School Curriculum Catalog 1. For which audience is the publication intended' Apparently, the catalog is intended for staff use in assisting students with course selection. Some directives are clearly intended for staff, but students could use the catalog with little assistance fi-om staff members. 2. What is the stated purpose of the publication? The purpose is not explicitly stated, but its title, Curriculum Catalog, probably makes a statement of purpose unnecessary. 3. List the documents strengths in relation to its purpose. The catalog is detailed. It includes information for every circumstance imaginable from specialty courses in unique schools to correspondence courses available for dual credit, high school credit, or college credit. The only observable omissions are the regulations for administration. These omissions are explained in a foreword. 4. List the documents weaknesses in relation to its purpose. Other than the occasional typographical error or missed heading (Board Policy), the catalog appears to be accurate and to offer everything needed for general student assignment. It does not include special education student assignment procedures, but they probably should not be contained in this catalog. 5. Overall, how well do you think the publication fulfills its purpose? Why? The Curriculum Catalog fulfills its purpose completely. Except for the omission explained in the foreword, it contains everything the school staffs need for student placement. 6. Suggestions! The format could be spiffed up with illustrations or humor. 7. Comments! LRSD s instructional department is making good progress in formalizing its curriculum. The ill-defined courses and arbitrary student placements seem to be disappearing.LRSD 6'**, 7'^, 8\", Grade Standards, Benchmarks Audience: Parents or Guardians Purpose: To help parents or guardians to monitor student progress in learning and to help reinforce at home what the students are leamina at school. Strengths: Various guides are color coded. For parents with more than one child, this makes it easier to differentiate the guides. The general layout of the document makes it easy to use and attractive without being overly simplistic or juvenile. The explanatory cover memo from Bonnie is detailed enough to clearly state the purpose of the document, but also avoids excessive details which might lose the attention of the reader. For the most part, the benchmarks within subject areas are brief and relatively self-explanatory to even the reader with a very basic level of knowledge in various curriculum areas. Weaknesses: I may be confused, but where are the standards? Somewhere, the documents need to differentiate standards and benchmarks. Some benchmarks are not clearly expressed. In some cases, I got the impression that some benchmarks were condensed in order to keep the documents brief. However, condensing seems to have made some statements confusing or tremendously vague. Fulfills Purpose: Generally, these documents fulfill the purpose of being simple and informative. It is quite a task to write an informative document that will inform a broad spectrum of individuals without being either insultingly simplistic or confusingly pedantic. I feel that the writers avoided the extremes in most cases. Suggestions: Define and give examples of standards. Parenthetical examples would have helped clarify some of the benchmarks. Are the curriculum documents printed in any other language other than English? IA Parent and Student Guide to Learning in Middle School LRSD 2000-2001 Audience: Purpose: Middle school students and their parents To explain the progression of required and elective middle school courses. Strengths: The guide is less formally formatted than the curriculum answer arrangement should make the guide more user-friendly. catalog. The question and Weaknesses: The pages arent numbered! It seems that if you were discussing the content with a teacher or counselor, you would have difficulty with references. as it should be The guide should have followed the format consistently rather than varying off into sp^ific course desmptions. The more specific descriptions might have been more appropriate as a reference to the rear of the document. Also, the questions arent answered directly. Often, the real answer questions aren t comes only after a lengthy explanation. The document places the notice to non-English speaking parents at the end - and T? r ri T  .  UiUC in English. In addition, the notice only offers oral translation than a written version. as an option rather The guide deals less with the middle school it should. concept and environment than I thought Fulfills Purpose: The guide does fulfill the requirements. Im not so purpose of clearly describing course offerings and sure It IS students to make practical use of it. user-friendly enough for many parents and Suggestions: Although the guide does not claim to do so, I would still like to explanation of the benefits of middle school. see more of an The guide does give a description of interdisciplinary teaming, but it seems that the district should explain those explanations near the beginning of the guide rather than more and place near the end. Additionally, the guide should follow were visiting a school counselor and discussing the school. a conversational format fully as if the reader scheduling options. course requirements, and A minor visual suggestion - on the front cover, separate the title A Parem and Sludem Omde ta Learning in Middle School from LRSD with a space.Middle School (Grades 6-8) Curriculum Guide 2000-2001 Audience: LRSD staff I assume. However, I think I did school parent. receive a copy of this as a middle Purpose: A reference guide to the middle school mission, policies, structure, and curriculum. Strengths: One-stop shoppmg. This document includes all relevant info fairly quick reference. on middle schools for Weaknesses: Minor point, but why are the page number positions alternated? At first fnP hnnUjaf n/no __i___j  the booklet was only numbered on every other page. I thought Fulfills Purpose: ntembers-and possibly parents who know exactly th^p?^ imfonnation they are seeking or choose to use this as a supplement to the Parent and Student Guide to Learning in the Middle School.I Language Arts READING  Practice reading individually and in groups.  Recognize and determine main idea and details in reading selections.  Identify different purposes of reading and writing.  identify styles of authors.  Follow written directions.  Recognize difference between fact and opinion.  Use word-attack skills to read accurately and to understand information.  Determine word meaning from clues in reading material.  Use information from previously learned information to evaluate new information.  Use headings, italics, footnotes, and other printed features to sort and organize information.\" cxrJi  Identify and compare elements of reading such as setting and characterization.  Select reading materials representing a variety of cultures.  Read orally with expression and ease.  Increase vocabulary from reading.  Use reference aids such as a dictionary, thesaurus, and computer.  Select reading materials appropriate for reading for pleasure, finding information, and for use to helo in writing.  Use predicting, putting events in order, and skimming to increase understanding of reading material.  Use examples to support opinions and conclusions about reading material.  Use computers and library skills to find information.  Read graphs, tables, maps, and diagrams. WRITING  Write in personal journals for specific periods of time.  Write about real world, personal, and classroom experiences, a Writo hnmria+o _i__i?__  Write in complete sentences using vaned patterns^including simple, complex, and compound.  Use prewriting and beginning activities.  Explain through writing what is learned in all subjects by use of outlines, categorizing and writinq directions.  Create a first draft with paragraphs containing a topic sentence, supporting details and logical organization.  Use appropriate skills in mechanics, spelling, and usage in writing. * and ^PP'^^P^^te resources to correct spelling, grammar, punctuation,  Use computer and human resources to collect and organize information for writing.  Edit and correct error?? with .^noll Pha/'U onH i.________________ errors Spell Check and Grammar Check on computers.PHYSICAL SCIENCE  Investigate the effects of magnets on each other.  Know that the Earth is a magnet.  Understand the operation of a compass. .1  Use a coil of wire and an electric current to produce magnetism  Build a simple motor. : from using a coll of wire and a magnet List the matenals from which paper is made.  Describe properties of paper and how they relate to its use.  Make paper using the steps in papermaking.  Identify paper as a major renewable resource, nc4  Describe the steps in designing different types of paper. *  \"  V1 ni prcc^ucA,  P\u0026gt;--pc r , - LIFE SCIENCE  Describe the basic needs of plants.  Identify the things that affect plant growth.  Describe how plants reproduce.  Describe how light and gravity affect the growth of a plant  Plant and care for plants. . Confrol the environment and conditions when the seeds are planted and the plants are growing  Observe, measure, describe, and record changes in plant growth. EARTH SCIENCE  Understand that time can be measured using the natural cycles of the sun and moon.  Descnbe how shadows from the sun a day. can be used to measure and predict the passage of time during  Descnbe how the phases of the moon can be used to predict the passage of time during  I JnnarQTanri ____________ , . . 3 Understand that mechanical clocks can be constructed and used to time consistently. a month. measure specific intervals of Social Studies CITIZENSHIP  Describe political patterns in ancient civilizations.  Describe the development of Greek and Roman democracies.  Explain Greek and Roman citizenship and its significance. INTERDEPENDENCE  Explain the interdependence of ancient people with their environment  Locate and describe ancient and early civilizations in Africa and Asia.  Locate and describe life in ancient and early America.  Analyze the impact of trade in ancient/early civilizations.  Locate and describe the way of life in early Europe such as Greece, Rome and Russia  Analyze the structure of feudalism.  Explore current event issues in lands of ancient and early civilizations. * dvi^zati^'^^ rnethods and processes to explore the interdependence of people of ancient and early CONTINUITY AND CHANGE 4-.T  Explain hew the development of agriculture impaa^ andent and early people. Use various methods and processes to explore and explain changes in andent and eariv civilizations.  Describe the impact of the rise and fall of ancient and early civilizations such as Egypt Rome and Meso America.  Evaluate the impact of change over time.  Investigate how political events have affected the way people live, such as their literature and language. cJTetkCL ICULTURAL PERSPECTIVES iI . SmnTrP /nH r PP' transmitted their cultures Cornpare and contrast vanous and diverse cultures of ancient and early people tocation, place, region, and how they interacted with each other and their e Compare and contrast the ways ancient and early people met their basic ssociate ancient and early group leaders with places of origin and belie Uescnbe contributions of ancient and early groups and individual: environment with respect to needs.  Describe the roie of the church in early Europe. Msociety.\noixc cujTeri-V 5500 Read literature about people/events of ancient and early civiiizations. SCARCITY AND CHOICE  Describe and analyze the economic patterns of early people.  Analyze how ancient and early societies dealt with scarcity.  Relate factors associated with economic development, such resources. as technology, population growth, and COOPERATION AND CONFLICT  fnd Christians, and Christians aniong ancient and early groups 4 o Z Q 2 J \"512 7b \"T-* 37l5 lOlluzj Language Arts READING  Practice reading individually and in groups.  Gain information from reading.  Put material read into own words. Draw conclusions and make inferences in regard to reading material.  IIddeennttiiffyy ddiiffffAerre^nntt pniu irrnpro\u0026gt;scQesc of reading and writing.  Identify styles of authors.  Use logic to follow directions.  Use word-attack skills to read accurately and to understand information  Determine word meaning from clues in the reading material.  Use information from previously learned information to evaluate r i.  Use headings, italics, footnotes, and other printed features to sonrte awn dinformation. wLa -A ?  ,  reatures to sort and organize information. Identify and compare elements of reading such as setting and characterization.  Select reading materials representing a variety of cultures.  Read orally with expression and ease.  Increase vocabulary from reading.  Use reference aids such as a dictionary, thesaurus, and computer. wXg appropnate for reading for pleasure, finding information, and for use to help in  Use compare and contrast skills in reading.  Understand metaphor, simile, personification, and other figurative language techniques.  Use examples to support opinions and conclusions about reading material  RReeaadd garraapnhhss, ttaabhlleosc, mmaanpes, aannda daiiaagnrra-mm.s.. V \u0026amp; 10 I die'tion-ary 'lii II Social Studies CITIZENSHIP Descnbe the difference between democracy and other forms of world governments. ornpare and contrast the rights, privileges, and responsibilities of citizens in diverse political svstPm Analyze the characteristics of citizenship as it relates to different countries.  Identify and describe the qualities of citizenship needed to solve todays global problems and issues. INTERDEPENDENCE  and reference matenals to acquire, organize, analyze, andfnterpret geographic inrormation and issues. ____  Ampnr regions,(^^s and majordti1?i^ U.SJC'Canada Latin Amenca, Europe, Rj^ia, Southwest and East Asia, Africa, and Australia ~  Wentify continents by outlines and compare and contrast physical fe^res of continents.  Descnbe ways people and nations interact with each other and with ' Read, and a^lyze current event global issues and problems. the environment. CONTINUITY AND CHANGE  Describe and analyze the impact of human changes to the environment  an understanding of technological changes and the impacton how people  Re ate sn pvpnt m hic+no/ pn/-*!***! Relate an event in history with social change.  Use a variety of processes and appropriate methods and tools and change in the global society. live. to explore and understand continuity CULTURAL PERSPECTIVES  Describe the elements and factors that distinguish cultures.  Compare and contrast cultural features of regions.  Identify and describe the major cultural regions of the U.S.A. Canada Southwest and East Asia, Africa, and Australia. G_rec-s ? Latin America, Europe, Russia, Determ me ways that culture influences peoples perceptions of places and regions  Wentify and evaluate different viewpoints regarding the use of resources. famine the relationship between historical events and cultural development  Demonstrate  rocno/^+...IX._____ a respect for different cultural perspectives. C.c-r\\ tAO. zir coi'i'Vi\u0026lt;^ti ICOOPERATION AND CONFLICT Examine effects of prejudice and discrimination against racial, cultural, ethnic, and religious qrouos of the world.  Examine ways people attempt to combat world prejudice and discrimination.  Identify and explain reasons for conflict within and between regions and countries.  Give examples of global conflicts and cooperation.  Relate competition for resources to conflict and cooperation between regions and countries.  Draw conclusions about how regional differences or similarities may lead to cooperation and conflict. SCARCITY AND CHOICE  Explore how factors such as technology, population growth, and resources are related to economic development of nations.  Analyze the distribution of goods and resources among nations of the world.  Describe major industries and businesses in the United States.  Describe and compare the economic systems of the world.  Use various methods, tools, and resources to understand, explain, and analyze scarcity in the world. Arkansas Studies CITIZENSHIP  Identify and explain the purposes of Arkansas government.  Discuss and evaluate the concepts of good citizenship, and practice forms of civic participation.  Explain the historical and current-impact of American public policy on Arkansas racial, religious geographic, ethnic, economic, anttlinguistic diversiti^ ?  Know and understand the organization, function, and operation of local, county, and state governments, and examine methods of influencing policy in a democratic government.  Analyze the characteristics of effective leadership in Arkansas today and in the past  Analyze and compare opposing viewpoints in creating and effectively communicating solutions to public issues in Arkansas.  Describe and analyze the use, abuse, and limits of power and authority in Arkansas.  Demonstrate a sound knowledge of the geography of Arkansas as it relates to politics. SCARCITY AND CHOICE  Describe the various Arkansas institutions at local, state, and national levels that make up economic systems, such as households, business firms, banks, government agencies, labor unions, and corporations.  Examine existing data and research from various viewpoints showing how technology, population growth, resource use, and environmental quality are related to economic development within the state.  Describe the role that location, supply and demand, prices, incentives, and profits play in determining what is produced and distributed by Arkansas companies in a competitive market system.  Propose and evaluate alternative uses of environments and resources in Arkansas.  Analyze and explain how choices made with respect to scarcity in the past have profound influences on choices available today.COOPERATION AND CONFLICT 1 i  Demonstrate areas of inequity and discrimination based socioeconomic status in Arkansas. on race, sex, age, physical condition, and Examine the contnbution of the arts, literature, media, technology, and languages in fostering COODArafjnn anH in raneinn _______  a cooperation and causing conflict in Arkansas.  Analyze how disparities in power and economic status lead to conflict  Compare and contrast the causes and consequences of conflict within the world. state, the nation, and the  Identify, explore, and analyze conflict among individuals and groups as well as various methods used to resolve conflict.  Evaluate the role of technology in contributing to the creation and resolution of conflict in Arkansas. INTERDEPENDENCE  Analyze how decisions and events in Arkansas and the world affect each other. * interactions between the people of Arkansas and their environment  Relate the evidence of historical and cultural languages to the development of the state v -  Analyze and evaluate the history, causes, consequences, and possible solutions to presen?-dav issues and emerging global issues, such as health, security, resource distribution, economic development, and environmental quality.  Understand spatial relationships and locate places on Arkansas, U.S., and world maps.  Describe and evaluate the role of Arkansas in the global arena. CONTINUITY AND CHANGE  Investigate the processes and evaluate the impact of change over time in Arkansas. Explore and explain the changes in developments such as technology, transportation, agriculture and communications that affect Arkansas social and economic activity.  Investigate how political events, technological changes, and cultural diffusion have affected literature languages, and arts overtime in Arkansas.  Analyze continuity and change in concepts of individual rights (race, ethnic, and gender issues) and rp^nnncihilifiae ni/ar responsibilities overtime in the state. Explore, interpret, analyze, and evaluate various viewpoints within and across cultures related to events and issues. CULTURAL PERSPECTIVES  Examine information and developments in Arkansas and explain how they may be viewed differently bv people from diverse cultures.  Ariaiyze the historical perspectives that contribute to the development and transmission of Arkansas' cultures through language, literature, the arts, architecture, traditions, beliefs, and values.  Compare and contrast various cultures in Arkansas. Describe the ways family, religion, gender, ethnicity, socioeconomic status, and other qrouo -J-.. .^i____:_____________________ ... .. . S characteristics contribute to developing an appreciation of Arkansas heritage.  Identify and descnbe the various movements or periods of significant historical change within and across cultures.  Explore ways that Arkansas natural and built environments interact with culture.  Analyze and demonstrate the value of both cultural diversity and cohesion within and  Examine and explain belief systems underlying Arkansas traditions and laws. across groups.LIFE SCIENCE  Describe the major characteristics S' Classify animals using their characteristics.  Explain the differences between sexual and asexual reproductions.  ^pfein^h' ''\"h \" animal Explain how changes within animals help them  List the characteristics of plants. Describe the structure and function of egg-caterpiilar-butterfly and egg-tadpole-froq) survive on Earth (give specific examples). uie Siruciure and function of roots stems leav  Descnbe methods of reproduction in plants   Understand how plants m--a--k- e fWoWoMd UaInIMd oxygen through photosynthesis and  Classify plants based on their characteristics  Know how the ecology of the environment is organized such population\u0026gt;community\u0026gt;ecosystem\u0026gt;biosphere  Descrihp hni tho ._.k -x c____, use oxygen during respiration. as Describe how the amount of food, eat the , , I ------- III dll aicd UV Identify the different types of relationships between commensalism, parasitism).  Describe the process of color vision. PHYSICAL SCIENCE Understand time, distance, and displacement form  Distinguish between velocity and speed. Distinguish between velocity and acceleration.  Understand acceleration along curves.  Calculate the acceleration of a falling object.  DDsessncrriihboe projectile motion. Describe how a satellite is a projectile in free-fell.  Understand factors related to the  Describe the characteristics of organisms. plants and animals in an environment (such as mutualism. motion of a pendulum. waves.  eSh fee and longitudinal). Exp am the relationship between frequency, wavelength, and speed ii Explain constnjctive and destnjctive wave interference the basis for motion. in a wave.  1D1 eJs cribXe how sound waves are formed, transmitted, and received  Understand the Doppler Effect (such you). as how the sound changes as it comes towards Describe the waves caused by earthquakes.  dentifv hnix/ li/nhi you or goes away from Identify how light travels. Describe reflection and refraction of light Distinguish between physical and chemical Understand solutions and factors that affect Describe the properties of acid and base. Explain how a reaction between an acid and a base produces a salt. changes and properties, solubility. I I I Language Arts J READING  Practice reading individually and in groups.  Gain information from reading. Draw conclusions and make inferences in regard to reading material.  Judge, cntique, and defend opinions of reading selections.  Identify different purposes of reading and writing.  Identify styles of authors.  Identify kinds of literature and their purposes.  Follow written directions with increasing difficulty and complexitv  Use logic to follow directions.  Use word-attack skills to read accurately and to understand information  Determine word meaning from clues in the reading material. Use information from previously learned information to evaluate  Use headings, italics, footnotes, and other printed features to new information. -D'-  luuuiuBi. ano oinerpnnted features to sort and organize information  Identify and compare elements of reading such as setting and characterization.  oelect reading materials representing a variety of cultures.  Increase vocabulary from reading.  Use reference aids such as a dictionary, thesaurus, and computer hip h wning^ materials appropnate for reading for pleasure, finding information I, and for use to  Use compare and contrast skills in reading.  Use predicting, sequencing, and skimming to increase  Read graphs, tables, maps, and diagrams. understanding of reading. WRITING uOqI^I ill ICi ll?3i  l topics : beginning M. Create a first draft with a central idea and with details, and a closing sentence. paragraphs containing a topic sentence, supporting * onn organization and details concentrating on a central theme Use appropnate outlines and organizing methods to practice thinking and analyzing skills  Use appropnate skills in mechanics, spelling, and usage in writing  Vary sentence styles to include simple, complex, and compound  Proofread writing in peer groups and with teacher for information  Use a dictionary, thesaurus, and other resources to organization, and style. usage. correct spelling, grammar, punctuation, and . ProdX nSkh H ^atenals, and personal interviews to collect information oduce polished pieces of writing to be shared or published and collected in a writing portfolio  Express awareness of vaned cultures and universal issues in wnting. 1:  Relate elements, atoms, molecules, and compounds.  Explain the behavior of gases in terms of the particle theory of matter.  Find the relationships involving pressure, volume, and temperature of a gas.  Distinguish among metals, nonmetals, and metalloids.  List elements that are classified as metals, nonmetais, and metalloids and give their uses.  Recognize when chemical reactions have taken place.  Write word equations for reactions.  Describe how energy is involved in chemical reactions.  Classify energy resources as either renewable or nonrenewable.  Compare and contrast types of fossil fuels.  Describe the benefits and drawbacks of using different energy resources.  Describe the operation of a steam generator electric power plant. EARTH SCIENCE  Name conditions that define minerals.  List and describe identifying characteristics of minerals (such as hardness, color, streak, cleavage, and fracture).  Test minerals to identify them.  Descnbe the value of minerals.  Distinguish between a rock and a mineral.  Understand the rock cycle.  Identify rocks based on their characteristics. United States History Exploration to 1914 CITIZENSHIP  Explain the philosophy of government expressed in the Declaration of Independence.  Analyze foundations of the U.S. Constitution andiffssignificance.  Pynlain th a mainrHoKatac II____I____i2_--L Explain the major debates, compromises, and resolutions during the development of the Constitution.  Describe the development of the two-party system.  Outline the principles of federalism.  Compare and contrast powers in the U.S. Constitution given Congress, the President, the Supreme Court, and the states.  Explain the responsibility of a free press and give examples.  Practice the roles, rights, and responsibilities as participating citizens in a democracy.  Participate in a project designed to serve the community. 1r# r INTERDEPENDENCE f  aT' 3-n -'Oration associated wte, ,e grown, and  Interpret various timelines related to American/U.S. history. * documents and narratives of American/U.S. I.iou^.y uu lu  toentify, analyze, and interpret primary sources and historical and editorial  Summanze the Exploration and Colonization Periods . Describe the role of early ZC\" century U.S. in world and domestic affairs . Wentfy major events in American/U.S. history up to 1914 and evaluate the  Read, interpret, and analyze current events. history upto 1914. cartoons. causes, costs, and benefits. CONTINUITY AND CHANGE  Descnbe the impact of change on places and the movements of people and goods  UUnnddeerrSsttaanndri tthoep ttrraanncsffnorrmmtaattiiroinr, and r__e_s__p_o__n_s_e_. tor the Industrial Revolution.  Use various methods and tools to explore and understand changes in the nation over time. CULTURAL PERSPECTIVES ractors that influenced them.  Compare and contrast diverse cultures in American and U.S. history. Analyze the significance of the issue of slavery to society, politics, and economy  Outline the development and growth ofthe American education system. aSS* ntributions of diverse individuals and groups such as African Americans and women to Mrnsnc3n urs. COOPERATION AND CONFLICT  Analyze the causes and consequences of wars involving the U.S. to 1914.  Describe the critical developments during the Civil War and their impact  Outline the causes ofWorid War I. or Review of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: K ALTDENCE: parents PLT\u0026lt;POSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand an. educational standard. FLLFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under the geometry subsection, specify which geometric shapes In life science, specify which body parts In the citizenship subsection, define state symbol ADDITIONAL COMMENTS: This document, and all the others designed for grades 1-5, were distributed to parents in November 1999. I cant see what our feedback accomplishes at this late date. There is no mention of these guides being available in languages other than English. IReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: First ALTDEENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PL^RPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: In the writing section, substitute a term such as commonly used words for high frequency words ADDITIONAL COMMENTS: none IReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE\nSecond AUDIENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS\nIt is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WE.AKNESSES\nThere is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under the section on data, probability and statistics, define Venn diagram or use alternate language In earth and space science, place a list the steps of the water cycle in order, in parentheses Under citizenship, explain whetheridentify leaders means by such as president or proper name ADDITIONAL COMMENTS\nnone iReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: Third AUDIENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the district s curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand eveiy item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: In the language arts section, the phrase large core of high frequency words will not have much meaning to parents. It needs to be translated to laymens terms. In the writing section, it is not clear what express cultural diversity in writing means. Does this mean that students are to spontaneously include characters from a variety of cultures in their writing or does it mean that they can respond in writing to an assignment such as, Write five important facts about Kwanza. Under mathematics, two items are confusing. Realize that fractional parts must be equal means? I guess this is in reference to common denominators, but Im not sure. Also, the item that talks about becoming familiar with grouping fractions with numerators of one and the same denominators needs a parenthetical example in order to be understood. In the life science subsection, the five main kingdoms of living organisms should be listed. In the citizenship subsection, list the three branches ofthe U.S. government. IReview of LRSD Elementary Standards and Benchmarks Document for Parents GR.WE: Fourth AUDIENCE: Parents PURPOSE\nTo explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional lookina. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under earth and space science, the rock cycle needs further explanation. The subsection on number sense states that, division notation represents a variety of situations. It is not at all clear what this means. ADDITIONAL COMMENTS: noneReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE\nFifth AUDIENCE\nParents PURPOSE\nTo explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. * STRENGTHS\nIt is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the district s curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: The final item under the Social Studies subheading cultural perspective makes reference to demonstrating ways to interact with diverse cultures. Is demonstrate really the best verb' Wouldnt explain better describe the behavior expected of the child? ADDITIONAL COMMENTS: none ADDITIONAL COMMENTS\nnone i i\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_328","title":"Compliance hearing exhibits, 118","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":["1998/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","School board members","School boards","School management and organization"],"dcterms_title":["Compliance hearing exhibits, 118"],"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/328"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District Board minutes\nIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO, LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS SCHOOL BOARD MEETING MINUTESLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING July 9,1998 The Board of Directors of the Little Rock School District held a special meeting on Thursday, July 9,1998, at 5:00 p.m., immediately preceding the regularly scheduled agenda meeting, at 810 West Markham, Little Rock, Arkansas. Judy Magness, President, presided. MEMBERS PRESENT: Judy Magness Micheal Daugherty Katherine Mitchell Sue Strickland MEMBERS ABSENT: Larry Berkley John Riggs, IV ALSO PRESENT: Leslie V. Gamine, Superintendent Karen Ware, Teacher Ex-Officio Beverly Griffin, Recorder of Minutes 1. CALL TO ORDER Ms. Magness called the meeting to order at 5:09 p.m. Four members of the Board were present. Mr. Berkley and Mr. Riggs were absent. Karen Ware, teacher ex-officio representative to the Board from Franklin Incentive Elementary School, was also present. PURPOSE OF THE MEETING The special meeting was called for action on the following items: A. Policy - Second Reading: Campus Leadership B. Proposed Budget for Annual School Election C. Personnel Recommendations MINUTES - SPECIAL BOARD MEETING July 9, 1998 Page? A. Policy - Second Reading: Campus Leadership Board policy in support of the Campus Leadership initiative was approved on first reading at the June regular Board meeting. In order to facilitate implementation prior to the principals institute, the Board was asked to approve the policy on second reading. Dr. Daugherty moved to approve the policy on second reading. Dr. Mitchell seconded the motion and it carried 4-0. B. Proposed Budget for Annual School Election Mark Milhollen was present to respond to questions regarding the proposed budget for the annual school election. The budget and proposed tax levy must be approved by the Board and published in the newspaper not less than sixty (60) days prior to the annual school election according to Arkansas law. Dr. Mitchell moved to approve the proposed budget, Ms. Strickland seconded the motion, and it carried unanimously. At 5:15 p.m., Ms. Strickland moved that the Board convene an executive session for the purpose of discussing personnel issues. Dr. Mitchell seconded the motion and it carried 4-0. The Board returned at 5:35 p.m. and reported that no action had been taken in this session. C. Personnel Recommendations The Board was provided a listing of recommendations for principal and administrative reassignments for the 1998-99 school year. Dr. Daugherty moved to approve the reassignments. Ms. Strickland seconded the motion and it carried unanimously. The reassignments are listed in the following chart. Name Virginia Ashley Teresa Courtney Deborah Mitchell Mike Oliver Nancy Acre Gwen Zeigler Jim Mosby 1997-98 Position Principal, Forest Park Principal, Watson Asst. Principal, Williams Magnet Principal, McDermott Director, Student Assignment Principal, Terry Assistant Principal, Hall Julie Wiedower Coordinator, Student Assignment Keeommetided Position Principal, McDermott Principal, Forest Park Principal, Fulbright Principal, Watson Principal, Terry Principal, Washington Principal, Southwest Interim Director, Student Assignment ADJOURNMENT The meeting adjourned at 5:40 p.m. on a motion by Dr. Mitchell, seconded by Dr. Daugherty. JudJyy t^gness, Prqmdent APPROVED:'?' ^^'7^ Micheal Daughert^ Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING July 21,1998 The Board of Directors of the Little Rock School District held a special meeting on Thursday, July 21,1998, at 5:00 p.m., in the Board Room at 810 West Markham, Little Rock, Arkansas. Judy Magness, President, presided. MEMBERS PRESENT: Judy Magness Larry Berkley Micheal Daugherty Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSEIST: None. ALSO PRESENT: Leslie V. Gamine, Superintendent Beverly Griffin, Recorder of Minutes L CALL TO ORDER Ms. Magness called the meeting to order at 5:12 p.m. Six members of the Board were present. PURPOSE OF THE MEETING The special meeting was called for action on the following items: A. Interviews: Zone 6 Board Position B. Discussion: City of L.R. Planning Issue - Pulaski Academy/Denny Road Relocation C. Executive Session MINUTES - SPECIAL BOARD MEETING July 21, 1998 Page? A. Interviews: Zone 6 Board Position The Board interviewed two applicants for the Zone 6 position on the Board, which became vacant with the resignation of Pat Gee. Mike Kumpuris and Sandy Becker were each allowed approximately 30 minutes to respond to questions from the Board regarding their interest in serving on the Board. The Board convened an executive session for the piupose of discussing the applicants responses and qualifications. They returned from executive session at 7:00 p.m. and reported that no action had been taken. Mr. Riggs made a motion to appoint Mike Kumpuris to the Zone 6 position on the Board. Ms. Strickland seconded the motion and it carried unanimously. B. Discussion: City of Little Rock Planning Issue - Pulaski Academy/Denny Road Relocation The Board discussed an issue on the City of Little Rock Planning Commission agenda regarding a request to annex an area on Denny Road in west Little Rock to the city of Little Rock. The Board agreed by consensus to send a letter of opposition to the Mayor and City Board members and to the Pulaski County Judge. ADJOURNMENT The meeting adjourned at 7:04 p.m. on a motion by Mr. Riggs, seconded by Dr. Mitchell. APPROVED: / Micheal Daughet^, Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING July 23,1998 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, July 23,1998, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Judy Magness presided. Prior to the meeting, Circuit and County Clerk Carolyn Staley administered the oath of office to newly appointed Board member, Mike Kumpuris. Mr. Kumpuris was selected by the Board to serve as the Zone 6 representative to the Board until school elections in September 1998. MEMBERS PRESENT: Judy Magness Larry Berkley Micheal Daugherty Mike Kumpuris Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSENT: None ALSO PRESENT: Leslie V. Camine, Superintendent of Schools Karen Ware, Teacher Ex-officio Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Board President, Judy Magness, called the meeting to order at 6:05 p.m. Roll call revealed the presence of six Board members\nDr. Daugherty arrived at 6:35 p.m. IL READING OF MINUTES: Minutes from the regular board meeting of June 25, and from special meetings on June 30 and July 9,1998, were presented for Board approval. The minutes were approved 6-0, on a motion by Mr. Riggs, seconded by Dr. Mitchell. REGULAR BOARD MEETING July 23,1998 Page? III. PRESENTATIONS: The Superintendent introduced Ray Gillespie, athletic director for the District, who presented Marcus Elliott and Milton Fields, representatives from Alltel. Alltel employees recruited sponsorships for athletic letter jackets that resulted in contributions over $30,000 for the purchase of these jackets. Mr. Elliott and Mr. Fields presented a mock check in this amount and pledged continued support for athletic programs in Little Rock. Dr. Gamine introduced Debbie Milam, who reported on this summers Vital Link program activities. Ms. Milam thanked the City Education Commission for their financial support of the program and recognized several businesses and organizations that sponsored student participants. Ms. Milam introduced Nancy Dutton from the Little Rock Realtors Association, who pledged continuing support by the Realtors Association for Vital Link and presented Vital Link tee shirts to Board members. Odles Wilson, president of the Little Rock Alliance for our Public Schools, remarked on the positive personal experience Vital Link provided for him and stated that he would continue to support Vital Link. He introduced Ella Walker, a teacher in the Vital Link program this summer, and Paula Patterson, Chairman of the Chamber of Commerce Education Commission. SPECIAL PRESENTATIONS 1. Office of Desegregation Monitoring Skip Marshall greeted the Board and expressed his continuing support for the District. 2. Classroom Teachers Association No report. 3. Joshua Intervenors No report. 4, Knight Intervenors No report. 5. PTA Council Jeannie Price, PTA Council President, greeted the Board and stated that she looks forward to working with the Board and Superintendent during her tenure as Council president to increase local school membership in the PTA. REGULAR BOARD MEETING July 23,1998 Page 3 E. BOARD MEMBERS Katherine Mitchell commended Marion Baldwin and Marvin Schwartz on receiving grant funding for a Twenty-first Century Learning Center. This grant will provide funds over the next three years to supplement the budget of the community learning center at McClellan Community School. John Riggs offered a welcome to Mike Kumpuris, recently selected to serve as the Zone 6 representative to the Board. He offered advice for serving as a successful school board member: Think first of the children in making decisions. IV. CITIZENS COMMITTEES Gayle Bradford, Hall High School principal, and Dr. Joel Anderson, provost at UALR, provided a brief report on implementing a University School at Hall High School. The program would allow students to gain concurrent high school graduation credits and credit hours for college courses. In some instances, students would be able to start college as sophomores. Ms. Bradford also introduced Ann Kamps, who provided information on establishing a CISCO Academy at Hall High School. This would be an opportunity for Hall High School to receive from $30,000 - $50,000 worth of computer equipment, software, and staff training at no cost to the District. The funds are available as the CISCO Academy commitment to Americas Promise. REMARKS FROM CITIZENS Don Campbell thanked the Board for changes in the policy on allowing make up assignments for suspended and expelled students. The revisions are being included in the updated version of the students rights and responsibilities handbook. V. ACTION AGENDA A. Second Reading: Credit for College Courses Second Reading: Grading Systems Second Reading: Foreign Exchange Students Revisions to District policy on awarding credit for completion of college courses, changes to the current grading systems, and policy on enrolling foreign exchange students were approved by the Board on first reading at the June board meeting. The administration requested Board approval on second reading in order to ensure District compliance with the Arkansas Department of Education Standards for Accreditation. Mr. Riggs moved to approve these policies on second reading. Dr. Mitchell seconded the motion and it carried unanimously.REGULAR BOARD MEETING July 23,1998 Page 4 B. Policy Revisions Two policy revisions were presented for approval, which will ensure District compliance with the Arkansas Department of Education Standards for Accreditation. The first proposed policy allows students who have completed the eighth grade to enroll in and complete courses offered by a publicly supported community college or four-year college or university. These students will receive academic credit, which will be applied to graduation requirements, in accordance with rules and regulations adopted by each institution of higher education in consultation with the State Board of Higher Education. Mr. Berkley moved to approve the policy on first reading. Dr. Mitchell seconded the motion and it carried 6-0. The second policy sets guidelines to establish uniform grading criteria at and between school levels with the intent of being fair and consistent. Procedures for nine-week, semester and annual grading will be detailed in the regulations. Dr. Mitchell made a motion to approve the policy on first reading. Mr. Berkley seconded the motion and it carried 6-0. C. Policy: Proposed Revision to Special Presentations Agenda Mr. Riggs provided information from the minutes of a Board meeting on October 27,1994, wherein the board voted to include in each months agenda presentations by the Office of Desegregation Monitoring, Classroom Teachers Association, Joshua Intervenors, Knight Intervenors, and the PTA Council. In order to allow additional parties sufficient time on each months agenda, Mr. Riggs made a formal motion that standing groups mentioned in the motion of October 27,1997... be asked to give reasonable notice before a board meeting that they would like to make a presentation. In addition, that the President be allowed to let other interested stakeholders use this part of the agenda to make presentations. Mr. Berkley seconded the motion and it carried unanimously. D. Student Rights \u0026amp; Responsibilities Handbook Revisions The Board was provided copies of proposed revisions to the 1998 Student Rights \u0026amp; Responsibilities handbook for review prior to the July agenda meeting. Additional changes recommended by the Board and administration were incorporated into the final draft of the handbook. Dr. Mitchell moved to approve the revised handbook, Ms. Strickland seconded the motion and it carried 7-0.REGULAR BOARD MEETING July 23,1998 Page 5 E. ESEA, Title 11998-99 District Plan The Title I, ESEA District Plan was prepared for submission to the Arkansas Department of Education by August 3, 1998. The application requests funding in the amount of $4,246,509 based on 11,024 eligible students. Bonnie Lesley provided information and responded to questions from the Board. Mr. Riggs moved to approve the submission, Mr. Berkley seconded the motion and it carried 7-0. F. ESEA, Title VI1998-99 Application The ESEA, Title VI application was presented for approval for submission on August 3, 1998. Title VI funding in the amount of $153,060 is based on enrollment of eligible public and private school students in the District to support or enhance existing programs. Mr. Riggs made a motion to approve the application for submission. Dr. Mitchell seconded the motion and it carried unanimously. G. Comprehensive School Reform Grant Dodd Elementary School staff submitted a proposal requesting $74,200 to the Arkansas Department of Education for the Comprehensive School Reform Demonstration Program. If funded, this program will create a school-wide literacy program which would include professional development activities, learning theory and strategies for applying theory to the classroom. Mr. Riggs moved to approve the submission, Ms. Strickland seconded the motion and it carried unanimously. H. Donations of Property The Board was asked to approve acceptance of recent donations to the District. Dr. Mitchell made a motion to graciously accept the donations, seconded by Dr. Daugherty. The motion carried unanimously. Donated items are listed in the chart that follows. DONATIONS SCHOOL/DEPARTMENT ITEM DONOR Mann Magnet Jr. High $100. cash for orchestra class Mr. \u0026amp; Mrs. Duane Benage $25.cash Mr. Lynch \u0026amp; Mrs. Rhodes Central High Girls Track \u0026amp; Field Team Healthrider Fitness Machine Earlena Seward Marcy Multi-station Weight Machine California Muscle Multi-station weight machine \u0026amp; misc. weight training equipment Pat Chartowich Betty Brock REGULAR BOARD MEETING July 23,1998 Page 6 SCHOO L/DEPARTMENT ITEM DONOR Central High Girls Track \u0026amp; Field Team Exercycle Maxine Eggensperger Wakefield Elementary School Concrete Tables for the Community Classroom UALR - Share America Fulbright Elementary Six IBM compatible ALR 486 computers Morgan Keegan \u0026amp; Co./ Jay Gadberry N. Personnel Changes The Board was asked to approve routine personnel changes as printed in the agenda. In addition, two slip-sheets to the regular agenda were provided recommending additional transfers, promotions and new certified employees. At 7:20 p.m. Ms. Strickland moved for the Board to convene an executive session for the purpose of discussing personnel issues. Dr. Mitchell seconded the motion and it carried unanimously. The Board returned from executive session at 7:45 p.m. and reported that no action had been taken. Personnel items presented for approval were voted by separate motions. The Board unanimously approved items printed in the agenda, and additional items as noted in the table, which follows, on a motion by Mr. Berkley, seconded by Mr. Riggs. EMPLOYEE Michael Martello Lloyd Sain Joyce Willingham Randy Rutherford John Kelly Susan Caldwell Ella Walker ______________ POSITION_____________ Director, Transportation Director, Alternative Learning Center______ Assistant Principal, Booker Magnet________ Assistant Principal, Pulaski Heights. Jr. High Assistant Principal, Central High__________ Assistant Principal, Central High__________ Assistant Principal, Hall High A separate action to approve the employment of Aleecia Starkey as Speech Therapy Coordinator in the Division of Exceptional Children was moved by Mr. Berkley and seconded by Dr. Daugherty. The motion carried 5-2. with Ms. Strickland and Dr. Mitchell voting no. O. Financial Reports The financial reports were printed in the agenda for the Boards review. Mr. Milhollen was present to discuss the annual financial reports and respond to questions from the Board. Mr. Berkley made a motion to approve the reports. Dr. Mitchell seconded the motion and it carried unanimously. REGULAR BOARD MEETING July 23,1998 Page 7 VI. REPORT AGENDA A. Mahlon Martin Staff Development Institute At the Boards request, Marion Woods was present to report on the Mahlon Martin Staff Development Institute. This program builds leadership skills in District employees and allows them to build a portfolio as a part of their training. The institute is funded by a Goals 2000 grant through the Arkansas Department of Education. B. Desegregation Update Dr. Gamine reported that administrators had met with Dr. Tenance Roberts and Dr. Steven Ross, who have agreed to work as consultants to the District under the terms of the Revised Desegregation and Education Plan. They will review specific commitments and help develop policies and plans in preparation for implementation by the District. C. Budget Update Mr. Milhollen reported that the final budget is being completed in preparation for a budget worksession, which will be held mid-August. The final document is due to be filed with the State on September 15. VII. AUDIENCE WITH INDIVIDUALS OR GROUPS None. VIII. ADJOURNMENT With no further business before the Board, Dr. Mitchell moved for adjournment at 8:05 p.m. Mr. Berkley seconded the motion, and it carried unanimously. Ji APPROVED\nMlaaggiiyg^s, President^ ! Micheal Daugherty, Seen LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING August 13,1998 The Board of Directors of the Little Rock School District held a special meeting on Thursday, August 13, 1998, at 7:50 p.m., immediately following the regular Agenda meeting, in the Board Room at 810 West Markham, Little Rock, Arkansas. Judy Magness, President, presided. MEMBERS PRESENT: Judy Magness Micheal Daugherty Mike Kumpuris John Riggs, IV Sue Strickland MEMBERS ABSENT: Larry Berkley Katherine Mitchell ALSO PRESENT: Leslie V. Camine, Superintendent Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Ms. Magness called the meeting to order at 5:12 p.m. Five members of the Board were present. PURPOSE OF THE MEETING The special meeting was called for the purpose of conducting an employee hearing. At the employees request, the hearing was closed MINUTES - SPECIAL BOARD MEETING August 13, 1998 Page 2 HEARING ADJOURNMENT The meeting adjourned at 7:31 p.m. on a motion by Mr. Riggs, seconded by Ms. Strickland. APPROVED: Judy Maness, President Micheal Daughei LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING August 27,1998 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, August 27,1998, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Judy Magness presided. MEMBERS PRESENT\nJudy Magness Larry Berkley Micheal Daugherty Mike Kumpuris Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSENT: None ALSO PRESENT\nLeslie V. Gamine, Superintendent of Schools Beverly Griffin, Recorder of Minutes 1. CALL TO ORDER Board President, Judy Magness, called the meeting to order at 6:05 p.m. All members were present at roll call. IL READING OF MINUTES: Minutes from the regular board meeting of July 23, and from special meetings on July 21 and August 13,1998, were presented for Board approval. The minutes were approved unanimously, on a motion by Dr. Mitchell, seconded by Mr. Berkley. REGULAR BOARD MEETING August 27,1998 Page 2 III. CONSENT ITEMS: Items listed on the Consent agenda included: A. B. C. D. E. Grant Submissions: CERTL Grant Proposal/National Science Foundation Comprehensive School Reform Grant Plant at Carver Excess Property: Chicot Elementary School Donations of Property - listed in the table which follows Personnel Changes Financial Reports Mr. Berkley made a motion to approve the consent agenda. Mr. Riggs seconded the motion and it carried unanimously. DONATIONS SCHOOL/DEPARTMENT Chicot Elementary Fulbright Elementary IV. PRESENTATIONS: ITEM $450 Wal-Mart Gift Card $25 Wal-Mart Gift Card PE Equipment \u0026amp; Supplies DONOR Wal-Mart Foundation \u0026amp; Womens Council for Greater LR Home Builders Association Baseline Wal-Mart Store #124 American Heart Association in Cooperation with U.S. Games \u0026amp; BSN Sports Dr. Gamine presented a citation to Phyllis Caruth, teacher at Central High School, who was recently selected as one of eighteen participants in a Mathematical Association of America project entitled Historical Modules of the Teaching and Learning of Secondary Mathematics. This project is funded by the National Science Foundation and will develop teaching modules over a three-year period for implementation across the country. The superintendent also presented a citation to Felicia Hobbs, principal at Gibbs Magnet Elementary School, who was selected to attend principals institute at Harvard University this summer. The Art and Craft of the Principalship included instruction in school improvement, student achievement, and addressing the needs of students in the 21^ century. REGULAR BOARD MEETING August 27,1998 Page 3 The third citation was presented to Diane Barksdale, principal at Carver Magnet Elementary School. Ms. Barksdale was selected to attend the Second Annual Oxford International Round Table on the Superintendency and the Principalship at Pembroke College at the University of Oxford, England. Mable Donaldson, coordinator of Gifted Programs for the District, was recently named 1998 Arkansas Gifted \u0026amp; Talented Administrator of the Year by the Arkansas Association of Gifted Education Administrators. The Superintendent presented a citation in recognition of this honor. Exofficio representatives to the Board for the month of August, Olivia Caddie, teacher at Fulbright Elementary, and Kelvey Matthews, student at McClellan High School, were also presented with citations in appreciation for their service to the Board. Dr. Camine asked Kathy Lease to provide a brief report regarding the possibility of holding a meeting of District stakeholders as requested by Dr. Daugherty. Dr. Lease reported that progress is being made in the identification of all stakeholders who should be involved in any future meetings. She promised to keep the Board informed of progress on a regular basis. Debbie Milam was asked to provide a brief review of the activities of the Youth Leadership Initiative. Seventy-five District high school students will begin their Youth Leadership traiiiing at a retreat tliis weekend, to be held at tlie Heifer Project International Center in Perryville. These students will meet one Saturday per month and receive information on the environment, education, criminal justice, the media, etc. Board members were invited to drop in on any of the sessions throughout the year. E. BOARD MEMBERS Dr. Daugherty expressed appreciation for the professional manner in which Suellen Vann, Director of Communications, operates her office when dealing with the news media and negative publicity. Mr. Riggs thanked building principals and other administrators for their hard work in getting the school year off to a good start. He thanked fellow Board members and District employees who had helped him over the past six years in his service to the school district. He remarked that his time on the Board had been the most rewarding thing that had happened to him in his life, and stated that it had been fun, rewarding and time well-spent. In conclusion, he quoted Robert Frost regarding his Board service  ... begins in delight and ends in wisdom. He challenged the Board members to remember the children and set their goals with the children in mind. REGULAR BOARD MEETING August 27,1998 Page 4 Dr. Mitchell stated that she had enjoyed working with Mr, Riggs over the past six years, and remarked that he had made a significant contribution to the Board in recent years with his ability to be sincere and honest with the community and fellow Board members. She wished him well as he enters the race for State Senator. Dr. Mitchell also thanked Liz Lucker and Gail Nickerson for volunteering their time to organize volunteers to work in the schools at registration to enroll students in ARKids First. This program provides medical insurance benefits for students who are not otherwise covered by private insurance. Mr. Berkley thanked Mr. Riggs for helping him when he first came on the board and for always sharing his wisdom and guidance. He stated that he really does care about children and that everyone would miss him. Ms. Magness also commended Mr. Riggs for his sense of humor and his thoughtful attention to the duties of the Board. She thanked everyone in the District who was involved in getting the year off to a great start. She recognized Suellen Vann and other District staff members who worked on planning the first annual convocation ceremony, and asked Ms. Vann to publicly recognize the business sponsors who funded the convocation activities. Ms. Magness announced the Candidates Forum, which will be sponsored by the Coalition of Little Rock Neighborhoods, Southwest United for Progress and the School Distinct. This Forum will be televised live from the District Board Room on Cable Channel 4 at 7:00 p.m. on Wednesday, September 2,1998, and will be taped and replayed several times prior to the School Board Elections on Tuesday, September 15,1998. REMARKS FROM CITIZENS Bill Nolan, instructor with the Diesel Technology Program at Metropolitan Vocational Technical Center, presented information regarding this program and invited Board members to drop by for a visit. This class provides students an opportunity to learn a trade and work in the field as they learn to hone their skills. He credited J. A. Riggs Tractor Company with providing job opportunities for the students while they are in training and after they graduate from the program and for providing an experienced instructor to the Metro Program. REGULAR BOARD MEETING August 27,1998 Page 5 V. ACTION AGENDA A. Board Policy Review In May 1997, the Board voted to complete a review and revision of all District policies. The review of Section A: Foundations and Basic Commitments, was completed and appropriate revisions were made. Section A was presented for approval on first reading. Mr. Riggs made a motion to approve the revised policies in Section A. Dr. Mitchell seconded the motion and it carried unanimously. B. Residential Elementary Alternative School Proposal An application to the Public Charter Schools Program of the U. S. Department of Education was developed by a committee of District employees, staff from the Pfeifer Kiwanis Alternative Classroom Experience Program, and the Arkansas Department of Education. The proposal requests $150,000 per year for three years, the first of which would be a planning year. District matching funds in the amount of approximately $1.2 million would be required in years two and three of operation. Dr. Daugherty moved to approve the submission and Mr. Riggs seconded the motion. The motion passed unanimously. C. Arkansas Public Schools Week The Arkansas School Public Relations Association (ArkaNSPRA) is leading schools across the state in the celebration of Arkansas Public Schools Week, October 4- 10, 1998. This recognition provides opportunities for parents and community members to participate in and become more familiar with school activities. This years theme is Arkansas Public Schools, The Heart of Our Community. The Board unanimously adopted a resolution in support of this initiative on a motion by Dr. Daugherty, seconded by Dr. Mitchell. D. Race for the Cure The Susan G. Komen Foundation sponsors the annual Race For The Cure in downtown Little Rock. This years race will be held on Saturday, September 19, 1998. A number of District employees will participate in the race in recognition of the many women who have been affected by this disease and honoring those who are survivors of breast cancer. A resolution in support of this event was presented for the Boards adoption. Dr. Mitchell made a motion to approve the resolution, Dr. Daugherty seconded the motion and it carried unanimously.REGULAR BOARD MEETING August 27,1998 Page 6 E. Annual School Election Polling Places A resolution was presented for the Board to authorize the administration to request that the Pulaski County Board of Election Commissioners reduce the number of polling places for the LRSD during the annual school election on September 15, 1998. This request is in compliance with Act 545 of1997, which allows for this procedure under certain conditions. The Districts savings for this action would be approximately $18,000. Mr. Riggs moved to approve the resolution. Dr. Daugherty seconded the motion and it carried 7-0. F. Superintendents Annual Performance Review and Evaluation An executive session for the purpose of conducting a performance evaluation for the Superintendent was held after the conclusion of all other business. VI. REPORT AGENDA A. Desegregation Update Junious Babbs briefly described current work efforts of the Student Assignment work team, which has reconvened for the purpose of preparing recommendations for revising the Districts attendance zones. Consultants, Terrance Roberts and Stephen Ross, will assist the team and District administrators in this process. B. Budget Update Mark Milhollen reported briefly on the preparation of the current year budget submission, which is due to the Arkansas Department of Education by September 15,1998. The date for submission is prior to the date scheduled for final contract negotiations, so it will be necessary to revise and resubmit the budget once that process is complete. Mr. Milhollen stated that he would have the tentative budget for the Boards review and approval at the September agenda meeting (September 10,1998). VII. AUDIENCE WITH INDIVIDUALS OR GROUPS None.REGULAR BOARD MEETING August 27,1998 Page 7 EXECUTIVE SESSION\nMr. Riggs moved for the Board to convene an executive session for the purpose of discussing the Superintendents annual evaluation. Dr. Mitchell seconded the motion and it carried unanimously. The Board returned from executive session at 8:35 p.m. and reported that no action had been taken. VIIL ADJOURNMENT With no further business before the Board, Mr. Riggs moved for adjournment at 8:35 p.m. Dr. Mitchell seconded the motion, and it carried unanimously. APPROVED\nJ Micheal Daugherty, Sg^etary Chicot Elementary School Property Resolution WHERE ASj4he Little Rock School District of Pulaski County, Arkansas, herein called District, is the owner of the following described lands located in the City of little Rock, Arkansas: A tract of land in the SE 14 NE 14 Section 11, Township 1, South, Range 13 West, Pulaski County , Arkansas, more particularly described as: Starting at the the Southeast Comer of the SE 'A NE 14 of Section 11, T-!-S, R-13- W, a point in the centerline of the asphalt pavement on Chicot Road\nthence North 586.95 feet along the East line of the SE 14 NE 14 and the centerline of Chicot Road\nthence West 30.00 feet to an iron pin on the East property line of Parcel No. 1, Tract N, Chicot Elementary School Property, said point also being on the West right- of -way line of Chicot Road and the Point of Beginning. Thence South 89deg 40min West 25.02 feet. Thence North 403.57 feet. Thence South 80 deg 45 min East 25.33 feet to an iron pin, said point being the N.E. Comer of tract N, Parcel No. I, said point also being on the West R-O-W line of Chicot Road. Thence South 399.5 feet along the said West R-O-W line to the Point of Beginning, containing 10,038.38 square feet, or 0.2304 acres, more or less. And\nWHEREAS, the Little Rock School District declares said lands to be surplus to the needs of the District, and by Resolution dated October 27, 1994, declares those lands be sold. NOW, THEREFORE, BE IT RESOLVED, by the Board of Directors of the Little Rock School District of Pulaski County, Arkansas: 1. That the offer of $10.00 received from the City of Little Rock, is approved as the purchaser of said property. 'residepj\u0026lt;' loard of directors Secretary, Board of Difectors 7 STATE OF ARKANSAS ) r' ) COUNTY OF PULASKI) On this ACKNOWLEDGMENT ^7 day of the month^^J^'\"*^'^1998, before me, a Notary Public duly commissioned, qualified and acting for said County and State, appeared in person the within named and to me personally well known, who stated that they were the and of the a corporation, and were duly authorized in their respective capacities to execute the foregoing instrument for and in the name and behalf of said corporation, and further stated and acknowledged that they had so signed, executed and delivered said foregoing instrument for the consideration, uses and purposes herein mentioned and set forth. IN TESTIMONY WHEREOF, I have hereunto set my hand and seal as such NO' Notary Public on this 4-, 1998 MY COMMISSION EXPIRES\nT.\" c- '47  \\ ADOPTED: STATE OF ARKANSAS ) )SS COUNTY OF PULASKI) Subscribed and sworn to before me this 7 day of 9 -S V.OTAy^y, \u0026lt; \u0026lt;* M^Oi^d.-tA^WlisSION EXPIRES:  'lnuO*' Re solution Arkansas Public Schools Week ARKANSAS PUBLIC SCHOOLS THE HEART OF OUR COMMUNITY CopyrijAr 1998. Arkansas Chapter of the National School Public Relations Association (ArkaNSPRA). October 4-10,1998 WHEREAS, Arkansas public schools serve more than 450,000 children throughout our state\nand WHEREAS, the strength of a community is enhanced by its educational system\nand WHEREAS, all children deserve a high-quality, free public education\nand WHEREAS, the future of our state and nation depend upon the success of our students in public schools today\nand WHEREAS, a joint effort must be made by parents, teachers, educational administrators, school board members and the community to prepare our children to face tomorrow's challenges\nand WHEREAS, public schools are preparing and educating todays students to become tomorrows leaders\nNOW,THEREFORE, be it resolved that October 4-10,1998 shall be proclaimed as Arkansas Public Schools Week, and the Little Rock School District encourages all citizens of our community to make a commitment to public education and to the future of Arkansas' children by visiting their local public schools and by contributing their time and talents to enhance their local public school system. Adopted this 27th day of August, 1998. Judy (Magnessf^resident Micheal Daugherty,\"decretal J Resolution Whereas, breast cancer is a devastating disease which strikes thousands of women every year\nand Whereas, the lives of many women - staff members as well as parents - in the Little Rock School District have been forever changed because of breast cancer\nand Whereas, the Susan G. Komen Breast Cancer Foundation will hold its annual Race For The Cure on Saturday, September 19, with race proceeds to benefit breast cancer research, education, screening and treatment\nand Whereas, Little Rock School District employees and parents of students will show their support in the fight against breast cancer by participating in the Race For The Cure on September 19, NO W, THEREFORE BE IT RE SOL VED that the Board of Education of the Little Rock School District expresses its support for the Race For The Cure and the district employees and parents who will participate in the valiant effort to reduce the occurrence of breast cancer. Adopted this 27th day of August, 1998. Judy Magness, President r Micheal Daugherty, SecretaryResolution 1998 School Board Elections WHEREAS, Act 545 of 1997 passed by the Arkansas General Assembly amends Arkansas Code Annotated 6-14-102, related to school board elections\nand WHEREAS, Act 545 states that In any election year, if no more than one (1) candidate for school district director or member of the county board of education presents a petition or notice in writing to the county board of election commissioners as required by 6-14-111, and there are no other ballot issues to be submitted to district electors for consideration, the board of directors of any school district may, by resolution duly adopted, request the county board of election commissioners to reduce the number of polling places\nand WHEREAS, there is only one contested Board position in Zone 6, and there are no other ballot issues\nNOW, THEREFORE, BE IT RESOLVED, that the Board of Directors of the Little Rock School District of Pulaski County adopts this resolution to request the county board of election commissioners to reduce the number of polling places. PrMident Adopted Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING September 1,1998 The Board of Directors of the Little Rock School District held a special meeting on Tuesday, September 1,1998, at 6:00 p.m., in the Board conference room, 810 West Markham, Little Rock, Arkansas. Judy Magness, President, presided. MEMBERS PRESENT: Judy Magness Larry Berkley Mike Kumpuris Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSENT: Micheal Daugherty ALSO PRESENT: Leslie V. Gamine, Superintendent 1. CALL TO ORDER Ms. Magness called the meeting to order at 6:21 p.m. Six members of the Board were present. PURPOSE OF THE MEETING The special meeting was called for the purpose of discussing personnel issues. MINUTES - SPECIAL BOARD MEETING September 1, 1998 Page 2 EXECUTIVE SESSION: Mr. Berkley moved to convene an executive session for the purpose of discussing a personnel matter. Ms. Strickland seconded the motion and it passed unanimously. ADJOURNMENT The board returned from executive session and the meeting adjourned at 8\n15 p.m. APPROVED: z Micheal Daugheji^^ecretary Minutes from this meeting were recorded by Judy Magness. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING September 10,1998 The Board of Directors of the Little Rock School District held a special meeting on Thursday, September 10,1998, at 6:40 p.m., in the Board Room, 810 West Markham, Little Rock, Arkansas. Larry Berkley, Vice President, presided. MEMBERS PRESENT: Larry Berkley Micheal Daugherty Mike Kumpuris Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSENT: Judy Magness ALSO PRESENT: Leslie V. Camine, Superintendent Beverly J. Griffin, Recorder of the Minutes I. CALL TO ORDER Mr. Berkley called the meeting to order at 6:40 p.m., immediately following the regularly scheduled agenda meeting. Six members of the Board were present\nMs. Magness was absent. PURPOSE OF THE MEETING The agenda for the special meeting included the following items: 1. IL Student Reinstatement Petition Approval of Budget Submission MINUTES - SPECIAL BOARD MEETING September 10, 1998 Page 2 I. Student Reinstatement Petition II. Approval of Budget Submission Mark Milhollen presented the Board with copies of the current year budget submission, which is due to the Arkansas Department of Education on or before September 15, 1998. He responded to several questions from the Board and advised the members that further revisions to the budget would be made once negotiations with the teachers union are complete and when the funds due the District from the State settlement have been received. Mr. Riggs made a motion to approve the budget for submission to the ADE. Dr. Mitchell seconded the motion and it carried unanimously. ADJOURNMENT There being no further business before the Board, Mr. Riggs moved for adjournment at 6:50 p.m. Dr. Mitchell seconded the motion and it passed unanimously. APPROVED: President Micheal Daugherty, (Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING September 24,1998 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, September 24, 1998, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Judy Magness presided. Prior to the call to order, Judge Marion Humphrey administered the oath of office to newly elected or re-elected members of the Board\nMicheal Daugherty, representing Zone 2, Mike Kumpuris, representing Zone 6, and Baker Kurrus, representing Zone 4. MEMBERS PRESENT: Judy Magness Larry Berkley Micheal Daugherty Mike Kumpuris Baker Kumis Katherine Mitchell Sue Strickland MEMBERS ABSEIStT: None ALSO PRESENT: Leslie V. Camine, Superintendent of Schools Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Board President, Judy Magness, called the meeting to order at 6:07 p.m. All Board members were present at roll call. Ex-officio members of the Board were also present, Faye Norwood, teacher representative from Garland Incentive Elementary School, and Jimmy Kyle Mosby, student representative from Parkview Magnet High School. REGULAR BOARD MEETING September 24,1998 Page 2 II. READING OF MINUTES: Minutes from the regular board meeting of August 27, and from special meetings on September 1 and September 10,1998, were presented for Board approval. The minutes were approved unanimously, on a motion by Dr. Mitchell, seconded by Mr. Kumpuris. III. CONSENT ITEMS: Items listed on the Consent agenda included: A. B. C. D. E. Urban Professional Development Initiative Policy Review Schedule Donations of Property Personnel Changes Financial Reports Ms. Magness requested that Donations of Property be moved to the regular agenda. Mr. Berkley made a motion to approve the consent agenda with the exception of Donations of Property. Dr. Daugherty seconded the motion and it carried unanimously. IV. PRESENTATIONS: A. SUPERINTENDENT The Superintendent presented certificates of appreciation to ex-officio representatives to the Board for the month of September, Faye Norwood, teacher at Garland Elementary, and Jimmy Kyle Mosby, student at Parkview Magnet High School. B. SPECIAL PRESENTATION - Little Rock AUiance for Our Public Schools Odies Wilson, president of the Little Rock Alliance, addressed the Board regarding the partnership between the District and the Alliance for the completion of a management review of the Districts operations. A proposal presented by MGT of America was selected from those submitted in response to the RFP. MGTs proposal provides for approximately 120 days to complete the study. Dr. Mitchell asked Mr. Wilson to provide copies of the proposal and a copy of the contract with MGT before the study is begun. REGULAR BOARD MEETING September 24,1998 Page 3 C. BOARD MEMBERS Mr. Kurrus expressed appreciation for the opportunity to serve on the Board. He introduced his family and thanked them for supporting him in his decision to seek a seat on the Board. Dr. Mitchell commented regarding the election of officers scheduled later on this agenda. She thanked Ms. Magness for her service as President of the Board and for her dedication and commitment to the children of the Little Rock School District. Ms. Magness thanked Dr. Mitchell for her comments and noted that it had been a very good year. She thanked the Board members for their individual hard work and energy. She thanked Dr. Camine and the Superintendents office staff for working with her to make this a great year. She stated that this years board had accomplished many tasks through vision, hard work and commitment to excellence for the children of our community. Ms. Magness also announced the upcoming brown bag lunch meetings that would be held to discuss the middle school reorganization for the 1998-99 school year. She congratulated the newly elected representatives to the Board and noted that Mr. Kumpuris had been selected to receive the David Pryor award for service to the community. V. REMARKS FROM CITIZENS Jody Carreiro and two other individuals signed up to speak to the Board on the topic of the reassignment of a classroom teacher at M. L. King Elementary School. Mr. Carreiro was selected as the representative speaker for a group of parents who were concerned about eliminating a classroom teacher at the first grade level at King. He asked the Board to reconsider this reassignment and to reinstate the teacher. VI. ACTION AGENDA A. Election of Officers Ms. Magness opened the floor for nominations for the office of President of the Board. Dr. Mitchell nominated Mr. Berkley. There being no additional nominations, Mr. Kumpuris moved to elect Mr. Berkley by acclamation. The motion was seconded and unanimously approved. REGULAR BOARD MEETING September 24,1998 Page 4 For the position of Vice-President, Dr. Mitchell nominated Ms. Strickland. No other nominations were made, therefore Dr. Daugherty moved to approve the nomination by acclamation. The motion carried unanimously. Ms. Strickland nominated Dr. Mitchell for the position of Secretary. Ms. Magness moved to approve the nomination by acclamation. Dr. Daugherty seconded the motion and it carried unanimously. B. Board Policy Review Section A: Foundations and Basic Commitments, of the District policy manual was presented for approval on second reading, after having been approved on first reading at the August meeting of the Board. Ms. Magness moved to formally adopt Section A of the revised policy manual. Dr. Mitchell seconded the motion and it carried unanimously. C. District Priorities Dr. Gamine recommended Board approval of a list of priorities, which were established during the current school year. These priorities relate to the Revised Desegregation and Education Plan, Technology Plan, Campus Leadership, and Financial Planning. Ms. Magness made a motion to approve the listed priorities. Ms. Strickland seconded the motion, and it carried unanimously. D. Donations of Property The Board was asked to approve acceptance of recent donations to the District. Ms. Magness made a motion to graciously accept the donations, seconded by Ms. Strickland. The motion carried unanimously. Donated items are listed in the chart that follows. DONATIONS SCHOOL/DEPARTMENT ITEM DONOR LRSD Canon FAX-270 Facsimile Machine US Fish \u0026amp; Wildlife Service LRSD 54 Compaq 486 PCs 36 typewriters! 22 IBM Dot Matrix Printers / 25 calculators \u0026amp; assorted office furniture \u0026amp; supplies Nations Bank Forest Park Elementary $5,000 cash for purchasing three computers and printers for classrooms Forest Park PTA REGULAR BOARD MEETING September 24,1998 Page 5 Donations (Continued) SCHOOL/DEPARTMENT ITEM DONOR Central High School $ 1,300 cash for purchasing computer for guidance department Central High School PTSA Pulaski Heights Jr. High 16 straight-back chairs for teachers lounge Pulaski Heights Jr. High PTA Williams Magnet Elementary Playground Equipment and Repairs / Classroom Instructional Materials / Reading is Fundamental Williams Magnet PTA E. AVID - Advancement Via Individual Determination Bonnie Lesley provided a brief report on the AVID program, which she is proposing as a tool for addressing the need to prepare greater numbers of our students for four-year college eligibility. A favorable vote at this time would allow allocation of $7,500 for training, which could be paid from the existing Curriculum Department budget. An additional $200,000 would be required to implement the total program in eight junior high schools and five senior high schools. Additional information on a possible contract with AVID, will be provided to the Board prior to the December Board meeting. Mr. Kumpuris moved to approve the initial allocation of funds for training one staff person. Dr. Daugherty seconded the motion and it carried 6-1 with Dr. Mitchell casting the no vote. F. Resolution: Arkansas Volunteer Month A resolution proclaiming the month of September as Arkansas Volunteer Month was presented for the Boards adoption. This resolution recognizes the importance of volunteer service to our schools and encourages parents and citizens of our community to make a commitment to public education and to the future of our children. Ms. Magness moved to approve the resolution. Ms. Strickland seconded the motion and it carried unanimously. Suspension of the Rules: Dr. Camine asked the Board to suspend the rules in order to consider a resolution recognizing the National Day of Concern, which was not previously included in the Boards agenda materials. Ms. Strickland moved to suspend the rules. Dr. Mitchell seconded the motion and it carried unanimously. REGULAR BOARD MEETING September 24,1998 Page 6 G. Resolution: Day of National Concern President Clinton proclaimed October 8,1998 as the Day of National Concern in an effort to mobilize all citizens to work within their schools and communities to reverse the trend of youth-on-youth gun violence on or near school campuses. The Districts Peer Helpers Advisory Council asked the Board to approve a resolution supporting the Day of National Concern and to participate in activities that will be held in observance of this effort. Ms. Magness made a motion to support the movement and approve the resolution. Ms. Strickland seconded the motion and it carried unanimously. H, Resolution: Opposing Constitutional Amendment 4 Abolishing Property Taxes and Substituting an Increased Sales Tax The Board was presented a resolution in opposition to proposed Amendment 4. The passage of this amendment would result in a loss of funding for the Little Rock School District in the amount of $42.8 million in 1999 alone. In addition to the LRSD, public libraries and other public educational facilities would lose their ability to operate with an expected dollar loss in the amount of $745.3 million. Ms. Strickland made a motion to support the resolution in opposition to Amendment 4. Ms. Magness seconded the motion and it carried unanimously. I. Resolution: Recognition of Fulbright Elementary Schools Twentieth Year J. William Fulbright Elementary School opened in September 1978. In recognition of its 20* anniversary, the school staff has planned activities during the week of September 21-25, including a pep rally, a family picnic, and a giant birthday cake. Alumni of Fulbright and other community and school leaders have been invited to participate. Mr. Kurrus moved to approve the resolution, Ms. Magness seconded the motion, and it carried unanimously. VI. REPORT AGENDA A. Desegregation Update Junious Babbs reported on the progress of community meetings regarding the proposed revised student assignment plans. Also, meetings with residents of the areas that will attend the new Stephens School have been scheduled at Garland and Mitchell Elementary Schools. REGULAR BOARD MEETING September 24,1998 Page 7 B. Budget Update Mark Milhollen reported that the districts budget had been filed as required by the Arkansas Department of Education. He noted that revisions to the budget would have to be made once a final determination is made on funds due the District from the state for teacher retirement and health insurance reimbursements. Also, the final salary negotiations with teachers will be included in a revised budget filing whenever that process is complete. C. Energy Education Proposal Victor Anderson reported that he had investigated the proposal from Energy Education, Inc., and had looked at other programs that could save the district money in energy costs. He reported that the Plant Services staff had already implemented some cost-saving measures as a result of Mr. Eatons participation in the Energy Star Building Management Program of the Environmental Protection Agency and that the District is a partner in the Rebuild America Program of the U.S. Department of Energy. This program makes recommendations for savings through energy management. Dr. Anderson reported that he would not make a recommendation for Energy Educations proposal at this time, but that he would continue to look for ways to reduce our energy usage. C. Wage \u0026amp; Salary Study Dick Hurley briefly commented on the Wage \u0026amp; Salary Study written reports that were provided to the Board in their printed agenda. Two options were presented for consideration: one, that a consultant be hired to perform a salary study at a cost of approximately $100,000\nor, that an internal team perform the study with the assistance of a consultant at a cost of approximately $20,000. The Board took no formal action. Mr. Kurrus questioned the possibility of also conducting a study of substitute teacher salaries. D. Teacher Shortages in Specialized Areas Dr. Hurley had provided a brief written report on methods to address the problem of hiring and retaining qualified teachers in the areas of mathematics, foreign language, science, reading and computer technology. Several options were presented for consideration. The Board took no formal action. REGULAR BOARD MEETING September 24,1998 Page 8 VIL AUDIENCE WITH INDIVIDUALS OR GROUPS None. VIII. ADJOURNMENT There being no further business before the Board, Ms. Magness moved to adjourn at 8:11 p.m. The motion was seconded by Ms. Strickland and carried unanimously. APPROVED\njO Li Birkley, Kresident feitherine Mitchell, Secretary DON'T JUST SIT THERE! VOLUNTEER! Cal the Arkansas Division ol Malunteerism at {501) 682-7540 RESOLUTION ARKANSAS VOLUNTEER MONTH SEPTEMBER 1998 WHEREAS, Volunteers have a positive influence on the lives of Arkansans every day of every year\nand WHEREAS, Volunteers contribute abilities and resources to provide services and problem-solving skills to the people of communities throughout the Natural State\nand WHEREAS, Volunteers sought to solve social problems by contributing their time, talent, and treasure to support Arkansas Promise to our youth as well as many other public and non-profit programs of help to their fellow Arkansans\nand WHEREAS, The citizens of the state of Arkansas continually benefit from an exemplary force of volunteers from every walk of life and all age groups, people who give unselfishly of themselves whenever the need arises\nNOW, THEREFORE, be it resolved that the month of September shall be proclaimed as Arkansas Volunteer Month and the Little Rock School District recognizes the many parents and citizens who volunteer in our schools each day and encourages other parents and citizens of our community to make a commitment to public education and to the future of our children by volunteering in our schools. Adopted this 24*^ day of September, 1998. Michael Daugherty, Sectary RESOLUTION OPPOSING THE CONSTITUTIONAL AMENDMENT (No. 4) ABOLISHING PROPERTY TAXES AND SUBSTITUTING AN INCREASED SALES TAX WHEREAS, the Board of Directors of the Little Rock School District are charged with the duty to provide an adequate and equal education to all the children of this district\nand WHEREAS, this school district is dependent on funds generated from property taxes to sustain its operation\nand WHEREAS, petitions have been presented that would place a constitutional amendment on the General Election ballot in November that would eliminate property taxes and replace them with an optional increase in the states sales tax\nand WHEREAS, the 1999 revenue loss to Arkansas schools from such a property tax repeal would amount to $745.3 million\nwhile the revenue generated in 1999 from a 7/8-cent sales tax, if approved by a majority of qualified electors, would amount to $299.8 million, the net revenue loss to schools would amount of $445.5 million in one year alone\nand WHEREAS, the loss of this amount of funding would be catastrophic to public education as we know it, and would result in wholesale school district consolidations, the loss of local control over education, increased class sizes, curtailment of nonessential activities such as athletics, computer labs, and the transportation of children in school buses\nand WHEREAS, the loss of this funding would cause a crisis and collapse of the school bond market, and severely impair the ability of school districts to repair or replace school buildings\nand WHEREAS, the estimated loss of funding for the Little Rock School District would amount of $42.8 million in 1999 alone\nand WHEREAS, Arkansans currently have the 49*' lowest property tax burden in the United States\nNOW, THEREFORE BE IT RESOLVED that the Board of Directors of the Little Rock School District strongly opposes the passage of a constitutional amendment to abolish property taxes and replace them with an increased sales tax. Adopted this 24*^ day of September 1998 by the Little Rock School District Board of Directors. (Jady Maness,, President Resolution fVhereas, Fulbright Elementary School opened its doors 20 years ago this month to the school children of Little Rock, its bright interior colors and award-winning design providing a stimulating educational setting for its students and staff\nand Whereas, for each of the past 20 years approximately 500 students of the Little Rock School District have been served by this school, taught by an excellent group of educators, cared for by a dedicated group of support staff, and nurtured through the efforts of an active and involved Parent Association\nand Whereas, former U.S. Senator J. William Fulbright, for whom the school is named, was known internationally for his commitment to education and to cooperation between all people of the world, values that we hope to impart to all students enrolled in the Little Rock School District\nand Whereas, through the combined efforts of Fulbright Schools administration, teachers, staff, parents, and students, the school has been recognized many times over the past 20 years for its outstanding teachers, administrators, and staff\nthe exceptional volunteer service of its parents\nand the accomplishments of its students\nand IVhereas, Fulbright School has set aside the week of September 21-25, 1998, to celebrate its 20th Birthday with activities including a Pep Rally, Back-to-1978 Dress Up Day, a giant birthday cake for the students, and a Family Picnic on Friday evening, September 25, open to all alumni of Fulbright as well as to community and school district leaders. NO W, therefore, be it resolved that the Little Rock School District Board of Directors recognizes J. William Fulbright Elementary School for its contributions to public education over the past 20 years, and congratulates the school community on the occasion of its 20th Birthday, this 24th day of September, 1998. Judy Magness, President Micheal Daugherty, SecretaryLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING October 22,1998 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, October 22,1998, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Larry Berkley presided. MEMBERS PRESENT\nJudy Magness Larry Berkley Micheal Daugherty Mike Kumpuris Baker Kurrus Katherine Mitchell Sue Strickland MEMBERS ABSENT: None ALSO PRESENT: Leslie V. Camine, Superintendent of Schools Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Board President, Larry Berkley, called the meeting to order at 6:00 p.m. Six Board members were present at roll call\nDr. Daugherty arrived at 6:10 p.m. Ex-ofFicio student representative, Clarke Tucker from Central High School, was also present. II. READING OF MINUTES: Minutes from the regular board meeting of September 24,1998 were presented for Board approval. The minutes were approved unanimously, on a motion by Ms. Strickland, seconded by Ms. Magness. REGULAR BOARD MEETING October 22,1998 Page 2 III. CONSENT ITEMS: Items listed on the Consent agenda included: A. B. C. D. IDEA Grant Application Consolidation Application for Special Education and Related Services, 1998-99 Safe \u0026amp; Drug Free Schools and Communities Applications Personnel Changes Ms. Magness made a motion to approve the consent items as printed in the agenda. Ms Strickland seconded the motion and it carried unanimously. IV. PRESENTATIONS: A. SUPERINTENDENT The Superintendent presented citations to four students from Mabelvale Jr. High School, Natasha Davis, Shala Hood, Charisma Henderson and Anthony Tripplett. These ninth graders serve as olfrcers of the Nutrition Advisory Council, sponsored by the Arkansas State Food Service Association. Beth Sander, teacher at Terry Elementary School, was awarded a citation for receiving Honorable Mention in the Bessie B. Moore Arkansas Awards Program for Teachers of Economics. Carol Dyson and Susan Purvis, elementary art teachers, were recently recognized at the state level for achievement in arts education. The Arkansas Art Education Association selected Ms. Dyson, art specialist at Williams Magnet School, as the Arkansas Art Educator of the Year. Ms. Purvis, art specialist at Gibbs Magnet School, received the Governors Arts in Education Award. Each of these teachers was presented with a Superintendents Citation in recognition of their achievements. Entergy Arkansas recently selected Rene Carson to receive the Distinguished Teacher Award. She will be honored, along with other Arkansas Educators, at an awards ceremony, which will be held in November. Dr. Camine presented her with a Superintendents Citation recognizing this selection. Mary Lou Kahler and Catherine Snyder presented the Board and Superintendent with a trophy that was presented to the Districts team in the Race for the Cure. We were the largest participating school district in the state, with 23 schools and departments represented by a total of429 participants. REGULAR BOARD MEETING October 22,1998 Page 3 Jo Evelyn Elston, Director of Pupil Services and Dr. Trudie Reed, President of Philander Smith College, were present to announce a partnership between the District and Philander. The Lyceum Honors Program will begin with ninth grade students this year and will grow by one grade level each year until ninth through twelfth grades are included. On behalf of the Board, Dr. Mitchell presented a plaque to John Riggs in appreciation for his service to the District as zone 4 representative since 1992. She wished him well in his future endeavors on behalf of the children of the District. He is running for the State Senate unopposed and will take office in January 1999. Dr. Mitchell also presented the presidents gavel to Judy Magness in appreciation for her service as president of the Board for the past year. The final citation was presented to Clarke Tucker, ex officio student representative to the Board and current president of the student body at Central High School. Dr. Camine introduced Kathy Lease to present a report on identification of the Districts various stakeholders. She has compiled a listing of parents and community groups who continue to support the District in various activities and events. B. SPECIAL PRESENTATION - Little Rock Alliance for Our Public Schools Odies fEilson, chairman of the Alliance Board, reported on the progress of contracting with MGT for a management study of the district. The final estimated cost is $144,000\nFifty for the Future has committed to pay half the fee. The Board asked several questions regarding the cost of the study, noting that the original estimate was significantly less than this figure. Dr. Mitchell asked for additional information regarding the purpose of the study. An input session has been scheduled for Wednesday, November 4,1998. SUSPENSION OF THE RULES\nMs. Magness moved to suspend the rules of the Board to consider an item that is not listed as an agenda item. Dr. Mitchell seconded the motion and it carried unanimously. Ms. Magness then made a motion to approve the expense of $72,000 for the completion of the management study. Dr. Mitchell seconded the motion and it carried unanimously. REGULAR BOARD MEETING October 22,1998 Page 4 C. BOARD MEMBERS Ms. Strickland thanked Mr. Berkley for planning and organizing the recent Board retreat. She commented that the retreat was a productive activity that will benefit the Board in their work. Ms. Magness corrected a statement she made in last months Board meeting\nJimmy Mosby, who served as the ex officio member of the Board in September, is the president of the student body at Parkview Magnet High School. Ms. Magness recognized Gibbs Magnet School for becoming a mini-United Nations, where each classroom has adopted a different country. She congratulated Sharon Davis, principal at Romine Elementary School, for completing her doctorate. She also applauded the National Merit Scholars who were present prior to the Board meeting for a reception in honor of their achievements. Dr. Mitchell announced the second annual VIPS Read-a-thon on November 17, 1998. Each classroom in the District will have a volunteer guest reader for approximately 30 minutes. Mike Kumpuris attended three of the community meetings that were scheduled to discuss and hear public comments regarding the new proposed attendance zones. He expressed concern that none of the meetings were well attended and he feared that not enough people in the community are taking the opportunity to express their concerns. Mr. Kurrus reported on attending the Womens Emergency Committee reunion and reception last month. He stated his pride in the contributions of these women, who are only now, forty years later, getting recognition for getting the public schools reopened after the desegregation crisis. Mr. Berkley reported that he felt the recent Board retreat would impact the future direction of the District. He thanked his fellow Board members for their time in attending this session. Clarke Tucker, ex officio student representative, announced that President Clinton had recently signed a bill proclaiming Central High School part of the National Park Service and placing the school on the National Historic Register. V. REMARKS FROM CITIZENS None. REGULAR BOARD MEETING October 22,1998 Page 5 VI. ACTION AGErJPA A. First Reading: Policy Review - Section C (General School Administration) The Board was provided copies of Section C - General School Administration policies for review and revisions. Ms. Magness made a motion to table this item for action after additional policy review. Ms. Strickland seconded the motion and it carried unanimously. B. Resolution: Day of National Concern About Young People and Gun Violence President Bill Clinton recently signed a proclamation naming October 8, 1998 as the Day of National Concern about Young People and Gun Violence. The Peer Helpers Advisory Council of the Little Rock School District requested the Boards support for this initiative by adoption of a resolution. Mr. Kumpuris moved to adopt the proposed resolution. Dr. Daugherty seconded the motion and it carried unanimously. A copy of the resolution is attached to these minutes. C. Resolution: National Red Ribbon Week The District promotes drug awareness and prevention programs for students through various activities and organizations such as DARE, Just Say No, TRUCE, Peer Helpers, and the Student Assistance Program. National Red Ribbon Week, October 25-31, 1998, places special emphasis on urging students, parents, schools and the community to make a commitment to drug free education. Ms. Strickland made a motion, seconded by Dr. Mitchell to unanimously adopt a resolution in support of this initiative. D. Middle School Program Standards The Middle School Cuniculum, Instruction, and Assessment Committee developed program standards to provide direction for the District in transitioning from junior high to middle schools. The Board was asked to review and adopt these standards for implementation in the 1999-2000 school year. Boimie Lesley reported briefly to the Board and indicated additional information would be provided to the Board as the committee completes its work. Ms. Magness made a motion to adopt the recommended standards. Ms. Strickland seconded the motion and it carried unanimously. REGULAR BOARD MEETING October 22,1998 Page 6 E. Donations of Property The Board was asked to approve acceptance of recent donations to the District. Ms. Magness made a motion to graciously accept the donations, seconded by Ms. Strickland. The motion carried unanimously. Donated items are listed in the following chart. DONATIONS SCHOOL/DEPARTMENT ITEM DONOR Booker Arts Magnet School GE Refrigerator for teachers lounge Mrs. A. M. Tullos Forest Park Elementary School 2,308.65 cash for purchasing computer and supplies Forest Park PTA Rockefeller Incentive School Weedeater \u0026amp; Hedge Trimmer Rockefeller PTA F. Financial Reports The monthly financial reports were printed in the agenda. The Board requested no additional information. Dr. Mitchell moved to approve the reports, Ms. Magness seconded the motion and it carried unanimously. VI. REPORT AGENDA A. Desegregation Update Mr. Babbs provided a brief review of the recent activities of the Student Assignment work team. Meetings have been held in the community to discuss and review the proposed revised attendance zones. The team plans to have a recommendation to the Board for approval in November. If all plans remain on schedule, final assignments for the 1999-2000 school year will be made by the first of March. B. Budget Update No report. REGULAR BOARD MEETING October 22,1998 Page 7 c. Stephens School Doug Eaton and Sadie Mitchell provided a brief review of the progress on the Stephens School construction project. The target date for completion of the building is June 2000, with a move in expected for the 2000-01 school year. Mr. Kurrus asked the Superintendent to begin planning now for an adaptive re-use of the two buildings (Mitchell and Garland Elementary Schools) that will be vacated when the new Stephens School opens. He also asked that we begin now working with the city to upgrade and rebuild the neighborhood around Stephens School to make the school more attractive to families who might want to enroll at Stephens. The Board requested that additional details be provided on the construction of Stephens in a separate meeting in early November. D, Strategies to Implement District Priorities Dr. Camine provided copies of a document entitled Strategies to Implement District Priorities for the Boards review and discussion. He read the introduction and briefly highlighted the contents. He asked the Board to review the document over the next few weeks and be prepared to discuss it further at a later date. VII. AUDIENCE WITH INDIVIDUALS OR GROUPS None VIIL ADJOURNMENT There being no further business before the Board, Ms. Magness moved to adjourn at 8:20 p.m. The motion was seconded by Ms. Strickland and carried unanimously. APPROVED: II- Larry Barkley, Prudent Smerine Mitchell, Secretary /w I Resolution Whereas, schools are established within a community for the purpose of educating children\nand Whereas, the presence of a gun at school is not only dangerous, but also interferes with the educational process\nand Whereas, gun violence in school has a devastating and long-lasting impact on children, teachers, other staff members, parents and others in the community\nand Whereas, President Bill Clinton has proclaimed October 8, 1998, as the Day of National Concern about Young People and Gun Violence\nand Whereas, the Peer Helpers Advisory Council of the Little Rock School District supports action to prevent guns in schools and wishes to lead students in a pledge against guns in Little Rock schools\nNow, therefore, be it resolved that the Day of National Concern about Young People and Gun Violence will be observed by schools in the Little Rock School District. The Peer Helpers Advisory Council will ask all students to sign pledge cards as a voluntary promise that they will never carry a gun to school, will never resolve a dispute with a gun, and will use their influence with their friends to keep them from resolving disputes with guns. Adopted this 24* day of September, 1998. ddent' J President SecretaryWhereas, Arkansas youth have a right to be educated in an environment conducive to learning\nand Whereas, all schools and administrative buildings of the Little Rock School District are designated as Drug Free Zones\nand Whereas, programs such as D.A.R.E., Just Say No, T.R.U.C.E., Peer Helpers and Student Assistance which promote drug awareness and prevention for youth, have been implemented in Little Rock public schools\nand Whereas, during the week of October 25-31, 1998 special emphasis will be placed upon drug free youth with the observance of National Red Ribbon Week\nand Whereas, a joint effort must be made by parents, schools, and the community working together toward a common commitment for preparing our children to be tomorrows leaders, NOW, THEREFORE BE IT RESOLVED, that the Little Rock School District endorses National Red Ribbon Week and urges all citizens to make a commitment to drug free education and to the future of our children. Adopted this 22nd day of October, 1998. Larry Berkley Presi4* tent Katherine Mitchell, SecretaryLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING November 19,1998 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, November 19, 1998, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Larry Berkley presided. MEMBERS PRESENT: Lany Berkley Sue Strickland Katherine Mitchell Micheal Daugherty Mike Kumpuris Baker Kurrus Judy Magness MEMBERS ABSENT: None ALSO PRESENT: Leslie V. Camine, Superintendent of Schools Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Board President, Larry Berkley, called the meeting to order at 6:00 p.m. All Board members were present at roll call. Ex-officio teacher representative, Nancy Mitchell from Gibbs Magnet Elementary School, was also present. IL READING OF MINUTES: Minutes from the regular board meeting of October 22, 1998 were presented for Board approval. The minutes were approved unanimously on a motion by Dr. Mitchell, seconded by Ms. Magness. REGULAR BOARD MEETING November 19,1998 Page 2 III. PRESENTATIONS: A. STUDENT PRESENTATION Pulaski Heights Junior High School eighth grade students presented reports to the Board that were the result of a recently completed mathematics project. The students were from Mrs. Forhands pre-algebra class and included Ernest Sweat, Peter Thomas, Ben Schreiber, Elizabeth Millsap and Major Banks. B. SUPERINTENDENTS CITATIONS Dr. Camine recognized Marion Baldwin and Jodie Carter for their efforts in securing a 21^ Century Community Learning Center Grant for the McClellan Community Education Program. This three-year grant will result in over $1 million, which will be used to develop various components of the community education program including literacy education, academic tutoring, summer camp, adult education courses, eind medical services for students. Sue Ward assisted Dr. Camine in presenting the annual School Nurse awards. Deborah Porterfield was selected to receive the First Year School Nurse award. Betty Neiser, the 1998-99 School Nurse of the Year, was presented with a plaque in recognition of her continuing service to the Districts students. In addition, Beverly Heron, Carla Kelley and Marsha Mahan were recognized for being nominated for the School Nurse of the Year award and were presented with certificates of appreciation. The ex-officio teacher representative on the Board for the month of November, Nancy Mitchell from Gibbs Magnet Elementary School, was presented with a citation in appreciation of her service on the board. C. PARTNERSHIPS Newly established partnerships were identified and the Board was asked to approve the agreements between: Kroger Store on Markham \u0026amp; Rodney Parham, represented by Jennifer Guthridge and Marsha Reagan, and Brady Elementary School, represented by Ada Keown. Jitney Food \u0026amp; Drug on West Markham, represented by Blade Westmoreland, with the Accelerated Learning Center, represented by J. J. Lacey and Carol Green Ms. Magness made a motion to approve the partnerships. Dr. Mitchell seconded the motion and it carried unanimously. REGULAR BOARD MEETING November 19,1998 Page 3 D. BOARD MEMBERS Ms. Magness reported that she had attended the Accelerated Learning Program awards ceremony last week. Nine diplomas have been awarded to students completing their high school course requirements in this new program. She also attended the Gibbs Magnet School annual cultural fair where this years event featured Japan. She displayed a brochure developed by Jefferson Elementary parents to use in recruiting new students to that school and she encouraged other parents to get involved with the various activities in their schools. Dr. Mitchell commended Mr. Adams, Mrs. Gill and the staff of the Parent Involvement Office for the annual Title I meeting that was held last Saturday at Martin L. King Elementary School. Mr. Kurrus reported on his attendance at Career Day at Forest Heights Jr. High School where he witnessed great teachers involved with alert and attentive students. Mr. Berkley thanked all the people who volunteered their time to the process of updating and revising the Strategic Plan. He emphasized that the agenda for this meeting contained very important issues that would move the district forward toward achieving the goals set by the Strategic Plan. V. REMARKS FROM CITIZENS Mary Collins, a parent/grandmother of three elementary school students in the District, asked the Board to review their expulsion and long-term suspension policies. Specifically, she noted concerns regarding the numbers of elementary school aged students who are sent home from school for 3 to 10 days. Eleanor Reasoner expressed concern regarding issues surrounding treatment of handicapped students in the District. She reported that in some schools handicapped students are not allowed to achieve honor roll status because they are not working at grade level. She asked for the Board to ensure that handicapped students are recognized for their achievements. VI. ACTION AGENDA A. Stephens School At the Boards request, the agenda was reordered to allow action on the Stephens School project as the first order of business.REGULAR BOARD MEETING November 19,1998 Page 4 Doug Eaton and Mark Milhollen provided requested budget information to the Board members prior to the meeting. Construction and furnishing of the new Stephens Elementary School is estimated at $10.5 million. $7.2 million has been allocated to date and the administration asked for the Boards approval to seek additional funding in the amount of $3.3 million dollars. Dr. Daugherty, Mr. Kurrus and Dr. Mitchell spoke in favor of the project\nMr. Kumpuris expressed reservations regarding the projected amount of the construction. Dr. Daugherty moved to approve the administrations recommendation for construction and funding of Stephens School. Dr. Mitchell seconded the motion and it carried unanimously. B. Teacher Negotiations Tentative Agreement The proposed 1998-99 salary agreement with the Classroom Teachers Association was presented for the Boards approval. Brady Gadberry responded to questions from Board members. Dr. Mitchell made a motion to approve the contract. Dr. Daugherty seconded the motion and it carried unanimously. C. Dwight D. Eisenhower Professional Development Grant Application The Board was presented with a request to approve submission of the 1998-99 Dwight D. Eisenhower Grant, Title II, ESEA. Funding in the amount of $146,190 would provide funding for professional development programs in math, science, reading and social studies activities. Ms. Magness moved to approve the submission, seconded by Dr. Mitchell. It carried unanimously. D. Approval of Proposed Attendance Zones Proposed revised attendance zones were drawn in accordance with guidelines established by the Revised Desegregation and Education Plan. The Student Assignment Work Teams recommendations were presented to the community and opportunities for feedback were provided. Students and parents were surveyed and the opportunity to be grandfathered or assigned to their current school will be an option for students who do not wish to attend their neighborhood school. No changes will be made to the method of assigning students to Magnet and Incentive Schools. Mr. Kumpuris made a motion to approve the revised student attendance zones. Ms. Strickland seconded the motion and it carried unanimously. E. Implementation of Act 989 of 1997 (Megans Law) Arkansas Act 989 of 1997 (Megans Law) was written to establish a system of registration for sex and child offenders and to provide for community notification when these offenders move into a residence near a school. The law also requires REGULAR BOARD MEETING November 19,1998 Page 5 the Board of Directors of local school districts to adopt a written policy regarding the method of notification to students and parents regarding these individuals. The Board was provided with Policy JLDBD, Sex and Child Offender Notification, and was asked to approve the policy on first reading for immediate implementation. Mr. Kumpuris made a motion to approve the motion on first reading. Dr. Daugherty seconded the motion and it carried unanimously. F. AP Exam Policy and Regulations The administration asked the Board to table action on the proposed AP Exam policy until the December meeting. The Board agreed by consensus to table. G. High School Curriculum The Division of Instruction conducted a comprehensive review of the Districts high school curriculum in cooperation with high school principals, counselors, registrars, supervisors and teachers. As a result of this in depth review, recommendations for revising the course offerings were presented for the Boards review and approval. Dr. Bonnie Lesley was present and responded to questions from the Board. Ms. Magness moved to approve the proposed high school curriculum revisions. Mr. Kumpuris seconded the motion and it carried unanimously. H. Middle School Curriculum The Division of Instruction presented recommended course requirements for grades 6 - 8 for implementation in the 1999-2000 school year. The recommendation included curriculum guidelines for Area Middle Schools and for Dunbar, Henderson, Mann Arts, and Mann Science Magnet programs. Dr. Lesley was present to respond to the Boards questions. Ms. Magness made a motion to approve the recommended middle school curriculum. Mr. Kumpuris seconded the motion and it carried unanimously. I. Proposed Revision of Graduation Requirements In response to changes required by the State of Arkansas and other LRSD planning requirements, the administration recommended approval of revised graduation requirements to become effective in 1998-99 for the graduating class of 2002. On a motion to table, it was recommended that this item be placed in policy/regulation format and be brought back to the Board for approval on first reading at the December agenda meeting. REGULAR BOARD MEETING November 19,1998 Page 6 J. Interim Millage Adjustment As required under Arkansas law, the Pulaski County Quorum Court establishes the rates of taxation to be levied on taxable real and personal property in Pulaski County, and governing bodies of the taxing entities are required to certify their applicable taxes prior to the November Quorum Court meeting. Administration recommended that the Board approve a resolution setting the personal property tax rate and the real property rate at 41.6 mills. Mr. Kumpuris moved to approve the resolution as presented. Dr. Mitchell seconded the motion and it carried unanimously. K. Donations of Property The Board was asked to approve acceptance of recent donations to the District. Dr. Mitchell made a motion to graciously accept the donations, seconded by Ms. Magness. The motion carried unanimously. Donated items are listed in the following chart. DONATIONS SCHOOL/DEPARTMENT ITEM DONOR Booker Arts Magnet School Snack Pack items for use as incentives for good behavior Sains Club #8104 LRSD Athletic Department Snack items/books/maps for instructional aids and student incentives GE Microwave Oven for teachers lounge $2,500 cash to provide football tickets for elementary and jr. high school students to attend Fair/Parkview football game Ms. Ruth Bray Alltel Communications Mann Arts \u0026amp; Science Magnet Two recliners for use in teachers lounge - English annex Mr. \u0026amp; Mrs. Ronald Gordon L. Financial Reports The monthly financial reports were printed in the agenda. The Board requested no additional information. Mr. Kumpuris moved to approve the reports, Ms. Strickland seconded the motion and it carried unanimously. REGULAR BOARD MEETING November 19,1998 Page 7 M. Personnel Changes After completion of the report agenda, the Board moved into an executive session for the purpose of discussing personnel issues on a motion by Ms. Magness, seconded by Ms. Strickland. The Board remained in executive session until 9:58 p.m. When they returned, they reported no action taken in session. Mr. Kumpuris moved to approve the salary schedules presented by the administration in conjunction with the teacher contract negotiations for teachers and administrators. Ms. Strickland seconded the motion and it carried unanimously. The personnel items printed in the agenda were approved unanimously on a motion by Ms. Magness, seconded by Ms. Strickland. VI. REPORT AGENDA A. Desegregation Update Mr. Babbs provided a brief review of the tasks on-going in the Student Assignment office. With the approval of the revised attendance zone plan, they will be moving toward notification of parents and student of their new assignments and will be updating the Board as progress is made. B. Budget Update No report. C. Middle School Stalling Update In response to a question from Dr. Mitchell regarding staff development in the Middle School reorganization, Dr. Camine recognized Brady Gadberry to respond. A Middle School Worksession will be held at the December agenda meeting. VII. AUDIENCE WITH INDIVIDUALS OR GROUPS NoneREGULAR BOARD MEETING November 19,1998 Page 8 VIII. ADJOURNMENT There being no further business before the Board, Ms. Magness moved to adjourn at 10:00 p.m. The motion was seconded by Ms. Strickland and carried unanimously. lent APPROVED\n____________ Larry Ewkley, Presinent Katherine Mitchell, Secretary RESOLUTION APPROVING THE PROPERTY MILLAGE RATES FOR THE YEAR 1998 WHEREAS, the Pulaski County Quorum Court will levy county, municipal, and school taxes for the year of 1998 as required by Ark. Code Ann. 14-14-904, and WHEREAS, Ark. Ann. 26-73-202 requires that the governing body of any taxing entity approve the applicable taxes prior to the adoption of the county levy\nNOW, THEREFORE, BE IT RESOLVED, that the Board of Directors of the Little Rock School District of Pulaski County approves the established level of 41.6 mills for personal property and 41.6 mills for real property within the district for the year 1998. Preside! Secretary Adopted LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING December 3,1998 The Board of Directors of the Little Rock School District held a special meeting on Thursday, December 3,1998, immediately following the regular agenda meeting, in the Board Room at 810 West Markham, Little Rock, Arkansas. Larry Berkley, President, presided. MEMBERS PRESENT: Larry Berkley Sue Strickland Katherine Mitchell Mike Kumpuris Judy Magness MEMBERS ABSENT: Mike Daugherty Baker Kurrus ALSO PRESENT: Leslie V. Gamine, Superintendent Beverly J. Griffin, Recorder of the Minutes 1. CALL TO ORDER Mr. Berkley called the meeting to order at 6:35 p.m., immediately following the regularly scheduled agenda meeting. Five members of the Board were present\nDr. Daugherty and Mr. Kurrus were absent. The ex-officio representatives to the Board for December were present\nRhema Pekar, student from Hall High School and Greg Harris, teacher from King Elementary. MINUTES - SPECIAL BOARD MEETING Decembers, 1998 Page 2 PURPOSE OF THE MEETING The agenda for the special meeting included the following items: 1. IL Second Reading: Implementation of Act 989 of 1997 (Megans Law) First Reading: Approval of New Graduation Requirements III. Donation of Property IV. Student Disciplinary Actions ACTION AGENDA: I. Second Reading: Implementation of Act 989 of 1997 (Megans Law) The Board was asked to approve Board policy JLDBD, Sex and Child Offender Notification, on second reading. This policy is required under Arkansas Act 989 in order to establish a district wide system for notification of parents and students when a convicted sex or child offender moves near a school. The policy and related regulations were approved unanimously on a motion by Ms. Magness, seconded by Ms. Strickland. IL First Reading: Approval of New Graduation Requirements The Board was asked to approve policy IKF, General Education Graduation Requirements, on first reading so that it may be approved on second reading at the regular December meeting. The requirements will become effective with the graduating class of 2002. Ms. Magness made a motion to approve the policy on first reading. Mr. Kumpuris seconded the motion and it carried 4-1. with Dr. Mitchell casting the nay vote. The regulations were not approved with this vote, as the Board asked for additional information. Dr. Lesley will provide additional information prior to the December Board meeting. III. Donation of Property The McDermott Elementary School PTA requested approval of their donation of $4,468.38 in cash for the purchase of computer equipment so that the requisitioning process could take place before the end of the calendar year. Ms. Magness moved to approve the donation. Mr. Kumpuris seconded the motion and it carried unanimously. MINUTES - SPECIAL BOARD MEETING December 3, 1998 Page 3 IV. Student Disciplinary Action ADJOURNMENT The meeting adjourned without a formal motion at 9:00 p.m. APPROVED: Larry Berkley, President Katherine Mitchell, Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING December 17,1998 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, December 17,1998, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Larry Berkley presided. MEMBERS PRESENT: Larry Berkley Katherine Mitchell Micheal Daugherty Mike Kumpuris Baker Kurrus Judy Magness MEMBERS ABSENT: Sue Strickland ALSO PRESENT: Leslie V. Camine, Superintendent of Schools Beverly Griffin, Recorder of Minutes 1. CALL TO ORDER Board President, Larry Berkley, called the meeting to order at 6:00 p.m. Five members of the Board were present at roll call\nDr. Daugherty arrived at 6:20 and Ms. Strickland was absent. Ex-officio representatives to the Board, Greg Harris, teacher from M. L. King Elementary School, and student, Rhema Pekar from Hall High School, were also present. IL READING OF MINUTES: Minutes from the regular board meeting of November 19,1998 and from a special meeting held on December 3,1998 were presented for Board approval. The minutes were approved unanimously on a motion by Ms. Magness, seconded by Mr. Kumpuris. REGULAR BOARD MEETING December 17,1998 Page 2 III. PRESENTATIONS\nA. STUDENT PRESENTATION Students from Rockefeller Elementary School performed several holiday songs for the Board. Principal Arm Mangan and Choir Director IJ Routen reported on the Show Choirs recent trip to Hawaii to perform in a national competition. B. SUPERINTENDENTS CITATIONS Ms. Lenora Murray, sponsor for the Dunbar Magnet Jr. High School Math Club was introduced and was asked to recognize students who placed during the recent Math Competition in Hot Springs. Toby Huang, Daniel Liu and Ben Wells tied for first place in the 8** grade competition\nJoel Simon received the second place award for 8* grade algebra students. In addition, Ke Xu won first place and Sunny Patel won second place in the 7* grade pre-algebra competition. Dr. Camine recognized Michael Tidwell, dance teacher from Parkview Arts \u0026amp; Science Magnet School, for recently receiving the 1998 Arkansas Individual Artist Award from the Governors Arts Council. A citation was presented to Judy Goss, the literary magazine faculty advisor at Parkview. The Patchworks Pegasus recently received the Gold Medal Award from the Columbia Scholastic Press Association. Student staff members were Corey Helm, Megan Wright, Megan Robertson, John Banks and Ian Manire and Ron Matheney. Dr. Camine announced that Debbie Milam, the Districts VIPS and Partners-in- Education Coordinator, had recently received the Distinguished Leadership Award from Leadership Greater Little Rock. The ex-officio representatives to the Board, Greg Harris, teacher at Martin L. King Elementary School, and Rhema Pekar, student at Hall High School, were presented with citations in recognition of their service during the month of December. C. SPECIAL PRESENTATION James Fribourgh, James Bell and Martha Rimmer, representing the Pulaski County Historical Society, presented complete sets of the Pulaski County Historical Review for each of the eight junior high/middle schools. These materials will be kept with the social studies and local history reference and research materials for use by our students. Marie McNeal, supervisor of social studies, accepted the materials and presented them to representatives of each of the Districts junior high/middle schools. REGULAR BOARD MEETING December 17,1998 Page 3 D. BOARD MEMBERS Mr. Kumpuris reported that his neighborhood association, Westwood, assisted students and staff at Wilson Elementary in building a float for the Little Rock Christmas Parade. He attended the Metropolitan Vocational-Technical School awards ceremony, where several of our students were recognized for winning in the statewide vocational-technical competition. He also attended the holiday program at Geyer Springs Elementary School where they demonstrated holiday celebrations around the world. Mr. Kurrus reported that he had attended several recruiting activities around the District and the Dodd Elementary School open house. He urged parents and others to visit their neighborhood schools to learn first hand what good things are going on there. He expressed concern regarding the number of out-dated and non-working computers that are sitting in the schools\nhe stated that technology upgrades and improvements were one of the Districts greatest needs. Ms. Magness attended the Chamber of Commerce annual luncheon meeting. She complimented the Rockefeller Elementary School students who demonstrated computer technology on a big screen while the luncheon guests were eating. She also reported on attendance at the Arkansas Leadership Academy, which is sponsored by the State of Arkansas. The week-long training session hones individual participants leadership skills and provides an opportunity to meet people from around the state. She attended the Forest Heights Junior High School band concert and applauded the students for their performance. IV. CITIZENS COMMITTEES Representatives of the Wright Avenue Crime Watch and Neighborhood Association requested the Boards attention to ensuring residents are included in decisions regarding future use of Mitchell School. Ms. Narcissus Tyler and Representative John Lewellen made brief comments regarding Mitchell and their efforts in having the school named as a local historical site. They expressed concern in having Mitchell closed as a school, and stated that the school is a stabilizing factor for their neighborhood. They would like to see the building continue to operate as an educational facility of some type. Hubert Barksdale and Randy Alexander, representing the Little Rock Alliance for Our Public Schools, reported briefly on the progress of the MGT Management Study. They thanked the Districts staff for cooperating and assisting the consultants in their efforts to gather materials for inclusion in the study. Dr. Linda Recio, lead examiner in the study, reported that the final review would include an evaluation of the management and administrative structure and the budget and financial condition of the District. The final report will be presented to the Board early in 1999. REGULAR BOARD MEETING December 17,1998 Page 4 V. REMARKS FROM CITIZENS Eleanor Coleman spoke on behalf of school employees who are concerned about the new contract and salary issues. She stated that the CTA membership is concerned about the raises that were negotiated and when these raises would be received. She encouraged the Board to release the funds and give the teachers then-raises. Frank Martin, Executive Director of the CTA, expressed concerns regarding the withholding of insurance premium payments from employees paychecks. He reported a great deal of concern regarding January 1,1999 paychecks being distributed on January 4, the first day back to work after the winter holiday. He asked the Board to authorize distribution of paychecks on Saturday, January 2. Clementine Kelley, Vice-President of the CTA, expressed similar concerns as Ms. Coleman and Mr. Martin. She asked the Board to ensure employees are paid timely and the amounts that they are entitled to receive. Linda Pondexter expressed concern that the CTA and other stakeholders in the District were no longer printed as a part of each regular meeting agenda. The Board voted in July 1998 to change Board policy regarding this inclusion on the agenda. These groups may still be placed on the agenda, but they must notify the superintendents office prior to the printing of the agenda of their desire to be included. She also expressed concern regarding the increase in health care insurance costs for public employees. The Board recessed briefly and returned at 8:00 p.m. for completion of the agenda. VL ACTION AGENDA A. Board Policy Review In the continuing effort to review and revise the Districts policy manual. Section B: School Board Governance and Operations and Section C: General School Administration were presented for review and approval on first reading. There were several adjustments to the materials presented, therefore. Dr. Daugherty made a motion to table. Mr. Kurrus seconded the motion and it carried unanimously. The materials will be presented for approval on first reading at the January agenda meeting. REGULAR BOARD MEETING December 17,1998 Page 5 B. New Graduation Policy - Second Reading Policy IKF- General Education Graduation Requirements, was presented for second reading and approval. The policy was approved on first reading at the December agenda meeting. Mr. Kumpuris moved to approve implementation of the policy\nMs. Magness seconded the motion. Dr. Mitchell and Dr. Daugherty stated concerns regarding implementation of the policy and regulations. Mr. Kurrus and Mr. Berkley spoke in favor of the motion. It carried 4 -2 with Dr. Daugherty and Dr. Mitchell casting the no votes. C. Adjustment of the 1998-99 Student Calendar The Middle School Steering Committee recommended that extensive staff development be provided for the 1999-2000 school year transition. A revised student calendar was presented for the Boards review and approval which would allow three additional staff development days for the cunent school year, June 1, 2, and 3, 1999. This revision would make the last student attendance day May 28, 1999. Ms. Magness moved to approve the recommended calendar, Mr. Kumpuris seconded the motion and it carried unanimously. D. 1999-2000 Student Calendar Representatives of the three school districts in Pulaski County met to align the proposed student calendars for the 1999-2000 school year. This calendar was presented for the Boards review and approval. Ms. Magness made a motion to approve the recommended 1999-2000 school year calendar. Mr. Kumpuris seconded the motion and it carried unanimously. E. Board Goals The Board developed five goals for operating during the remainder of the 1998-99 school year. Mr. Kumpuris requested that the Board review these goals in early 1999 and make revisions periodically as required. Mr. Kumpuris made a motion to adopt the listing of five goals. Ms. Magness seconded the motion and it carried unanimously. A copy of the goals is attached to these minutes. F. Donations of Property The Board was asked to approve acceptance of recent donations to the District. Mr. Kurrus made a motion to graciously accept the donations, seconded by Mr. Kumpuris. The motion carried unanimously. Donated items are listed in the following chart.REGULAR BOARD MEETING December 17,1998 Page 6 DONATIONS SCHOOL/DEPARTMENT ITEM DONOR Metropolitan Vocational Center Materials and equipment for metal fabrication/welding program Welsco, Inc. Pulaski Heights Jr. High $1,295.26 cash to replace tile in the main hallway Pulaski Heights Jr. High School PTA McClellan Conununity School $100 cash for the basketball holiday classic (December 28-30) Bermie ONeil, Attorney Alternative Learning Center $300 cash to purchase a fax machine Alltel Communications Fulbright Elementary Student apparel/gift wrap/ dolls for student incentives Freida Hollingshead of Hog World LRSD Safety \u0026amp; Security Office Four cell phones and airtime for remainder of the school year for use at athletic events Alltel Communications G. Personnel Changes The Board was asked to approve the personnel changes as printed in the agenda. In addition, a motion was made by Ms. Magness to suspend the rules to allow action on an item not included in the agenda. The motion to suspend was seconded by Mr. Kurrus and approved unanimously. Dr. Camine introduced Lawrence Buck, previously the assistant principal at Cloverdale Junior High School, and announced his recommendation to place Mr. Buck as the principal at Henderson Junior High School. Ms. Magness made a motion to approve all personnel recommendations. Mr. Kumpuris seconded the motion and it carried S-0-1. with Dr. Mitchell abstaining. H. Financial Reports The monthly financial reports were printed in the agenda. Mark Milhollan responded to questions from the Board regarding insurance benefit deductions, health insurance increases, raises and stipends that were questioned earlier during the citizens comments section of the agenda. Ms. Magness moved to approve the financial reports printed in the agenda. Dr. Mitchell seconded the motion and it carried unanimously. REGULAR BOARD MEETING December 17,1998 Page 7 VI. REPORT AGENDA A. Desegregation Update Mr. Babbs was present to respond to questions regarding the Desegregation Update, which was printed in the agenda. The Board agreed by consensus to allow a name change for the Student Assignment Office to the Student Registration Office. B. Budget Update No report. C. Update: Y 2 K Preparations John RufFms, Director of Information Services, provided a brief oral review of the written report, LRSD and the Year 2000, which was provided to the Board prior to the meeting. He responded to questions from the Board and agreed to provide periodic updates as necessary. VIL AUDIENCE WITH INDIVIDUALS OR GROUPS None Vni. ADJOURNMENT There being no further business before the Board, Ms. Magness moved to adjourn at 9:50 p.m. The motion was seconded by Dr. Daugherty and carried unanimously. APPROVED: Laarnryy BB\u0026lt;etkley, President J Katherine Mitchell, Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS DATE: December 17, 1998 TO: Board of Directors FROM: Leslie V. Camine, Superintendent of Schools RE: Board Goals Larry Berkley provided a draft of five goals, which were developed as a result of the recent Board retreat. These were presented at the agenda meeting, with a request to provide input and suggestions. If necessary, these will be amended to include other board members comments and/or additions. 1. Develop an advocacy plan for the Board. 2. Develop a process for assessing individual school performance. 3. Develop a plan to assure long-term financial stability, including a contingency plan. 4. Develop a plan for improvement of the Districts physical plant. 5. Ensure the development of better financial reporting.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING January 14,1999 The Board of Directors of the Little Rock School District held a special meeting on Thursday, January 14,1999, immediately following the regular agenda meeting, in the Board Room at 810 West Markham, Little Rock, Arkansas. Larry Berkley, President, presided. MEMBERS PRESENT\nLarry Berkley Sue Strickland Katherine Mitchell Micheal Daugherty Baker Kurrus Mike Kumpuris Judy Magness MEMBERS ABSENT\nNone ALSO PRESENT\nLeslie V. Camine, Superintendent Beverly J. Griffin, Recorder of the Minutes Anton Bland, Student Ex-officio, McClellan High School Cheryl Crutcher, Teacher Ex-officio, Jefferson Elementary 1. CALL TO ORDER Mr. Berkley called the meeting to order at 1-. 15p.m., immediately following the regularly scheduled agenda meeting. All members of the Board were present. The ex-officio representatives to the Board for January were present\nAnton Bland, student from McClellan High School and Cheryl Crutcher, teacher from Jefferson Elementary. MINUTES - SPECIAL BOARD MEETING January 14, 1999 Page 2 PURPOSE OF THE MEETING The agenda for the special meeting included the following items: 1. Laidlaw Negotiations IL First Reading: Board Policy Review Section B: School Board Governance and Operations Section C: General School Administration ACTION AGENDA: I. Laidlaw Negotiations II. The Board was asked to approve a one-year contract for Laidlaw Transportation to continue to provide student transportation services to the District. Dr. Anderson presented information to the Board summarizing the details of the contract, which results in an increase of $124,458 or a total budget of $8,014,732 for the 1999-2000 school year. Vernon Gross and Ed Streeter, representatives from Laidlaw Transportation Services, were also present. The contact was approved unanimously on a motion by Dr. Mitchell, seconded by Ms. Magness. First Reading: Board Policy Review - - Sections B \u0026amp; C The Board was asked to approve Sections B and C of the Board Policy manual on first reading so that it may be approved on second reading at the regular meeting in January. This information had been presented for the Boards review in the process of completely updating the policy manual. Ms. Strickland made a motion to approve the policy manual updates for Sections B and C on first reading, and Mr. Kumpuris seconded the motion. The motion carried unanimously. ADJOURNMENT The meeting adjourned at 7:50 p.m. on a motion by Dr. Mitchell, seconded by Ms. Magness. Larry'Berkley., President APPROVED: Katherine Mitchell, Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING January 28,1999 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, January 28,1999, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Larry Berkley presided. MEMBERS PRESENT\nLarry Berkley Katherine Mitchell Sue Strickland Micheal Daugherty Mike Kumpuris Baker Kurrus Judy Magness MEMBERS ABSENT: None ALSO PRESENT: Leslie V. Camine, Superintendent of Schools Beverly Griffin, Recorder of Minutes 1. CALL TO ORDER Board President, Larry Berkley, called the meeting to order at 6:04 p.m. Six members of the Board were present at roll call\nDr. Daugherty arrived at 6:10 p.m. Ex-officio representatives to the Board, Cheryl Crutcher, teacher from Jefferson Elementary School, and student, Anton Bland from McClellan High School, were also present. IL READING OF MINUTES: Minutes from the regular board meeting of December 17,1998 and from a special meeting held on January 14,1999 were presented for Board approval. The minutes were approved unanimously on a motion by Dr. Mitchell, seconded by Mr. Kumpuris. REGULAR BOARD MEETING January 28,1999 Page 2 III. PRESENTATIONS: A. SUPERINTENDENTS CITATIONS Dr. Gamine expressed appreciation to District employees and others in the community who had aided in disaster relief efforts over the past week. Tornado damage in the southern and eastern parts of Little Rock affected the lives of many families and students in the District. Several school buildings and the Instructional Resource Center were also damaged in the storm. A superintendents citation was presented to Kay Coleman, counselor at Henderson Jr. High School. The Central Region of the Arkansas School Counselors Association recently selected Ms. Coleman as Counselor of the Year. Representatives of the McClellan Magnet High School Business Department were recognized for their recent selection as the top high school business program in the nation by the American Vocational Association. Rebecca Ruth Stanley, fourth grade student at Carver Magnet Elementary School, was awarded a superintendents citation for her recent selection as the Fourth Grade National Winner in the Invent America competition. The United States Patent Model Foundation sponsors the annual competition where students are provided an opportunity to submit their original inventions. Rebeccas project was a hand-held product reader that scans bar codes for visually impaired individuals and provides information about the product. She received a U.S. Savings Bond and a certificate recognizing her achievement. Coach Glenn Eskola and members of the JA Fair football team were recognized for winning the 1998 5A-football championship. Representatives from Blue Cross/Blue Shield were recognized for their recent donation of time in providing quality training for over 100 school district staff members. Robert Shoptaw, Cal Kellogg, Mal Lehman, and Judy Lohmar provided eight days of training that will aid in the Districts efforts to provide quality services to our students and families. The ex-officio representatives to the Board, Cheryl Crutcher, teacher at Jefferson Elementary School, and Anton Bland, student at McClellan High School, were presented with citations in recognition of their service during the month of January. A plaque was presented to the Board of Directors for their recent selection as an Honor Board by the Arkansas School Boards Association. This award is given when a majority of the Board members complete at least 15 hours of inservice training and continuing education. REGULAR BOARD MEETING January 28,1999 Page 3 B. PARTNERSHIPS Debbie Milam was present to award certificates to businesses and individuals who had recently established working partnerships with District schools. Prior to recognizing the partnerships, Ms. Milam introduced Frances Ross from Trinity Episcopal Cathedral. Ms. Ross, along with Dean Henry Hudson, announced the presentation of a Baldwin-Hamilton Studio Piano to the McClellan Community High School music and choral program. Greg Oden, McClellans Choir Director, was present to accept their generous donation. Newly established partnerships included: KABE Radio Station, represented by Madaline Scaled \u0026amp; Valerie Coffin, in partnership with the Alternative Learning Center, represented by Lloyd Sain Apartment Hunters, represented by Lance \u0026amp; SuzanneiVaters, in partnership with Dodd Elementary School, represented by Faith Donovan and Martha Low Center for Effective Parenting, represented by Ida Collier, in partnership with Forest Heights Jr. High School, represented by Gail Pitts and Pulaski Heights Jr. High, represented by Nancy Rousseau ESI Group, Inc., represented by Mara Hartline, in partnership with Central High School, represented by Rudolph Howard Ms. Strickland made a motion to approve the partnerships presented. Ms. Magness seconded the motion and it carried unanimously. C. BOARD MEMBERS Dr. Mitchell expressed appreciation to Senator John Riggs for his recent donation of excess campaign funds to the schools in his District. Dr. Daugherty thanked Dr. Camine and other District staff members who contributed their time and energy to disaster relief after the recent tornado. Mr. Kurrus thanked the City of Little Rock Board of Directors for their recent decision to deny issuance of city-backed bonds to finance private school construction. He also expressed appreciation to Judge Buddy Villines for his efforts to prevent public support for private school bonding issues.REGULAR BOARD MEETING January 28,1999 Page 4 Mr. Kurrus displayed a map detailing areas within the city of Little Rock that are outside the boundaries of the Little Rock School District. He suggested that there might be some interest in studying the impact of making the Districts boundaries and the citys boundaries one and the same. IV. CITIZENS COMMITTEES None. V. REMARKS FROM CITIZENS Bob Powers, a parent of students at Fulbright Elementary School, stated concerns regarding the inoperable and irreparable computer laboratory at Fulbright. He stated that the PTA was prepared to contribute up to $4,000 toward installation of new computer equipment. Clementine Kelley, Vice President of the Classroom Teachers Association, asked the Board to honor their obligations under the teacher contract by paying the employees insurance reimbursements and top-out stipends. VI. ACTION AGENDA A. Second Reading: Board Policy Manual - Sections B \u0026amp; C The Board was asked to approve second reading of policy manual sections B \u0026amp; C, which have been reviewed as part of a complete policy manual revision. These sections were approved on first reading at a special meeting on January 14, 1999. Ms. Magness made a motion to approve the policies as presented. Dr. Mitchell seconded the motion and it carried unanimously. B. Strategic Plan Update Linda Young introduced Paula Patterson and Diane Vibhaker who were members of the districts strategic planning team. Ms. Patterson and Ms. Vibhaker summarized the revisions to the original strategic plan which was approved by the Board in 1996. The updated plan will guide the District into the 2003 school year. Dr. Daugherty moved to approve the strategic plan. Ms. Magness seconded the motion and it carried unanimously.REGULAR BOARD MEETING January 28,1999 Page 5 c. Proposed Guidelines for Staffing Administration, 1999-2000 School Year The Board was provided a summary and review of the present school administrative staffing assignments in all secondary schools. A proposal for assigning principals and assistant principals in the middle schools and high schools for the 1999-2000 school year was also presented. Marian Lacey responded to questions from the Board regarding this proposal and after several Board members expressed concern about approval of staffing decisions at this time, the Board voted unanimously to table this item until after receipt of the MGT Management Study. Dr. Mitchell made the motion to table, seconded by Ms. Magness. D. Proposal for Change of Current Policy for Eighth Grade Promotion A regulation for implementation for the remainder of the 1998-99 school year was presented for the Boards review. No formal vote was required since the accompanying policy had been previously approved. These regulations will allow students who fail English and math at the 8 grade level to make up the credits by attending summer school and an extended day summer program in order to gain the credits required to pass to the 9* grade. This modification is required as the transition process from middle school (6-8) and high school (9-12) grade level reorganization takes place for the 1999-2000 school year. E. Regulations: Promotion and Retention, K-12 The Board was provided with a copy of policy IKE: Promotion and Retention, which was effective July 1996. New administrative regulations to implement this policy were presented to the Board for information only. No formal vote was necessary. F. Communities in Schools The Family/Community Partnerships Committee requested approval for continuation of collaborative efforts with the Communities in Schools initiative in Little Rock. Liz Lucker, who serves on the middle school planning committee, responded to questions from the Board and introduced Dr. Gary Eagleton, who is with the National office of Communities in Schools in Houston, Texas. CIS will provide teachers, staff and administrators an opportunity to focus community resources on student needs in order to ensure success. A resolution of support was presented for the Boards approval. Ms. Magness moved to approve the resolution. Ms. Strickland seconded the motion and it carried unanimously.REGULAR BOARD MEETING January 28,1999 Page 6 G. Donations of Property The Board was asked to approve acceptance of recent donations to the District. Dr. Mitchell made a motion to graciously accept the donations, seconded by Dr. Daugherty. The motion carried unanimously. Donated items are listed in the following chart. DONATIONS SCHOOL/DEPARTMENT ITEM DONOR Otter Creek Elementary Compaq Desk PRO Computer Rebsamen Insurance Company Romine Elementary Clavinova Keyboard Romine PTA Geyer Springs Elementary Garland Academy $100 cash for purchase of books $600 cash for RIF Program Kiwanis Club of West LR $200 cash for RIF Program Kiwanis Club of Pulaski Heights Unitarian Universalist Church Dunbar Magnet Jr. High $1,000 cash for landscaping Wal-Mart Foundation $100 cash for teacher incentives Paine Webber $ 150 cash for security cameras Mr. \u0026amp; Mrs. Sheffield Nelson $300 cash for security cameras Win Rockefeller $500 cash for boys basketball program Dover \u0026amp; Dixon, P.A. Terry Elementary $1,170 cash for purchase of a scarmer and camcorder Arkansas Federal Credit Unon Mann Magnet Jr. High 15 Geteway 2000 Computers Mann Magnet PTSA Bale Elementary Three Symphonic VCRs Bale Elementary PTA Watson Elementary $200 cash to provide apples \u0026amp; oranges to students for Christmas Mrs. Katherine Blackmon-Solis McClellan Community High School Baldwin-Hamilton Studio Piano Trinity Episcopal Cathedral REGULAR BOARD MEETING January 28,1999 Page 7 H. Personnel Changes The Board was asked to approve the personnel changes as printed in the agenda. Dr. Mitchell questioned the reason for eliminating the grants writer position and suggested this position was necessary for securing outside funding sources. Dr. Camine stated that existing staff would be responsible for seeking and securing grants that had been the responsibility of the district grantswriter. Ms. Magness made a motion to approve all personnel recommendations. Ms. Strickland seconded the motion and it carried 6-1. with Dr. Mitchell casting the no vote. In addition to the formal motion, Ms. Magness requested a monthly grants report so that the Board could remain informed of grants written and secured. I. Financial Reports The monthly financial reports were printed in the agenda and Mark Milhollan was present to respond to questions from the Board. Dr. Daugherty questioned the issue of top out stipends and insurance reimbursements as presented by the CTA representative earlier in this meeting. Mr. Milhollen responded that the payment and reimbursement of these funds was directly tied to the negotiation of the contract agreement and was dependent on the funds that are due the District from the State of Arkansas. Ms. Magness moved to approve the financial reports presented. Mr. Kurms seconded the motion and it carried unanimously. VI, REPORT AGENDA A. Desegregation Update Mr. Babbs presented a brief review of current activities in the student registration office. Enrollment/registration is occurring at this time in the local schools and assignment letters are due to be mailed in early March. In addition, Mr. Babbs presented for discussion a revision of the Districts policy on acceptance of foreign exchange students. The revised policy will be presented for formal approval at a later date. B. Budget Update The budget update was presented as part of the financial report section of the agenda. No additional information was requested. REGULAR BOARD MEETING January 28,1999 Page 8 C. Residential Elementary School Contract agreements for the establishment of a residential elementary charter school were provided for the Boards review. Sanford Tollette is to serve as the lead consultant and ECS Planning and Management, Inc. will provide evaluation services. The fees for both of these services are to be paid from the residential planning grant that was received previously by the District. D. Consultant Contract Dr. Camine discussed provisions of a contract for consultant services, which was entered on December 15, 1998. Educational Performance Evaluation and Management Systems is to review the Districts administrative and clerical salary schedules and provide recommendations for restructuring those schedules. The consultants are being paid $6,000 for the study and $750 per day plus expenses. E. SAT-9 Report A report on the Districtwide SAT-9 test scores was to be presented by Dr. Kathy Lease. Due to the recent tornado damage at the Instructional Resource Center, the report will be presented next month. F. Getty Grant: Central High School A brief report regarding receipt of grant funding in the amount of $25,000 from the Getty Foundation was included in the Boards agenda. Mr. Doug Eaton was present to respond to questions regarding a study that was conducted as part of the plan to restore Central High School. Additional information and the completed report will be provided to the Board in late January. In addition, Mr. Eaton responded to questions and provided a brief review of the damage to District property as a result of the recent tornado. It is estimated that there was in excess of $1.3 million in damages to District property. Some of the students enrolled in Metropolitan vocational training programs have been relocated to other sites and the Early Childhood program was relocated to Rockefeller Elementary School. VII. AUDIENCE WITH INDIVIDUALS OR GROUPS None REGULAR BOARD MEETING January 28,1999 Page 9 VIII. DISCIPLINARY VIIL ADJOURNMENT There being no further business before the Board, Ms. Magness moved to adjourn at 8:45 p.m. The motion was seconded by Dr. Mitchell and carried unanimously. APPROVED: 3  Larry Berkley, Preside lent Katherine Mitchell, Secretary Resolution of Endorsement Be it resolved that the Little Rock School District Board of Education endorses the communitys initiative in planning for the implementation of communities In Schools throughout the District in order to provide coordinated services to students and their families at the school site. Be it further resolved that the Superintendent and designated staff of the District are authorized to participate with community representatives in the planning efforts for Communities in Schools. The Board expects to be kept informed of progress and the expectations for the districts role and commitment levels will be submitted to the Board in a timely manner for approval. Date: Lar^ BBeerrlkley, President Katherine Mitchell, Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING February 25,1999 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, February 25,1999, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Larry Berkley presided. MEMBERS PRESENT: Larry Berkley Sue\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_315","title":"Compliance hearing exhibits, 119-129","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":["1998/2000"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","Educational statistics"],"dcterms_title":["Compliance hearing exhibits, 119-129"],"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/315"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nData Hams Membership Corporal Punishment Suspenslen-Out of School Eipulsion } Mental Retardation Serious Emotional Disturbance Specific Learning Disability H$ Diploma 1 HS Certincete ot Attendance er Completion In Need et LEP i Enrolled In LEP G\u0026lt;ned and Talented AP Maihemalics I J AP Science American IndlanZAIasIcan Native Number % AsiarUPacIflc Islander Number % ! i Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male * Female Total Male Female Total Maie Female Total Male Female Total 261.403 250.365 511.040 4.178 952 5.120 25.133 12.060 37,213 1.114 321 1.435 3.739 2.025 6.564 4,095 1,161 5,256 25,724 12.429 36.153 10 128 10.766 20.892 214 250 472 39.085 35.920 75.005 33.561 30.060 64.421 11.966 12890 24.656 743 793 1536 951\" 1.012 1.963 057 0 54 1.11 1 14 0 26 1 40 0 79 0 36 1 17 1 26 0 37 1 64 0 59 0 45 1 04 096 0 27 1 23 0 93 0 4$ 1 38 042 0 44 006 0 40 0 49 0 09 1 20 1 10 2 30 1 17 108 2 25 0 42 0 45 0 07 0 24 026 OSO 031 0 33 0 65 967.626 909.064 1.678.690 545 . 141 686 45.637 15.148 60,765 1.538 302 1.840 6.846 5.112 11.958 3.884 1.235 4.919 29.132 12.651 41.783 58.826 58.460 115.266 984 979 1,963 247.466 209.657 457 123 223.080 169.212 412.292 90.541 96.706 167.247 19.406 Department of Education, Office for Civil Rights 1998 Elementary and Secondary School Civil Rights Compliance Report Projected Values for the Nation Hispanic Number % 2 to 3.540.501 199 3.356.212 4 00 6.904 713 0 IS 0 04 019 1 43 0 40 1 91 1 76 0 35 2 11 109 061 1 90 0 67 0 29 1 16 1 05 0 46 1 51 2 33 2 40 4 73 1 06 1 65 3 70 7 57 6 42 13 99 7 78 660 14 30 3 17 3 39 657 6 31 19.092 5.058 ____24i1^ 333.065 129 646 462.711 11 392 2.769 14.161 36.177 27.007 63.184 29.787 7 963 37.750 295.745 140.891 444,436 120.063 132.244 252.307 3 251 3.133 ____6 384 1.278.115 1.169.690 2.467813 1.109 860 1.036.566 2.146.446 117.954 128 239 246.193 10.353 10.445 6 00 ------10.403 37.853 19.496 18.705 38.201 1231 641 6 15 12 57 20.036 10.475 11.827 22 302 Black (non-Hlspsnic) Number % White (non-Hltpanlc) Number % Total Number % Disabled Number % Limited-Engllsh Pronclent 21-W%.TI(n \u0026gt;60%-Tlm Number % Number % Number % Number 7 71 3.990.703 730 3.007.526 15 01 7.606.229 0 69 14.037.124 0 45 13.907.401 5 23 1 39 682 1045 4 07 14 52 13 05 317 16 22 5 75 4 29 10 04 700 1 87 887 .10 67 537 16 04 4 92 5 42 10 35 6 13 5 91 12 04 39 11 36 40 75 51 38 72 36 16 2153. 4 14 4 50 0 63 3 37 341 6 77 3 45 3 89 7 34 99.358 36.165 135.523 600.299 359.923 1.040 222 19.710 7.314 27.024 124.536 03.292 207.629 86.794 25.600 114.602 342.575 169,372 511.947 140.056 178.280 316,316 0.913 0.551 17.464 40.088 35.480 75,566 35.990 32.204 68,194 104.717 134 999 239.716 9.123 12.192 21.315 7.884 11.493 19.377 17 14 20.024.605 3225 23.813.437 30 40 22.390.647 62 60 46.004,004 27 22 991 37 12 21 35 11 30 32 65 22 50 6 36 30 96 1960 13 24 33 04 20 86 606 26 92 12 36 6 11 10 40 574 7 23 1297 16 60 16 12 32 93 1.23 109 231 1,26 1 12 230 3 87 4 73 840 2 97 390 693 2 59 3 70 0 37 167.753 31,619 199.572 1.168.326 416.481 1,564.769 33.368 9.469 42.837 195,492 144.044 339.536 204.534 56 649 263,183 1.106,047 548,156 1.734,203 653.218 679.936 1,733.152 14,937 11.619 26,756 103.429 89247 192,670 93.794 01.259 175,053 1.050,065 1,095,279 2.154,144 110.741 107.287 226.008 110.875 111,490 222,165 45 95 8 72 54 67 36 67 13 07 49 75 3622 10 65 4907 31.08 22 90 S3 97 48 05 13.78 61 62 42 61 19 79 62 59 35 00 30 09 7109 28 16 22 20 5045 316 2 73 5.90 3 27 2 63 6 11 37 13 30 40 75 S3 38 01 34 66 73 49 3641 36 67 73 06 290.923 74.135 365,058 2.252.463 933.256 3,165,721 87,122 20.178 67,298 366.790 262.281 629.071 330.894 94.015 425,709 1.079.223 091.299 2.770.522 1.160.268 1.257.667 2.437,955 20.299 24.739 53.030 1,700.101 1.560.002 3.266,183 1,498.305 1.370,100 2.066.405 1.304.044 1.460.114 2.052,150 158,369 149.180 307.549 149.481 154.527 304,008 5133 48 67 100.00 79.69 20 31 100 00 70 70 29 30 100 00 76 89 23 11 100 00 56 31 41 69 100 00 77 73 22 27 100 00 67 83 32 17 100 00 48 41 51 59 100 00 53 36 46 64 100 00 52 27 47 73 100 00 52 20 47 60 10OO0 46 53 51 47 100 00 51 49 48 51 100 00 49 17 50 83 100 00 5.592.517 1.708.196 1.560,013 12 16 3.268,209 4.380 910 ____________5j27O__ 93.269 30.117 _________123.386 2.394 525 2.919 15.633 11.965 __________27,598 6.301 1.740 ___________SjO41_ 92,408 54.314 . 146,722 3,71 339 7.10 1.19 025 1.44 293 095 387 2 74 060 334 249 1 90 4,39 1 48 041 1 69 334 1 96 87.397 47.666 115,065 96.684 30.670 127.360 620.610 396.443  Use these numbers with caution due to large stalislical uncertainty In the estimate because the standard For eiample, if the eslimale Is 100 students and the standard error Is 28, the estimate will be flagged  Non-response rate it more than 10% but less than 20%.  Non-response rata is mere than 20% but less than 30%. U Non-response rate Is more than 30%. 93.910 56.811 150.729 12.335 7.271 19,606 145,539 70.066 223,605 119.096 64.076 183,974 30.020 15.122 45,142 1.758 1.171 2.929 1.953 1.432 3,385 3 05 2 33 0 18 23 26 13 71 36 97 445 2 39 0 84 4.16 2 24 042 1 05 0 53 1 50 0 57 0 30 095 064 047 111 23.279 22.762 46,041 5.30 1,217,053 10.71 758 18.29 22 71 7,21 29,92 29 62 14 31 43,93 109.488 03.987 193,475 06.953 27.239 114,192 742.051 347.538 1,009,589 17 40 190.509 1335 131,409 30.76 321.990 2043 147.037 6 40 37.200 26 02 105,117 2678 315.795 12 54 146.006 3933 462,601 error ol the estimate eiceeds 25 percent of the estimate. 0 62 080 1 61 30 20 51 34 8 43 5 16 Pt\u0026gt;e I i sExhibit No. 119: LI230-90 1998 Elementary \u0026amp; Secondary School Civil Rights Compliance Report Projected Values for the Nation-OCR 4\n1 I. I !)5A ,? V- i '} % i 5 It S'/\"/ Illi '.a i* V e9 'ft. Exhibit No. 120: LI230-90 1998 Elementary \u0026amp; Secondary School Civil Rights Compliance Report Projected Values for AR-OCR ^Illl s syl II I I ft 1 I 3 II Dat9 Items Membership Corporal Punishment Suspension-Out of School Expulsion Mental Retardation Serious Emotional Disturbance Specific Learning Disability HS Diploma HS Certificale ot Attendance or Completion In Need of LEP Enrolled in LEP Gifted and Talented AP Mathematics AP Science Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male . Female Total Male Female Total Male Female Total Male Female Total American Indian/Alaskan Native Number 1,124 979 2.103 50 . 2  52  44 12  56 5 0 5 18  12 30 0  2  2  48  21 69 43 35 78 0 0 0 10  2 12  8  9  62 73 135 2  6 2 3 % 0 25 0 22 047 0 12 000 0 13 0 14 0 04 0 16 0 58 000 0 58 0 15 010 0 25 000 041 041 0 23 0 10 0 33 0 16 0 13 0 29 000 000 000 0 13 0 03 0 IS 0 11 001 013 012 0 15 0 27 0 08 015 0 23 0 03 006 009 AslanZPaciftc Islander Number 1.723 1.707 3,430 36  45  128 34 162 6 0 6 22 % Department of Education, Office for Civil Rights 1998 Elementary and Secondary School Civil Rights Compliance Report Projected Values for the State of Arkansas Hispanic Number % Black (non-Hispanic) Number % White (non-Hispanic) Number % Total Number % Disabled Number % LimHed-Engilsh Proficient Number % \u0026lt;21%-Time Number % 2V6O%-TimB Number % \u0026gt;60%-Time Number *_l 0 39 0 39 0 77 0 09 0 02 0 11 041 oil 0 52 0 69 000 069 009 009 0 18 1  021 0  000 21 6 27 99 128 225 5 11 16 459 435 694 436 424 660 265 264 529 33 39 72 39 37 76 14 0 21 0 10 0 03 0 13 0 37 047 0 84 1 69 3 73 5 42 5 75 5 44 11 19 6 07 590 11 97 0 53 0 53 1 08 1 27 1 50 2 77 1 17 1.11 2 26 6 485 5.853 12 338 462  78 538  389 69 478 25 0 25 64 37 __221_ 8  5  13  255 134 __389_ 160 142 302 5  6  13 3.577 3 194 8.771 3.244 2.872 8 116 354 . 371 . 725  6 13 10 7 17 1 46 1 32 2 78 1 13 0 19 1 32 1 25 0 29 1 54 2 89 000 2 69 0 69 030 099 1 66 1 04 2 69 1 20 0 63 1 84 080 0 53 1 12 1 69 2 71 4 41 44 77 39 98 64 75 45 16 39 98 85 13 071 0 74 1 45 0 23 0 27 050 030 0 21 0 51 50.905 50,158 101.061 7,350 3,070 10.420 8.505 4.079 12,584 300 77 377 3.235 2.111 5,346 11 49 11 32 2280 1801 7 52 25 53 27 38 13 13 40 50 34 64 8 89 43 53 28 55 17 32 43 67 166.672 157.373 324.245 24.937 4,819 29,756 13.681 4.108 17.789 358 94 452 3.900 2.767 6.667 37 65 35 51 73 16 61 10 11 81 72 91 44 04 13 22 57 26 41 34 10 85 52 19 32 01 22 71 54 71 84 4 17 39 32 4 6 63 116 4 24 02 3,278 1.372 4,650 2,586 3,273 5.859 19 15 34 63 49 112 31 31 ____6^ 4.694 5,673 10,387 248 336 586 282 445 727 1547 8 47 21 94 9 63 12 19 21 62 6 44 508 11.53 0 79 061 1 40 0 43 043 088 941 11 36 20 79 9 53 1299 2251 8 47 13 37 2184  Use these numbers wHh caution due to large atatlstical uncertainty in the estimate because the 247 4 51 14 102 4 21 12 349 4 72 26 227,110 218.067 443,177 32.636 7.975 40.611 22.747 8,321 31.086 695 171 668 7.246 4.937 12,165 341  142  5125 48 75 100 00 80 46 19 54 100 00 73 22 26 78 100 00 60 25 19 75 100 00 59 48 40 52 100 00 70 60 29 40 50,154 11 32 4,229 3.782 7,991 220  47  267  179 40 219 8 5  13 0 95 0 85 1 80 054 012 0.65 058 013 0.70 092 0 58 1 50 107 b 0 88 11.328 4 733 16,061 10.078 10.312 20.390 111 120  231 118 82 200 73 64 137 18 146 19.960 38.106 973 954 1.927 1.257 1,250 2.507 53 45 22 33 75 78 37 53 38 40 7593 37 63 4066 7831 1 48 103 250 102 0 69 191 36 39 4003 76 42 37 38 36 65 7403 37 77 37 56 75 33 483 4 10000 14.930 6.265 21,195 12.965 13.867 26.852 141 154  295 4,227 3,782 7,969 3,792 3,392 7,184 23,521 26,341 49,882 1.281 1.342 2403 1,589 1.739 3,326 70 44 29 56 100 00 46 26 51 72 100 00 47 80 52 20 10000 52 91 47 09 10000 52 78 47 22 1O0O0 47 17 52 83 100 00 48 44 51 58 10000 47 75 52 25 10000 64 8 171  9 8 0 8 9 8 163 8 84 8 247 8 0 53 1 40 1 86 000 168 0 77 0 40 1 17 1.185 758 1,943 9 73 6 22 1595 3.902 2.816 6,720 81 4 1877 40 4 6 28 121 4 25 05 6.023 2.855 8.678 2842 12 53 40,94 32 02 23 13 55.15 120 4 24 84 66 4 1368 188 4 36 51 2.192 1.372 3.564 1799 11 26 29 25 149 4 30.85 38  7 87 953 473 1.428 31 21 52 189 122 311 184 115 299 482 344 826 38  18 56  9 23  3 55 1 78 5 31 10 51 7 12 17 03 2 37 1 53 3 89 256 1 60 4 16 0 97 0 69 166 1 e6 0 69 2 15 0 42 0 27 089 283  275  538  0 53 0 55 106 FAra.amnU u Ik. i. J Z----------------------........u.e standard error of the estimate exceeds 25 percent of the estimate. For example, if (he estimate is 100 students and the standard error is 28. (he es(lma(e will be flaooed la Ik... \u0026gt;M\u0026lt; u..* 1________ 4 Non-response rale is more than 10% but less than 20%,  Non-response rate is more then 20% but less than 30%. O Non-response rale Is mors (han 30%. 7.962 3.207 11,169 37 66 15 13 52 79 187 4 38 72 965 407 1.392 4 65 1 92 6 57 PageExhibit No. 121: Year 2 Evaluation\nThe Effectiveness of the PreK-2 Literacy Program in the LRSD 1999-2000 and 2000-01. LI230-9 IT. I 5 I 1 I) I 5H, f -Ul, (I ill II I ll Year 2 Evaluation: The Effectiveness of the I PreK-2 Literacy Program in the Little Rock School District 1999-2000 and 2000-2001 Executive Summary Presented to the Board of Education Little Rock School District October 2001 Prepared by Dr. Bonnie A. Lesley Dr. Ed Williams Patricia Price Pat Busbea Ann Freeman Ken Savage Anita Gilliam Sharon KiilsgaardYear 2 Evaluation: The Effectiveness of the PreK-2 Literacy Program in the Little Rock School District 1999-2000 and 2000-2001 Executive Summary This report is one in a series of at least seven reports to the Board of Education over the past three years relating to the improvement of student achievement in PreK-2 literacy. The study is organized into ten sections, as follows: 1. 2. 3. 4. 5. 6. 7. 8. 9. Section I includes the Introduction, as well as a delineation of the Research Questions for the study and a description of the methodologies employed. Section II provides background information on the program design and its relationship to the Strategic Plan and the Revised Desegregation and Education Plan. Section III describes the selection of appropriate assessments for grades K-2 and the processes by which readiness standards were established for each grade level for the Developmental Reading Assessment. It also includes information on national and local validation studies of the Observation Study and the Developmental Reading Assessment, as compared to the Achievement Level Test. The literacy plans design in relationship to the findings in national research studies on early literacy is described in Section IV. This section also includes an alignment of the research with the assessments selected by the District. Three major sections on data analysis follow. Section V is a description of each of the tables that was constructed from the data reports to assist the writers of this report and its readers in analyzing the results on the eight measurements: the five sub-tests on the Observation Survey (OS)\nthe Developmental Reading Assessment (DRA)\nand the reading and language usage sub-tests of the Achievement Level Tests (ALTs). Section VI is a detailed analysis of the data in each table and a comparison of 1999-2000 and 2000-01 data, by race. Additional data are provided in Section VII on the achievement gap among schools and on some statistical studies that were conducted relating to program effectiveness and the relationship between teacher participation in professional development and the achievement of their students. Following the data analysis is Section VIII that summarizes the program strengths and weaknesses and specifies the implications for instruction, with specific recommendations for improvements in 2001-02. Section IX is the Bibliography for the study. 10. Section X includes 87 tables of school-level data. Those interested in individual school performance or comparisons are encouraged to use the model in this report for data analysis at the District level to conduct similar analyses at the school level. 1The appendices A-E include copies of previous evaluation reports on the PreK-2 literacy program. In addition, a draft of a PreK-2 study was presented to the Board of Education for information in summer 2000 by the Plarming, Research, and Evaluation Department. The complete text of Section VIII, which includes the analysis of all available data and a set of recommendations for improvement in 2001-02, follows: VIII. Program Evaluation Findings and Recommendations for Improvement The research questions posed for this program evaluation are as follows: 1. Are the new curriculum standards/benchmarks, instructional strategies, and materials effective in teaching primary grade students how to read independently and understand words on a page? (See Section 5.2.1a of the Revised Desegregation and Education Plan and Strategy 2 of the Strategic Plan.) 2. Is the new program effective in improving and remediating the academic achievement of African American students? (See Section 2.7 of the Revised Desegregation and Education Plan.) 3. 4. 5. 6. Is there a relationship between teacher participation in professional development and student achievement? (See Policy IL expectation to examine cost effectiveness and Strategy 7 of the Strategic Plan.) Is there evidence of success in each of the four literacy models in use Early Literacy Learning in Arkansas (ELLA) only\nELLA and Reading Recovery\nSuccess for All\nand Direct Instruction? (See Section 2.7 of the Revised Desegregation and Education Plan.) What are the programs strengths and weaknesses? (See Policy IL.) Is the program cost effective? (See Policy IL and Strategy 3 of the Strategic Plan.) This section will provide answers to each of the six research questions, along with summaries of supporting data. 1. Are the new curriculum standards/benchmarks, instructional strategies, and materials effective in teaching primary grade students how to read independently and understand words on a page? (See Section 5.2.1a of the Revised Desegregation and Education Plan and Strategy 2 of the Strategic Plan.) When the program design committee published their plan for the PreK-3 Literacy Program, they included a section on Effectiveness (see pp. 12-14). Using the available 2data at that time, the 1997-98 and 1998-99 Grade 4 Literacy Benchmark results and the fall 1998 grade 3 SAT9 results, they noted that only approximately 30 percent of the students were achieving at an acceptable level. Another concern at that time was the achievement gaps that were evident. The committee wrote, These gaps are, of course, unacceptable and are indicators that current practice is not effective\" (p. 12). They also wrote, ... far too few students are becoming good readers by grade 3 (p. 13). To determine effectiveness of the new program components, the percent of students meeting the performance standard (readiness) on the Developmental Reading Assessment (DRA) was used since this measurement most closely approximates the type of measurement used on the grade 4 Literacy Benchmark. In summary, the standard for kindergarten is Level 2, for grade 1 it is Level 16, and for grade 2 it is Level 24. The percent readiness is the percent of students at each grade level who met the standard. (See Section III for a description of the DRA and the process used to establish performance levels or standards.) Tables 22 and 23 in Section V provide the data that are summarized here. The reader may also wish to review Tables 75-83 in Section X for school-level data. A summary of those results follows: Summary of K-2 Percent Readiness Data on the Developmental Reading Assessment All three grade levels improved in spring 2001. Grade 1 showed the greatest improvement. Grade Level 1999-2000 2000-2001 Change Kindergarten Grade 1 Grade 2 72.2 53.6 67.5 80.7 63.8 75.4 +8.5 +10.2 +7.9 More than 75 percent of the schools improved in spring 2001. Grade Level # Impr. % Impr. Kindergarten Grade I Grade 2 n 29 29 77% 83% 83% Both area and magnet schools did well. The five highest performing schools at each grade level for each year follow. McDermott Elementary was among the top five schools in 2000-2001 at all three grade levels. 3Grade Level 1999-2000 2000-2001 Kindergarten Grade 1 Grade 2 McDermott* Fulbright* Rightsell* Terry * Mitchell* Woodruff* Williams Wilson* Western Hills* McDermott* Rightsell* Williams Forest Park* Western Hills* Otter Creek* McDermott* Baseline* Fulbright* Gibbs Brady* Williams Carver McDermott* Booker Forest Park* Carver Williams Western Hills* Otter Creek* McDermott* Denotes area schools. Many schools improved dramatically in spring 2001. Schools improving 20 or more points were as follows. All are area schools, and most are high poverty schools. Stephens Elementary and Badgett Elementary were among the most improved schools at all three grade levels in 2000-2001. Grade Level 2000-01 Kindergarten Grade 1 Grade 2 Baseline (42.9)* Badgett (28.4)* Forest Park (27.1) Cloverdale (26.1)* Stephens/Garland (25J)* Wakefield (44.6)* Watson (41.9)* Baseline (41.2)* Stephens/Garland (27.5)* Western Hills (25.8) Chicot (24.4)* Badgett (20.6)*_________ Dodd (31.1) Badgett (31.1)* Stephens/Garland (30.1)* Pulaski Heights (29.3) McDermott (22.5) Denotes schools with 75% or higher eligible for free/reduced lunch. The Incentive Schools, in general, improved. With the exception of Mitchell and Rightsell at grade 1, a majority of the students performed at or above the readiness level, although significant gaps between the lowest and highest-performing schools are a concern. Franklin, Rockefeller, and Stephens had more than 50 percent of their students at or above readiness level at all three grade levels. 4Kindergarten School 1999-2000 2000-2001 Change Franklin Mitchell Rightsell Rockefeller Stephens 64.3 90.6 92.1 75.8 40.8 58.6 92.3 80.5 76.2 66.1 -5.7 1.7 -11.6 0.4 25.3 Grade 1 School 1999-2000 2000-2001 Change Franklin Mitchell Rightsell Rockefeller Stephens 57.6 25.0 35.7 76.3 23.5 58.9 25.0 41.7 65.2 51.0 1.3 0.0 6.0 -11.1 27.5 Grade 2 School 1999-2000 2000-2001 Change Franklin Mitchell Rightsell Rockefeller Stephens 81.2 48.6 94.7 71.4 31.3 83.6 50.0 70.5 84.2 61.4 2.4 1.4 -24.2 12.8 30.1 The Newcomer Centers improved, except for Terry at kindergarten and grade 2. All five schools had more than a majority of their students performing at or above the readiness level at the kindergarten level, all except one at grade 1, and all at grade 2. Second-language students scores are included in these results. Kindergarten School 1999-2000 2000-2001 Change Brady Chicot Romine Terry_____ Washington 76.9 56.1 66.7 91.9 81.2 93.4 70.9 86.4 86.7 84.1 16.5 14.8 19.7 -5.2 2.9 Grade 1 School 1999-2000 2000-2001 Change Brady Chicot Romine Tea_____ Washington 34.9 26.8 59.6 47.1 35.5 53.5 51.2 76.5 59.8 41.1 18.6 24.4 16.9 12.7 5.6 Gradel School 1999-2000 2000-2001 f haiigc Brady Chicot Romine Terry_____ Washington 70.8 38.6 68.8 81.2 63.3 79.6 52.1 81.6 67.1 81.4 8.8 13.5 12.8 -14.1 18.1 5 j iThere are seventeen (49 percent) elementary schools in the District where 75 percent or more of the students are eligible for ffee/reduced lunch. Many of these schools improved dramatically in spring 2001 and/or some performed in the highest range of scores (80 percent or higher). Kindergarten was the strongest performing grade with six of the 17 schools at 80 percent or higher. Sixteen of the 17 schools (94 percent) had the majority of their students at or above the readiness level at kindergarten, 11 of 17 ( 65 percent) at grade 1, and 15 of 17 (88 percent) at grade 2. First grade was the lowest of the three grades tested, but where the most growth occurred. Six schools improved 20 points or more. Kindergarten School 1999-2000 2000-2001 Change Badgett (94%) Franklin (90%) Stephens (90%) Chicot (87%)______ Baseline (86%) Woodruff (86%) Cloverdale (85%) Wilson (85%) Mabelvale (85%) Mitchell (84%) Watson (83%) Geyer Springs (83%) Rightsell (82%) Meadowcliff (81%) Wakefield (80%) Fair Park (78%) 21.6 64.3 40.8 56.1 51.1 69.2 56.4 66.7 61.0 90.6 56.4 85.1 92.1 77.4 46.8 68.3 so.o S8.6 66.1 70.9 94.0 46.2 82.5 80.0 73.3 92J 73.7 87.7 80.5 77.1 61.1 75.6 28.4 -5.7 25.3 14.8 42.9 -23.0 26.1 13.3 12.3 1.7 17.3 2.6 -11.6 -0.3 14.3 7.3 Grade 1 School 1999-2000 2000-2001 Change Badgett (94%) Franklin (90%)_____ Stephens (90%) Chicot (87%) Baseline (86%) Woodruff (86%) Cloverdale (85%) Wilson (85%) Mabelvale (85%) Mitchell (84%) Watson (83%)_____ Geyer Springs (83%) Rightsell (82%) Meadowcliff (81%) Wakefield (80%) Fair Park (78%) 5.9 57.6 23.5 26.8 29.6 84.2 28.4 82.9 50.8 25.0 24.7 46.8 35.7 70.0 22.0 62.5 26.5 58.9 51.0 51.2 70.8 61.5 33.9 53.8 60.5 25.0 66.6 38.6 41.7 66.6 66.6 72.7 20.6 1.3 27.5 24.4 41.2 -22.7 5.5 -29.1 9.7 0.0 41.9 -8.2 6.0 -3.4 44.6 10.2 6Grade 2 School 1999-2000 2000-2001 Change Badgett (94%) Franklin (90%) Stephens (90%) Chicot (87%)______ Baseline (86%) Woodruff (86%) Cloverdale (85%) Wilson (85%) Mabelvale (85%) Mitchell (84%) Watson (83%)______ Geyer Springs (83%) Rightsell (82%) Meadowcliff (81%) Wakefield (80%) Fair Park (78%) 11.8 81.2 31.3 38.6 47.1 78.3 57.9 60.4 43.4 48.6 54.4 72.5 94.7 57.9 40.0 62.9 42.9 83.6 61.4 52.1 60.5 86.5 45.1 61.4 63.0 50.0 51.2 66.0 70.5 75.0 54.4 67.7 31.1 2.4 30.1 13.5 13.4 8.2 -12.8 1.0 19.6 1.4 -3.2 -6.5 -24.2 17.1 14.4 4.8 Five of the seven Success for All (SFA) schools improved at the kindergarten and grade 1 levels in spring 2001, and six of the seven improved at grade 2. Some are now enriching the SFA program with ELLA strategies. Kindergarten had four schools in 2000-01 with scores at 80 percent or above, and grade 2 had two. All except one school had the majority of their students performing at or above readiness level at kindergarten, grade 1, and grade 2. Baseline posted high levels of growth at all three grade levels, especially kindergarten and grade 1. Kindergarten School 1999-2000 2000-2001 Change Brady Baseline Cloverdale Fair Park Meadowcliff Romine Woodruff 76.9 51.1 56.4 68.3 77.4 66.7 69.2 93.4 94.0 82.5 75.6 77.1 86.4 46.2 16.5 42.9 26.1 7.3 -0.3 19.7 -23.0 Grade 1 School 1999-2000 2000-2001 Change Brady Baseline Cloverdale Fair Park Meadowcliff Romine Woodruff 34.9 29.6 28.4 62.5 70.0 59.6 84.2 53.5 70.8 33.9 72.7 66.6 76.5 61.5 18.6 41.2 5.5 10.2 -3.4 16.9 -22.7 7Grade 2 School 1999-2000 2000-2001 Brady Baseline Cloverdale Fair Park Meadowcliff Romine Woodruff 70.8 47.1 57.9 62.9 57.9 68.8 78.3 79.6 60.5 45.1 67.7 75.0 81.6 86.5 Change 8.8 13.4 -12.8 4.8 17.1 12.8 8.2 Schools using both the ELLA strategies in grades K-2 and the Reading Recovery program in grade 1 performed well, especially in grade 2 evidence of the power of the grade 1 intervention. Eleven of the 12 schools (92 percent) had more than half of their students performing at or above the readiness level at grade 1, and all of them were over the 50 percent mark at grade 2. At grade 1, only two of the 12 schools (17 percent) had at least 80 percent of their students at or above readiness, and at grade 2 there were eight (67 percent). Grade 1 School 1999-2000 2000-2001 Change Booker Chicot* Dodd Franklin Fulbright** Geyer Springs Gibbs Jefferson** Otter Creek Pulaski Heights' Williams Wilson* 69.3 26.8 58.3 57.6 61.0 46.8 65.9 69.1 67.7 50.0 84.1 82.9 87.4 51.2 73.5 58.9 66.6 38.6 71.4 73.9 69.6 61.7 97.1 53.8 18.1 24.4 15.2 1.3 5.6 -8.2 5.5 4.8 1.9 11.7 13.0 -29.1 *2000-2001 was a training year. **Reading Recovery not continued in 2000-2001 due to loss of Title I funding. Grade 2 School 1999-2000 2000-2001 Change Booker Chicot* Dodd Franklin Fulbright' Geyer Springs Gibbs Jefferson** Otter Creek Pulaski Heights' Williams Wilson* 79.8 38.6 51.7 81.2 79.3 72.5 80.5 71.1 87.2 45.2 89.7 60.4 81.4 S2.1 82.8 83.6 88.7 66.0 82.9 85.0 90.5 74.5 92.6 61.4 1.6 13.5 31.1 2.4 9.4 -6.5 2.4 13.9 3.3 29.3 2.9 1.0 *2000-2001 was a training year. **Reading Recovery not continued in 2000-2001 due to loss of Title 1 funding. 8The number of schools with a majority of students performing below the readiness level declined, with the most improvement at grade 1. Grade Level 1999-2000 2000-2001 Kindergarten Grade 1 Grade 2 3 (9%) 13(37%) 8 (23%) 1 (3%) 6 (17%) 2 (6%) The number of schools with at least 80 percent of the students performing at the readiness level increased. Kindergarten was the strongest grade. Grade Level 1999-2000 2000-2001 Kindergarten Grade 1 Grade 2 15 (43%) 5(14%) 10(29%) 21 (60%) 5 (14%) 18(51%) The gap between the lowest and highest performing schools decreased. Grade Level 1999-2000 2000-2001 Change Kindergarten Grade 1 Grade 2 73.2 78.3 82.9 48.1 72.1 50.2 -25.1 -6.2 -32.7 Black students improved at every grade level and at a higher rate than non-black students. Grade Level 1999-2000 2000-2001 Change Kindergarten Grade 1 Grade 2 69.3 48.3 63.8 77.0 57.4 69.8 7.7 9.1 6.0 Non-black students also improved at every grade level. Grade Level 1999-2000 2000-2001 Change Kindergarten Grade 1 Grade 2 84.7 71.2 81.6 88.8 77.3 86.8 4.1 6.1 5.2 The achievement gap is much lower in grades K-2 now than in higher grade levels and is decreasing. It is lowest at kindergarten and highest at grade 1. Grade Level 1999-2000 2000-2001 Change Kindergarten Grade 1 Grade 2 15.4 22.9 17.8 11.8 19.9 17.0 -3.6 -3.0 -0.8 All of the data just cited are evidence that reading achievement improved in grades K-2 since fall 1999 when the new curriculum standards^enchmarks were implemented, along with new instructional strategies, materials, and assessments. In general, in some schools 9to a greater extent than others, but at all schools to some extent, students are performing at a higher level than they were in the pastboth black and non-black. So what can the District expect as these children move into higher grade levels? As discussed in Section III, it is too early to determine whether performance at the readiness level on the Developmental Reading Assessment (DRA) at grade 2 predicts proficient performance (or above) on the grade 4 Literacy Benchmark test administered by the state. The students who began the new curriculum in kindergarten in fall 1999 will not take the grade 4 Benchmark examination until spring 2004. If readiness on the DRA in grade 2 proves to predict only the basic level of performance (rather than proficient) in grade 4, then the new program would be expected to produce results that exceed the performance in 1997-9858 percent performing at or above the basic level. If readiness on the DRA in grade 2 predicts the proficient level of performance in grade 4, then the new program would be expected to produce results higher than 30 percent (the percent performing at or above the proficient level in 1997-98). Continued improvement on the grade 4 Literacy Benchmark test is anticipated since each year more teachers complete more training, and more students have more experience in the new program. It is important to remember, however, that test scores reflecting the performance of different groups of students each year do not necessarily go up every year- !ven with high levels of implementation. There will be some variances due to a number of different influences. In spring 2004, when the 1999-2000 kindergarten students will take the grade 4 Literacy Benchmark test, the District can more accurately calculate how performance on the grade 2 DRA predicts achievement on the grade 4 Literacy Benchmark. At that time, more accurate pronouncements of the effectiveness of the early literacy program can be determined. 2. Is the new program effective in improving and remediating the academic achievement of African American students? (See Section 2.7 of the Revised Desegregation and Education Plan.) As discussed in Section II, the District chose to emphasize the prevention of failure to every extent possible in its efforts to improve and remediate the achievement of African American students. The philosophy behind the Districts instruction program for early literacy development mirrors that of the International Reading Association in their position paper entitled Making a Difference Means Making It Different: Honoring Childrens Rights to Excellent Reading Instruction. The first principle in that document is that Children have a right to appropriate early reading instruction based on their individual needs (3). The position is that No single method or single combination of methods can successfully teach a child to read. Instead, each child must be helped to develop the skills and understandings he or she needs to become a reader (3). A major challenge to District staff was to design a total program that would take into account that 10Children of poverty are more likely than others to enter school without the knowledge and background necessary for learning to read and wnte. They are more likely to fail at school tasks, thus decreasing motivation. Reducing the impact of poverty will require instruction that is sensitive to the childrens own knowledge and background and consistent in supporting children as individual learners each with his or her own set of strengths and needs (13-14). The program design had to be one that would allow every child, regardless of prior knowledge and skill, to grow, to develop increasingly more complex knowledge and skills, and to be challenged and successfuland, at the same time, to accelerate the growth of children from poverty so that the gap narrowed over time. To determine the effectiveness of the new program in improving and remediating the academic achievement of African American students, the District used the performance results of the Observation Survey and the Developmental Reading Assessment. The basic criterion established in determining the program effectiveness for black students was that black student achievement would have to improve and then that growth over the two-year period of the programs implementation would need to be equal to, but preferably greater than, the growth of non-black students. A caution in interpreting the scores of some of the measures is that four of the five subtests on the Observation Survey have relatively low ceilingsfor at least two reasons. (See Section III for a description of the tests and the maximum scores for each.) The first is that they are designed so that all children can experience some measure of success in the assessment process, and the second is that they measure leaming-to-read skills, not higher-level comprehension skills foimd in many reading assessments for older children. For example, there are only 54 items on the Letter Identification test, which measures whether a child can recognize upper and lower-case letters. There are only 20 words to decode on the Word Test, and those words are the most frequently occurring words in the basal reader. There are only 24 questions on the Concepts about Print test, all relatively simple. And there are only 37 points that can be earned on the K-1 Hearing and Recording Sounds test and 64 points at grade 2. In most of the sub-tests the greatest growth for both black and non-black students occurs at the kindergarten level where the ceiling is less of a factor. One of the Observation Survey sub-tests does not have a ceilingWriting Vocabulary, where the child is asked to write, within ten minutes, all the words he/she can write. And, as one might expect, children who come to school with rich literacy experiences in their backgrounds do better on this test than those who come from poverty backgrounds. Also, students who come to school with substantial vocabularies have more to build upon, and they learn how to write the words they already know and how to wnte new words at a faster rate than those coming in with limited vocabulary. In fall 1999 the black kindergarten scores were only 62 percent of those of non-black students. The data will show, however, that even though this test concludes with a higher gap than the other sub-tests of the Observation Survey, the gap is considerably more narrow at the end of 11 grade 2 than it was in fail of kindergarten, and black students grew a great deal on this measurement over a two-year period. The Developmental Reading Assessment (DRA) has a maximum of 44 levels. Since this test was constructed to be used through grade 3 or even beyond for students who are still learning to read, the ceiling effect is not evident at the end of grade 2 in the LRSD. The DRA is the most difficult of the measurements used in K-1 since it does test comprehension and more complex cognitive operations. The Achievement Level Test at grade 2 has far less of a ceiling than any of the measurements used in K-2. Staff reviewed the data from various perspectives to determine program effectiveness, specifically for Afiican American students. They looked, for instance, for evidence that black students growth in the leaming-to-read skills was progressing at the same or higher amount than non-black students growth and that the percentage (ratio) of black performance to non-black performance was increasing from the fall pre-test to the spring post-test and from grade-level to grade-level. Scores were examined as well to determine the amount of summer regression and to determine the growth of two-year cohorts (kindergarten in 1999-2000 and grade 1 in 2000-01 and then grade 1 in 1999-2000 and grade 2 in 2000-01). Comparisons of black and non-black performance for each test administration and each grade level were made of the average scores on each sub-test, the percent of those averages of the maximum scores, and the percent of students achieving the readiness standard for each grade level. These detailed analyses for each sub-test are found in Section VI of this program evaluation, with references to the tables in Section V. The following findings based on Observation Survey, Developmental Reading Assessment, and Achievement Level Test results make it possible to conclude that the new early literacy program has so far been effective in improving and remediating the reading achievement of African American students, as well as all students. It is unusual in any District to find gains by both blacks and non-blacks over a two-year period on eight different measurements, as this study finds. Again, however, experts on program implementation advise that it takes approximately five years to determine program effectiveness, so this year 2 study at best establishes baseline and early trend data for comparisons in future years. Also, the Year 2 study does not include an examination of the variance in learning opportunities for students from school to school or an examination of the different forms of interventions. It is a look at the total program, including all its components. Letter Identification The gap was almost closed on Letter Identification by the end of kindergarten in 2000-01, and it was totally closed at the end of grade 1. 'The percentages in the following table represent the ratio of black to non-black scores for each testing administration. 12Letter IdentificationBlack to Non-Black Ratios Grade Level Kall 1999 Kindertarten Grade 1 Spring 2000 Fall 2000 Spring 2001 81% 96% 96% 100% 83% 99% 97% 100% i Black growth exceeded that of non-black students at both kindergarten and grade 1 in both 1999-2000 and 2000-01. The Letter Identification test is not given in grade 2. Letter IdentificationGrowth/Improvement Grade Level 1999-00 Growth 2000-01 Growth KinderBlack KinderNon-B Difference Grade 1Black Grade 1Non-B Difference 20.89 16.22 4.67 5.36 3.42 1.94 21.95 18.04 3.91 4.06 3.42 0.64 The ratio of the number of points of growth for black students as compared to non-black students over a two-year period (kindergarten in 1999-2000 and grade 1 in 2000-01) was 134 percentthe highest growth ratio on any of the sub-tests for this cohort. (See Table 7.) Ratios over 100 percent indicate that black students grew more points than non-black students. Letter IdentificationGrowth Ratios of Black to Non-Black Grade Level 1999-2000 2000-2001 Kinderearten Grade 1 Two-Year Cohort 129% 157% 122% 119% 134% Black students experienced no regression during the summer between kindergarten and grade 1 on this measurement, although non-black students did. Letter IdentificationSummer Regression Race Spring 2000K Fall 2000Gr. I Diff. Black Non-Black 48.48 50.30 48.95 49.66 +0.47 -0.64 In fall 1999 black kindergarten students achieved 51 percent of the maximum score of 54 on this measurement, as compared to 63 percent for non-black students. By the end of grade 1 in 2000-01, the black students scored 98 percent of the maximum, as did the non-black students. 13Letter IdentificationPercent of Maximum Score Grade Level Fall 1999 Spring 2000 Fall 2000 Spring 2001 KinderBlack Kinder-Non-B Grade 1Black Grade 1Non-B 51% 63% 88% 92% 90% 93% 98% 98% 51% 61% 91% 92% 91% 95% 98% 98% Word Test Although black students began kindergarten in fall 1999 scoring at only 57 percent of non-blacks, by the end of grade 2 in 2000-01 the black scores were 96 percent of non-black scoresvirtually closing the gap on this measurement in the second year of program implementation. This test includes only 20 of the most frequently occurring words, so it measures a very limited amount of decoding achievement. Word TestBlack to Non-BIack Ratios Grade Level Fall 1999 Spring 2000 Fall 2000 KinderEarten Grade 1 Grade 2 Spring 2001 57% 73% 89% 76% 92% 96% 83% 68% 91% 97% 94% 96% Even though black students did not grow as many points as non-blacks in kindergarten, they grew more than non-blacks in both grade 1 and grade 2 for both years, 1999-2000 and 2000-01. They also grew at a faster pace in kindergarten on this measurement than they did in either grade 1 or grade 2. Neither black nor non-black students grew much on this measurement in grade 2 since both groups were close to maximizing their scores by the end of grade 1. The larger gro3vth in the second year of the program at the kindergarten level may be an indication of teachers being more explicit in developing these necessary skills. The growth ratios indicate the more rapid improvement of black student achievement in grades 1 and 2. The higher growth ratios for black students may also reflect that non-black students had come close to maximizing the total possible score on this low-ceiling measurement. Word TestGrowth/Improvement Grade Level 1999-00 Growth 2000-01 Growth Kinder-Black KinderNon-B Difference Growth Ratio Grade 1Black Grade 1Non-B Difference Growth Ratio Grade 2Black Grade 2Non-B Difference Growth Ratio 9.58 16.22 -6.64 81% 11.12 10.45 0.67 106% 2.82 1.73 1.09 163% 12.03 13.73 -1.70 88% 11.52 10.04 1.48 115% 2.06 1.31 0.75 157% 14Black students grew more than non-black students during the two-year period of 1999-2000 kindergarten and 2000-2001 grade 1 (cohort 1) and during the 1999- 2000 grade 1 and 2000-2001 grade 2 (cohort 2). Cohort Growth Cohort I Cohort 2 Black Non-Black Difference Ratio 15.58 15.48 0.10 101% 12.31 11.02 1.29 112% Both black and non-black students regressed in their performance on this measurement during the summer between kindergarten and grade 1. There was slight regression for both groups between grade 1 and grade 2, but not nearly as much as the previous summer. In both cases, black students regressed less than non-blacks on this measurement. Word TestSummer Regression Race Spring 2000 Kinder Fall 2000 Grade I Diff. Spring 2000 Grade I Fall 2000 Grade 2 Diff. Black Non-Black 11.33 14.91 5.81 8.49 -5.52 -6.42 16.87 18.34 16.00 17.60 -0.87 -0.74 1 i In fall 1999 the black kindergarten students scored 9 percent of the maximum score of 20 on this measurement, as compared to 15 percent for non-black students. By the end of grade 2 in 2000-01, after two years in the program, black students scored 90 percent, as compared to 95 percent for non-black students. Word TestPercent of Maximum Score Grade Level Fall 1999 Spring 2000 Fall 2000 Spring 2001 KinderBlack KinderNon-B Grade 1Black Grade 1Non-B Grade 2Black Grade 2Non-B 9% 15% 29% 39% 81% 90% 57% 75% 84% 92% 95% 99% 7% 13% 29% 42% 80% 88% 67% 82% 87% 93% 90% 95% Concepts about Print Black students started kindergarten in fall 1999 scoring at 69 percent of non-black students scores. By the end of grade 1 in 2000-01 the ratio was 93 percent almost closing the gap on this measurement. Concepts about PrintBlack to Non-Black Ratios Grade Level Fall 1999 Spring 2000 Fall 2000 Spring 2001 Kindergarten Grade 1 69% 88% 81% 93% 72% 84% 87% 93% 15Just as in the Word Test, black kindergarten students did not grow as many total points as did non-black students in either 1999-2000 or 2000-01, although the growth was almost the same in 2000-01. But their growth did exceed non-black growth in grade 1 for both years. The highest amount of growth on this measurement was in kindergarten for both blacks and non-blacks. Teachers were clearly more effective in teaching the skills measured on this sub-test the second year of implementation. This test is not administered in grade 2. Concepts about PrintGrowth/lmprovement Grade Level 1999-00 Growth 2000-01 Growth Kinder-Black KinderNon-B Difference Growth Ratios Grade IBlack Grade 1Non-B Difference Growth Ratios 7.76 8.06 -.30 96% 5.65 5.21 .44 108% 10.07 10.11 -.04 100% 6.25 5.11 1.14 122% Black students grew more than non-black students in the two-year period of 1999- 2000 kindergarten and 2000-2001 grade 1. Cohort Growth Cohort 1 Black Non-Black Difference Ratio 13.22 11.72 1.50 113% Both black and non-black students experienced a slight regression in their performance over the summer between kindergarten and grade 1 on this measurement. The non-black students regressed a little more than did the black students. Concepts about PrintSummer Regression Race Spring 2000K Fall 2000Gr. I Dill. Black Non-Black 14.30 17.56 13.51 16.11 -0.79 -1.45 In fall 1999 the black kindergarten students scored 27 percent of the maximum score of 24 on this measurement, as compared to 40 percent for non-black students. By the end of grade 1 in spring 2001,, after two years of instruction, the black students scored 82 percent of the maximum, as compared to 88 percent for non-black students. 16Concepts about PrintPercent of Maximum Score Fall 1999 Spring 2000 Fall 2000 Spring 2001 KinderBlack KinderNon-B Grade 1Black Grade 1Non-B 27% 40% 58% 65% 60% 73% 81% 87% 25% 35% 56% 67% 67% 77% 82% 88% Writing Vocabulary The gap at the end of grade 2 on this measurement is the highest of any of the gaps on the five sub-tests of the Observation Survey, but it is still much smaller than the gaps that have been in existence in the past, especially those on the SAT9. This sub-test is the only one of the Observation Survey sub-tests that is without a ceiling. Black kindergarten students started in fall 1999 performing at only 62 percent of non-black scores. At the end of grade 2 in 2000-01, the ratio had improved to 87 percentan improvement of 25 points. Writing VocabularyBlack to Non-Black Ratios Fall 1999 Spring 2000 Fall 2000 Spring 2001 Kindergarten Grade 1 Grade 2 62% 87% 95% 66% 84% 82% 58% 80% 84% 71% 88% 87% Black Student growth lagged behind non-black growth in terms of numbers of points at all three grade levels on this measurement. This finding reinforces what teachers know as the power of prior knowledge. Students entering school already knowing much of what is measured on Letter Identification, Concepts about Print, and even the Word Test begin to amass vocabulary and spelling skills immediately, while those who come without that knowledge must take the time to learn them before they can perform well on a measurement such as the Writing Vocabulary sub-test. As on other measures, there was considerably more growth for all students the second year of program implementation. Also, the difference between the growth of black and non-black students lessened in year 2 at both grade 1 and grade 2. 17Writing VocabuiaryGrowlh/Improvement Grade Level 1999-00 Growth 2000-01 Growth Kinder-Black KinderNon-B Difference Growth Ratios Grade 1Black Grade 1Non-B Difference Growth Ratios Grade 2Black Grade 2Non-B Difference Growth Ratios 11.57 17.43 -5.86 66% 23.57 28.39 -4.82 83% 15.18 24.08 -8.90 63% 16.86 23.06 -6.20 73% 27.22 29.29 -2.07 93% 25.96 28.54 -2.58 91% Black students grew at a slower pace than non-black students in both cohort 1 (1999-2000 kindergarten and 2000-2001 grade 1) and cohort 2 (1999-2000 grade 1 and 2000-2001 grade 2) on Writing Vocabulary. Also, the results of this subtest reveal a widened gap over the two-year period, even though the number of points of improvement for both blacks and non-blacks was the highest^perhaps due to the test not having a ceiling. Cohort Growth Cohort I Cohort 2 Black Non-Black Difference Ratio 37.23 40.74 -3.51 91% 42.22 48.32 -6.10 87% Black students experienced only a slight regression on this measurement between kindergarten and first grade, and the regression for non-black students was about three times as many points. Both groups also regressed on this measurement over the summer between grade 1 and grade 2. Again, non-black students regressed more than black students. Writing VocabularySummer Regression Race Spring 2000 Kinder Fall 2000 Grade I Diff. Spring 2000 Grade I Fall 2000 Grade 2 Diff. Black Non-Black 14.50 22.13 12.94 16.15 -1.56 -5.98 37.11 44.04 29.80 35.43 -7.31 -8.61 18 I iHearing and Recording Sounds The gap almost closed (91 percent) on this measurement by the end of grade 2 in 2000-01, even though the black kindergarten scores in fall 1999 were only 54 percent of those of non-black students. The 46 percent in fall 2000 was the lowest beginning ratio of all the sub-tests on the Observation Survey. Hearing and Recording SoundsBlack to Non-Black Ratios Fall 1999 Spring 2000 Fall 2000 Spring 2001 Kindergarten Grade 1 Grade 2 54% 78% 86% 70% 91% 88% 46% 74% 87% 76% 92% 91% Black students did not grow as many points on this measurement as non-black students during kindergarten of either 1999-2000 or 2000-01. However, their growth did exceed that of non-black students in grade 1. It lagged only slightly behind non-black students in grade 2 during 1999-2000, but exceeded the non- black students in 2000-01, again indicating the growing effectiveness of the program. As seen on other measurements, the greatest growth or improvement for both black and non-black students was at the kindergarten level. This measurement, like Writing Vocabulary, reveals the importance of prior knowledge. Children cannot write down a dictated sentence without knowing Letter Identification and Concepts about Printinformation that many had not mastered at the kindergarten level. Black student growth at grade 1 and grade 2 are evidence that they have mastered the prerequisite knowledge and skills for good performance on this sub-test. Hearing and Recording SoundsGrowtb/Improvement Grade Level 1999-00 Growth 2000-01 Growth Kinder-Black KinderNon-B Difference Growth Ratios Grade 1Black Grade 1Non-B Difference Growth Ratios Grade 2Black Grade 2Non-B Difference Growth Ratios 13.44 17.71 -4.27 76% 13.62 12.13 1.49 112% 8.18 8.21 -0.03 100% 17.43 21.03 -3.60 83% 14.21 10.85 3.36 131% 6.10 4.34 1.76 141% The black growth exceeded non-black growth for cohort 1 (1999-2000 kindergarten and 2000-2001 grade 1), but it lagged slightly behind non-black growth in cohort 2 (1999-2000 grade 1 and 2000-2001 grade 2). 19Cohort Growth Cohort I Cohort 2 Black Non-Black Difference Ratio 28.12 27.74 0.38 101% 34.35 34.80 -0.45 99% Black students did not regress over the summer between kindergarten and grade 1, although non-black students did on this measurement. Both black and on-black students gained multiple points over the summer between grade 1 and grade 2 on this measurement. Hearing and Recording SoundsSummer Regression Race Spring 2000 Kinder Fall 2000 Grade I Diff. Spring 2000 Grade I Fall 2000 Grade 2 Diff. Black Non-Black 17.02 24.37 17.49 23.55 4-0.47 -0.82 30.87 34.11 45.50 52.44 4-14.63 4-18.33 In fall 1999 black kindergarten students scored 10 percent of the maximum score of 37 on this measurement, as compared to 18 percent for non-black students. By the end of grade 1 in 2000-01 black scores had improved to 86 percent, as compared to non-black scores at 93 percent. At the end of grade 2, black students in 2000-01 scored 81 percent of the maximum score of 64, as compared to 89 percent for non-black students. Hearing and Recording SoundsPercent of Maximum Score Fall 1999 Spring 2000 Fall 2000 Spring 2001 KinderBlack Kinder^Non-B Grade 1Black Grade 1Non-B Grade 2Black Grade 2Non-B 10% 18% 47% 59% 66% 77% 46% 66% 83% 92% 79% 89% 6% 13% 47% 64% 71% 82% 53% 69% 86% 93% 81% 89% Developmental Reading Assessment This test assesses significantly more complex xmderstandings and skills than does any one of the sub-tests on the Observation Survey. The Observation Survey provides information on each students leaming-to-read skills, while the Developmental Reading Assessment tests recall and comprehension. In spite of that, however, LRSD students, both black and non-black, made significant improvements in their performance over the past two years. Black kindergarten students in fall 1999 were scoring at only 35 percent of the level of non-black studentsthe widest gap seen on any of these K-2 assessments. But by the end of grade 2 in 2000-01, after only two years in the program, the black to non-black ratio was 80 percent. The staff members consulted for this program evaluation are confident that once students have been in the program for three years that the end 20of grade 2 ratio will be closer to 90 percentvirtually closing the gap in ensuring that all students learn to read independently by the end of grade 3. Developmental Reading AssessmentBlack to Non-Black Ratios Grade Level Fall 1999 Kindergarten Grade 1 Grade 2 Spring 20QQ Fall 2000 Spring 2001 35% 64% 74% 43% 68% 78% 41% 47% 70% 48% 71% 80% Although black students did not grow as many points as non-black students in kindergarten or grade 1 for both years of the test or during grade 2 in 1999-2000, they grew more than non-black students in grade 2 during 2000-01again evidence of the growing effectiveness of the program in the second year of implementation. Performance on this measurement again is evidence of the importance of prior knowledge. Children entering school with strong knowledge and skills learn to read much quicker than those who come without them, e.g., the rapid growth of non-black students in kindergarten and grade 1. Non-black children, in general (with some exceptions), are learning to read at grade 1, and black children, again in general (but with many exceptions), are learning to read at grade 2. Developmental Reading AssessmentGrowth/Improvement Grade Level 1999-00 Growth 2000-01 Growth Kinder-Black KinderNon-B Difference Growth Ratios Grade 1Black Grade 1Non-B Difference Growth Ratios Grade 2Black Grade 2Non-B Difference Growth Ratios 2.14 4.40 -2.26 49% 12.38 17.69 -5.31 70% 10.11 11.79 -1.68 86% 3.21 6.62 -3.41 48% 14.22 17.46 -3.24 81% 10.55 9.87 0.68 107% As on the Writing Vocabulary sub-test, non-black growth on the Developmental Reading Assessment surpassed black growth for both cohort 1 (1999-2000 kindergarten and 2000-2001 grade 1) and cohort 2 (1999-2000 grade 1 and 2000- 2001 grade 2). Cohort Growth Cohort I Cohort 2 Black Non-Black Difference Ratio 16.99 22.69 -5.70 75% 24.46 29.20 -4.74 84% 21Both black and non-black students slightly improved their performance over the summer between kindergarten and grade 1 on the DRA. Both also improved over the summer between grade 1 and grade 2. Developmental Reading AssessmentSummer Regression Race Spring 2000 Kinder Fall 2000 Grade I Diff. Black Non-BIack 3.09 7.12 Spring 2000 Grade I 3.72 7.95 Fall 2000 Grade 2 Diff. 16.67 24.37 18.20 26.01 + 1.53 +1.64 In fall 1999 black kindergarten students achieved 2 percent of the maximum score of 44 on the DRA, as compared to 6 percent for non-black students. By the end of grade 2 in 2000-01, after two years of instruction in the new program, the black students scored at 65 percent of the maximum, as compared to 82 percent for non- black students. Developmental Reading AssessmentPercent of Maximum Score KinderBlack KinderNon-B Grade 1Black Grade INon-B Grade 2Black Grade 2Non-B Fall 1999 2 6 10 15 40 55 Spring 2000 7 16 38 55 63 82 Fall 2000 1 2 8 18 41 59 Spring 2001 8 17 41 58 65 82 Achievement Level TestGrade 2 Reading The Achievement Level Test for grade 2 reading differs significantly from the Developmental Reading Assessment, although both are measurements of reading comprehension. The Developmental Reading Assessment is a one-on-one administered test that uses in its instructions to students the same language as the teacher used in the instruction of the students. Also, the teacher, using a rubric, scores the students responses, so the student is not distracted by having to manipulate a test booklet, plus an answer sheet and pencil and be moving back and forth between the test booklet and the answer sheet. The Achievement Level Test at grade 2 is the first experience that elementary students have with a group-administered examination that requires them to bubble in their responses to questions on a separate answer sheet. The directions to the students may or may not be in familiar language. So even though some of the same concepts are tested on these two measurements, they are tested in entirely different ways, and most early childhood experts advise against administering this kind'of test to students below grade 3. (See position statements by the International Reading Association and the National Associate for the Education of Young Children.) 22Black students scores were 93 percent of the national median in spring 2001, as compared to non-black students scores at 99 percent. The gap between the RIT scores narrowed from spring 2000 to spring 2001 by one pointfrom 13 to 12. Black students RIT scores improved two points from spring 2000 to spring 2001, as compared to only one point of improvement for non-black students. Achievement Level TestGrade 2 Language Usage This sub-test is the first test in language usage experienced by LRSD elementary students. The same issues as described for the ALT reading test exist for the language usage test relating to the unfamiliarity and complexity of the testing situation. In spite of these potential difficulties, performance improved from spring 2000 to spring 2001. Black students scores were 95 percent of the national median in spring 2001, as compared to non-black students scores at 102 percent. The gap between the RIT scores narrowed from spring 2000 to spring 2001 by two pointsfrom 14 to 12. Black students RIT scores improved two points from spring 2000 to spring 2001, as compared to no improvement for non-black grade 2 students. National Research on the Achievement Gap National research and other credible studies on the achievement gap between black and non-black students have been consistent in finding that black students test scores are lower than non-black students test scores. Educational Achievement and Black-White Inequality, just released in July 2001 by the National Center for Education Statistics (a department of the Office of Educational Research and Improvement), found the following in their analyses of educational achievement of children at various points between grades 1 and 12: Black-white gaps in mathematics and reading achievement appeared at every grade studied. Even for children with similar levels of prior achievement one or two grades earlier, mathematics and reading scores of blacks were generally lower than the corresponding scores of whites (p. xi). The black-white reading gap also differed in size across grades, but not in an entirely consistent manner\nit grew wider between grades within two elementary school cohorts, but was narrower in cohorts observed in grades 9 and 12 than in a cohort observed in grade 2 (p. xii). 23Within the same samples of children, the black-white reading gap increased by one-third between grades 1 and 2 and one-fifth between grades 3 and 5, while remaining the same between grades 7 and 9, and between grades 10 and 12 (p. xiv). These findings imply that black-white disparities in educational achievement can widen as students progress through elementary or secondary school. Possible explanations for these differences in achievement growth include differences in the school or home environments of children of different racial backgrounds that make it more difficult for blacks to acquire math or reading skills at the same pace as whites (p. xv). The black-white reading gap widened by one-third between grades 1 and 2, and by one-sixth between grades 3 and 5 (p. 37). Within each of the elementary school samples, black children acquired reading skills at slower rates than white children. Between grades 1 and 2, and between grades 3 and 5, blacks acquired reading skills at a rate onefifth slower than the rate of whites (p. 37). The existence of a smaller black-white reading gap in grade 12 than in grade 2 suggests that these gaps are not immutable, and that appropriately designed public policies can reduce the educational disparities between black and white children (p. 42). The results of two years of changes in the LRSD policies, programs, and procedures in grades PreK-2 indicate that both black and non-black children in the Little Rock School District are learning to read and are well on their way of reaching the district goal of all children being able to read independently by grade 3 (see Section 5.2.1 of the Revised Desegregation and Education Plan). The findings and analyses in this report indicate trends in the opposite direction of the national research findings cited above and of scores of other similar studies. Instead of black students growing at slower rates than non- blacks, in most of the measurements the LRSD results indicate higher rates of growth of black students than non-blacks. Instead of the gap widening between grades 1 and 2 as it does in national studies, it narrows significantly in the LRSD by every one of the eight measures (five sub-tests of the Observation Survey, the Developmental Reading Assessment, and two sub-tests of the Achievement Level Test). The black to non-black ratios on each of the measures are summarized below for each of the two years of testing: 24Kindergarten Black to Non/Black Ratios: Reductions in the Achievement Gap Sub-Test hall 1999 Spring 2000 Change hall 2000 Spring 2001 Change Letter Identification Word Test Concepts about Print Writing Vocabulary Hearing/Recording DRA 81% 57% 69% 62% 54% 35% 96% 76% 81% 66% 70% 43% -15 -19 -12 -4 -16 -6 83% 53% 72% 58% 46% 41% 97% 82% 87% 71% 76% 48% -14 -29 -15 -13 -30 -7 Grade 1 Black to Non-Black Ratios: Reductions in the Achievement Gap Sub-Test hall 1999 Spring 2000 Change h all 2000 Spring 2001 Change Letter Identification Word Test Concepts about Print Writing Vocabulary Hearing/Recording DRA 96% 73% 88% 87% 78% 64% 100% 92% 93% 84% 91% 68% -4 -19 -5 +3 -13 -4 99% 68% 84% 80% 74% 47% 100% 94% 93% 88% 92% 71% -1 -26 -9 -8 -18 -24 Grade 2 Black to Non-Black Ratios: Reductions in the Achievement Gap Sub-Test hall 1999 Spring 2000 Change h all 2000 Spring 2001 Change Word Test Writing Vocabulary Hearing/Recording DRA ALT Reading_____ ALT Lang. Usage 89% 95% 86% 74% 96% 82% 88% 78% 93% 93% -7 + 13 -2 -4 91% 84% 87% 70% 98% 87% 91% 80% 94% 94% -7 -3 -4 -10 Another prominent study on black vs. white achievement in reading is entitled, Does the Black-White Test Score Gap Widen after Children Enter School? by Meredith Phillips, James Crouse, and John Ralph, published in The Black-White Test Score Gap (1998) that was edited by Christopher Jencks and Meredith Phillips. That comprehensive studys major findings included the following\n... About half of the total black-white math and reading gap at the end of high school can be attributed to the fact that blacks start schools with fewer skills than whites. The other half can be attributed to the fact that blacks learn less than whites who enter school with similar initial skills. This does not necessarily mean that schools are a major contributor to the black-white test score gap. Although blacks may attend worse schools than whites, may be treated differently from whites in the same schools, or may be less interested in school than initially similar whites, it is also possible that blacks parenting practices, peer influences, summer learning opportunities, or beliefs about their academic ability could explain why 25they learn less between first asid twelfth grades than initially similar whites (p. 232). ... The black-white vocabulary' gap is about the same size at the end of the ninth grade as at the beginning of first grade (p. 233). ... Race appears to have a stronger negative effect on reading growth than on math growth (p. 248). ... Race also has more impact on vocabulary growth than on math growth during elementary school (p. 249). Our calculations imply that 56 percent of the math gap and 43 percent of the reading gap can be attributed to the fact that blacks start school with fewer skills than whites. It follows that 44 percent of the math gap and 57 percent of the reading gap is unrelated to racial differences in initial skills (p. 254). If equal educational opportunity means that black and white children should start school with the same basic skills, then we have yet fulfilled that ideal. The average black child starts elementary school with substantially weaker math, reading, and vocabulary skills than the average white child. Because these skill differences persist throughout elementary and secondary school, the average black child finishes the twelfth grade with weaker math, reading, and vocabulary skills than the average white child. Our results imply that we could eliminate at least half, and probably more, of the black-white test score gap at the end of the twelfth grade by eliminating the differences that exist before children enter first grade (pp. 256-257). Again, the results in the LRSD are, for the most part, in the opposite direction of these studies. Black students are making significant progress in catching up with their non- black peers through the Districts early literacy program, especially in the leaming-to- read skills that are tested on the Observation Survey. It is true, however, that the vocabulary gaps and the gaps on the more difficult measures, such as the Developmental Reading Assessment, while greatly narrowed, do still persistundoubtedly due to the much wider gaps that existed at the beginning of kindergarten. 3. Is there a relationship between teacher participation in professional development and student achievement? (See Policy IL expectation to examine cost effectiveness and Strategy 7 of the Strategic Plan.) The most expensiveand the most important-piece of the cost of any program implementation designed to improve student achievement is always the cost of professional development. The cost of student materials is a one-time expense, generally, but the cost of professional development is ongoing. New teachers have to begin their 26 initial training every year. Ineffective teachers have to be retrained. All teachers need on-going opportunities to refine and enhance their understandings and skills. Implementation has to be coached and monitored. And all are necessary if there is to be continuous improvement. Richard Allington summarizes the research literature as follows: In study after study, it is the quality of the teacher, not variation in curriculum materials, that is identified as the critical factor in effective instruction. That is not to say that materials are wholly unimportant, but that investing in teacher development has a better result than investing in curriculum materials (9). It is very important, therefore, for the District to know if there is a positive relationship between teacher participation in the LRSD training on early literacy and the achievement of their students. Patricia Busbeas Education Specialists thesis examined this question for a sample of kindergarten students. In her findings, she concluded, The current study strongly indicated Early Literacy Learning in Arkansas (ELLA) did influence the student outcomes of the ten students included in the study (p. 77). She added, It can be concluded that the teachers participation in the ELLA training did influence changes in the teachers classroom practices (p. 78). Another study relating to the black-white test score gap is also helpful here. Ronald Fergusons study, Teachers Perceptions and Expectations and the Black-White Test Score Gap was published in The Black-White Test Score Gap (1998), edited by Christopher Jencks and Meredith Phillips. He wrote the following: Simply cajoling teachers to raise their expectations for black childrenusing phrases such as All children can learnis probably a waste of time. However, good professional development programs can make a difference. Recall that some teachers in Oklahoma responded to the Great Expectations program with the assertion, My kids couldnt do that. If they had gone on teaching as they had always done, that judgment would have been correct. But when they changed their teaching methods, they learned that they were wrong. Similarly, Guskey shows that teachers can learn responsive teaching methods that weaken the link between past and future performance. Teachers who have been helped to improve their classroom practices can have seeing is believing experiences that challenge their prior biases (312). Other studies on the effectiveness of the ELLA training, as well as studies in general on the impact of professional development on teacher practice and student achievement would suggest a positive relationship, if the training is closely aligned with the curriculum standards and assessments, if the training is delivered well, if the training is followed by coaching and feedback, and if the training is in depthsufficient to build the new skills and understandings. Twelve days of ELLA training have been offered to LRSDs K-2 teachers during the past two years, in addition to the required training on the administration of the Observation Survey and Developmental Reading Assessment, and in addition to the days in the school-year calendar for professional development. In Section VII are summaries of two 27 studies conducted to determine, by program, the degree of teacher participation in professional development. The highest average number of days of participation has been among kindergarten teachers for the schools implementing ELLA strategies and for those implementing both ELLA and Reading Recovery. The greatest participation at all three grade levels has been among the teachers in schools implementing both ELLA strategies and Reading Recovery. These schools, perhaps, have the greatest degree of commitment to improved literacy, as evidenced both by the commitment of their Title I funds to literacy by funding Reading Recovery and by the teachers willingness to attend professional development sessions. Almost half of their grade 1 teachers have completed the entire 12 days of training. The following table indicates by school the participation level of teachers in ELLA training over the two-year period: Teacher Participation in ELLA Training, by School School # Kinder Tchers Kinder Days #Gr. 1 Tchers Grade I Days #Gr. 2 Tchers Grade 2 Days Total Days Total # Tchers Avg. # Days Badgett Bale Baseline Booker Brady________ Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright_____ Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Stephens_____ Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total Average Days 1 2 3 5 4 4 4 3 2 2 2 3 4 3 3 3 5 3 3 2 2 3 3 2 4 4 3 4 3 4 3 2 3 2 2 105 0 7 0 37.5 6 32.5 17 19 21 0.5 0 36 42 24 23 24 42.5 9 0 0 8 24 33 5 10.5 21 10 32.5 20 0 0 11 34 14 9.5 573.5 5.46 2 3 3 5 3 4 3 3 2 2 3 4 3 2 3 3 3 2 3 2 2 4 2 2 3 2 2 4 3 4 3 3 3 3 2 100 9 6.5 5 43.5 0 33 22 0 24 0 4.5 48 .42 9.5 22 25 16 12.5 0 0 2 38 0 0 18 0 15 20.5 16 7 3 6 22.5 27 0 497.5 4.98 2 3 3 5 4 4 6 2 3 2 3 3 3 2 2 3 5 3 3 2 2 3 2 2 2 3 2 5 3 4 3 2  4 3 2 105 0 3.5 0 47 0.5 10 24.5 12 36 0 4 36 18 14.5 22 13.5 7.5 17 13 0 1 11 10 5 0 0 2.5 22.5 17 7 0 0 3.5 24 0 372.6 3.54 9 17 5 126 6.5 75.5 62.5 31 79 0.5 8.5 120 92 48 67 63.5 66 38.5 13 0 II 73 43 10 28.5 21 27.5 73.5 53 14 9 17 60 65 9.5 1,443.6 5 8 9 15 1 12 13 8 7 6 8 10 10 7 8 9 13 8 9 6 6 10 7 6 9 9 7 13 9 12 3 7 10 8 6 310 Teachers designated as Special Education or other special programs were added to grade 2 to simplify the table. 1.8 2.1 0.6 8.4 0.6 6.3 4.8 3.9 11.3 .08 1.1 12 9.2 6.9 8.4 7.1 5.1 4.8 1.4 0 1.8 7.3 6.1 1.7 3.2 2.3 3.9 5.6 5.9 1.2 0.3 2.4 6 8.1 1.6 4.65 28From the table above, one can infer that implementation is, in general, still at a low level since the average number of days of ELLA training experienced by teachers is 4.65 of the 12 possible days available. Kindergarten teachers have the highest level of participation, then grade 1 and then grade 2. Kindergarten, probably not coincidentally, is the highest performing grade level. Interestingly, participation does not seem to vary as much within a school as it does across schools. In other words, for the most part, either every teacher at a grade level or in a school participates fully, or they participate minimally. For example, every teacher at Franklin has participated all twelve days, and the average number of days at Dodd is 11.3 days. Other high-participation schools include Booker, Fulbright, Gibbs, and Wilson. ELLA schools with two or fewer average days of participation include Badgett, Bale, Forest Park, McDermott, Mitchell, Rightsell, Watson, and Western Hills. The major obstacle the District has had in providing the 12 days of professional development to all teachers has been the lack of availability of substitute teachers. Too many times when District staff pull teachers out of class for professional development, the school is not able to secure a substitute, so a class is divided up and sent to other classrooms. In either case, even when a substitute can be secured, valuable instructional time is lost. The staff has attempted, therefore, to provide the training in the evenings, on week-ends, and during the summer, paying stipends to teachers for attendance rather than paying for substitutes. This strategy makes participation optional, and fewer teachers participate. The following table displays by quarter the number of classrooms where teachers were absent in 2000-01 and there were no substitutes available to cover their classes. The absences were for all possible reasons, not just for ELLA training, but the numbers indicate the extent of the problem in attempting to provide teacher training during school time. Teacher Absences without Substitutes, Elementary Schools, 2000-01 Quarter First Second Third Fourth Total Number 63 120 295 479 957 One can assume approximately half of those 957 teachers would be K-2 teachersor 478. The other half can be assumed to be 3-5 teachers. If there is an average of 20 students in the K-2 classrooms and given the mandated two and one-half hours daily for literacy instruction, then 23,900 student hours of literacy instruction were lost in 2000-01 in grades K-2 alone due to teacher absences and the lack of quality substitutes. The number of lost hours due to teacher absences covered with a substitute substantially increases this number. Given the necessity of teachers being out from time to time due to illness and the resulting loss of quality instructional time, it is clearly a major problem to 29 pull teachers out of classrooms for professional developmenteven when their participation in these activities results in improved sludesit achievement. The statistician in PRE conducted statistical analyses for each of the past two years to determine which of the four instructional approaches (ELLA only, ELLA plus Reading Recovery\nSuccess for All\nand Direct Instruction) was producing the most powerful results. For both years the most effective program was clearly the ELLA plus Reading Recovery, and the second most powerful program was ELLA only. In 2000-01 the Success for All schools did perform at a significantly higher level than they did in 1999- 2000, especially at grade 1. It is important to note that the schools implementing ELLA plus Reading Recovery were also the schools with the highest participation in professional development. 4. Is there evidence of success in each of the four literacy models in useEarly Literacy Learning in Arkansas (ELLA) only\nELLA and Reading Recovery\nSuccess for All\nand Direct Instruction? (See Section 2.7 of the Revised Desegregation and Education Plan.) When the early literacy program plan was developed, it allowed schools to implement either ELLA, ELLA plus Reading Recovery, or Success for All strategies. If a school wished to do something different, that school was required to submit a waiver request for approval. Only Washington Magnet did so. Their waiver application requested approval for them to continue the implementation of Direct Instruction, and it was granted. To establish evidence of success for each of these models, at least one school implementing each of the four models was examined. Except for Direct Instruction where there is only one school involved, there is, of course, more than one successful school implementing each model. One is reminded here, however, of an oft-repeated quotation from Ron Edmonds: How many effective schools would you have to see to be persuaded of the educability of poor children? If your answer is more than one, then I submit that you have reasons of your own for preferring to believe that basic pupil performance derives from family background instead of school response to family background. Ron Edmonds was the seminal researcher who established the first correlates of effective schools, i.e., those schools that were effective in teaching all students, regardless of economic or racial background. A Successful ELLA School Carver Magnet School is a good example of a school that has implemented the ELLA strategies. Although a magnet school. Carver has many students from poverty backgrounds and who enter kindergarten performing considerably below their more affluent peers. Because they have so many students from middle and upper-class 30 backgrounds, their average scores are usually among the highest in the District. Effective schools, however, are those schools with not only high average (mean) scores, but also high scores among each of their sub-groups. Carvers progress in improving the percent of their students performing at or above the readiness level on the Developmental Reading Assessment and in closing the black to non-black achievement gap is displayed in the following table. Without exception, both black and non-black students improved their performance at grade-level during the second year of implementation. And, without exception, the gap was considerably narrowed the second year of the program. Finally, the grade 2 gap in 2000-2001 is only about a third of what it was for kindergarten students. Improvements in Percent Readiness Developmental Reading Assessment Can er Magnet 1999-2000 2000-2001 KindergartenAll KindergartenBlack KindergartenNon-Black KindergartenGap Grade 1All Grade 1Black Grade 1Non-Black Grade 1Gap__________ Grade 2All Grade 2Black Grade 2Non-Black Grade 2Gap 80.5% 74.4% 91.7% 17.3 76.1% 64.7% 90.3% 25.6 81.8% 78.3% 94.7% 16.4 90.4% 83.8% 97.2% 13.4 91.8% 83.3% 100% 16.7 93.1% 91.1% 95.2% 4.1 An area school that has performed well in the last two years is McDermott Elementary. This school performed in the highest range at the kindergarten and grade 1 the first year of the new program and at all three grade levels in 2000-01. McDermott Elementary ranked in the top five schools on the DRA in 1999-2000 at kindergarten and grade 1 and at all three grade levels in 2000-01. McDermotts kindergarten class was the highest performing in the District both years, and McDermotts grade 2 was among the schools that improved the most in 2000-01. It is important to note, as well, that McDermott virtually closed the achievement gap in 2000-01 between black and non-black students at grades 1 and 2 on the Developmental Reading Assessment. 31Improvements in Percent Readiness Developmental Reading Assessment McDermott Elementan' 1999-2000 2000-2001 Kindergarten.All KindergartenBlack KindergartenNon-Black KindergartenGap Grade IAll Grade 1Black Grade 1Non-Black Grade 1Gap__________ Grade 2--A11 Grade 2Black Grade 2Non-Black Grade 2Gap 94.8 94.7 97.3 2.6 80.4 85.7 76.9 *8.8 67.1 62.8 86.4 23.6 94.3 86.4 100.0 13.6 87.9 87.5 87.9 0.4 89.6 89.5 89.7 0.2 A Successful ELLA, Plus Reading Recovery. School Dodd Elementary, a school with high percentages of minority and poverty, is an example of a successful school implementing both ELLA strategies and Reading Recovery. Because Dodd is very smalt and because it has high mobility, it is difficult to make valid comparison of scores from one year to the next. One child represents several percentage points in a small school, and the children who were in kindergarten last year are likely to be very different from the children in grade 1 this year. Nevertheless, the efforts of the Dodd faculty are making major differences in the literacy of the children who attend there. In the second year of the program implementation, both grade 1 and grade 2 improved significantly. The gap was virtually closed in grade 1, and that is the year of the Reading Recovery intervention for the lowest performing students. Improvements in Percent Readiness Developmental Reading Assessment Dodd Elementary' 1999-2000 2000-2001 KindergartenAll KindergartenBlack KindergartenNon-Black KindergartenGap Grade 1All Grade 1Black Grade 1Non-Black Grade 1Gap__________ Grade 2All Grade 2Black Grade 2Non-Black Grade 2Gap 86.5% 88.2% 85.0% *3.2 58.3% 60.0% 62.5% 2.5 51.7% 52.9% 71.4% 18.5 80.0% 76.5% 88.2% 11.7 73.5% 72.2% 73.3% 1.1 82.8% 73.7% 100% 26.3 Denotes that black students are higher performing than non-black students. A Successful Success for All School Baseline Elementary made such dramatic improvements in 2000-01 that they were selected as an example of a successful Success for All school. Baseline Elementary has 86 percent of its children eligible for the free/reduced lunch program and very few 32 non-black children, so their challenge is to overcome the effects of poverty and the disadvantages that go with it. The improvements at Baseline at the kindergarten and grade 1 levels are exemplary. Grade 2 did not perform as well, but black students did improve sufficiently to close the gap at that grade level. Improvements in Percent Readiness Developmental Reading Assessment Baseline Elementary 1999-2000 2000-2001 KindergartenAll KindergartenBlack KindergartenNon-Black KindergartenGap Grade 1All Grade 1Black Grade 1Non-Black Grade 1Gap Grade 2All Grade 2Black Grade 2Non-Black Grade 2Gap 51.0% 48.6% 100% 51.4 29.6% 30.2% 20.0% *10.2 47.1% 46.2% 57.1% 10.9 94.0% 92.5% 100% 7.5 91.8% 68.3% 85.7% 17.4 60.5% 60.5% 60.0% *0.5 Denotes a school where blacks scores are higher than non-blacks. A Successful Direct Instruction School Washington Magnet is the only school in the Little Rock School District implementing the Direct Instruction model. Their overall performances at kindergarten and grade 2 are strong, although the gap did increase at both grade levels in the second year. The gap at grade 1 nanowed, but the scores are low. Success is very mixed at this school, with few consistent patterns. Both sub-groups improved only at grade 2. Improvements in Percent Readiness Developmental Reading Assessment Washington Magnet 1999-2000 2000-2001 KindergartenAll KindergartenBlack KindergartenNon-Black KindergartenGap Grade 1All Grade 1Black Grade 1Non-Black Grade 1Gap Grade 2-All Grade 2Black Grade 2Non-Black Grade 2Gap 81.2% 81.8% 83.3% 1.5 35.5% 24.4% 55.2% 30.8 63.3% 61.7% 73.1% 11.4 84.1% 78.0% 95.7% 17.7 41.1% 36.8% 50.0% 13.2 81.4% 74.3% 88.6% 14.3 As demonstrated in the data under Research Question #1 and with the information in this section, the literacy programs are working well in a variety of school models and with both black and non-black students. 335. What are the programs strengths and weaknesses? (See Policy IL.) When a District chooses to implement a program that is already research-based, already tested with students of similar demographics, then the program itself does not require evaluation. Rather, it is the program implementation that requires scrutiny. Thus, in response to this question, the program evaluation team must consider the areas of strong implementation and the areas where the implementation has been weak. Program Strengths The elementary literacy programs (ELLA only, ELLA plus Reading Recovery, Success for All, and Direct Instruction) in the Little Rock School District are producing improvements in student achievement on every one of the eight different measurements examined in this program evaluation\nthey are producing improvements in every individual school, even if only at one grade level\nand they are narrowing and sometimes totally closing the achievement gap, even as non-black students are also improving. It would be impossible to determine which individual components of the new programs have had the most powerful effects since everything was implemented at once, without setting up controlled experiments. There tends to be a consensus, however, among teachers and reading specialists who have been asked that the designation of the two and one-half hour uninterrupted block of time for literacy instruction has made a major difference in the degree of emphasis given to literacy at every school. Also cited as important and powerful are the ELLA strategies that teachers are learning through the professional development program and the availability of the new materials in every classroom. Animated Literacy has made a difference in childrens mastery of phonemic awareness at the kindergarten level. Another definite strength is that teachers are using the assessment results to drive their instructionone of the staffs objectives in selecting the Observation Survey and the Developmental Reading Assessment with their rich sources of data and their tight alignment with the Districts curriculum standards and grade-level benchmarks. Teachers also cite the preponderance of children who now have access to the Districts pre-kindergarten program as another strength. More and more children are having an opportunity for another year of experiences that promote higher levels of literacy. Program Weaknesses Program weaknesses can be found in the examination of school-by-school performances.  There was in 2000-01 a narrowing of the achievement gap among the performance of the 35 elementary schools, but gaps still exist, the widest on the Developmental Reading Assessment., And at each grade level the gap widened in 2000-01 on one sub-testLetter Identification at grade 1 and Writing Vocabulary at kindergarten and grade 2. 34Another program weakness is in the variability of the amount of teacher training experienced from school to school. There is one school where not a single teacher has participated in the ELLA training\nand there are two where all the teachers have participated fully, with other schools somewhere in between. Teachers in the Success for All and Direct Instruction schools have had lower rates of participation in the ELLA training. Grade 1 is the lowest performing grade of the three grades tested, so that grade level requires attention in improvement efforts. There is likely a need for further intervention. Lack of a monitoring plan through classroom observations to document the level of implementation is a problem. This weakness not only resulted in a late identification of poor implementation in some cases, but it was also a weakness in evaluating the consistency of program implementation. Finally, more high quality parent involvement would likely improve results, especially to address the summer regression phenomenon, but also in general. 6. Is the program cost effective? (See Policy IL and Strategy 3 of the Strategic Plan.) The literacy plan was adopted in spring 1999, so the first purchases of classroom materials and the first professional development sessions designed to prepare teachers for implementation occurred in summer 1999. The District has invested over the two-year period $405,948 on materials for teachers and books for classroom libraries to support the implementation of the new program. The State provided a grant of $198,440 that was also spent on students instructional materials. During the two-year period the District spent $119,450 on the salary and fringe benefits for one teacher leader and approximately $12,000 on teacher stipends for inservice participation. Other professional development conducted during the school day at times required the cost of substitutes (paid by the Human Resources Department) and at times was absorbed by the school staff. One additional expense was the $29,500 cost for the Developmental Reading Assessment materials. In summary, the total investment over two years in this program has been as follows: Instructional materials Professional development Assessments Total $604,388* $131,450 $ 29,500 $765,338* *0f these amounts, $198,440 was funded by the State through a grant. The total cost to the District, therefore, was $566,898 for ELLA implementation. During the past two 35 years all ELLA training was conducted during the summer and after school hours. Teachers were not paid a stipend. One group of 35 teachers, however, was paid stipends for the training-of-trainers training for live days of pailscipalion in summer 1999. The schools implementing Success for All and Direct Instruction paid for their professional development and student materials from their Title I budgets. A reading specialist from the Elementary Literacy Department has been assigned to supervise the Success for All school programs, so her salary, travel, and benefits are costs to the District, not Title I. Reading Recovery costs were also funded through school-level Title I budgets. An average salary for a Reading Recovery teacher is $40,000, plus fringe benefits. The cost of six hours of graduate-level tuition for their training is approximately $1,000. And the cost of materials to use with students is about $3,000 per teacher. Schools have expended about $1,100,000 over the past two years in paying for training costs and salaries for their Reading Recovery teachersa total of eight. Are all these expenditures cost effective? It is really too early to make a determination. If the program results in virtually all children learning to read independently by grade 4 when they take the Benchmark examination, then this program is a bargain on that measurement alone. If only a few children become proficient enough to go to college and, as a result, earn a much higher salary than they would have had they not learned to read well, then the investment will be returned several times. If the District moves from only 30 percent of its students performing at or above the proficient level to even^O percent, then the investment will see incremental returns. The staff and the Board of Education must make a determination at this juncture as to whether the current results are encouraging enough to continue the course that has been set. The data indicate positive results at all three grade levels, even though the data also indicate that the teachers have received only about one-third of the training for full implementation. Ongoing investments, plus possible policy decisions, will be necessary to ensure that all teachers receive the minimum 12 days of training, with appropriate follow-ups and enhancements. Recommendations for Improvement are made for the consideration of The following recommendations for improvement District and building-level staff, as well as for the Board of Education. Instructional Recommendations Given the gap between black and non-black achievement in the fall kindergarten scores for both 1999-2000 and 2000-01, there is an indication that Letter Identification should be stressed more with black and other low-performing prekindergarten students. Schools should monitor their implementation of the balanced literacy program, including Animated Literacy implementation, to ensure that all kindergarten children learn their letters and sounds by the end of the kindergarten year. The National Research Council in Preventing Reading Difficulties in Young Children makes a similar recommendation: 36It is clear from the research on emergent literacy that important experiences designed to reduce the number of children with inadequate literacy-related knowledge (e.g., concepts of print, phonemic awareness, receptive vocabulary) at the onset of formal schooling would considerably reduce the number of children with reading difficulties and, thereby, the magnitude of the problem currently facing schools (317). Adams points out that it is not simply the accuracy with which children can name letters that gives them an advantage in learning to read, but it is the ease or fluency with which they can do so (p. 43). Therefore, if it takes two years of school just to learn the letters, then some time is lost in developing ease and fluency. She concludes, Thus the speed with which they can name individual letters both strongly predicts success for prereaders and is strongly related to reading achievement among beginning readers (43). Schools and teachers should assess why the 2000-01 grade 2 students, both black and non-black, performed lower on the Word Test than those in 1999-2000. One implication is that decoding development should be emphasized even more in grade 1. Adams notes that weaknesses in basic decoding skills may be the most common and can be the most serious source of reading difficulties (92). Acceleration of black students decoding skills in reading frequently occurring words is recommended in pre-kindergarten and kindergarten so that the black students performance on the Word Test catches up to non-black performance before grade 2. The gap closed in Letter Identification at grade 1 and for the Word Test in grade 2. Even though it is almost closed at the end of grade 1 for Concepts about Print, it is not quite, and instruction must continue in this area in grade 2 until the concepts are mastered for students who are low-performing. Adams points out that A lack of phonemic awareness ... appears to be characteristic of children who are failing or have failed to learn to read (57). The skills and knowledge that are prerequisite to high performance on Concepts about Print should be consciously and explicitly taught at the pre-kindergarten and kindergarten levels so that little remains to be done in this area by grade 1. This kind of acceleration is essential if the gap is to be closed on this measure. Schools must ensure the full implementation of the Pre-ELLA program at the prekindergarten level and the ELLA strategies at the kindergarten level. Even though both black and non-black students recorded their highest rates of growth on Writing Vocabulary, the achievement gap is highest on this measure at the end of two years than of any other sub-test. Even at that, the gap is only 13 points, with black scores achieving 87 percent of those of non-black students. There are implications here, again, for African-American students, who clearly 37 need even greater attention to vocabulary and spelling development and an accelerated program to bring their achievement to the level of that of non-black students. None of the measurements used in K-2 is a vocabulary test, per se. They all, however, test vocabulary, and as research indicates, higher-level, more standardized tests, such as the Achievement Level Tests, essentially measure students vocabulary, regardless of the subject matter being tested. Marzano, Kendall, and Gaddy report in their recent book. Essential Knowledge: The Debate Over What American Students Should Know, that their research indicates that vocabulary instruction should be the focal point of education, especially for students from more disadvantaged backgrounds (143). They continue as follows: Research indicates that even when there is no attempt to ensure that the words students are taught are ones they will need to know when learning new content, the effect on their achievement is substantial. Specifically, teaching vocabulary has been shown to increase students ability to understand new content by 12 percentile points (146-147). The effects of vocabulary instruction are even more powerful when the words selected are those that students most likely will need to know as they encounter new content. Specifically, research indicates that student achievement will increase by 33 percentile points when vocabulary instruction focuses on specific words that are important to what they are learning (147). The National Reading Panels findings indicate that vocabulary should be taught both directly and indirectly. Repetition and multiple exposures to vocabulary items are important. Learning in rich contexts, incidental learning, and use of computer technology all enhance the acquisition of vocabulary. Direct instruction should include task restructuring as necessary and should actively engage the student (p. 14). Adams encourages teachers to teach vocabulary explicitly: direct vocabulary instruction is generally shown to result in an increase in both word knowledge and reading comprehension (p. 29). Teachers should include in their lessons at least some degree of instruction on test wiseness. That is, since the ALT is the first test with the requirement to bubble answers that the students take, their lack of familiarity with the format and expectations may depress achievement. An excellent resource for teachers in ways to do this work effectively and ethically is A Teachers Guide to Standardized Reading Tests: Knowledge Is Power by Lucy Calkins, Kate Montgomery, and Donna Santman. 38Parent Involvement Recommendations Students who begin kindergarten knowing a lot about literacy learn faster than those who do not. They have the necessary prior knowledge to make meaning from grade-level instruction. A concern, therefore, is that while some black students take two years of school to master letter identification, non-black students had achieved 95 percent of the maximum score by the end of kindergarten. While many black students continued to master letter identification in grade 1, non-black students were, no doubt, moving forward in other areas, such as vocabulary development. Adams states, One interpretation impossible to avoid is that the likelihood that a child can succeed in first grade depends, most of all, on how much he or she has already learned about reading before getting there (p. 44). The poverty-related factors, therefore, that created the gap for children before they started to school continue after they start to school, even though the school programs may be highly effective. These findings have implications for public policy at the federal, state, and community level for pre-natal care and early childhood health care, parenting, cognitive development, and social development. It takes a village to teach children high levels of literacy. The schools and classroom teachers can do their best by seeking individual ways to accelerate student learning in pre-kindergarten and kindergarten so that grade 1 students can spend their time on more complex cognitive operations that are prerequisite to learning to read. Both black and non-black students at the end of both kindergarten and grade 1 lost significant Writing Vocabulary during the siunmer, indicating, most likely, little reinforcement of this skill during summer months. Along with summer reading and spelling lists that are sent home, teachers should also include exercises that allow students to maintain, at a minimum, and ideally to improve their Writing Vocabulary during the summer. Schools should organize, perhaps with the assistance of the HIPPY staff, a preschool PT A so that support and assistance can be provided to as many parents as possible in the development of early literacy experiences, from birth forward. For instance, parents need to know the research cited by Adamsthat the beginmng of phonemic awareness is seeded in childrens knowledge of nursery rhymes (p. 42). She continues\n... success in reading can be found in traditional rhymes and word games such as Baa Baa Black Sheep and Humpty Dumpty (p. 43). Adams also found that The single most important activity for building the knowledge and skills eventually required for reading appears to be reading aloud to children. In this, both the sheer amount of and choice of reading materials seem to make a difference (46). The staff should design appropriate reports and processes to keep parents well informed about their childrens performance on the early literacy assessments, as 39well as about ways that they can support higher achievement. The Student Academic Improvement Plan (SAIP) and the Parent-School Compact are two processes that address the need for close communication with parents. Schools should evaluate the effectiveness of their implementation of these processes. Rasinski summarizes the research on the effect of parental involvement on literacy as follows: For if you are talking about research-based information, we have it in the effects of community-home-school connections and student achievement in reading. Study after study has shown positive effects of parental involvement in the literacy education of their children. .. (161). District-level should collaborate with school-level staff in designing processes for effective communication of the results of K-2 assessments. Intervention Recommendations Given the amount of summer regression that is evident on several of the measurements, attention to these issues should be a priority for those children participating in the inter-sessions of the Extended Year Education (EYE) schools and for children participating in after-school programs and summer school. A concern of the Superintendents Cabinet for the past three years has been that several schools are no longer eligible for Title I funding due to changes in their demographic make-up. A school must have among its students at least 35 percent who are eligible for ffee/reduced lunch services in order to qualify. Both the staff in those schools and staff at the District level have noted that some of the Districts most economically-deprived children attend those schools, and there is now no funding for special services or support for them. The area schools without Title I funding are as follows: Forest Park, Fulbright, and Jefferson. Fulbright and Jefferson lost their Reading Recovery programs when Title I funds were no longer available, and Pulaski Heights lost theirs due to inadequate Title I funding. Not surprisingly, those very schools have some of the widest achievement gaps of any of the Districts schools. The District should continue to explore options for providing the necessary support services to these schools for the lowest-performing students. Otherwise, wide achievement gaps will continue to exist. The District should take all necessary steps to continue its efforts to secure external grant funding for additional support for individual schools. Funds are needed to provide more Reading Recovery teachers, especially in the lowest performing schools. Ideally, there would be one Reading Recovery teacher for every two grade 1 classrooms. This step, plus the addition of Literacy Coaches in every school, would greatly enhance the likelihood'of success. Schools with Title I funding should redirect their budgets to fund these effective interventions. 40Since grade 1 is the lowest performing grade of the three grades tested, attention must be devoted to improvement at this level. The National Research Council makes the following recommendations for students in grade 1 who still are having reading related difficulties: Additional instructional services in supplemental reading programs should be provided in the first grade. Instruction should be provided by a well-qualified reading specialist who has demonstrated the ability to produce high levels of student achievement in reading. Materials and instructional techniques should be provided that are well integrated with ongoing excellent classroom instruction and that are consistent with the findings, conclusions, and recommendations identified above in Reading Instruction in Kindergarten through Third Grade. Children who are having difficulty learning to read do not, as a rule, require qualitatively different instruction from children who are getting it. Instead, they more often need applications of the same principles by someone who can apply them expertly to individual children who are having difficulty for one reason or another (327). To these ends, the following recommendations are critically important for continued improvement: Expand Animated Literacy into grade 1 (or even grade 2) for students who need it or design another effective intervention\nEncourage schools to implement their own research-based interventions during after-school, tutoring, inter-sessions, and summer school. Reallocate Title I dollars to these high-quality interventions and away from the employment of aides and provide as many Reading Recovery and Literacy Coaches as possible through all sources of funds. Continue or expand teacher training in all components of Balanced Literacy for all teachers. These components include instruction in concepts about print, phonemic awareness and letter identification, phonics, language acquisition, vocabulary development, and emergent writing. Professional Development Recommendations Given the high positive correlation in national studies and in LRSD of the relationship between teacher participation in high quality professional development and the achievement levels of their students, it is evident that professional development should continue to be a high priority in the ongoing implementation refinements of the PreK-2 Literacy Program, including for 41teachers in the Success for All and Direct Instruction schools. Too, participation should not be optional, given the findings of the National Reading Panel: the results indicated that inservice professional development produced significantly higher student achievement (17). District staff should ensure that every LRSD teacher knows the skills that students must have to perform at least at the national median on the Achievement Level Tests. The publications available from the Northwest Evaluation Association delineate the specific skills and understandings that are needed to perform in various levels of each test. It is important that teachers ensure that those same skills and understandings are included in their lesson plans so that students are as well prepared as possible to perform well on the grade 2 ALTs. Schools Identified for Improvement at K-2 The following schools are identified for improvement. They are among the lowest performing schools in at least two of the three grade levels tested. According to the Districts Priority Intervention Procedures, the District should provide special assistance for improvement for the staff of the following schools: Badgett, Cloverdale, Meadowcliff, Mitchell, and Watson. Badgett, Mitchell, and Watson are ELLA schools, but with very low levels of teacher participation in professional development and, thus, low levels of program implementation. Both Cloverdale and Meadowcliff are Success for All schools, again with low levels of implementation in that program. Year 3 Program Evaluation Recommendations The District should design and implement procedures to document the quality of program evaluation in all K-2 classrooms. The District should add to the year 3 study an analysis of how the new literacy program has impacted the referral and placement of K-2 children for 504 or Special Education services. The District should add to the year 3 study an analysis of the impact of participation in the Districts pre-kindergarten program on early literacy achievement. The District should measure Effect Size as an alternative to the growth index in determining improvement. The District should examine the impact of the new literacy program on the retention rate. 42Section IX: Bibliography Adams, Marilyn Jager (1990). Beginning to Read: Thinking and Learning about Print. Cambridge, Massachusetts: The MIT Press. Adams, Marilyn Jager (1990). Beginning to Read: Thinking and Learning about Print A Summary. Cambridge, Massachusetts: The MIT Press. Allington, Richard L. (2001). Teaching Children to Read: What Really Matters. Preventing Early Learning Failure. Bob Somson, Ed. Alexandria, VA: Association for Supervision and Curriculum Development. Beaver, Joetta (1997). Developmental Reading Assessment. Parsippany, NJ: Celebration Press. Busbea, Patricia A. (2000). A Study of the Effects of the Professional Development Model. Early Literacy Learning in Arkansas (ELLAl on Changes in Kindergarten Teachers Instructional Practices and Students Outcomes. Little Rock, AR: University of Arkansas at Little Rock. Calkins, Lucy, Kate Montgomery, and Donna Santman (1998). A Teachers Guide to Standardized Reading Tests: Knowledge Is Power. Portsmouth, NH\nHeinemann. Celebration Press (1996). Preliminary Validation of the Developmental Reading Assessment. Parsippany, NJ: Celebration Press. Clay, Marie M. (1993). An Observation Survey of Early Literacy Achievement. Portsmouth, NH\nHeinemann. Compliance Committee (March 2000). Interim Compliance Report. Little Rock, AR: Little Rock School District. Compliance Committee (March 2001). Compliance Report. Little Rock, AR: Little Rock School District. Dom, Linda (1999). Partnerships in Literacy: School-Wide Design for Success. Little Rock, AR\nUniversity of Arkansas at Little Rock. Dom, Linda J., Cathy French, and Tammy Jones (1998). Apprenticeship in Literacy: Transitions Across Reading and Writing. York, Maine: Stenhouse Publishers. Edmonds, Ron (1979). Effective Schools for the Urban Poor. Educational Leadership. 37(1). 15-24. 43Ferguson, Ronald F. (1998). Teachers Perceptions and Expectations and the Black- White Test Score Gap. In The Black-White Test Score Gap edited by Christopher Jencks and Meredith Phillips. Washington, DC: Brookings Institution Press. 273-317. Flippo, Rona, Ed. (2001). Reading Researchers in Search of Common Ground. Newark, Delaware: International Reading Association. International Reading Association and National Association for the Education of Young Children (1999). Learning to Read and Write: Developmentally Appropriate Practices for Young Children. Newark, DE: International Reading Association. International Reading Association (July 1998). Phonemic Awareness and the Teaching of Reading. Newark, DE: International Reading Association. Jencks, Christopher and Meredith Phillips, Eds. (1998). The Black-White Test Score Gap. Washington, DC: Brookings Institution Press. Joint Committee on Standards for Educational Evaluation. James R. Sanders, Chair (1994). The Program Evaluation Standards (2\"*^ Edition): How to Assess Evaluations of Educational Programs. Thousand Oaks: Sage Publications. Marzano, Robert J., John Kendall, and Barbara Gaddy (1999). Essential Knowledge: The Debate Over What American Students Should Know. Alexandria, VA: Association for Supervision and Curriculum Development. National Association for the Education of Young Children (1990). Guidelines for Appropriate Curriculum Content and Assessment in Programs Serving Children Ages 3 Through 8. Washington, DC: NAEYC. National Association for the Education of Young Children (1987). Standardized Testing of Young Children 3 Through 8 Years of Age. Washington, DC: NAEYC. National Center on Education and the Economy and the University of Pittsburgh (1999). Reading and Writing Grade by Grade: Primary Literacy Standards for Kindergarten through Third Grade. Washington, DC: National Center on Education and the Economy. National Center for Education Statistics (2001). Educational Achievement and Black- White Inequality. Washington, DC: United States Department of Education Office of Educational Research and Improvement. 44National Reading Panel (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Washington, DC: National Institute of Child Health and Human DevelopmentNational Institutes of Health. National Research Council (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press. Neuman, Susan B. and David K. Dickinson (2001). Handbook of Early Literacy Research. New York: The Guilford Press. Phillips, Meredith, James Crouse, and John Ralph (1998). Does the Black-White Test Score Gap Widen after Children Enter School? in The Black-White Test Score Gap, edited by Christopher Jencks and Meredith Phillips. Washington, DC: Brookings Institution Press. 229-272. Rasinski, Timothy V. (2001). A Focus on Communication with Parents and Families. Reading Researchers in Search of Common Ground. Newark, DE: International Reading Association. 159-166. Reeves, Douglas (2000). Accountability in Action: A Blueprint for Learning Organizations. Denver, CO: Center for Performance Assessment. Reeves, Douglas (1998). Making Standards Work: How to Implement Standards-Based Assessments in the Classroom. School, and District. Denver, CO: Center for Performance Assessment. Strickland, Dorothy S. (2001). Early Intervention for Afncan American Children Considered to Be at Risk. In Handbook of Early Literacy Research. Susan B. Neuman and David K. Dickinson, Eds. New York: The Guilford Press. Wiggins, Grant P. (1993). Assessing Student Performance: Exploring the Purpose and Limits of Testing. San Francisco: Jossey-Bass Publishers. Williams, E. Jane (1999). Developmental Reading Assessment: Reliability Study. http://intranet.prenhall.eom/edtech/mcp/Docs/research/DRA.doc4/13/00 45Cb'') /i/ Year 2 Evaluation: The Effectiveness of the PreK-2 Literacy Program in the Little Rock School District 1999-2000 and 2000-2001 Presented to the Board of Education Little Rock School District October 2001 Prepared by Dr. Bonnie A. Lesley Dr. Ed Williams Patricia Price Pat Busbea Ann Freeman Ken Savage Anita Gilliam Sharon KiilsgaardTable of Contents Section I: Introduction Introduction Research Questions Methodology Outline of Program Evaluation Sections Outline of Appendices 1-6 1-2 3 3-5 5-6 6 Section II: Background on Program Design Background on Program Requirements: Design of the PreK-3 Literacy Program Background on Program Requirements: LRSD Strategic Plan Background on Program Requirements: Revised Desegregation and Education Plan 7-13 7-8 8 8-13 Section III: The Assessments The Assessments: Observation Survey The Assessments: Developmental Reading Assessment Definition of Readiness vs. Proficiency Reliability and Validity: National Study Reliability and Validity: LRSD Study Developmental Appropriateness of Testing Instruments The Assessments: Achievement Level Tests in Reading and Language Usage 14-25 14-15 15-21 16-19 19-20 20-21 21-23 23-25 Section IV: Alignment with National Research on Early Literacy 26-29 Section V: Description of Tables Table 1: Kindergarten, 1999-2000, Fall to Spring Black and Non-Black Performance Table 2: Kindergarten, 2000-01, Fall to Spring Black and Non-Black Performance Table 3: Grade 1, 1999-2000, Fall to Spring Black and Non-Black Performance Table 4: Grade 1, 2000-01, Fall to Spring Black and Non-Black Performance Table 5: Grade 2, 1999-2000, Fall to Spring Black and Non-Black Performance 30-42 31 31 32 33 33Table 6: Grade 2, 2000-01, Fall to Spring Black and Non-Black Performance Table I'. Cohort 1, Kindergarten Fall 1999 and Grade 1 Spring 2001 Table 8: Cohort 2, Grade 1 Fall 1999 and Grade 2 Spring 2001 Table 9: Grades K-2, 1999-2000, Fall to Spring Performance, All Students Table 10: Grades K-2, 2000-01, Fall to Spring Performance, All Students Table 11: Percent of Maximum Scores, Kindergarten Black Students Table 12: Percent of Maximum Scores, Kindergarten Non-Black Students Table 13: Percent of Maximum Scores, Grade 1 All Students Table 14: Percent of Maximum Scores, Grade 1 Black Students Table 15: Percent of Maximum Scores, Grade 1 Non-Black Students Table 16: Percent of Maximum Scores, Grade 1 All Students Table 17: Percent of Maximum Scores, Grade 2 Black Students Table 18: Percent of Maximum Scores, Grade 2 Non-B lack Students Table 19: Percent of Maximum Scores, Grade 2 All Students Table 20: Cohort 1All Students, Kindergarten Fall 1999 and Grade 1 Spring 2001 Table 21: Cohort 2All Students, Grade 1 Fall 1999 and Grade 2 Spring 2001 Table 22: Percent Readiness, DRA, Black and Non-Black Students Table 23: Percent Readiness, DRA, All Students Table 24: Grade 2 Reading, ALT, Black and Non-B lack Comparisons Table 25: Grade 2 Reading, ALT, All Students Table 26: Grade 2 Language Usage, ALT, Black and Non-Black Comparisons Table 27: Grade 2 Language Usage, ALT, All Students 34 35 35 36 37 37 38 38 38 38 39 39 39 39 40 40 41 41 41 42 42 , 42Section VI: Analysis of Results, 1999-2000 and 2000-2001 Letter Identification Word Test Concepts about Print Writing Vocabulary Hearing and Recording Sounds Developmental Reading Assessment 43-67 43-46 47-51 52-54 55-59 60-63 64-67 Section VII: Additional Data Achievement Gap Among Schools Impact of Professional Development 68-71 68-70 70-71 Section VIII: Program Evaluation Findings and Recommendations for Improvement Research Question 1Program Effectiveness Research Question 2Achievement Disparities Research Question 3Professional Development Research Question 4Four Literacy Models Research Question 5Program Strengths and Weaknesses Research Question 6Cost Effectiveness Recommendations for Improvement Instruction Parent Involvement Interventions Professional Development Schools Identified for Improvement Year 3 Program Evaluation 72-113 72-80 81-96 96-100 100-103 103-105 105-106 106- 107-109 109-110 110-112 112 112 112-113 Section IX: Bibliography 114-116 Section X: School-Level Data Letter Identification, Kindergarten Word Test, Kindergarten Concepts about Print, Kindergarten Writing Vocabulary, Kindergarten Hearing and Recording Sounds, Kindergarten Developmental Reading Assessment, Kindergarten 117-205 119-122 123-126 127-130 131-134 135-138 139-142 Letter Identification, Grade 1 Word Test, Grade 1 Concepts about Print, Grade 1 Writing Vocabulary, Grade 1 Hearing and Recording Sounds, Grade 1 143-146 147-150 151-154 155-158 159-162Developmental Reading Assessment, Grade 1 163-166 Word Test, Grade 2 Writing Vocabulary, Grade 2 Hearing and Recording Sounds, Grade 2 Developmental Reading Assessment, Grade 2 167-170 171-174 175-178 179-182 Cohort 1Letter Identification, Black and Non-BIack Cohort 1Word Test, Black and Non-BIack Cohort 1Concepts about Print, Black and Non-BIack Cohort 1Writing Vocabulary, Black and Non-BIack Cohort 1Hearing and Recording Sounds, Black and Non-BIack Cohort 1Developmental Reading Assessment, Black and Non-BIack 183 184 185 186 187 188 Cohort 2Word Test, Black and Non-BIack Cohort 2Writing Vocabulary, Black and Non-BIack Cohort 2Hearing and Recording Sounds, Black and Non-BIack Cohort 2Developmental Reading Assessment, Black and Non-BIack 189 190 191 192 Percent Readiness, Developmental Reading Assessment, K-2 Percent Readiness, DRA, Rank Order, K-2 Percent Readiness, DRA, Black and Non-BIack 193-195 196-198 199-201 Grade 2 ALT, ReadingAll Students Grade 2 ALT, Reading, Black and Non-BIack Grade 2, ALT, Language Usage, All Students Grade 2, ALT, Language Usage, Black and Non-BIack 202 203 204 205 Appendices A. B. C. D. PreK-3 Literacy Program Plan Section 5.2.1 of the Revised Desegregation and Education Plans March 2000 Interim Compliance Report Section 5.2.1 of the Revised Desegregation and Education Plans March 2001 Compliance Report Presentation to the Board of Education, January 2000 (update on program implementation and early results)E. Update on the Implementation of the PreK-3 Literacy Program Plan, Highlights of Grades K-2 Results: Developmental Reading Assessment, 1999-2000 and 2000-2001, and a copy of the slides for the June 2001 presentation to the Board of EducationYear 2 Evaluation: The Effectiveness of the PreK-2 Literacy Program in the Little Rock School District 1999-2000 and 2000-2001 Section I: Introduction Introduction During March 2000 the Little Rock School District provided to the Board of Education, the federal court, the Office of Desegregation Monitoring, and administrators an Interim Compliance Report, which included a status report on the implementation of the PreK-3 Literacy Program (pp. 93-105) relating to the Revised Desegregation and Education Plan (RDEP). In August 2000 the Planning, Research, and Evaluation (PRE) office provided to the Board and staff a draft copy of a program evaluation for the first year of implementation of the K-2 Literacy Program. At least two subsequent drafts were developed as more data became available, but these were not presented to the Board of Educationjust discussed among staff members. An implementation update was provided to the Board in January 2001 by the curriculum staff, on the status of program implementation and including an analysis of available data, along with an outline of next steps. Then in March 2001 the staff provided a summary evaluation in the Compliance Report (pp. 72-93) relating to the Revised Desegregation and Education Plan that was filed with the federal court and provided to members of the Board of Education. The Board of Education approved on second reading in March 2001 a new policy on program evaluation. Policy IL: Evaluation of Instructional Programs requires that the staff evaluate the instructional programs designated by the Board of Education in their annual approval of the program evaluation agenda. Each evaluation is to provide valuable insights into how programs are operating, the extent to which they are serving the intended purpose of increasing student achievement, the strengths and weaknesses, the cost-effectiveness, and directions for the future. In August 1999, 2000, and 2001, the Board of Education included the PreK-2 literacy program on its approved research agenda for the following year. An interim program evaluation was provided to the Board of Education in June 2001, the first analysis of the scores on the Developmental Reading Assessment in grades K-2 for 1999-2000 and 2000-2001. At that time the scores were reported as the percent of students at each grade level, by race, who met the standard for readiness, the level that would predict success at the next grade level (level 2 at kindergarten\nlevel 16 at grade 1\nand level 24 at grade 2), Copies of that report, plus the summary and the slides were immediately sent via e-mail to principals to use in their own analysis and to provide to 1teachers and parents. (See Appendix E.) Elementary principals used these materials in their August 2001 preschool inservice sessions. This Year 2 Evaluation of the Effectiveness of the PreK-2 Literacy Program in the Little Rock School District builds on the information provided in all earlier reports. It is intended to meet the requirements specified in Policy IL for the 2000-01 school year, as well as to fulfill the requirements in Section 2.7.1 of the Revised Desegregation and Education Plan for the PreK-3 Literacy Program Plan. The grade levels evaluated include only grades kindergarten through grade 2. Another report will include grades 3 through 5. The curriculum staff received from PRE on July 19, 2001, the report on the mean scores for K-2 students on both the Observation Survey and the Developmental Reading Assessment for 2000-01. Achievement Level Test data were available earlier, but they had not yet been disaggregated by race. This program evaluation, therefore, differs from, but builds upon, the evaluation report that was presented to the Board of Education in June. It includes a much more detailed analysis of data\nit includes the results of the five sub-tests of the Observation Survey\nand it includes the average performance scores for each school on each sub-testnot just the percent of students meeting the standard. It also includes the results of the grade 2 Achievement Level Tests in reading and language usage. The new data permit the staff to calculate and analyze the scores in a different way (mean performance vs. percent readiness), and they permit the calculation of a black to non- black student ratio so that the degree to which the achievement gap in narrowed can be measured, as well as how the gap has changed over the two years of program implementation. One caution in comparing the 1999-2000 and 2000-01 pre-test scores on the Observation Survey and the Developmental Reading Assessment is that some schools did not complete their fall testing by the deadline in 1999 and so their pre-test scores were higher than they would have been had the testing been done in a timely maimer. There were instances when there were several weeks difference in the test date, so this variance\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "}],"pages":{"current_page":424,"next_page":425,"prev_page":423,"total_pages":6797,"limit_value":12,"offset_value":5076,"total_count":81557,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40428},{"value":"StillImage","hits":35298},{"value":"MovingImage","hits":4529},{"value":"Sound","hits":3226},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. 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