{"response":{"docs":[{"id":"bcas_bcmss0837_604","title":"Ombudsman","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","School administrators","School management and organization","Educational statistics"],"dcterms_title":["Ombudsman"],"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/604"],"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\nThe Office of Ombudsman was established during the 1998-1999 school term and the position filled by James L. Washington, who had been principal of Henderson Junior High from 1994-1998.\nJOHN W. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374.4187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER. JR. received AUG 7 \" 1998 August 6, 1998 OTGEOf Mr. Junious Babbs Associate Superintendent Little Rock School District 501 Sherman Little Rock, AR 72202 Re: Job Description for Ombudsperson Dear Mr. Babbs: Mr. Walker asked that a share a copy of Joshuas draft of the job description for the Ombudsperson with you and Dr. Carnine. Enclosed is a copy of same. Please give me a call if you have questions. JCS/ Enclosure cc: Ms. Ann Brown Dr. Leslie Carnine Mr. Chris Heller Joshua Intervenors DRAFT JOB DESCRIPTION FOR THE POSITION OF OMBUDSPERSON POSITION: Ombudsperson for the Pulaski County School Desegregation Case QUALIFICATIONS: 1. Minimum of a Bachelors Degree. 2. At least five (5) years experience in management or supervisory capacity. 3. Must possess or be able to obtain an Arkansas Teachers Certificate. 4. making. Evidence of successful experience with parent and staff involvement in decision 5. Evidence of a strong commitment to quality desegregated education. REPORTS TO: Class counsel for the Joshua Intervenors will provide reports to the Superintendents of the Pulaski County school districts of Ombudspersons findings. SUPERVISES: Staff as may be designated by Joshua class counsel. JOB GOAL: To investigate and assist in the resolution of complaints about policies, procedures, practices of the Pulaski County school districts. The goal of the office of the Ombudsperson is to also assist the Pulaski County school districts with the task of ensuring that students and their parents and/or guardians are aware of their rights pursuant to district practices, policies and procedures, the student rights and responsibilities handbook, and all other applicable state and federal laws to ensure an equitable education to class members. The Ombudsperson will act as anadvocate on behalf of students and their parents and/or guardian involved in the discipline process, investigate parent and student complaints of race-based mistreatment and other complaints by students and parents relating to equitable access to and delivery of necessary educational opportunities and services being offered by the District. To this end, the Ombudsperson will work with District officials, students and parents to achieve equitable solutions. To communicate, assist and be available to help students and parents and/or guardians understand District educational philosophies, goals and objectives. JOB RESPONSIBILITIES: 1. To investigate and assist in the resolution of complaints regarding practices, policies, and/or procedures. 2. Attend discipline hearings on behalf of students and their parents and/or guardians to serve as an advocate regarding the discipline appeals process. 3. Attend administrative and/or teacher conferences on behalf of students and their parents and/or guardians to ensure proper educational needs and placement of students through proper assessment and other evaluations. 4. Attend Emergency Management Team conferences on behalf of students and/or their parents and/or guardians to ensure proper placement of students regarding their educational needs through proper assessment and other evaluations. 5. To investigate student and parent complaints of race, gender and disability-based mistreatment and attempt to mediate equitable resolutions. 6. To investigate student and parent and /or guardian complaints of race-based discrimination and attempt to achieve equitable solutions. 7. To provide summative quarterly reports to class counsel for the Joshua Intervenors outlining the relationship of the complaints to desegregation plan provisions, a summation of findings and conclusions and recommendations to remedy recurrence. 8. To provide written and/or oral reports to the Board of Directors regarding student and parent concerns. 9. Monitor all aspects of school operations. 10. Other duties as assigned by class counsel of the Joshua Intervenors.SALARY: Negotiable5013744107 UfiLKER LRU FIRM 847 P04Z0\u0026lt;1  17 '90 10: I I Attorney At Law . 1723 Broadway Little Rock. Arkansas tzzm Tslephone (501) 37.4^58 i FAX (601) 3744187 i J0H.X W. W.\\LSR RALPH WASHINGTON MARK BURNETTE AUSTIN POSTER. UR, Via Facsimile - 324-2146 August 20, 1998 Dr. Leslie Carnine Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Carnine: I understand that Mr. Walker has already contacted you about my position as ombudsperson. School has started. I have started to receive telephone calls from parents and patrons of the District The first problem which I would like to bring to your attention for discussion is that of the elimination of the staff position of social worker at Rockefeller Incentive School. I refer to Rockefeller as an incentive school because the basic characteristics of the student population have not substantially changed since the approval of the revised plan. We believe that the social worker position is important and necessary for the school's ability to relate to community concerns and to the needs of the underprivileged children therein. The social worker position has been one which has bce.n regarded as successful for many years. It is my and Mr. Walkers understanding that programs that have been successRil in facilitating desegregation and remediating problems which are attributable to class status will be continued rather than eliminated. 1 would, therefore, like to visit with either you, Ms, Sadie Mitchell, Mr. Junious Babbs or the appropriate person who has responsibility for this area. Please let me hear from you as soon as possible. Sim JO OTua Josfiua Intervenors JCS/ cc: Mr. John W. Walker Mr. Julius Babbs Mr. Chris Heller 1 I02/10/1999 15:03 5013242090 lrsd human resourses RASE 02 Little Rock School District Job Description Job Title: Job Code\nDOT Code: Division: Department: Location: Reports To: Prepared By: Prepared Date: Approved By: Approved Date: FLSA Status: \"OMBUDSMAN\" Administrative Services Administrative Services Student Assignment Building Associate Superintendent - Administrative Services Associate Superintendent - Administrative Services 07/24/98 Director - Human Resources 10/22/98 Non-Exempt SUMMARY To serve as a student/parent advocate upon instances of conflict and/or concern within the student school experience while working to achieve equitable solution among all parties. ESSENTIAL DUTIES AND RESPONSTBIUTIES include the following. Other duties may be assigned. -Ensure that students are aware of their rights pursuant to the Student Rights and Responsibilities Handbook. -Act as an advocate on behalf of students involved in the discipline process. -Investigate parent and student complaints of race-based mistreatment and attempt to achieve equitable solutions. SUPERVISORY RESPONSIBILITIES This job has no supervisory responsibilities. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. EDUCATION and/or EXPERIENCE Bachelors degree (B. A.) is preferred from four-year college or university\nor one to two years related experience and/or training\nor equivalent combination of education and experience. LANGUAGE SKILLS Ability to read and interpret documents such as policy manuals and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively before groups of customers or employees of organization. MATHEMAHCAL SKILLS Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply concepts such as Page 102/10/1999 15:03 5013242090 LRSD HUMAN RESOURStS PAGE 03 fractions, percentages, ratios, and proportions to practical situations. REASONING ABILITY Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables. PHYSICAL demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to talk or hear. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perfoim the essential functions. The noise level in the work environment is usually quiet. Page 2Arkansas Democrat 7^(JjazcLk |  TUESDAY, DECEMBER 1, 1998  Henderson principal named LR school district ombudsman BY CYNTHIA HOWELL ARKANSAS DEMOCRAWJAZETTE James L. Washington, principal at Henderson Junior High School since September 1994, will become the Little Rock School District's ombudsman, a new position required by the districts recently revised desegregation plan. Superintendent Les Carnine said Monday that as an ombudsman, Washington will serve as an advocate for parents and students who have problems or conflicts with the school district. Much of the ombudsmans work is expected to be done on behalf of parents and students who want to appeal disciplinary  actions. A committee of parents and teachers will be formed soon to interview candidates for Hendersons principal. The schools enrollment is 603 this year, down from 724 ItJit year. The committees recommendations will be forwarded to the superintendent, who will endorse one candidate to the School Board. Carnine said he hopes to complete the selection process by the School Boards Dec. 17 meeting, and no later than early 1999, in time for student pre-registration for the next school year. It is during pre-registration, Jan. 25 to Feb. 5, that parents select the schools their children will attend in 1999-2000. Henderson is one of eight Little Rock junior highs that will become a middle school for grades six through eight. Because sixth- and seventh- graders will be new to Henderson next year. Gamine said parents from Hendersons feeder elementary schools will be included on the candidate screening committec. The primary feeders for Henderson are Terry, McDermott and Romine elementary schools in west Little Rock. Carnine said a new principal may assume duties at Henderson as soon as the second semester starts in January, but that will depend on the new persons current responsibilities. Washington will delay assuming his new job until the new principal can take over. Washington is a longtime district employee who has worked in the student assignment office and as assistant principal at Hall High. He has experience at both the elementary and secondary school levels. Carnine described the job change as a lateral move for Washington and said his salary will not change. The ombudsmans position will be included in the district's department of pupil serx'ices, headed by Jo Evelyn Elston. In addition to acting as a parent and student advocate, the ombudsman should ensure that students are aware of their rights in tile district and should investigate and resolve complaints of racebased mislreatiuent. The revised desegiegation plan was negotiated by representatives of the school district and tlie families of black students who intervened in the districts 1982 desegregation lawsuit.5013744187 WALKER LAW FIRM 777 P02Z02 AUG 26 99 13:46 John w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock, .Arkansas 72206 Telephont (501) 374-3755 RLX (501) 374-4187 JOHN W. WALKER RALPH W.ASHINGTON MARK BURNETTE AUSTIN PORTER. JR. August 26,1999 Via Fax Dr. Les Carnine, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 Dear Dr. Carnine: So that there will be no possibility of misunderstanding about the duties of the ombudsperson for the next school year I respectfully request a meeting with your top level administrative staff regardmg tlie subject including his budget, his relationship to other administrators and to Joshua and his reponing responsibilities. I request that you be in this meeting along with Dr. Linda Watson. Mr. Junious Babbs, Dr. Marion Lacy, Dr. Bonnie Lesley and Ms. Sadie Mitchell. It is our view that the position was effectively diminished in status and responsibility when Mr, James Washington made the negative report regarding Ms. Gayle Bradfords administration and treatment of black students. It is clear by his retraction letter that he was taking orders from higher * 11wlMwiO XlViil iXl^XXwX authority' and that he is not in a favored position in this district by the nature of the expectations of his job. I believe that it is important that he directly report to you, Dr. Carnine, rather than to Mr. Babbs, and that his work be as required by the plan. He is not an agent of the district per se\nrather, he is an agent of justice and fairness for the students, as you are, and he is paid by the district. He is an extension of you. This inquiry will also delve into the responsibility for the assistant superintendent for the district because his duties are also unclear. I suggest that we meet on September 8,1999 at 10:00 a.m. for a meeting that I expect to last between one and two hours. I also request that Mr. Chris Heller and Ms, Ann Brown be present along with Mr. James Washington. Thank you for your attention to this matter. Sincerely, '. Walker JWW:lp To: James Washington Little Rock School District Fax Number: 5013242213 FAX BLAST TO ALL MEMBER OFFICES USOA FROM\nRuth Cooperrider Deputy and Legal Counsel, Iowa - Office of Citizens' Alde/Ombudsman Capitol Complex, 215 E. Seventh Street, Des Moines, Iowa 50319-0231 Phone: 515-281-3592: Fax: 515-242-6007 E-mail\nrcooper@leqis.state.ig.us I am the USOA's representative to an Ombudsman Committee of the American Bar Association (ABA) which has been working to develop recommendations regarding the establishment of ombudsman offices. (The latest USOA newsletter has an article about the Committee.) The Committee's work has focused on defining vrtio is an Ombudsman, including what are the essential characteristics of an Ornbudsman^The CdmwlgeeT8~gettingTdoaBTo~completing its-work on a-Resolution-and an accompanyjDg,.epoilthat-WiJI be submitted to the ABA'S House of Delegates. Action taken by the House of Delegates on these documents or issues becomes official ABA policy. The Resolution is attached. The full report is available at www.abanet.org/adminlaw/ombud^atlanta.html. The Committee is presently reviewing various concerns and issues, most of which relate to defining or describing \"independence and \"confidentiality\". These unfinished issues include: 1. Whether the Resolution by itself adequately set out the defining essential characteristics of an ombudsman. 2. should confidentiality be guaranteed in light of current requirements in laws on\nequal employment opportunity. Freedom of Information Act, archives and record-keeping requirements, anv other law or agency want to access the Ombudsman's confidential records? Relationships between the Ombudsman and the federal Inspector Generals\nwho has access to a) b) what between these two agencies. a) b) Placing the Ombudsman outside the entity under the Ombudsman's jurisdiction. Is it appropriate for an ombudsman to investigate those who appoint, confirm or have power to remove the ombudsman? c) d) e) 0 Ombudsman's access to information What are the ombudsman's fair procedures? Providing the ombudsman with independent counsel. Broad versus narrow jurisdiction and comment ,eelMdocumansaep.abtein P-dsentingourp^ionto 1) Do you------ to the three fundamental charactenstics of an ombudsman: independence, neutrality/impartiaiity and confidentiality? feel the report adequately supports the definition in communicabng a definition which might 2) Do you form the basis of US law? it this coming month? I NEED YOUR COMMENTS BY OCTOBER 13, 1999, 6:00 P.M. CDT. If you think something in either the Resolution or Report needs to be revised, please be specific and if possible, provide the suggested language change. You may respond to me by e-mail, fax, or postal mail.DRAFT RECOMMENDATION OF THE OMBUDSMAN COMMITTEE TO THE SECTIONS OF ADMINISTRATIVE LAW AND REGULATORY PRACTICE AND DISPUTE RESOLUTION BE IT RESOLVED, That the American Bar Association supports the use of ombudsmen in the public and private sectors and further recommends the following principles for the establishment of ombudsman offices, and BE IT FURTHER RESOLVED, That the American Bar Association recommends that only those individuals meeting these principles may legitimately call themselves ombuds-men , n ombudsman is authorized by an entity to  (1) receive complaints and inquiries about, and to address, investigate, and examine alleged acts, omissions, improprieties, and systemic problems within the jurisdiction specified by the entity m the law or written policy establishing the ombudsman s office (2) exercise discretion to accept or decline to act on a complaint or inquiry (3) act on complaints and inquiries on the ombudsmans own initiative t J J via 1---- , 1  ul (4) operate by fair procedures to aid in the just resolution of a complaint or problem (5) resolve issues at the most appropriate level of the entity (6) function by such means as: (a) educating .  . , (b) developing, evaluating, and discussing options available to affected individuals (c) mediating (d) investigating (e) conducting an inquiry and report findings, and VC) WUUUVWUJ5 *A*i^v**x^ --------------------- 1 t V (f) making recommendations for the resolution of a complaint or problem to those persons who have the authority to act upon them. B. An ombudsman must be provided with these essential characteristics at a minimum to discharge the duties of the office effectively  (1) independence from control by any officer of the appointing entity or person who may be the subject of a complaint or inquiry in structure, function, and appearance (2) impartiality and neutrality, and (3) confidentiality. C. An ombudsman does not  (1) accept or provide notice to the entity of an alleged violation (2) make, change or set aside a law, policy or administrative decision (3) conduct an investigation that substitutes for determining rights in administrative or judicial proceedings (4) make binding decisions or determine rights, or (5) compel an entity or any person to implement the ombudsmans recommendations.Little Rock School District 810 West Markham Little Rock, AR 72201 Phone: (501) 324-2014 Fax: (501) 324-2213 JAMES L. WASHINGTON OMBUDSMAN Introduction Ombudsman Monthly Report August 1999 Of Webster defines ombudsman as, \"...one who investigates complaints and assists in achieving fair settlements.\" The word itself is Scandinavian in origin and generally refers to someone who is a representative, agent, or authorized person who safeguards and serves the interest of a particular group. Today, the position of ombudsman in its various forms (client ombudsman and consumer ombudsman, for example) has the reputation as a fair-minded, neutral and powerful source of assistance to those coping with bureaucracy. Building trust and credibility is vital to the success of any business. Most of the time, problems and concerns are resolved through the normal chain of command. However, there are times when problems are not addressed in a satisfactory manner. Unfortunately, the problem does not disappear. It may grow until it contaminates the entire business relationship. Providing the services of an ombudsman to work with the people involved in the business can effectively demonstrate the commitment to everyone in a fair and equitable manner. Ombudsmen are institutions that are involved in doing impartial investigations of citizens' complaints. An ombudsman receives the complaint and then conducts a thorough and dispassionate investigation searching for points of law and proper procedure and questioning whether the district may have done an injustice to a citizen. At the conclusion of an investigation, the ombudsman makes a recommendation about how the case should be resolved. Although the ombudsman does not have the power to reverse decisions, he should use whatever political powers available to try to enforce the recommendations. The function may occasionally involve mediation. The mission of the organizational ombudsman is to provide a confidential, neutral and informal process which facilitates fair and equitable resolutions to concerns that arise in the organization. In performing this mission, the ombudsman serves as an information and communication resource, upward feedback channel, advisor, dispute resolution expert, and change agent. While serving in this role, the ombudsman should adhere to the following list knows as The Standards of Practice: 1. Adhere to The Ombudsman Association Code of Ethics. 2. Base the practice on confidentiality. 2.1 An ombudsman should not use the names of individuals without permission. Ombudsman Monthly Report August 1999 Page 2 2.2 During the problem-solving process, the ombudsman may make known information as long as the identity of the individual contacting the office is not compromised, unless necessary. 2.3 Any data should be scrutinized carefully to safeguard the identity of each individual whose concerns are represented. 2.4 Publicity about the office conveys the confidential nature of the work of the ombudsman. 3. Assert that there is a privilege with respect to communications with the ombudsman and resist testifying in any formal process inside or outside the organization. 3.1 Communications between an ombudsman and others (made while the ombudsman is serving in that capacity) are considered privileged. Others cannot waive this privilege. 3.2 Do not serve in any additional function in the organization which would undermine . the privilege nature of our work (such as compliance of officer, arbitrator, etc.) 4. Exercise discretion whether to act upon a concern or an individual contacting the office. The ombudsman may initiate action on a problem he or she perceives directly 5. Are designated neutrals and remain independent of ordinary line and staff structures. No additional role (within the organization) which would compromise this neutrality. 5.1 The ombudsman strives for objectivity and impartiality. 5.2 The ombudsman has a responsibility to consider the concerns of all parties known to be involved in a dispute. 5.3 Do not serve as advocates for any person in a dispute within an organization\nhowever, do advocate for fair processes and their fair administration. 5.4 Help develop a range of responsibility options to resolve problems and facilitate discussion to identify the best options. When possible, help people develop new ways to solve problems themselves. 5.5 The ombudsman should exercise discretion before entering into any additional affiliations, roles or actions that may impact the neutrality of the function within the organization. 5.6 Do not make binding decisions, mandate policies or adjudicate issues for the organization.Ombudsman Monthly Report August 1999 Page 3 6. 6.1 6.2 7. 8. 9. 10. Remain an informal and off-the-record resource. Formal investigations - for the purpose of adjudication - should be done by others. In the event that the ombudsman accepts a request to conduct a formal investigation, a memo should be written to file noting this action as an exception to the ombudsman role. Such investigations should not be considered privileged. Do not act as agent for the organization and do not accept notice on behalf of the organization. Do always refer individuals to the appropriate place where formal notice can be made. Individuals should not be required to meet with the ombudsman. Al! interactions with the ombudsman should be voluntary. Foster communication about the philosophy and function of the ombudsman's office with the people to be serviced. Provide feedback on trends, issues, policies and practices without breaching fidentiality or anonymity. Identify new problems and provide support for responsible systems change. con- Keep professionally current and competent by pursuing continuing education and training relevant to the ombudsman profession. Endeavor to be worthy of the trust placed in the ombudsman. Activities and Complaint Summaries: 1. The ombudsman was contacted by a LRSD parent whose child attended Crystal Hill in the PCSSD. Her complaint was that the child has numerous sanctions although he has been diagnosed with a handicap. The parent indicated that she told the school about the handicap. The school was contacted. The parent was referred to the appropriate assistant superintendent in the PCSSD and advised of her rights by the LRSD ombudsman. 2. 3. 4. 5. The ombudsman was contacted by grandparents seeking help with establishing guardianship while the parents moved to another city. The assignment office was contacted and the process was completed. The assignment office The ombudsman initiated the development of the LRSD Dropout Prevention Plan with assistance from the district's coordinator. A former student contacted the ombudsman for assistance in asking a school transfer so that he can continue his education to become a teacher. The visit to the admission officer was productive. Regular contact is maintained by phone. It was explained The parent of a student who had been recommended for expulsion during the previous school term contacted the ombudsman for reinstatement procedures, that the student was not eligible for reinstatement for one calendar year.Ombudsman Monthly Report August 1999 Page 4 6. The parent of a Hall High School student contacted the ombudsman to discuss transfer options. The student was experiencing attendance problems. It was explained that his attendance records would transfer with him and that changing schools would not solve the problem. They were referred to the assistant principal to develop strategies to improve his attendance. 7. The parent of a Hall student contacted the ombudsman for assistance with ...e pu.ein or a nail siuaenT contacted the ombudsman for assistance with getting her son transferred to Central. The process was explained to the parent and she was referred to the Student Registration Office. 8. The ombudsman was contracted by a parent about a recent change in guardianship. As result of the change, the child has a new address that justifies a school change. process was explained and they were referred to the Student Registration Office. The 9. A Henderson parent contacted the ombudsman for information about the -------------- -------- ...u magnet program\nspecifically, the course differences between magnet and non-magnet students. I, , ...... Wfl IIWII JIUUCHI3. Her questions were answered and she was referred to the principai for more detailed information. 10. A Hall- parent contacted the ombudsman to complain about her son's grade change from A ZK A I I_b _ - - *__ I I  . fl. the last school term. Inquires were made and it was discovered that the grade should have been changed. The assistant superintendent was notified and the grade changed. was a The process 11. The ombudsman was contacted for assistance with respect to getting M-to-M transfers to Clinton elementary in the PCSSD and transportation for her grandchildren. was explained and she was referred to the Student Registration Office for service. 12. A parent contacted the ombudsman because she could not get a L children to Jefferson. The school was contacted and a stop was established. courtesy bus stop for her 13. The ombudsman was contacted with a complaint about not being assigned to the school of her choice, Rockefeller. The assignment process was explained and her questions Z* M fl zJ * answered. were 14. The parent of a Central student appealed the assignment because of problems with students charged with crimes in the community. Her request was denied. A meeting arranged with the principal and her fears were addressed. was 15. The ombudsman was contacted by the guardian of a octumy officer at Henderson had consensual sex during the 1997-98 school year. The officer was student who alleged that a security transferred to Fair. The student was seeking a transfer to Fair. The ombudsman met with the guardian and a meeting was scheduled with the authorities. The meeting did not take place. Instead, they took the student to school and alleged that he fathered her child DNA test results proved that he did not father the child. 16. The ombudsman initiated talks to re-establish the Future 500 scholarship program for African-American students in the LRSD. 17. Dr. Terrence Roberts met with the ombudsman to discuss the role of the ombudsman in the district.Little Rock School District 810 West Markham Little Rock, AR 72201 Phone: (501) 324-2014 JAMES L. WASHINGTON OMBUDSMAN wi.5o, Fax: (501) 324-2213 wV A ~sasatesBt RSCS5VED Ombudsman's Monthly Report September 1999 JAN 2 i 2CC0 Introduction GiTiGSuF The ombudsman is a designated neutral or impartial dispute resolution practitioner whose major function is to provide confidential and informal assistance to students, parents, and administrators. When providing assistance, an ombudsman uses a variety of skills which include counseling, mediation^ information fact-finding, and upward feedback mechanisms that offer a range of options to those who contact the office. The ombudsman functions outside the ordinary line management structure and has access to anyone in the organization, including the superintendent. The ombudsman has a long and honorable tradition as the means of protecting against abuse, bias, and other improper treatment or unfairness. The LRSD ombudsman follows in this tradition by identifying and bringing forth such issues in a confidential and neutral environment. Guided by the requirement of terms of reference for the function, he also follows the code of ethics and standards of practice of the ombudsman's association. Activities/Summary of Complaints: 1. 2. 3. A parent contacted the ombudsman requesting information with respect to accessing the four-year-old program at Brady. The process was explained and the parent left satisfied. The parent of two students from McClellan contacted the ombudsman to discuss how she can get them into the ACC. They have had attendance problems and the mother wanted information about mentors, jobs, and work permits. The information was provided. The students decided to return to regular high school. A student and an adult met wit the ombudsman to discuss power-of-attorney documents and how it would impact the child. After the conference, they went to the Student Registration Office for the documents.James Washington, Ombudsman Month Report - September 1999 Page 2 4. 5. 6. 7. 8. The ombudsman met with the principal at Wakefield to discuss a student who transferred to Franklin. She reported that they might be victims of abuse. The principal at Franklin was notified and SCAN was contacted. The parent of students who were retained contacted the ombudsman to complain that the retentions were not justified. The principal was contacted and their situation was explained. There was no substance to the complaint. The ombudsman communicated findings to parent. The parent of a McClellan student contacted the ombudsman about the Youth Challenge Program. The phone number and a contact person were given to the parent. She felt that the program is what her child should attend rather than high school because of discipline problems. The ombudsman was contacted by the grandparent/guardian of a student who had been placed in an alternative education setting. She had some fears that were based on hearsay. She also requested assistance in getting him a job. The ombudsman calmed her fears by scheduling a visit to the school with the parent. Applications were also provided. A parent phoned to obtain information about assignment patterns and .information about Parkview. The Director of Student Registration provided the information. The ombudsman assisted the parent in the analysis. 9. A Pulaski Heights Elementary School parent phoned to request assistance in getting reimbursed for the student's electronic device that was confiscated .and then lost by school staff. She also complained about the lack of  supervision while students wait for the bus after school. The ombudsman served as mediator and assisted in accomplishing resolution. 10. The parent of a Henderson student phoned to complain about the process for assigning students to the magnet program. The ombudsman explained the process and recommended the parent visit with the principal and/or his designee for clarity and additional information. 11. The ombudsman made a follow-up phone call to the parent who requested Youth Challenge information. The student decided to remain in public school. 12. A parent asked for assistance in getting his child's bus stop moved to a corner closer to his home. The walk was acceptable. The Director of Transportation was contacted with the appropriate forms signed by the parent. He explained the situation. The parent was not satisfied.James Washington, Ombudsman Month Report - September 1999 Page 3 13. Two parents with children at Southwest complained about he assistant principal, teachers, and staff. Several meetings using \"shuffle diplomacy\" took place before both sides were asked to sit at the same table. Resolution was achieved. They withdrew their requests for M-to-M transfers. 14. A parent phoned to complain about the lack of books at Southwest. She also complained about the negative school atmosphere. The ombudsman visited with the principal and the school regularly. He immediately addressed the book issue. The ombudsman found no substance to the complain about the atmosphere. 15. The parent of children who transferred from Watson to Terry phoned the ombudsman for help with the bus stop. After completing the appropriate form, by phone, the stop was changed to an acceptable distance from the new address. 16. A parent from the Pulaski County School District phoned for assistance. After hearing his story, the parent was referred to the appropriate assistant superintendent in the PCSSD. 17. The parent of a student at Southwest who wanted to challenge his son's eligibility status for athletics because there was no written policy contacted the ombudsman. The student was eligible by AAA rules. There were several meetings between the parent and school administration. The students status did not change inspite of his circumstances. 18. The parent of a student at Henderson contacted the ombudsman because the child could not afford an instrument to play in the school band. The principal was contacted and offered recommendations to assist the parent. The student got the instrument. 19. The ombudsman was contacted by the parents of a student at McClellan who had been charged with disorderly contact at school. She was referred to Juvenile Court. The ombudsman went to the court on behalf of the student. The court ordered mediation and she was given probation. 20. A student at Washington was charged with possession of a weapon at school. The parent contacted the ombudsman for assistance. After attending the conference with the principal, the process was explained to the parent and student. The parent believed the process to be fair.James Washington, Ombudsman Month Report - September 1999 Page 4 21. The parent of a student at Central contacted the ombudsman about problems his child was experiencing at school. It was recommended that he contact the principal for assistance. 22. A grandparent of a Southwest student contacted the ombudsman because she believed that her child's bus stop was near the home of a known sex offender. The address and identity were confirmed by the ombudsman. The parent and ombudsman contacted Safety and Security then met with the principal. The stop was changed. 23. The parent of a Fair High School student contacted the ombudsman for help with her child who often leaves the campus without permission. She reported that the administration at school have been contacted and are aware of his behavior. She was referred to the juvenile authorities for FINS petition. 24. A parent at Henderson phoned for information about a school transfer because she was unhappy with the assignment. There were no other problems. She was encouraged to get involved with the school through the PTA and perhaps volunteer her time. Active participation will resolve any issues, concerns, or hearsay about the program. 25. The parent who wanted a bus stop moved visited the ombudsman for more information about the process for changing stops. His questions were answered. 26. A parent from the Pulaski County School District phoned about her child's problems. She was referred to the appropriate assistant superintendent in  her home district. 27. There was a follow-up phone call to the parent of the Southwest student whose stop was near the residence of a known sex offender. She reported no problems. 28. The parent of a student at Western Hills contacted the ombudsman's office for help in getting her child's bus stop moved closer to her home. It was explained that she lives within the two-mile radius and that stops provided are courtesy stops. The ombudsman contacted Laidlaw but the stop was not changed. 29. The parent of a student to soon be released from a center for troubled youth contacted the ombudsman for information. Her questions were answered and she was referred to her home school principal prior to placement to explain her situation.James Washington, Ombudsman Month Report - September 1999 Page 5 30. The lead counsel for Joshua was visited to discuss several complaints received by his office. They were noted. 31. The ombudsman appeared in court to testify on behalf of a student from Fair charged with disorderly contact. The student was placed on probation. 32. A community activist contacted the ombudsman with quotations about the job and the Joshua's role in the desegregation case. The role of the ombudsman was explained. Questions about Joshua were referred to the associate superintendent. 33. A parent from Mann contacted the ombudsman to complain about her daughter not being eligible to play football. The athletic director and AAA were contacted and the rules and rationale were explained to the parent. 34. A group of Parkview parents contacted the ombudsman for clarity with respect to working concessions at Quigley. The issue was who would collect . the receipts. They alleged that the athletic director told them that he would be responsible for their receipts. The athletic director was contacted and he met with the group to explain the process. 35. The parent of a student from Fair contacted the ombudsman to request assistance in getting a school transfer as the result of a fight her daughter had with other students. The assistant principal was contacted and he addressed the situation to the satisfaction of the parent. 36. The father of a King student contacted the ombudsman to ensure that the  school followed due process, suspension for threatening compromised. His son had been recommended for long-term another student. Due process was not 37. The ombudsman spoke at September. four PTA meetings during the month ofLittle Rock School District 810 West Markham Little Rock, AR 72201 Phone: (501) 324-2014 Fax: (501) 324-2213 JAMES L WASHINGTON OMBUDSMAN 'p Ombudsman's Monthly Report October 1999 JAN OfflCECF Introduction OESEGREttATiOJi MONITGRiNG The Office of the Ombudsman was established during the 1998-99 school term. He receives inquires and'complaints about the practices and services provided by the district. The ombudsman can investigate to determine if the district is being fair to the people it serves. The ombudsman is:  independent  responsible for making sure that practices and services of the district are fair, reasonable, appropriate and equitable  an officer of the district  able to conduct confidential investigations that are non-threatening and protect complainants against retribution  required to file regular reports The ombudsman is not:  an advocate for people  a defender of the actions of the district Who can complain? A student with parental participation, a teacher, and administrator, or anyone who feels that there has been unfair treatment that the ombudsman is authorized to investigate. Ombudsman Monthly Report October 1999 Page 2 What can the ombudsman do?  Advise you about what steps to take with the district  Refer you to available remedies.  Investigate your complaint.  Talk to anyone and see any documents or evidence a district staff member has in his/her possession.  Recommend that the district change a policy, practice, process, or guideline to make it fair.  Mediate a settlement or recommend a resolution. What can the ombudsman not do?  Make decisions for the district or reverse decisions it has made.  Reverse decisions of appeals. What can be investigated? A complaint that a decision\n Is unjust or oppressive  Discriminates against a person or group  Is unreasonable or arbitrary  Is based on wrong or irrelevant facts  Is based on the wrong interpretation of the policy. A complaint that an act:  Is done for an improper purpose  Is done negligently  Is done without adequate reasons. A complaint that a decision or act is unreasonably delayed. When you call the public body:  Have your questions and important facts ready.  Find out why and how the district made its decision  Make notes of your calls and the answers to your questions.  Ask about any review or appeal process you are entitled to.Ombudsman Monthly Report October 1999 Page 3 Complaint Summaries/Activities 1. The ombudsman transported a student to job interviews - Skate City and Schickel's Cleaners. His family is in great need of assistance. Social agency referrals were made. 2. A parent phoned to complain about an assistant principal's decision to suspend her from performing because of a fight she had before a football game. The process was fair and followed due process guidelines that were communicated to parent. 3. A parent contacted the ombudsman about his son who is in rehab for substance abuse. He is a former student from Hall. The young man was contacted and has regular meetings with the ombudsman as follow up. 4. The ombudsman met at McClellan with the Principal's Club as part of the intervention strategies for black males who are at-risk. Student rights were the topic of discussion. 5. A report was made at the monthly Biracial Committee meeting outlining the number of black and white families who have received services through the ombudsman's office. 6. A parent complaint about the principal's failure to follow due process when her daughter was suspended from McDermott. There was no substance to ' the complaint. The process was explained to the parent. 7. A Badgett parent and principal contacted the ombudsman's office to discuss the behavior problems of the male student. The ombudsman facilitated a meeting that led to an assessment conference for placement. 8. The ombudsman went to the home of a community activist to collect documents that she alleged are issues that the lead counsel for the Joshua Intervenors do not address. The documents were given to the lead counsel. The ombudsman does not engage in this type of activity. 9. The ombudsman made a home visit to assist the family with transportation. The student's brothers have been charged in a high profile murder case. He has been the victim of harassment. Discussed behavior alternatives to fighting.James Washington, Ombudsman Month Report - October 1999 Page 4 10. There was a follow-up visit at Badgett with the principal and the parents of the male student experiencing behavior problems to discuss sanctions. Original recommendation was modified, 11. The ombudsman arranged a meeting with the Director of the Division of Exceptional Student and the parent of a wheelchair bound student at Hall to discuss concerns about accessibility and participation. Concerns were noted. Plan of action developed. 12. Another meeting took place at Badgett involving the principal, counselor, teacher, and parent of the male student with behavior problems. The agreement was to initiate screening process. 13. The ombudsman, in his role as dropout prevention coordinator, provided training for teacher at Mann. 14. A parent contacted the ombudsman to discuss transfer options from area magnet (Washington) to King. Her options and process were explained. 15. The parent representative for a crossing guard at Meadowcliff was contacted with update on progress. The city is still trying to budget the money for the position. 16. A parent with a child receiving services at Southwest phoned to discuss her child's handicap. Charges are pending. The ombudsman explained how the conference should proceed and discussed the student's rights. 17. The ombudsman was contacted for additional assistance with having a courtesy bus stop added for her child at King. 18. An investigation was requested into the assignment process at Parkview. The allegations stated that preference was given to athletes and to students whose parents have influence. There was no evidence to support the complaint. 19. A foster parent contacted the ombudsman to assist in the reinstatement process. Agency representative met with the ombudsman and student. The process was discussed. The two were accompanied to the Alternative School and the student was permitted to re-enroll.James Washington Monthly Report - October 1999 Page 5 20. The parent of the child confined to a wheelchair at Hall was contacted with a progress report with respect to the school's efforts to accommodate her child. 21. The ombudsman held a group meeting for the \"Badgett Bunch.\" Appropriate behavior was the topic of discussion. 22. A Fair High School student was charge with disorderly conduct by the school's resource officer. The student has a handicap. The procedures wcr explained to the student and parent with respect to the school's procedures and those of the police officer. were 23. The parent representative from Meadowcliff contacted the ombudsman for an update with respect to the crossing guard. Still no word from City Hall. 24. A meeting was held with the parent of the student confined to a wheelchair at Hall for input into the accessibility issues that include getting on the stage for performances, drop-off and pickup area, and student parking. 25. A parent who lives within mile of Wakefield phoned for a courtesy stoo The ombudsman contacted Laidlaw with alternative routes and drove several routes from the home to the school. We were unable to assist the child within the guidelines of the transportation department. 26. There was a visit to the home of the Fair High School student with the disorderly conduct charge. A conference was held with the parent and student to discuss legal options and a plan of action in Municipal Court. 27. A parent (grandparent) contacted the ombudsman about an incident involving a staff person at Rockefeller's two years ago. The claim is that the ' ---------J J uy Vt J I IC CIO II i I Io LI IClL I child suffers emotionally as a result. The grandparent would like to know the outcome. 28. The principal at Central was notified of the pending investigation of the Mock Trial Team composition and selection process. 29. The Watershed Project was visited to get some cloths for a student in need at the Alternative School.James Washington Monthly Report - October 1999 Page 6 30. The Fair High School student with a disorderly conduct charge was contacted at home for her court appearance. He did not show for the meeting or court. 31. There was a visit to the Juvenile Court on behalf of the Southwest student with a disorderly conduct charge pending. The objective was to have the case moved to the court of a sympathetic judge. Plan was good and it worked. 32. 33. 34. A parent of a Rockefeller student complained about the fairness of her sanction for allegedly making a derogatory statement about a teacher. There was a meeting with the principal, assistant principal, counselor,'and teachers. The issue was resolved. Counseling will be provided if needed. A parent phoned about her son's sanction at Dunbar. The school did not violate due process procedures. This was communicated to the parent. A student was taken home from the Alternative School to avoid disruption. The parent and the ombudsman spoke with the child to calm him down. 35. The ombudsman served as an advocate during an EMT meeting for the student charged with disorderly conduct. The decision was to modify his sanction because there was a relationship between his behavior and his handicap. 36. The ombudsman met with the grandparent with concerns about the treatment of her grandson received at Rockefeller. Her issues were forward to the appropriate administrator who reported that he would meet with grandparent to answer her questions. 37. The ombudsman went to Municipal Court on behalf of the Fair student charged with disorderly conduct, the student failed to appear. A warrant was issued but it was explained that the charge would be dropped if the ombudsman can produce documentation about his being hospitalized. There was an effort to get those documents from the hospital. 38. The ombudsman visited the principal at Romine to clarify his role and answer questions. toJames Washington Monthly Report - October 1999 Page 7 39. The ombudsman went to Rockefeller to interview a student, at the parents request, about alleged mistreatment. The allegation was exaggerated. The situation was resolved. 40. A parent phoned to express her concern about the way her daughter was being treated at Henderson by a teacher. The principal was contacted and he addressed the concerns. 41. There was another visit to the hospital in an attempt to get documentation for the courts. Then, he went to the court to explain the student's status. 42. The ombudsman visited the home of the Wakefield student who lives in the walk zone in an attempt to find an acceptable route to walk. The route was established and the parent agreed. 43. There was a conference at the office of the lead counsel for Joshua to discuss several complaints received at his office. They were discussed and guidance for resolution was offered by the ombudsman. 44. there was a meeting at Rockefeller with the parent, administrators, counselor and teachers to resolve a dispute about alleged mistreatment and to address the child's potential problems. 45. The ombudsman met with the administrator responsible for transportation at . King to review the route sheets for a possible stop added for students who live within the walk zone. A stop was recommended. 46.The ombudsman met with the \"Badgett Bunch\" to work through some issues regarding their behavior. 47. A parent phoned to complain about her son's sanction after he made threat. There was a misunderstanding about the laws. The principal and parent came to an understanding. 48. The ombudsman met with the parent whose child faces disorderly conduct charged at Southwest to discuss a resolution. 49.There was an evaluation team meeting at Badgett for a student who may be eligible to receive additional services.Little Rock School District 810 West Markham Little Rock, AR 72201 Phone: (501) 324-2014 JAMES L. WASHINGTON OMBUDSMAN /J14. Fax: (501) 324-2213 cBIVso Introduction Ombudsman's Monthly Report - November 1999 -'ji\nUiiia ^tpigS^ JAN 2 i The ombudsman has the discretion to initiate action without waiting to receive a complaint or inquiry. The ombudsman also determines whether to accept or to act on a particular complaint or inquiry. This process is in contrast to the processes of the judiciary, mediators, or arbitrators. The ombudsman may determine that the complaint is without merit. Or, the ombudsman may receive a complaint or inquiry on a specific topic and conduct the inquiry on a broader or different.scope. The ombudsman may need access to all information relevant to a complaint or an inquiry so that the review is fair and credible. The ombudsman may make a formal or informal report of results and recommendations resulting from a review or investigation, in which case the ombudsman should:  consult with an individual or group prior to issuing a report critical of that individual or group, and will include their comments with the report\n 'communicate the outcome, conclusion or resolution of a complaint or an inquiry to the complainant and may also communicate with other concerned entities or individuals. The ombudsman uses the power of reason and persuasion to help resolve matters. Finally, the goal of the ombudsman's efforts is to provide an internal path to fairness and justice. Therefore, the ombudsman's quest is to seek the fair and just resolution of the matter undertaken.James Washington, Ombudsman Month Report - November 1999 Page 2 Complaint Summaries/Activities 1. 2. 3. On November 3\"*, the ombudsman received a complaint about the mock trial team at Central. The complaint was that the selection process favored white students whose parents work as lawyers, judges, etc. The principal acknowledged that the need to increase participation among black students exists. The school is developing strategies for improvement. Assistance is available from the Office of the Ombudsman. Jefferson Elementary has a no canned soda rule for lunch. A parent complained that the rule is not enforced for white students. The school was contacted. The rule is written in the school's handbook. The ombudsman visited the school and did not observe white students with canned sodas. The ombudsman visited the principal at Otter Creek Elementary to explain his role and to answer questions. 4. The ombudsman visited the principal at Geyer Springs Elementary to explain his role and to answer questions. 5. The ombudsman met with the principal and assistant principal at Southwest to follow-up with a handicapped student. There were several incidents reported about his behavior in the self-contained class. 6., There was a complaint reported by a parent at Bale Elementary. The parent reported that there was a serious incident and that a man that she did not know interviewed her daughter and that she was not notified. Because the incident involved a white student, she believed that the school attempting to cover the issue up. was The ombudsman discovered that the school followed the proper procedures. The mother was satisfied with the response. The principal had no knowledge of the incident. Efforts will be made to ensure parental notification in the future.James Washington Monthly Report - November 1999 Page 3 7. 8. 9. An ongoing dispute between Hall High School and a parent with a child who is confined to a wheelchair resulted in another meeting to discuss the school's efforts to comply with federal regulations. Progress has been made. It is anticipated that we will have addressed all of her issues by December 16. The grandparent of a former student has requested answers to an incident at Rockefeller involving her grandson and a food service worker. There was also an incident at Fair Park (all during the 1997-98 school year). Her request (written) was given to the Director of Labor Relations. No response as of today's date.  A parent complained about the lack of awards presented to black children in her son's class at Otter Creek Elementary. The principal was contacted and as a result of the conference, the parent was satisfied. 10. A Mabelvale Elementary School parent complained about the a appropriateness of halloween decorations in the schools. Some have frightened her child. The principal was contacted and the decorations in question were removed. The parent then complained about her perceived lack of concerns on the part of the school when her child was held out of school for ten consecutive days. It was the mother's decision not to send her child to school. She declined an offer to meet with the principal and the ombudsman for resolution. 11. The principal at Dunbar was visited to discuss the ombudsman's role and to answer questions. 12. The principal at Mabelvale Middle was visited to discuss a complaint about an assistant principal's alleged mistreatment of a student. The complaint had no substance. 13. A student was interviewed in response to his mother's complaint that his trial team supervising teacher made threatening remarks about whether he should attend band practice or team practice.James Washington Monthly Report - November 1999 Page 4 14. The lead counsel for the Joshua Intervenors was consulted about several calls. The ombudsman spoke with a parent about an issue at Romine. A meeting was scheduled with the principal. The principal was visited to discuss the complaint. The parent failed to attend the meeting. 15. The ombudsman had a session with the \"Badgett Bunch\" to discuss strategies to improve their reading skills. Activities were scheduled. 16. 17. 18. A parent phoned with questions about the magnet school assignment process. The ombudsman met with a representative from the Office of Civil Rights to discuss the job and activities. A parent contacted the ombudsman to complain about the lack of written guidelines that govern middle school athletics. He threatened to seek an injunction because his 6^ grade son was not permitted to participate in varsity athletics. He was told written guidelines exist. The athletic , director was contacted to respond to his specific concerns. 19. The aunt of a Henderson student phoned to express concerns about the principal's decision to change her class from regular to Pre-AP after a personal dispute with the teacher. The student was not able to achieve. The ombudsman intervened and the issues were resolved. She returned to . the regular class. 20. The \"Badgett Bunch\" was visited to discuss behavior issues at the school. 21. A parent phoned to complaint that due process was not followed when her child was suspended. The ombudsman reviewed the case and found no substance to the complaint.James Washington Monthly Report - November 1999 Page 5 22. The ombudsman contacted the Juvenile Court on behalf of a Southwest student with psychological and physical handicaps after he was charged by the school's Resource Officer. He was able to negotiate for mediation in lieu of a charge. The mediation was successful. No court charges were filed. 23. The principal at Bale was contacted about procedures ensuring parental notification when students are interviewed in her absence. 24. There was an lEP team meeting at Southwest for a student. The ombudsman served as an advocate for the fairness of the process. 25. There was a complaint from the guardian of a Western Hills student alleging that the teacher did not properly notify her about her child's decline in achievement at a meeting two weeks prior to interim reports. She also alleged that the teacher displayed inappropriate behavior in the classroom, ' and is guilty of making comments to her child that enforced her feelings about the teacher not liking her. The investigation confirmed the lack of notification. Other recommendations were made to resolve the issues. The school accepted the recommendations and they were implemented. Several meetings were required to resolve the issues. 26. The parent of a child confined to a wheelchair at Hall met with the Director of Plant Services for the purpose of resolving the parent's concerns. Resolution was achieved. 27. The ombudsman answered questions of concern at the NAACP meeting on November 13. Care was taken to ensure that only public known information was given. Confidentiality was maintained. 28. A parent phoned for information about transfer options.James Washington Monthly Report - November 1999 Page 6 29. The parents of a Dodd elementary student phoned to complain about the poor relationship between the home and their child's resource teacher. They also believe that the school and a staff member of the Division of Exceptional Children failed to act in their best interest. Several meetings were held and as a result, an acceptable recommendation was implemented. 30. A patron phoned for information about referral options to several social agencies for help with a foster child in our district. 31. The grandparents of a Western Hills student called to complain about letters being given to the parents of students asking for their written support to the ombudsman. As a result, their child has become the victim of harassment and threats of violence. An acceptable recommendation was implemented after the investigation. 3'2. The ombudsman volunteered to read at Terry Elementary School. Two books were read - wanted to start on No. 3. Ran out of time. 33. The ombudsman interviewed staff members with allegations of mistreatment of CBI students. The principal was present and contacted proper administrators and agencies. The teacher and staff members were interviewed by the principal and she outlined appropriate behavior. She reported that she will monitor the situation. 34. The ombudsman visited Hall to discuss the parking areas for busses with students confined to wheelchairs in response to a complaint about the inaccessibility. Parking for the handicapped was also reported to be inadequate. The complaints were found to be substantiated. The principal in cooperation with the Director of Plant Services initiated the proper correctives.James Washington Monthly Report - November 1999 Page 7 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. The ombudsman met with the principal to follow-up on the allegation of mistreatment of CBI students at Forest Heights. The ombudsman attempted to attend the Senate Interim Committee on Education. District responsibilities took priority - late for meeting. The ombudsman participated in the court-ordered mediation between the resource officer at Southwest and a student with multiple handicaps. There was an incident at the end of the session that motivated the ombudsman to make a change in placement recommendation for the student. The recommendation was approved. The ombudsman met with the grandparents of the Western Hills child to discuss the final report of his investigation. The ombudsman made follow-up visits to Southwest and Dodd. A guardian contacted the ombudsman for an answer to her request for information about her grandson. A parent phoned for information about transfer options. The ombudsman attended an intervention activity for black male students at McClellan. The ombudsman met with Western Hills grandparents to implement transfer process as a result of problems at school, note investigation There were complaints received about a McClellan teacher's use of a racial slur. Complainants were interviewed. The complaints were substantiated. Recommendations were given to the principal. 45. The school security officer at McClellan was consulted about gang note delivered to a student that may cause unrest among students. 46. A parent phoned to follow up on her complaint about due process at Otter Creek with respect to her daughter's suspension.James Washington Month Report - November 1999 Page 8 47. The aunt of a Henderson student filed a complaint about a personal conflict between the child's teacher, the parent, and herself. It was noted and communicated that the situation had been addressed. 48. 49. 50. 51. A staff member phoned regarding an expulsion recommendation for student at Metropolitan for assistance. Due process was followed. a There was a teem meeting for a Southwest student for a change in placement. The change was approved. There was a meeting to finalize the transfer process for a Western Hills student. Parents were accompanied to transfer school to assist in the enrollment. The principal at Bale requested assistance with a parent who had failed to cooperate in an effort to have her child assessed for resource assistance. The parent agreed to proceed. 52. A parent phoned for transfer assistance for his son from Mitchell. He alleges that the school has not responded to his request for help in stopping boys from fighting his son. The principal was contacted and supported the transfer request. The request was granted as a result of the ombudsman's support. 53. A copy of an investigation request was received from the Joshua's lead counsel. It was reported to the ombudsman by an associate superintendent that the incident had been reported to the proper authorities. 54. A complaint was given to the ombudsman by a guardian who wanted the bus stop changed to the front of her home. The process was explained. The parent accepted the information. 55. Laidlaw was contacted about a complaint stating that a bus is late more often than not.Little Rock School District 810 West Markham Little Rock, AR 72201 Phone: (501) 324-2014 Fax: (501) 324-2032 JAMES L WASHINGTON OMBUDSMAN \u0026lt;Otpig^ Introduction Ombudsman's Monthly Report December 1999 RECEIVED a JAi4 212080 The Essential Characteristics of the Ombudsman OfflCECF OESKREGATiQN MONITORING The original 1969 American Bar Association resolution contained characteristics there were deemed essential for the ombudsman. 12 These characteristics have been distilled here and applied. The core qualities are independence, impartiality and neutrality, and confidentiality. The characteristics are:  Functional autonomous  Operationally independent from administrative branch  Legally established  Investigative specialist  Administrative expert  Non-partisan   Client centered, not anti-administration  Accessible and visible  High status  Serves everyone Summary of Complaints and Activities: 1. The ombudsman received an anonymous complaint about the alternative room teacher at Brady. According to the complainant, some staff report that he is guilty of mistreating the children. The results of the subsequent investigation revealed that there was no substance to the complaint. 2. A parent contacted the ombudsman to complain about his son's grade depending on the class fundraiser. The principal was contacted. There was no evidence to support the allegation.Ombudsman Monthly Report December 1999 Page 2 3. The ombudsman was contacted on behalf of the parent of a student at Mann who had been charged with possession of a weapon on school property. He wanted to ensure that the process was followed. The administration was contacted and the case was reviewed. Due process was followed. 4. The guardian of a foster child contacted the ombudsman for payment assistance. DHS was contacted and visited on 3 occasions. The foster parent received her payment. 5. The aunt of a student at Rightsell phoned to complaint about an alleged comment made by the principal. The aunt was offended by the racial overtone of the comment. The principal was contacted and she explained that the comment was not spoken as explained by the aunt. The aunt refused to meet with the ombudsman and principal to mediate the dispute. 6s There was an EMT meeting at Badgett for a student experiencing behavior problems. The parent asked the ombudsman to serve as an advocate. 7. The ombudsman was contacted to assist the parents of a Dunbar student who had been recommended for long-term suspension for use of profanity directed at staff. The disciplinary recommendation was modified because of a mistake in the due process. 8. The parent of a Southwest student contacted the ombudsman to complain about the alleged mistreatment of the student during the process when her child was recommended for a long-term suspension. The school was contacted and it was confirmed that she was not mistreated. The ombudsman explained the process. The school modified the suspension and the child returned. 9. The ombudsman accompanied the student from Hall and his parent to the interview for a placement at the ACC. Questions were answered and circumstances were explained. He was admitted to the program. 10. The ombudsman attended a meeting at Mitchell to offer his services during their efforts to keep the school open. A brief presentation was made. 11. There was a follow-up meeting with the former Hall student to monitor his progress.Ombudsman Monthly Report December 1999 Page 3 12. A parent phoned to complain about cruel and unusual punishment at the Step-One Alternative School. The principal was contacted and steps were taken to ensure that there would not be a repeat of the incident. 13. The principal at Romine was visited to follow-up with a complaint from the previous month. Things are in order. 14. The employer of two students involved in a car accident was contacted and the situation was explained. Rather than terminate the students they were placed back on the payroll. 15. The ombudsman was inaccurate in a letter mailed to a parent explaining the outcome of a recent inquiry. Accurate information was forwarded to the parent after a conference with the principal. 16. There was a meeting at Dodd to review the findings of a recent inquiry. Present were the teacher and principal. 17. The ombudsman provided information about school ID pictures to a parent in heed for her child to get a job. 18. The parent of a Forest Heights student complained about unfair treatment. The parent reported that her child was punished for his role in a fight but nothing happened to the other students. The allegation was false. A behavior manifestation meeting has been scheduled for her child. 19. The principal at McDermott met with the ombudsman to discuss mentoring five of her male students who were having behavior problems at school. There are no males in their lives and she believes the ombudsman can fill a void that could result in an improvement. 20. The ombudsman met with parents at Badgett and then with the principal in an attempt to have them come together and discuss their issues. 21. An administrator at Hall asked the ombudsman to provide assistance for a student and parent who would like to attend the ACC. The director was contacted to schedule a meeting after the holidays.Ombudsman Monthly Report December 1999 Page 3 22. The counselor at Badgett was contacted to discuss the progress of the \"Badgett Bunch.\" 23. The ombudsman met with the parent at Hall for an on-site visit to verify accessibility for her child in a wheelchair. 24. The principal at Badgett was met to discuss the issues and a complaint from the parents of one of her students. 25. The ombudsman investigated a complaint that alleged that the counselor at Badgett choked a student. 26. The \"Badgett Bunch\" met with the ombudsman to follow-up on reading strategies and behavior goals.JOHN W. WALKER RALPH WASHINGTON XLARK BURNETTE AUSTIN PORTER. JR. John W. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 Deceived FEB 2 2 2000 OfflCECi- DBffiRE6AWHOSgJS Via Facsimile - 324-2281 February 18, 2000 Junious Babbs Associate Superintendent for Administrative Services Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Mr. Babbs: J I have spoken with ?vlr. Billy Bowles of the Pulaski County Special School District and he has informed me that you all will be meeting sometime early next week to discuss whether Mr. James Washington may enter the Pulaski County School District to address complaints by m to m students from Little Rock. I also gleam from your letter to Mr. Walker dated February 17, 2000 that at this meeting you will be discussing the procedure for Mr. James Washington, the Little Rock ombudsman, to enter a PCCSD school. Mr. Bowles assured me that as it now stands, Mr. Washington can come to any Pulaski County school as a parent advocate if the parent so chooses him to do so. He further indicated, however, that Nir. Washington can not come into the Pulaski County as a Little Rock School District representative or ombudsman. I do not understand the latter statement by Mr. Bowles given the previous statement. As I recall both Districts plans, there is nothing in either plan regarding this, nor do I believe that allowing Mr. Washington to investigate complaints by Little Rock parents of mistreat in the County is contrary to each Districts commitment to cooperation and collaboration with one another. I look forward to hearing from you regarding the results of your meeting. Sincerely, /O (^y C. Springer On Behalf of Joshua Intervenors JCS/ cc: Mr. Billy Bowles Ms. Ann Brown Mr. James WashingtonLITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 OFFICE OF ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent Phone: (501)324-2272 E-Mail: icbabbs@.stuasn.lrsd.kl2.ar.us February 28, 2000 RECEIVED MAR 2 2000 Mrs. Joy Springer 1723 Broadway Little Rock, AR 72206 OffICEOF iWBEGATlQN MONITORING Dear Ms. Springer: In an attempt to follow up on prior communication, Mr. Billy Bowles, PCSSD Associate Superintendent of Desegregation, and I met this afternoon to review procedures on investigation of complaints and/or alleged raced based mistreatment. Recognizing the role of Mr. Janies Washington, LRSD Ombudsman, it was agreed on that as students transfer between districts, appropriate policy is then enacted within the receiving district. While attempting to work cooperatively through issues that develop, I was assured of commitment toward prompt and fair resolution of complaints and/or instances of race based mistreatment. PCSSD policy was acknowledged that included resolution through appropriate staff, Mr. Bowles and/or respective PCSSD officials. Taking into account good faith, collaboration and cooperation with one another, we all share concerns of student mistreatment and will continuously work to remedy such instances that will help to assure fair treatment for ALL students. Sincerely, Jimious C. Babbs cc: Billy Bowles Ann Brown James Washington LITTLE ROCK SCHOOL DISTRICT 810 West Markham UttleRock, AR 72201 Phone: (501)324-2014 Fax: (501) 324-2260 a JAMES L. WASHINGTON OMBUDSMAN I. Initial Callers Ombudsman Monthly Report Summaries August 1999 - June 2000 received SEP 6 2000 OfHCEOf oesesimojiiomG African/American Male 17 Female 153 White Male I 4 Other Male 1 Anonymous Female 4 Female 30 Male 0 Female 0 Out of District 10 Percentage of Callers by Race/Gender 80% 7 70% 60% 50% 40% 30% 20% 10% 0% 8% 70% 2% 0/Vrican/Mierican Male  African/American Female  White Male  White Female  Other Male 14% E1 Other Female  Anonymous Male 0% 0% 0% 2% 5%  Anonymous Female  Out-of-District 1 Ombudsman Monthly Report Summaries August 1999 - June 2000 Page 2 IL Information/Assistance Academics Agency Referrals Athletics Attendance Co-curricular Desegregation Case Discipline Extracurricular Guardianship Juvenile Court Magnet Program PCSSD Runaway Child Safety School Assignment/ Transfer Special Education Transportation 8 5 1 1 1 1 17 0 2 2 1 2 1 5 41 12 10 45 40 B Academics a Agency Referrals 35 30 5i5\u0026gt;J \\ 4 Tjl- 'V'''\" \"'  '................  .  Athletics  AtterxJance' 25 20 15 10 5 0 a Co-curricLdar M- B Desegregation Case w .X V-'X'sfcJ. -:,\nJ a Discipline j\u0026lt;HsS^Sw?WS i' SSj SB5 ' J'  Bctracurricular sa a Guardianship a Juvenile Court W1 . ______\n__i ,J 5*^ feij^A'eV^  Magnet R-ogram  PCSSD a Runaway Child  Safety  School Assignment/Transfer B Specal Education 1 a TransportationOmbudsman Monthly Report Summaries August 1999 - June 2000 Page 3 III. Complaints Substantiated Unsubstantiated 30 T 25 20 15 10 5 0 Academics Agency Referrals Athletics Co-curricular Discipline Extracurricular Guardianship Race Religion Safety School Assignment/ Transfer School Climate School Rules Special Education Staff Conduct Transportation Totals Elaine, AR -2 Hot Springs, AR - 2 PCSSD z 43^ z ja -6 1 0 2 1 5 1 0 2 1 0 4 0 0 0 17 0 0 0 0 1 1 1 5 9 13 1 43 3 1 6 4 24 0 66 j a Substantiated\na Unsubstantiated 4 z Z X s X*  z \u0026lt;3^ 5P' o'- O' 0 Z z .8^Ombudsman Monthly Report Summaries August 1999 - June 2000 Page 4 IV. Personnel Categories Principal Black Male 8 Black Female 8 White Male 4 White Female 14 Teacher Black Male 9 Black Female 8 White Male 2 White Female 12 StefL(Custodian, Secretary, Security Officer, etc.) Black Male 1 Black Female 2 White Male 0 White Female 0 14 12 10 8 6 4 2 0 *\u0026lt;v iii- L Black Male A 4s Black White Male Female 1 White Female E3 Principal  Teacher  Other StaffOmbudsman Monthly Report Summaries August 1999 - June 2000 Page 5 VIL Activities Agency Referrals Biracial Committee Circuit Court City Hall Conventions (National Ombudsman) Dropout Prevention Dr. Terrence Roberts Faculty Meetings Future 500 Scholarship Program Hearings Home Visits Intervention Activities Job Corps Advisory Board Joshua Intervenors Juvenile Court LULAC Mediation Meeting with Mitchell Parents Meetings with Principals Meetings/School Tours - Dir. Racial \u0026amp; Cultural Diversity Commission Municipal Court NAACP ODM Office of Civil Rights (Visit) Parent Conferences PCSSD PTA Meetings 1 3 2 3 1 4 1 1 1 5 6 11 2 16 7 3 7 1 83 3 4 4 3 1 243 3 4Ombudsman Monthly Report Summaries August 1999 - June 2000 Page 6 School Conferences (Parents \u0026amp; Staff) Senate Interim Committee Shadowing Experience Special Education Meetings Transported Students to Find Job Watershed Project 11 1 1 13 2 4\\ I Ombudsman Monthly Report Summaries August 1999 - June 2000 Page 7 f/ a Agency Referrals  Circuit Court a Conventions (National Ombudsman) a Or. Terrence Roberts a Future 500 Scholarship R'ogram  Home Visits a Job Corps Advisory Board a Juvenile Court a Mediation  Meetings w/R'incipals  Municipal Court  OOM a Parent Conferences  PTA Meetings a Senate Interim Committee a Special Education Meetings a Watershed Project a BIracial Committee  City Hall  Dropout R-evention  Faculty Meetings a Hearings a Internvention Activities a Joshua Intervenors BLULAC  Meetings w /Mtchell Parents  Meetings/School Tours - Dir. Racial \u0026amp; Cultural Diversity Commission  NAACP  Office of Civil Rights aPCSSD  School Conferences (Parents \u0026amp; Staff) a Shadow Ing Experience  Transported Students to Find Jobs5013744187 WALKER LAW FIRM 434 16:38 /r/t JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE SHAWN CHILDS John w. Walker, P.a. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3768 FAX (501) 374-4187 RECEIVE Via Facsimile - 324-2146 October 3, 2000 OCT 3 . 2000 Dr Leslie Carnine Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 CffICEOF DESEBMlOfl MONITORINS Re: LRSD Ombudsperson - Section 2.5.3 of Revised Desegregation Plan Dear Dr Carnine: I am writing on behalf of all parents in the District who seek to obtain the services of the Districts ombudsman. This office has received at least two complaints in the last two weeks from parents stating that school district officials have refused to provide the ombudsman information necessary for him to investigate their respective complaints. Your revised plan contemplates that district officials would give full cooperation to the ombudsman to ensure equitable solutions to student and parent complaints. May I suggest that you and/or Mr. Babbs have a conference with Mr. Washington to determine whether he believes that he has had the full cooperation of district administrators in the last several weeks regarding his investigations. May 1 also suggest that he identify specific instances whereby he believes that he did not have the full cooperation of your staff persons. If asked to do so, 1 will be happy to share the instances that I am aware of. By copy of this letter to Mr. Washington, I am requesting that he share a copy of his job description with this office including any other administrative directives, district polices and procedures which guide him in the performance of his duties as ombudsman. Since 1 am charged with monitoring the Districts good faith plan implementation of its revised plan, would please share with this office all documentation which supports the premise that Mr Washington has the full cooperation of your staff when investigating student and parent complaints. Thank you for your cooperation.5013744187 WALKER LAW FIRM 434 P03/03 OCT 03 00 16:39 merely, Springer On Behalf of Joshua JCS/ cc\nMr. James Washington Mr. Junious Babbs Ms. Ann Brown Mr. Gus Taylor 10/06/2000 16:44 501-324-2281 LRSD SRO RASE 01/01/ Little Rock School District OFFICE OF THE SUPERINTENDENT October 5, 2000 Mrs. Joy Springer 1723 Broadway Little Rock, AR 72201 Dear Mrs. Springer: complaintsthadisWaoffi'XlsSto^Melh^Omtud *regarding attempt to assist a parent to view th*, ci does reflect a void resulting ir a parent to view the students Individual Education Plan (lEP). PP-Pnate follow up ,p pa^ep records, improved clarity and understand^^! confidentiality of student enacted tdat wit, help to provide the Ombudsman with necessary , dfto fte s mJ  I _I. . t  , and in an are In response to requested information under separate cover. your attention however, we enJouradTtS'SfJ^ 70u refer\ninquiry. exists and seek continued The compliance philosophy is based performance responsibilities of the r-fully expected to comply. | assure Employees are with the provisions and philosophy of the Revis^erf n co^niitment to compliance sopny or the Revised Desegregation and Education Plan. on internalizing the Revised Plan through the respective organizational divisions Sincerely, Leslie V. Carnine, Superintendent of Schools cc: Junious Sabbs Ann Brown Gus Taylor James Washington 810 West Markhatn Street * Little Rock, Arkansas 72201  (SOI) J24-2012\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":"usm_oh_mus-coh-banksf2","title":"Oral history with Judge Fred L. Banks","collection_id":"usm_oh","collection_title":"Oral History","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Banks, Fred L., 1942-","Bolton, Charles C"],"dc_date":["1998"],"dcterms_description":["Oral history.; Interview conducted on March 5, 1998 with Judge Fred L. Banks, Jr. (born 1942). In the late 1960s, Judge Banks began his law career by serving for the NAACP Legal Defense and Education Fund. He was elected three times to the House of Representatives and served alternately as chair of the House Ethics committee, the House Judiciary Committee, and the Legislative Black Caucus. In February 1985, he was appointed judge of the Seventh Circuit Court District (Hinds and Yazoo Counties) and is projected to continue to serve until 2004 when his term is over.","Electronic version made available through a National Leadership Grant for Libraries from the Institute for Museum and Library Services to the University of Southern Mississippi.","This item is part of the Civil Rights in Mississippi Digital Archive."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["University of Southern Mississippi. Center for Oral History and Cultural Heritage."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights workers","Civil rights movement"],"dcterms_title":["Oral history with Judge Fred L. Banks"],"dcterms_type":["Text"],"dcterms_provenance":["University of Southern Mississippi. Center for Oral History and Cultural Heritage"],"edm_is_shown_by":null,"edm_is_shown_at":["https://usm.access.preservica.com/uncategorized/IO_04196f40-70df-4fac-9115-7104626af2de"],"dcterms_temporal":["1960/1979"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["University Libraries provides access to these materials for educational and research purposes. Use of materials from this collection beyond the exceptions provided for in the Fair Use and Educational Use clauses of the U.S. Copyright Law may violate federal law. When possible, we have provided information regarding the copyright right status of an item; however, the information we have may not be accurate or complete. Obtaining permissions to publish or otherwise use is the sole responsibility of the user."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":null,"dlg_subject_personal":["Banks, Fred L., 1942- --Interviews"],"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_jad_jad902","title":"Photograph, 1998, (Summerton, S.C.), of Annie Gipson and Ophelia DeLaine Cona","collection_id":"suc_jad","collection_title":"Rev. Joseph A. DeLaine Papers ca. 1918-2000","dcterms_contributor":null,"dcterms_spatial":["United States, South Carolina, Clarendon County, 33.66581, -80.2164","United States, South Carolina, Clarendon County, Summerton, 33.60822, -80.3512"],"dcterms_creator":null,"dc_date":["1998"],"dcterms_description":["Photograph taken in 1998 in Summerton, South Carolina, of Mrs. Annie Gipson, a plaintiff in the Clarendon County, South Carolina school segregation case, also known as Briggs v. Elliott, with Dr. Ophelia DeLaine Gona, daughter of Joseph A. DeLaine, Sr. A handwritte note on the reverse identifieds Gipson and Gona at the new Scott's Branch High School in Summerton.","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":["Forms part of online collection: Rev. Joseph A. DeLaine papers, ca. 1918-2000."],"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Legal size - 13439 - (Folder 30), Joseph Armstrong DeLaine papers, ca. 1918-2000,  South Caroliniana Library, University of South Carolina, Columbus, South Carolina."],"dcterms_subject":["African American women--South Carolina--Clarendon County","Public schools--South Carolina--Clarendon County","Scott's Branch High School (Summerton, S.C.)","African American civil rights workers--South Carolina--Clarendon County","Civil rights workers--South Carolina--Clarendon County","Civil rights movements--South Carolina--Clarendon County"],"dcterms_title":["Photograph, 1998, (Summerton, S.C.), of Annie Gipson and Ophelia DeLaine Cona"],"dcterms_type":["Text"],"dcterms_provenance":["South Caroliniana Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://digital.tcl.sc.edu/digital/collection/jad/id/902"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["photographs"],"dcterms_extent":["image/jpg","Images"],"dlg_subject_personal":["Gona, Ophelia De Laine, 1936-","Gipson, Annie"],"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_jad_902","title":"Photograph, 1998, (Summerton, S.C.), of Annie Gipson and Ophelia De Laine Cona","collection_id":"suc_jad","collection_title":"Rev. Joseph A. DeLaine Papers ca. 1918-2000","dcterms_contributor":null,"dcterms_spatial":["United States, South Carolina, Clarendon County, Summerton, 33.60822, -80.3512"],"dcterms_creator":null,"dc_date":["1998"],"dcterms_description":["Photo (Summerton, S.C.) of Mrs. Annie Gipson, a plaintiff in Clarendon County (S.C.) School Segregation Case [Briggs v. Elliott], with Dr. Ophelia De Laine Cona, daughter of Joseph A. De Laine, Sr.; handwritten note on reverse identifies Gipson and Cona at new Scott's Branch High School in Summerton, 1998."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Legal size - 13439 - (Folder 30)","Joseph A. DeLaine Papers"],"dcterms_subject":["Gipson, Annie--Pictorial works","Gona, Ophelia De Laine--Pictorial works"],"dcterms_title":["Photograph, 1998, (Summerton, S.C.), of Annie Gipson and Ophelia De Laine Cona"],"dcterms_type":["Text"],"dcterms_provenance":["South Caroliniana Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.tcl.sc.edu/cdm/ref/collection/jad/id/902"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For more information contact the South Caroliniana Library, University of South Carolina, Columbia, SC 29208."],"dcterms_medium":["photographs"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"loc_rosaparks_48511","title":"[Portrait of Amanda and Bonnie Miller] [graphic].","collection_id":"loc_rosaparks","collection_title":"Rosa Parks Papers","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":null,"dc_date":["1998"],"dcterms_description":["Title devised by Library staff.","Inscription on back: Thank you Rosa for your great inspiration and for touching so many lives-including ours! God bless you. Amanda \u0026 Bonnie Miller, Reading, Pa., 1998."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":null,"dcterms_is_part_of":null,"dcterms_subject":["Women","Girls"],"dcterms_title":["[Portrait of Amanda and Bonnie Miller] [graphic]."],"dcterms_type":["StillImage"],"dcterms_provenance":["Library of Congress"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.loc.gov/loc.pnp/ppmsca.48511"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Please contact holding institution for information regarding use and copyright status."],"dcterms_medium":["photographic printscolor1990-2000.gmgpc","portrait photographs1990-2000.gmgpc","group portraits"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1267","title":"'Priorities, End of Year Report,'' Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["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","Education--Evaluation","Education--Finance","Educational innovations","School employees","School integration"],"dcterms_title":["'Priorities, End of Year Report,'' Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1267"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["reports"],"dcterms_extent":["211 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1301","title":"'Priorities, Mid-Year Report,'' Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["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","Education--Evaluation","Education--Finance","Educational innovations","School administrators","School employees","School integration"],"dcterms_title":["'Priorities, Mid-Year Report,'' Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1301"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["reports"],"dcterms_extent":["23 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_jad_446","title":"Program, 1998, (Summerton, S.C.), Home Going Services of the Late Mrs. Eliza G. Briggs, 1917-1998, St. Mark A.M.E. Church","collection_id":"suc_jad","collection_title":"Rev. Joseph A. DeLaine Papers ca. 1918-2000","dcterms_contributor":null,"dcterms_spatial":["United States, South Carolina, Clarendon County, 33.66581, -80.2164"],"dcterms_creator":["St. Mark A.M.E. Church"],"dc_date":["1998"],"dcterms_description":["Program (St. Mark A.M.E. Church, Summerton, S.C.) of funeral services of Eliza G. Briggs, a plaintiff in Clarendon County (S.C.) School Segregation Case [Briggs v. Elliott]; includes obituary."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Legal size - 13439 - (Folder 25)","Joseph A. DeLaine Papers"],"dcterms_subject":["African Americans--South Carolina--Genealogy","Clarendon County (S.C.)--Genealogy","African Americans--South Carolina--Clarendon County","Obituaries--South Carolina--Clarendon County"],"dcterms_title":["Program, 1998, (Summerton, S.C.), Home Going Services of the Late Mrs. Eliza G. Briggs, 1917-1998, St. Mark A.M.E. Church"],"dcterms_type":["Text"],"dcterms_provenance":["South Caroliniana Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.tcl.sc.edu/cdm/ref/collection/jad/id/446"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For more information contact the South Caroliniana Library, University of South Carolina, Columbia, SC 29208."],"dcterms_medium":["programs (documents)"],"dcterms_extent":null,"dlg_subject_personal":["Briggs, Eliza, -1998"],"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_jad_jad446","title":"Program, 1998, (Summerton, S.C.), Home Going Services of the Late Mrs. Eliza G. Briggs, 1917-1998, St. Mark A.M.E. Church","collection_id":"suc_jad","collection_title":"Rev. Joseph A. DeLaine Papers ca. 1918-2000","dcterms_contributor":null,"dcterms_spatial":["United States, South Carolina, Clarendon County, 33.66581, -80.2164","United States, South Carolina, Clarendon County, Summerton, 33.60822, -80.3512"],"dcterms_creator":["St. Mark A.M.E. Church (Summerton, S.C.)"],"dc_date":["1998"],"dcterms_description":["Program from the 1998 funeral for Eliza G. Briggs, a plaintiff in the Clarendon County, South Carolina school segregation case, also known as Briggs v. Elliott, held at St. Mark African Methodist Episcopal (A.M.E.) Church in Summerton, South Carolina. The program includes an obituary.","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":["Forms part of online collection: Rev. Joseph A. DeLaine papers, ca. 1918-2000."],"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Legal size - 13439 - (Folder 25), Joseph Armstrong DeLaine papers, ca. 1918-2000,  South Caroliniana Library, University of South Carolina, Columbus, South Carolina."],"dcterms_subject":["St. Mark A.M.E. Church (Summerton, S.C.)","Funeral rites and ceremonies--South Carolina--Summerton","Obituaries--South Carolina--Summerton","African American women--South Carolina--Summerton","African Methodist Episcopal Church","Death--South Carolina--Summerton","African American churches--South Carolina--Summerton","African American civil rights workers--South Carolina--Summerton","Civil rights workers--South Carolina--Summerton","Civil rights movements--South Carolina--Summerton","African Americans--Civil rights--South Carolina--Summerton","Civil rights--South Carolina--Summerton","Briggs, Eliza, d. 1998--Death and burial"],"dcterms_title":["Program, 1998, (Summerton, S.C.), Home Going Services of the Late Mrs. Eliza G. Briggs, 1917-1998, St. Mark A.M.E. Church"],"dcterms_type":["Text"],"dcterms_provenance":["South Caroliniana Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://digital.tcl.sc.edu/digital/collection/jad/id/446"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["programs"],"dcterms_extent":["image/jpg","Manuscripts"],"dlg_subject_personal":["Briggs, Eliza, -1998"],"dcterms_subject_fast":null,"fulltext":null},{"id":"tmll_hpcrc_41595875","title":"Race relations in rural western Kansas towns","collection_id":"tmll_hpcrc","collection_title":"Historical Publications of the United States Commission on Civil Rights","dcterms_contributor":null,"dcterms_spatial":["United States, Kansas, 38.50029, -98.50063"],"dcterms_creator":["United States Commission on Civil Rights. Kansas Advisory Committee"],"dc_date":["1998"],"dcterms_description":["A digital version of the report published by the United States Commission on Civil Rights.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Kansas City, KS : U.S. Commission on Civil Rights, Central Regional Office"],"dc_relation":["Forms part of online collection: Historical Publications of the United States Commission on Civil Rights.","Requires Acrobat plug-in to view files."],"dc_right":["http://rightsstatements.org/vocab/NoC-US/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights--Kansas","Race discrimination--Kansas","Kansas--Race relations"],"dcterms_title":["Race relations in rural western Kansas towns"],"dcterms_type":["Text"],"dcterms_provenance":["Thurgood Marshall Law Library"],"edm_is_shown_by":["http://www2.law.umaryland.edu/marshall/usccr/documents/cr12119z.pdf"],"edm_is_shown_at":["http://crdl.usg.edu/id:tmll_hpcrc_41595875"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports","records"],"dcterms_extent":["v, 16 p. ; 28 cm."],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"tmll_hpcrc_70046424","title":"Racial and ethnic tensions in American communities : poverty, inequality, and discrimination-Los Angeles hearing : executive summary and transcript of hearing held in Los Angeles, California, June 15-17, 1993 : hearing before the United States Commission on Civil Rights","collection_id":"tmll_hpcrc","collection_title":"Historical Publications of the United States Commission on Civil Rights","dcterms_contributor":null,"dcterms_spatial":["United States, California, Los Angeles County, Los Angeles, 34.05223, -118.24368"],"dcterms_creator":["United States Commission on Civil Rights"],"dc_date":["1998"],"dcterms_description":["A digital version of the report published by the United States Commission on Civil Rights.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":["Forms part of online collection: Historical Publications of the United States Commission on Civil Rights.","Requires Acrobat plug-in to view files."],"dc_right":["http://rightsstatements.org/vocab/NoC-US/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Los Angeles (Calif.)--Race relations","Los Angeles (Calif.)--Ethnic relations","United States--Race relations","United States--Ethnic relations","Minorities--California--Los Angeles","Minorities--United States","Race discrimination--California--Los Angeles","Poverty--United States","Race discrimination--United States"],"dcterms_title":["Racial and ethnic tensions in American communities : poverty, inequality, and discrimination-Los Angeles hearing : executive summary and transcript of hearing held in Los Angeles, California, June 15-17, 1993 : hearing before the United States Commission on Civil Rights"],"dcterms_type":["Text"],"dcterms_provenance":["Thurgood Marshall Law Library"],"edm_is_shown_by":["http://www2.law.umaryland.edu/Marshall/usccr/documents/cr18r11z.pdf"],"edm_is_shown_at":["http://crdl.usg.edu/id:tmll_hpcrc_70046424"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports","records"],"dcterms_extent":["xii, 468 p. ; 28 cm."],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_264","title":"Recommendations for Little Rock School District, Campus Leadership initiative and Campus Incentives","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 planning","School management and organization","Teachers","School administrators"],"dcterms_title":["Recommendations for Little Rock School District, Campus Leadership initiative and Campus Incentives"],"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/264"],"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\nI Leadership Team Expectations I I Leadership team members are expected to: make a commitment to improve outcomes for all students make team goals a higher priority than personal goals share information, perceptions and feedback openly confront important issues directly make objective judgements based on facts display leadership in ways which contribute to the teams success respond constructively to other team members collaborate effectively with other team members demonstrate a unified commitment to team goals and strategies understand consensus building identify and communicate statement of purpose for campus leadership identify and implement strategies to attain goals identify needs for adequate time, ongoing development and support (training) communicate team goals and strategies to staff, students, administration, school board, parents, and communityOperations 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 ail 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.RECEIVED Draft' APR 2 0 1988 OFFICE OF DESEGREGATION MONITORING RECOMMENDATIONS FOR LITTLE ROCK SCHOOL DISTRICT CAMPUS LEADERSHIP INITIATIVE AND CAMPUS INCENTIVES A proposed District plan by the Campus Based Administrators and Teachers Submitted to the Board of Education April 20, 1998 Draft:0 TABLE OF CONTENTS Overview Summary of Campus Leadership System Components Policy Consideration Administration Policy Board of Directors Policy Wavier Incentive Plan Incentive Plan Parameter Technical Assistance Decision Making Parameter Background Information and Question and Answers - Campus Leadership Plan Response FormRecommendations for LRSD Campus Leadership Initiative and Campus Overview This is proposed in response to the Little Rock School District Strategic Plan, which called for a broad-based effort to move to a campus based leadership system. The effort was begun three years ago, but administrative changes delayed the development of a plan to promote participatory decision making in the district, particularly at the campus level. The intent was to assist the district in the development of district and campus plans that will result in improved student performance. The expected result of participatory decision making is improved student performance through\na. effective campus and district planning for the purpose of improved student performance\nb. improved community involvement in the school improvement process\nc. clearly established accountability parameters for student performance\nd. raised staff productivity and satisfaction\ne. improved communication and information flow\nf. consensus-based, effective decisions\ng- long-range commitment to implementation\nh. increased flexibility at the campus level in allocation of resources\nI. coordination of program components.Reconunendations for LRSD Campus Leadership Initiative and Campus The proposed campus based leadership system is intended to drive fundamental changes in classroom teaching by helping the campuses and district focus on improved student achievement. The six basic components of campus-based leadership are: 1. 2. 3. Commitment to improved student achievement for all students. Improved student achievement will be based on established local goals for student performance. A system of incentives for student performance will be established, which will include multiple and alternative performance measures. Collaborative structure and process. Policies and procedures guide the establishment of district and campus level decision making to ensure representative collaboration of principals, teachers, other staff, parents, business partners, and community members. Decentralization Parameters The specific areas for implementation with respect to goal setting, classroom instruction, and campus organization are included. Deregulation avenues are provided to waive local policies and state regulations if they inhibit improved student performance. 4. Statement of Purpose of Participatory Decision-Making. The uniqueness of each campus related to its needs, and its decision making capacity to address those needs, are acknowledged in district policy and demonstrated through actual practice. 5. Adequate time, ongoing staff development and technical support. Sufficient time is allotted to allow for the development of skills and attitudes that will ensure effective campus based decision making. 6. Procedures for planning and evaluating student achievement goals and decision making process. Organizational and management procedures are established to guide the progress of participatory decision making in the district and on the individual campus. An evaluation process is developed and used to assess locally established performance goals and the effectiveness of committee and campus decision-making and further the impact of decision making on student performance.Recommendations for LRSD Campus Leadership Initiative and Campus We acknowledge that planning and implementing these components of campus based decision making will require a re-conceptualization of the roles and responsibilities of board members, central office administrators, campus principals, teachers, support staff, parents, business partners, and community representatives. This strategy for school and instructional improvement with a strong incentive initiative will only succeed if it is carefully planned with relevant input from the stakeholders. The proposed campus leadership system is based on the concept of continuous improvement. Every campus can improve. Every campus is expected to show academic growth. Every school will benefit by reaching achievable standards. Summary of Campus Leadership System Components The basic components are: 1. 2. 3. 4. Board and administrative policy, which support a system of participatory decision making at the campus and district level. Identification of quality indicators and an incentive plan, which promotes increases in student performance. Staff development plans and technical assistance, which will support the implementation of the campus leadership system. The assistance will support the planning and technical support for continuous improvement at the campus and district level. Clear guidelines for participatory decision making. The parameters for decision making give guidance to the level and type of decision which is made at Federal/State/District levels, those which are better made at the campus/classroom level, and finally those which are collaborative.Recommendations for LRSD Campus Leadership Initiative and Campus Policy Considerations The following is the recommended policy for implementation of the Campus Leadership Plan and participatory decision making: The Board of Directors of the Little Rock School District believes that a fundamental responsibility of the school system is to support the sustained improvement of the schools. Site-based decision making provides each school with a framework to attain the Districts mission. Shared decision-making allows representation of administration, staff, students, parents, and patrons to provide more efficient use of time and energy. This facilitates a quality environment for students, a productive working environment for staff members, and increased opportunity for community involvement in our schools. To effect this belief, each school shall establish a campus team to improve performance of all student populations. This team will assist in the development and evaluation of campus goals and objectives through planning, budgeting, curriculum development, staff development, and staffing needs. Through consensus based decisions, the campus teams will support the Districts commitment to the sustained improvement of n schools. Administrative Policy Student achievement is the primary focus of the Little Rock School District. Each campus accepts the responsibility and challenge to provide equitable educational opportunities that ensure every student is successful. Therefore, each Little Rock School District campus is committed to establishing a campus team that will work collaboratively with the principal in the decision-making process to enhance student achievement. Membership. The membership for each campus team shall consist of\nCAMPUS TEAM MATRIX RECOMMENDED NUMBER OF POSITIONS 1 5-10 1 2 1 1 1 1 _______Principal_______ Certified Teachers Central Office Parent Business ______Community______ Non-certified School Staff Student POSITION TITLE Chairman Elected Invited/Appointed Appointed Appointed Appointed_____ Elected or appointed Elected or appointed MEMBERSHIP Required Required Required Required Required Required Optional Optional Note: Classroom teachers must be at least 60% of the faculty/staff/central office component.Recommendations for LRSD Campus Leadership Initiative and Campus Nomination: The principal shall publish procedures to be utilized for the nomination and election of representatives to the campus team. The principal shall post the election procedure regulations and policy a minimum of ten days prior to the called election. The prescribed form must be used with elected representatives to the campus team. The form indicates their willingness to serve and shall be kept on file in the principals office. Election: The consent of each nominee shall be obtained before the persons name may appear on the secret ballot. Election of the campus team shall be completed by November 1. Election Procedures: The election of representatives to the campus team will be made by secret ballot. On the date of the election, ballots will be distributed to all eligible voters. The ballot will contain the names of all nominees according to their respective grouping and instructions on how each nominee may be chosen by voters. The principal and designated staff members will tabulate completed ballots. Term: Elected representatives shall serve staggered two-year terms. In the first election, 50% of the elected membership will serve a one-year term. Appointed representatives are not subject to term limitations, but rotation of appointed representatives is encouraged unless there are no other volunteers willing to participate. Vacancy: If a vacancy occurs among the elected representatives, nominations shall be solicited and an election held for the vacant position in the same manner as the annual election. If a vacancy occurs within 5 months of the end of a term, the principal may, but is not required to, fill the vacancy - elected or appointed. Appointed Members: The principal has discretionary privilege to appoint the parents, business leaders, community members, non-certified staff, and students. Appointed members have all the rights and responsibilities as elected members. Thirty days prior to the appointments in November, the principal shall communicate the process of receiving nominations or recommendations. If a vacancy occurs among the appointed representatives, another person will be selected to fill the vacant position. Meetings: The principal shall serve as chairman of the campus team, set its agenda, and shall schedule at least four (4) meetings per year. The agenda and minutes of the meetings will be posted and filed.Recommendations for LRSD Campus Leadership Initiative and Campus Board of Directors Policy Waivers The Little Rock School District believes that the District or a campus team may apply for a waiver of a requirement or prohibition imposed by law or rule. The waiver must be in written form following the procedures designated by the Board. A waiver must include:  Identification of the statutory requirements for which a waiver is requested.  Description of why the waiver is needed and the goals that would be achieved if granted. a Descriptions of the measurement process that will be used if the waiver is granted and program is implemented.  Description of how the interested parties were notified of the waiver request. a Descriptions of federal, state, and district requirements to be waived. Restrictions: The district or campus team may not receive an exemption or waiver from requirements imposed by federal law or rule such as Goals 2000, Educate America Act, Elementary Secondary Education Act (ESEA), and School to Work Opportunities Act, or from a requirement or prohibition imposed by state law. Waiver Application: A waiver request application form may be obtained by the principal from the Associate Superintendent of Instruction. The principal is to enlist the review of the campus team and obtain consensus before the waiver is processed. The completed waiver must be submitted to the superintendent for review and processing. Requirements for a waiver by the state must follow regulations as described in the Submission and Approval section. A waiver application to be acted upon for the next academic year must be submitted to the District by , to the state by , and to the federal government by Submission and Approval: The application shall be submitted to the superintendent no later than the semester before the campus intends to take action. The superintendent will inform the principal of the action taken within thirty days. A waiver requiring the Arkansas Department of Education or the Arkansas State Board of Education action must be acted upon by the District Board before forwarding to the Arkansas Department of Education. District Board action should be consistent with state and federal guidelines.Recommendations for LRSD Campus Leadership Initiative and Campus Incentive Plan The Cluster representatives recommend the following as the initial quality index for the Little Rock School District. Campus and district performance on the indicators shall be compared to established standards. The degree of change from one school year to the next on each indicator shall be considered. The indicators shall include: a. The results of assessment instruments aggregated by grade level and subject area b. Dropout rates c. Student attendance rates d. The percentage of students who have unconditional enrollment to an Arkansas institution of higher education e. The results of the American College Test (ACT) f. The percentage of graduating seniors who take the American College Test (ACT) g- Customer Service Index h. School Climate Index I. Any other indicator the LRSD Board adopts Performance on the indicators shall be based on information that is disaggregated with respect to race, ethnicity, gender, and socio-economic status. Performance shall be compared to state and local growth standards and comparable improvement. Comparable improvement is derived by measuring individual campuses and the District against a profile developed from a total urban data base that exhibits substantial equivalence of the characteristics of students served by the campus or District, including past academic performances, socio-economic status and ethnicity.Recommendations for LRSD Campus Leadership Initiative and Campus Incentive Plan Parameters a. The award must be a group effort as opposed to individual. b. The award must be based on multiple criteria, with emphasis on increasing student achievement for all students. c. The award must be non-competitive in that every group that meets the designated criteria qualifies for the award. d. The plan should promote teamwork and collaboration. e. The criteria should have measurable results that are attainable and cannot be easily manipulated. f. Guidelines should be easily understood. g. The incentive program plan will be an exposition of Total Quality Schools philosophy. h. Rewards shall be of significant value to the division and campus. The proposed accountability system is intended to drive fundamental change in classroom teaching by helping schools focus on improved student achievement. The system is designed to encourage and support school improvement by:  Clearly establishing the Districts Goals for schools and students\na Creating an easy way to communicate to schools and the public how well a school is performing\na Recognizing and rewarding schools fortheir effectiveness in demonstrating growth in student achievement: and  Focusing attention, energy, and resources on those schools that need help improving student achievement.Recommendations for LRSD Campus Leadership Initiative and Campus Technical Assistance The basic framework for staff development and technical assistance will be Total Quality Schools. The training components are categorized under four headings and sequences. 1. POLICIES/PARAMETERS, TEAMING, INCENTIVE AWARDS, AND TOTAL QUALITY SCHOOLS TOOLS Policy/Parameters would be taught in a joint session that would be more informational and less interactive. We would anticipate that this would be provided to the campus principals and district administrators in the summer of 1998. There would an informational session presented to the campus staff prior to the election of the campus teams in the fall of 1998. Further informational and training sessions would be scheduled and modified as needed after the initial evaluation had been completed. 2. TEAMING The areas to be reviewed and skills acquired would be empowerment, change process, consensus building, conflict resolution, needs assessment, data analysis, and the hows and whys of how teams produce high performance among students and staff. Training would be offered at multiple times based on the appointment and election of new team members. Initial training would be during the winter of 1998-99. 3. INCENTIVE PROGRAM The incentive program rewards campuses and divisions of the school district for improvement in the quality indicators. Note the listing of the indicators in the third component in this section. The session will deal with specific strategies that may be utilized to increase performance of the campus. The training will be first developed with campus and district staff and customized to be presented during the summer of 1999 to campus teams at the Cluster Meetings. Cluster meetings will be scheduled at the end of July for the campus teams to offer specific training based on the campus teams needs assessment. 4. TOTAL QUALITY SCHOOLS Training is envisioned to be provided to all staff of the school district based on four specific components. Little Rock School District bases the Quality Schooling Process on the beliefs that:Recommendations for LRSD Campus Leadership Initiative and Campus  Continuous improvement is the goal for which every campus and division strives.  Continuous training and education for all personnel must be provided.  Customer satisfaction is gained by conformance to customer requirements. a Decisions must be data driven. The training vtfould be developed initially with the district administrators and partnered with area businesses that had adopted the total quality precepts. We envision that the training would start with administrators and teams in the summer of 1999. Staff of the school district would begin in the fall of 1999 and continue through the next two years. Decision Making Parameters EXAMPLE - SBDM MATRIX: FUNCTION Curriculum Curriculum Resources DISTRICT/STATE Standards-based objectives on content \u0026amp; skills. Scope \u0026amp; sequence. Pre-K- 12, assessment framework, instructional strategies from research, thematic integration and project activities. Support and facilitate campus plans based on available resources COLLABORATION Monitor curriculum according to the following  Implementation  District resources  Assessment processes  Transitions among campuses and between levels  Action research on instructional strategies Define district and campus responsibilities for materials, resources and budget allocations. CAMPUS Recommend staff to develop curriculum. Recommend new programs and/or extensions of existing programs Use curriculum framework within which classroom teachers decide the following information:  Use of optional components  Use of enrichment objectives  Design of lesson plan content and activities  Use of assessments within district parameters (district, classroom \u0026amp; state)  Modification of curriculum for special needs students  Strategies for instructional delivery within district parameters Organize resources at campus for accessibility to staff and programs. Determine resources for campus plan involving district personnel as needed. ACCOUNTABILITYRecommendations for LRSD Campus Leadership Initiative and Campus Background Information and Question and Answers - Campus Leadership Plan 1. 2. 3. Why was the Campus Leadership system created? The Little Rock School District strategic plan was developed by a combination of staff and community, it was determined that site leadership was a reform movement which should be implemented. The plan is very inclusive based on the membership of not only staff, but parents, community members and business partners. The incentive plan is a positive form of campus accountability which places the emphasis on the group rather than individual. It is believed that rewarding improved student performance and empowering staff at the campuses will result in improved student performance. The overall plan is consistent with rewarding improvement based on the Total Quality precepts. Who developed the incentive system? The original philosophical basis of the plan was developed by Cluster A. The steering committee for the complete plan endorsed the recommended plan. A list of the schools and individuals is located on the last page of this monograph. What are the underlying beliefs of the proposed plan for participatory decision making? On the first page of this document there are listed the expected results of moving to a campus leadership plan for the purpose of increased student performance. As such, there is also a strong belief that continuous improvement and total quality performance are major aspects behind the plan. 4. How have participatory decision making systems and incentive systems improved student achievement in other districts? School districts in Tennessee, Kentucky, Maryland and Texas have all reported positive gains in student achievement. These states all have statewide plans and they are encouraged to add local incentives. There are other examples but we concentrated on these four states.Recommendations for LRSD Campus Leadership Initiative and Campus 5. 6. 7. 8. 9. There are several terms used to describe the campus decision making process. What are the differences? The term Campus Leadership is utilized by the Arkansas Leadership Academy to describe the empowerment process. The Arkansas Leadership Academy was established by the Arkansas Legislature. The terms of sitebased decision making, participatory decision making and campus leadership may be utilized interchangeably. The final document will utilize one term, exclusively. How was the membership of the campus team decided? There was a search of the literature regarding the composition of campus teams in various states. The committee felt that this would be the initial proposal but it could be made smaller or larger based on the evaluation after the implementation years. The committee wanted to be as inclusive as possible. How will the staff and the public be kept informed about this improvement initiative? The school district will report the degree of implementation annually as part of the District Report Card. Particular emphasis will be placed on improvement of the factors identified on the Quality Indicator Index. Campuses will make a similar report based on their individual initiatives and their specific report card. The results of the incentive plan and awards for progress will be reported annually at the beginning of the school year. How wiii the District measure growth? The District will be looking at the specific quality education indicators to measure a schools performance for incentive awards. The emphasis will be on improvement in student performance. We will look at the growth which occurred during the academic year. A student must be enrolled as of October 1 to be calculated in the growth index. Will special education students be part of the assessment? Yes, but we have not developed all the rules regarding required growth. We anticipate the special education students will be added the 2\"^ year of the plan.Recommendations for LRSD Campus Leadership Initiative and Campus 10. 11. 12. 13. 14. 15. Why are students not being considered part of the plan who are enrolled prior to October 1? Several of the district schools have extremely high mobility rates and many times we are testing students who have not been part of the Little Rock instructional program. The students will be tested, but will not be part of the accountability measure which qualifies the campus for an incentive award. What tests will be used to assess student achievement gains? The district will utilize the state norm referenced test as one of the measures. We also will utilize criterion reference assessments, which will indicate mastery of the basic and grade level skills. What are Criterion Referenced Tests (CRTs)? Criterion Referenced Tests (CRTs) are tests designed by textbook publishers and others to measure the degree in which a student has met previously established standards. The level of expectation is based on the grade level and by academic core subject. What are Norm Referenced Tests (NRTs)? Norm Referenced Tests compare the performance of Little Rock students to the performance of students nationally. The Stanford 9 is currently being used by the State for this purpose. Why are dropout rates and student attendance being included in the formula? Dropout rates and student attendance were selected, because of the consistent and accurate manner in which they are collected for each school. Although campuses do not have total control over these factors, data from research studies show that dropout rates decrease and attendance rates increase when appropriate classroom instruction and supportive school environment address the diverse needs of students. What other measures will be utilized? Arkansas has a very low college attendance rate. The emphasis on the ACT and college preparatory program will assist more of the districts young people to qualify for college entrance. This will also assist in preparing more of the district's students to qualify for higher level jobs in the future.Recommendations for LRSD Campus Leadership Initiative and Campus 16. 17. 18. 19. 20. Why was School Climate and Customer Service indexes used? A positive school climate is directly related to the quality and amount of learning that takes place on the campus. We all are customers to some degree of the public education institution. Having knovi/ledge of the perceptions of the customers and particularly those who employ the districts students can be an excellent school improvement strategy. How can schools appeal decisions pertaining to their growth? An appeals process will be established that will enable campuses to appeal various issues to the Superintendent. Issues that could serve as the basis of the appeal might be: missing the award by a fraction\nschool grade-level reconfiguration\nhaving an extremely small number of students in a category, etc. Will schools be expected to demonstrate improvement? Each school will be expected to show growth. Schools whose achievement is below that of the expected norm will be placed on Warned Status and offered technical assistance. If improvement is not forthcoming the school will be placed on Probationary Status. Technical assistance with full evaluation of the school will be accomplished to assist the campus. Recognized educators will also be asked to consult with the campus staff. What happens if student achievement is still below expected norms and with little or no growth in student achievement? The school will be a candidate for reconstitution. Who will set the norms for expected improvement? A committee of teachers, parents, administrators and technical experts will establish reasonable standards for each of the areas identified by the Quality Indicator Index. Expected growth will also be calculated by identifying and quantifying the difference between where a school is currently with the expected standard for each area. The Board of Directors will have final authority to establish the standard and expected growth rate. Is the development of the campus leadership plan and the incentive plan finalized? This is a draft report and we anticipate additions and corrections to the current plan. The response form will be utilized to gain additional input prior to recommending the plan to the Board of Directors for approval. The plan calls for an in-depth evaluation to be completed after the 2*^ year of operation.Recommendations for LRSD Campus Leadership Initiative and Campus Response Form Name: School (Name is not required) Gender: Male___Female_ Race: White Black__Hispanic__Asian Native American__Other___ Please indicate the primary group to which you belong or wish to be identified. Teacher___Other School Employee___Parent Student Business Representative___Community Citizen____ Note\nyou may give comments in the area below each question. Please be specific. 1. Using a scale of 1 to 5 where 1 means the quality of education is very poor and 5 means the quality of education is excellent, how would you rate the quality of education in Little Rock Schools? Very Poor 1 2 3 4 5 Excellent Comments/Altematives (Please print) 2. Do you agree or disagree that the proposed plan for campus leadership/participatory decision making will encourage improvement in student achievement within the Little Rock School District? Disagree 1 2 3 4 5 Agree Comments/Altematives (Please print)Recommendations for LRSD Campus Leadership Initiative and Campus 3. Do you agree or disagree that the recommended Quality indicators will fairly measure learning occurring in the school district? Disagree 1 2 3 4 5 Comments/Altematives (Please print) Agree 4. Do you agree or disagree that the recommended incentives will encourage improvement in student achievement in our schools? Disagree 1 2 3 4 5 Comments/Altematives (Please print) Agree 5. Do you agree or disagree that the recommended corrective action will help schools improve? Disagree 1 2 3 4 5 Comments/Altematives (Please print) Agree 6. Do you agree or disagree that every school should be expected to shovi/ continual growth? Disagree 1 2 3 4 5 Comments/Altematives (Please print) AgreeRecommendations for LRSD Campus Leadership Initiative and Campus 7. Do you agree or disagree that clear parameters for campus decision making should be part of the participatory decision making plan? Disagree 1 2 3 4 5 Cominents/Altematives (Please print) Agree 8. Do you agree or disagree that high priority should be given to the technical assistance and communication? Disagree 1 2 3 4 5 Comments/Altematives (Please print) Agree 9. And finally, what one comment concerning the proposed campus leadership / participatory decision making plan \u0026amp; proposed incentive system would you make? Disagree 1 2 3 4 5 Comments/Altematives (Please print) Agree Thank you for responding. Please return by May 8. 1998, to: Little Rock School District ATTN: Superintendents Office 810 West Markham Little Rock, AR 72201Central Dunbar Henderson School Pulaski Heights Jr. Badgett Bale Forest Park Jefferson Mitchell Pulaski Heights ADMINISTRATION School Fair Mabelvale Jr. Southwest Booker Magnet Garland King Mabelvale Meadowcliff Otter Creek Wilson ADMINISTRATION CLUSTER A/TECHNICAL ASSISTANCE Rudolph Howard Betsy Hall-Jones Linda Brown Julie Western James Washington Principal/Staff Representative Mona Briggs Wayne Knight Mary Golston Janice Gunderman Barbara Anderson Lisa Cunningham Virginia Ashley Janet Ghant Frances Cawthon Lucy Rhodes Lillie Scull Margaret Regnier Lillie Carter LauraBeth Arnold Marion Woods Patty Kohler Victor Anderson CLUSTER B/ACCOUNTABILITY William Broadnax Rosie Beyah Jim Fullerton/Pat Boykins Dorothy Jones Walter Marshaleck Principal/Staff Representative Cheryl Carson Vivian Dooley Lionel Ward Wanda Keith Tyrone Harris Ann Gregory Tab Phillips Marilyn Jacuzzi Jerry Worm Betsy Pruss Carolyn Teeter Janis Tucker Beverly Jones Susan West Sadie Mitchell Lucy Lyon Catherine Gill Gene Parker Dennis Glasgow Paulette MartinHall Forest Heights Brady Carver Magnet Fair Park Franklin Fulbright McDermott Romine Williams Magnet School ADMINISTRATION McClellan Cloverdale Jr. Chicot Cloverdale Eiem. Geyer Springs Rightsell Rockefeller Wakefield Washington Watson CLUSTER C/POLICIES Gayle Bradford Dennis Brant Vernon Smith Vincent Dodson Ada Keown Susanne Gamble Dianne Barksdale Linda Ammel Samuel Branch Ethel Dunbar Sheryl Jackson Mac Huffman Thelma Watson Mike Oliver Terese Klaus Sharon Davis Dianne Langley Mary Menking Nancy Morton Sadie Mitchell Marie McNeal Leon Adams Linda Young Principal/Staff Representative CLUSTER D/PARAMETERS (Business, Resources, Discipline) School ADMINISTRATION Jodie Carter Loretta Davenport Cassandra Norman Jack Jones Jane Harkey Barbara Williams Frederick Fields Tammi Dockett-Wilson Susan Beard Evelyn Stubblefield Sharon Brooks Delwin Smith Anne Mangan Dana Keller Mary Jane Cheatham Gail Washington Karen Buchanan Rose Barnes Theresa Courtney Kristen Laughlin Mable Donaldson Gene Parker Pat Price Brady Gadberry Linda Watson Dick Hurley Principal/Staff RepresentativeParkview Metropolitan ALC Mann Magnet Baseline Dodd Gibbs Magnet Terry Western Hills Woodruff School ADMINISTRATION CLUSTER E/PARAMETERS (Instruction) Principal/Staff Representative Junious Babbs Marcelline Can- Mike Peterson (did not attend 1 meeting) Johnny Neeley Tracey Montgomery Marian Lacey Bonnie Bumpers Eleanor Cox Cathy Koehler Faith Donovan Barbara Kennedy Felicia Hobbs Ann Hurd Nancy Mitchell Gwen Ziegler Margo Rowe Scott Morgan Ruth Schwerin Pat Higginbotham Linda Berman Victor Anderson Carol Green Patty Kohler Marion Shead-Jackson Dennis Glasgow Mark MilhollenLITTLE ROCK SCHOOL DISTRICT DISTRICT ADVISORY COMMITTEE CAMPUS LEADERSHIP INITIATIVE NAME Mary Menking Junious Babbs Marion lacey Carol Green Patty Kohler Sadie Mitchell Mark Milhollen Gail Shelton Phillip Burch Doris Williams Patty Scherer Charles Foote Mary Zakrzewski Dennis Brant Betsy Hale-Jones Wayne Knight Willie Hinton ORGANIZATION LRSD_______________ Williams_____________ Parkview____________ Mann_______________ Central Office________ Central Office________ Central Office________ Central Office________ Rockefeller/Rightsell PIE PTA________________ Forest Park__________ Fulbright____________ Forest Heights Hall_________________ Central______________ Pulaski Heights Jr. High City of Little Rock TITLE Board Member Principal Principal Principal Supervisor Supervisor Supervisor Business Office Speech Therapist Advisory Committee President Teacher Teacher Teacher Teacher Teacher Teacher DirectorLITTLE ROCK SCHOOL DISTRICT EPS CODE: CAMPUS LEADERSHIP The Board of Education of the Little Rock School District believes that a fundamental responsibility of the school system is to support the sustained improvement of the schools. Site-based decision making provides each school with a framework to attain the Districts mission. Shared decision-making allows representation of administration, staff, students, parents, and patrons to provide more efficient use of time and energy. This facilitates a quality environment for students, a productive working environment for staff members, and increased opportunity for community involvement in our schools. To effect this belief, it is the policy of the Board of Education of the LRSD, that each school shall establish a campus leadership team to improve performance of all student populations. This team will assist in the development and evaluation of campus goals and objectives through planning, budgeting, curriculum development, staff development, and staffing needs. Through consensus based decisions, the campus teams will support the Districts commitment to the sustained improvement of schools.RE BED JUN 5- 1998 Little Rock School District 5 OFFICE OF DESEGREGATION MOMITORIMQ OFFICE OF THE SUPERINTENDENT June 4,1998 Dear Patron: The enclosed Campus Leadership Plan is the Districts attempt to develop a comprehensive strategy to promote improved student performance through a decentralized approach to decision making. We are utilizing the term Campus Leadership because of initiatives of the Arkansas Leadership Academy to promote shared decision making and empowering communities for improved student performance. The attached document is divided into five sections with a response form, which we hope you will complete and return by June 20\",1998. The first section, pages 1-8, provides an overview and basic policy for decentralized decision making. The plan has been developed by teachers, principals, and other administrators. The origin of the initiative was called for by the Little Rock School District Strategic Plan in 1995-96. The steering committee which edited their work also consisted of parents and community representatives. Campus Leadership Teams will be developed in the fall of 1998. The second section , pages 9-13, includes a rough draft of an incentive and accountability plan. We would anticipate that this portion of the plan would be completed during the fall of 1998. The Quality Index parallels the Arkansas Campus and District Report Card. The third section, pages 14-15, is an outline of the technical assistance which is envisioned to be a major communication and development program of the school district. If the process is to be a dynamic and growing program, the training and technical assistance must remain a major priority. The fourth section, pages 16-30, is the initial attempt to define the parameters for decision making and to provide for collaboration between the District and the individual campuses. This is noted as the initial effort\nas we become more familiar with the process, this particular section of the document will be refined every two years. The fifth section, pages 31-35, are several of the most often asked questions about the Campus Leadership Plan. If you have additional questions, Patty Kohler (324-2190) and Sadie Mitchell (324-2007) have been with this initiative from the inception with the Little Rock Strategic Plan. And finally, there is a short response form which we would appreciate your completing and returning by June 20, 1998. Thank you in advance for your assistance. Sincerely, Leaie V, irflTne Supe^tendent of Schools 810 West Markham Street Little Rock, Arkansas 72201 (501) 824-2000  ' RECEIVED JUN 5 iggg OFICEOF DESEGREGATION MONITORING VKaft:#4 RECOMMENDATIONS FOR LITTLE ROCK SCHOOL DISTRICT CAMPUS LEADERSHIP INITIATIVE AND CAMPUS INCENTIVES A proposed District plan by the Campus Based Administrators and Teachers Submitted to the Board of Education April 20, 1998TABLE OF CONTENTS Overview Campus Leadership System Summary of Campus Leadership Plan Components Board of Education Policy Consideration Campus Leadership Team Administrative Policy Planning and Decision Making Process Board of Education Policy Waivers Quality Index Incentive Plan Parameters Value Added Quality Index Technical Assistance PDM Matrix: Staff Development (Cluster D) PDM Matrix: (Cluster E) Background Information \u0026amp; Questions \u0026amp; Answers - Campus Leadership Plan Response Form PAGE 1 2 3 4 ' 4 6 8 9 10 11 14 16 21 31 36Overview This is proposed in response to the Little Rock School District Strategic Plan, which called for a broad-based effort to move to a campus based leadership system. The effort was begun three years ago, but administrative changes delayed the development of a plan to promote campus leadership in the District, particularly at the campus level. The intent was to assist the District in the development of District and campus plans that will result in improved student performance. The expected result of campus leadership is improved student performance through: a. effective campus and District planning for the purpose of improved student performance\nb. improved community involvement in the school improvement process\nc. clearly established accountability parameters for student performance\nd. raised staff productivity and satisfaction\ne. improved communication and information flow\nf. consensus-based, effective decisions\ng. long-range commitment to implementation\nh. increased flexibility at the campus level in allocation of resources\nI. coordination of program components.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 2 Campus Leadership System The proposed campus based leadership system is intended to drive fundamental changes in classroom teaching by helping the campuses and District focus on improved student achievement. The six basic components of campus-based leadership are: 1. Commitment to improved student achievement for all students. Improved student achievement will be based on established local goals for student performance. A system of incentives for student performance will be established, which will include multiple and alternative performance measures. 2. Collaborative structure and process. Policies and procedures guide the establishment of District and campus leadership to ensure representative collaboration of principals, teachers, other staff, parents, business partners, and community members. 3. Decentralization Parameters The specific areas for implementation with respect to goal setting, classroom instruction, and campus organization are included. Deregulation avenues are provided to waive local policies and state regulations if they inhibit improved student performance. 4. Statement of Purpose of Campus Leadership. The uniqueness of each campus related to its needs, and its decision making capacity to address those needs, are acknowledged in District policy and demonstrated through actual practice. 5. Adequate time, ongoing staff development and technical support. Sufficient time is allotted to allow for the development of skills and attitudes that will ensure effective campus leadership. 6. Procedures for planning and evaluating student achievement goals and decision making process.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 3 Organizational and management procedures are established to guide the progress of campus leadership in the District and on the individual campus. An evaluation process is developed and used to assess locally established performance goals and the effectiveness of committee and campus leadership and further the impact of decision making on student performance. We acknowledge that planning and implementing these components of campus leadership will require a re-conceptualization of the roles and responsibilities of board members, central office administrators, campus principals, teachers, support staff, parents, business partners, and community representatives. This strategy for school and instructional improvement with a strong incentive initiative will only succeed if it is carefully planned with relevant input from the stakeholders. The proposed campus leadership system is based on the concept of continuous improvement. Every campus can improve. Every campus is expected to show academic growth. Every school will benefit by reaching achievable standards. Summary of Campus Leadership Plan Components The plan components are: 1. 2. 3. 4. Board and administrative policy, which support a system of campus leadership at the campus and District level. Identification of quality indicators and an incentive plan, which promotes increases in student performance. Staff development plans and technical assistance, which will support the implementation of the campus leadership system. The assistance will support the planning and technical support for continuous improvement at the campus and District level. Clear guidelines for campus leadership. The parameters for decision making give guidance to the level and type of decision which is made at Federai/State/District levels, those which are better made at the campus/classroom level, and finally those which are collaborative.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 4 Board of Education Policy Consideration The following is the recommended policy for implementation of the Campus Leadership Plan and campus leadership: The Board of Education of the Little Rock School District believes that a fundamental responsibility of the school system is to support the sustained improvement of the schools. Site-based decision making provides each school with a framework to attain the Districts mission. Shared decision-making allows representation of administration, staff, students, parents, and patrons to provide more efficient use of time and energy. This facilitates a quality environment for students, a productive working environment for staff members, and increased opportunity for community involvement in our schools. To effect this belief, it is the policy of the Board of Education of the LRSD, that each school shall establish a campus leadership team to improve performance of all student populations. This team will assist in the development and evaluation of campus goals and objectives through planning, budgeting, curriculum development, staff development, and staffing needs. Through consensus based decisions, the campus teams will support the Districts commitment to the sustained improvement of schools. Campus Leadership Team Administrative Policy Student achievement is the primary focus of the Little Rock School District. Each campus accepts the responsibility and challenge to provide equitable educational opportunities that ensure every student is successful. Therefore, each Little Rock School District campus is committed to establishing a campus leadership team that will work collaboratively with the principal in the decision-making process to enhance student achievement. Membership: The membership for each campus team shall consist of\nCAMPUS TEAM MATRIX RECOMMENDED NUMBER OF POSITIONS 1 5-10 1 2 1 _1_ 1 1 _______Principal_______ Certified Teachers Central Office Parent Business ______Community______ Non-certified School Staff Student POSITION TITLE Chairman Elected Invited/Appointed Appointed Appointed _____Appointed_____ Elected or appointed Elected or appointed MEMBERSHIP Required Required Required Required Required Required Optional Optional Note: Classroom teachers must be at least 60% of the faculty/staff/central office component.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 5 Nomination: The principal shall publish procedures to be utilized for the nomination and election of representatives to the campus team. The principal shall post the election procedure regulations and policy a minimum of ten days prior to the called election. The prescribed form must be used with elected representatives to the campus team. The form indicates their willingness to serve and shall be kept on file in the principals office. Election: The consent of each nominee shall be obtained before the persons name may appear on the secret ballot. Election of the campus team shall be completed by November 1. Election Procedures: The election of representatives to the campus team will be made by secret ballot. On the date of the election, ballots will be distributed to all eligible voters. The ballot will contain the names of all nominees according to their respective grouping and instructions on how each nominee may be chosen by voters. The principal and designated staff members will tabulate completed ballots. Term: Elected representatives shall serve staggered two-year terms. In the first election, 50% of the elected membership will serve a one-year term. Elected representatives may serve two consecutive terms. Appointed representatives are not subject to term limitations, but rotation of appointed representatives is encouraged unless there are no other volunteers willing to participate. Vacancy: If a vacancy occurs among the elected representatives, nominations shall be solicited and an election held for the vacant position in the same manner as the annual election. If a vacancy occurs within 5 months of the end of a term, the principal may, but is not required to, fill the vacancy - elected or appointed. Appointed Members: The principal has discretionary privilege to appoint the parents, business leaders, community members, non-certified staff, and students. Appointed members have ail the rights and responsibilities as elected members. Thirty days prior to the appointments in November, the principal shall communicate the process of receiving nominations or recommendations. If a vacancy occurs among the appointed representatives, another person will be selected to fill the vacant position. Definitions: For the purposes of establishing the composition of campus teams: 1. 2. 3. A person who stands in parental relation to a student is considered a parent. A parent who is an employee of the District is not considered a representative of community members on the committee. Community members must reside in the District and must be at least 18 years of age.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 6 Meetings: The principal shall serve as chairman of the campus leadership team, set its agenda, and shall schedule at least four (4) meetings per year. The agenda and minutes of the meetings will be posted and filed. On an annual basis, each principal with the assistance of the campus leadership team shall review and revise the campus improvement plan (COE) for the purpose of improving student performance. The Board shall also ensure that an administrative policy is provided to clearly define the respective roles and responsibilities of the superintendent, central office staff, principals, teachers, and campus team members in the areas of: a. b. c. d. e. f. planning budgeting curriculum staffing patterns staff development school organization Planning and Decision Making Process Decision Making: In accordance with Board policy the campus team shall be involved in decisions in the areas of planning, budgeting, curriculum, staffing patterns, staff development and school organization, and serve in an advisory capacity to the principal. Procedures: Each campus shall maintain current policies and procedures to ensure that effective planning and site-based decision making occur at each campus to direct and support the improvement of student performance for all students. Process: The Board shall establish a procedure under which meetings are held regularly by campus teams that include representative professional staff, parents of students enrolled in the District, and community members. Campus teams shall include business representatives, without regard to whether a business representative resides in the District or whether the business the person represents is located in the District. Pian: Each school year the principal of each school campus, with the assistance of the campus team, shall develop, review and revise the campus improvement plan for the purpose of improving student performance for all student populations with respect to the academic quality indicators and any other appropriate performance measures for special populations.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 7 Staff Development: The campus team must approve the portions of the campus plan addressing campus staff development needs. Consultation by Principal: The principal shall regularly consult the campus team in the planning operation, supervision and evaluation of the campus education program. Public Meeting: The campus team shall hold at least one public meeting per year. The required meeting shall be held after receipt of the campus evaluation to discuss the performance on the performance objectives. District policy and campus procedures must be established to ensure that systematic communications measures are in place to periodically obtain broad-based community, parent, and staffing input, and to provide information to those persons regarding the recommendations of the campus team. Campus Level Plan: Each Campus Improvement Plan (COE) must: 1. Assess the academic achievement for each student in the school using the academic quality system. 2. Set the campus performance objectives based on the academic quality indicator system, including objectives for special needs populations. 3. Identify how the campus goals will be met for each student. 4. Determine the resources needed to implement the plan. 5. Identify the staff needed to implement the plan. 6. Set time lines for reaching the goals. 7. Measure progress toward the performance objectives periodically to ensure that the plan is resulting in academic achievement. 8. Include an annual report with results to be shared with the team, staff, parents and the appropriate assistant superintendent.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 8 Board of Education Policy Waivers The Board of Education of the Little Rock School District believes that the District or a campus leadership team should have the option of applying for a waiver of a requirement or prohibition imposed by law or rule. It is the policy of the Board of Education of the LRSD to support the waiver process for local schools to seek relief from requirements or prohibition imposed by law or rule. The waiver must be in written form following the procedures outlined below.  Identification of the statutory requirements for which a waiver is requested.  Description of why the waiver is needed and the goals that would be achieved if granted. a Descriptions of the measurement process that will be used if the waiver is granted and program is implemented. a Description of how the interested parties were notified of the waiver request.  Descriptions of federal, state, and District requirements to be waived. Restrictions: The District or campus team may not receive an exemption or waiver from requirements imposed by federal law or rule such as Goals 2000, Educate America Act, Elementary Secondary Education Act (ESEA), and School to Work Opportunities Act, or from a requirement or prohibition imposed by state law. Waiver Application: A waiver request application form may be obtained by the principal from the Associate Superintendent of Instruction. The principal is to enlist the review of the campus team and obtain consensus before the waiver is processed. The completed waiver must be submitted to the superintendent for review and processing. Requirements for a waiver by the state must follow regulations as described in the Submission and Approval section. A waiver application to be acted upon for the next academic year must be submitted to the District by , to the state by , and to the federal government by Submission and Approval: The application shall be submitted to the superintendent no later than the semester before the campus intends to take action. The superintendent will inform the principal of the action taken within thirty days. A waiver requiring the Arkansas Department of Education or the Arkansas State Board of Education action must be acted upon by the District Board before forwarding to the Arkansas Department of Education. District Board action should be consistent with state and federal guidelines.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 9 Quality Index The committee members recommend that the Little Rock School District adopt a value-added quality index as the tool for managing a campus-based incentive plan. The value added quality index shall be comprised of specific indicators and corresponding measurements that collectively guide each school and the District toward a comnion goal of improving student achievement in accordance with specified standards. Adopting a standardized value added index would allow each campus to determine a reasonable and appropriate starting point for achieving the District goal, which will be defined as a growth standard. Based on where that starting point lies on the goals rubric, each campus will aim to achieve annual benchmarks so that appropriate and realistic progress is made toward achieving the District growth standards. The rubric will identify both an annual growth goal (AGG) which will serve as the benchmark and what constitutes minimum acceptable grovrth (MAG). The AGG and the MAG will provide the parameters for awarding incentives based on the total points accrued by each school after all indicators have been reviewed via the quantifiable results of each applicable measurement. The indicators shall include: a. b. c. d. e. f. g. Student achievement Dropout rates Student attendance Teacher attendance Customer service School climate Any additional indicator adopted by the LRSD Board. The results of the individual measurements that provide information about indicator performance shall be disaggregated by race, ethnicity, gender, and socioeconomic status. Measurement results will also be subjected to a weighted scale that takes into account the degree to which student mobility has impacted the measurement results on each campus. Consideration of mobility impact and other disaggregated data will ensure equitable distribution of incentives within a management system that is fair to all schools. The proposed value added quality index shall include a definition for each indicator and the corresponding measurements organized on a matrix that identifies grade level applicability and possible AGG and MAG incentive points.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 10 A school goals rubric divided into baseline quartiles with annual benchmarks and a growth standard shall also be included for each indicator. Total Annual Growth Goal and Minimum Acceptable Growth incentive points will determine each schools incentive eligibility on an overall incentive point scale. It is recommended that qualified statisticians assign incentive points to all AGG and MAG categories and that they design the rubric and incentive point scales to ensure the accuracy and validity of the proposed system. Incentive Plan Parameters a. b. c. d. The award must be a group effort as opposed to individual. The award must be based on multiple criteria, with emphasis on increasing student achievement for all students. The award must be non-competitive in that every group that meets the designated criteria qualifies for the award. The pian should promote teamwork and collaboration. e. The criteria should have measurable results that are attainable and f. g- h. cannot be easily manipulated. Guidelines should be easily understood. The incentive program plan will be an exposition of Total Quality Schools philosophy. Rewards shall be of significant value to the division and campus. The proposed accountability system is intended to drive fundamental change in classroom teaching by helping schools focus on improved student achievement. The system is designed to encourage and support school improvement by: a Clearly establishing the Districts Goals for schools and students\n Creating an easy way to communicate to schools and the public how well a school is performing\na Recognizing and rewarding schools for their effectiveness in demonstrating growth in student achievement\nand a Focusing attention, energy, and resources on those schools that need help improving student achievement.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 11 LRSD VALUE ADDED QUALITY INDEX The index that follows has been designed to visually illustrate the accountability process\nand, therefore, serves as a living index, subject to periodic review and modification. It will be analyzed by qualified statisticians to ensure fairness and validity before being implemented. INDICATOR Student Achievement ________________________________ DEFINmON___________________________________ Academic success as measured by standardized test scores, number of students selecting high level academic courses and advanced placement course, grade distributions, and grade point average (gpa). Farh of the following measurement results is evaluated based on current baseline in individual schools. Baseline data are categorized by percentage quartiles on rubric below. School goals are based on annual benchmarks under each baseline category. Incentive awards are based on minimum/maximum point scale below._____________________________________ ________________MEASUREMENTS_______________ 1. % of students scoring at readiness or above on EPSF posttest (includes high school kindergarten classes)______ 2. % of students in math and/or reading scoring on or above grade level as measured by first grade reading/math inventory posttest, fourth quarter District CRTs, and SAT-9 at grades 3, 5, 7, 8, and 10_________________ 3. % of total senior class taking the ACT prior to graduation__________________________________ 4. % of total senior class taking the ACT with a composite score of 21 or higher_______________________________ 5. % of students enrolled in higher level courses earning a semester grade of C\" or above______________________ K-6 7-9 10-12 INCENTIVE POINTS* X X X X X X X X 6. % of total student population enrolled in AP classes X 7. % of students scoring a 3 or better on AP exams______ 8. % of student population successfully completing college core courses and eligible for unconditional college admission________________________________________ X X STUDENT ACHIEVEMENT: SCHOOL GOALS RUBRIC 1998-2001 CURRENT BASELINE 3-YEAR GROWTH STANDARD BENCHMARKS* 1998-1999 1999-2000 2000-2001_ 0 - 24% 25 - 49% 50-74% 20% 15% 10% 75 - 99% NonAdmatn growth rtgaired mag 3.3% 3.3% 3.3% agg 6.6% 6.6% 6.6% mag 2.5% 2.5% 2.5% agg 5% 5% 5% mag 1.65% 1.65% 1.65% JSS_ 3.3% 3.3% 3.3% * minimum acceptable growth = mag\nannual growth goal = agg INDICATOR Drop Out Rate ______________________________ DEFINITION_____________________________________ Percentage of students dropping out in Grades 7-12 from October of one school year through October of the next school vear Each of the following measurement results is evaluated based on current baseline in individual schools. Baseline data are categorized by percentage quartiles on rubnc below. School goals are based on annual benchmarks under each baseline cateeorx' Incentive awards are based on minimum/maximum point scale below.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 12 MEASUREMENTS K-6 7-9 X 10-12 X INCENTIVE POINTS* Annual Dropout Report X X Annual October 1 Enrollment Report DROP OUT RATE: SCHOOL GOALS RUBRIC 1998-2001 CURRENT DROPOUT RATE 3-YEAR GROWTH _______STANDARD_______ BENCHMARKS* 1998-1999 1999-2000 2000-2001_______ 6 - 10% 2 - 5% 1% NonAibmuB - growth retmh-ed mag .65 .65 .65 agg 1.3 1.3 1.3 mag. .50 .50 .50 agg 1.0 1.0 1.0 INDICATOR Student Attendance _____________________________________DEFINITION____________ Student Average Daily Attendance divided by Average Daily Membership Each of the following measurement results is evaluated based on current baseline in individual schools. Baseline data are categorized by percentage quartiles on rubric below. School goals are based on annual benchmarks under each baseline category. Incentive awards are based on minimum/maximum point scale below._____________________________________ ________________MEASUREMENTS____________ Annual average of the four quarterly reports or annual report K-6 7-9 10-12 INCENTIVE POINTS* STUDENT ATTENDANCE: SCHOOL GOALS RUBRIC 1998-2001 CURRENT STUDENT ATTENDANCE RATE 3-YEAR GROWTH STANDARD BENCHMARKS* 1998-1999 1999-2000 2000-2001__ 86 - 90% 91 -94% 95 - 100% 5% 1% NGiB^qrani' growth reqatrtd mag 0.8 0.8 0.8 1.6 1.6 1.6 mag .16 .16 .16 .33 .33 .33 X X X INDICATOR Teacher Attendance DEFINITION *Teacher Average Daily Attendance divided by 'Average Daily Membership *Teacher = anyone paid on the teacher salary schedule **Avera^e Daily Membership = total number of teachers during a 9.25 month teacher contract Each of the followmg measurement results is evaluated based on current baseline in individual schools. Baseline data are categorized by percentage quartiles on rubric below. School goals are based on annual benchmarks under each baseline category. Incentive awards are based on minimum/ma.ximum point scale below.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 13 ________________MEASUREMENTS________________ Teacher Attendance Report to be developed by Information Services and distributed quarterly K-6 7-9 I 10-12 INCENTIVE POINTS* TEACHER ATTENDANCE: SCHOOL GOALS RUBRIC 1998-2001 CURRENT TEACHER ATTENDANCE RATE 3-YEAR GROWTH STANDARD BENCHMARKS* 1998-1999 1999-2000 2000-2001 88 - 92% 93 - 96% 97 - 100% 5% 1% mag .08 .08 .08 1.6 1.6 1.6 mag .16 .16 .16 agg .33 .33 .33 Nd ratnimBm growth rettahrtd X X X INDICATOR Customer Service DEFINITION Percentage of satisfactory responses for the business community in the Little Rock area. Each of the following measurement results is evaluated based on current baseline in individual schools. Baseline dau are categorized by percentage quartiles on rubric below. School goals are based on annual benchmarks under each baseline category. Incentive awards are based on minimum/maximum point scale below._____________________________________ _______________MEASUREMENTS Customer Service Surveys (will be designed)__________________ K-6 7-9 10-12 INCENTIVE POINTS* CUSTOMER SERVICE: SCHOOL GOALS RUBRIC 1998-2001 % OF SATISFACTORY RESPONSES 3-YEAR GROWTH STANDARD BENCHMARKS* 1998-1999 1999-2000 2000-2001 25 -49% 50 - 74% 75 - 99% 15% 10% Namtainam - growth rtqaired mag 2.5 2.5 2.5 agg 5.0 5.0 5.0 mag 1.65 1.65 1.65 ags. 3.3 3.3 3.3 X X X INDICATOR School Climate _____________________________________DEFINITION___________________________ School climate Is the perceptions, *behavior and motivations which effect academic success. *Expecied behavior is out of school suspension tree in accordance with the LRSD Policy. Each of the following measurement results is evaluated based on current baseline in individual schools. Baseline data are categorized by percentage quartiles on rubric below. School goals arc based on annual benchmarks under each baseline catceorv. Incentive awards are based on minimum/maximum point scale below._____________________________________ MEASUREMENTS COE Survey________________________________ Annually Measured by Quarterly Discipline Report VIPs Report________________________________ K-6 X X X --9 I 10-12 X X X X .X INCENTIVE POINTS*Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 14 Technical Assistance The basic framework for staff development and technical assistance will be Total Quality Schools. The training components are categorized under four headings and sequences. 1. POLICIES/PARAMETERS, TEAMING, INCENTIVE AWARDS, AND TOTAL QUALITY SCHOOLS TOOLS Policy/Parameters would be taught in a joint session that would be more informational and less interactive. We would anticipate that this would be provided to the campus principals and District administrators in the summer of 1998. There would an informational session presented to the campus staff prior to the election of the campus teams in the fall of 1998. Further informational and training sessions would be scheduled and modified as needed after the initial evaluation had been completed. 2. TEAMING The areas to be reviewed and skills acquired would be empowerment, change process, consensus building, conflict resolution, needs assessment, data analysis, and the hows and whys of how teams produce high performance among students and staff. Training would be offered at multiple times based on the appointment and election of new team members. Initial training would be during the winter of 1998-99. 3. INCENTIVE PROGRAM The incentive program rewards campuses and divisions of the school district for improvement based on quality indicators. Note the listing of the indicators in achievement gains in the third component in this section. The session will deal with specific strategies that may be utilized to increase campus performance. The training will be first developed with campus and District staff and customized to be presented during the summer of 1999 to campus teams at the Cluster Meetings. Cluster meetings will be scheduled at the end of July for the campus teams to offer specific training based on the campus teams needs assessment.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 15 4. TOTAL QUALITY SCHOOLS Training will be provided to all staff of the school district based on four specific components. Little Rock School District bases the Quality Schooling Process on the beliefs that:  Continuous improvement is the goal for which every campus and division strives.  Continuous training and education for all personnel must be provided.  Customer satisfaction is gained by conformance to customer requirements.  Decisions must be data driven. The training would be developed initially with the District administrators and partnered with area businesses that adopted the total quality precepts. We envision that the training would start with administrators and teams in the summer of 1999. Staff of the school district would begin in the fall of 1999 and continue through the next two years. FIRST YEAR - PLAN SECOND YEAR - DO Where are we going? How are we going to get there? Who will be trained? What do we want to accomplish? Organize teams Building teams Training the teams Sound Research Professional reading/collection Basic Education Stages of change Total Staff inservices Understanding and building consensus Quality check for success More technical assistance Compile notebooks________________ TQS Foundation for Leaders/teams Quality training Cadre of teams in each building Retreat for teams Data Driven Training for board members THIRD YEAR - STUDY FOURTH YEAR - ACT Study the results See if the theory works To fully implement the improvement Recommendations for continuous improvement Ongoing evaluationPDM Matrix - Cluster D Sub Group I o n 73 fC o o Stair Development OQ 5  3 - I ft 3 Bl o. 3-  FUNCTION District Staff Development DISTRICT  Communicate federal, state, and district guidelines to all campuses  Allocate resources  Provide training for professional, paraprofcssional, and substitute staff  Desegregation mandates  Quality Control  Communicate and plan calendar in a timely maimer  Ongoing staff development for ESP  Provide national staff development handbooks for all campuses COLLABORATION  Identify appropriate times for content area training for new teachers  Ongoing staff training  Permanently assigned substitutes assigned to same building to acconunodate campus needs for the school year  A. M. staff development monthly  Training and handbook provided for substitutes and new teachers CAMPUS  Waiver for staff development days for new campus programs ACCOUNTABILITY o c*. 3 s S- 3 = . I/l Z. U) ii d I 3 o fO s \u0026lt; o Campus Staff Development * increase communication throughout district among administrators/lcaders/ teachers  Quality control  Campus staff development plan will correlate with COE/SIP/Tcchnology planPDM Matrix - Cluster D Sub Group II -o n New Teacher Induction \u0026amp; Staffing FUNCTION New Teacher Acclimation DISTRICT Provide staff development to new teachers on LRSD curriculum. Allocate resources. Inform campus administrators of mentor and induction year requirements and concepts. COLLABORATION Plan implementation monitoring and evaluation. Confirm mentor teachers. Provide training and guidelines for mentor teachers. CAMPUS Instruct new teachers in all campus policies and procedures. ACCOUNTABILITY SlatTing Provide a qualified pool of applicants. Develop a date-specific timeline to ensure all staff are hired and in place in a timely manner. IJirc a pool of applicants Io be placed in openings as they occur. Benefits and salary administration. Fulfillment of legal and contractual requirements. Determine appropriate starring needs for program implementation, i.e., new hires, additional staff, and reconfiguration of teacher to pupil ratio in the primary grades. Identify need based on course offerings and student enrollment. Interview and recommend from qualified pool. Assign teachers in their area of certification. o o 'S 3 b ZiH I (fQ 8.8- c?. 2:5 n S O n I I * n o 3 a (APDM Matrix - Cluster I) Sub Group ill \"o n ire o 3 a FUNCTION Schedule Sl Calendar (District and Campus) DISTRICT/STATE Communicate State/District requirements and negotiate parameters. Schedule \u0026amp; Calendar Special Programs \u0026amp; Grouping COLLABORATION Compare and make sure calendars are compatible. CAMPUS Determine internal scheduling of staff and apply for district/state waiver of class or program requirements. ACCOUNTABILITY 73 o n o I ta CL CL CD 9 S' 3 (/) 3 5 C. on S a n I o c (A o' Q  \u0026lt; O (Z) Special Academic Programs (AP, G/T, Spec. Ed., ESL, Title I, Early Childhood) Interpret and communicate mandates (federal, state, local policy) and recommend policy revisions. Agree upon waivers that will enhance student achievement. Initiate waiver and policy revisions in collaboration with campus team. Grouping (Organizational) Interpret and communicate district guidelines/ philosophy. Agree upon any exceptions to District guidelines and philosophy. Utilize flexible iinplcmcnialion of grouping with guidelines.PDM Matrix - Cluster D \"X3 n Sub Group IV (kJ OQ a I a VO M Discipline rb o o I 2 m 3 p ex ex P FUNCTION DISCIPLINE DISTRICT/STATE Review Federal/Stale Mandates COLLABORATION CAMPUS ACCOUNTABILITY rt C. ^.2 3 Eslablish sludenl discipline policies and regulalions wilti slandardized componenis Review handbook revision and make recommendations Discuss and develop plan for disciplinary concerns Develop school-wide discipline plans Dcvclo|)/|)ost chissrooiii rules o 2. li I 1 3 o ra 2 o (A Cominiinicale policies Io DisIrici adminislralors Communicate policies Io patrons Coiniiiiiiiicnle policies Io slalT Teach and implement SRRH Io students Develop and implemenl Iraining for cerliricd/non- certifled stafT (i.e. sccurily, bus drivers, supervision aides, and subsliliile teachers I.RSD SlalT Dcvelopnicnl On-silc sl.-ifT dcvclopincitl Monilor and ensure compliance of policies Monilor and ensure compliance of policies Monilor and ensure compliance of policies Review and submit quarterly disciplinary dataFUNCTION PISTRICT/STATE Provide resources Io implement district-wide disciplinary plan A Alternatives Io suspensions B Student Assistance Program C. In-school Suspension D. Alternative Classrooms E. Alternative Learning Environments Provide Tinancial support for proactive school plans COLLABORATION Discuss and develop positive alternative learning solutions Io behavior problems Provide appropriate curriculum for specific needs relating to behavior problems District collaboration with campuses Io develop business partnerships CAMPUS Adhere Io established LRSD guidelines for administering disciplinary sanctions Tcacli/iiiiplciucnt behavior iiiodificalion and condicl management Develop proactive plan which provides incenlives/rewards for good behavior ACCOUNTABILITY T3 n (w S o M fT p o C! o p \u0026lt; D 1 g s' a o s TO a o o I rt 3 ex o g o' r* \u0026lt;/) O n (/tFUNCTION niSTRICT/STATE ( lIKItIClII.IIM Adopt curriculum to include the following components.  Standards- based objectives  K-12 scope and sequence  Assessment and Instruction framework to reflect national standards and best practices from research (hands-on science, ntath manipulatives and tlicmatlc instruction) PDM MATRIX - CLUSTER E COLLABORATION Serve on district committee to develop:  Standards- based objectives  K-12 scope and sequence  Assessment and Instruction framework Monitor curriculum In the following areas: * Implementatio n District resources Assessment processes Transitions among campuses and between levels Conduct action research on Instructional strategies and programs (Collect and analyze data and make decisions based on II at the building level CAMPUS accountability \"0 n BI UQ  Recommend stalT to develop curriculum. Recommend new programs and/or extensions of existing programs. Use curriculum framework within which classroom teacher decide the following Information:  Use of optional components  Use of enrichment objectives  Design of lesson plan content and activities  Use of assessments within district framework. \u0026gt; Modiflcallon of curriculum for special needs students  Strategies for Instructional delivery within district Damework. a p ex n a 5 Q n o I re 3 s o' 3 [n o IS n ft I a c \u0026lt;/\u0026gt; S' a 3 \u0026lt; (/\u0026gt; DFUNCTION niSTRIC'r/STA'I'E COLLABORATION CAMPUS ACCOUNTABILITY T3 n Curriculum Re.murces Support and facilitate campus plans based on available resources. Define district and campus responsibilities fur materials, resources, and budget allocations. Organize resources at campus for accesslblllly to staff and programs. Delertnine and use resources for campus plan, Involving district personnel as needed. p (fQ a c I T3 a o I 2 P Cl. CL P a s 3- 3 a   3 S S. CZ5 S a JS- O I a g S' n n 3 n (/)FUNCTION DISTRICT/STATE COLLABORATION CAMPUS ACCOUNTABILITY -0 n CD P  n 5 a bJ c n n o I Initruellonal Equity EstabliBh an equity fund. Review assesinient data and move resourcea/ataff to asalat where needed. Create plan to minimize atK-io-eeononilcea that effect achievement. r- 2 n 3 Ca (X ex 3. h: g -b o 3  C. t/l Cl I o U 5* o n 3  . \u0026lt; A (/\u0026gt;FUNCTION DISTRICT/STATE COLLABORATION CAMPUS accountability Data Ctdicclion Collect relevant data for diagnostic use for the campus and district.  Student Achievement  Drop out rales  Student attendance data  Teacher attendance data  Customer service Index  School Climate index Provide comparative data oh students, teachers, and Schools. Review/redefine district and campus goals to meet guidelines for data collection. Collect and analyze relevant diagnostics for: Utilization of data to support Individual Improvement plan. Develop plan to collect/revlew data on regular basis rather than annually. Provide current research information. Provide Staff Development on data collection. Individual students School District Planning, Research and Evaluation will work with Individual schools In data collection. Identify multiple data lources. Create time and climate that Is teacher friendly for collection. n p p W 3 ? r-  p 3. o 3- 3^ I I fl I *0 g 3 n a 3 70 a n o I a 3 O. P o 3 (/) o t/1 D n UiFUNCTION DISTRICT/STATE COLLABORATION CAMPUS ACCOUNTABILITV Data Use \u0026lt;6 Analysis Provide (ethnical aupport. Develop communication plan for campus \u0026amp; district. Involve total stalT lit data analysis and Inform students, parents, and constituents. Use data analysis to drive decision-making for teachers, students, and parents. Use diagnostic tools to evaluate student placement. n o ! pj p ~ 5 rt -3 T3 hi c \u0026lt;T) 3 P 3.  C?. 1 2 S- =\u0026gt; K. Ui S. (n a a \"s S' ?a s. t/l 5 D o I a s' o n 3 n UiFUNCTION DISTRICT/STATE COLLABORATION CAMPUS ACCOUNTABILITY Textbooks Coordinate process and adopt textbooks using approved list. Maintain budget for adopted materials. Create and maintain budget for supplemental materials to be distributed among all schools. Request waivers. Make recommendations for stalling textbook committees. Use multiple committees for: revlew/evaluation of textbooks assure cluster representation Maintain inventory. Consider supplemental resources where appropriate. T3 O .g o! O\\ (/\u0026gt; p o. o - 5' S' \u0026lt; a n I 3* O n 3 \u0026lt; a IZ) X n o o I (Ti CL o  o' XI t/i oFUNCTION Homework DISTRICT/STATE Provide support and resources for campus plan. COLLABORATION Use collected data as the basis for planning. Structure technical assistance and/or availahlc resources to promote continuous Improvement on each campus In student achievement. CAMPUS Structure work of staff and resources to assess Individual and categorical levels of Improvement. Emphasis Is on student achievement. ACCOUNTABILITY Tj n p (W n NJ I T3 C a o o I a 3 P ex O. P CD 2. 2. 2 3' 3 Ei. w a _ 3 5' f\" n I I S' o n 3 \u0026lt;5 t/iFUNCTION DISTRICT/STATE COLLABORATION CAMPUS ACCOUNTABILITY T3 n Grading Develop and follow district policy on grading. Establish district committees to recommend policy, guidelines, evaluation, data (lollccliort, report card!, etc. Interpret and maintain p\u0026lt;dicy at Ilie campus. p R oo on  n o I r~ n n 3 Provide for llexible conference limes Io keep parents abreast of student performance. Eiplore to Include explicit data on atudents' progress.  Review feasibility of mailing Interim reports. The mailing should be to the students that are academically distressed.  Ask parent Io give 3 stamps at the beginning of the program year for mailing purposes Develop a procedure on disiribullon and collection of Interim reports and report cards. StudenO return signed Interim reports. P O- P. P o S. ST. S 2 p' s. co Q n I a U s' o Q 3 \u0026lt;5 (/\u0026gt; aFUNCTION DISTRICT/STATE COLLABORATION CAMPUS ACCOUNTABILITY 7? P UQ c M3 w I n o o I Accountaliilily/Student Achievement Provide support and resources for campus plan. Use collected data as the basis for planning. Structure technical assistance and/or available resources to promote continuous Improvement on each campus In student achievement. Structure work of staff and resources to assess individual and categorical levels of improvement. Emphasis Is on student achievement. r 2 P ex O. P o ff. 2 3- 3 3. VI a - _ o' 3 \"S c- S' ?o S. CZl 5  n I a c tA 3* o O  a (AFUNCTION DISTRICT/STATE COLLABORATION CAMPUS ACCOUNTABILITY Waivers Request waivers from Arkansas Department of Education and/or applicable governmental entity. Consider campus requests for waivers. Assist in evaluation of waiver if and when waiver Is approved. Initiate and Justify requests for waivers which must pnivldc strategies that support evidence of student achievement. o n u (0 a I o O i5 /O a o o I 2 n 3 Q. a. p II I S' n \u0026lt;9 3 n CARecommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 31 Background Information and Question and Answers - Campus Leadership Plan 1. 2. 3. 4. Why was the Campus Leadership system created? The Little Rock School District strategic plan was developed by a combination of staff and community. It was determined that site leadership was a reform movement which should be implemented. The plan is very inclusive based on the membership of not only staff, but parents, community members and business partners. The incentive plan is a positive form of campus accountability which places the emphasis on the group rather than individual. It is believed that rewarding improved student performance and empowering staff at the campuses will result in improved student performance. The overall plan is consistent with rewarding improvement based on the Total Quality precepts. Who developed the incentive system? The original philosophical basis of the plan was developed by Cluster B. The steering committee for the complete plan endorsed the recommended plan. A list of the schools and individuals is located on the last page of this monograph. What are the underlying beliefs of the proposed plan for campus leadership? On the first page of this document there are listed the expected results of moving to a campus leadership plan for the purpose of increased student performance. As such, there is also a strong belief that continuous improvement and total quality performance are major aspects behind the plan. How have campus leadership systems and incentive systems improved student achievement in other districts? School districts in Tennessee, Kentucky, Maryland and Texas have all reported positive gains in student achievement. These states all have statewide plans and they are encouraged to add local incentives. There are other examples but we concentrated on these four states.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 32 5. 6. 7. 8. 9. There are several terms used to describe the campus decision making process. What are the differences? The term Campus Leadership is utilized by the Arkansas Leadership Academy to describe the empowerment process. The Arkansas Leadership Academy was established by the Arkansas Legislature. The terms of sitebased decision making, participatory decision making and campus leadership may be utilized interchangeably. The final document will utilize one term, Campus Leadership. How was the membership of the campus team decided? There was a search of the literature regarding the composition of campus teams in various states. The committee felt that this would be the initial proposal but it could be made smaller or larger based on the evaluation after the implementation years. The committee wanted to be as inclusive as possible. How will the staff and the public be kept informed about this improvement initiative? The school district will report the degree of implementation annually as part of the District Report Card. Particular emphasis will be placed on improvement of the factors identified on the Quality Indicator Index. Campuses will make a similar report based on their individual initiatives and their specific report card. The results of the incentive plan and awards for progress will be reported annually at the beginning of the school year. How will the District measure growth? The District will be looking at the specific quality education indicators to measure a schools performance for incentive awards. The emphasis will be on improvement in student performance. We will look at the growth which occurred during the academic year. A student must be enrolled as of October 1 to be calculated in the growth index. Will special education students be part of the assessment? Yes, but we have not developed all the rules regarding required growth. We anticipate the special education students will be added the 2*** year of the plan.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 33 10. 11. 12. 13. 14. Why is the District considering mobility when measuring the growth of students: Research of student mobility maintains that: a) changing schools has a negative effect on an individual students learning\nand b) highly mobile student populations adversely affect overall school and District performance. As both the nation and the states address issues such as school choice, curriculum reform, and accountability systems for schools and districts, the impact of student mobility must be taken into account. Why are students not being considered part of the plan who are enrolled prior to October 1? Several of the District schools have extremely high mobility rates and many times we are testing students who have not been part of the Little Rock instructional program. The students will be tested, but will not be part of the accountability measure which qualifies the campus for an incentive award. What tests will be used to assess student achievement gains? The District will utilize the state norm referenced test as one of the measures. We also will utilize criterion reference assessments, which will indicate mastery of the basic and grade level skills. What are Criterion Referenced Tests (CRTs)? Criterion Referenced Tests (CRTs) are tests designed by textbook publishers and others to measure the degree in which a student has met previously established standards. The level of expectation is based on the grade level and by academic core subject. What are Norm Referenced Tests (NRTs)? Norm Referenced Tests compare the performance of Little Rock students to the performance of students nationally. The Stanford 9 is currently being used by the State for this purpose.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 34 15. 16. 17. 18. Why are dropout rates and student attendance being included in the formula? Dropout rates and student attendance were selected, because of the consistent and accurate manner in which they are collected for each school. Although campuses do not have total control over these factors, data from research studies show that dropout rates decrease and attendance rates increase when appropriate classroom instruction and supportive school environment address the diverse needs of students. What other measures will be utilized? Arkansas has a very low college attendance rate. The emphasis on the ACT and college preparatory program will assist more of the Districts young people to qualify for college entrance. This will also assist in preparing more of the Districts students to qualify for higher level jobs in the future. Why was School Climate and Customer Service indexes used? A positive school climate is directly related to the quality and amount of learning that takes place on the campus. We ail are customers to some degree of the public education institution. Having knowledge of the perceptions of the customers and particularly those who employ the Districts students can be an excellent school improvement strategy. Who are the customers or stakeholders? Essentially, everyone who is in any way connected with the school organization is a customer. Students and their parents are the most obvious customers, but they are not the only customers. A student is the customer of the education system, the individual school and individual teachers. The teachers, as well as all other staff members, and even volunteers are also customers. For example, a third grade teacher is the customer of a second grade teacher, or junior level courses and instructors are customers of prerequisite sophomore level courses and instructors. As well, a middle school is the customer of an elementary school and a high school is a customer of a middle school, just as business and community are customers of the entire school system.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 35 19. 20. 21. 22. 23. How can schools appeal decisions pertaining to their growth? An appeals process will be established that will enable campuses to appeal various issues to the Superintendent. Issues that could serve as the basis of the appeal might be: missing the award by a fraction\nschool grade-level reconfiguration\nhaving an extremely small number of students in a category, etc. Will schools be expected to demonstrate improvement? Each school will be expected to show growth. Schools whose achievement is below that of the expected norm will be placed on Warned Status and offered technical assistance. If improvement is not forthcoming the school will be placed on Probationary Status. Technical assistance with full evaluation of the school will be accomplished to assist the campus. Recognized educators will also be asked to consult with the campus staff. What happens if student achievement is still below expected norms and with little or no growth in student achievement? The school will be a candidate for reconstitution. Who will set the norms for expected improvement? A committee of teachers, parents, administrators and technical experts will establish reasonable standards for each of the areas identified by the Quality Indicator Index. Expected growth will also be calculated by identifying and quantifying the difference between where a school is currently with the expected standard for each area. The Board of Directors will have final authority to establish the standard and expected growth rate. Is the development of the campus leadership plan and the incentive plan finalized? This is a draft report and we anticipate additions and corrections to the current plan. The response form will be utilized to gain additional input prior to recommending the plan to the Board of Directors for approval. The plan calls for an in-depth evaluation to be completed after the 3\"* year of operation. When will the incentives be available for distribution to the schools? The first incentives will be distributed to schools during the 1999-2000 school year.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 36 Campus Leadership Response Form Name: Gender. Male___Female^ School Race: White (Name is not required) Black__Hispanic__Asian___Native American__Other___ Please indicate the primary group to which you belong or wish to be identified. Teacher___Other School Employee___Parent Student Business Representative___Community Citizen____ Note\nyou may give comments in the area below each question. Please be specific. 1. Using a scale of 1 to 5 where 1 means the quality of education is very poor and 5 means the quality of education is excellent, how would you rate the quality of education in Little Rock Schools? Very Poor 1 2 3 4 5 Excellent Comments/Altematives (Please print) 2. Do you agree or disagree that the proposed plan for campus leadership/participatory decision making will encourage improvement in student achievement within the Little Rock School District? Disagree 1 2 3 4 5 Agree Comments/Altematives (Please print)Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 37 3. Do you agree or disagree that the recommended Quality indicators will fairly measure learning occurring in the school district? Disagree 1 2 3 4 5 Aeree Comments/Altematives (Please print) 4. Do you agree or disagree that the recommended incentives will encourage improvement in student achievement in our schools? Disagree 1 2 3 4 5 Agree Comments/Altematives (Please print) 5. Do you agree or disagree that the recommended corrective action will help schools improve? Disagree 1 2 3 4 5 Agree Comments/Altematives (Please print) 6. Do you agree or disagree that every school should be expected to show continual growth? Disagree 1 2 3 4 5 Agree Comments/Altematives (Please print)1 Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 38 7. Do you agree or disagree that clear parameters for campus decision making should be part of the campus leadership plan? Disagree 4 5 2 1 J Comments/Altematives (Please print) Agree 8. Do you agree or disagree that high priority should be given to the technical assistance and communication? Disagree 4 5 2 1 3 Agree Comments/Altematives (Please print) 9. What one comment concerning the proposed campus leadership / participatory decision making plan \u0026amp; proposed incentive system would you make? Thank you for responding. Please return by June 20,1998, to: Little Rock School District ATTN\nSuperintendents Office 810 West Markham Little Rock, AR 72201dr RECF Little Rock School District September 29, 1998 OCT 2 1998 OFFICE OF desegregation monitoring MEMORANDUM TO: FROM: Mrs. Anne Brown, Desegration Monitoring Sadie Mitchell, Associate Superintendent - School Services SUBJECT: Campus Leadership Thank you and your staff for all you have done to help the Little Rock School District move toward the 21* Century. Your support is appreciated and needed at such a critical time in the Districts progress. In my new position. Associate Superintendent of School Services, I am responsible for the implementation of the Campus Leadership Initiative. The School Services Department is also chairing the following clusters: Cluster Cluster C Cluster E _________Title Quality Index - Attendance \u0026amp; At-Risk Campus Leadership - Planning and Campus Goals Time/Date November 17, 1998 1:30 - 3:30 p.m. November 18, 1998 1:30-3:30 p.m. We would be most appreciative if you could provide technical assistance from your staff on each committee. The next round of cluster meetings will start in November. If you will submit names to me prior to the meeting, I will personally contact each one of them. I look forward to hearing from you soon. Cc: Brady Gadberry, Special Assistant to the Superintendent Junious Babbs, Associate Superintendent - Desegregation 810 West Markham street  Little Rock, Arkansas 72201  (501)824-2000 J Little Rock School District November 16, 1998 Administrative Directive TO: All Principals FROM: SUBJECT: '^^Victor Anderson, Associate Superintendent, Operations C^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. 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 are 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 Pnncip^l^nd Building Managers FROM: lOI IS . Eaton, Director of Facility Services SUBJ: New Work Lists 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/newwork3Cl- received JUL 1 9 2000 OFRCEOF desegregation MOffiTORIHG LITTLE ROCK SCHOOL DISTRICT Campus Leadership Institute 2000 Sessions I \u0026amp; II, July 24-28, 2000 *List of Participants School: MITCHELL Name of Participant Address (include city/zip) Phone Number Position (Principal, Teacher, Parent, Broker, Business Partner, etc.) Mr. Darian Smith Ms. Alice Bradberry Ms. Patricia Brooks Ms. Kimberly Potter Ms. Veta Flanagan Mr. Rickey Jackson Ms. Connie Whitfield Ms. Sue Walls 3909 Cobb Little Rock, Ar 72204 2106 Raintree, Bryant Ar. 72022 1701 Westpark Dr. Apt 21 Little Rock, Ar 72204______________________________ 15 Lendl Loop Little Rock, 72207 6305 Longwood Rd., Little Rock, 72207 3434 S. Battery Little Rock, 72206 3023 S. Battery, Little Rock, 72206 3300 Foxcroft Little Rock, 72227 *Maximum number on team including principal - 8 565-3961 847-6018 663-2431 614-6656 614-6656 374-2130 372-0693 224-7266 Principal Teacher Counselor Teacher Teacher Parent Community Broker01/03/2001 16: 05 5016716207 HALL HIGH PAGE 02 HALL HIGH SCHOOL 6700 H STREET little ROCK, AR 72205 VERNON SMITH, JR. PRINCIPAL (501) 671-6200 PHONE (501) 671-6207 FAX January 3,2001 Dear Mrs. Powell, T an exceUent job with our Campus Leadership Team. I realize that this  was not part of you regular duties, and you acceded this task on such short notice. Your service is greatly appreciated by the Campus Leadership Team and I am truly thankful for your assistance. me. Sincerely, Vernon Smith, Jr.MITCHELL ACADEMY RECEIVED 2000-2001  JUL 19 ZWO tXREE'QF SCHOOL IMPROVEMENT PLAN SUBMITTED BY DARIAN L. SMITHIntervention: Great Expectations of Arkansas Actions L Staff will attend the Great Expectations Summer Institute Person(s) Responsible Principal Staff Timeline July 2000 Resources x-i\nJ)i^trict {Budget Title 1 I APIG/Other BudgeG Budget J Parent Workshop/Conferences for students having behavioral difficulties The Family Support Team will meet weekly to identify students that need additional assistance. Institute a Friday Club Day to involve students in extra-curricular activities Implement the Getting Along piece of Success For All Staff will have a quarterly retreat/celebration gathering Principal Counselor Family Support Team Success For All Facilitator Principal Counselor Principal SFA Facilitator Principal Program Committee On-going On-going Bi-monthly August 2000 On-going Great Expectations Handbook GE Offices Parenting videos Speakers Success For All materials Staff SFA materialsSchool: Mitchell Academy School Improvement Plan Year: 2000-2001 Priority 3: Improve the overall climate of the school. Supporting Data: School Climate Survey Goal(s): . Reduce the number of send homes and out-of-school suspensions to 5 /o. Build better staff cohesiveness. One-Year Benchmark(s): In 1998-99 Mitchell Academy had a send home and out-of-school suspension rate of 8.1%. We shall reduce our suspension rate to 5%.Intervention: Hiring a Curriculum Specialist 'Actions i Personas) r Responsible Timeline Resources Develop a series of parent workshops to teach parents how to assist their children with schoolwork. Curriculum Specialist Counselor Family Support Team September 2000 February 2001 April 2001 V I  i -  i IRC Staff Current Research Videos District: Budget 1 Title 1 vfiudgct 1.-----L. $500 Provide students opportunities to respond to open-ended questions. Classroom teachers August 2000 - June 2001 TERC materials IRC Staff ACTAAP released items APIG/Othcr Budget  Implement the use of a daily math problem. Design schoolwide incentives for improvement. Monitor and make adjustments in the plan as necessary to ensure improvement before the April Benchmark examinations Conduct summative evaluation of the plans implementation, make adjustments for following year. Classroom teacher September 2000 - May 2001 IRC Staff Workbook Campus Leadership Team Principal Cuniculum Specialist Classroom teachers August 2000 Ongoing $500 i Campus Leadership Team June 2001School: Mitchell Academy School Improvement Plan Year: 2000-2001 Priority 2: Improve Student Achievement in Mathematics 83%ofthTfourth grade students scored at the below basic level on the grade 4 Benchmark Exam. 130/0 of the fourth grade students scored at the basic level on the grade 4 Benchmark Exam. 7% of the fifth grade students scored at or above the 50th percentile on the SAT9. HXm of the students will perform at or above the proficient level on the grade 4 Benchmark Exam. 90% of the students will perform at or above the proficient level in Mathematics each semester on the District adopted CRTs. 65% of the students will perform at or above the 50th percentile in Mathematics on the SAT9. One-Year Benchmark(s): 1999-2000 Mitchell Academy shall improve 10 points so that at least In 14% of the students (4% - 1998-99 performance + 10% - required improvement - 14%) at or having 7 students out of a possible 43 students score at ZX proficiXf1X1 on the grade 4 Benchmark Exam. This Benchmark will be achieved by or above the proficient level. In 2000-2001 Mitchell Academy shall improve 7 points so that at least required improvement = 14%) at or above the 50th percentUe on the SAT9. of a possible 46 students score at or above the 50th percentile on the SAT9. 14% of the students (7%- 2000-2001 performance + 7% -\nThis Benchmark will be achieved by having 7 students outBenchmark examinations. Conduct summative evaluation of the plans implementation, make adjustments for following year. Campus Leadership Team June 2001Intervention: Success For All Actions\nAssign tutors to the bottom 30% of first grade students. f Person (s) y Responsible  Principal SFA facilitator SFA tutor I Timeline  V\". Resources  t District  \u0026lt; J Budget Budget ,\niAPIG/Ofher I Biidgef\u0026gt; September 2000 - June 2001 SFA placement exam data Provide tutoring for an additional 100 students. Principal SFA facilitator Classroom teachers October 2000 - May 2001 VIPs Young Lawyers Association Develop a series of parent workshops to teach parents how to assist their children with schoolwork. Counselor Family Support Team SFA facilitator September 2000 February 2000 April 2000 IRC Staff Videos SFA Assessment $500 Implement cooperative learning strategies to encourage a linkage between teacher-directed instruction and child-centered learning. _____ Principal SFA facilitator August 2000 - June 2001 SFA Assessment Early Learning Manual Self-Assessment Checklist Enhance the implementation of the Success For All reading program through staff development_______ Principal SFA facilitator Ongoing IRC Staff Title 1 Provide students opportunities to be assessed on a bi-weekly basis using open-ended questions. Design schoolwide incentives for improvement. Monitor and make adjustments in the plan as necessary to ensure improvement before the April Classroom teachers August 2000 - June 2001 ACTAAP released items Campus Leadership Team August 2000 $500 Principal Classroom teachers OngoingSchool: Mitchell Academy School Improvement Plan Year: 2000-2001 Priority 1: Improve Student Achievement in Reading Supporting Data: tUp hplnw basic level on the grade 4 Benchmark Exam. 52% of the fourth grade students scored at the below basic levei on uiv gia 35% of the fourth grade students scored at the basic level on the grade 4 Benchnrark Exam. 4% of the fifth grade students scored at or above the 50th percentile on the SAT9. Goal(s): 100% of the students will perform at or above the proficient level on the grade 4 Benchmark Exam. the District adopted CRTs. 90% of the students a perform at or above the profieient\" level in reading each semester on 65% of the students will perform at or above the 50th percentile in reading on the SAT9. One-Year Benchmark(s): p., students fl3% . 1998 -99 performance + 9% - having 10 students out of a possible 43 students score at or above the proficient level. having 'rXX of a possible 46 students score at or above the 50th percentlie.Arkansas Democrat .^(fjazclk  MONDAY, JUNE 22, 1998 LR student achievement plan put forth \u0026gt; BY CYNTHIA HOWELL   ARKANSAS DEMOCRAT-GAZETTE\n-The Little Rock School Board will vote this week on a proposal to establish teams of staff, parents and community members to help improve student achievement. -ff adopted by the board, the tvvo-paragraph policy will be the first step in an effort to make schools more independent. Besides the campus leadership teams, the idea includes:  Training for staff and parents.  Quality indicators to evaluate J schools. Board  Continued from Page 18 administrators, principals teachers later in the month.  Rewards to schools where students progress beyond minimum levels,  Corrective measures if a school doesnt meet expectations. The Campus Leadership Initiative is similar to site-based management or shared decision-making plans, that have become a relatively common element of school reform across the country. We have never really made such a drastic change like this, Assistant Superintendent Sadie Mitchell said last week. Its important that people fully understand what our goal is, and that is to increase student achievemenL Teachers and parents will have a greater role in the success or failure of a school as a result of the initiative, Mitchell said. At the same time, central office administrators and principals will have to adjust to changes in their roles in tlie operation of a school. The School Board will vote for the first time on the formation of the leadership teams at its meeting 6 p.in. Thursday. [The teams] will assist in the development and evaluation of campus goals and objectives through planning, budgeting, curriculum development, staff development and staffing needs. the proposed policy says. Tlmough consensus-based decisions, the campus teams will support the districts commitment to the sustained improvement of schools. If the policy is approved on its first reading, the board would likely vote on the proposal a second time in July, which would make the policy official and enable the district to begin training about 200 See BOARD,Page 38 and The summer training will focus on team building, how to reach consensus. how to assess a schools needs and an introductory session on a system for efficient and effective operations. Each school should have a campus leadership team in place by Nov. 1, according to the proposed leadership initiative developed by administrators and teachers during the past several months. the recommendations of their teams. \"If they dont, what we will get is ineffective teams whose members wont want to work together and will consider this just anotlier case where the top is going to do what they want anyway, Mitchell said. That is not what we want. Its OK for parents and the community to be involved in schools, she added. A lot of times they can see the quality we are aspiring for much better than we can. Each team, which will meet at least four times a year. It will focus on the schools improvement plan. revising it if necessary and deciding how to accomplish its objectives, Each school will be evaluated based on indicators that include stu- dent achievement. attendance. dropouts. teacher attendance, customer sendee and school climate. Each school will be assigned points for progress made in each categoiy and rewarded if progress is sufficient. The School Board is being asked to include $225,000 in the 1998-99 budget for the incentive rewards. Mitchell said. The point system will be developed with the help of outside consultants, she added. Still to be decided is what will happen to schools that dont make acceptable progress. Mitchell said. The Campus Leadership Initia- Mitchell said. The work of the team  five, or site-based decision making, will likely include deciding what was first envisioned for Little Rock staff training and other resources in 1995 by a committee that helped are needed, setting time lines to develop the districts five-year reach goals and even obtaining strategic plan for operation, waivers from district and state regu- That strategic plan and the eflations if those regulations hinder forts to design a site-based manage- c u._.---1- ment plan were set aside for more For example, Mitchell said, a than a year because of a change in team might decide it w'ould be best superintendents and a concentra- to reduce the number of faculty po- tion on revising the school districts sitions by one or two and use sav- desegregation plan. , ings to purchase materials for an af- dents and noncertified staff members ter-school program for students The initiative, which is much broader and more detailed than the proposed policy to be considered this week, will be submitted for school board approval later this year. Five to 10 certified teachers will ef- be elMted by the school staff to serve the school from reaching its goals, on the leadership team at each ~ ............................. school The principal, who will be the team chairman, will appoint two parents, a business representative and a community member to the team. Stu- Mitchell said work resumed on also may become team members, ei- ther by election or appointment One Or a team may e.xpress concerns to a principal about the job performance central office administrator will of a staff member, ICtchell said, serve on the team to provide training the site-based management plan earlier this year with encouragement fi-om Superintendent Les Carand to serve as the schools liaison to the administration. Team members will serve two-year terms. The team will actually be an ad- Those kinds of things will come up, and they will be discussed.\" Mitchell said. Ultimately, it will be nine, who was out of his office this week and couldnt be reached for comment on the proposed policy. ------- Virtually eveiy principal and up to the principal to carry through teacher representatives from each , . , , ,\nWith the teacher, but I think there school assisted with the develop- visoty body to the school pnncipal. will be a little more fire power be- ment of the leadership initiative but Mitchell said the principals will hind the principal with a team and plans for staff and parent train- be strongly encouraged to consider pushing him on. ing, Mitchell saidArkansas Democrat W(?\u0026gt;azcllc  THURSDAY, JULY 29. 1999 LR school teams meet to set achievement goals Parents, teachers and staff gang up on problems BY CYNTHIA HOWELL ARKANSAS DrMCXTRAT-CAZErni schools went through the same exercises. Charged with improving student achievement at their schools, XU uciwccil Uia-teacher and parent members of cussions on aligning curriculum the Little Rock School Districts - The atmosphere Wednesday was lightliearted. In between disand student tests and on coping with different personality types, -- --------------------- educators and community mem-getner to set and meet school bers snacked on salsa, chips and goals.---------------------------------------------watermelon. new campus leadership teams are learning this week how to work to- On Wednesday, more than 200 They watched skits performed district employees, community by administrators and vied for members and parents who form door prizes of School District cof-the core of their school teams fee mugs and restaurant gift cer-gathered at the Greater Second tificates. They watched skits performed B a*p1t isrt Churc--h-- i-n-- -S-o--u-t-h--w---eBsty L Fitrtlieday, each school team Kock for the session that wont should have the skills and materi-conclude until Friday afternoon, als necessary to train the rest of Earlier this week, another group their teams and the school staff of 180 from district elementary See GOALS, Page 2B 3. Zl i\n. Arkansas Damocral-Gazelle/STEPHEN B. THORNTON Hall High ScIimI A^istant Principal Judy Zink (left) and tteeaacchheerrss aanrxdl pprriinncciippaallss VWVeeddnneessddaayy aafftteerrnnoooonn iinn LLiilllliiee RRoocckk,. leacher Joan Best (right) place a paper collage of hands in During an opening exercise, team members wrote personal the center of their table during a Iraining session for parents, teaching attributes and then combined them symbolically. Goals.  Continued Irom Page IB members who arent here, said Sadie Mitchell, associate superintendent for school services. \"And, each team will have established at least one example of a goal for tlieir school. Tliey will have identified the tasks that would go along with the goal, the staff members who are responsible for tlie tasks and they will have set time Jines for the (asks, and a budget.\" Mitchell cited team work done by Dodd Elementary School earlier this week as an example of the kinds of work all the teams will do. The Dodd team agreed that one of its goals for the year should focus on improving reading skills among students. To do tliat, the number of employees who have been trained in the states literacy program for elementary students should be increased by five. Victor Anderson, the districts associate superintendent for operations, told tlie crowd that in a school year in which middle schools are being established to replace junior highs and ninth-graders arc moving into the high schools, it will be the new campus leadership teams that will bring about the greatest degree of change in the day-to-day operations of the schools. The campus leadership plan is the districts effort to decentralize school management. The teams were formed in Noventber 1998 either through princi* pal appointment or through election. The teams advise the scliool principal on issues such as student achievement, curriculum, budgeting, use of staff and staff training. Each school will be responsible for meeting state and district accountability slandaixls that focus on student achievement, graduation rales and attendance, among /r is II teamwork issue. You can organize for success.   Les Camiiic other indicators. Schools that make progress toward the goals will be rewarded, while those that dont face state sanctions. The campus teams range in size from about 10 to as many as 22 at Central High, the districts largest school. The teams have met periodically since their formation but the Iraining sessions (his week are intended to help them focus on the issues that are must important for improving student achievement. Bonnie Ixcsiic, associate superintendent for instruction, told the group Wednesday that \"if you teach the kids the tested curriculum, they will do better. Leslie said it is important that the teams set and strive for goals that mailer. She warned that campus leadership teams have not always been successful, according to research, because some teams never gel beyond discussing park-teaching attributes and then combined them symbolically. ing problems or the color of paint to be used in tlie teacher's lounge. The kids' math scores wont improve that way,\" she said. Instead, the focus must be on curriculum. teacher training, instructional strategics and assessing student achievement, she said. Les Gamine, the district's superintendent, also addressed the (cams Wednesday, describing for them many of the districts accomplishments in 1998-99. Those included an increase in the number of students successfully completing upper-level math courses, a dramatic reduction in the number of students who wore expelled or suspended, a decline in the student drop-out rale, an increase in participation in athletics, and increases in parent and community involvement in the schools as re-flccted in volunteer hours. The state and district accountability standards will require further hnprovemcnls, he said. \"Youve got to plan for that gi'owlh.\" Gamine .said. It is eveiy- Ixxlys re.sjK)n.sibility. It is a teamwork issue. You can organize for success. Ive already shown you tliat the ball is rolling in your favor.\" This past year was a fabulous year and all the indicators for this coming year, which starts Aug. 24, point to an absolutely phenomenal year, he said. Everything is working for us if we can only grab it,\" he said. \"We've waited a long time in this district to rise back up on top. The job is a big one but weve got it going our way.\"\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":429,"next_page":430,"prev_page":428,"total_pages":6797,"limit_value":12,"offset_value":5136,"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. Bureau of Educational Research","hits":4707},{"value":"Baldowski, Clifford H., 1917-1999","hits":2599},{"value":"Mississippi State Sovereignty Commission","hits":2255},{"value":"Thurmond, Strom, 1902-2003","hits":2077},{"value":"WSB-TV (Television station : Atlanta, Ga.)","hits":1475},{"value":"Newman, I. DeQuincey (Isaiah DeQuincey), 1911-1985","hits":1003},{"value":"The State Media Company (Columbia, S.C.)","hits":926},{"value":"Atlanta Journal-Constitution","hits":844},{"value":"Herrera, John J.","hits":778}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_facet","items":[{"value":"African Americans--Civil rights","hits":9445},{"value":"Civil rights","hits":8328},{"value":"African Americans","hits":5912},{"value":"Mississippi--Race relations","hits":5750},{"value":"Race relations","hits":5604},{"value":"Education, Secondary","hits":5083},{"value":"Education, Elementary","hits":4729},{"value":"Segregation in education--Mississippi","hits":4727},{"value":"Education--Pictorial works","hits":4707},{"value":"Civil rights demonstrations","hits":4440},{"value":"Civil rights workers","hits":3536}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_personal_facet","items":[{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966--Correspondence","hits":1888},{"value":"King, Martin Luther, Jr., 1929-1968","hits":1815},{"value":"Meredith, James, 1933-","hits":1709},{"value":"Baker, Augusta, 1911-1998","hits":1495},{"value":"Herrera, John J.","hits":1312},{"value":"Parks, Rosa, 1913-2005","hits":1071},{"value":"Jordan, Barbara, 1936-1996","hits":858},{"value":"Young, Andrew, 1932-","hits":814},{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":719},{"value":"Mizell, M. Hayes","hits":674},{"value":"Silver, James W. (James Wesley), 1907-1988","hits":626}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"name_authoritative_sms","items":[{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":2598},{"value":"King, Martin Luther, Jr., 1929-1968","hits":1915},{"value":"Meredith, James, 1933-","hits":1704},{"value":"Herrera, John J.","hits":1331},{"value":"Parks, Rosa, 1913-2005","hits":1070},{"value":"Jordan, Barbara, 1936-1996","hits":856},{"value":"Young, Andrew, 1932-","hits":806},{"value":"Silver, James W. (James Wesley), 1907-1988","hits":625},{"value":"Connor, Eugene, 1897-1973","hits":605},{"value":"Snelling, Paula","hits":580},{"value":"Williams, Hosea, 1926-2000","hits":440}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"event_title_sms","items":[{"value":"Martin Luther King, Jr.'s Nobel Prize","hits":1769},{"value":"Ole Miss Integration","hits":1670},{"value":"Housing Act of 1961","hits":969},{"value":"Little Rock Central High School Integration","hits":853},{"value":"Memphis Sanitation Workers Strike","hits":366},{"value":"Selma-Montgomery March","hits":337},{"value":"Freedom Summer","hits":306},{"value":"Freedom Rides","hits":214},{"value":"Poor People's Campaign","hits":180},{"value":"University of Georgia Integration","hits":173},{"value":"University of Alabama Integration","hits":140}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"location_facet","items":[{"value":"United States, 39.76, -98.5","hits":17987},{"value":"United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798","hits":5437},{"value":"United States, Alabama, Montgomery County, Montgomery, 32.36681, -86.29997","hits":5151},{"value":"United States, Georgia, 32.75042, -83.50018","hits":4847},{"value":"United States, South Carolina, 34.00043, -81.00009","hits":4599},{"value":"United States, Arkansas, 34.75037, -92.50044","hits":4328},{"value":"United States, Alabama, 32.75041, -86.75026","hits":3948},{"value":"United States, Mississippi, 32.75041, -89.75036","hits":2910},{"value":"United States, Arkansas, Pulaski County, 34.76993, -92.3118","hits":2580},{"value":"United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898","hits":2580},{"value":"United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","hits":2536}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"us_states_facet","items":[{"value":"Georgia","hits":12823},{"value":"Alabama","hits":11313},{"value":"Mississippi","hits":10220},{"value":"South Carolina","hits":8493},{"value":"Arkansas","hits":4733},{"value":"Texas","hits":4399},{"value":"Tennessee","hits":3786},{"value":"Florida","hits":2602},{"value":"Ohio","hits":2403},{"value":"North Carolina","hits":1875},{"value":"New York","hits":1840}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"year_facet","items":[{"value":"1966","hits":10632},{"value":"1963","hits":10287},{"value":"1965","hits":10218},{"value":"1956","hits":9840},{"value":"1955","hits":9619},{"value":"1964","hits":9365},{"value":"1968","hits":9345},{"value":"1962","hits":9247},{"value":"1967","hits":8897},{"value":"1957","hits":8523},{"value":"1961","hits":8282},{"value":"1958","hits":8259},{"value":"1959","hits":8061},{"value":"1960","hits":7948},{"value":"1969","hits":7348},{"value":"1954","hits":7240},{"value":"1950","hits":7118},{"value":"1953","hits":6969},{"value":"1970","hits":6835},{"value":"1971","hits":6425},{"value":"1977","hits":6367},{"value":"1972","hits":6254},{"value":"1952","hits":6162},{"value":"1951","hits":6046},{"value":"1975","hits":5894},{"value":"1976","hits":5863},{"value":"1974","hits":5849},{"value":"1973","hits":5689},{"value":"1979","hits":5416},{"value":"1978","hits":5405},{"value":"1980","hits":5366},{"value":"1995","hits":4885},{"value":"1981","hits":4811},{"value":"1994","hits":4704},{"value":"1948","hits":4597},{"value":"1949","hits":4573},{"value":"1996","hits":4542},{"value":"1982","hits":4417},{"value":"1947","hits":4317},{"value":"1985","hits":4313},{"value":"1998","hits":4281},{"value":"1983","hits":4261},{"value":"1997","hits":4258},{"value":"1984","hits":4152},{"value":"1999","hits":4074},{"value":"1946","hits":4047},{"value":"1945","hits":4018},{"value":"1986","hits":4006},{"value":"1990","hits":3988},{"value":"1943","hits":3900},{"value":"1944","hits":3896},{"value":"2000","hits":3894},{"value":"2001","hits":3876},{"value":"1942","hits":3868},{"value":"1940","hits":3765},{"value":"1941","hits":3758},{"value":"1987","hits":3744},{"value":"2002","hits":3624},{"value":"1991","hits":3553},{"value":"1936","hits":3507},{"value":"1939","hits":3501},{"value":"1992","hits":3500},{"value":"2003","hits":3489},{"value":"1993","hits":3478},{"value":"1938","hits":3466},{"value":"1937","hits":3450},{"value":"1989","hits":3441},{"value":"1930","hits":3378},{"value":"1988","hits":3355},{"value":"1935","hits":3307},{"value":"1933","hits":3271},{"value":"1934","hits":3271},{"value":"1932","hits":3255},{"value":"1931","hits":3240},{"value":"2005","hits":3143},{"value":"2004","hits":2995},{"value":"2006","hits":2860},{"value":"1929","hits":2790},{"value":"1928","hits":2272},{"value":"1921","hits":2124},{"value":"1925","hits":2040},{"value":"1927","hits":2026},{"value":"1924","hits":2012},{"value":"2016","hits":2011},{"value":"1926","hits":2010},{"value":"1920","hits":1976},{"value":"1923","hits":1955},{"value":"1922","hits":1929},{"value":"2007","hits":1715},{"value":"2008","hits":1664},{"value":"2011","hits":1661},{"value":"2009","hits":1624},{"value":"2019","hits":1623},{"value":"2015","hits":1613},{"value":"2013","hits":1604},{"value":"2010","hits":1601},{"value":"2014","hits":1567},{"value":"2012","hits":1553},{"value":"1919","hits":1533},{"value":"1918","hits":1531}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null},"min":"0193","max":"2035","count":506439,"missing":56},{"name":"medium_facet","items":[{"value":"photographs","hits":10710},{"value":"correspondence","hits":9628},{"value":"black-and-white photographs","hits":7678},{"value":"negatives (photographs)","hits":7513},{"value":"documents (object genre)","hits":4462},{"value":"letters (correspondence)","hits":3623},{"value":"oral histories (literary works)","hits":3607},{"value":"black-and-white negatives","hits":2771},{"value":"editorial cartoons","hits":2620},{"value":"newspapers","hits":1955},{"value":"manuscripts (documents)","hits":1692}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"rights_facet","items":[{"value":"http://rightsstatements.org/vocab/InC/1.0/","hits":41201},{"value":"http://rightsstatements.org/vocab/InC-EDU/1.0/","hits":17721},{"value":"http://rightsstatements.org/vocab/UND/1.0/","hits":8830},{"value":"http://rightsstatements.org/vocab/CNE/1.0/","hits":7090},{"value":"http://rightsstatements.org/vocab/NoC-US/1.0/","hits":2186},{"value":"http://rightsstatements.org/vocab/InC-NC/1.0/","hits":1778},{"value":"http://rightsstatements.org/vocab/NoC-CR/1.0/","hits":1115},{"value":"https://creativecommons.org/licenses/by-nc-nd/4.0/","hits":145},{"value":"http://rightsstatements.org/vocab/NKC/1.0/","hits":60},{"value":"http://rightsstatements.org/vocab/InC-RUU/1.0/","hits":51},{"value":"https://creativecommons.org/licenses/by-nc-sa/4.0/","hits":27}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"collection_titles_sms","items":[{"value":"Jim Peppler Southern Courier Photograph Collection","hits":4956},{"value":"John E. Phay Collection ","hits":4706},{"value":"John J. Herrera Papers","hits":3288},{"value":"Baldy Editorial Cartoons, 1946-1982, 1997: Clifford H. Baldowski Editorial Cartoons at the Richard B. Russell Library.","hits":2607},{"value":"Sovereignty Commission Online","hits":2335},{"value":"Strom Thurmond Collection, Mss 100","hits":2068},{"value":"Alabama Media Group Collection","hits":2067},{"value":"Black Trailblazers, Leaders, Activists, and Intellectuals in Cleveland","hits":2033},{"value":"Rosa Parks Papers","hits":1948},{"value":"Isaiah DeQuincey Newman, (1911-1985), Papers, 1929-2003","hits":1904},{"value":"Lillian Eugenia Smith Papers (circa 1920-1980)","hits":1887}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"provenance_facet","items":[{"value":"John Davis Williams Library. Department of Archives and Special Collections","hits":8885},{"value":"Alabama. Department of Archives and History","hits":8153},{"value":"South Caroliniana Library","hits":4251},{"value":"Atlanta University Center Robert W. Woodruff Library","hits":4102},{"value":"University of North Texas. Libraries","hits":3854},{"value":"University of South Carolina. Libraries","hits":3438},{"value":"Hargrett Library","hits":3292},{"value":"Richard B. Russell Library for Political Research and Studies","hits":2874},{"value":"Mississippi. Department of Archives and History","hits":2825},{"value":"Butler Center for Arkansas Studies","hits":2785},{"value":"Rhodes College","hits":2264}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"class_name","items":[{"value":"Item","hits":81102},{"value":"Collection","hits":455}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}},{"name":"educator_resource_b","items":[{"value":"false","hits":81360},{"value":"true","hits":197}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}}]}}