{"response":{"docs":[{"id":"bcas_bcmss0837_354","title":"Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Edit copy, pages 219-490","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":["1991-05-01"],"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 integration"],"dcterms_title":["Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Edit copy, pages 219-490"],"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/354"],"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":["documents (object genre)"],"dcterms_extent":["136 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN 1 (Edit Copy) Pages 219 - 490 May 1,1991 I  la LITTLE ROCK SCHOOL DISTRICT a PROPOSED DESEGREGATION PLAN II a a a a (Edit Copy) a a u B Pages 219 490 B U May 1,1991t TABLE OF CONTENTS Volume I 1. Commitment to Desegregation Page 1 2. Leadership Page 3 3. Early Childhood Education Page 5 4. n 5. Special Programs Summer Learning Program Page 37 Page 39 II Aaaet Program Page 43 7-6. School Operations Page 50 a S-7. Program for AccolGgated Learning . . Academic Support Programs Page 75 II ^8. Gifted Education Page 87 II ie9. iiT-Multi- Ethnic Cuggieuluw Gontent Agoa-rgoggamo Multicultural Curriculum Page 94 II i*10. a^ii. Focused Activities Parkview Science Magnet Page 126 Page 138 II 12. McClellan Community School Page 148 Recruitment Page 150 II i511. Federal Programs Page 152 i15. Vocational Education Page 154 H Library/Media Services Page 165 iB17. Special Education Page 172 i^l8. Staff Development Page 191 n 2^19. Support Services Page 203 2i20. Parent Involvement/Community Linkages . . Page 207 H BH TABLE OF CONTENTS Volume I 1. Commitment to Desegregation Page 1 2. Leadership Page 3 Q 4. Early Childhood Education Special Programs Page 5 Page 37 IB 5. Summer Learning Program Page 39 6. Asset Program Page 43 IB 7. School Operations Page 50 8. rroarc IB Acccie^a-todLearning . . Academic Support Programs Page 75 9. .. . Gifted Education Page 87 IB .10. 'Multi-Ethnic -Curri II ' Content Area rregrama . Multicultural Curriculum Focused Activities Page 94 Page 126 II *312.. ParJcview Science Magnet Page 138 13. McClellan Community School Page 148 II 14. Recruitment Page 150 II 15. 16. Federal Programs Vocational Education Page 152 Page 154 II 17. Library/Media Services Page 165 18. Special Education . Page 172 II 19. Staff Development . Page 191 II 20. 21. Support Services Page 203 Parent Involvement/Community Linkages . . Page 207 11 n Volume II 1. Student Assignments Page 219 ^2. Student Aoaignment Handbook Page 239 Facilities Page 251 *3. Incentive School Program Page 260 ^4. Monitoring and Evaluation Page 370 45. Transportation Page 376 7-r Data Processing Page 379 NOTE\nAn asterisk (*)indicates a pert of the Plan that must change if grandfathering is net permitted. Interdistrict Plan 1. Introduction Page 381 2. Overview Page 384 3. Interdistrict Desegregation Plan Student Choices and Options . . Page 393 4. Summer School Page 414 5. Staff Development Page 425 6. Multi-District Desegregation Plan School Operations.......... . Page 427 7. Library Media Page 442  8. 9. Special Education Vocational Education Page 444 Page 467  10. 11. Guidance and Counseling Program Parent Involvement/Community Linkages . . Page 469 . . Page 472  12. Public Relations Page 476 4STUDENT ASSIGNMENTS I. MAGNET SCHOOLS The assignment process to magnet schools will not change under this Plan. II. INTERDISTRICT SCHOOLS 4 LRSD and PCSSD agree to establish interdistrict schools as described in the Interdistrict Desegregation Plan. III. ELEMENTARY ACADEMIES AREA SCHOOLS 1. Students will be assigned to the fielementary Academies area schools by attendance zones. The attendance zones are shown on the map which is attached to this Plan. 2. The fielementary Academy area school attendance zones are drawn to establish a racial balance at each school of 55-% percent black and 45% percent white with a variance of 5% percent. The recruitment of white students to fielementary Aeadom-ies area schools may increase the percentage of white students at these schools but no school shall have a racial composition of greater than 60% percent white. 3. Students presently assigned to fielementary i Academies area schools will be given the option to remain in these schools (grandfathered).* 4. After grandfathered students have been identified and assigned, students in the attendance zone will be assigned to the fielementary Academies area schools. I Re: 02198 Page 219 I 5. If there is no space available at a student's zoned school or if assignment of the student to the school would put the school out of compliance with racial balance requirementSj. the student will be assigned to the closest school with capacity which meets racial balance requirements. 6. The elementary school zones will provide a feeder pattern for elementary students going to junior high school and for junior high school students going to high school As a result all LRSD students can determine which schools they will attend for the entire course of their education in LRSD. Attached to this Plan are maps of the elementary, junior high school and high school attendance zones. n 7. Students in Eelementary Academy area school zones will be given the option to select an iincentive Sschool. IV. INCENTIVE SCHOOLS 1. Each ii.ncentive Sschool will have an li attendance zone that encompasses the neighborhood around the school (primary attendance zone). Each Incentive School will also have-a district-wide attendance aono(secondary attendance gone). 3. Students presently assigned to iincentive Sschools will be given the option to remain in these schools (grandfathered).* m Re: 02198, 02199 Page 220 4. After grandfathered students have been identified and assigned, students in the primary attendance zone will be assigned to the iincentive Sschools. 5. All iincentive Sschool students will have the option to be assigned to an fielementary Academy area school to be selected by LRSD in accordance with desegregation considerations. Students in the secondary(districtwide) attendance eones will bo giventhe option to fill any vacancies in the Inoontivo Schoolsafter grandf-athoredand primary attendance gone students have been assigned. 7. In order to assist in meeting the desegregation requirements, a certain number of seats for 1 black and white students will be reserved for each pre-kindergarten and kindergarten class. The seats reserved for white children shall not remain permanently vacant if unfilled. Sufficient time should be allowed for recruitment efforts before filling these seats. V. DESEGREGATION TRANSFERS 1. 1 Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percentage is twenty-five percent (25% IM percent) below the district-wide percentage of blacks in grades 7-12. The minimum and maximum black percentages q Re\n02199, 02200 q Page 221constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegregation requirement in secondary schools is that all schools will remain within a range of 12-1/2^ percent above to 25% percent below the district-wide percentage of black students at each organizational level (i.e., high school and junior high school). 2. Elementary Students may transfer to an iincentive Sschool only if such a transfer enhances desegregation at the iincentive Sschool. Desegregation transfers will be granted to elementary area schools that are difficult to desegregate. 3. A student may make two (2) desegregation transfers at each organizational level (elementary, primary. intermediate junior or senior high school) . The purpose of the second desegregation transfer is to allow a student to return to his or her previous school assignment. 4. Desegregation transfers will be granted during a limited period once each year. (Secondary Schools only). 5. LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. VI. SIBLING TRANSFERS* i I I I 1. Sibling transfers do NOT apply to magnet schools. Re: 02200, 02201, 02226 Page 222 Ji(NOTE\nSiblings are brothers/sisters, or half-brothers/ sisters, residing at the SAME address with brothers/sisters, or half-brothers/sisters. who are enrolled in the Little Rock School District. 2. A Sstudents entering the Little Rock School District after the 1991-92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 3. Any student who makes a sibling preference transfer before the 1991-92 school year may remain at the school to which the student transferred until graduation to the next organizational level. 4. Sibling preference transfers will be granted if a seat is available and the transfer will allow both the sending and receiving schools to comply with the desegregation requirements. 5. Sibling transfer applicants must have a sibling currently enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students. VII. TRANSFER OF CHILDREN OF EMPLOYEES 1. LRSD employees may enroll their children at the schools where they work. 2. This provision is not intended to authorize interdistrict transfers (transfers to NLRSD or PCSSD) other than those authorized by the court-approved desegregation plan. Re: 02201 Page 223 Ml3. The transfer of the children of employees is subject to desegregation requirements and the capacity of the particular school. 4 . LRSD is not obligated to proyide transportation. 5. This proyision DOES NOT APPLY TO MAGNET SCHOOLS. The order of preference for assigning the children of employees is listed below\n1. First preference\nAttendance zone students with siblings 2. Second preference\nAttendance zone students without siblings 5. 6. Third preference\nFourth preference\nFifth preference\nSixth prefernce\nChildren of employees Desegregation transfers M-M transfers Act 609, Act 624, and legal 3. 4. transfers. VIII. REASSIGNMENT PROCESS 1. Eyery effort will be made to install portable buildings in order to accommodate oyerflow situations at a particular grade leyel. Only if a portable building cannot be installed, the student will be reassigned to the nearest school that has a seat ayailable in the student's feeder zone. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. The Re\n02202 Page 224 I student Assignment Office will be responsible for all reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. The minimum black percentage for each elementary academy area school is 40-% percent black. Any assignment that causes a school to fall below the minimum black percentage will not be granted. In such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has a seat available. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. ViiilX. STUDENT ASSIGNMENT OFFICE 1. The sStudent Assignment Office will: monitor new assignments\nprocess all data entry work for elementary schools\nprocess interdistrict M-M transfers and magnet assignments\nreassign students because of overcrowdedness or desegregation requirements\nconsider appeals\nconduct recruitment efforts\nand process desegregation transfers\nassign all early childhood and incentive school students\nand process all special transfers (Act 609, Act 624, etc.). 2. New otudonta to the District who enroll after May 17,1089 will not have to come to the Student Aaoignmenfe Office to obtain an assignment. Each school will be 2. authorized to enroll students who live within the attendance I zone of that school.  Re: 02202, 02203 Page 225The Student Assignment Handbook which ahowa the pgoceas to be-used by the Student AssignmentGff ice in assigning--students,and the School Selection Form which will be sent to each student as a part of the assignment process are found in the Student Assignment Handbook section(-Volume a a a II, Tab- of this Plan. The Student Assignment Handbook includes the timeline and procedures used by the schools and the Student Assignment Office to assign students. The Student Assignment Handbook will be revised each year, as necessary. to reflect any changes in the procedures for assigning students. Changes will be made as needed to indicate new deadlines and to improve the implementation of the court-approved student assignment plan. The Student Assignment Handbook is not included in this plan since it is a procedural document that is subject to change each year. The handbook will be developed by the Student Assignment Office and distributed to the schools and the parties each year. IX. DHHBAR COMPUTER SCIENCE/MUSIC SCHOOL Effective the 1980-00 school year, the Li-ttlc Rock School Distriet will implement an enrichment program for Dunbar Junior High School. The enrichment component will have two purposea-i(-ijto implement a program to-promote effcct-ive desegregation of Dunbar Junior High School,* and(-2-)to broaden the total school program to enhance the academic 3. achievement of all studonts-r Based-on input from parenfe-s Re: 02203, 02204 Page 226and faculty at Dunbar Junior High School,-the engichmont component will focus on-Gotputer acicnce and fine arto-. Cougoca offered at the school will utilize computers,other technology and expanded uoe of matcrialo to augment-the instructional program. The enrichment program will have the following major areas of emphaaiofr Expanded School Dav- The school day for Dunbar^ will be lengthened from six (6) to seven (7) periods per clasa day. Course Offerincre Additional courses will be added ^o enrich the computer science and fine arto programoT I Equipment- Some of the traditional coursea-,- in addition to the computer acience and fine arta couraca,' will utilize technology to aaaiat in the delivery of inotruetion.- Staff Developmeftt- The principal and ataff will identify inoervice needa(summer and regular school year) to effectively restructure the program at Dunbar-r Staf f ine^ It io projected that all of the course offerings can be implemented with the existing ataff. Re\n02204, 02205 Page 227 IISupplieo and Matariala The principal and--ataff will collaboratively diaburae-budgotad funds to meet the needs of the enriched program areas.- X. M-M MAGNET SCHOOLS CENTRAL HIGH SCHOOL INTERNATIONAL STUDIES MAGNET A limited interdistrict magnet program will be offered at Central High School. Approximately 175 seats will be opened to students from North Little Rock, Pulaski County, and other neighboring districts. Other seats will be made available to any student on a space available basis and in compliance with desegregation limits. The program will be developed around a theme of international studies with assistance from the business community. Central High staff members, administrators, and curriculum specialists from the three school districts in Pulaski County. The International Studies Magnet Program at Central High School is designed to prepare students to function effectively in our global community. Students will develop awareness and knowledge so that they can\n-relate to people of other cultures and countries\n-learn to communicate proficiently in at least one foreign language\n-develop skills for analyzing complex global issues\nand -have a solid working knowledge of history and geography. All students in the program will be reguired to take a foreign language course and at least one international studies course each year. All students will be assigned to the International Studies Program by the Student Assignment Office. The NLRSD and PCSSD will actively recruit students who are eligible for M-M transfers. DUNBAR JUNIOR HIGH SCHOOL INTERNATIONAL STUDIES/GIFTED AND TALENTED MAGNET Dunbar Junior High School opened in the fall of 1990 as an Interdistrict Magnet School for International Studies and for Gifted and Talented education. A ioint planning committee of area businesses, school administrators from the three districts, staff, and parents was used to supplement plans that had been developed by the District. This Re: 02205 Page 228 committee will continue to serve in an advisory capacity for the international studies programs at Gibbs, Dunbar, and Central. All students will be assigned to Dunbar by the Student Assignment Office. The NLRSD and PCSSD will actively recruit students who are eligible for M-M transfers. The target racial balance at Dunbar will be 60 percent black and 40 percent white. WASHINGTON ELEMENTARY SCHOOL BASIC SKILLS/MATH-SCIENCE MAGNET The goals of the Washington Basic Skills/Math-Science Magnet School will be\n-to develop the highest possible competence in academic skills and concepts? -to nurture the student's mental processes\n-to foster self-discipline\n-to develop an understanding of the relationship between the scientific process, applied mathematics, and other curriculum areas, and -to eguip students at an early age with the interest and educational skills to live in the technological world of tomorrow. The instructional activities will be presented through teacher-centered classrooms, large-group instruction, classroom management, and standard basal textbooks. A computer lab, math lab, a science lab, field trips, guest speakers, and specific math/science projects (Math Olympiads, Invention Convention, Science Fair, and the Young Astronaut Program) will enhance the mathematics and science core program. All students will be assigned to Washington Schools by the Student Assignment Office. The NLRSD and PCSSD will actively recruit students who are eligible for M-M transfers. The target racial balance at Washington will be 60 percent black and 40 percent white. Page 229I HEW FUTURES FOR LITTLE ROCK In--Qddition to the ongiohaent proggaao,Dunbag is a full participant in the Hew Futugeo fog Little Rook Youth Initiative-r Aaong the pgoggaa eoapononto fog the 1989-00 school yeag are Clusteging fog 7th and 8th ggade studento to allow atudonta to have toachegs in common-in the I core subject arcao,pgoviding fog an advisoradvisee support system. Youth specialists for advocate for an work with students in helping to meete-their special needs Incentive programs and partnerships with community businesses to encourage and reward achievement, attendance and good citigenship. Homework Center and Hotline Early morning-tutorials for students needing assistance in subject aroas- Saturday morning detention for students to help them work off\" disciplinary sanctionsr to keep them in school,and to provide add-ir tional tutorial support.- Re: 02206 Page 230I NEW COURSE OFFERINGS COMPUTER SCIENCE Advanced Computer Applications(Grade 0) Kcyboarding/Introductory Programming(Grade 7) Advanced Programming(Grado 8) Programming in BASIC(Grades 8,9) Computer Applications(Grades 7,8) ENGLISH Literature of the Adolescent(1semester)(Grade 8) Composing Process(1 semester)Grade 8 Composing Process II() 1- semester^Grade 9 Speech/Drama (1 semester) Grado 0 MUSIC I Piano Lab(GradesT-fS\u0026amp;9^Limited toLB- per class Handbells I(Grades 7,8 \u0026amp; 9)- Handbells II (Grades 8,9)- Jagg Band(Grades 8,9-)- Orchestra(Grades 7-78-49-)- 18 students FOREIGN LANGUAGE German I(Grades 7-\n8 or 9) German II(Grades 7-,8 or 9) German III(Grades-8,or9-)- Any student who has-completed German at the elementary level may take an-exam to qualify for entrance German II. MATHEMATICS Geometry (Grado 8\u0026gt; READING Reading-Exploration(Enriched) SCIENCE Science 7 Ccicnoe 8  Liife Science(Laboratory)  Phyaical Science(-Laboratory) Re: 02207 Page 231 aCOCIAL STUDIES Social Studios courses for grades-7-8 will-havc topical headings for--each ninefO-)week unit to reflect the conoentration of study each quarter. Units will be re vised/expanded to reflect the area of concentrat-ion. SPECIAL EDUCAT-IOW Computer-aided instruction will be added to the Special Education Program VOCATIONAL EDUCATION  Industrial Technology Education II Thislaboratory course^funded through the-Arkansas Department-of Education will provide the student with a learning experience in modern industrial technology.   a a a a Re: 02207, 02208 Page 232COURSE DEGCRirTIONS Advanced Computer Applications(Grado 0)Semester 2 Open to studentsf-rom the-fall couroe-r students will learn advanced word processing applications,how to create and manipulate a date base,how to create and forecast with a spreadsheet,and how to use at least one desk-top- publishing program. students will have the option-of creating a LOGO WRITER-project involving-music and animat-ion.- Keyboarding/Introductory- Programming(Grade 7) Seventh graders will learn-to touch type at least'50 percent faster- than they can handwrito-.- Students will learn to write s-implo programs using basic LOGO commands^to construct algorithms and write procoduros. LOGO Tools to document their projects, semester course. They will use A hands-on,one Advanced Programming,Grado 8 Year 1,thia course will bo similar to the-7th-grade-course-. Year 2, it will become an advanced programming course,using BASIC as well as LOGOWRITER,open to students- whocompleted 7th-grado course and/or with teacher consent. Programming in-BASIC (Grades 0,9) Programming in BASIC is a-one-semester course,prerequisites to be determined. Computer Applications(Grades 7,8)- Second semester course in computer appl-ieat-i-ono-,focusing on word-processing and cross-curricu-lum projects(example! using LOGOWRITER Tools to create a Science Video based on research in library or field). course. This is a project-based Literature of Adolescent Literature-' of the Adolescent and the-Composing Process I are to be offered-simultaneously with students changing courses at--the-end of the semester. These courses are to be con sidered prerequisites for the Composing Process II and Speech/Drama, which will be-offered only to 9th grade students. I The Composing Process I TheComposing ProcessI and Literature for the Adolescent are to be offered simultaneously with students changing courses at the end of the semester. These courses are to be I considered prerequisites for The Composing -Process II and Spoech/Drama, which will be offered only to 9th grade students. Re: 02209 Page 233I 11 I I I The Composing Process II The Composing Process II and Gpeeeh/Drama arc to be offered simultaneously with students changing oouroes at the end of the semester.--These courses arc for only- those Qth students who have taken composing process I and Literature for the Adolescent as eighth-graders .- The Composing Process II willreview and expand upon those writing skills taught in The Composing Process I course. The Composing Process willemphasize planning-\nwriting, editing\nand publishing stages of writing paragraphs and essays.- I 1 (' I Gpeeeh/Drama and the Composing Process II arc to be offered simultancoualy with atudcnta changing coufoea at the end of _________.---These atudcnta arc for only thoac ninth grade students who have talcen -Compoaing Proccaa I and Literature the oGBeateFr for the AdolGscGnt aa eighth ggadero.- I I I I 13 to ahow atudcnta The p-urpoaeoftheGpecch/ Dramacourae that communication through public speaking la a mcana^feo improve learning, to enhance pcraonal development, to organiee thoughto-\nto develop listening akillo-\nand to I interpret human bchaviop. Piano Laboratory . Gtudents who have muoie ability-\naptitude and intcrcat^in learningtoplaythepiano.--A acmeotor course (or year)__ wherestudentalearnfeeread muaic notation and aymbolo end to transfer reading to playing the Iceyboard-\nGtudents will Gtudents will learn simple I' t learn hand-eye eoordination-r Gtudento will learn melodies and chord aeeompanimento-r self-discipline and proper care of the piano-r learnhowfeeaddvariouasoundeffects as baclcground to songs,storiesand drama groups\nWith the interest tn keyboards today, the students have expressed an interest in Gtudenta will- a claaafor keyboard-r 1 I I I Handbells I(Grade 7-)- ..............._, _ A beginning coursein artofringing English handbells. Gtudents will learn the technique of ringing bells wil-1learn to read muaic notation andsymbols willlearn\"team-workby playing their part with other students to perform a piece of muoie -willlearn self-disciplinealong with-proper care of equipment and bells will learn the value of concert performance with other groupsfrom other schools-r I I I I Ilandbella II (Gradeo Q,\u0026gt;i Gecond year atudcnta Beginning course of-the firat year-r will be acleeted on muoie aptitude-,behavior and from 7th Gecond year atudcnta will study and Re: 02209, 02210 grade bell group-r f t- t I Page 234 JI I perform more advanced music,plus attend- Arkansas and Regional Handbell Festivals,and perform for the community and civic organigations. Jagg Band(Grades 8,0) A course designed -to introduce Junior High School students to the idiom of jagg music as an American Art form.- Orchestra(Grades 7,8,\u0026amp; Oj- In thi-acourse,basicfundamentals are studied on the Detailed inatruction is given fog- correct I beginner's level. hand positions,bowing techniques-\naccurate tuning,correct Beginning posture,and mechanics of technical proficiency. classesarenot performanceoriented,but -are directed toward- developing skills for advanced-study\nI I German I--- In thefirst year,students areintroduced to the Germamc as wel-1as to the basic German language.---Effortis made to provide the student with actualexperiences of German customs and cuisine.- I German-IT Thesecond year expandsthecommand of vocabularyand grammar and - continues to acquaint the student with the history,geography-\nand literature and other aspects of German-speaki-ng countries.- I German III Students continue to develop ora-1slcillo through programs and apoaking practicor Under the toachoga direction, cul-turalliterature at appropriate levelia road and discussed. Students write five compooitions with the help ofguidequestions,previousoraldiscussion-\nand/or Students learn to uoe correotly in context all pictures . common grammatical-structures formerly studied-? I Geometry This -course presentsthe basicideas -ofgeometryincluding the nature of angles,triangles, congruence,geometric inequalities-\n perpendiculars,and parallels. Regular Geometry is taught using-postulates and theorems in an effort to teach-the nature of direct and indircot proof. I Reading Explorations Reading Explorations ia an enriched reading class designed for students-who arc reading at or above grade level. The focus willbe placed on enriching and building upon current reading and study skillsfin-depth novel study\u0026gt;and reading for enjoyment. computer applicatiens-r included. Supplemental work will be interfaced with Both individual and group -will be I Re: 02210, 02211 I Page 235I I GcicncG 7 Life SciGnco(Laboratogyf I GtudGnta will pGgfogm Lab Ceience 7 is designed to teach students science procoso skills and the sciontifio method. experiments and analyze videotapca to gain experience using the thinking proceosea and skill s -that ara charactGriotic of sciGnce-r Upon completion of Lab Ccience the atudant will ba able I I I makeaccuratequalitativeandquantitative observations about natural eventet make metric mcaourementsforlength-\nvolumes-\nmass, and temperature \u0026gt; makeinferencesandconclusionsaboutnatural events based uponrelevant observationet design an experiment to toot a hypothesis-?- collect data and organize it in charts and graphs? form operational definitions-?- acceptcrrejcctahypothesis based' uponresults-t recognizeproblemsthatetresub j ccttoinvestigation ? ask questions relevant to a problem? manipulate variables in an investigation. Physical Oeionee(Laboratoryf- 9 develops concepts and laboratory skills in the areas of chemistry and phyoica-\n--Ctudcnt-ainvcotigate the physicaland chemicalpropcrtiea of matter, light, eloctr-icity,and simple machines. Gcience 0 Lab Science Ctudanta invaatigate Industrial Technology Education II Thiscourseiadesignedtcprovidethestudent with a learningexperiencein moderninduatrialtechnology-. Curriculum contentiadirected towardfour major clustersj communication,construction\nmanufacturing\nand EPT (energy\nStudents will be exposed to I powGr7and tganaportation)t using computera, poboto,laacpa-\npncunaticoT teloeommunicationand other modcpnequipment and concepto. Re: 02211, 02212 Page 236DECEGREGATIOH P-LAW- TIMELINE Nov-:-l-t Contact Donna Greor/requeot submission for FOCUS Nov-:-tS- Jan\n Review computer program needs with Data Proceasing I Dee-:\u0026amp; Dee-r Develop LRSD magnet application to be U3od for rising etudonta Jan.3- Jan.!-\u0026amp; I Plan -strategies for contact-ing prospective K/New students Jan\nF?- Ogdop-window envelope's Jan. 23 Feb-.- Prepare FOCUS(ComiHunicationo) I Jan.30- Mar. -I- Write Computer Programo Feb.- 1- Request mailing labels for mailing FOCUS I Feb. 1 Feb. 15 I Feb. 6- Mar. 20 I Feb. 17 Feb. 20 I Peb-r -3 Mar. 3 I Mar.t Mar.t I Mar.t Mar-\n\u0026amp; Mar.6- Mar. 10 I Mar-\n\u0026amp;- Mar. 23 Coordinate publicity for magnet Open Houaoo -through MRC-and other districts Kindergarton/New Student Registration Mail letter to PTA Presidents w/info about Open Houses \u0026amp; suggested recruiting techniques Order PIF'sr order selection forma through- -DP Coordinate Open Houoc publicity with Communications COURT APPROVAL Mail letter to school secretaries REi details of K/New Student registration Run program oimulationa Make adjustments to computer programs/train SAO Coordinate preparation ofgone mapa for each school Re: 02213 Page 237Mar.8- Oliver FOCUS to pgintcg Mar 15- FOCUS to n\u0026gt;a-i-ling service Mar-\nFT- Mail FOCUS Mar.2-G- -Deadline for returning K/Ncw Student PIF's to SAO Mar. 21 Mar. 31 ^nter K/Now Student PIF'a Apr-.3- -Apr. 7 Print aolcction forma and prepare for mailing Apr-.4- Elementary Open Houses 7:00 p.m. -e-i-OO Apr.5- Junior High Open Houses 7:00 p.m. \u0026amp;i-00 Apr.(r Senior High Open Houaoa 7\n00 S-t-0^ Apr. 0 Ffagnet Open Houaoa 2\n00 5i00 p.m. Apr.Fi Mail aoloction forms to all students Apr. 4- Deadline for returning selection forms Apr.2-4 ^inal pick-up of selection forms Apr-r-^5- Apr. 28 Prepare and scan selectionforms Apr-\n25- May 1 Run assignment simulations Apr-\n25- May 8 Proccaa- forms y prepare waiting listsy make mandatory- assignments May 1 May- 12 Send final assignment list to Transportation- for route adjuatments May 13 May 17 Print aaaignmont letters and prepare for mailing May 17 Mail final-assignment-letters Re: 02213, 02214 4 Page 238 GTUDENT ASSIGIfMENT HANDBOOK ECTION ONE AGSIGNMENTS At Overview Each non-agnet achool has an attendance gone. aoiBO caacoy satellite gonea-are uaed in order to flteet-the deaegregation requireaenta. Gtudents have the option of remaining in their current school(grandfathering)or they may aoloet their attendance gone -ochoelr\nan incentive school-\n- or a magnet-school.* Students living in the attendance gone of-on incentive school have the option of attonding-a racially balanced school to be selected by LRSDin accordance with doocgrogation considerations, (elementary academy) students living in the attendance gone of an elementary academy have the option-of selecting-an incentive schoolif it aids desegregation. Riaing (or matriculating) students, gradoa-6th and 9th\u0026gt;will be assigned to their attendance gone achoola. Riaing students will have the option to apply for -a-magnet achoolrr Every effort will bo made to install portable buildings in order to accoimaodate overflow situations at a particular-grade level. Only if a portable building cannot-be installed,the student will be reassigned to the nearest school--that-has a seat available in his/her feeder gono-r I Kindergarten and new students must complete a Pupil Information Form (pre-register)in-order--for the Student Assignment Office to begin the assignment process. w- Self-contained students will be assigned by the Special Education Departmentr Any student may apply for a magnet schoolby completing-a magnet application. I I Sibling preference to anon-attendance gene(non magnet)school will only apply to students entering the Little Rock School Districtbe-fore the199-19-2school year.* Re: 02215 I Page 239I I I l!ach student -will receive a final aaaignment letter through-the mail.- Each achool will be reaponaible for making attendance gone aaaignmonta after May 17.- The Student -Assignment Office will be responsible for all rcaaaignments\nmagnet assignments, majority to minority tranafers and desegregation tranafora. I St- Grandfathering* All atudenta may remain at-thoir preaent achool aaa ignmonta-r I The Special Edition FOCUS will explain thestudent assignment procoaa-r I We FOCUS will- be aent through the mail -to- parento of all atudonta in the Little Rock School Diatrict. I I I ev 4^ea3gignment -Procoao Every effort will be made to inatall portable buildings in order to accommodate overflow situations-at a particular grade level. Only if a portable building cannot bo inatallcd,the atudent will bo reaaaigned to the ncaroat achool-that haa a aeat available in the atudenta-feeder If the student cannot bo asaigned to any of the achoolain the 3tudont*ofeeder gone-\nthe otudcnt will be reaas-igned to a school in a eentiguoua feeder zone\n---' Student Aaaignment Office will be reaponaible for all We reaaaignmenta * Reaaaigned atudonta will be placed on the waiting liat for the appropriate attendance-gone achool. one. The minimum black percon-te-age for each oloinontary academy ia 40 % black. I Any aaaignment that cauaea a achool to fall- below the minimum-black percentage will not bo granted.- auch-eaaoa-,the atudent will be roaaaigned to the noaroat achool that-moota the minimum black percentage roquiromont I and haa a aeat availabte-r If the-atudont cannot bo aaaigned I to any of tho-aehoola in the atudent'a feeder gone,the atudent will be reaaaigned to a achoolin a contiguoua feeder gone.(See Dcaogrogation -Tranafor for deaogregation roquircmont-for aecondary achoola.) \u0026amp;T Tranafora* I I Studenta may- requeat a tranafor to the attendaneo gone achool,an incentive-achool-\nan interdiatrict achool or a magnet achool. Re: 02215, 02216 Page 240I I ^hc Special Edition FOCUS wiFl explain the assignment proccaa for transfer requests. Scleotion forwa will be mailed to parents by April I Selection forma must be returned-to acheola by April 24. Principals are-expected to deliver I selection forms to the Student Assignment Office immediately. All selection forms will bo considered at the same time. High school kindergarten students and kindergarten students at King-School will be given-preference For first grade seats in academies and incentive schools. Final assignment letters will be mailed -to parents by May 17. SEE PROCEDURES Return of Forma (School Selection Forms) Completing Selection Forms Et l^equircd Aaaignments -An assignment is required-whent -student is rising from Sth or 9th grade. Rising students have the option of solocting a magnet school by completing a magnet application. Parents of 6th and 9th grade students will also receive the Special Edition FOCUS. Final assignment letters-will be mailed to parents by-May 17. SEE PROCEDURES Distribution of Forms Kindergarten and New Students Parents of kindergarten and now students must complete a Pupil-Information Form in order- for the S-t-udont Assignment Office to beginthe assignment process. f -A Pupil Informet-ion-Form can be obtained from any school and returned -to any school. Re: 02216, 02217 Page 241 IObtaining-a PIF from a particular school or returning a PIF to a particular school does not guarantee assignment to that -school. Open Houoca will be scheduled in all achoola April April 9. 4- Kindergarten/New Student PIF's must be returned by March 20 in order to receive a school selection form by April 11. Selection foiias can be returned to any school in the Little Rock School District, must be returned by April 24. Selection forms SEE PROCEDURES Kindergarten/New Student Pre-registration Return of Forms (School Selection Forms)- Completing-Solection Forms I St ^olf-Contained Students ghc- location oi self-contained classes will -rema-in-the same for the 1989-00 schoo-l year-. The major factor regarding the site for the implementation of these student*s Individual Education Plans will bo the decisions-made by-tho lEP team, which includes the parents,at the annual review conferences. Every effort will be made to minimiec changes in school assignments. The IEPs of some-secondary students indicate that they-attend three or more spoo-i-al classes. These students rotate to special-education teachers,therefore,their needs -san be mot in any secondary school. ONLY STUDENTS WHO SPEND MOST OR ALL OF THEIR INSTRUCTIONAL DAY WITH-A-6PBC-IAL-EDUCATION TEACHER WILL BE ASSIGNED TO A SCHOOL BY THE SPECIAL EDUCATION OFFICE. Hr Sibling Preference* Sibling preference does NOT apply-to-agnot schools. Students entering-the Little Rock School District after the 1991-92 school year will not be allowed a sibling preference transfer to a non-attendance gone school. Any student who makes a-sibling proforonco transfer before the 1991-92 school year may remain Re: 02217, 02218 Page 242I I I at the ochool to which the otudcnt tganafcgged until ggaduation fgom tho ogganieationallevel. I A sibling pgefegence tganafog will bo gganted if a aoat ia available and the tgansfeg will allow both the sending and geceiving achoola to comply with the deaeggegation goquigcmcnta. ir Haqnet and Intcrdiatgict School Aaaignmenta All aaaignmenta to magnet and integdiatgict achoola will -be made by the-Student Aaaignment Office. I ^he Student Aaaignment Office-will be gesponsible fog maintaining-all magnet and integdiatgict ochool waiting lists. -All atudente on the 1988-89 waiting liato aa of Januagy 27,1-^89-,will geceive pgefegence-fog 1989-90 magnet and integdiatgict vacancies. A computegieed gandom selection pgoceaa will be uaed to conaideg all magnet and integdiatgict options liated on tho aolection fogma.- All magnet andintegdiatgict aaaignmenta will be subjoct to deaeggegation goquigcmonta and capacity. A requeat-fogaft-aaaignaent to a magnet ochool cannot be ggaatedif--it-adveg3ely affects tho deaeggegation gequigement fog eitheg the aonding og geceiving achool. Sibling pgefegence DOES NOT- apply to magnet achoola. Sixth and ninth ggade magnet atudents will NOT be given pgefegence fog aaaignmenta to magnet schools at--the next ogganieational level t Studenta who ago denied an assignment to-e magnet og integdiatgict acheel- wil-1 be placed on a waiting list fog that achool. A studenta gank on a waiting list will be detegmincd by a gandom aelcction pgoceaa. Howcveg,f4gat choice magnet optiona-will be ganked above aecond -choice options,etc. S4- Integdi-atgict Majogity-to-Minogitey Tranofcga All M-M aaaignmenta will bo made by the Student Aaaignment Office. Re: 02218, 02219 Page 243I I I Kt An M-M tranafcr allowa a atudent in the majority in PCSSD or NLRSD to tranafcr to a LRSD achool where he/ahe ia in the minority. Likcwiao, e studentin the majority in-LRSD- can transfer to a achool in NLRSD or PCSSD where he/aho is in the minority. The home diatrict Bust provide transportation for M-M tranafora. Dooegregation Tranofero I Junior and senior high school atudento may transfer to another-achool ao long ao the rcaaaignment -allowo both the sending and receiving school-to comply wi-th the deaegregation 1 requ-irrement and a ocat io available. The-minimum black percentage io-twenty-five percent(25%) below the district-widepercontages-of blackain gradea 7t2-r The-maximum black percentage ia twelve and one half percent(-t21/2%-)above-the district-wide percentage of blacks in grades 7- ia-r I The minimum and maximum black pcrcontagoo I constitute-the desegregation requirement(-or* acceptable range)for a desegregation transfer-\n The desegregation requirement-in secondary achoola isthat all schoola will remain withina range of ia1/2% above to- 5% below the districtwide percentage of black atudonta at each organieafeicnetllevel(i.o. ,high achooland junior high achool). Elementary atudento may transfer-to an Incentive School only if such a transfer enhancca desegregation at the Incentive School. 1 i I A atudent may make two(-S-)deaegregation tranafora at each organisational level(elementary,junior, or senior high ocheo-i\u0026gt;-r I I I The purpose of the accond desegregation-transfer ia-to allow a atudent to return to his or her previous school aaaignment. Deaegregation transfers will be granted during a limited period once each year. I LR6D will provide -transportation for desegregation transfer studenta where it is coat effective to do Re: 02219, 02220 Page 244 'I I Ijr PPt PROCEDURES Diotribution of Fogaa (School SclGct-ion Forma) Paronta of atudonto requeating tranofora and otudents now-to the Little Rock School Diatriet will have the opportunity- to aoloct a ochool by returning the Ochool SePeot-ion Formr For paronta of atudenta currently enrolled in LRSD achoola. Paronta of atudenta currently enrolled in LRSD will receive a School Selection Form through the mail. At Bt Parenta ahould complete the form with their achool aoloctiona. Forms should be returned to the child's eurrente-LRSD achool no later than April For paronta of atudenta new to the LRSD\n3t -Parenta- of atudenta now to the LRSD may also receive a School Selection Form by completing a PIF. frr New atudenta may pick up a PIF at any LRSD achool or from the Student Aaaignmcnt Office. Row atudenta' may return tho- PIF at any LRSD school by April 24. New atudenta'School Selection Forma may-be returned to any-LRSD ochool or the Student Aaaignmcnt Office. Pvery effort will be made to grant the parenta aeleotion,however,a-11 aaaignmenta a-re aubjcct to capacity and deaegregation limitat-iona. Return of Selection Forma Paronta will be mailed their school oolcction forma on April 11. Otudenta attending the-LRSD for the 1980-09 school year ahould return the forma to their current ochool by April 24. Studenta-who did not attend the Little -Rock School Diatriet during the 1-988-89 school Re: 02221 Page 245 1 3 year should return the Schee-1 Selection Form to any LRSD school by April 24. Schoola ahould-uae-the following procedures in-handling School Selection Forms\n4rv 2-t 3-r 4-r As the selection forms are returned,separate them into three categories\nAv Sv Gt Studenta requesting to grandfather at their present achool assignment(students currently attending LRSD.)* Transfer requoata(students currently attending LRSD).* Kindorqarton/New Studenta to the LRSD. Aa forma arc recoivod\nremeve- them from the envelopea. Uae paporelipa- only to- attaeh any notea or lottoro to the forma. Do NOT tape or staple damaged forma\nthe Student Assignment Office will replace damaged forms as needed. Check the form to bo auro-it -has boon completed correctly and-aignod by the parent or guardian. If-the-form is correct,Skip to step 4. Return incorgect or unaignod-forma to the parent with an explanation-.- Schoola are urged to contact the parent by phono if poaaiblo to rcaolve the problem. Note when the form waa received and when it was returned for corroetiona-\nalong with a brief deacription of the problem,on the Selection Form Liat. Dlacc the forma(in alphabetical order)in a dcaignated area of the office. Keep a liat (Selection- Form Liat)of the forma that are returned to your achool. Onoo-oach week (and the day following the deadline)do the-following\na-r With a number 2 pencil ONLY\ngo over any bubblea that-were lightly-marked by the parent or that were marked in ink. Alao\u0026gt;go over the bubblca pro-marked by the computer in the Office Uae Only aoction. (Thia atop can be done at any time after the formo are received-and-checked.) Re: 02221, 02222 Page 246 b-r e-r Place the forma(in alphabetical order)i-n an envolepe labelled STUDENT ASSIGNMENT OFFICE SCHOOL SELEC-TION FORMS. On tho day following tho deadline,include one copy of the Selocfe-ien Form Liat in the envelope-tee--the Student Aaaignment Office. Send tho envelope to the-Student Aaaignment Office immediately. III. Kindergarten/Now Ctudont Pre-Rogiatfati-on Children who will bo 5 yeaga old by Octobep 1 -age eligible to attend kindeggarten in tho LRSD. In ogder fop- parenta to make ochoolooleotiona and receive aaaignmenta for their children,they muat pro-regiater. A-r Diatgibution of Forma You will rocoivo flyera to be aent home to parenta notifying-t-hom of kindergarten pre regiatration and the deadline. Theae flyoro ahould be aent home aa aoon aa poaaible after they are pocoived. Parenta preregiator their children by completing a Pupil Information Form\nthey may pick up a form from any-LRSD achool. Make CERTAIN that-the Pupil Information Form ia marked KINDERGARTEN--PRB-REGISTRATION or NEW STUDENT PRE-REGISTRATION at the top of the form-r I 3-r After-the deadline-\nDO HCMP hand out AW Pupil Information Forma. Inatead,inatruct parento to go to the-Studont Aaaignment Office-to pre-regiator their-children. After tho aaai-gnment proceaa haa been completed(May 17), each ochool will bo roaponaiblo-for regiatcring and aaaigning kindergarten and new- atudenta. p Return of Forma S 9 Parenta may return -their completed Pupil Information Forma to any achool in the LRSD until- the deadline-\n- p Re: 02222, 02223 Page 247 ftFor each form received, write RECD- and the date in the box labeled OTHER INFORMATION PARENT WANTS SCHOOL TO--iQ\u0026lt;OW on the right side of the-form-. 3-r The-following information MUST be supplied on the forimt First and Last Name Race Df* C5 JC Address Date of Birth If any of-this information is missing,the form cannot be processed-.- 1 4-r Check the bipthdatc on the form and the child3 birth cGrtificato. Check off either the birth certifi-eafee box or passport/visa and initial in the area at the bottom of the PIF labeled Verification of legal name and birthdate by. If the child will NOT be 5 years-old by October 1,adv-iso-the parent that the child will be too young to attend kindergarten next year-\nDO NOT SEND THE PUPIL INFORMATION FORM TO THE STUDENT ASSIGNMENT OFFICE UNTIL THE BIRTHDATE-HAS BEEN VERIFIED.- Check-^he addrooo on the form. The parent must supplytheir permanent residence address\npost office boxes CANNOT bo used. Require proof of address(lease agreement-\n- rent receipt,sales-contract,or Personal Property Tax Bill-) '.- Complete the Addrcao Verification Form and attach a copy of the RIPt- When the PIF ha3--been completed oorregtlyv write K (or the appropriate grade for 1989 90 school year)in the- GRADE box and code the student's race inthe ETHNIC box-.- (DO-NOT WRITE YOUR SCHOOL NUMBER IN THE SCHOOL BOX). Initial and-date the form-in the SUBMITTED by box. 1 5-r Plaec the Pupil Information Formfs^iflan envelope labellodi- STUDENT ASSIGNMENT OFFICE KINDERGARTEN/NEW- STUDENT PRE-REGISTRATION SEND THE ENVELOPE EVERYDAY IN THE SCHOOL MAIL. Re: 02223, 02224 Page 248 FACILITIES LRSD-will havG-thigty-one non-magnet Glcaentary achoola. ThG magnet achoola will continuG to oparate under prcacnt court ogdcga. LRSD will have 23 area schools, seven incentive schools, five magnet schools, and one interdistrict school on the elementary level. 1 Elementary Academies There will be twenty-two Elementary AcadGmica. name roflecta LRSD'a commitment to-provide an excellent deaegregated education program in-each of theac ochoola. [1 The Elementary Academiea with the capacity and projected racial compoa-ition of each,are liatcd below\nchool CapacityBlack Non-Blaek- Total % Black Badgett I 53^ Bole 4^ 4 34^2- Baae-l-infr Brady-pI I L 4*^ -ise- Chicot ass asa sa% Cloverdale 4aa aaa i4i- as+ Dodd 4a+ ass isa ssa ss% Fair Park ssa asa ass asa saa Fereat-Park ass ass ass sss ssa Fulbright SSS ass sss ssa Geyer Springa ass aas ss aas ssa Jeffcraon ass aas ass asa saa 4SS I I 1 Re: (^2221 t Page 251 I Gchoelr CapQGifevBlackHon-Blaek- Tctal % Black Mabelvalc 4^ McDermott 3r\u0026amp;- Meadowcliff 44^ Otter Creek ar\u0026amp;2 Pulaak-i Heights 3^ Terry 464 444 444 Wakefield 444 444 444 444 444 Watson 444 444 444 444 Western Hills 444 444 444 444 444 Wileeft 444^ 444 444 444 Totals 0,501 Elementary Area Schools There will be 23 elementary area schools. The elementary area schools with the 1991-92 capacity and racial composition of each attendance zone are listed below\nSchool Capacity % Black Badgett 257* 57% Bale 73% Baseline 90 69% Brady 467 55% Chicot 558 57% Cloyerdale 492 72% Dodd 328 52% Fair Park 51% Forest Park 376 48% Fulbright 540 a aa a ^94 15^ 43^ 4 ^4^ Re: 02227, 02228 Page 252 School Capacity % Black Geyer Springs 328 67% Jefferson 492 471 Mabelyale 515 55% McDermott 517 57% Meadowcliff 44 571 Otter Creek 351 501 Pulaski Heights 42% Terry 492 46% Wakefield 492 68% Watson 492 66% Western Hills 328 54% Wilson 394 54% Woodruff 324* 59% Totals 9,678* 3 I I *Includes four-year-old program  IncontivG Schoola Thoro will bo eight Incentive Schools which are liotod I below with the number of classroomo in each aa well aa the I capacity of each at twenty-five otudcnto per claaaroomt fl fl Frankl in- I I Garland^ Tsh- ii- we I fl Mitchell 3-5e Rightacll we I, fl Rockefellom we I' i 1 I t Re: 02228 I Page 253 J School Capacity at 5 Gtephcno 4^ Washington Totals -W-fr 3800 J Incentive Schools There will be seven incentive schools which are listed  below with the capacity of each at twenty-five students per 1' classroom and the four-vear-old capacity at 20 students per il a classroom\na School Franklin K-6 Capacity at 25 4-Year-Old Total 460 60 520 Garland 370 20 390 Ish 245 20 265 i a 1 Mitchell 340 20 360 a Rightsell. Rockefeller Stephens Totals 290 410 315 2.430 Interdistrict Schools 20 60 2 220 LRSD and PCSSD will establish Romine as an 310 470 335 2.650 I i| H i' ft r ' I  Interdistrict School for the 1080-90 1991-92 school year. Romine School has a capacity of 49^ 487 students Up to 494 percent of the Romine seats would be allocated to PCSSD I and at least 514 percent of the seats would be allocated to I LRSD. ,! ! If Im *Includes four-vear-old program Re: 02228, 02229 Page 254 I :i ' i LRSD is committed to work with PCSSD and the other parties to this case to establish for the ^^89-90 1993-94 school year the Baker and Harris Integdiatgict Schools the Crystal Hill Interdistrict School in PCSSD and an additional two hundred seats for LRSD students at a second PCSSD Interdistrict School to be established at a location agreed upon by the parties. LRSD will recruit black students to fill its share of the Home-Magt Baker and Harris seats in accordance with the Interdistrict Plan. The PCSSD has agreed to increase the capacity of the Crystal Hill Elementary School from 600 to 800 seats with up to 399 seats reseryed for black students transferring from I Little Rock School District and, if space is ayailable, from * North Little Rock School District. Capacity I The-nofWRiagnetelementary enrollment- for-the 1988-89 school year is 8,327 black-atudents and 3,835 non-black students for a total of 12,162 students. Without the-enrollment in LRSD of a significant number of students who are prcaently-onrolled -in private schools. LRSD would expect about two percent-growth-in- the number of I I I1 I i c black students and very little growth in the number of non black -atudents. The projected enrollment would be 8,500 black students and 3,850 non-blackstudents-fog-a total of a pa H 12,350. Re: 02229 Page 255 1I I I The capacities of the Elementagy AoademiGS elementary area schools are determined in accordance with Arkansas accreditation standards which have the following limits: Grade Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class Kindergarten 20 20 First-Third 23 25 Fourth-Sixth 25 28 The total capacity of the twenty-two Elementary Academiea is 9,501. 23 elementary area schools is 9,678. The ^incentive Sschools will have a maximum pupil/teacher ratio of 20 to 1. There may be more than 20 students per classroom, however, there will be a certified aide in each class and possibly a second teacher in those classes. The capacity of the iincentive Sschools is SySOO 2,430 at 25 students per class. The total' nonmagnet eiemcntary of LRSD (13,616)exceeds the projected enrollment (12,350) by 1,266 scats. The overall racial composition of the fielementary Academies area schools and the space available for recruitment at those schools depend upon the number of students who enroll in Incentive and Interdistrict Schools. The initial racial composition of the Incentive Schools is expected to be predominately black. It is expected that at least 4SS 600 black LRSD students will attend Interdistrict Re: 02229, 02230 Page 256  4 I I 1 I I I Schools. The chart below shows the impact of black Incentive and Intcrdistriot School- enrollment upon-the Elementary.Academieot I Black Enrollment- inIncentive and Inter district Schools--- Tctd--- Enrollment in Ele Aca Racial---- Composition f Ele Aca Recruitment Capacity for Ele- Aca 2,000 10,350- 62.8% ,500 0-,850 60.0% 3OOO 0,350 58.8-% Oii 3,500 8,850 56.5% 1,411 3,600 O-,65O 1,-511 Construction 1088-80 I Washington -School is closed for the 1088-80 sehool- I year. A new Washington School is being built at the same site with a projected capacity of 1,050 students. students who were originally assigned-to Washington for the 1080-80 school year have been reassigned to lah,Mitchell, Rockefeller and Rightscll. These students(166)will have a preference to return to the now Washington in the 1080-00 school-year. 1000-00 A new wing is being added to Franklin School and will be completed prior to the start ofthe 1080-00 school year. t Franklin's new eapacity-wi-ll- be-560-.- Woodruff has -a capacity of 245 otudonta and is situated in a neighborhood that has no real potential for white growth. Woodruff ia presently 75% black.Probably the best Re: 02230, 02231 Page 257 U3C of thia facility is to uae it aa the Inatgaotional Reaougce Center (IRC)or aa a alternative aoheel. Woodruff will be cloaod aa an oleiBontary achool at the end of the 1988-89 achool year. 1990-91 Stephens and King It is proposed that the District relocate Stephens Elementary near the 1-630 corridor between 1-30 and Ii University Avenue. The new Stephens will house prekindergarten through sixth grades and will have a capacity of 696 students.i It serves as an Interdistrict School. The new Stephens will be easily accessible to downtown office workers, state department employees and University Medical Center personnel. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock (14th and Marshall Streets). The facility, in any case, would be located in the general area along 1-630 between 1-30 and University Avenue. In addition to being an Interdistrict I I school, an attraction for this school will be its early childhood program and childcare facilities. This location is expected to serve as a natural magnet for individuals who work within governmental and business centers of Little I Rock. I *Includes four-vear-old program I Re: 02231, 02232 Page 258 I The pagtiea have had diacuaaions with gealtora gogagding apeeific ocheel eonatguetion aitea and exiating buildinga. The Maateg will be pgovided a aepagate pgeggeao gepogt coneegning-negotiatiena for achool aitea* The new King School should be constructed in time for use beginning with the 1993-94 school year. The new Stephens School should be constructed for use beginning with the 1994-95 school year. 1 1 3 .s 1 1 i' I I I 1 I i J Re: 02232 Page 259 I I I 1 3 INCENTIVE SCHOOL PROGRAM i INTRODUCTION Beginning in-the 1009-00 achool year,tThe Little Rock i ,1 School District will have eight (8) seven (7)* schools I I : 1 providing the incentive school program. Rockefeller may ji become-an interdiatrict achool,but would continue to provide the incentive achool program-r The purpose of the 1 incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. The following schools will provide the incentive school program: -Franklin li I' I f f I: I J I 1 i -Garland -Ish -Mitchell -Rightsell -Rockefeller -Stephens -Waahington 1 *The question of an additional incentive school for the 1992-93 school year is still under discussion. do not seek to modify the plan at this time to add an additional incentive school. The oarties Re: 02233 Page 260 I if I I 1 I, I i!' 1 I'^i I'l I 1 ill# JI In order to be successful, the incentive program must address the academic, social and emotional needs of all student participants. The incentive program must also serve as a recruitment tool for meeting the desegregation requirements in these schools. With proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-teirm desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentiveschool program committee the parties will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October,1089,tjhe committee parties will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If feasible, the committee parties will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. Re: 02234 Page 261 J Incentive School Program INCENTIVE SCHOOL PROGRAM COMMITTEE The blueprint for the incentive school program was developed by a committee of administrators, teachers, community representatives and parents. The blueprint will be used as the framework for specific activities that are expected to occur after court approval of the incentive school program. The following areas were considered in the development of the incentive school program: RKb A. B. C. D. E. F. G. H. -I. J. K. L. Staffing Parent Involvement Staff Development Academic Programs and Curriculum Development Social Skills Support Programs Monitoring and Evaluation Special Student Activities Parent Recruitment School Administration School Policy and Procedures Counseling/Social Work rd The Incentive School Program Committee divided into five (5) sub-committees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills n -Subcommittee 2 - Support Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures -Subcommittee 3 - Staffing - Staff Development -Subcommittee 4 Parent Involvement -Subcommittee 5 Parent Recruitment Re: 02235 Page 262 L. JI BLUEPRINT FOR EXCELLENCE The purpose of this document is to clearly define the mission and expectations for the incentive schools. The Incentive School Program Committee did not, however, attempt to specifically define every detail for the iincentive Sschool Pprogram. This document merely furnishes the community with the parameters for excellence in education. The specific details and concerns for each individual incentive school must be developed by the local practitioners. The local practitioners are the principals, teachers, parents and community representatives in each incentive school* area. The District firmly believes that the success of any program depends on the opportunity for the practitioners to make certain decisions at the local level. This document is hereby submitted to the federal court and the community with the understanding that further details will be developed. The IncGntivG Gehool Prograin CoiamittGe will continue to function until Auguot I771080. The GomaittGG will bo expanded to include at loaat one parent from CQCh inccntivo school attondancG gone. On August 1, the committee will be gGatructurod to function ao a diatgict-wido council of incentive achool pagonto-r The council will have two pagcnt rcprooGntatives from each incentive school. -Aioo-\nfoug members at-large will be appointed by the Joshua Integvcnoga r The Incentive Ochool Program Parent Council will be gcoponsiblo fog monitoring all aetivitieo golatod to the incentive school program\n-- The Parent Council wilrl report to the -Little Rock School District Board of Digcctoro and Joshua Intervenors on a quarterly basis? Academic achievement is the result of commitment, high expectations, a strong belief that all children can learn, and broad-based community support.. When these ideals are coupled with the availability of financial resources, educational excellence prevails. \"'y of the District that all of these ideals will be evident in It is certainly the belief each incentive school. I Re: 02236 I Page 263 1 I I i  .i I I! i i I\n1 SECTION ONE i' li I' i ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT p I. 1 p I I I '1 I1 i I Re\n^2231 Page 264 INCENTIVE SCHOOLS ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT Schools have the responsibility for expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all children. \"The content of the education must be true, appropriate, and relevant. The processes of education are expected to be democratic and humane. The aim of education is to be the complete I development of the person. In addition, excellence in education must prepare a student for self-knowledge and to become a contributing problem-solving member of his or her own community and the global society as well.\" (Saving the African-American Child. 1984) The goals, the content of the academic programs, the instructional methodologies, and the use of instructional technology in the iincentive Sschools will be reflective of the intent to have excellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social, emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideals. Re: 02238 Page 265 1 ACADEMIC PROGRAMS General Areas for Implementation (subject to an annual assessment of the effectiveness thereof) 1 1. Four-Year Old Program (Early Childhood Education) - Little Rock School District's Four-Year Old Program The 2, will be operative in each iincentive Sschool. The High/Scopo-Cuggiculum will be the content model, and a gtandotogy-Bietgict developed parent component model will be incogpogated into the program model. Writing-to-Read - aAn instructional technology program, such as Writing to Read, will be implemented at each incentive school for K-2 students. Kindergarten - The Little Rock School District Early Prevention of School Failure model will be operative in each iincentive Sschool. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. Reading Across the Curriculum will be a major emphasis for developing reading proficiency and critical reading skills. Each subject area will also utilize s 5. 6. strategies to increase students' pleasure of and appreciation for reading (Pre-Kindergarten-6). Oral Expression Across the Curriculum will offer instructional objectives and strategies in each subject area designed to increase the oral communications and American English skills of the students (Pre- Kindergarten-6) . Learning Styles Inventories will be used in each iincentive Sschool to assist teachers in diversifying their teaching styles to match the learning styles of the students. Schoo-1-Themes will bo developed at the l-ocal achool level by parents- and- staff and ago gecommcnded to be integgatcd into the total cuggiculuia. S 7. Semi-departmentalization will be the recommended organizational structure for grades S4.-6. This organization will facilitate the development of specialized skills for \"subject area\" teachers for the respective grade levels. 9. Instguetional-Tcehnologv will too available in specialigod-latoogatogies and in individual Glasagooma. Re: 02238, 02239 Page 266 r I 3 . h 4 . I 1 J 1 4rO8. Science Laboratories equipped with adequate equipment andmaterials/ and supplies, either mobile or permanent, will be available for students in-grades 3 6. 459.Computer Laboratories for remediation and enrichment will be expanded for a minimum of 24 25 stations in each clagaroom. incentive school. 4510. Foreign Language Instructionfcaboratog-ioa with appropriateequipment and materials will be operative in each school with appropriate eguipment and materials. 4:511.Study and Test-taking Skills will be taught in an integral component of the curriculum at each grade level. 5412.Computer Loan Program - portable computers will be available for loan to students (grades 4-6) for use at home. Remediation and enrichment software will be available for home-based experiences. 4:513.Parent Home Study Guides will be developed by the beginning of the 1993-94 school year in each core subject area for each grade (1-6). 4:614.Computer Managed Instructional Technology will be used for continuous tracking of student progress by the beginning of the 1992-93 school year. 4515.Individualized Student Education Plans will be developed, implemented, and monitored for each student. a j 4^16.Specialized programs - Federally or state mandated programs (remedial, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through the extended-day, week, or year programs. *(Sgo page 7) 4517.Incentive Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. 5018. Homework - homework 4-9as required according to Little Rock School District policy and regulations. \"1 54:19.Criterion-Referenced Testing - formative criterion- referenced tests will be computer generated for the ongoing assessment of students. Re: 02239, 02240 Page 26720.Heterogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. 3-21. Effective Schools model will be operative in each incentive school, with appropriate training provided for implementation. 422.African and African-American History - each school will establish a sequential program to include the study of African and African-American history and culture. SPECIFIC SUBJECT AREA EMPHASIS The core curriculum for pre-kindergarten through grade 6 will be the Little Rock School District model. Areas for emphasis/expansion have been identified for each of the content areas. READING - Learning to Read Through Literature, with emphasis on ethnic classes in each genre, will be the primary reading program (K-6) - Basal textbooks will be used to augment the classics reading program (K-6) - Strong emphasis on critical reading skills (grades 4- 6) - Increased motivation and learning with oral expression through reading\ne.eg., choral reading, student storytelling, debate, drama, etc. (K-6) ENGLISH/LITERATURE ARTS - Writing to Read, or a similar program, as an instructional component for K-2 - Writing Across the Curriculum will be used to enhance the writing skills of students (K-6) LatinProgram will be uood to increaae the vocabulary and word atta-ck skills of otudcnta(5-6) - Oral Language Expression will be a major emphasis in the reading and English/language arts areas (K-6) - Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) - Language Modeling will be expected in the oral expression, vocabulary, and usage skills of the teachers (K-6) I Re: 02240, 02241, 02242 I Page 268I SOCIAL STUDIES - Emphasis on the study of history from a subject area contextWorld History, American History, and Arkansas History (4-6) - Emphasis on introductory concepts in history, geography, and civics (K-3) - Geography will be taught through active learning strategies - Each subject and grade level in social studies will include a multi-ethnic cultural curriculum (K-6) - Learning strategies and activities will promote \"living social studies\" (K-6) - Emphasis on American and Arkansas History (4-5) - Emphasis on World History (6) - Celebrations/ceremonies will be integrated into the curriculum 1 MATHEMATICS - Emphasis on use of word or story problems (2-6) - Introduction to basic concepts in geometry and algebra (2-6) .- Extensive use of manipulatienves (Pre-K-3) - Use of computers for organizing and utilizing mathematical data (5-6) - Emphasis on critical thinking in addition to methodology and results (K-6) SCIENCE - Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3) - Classroom and textbook work will be supplemented with practical demonstrations and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of science - Emphasis in the upper grades will be on the life sciences and physical sciences (4-6) - Mastery of concepts should culminate with an annual project\ni.e., Invention Convention, Science Fair, etc. - Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom FINE ARTS - Content will include an introduction to basic concepts in music and art Re\n02242, 02243 Page 269 IH a 1 1 a - Art and music instruction will be sequential and cumulative in the content, knowledge, and skills - Emphasis in the earlier grades will be on the enjoyment and creation of music, painting, and crafts (Pre-K-3) - Emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and developments (4-6) - In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts FOREIGN LANGUAGE - Each school will select at least one foreign language for study, with Spanish and a choice of an Asian language as strong recommendations - The instructional methodology for each language will be a \"total physical response\" approach - Emphasis will be on basic vocabulary, conversational, and cultural materials for K-3 1-6. A fore-ign languagelaboratogy will be used for inatructioft-, including oomputega where appropriate - Emphasis will be on transcribing and translating foreign language age-appropriate material (4-6) - Provision of practical experiences and interactions with a native language user. - Emphasis will be on vocabulary, grammar, reading, writing, and cultural materials (4-6). PHYSICAL EDUCATION/HEALTH - Family Life Education will be included in the total elementary curriculum (1-6) - Nifty Nutrition will be available for all grades (1- 6) - Emphasis on \"wellness\" for the young (K-6) - Emphasis will be on the development of an understanding of and respect for the handicapped\ni.e., disabilities simulations (5-6) - Emphasis on team sports and lifelong leisure skills (K-6) SOCIAL SKILLS Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Re: 02242, 02243 Page 270 i 1 \u0026lt;4 hj Specialized activities will be used to emphasize the development of appropriate social skills: Family Folklore - Students will learn the values and mores of their ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taught in small group sessions. Interpersonal Skills - Structured group sessions will focus on problem-solving, decision-making, peer pressure, etc. Rites of Passage - A structured program will be initiated to respond to the emotional, physical, and social developmental changes in the young students. Separate programs may be established for male and female students. Role Models Programs - Individuals (international, national, state, local and community) will be used for presentations at the school in every area of the program to provide role models for students. Special emphasis will be placed on African-American role models for males. Mentoring Program - Utilizing local resources in the community and the Partner-*-s Program, a mentoring program will be established for integmcdiate age students. (-46) Additional or other social skills activities may be developed at the local school level. However, all academic programs, social skills programs/activities and special activities must be clearly and broadly articulated to the school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organizations. Re: 02243, 02244 Page 271 IAcademic Reinforcement Activities may include (but not I I. ' I, 1: limited to) the following: r ti Peer Tutoring Program - Peer tutors will be assistants to teachers in the Homework Program or during the regular school day. Students will- be compensated for after schoolpoor tutoring (see Support Programs). Academic Reinforcement Clubs - Chess Club, Computer Programming Club, Debate Club, Thesbian (Drama) Club, Math Club (Math Olympiads), Odyssey of the Mind, Great Books Club, Science Club, Annual Knowledge Bowl (elementary level), Foreign Language Club Special Interest Clubs may include the following: Photography Newspaper Yearbook Choir/Glee Club Tennis Club Archery Club Camping Club String Instruments Sign Language Club Aerobics Club Cooking Club Band Swimming Club Bowling Club Skating Club Art Club Horseback Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field Trips - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students. Local field trips (see Support Programs) may be supplemented with a state or national trip. Examples include the following: I r Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, D.C.) Martin Luther King Center (Atlanta, Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Shores (Gulfport, Mississippi) Re: 02244, 02245 Page 272(' Each school will incorporate special activities into the total school program. Choices for each school will be I determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be submitted to the Board and administration for approval on an annual basis. Documented school-based involvement in the needs/interest assessment and planning process must 11 accompany each School Program Plan. A projected budget must ( accompany each plan. I' Itj TO I 1 Re: 02245 I Page 273 LATINENRICHMENT PROGRAM ELEMENTARY LANGUAGE ARTS CLASGES LITTLE ROCK- 6CHGGL-DISTRICT i-r Background In the-early 1960s, the Philadelphiaf-PA^School District raised reading and vocabulary scores of elementary school children through a program using Latin in language arteo-olaaaos. The program was -'ll 3 developed by a team of Latin teachers,but the materialswere-designed to be used by elementary language arts teachers\nthe program- did not depend-on using trained Latin teachers in tho elementary classes. Sincethat time programs-of this sort have been implemented in many other school districts,such as Indianapolis-\nIndiana\nWashington-\nD.C.\nSt.Louis, Missouri\nDallas, Texas\nLos Angeles,e-a-lifornia\nHew York City,New York\nOakland,California\nand Kansas City, MisBOuri. Some use the Philadelphia materials, others have developed their own materials. In these programs the focus is not on teaching formal Latin grammar\u0026gt;it io on using Latin words and myths as a means to improve English-skillsj These programs have also resulted in improved self-image among learners. The initial implementation of the-program by Philadelphia and later in the above identified districts was in inner city schools with a large minority population-r five and six or grade six only. The targeted levels wore grades Reports concerning students-'performances on standardized teats in the above identified districts reveal at least a one-year growth in-reading and vocabulary and a significant amount-of growth in other-content-areas(-see attached) . In all districts-\na team of Latin teachers trained the elementary language arts teachers in using the materialsand served as resource-persons for background in Roman and Greek culturo-r As the-program grew,many of theae elementary teachers studied-feo-bocome proficient-in Latin. A corresponding program using the Greek language haa also been developed\nthia program uses the aame methods and approach. Thematerials focus on using Latin and Greek word roots as a basis to increase English-reading and vocabulary skills. Materials are varied\ntho two--basic courses are designed for fifth and sixth- grades and arc based on classical mythology and life. Supplemental coursos cover a wide variety of subjects,including science, math\nastronomy,and blacks in antiquity. Re: 02247 Page 275 9 Hr Rationales Moro than 60% of words in the English language are baaed on Latin words?focusing on Latin word roots and word-building-elements will- increase knowledge of .I Engl-iah voeabelary-.- Itany-f ifth-and-sixth grade- aocial studies and reading curricula include mythology and the Greco-Roman worlds? vocabulary materiala that relate to thia subject matter will broaden-learning and provide enrichment. 4 Ability to read-Engl-ioh ia not limited to language arts and other academic-areas but-a-f-feots oucceaa in life itself-yincreasing that ability creates more successful individuals who feel competent-to-deal with school and I living. Latin ia an unusual subject for students-/ espcoially in elementaryschool-\nWhile the study is not -fecused on learning the-Lat4n- language per se, atudyof an unusual anddi-f-ferent\"subject,and seeing aucccasin doing so-\nbrings an improved self-image to the learners. The- program-itself-is easy to implement. The cost ia minimal,and investment-of time by elementary tcachero to learn the materials is limited. T^he-materials are I' easy to use. They are inexpensive to purchase and can be duplicated for distribution-to-teachers. The program has been successfully used by many areas with educational situations similar to Little-Rock. The 'JI uniquenesa of the program should appeal to parents as well as studenta? no other public or private-schools in Arkansa-s-\ncertainly in- the metropolitan Little Rock ftfea-\nhave such a program. The program would serve the desegregation plan for the incentive schools-and would help in achieving-the targeted-objectives of raising standardized test scores and-eli.fflinating disparity between scores of the major- ethnic elements of the school community-r Also-with the-emphasis on multiethnic education within the Little Rock School District, materiala can be developed locally to include this omphaoioT Using the existing materials as models, LRSD teachers can create units that use their unique talents and skills and that arc directed to the apocial interests and needs of- theArkansas students. . =rf I III. ProposoT IP It ia-proposed that the Little Rock School-District implement an elementary Latin-prog-ram in the elementary language arts classea at the fifth and-sixth grade levels in the incentive schools for the purpose of increasing roading and vocabulary skills,improving standardized test - aeerca-,and enhancing the se-lf-image of Icarncrsr I I Re: 02247, 02248 f Page 2761 a\u0026gt;A' iVv PFoggam dGocription Affeer teacharg for tha ineantive ochoolo have boon identified in the apring of 1909,these teachera will receive aix hours of inaervice training during the 9Ufluneg--o-fH\u0026gt;aoinimplGmonting tho program. ^he .a '1 program will be implemented at the otart of the 1909 90 achool year and will be incorporated into the-fifth and aixth grade language arta inotructional block for approximately fifteen to twenty minutea per day. Throughout the 1989-90 achool year, teachera will be involved in four (1) additional inaervice workahopa ^vo~pop aemeater) . Alao,thaae toaehera will have the opportunity to bGcome-more proficient in Latin by enrolling in a college courae designed oapocially for them\u0026gt;-thia courae will be optional and at the teachers own expenao\nThroughout tha year, the principal in each-building will-monitor tha program. At the and of the 1989-90 achool year,a- formal diatrict-wide asaeaament of the program will be made\nthia aaaeaament w-ill be baaed on surveya and teat data. Re: 02248 Page 277 I I I'! Budget Summary (Per Teacher)- Instructional Materials $ 30 Printing^ E* Inservice Materialo Inservice Consultant College Course Materials College Course Instructorsa Foo Inservice Stipends I'- TOTAL Budget Summary (Program in all Sth and 6th grades in all-incentive schools) 7 schools with 4 teachers oaclr 20 teachers $6,860 1 school with 10 teachers 10 teachers 7-4^ TOTAL $0,310 I I 1 I J Re: 02249 Page 278DELETE DELETE LEA J-nceot-ive- -Sc-hooTs- OBJECTIVES .-Ts-nrevIde-aHarefless-ef-the -(.At In -tn -InnenVIve -ichonT- -(\u0026gt;plnnlpa-l-s- -and -s-ta-tty -o Ol m na no to X) (t o ro ro tn o IJLSC) DESEjCREEATION FLAH TMPLEMENEATION TDfn.rNE STRATEGLES/ACTIVITIES IiI-Present-'iRpTeneRLatjeR-pT jR -pFCpnsa r -tn -assnctate -super- -Int.- -dents- -and -ass-Istant -suj.- Intendents- I.-2 -Schedu-le -awarenens- -meeting -w-Ith- -princ-lpal-s- -of -Incentive -sc-honls- 1-.-3- -Develop -agenda -for -princ-lpals-' -mooting I.-4- -Cnndunt- -as-^areneaa- flaeet-ing -w-H-h- -prlnnipaln- 1-.-5- -Schedu-le- -awareneec- -fneet-Ing w-It-h- -c-ument- -Sth- -and -6th- -grade -teachers- -In -Inc-ent-Ive -schogls- BEGINNING DATE EITMliG DATE JaH^3Q,-1989 Jenirray-199-2- MaFh-l-,-J989 March-mZ 'lareh-1-,-1989 lareh-IS, 1989 Iarch-1992- lateh-lS, 1-969- -Mareh--1992- RESEONSIBELnV Marle-MeNeal MaFvlH-ZImmenflaH forelgrr -L-angtrage- Superv-IsOT* -Staff- -Development 6Ireotoi* Angela-Sewall Aso-Is-tant ^uperln- -tenden-t Coord Ina-tor -o-f -Incentive -Sehoo-Is- Angela-Sewall Beverly-White C-ocHdlna-tor -o-t -tnceotlve -Sehoo-Is- Ans-Is-tan-V -SuperIn t-endent Marle-MeNeal Ma rvlH-ZlBwermaR Sayle-Gleud Foreign -L-anguage Superv-Isor St-eff- -OeveT-opntenL- D-Ireet-or --at-In- -T-eaohers- laehel-Hyers Aes-Is-t-ant- -Super In- tendent- Soordlnat-or -of- I-ncent-Ive -Schoo-Is- EVAUJATiaN r t-aM-r rcSert id t ten Meeting- -on -Ga-Tendo-r Meeting- -on -Ge-Iender Printed--egenda- Goncems-Atues-t-Ions- -expreesed- by--p\u0026lt;'-lnelpals- teet-Ing- -on- -Go-Iendei' L JDELETE AREA -tncentiveSchooTs eoa T - f 7-(-continoedy OBJECTIVES l7-(e6RtiRaed} LRSD DESEGREGATION PIJkN niPITMErTEATION ITHELINE STRATBGLES/ACrrVTTLES BEGINNING DATE ENDING DATE RESEOHSIBILTIY EVAILIAITON 2 ,-Io-pFovide-insoFvice-to paFticipating-teachoFS a OJ U7) ft) ro CX) o ya ft) o ro ro tn oI -1,6-eeBduct-awaFanass-neeting- -with -GUFFeRt -6 th -and -6 th -gFade-teaehene -identify-5-th-l-6th-gFade teachoFS a(bo a#ish-to--Femain at-incentive-schools L JUcEui-t -iod -f-i-Vl- -\\iacaB\u0026amp;iss. 2 .-t -Reguiiition -ins-tFuc tional -mateniala 2 .-2-Duplicate-cop ies-of-above matepials -2,2 -Sebedule -2 -InsaFvioe -meetings -of -J -houFS -eaeh -2 r4 -Develop -agenda -foF -above -2 -raeetinge Apnl-14-,-1989 Apei-l--1-992 May-1-,-1989 -May-1.992 JuIy-4,-1989 Jofy-mi- '\u0026lt;ay-lT1989 -Uy-im Ju4y-I,1989 July-1-992 lHBe-1',-1989 Ju-Re-1-992 July-lS,-1989 July-1992 Marie-MeNeal MaFvin-ZiRweFBan Gayle-Gleud -PoFeign -Language SupeFV-isoF Staff -Developme nt -OiFaetoF Latin-leachepe Pnincipals- Riehard-Maple Human -Raseunces. DipectoF P-Fincipals- Riehard-Haple -Human -RasouFcee OiFectOF Marle-MeNeal Eonaign-Language -SupanulsoR Hafle-HeNeal -PopefgR-language -SupBRulson Marle-MeMeal -Pene Ign-Language -SupenylsoF MaFie-MeNeal -PoFeigR -Language -SupeFv-isoF dleetrng-agendj Xfat -of -identified -Stlx -i .6 th--gnade-teachent identified -6 th -and -6 th -g Fade teachaFS -at -ihcent iea -sohoola iOF-1969*90 Apfi-vdl. -of -raatecfaLs- -One -copy -fcP-aacU -taacBoP -M\u0026amp;etfBgs--on -CaTsniiP-Ppi- Rted-agendas- iREA E incentive-Schools --I-. - (-coiTt-i wed) OBJECTIVES 'I'\".(cwTtTwed) -O XI cu n\u0026gt; to   (O no o 00 no h* no (JI a LRSD DESBCRECATION FLAN IMPLEMENLATION TDIEI.INE t STRATEE lES/ACTIVlTLFS -2-.-5- Eondvct- -above- meet-i-ngs- -2-.-6- Eontrac-t- DAL-ft- -about- -of-f-etH-ng- 2-.-?- -Schedtri-e- -above- -coW-ege- -coui'se- 2-.-8- -i-mpl-efnent- -above- \u0026lt;-o)-1-eg- -c-ourse- 2-.-9- -Schedule- E-our- Ewo-hour- -Enservi-ce -workshops- -En- -local- -bu-El-d-Engs/elust-ers- -d-Est-r-Ect- -wEde- S-.-FO- Eonduct- -above- -four- -Lneetv-Lce- -worfcebope- BEGINNING DATE ENDING DATE AugHSt-18. 1989 JHHe-li-I989 -June-4-992- BeeefRber-l, 1989 December- 4^92- Hay-1990 May--1993- RESPONSIBLLnY Gayle-Gleud L-aiin--T-aachars- Marl e-McNeal Gayle-Glead -For-oi-gn- -banguage- Supervi-oor-bab- vn- 4-eacher-a- Mar-ie-MeNeal E-or-eiga-banguaga- -Super-v-iaar- Gayle-Gleud 4-at-Ln- -T-eacbor-s- SeptembeF-l, 1989 -Sept-effiber-4-992- May-1,-1989 {2-peF-seme5- ter) May-ms- EV,UJJ,VriO-N Cour\u0026amp;e. -proposaJ - - -I-danti-f+sd- -\u0026lt;lit6\u0026amp;/xin)6ty'4J-ace- ComfuLeted.-cour-se- -Pr-HK-ipa-ls- Marie-McNeal  E-oreign- b-anguage- -Super-v-iaor- Gayle-Glaud bat-lfl- -Teac-her-s- Meotings- -on- -Ca-Londar- Weet-i-ng--agondas- TTi! LRSD DESEGREGATION FLAN n-IPLEMENTATION TIllEI^INE DELETE ARE,\\ incentive-Scheels 6oa i - i : { conti fl ed-) OBJECTIVES I-To -implement -the -eieraen tary tatin-program-in-5th\"\u0026amp;\"6th- -gradea -at -ineentive -achoola- 4 .^-Te-evalua te-the-elementary latin-program- OJ lO fD ro 00 ro X) (Il CD no ro cn ra STRATEGlES/ACriVrriES g .L -Sc-hedole -time -for -ela-s-sroora \"instroction' -3.-2- -Porchaae/dopHcateT^c-eate- -eXudenL mater-iale- 3,3.Incorporate.Latin-prograns.into districtts.language.arts program 4.X-Moniton-classnooo.activities 4^ -tdentity .s-tudent -gcoivth- jin -standard-ized- -teata- 4.-3 -Develop -atudent,- -teacher-, -parent -aaaeaseient -aurvey 4-.^ -Oiweminate- ^above -au-rveya 4.-5' -eontpi-1-e -aurvey -reaul-ta 4.-fr -Submi-t -FifiaF -evaloat Fon -report -to -Aaaociate -Soper io tendenta DBGINNTOG DATE ENDING DATE Aug,}S,-1989 ftuguvt: l-OO?- Ongorny Ongoing. Hay-1,-1990 Way .19-93- Hay-30,-1990 May-1993 ApF-.-lS,-1990 Apri-1--1993- Hay-1,-1990 May-199-3- Hay-30,-1990 -May-1993 Jufl-.-lS,-1990 June-1993 RESPONSIBrLITY -Rni-ncEpal-s- WaytF-T+eWHTh -Eona-ign- -Lang.- .Supv- Rpincipals -Bnincipals -Prweipe-Vs- EVAI NATION Schaal Ls. -i-Qitcact iaoa.1 -schedole - Materiel -s- -reedy -fcrr dtrsYTOonr -use- MaFie-HcNeal Gayle-Glead -Foreigo -L-aog.- -Sopv.-/- -L-atio-Teaeher -P-(i-nei-pa-Vs- Harie-HcNeal Foreign -L-eng.Sopv. HaFie-HcNeal Foreign -L-ang.- -Supv-. i.-ersoTr-p-Tarrs- .Ldentitied-stEengthi.aQd oveahnssses -Tes-t-deta- -P-l*HVte\u0026lt;i- -fOHRS-Getup- T-e-ted- -feme -(=etaFee\u0026lt;i - -Suvey-data- Sebra itted -i=epei=-V -I 7  I ill 'll 1 ( PLEASE NOTE: Two areas of information contained in the \"Implementation Timeline\" for this section submitted with the original LRSD Proposed Desegregation Plan have been omitted from this timeline submitted May 1, 1991. These are heading information found above the columnar timeline which listed the plan date and the person, division and program/area responsible, and a \"cost\" column in the timeline. The information that was in the heading area is now either out of date or is repeated in a column in the timeline. outdated. B' The cost figures previously provided are Revised cost figures will be provided in a separate desegregation budget. The columnar heading \"Completion Date\" has been changed to \"Ending Date.\" For the sake of clarity, all timeline headings have been changed to LRSD Desegregation Plan Implementation Timeline.\" I-Il I' I I I I I I ,! I It I I 1 II '.REA 1 1 Academic Programs Goal: 1- OBJECTIVES 1 1 1 LRSD and Curriculum Development To devcrVop- -arxl- . To-promote/efl+tc-^-\u0026lt;*7r desegregation flan IMPLEMENTAnON TTMELTNE impiement Qua 1 itv-dfffdemir program for Incentive SrhnnlS- STRATEGIES/ACnvrriES BEGINNING \nDATE ENDING DATE RESPONSIBELTIT EVALUATION 5h^ p. and-Staff-trtKiersrtWwg- a f . the-1 ntefltf v- eeneept 1.1 -Provrde-arr-Tndepth-pre-- -organfset-ron \"Session \"On-^ each -component- -of-the-Incentive -Schoo-Es--for-principais- Eeb7-157-1989 July -- Aonua-l-ly reb7-2?7-1989 Superinte-BdefTt-'-s Gabi net Assi slant-Superi-n- tendent -Incent-i-ve Sebeeis Geerdinater ai IQ n\u0026gt; ro 00 XI fD o ro ro tn 1.2 -OeveEop--in--cooperation-with-- t-tie -petnetpa-Vs --detaiied- ttrocees--and--format-f 0 r- .4eveEop-ing--tbe-individdai . -1-nc-ent-ive-SebooE-Plan- 1.3 J\u0026lt;ss-Lsi-.\u0026amp;aoh--bo-i-I\u0026lt;ii-tg-prtf'ef psl -i-n- -pres-efttfitg- -art -rndepth-pre*- or-i-errtfrt+on-session-foi staff- on--eec-h--conponen-t HaiT-37-1989 Seri ng - Awnaaiiy Nar-17-19S9 ' dqfy - AnTTOaVVy 1.4 Assist-'ea'ctr-priTiCTpa'L\"3Trd\"S''ffff wi tb- or-i errtet-itm- -stfss ioit -far \" parents- in- t+te--lnoeTrtTVE Sebeeis- 'fiafv-lT 9S9 ygptCTTpgr~-~ AnnuaTTy Mar7-157-19S9 Kar'-lSs-J989 Auqus-t- riar7-153-1999 sept. Superinf-endenf-s Gabinet Prineipa-ls As s i slant- S-uperi-n- -tendent-Inc-enti-ve- -SebeeTs-- Geerdifiator- S u p eri Bteeder.I- s -Cabinel- Assistant- Super-in- -tendentjacerrtiv-e- -Seboolt Coocdiaator- Super tn ter.denf's -Eebinet- Assrstent-Sgperin- -tendent---incentivE -Seheals- Goordinator-.?LA Goal 1. (Continued) OBjr.'irT.TS 2. Tc-develop-lncentive Seheol-Plan-fw-eAch SGheel refine 3 Io develop curriculum specific to the Incentive Schools a5\u0026gt;\" iO m (D no poo 00 ro OO cn CD LRSD desegregation plan implementation timeline strateg lES/Acrivrr IES BEGINNING .  DATE 271-identify-lncentivE-SrtnMri-f^IaTT' done-Iv-iSSS teams Afwutri-I'y- IWr ENDING DATE done-157-1989 6ngei,ng RESPONSIBILnY EVALUATION 2-2-Bevelop--t+\u0026gt;e--det*i^d-4fK}4v-HJue-l- 1 neenti ve-Sc+iool-W'*** 2 -3-Revi and- approve- -School- -I^lafi dnne-1989 done-1989 3.1 Identify teachers for curriculun teams 3.2 Identify each area in need of curriculum development refinement 3,3 -pLrn-t\u0026gt;n-enttttHi\u0026gt;irt\u0026gt;Tid--ftnTns--for eorrleolum-developnent Review and revise the curriculum as needed 3.4 Provide inservice on curriculum revisions dane-I57-i989 duly-i989 dBne-157-1989 daly-1999 Spring- Annually daly-317-1989 Ongoing dflne-i7-i989 dane-17-i989 June - Annually August - Annually dDne-i57-l989 done-157-1989 July Ongoing Rrtneipals Asslstant-Soperln- .tendent Incentive Schools Coordinator AVI-BvvvsIeHS Sopertntendent^s Gabinet leam- Boaro-or-directors Principals Assistant Superintendent - Incentive Schools Coordinator Curriculum Division Supervisors It 11 II II iREA God) i (Continued) OBJECTIVES 4,-10-pFeeuFe-equipment-and fuFHituFe-feF-Ineentiue Seheal-PFegFans- o Oi uo fo ya fD MM LRSD DESEGREGATION PLAN mFLEMENTATION TTKELINE STRATBGIES/ACnvrriES 3,4-Reuiew-pFeIaffliHaFy-dFaft-ef Fevlsed-EUFFiEuIaF-^BF kattle-PeEk-SEbeel-OistFiet 3T8-OeveIep-addataeRaI-EempeReRts faF-eaEb-EUFFlEuIum-aFea 3T8-PFeef-and-type-IneeRt4ve- SehesI-GuFFiufilum-Guides 37-pF4nt-GuFntEulum-Guides 3,8-Ba\u0026amp;tFa8ute-aRd-pFevade-iRseFuaEe an-the-ampIemeRtataeR-ef-tbe EUFFaeulum-guades ATl-Bevelep-speeifaeatien-faF-bid faF-eguipmeRt-aRd-fuFnatuFe t\\j 00 ID o ro ro cn \u0026lt;D BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATTOiN Jun8-1,-1989- June.30,-1989 CuiPFicuIun-Tean\u0026amp;- JuRe-1,-1989 July.1^.1989 July.20,.1989 Au9--I,-I989- Mar,-18,-1989 June-30,-1989 JuIy.20,-1989- JuIy-30,-1989 Au9--30,-1989 ApF,-18,-1989 CuFPieuIum-IedRis CuFFlcuIum-Oivaeion PFancipalp CueFisulum-Divisian CuFFleulun-and-Scboo Davieaen Pnineipals OtFeeteF-ef-PdFehasiig Assastant-SupeFln- tendentIneentave Seheels 8taff-GuFFieuIum L JAREA Goa): I. (Continued) OBJECTIVES 5. Lo-effect-faeiiity-modifi- frations -ft-.- -impIefRsntation oi.the.-iBeenfciv6 -Sshool speeialiied -pmg rams. TO Ol IQ fD r\\3 ID o TO (D r\\4 ro cn o p r r LRSD DESEGREGATION FLAN IMFLEMENTAITON TIMELINE STRATBGlES/ACnVrriES 4-Bid -for -ST\u0026gt;ec-if ie -equipment and-hmriture 4.3 OiMeF-furH\u0026gt;i-tur'-eHV(i-e\u0026lt;,u\u0026gt;pnieHt ' 4 4- -hrs tall- -and -tnventoey -to ensure -ade\u0026lt;^uaey- -of -oM equipment -and -fuenituee Srl -ftevte.r -the -detailed -Ineentive Sehooi -Plans -svith -the -Support Seavteas-Division S.2-Identity JEOdtf teat ions-tirca- 1-ine -as -peevtously -ee1-l-abo- eated -tn -the -develiapfflent -of the-plan. BEGINNING DATE ApFil-16,-1989 Hay-15,-1989 AugT-1,-1989 ApFT-15,-1989 Api'T-15,-1989 ENDING DATE May-15,-1989 Aug,-1,-1989 Aut-15,-1989 ApF,-39,-1989 Ap(\u0026gt;T-30,-1989 RESPONSIBILnY Prlaelpala- Blrestar-ef-Purahasir g Ass4staHt-Super4n- tendentlneeBt4ve Seheels StaffCurrleulum^- II D4v--oT-ScbaoJ4 - Asset-: - Suf eri ntendcfl-t Ats4tt--Su?t-,-Pwn- B4 *4 si en-ef-Sappert Servites EVALUATION -5 r3 -Gontreet -for -service -as -needed/ -identiftad-in-ths-Plans Apft-39,-1989 May-15,-1989- 04v444oa-cf-Suppart Serv4ae4- iAREA Goal I. (Conti nued) OBJECTIVES 6. Fo--ensure-the-aTfffEabTVTty o OJ IQ fD ro uo 70 n\u0026gt; o ro t\\3 cri LRSD DESEGREGATION Pb\\N IMPLEMENTAriON TTMELDJE STRATBG lES/ACnVITIES 8.4-linplemeRt-the-mediftEatlen plan-teF-the-taellltles S.S-Make-fiRal-lHspeGtisB-en-the weFk-fep-the-faelllties-medl-fleatlen- 6 ri - i n 11 i a te-i denti f-i cats orrs-trf^ ma t e r 4 a I s - a nd-textbotyks-n e e d e d - f e r-the--1969-90-ronnTtj-  seheel-year 6r2-lBvel*e-sehool-teams-5taff-aTid-parents- ln - rei ewi ng- the- neetfs- IdeHtlfled-as-reqaired-toT-eoT-e and-speetal-programs-throogh\" the-annnaf-schoot-plan 6.3 IdeHtify-aHy-mateFtal-eF-text-beeks- that-BUSt-be-SFdeFed pFteF-te-fis6al-yeaF-t89-i98 g.A-Malntaln-bulldlng-FeeeFd-eC FeguistioRS-foF-the-1989-1998- seheel-yeaF. BEGINNING DATE May-lg,-1989 May.Ig,.1989 MayT-,-1-989- ENDING DATE Aug.-Ig,-1989 Aug.-Ig,.1989- Riay Arwimri+v .hine' June-TOT 1987 RESTONS IBILCTY EVALUATION RrinerpffE Mayr.-TTsg- June-T0',*T9B9 JUTTH-Pr- irrc-rpal- Hay-1,-1989 May-15-1989 May-285-1989 Ongelng- PFiB61pals5-Assi5tan1 PFiA6ipals5-All -Blvlslens-wltb wajeF-input-fFeH Pupehaslng PFifiglpals - a f AREA Goal I. (Continued) OBJECTIVES \"O Oj IQ fD r\\j to r\\j fD o no no cn no A* LRSD DESEGREGATION PIAN IMPLEMEOTATION TIMELINE STRATEG lES/ACTIVTTIES BEGINNING . DATE ENDING DATE RESPONSIBILITY EVALUATION STS-Henltep-aRd-apppeve-pequlsitieRS as-Peguested-fpen-IneeRtive Seheels 6.6-HalRtaiR-audlt-fep-all-mateplals peeeived ST^-Gpess-validate-wltb-pupebaslRg-all- epdePS-Ret-peeelved STS-ObtalH-pequlpements-fep-paPtiei-patieR- lR-all-speelal-ppegFaiss StO-Pay-paptlelpatieR-fee-aRd-BPder all-Reeessapy-mateplals-fer speelal-aetlvlty ' i-rlO-Seleet-spsRseps-feP-eaeh-speeial ppegpaHi-aEtlvlty-apppeved-lR the-lREeRtlve-SEbeel-PlaR Hay-2S,-1989 July.I,-1989 July.1,-1989 Map,.IS,-1989- App,-30,-1989 App,-30,-}989 Ongeing- Ongalng OngetRg Apr,-30,-1989 July-1,-1989 Julyr30,-1989 Apppeppiate- -A\u0026amp;\u0026amp;eciate-Supepln- -teRdent Ppinsipal Principal Prlnelpal Prlnelpal PptRElpal- AREA Goal I. (Continued) OBJECTIVES \u0026lt;jo CD ro ca 73 n\u0026gt; o ro ro co J LRSD DESEGREGATION FLAN niPLEMENrATION TIMELINE STRATEGIES/ACTIVTriES BEGINNING . - DATE ENDING DATE RESPOHSIBILnY EVALUATION 6,ll-Gsmplete-spe61al-eeRtFa6ts wlth-all-eMteHded-day-empleyees f8P-the-l989-90-SGh9el-yeap 6,13-eeiiiplete-HasteF-Sehedule-feF tetal-ssheal-pregFam 6Ti3-Review/Fevise-as-neeessaFy-the staff-developmeAt-plan-fep-thG faU-(SeptemberDecember) Aug,-1,-1989 Aug.-30,-1989 PFlReipal App,-30,-1989- Aug,-15,-1989- PFiBsipal Aug,-30,-1989 Sept,-IS,-1989 PplRelpals J LRSD DESEGREGATION PLAN IMPLEMENTATION TTMELTNE AREA Academic Programs and Curriculum npvnlQPinaL Goal II. To provide staff development for imnlRmentaLipa nf Tnrpntivp ^rhnnl P1ani OBJEiCTIVES 1. To implement staff development activities for Incentive Schools Oj fD rsj CD 70 ru o no ro cn 4^ I cn STRATBGIES/ACTIVmES BEGINNING DATE ENDING DATE RESPONSIBILrrY EVALUATION 1.1 To identify the staff development needs of each Incentive School 1.2 Develop Inservice schedule in collaboration with building princi pal l.,3 Notify each school staff of proposed inservice dates for pre-school training 1.4 Plan details for delivery of inservice arrangements, etc. i.e., site, time. lS-0btalR-seFvi6es-9f-eeBSultaBts {as-regaired} 1.5 1,6 Implement fall-teaiRing-eyele inservice program 1.6 1t7 Evaluate staff development activity through survey response from each staff Apft-30,-1989 June - Annually May-lS-i-lSeS July - Annually Hay-30,-1989 July - Annually Hay-307-i989 July - Annually Hay-30'1-1989 May-30,-1989- July Aug,-!,-1989 August- Annual ly~ May-15,-1989 Ongoing May3f)\",\"'i'989 August Aag',-30,-1989 August Jply-3e-,-t989 Ongoing Jaly-30,-1989 3aly-30'\n-1989 August Ongoing Principal Director of Staff Development Incentive School Coordinator 11 M Principals Principals Assistant Superintendent Di rector of Staff Development Incentive School Coordinator u H B SECTION TWO SCHOOL ADMINISTRATION I I I I I 1 I I I I 1 II I 1 r ) Re: 02266 I Page 295 ! I' 1 .1 INCENTIVE SCHOOLS SCHOOL ADMINISTRATION OPERATIONS The focus, function and guiding process of the iincentive Sschools will be to provide excellence in an environment of academic support\nindividualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives. SUPPORT PROGRAMS The following items will be components of every incentive school: n A. HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. to 5:00 p.m.. Homework Centers should will be extant in each school at least two (2) three (3) days per week to assist students who are in need of specific help with class material. The school day may be extended another hour if necessary. school-communities,i.e.,parents,ataff and studenta may opt for more daya per wook for atudenta who- are not otherwiae involved in activities during the last twof-2-)hours of the day, Monday-Thursday). It will be necessary to provide transportation home for students who remain at the Homework Center so that students whose parents cannot supply transportation and/or who live outside of the area which is reasonable walking distance may avail themselves of the center. If atudents choose-not to attend Heaewegk Centers,other options for-student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a volunteer rotating basis,community volunteers and poop tuteps. Staff will be compenaatod.Homework Centers will have a certified teacher working. If the number of students reaches 25, an instructional aide shall be added to assist students. When the number of students attending regularly reaches 50, an additional certified teacher will be hired. Thereafter, as each additional increment of 2^ students attend, certified instructional aides and teachers will be added on an alternating basis. Re: 02267 Page 296 B. HOMEWORK HOTLINE Homework Hotlines should also be put into place (if survey of parents indicates a desire for a hotline) to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will 51 C. U-I, D. E. be staffed by teachers on a rotating basis such that each incentive teacher will provide one (1) evening's service approximately every 45 class days. Staff will be paid for this time. PEER TUTORING Peer tutors will be selected from among a group of self-nominated and teacher nominated students. The role of peer tutors will not be limited only to those students with outstanding academic averages but will also be open to achieving students who work well with other students and who can verbalize an understanding of subject matter to be covered. Peer tutors will be compensated with coupons which can be redeemed for donated items for purchased goods such as games, books magazine subscriptions, school supplies and other items the family may net be providing as well as athletic equipment, hats. sweatshirts, etc. Tutors will be assigned by subject area and on a rotating basis in order to allow all students who wish to serve as peer tutors the opportunity to do so. RETIRED TEACHER MENTORS Efforts will be made to identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors\nto sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work voluntarily or may be paid a stipend depending on their own needs. INSTRUCTIONAL AIDES - There will be a certified .Wi instructional aides available d in every three classrooms. Qualifications for the aide positions wil-1 inelude demonstrated commitment to work with students in an urban setting as well as a minimum of 60 hours of earned college credit. Applicants must be working will be encouraged to work toward a degree. The LRSD will establish a program to provide financial assistance for instructional aides who have aeguired the eouivalent of one full year of earned college credit in order that they mav work towards a degree in education.__ . to forgive a certain portion of the loan for each The program will be designed Re: 02267, 02268 Page 297 ft L F. FG. GH. IR year of service after graduation as a certified teacher, provided the aide is employed by the LRSD. Aides shall provide extra assistance for individual students and groups of students, will also assist teachers with monitoring of Aides student progress, communication with parents and preparation of supplemental instructional materials. An appropriate number of Supervision Aides will be provided at each incentive school. CAREER SKILLS DEVELOPMENT PROGRAM - A program will be developed within each school whereby written information, guest speakers, films and other presentations will be provided to students on topics relevant to possible career choices. Among the information given in each presentation will be skills needed, academic background required, interest inventories, career planning recommendations, expected earning potential and a general \"mapping of how a student can progress from elementary school to the desired career goal. Other components of thia cotegqgy will be integest inventorioa and oppogtunitiea fog atudenta to pagtieipate in pgoggama aponaoged by the Dey Scouts of Amegica. YEAR ROUND SCHOOL EXTENDED-YEAR PROGRAM - Beth summcg gemodiation and engichment options will exist thgough the summeg at all incentive achoola. Thia pgoggam will be in two 5 to 6 week aegmonts-r A summer school program for remediation and enrichment will be offered at an incentive school site, or sites as needed, and will be available for all incentive school students free of charge. The program will be provided in accordance with other LRSD elementary summer programs. LRSD will advertise summer school for incentive school students and these students will be encouraged to participate. Students will participate in the program generally on an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculum areas. The-sumaog options will be at no coot fog students nornally attending these schoolq. A few seats may be open to other students on a space available and paying basis as well. Transportation may be provided. The number of incentive schools at which summer programs will be held will be based on identified student needs and interests. Re: 02268, 02269 Page 298si: V'.' I I Students participating in thfe auinneg ^ycag- round\" option Extended-Year Program will be piaeedtn claaaea instructed at their own academic levels rather than by means of a specifically identified grade designation. In other words, a student functioning at grade 2 level in math would study with peera at that level but may also study with at the -Sth fifth grade peera level in summer reading programs, regardless of his/her actual designated grade level. i HI. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provides for field trips and community access for students together with students from other LRSD schools. Field trips and access will include the opportunity for student experiences with: * historical events and displays * cultural events and exhibits * scientific/mathematical events and exhibits to include both child-oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such as anArkansas Symphony Orchestra performances. OBG ouch GExhibits and performances will also be brought to the schools. Students will alao have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school intermediate grades, i.e., Sth fifth and Sth sixth. Among opportunities in the community which exist are\n* it it it * it it it it several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company a museum of nature science and history three previous state/territorial Capitols a planetarium at UALR a zoo a lock and dam (part of the McClellan- Kerr river project Re\n02269, 02270 Page 299 ) i| iiI 1 I I I I I I A A an inland sea port a major research/teaching medical center Among other opportunities for students including, but are not limited to, banks, stock/bond houses, hospitals and a law school. .'M iJ. COMMUNITY INVOLVEMENT Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building. ExplorcH?- post acoess/membership will also be available aa noted earlier. JK. SPECIAL SKILLS PROGRAMS - During the 5i30 p.m. time period (or whatever the designated time for extended day activities-)-, scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a at the recfuest of a parent or guardian. These skills shall be defined as the opportunity to participate in: A A A choir (voice) music (instrumental) dance after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these services at no cost to the child and hopefully to the program), but certainly at minimal cost to the school SCHOOL ADMINISTRATION (NOTE\nMoved to page 324) At STAFF -RECRUITMENT Staff PGoruitiaent and certain specific experience will-be desired of all ataff at the outset(relative--tework in an urban setting with at risk youth)\u0026gt; and ongoing training will bo provided on a regular basis for all staff at each achool-r A nationwide oearch will be  conducted-for staf f-T Principal and ataff will be asked to who documented cvidonco of comaitaent to working in an urban district\u0026gt; to working with Re: 02270, 02271 Page 300youth at riak and to committing the time nccoooary to provide the kinda of support and servicca provided at incentive achoola. a-r Staff will be hired on a one year basis with parent representation on the interview team. At the end of that year,an involuntary transfer-or- other district decisions may be put into effect depending on the performance and the oucocso of the individual in working with students and procodurea. ^Phis one year contractual-feature will also apply to the pooi-ti-ona-of aides, clerical and cuatodial wrkers-r Suoeessful completion of theyear may lead to a long-term contract with the District-. SL. SPECIAL TRAINING - Ongoing training will be provided to staff in areas like human relations skills\nlearning and interactive styles\nTESA\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. All Staff, including support staff, will be involved in training. Patrons also Parents will receive have access special training in working with their students, assisting with homework, computer literacy, nutrition and human growth, and developments. M. PARENTAL INVOLVEMENT partners in the learning process. Parents will be absolute Parents will be asked to sign all homework assignments on a daily basis. Regular communication will take place. both through written and oral means. Day visits for parents will be arranged to come to school to volunteer for the day and to work with students as well as to visit their children's classes. at the school. Regular meetings, monthly, will be held Parental access will be provided for identified pick up points within the school community. Parents will be encouraged to provide classroom support in the form of tutoring, storytelling, and general assistance and may be paid a stipend for thia. 1 DN. LEARNING TIME SCHEDULES - Daily Extended-dav schedules for- 3-{-0O 5 {-30 will be set to meet the needs of students to include the Homework Center, t Re: 02271, 02272 Page 301c I special skills training and leisure time activities, for example: * * Homework Center Special Skills - 4 days Monday-Thuraday - 1 day Tueoday  * Leisure Activities - 1 day Thuraday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) Clubs, Extra-curriculars - 1 day Wodneaday S J BO. FP. S2. HE. HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicators and early intervention programs will be formulated with \"alert\" and \"success\" cards to be sent to parents to update them on their student'a child's needs and achievements. EXTRA-CURRICULAR PROGRAMS - Extra-curricular programs will be established to allow students recognition, leadership experience and a chance to be involved in school activities. Among these will be future teachers programs. Just Say No Clubs, interramurals, monitor \"jobs\" in the office*, library, with the flag, safety patrol, fire marshalls and student council memberships. * at recess or lunch time, not class time ATTENDANCE AND BEHAVIOR GUIDELINES - Attendance and behavior guidelines will provide unique opportunities to assist students and keep them in school. Time out gooma areas staffed with trained personnel will help students with problem solving. Students will participate in the process of developing school-based management irules. Students and parents will sign a contractual agreement to be at school and on time each day. SUBJECT RELATED EXTRA CURRICULAR ACTIVITIES - Other options for students may include, but not be limited to, activities like math olympiad, junior great books, young authors' club, young scientists, Olympics of the mind, elementary band and a string program. Parents will be informed of all of these options. Students will be encouraged to participate in these activities and a regular schedule will exist for club/academicrelated activities. Re: 02272, 02273 Page 302 I 3 (Note: Students who live in the Washington attendance zone and cannot attend Washington will have access to extended day activities, extended year activities, and the scholarship program.) COUNSELING/SOCIAL WORK A. B. C. D. COMMUNITY SERVICES ACCESS There shall be access to community based support programs provided to students who attend the incentive schools, i Provided these supports will bo- projcots to programs can be negotiated and/or secured by Among compact such as: the availability of students from area colleges and universities to teach music, dance and choir in the schools\nvolunteers and pre-professionals from Philander Smith area colleges to and universities to assist with teaching activities and extra curricular activities\nassistance from social agencies to intervene if students need assistance in health and/or personal need situations. COLLEGE/POST GRADUATION AWARENESS - A mentoring program will be established which will provide interactive time for students to work with young profeaoionalo appropriate role models to enhance an awareness of skills necessary for successful entry into the world of work. The program will also serve to heighten student expectations with regard to their own abilities and potential to attend college and to graduate. Parents will also receive this information so that they may be aware of the options which truly are open to their students children. STUDY SKILLS Counselors and teachers will be responsible for working with students to enhance test taking skills, listening skills and study skills. Practice will be provided for students in test taking, i.e., bubble sheets will be used on some class tests and a variety of question types will be used by teachers. HOME/NEIGHBORHOOD MEETINGS - Meetings with parents will not always be held at the schools. Other meetings, for small groups of parents, will be scheduled at community locations such as churches and some homes as if invited tjy parents. These less formal meetings out of the school environment may be more productive and can help forge a school/neighborhood partnership. 7^ --  that local ministers be considered as part of the It is suggested school partnership and community. Re: 02273, 02274 Page 303 i I I I I II E. F. INDIVIDUAL AND GROUP COUNSELING - Individual and group counseling as well as peer facilitators will be employed at the school to assist students as they attempt to work through concerns and the normal issues which arise as student growth and development takes place. Students will also be 1 taught conflict resolutions. INCENTIVE/RECOGNITION PROGRAMS - Incentive/recognition programs will be developed by students, staff and patrons at each school. Ideas (suggestions) presented in the subcommittee meeting included: awards programs, recognition days, good citizen clubs, free tickets to community and athletic events, tangible rewards such as a book of the student's choice for academic growth and the like. I G. WELLNESS PROGRAM - A wellness program will be in place at each building with availability of a -fuii time nurse. Students will be screened for physical health and will also receive information on topics like self-esteem, nutrition, drug prevention and awareness and first aid. Presentations will likewise be made to parents on similar topics for their information on a continuing education basis. ! i' .1 r H. CAMP PFEIFER - Students in need of additional aoadGmic counseling assistance will have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some time in residence at a program away from the school and the home which provides counseling, intensive academic support and time management skills. Parent involvement is an inherent part of this program in assisting them to work with students on homework and academics. Students will participate in this program provided the funding of the program continues and it meets the needs of the students. I I MONITORING AND EVALUATION 1 A. VERIFIABLE MONITORING OF STUDENT GROWTH - ' testing dopartmcnte Planning. Research and Evaluation Office of the dfiistrict will be assigned the task of developing a plan for The I verifiable monitoring of student growth and for the development of reliable procedures to accomplish these tasks. Re: 02274, 02275 III I Page 304This plan and its accompanying procedures should take into account not only test scores achieved on normrreferenced tests but also class achievement as evidenced by teacher tests and curriculum/ and criterion-referenced tests. There should be a long-term -neni-toging which also takes into- account student maturational patterns. long-term monitoring of student growth. There should be a B. C. D. 7 I I I REGULAR TRACKING MONITORING OF STUDENT ATTENDANCE, DISCIPLINE/BEHAVIOR AND ACHIEVEMENT - Regular tracking monitoring of student attendance, discipline/behavior and achievement shall be accomplished through the development of and use of individual and class profiles by classroom teachers and the building administrator. assessment will be done on a minimum of a quarterly basis. This Individual student planning, selection of interventions and/or programmatic changes will be predicated on identified needs or enrichment indicators determined through ongoing review of data. INVOLVE PARENTS IN THE DEVELOPMENT OF STUDENT EDUCATIONAL EXCELLENCE PLANS The school staff shall involve parents in the development and monitoring of student educational excellence plans. Parents are the first teachers of their students and see them in a context outside the school. In the parental capacity, there is special awareness of a child's potential, talents and interests. As such This input is extremely important in reviewing not only academic programs but also extra curricular, special skills and extended day activities. QUARTERLY REPORTS AND VISITATIONS - Quarterly reports will be made and visitations will take place for the purpose of assessing student progress, facility upkeep and care of grounds and equipment. The monitoring team will be composed of district staff, school staff, patrons and representatives from the community. All staff shall write goals, not only for the school in general, but also personal goals since every staff member lias a duty to provide a climate conducive to learning and should hold and model high expectations for all students. Students will also be involved in the goal setting process and will formulate \"contracts\" for their own achievement. Re: 02275 Page 305 I I IE. STUDENT EVALUATORS student ovaluatoga-' will be 1 I asked to complete evaluations relative te the school-\nits climato and their educational experi-encG twice a year. SCHOOL CLIMATE - Students, teachers, and parents will be asked to complete a school climate survey once each year. Students will be selected at random to participate in this process based on a 20% involvement from each grades leve-l4, 5 and 6. Students will be involved in the designing of questionnaires to be used, analysis of data collected and the 'I F. G. generation of conclusions. Reports will be given back to the students regarding changes made in response to student issues raised in this evaluation process. The survey results will be shared with each school for dissemination. COMPUTERIZED DATA ACCESS - Computerized data access will be a reality in all incentive schools so that student data is easily accessible and access can be immediate for reports which might be needed relative to all school program aspects. SCHOOL SITE TEAMS School site teams will be created to work to implement needed programmatic modifications which will be a greater benefit to the students. Membership on these teams will be rotating and on a semester basis so that staff (including custodial, aides and cafeteria works), patrons and students have an opportunity for input. J 1 I I! li I Ij i 1 i I I I Re: 02276 Page 306 I i!' E. I1 II 1 STUDENT EVALUATORS - Student evaluators will be asked to complete evaluations relative to the school, its climate and their educational experience twice a year. I 1 Students will be selected at random to participate in this process based on a 54- 20% involvement from eech grades l-eve~4, 5 and 6. Students will be involved in the designing of questionnaires to be used, analysis of data collected and the generation of conclusions. Reports will be given back to the students regarding changes made in response to student issues raised in this evaluation process. The sunzev results will be shared with each school for dissemination. F. COMPUTERIZED DATA ACCESS - Computerized data access will be a reality in all incentive schools so that student data is easily accessible and access can be immediate for reports which might be needed relative to all school program aspects. I': I H I G. .. SCHOOL SITE TEAMS - School site teams will be created to work to implement needed programmatic .modifications which will be a greater benefit to the students. Membership on these teams will be rotating and on a semester basis so that staff (including custodial, aides and cafeteria works), patrons and students have an opportunity for input. Re: 02276 Page 306 J SCHOOL POLICIES AND PROCEDURES A. FLEXIBLE PROGRAMS - Every student will receive seme individualized instruction every day^. needed. Programs will be flexible aaeh in order that team teaching and extended time blocks for additional student assistance as needed will be provided. B. ADDITIONAL ITEMS It is recommended that each incentive school have: * a permanent assigned substitute who is familiar and dedicated to the building and program philosophy * at least a half time assistant principal depending on school population (where there is a part time assistant, that person will devote the rest of his/her time to working with program development and community outreach). A. Uniforms fog student(such as blue jeans and a white shirt)- droao code fog staff * required encouraged PTA attendance (and other parent meetings and visits). at least two (2) meetings per year, one of which shall be the Open House student handbooks available at every building which are produced in and reflective of the philosophy and program at that building * a science lab * a computer lab (to be used for other than remediation) t * a playground for PE purposes additional compensation will be given to teachers/pginoipals who work these extra periods of time at the incentive schools * community education classes should be investigated for presentation at incentive schools on a rotating basis for parents in those communities to enhance their skills Re: 02276, 02277 Page 307A Saturd\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_255","title":"Board of Education members","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1991/2006"],"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 board members","School boards","Office of Desegregation Monitoring (Little Rock, Ark.)"],"dcterms_title":["Board of Education members"],"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/255"],"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":["correspondence"],"dcterms_extent":["8 pages"],"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\nA V :\u0026gt; THU : 3 1 MEMORANDUM OF UNDERSTANDING BETWEEN THE BOARD OF DIRECTORS Of THE LITTLE ROCK SCHOOL DISTRICT and THE BOARD OF TRUSTEES OF THE UNIVERSITY OF ARKANSAS CONCERNING THE JOINT OPERATION OF KLRE FM The purpose of this agreement is to provide for the joini operation of the radio station, KLRE FM, (hereafter referred to 1V as the \"Station) by the Little Rock School District (hereafter referred to as the \"School District\") and the University of Arkansas for the University of Arkansas at Little Rock (hereafter - -J', referred to as the \"University\".) i I. Purpose of the Station The station will operate in the interest, convenience, and ry of the Arkansas radio listener and will provide educa-informational, and cultural programming of consistently good quality. It will also provide an opportunity to qualified students of Doth institutions to participate in the operation of the Station. The Station will continue to conform to high stan-dards of operation. as represented by its present adherence to the criteria for qualification given by the Corporation for nacc I Public Broadcasting and Natioh'al Public Radio. II. Board of Overseers There will be a joint Board of Overseers (hereafter referred to as the \"Board\") to embody the unity of purpose of the two institutions in the operation of the station and to unify to the % maximum degree possible the resources contributed by them, with the following composition and general purposes: li 1 -1- ' M A V THU 3 : 3 2 P . 0 1. The Board will be responsible for establishing policy consistent with the purposes of the Station, as set forth above, and for recommending to the School District the selection of the Station Manager. 2. The Board will be comprised of seven (7) members. Three will be appointed by the Superintendent of the School District. Three will be appointed by the Chancellor of the University of Arkansas at Little Rock. These six members will jointly, by majority vote, select an additional at-large member. In recognition of the commitment and significant contribution to KLRE FM of the organization known as the Friends of KLRE, the Superintendent and chancellor will each regularly select one of his or her three appointees to the Board from among the members of the Board of Directors of the Friends of KLRE, so long as the organization, its purposes, commitment and interest in KLRE remain essentially unchanged and at substantially the same or greater level of commitment as presently exists. Each selection of a Frlends of KLRE Board Member will be from a list of two nominees presented to the Superintendent or Chancellor by the Board of Directors of the Friends of KLRE. 3. Members of the Board will serve terms three years in length, with the Superintendent and Chancellor, respectively, determining which of their initial appointees will serve for terms of one, two, and three years. The at-large member will serve a three-year term. Any vacancy that occurs other than at the end of a term will be filled by the District, the University or the Board, as the case may be, for the balance of the unex- -2-T H LI : 3 2 F- . 0 3 pired term. When the term of Board position occupied by a a member of the Board of Directors of the Friends of KLRE expires, that position will be filled with a member of the Friends Board, so that there will always be two members of the Friends Board serving on the Board of Overseers, subject to Paragraph 2 above. 4. The Board will, by majority vote. elect its chair- person and otherwise organize and conduct its business in accordance with recognized rules of order. 3 . The school District will provide the members of the Board with general liability insurance against risks customarily insured against by Boards of commercial radio stations, if such coverage is obtainable at reasonable cost. III. Station Manager Under the oversight of the Board, the Station Manager will be responsible for the operation of the Station, including the selection and supervision of personnel and the administration of the budget, subject to the provisions of Section VIII below. IV. Sharing of Basic Financial Support The School District and the University will contribute equal amounts of basic financial support to the Station annually. a The Superintendent and the Chancellor will determine. in timely manner, the level of support to be contributed by the respective institutions for each succeeding year. In the event they are not able to agree on revised level of support for the upcoming year, the level set for the current year will continue to be applicable. -3- aM ft V  2 3  =\u0026gt; 1 THU F- . 0 -4 V. Location The University will provide a studio and house the Station in Stabler Hall. However, the Board may seek relocation of the Station to another site subject to the concurrence of the Superintendent and Chancellor. The university will accord to radio station staff the usual privileges, with regard to parking, building access, and such matters, as are accorded to institutional personnel. Withdrawal or Dissolution Withdrawal from this agreement, by either the School District VI . or the University, will require a written notice of two years. unless decided otherwise by mutual agreement. In the event of withdrawal, or of dissolution as a result of nonperformance of obligations, the party, if either, which beco- mes sole Ixcensee of the Station, will be granted use of all movable equipment which has been an integral part of the Station's operations, for the amount of One Thousand Dollars (Sl/000) per year, unless decided otherwise by mutual agreement. and the use of such equipment shall be automatically renewed annually for the sum of One Thousand Dollars ($1,000) per year. The withdrawing party or the party causing dissolution of the joint agreement as a result of nonperformance of its obligations, agrees to execute such documents. assignments, notices, applica- tions, instruments of transfer and any other documents or instru- ments necessary to effect the transfer of the license or any permits to the surviving party as sole licensee of the Station. -4- 3 1 THU 3:33 If because of the withdrawal by the University from this P . 0 5 joint undertaking or if the School District should become sole licensee of the Station as a result of the nonperformance of the obligations of the university hereunder, the School District shall have the option to lease the space in which the Station is then located. Such lease shall be upon terms and conditions as mutually agreed between the parties and shall be terminable by the lessee on reasonable notice out not less than sixty (60) days. The rental shall be reasonably related to the rental for similar space in the community considering, however, the value to the University of the continuing use of the Station by its students. VII. implementation 1. For the fiscal year during which this Agreement becomes effective, the School District and the University will each contribute on the effective date an amount equal to $178.08 for each day remaining in the fiscal year. This meets the cri- ter ion set by the Corporation for Public Broadcasting as the minimum total budget for stations applying for Community Service Grant. 2. The current station Manager and staff of KLRE FM will be retained as employees of the School District\nprovided, however, nothing herein shall be deemed to accord a contractual right to continued employment to any such employee or to modify the employment agreements between the Little Rock School District and the current Station Manager and staff of KLRE FM. -S aM A  THU Si : 3 -T R . 0 e 3. The School District will contribute to the joint agreement KLRE FM, with its license, Corporation for Public Broadcasting and National Public Radio qualification that provi- des National Public Radio programming and yearly Community Service Grant, the support of the Friends of KLRE FM, its underwriting, its grants and agreements, including the grants a from the Arkansas Arts Council and the Arkansas Endowment for the Humanities. The tower, transmission equipment, and building with associated land, currently used at 7701 Scott Hamilton Drive, will continue to be dedicated to KLRE FM as a backup for the main transmission system, use in microwave relay, and for ancillary services. in addition. such movable equipment, programming, programming supplies, and related materials as would enhance sta- tion operations in new location will be dedicated to the a jointly-operated station. Depending on the effect of applicable regulations on purchasing and property, and upon the judgment of the Board, such equipment may be retained on the School District inventory or may become jointly owned property or may be leased to the University. 4. The university will contribute to the joint agreement construction permit, 1icense, transmitter, transmission line. tower site and associated equipment for a transmission at the tower site including any buildings that the University may deem necessary, and the audio equipment that was previously purchased for a campus radio station. Depending on the effect of applicable regulations on purchasing and property, and upon the judgment of the Board, such equipment may be -6-THU = : 3 -4 R - 0 T retained on the university inventory or may become jointly owned property or may be leased to the School District. VIII. Continuing Operations 1. In order to conform to the laws of the State of Arkansas, the funds of the Station shall be received, recorded, disbursed, and reported through the accounting system of the School District. The Station shall, therefore, operate under the same laws, acts. regulations, administrative policies and proce- dures, and personnel policies and procedures as the School District. In addition. the Station shall be subject to the normal review. audit. and support of the School District officers having a function in the process. 2. The Board of Overseers shall cause an annual audit, independent or legislative. of the books to be made and shall make an annual financial report in writing to the cooperating institutions. 3. Contracts by the Station shall be let and purchases shall be made in accordance with the legal requirements applicable to contracts and purchases of the School District and shall be in accordance with the policies and procedures of the School District. The Station staff shall be eligible for the benefit programs available to the employees of the School District and shall for ail purposes be considered employees of the School District. 5. The foregoing approach is not meant to preclude other arrangements which might later be necessary or more -7- 4.r-1 V  2 3  5 1 5 I T H II appropriate and advantageous, if agreed to by the Superintendent F- . 0 S and Chancellor. IX. Special condition This Agreement shall be in effect and binding upon the School District and the University upon the satisfaction of the following specific condition: All necessary permits, applica- tions and approvals from the Federal Communications Commission shall have been obtained. X. Effective Date This Agreement shall become effective on the day the KLRE FM signal is broadcast simultaneously on its present frequency (90.5 FM) and on the frequency assigned to KUAR ( FM). XI. Binding Effect This Agreement shall be binding upon the parties hereto, and upon their successors and assigns including any successor to the School District by merger or consolidation. THIS AGREEt*lNT is entered into this 7th day of July , 1986 by the undersigned officers of the University and the School District each of whom is duly authorized by appropriate resolution of the Board of Trustees of the University of Arkansas and the Board of Directors of the Little Rock School District, as the case may be. for the school DISTRICT! FOR IVERS, Ys Ed Kelly, Superintendent ay T rnton, President - fir Date 7- 7- Date -8-STATfc OF ARKANSAS COUNTY OF PULASKI SCHOOL EMPLOYEES CONTR LITTLE ROCK SCHOOL DISTRICT Copy SALARY CLASS Unci SCHOOL KLRE/KUAR This contract, made and entered into by and between the LITTLE ROCK SCHOOL DISTRICT of PULASKI COUNTY, ARKANSAS, and Charles Saults Witnesseth\n/ R - 0 By a majority vote Of the directors present at a legally held meeting\" on !I agrees to employ the said Charles Saults as Board Operator/ Producer I Position) in the above named school district for a period of days 12 months, beginning July 1, 1990 and ending June 30, 1991 paying for said services as follows\ncVJ/) bi / (check one) The rate of $ gcrfev-t .5ma,cn/per year (Daily Rate $ Plus ) The rate of $ Plus per hour for hours authorized.  RELATIVE OF BOARD MEMBER, SUPERINTENDENT OF SCHOOLS, OR SENIOR ADMINISTRATOR: Said Employee WAS NOT related to a member of the School Board, Superintendent of Schools, or senior administrators reporting directly to the Superintendent of Schools at the time of employment (Board Policy EPS Code: CBCA). ( ) Other conditions\nGiven this the AZ day of May 1990 I LITTLE ROCK SCHOOL DISTRICT Employer) (Employee Signature) X Preitirlanf_____ ______ iPresideni cftle tdurai Board, J trresiaeni ci me Doar (Address of Employee) (SeSMr^UtUy School Board) Copies of this contraci are to be given to (1) employee, \u0026lt;2\u0026gt; the school board, \u0026lt;3) the county treasurer, and (4) the county supervisor. Food handlers must Comply with Act 128 of 1965. \"A legally held meeting is One held: (1) on the regular meeting date of the school board at which a quorum is present\n(2) at a called meeting lor which each director has been duly notified In advance and at which a quorum is present r-ttm r^\\frrr\u0026gt; r\u0026gt;z\u0026gt;rv [ i Little Rock School District Personnel Directory 1992 Board of Directors 2Lone 1 2 3 4 5 6 1 Director Dr. Katherine Mitchell PO Box 1896,03 375-9377 W. D. \"Bill\" Hamilton 306 Arthur Drive, 04 664-8727 Dorsey Jackson 2901 No. Fillmore, 07 664-2393 Rollin Armstrdng 711 Shea, 05 Dr. 224-6982 John Moore 12015 Pleasant Tree Drive, 11 223-2297 Patricia Gee 8409 Dowan Drive, 09 562-0571 Oma Jacovelli 6622 Gold Court, 09 568-7585 Term ends 1993 1992 1994 1992 1993 1994 1994 Dr. Ruth S. Steele, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 (501)324-20003-vear terms r T SCHOOL DISTRICTS BOARDS OF DIRECTORS COUNTY OF PULASKI 1992 - 1993 Ijii . a ll, ITLE ROCK **M3.9 Mills Dr-. C. .T ------ -- IL^lac Bernd, Supt., 810 West Marltham. LR 72201 G. Jacovelli 6^22 Gold Court------- -resident___________________ Little Rock,^AR 72209 4^ 12015 Pleasant Tree Dr. President__________________ Little Rock, AR 72211 -atricia Gee 8409 Dowan Drive ^cretarv------------------------------- Little Rock, AR 72209 2W1 N. Fillmore _________________Little Rock, AR 72207 Dr. Katherine P. Mitchell 1605 Welch St. .Iember_________________________Little Rock, AR 72206 y^ohn A. Riggs 3600 Foxcroft rr------------------------Little Rock, .AR 72207 ill D. Hamilton 306 .Arthur Drive vQn----r-i----------------------Little Rock, AR 72204 x992 LRSD school election postponed- 568-7585(H) 374-6535(W) 223-2297(H) 3r9-2498(w) 562-0571(11) 375-3275(W) 664-2393(H) 374-6305(W) 375-9377(H) 5'70-3528(W) 223-8916(H) 661-2590(W) in in #6 in in #4 #2 324-2000 TW 1993 1994 199^ 1993 1992* 1992* xyyz school election postponed- when rescheduled, those elected shall serve to 1995 ^.TH SmERoS*---STf?fG was appointed to serve the unexpired tern biiiLh, kucK__36.3 Mills Mr. James Smith. Sunt. p^5 Rnv AS? tTTd toTTS------771-5000 1^ Mable Mitchell President Pat Blackstone 'ice President Prentice Dupins Secretary_______ Lynn Hariiilton Member___________ Dixie Harrison Member J. W. Johnson -iember Marty Moore Member Smith, Supt., P.O. Box 68/. NT.R, 771 IS 5006 Glenview Blvd. -------------------------------------------- North Little Rock, AR 72117 3409 Bunker Hill North Little Rock, AR 72116 431 McCain Blvd., F-23 North Little Rock, .AR 72116 4103 /Arlington North Little Rock, AR 72116 One Shady Valley Court North Little Rock, AR 72116 437 West Fourth St. ~ North Little Rock, AR 72114 4417 Central North Little Rock, AR 72118 753-5128 791-O267(H) 758-2209(H) 753-146KH) 771-4506(H) 758-3181(H) iil JE in in #5 in in 1993 1994 I99i^ 1993 1993 1995 4-vear terms __________________ ^ULASKl COUNTY SPECIAL**43.9 Mills -'Ir. Gene Goss President 3-r. Jim Burgett '.^ice President_________ ZMr, Reedie Ray Secretary_______________ Mr. Doyan Matthews Member___________________ LMr. Mack McAlister Member_________________\nirs. Mildred Tatum Member Mrs. Ruth White Tucker -Iember Mr. Bobby Lester, Supt. 29 Narragansett Dr. P.O. Box 8601, L.R. 72216 490-W North Little Rock, AR 72120 35 Fairfield Drive North Little Rock, AR 72120 414 East Valentine Rd. Jacksonville, AR 72076______ 5422 Elizabeth Lane North Little Rock, AR 72118 P.O. Box 956  Jacksonville, AR 72076 11405 Highway 365 Little Rock, AR 72206 19001 Kanis Road Little Rock, AR 72211 835-1311(H) 982-5650(H) 851-2O97(H) 982-4491(W) 897-4842(H) 821-3224(11) in in in in #6 #1 ?Z2 1994 199^ 1996 1996 1995 1995 1993 - repared by Ms. Debbie Crownover, Secretary PULASKI COUNTY BOARD OF EDUCATION .Q/16192 372-7800 J CCT I 9 1552(5-year terms) Mr. Cecil Bailey President Mr. Thomas Broughton Vice President Dr. George McCrary Member Mr, E, Grainger Williams PULASKI COUNTY BO.ARD OF EDUCATION 1992 - 1993 5805 Eagle Creek North Little Rode, AR 72116 4602 W. 23rd Little Rock, AR 72204 #2 Crestview Plaza Jacksonville, AR 72076 P.O. Box 366 372-4181(W) 835-7104(H) 664-6577(W) 982-4551(W) 372-3056(W) #1 NLRSD 1995 #3 LRSD South 199fc #2 PCSSD 199'' North #5 LRSD 1 . Little Rock, AR 12202, 666-8697(H) \"'North ~ 1992 election postponed, position is currently at-large, but will be Zone 5 LRSD/No. 199. Dr. Martin Zoldessy Member 11601 Rodney Parham Little Rock, AR 72212 224-0200(W) 223-0100(H) #4 PCSSD 199^ South Ms. Debbie Crownover Secretary to the Board 504 E. Devon Sherwood, AR 72116 372-7800(W) 835-9347(H) Secretary sine 1985John Moore 374-6535 (work) 223-2297 (home Bill Hamilton 664-8727 (home) Dr. Katherine Mitchell 374-6305 (work) 375-9377 (home) John Riggs 570-3528 (work) Pat Gee 569-2498 (work) 562-0571 (home) Oma (O.G.) Jacovelli 568-7585 (home) Dorsey Jackson 375-3275 (work) 664-2393 (home) LITTLE ROCK SCHOOL DISTRICT Board of Directors 1992-93May 5, 1992 Ms. Pat Gee Arkansas State Highway Dept. 10324 Interstate 30 Little Rock, Arkansas 72209 Dear Ms. Gee: As taxpayers in the Little Rock School District, we feel that now IS the time for the Little Rock School Board to deal effectively with the needs of the district as well as being sensitive to the needs of the majority of the patrons of the district. The Board must hire an African American Superintendent. It is because of the current high rate of failure for African American students in the Little Rock School District that we support the hiring of an African American Superintendent. are many factors which have resulted in this very high statistic. There Realizing that all of the blame does not belong to the schools, the schools must share some of the responsibility for this problem. There have not been programs or directed curriculum which have dealt with the problems of our children effectively. The fact that the district is 68% African American is a most prevalent statistic which should be considered in the hiring of a Superintendent. We need a Superintendent who can relate to the majority complexion of the district, as well as addressing the most urgent needs of our educational system. At this time, the hiring of a Superintendent who can alleviate our problems and bring our district into focus is most imperative. You must consider the most urgent needs of the district, as well as doing what is best to bring the majority on equal standards as the minority. For too long, the School Board has addressed the needs of the minority and neglected the needs of the majority. The solution for a district such as ours demands special consideration. You must consider the fact that African-Americans represent the majority of students in the Little Rock School District, and black patrons and students should be given special consideration in light of the years of neglect. Very truly yours.1. 2. 3 . Patron's List 4. V^- 5. 6. 7. 8. 9. 10. 11V 12. 13. 14 . 15. 16.1 17. nri^ 18. 19. 20. 21. 22 . 23 . 24 . 25. - H3.?af''\u0026lt;i^\n-S^z /z - 8, ^2^ - 3 (^\n(U - 1 I I i. .JUL-27-92 MON 15:29 U S DISTRICT CLERK FAX NO. 15019724612 JUL-27-92 HON 13:09 U. S. DIST. CT. LR ARK. FAX NO. 7406096 P. 02 P. 03 t ii-iesQ. IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS J- 3 ra . WESTERN DIVISION 'r --------------- dale CHARLS3, ROBERT L. BROHN, SR., GHBN HBVBY JACKSON, DIANE DAVIS, and RAYMOND FRAZIER V. 1cRC^92=476 PLAINTIFFS O.G. JACOVELLI, Individually and As President of the Board of Education o the Little Rock School District, PATRICIA GES, DR. GEORGS CANNON, JOHN MOORE, DORSBV JACKSON, DR. KATKERINB MITCHELL and ff.b. BItiL\u0026gt;' HAMILTON, Individually and In Their official Capacities as Members of the Board of Education of the Little Rock School District, A Public Body, Individually and in their Official Capacities and THB little rock school DISTRICT, A Public Body Corporate DEFENDANTS COMPLAINT 1. Jurisdiction is pursuant to 28 u.S.c.  1331, 1343 and 42 U.S.c. 1973j as amended. Relief la sought pursuant to the Fourteenth Amendment to the Constitution and 42 U.S.c. S1973j, as amended. 2. Plaintiffs are citizens of the United States of the African American descent who reside in the Little Rock, Arkansas School District, a public body corporate. They bring thia action to redress rights guaranteed them under the Constitution of the United states and federal laws. 3. The defendants are O.G. Jacovelli, Patrioia Gee, Dr. George Cannon, John Moore, Doraey Jackson, Dr. Katherine Mitchell and W.D. \"Bill\" Hamilton, the individual directors of the BoardJUL-27-92 MON 15:29 U S DISTRICT CLERK JUL-27-92 MON 13:09 U. S. DIST. CT. LR ARK. FAX NO. 15019724612 FAX NO. 7406096 P. 04 of Education of P. 03 the Little School District, a public body corporate\nand the Board of Education of Little Rock School District, 4. This is an action to reform the single member district school zone lines which are utilized by the defendants in school lections for the purpose of electing school directors. This is also an action to ensure that such reformation is pursuant to and consistent with the Voting Rights Act of 1965, as amended. Plaintiffs seek to have the district reformed into eeven (7) single member districts of approximately equal population pursuant to a plan that allows citizens of African American descent the opportunity to maximize their opportunity to participate in the political process Early relief prior and to elect representation of their choice, to another school election is further sought. 5. When single member districts were established approximately seven (7) years ago. each district had approximately 25,000 residents. The lines were then drawn using data collected in 1980. That data is now obsolete. 6. The 1990 census reflects that Little Rock has a population of 175,795. The white population in Little Rock is 113,707 while the African American population is 59,742. The balance of th population consists of persons who are designated by the census as others including persons of Hispanics and Aslan origin. 7, Between 1980 and 1990, the African American population in Little Rock increased by approximately 6,600 while the white 2-JUL-27-92 MON 15:30 U S DISTRICT CLERK FAX NO. 15019724612 P. 04 JUL-27-92 MON 13:09 U. S. 01 ST. CT. LR ARK. FAX NO, 7406096 P.05 population decreased by approximately 9,100. 8. Between 1980 and 1980/ the white population dramatically moved into the western sector of the Little Rook while the African American population moved into the southwest and central sectors of Little Rock. 9. As a consequence of demographic changes, the zones or election districts which are currently utilized fox the election of school directors are now significantly imbalanced. The following listing Bhowfi the relative population (by racial percentage) of each election population by race of each of the zones in the Little Rock school District or school zone in the defendant school district. RGHOQl DT3THICT (ZONE)_(Racial %1 1980 ONE 25,399 (31%) TWO 25,295 (69%) THREE 25,210 (7,3%) FOUR - 24,844 (2,9%) FIVE 25,016 (18,0%) STX 25,107 (17.36%) SEVEN 25,043 (14.1%) 1990 21,239 (85%) 16,607 (77.3%) 26,375 (15.0%) 32,421 (4.9%) 30,354 (24.3%) 23,536 (29.9%) 22,601 (33.2%) Imbalance 4,070 -8,688 +1,165 +7,577 +5,738 -1,571 -3,442 10, Ths United States Constitution provides that each person's vote shall be of equal weight. above do not allow for equal weight of pie of \"one man - one vote.\" The imbalances set forth each vote under the princi 11. The out of balance election syetem in the Little Rook School District limits and denies citizens of African American descent appropriate opportunity to elect representatives of their choice. 3' JUL-27-92 MON 15:30 U S DISTRICT CLERK . jUL-27-92 nON 13!10 u. S. DI ST. CT. LR ftRK. FAX NO. 15019724612 FAX NO. 7406096 P. 05 P.06 12. There is a history of Glectiona in the City of Little racially polarized voting in Rock and in school elections. Fuxthemore, the Little Rock School District has a history of unremadiated racial segregation in staff of African American descant. the treatment of pupils and Moreover/ resident citizens of African American descent continue to ejtperience difficulty in securing equal treatment from and by the access directors in the Little Rock School District. to the board of 13. The defendants are aware of the grossly inbalanced numbers in the zones or alection districts. They have taken no steps to bring the itibalance within the \"one man - one vote\" principle or within the Voting Rights Act of 1965, as amended. The original redistricting of the Little Rock School District was encompassed in the cases of Little Rook School District at ^1. JLu Pulaski County Special Sohool-D.iatrict, ..ell,al  t (USDC HO. lr-C-82- 866) . These plaintiffs believe that Lt is appropriate for that history and background to be consldaxed in formulating the relief for which they pray, Ag^ga- 14. School elections are presently set to be held on September 15, 1992 for positions two (2) and four (4) now held by Defendants Hamilton and Cannon. Both districts are naw grossly imbalanced. See Paragraph Hine, supra 13. IC new school elections now set for September 15, 1992 proceed, plaintiffs stand to ba deprived of the right to vote and of their voting rights secured by th* Voting Rights Act. plaintiffs therefore seek to enjoin the schedule elections until a 4'jUL-27-92 MON 15:31 . , JUL-27-92 nON 13:10 U S DISTRICT CLERK u. S. DIST. CT. LR ARK. FAX NO, 15019724612 FAX NO. 7406098 P. 07 P.06 new plan is approved by the Court which meets: (a) the \"one man - one vote\" requirement of the Constitution and, (b) the requirements of the Voting Rights Act. 16. The plaintiffs nave been deprived of well defined and well protected tights as guaranteed by federal law. They have no adequate remedy by which to redress these wrongs but this action for injunctive relief- Any other remedy would be eo uncertain, vexatious and time consuming as to deny full relief. WHEREFORE, plaintiffs request that this matter be expedited on the merits so that a decision thereon can ba promptly reached. Plaintiffs further pray that the present sones be realigned and redistricted in accordance with the \"one man - one vote\" principle and the principles of the Voting Rights Act including the creation of an additional majority African American school voting district. Plaintiffs also pray for their costa including reasonable couneel fees. Respectfully submitted, JOHN W. WAbKER, P.A. 1723 Broadway Little Rook, AR 72206 (501) 374-3758 dselidrliiS-lP By: W. walker - Bar Ko. 64046 ^ley A. Branton, Jr., #90053 Mark Burnette - Bar Ko. 88073 Austin Porter Jr,, #86145 5.1 F5LED U.SS.. DDIISSJT-RRIlCCTT CCOOUUPRT EASTEh.--' r/.T-.rcT . nvMMCA OKiCO ci u IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION SEP 04 1992 CARL R, iiritr* LITTLE ROCK SCHOOL DISTRICT DEW. CLERK .INTIFFS V. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE'tfOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS ORDER On motion of the Little Rock School District (LRSD) and the Pulaski County Board of Education (PCBE), and without objection from any of the parties to this action, the PCBE Zone 5 election currently scheduled for September 15, 1992, is hereby postponed until the time of the LRSD 1992 Board of Education election. IT IS SO ORDERED this 4th day of September, 1992. UNITED SSTTAATTEESS DISTRIICCTT JUDGE R 3 c 1 THIS DOCUMENT ENTERED ON DOCKET SHEET IN :OMPL!^^WWiil^TlI RRIULE 53 AND/OR 79(a) FRCP BY L TO: FROM: SUBJECT: little rock : SCHOOL DISTRICT STREET 72201 810 WEST  little rock, ARKANSAS January 4, 1993 All Building principals = Z 9 BWX 'J V JAN 1 2 159.3 -''ce cf Cuss-rsjation Mj and Department Heads ttonriQ id Mac Bernd, superintendent new policies of Schools C-- the manner in Bnclosed pleaee find .XaTgeSdat^SStralJ^e*^^\"-? Which we review meeting on the eliminated. -- \u0026amp;oi to he at e p.h. on The regular school Boar conduct an will continue the fourth Thursdajy of each month. Please dispose new policies  these two new poxx^^-- ?Aloies they replace. of the policies in your policy manual and r\"EPS CODE: BDDB ADOPTED: LITTLE ROCK SCHOOL DISTRICT 12/18/92 REPLACES OR REVISES POLICY: BDDB  SCHOOL BOARD AGENDA An agenda for each regular meeting of the Board of Directors shall be prepared by the Superintendent of Schools. The method used by the Superintendent to establish the Board agenda must provide an opportunity for the Board members to voice objections or add items. The agenda will contain only those items introduced by the Board members and Superintendent. Only items scheduled in the agenda will be acted upon in a regular Board meeting unless a suspension of the rules is agreed to in compliance with Policy BDDEB (Suspension of the Rules of Order). The order of business at a regular meeting of the Board of Directors shall be: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Call to Order Roll Call Minutes Presentations A. B. C. D. Superintendent Citizens Committees Board Members Partnerships Remarks From Citizens Action Agenda Report Agenda Consent Agenda Audience with Individuals or Groups Student and/or Employee Disciplinary Recommendations Adj ournment Persons wishing to address the Board during the \"Remarks from Citizens\" section of the agenda will be required to sign up and state the subject of their remarks prior to the convening of the meeting. The Board may vote to set time limitations or representatives to speak for large groups whose interests similar. P - require are Persons speaking about issues on the agenda for Board action will be given priority during the \"Remarks from Citizens\" section. If additional time is required for or employee remarks or if there is a large delegation wishing to address a single issue not on the agenda, the Board may vote to defer their comments to the \"Audience with Individuals or Groups\" complete the pending agenda in a timely manner. section in order toEPS CODE: BDDC ADOPTED: LITTLE ROCK SCHOOL DISTRICT 12/18/92 REPLACES OR REVISES POLICY: BDDC PREPARATION OF SCHOOL BOARD AGENDA An agenda for each regular meeting of the Board of Directors shall be prepared by the Superintendent of Schools in the following manner: On the second Thursday of each month the- Board of Directors will meet to review the agenda topics proposed by the Superintendent of Schools for that month's regular Board meeting on the fourth Thursday During the agenda review meeting Board members will have the opportunity to place items on the agenda and will decide whether items will be on the action agenda, report agenda, or consent agenda. At the conclusion of the agenda review meeting, the agenda will contain only those topics introduced by either the Superintendent or members of the Board of Directors. The Board will strive to keep its regularly scheduled meetings on the second and fourth Thursday of each month\nhowever, for good cause, the Board may move any regularly scheduled date to another date agreed to by a majority vote of the Board. The Superintendent will have the agenda and the appropriate background materials printed and delivered to the Board members at least two days prior to the regular Board meeting.CHRISTOPHER HELLER FRIDAY, ELDREDGE \u0026amp; CLARK A PARTNEMHI? of INOmDUAU AND PROFESSIONAL ASSOCIATIONS ATTCaNEYS AT LAW 2000 FIRST COMMERCIAL 3LTLDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 Tslepaone (501) 376-2011 Fix No. (501) 376-2147 Dizcet Ko. 370-1506 MEMORANDUM TO: LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS DR. MAC BERND, SUPERINTENDENT DATE: FEBRUARY 22, 1993 I am writing to provide you a report about the significant developments in this case since the Eighth Circuit Court of Appeals approved our desegregation plans and settlement agreement and to advise you about matters which are pending before the District Court. In its order approving the settlement plans and settlement agreement submitted by the parties, the Eighth Circuit Court of Appeals noted that\" [i]t may be necessary, in order to make a smooth transition, for the details of the settlement plans to be adjusted to produce an appropriate fit between their future application and existing circumstances.\" Little Rock School District v. Pulaski County Special School District. 921 F.2d 1371, 1394 (8th Cir. 1990). All three school districts propos^ modifications to the settlement plans. The District Court issued a forty-four page order on May 1, 1992 approving some of the proposed modifications and rejecting others. The four desegregation plans presently in effect (one for each of the three school districts and the interdistrict desegregation plan) have been revised to include the modifications authorized by the May 1, 1992 order. The following documents define the desegregation obligations of the Little Rock School District and the other parties to this case, and are available to each of you at the Administration Building if you do not have a personal copy: 1. Pulaski County School Desegregation Case Settlement Agreement - March, 1989 (as revised September 28, 1989)1. Desegregation Plan - Little Rock School District - April 29, 1992 (there was an order filed on June 1, 1992 which corrects four typographical errors found in the bound volume) 3. 4. 5. The orders Desegregation Plan - Pulaski County Special School District - April 29, 1992 Desegregation Plan - North Little Rock School District - April 29, 1992 Interdistrict Desegregation Plan - April 29, 1992 which have been issued by the District Court since the publication of the desegregation plans have been mailed to each of you. A complete collection of court orders is maintained at the Administration Building. Jerry Malone (370-1553) and I (370-1506) are always available to answer any questions or concerns you may have about this case or about our district's implementation of our desegregation pl^. The most pressing issues now before the Court concern the structure of the Little Rock School District's budget and the implementation of its desegregation plan. In October 1991, the Office of Desegregation Monitoring informed the Little Rock School District that it must be able to provide the Court with information which: \"(1) Accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the district's legal requirements and the fiscal underwriting of those requirements\n(3) describes a desegregation budgeting process that can be demonstrated, justified, and verified\nand (4) enables the district to determine what adjustments might be necessary in order to align finances with desegregation allegations. It On January 21, 1992, the District Court found that \"the LRSD's current budgetary process does not meet the above requisites\" and ordered the Little Rock School District to \"submit a revised 1991-92 budget which is directly correlated to the specific provisions of the settlement plan\" together with a long range budget projection and a long range revenue projection. On May 1, 1992 the District Court ordered the Little Rock School District to submit a revised budget. The Little Rock School District filed on June 1,1992 a document titled \"LRSD Projected Revenue and Expense - 1992/93 - 1996/97\". The Little Rock School District revised its budget projections based upon then current information and supplied the revised budget projections to the District Court on July 31, 1992. The Little Rock School District also filed a special status report which contained the budget proposal for the 1992-93 school year which had been approved by the Board. Following an August 3, 1992 hearing to discuss the Little Rock School District budget, the District Court issued an order on August 4 approving the proposed reductions except the elimination of a seventh period at McClellan Community High School. The 2Court alsQ.notifT.ed the Little Rock School District that it would require that music teacher ------------------------------------------------------------------------------------------------------------------------tu n'vvu.u 1C4UJ.1C uiai inusxv Lcavuci positionsf^he seventh period at Henderson Junior High School be restored for the 1993-94 academy year. The Court promised that a more detailed order which would explain the Court's reasoning would follow. The detailed order was filed on December 30, 1992. The December order explained that the budget reductions made for the 1992-93 school year \"will all be monitored closely and may have to be restored if the Court determines the cuts are having a negative impact on the district's desegregation efforts\". The Court required the Little Rock School District to submit any future proposed budget changes to the Coun and directed the Little Rock School District not to implement any changes prior to the Court's approval. The Court provided some insight into how future budget reduction proposals will be reviewed. For example, the Court expressed concern \"about the district's decisions to tamper with popular programs like gifted and talented, music, magnet features, and eliminating staff at schools that are successful (such as the established magnets) and those schools trying to be successful (such as the incentive schools and the new magnets, McClellan and Henderson).\" The Court also expressed concern about the impact of budget proposals on teacher morale and reductions which put the Little Rock School District at risk of non-compliance with State standards or statutes. The District Court also entered an order on November 5 concerning the impact of the 1992-93 budget reductions upon the magnet schools. The Court directed Little Rock School District to reinstate certain positions of the magnet schools and to present to the Court prior to pre-registration any changes in the magnet schools contemplated for the 1993-94 school year. Following the Board's decision on January 28, 1993 not to pursue a grant application to fund an Aerospace Technology School, the District Court notified the Little Rock School District that the hearing scheduled for February 1, 1993 to consider the Aerospace grant would instead be directed toward \"other issues of concern to the Court\". At that hearing, the Court expressed concern about the Little Rock School District's commitment to complying with its desegregation plan. The Court was particularly concerned that our budget make it difficult to discern budget priorities and to monitor spending on implementation of the desegregation plan. The Court emphasized the need for good faith compliance with the desegregation plan in order for the Little Rock School District to eventually be released from District Court supervision and also emphasized that the Little Rock School District should make clear to the community that the desegregation plan is something to which we are committed. The result of the hearing is that the District Court will take a more active role in directing and monitoring the budget process and that the Little Rock School District will be required to hire one additional person to work on the budget. I have ordered a transcript of the hearing and you are all welcome to review it once it has been prepared, all previous hearings if anyone would like to review Aem). (I have transcripts of almost 3There will be a hearing at 9:30 a.m. on Friday, March 19, 1993 to review the effects of the Little Rock School District 1992-93 budget cuts which were addressed by the District Court in its December 30, 1992 order. The has Court asked me to remind you of its continuing concern about the Little Rock School District's budget process and to encourage you to attend the March 19, 1993 hearing. It would be helpful to review in advance of the hearing the budget cuts adopted by the Board this summer, together with the District Court's August 4 and December 30, 1992 orders concerning those cuts. I will continue to forward all orders to Dr. Bernd as soon as I receive ttem for immediate distribution to the Board. I will also provide periodic written reports to the Board concerning the legal proceedings in this case. 4M.i\\R 3 1995 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. ORDER FILED U.S. OIST.^ICT COURT =ASTERhl 0!S7?:CT ARKANSAS MAR -1 1993 CARL h. p!LEF.K DEF.CLEft PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS The Court hereby orders the members of the Little Rock School District Board of Directors to be present at the March 19, 1993, hearing, which will begin at 9:30 a.m. in Room 305 of the United States Post Office and Courthouse Building. The Court had previously requested that they be present but upon further reflection has detemnined that their presence is required. DATED this 1st day of March, 1993. TED ST?AATTEESS DISTRICT JJUUTDGE RSCFr/FD V. 'THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE W5TH RULE 53 ANO/OR 7S(a) FRCP ON tl E STATEMENT OF JUDGE SUSAN WEBBER WRIGHT to Little Rock School Board and Counsel - March 19, 1993 An Order was issued directing the Little Rock School Board members to appear in Court this morning so that the Court may take this opportunity to explain this case and to explain the constraints placed upon your actions by the orders of the U. S. Circuit Court of Appeals for the Eighth Circuit. The Court does not believe that you understand those orders, or if you do understand them, you do not seek to comply. Hopefully, after this morning, you will have an understanding\nbut whether you do or not. you must comply. This Court has been too lenient with you. The Court has given you ample leeway and opportunity to move toward a unitary school system. Those days of Court leniency and the assumption by the Court of good faith on your part are over. This current litigation is in a larger sense the continuation of desegregation litigation in the Little Rock School District which began in the Spring of 1956. At one time that litigation was thought to have been brought to a successful conclusion and the Little Rock school system seemed to have entered a period of relative tranquility and complete self-management. However, in 1982, the current litigation was brought by the Board of Directors of the Little Rock School District, as plaintiff, against the North Little Rock School District and the Pulaski County Special School District. The Little Rock School District essentially was seeking county-wide desegregation and the -1-reconstituting of school boundaries between Little Rock and the County School District. The complaining party, the Little Rock School District, won its case. It also won its case against the State of Arkansas, and in a settlement involving the three school districts and the State, the State was assessed over $129,000,000 as something in the nature of reparations for its alleged role in promoting continued segregation in Pulaski County. As a part of the settlement approved by the U. S. Court of Appeals for the Eighth Circuit, the school districts agreed to a program which, it was believed, would ultimately lead to a unitary. desegregated school system in Little Rock, North Little Rock, and Pulaski County. This settlement was essentially the product of the Little Rock School District, the victor in this litigation, and it was approved by the Court of Appeals at the behest and active encouragement of the Little Rock School District. Now, it must be put into effect by the District Court. This Court settlement which you and your lawyers agreed to put in place is a costly settlement. The magnet school aspect of it. which seems to be an enormous success, is not nearly as expensive as the incentive schools. which. with one exception, presently appear to be failures as far as desegregation is concerned. In addition to the structure of this system, there are innumerable other aspects of your settlement agreement. which OU were instrumental in having approved, which are very costly. Since the time of victory by the Little Rock School District in this case, when the Court of Appeals granted almost every facet -2-of relief requested by Little Rock, the Little Rock School District has shown a tendency to drag its feet and act as if it had lost, rather than won, the litigation which it instituted. The Little Rock School District and the other school districts are in Court because the Little Rock School district won its case and won the relief it requested. Yet the major complainer, the chief whiner, the number one barrier to a legitimate declaration of a unitary desegregated school system is the victorious complaining party, the Little Rock School District. The biblical reference, in a different context, is to the effect that if you ask, you will receive. Well, you asked, you got it, and it is the basic job of this Court to see that you receive it in full measure. To help this Court and to assist you in obtaining the relief that you sought and that has been approved for you as you requested, there has been created and approved by the Court of Appeals the Office of the Desegregation Monitoring. That office. as created, has been sufficient as currently staffed until recently when it became increasingly apparent that the Little Rock School District could not or would not develop a budget sufficient to identify the expenditure of desegregation funds. It is unclear to the Court  and would be unclear to anyone  how funds are being allocated to achieve the desegregation goals sought by the LRSD and approved by the Eighth Circuit. This Court has brought home this deficiency to the administration and attorneys of the LRSD on a number of occasions and has received only unfulfilled promises and requests to give you time. These deficiencies were brought to your -3-attention in the 1990 Curriculum Audit Report and in the Court's order of January 21, 1992. It was discussed again in a budget hearing in August 1992. You have had time. Because you have evidently failed to understand this concern, the Court directed that you appear here today. The Court, either today or in the next few days, will appoint a budget officer to be paid by the Little Rock School District, who will be a part of the Office of Desegregation Monitoring and who will operate under the direction of Ann Brown. Now, there are some questions that you and others raise from time to time. My list is not exhaustive by any means, but it contains some rather common questions that are raised or falsely asserted as fact. Here are some of the leading ones, and here are the answers\n1. Whv can't we have neighborhood schools? That is a perfectly sound question to be put forward by someone who does not know anything about law. The fact is, there are many neighborhood schools. Because the settlement plans foster voluntary movement to facilitate desegregation, there are other types of schools too. such as magnets. interdistrict schools. and incentive schools. Many features of the desegregation plan are designed to give parents a choice in where their children attend school. However, because the order of the Court of Appeals requires racial balance in the schools, it is not always possible to have neighborhood schools and meet the requirements that have been imposed. That is why busing  which originated as a device to bring distant or -4-rural children to the closest public school - is employed as a device to disperse black children to predominantly white areas and white children to predominantly black areas. Racial barriers imposed by law in housing are unconstitutional\nbut for socioeconomic reasons, there is racial segregation in living patterns here. Extensive and expensive busing of school children to achieve racial balance is the only answer. Until the U. S. Supreme Court changes the law or until the Court of Appeals alters its orders, busing will remain a requirement that cannot be avoided. 2. Why can't we have a revised desegrecration plan focusing on high Quality education and student achievement? The Court is very sympathetic toward that goal and reminds you that the ultimate goal of desegregation is high quality. equitable education for all children. However, that is not all that you agreed to do in your settlement agreement, which you were successful in having the Court of Appeals approve. And so this Court, which in this respect acts as much in an administrative capacity as in a judicial capacity, is directed to carry out your expensive, approved plan. That plan of yours does focus on high quality education, but it also provides large sums of money for items that are not necessarily part of a basic or core curriculum. It was your plan that you agreed to\nyou got it approved by the Court of Appeals\nand I must enforce it. Let me make this clear: while the District Court has some latitude in modifying the plan, the Court of Appeals has identified elements of the plan which it deems essential and which, under present circumstances, are not within the prerogative of this Court of modify. -5-3. A budget officer to assist the School District is just a \"make work situation. No, it is not\nthat is patently false. The Court cannot determine how you are spending your money to achieve desegregation. Your administrators do not know. Your lawyers do not know. And you do not know. If the LRSD were a corporation, I would put it in receivership. By the way, do not think that I have not considered that with regard to the LRSD. Finally, I wish to close these remarks with some more words directed to the School Board. You are in the position of trustees for the school patrons. Until you begin to comply with the orders of this Court and the Court of Appeals, you are not carrying out your trust in an acceptable manner. I have never seen, heard or read of a case in which the victors conducted themselves like the vanquished  until now. If we have to have two full hearings a month, in which Board members are required to be present, then we will do so. We will do everything that is required to see that you take the medicine to achieve the cure that you asked the Federal Courts to give you. Following is a reminder of some of the provisions of the Plan or Court orders that you have yet to fulfill. Board Responsibilities According to the introductory section of the 1992 LRSD desegregation plan, the LRSD Board of Directors has committed to the following goals, but has so far not fulfilled them:  Eliminating achievement disparity between black and white students on norm-referenced and criterion referenced tests.  Promoting positive public reaction to desegregation. -6-in  Effectively using interdistrict and intradistrict recruitment strategies to meet the desegregation requirements all schools and to avoid resegregation. Additionally, under the title \"Leadership\" on pages 2-3 of the 1992 plan, the board and superintendent have failed to assert strong leadership in the following areas\n Clearly delineating the district's desegregation mission to the staff and the community.  Utilizing the desegregation mission as a guide for developing policies and setting expectations for the superintendent to implement those policies.  Adopting a budget that will provide the resources necessary for an effective, desegregated school system.  Making budgetary decisions consistent with district desegregation policies in terms of buildings, staff, materials, and equipment.  Conducting an annual self-evaluation of their commitment to a quality desegregated education. Incentive Schools  The district has failed to reserve kindergarten and four-year- old program seats for white students and to documented, those students. sustained, engage in and vigorous recruitment to attract (Plan page 140\nMay 1992 Order, page 28)  Program specialists have not been hired and placed at all incentive schools. (May 1992 order, page 41) A staffing needs assessment has not been administered, analyzed, and used as the basis for staffing decisions. 1992 order, page 41) (May  Themes have not been incorporated into the core curriculum at each incentive school. (May 1992 order, page 42)  Little significant progress has been made toward desegregating the incentive schools, (1992 plan, page 149) with the exception of Rockefeller.  There is a lack of coordinated recruitment and failure to implement all plan recruitment activities. 215-217) (1992 plan, pages  The Parent Council has not begun to monitor or report on all -7-activities related to the incentive school plan, page 151) program. (1992 Equity Issues  The district has failed to show significant progress in reducing the achievement disparity between black and white students. 26) (1992 plan, page 1\n1989 Settlement Agreement, page  Black students (particularly black males) continue to be disciplined at a rate disproportionate to their percentage of the student population. (1992 plan, pages 28, 33-34)  The district has failed to effectively address the overrepresentation of black students (particularly black males) in special education. (1992 plan, page 111) Recruitment  The district has not developed a strategic recruitment plan pursuant to the ODM Incentive School Recommendations (page 4) and the LRSD Marketing Plan.  A recruitment tracking system, first requested during the March 1991 hearing implemented. on LRSD school construction, has not been Additional Items from the May 1992 Order  A plan has not been submitted describing the extended activities designed to address the needs of Washington Magnet School attendance zone students. (May 1992 order, page 38) -8-RECgIVO Little Rock School District Board of Directors Memorandum APR I 1993 Office of Desegregation Mi To: Ann Brown From\nJohn Riggs, IV Re: Attached Statement Date\nMarch 31, 1993 Ann: I read the attached statement at the March 25th board meeting. I thought you may want a printed copy for your and possibly the court's information. If you should have any questions on what my intent or meaning in any of this was, kindly call me and I will do my best to explain the somewhat warped way that my brain sometimes operates. What do you think about the new MLK attendance zones? I like the idea of letting our patrons have the choice of attending a new interdistrict school or an old incentive school, but I fear we may run afoul of the court. STATEMENT OF JOHN RIGGS, IV TO THE LITTLE SCHOOL BOARD AND THE EIGHTH CIRCUIT COURT AT THE LITTLE ROCK SCHOOL BOARD MEETING -3/25/93 Last Friday, March 19th, was my first visit to a federal court. I have a few observations on that first visit that I would like to share with our board, our administration, and our students and patrons. First, for the most part, people invoked in the federal court system are nice folks. Although at times some folks do get a tab over emotional, on the whole I was very well treated. The court folks were kind enough to reserve a nice big chair especially for me that was in front so that I could see the action up close and personal-if the proceedings had been a Razorback basketball game we would have had the equivalent of court side seats. Being fairly naive about courts and lawyers in general, I found the day to be a very interesting civics lesson, much like the civics lesson Dr. Bernd referred to when discussing some of our Central students and our hearing for Mr. Hickman. I would say on the whole, I enjoyed most of the day and look forward to my ne.xt indoctrination into how our court system works. I just wish you lawyers would stop suing me for trying to do the best I can in this job. I do feel I did pick the best profession for me by becoming a simple tractor salesman rather than a lawyer or judge While we were in court, the judge was nice enough to give us a report on our conduct and what she expects of us as the ultimate leaders of the LRSD. Some patrons and citizens I have talked with since Friday think the Judge was way out of line with this documentI do not. Frequently, as a manager, I give folks who work with and for me oral and written evaluations so that they can become better at their jobs by working on weaknesses and emphasizing strengths. Any good manager (and surly our federal judge would want to be construed as a good manager) does thisso I do not think her actions were out of line. I concur with Judge Wright that we have a legal if not moral obligation to do everything under our power to ensure that the LRSD is pursuing a course of quality desegregated education. I also happen to believe that we should do what ever it takes to comply with Judge Wrights ordersafter all, she is a federal judge, makes a hell of a lot more money than we do, and can not be fired or beat in an election. But besides those reasons, I believe we should do what we can to carry out this plan because the Little Rock School District Board of Directors voted to implement it to the best of the school district's ability, and I believe there are parts of it that are effective in achieving the goal of a quality, desegregated educational experience for our students though I again agree with the judge that there are parts of the plan that are expensive and may not be the most economical or effective means to achieve our goals. I do take offense to some of the statements made by Judge Wright in her report to us. First of all, I am not a whiner or a complainer. It offends me that the Judge feels the need to stereotype me for comments that were not made by me nor that reflect the official and stated policy of the LRSD. I would remind the Judge of her own words from the hearing last week \"impressions are important\". I believe that we should not allow ourselves to be involved in name callit will serve no useful purpose. Again, though I find other areas of agreement with Judge Wright. Her statement that the LRSD acts as if it lost its court case is a dead solid perfect description of how many of the patrons and even this board feels about our current situation. And understandably so, for any time that people lose the right to direct their lives and institutions, then those people have LOST. And in a real sense, the citizens of LR have lost most of the ability to direct the most important institution in our fair cityour schools. The vital, important lesson here is this: do the moral and right thing the first time and hold people accountable so that you do not put yourself in the position where you have to seek help from the federal court system. I also am very concerned about the judge's statements seemingly discouraging discussion by duly elected public officials at an official public meeting. Discussion and debate are key elements in a true democracy. Certainly public debate over the direction of our most important political entity, our schools, should be encouraged. Again. I am not suggesting in an way that we disregard the federal authorities in this casewe should make every reasonable effort to carry out our desegregation plan and Judge Wright' orders with all deliberate speed. I also have some concerns over Judge Wright's orders in regards to our attendance at court hearings. I chose to believe that Judge Wright is being truthful in her document when she requested our attendance at this particular hearii^ because she feared we do not understand our obligations or her ordersothers in the community believe Judge Wright's actions to be purely punitive and vindictive. I chose to reject this argument. I truly believe the judge is concerned about our understanding of some of the issues and her orders in this case. I would ask. though, that the judge give some considerations to the nature of this board when she requires our attendance at more hearings. The LRSD board is composed of non-paid volunteers who are elected by the ta.xpayers of the school district. Each of us have a job we are employed at in order that we can pay the rent, cloth and feed our family, and pay our taxes. We serve because we are committed to public service and to quality public education. The court must be mindful of the already countless hours of time that we take away from our jobs to serve our patrons. I believe the judge runs a very real risk of implying that only the independently wealthy who do not have to work can serve on this or any other public boardthis is a dangerous and wrong signal to send to our community, and again I will remind the Judge that in her own words that \"impressions are important\". I would contend that if the judge is truthful in her belief that we do not understand her orders (and again I believe that she is) then I would say that if this board does not understand what Judge Wright expects after Friday's hearing then there is absolutely no hope for us and Judge Wr^t should go ahead and hold us in contempt and take over complete control of the school district. I believe that this board certainly got the message and that there is no need to continue to require us to attend hearings for the expressed reason of understanding her orders. The judge also expressed concern that our council and superintendent were not relaying to the board the full concern of the court. I would suggest that as a compromise, if the judge will cancel her order to require us to attend hearings, I will agree to attend all hearings in the next year and give a personal report back to the board on just exactly what the court expects. Although I am like the rest of the board with a job outside of my school board activities, I am very fortunate to work for an employer who will allow me to make this time commitment to the court and fortunate to work with very competent and thoughtful co-workers who will take up the slack in my absence. So I believe the judge has accomplished her goal of getting our attention and I will be willing to attend further hearings to ensure the board keeps the message, although I am sure other board members will want from time to time to attend hearings as they can and as they have done in the past. I would like to explain to the judge and our patrons also why sometimes members of this board seemed confused ( as I am most of the time) about our desegregation plan. Partly, and especially as it relates to our budget, we get mixed signals from the court. One the one hand the judge and Mr. Morgan at the ODM(and certainly me and Tm sure other board members) are insisting that we spend the proceeds of our desegregation settlement wisely and where it will do the most good. Yet, the judge also directs us to fund programs that the school district, this board, perhaps the Joshua Intervenors, and the judge herself feel are ineffective and a waste of money. So here is the great dilemma: we get accused of not spending money wisely by the court and then we are told by the court to spend money on programs that the court feels are wasteful and will not further us on oiu- road to achieve unitary status by having excellent desegregated education in Little Rock. It is no wonder that my wife thinks Fm turning into a schizoid. I talked at the February board meeting about how my company produces a marketing document first and then puts the dollars to it, not vice-versa. This statement was made in the context of agreeing with the court for the need to hire someone to assist us with developing a budgeting process along those lines. I would also remind the court that one of the values of a marketing document is that it is flexible and can be changed as market conditions change. An inflexible document or plan is the surest way I know of to send a company or a school district into bankruptcy. Judge Wright stated in court Friday that we have some latitude to modify this plan.There are only a very few provisions of the plan that are sacred according to the Sth Circuit court of appeals. I have those items and will pass them out to our board in case some of us have forgotten what they were. Anything else is fair game as long as the parties in the case agree that the plan needs to be changed and the changes are not facially unconstitutional. .And finally, since I have taken up too much time already, let me address some thoughts to the Joshua intervenors, the LRSD administration, this board, the Office of Desegregation Monitoring, the court and most importantly, our patrons. I find it very disheartening that this board and district seem to always find themselves in some sort of battle on a continuing basis. What particularly bothers me is that most times those that we fight have the exact same goals as we do!! And that goal is this: that Little Rock should have the finest desegregated school system that can afford where fairness and equity are found as the rule and where our patrons and students feel that they getting the best education possible in our town. As I was leaving the hearing Friday, Mr. John Walker was we are holding the elevator door for me and said, \"come on Mr. Riggs, as long as you don't mind riding with the enemy.\" Now I know Mr. Walker said this in jest because he knows that I consider him a friend and have great respect for him, but it is this misconception that since we sometimes do not agree on strategies that we must be enemies that holds this district and even this city back from greatness. We are not the enemy of the Joshua Intervenors\nwe are not the enemy of the Office of Desegregation Monitoring\nwe are not the enemy of Judge Wright and the eighth circuit court\nwe are not the enemy of the patrons of our gifted and talent programs\nwe are not the enemy of the students and parents from Central High\nwe are not the enemy of the Aero Space Education Center advocates. We are the enemy of ignorance\nwe are the enemy of prejudice\nwe are the enemy of inequity in education. I believe all these other groups believe ignorance, prejudice and inequity to be their enemy also. And so instead of enemies, we are allies in this school district's attempt to be an example of excellent desegregated education. It is this Paradigm that we must go forward with from this day on. This paradigm must have at its core inclusiveness\nthis paradigm must go along the lines of this: that to accomplish our ambitious and noble dream YOU AND I, not you OR I, but you AND I must work together, hand in hand to make our dream reality.f  RECEIVED FILED APR 7 1993 U.S. DIS) EASTERN OiS Office of Desegregation Monitofing IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION DALE CHARLES, ROBERT L. BROWN, SR., GWEN HEVEY JACKSON, DIANE DAVIS, and RAYMOND FRAZIER APR - 2 1993 OiaRu I i bt'iMi * t wi wucFiK ey: CC?. CU5HK PLAINTIFFS V. NO. LR-C92-476 O.G. JACOVELLI, Individually and As President of the Board of Education of the Little Rock School District, PATRICIA GEE, DR. GEORGE CANNON, JOHN MOORE, DORSEY JACKSON, DR. KATHERINE MITCHELL and W.D. \"BILL\" HAMILTON, Individually and In Their Official Capacities as Members of the Board of Education of the Little Rock School District, A Public Body, Individually and In Their Official Capacities and THE LITTLE ROCK SCHOOL DISTRICT, A Public Body Corporate\nCECIL BAILEY, THOMAS BROUGHTON, DR. GEORGE McCRARY, DR. MARTIN ZOLDESSY, and E. GRAINGER WILLIAMS, Individually and In Their Official Capacities as members of the Pulaski County Board of Education\nand THE PULASKI COUNTY BOARD OF EDUCATION, A Public Corporate DEFENDANTS SEPARATE ANSWER OF O.G, JACOVELLI, PATRICIA GEE, DR. GEORGE CANNON, JOHN MOORE, DORSEY JACKSON, DR. KATHERINE MITCHELL, W.D. \"BILL\" HAMILTON AND THE LITTLE ROCK SCHOOL DISTRICT For their Separate AnsvJer to the Amended Complaint, defendants O.G. Jacovelli, Patricia Gee, Dr. George Cannon, John Moore, Dorsey Jackson, Dr. Katherine Mitchell, W.D. \"Bill\" Hamilton and the Little Rock School District (collectively \"LRSD\" defendants), state: lalhy\\P-Ete-S^.Amt 1. The LRSD defendants admit the jurisdiction of the court. 2. The LRSD defendants admit the identity of the plaintiffs. 3. The LRSD defendants admit the identity of the defendants named in paragraph 3 of the Amended Complaint, but deny that the Amended Complaint provides a sufficient basis upon which to proceed against any of the defendants individually. 4. Insofar as paragraph 4 alleges any wrongdoing on the part of the LRSD defendants, those allegations are denied. 5. Paragraph 5 of the Amended Complaint is admitted. 6. Paragraph 6 of the Amended Complaint is denied. 7. Paragraph 7 of the Amended Complaint is denied. 8. The LRSD defendants admit that during the decade between 1980 and 1990 there was western movement of both black and white populations in the City of Little Rock and the Little Rock School District, but deny the remaining allegations contained in paragraph 8 of the Amended Complaint. 9. The LRSD defendants admit that the current LRSD election zones are imbalanced by population according to the 1990 census. but deny the remaining allegations contained in paragraph 9 of the Amended Complaint, 10. Paragraph 10 of the Amended Complaint is admitted. 11. Paragraph 11 of the Amended Complaint is denied. 12. Paragraph 12 of the Amended Complaint is denied. 13. Paragraph 13 of the Amended Complaint is denied.  14. Defendants admit that the elections scheduled for September 15, 1992 have been postponed. k*diy\\P-Efc-Sep.Ai 215. Paragraph 15 of the Amended Complaint is denied. 16. Paragraph 16 of the Amended Complaint is denied. 17. The LRSD defendants admit that the County Board of Education is authorized and required by statute to divide the Little Rock School District into zones for the purpose of electing members to the Little Rock School District Board of Directors, but deny the remaining allegations contained in paragraph 17 of the Amended Complaint. 18 Paragraph 18 of the Amended Complaint is denied. 19. Paragraph 19 of the Amended Complaint is denied. 20 Paragraph 20 of the Amended Complaint is denied. 21. The LRSD defendants deny that plaintiffs are entitled to any of the relief requested in the prayer of the Amended Complaint. 22. The LRSD defendants deny each and every allegation contained in the Amended Complaint which is not specifically admitted in this Separate Answer. 23. The LRSD defendants affirmatively state that the Amended Complaint has failed to state a claim upon which relief can be granted. 24 . The LRSD defendants affirmatively state that they are public school officials who acted at all times in good faith and that they claim such immunities as are available to them on the basis of their status as public school officials and their good faith. 25. The LRSD defendants affirmatively state that they have no statutory duty or authority to establish or to reform the ]ci(l^\\P-Eb*Sep.AoB 3t boundaries of the zones from which the Little Rock School District Board Members are elected. 26. The LRSD defendants affirmatively state that the present Little Rock School District election zones were established by court order and that plaintiff should not be allowed to maintain a suit against these defendants which is premised upon defendants' compliance with an order of the district court. 27. The LRSD defendants affirmatively state that the Pulaski County Board of Education has prepared and presented to the district court a plan which brings the Little Rock School District election zones into compliance with the \"one-man one-vote\" and which is in compliance with the Voting Rights Act. WHEREFORE, the LRSD defendants pray that the Amended Complaint be dismissed with prejudice and for all other proper relief. Respectfully submitted, O.G. Jacovelli, Patricia Gee, Dr. George Cannon, John Moore, Dorsey Mitchell, Jackson, W.D. Dr. \"Bill\" Little Rock School District Katherine Hamilton, FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By: Bar No. 81083 |a\u0026lt;\u0026gt;y\\P-Be-S\u0026lt;p.Am 4t I  CERTIFICATE OF SERVICE Jacovelli, I certify that a copy of the foregoing Separate Answer of O.G. Jackson, Dr. Patricia Gee, Katherine Mitchell, Dr. George Cannon, John Moore, Dorsey W.D. \"Bill\" Hamilton and the Little Rock School District (collectively \"LRSD\" defendants) has been served on the following counsel by depositing copy of same in the United States mail on this 2nd day of April, 1993. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A'. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Mr. Larry Vaught County Attorney Pulaski County Board of Education 201 Broadway Little Rock, AR 72201 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 stopher Helle k\u0026gt;lly\\P-Elo-Sep.Am 5 ReCEIVPi^ APR 1 3 1993 Ofiics ot L IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL DEFENDANTS KATHERINE KNIGHT, ET AL INTERVENORS MOTION TO EXCUSE ATTENDANCE For their Motion to Excuse Attendance, Ms. O.G. Jacovelli, Mr. John Moore and Mr. W.D. \"Bill\" Hamilton, individual members of the Little Rock School District Board of Directors, state: 1. That by Order dated March 1, 1993, the court has scheduled a hearing to consider budget cuts for Monday, April 19, 1993 to continue, if necessary, through Tuesday, April 20, 1993. 2. That Ms. Jacovelli was recently discharged from University Hospital and remains under the care of her physician. Dr. William E. Golden, M.D. By letter dated April 7, 1993, Dr. Golden has requested that his patient be excused from court appearances while she is recovering from her recent surgery. copy of Dr. Golden's letter to counsel is attached to this motion as Exhibit \"A\". That Mr. Moore is a practicing attorney. He is counsel of record in a case which is set for a jury trial beginning Monday, April 19, 1993 at 9:00 a.m. in the Saline County Courthouse. He kiihyXP-Budtei.Exc 3 . Aalso has a pre-trial conference in another case set for Monday, April 19, 1993 at 10:00 a.m. in the Grant County Courthouse. See attached Exhibit \"B\". 4. That Mr. Hamilton is employed by the Arkansas Department of Health. On behalf of the Department of Health he must attend a meeting of the Regional Program Advisory Committee for the Title X Family Planning Program of the Federal Department of Health and Human Services, Region 6. The meeting will be held in Dallas, Texas. Due to this meeting, Mr. Hamilton will be out-of-state from April 18, 1993 to April 21, 1993. A copy of the RPAC agenda is attached to this motion as Exhibit \"C\". WHEREFORE, for the foregoing reasons. these board members request to be excused from the court's order directing their attendance at the April 19 and 20, 1993 hearing. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By CKristopher Hell^ Bar No. 81083 kaihyVP-Budget.Exc 2CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion to Excuse Attendance has been served on the follo^i^ same in the United States mail on this depositing copy of day of April, 1993: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Christopher Helle: kiihy\\P*Budset.Exc 3 .4hPF'-G\"- (et' o\nIEuI.IhI'IS II ITEF'KhL I IEE' Fh/ (10:501-1 1 n FOi 1? University of Arkansas for Medical Sciences DIVISION OF jeneralinternal MEDICINE 4301 Wesl Maiktiam Mail Slot i41 Little Rock, Arkansas 72205-7199 Office (501)606-5236 Williom E. Golden, M.D. Directo* (Obert C. Lavender. M D. DiieCtOf General Meriidno Clinic Susan S. Beland. M D. Director MeOicBi Education Generat Meoicme Clinic Appt? 688-7911 Pflrioperative Consullaiion Service Appts 686-5236 epeppr- 688-6022 Univerailv Private Modical Group Appts 088-5545 zqual Opponuntty fcmployer April 7, 1993 Chri.s Heller Attorney at Law, Friday, Eldridg4 and Clark Dear Mr. Heller, Re: Oma C. Jacovelli Please excu.ae Oma G. Jacovelli from her .scheduled coiu-t appearances. Ms. Jacovelli has recently been diochnrgcd from University, .She is recovering from Hospital and remains under my care. surgery and will be unable Lo be in court for the indetennirifuL near .future. Sincerely, - - - - - .5\n V William E. Go.ldhiv, M.D. Director WG/pm Exhibit \"A\" DI STATE OF ARKANSAS Office of The Circuit/Chancery Judge SEVENTH JUDICIAL DISTRICT OF ARKANSAS GRANT COUNTY COURTHOUSE SHERIDAN. ARKANSAS 72150 January 6, 1993 Mr. John E. Moore Attorney at Law 400 West Capitol, Suite 1900 Little Rock, AR 72201 Mr. Charles R. Padgham Attorney at Law 229 Hobson Avenue Hot Springs, AR 71913 RE: Glenn and Bradley VS Scallion Saline County Circuit Number CIV-92-721-2 Dear Mr. Moore and Mr. Padgham: PHILLIP H. SHIRRON CIRCUIT/CHANCERY JUDGE PHONE 501-942-7818 FAX 942-2442 I have set the above styled case for a jury trial, Monday, April 19. 1993 at 9:00 a.m. at the Saline County Courthouse in Benton, Arkansas. I am in possession of Mr. Moore's witness and exhibit lists and jury instructions. I have Mr. Padgham's jury instructions, but need his witness and exhibit lists by April 19. I would also need copies of any changes to the above, and copies of any new motions, etc. you. ene Davis Case Coordinator /dd cc: Pat Lightfoot, Court Reporter Saline County Circuit Clerk and File I i I i JAN - 7 1993 Exhibit \"B\" COUNTIES OF GRANT, HOT SPRING AND SALINE ! STATE OF ARKANSAS SEVENTH JUDICIAL DISTRICT OF ARKANSAS GRANT COUNTY COURTHOUSE SHERIDAN. ARKANSAS 72 1 50 JOHN W. COUE CIRCUIT JUDGE PHONE S01 -942-2 1 65 March 18, 1993 Mr. John E. Moore Attorney at Law First Commercial Building 400 West Capitol Mr. Peter A. Miller Attorney at Law The Stephens Building Little Rock, Arkansas 72201 111 Center Street Little Rock, AR 72201 Mr, James F. Swindoll Attorney at Law Suite 200, 217 W. 2nd Street Little Rock, Arkansas 72201 Mr. Lynn D. Lisk Attorney at Law Suite 1620, 111 Center Little Rock, AR 72201 Mr. Robert L. Depper, Jr. Attorney at Law 314 East Oak Street El Dorado, Arkansas 71730 Mr. Kevin J. Staten Attorney at Law Suite 300, 101 Spring Little Rock, AR 72201-2488 RE: Cason V. House Grant County Circuit No. CIV 92-101-1 Dear Attorneys: A pre-trial conference and hearing on all pending motions are hereby set for Monday, April 19, 1993 at 10:00 a.m. in the Grant County Courthouse. A trial date will be scheduled at the pre-trial conference. All attorneys or someone authorized to agree to a binding trial date, are required to attend. J\u0026lt;^hn W. Cole Cordially, JWC/me cc: Mrs. Lois Green, Court Reporter Mrs. Linda Shepherd, Circuit Clerk Court File V'\nMW I 0193 J II COUNTIES OF: HOT SPRING SAUNE. AND GRANT I-IhR 29 93 19:33 TO 93762147 FRijri kcPkuL'LiC . . -'C. ncr-ii- \u0026gt; r. JAMES BCWMAN ASSCXJIATES 421 EAST eth STREET  SUITE B  AUSTIN, TEXAS 78701  (512) 476-8341 MEMORANDUM TO: RPAC and RTAC Members PROM: Dick Casper SUBJECT: Schedule for our April meetings in Dallas DATE: 26 March 1993 Sunday, 4/18 - RPAC Members travel to Dallas and check into t Embassy Suites, Love Field (PH. 214/357-4500). the TBP has made room reservations and will provide airline tickets. Monday, 4/19 - RPAC Members meet in executive session to: 1. Develop plans for FY'94-'96 Regional Service Enhancement Activities 2. Develop Requests fur Proposals for any Ot the above Activities which are to be undertaken by one or more contractors 3. Plan for August 1993 RPAC meeting. Tuesday, 4/20 AM - RPAC Members continue in executive session. 1:30 PM - Begin general session to include reports from Paul Smith and Dick Casper. ??? PM - Resume executive session as needed. Wednesday, 4/21 AM - State Training Managers (other than Maggie Lujan) travel to Dallas, airline tickets provided by TCHT (see enclosed itineraries). (Hotel reservations have been made for Maggie to stay the night of 4/20. ) 8:30 AM - Nurse Practitioner RTAC meeting. 10:30 - General Training RTAC meeting. 1:30 PM - RPAC rAMirna frt laxecutivo taasion and Stato Training Managers have their own meeting. 4:30 ADJOURN Exhibit \"C\" RECEIVER COURT ijTcR.. district ARKANSAS APR 1 9 1993 IN THE UNITED STATESDISTRICT COURT EASTERN DISTRICT OF ARKANSAS APR J 5 1995 Office of Desegregation Monitoring WESTERN DIVISION CARL R, Sy.-. CLERK /bvU'yy  DEP. CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER Before the Court is the motion of Ms. Oma G. Jacovelli, Mr. John Moore, and Mr. W.D. \"Bill\" Hamilton, individual members of the Little Rock School District Board of Directors, to be excused from attending the hearing on the 1992-93 budget cuts, scheduled to resume on Monday, April 19, 1993. The motion is granted as to Ms. Jacovelli and Mr. Hamilton. The motion is conditionally granted as to Mr. Moore. If Mr. Moore does not have to appear at either of the two state court hearings. he is to appear at this Court's hearing. Because of their absence. a special, on-the-record hearing will be scheduled for Mr. Moore and Mr. Hamilton. If necessary. this hearing will be scheduled during an evening or on a Saturday. Ms. Jacovelli may attend the special hearing if her health permits. DATED this J^ day of April, 1993. COMFLL'J  -  II ' J DOCKET SHEET IN ^D/On_73{a) FRCP UNITED STATES DIS JUDGE f-h1 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS ' 17 1993 CARLR. BRENTS, CLERK Bv.-_ J V DSP.CUKK PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS The Court has previously determined that the members of the Little Rock School District Board of Directors either do not understand the Court's Orders with respect to the District's obligations under the Plan, or deliberately do not seek to comply with those Orders. Because such noncompliance impedes the realization of a desegregated school system, this Court hereby orders each member of the school board to be present at all hearings in the Little Rock School desegregation case unless given specific permission to be absent. Those school board members who are excused from attending a particular hearing will be reguired to attend a review session. The Court has given much thought to the imposition of the attendance requirement on the school board members and concludes that there are no other suitable alternatives at this time. The ultimate accountability for the District lies with the District's school board. and it is the members of that board who are ultimately responsible for the District's good faith compliance \u0026amp; 2with the settlement plan. Yet the school board members, for whatever reason, have failed to fulfill their duties to ensure that the Court's Orders are heeded and that the District is competently managed. Such dereliction of duty has not gone unaddressed. In the past, the Court has instructed counsel for plaintiffs to inform the school board members of the Court's continuing concerns. At the February 1, 1993 hearing, the Court stated as follows\nI do intend to order that the counsel for the Little Rock School District inform the district concerning what the Court's concerns have been. Again, I mean, the whole theme for this hearing is that the Little Rock School District is not getting this Court's message ... It didn't get the message with respect to the junior high school problem. to the budgetary process. It didn't get the message with respect It didn't get the message with respect to preregistration and changes in the magnet school programs that had to be made and approved by the Court before preregistration. It didn't get that message. There is a communications problem between the Court and the Little Rock School District and I intend to be more active with respect to the Little Rock School District to address this problem. frequent hearings. I expect to have more I expect to ask Mr. [Christopher] Heller to tell them specifically what the Court has done. There needs to be more communication. Transcript of February 1, 1993 Hearing, pp. 104-05 (doc.#1756). The Court went on to instruct Mr. Heller that he inform the school board members of the Court's concerns, to which he replied that he would. Id. at 206. Mr. Heller subsequently issued a Memorandum (attached to this Order) to the Board of Directors and to Dr. Mac Bernd dated February 22, 1993, in which he purports to relay the Court's concerns. The Court finds Mr. Heller's Memorandum to state a brief history of the case that essentially does nothing to emphasize this -2-Court's concerns. Despite the Court's specific request, the school board members did not \"get the message.\" The District continues to suffer from repeated and continuous mismanagement, confrontation and delay with respect to Orders issued by this Court, and a lack of any leadership that could be expected to turn the situation around in a reasonable time. The District is hereby put on notice that these and other problems currently besetting the District would justify the imposition of a receivership, see, e.g., Morgan V. McDonough, 540 F.2d 527 (1st Cir. 1976), cert, denied, 429 U.S. 1042 (1977) , a situation to which the District finds itself moving ever closer. Although some have expressed concern that requiring the school board members to attend hearings in this matter will possibly deter individuals from running for the school board, implementation of the Plan is the Court's primary concern. Any impact such a requirement will have on the decision of others to run for the school board is secondary.* The Court would only note that it has never refused a reasonable request from a board member to be absent from a hearing. IT IS, THEREFORE, ORDERED that each member of the Little Rock School District Board of Directors be present at all hearings in the Little Rock School desegregation case unless given specific permission to be absent. Those school board members who are * Board member John Riggs, FV, in a letter to the Court dated June 10, 1993, requests that he be allowed to appear in court on behalf of the school board members instead of requiring that all members attend. Although the Court does not doubt the sincerity of Mr. Riggs request, the Court has unsuccessfully tried such an approach in its requests to counsel that the school board members be informed of the Courts continuing concerns. -3-excused from attending a particular hearing will be required to attend a review session. Dated this f C? day of June 1993. -4- IJNIT SS DtSSTtRriIct judge entered on docket rwpct i / '^1 - BY IN CHRISTOPHER HELLER FRIDAY, ELDREDGE \u0026amp; CLARK A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTCaiNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 Tctophooe (501) 375-2011 Fix No. (501) 378-2147 DiratNo. 370-1506 MEMORANDUM TO: LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS DR. MAC BERND, SUPERINTENDENT DATE: FEBRUARY 22, 1993 I am writing to provide you a report about the significant developments in this case since the Eighth Circuit Court of Appeals approved our desegregation plans and settlement agreement and to advise you about matters which are pending before the District Court. In its order approving the settlement plans and settlement agreement submitted by the parties, the Eighth Circuit Court of Appeals noted that\" [i]t may be necessary, in order to make a smooth transition, for the details of the settlement plans to be adjusted to produce an appropriate fit between their future application and existing circumstances.\" Little Rock School District v. Pulaski County Special School District. 921 F.2d 1371, 1394 (Sth Cir. 1990). All three school districts propos^ modifications to the settlement plans. The District Court issued a forty-four page order on May 1, 1992 approving some of the proposed modifications and rejecting others. The four desegregation plans presently in effect (one for each of the three school districts and the interdistrict desegregation plan) have been revised to include the modifications authorized by the May 1, 1992 order. The following documents define the desegregation c^ligations of the Little Rock School District and the other parties to this case, and are available to each of you at the Administration Building if you do not have a personal copy: 1. Pulaski County School Desegregation Case Settlement Agreement - March, 1989 (as revised September 28, 1989)2. 3. 4. 5. The orders Desegregation Plan - Little Rock School District - April 29, 1992 (there was an order fEed on June 1, 1992 which corrects four typographical errors found in the bound volume) Desegregation Plan - Pulaski County Special School District - April 29, 1992 Desegregation Plan - North Little Rock School District - April 29, 1992 Interdistrict Desegregation Plan - April 29, 1992 which have been issued by the District Court since the pubEcation of the desegregation plans have been maUed to each of you. A complete collection of court orders is maintained at the Administration Building. Jerry Malone (370-1553) and I (370-1506) are always available to answer any questions or concerns you may have about this case or about our district's implementation of our desegregation plan. The most pressmg issues now before the Court concern the structure of the Little Rock School District's budget and the implementation of its desegregation plan. In October 1991, the Office of Desegregation Monitoring informed the Little Rock School District that it must be able to provide the Court with information which: II (1) Accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the district's legal requu-ements and the fiscal underwriting of those requirements: (3) describes a desegregation budgeting process that can be demonstrated, justified, and verified\nand (4) enables the district to determine what adjustments might be necessary m order to align finances with desegregation allegations. II On January 21, 1992, the District Court found that \"the LRSD's current budgetary process does not meet the above requisites\" and ordered the Little Rock School District to \"sij)mit a revised 1991-92 budget which is directly correlated to the specific provisions of the settlement plan\" together with a long range budget projection and a long range revenue projection. On May 1, 1992 the District Court ordered the Little Rock School District to submit a revised budget. The Little Rock School District filed on June 1, 1992 a document titled \"LRSD Projected Revenue and Expense - 1992/93 -- 1996/97\". The Little Rock School District revised its budget projections based upon then current information and suppEed the revised budget projections to the District Court on July 31, 1992. The Little Rock School District also filed a special status report which contained the budget proposal for the 1992-93 school year which had been approved by the Board. FoUowing an August 3, 1992 hearing to discuss the Little Rock School District budget, the District Court issued an order on August 4 approving the proposed reductions except the elunination of a seventh period at McClellan Community High School. The 2Court also notified the Little Rock School District that it would require that music teacher positions in the seventh period at Henderson Junior High School be restored for the 1993-94 academy year. The Court promised that a more detailed order which would explain the Court's reasoning would follow. The detailed order was filed on December 30, 1992. The December order explained that the budget reductions made for the 1992-93 school year \"will all be monitored closely and may have to be restored if the Court determines the cuts are having a negative impact on the district's desegregation efforts\". The Court required the Little Rock School District to submit any future proposed budget changes to the Court and directed the Little Rock School District not to implement any changes prior to the Court's approval. The Court provided some insight into how future budget reduction proposals will be reviewed. For example, the Court expressed concern \"about the district's decisions to tamper with popular programs like gifted and talented, music, magnet features, and eliminating staff at schools that are successful (such as the established magnets) and those schools trying to be successful (such as the incentive schools and the new magnets, McClellan and Henderson).\" The Court also expressed concern about the impact of budget proposals on teacher morale and reductions which put the Little Rock School District at risk of non-compliance with State standards or statutes. The District Court also entered an order on November 5 concerning the impact of the 1992-93 budget reductions upon the magnet schools. The Court directed Little Rock School District to reinstate certain positions of the magnet schools and to present to the Court prior to pre-registration any changes in the magnet schools contemplated for the 1993-94 school year. Following the Board's decision on January 28, 1993 not to pursue a grant application to fund an Aerospace Technology School, the District Court notified the Little Rock School District that the hearing scheduled for February 1, 1993 to consider the Aerospace grant would instead be directed toward \"other issues of concern to the Court\". Ar. that hearing, the Court expressed concern about the Little Rock School District's commitment to complying with its desegregation plan. The Court was particularly concerned that our budget make it difficult to discern budget priorities and to monitor spending on implementation of the desegregation plan. The Court emphasized the need for good faith compliance with the desegregation plan in order for the Little Rock School District to eventually be released from District Court supervision and also emphasized that the Little Rock School District should make clear to the community that the desegregation plan is something to which we are committed. The result of the hearing is that the District Court will take a more active role in directing and monitoring the budget process and that the Little Rock School District will be required to hire one additional person to work on the budget. I have ordered a transcript of the hearing and you are all welcome to review it once it has been prepared. aU previous hearings if anyone would like to review them). (I have transcripts of almost 3There will be a hearing at 9:30 a.m. on Friday, March 19, 1993 to review the effects of the Little Rock School District 1992-93 budget cuts which were addressed by the District Court in its December 30, 1992 order. The has Court asked me to remind you of its continuing concern about the Little Rock School District's budget process and to encourage you to attend the March 19, 1993 hearing. It would be helpful to review in advance of the hearing the budget cuts adopted by the Board this summer, together with the District Court's August 4 and December 30, 1992 orders concerning those cuts. I will continue to forward all orders to Dr. Bernd as soon as I receive them for immediate distribution to the Board. I will also provide periodic written reports to the Board concerning the legal proceedings in this case. 4IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION ay' LITTLE ROCK SCHOOL DISTRICT vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER FILED U.S DlSTniCT COURT eastern D1STR!*T ARKANSAS JUN J^1993 MS, CLERK IT PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS The Court has scheduled a hearing in this case for June 24, 1993 and ordered the members of the Little Rock School District Board of Directors to be present. The Little Rock School District C16RK R/^ has filed a motion to excuse board members Patricia Gee and O.G. Jacovelli from the hearing on grounds that Ms. Jacovelli is currently hospitalized and recovering from surgery, while Ms. Gee is required to appear in the District Court of Kay County, Oklahoma. Upon careful consideration, the Court finds that the motion should be and hereby is granted. A review session for board members Patricia Gee and O.G. Jacovelli will be scheduled by separate order of the Court. IT IS SO ORDERED this day of June 1993. STATES DI st: CT JUDGE  - JOCU.MCHr Ei'ITERED ON ^CKET SHEET IN COMPLIANCE ON WITH RU' P !Y p/OR 79^) FRCP FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY, P.A. ROBERT V. LIGHT, WILLIAM H. SUTTON, P.A. JAMES W . MOORE BYRON M. EISEMAN. JR.. P.A. JOE D. BELL. P.A. JOHN C. ECHOLS, P.A. JAMES A. 8UTTRY, P.A. PREDERICK S. URSERY, P.A. A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL H.T. LARZELERE, P.A. OSCAR E, OAVIS. JR,. P.A. LITTLE ROCK. ARKANSAS 72201-3493 JAMES C. CLARK, JR.. P.A. THOMAS P. LEGGETT, P.A. JOHN DEWEY WATSON. P.A PAUL 8. BENHAM III. P.A. larry W. BURKS. P.A. TELEPHONE 501-376-2011 FAX NO. 601-376-2147 A WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS, P.A. J PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT, P.A. June 23, 1993 JAMES M. SAXTON. P.A. J- SHEPHERD RUSSELL III. P. DONALD H. BACON, P.A. WILLIAM THOMAS BAXTER. P WALTER A. PAULSON II. P.A. BARRY E. COPLIN. P.A. Richard d. Taylor, p.a. JOSEPH 8 HURST. JR.. p.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER P A LAURA HENSLEY SMITH. P.A ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN III. P.A Thomas n. rose. p.a. Michael s. moore. p a Diane s. mackey, p.a. WALTER M. EBEL III. P.A. KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P A CLYDE -TAB' TURNER. P.A. CALVIN J. HALL, P.A. SCOTT J. LANCASTER. P.A JERRY L. MALONE. P.A. M. GAYLE CORLEY. P.A. ROBERT 8 BEACH, JR.. P A J. LEE BROWN, P.A. JAMES C. BAKER. JR . P A H. CHARLES GSCHWENO, JR.. P A HARRY A. LIGHT. P.A. SCOTT H. TUCKER. P.A. JOHN CLAYTON RANDOLPH. P.A. GUY ALTON WADE PRICE C. GARDNER THOMAS F. MEEKS J. MICHAEL PICKENS TONIA P. JONES DAVID 0. WILSON JEFFREY M. MOORE T. WESLEY HOLMES ANDREW T. TURNER SARAH J. HEFFLEY JOHN RAY WHITE DAVID M. GRAF PAMELA O. PERCEFULL CARLA G. SPAINHOUR JOHN C. FENDLEY.JR. COUNSEL WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR.. P.A. B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR.. P A.  ITEM'* DIRECT NO. (601) 370-1606 Honorable Susan Webber Wright United States District Judge U.S. Post Office \u0026amp; Courthouse 600 West Capitol Little Rock, AR 72201 received JUN 2 4 1993 Re\nLRSD V. PCSSD Case No. LR-C-82-866 Office of Desegregation Monitoring Dear Judge Wright: Little Rock School District Board Members Bill Hamilton and John Riggs are out of the state in connection with our search for a new superintendent. They are scheduled to return Wednesday evening, but asked me to advise you that any unexpected delay in their travel plans could result in their being late for the hearing scheduled for Thursday, June 24, 1993. Yours very truly, Christopher Heller CJH/k cc: All Counsel of Record I R I? JUN 2 9 1993 PILED  Oitico of Oo^ V' i''.cn !9 ^'^kansas UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION CARLR, 2 5 133J clerk ^P- CLERK LITTLE ROCK SCHOOL DISTRICT, PLAINTIFF, vs. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL., DEFENDANTS, MRS. LORENE JOSHUA, ET AL., INTERVENORS, MRS. KATHERINE KNIGHT, ET AL., INTERVENORS. ORDER Pending before the Court is the motion of the Little Rock School District (LRSD) requesting that School Board President John E. Moore be excused from attendance at hearings scheduled in this case for June 24, July 7, and July 8, 1993. Attorney Moore states that he must be absent on the 24th of June because he must attend a seminar to earn credits toward the required Continuing Legal Education hours that each Arkansas attorney must obtain each year. He further states that he must be absent on July 7 and July 8, 1993 because of trials scheduled in state court. The Court is familiar with the Continuing Legal Education requirements. Further, the Court assumes that since Mr. Moore is an officer of the Court (as an attorney licensed in this District) as well as a School Board Member, that he is being truthful with the Court and is acting in good faith. Mr. Moore is therefore excused from the June 24, July 7, and July 8 hearings. He must, however, attend the review sessions that are to be scheduled on these hearings. The Court would further require that he discuss the contents of those hearings with his fellow Board Members and with the School District attorney. I It is so ordered this day of June, 1993. -2, tates District Judge DOCKET SHeP IN this L - COMPLIANCE ON -2- DOCUME^^Wf IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION CAfli. yy - 1 J393 K LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS ORDER The Court has scheduled a budget hearing for the PCSSD and the CLfl^ vs. LRSD on July 7th and 8th, 1993. This Order is to inform the members of the Little Rock School District Board of Directors that they will not be required to be present on Wednesday, July 7th, since the hearing on that day will primarily cover the budget for the PSCCD. However, there is a possibility that the hearing regarding PCSSD's budget could conclude on the afternoon of the 7th, in which case the Court would immediately begin the hearing on the budget for the LRSD. Therefore, the LRSD board members may desire to attend the afternoon session on Wednesday, July 7th, although they are not required to do so. The board members will, however, be required to attend the hearing on the budget for the LRSD on Thursday, July 8th, and there is a possibility that the hearing will continue into the morning of Friday, July 9th, which also will require the presence of the board members. The parties are put on notice that should the hearing not be completed during the morning of July 9th, the matter will possibly be continued into the following week. The Pulaski Association of Classroom Teachers (PACT) has filed a motion to quash the subpoena of Sandra Roy [doc.#1870], Executive Director of PACT, on grounds that she has made prior travel plans and her testimony is not essential to the hearings on July 7th and Sth, 1993. PACT has also filed a motion for a continuance of the hearings on July 7th and Sth, 1993 [doc.#1871] on grounds that it will not have an adequate opportunity to prepare for any testimony that might be given by PACT in support of certified raises for Pulaski County Special School District teachers for the 1992-93 school year. For good cause shown, the motion to quash the subpoena of Sandra Roy is granted. The motion for a continuance, however, is denied. The Court has asked the PCSSD to explain how it can continue to fund its desegregation obligations, not whether it can justify the increase in teachers' salaries. Should justification for the increase in teachers' salaries become an issue, the Court will schedule a separate hearing on that issue. IT IS SO ORDERED this 1st day of July 1993. UNITED STATES DISTRI'CT JUDGE -OMPLIANCE.WTTH RULE 5S AN, docket SHEET IN ON y-/-^ BY R 79(a) FRCP HLED M-S. district cm mv IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION 0 1993 I I I I I I I LITTLE ROCK SCHOOL DISTRICT VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL 301 1 2 1993 ORDER ncc/^rsi DEP. CtEflK PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS The Court has scheduled a hearing in this case for July 7 and 8, 1993 and ordered the members of the Little Rock School District Board of Directors to be present. In addition, the Court has informed the parties that this matter may be continued on July 9, 1993 and into the following week. The Little Rock School District (LRSD) has filed a motion [doc.#1884] to excuse board members Dr. Katherine Mitchell and O.G. Jacovelli from the hearing on grounds that Dr. Mitchell is out of the State from June 28 to July 11 to attend conferences in connection with her work as President of Shorter College, while Ms. Jacovelli is currently hospitalized and recovering from surgery. The LRSD has also filed a motion [doc.#1880] asking that board member Dorsey Jackson be excused from the hearing on July 8, 1993 at 3:45 pB. in order to attend a meeting of the Board of Directors of the Centers for Youth and Families, and a motion [doc.#1889] to excuse board member Bill Hamilton on Friday, July 9 at 10:30 a.m. in order to attend a funeral, after which he will return to court. 18 9 2 I I I -I I (Finally, the LRSD has filed a supplemental motion [doc.#1890] to excuse board member John Moore from the budget hearing on July 8 and 9, 1993. Upon careful consideration, the Court finds that each of these motions should be and hereby is granted. A review session for these board members will be scheduled by separate order of the Court. IT IS SO ORDERED this day of July 1993. united 'STATfS DISTRI ITRICT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET BM COMPLIANCE WITH RULE 58 AND/OR 7(a) FRCP ONP fl p WSTc\nijD\n5TRfcT,\n)^LsAS '\u0026lt;^UL 2 1 1995 UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION carl R i3^E\n\\jTQ, Sy-. CLl:RK L:~f. Ci. hX LITTLE ROCK SCHOOL DISTRICT, PLAINTIFF, I I vs. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL., DEFENDANTS, I i MRS. LORENE JOSHUA, ET AL., INTERVENORS, V MRS. KATHERINE KNIGHT, ET AL., INTERVENORS. ORDER Little Rock School Board Members Pat Gee, Kathrine Mitchell and John Moore were excused, for good cause shown, from attendance at recent hearings in this case. After consultation with these Board Members and with counsel for the District, Jerry Malone, a hearing has been set for 10:00 a.m. on Friday, July 30, 1993, to review the matters discussed at the missed hearings with these Board Members. It is so ordered this \u0026lt;?'! day of July, 1993. I I United States ates District Jud Judge THIS DOCUMENT ENTERED ON DOCKET SHEET IN ICE WITH RULE 58 AND/OR 79(a) FRCP I I I COMPL)^^ITHj ON BY J ! IUNITED STATES DISTRICT COURT Eastern District of Arkansas Office of the Clerk P.O. Box 869 Little Rock, Arkansas 72203-0869 Carl R. Brents Clerk July 19, 1993 Gerald M. Parsons Chief Deputy Clerk Mr. Michael E. Gans, Clerk United States Court of Appeals 1114 Market Street St. Louis, MO 63103 Case No. LR-C-82-866 Re: LITTLE ROCK SCHOOL DISTRICT vs. PULASKI COUNTY SPECIAL SCHOOL . DISTRICT, ETC ET AL Dear Sir: Enclosed please find in duplicate, copies of the following in the above case: Notice of Appeal [certified] Docket Entries (certified] Order filed 6/17/93 Sincerely, Carl R. Brents, Clerk By: i Doris Collins, Deputy Clerk cc: w/encs. All Counsel of Record IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS c WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL NOTICE OF APPEAL JUL i 6 1555, PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Notice is hereby given that plaintiff Little Rock School District appeals to the United States Court of Appeals for the Eighth Circuit from the Order finding that \"problems currently besetting the district would justify the imposition of a I I 1 I receivership\" and requiring each Member of the Little Rock School District Board of Directors to be present at all hearings in the Little Rock School Desegregation case unless given specific permission to be absent, entered in this case on June 17, 1993. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 (501) 376-2011 I I BY Christopher Hell I 1 R^CEiven JUL 1 9 1993 Office of Desegregation Monitoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF APPEAL Notice is hereby given that plaintiff Little Rock School District appeals to the United States Court of Appeals for the Eighth Circuit from the Order finding that It problems currently besetting the district would justify the imposition of V. 1 a receivership\" and requiring each Member of the Little Rock School District Board of Directors to be present at all hearings in the Little Rock School Desegregation case unless given specific permission to be absent, entered in this case on June 17, 1993. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 (501) 376-2011 BY Christopher HellCERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Appeal has been served on the following counsel of record by depositing copy of same in the United States mail on this 16th day of July, 1993: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Norman Chachkin LEGAL DEFENSE FUND 99 Hudson Street New York, N.Y. 10013 Mr. Richard Roachell MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 1 I i 1 1 i 07-2'=\u0026gt; 1^993 07:20 \"ALKER RALPH WASHJNGTriN .mark BrRNETJE '' RRAWIDN, JR. AUSTIN porter. .\nii * AlfloadriHt^lo Fnirtw h FROM JOHN U.UALKEP P.fi. in (inwcu tt Ibn I'\u0026gt;nfnr. i.-tJumhi, TO 3710100 P . 02 r f H r . JOHN w. Walker, p.a. Attorney At l.aw 1723 BKoArnvAV Litile R(k:k. Arkansas 72206 Telephone (.501) .374-3758 FAX (.501) .374-4187 July 29, 1993 Mr. John Moore, President Little Rock School District 610 West Markham Little Rock, AR Dear Mr. Moore: I 1 Board 72201 Re\nDr. Henry Williams vjj n  ^1 morning's paper William's schedule, ------- .. it which set out Dr Henry t, scneauie, appears that Pha ------  capriciously omitted from his itinerLv t Intervenors 'versight and surely the Board of assume that is an with us. This is so blcaX the most . to meet District is implementation of its dSL?^ Problem facing the are the principal party. man ... him, except for the The other are urgent problem desegregation plan to which we  groups which will meet with ODM, are only minlmV117 involV^d^f at:?! ^Jt^ .JStSuSnS whTi^s^a? V a^sle^TarZ Tf h^ghi^t^r^oX constituencyrTglt^ShSr^' ' that litigation. defamation of constitutional rights, components of the school board' to have had we Would you please let meeting by Joshua e to include at leaest representatives with him. arrange an hour Thank you for your cooperation. sincerely yours, JtVW: j s cc\nmembers receive Dr. f v W( 'hn w. Walker Matthis (with the a Henry Williams copy Ms. Ann Brown Mr. Jerry Malone XtamwMiMaEWff TOTAL P.02 ESS i. d i. 11 I eanaFRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY. P.A. ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON. P.A. JAMES W. MOORE BYRON M. EISEMAN. JR.. P.A. JOE D. BELL. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS. JR. JAMES C. CLARK. JR., P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL 8. BENHAM III, P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II. P.A. BARRY E. COPLIN. P.A. RICHARD 0. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN III. P.A. THOMAS N. ROSE. P.A. MICHAEL 8. MOORE A PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-201 1 FAX NO. 601-376-2147 August 4, 1993 RECEIVED DIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A. KEVIN A. CRASS. P.A. WILLIAM A. WAOOELL. JR.. P.A CLYDE *TAB' TURNER. P.A. CALVIN J. HALL. P.A. SCOTT J. LANCASTER. P.A. JERRY L. MALONE. P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH. JR.. P.A. J. LEE BROWN, P.A. JAMES C. BAKER. JR.. P.A. H. CHARLES GSCHWEND. JR.. P.A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER JOHN CLAYTON RANDOLPH GUV ALTON WADE PRICE C. GARDNER THOMAS F. MEEKS J. MICHAEL PICKENS TONIA P. JONES DAVtO 0. WILSON JEFFREY H. MOORE T. WESLEY HOLMES ANDREW T. TURNER SARAH J. HEFFLEY JOHN RAY WHITE ceuMtci AUG 5 1993 WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR.. P.A. B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR., P.A. VNITCR* OmiCT MO. (601) 370-1566 Mr. Carl Brents, Clerk United States District Court U.S. Post Office \u0026amp; Courthouse 600 W. Capitol Avenue, Room 402 Office of Desegregation Monitoring Little Rock, AR 72201 Re: Little Rock School District v. Pulaski County Special School District, et al U.S.D.C., Eastern District, No. LR-C-82-866 Dear Mr. Brents: Please find enclosed the original and one copy of a Motion to Excuse Board Member From Hearing on behalf of the Little Rock School District which I would ask you to file in the above- referenced matter. A self-addressed, stamped envelope has been enclosed for your use in returning a filed-marked copy of the Motion to me. By copy of this letter I am forwarding a copy of this pleading to all counsel of record. Kindest regards. Sincerely yours. Frederick S. Ursery FSU/dkf Enclosures cc: Mr. John Walker w/enclosure Mr. Sam Jones w/enclosure Mr. Steve Jones w/enclosure Mr. Richard Roachell w/enclosure Ms. Ann Brown w/enclosureIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION TO EXCUSE BOARD MEMBER FROM HEARING For its motion, the Little Rock School District (LRSD) states: 1. The court has scheduled a hearing in this case for August 12 and 13, 1993. The members of the Little Rock School District Board of Directors are required to attend the hearing. 2. LRSD board member John Moore requests to be excused from the hearing in order to attend a jury trial in which he is the defense attorney in a case which is scheduled to start in the Independence County Circuit Court in Batesville on August 11 and continue through August 12, 1993. 3. Also he is currently scheduled to attend with his family an Arkansas Association of Defense Counsel seminar in Dallas, Texas on August 13 and 14, 1993. He is booked on a flight which is scheduled to leave Little Rock on the morning of August 13, 1993. 4. Attached hereto in support of the motion are the following items:(a) Letter from the Case Coordinator of the Independence County Circuit Court dated January 27, 1993, setting the case for trial during August 9 through 13, 1993. (b) A letter from John Moore of July 30, 1993, to the Case Coordinator confiirming that the case will start on the afternoon of August 11, 1993. (c) A copy of the airline ticket for a trip to Dallas on August 13. (d) A copy of an agenda for the Arkansas Association of Defense Counsel meeting for August 13 and 14 in Dallas, Texas. WHEREFORE, for the reasons set out above, LRSD prays for an order excusing Mr. Moore from attending the August 12 and 13, 1993 hearing. Respectfully submitted. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 Attorneys for Little Rock School District By: FREDERICK S. URSERY, #67055 2CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion to Excuse Board Member From Hearing has been served on the following by depositing copy of same in the United States mail on this 4th day of August, 1993: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 FREDERIC URSERY 3JOHN E. MOORE Huckabay, Munson, Rowlett \u0026amp; Tilley, P.A. LAW OFFICES FIRST COMMERCIAL BUILDING 400 WEST CAPITOL. SUITE 1900 LITTLE ROCK. ARKANSAS 72201 (501) 374-6535 FAX (SOU 374-5906 July 30, 1993 Ms. Donna Sullivan Case Coordinator Post Office Box 329 Mountain View, Arkansas 72560 RE: Kirby vs. Cameron Mutual Insurance Co. Independence Circuit No. CIV-91-338 Dear Ms. Sullivan: This conf inns our telephone conversation on July 30, 1993, in which you advised we would pick a jury on the above case Monday morning. August 9, 1993, and begin with the trial at 1:00 p.m. on Wednesday, August 11, 1993. I look forward to seeing you then. Ji E. Moore Sinc^ely, JEM/tbr cc: Mr. Jerry Post 5336 JOHN DAN KEMP CIRCUIT JUDGE P.O. BOX 329 mountain view, ar 72560 (SOI) 269-6989 FAX 269-8964 Circuit Court SIXTEENTH JUDICIAL DISTRICT INDEPENDENCE. CLEBURNE. STONE. IZARD AND FULTON COUNTIES January 27, 1993 FAY OILBECK COURT REPORTER PHONE 793-M13 DONNA SULUVAN CASE COORDINATOR PHONE 2e9-9e9 Mr. Jerry Post Attorney at Law P.O. Box 2595 Batesville*,- AR 72503 KE: Kirby v. Cameron Mutual Ins.Co. Independence County CIV 91-338 Dear Mr. Post: This will confirm that the above case is set for trial during the August 9th-13th, 1993, jury term in Batesville. Sunc^ely, Donna Sullivan DS/s cc: Mr. John E. Moore I? JAN28I993 ISSUED BY ANO VALID OHLY ON  ^SOUTHWEST AIRLINES . 19 nmiat anoiOR coupons FOR RELated.Chm PASSENGER TICKET AND BAGGAGE CHECK L. nc rwdTBAf^T HM REVERSE SIDE SUBJECT TO COHOITlONS OF CONTRACT ON ISSUED SY ANO VALtO ONLY 0 ' ^SOUTHWEST AIRLINES . k\u0026lt;9t a norm anoor coufons fon related charoes  Ufi22SSaSP5?X5S^ tokHaoeweh scieo or w exiendco l!S5SSSSSioET!MK^ro^tT^^ I SSSSn iSSomSIS^ niwSiE io Of cou,Af bsuo okd NO REfUHO ON LOST TICKETS lx s r 6T0NATURE OF CARDHOLDER FLIGHT COUPON 1 oS Touncooe 5O30t,\"ra oosflasHasas ifS'rttyOTErraroHN DATTBir (TOORTT^OHN I'LITTLE ROCK AR HOI TRANSFERABLE sziTTSTymi ITINERARY O\" f-. vr^trv I, V *SisniCKET DESiQNATOfl OTACLAS LOVE FIELD HKIF' . _______________ ISSUED IN EXCHANGE FOR I Efg H ig^HGiaiTOA OK*\"\" aWnffS ' LITDALHN 13'A*UG13'AG' CONJUNCTION TICKETS ODALLITHN a3H 13AUG 81 SHH 15AUG I ***** e 5prTnrenrrRES check-in and * if TRAVEL WITH COMPANION * FP TBM/CCIRS3m3Q3abDlDlb5M JOHN Luth. CODE: DaSObU FC LIT UN DAL71.82HXR UN LITALS 4HUR 116.36 *** E MOORE EXP Ob/TS ** !! UTH. code: SOtU FC USD TIS TAX lib.3b 11. bM Ml SC TICKET'EfT MAIL STOCK CONTROL HO. TX 4 CK nno7A77nn7? I CRN ALLOW PCS WT UNCKO DOCUMENT NUMBER CK 1 55b 510M7blD01i 0 I ***** ** *\u0026gt;* CHECR-IN REQUIRED 1 sab SlDMTblOOl Seminar Details Program Highlights ( Agenda Friday, August 13 11:30 a.m. to 1:00 p.m. 1:00 to 1:45 p.m. 1:45 to 5:00 p.m. 5:30 to 7:00 p.m. Saturday, August 14 8:45 to 9:30 a.m. 9:30 to 11:30 a m, 11:30 to 11:45 a,m, 6:30 p,m, 7:00 p.m.  f \"Trial Strategy and Techniques\" presented by James McElhaney, Professor of Law Registration What You Need to Know about the Americans with Disabilities Act Trial Strategies and Techniques Reception for the President-Elect Proposed Changes in the Federal Rules of Civil Procedure .  How to Practice Law and Handle Stress ' Business Meeting Bus Leaves for the Cowboys Game Kickoff - Cowboys versus Raiders Hotel Accommodations Hotel rooms are available at The Westin Hotel in the Galleria for $88 per night (single occupancy) or $98 per night (double occupartcy). To reserve a room, call the Westin at 214-934-9494 and be sure to tell them you are with the Arkansas Association of Defense Counsel. Gfo F\u0026amp;S'S -CeA\u0026lt;**^  Registration I 4^ The cost of the seminar is $90 per registrant through August 1 and $ 100 per registrant thereafter. The spouse / guest fee is $25 and children are free. To register, please detach the registration form at the right and mail it and a check made payable to Arkansas Association of Defense Counsel to: Michael R. Mayton First Commercial Building, Suite 1700 400 West Capitol Little Rock, AR 72201 Registration will last from 11:30 a.m. to 1:00 p.m. on FridcQA------- August 13. Those who have not pre-registered may do so at this time. The fee includes all seminar materials and the reception. Travel Arrangements American Airlines is offering special rates for the meeting. To take advantage of the discounted fares, call American at 1-800-433-1790 between 7:00 a.m. and 12:00 a.m., daily, and refer to Meeting Number 0283HA. Continuing Legal Education The application process is underway for approximately five hours of CLE credit. Case Western Reserve University, School of Law James McElhaney is North America's most widely road author on the art of trial advocacy. Ho is author of McElhaney's Trial Notebook Secot^Edition (LS87, Amarican Bar Association), columnist for the ABA Journal's popular monthly feature \"Litigation\", and writes \"Trial Notebook\" lot Litigatiort Journal. As one of tha country's premier lecturers on evidence and trial :. practice, ho is consistently applauded tor his creative, energetic and elfoctiva teaching style. J \"How to Practice Law and Handle Stress\" ' presented by T. L. \"Pete\" Caudle, III Pete Caudle is a Dallas lawyer and frequent lecturer on numerous topics dealing with stress manag\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_344","title":"Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Volume II, revised","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":["1989-03-23"],"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 integration"],"dcterms_title":["Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Volume II, revised"],"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/344"],"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":["documents (object genre)"],"dcterms_extent":["118 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT I PROPOSED DESEGREGATION PLAN MARCH 23, 1989 VOLUME II I I 9. TABLE OF CONTENTS Volume II 1. student Assignments 2. Student Assignment Handbook 3. Facilities 4. Incentive School Program 5. Monitoring and Evaluation 6. Transportation 7. Data Processing NOTE: An asterisk (*) indicates a part of the Plan that must change if grandfathering is not permitted.STUDENT ASSIGNMENTS I. MAGNET SCHOOLS The assignment process to magnet schools will not change under this Plan. II. INTERDISTRICT SCHOOLS LRSD and PCSSD agree to establish interdistrict schools described in the Interdistrict Desegregation Plan. as III. ELEMENTARY ACADEMIES 1. Students will be assigned to the Elementary Academies by attendance zones. The attendance zones are shown on the map which is attached to this Plan. 2. The Elementary Academy attendance zones are drawn to establish a racial balance at each school of 55% black and 45% white with a variance of 5%. The recruitment of white students to Elementary Academies may increase the percentage of white stu- dents at these schools but no school shall have position of greater than 60% white. a racial com- Students presently assigned to Elementary Academies will be given the option to remain in these schools (grandfathered).* 4. After grandfathered students have been identified and assigned, students in the attendance zone will be assigned to the Elementary Academies.* 5. If there is no space available at a student's zoned school or if assignment of the student to the school would put the school out of compliance with racial balance requirements, 1 3. 1 / -the student will be assigned to the closest school with capacity which meets racial balance requirements. 6. The elementary school zones will provide a feeder pattern for elementary students going to junior high school and for junior high school students going to high school. As a result, all LRSD students can determine which schools they will attend for the entire course of their education in LRSD. Attached to this Plan are maps of the elementary, junior high school and high school attendance zones. 7. Students in Elementary Academy zones will be given the option to select an Incentive School. IV. INCENTIVE SCHOOLS 1. Each Incentive School will have an attendance zone that encompasses the neighborhood around the school (primary attendance zone). 2. Each Incentive School will also have a districtwide attendance zone (secondary attendance zone). 3. Students presently assigned to Incentive Schools will be given the option to remain in these schools (grandfathered).* 4. After grandfathered students have been identified and assigned, students in the primary attendance zone will be assigned to the Incentive Schools.* 5 All Incentive School students will have the option to be assigned to an Elementary Academy to be selected by accordance with desegregation considerations. LRSD in 2 6. Students in the secondary (districtwide) attendance zones will be given the option to fill any vacancies in the Incentive Schools after grandfathered* and primary attendance zone students have been assigned. 7. In order to assist in meeting the desegregation require- ments, a certain number of seats for black and white students will be reserved for each pre-kindergarten and kindergarten class. V. DESEGREGATION TRANSFERS 1. Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percentage is twenty-five percent (25%) below the district-wide percentage of blacks in grades 7-12. The maximum black percentage is twelve and one-half percent (12-1/2%) percentage of blacks in grades 7-12. above the district-wide The minimum and maximum black percentages constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegrega- tion requirement in secondary schools is that all schools will remain within a range of 12-1/2% above to 25% below the districtwide percentage of black students at each organizational level (l.e., high school and junior high school). 2. Elementary students may transfer to an Incentive School only if such a transfer enhances desegregation at the Incentive School.  3 f3. A student may make two (2) desegregation transfers at each organizational level (elementary, junior or senior high school). The purpose of the second desegregation transfer is t* allow a student to return to his or her previous school ment. assign- 4. Desegregation transfers will be granted during a limited period once each year. 5. LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. VI. SIBLING TRANSFERS* 1. 2. Sibling transfers do NOT apply to magnet schools. Students entering the Little Rock School District after the 1991-92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 3. Any student who makes a sibling preference transfer before the 1991-92 school year may remain at the school to which the student transferred until graduation to the next organizational level. 4. Sibling preference transfers will be granted if a seat is available and the transfer will allow both the sending and receiving schools to comply with the desegregation requirements. 5. Sibling transfer applicants must have sibling a currently enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students. 0 [ i\n4VII. REASSIGNMENT PROCESS 1. Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. Only if a portable building cannot be installed, the student will be reassigned to the nearest school that has a seat available in the student's feeder zone. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. The Student Assignment Office will be responsible for all reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. 2. The minimum black percentage for each elementary academy is 40% black. Any assignment that causes a school to fall below the minimum black percentage will not be granted. In such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has seat available. If the student caxinot be assigned to any of the schools in the student's feeder zone. the student will be reassigned to a school in a contiguous feeder zone. VIII. STUDENT ASSIGNMENT OFFICE 1. The Student Assignment Office will: monitor new assigna ments\nprocess all data entry work for elementary schools\npro- cess interdistrict M-M transfers and magnet assignments\nreassign students because of overcrowdedness or desegregation requirements\nconsider appeals\nconduct recruitment efforts\nand process desegregation transfers. 52. New students to the District who enroll after May 17, 1989 will not have to come to the Student Assignment Office to obtain an assignment. Each school will be authorized to enroll students who live within the attendance zone of that school. 3. The Student Assignment Handbook which shows the process to be used by the Student Assignment Office in assigning students and the School Selection Fozrm which will be sent to each student as a part of the assignment process are found in the Student Assignment Handbook section (Volume II, Tab 2) of this Plan.* 6IX. DUNBAR COMPUTER SCIENCE/MUSIC SCHOOL Effective the 1989-90 school year, the Little Rock School District will implement an enrichment program for Dunbar Junior High School. The enrichment component will have two purposes: (1) to implement a program to promote effective desegregation of Dunbar Junior High School\nand (2) to broaden the total school program to enhance the academic achievement of all students. Based on input from parents and faculty at Dunbar Junior High School, the enrichment component will focus on computer science and fine arts. Courses offered at the school will utilize com- puters, other technology and expanded use of materials to augment the instructional program. The enrichment program will have the following major areas of emphasis: (1) Expanded School Day - The school day for Dunbar will be lengthened from six (6) to' seven (7) (2) periods per class day. Course Offerings - Additional courses will be added to enrich the computer science and fine arts programs. (3) Equipment - Some of the traditional courses, in addition to the computer science and fine arts courses, will utilize technology to assist in the delivery of instruction. (4) Staff Development - The principal and staff will identify inservice needs (summer and regular school year) to effectively restructure the program at Dunbar. (5) Staffing - It is projected that all of the course offerings can be implemented with the existing staff. (6) Supplies and Materials - The principal and staff will collaboratively disburse budgeted funds to meet the needs of the enriched program areas. sNEW FUTURES FOR LITTLE ROCK In addition to the enrichment programs, Dunbar is a full participant in the New Futures for Little Rock Youth Initiative. Among the program components for the 1989-90 school year are: . Clustering for 7th and Sth grade students to allow students to have teachers in common in the core subject areas, providing for an advisor-advisee support system. Youth specialists for advocate for an work with students in helping to meet their special needs. Incentive programs and partnerships with community businesses to encourage and reward achievement, attendance and good citizenship. Homework Center and Hotline Early morning tutorials for students needing assistance in subject areas. Saturday morning detention for students to help them \"work off\" disciplinary sanctions, to keep them in school, and to provide additional tutorial support. 9NEW COURSE OFFERINGS COMPUTER SCIENCE Advanced Computer Applications (Grade 8) Keyboarding/lntroductory Programming (Grade 7) Advanced Programming (Grade 8) Programming in BASIC (Grades 8,9) Computer Applications (Grades 7,8) ENGLISH Literature of the Adolescent (1 semester) (Grade 8) Composing Process (1 semester) Grade 8 Composing Process II (1 semester) Grade 9 Speech/Drama (1 semester) Grade 8 MUSIC Piano Lab (Grades 7,8 \u0026amp; 9) Limited to 12-18 Students Class Handbells I (Grades 7, 8 \u0026amp; 9) Handbells II (Grades 8,9) Jazz Band (Grades 8, 9) Orchestra (Grades 7, 8 \u0026amp; 9) per FOREIGN LANGUAGE German I (Grades 7, 8 or 9) German II (Grades 7, 8 or 9) German III (Grades 8 or 9) Any student who has completed German at the elementary level may take an exam to qualify for entrance into German II. MATHEMATICS Geometry (Grade 8) READING Reading Exploration (Enriched) SCIENCE Science 7  Life Science (Laboratory) Science 8 - Physical Science (Laboratory) SOCIAL STUDIES Social Studies courses for grades 7-8 will have topical headings for each nine (9) week unit to reflect the concentration of study each quarter. Units will be revised/expanded to reflect the area of concentration. Units will be 10SPECIAL EDUCATION Computer-aided instruction will be added to the Special Education Program VOCATIONAL EDUCATION Industrial Technology Education II This laboratory course, funded through the Arkansas Department of Education will provide the student with a learning experience in modern industrial technology. 11COURSE DESCRIPTIONS Advanced Computer Applications (Grade 9) Semester 2 Open to students from the fall course. Students will learn advanced word processing applications, how to create and manipulate a data base, how to create and forecast with a spreadsheet, and how to use at least one desk-top publishing program. Students will have the option of creating a LOGOWRITER project involving music and animation. Keyboardlng/Introductory Programming (Grade 7) Seventh graders will learn to touch type at least 50 percent Students will learn to write faster than they can handwrite. simple programs using basic algorithms and write procedures. document their projects. LOGO commands, to construct They will use LOGO Tools to A hands-on, one semester course. course. Advanced Programming, Grade 8 Year 1, this course will be similar to the 7th grade Ysar 2, it will become an advanced programming course, using BASIC as well as LOGOWRITER, open to students who completed 7th grade course and/or with teacher consent. Programming in BASIC (Grades 8,9) Programming in BASIC is a one-semester be determined. course, prerequisites to Computer Applications (Grades 7,8) Second semester course In computer applications, word-processing and cross-curriculum projects- (examole: LOGOWRITER Tools to create a Science Video based library or field). focusing on using This is a project-based course. on research in Literature of Adolescent Literature of the Adolescent and the Composing Process I are to be offered simultaneously with students changi ng c_____ end of the semester. These course are to be considered u  Composing Process II and Speech/Drama, will be offered only to 9th grade students. courses at the prere- which end of the semester. The Composing Process I The Composing Process I and Literature for the Adolescent are to simultaneously with students changing courses at the  semester. These courses are to be considered prerequisites for The Composing Process II and Speech/Drama, will be offered only to 9th grade students. which are to be offered The Composing Process II The Composing Process II and Speech/Drama are to be offered simultaneously with students changing courses at the end of the semester. These courses are for only those 9th grade students who have taken Composing Process I and Literature for the Adolescent as eighth graders. Process I 12course The and The Composing Process li will review and expand upon those writing skills taught in The Composing Process I course. Composing Process will emphasize planning, writing, editing, publishing stages of writing paragraphs and essays. Speech/Drama Speech/Drama and The Composing Process li are to be offered simultaneously with students changing courses at the end of the semester. These students are for only those ninth grade students who have taken Composing Process  ... Adolescent as eighth graders. and Literature for the I The purpose of the Speech/Drama course is to show students that communication through public speaking is a means to improve learning, to enhance personal development, to organize thoughts, to develop listening skills, and to interpret human behavior. Plano Laboratory Students who have music ability, aptitude and interest in learning to play the piano. A semester course (or year) where students learn to read music notation and symbols and to transfer reading to playing the keyboard. * coordination. - music ability, A semester course (or year) where - - Students will learn hand-eye Students will learn simple melodies and chord - Students will learn self-discipline and care of the piano, - accompaniments. ---------- 1 proper -  Students will learn how to add various sound effects as background to songs, stories and drama songs, stones and drama groups. With the interest in keyboards today, the students have expressed interest in a class for keyboard. an Handbells I (Grade 7} Sinning course in art of ringing English handbells, will learn the technique of ringing bells Students - will learn to read music notation and symbols  \"team-work\" by playing their part with other students to perform a piece of music - will learn self-discipline along with proper care of equipment and bells will learn the value of concert performance with other from other schools. groups Handbells II (Grades 8,9) Beginning course of the first year. Second year students will be ^sic aptitude, behavior and from 7th grade bell Second year students will study and perform more advanced music, plus attend Arkansas and Regional Handbell Festivals, perform for the community and civic organizations. irst year. group. behavior and from 7th grade bell and Jazz Band (Grades 8,9) A course designed to introduce Junior High School idiom of jazz music as an American Art form. students to the Orchestra (Grades 7,8,S9) In this course, basic fundamentals level. _ , ----- are studied on the beginner's Detailed instruction is given for correct hand positions. 12(a)bowing techniques, accurate tuning, correct posture, and mechanics of technical proficiency. Beginning classes are not performance oriented, but are directed toward developing skills for advanced study. German I In the first year, students are introduced to the Germanic as well as to the basic German language, the student with cuisine. Effort is made to provide actual experiences of German customs and German II The second year expands the command of vocabulary and grammar and continues to acquaint the student with the history, geography, and literature and other aspects of German-speaking countries. German III Students continue to develop oral skills through programs and speaking practice. Under the teacher's direction, cultural literature at appropriate level is read and discussed. Students write five compositions with the help of guide questions, previous oral discussion, and/or pictures. _L_ 1____ correctly in context all common grammatical structures formerly studied. Students learn to use Geometry This course presents the basic ideas of geometry Including nature of angles, triangles, congruence, geometric inequalities, perpendiculars, and parallels. Regular Geometry is taught using postulates and theorems in an effort to teach the nature of direct and Indirect proof. the Reading Explorations Reading Explorations is an enriched reading class designed for students who are reading at or above grade level. The focus will be placed on enriching and building upon current reading and study skills\nin-depth novel study\nand reading for enjoyment. Supplemental work will be interfaced with computer applications. Both individual and group will be included. The focus will Science 7 - Life Science (Laboratory) Science 7 Is designed Eo teach students science process skills and the scientific method. Students will perform experiments and analyze videotapes to gain experience in using the thinking processes and skills that are characteristic of science. Upon completion of Lab Science - 7, the student will be able to: - make accurate qualitative and quantitative observations about natural events\n- make metric measurements for length, volumes, mass, and temperature\nmake inferences and conclusions about natural events based upon relevant observations\n12(b)- design an experiment to test a hypothesis\n- collect data and organize it in charts and graphs\n- form operational definitions\n- accept or reject a hypothesis based upon results\n- recognize problems that are subject to investigation\n- ask questions relevant to a problem\n- manipulate variables in an investigation. - Physical Science (Laboratory) :e - 9 develops concepts and 1 Science 9 Students Investigate the physl- Lab Science -9 develops concepts and laboratory skills in the areas of chemistry and physics. Students investigate the physical and chemical properties of matter, light, electricity, and simple machines. Industrial Technology Education II This course Is designed to provide the student with a learning experience in modern industrial technology. ~ is directed toward four major clusters: vuuawuu- tion, manufacturing, and EPT (energy, power, and transportation). Students will be exposed to using computers, robots, la pneumatics, telecommunication and other modern equipment and cepts. Currlculxjin content communication, construc- lasers, con- 12(c)X. DESEGREGATION PLAN TIMELINE Nov. 11 Contact for FOCUS Donna Creer/request submission Nov. 15 Jan. 26 Review computer program needs with Data Processing Dec. 5 Dec. 22 Develop LRSD magnet application to be used for rising students Jan. 3 Jan. 10 Plan strategies for contacting prospective K/New students Jan. 17 Order window envelopes Jan. 23 - Feb. 22 Prepare FOCUS (Communications) Jan. 30 Mar. 1 Write Computer Programs Feb. 1 Request mailing labels for mailing FOCUS Feb. 1 Feb. 15 Coordinate publicity f Houses through MRC and other districts for magnet Open Feb. 6 Mar. 20 Kindergarten/New Student Registration Feb. 17 Mail letter to PTA Presidents w/info about Open Houses \u0026amp; suggested recruiting techniques Feb. 20 Order through DP PIP'S\norder selection forms Feb. 20 Mar. 3 Coordinate Open Communications House publicity with Mar. 1 COURT APPROVAL Mar. 1 Mail letter to school secretaries details of K/New Student registration RE: Mar. 1 Mar. 6 Run program simulations Mar. 6 Mar. 10 Make adjustments to computer programs/ train SAO Mar. 6 Mar. 23 Coordinate preparation of zone maps for each school Mar. 8 Deliver FOCUS to printer Mar. 15 FOCUS to mailing service 13Mar. 17 Mail FOCUS Mar. 20 Deadline for returning K/New PIF'S to SAO Student Mar. 21 Mar. 31 Enter K/New Student PiF's Apr. 3 - Apr. 7 Print selection forms and prepare for mailing Apr.4 Elementary Open Houses 7:00 - 8:00 p.m. Apr. 5 Junior High Open Houses 7:00 - 8:00 p.m. Apr. 6 Senior High Open Houses 7:00 - 8:00 p.m. Apr. 9 Magnet Open Houses 2:00 - 5:00 p.m. Apr. 11 Mail selection forms to all students Apr. 24 Deadline for returning selection forms Apr. 24 Final pick-up of selection forms Apr. 25 - Apr. 28 Prepare and scan selection forms Apr. 25 - May 1 Run assignment simulations Apr. 25 - May 8 forms\nProcess prepare waiting lists\nmake mandatory assignments May 1 - May 12 Send final assignment list Transportation for route adjustments to May 13 - May 17 May 17 Print assignment letters and prepare for mailing Mail final assignment letters 14STUDENT ASSIGNMENT HANDBOOK SECTION ONE - ASSIGNMENTS A. Overview (1) Each non-magnet school has an attendance cases, zone. In some satellite zones are used in order to meet the desegregation requirements. (2) Students have the option of remaining in their current school (grandfathering) or they may select their attendance zone school, an incentive school, or a magnet school.* an incentive school, (3)  I/* ^udens living in the attendance zone of an incentiv^' -AV*^** school have the option of attending a racially balanced school to be selected by LRSD in accordance with desegregation considerations. (elementary academy) (4) Students living in the attendance zone of an elementary academy have the option of selecting an incentive school if it aids desegregation. an (5) Rising (or matriculating) students, grades 6th and 9th, *'111 be assigned to their attendance zone schools. Rising students will have the option to apply for magnet school. (6) Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. Only if a portable building cannot be installed, the student will be reassigned to the nearest school that has a seat available in his/her feeder zone. (7) (8) Kindergarten and new students must complete a Pupil Information Form (pre-register) in order for the Student Assignment Office to begin the assignment process. Self-contained students will be assigned by the Special Education Department. (9) Any student may apply for a magnet school by completing a magnet application. (10) Sibling preference to a non-attendance zone (non-magnet) school will only apply to students entering the Little Rock School District before the 1991-92 school year.* (11) Each student will receive a final through the mail. assignment letter 15 a(12) Each school will be responsible for making attendance zone assignments after May 17. (13) magnet assignments, The Student Assignment Office will be responsible for all reassignments, magnet assignments, majority to minority transfers and desegregation transfers. B. Grandfathering* (1) All students may remain at their present school assignments . C. D. (2) (3) The Special Edition FOCUS will explain the assignment process. student The FOCUS will be sent through the mail to parents of all students in the Little Rock School District. Reassignment Process Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. Only if a portable building cannot be student will be reassigned to the nearest school that has a seat available in the student' s feeder If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. Student Assignment Office will be responsible for reassignments. Reassigned students will be placed on waiting list for the appropriate attendance zone school. zone. be responsible Reassigned students will be placed The all the The minimum black percentage for each elementary academy is Any assignment that causes a school to fall below the minimum black percentage will not be granted. lu such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has a seat available. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. (See \"Desegregation Transfer\" for desegregation requirement for secondary schools.) 40% black. is In such Transfers* (1) Students may request a transfer to the attendance zone school, an incentive school, an interdistrict school or a magnet school. (2) The Special Edition FOCUS will explain the assignment process for transfer requests. 1RE. (3) (4) (5) (6) (7) Selection forms will be mailed to parents by April 11. Selection forms must be returned to schools by April 24. Principals are expected to deliver selection forms to the Student Assignment Office immediately. All selection forms will be considered at the same time. High school kindergarten students and kindergarten students at King School will be given preference for first grade seats in academies and incentive schools. Final assignment letters will be mailed to parents bv May 17. SEE PROCEDURES  Return of Forms (School Selection Forms)  Completing Selection Forms Required Assignments F. (1) (2) (3) An assignment is required when: (a) a student is rising from 6th or 9th grade. Risiny students have the option of selecting a magnet school by completing a magnet application. Rising Parents of 6th and 9th grade students will also receive the Special Edition FOCUS. Final assignment letters will be mailed to parents by May 17 SEE PROCEDURES  Distribution of Forms Kindergarten and New Students (1) Parents of kindergarten and new students must complete Pupil Information Form in order for the Student Assignment Office to begin the assignment process. (2) (3) A Pupil Information Form can be obtained from any school and returned to any school. Obtaining a PIF from a particular school or returning a  particular school does not guaramtee assignment to that school. (4) Open Houses will be scheduled in all schools April 4 April 9. (5) Kindergarten/New Student PIF's must be returned by March 20 in order to receive a school selection form bv April 11. 17 a(6) Selection forms can be returned to any school in the Little Rock School District. - - returned by April 24. Selection forms must be G. SEE PROCEDURES  Klndergarten/New Student Pre-registration  Return of Forms (School Selection Forms)  Completing Selection Forms Self-Contained Students The location of self-contained classes will remain the same for the 1989-90 school year. The major factor regarding the site for the implementation of these student's Individual Education Plans will be the decisions made by the lEP team, which includes the parents, at the annual review conferences. Every effort will be made to minimize changes in school assignments. The lEP's of some secondary students indicate that they attend three or more special classes. These students rotate to special education teachers, therefore their needs can be met in any secondary school. ONLY STUDENTS WHO SPEND MOST OR ALL OF THEIR INSTRUCTIONAL DAY WITH A SPECIAL EDUCATION TEACHER WILL BE ASSIGNED TO A SCHOOL BY THE SPECIAL EDUCATION OFFICE. These stu- H. Sibling Preference* (1) (2) Sibling preference does NOT apply to magnet schools. Students entering the Little Rock School District after the 1991-92 school year will not be allowed a sibling preference transfer to a non-attendance zone school. I. (3) (4) Any student who makes before the 1991-92 school sibling preference transfer year may remain at the school to which the student transferred until graduation from the organizational level. A sibling preference transfer will be granted if a seat is available and the transfer will allow both the sending and receiving schools to comply with the desegregation requirements. with Magnet and Interdistrict School Assignments (1) (2) ^1 assignments to magnet and interdistrict schools will be made by the Student Assignment Office. The Student Assignment Office will be responsible for maintaining all magnet and interdistrict school waiting (3) All students on the 1988-89 waiting lists as of January 27, 1989, will receive preference for 1989-90 magnet and interdistrict vacancies. IS aJ. K. (4) (5) (6) (7) (8) (9) A computerized random selection process will be used to consider all magnet and interdistrict options listed on the selection forms. All magnet and interdistrict assignments will be subject to desegregation requirements and capacity. A request for an assignment to a magnet school cannot be granted if it adversely affects the desegregation requirement for either the sending or receiving school. A request Sibling preference DOES NOT apply to magnet schools. Sixth and ninth grade magnet students will NOT be given preference for assignments to magnet schools at the next organizational level. Students who are denied an assignment to a magnet or interdistrict school will be placed on a waiting list for that school. A student's rank on a waiting list will be determined by a random selection process. However, magnet options will be ranked above second choice options, etc. Interdistrict MaJority-to-Minority Transfers first choice (1) All assignments will be made by the Student Assignment Office. M-M (2) An M-M transfer allows a student in the majority in PCSSD or NLRSD to transfer to a LRSD school where he/she is in the minority. Likewise, a student in the majority in LRSD can transfer to a school in NLRSD or PCSSD where he/she is in the minority. The home district must provide transportation for M-M transfers. Desegregation Transfers Junior and senior high school students may transfer to pother school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percentage is twenty-five percent (25%) below the district-wide percentage of blacks in grades 712. The maximum black Dercentaae tupiup and one- (1) The percentage is twelve half percent (12-1/2%) above the district-wide percentage of blacks in grades 7-12. The minimum and maximum black percentages constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegregation requirement in secondary schools is that all schools will remain within a range of 12-1/2% above to 25% below the districtwide percentage of black students at each organizational level (i.e., high school and junior high school). 19(2) Elementary students may transfer to an Incentive School 4^ only if such a transfer enhances desegregation at the Incentive School. (3) A student may make two (2) desegregation transfers at each organizational level (elementary, junior or senior high school). The purpose of the second desegregation transfer is to allow a student to return to his or her previous school assignment. (4) Desegregation transfers will be granted during a limited period once each year. (5) will provide transportation C__ 1__ transfer students where it is cost effective todo LRSD for desegregation so. 2nPROCEDURES I. Distribution of Forms (School Selection Forms) Parents of students requesting transfers and students new to the Little Rock School District will have the opportunity to select a school by returning the School Selection Form. For parents of students currently enrolled In LRSD schools: 1. Parents of students currently enrolled In LRSD will receive a School Selection Form through the mall. A. B. Parents should complete the form with their school selections. Forms should be returned to the child's current LRSD school no later than April 24. For parents of students new to the LRSD: 1. 2. 3. Parents of students new to the LRSD may also receive a School Selection Form by completing a PIF. A. B. New students may pick-up a PIF at any LRSD school or from the Student Assignment Office. New students may return the PIF at any LRSD school by April 24. New students' School Selection Forms may be returned to any LRSD school or the Student Assignment Office. Every effort will be made to grant the parent's selection, however, all assignments are subject to capacity and desegregation limitations. II. Return of Selection Forms Parents will be mailed their school selection rarenrs wixx De mailed their school selection forms on April 11. Students attending the LRSD for the 1988-89 school year should return the forms to their current school by April 24. Students who did not attend the Little Rock School District during the 1988-89 school year should return the School Selection Form to any LRSD school by April 24. Schools should use the following procedures In handling School Selection Forms: 1. As the selection forms are returned, separate them Into three categories: 21A. Students requesting to grandfather at their present school assignment ( \"  LRSD).* (students currently attending 2. 3. 4. B. C. Transfer requests LRSD).* (students currently attending Kindergarten/New Students to the LRSD.  forms are received, remove them from the envelopes. i Use paperclips only to attach any notes or letters to . the forms. Do NOT tape or staple damaged forms\nthe Student Assignment Office will replace damaged forms as needed. As Check the form to be sure it has been completed correctly and signed by the parent or guardian, form is correct. Skip to step 4. If the Return incorrect or unsigned forms to the parent with an explanation. Schools are urged to contact the parent by phone if possible to resolve the problem. Note when the form was received and when it was returned for corrections, along with a brief description of the problem, on the Selection Form List. Place the forms (in alphabetical order) in a designated area of the office. Keep a list (Selection Form List) of the forms that are returned to your school. Once each week (and the day following the deadline) do the following: a. With a number 2 pencil ONLY, go over any bubbles that were lightly marked by the parent or that were marked in ink. Also go over the bubbles pre-marked by the computer in the Office Use Only section, done at any time after the forms checked.) (This step can be are received and ( b. Place the forms (in alphabetical order) in an envelope labelled STUDENT ASSIGNMENT OFFICE SCHOOL SELECTION FORMS c. On the day following the deadline, include one copy of the Selection Form List in the envelope to the Student Assignment Office. d. Send the envelope to the Student Assignment Office immediately. 22III. Kindergarten/New Student Pre-Registration Children who will be 5 years old by October 1 are eligible to attend kindergarten In the LRSD. In order for parents to make school selections and receive assignments for their children, they must pre-register. A. Distribution of Forms 1. f Jfou\u0026gt;Wlll receive flyers to be sent home to parents ^^^ftotlfylng them of kindergarten pre-registration and the deadline. These flyers should be sent home as 2. soon as possible after they are received. Parents pre-register their children by completing a Pupil Information Form\nthey may pick-up a form from any LRSD school. Make CERTAIN that the Pupil Information Form Is marked KINDERGARTEN PRE-REGISTRATION or NEW STUDENT PRE-REGISTRATION at the top of the form. 3. After the deadline, DO NOT hand out ANY Pupil Instead, Instruct parents to go to ^the ^Student Assignment Office to pre-register After the assignment process has (May 17), each school will be Information Forms. their children. been completed (May 17), each school will responsible for registering and dergarten and new students. assigning kinB. Return of Forms 1. Parents return their completed 1-^11 Information Forms to any school In the LRSD until the deadline. may their Pupil 2. 3. For each form received, write \"RECD\" and the date In the box labelled OTHER INFORMATION PARENT WANTS SCHOOL TO KNOW on the right side of the form. The following Information MUST be supplied on the form: First and Last Name Race Sex Address Date of Birth If any of this Information Is missing, the form cannot be processed. 234. Check the birthdate on the form and the child's birth certificate. Check off either the birth certificate box or passport/visa and initial in the area at the bottom of the PIF labelled \"Verification of legal name and birthdate by\". the child will NOT be 5 years old by October 1, advise the parent that the child will be too young to attend kindergarten next year.   If DO NOT SEND THE PUPIL INFORMATION FORM TO THE STUDENT ASSIGNMENT OFFICE UNTIL THE BIRTHDATE HAS BEEN VERIFIED. Check the address on the form. The parent must supply their permanent residence address\npost office boxes CANNOT be used. Require proof of address (lease agreement, rent receipt, contract or Personal Property Tax Bill). ___ the Address Verification Form and attach a copy to the PIF. sales Complete When the PIF has been completed correctly, write K (or appropriate grade for 1989-90 school year) in the GRADE box and code the student's race in the ETHNIC box. THE SCHOOL BOX) . SUBMITTED BY box. (DO NOT WRITE YOUR SCHOOL NUMBER IN Initial and date the form in the 5. Place the Pupil Information Form(s) in an envelope labelled: STUDENT ASSIGNMENT OFFICE KINDERGARTEN/NEW STUDENT PRE-REGISTRATION SEND THE ENVELOPE EVERYDAY IN THE SCHOOL MAIL 24LITTLE ROCK SCHOOL DISTRICT SCHOOL SELECTION FORM * (NAME) (ADDRESS) (I.D./RACE/Z8) Next Year's Grade Dear Parent, OFFICE USE ONLY *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* This is your school selection form for the school year, the issue of the FOCUS before completing this form. Please review IT IS VERY IMPORTANT THAT YOU RETURN THIS FORM TO YOUR CHILD'S PRESENT SCHOOL ASSIGNMENT BY INSTRUCTIONS: ONLY MARK ONE of the following boxes, sign this form, and return it to your child's present school assignment. USE //2 PENCIL ONLY. ------------ Please allow my child to remain at school year. school for the 1989-90 Please assign my child to his/her attendance zone school, I understand that my child will remain at his/her present assignment if a seat is not available at school. Please assign my child to , I understand that my child w,ill remain at his/her present assignment if a seat is not available atT\"* INCENTIVE SCHOOLS  ONLY CHECK ONE 0 0 0 0 0 0 0 0 Frankl in Garland Ish Mitchell Rightsell Rockefeller Stephens Washington If you wish to request sibling preference, please indicate below and complete the information on the back of this form. SIBLING PREFERENCE DOES NOT APPLY TO MAGNET SCHOOLS. I request sibling preference. PARENT'S SIGNATURE DATE 24 (a) 0 0 0PLEASE LIST THE NAMES OF ALL SCHOOL AGE CHILDREN BELOW. PLEASE PRINT. NAME DATE OF BIRTH PRESENT SCHOOL ASSIGNMENT GRADE SIBLING PREFERENCE OPTIONS: (Please mark ONLY one option) 0 0 Two or more siblings requesting to transfer together. Student new to ye District requesting assignment to a non-attendance zone schoo with a sibling who is currently assigned to the non-attendance zone school. 0 Assign siblings who presently attend different same non-magnet school. non-magnet schools to the (NOTE: Definition of siblings: Siblings ye brothers/sisters. or half-brothers/sisters, residing at the s^ home address with brothers/sisters, or half-brothers/sisters who are enrolled in the Little Rock School District.) 24 (b)FACILITIES LRSD will have thirty-one non-magnet elementary schools. The magnet schools will continue to operate under present court orders Elementary Academies There will be twenty-two Elementary Academies. The name reflects LRSD's commitment to provide an excellent desegregated education program in each of these schools. The Elementary Academies with the capacity and projected racial composition of each, are listed below: School Capacity Black Non-Black Total % Black Badgett 275 82 73 155 53% Bale 394 188 124 312 60% Baseline 417 206 125 331 62% Brady 420 190 172 362 52% Chicot 563 255 231 486 52% Cloverdale 420 213 141 354 60% Dodd 424 198 164 362 55% Fair Park 351 154 130 284 54% Forest Park 436 203 180 383 5 3% Fulbright 607 267 236 503 53% Geyer Springs 235 120 98 218 55% Jefferson 490 226 205 431 52% Mabelvale 541 261 231 492 5 3% McDermott 531 260 216 476 55% Meadowcliff 465 237 208 445 5 3% 25School Capacity Black Non-Black Total % Black Otter Creek 383 183 162 345 5 3% Pulaski Heights 328 159 119 278 57% Terry 537 260 224 484 54% Wakefield 472^* 215 184 399 54% '+?l Watson ^2. 227 157 384 59% Western Hills 328 165 140 305 54% Wilson 409 228 170 398 57% Totals 9,501 Incentive Schools There will be eight Incentive Schools which are listed below with the nximber of classrooms in each as well as the capacity of each at twenty-five students per classroom\nSchool  Classes Capacity at 25 * Franklin 28 700 Garland 16 400 Ish 11 275 Mitchell 14 350 Rightsell 12 300 Rockefeller 16 400 Stephens 13 325  Washington 42 1050 Totals 136 3800 26 Interdlstrlct Schools LRSD and PCSSD will establish Romine as an Interdistrict School for the 1989-90 school year. Romine School has a capacity of 490 students. Up to 49% of the Romine seats would be allocated to PCSSD and at least 51% of the seats would be allocated to LRSD. LRSD is committed to work with PCSSD and the other parties to this case to establish for the 1989-90 school year the Baker and Harris Interdistrict Schools. LRSD will recruit black students to fill its share of the' Home-Mart accordance with the Interdistrict Plan. aker and Harris seats in Capacity The nonmagnet elementary enrollment for the 1988-89 school year is 8,327 black students and 3,835 non-black students for a total of 12,162 students. Without the enrollment in LRSD of a significant number of students who are presently enrolled in private schools, LRSD would expect about two percent growth in the number of black students and very little growth in the number of non-black students. The projected enrollment would be 8,500 black students and non-black students for a total of 12,350. 3,850 The capacities of the Elementary Academies are determined in accordance with Arkansas accreditation standards which have the following limits:Grade Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class Kindergarten 20 20 First-Third 23 25 Fourth-Sixth 25 28 The total capacity of the twenty-two Elementary Academies is 9,501. The Incentive Schools will have a maximum pupil/teacher ratio of 20 to 1. There may be more than 20 students per classroom, Zr however, there will be a certified aide in each class and possibly a second teacher in those classes. The capacity of the Incentive Schools is 3,800 at 25 students per class. The total nonmagnet elementary capacity of LRSD (13,616) exceeds the projected enrollment (12,350) by 1,266 seats. The overall racial composition of the Elementary Academies and the space available for recruitment at those schools depend upon the number of students who enroll in Incentive and Interdistrict Schools. The initial racial composition of the Incentive Schools is expected to be predominantly black, expected that at least 400 black LRSD students will It is attend Interdistrict Schools. The chart below shows the impact of black Incentive and Interdlstrlct School enrollment upon the Elementary Academies:Black Enrollment In Incentive and Inter- district Schools Total Enrollment In Ele. Aca. Racial Composition of Ele. Aca. Recruitment Capacity for Ele. Aca. 2,000 10,350 62.8% \u0026lt;89\u0026gt; 2,500 9,850 60.9% 411 3,000 9,350 58.8% 911 3,500 8,850 56.5% 1,411 3,600 8,650 56% 1,511 Construction - 1988-89 Washington School is closed for the 1988-89 school year. A new Washington School is being built at the same site with a projected capacity of 1,050 students. The students who were origl- nally assigned to Washington for the 1988-89 school year have been reassigned to Ish, Mitchell, Rockefeller and Rightsell. These students (166) will have a preference to return to the new Washington in the 1989-90 school year. 1989-90 A new wing is being added to Fraxiklln School and will be completed prior to the start of the 1989-90 school year. Franklin's new capacity will be 560. Woodruff has a capacity of 245 students and is situated in a neighborhood that has no real potential for white growth. Woodruff is presently 75% black. Probably the best use of this facility is to use it as the Instructional Resource Center (IRC) or as an alternative school. Woodruff will be closed as an elementary school at the end of the 1988-89 school year. 291990-1991 It is proposed that the District relocate Stephens Elementary near the 1-630 corridor between 1-30 and University Avenue. The new Stephens will house pre-kindergarten through sixth grades and will have capacity of 600 students. It serves as an a Interdistrict school. The new Stephens will be easily accessible to downtown office workers. state department employees and University Medical Center personnel. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility would be located in the general area along 1-630 between 1-30 and University Avenue. In addition to being an Interdlstrlct school, an attraction for this school will be its early childhood program and childcare facilities. This location is expected to serve as a natural magnet for individuals who work within governmental and business centers of Little Rock. The parties have had discussions with realtors regarding clfic school construction sites and existing buildings. spe- The Master will be provided a separate progress report concerning negotiations for school sites. 30INCENTIVE SCHOOL PROGRAM INTRODUCTION Beginning in the 1989-90 school year, the Little Rock School District will have eight (8) schools providing the incentive school program. Rockefellei^^^^y^^ecome an interdistrict school. but would continue to provide the incentive school program. The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. The following schools will provide the incentive school program: -Franklin -Garland -Ish -Mitchell -Rightsell -Rockefeller -Stephens -Washington In order to be successful, the incentive program must address the academic. social and emotional needs of all student participants. The incentive program must also serve as a recruit- 31 Iment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools. the incentive school program committee will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October, 1989, the committee will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If feasible. the committee will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students realistic goals for attending college. in setting 32Incentive School Program INCENTIVE SCHOOL PROGRAM COMMITTEE Lives ano parents. The blueprint for the incentive school program was developed by a committee of administrators, teachers, community representa-  Tle blueprint will be used as the framework for scecinc activities that are expected to occur after court approval of the incentive school program. The following areas were considered in the development of the incentive school program: A. B. C. D. E. F. G. H. I. 3. K, L, Staffing Parent Involvement Staff Development Academic Programs and Curriculum Development Social Skills Support Programs Monitoring and Evaluation Special Student Activities Parent Recruitment School Administration - . School Policy and Procedures Counseling/Social Work The Incentive School Program Committee divided into five (5) subcommittees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills -Subcommittee 2 - Support Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures -Subcommittee 3 - Staffing - Staff Development -Subconmittee 4 - Parent Involvement -Subcommittee 5 - Parent Recruitment 33Incentive School Program BLUEPRINT FOR EXCELLENCE The purpose of this document is to clearly define the mission and expectations for the incentive schools. The Incentive School Program Committee did not, however, attempt to specifically define every detail for the incentive school program. This document merely furnishes the_community with the parameters for excellence in education. The specific details and concerns for each individual incentive school must be developed by the local practitioners. The local practitioners are the principals, teachers, parents and community representatives in each incentive school area. The District firmly believes that the success of any program deoends on the opportunity for the practitioners to make certain decisions at the local level. This document is hereby submitted to the federal court and the community with the understanding that further details will be developed. August 1989. The Incentive School Program Committee will continue to function until 1, 1989, The committee will be expanded to include at least one parent from each incentive school attendance zone. On August 1 the committee will be restructured to function as a district-wide council of incentive school parents. The council will have two parent representatives from each incentive school. Also, four members at-large will be appointed by the Joshua Intervenors, The Incentive School Program Parent Councp will be responsible for monitoring all activities related to the incentive school program. The Parent Council will report to the Little Rock School District Board of Directors and Joshua Intervenors on a quarterly basis. Academic achievement is the result of commitment, high expectations, strong belief that all children can learn, and broad-based community support. When these ideals are coupled with the availability of financial resources, educational excellence prevails, K the belief of the District that all of these ideals will be evident in each incentive school. a It is certainly 34SECTION ONE ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 35INCENTIVE SCHOOLS academic programs and curriculum development Schools have the responsibility for expanding the scope of knowledge and for developing the rational, reflective,and critical capacities of all children. It The content of the education must be true, appropriate, and relevant. The pro- ces^ of education are expected to be democratic and humane. The aim of education is to be the complete development of the person. In addition, excellence in education must prepare a student for self-knowledge and to become contributing problem-solving member of his or her own community and the global society as wel1.\" (Saving the African-American Child, 1984) The goals, the content of the academic programs, the instructional methodologies, and the use of instructional technology in the Incentive Schools will be reflective of the intent to have excellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social. emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideals. ACADEMIC PROGRAMS General Areas for Implementation 1. Four-Year Old Program (Early Childhood Education) - The Little Rock School District's Four-Year Old Program will be operative in each Incentive School. The High/Scope Curriculum will be the content model, and a mandatory District-developed parent component model will be incorporated into the program model. 2. Writing to Read, an instructional tac\"\"ology program, will be implemented at each Incentive School for K-2 students. 3. Kindergarten - The Little Rock School District Early Prevention of School Failure model will be operative in each Incentive School. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. a ._ 36 2 4. Reading Across the Curriculum will be a major emphasis for developing reading pronciency and critical reading skills. Each'subject area will also utilize strategies to increase students' pleasure of and appreciation for reading (Pre-kindergarten-6). Each'subject area 5. E^pisssion Across the Curriculum will offer instructional objectives andstrategies in each subject area designed to increase the oral communications and American English skills of the students (Pre-kindergarten-6). 6. Learning Styles Inventories will be used in each Incentive School to wi ' I De used in each Incentive School to assist teacners in diversifying their teaching styles to match the learning styles of the students. 7. School Themes will be developed at the local school level by parents and staff and are recommended to be integrated into the total curriculum. 8. Semi-departmentalization will be the recommended organizational structure for grades 3-6. This organization will facilitate the development of specialized skills for 'subject area\" teachers for the respective grade levels.  II 9. Instructional Technology will be available in specialized laboratories and in individual classrooms. ------ 10. Science Laboratories equipped with adequate equipment and materi als/supplies will be available for students in grades 3-6. n. Computer Laboratories for remediation and enrichment will be expanded for minimum of 24 stations in each classroom. 12. Foreign Language Laboratories with appropriate equipment and materials will be operative in each scnool. Study and Test-taking Skills will be taught in an integral component of the curriculum at each grade level. 14. 16. 17. Computer Loan Program - portable computers will be available for loan to students (grades 4-6) for use at home. Remediation and enrichment software will be available for home-based learning experiences. Parent Home Study Guides will be developed in each core subject area for each grade (1-6). Computer-Managed Instructional Technology will be used for continuous tracking of student progress. Individualized Education Plans will be developed, implemented, and monitored for each student. a 18. Specialized Programs - Federally or state mandated programs (remedial, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through the extended day, week, or year programs.*(See page 7) 3719. 20. \\21. 3 Incentive Programs - each school will establish an incentive programforrecognizing academic excellence and academic improvement. Homework - homework is required according to Little Rock School District policy and regulations. Criterion-Referenced Testing - formative criterion- referenced test will be computer generated for the ongoing assessment of students. 22. 23. Hetereogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. Effective Schools model will be operative in each incentive school, with appropriate training provided for implementation. 24. African and African-American History - each school will establish a sequential program to include the study of African and African-American history and culture. SPECIFIC SUBJECT AREA EMPHASIS The core curriculum for pre-kindergarten through grade i 6 will be the Little Rock School District model. Areas for emphasis/expansion have been identified for each of the content areas. READING -Learning to Read Through Literature, with emphasis on ethnic classes in each genre, will be the primary reading program (K-6) -Basal testbooks will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills (grades 4-6) motivation and learning with oral expression through reading\ni.e., choral reading, student storytelling, debate, drama, etc.) (K-6) ENGLISH/LITERATURE ARTS -Writing to Read as an instructional component for K-2 -Writing Across the Curriculum will be used to enhance the writing skills of students (K-6) -Latin Program will be used to increase the vocabulary and word attack skills of students (5-6) -Oral Language Expression will be a major emphasis in the reading and English/language arts areas (K-6) 3S-Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) -Language Modeling will be expected in the oral expression, vocabulary, and usage skills of the teachers (K-6) SOCIAL STUDIES -Emphasis on the study of history from a subject area contextWorld History, American History, and Arkansas History (4-6) 38 (a)4 -Emphasis on introductory concepts in history, geography, and civics (:\u0026lt;-3) -Geography will be taught through active learning strategies -Each subject and grade level in social studies will include a multi-ethnic curriculum (K-6) -Learning strategies and activities will promote \"livinq social studies (K-6) -Emphasis on American and Arkansas History (4-5) -Emohasis on World History (6) -Celebrations/caremonies will be integrated into the curriculum MATHEiHATICS -Emphasis on use of word or story problems (2-6) -Introduction to basic concepts in geometry and algebra (2-6) -Extensive use of manipulation (Pre-k-3) -Use of computers for organizing and utilizing mathematical data (5-6) -Emphasis on critical thinking in addition to methodology and ' results (K-6) SCIENCE on -Instruction will utilize 3 hands-on discovery and explorati approach to the learning of scientific concepts (K-3) -Classroom and textbook work will be supplemented with practical demonstrations and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of science -Emphasis in the upper grades will be on the life sciences and physical sciences (4-6) -Mastery of concepts should culminate with an annual project\ni.e.. Invention Convention, Science Fair, etc. -Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom FINE ARTS -Content will include an introduction to basic concepts in music and art -Art and music instruction will be sequential and cumulative in the content, knowledge, and skills -Emphasis in the earlier grades will be on the enjoyment and creation of music, painting, and crafts (Pre-k-3) -Emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and developments (4-6) -In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts 395 FOREIGN LANGUAGE -each school will select at least one foreign language for study, with Spanish and a choice of an Asian language as strong recommendations -The instructional methodology for each language will be a \"total physical response\" approach -Emphasis will be on basic vocabulary, conversational, and cultural materials for K-3 -A foreign language laboratory will be used for instruction, including computers where appropriate -Emphasis will be on transcribing and translating foreign language age-appropriate material (4-6) -Provision of practical experiences and interactions with a native language user -Emphasis wi11 be on vocabulary, grammar, reading, writing, and cultural materials (4-6) PHYSICAL ESUCATION/HEALTH -Family Life Education will be included in the total elementary curriculum (1-6) -Nifty Nutrition available for all grades (1-6) -Emphasis on \"wellness\" for the young (K-6) -Emphasis on the development of an understanding of and respect for the handicapped\ni.e., disabilities simulations (5-6) -Emphasis on team sports and lifelong leisure skills (K-6) SOCIAL SKILLS Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Specialized activities will be used to emphasize the development of appropriate social skills: Family Folklore - Students will learn the values and mores of their ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taught in small group sessions. Interpersonal Skills - Structured group sessions will focus on problem-solving, decision-making, peer pressure, etc. 406 Rites of Passage - A structured program will be initiated to respond to the emotional, physical, and social developmental changes in the young students. Separate programs may be established for male and female students. 6 Role Models Programs - Individuals (international, national, state, local and community) will be used for presentations at the school in every area of the program to provide role models for the Special emphasis will be placed , African-American role models for males. students. on com- Mentoring Program - Utilizing local resources in the community and the Partner's Program, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be developed at the local school level. However, all academic programs. social skills programs/activities and special activities must be clearly and broadly articulated to the school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organizations . Academic Reinforcement Activities may Include (but not limited to) the following: Peer-Tutoring Program - Peer tutors will be assistants to teachers in the Homework Program or during the regular school day. Students will be compensated for after-school peer tutoring (see Support Programs). Academic Reinforcement Clubs - Chess Club, Computer Programing Club, Debate Club, Thesbian (Drama) Club, Math Club (Ma^ Olympiads), Odyssey of the Mind, Great Books , Science Club, Annual Knowledge Bowl (elementary level). Foreign Language Club Special Interest Clubs may include the following: Photography Newspaper Yearbook Choir/Glee Club Band Swimming Club Bowling Club Skating Club 41/ Tennis Club Archery Club Camping Club String Instruments Sign Language Club Aerooics Club Cooking Club Art Club Horseback Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field Trigs - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students. Local field trips (see Support Programs) may be supplemen- ted with a state or national trip. Examples include the following: Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, DC) Martin Luther King Center (Atlanta, Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Snores (Gulfport, Mississippi) Each school will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be submitted to the Board and administration for approval on an annual basis. Documented school-based involvement in the needs/interest assessment and planning process must accompany each School Program Plan. A projected budget must accompany each plan. * \u0026gt; 4LATIN ENRICHMENT PROGRAM ELEMENTARY LANGUAGE ARTS CLASSES LITTLE ROCX SCHOOL DISTRICT I. Sackaround In the early 196O's, the Philadelphia (PA) School District raised reading andvocabulary scores of elementary school children through a program using Latin in language arts classes. The program was developed by a team of Latin teachers, but the materials were designed to be used by elementary language arts teachers\nthe program did not depend on using trained Latin teachers in the elementary classes. Since that time programs of this sort have been implemented in many other school districts, such as Indianapolis Indiana\n'Washington, D.C.\nSt. Louis, Missouri\nDallas, Texas\nLos Angeles,^California\n New York City, New York\nOakland, California\nKansas City, Missouri, Some use the Philadelphia materials\nothers have Louis , developed their own materials. and teaching formal Latin grammar\nmeans to improve English skills. In these programs the focus is not on it is on using Latin words and myths as a These programs have also resulted in improved self-image among learners. .ne initial implementation of the program by Philadelphia and later in the above iden-.i.^d districts was in inner city schools with a large minority popula\u0026gt;.ion. The targeted levels were grades five and six or grade six onW Reports concerning students' performances on standardized tests in the above identified districts reveal at least a one year growth in reading and vocabulary and a significant amount of growth in other content areas (see attached). In all diSwriCwS, a uaam of Latin teachers trained the elementary language arts teachers in using the materials and served as resource persons for background in Roman and Greek culture. As the program grew, many of these elementary teachers studied to become proficient in Latin. program using the Greek language has also been developed\nthe same methods and approach. A corresponding this program uses The materials focus on using Latin and Greek word roots as a basis to incre English readingand vocabulary skills. Materials are varied\nthe two basic courses are designed far fifth and sixth grades and are based on classical mythology and life. Supplemental courses cover a wide variety of subjects, including science, math, astronomy, and blacks in antiquity. ase II. Rationales More than 505 of words in the English language are based on Latin words\nfocusing on Latin word roots and word-building elements will increase knowledge of ' English vocabulary. Many fifth and sixth grade social studies and 'icula,inc:ude mythology and the Greco-Roman worlds at relate to this subject matter will broaden learning and provide enrichment. readinc c. mate mat vocabulary Ability to read English is not limited to language arts and other academic areas more sue living, school. a-facts S', assful ind\" ss in 1 i fe i tse 1 f\nse SC'U\ns La: wh i V of vidua Is who feel n is ar unusual subje y is no an unusual and \"di nncs ar compe increasing that ability creates an for stud t to deal with school and ants, especially in elementary focused on learning the Latin language per lo-oved self ferent\" sub laoe to and seeing success in he learne-'s. a . s u a IS * .* S 3 *, a 44Latin Enrichment Program -- Page 2 The program itself is easy to implement. The cost is minimal, and investment of time by elementary teachers to learn the materials is limited. The materials are easy to use. They are inexpensive to purchase and can be duplicated for distribution to teachers. The program has been successfully used by many areas with educational situations similar to Little Rock. The uniqueness of the program should appeal to parents as well as students\nno other public or private schools in Arkansas, certainly in the metropolitan Little Rock Area, have such a program. The program would serve the desegregation plan for the incentive schools and would help in achieving the targeted objectives of raising standardized test scores and eliminating disparity between scores of the major ethnic elements of the school community. Also, with the emphasis on multiethnic education within the Little Rock School District, materials can be developed locally to include this emphasis. Using the existing materials as models, LRSD teachers can create units that use their unique talents and skills and that are directed to the special interests and need? of Arkansas students p in III. Prooosal IV. It is proposed that the Little Rock School District implement an elementary Latin program in the elementary language arts classes at the fifth and sixth grade levels in the incentive schools for the purpose of increasing reading and vocabulary skills, improving standardized test scores, and enhancing the self-image of learners. Program Description After teachers for the incentive schools have been identified in the spring of 1989, these teachers will receive six hours of inservice training during the summer of 1989 in implementing the program, mented at?'  - .. the fi f . The program will be imple- - -he start of the 1989-90 school year and will be incorporated into\nh and sixth grade language arts instructional block for approximately fifteen to tventy minutes per day. Throughout the 1989-90 school year, teachers will be involved in four (A) additional inservice workshops (two per semester). Also, these teachers will have the opportunity to become mors proficient in Latin by enrolling in a college course designed especially for them\nthis course will be optional and at the teacher's own expense. Throughout the year, the principal in each building will monitor the'program. At the end of the 1989-90 school year, a formal district-wide assessment of the program will be made\ndata. this assessment will be based on surveys and test 45Latin Enrichment Program  Page 3 Budget Summary (Per Teacher) Instructional Materials $ 30 Pri nting 60 Inservice Materials 30 Inservice Consultant Fee 15 College Course Materials 20 College Course Instructor's Fee '30 Inservice Stipends 60 TOTAL $ 245 Budget Summary (Program in alf Sth and 6th grades in all incentive schools) 7 schools with 4 teachers each = 23 teachers $6,360 1 school with 10 teachers  10 teachers 2,450 TOTAL $9,310 _ _ 46OeJECTIVE ACTIVITIES IMPLEMENTATION PLAN PARTICIPANTS PERSON RESPONSIBLE COMPLETION DATE 1. To provide awareness of the Latin program to Incentive school principals and staffs 2. To provide Inservice to participating teachers I I EVALUATION l.a. Present implementation plan proposal to associate superintendents and assistant superintendents l.b. Schedule awareness meeting with principals of Incentive schools l.c. Develop agenda for principals' meeting l.d. Conduct awareness meeting with principals I.e. Schedule awareness meeting with current Sth A 6th grade teachers tn incentive schools l.f. Conduct awareness meeting with current Sth t 6th grade teachers l.g. Identify Sth A 6th grade teachers who wish to COST (per teacher) Angela Sewall Beverly Uhlte Arma Hart Rechel Myers Harle HcNeal Marvin Zlmmcrma n Principals of Incentive schools Sth A Sth grade teachers at Incentive schools Princlpals remaln at incentive schoils I.h. Recruit and fill des vacan- 2.a. Requisition Instructional materials Marie McNeal Marvin Zimmerman January 30, 1989 Plan Presentation -0- Angela Sewall March 1, 1989 Meeting on Calendar -0- Angela Sewall Beverly White March 1, 1989 Printed agenda -0- Marie HcNeal Marvin Zlmmennan Gayle Cloud March 15, 1989 Concerns/questions expressed by principals -0- Rachel Myers March 15, 1989 Meeting on Calendar -0- Harle HcNeal Harvin Zimmerman Gayle Cloud Aprll U, 1989 Meeting agenda -0- Principals Richard Maple Principals Richard Maple Harle McNeal May 1. 1989 July 1, 1989 Hay 1. 1989 List of identi Tied 5th \u0026amp; Sth grade teachers Identified Sth A 6tli teachers at incentive schools for 1989-90 Arrival of material s -0- -0- I I $20 ma teriais (per teacher) I 1^ *4 OBJECTIVE ACTIVITIES 2.b. Duplicate copies of above materials 2.C. Schedule 2 Inservice meetings of 3 hours eaci 2.d. Develop agenda for abovt 2 meetings - 2.e. Conduct above 2 aweting\n2.f. Contact UALR about offering college course 2.g. Schedule above college course 2.h. Implement above college course 2.1. Schedule four two-hour inservice workshops In local bulldings/cluster distrlct-wlde IMPLEMENTATION PLAN Paqe ? participants Teachers and Principals Gayle Cloud UALR official Teachers / IERSON RESPONSIBLE COMPLETION DATE EVAL UATION Harle McNeal Marie McNeal Marle McNeal Gayle Cloud Marie McNeal Gayle Cloud Marie McNeal Gayle Cloud Principals Harle HcNeal July 1, 1989 June 1, 1969 July 15. 1969 August IB, 1989 June 1, 1989 December 1, 1969 May, 1990 September 1, 1969 i I I 00 One copy for each teacher Meetings on Calendar Printed agendas Agendas and materials Course proposal Identified dates/times/ place Completed course Meetings on Calendar 2.J. Conduct above four inservice workshops Teachers Principals Gayle Cloud May 1, 1990 (2 per semester) Meeting agendas COST (I'gr teacliei I 560 printing (per teacher) -0- -0- 120 materials (per teacher) 1200 consul taut fee(S5per teache* 160 stipends per teacher (110 per hour) -0- -0- 120 materia I s (per teacher) 11200 instructor fee ($10 teacher) per -0- 110 materials (per teacher) 1400 fee /{\"sultant i*IO per teacher) ) OBJECTIVE ACTIVITIES IMPLEMENTATION PLAN Page 3 PARTICIPANTS PERSON RESPONSIBLE COMPLETION DATE EVAL NATION 3. To Implement the elementary Latin program In Sth I 6th grades at incentive schools 3.a. Schedule time for classroom instruction 3.b. Purchase/dupHcate/ create student material ! Teachers Teachers Principals Harle McNeal I COSl (per teacher) August IS, 1969 School's instructional schedule -0- ongoing Materials ready for classroom use SKI materials (per teacher) 4. To evaluate the elementary Latin program I I I (X) 3.C. Incorporate Latin program into district's language arts program 4.a. Monitor classroom activities 4.b, Identify student growth on standardized tests 4.C. Develop student, teacher, parent assessment survey 4.d. Disseminate above surveys 4.e. Compile survey results 4.f. Submit final evaluation report to associate superintendents Teachers Teachers Teachers Teachers\nPrincipals Principals Principals Harie HcNeal Gayle Cloud Principals Harie HeNeal Harle HcNeal ongoing Hay 1, 1990 Hay 30, 1990 April 15, 1990 Hay 1. 1990 Hay 30, 1990 June 15, 1990 Lesson plans Identified strengths and weaknesses Test data Printed forms Completed forms returned Survey data Submitted report -fl- -0- -0- $10 printing (per teacher) -0- -0- -0- 1988-89 (Spring t son Responsioie -----------' * il P1in 7 develop na~iiiiplenient i ^utHty academic OBJECTIVES STRATEGIES/ ACTIVITIES :K?LKt\nprogram for Incentive Schools seginning DATE\nu 7 v: l:i.e .. . . . Prpni diiiS kision Curriculum and Special rrocrdir./Area Incentive Schools COMPLETION DATE COSTS RESPOKSIBILITT evaluation I. To promote/enhance leadership and staff understanding of the Incentive School concep I.a. Provide tn indepth pre-orientation session on each component of the Incentive Schools for principal. l.b. Develop in cooperation with the principals a detailed Process and format or developing the individual Incentive School Plan I.c. Assist each building principal in presenting an indepth pre-orienta- tion session for staff on each component . l.d. Assist each principal and staff with orientation session for parents in the Incent iw VhnnH i t I cn February IS, 1989 February 28, 1989 -0- Superintendent's cabinet Assistant Superintendent-Incentive Schools Harch 3, 1989 March I, 1989 March I, 1989 March IS, 1989 March IS, 1989 March IS. 198* -0- -0- -0- Superintendent's Cabinet Assistant Superintendent-Incentive School s Superintendent's Cabinet Assistant Superintendent-Incentive Schools Superintendent': Cabinet Prine ipals Assistant Superinten- dent Schools Incent i ve:kplk* -'r\n,il Plan -t'son Rtsponsioie Sub :oN TiKiL:!\nPage 2 OBJECTIVES X (Veer) strategies/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS respoksibiljtt Ct V1s icn rro\nrair./Area evaluation 2. To develop Incentive School Plan for each school 3. To develop curriculum specific to the Incentive Schools I I I Cl 2.a. Identify Incentive School Plan teams 2.b. Develop the detailed individual Incentive School Plan 2.C. Review and approve School Plan 3.a. Identify each area In need of curriculum development 3.b. Identify teachers for curriculum teams 3.C. Plan orientation ant fonnat for curriculum development June 1, 1989 June 15, 1989 -0- June, 1989 June, 1989 June 15, 1989 June 1, 1989 June 1, 1989 July, 1989 July, 1989 July 31, 1989 June 15, 1989 June 15, 1989 -0- -0- -0- -0- -0- Principals I Assistant Superintendent Incentive Schools A11 Divisions I Superintendent's Cabine Board of Directors Principals Assistant Superintendent - Incentive School Curriculum Division Supervisors Principals Assistant Superinten-dent * Schools Incentive Curriculum Division Supervisors Principals Assistant Superintendent - Incentive Schools Curriculum Division Supervisors --real Plan arson Rcsponsioic 3x11: (Tttr) 1 OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE :k?l :CK TiKiLJ.i Page 3 C\". vision rro\nrar./Area COKPIETION DATE COSTS RESPOliSIBIUir 4. To procure equipment and furniture for Incentive School Programs 3.d. Review preliminary draft of revised curricular for LIttli Rock School District 3.C. Develop additional components for each curriculum area 3.f. Proof and type Incentive School Curriculum Guides 3.g. Print Curriculum Guides 3.h. Distribute and provide Inservice on the implementation of the curriculum guides 4.1. Develop specification for bid for equipment and furniture June I. 1989 June 1. 1989 July 1. 1989 July 20. 1909 lune 30. 1989 June 30, 1989 -0- -0- July 20. 1989 |S3.000 (Est.) |(Clerica1 Support) Curriculuni Teams Curriculum Teams Curriculum Division Principals July 30. 1989 SIO.OOO (Est.) Curriculum Division (Printing Cost! August 1. 1989 lAugust 30. 1989 (Cost to be I I included in I 11 nd i VI dua 1 I I School Plans) Kerch IS. 1989 I April IS. 1981 -0- tVALUATlOH Curriculum and School Division Principals Director of Purchasing Assistant Superintendent - Incentive School Staff-Curriculum I I cn Ir.tal Plan Ison Rttporsioie S:i1: (Yr) JK?LKK7A7:o T:KL:Kt I'dye 4 -vision rr r./Ared OBJECTIVES X STRATEGIES/ activities BEGII.'NING DATE COKPlETlflN DA7t COSTS P.ESPOKSJBaiTr A.b. Did for specific equipment and furniture April IS, 1989 lUy 15, 1989 I To be deter-nined tVALUATION A.c. Order furniture and equipment Nay 15, 1989 august 1, 1989 I To be deter- I mined 5. To effect facility odlfIcatlont for implementation of the Incentive School special lied programs. I cn A.d. Install and inventory to ensure adequacy of all equipment and furniture S.a. Review the detailed Incentive School Plans with the Support Services Ol.vision S.b. Identify modifications timeline as previously collaborated in the development of the plan. August 1, 1989 August 15, 1989 April 15, 1989 April 30, 1989 April 15, 1989 I April 30, 1989 S.c. Contract for servlcef April 30, 1989 as needed/1dent1- I fled in the Plans. I Nay 15, 1989 -0- -0- -fl- -0- (Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum Principals, Director of Purchasing. Assistant Superintendent - Incentive Schools, Staff - Curriculum Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, i Staff - Curriculuin Division of Schools - Associate Superintendeii Assistant Superintendeii Principal Division of Support Services Division of Support Services .al Plan a'ion Rciponsioic :al: 6. OBJECTIVES To ensure the availability of adequate resources to iaqilcaMntI academic program I 1 I I cn 00 (tear) STRATEGIES/ activities BEGIlililNG DATE ikplekektatiok 7:kel:i\n- COUPLETION DATE COSTS P.iSPOKSIBILIiY Page 5 Ci vision _______ ?ro\nri.T./Area S.d. Inplenent the ludi-fication plan for the facilities S.e. Hake final Inspection on the work for the facilities modification i 6.a. Initiate identifications of iMterials and textbooks nee^d Tor the 1989-90 Nay 15. 1989 Nay 15, 1989 Nay 1, 1989 school year I G.b. Involve school teams! I staff and parents ini reviewing the needs | Identified as re- | qulred for core and I special programs | 6.C. Identify any materials or textbooks that must be ordered prior to fiscal year *89 G.d. Maintain building record of requisitions for the 1989 school year. Nay 1. 1989 Nay 1, 1989 Nay 1, 1989 August 15, 198! (To August 15, 198! be out-lined in the Plan) -0- June 30, 1989 Ito be deter- |mlned June 30, 1989 Nay 20, 1989 Ongoing -0- To be determined -0- E VAI UAT1011 Principals Principal/School Teams Principal, Assistant Principal, All Divisions, with major input from Purchasing Principal 'r.al Plan s'son Retpor.sioie :al: (Veer) \u0026gt;.?L CM TiKiL:Kt Page 6 : V i s i on OBJECTIVES strategies/ ACTIVITIES BEGlIiliiNG DATE COMPLETION DA:i COSTS RiSPOKSIfilLITr i I I to G.e. HonI tor and approve PHay 20, 1989 requisitions as I requested from Incentive Schools I 6.f. Kaintaln audit for II materials received 6.g. Cross validate with purchasing all order: not received 6.h. Obtain requlreMents for participation In all special programs 6.1. Pay participation fee and order all necessary materials fqr special activity 6.J. Select sponsors for I each special pro- I gram activity I approved in the I Incentive School I Plan. Except for articles July 1, )g89 July 1, 1989 Ingoing Ongoing Ongoing tarch 15, 1989 lApril 30, 1989 April 30, 1989 July 1, 1989 April 30, 1989 I July 30, 1989 requ^lng a Much longeii time period. -0- -0- -fl- To be determined To be determined I requisition ! tVALUATION Appropriate I Associate Superintendenl Principal Principa! Principal Principal Principal re signed on or inmedi jtely fol lowing July 1, r.al Plan rson RetpohsioTe t1: :k?LK: TICK 7IKL I OEJtCTIVES X (Tetr) Page ? -1V1s icn ?ro:rr./Area STRATtCItS/ ACTIVITIES BCGINNING DAXi. COMPLETION DATE COSTS RtSPOKSIBILITy 6.k. CoopTete special coni August 1. 1989 tracts with al) ex* | tended day eaployces for the 1989-90 school year. C.1. Conplete Master Schedule for total school program I 6.a Revlew/revlse as I necessary the staff I developaent plan | for the fall (September- I OeceaUier) I tVALUATION August 30. 198! -0- Principal April 30, 1989 I August 15,198! August 30, 1989 Septenber 15,  I 1589 I (As necessary hi once each senes ter) at least -0- Prlnci'pal Principal oIX Plan 1988-89 srion Rtipor.stoic (Spring and Suaaterl ------------- (Veer) t:cm 7:kl:i.  P''*'***g aevelopmenT-Tor Iwpleaentatjon of Incent 1 )' ugi'diiis e School Plans C V i s icn Cun iiulum t Slice . , ?ro\nriir./Area Incentive Sctiiiols Id I OBJECTIVES strategies/ activities beginning DATE COMPLETION DATE COSTS RESPOKSIBILITT 1. To laiplement staff development activities for Incentive Schools evaluation l.a. identify the staff developant needs of each Incentive Schoo April 30. 1989 ly 15, 1989 To be determined Principals Director of Staff Development l.b. Develop inservice schedule in collaboration with building principal Ny 15. 1989 [Hay 30. 1989 Principals Director of Staff Development l.c. Notify each school staff of proposed Inservice dates for pre-school training l.d. Plan details for delivery of Inservice - l.e., site, time, arrange- ents, etc. I l.e. Obtain services of consultants (as required) I May 30. 1989 May 30, 1989 May 30, 1989 August 30, 198! July 30, 1989 July 30, 1989 -0- -0- -0- Principals Principals Assistant Superintenden Director of Staff Development I l.f. Implenent fall training cycle Principals Assistant Superintenden Director of Staff Development August I, 1989 August 30,1989110 Be Deter- I mined Principals I Assistant Superintenden Director of Staff Development I I SECTION TWO SCHOOL ADMINISTRATION - _ 63 INCENTIVE SCHOOLS SCHOOL ADMINISTRATION The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support\nindividualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives. SUPPORT PROGRAMS The following items will be components of every incentive school: A. B. HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. to 5:30 p.m.. Homework Centers should be extant in each school at least two (2) days per week to assist students who are in need of specific help with class material. (Some school communities, i.e., parents, staff and students may opt for more days per week for students who are not otherwise involved in activities during the last two (2) hours of the day, Monday-Thursday). If stu- It will be necessary to provide transportation home for students who remain at the Homework Center so that students whose parents cannot supply transportation and/or who live outside of the area which is reasonable-walking distance may avail themselves of the Center. If students choose not to attend Homework Centers, other options for student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a \"volunteer\" rotating basis, community volunteers and peer tutors. Staff will be compensated. Homework Centers will have a certified teacher working. If the number of students reaches 25, an instructional aide shall be added to assist students, l.l..,.. __ of students attending regularly reaches 50, an additional certified teacher will be hired. Thereafter, as each additional increment of students attends, certified instructional aides and teachers will be added on an alternating basis. When the number Thereafter, as HOMEWORK HOTLINE - Homework Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will be staffed by teachers on a rotating basis such that each incentive teacher will provide one (1) evening's service approximately every 45 class days. Staff will be paid for this time. Staff will be paid for this time. 6^c. D. E. F. PEER TUTORING - Peer tutors will be selected from among a group of self-nominated and teacher nominated stu- dents. The role of peer tutors will not be limited only to those students with outstanding academic averages but will also be open to achieving students who work well with other students and who can verbalize an understanding of subject matter to be covered. Peer tutors will be compensated witn coupons which can be redeemed for donated items for purchased goods such as games, books magazine subscriptions, school supplies and other items the family may not be providing as well as athletic equipment, hats, sweatshirts, etc. Tutors will be assigned by subject area and on a rotating basis in order to allow all students who wish to serve as peer tutors the opportunity to do so. etc. / RETIRED TEACHER MENTORS - Efforts will be made to identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors\nto sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work voluntarily or may be paid a stipend depending on their own needs. Aides shall INSTRUCTIONAL AIDES - There will be a certified instructional aide available in every classroom. Qualifications for the aide positions will Include demonstrated co^itment to work with students in an urban setting as well as a minimum of 60 hours of earned college credit.^ Applicants must be working toward a degree. Aides shall provide extra assistance for individual students and groups of students. Aides will also assist teachers with monitoring of student progress, communication with parents and preparation of supplemental instructional materials. CAREER SKILLS DEVELOPMENT PROGRAM - A program will be developed within each school whereby written information, guest speakers, films and other presentations will be provided to students on topics relevant to possible career choices. Among the infocTnation given in each presentation will be skills needed, academic background required, career planning recommendations, expected earning potential and a general \"mapping\" of how a student can progress from elementary school to the desired career goal. Other components of this category will be Interest inventories and opportunities for students to participate in programs sponsored by the Boy Scouts of America. 55G. YEAR ROUND SCHOOL - Both summer remediation and enrichment options will exist through the summer at all incen- , tive schools. \\ segments ./St generally^ This program will be in two 5 to 6 week Students will participate in the program an elective basis with prescription for attendance from teachers of students grade level in core curriculum areas LO are behind The summer options will be at no cost for students normally attending those schools. A few seats may be open to other students on a space available and paying basis well. as Transportation r^ay be provided. __ ______ schools at whiclT summer programs will be held will be based on identified student needs and interests. The number of incentive Students participating in the summer \"year round\" option will be placed in classes at their own academic levels rather than by means of a specifically identified grade designation. In other words, a student functioning at grade 2 level in math would study with peers at that level but may also study with 5th grade peers in summer reading programs, regardless of his/her actual designated grade level. H. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provides field trips and community access for students together with students from other LRSD schools. Field trips and access will include the opportunity for student experiences with: Field * iit * historical events and displays cultural events and exhibits scientific/mathematical events and exhibits to include both child oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such Arkansas Symphony Orchestra performance. as an Some such exhibits and performances will also be brought to the schools. Students will also have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school grades, i.e., sth and 6th. Among opportunities in the community which exist are:  * * * several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company 66I. J. ic iK if it it  * a museumj3-nature science and history three p^yiogsr state/territorial capiti a planetarium at UALR Capitols a zoo a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center Among other opportunities for students Including, but are not limited to, banks, stock/bond houses, hospitals and a law school. COMMUNITY INVOLVEMENT - Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each Incentive school with existing troops at each building. Explorer post access/membership will also be available as noted earlier. SPECIAL SKILLS PROGRAMS - During the 3:00 - 5:30 p.m. time period (or whatever the designated time for extended day activities), scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. These skills shall be defined as ticipate in: the opportunity to par- * * * choir (voice) music (instrumental) dance after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these services at no cost to the child (and hopefully to the but certainly at minimal cost to the school. Assistance will be program), SCHOOL ADMINISTRATION A. STAFF RECRUITMENT - Staff recruitment and certain specific experience will be desired of all staff at the outset (relative to work in an urban setting with at risk youth)\nand ongoing training will be provided on a regular basis for staff at each school.  ..*  1. A nationwide search will be conducted fpi** staff. Principal and staff will be asked to wo documented evidence of commitment to working in an urban district\nto working with youth at risk and to committing the time necessary to provide the kinds of support and services provided at incentive schools. com- 672. Staff will be hired on jT one year basigu^ith parent representation on the interview team.\n '  At the end of that year, an involuntary transfer or other district decisions may be put into effect depending on thecontinued - Incentive Schools page 5 performance and the success of the individual in working with students and procedures. T..., feature will also apply to the positions of aides, clerical and custodial workers. Th 1s one year ur diaes, clerical and custodial workers. Successful completion of the year may lead to a long-term contract with the District. 8. SPECIAL TRAINING - Ongoing training will be provided for suf. in areas like human relations skills\nlearning and interactive styles\nTE3A\nPET\nworking with youth at risk- working in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, will be involved in training. Patrons also will recei in working with their students, ac______ nutrition and human growth and developments. ve access special training assisting with homework, C. PARENTAL LNVOLVEMENT - Parents will be absolute partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis. Regular communication will take place, both through written and oral means. will be held at the school. Day visits for parents will be arranged to come to school to volunteer for the day and to work with students as well as to '^1 1 dren's classes. Regular meetings, monthly, , _ ... Parental access will be provided for Identified pick-up points within the school community. Parents will be encouraged to provide classroom support in the form of tutoring, storytelling, general assistance and may be paid a stipend for this. D. LEARNING TIME SCHEDULES - Daily schedules for 3:00 - 5:30 will be set to meet the needs of students to include the Homework Center, special skills training and leisure time activities for example: * Homework Center * Special Skills * Leisure Activities - Monday-Thursday - Tuesday ------ - Thursday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) * Clubs, Extra Curriculars - Wednesday E. HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicator and early intervention programs will be formulated with \"alert\" and  II success\" cards to be sent to parents to update them on their student's needs and achievements. _ _ _ 68continued - Incentive Schools page 6 F. G. H, EXTRA CURRICULAR- PROGRAMS - Extra curricular programs will be established to allow students recognition, leadership experience and a chance to be involved in school activities. Among these will tie future teachers programs, Just Say No Clubs, intermurals, monitor \"jobs\" in the office*, librar' uiuDs, intermurais, monitor \"jobs\" in the office* library ___ with the flag, safety patrol, fire marshalls and student  council memberships. J * at recess or lunch time, not class time ATTENDANCE AND BEHAVIOR GUIDELINES - Attendance and behavior guidelines will provide unique opportunities to assist students and keep them in school. Time-out rooms staffed with trained personnel will help students with problem solving. Students will participate in the process of developing school based management rules. Students and parents will sign a contractual agreeement to be at school and on time each day. SUBJECT RELATED EXTRA CURRICULAR ACTIVITIES - Other options for students may include, but not be limited to, activities like math olympiad, junior great books, young authors' club, young scientists, Olympics of the mind, elementary band and a string program. Parents will be informed of all of these options. SLude.. will be encouraged to participate in these activities and regular schedule will exist for club/academic related activities. Students a COUNSELING/SOCIAL WORK A. COMMUNITY SERVICES ACCESS - There shall be access to community based support programs provided to students who attend the incentive schools. Among these supports will be projects tobe negotiated and/or secured by compact such as: the availability of students from area colleges and universities to teach music, dance and choir in the schools\nvolunteers and pre-professionals from Philander Smith College to assist with teaching activities and extra curricular activities\nassistance from social agencies to intervene if students need assistance in health and/or personal need situations. 8. COLLEGE/POST GRADUATION AWARENESS - A mentoring program will be established which will provide interactive time for students to work with young professionals to enhance awareness of skills necessary for successful entry into the world of work. The program will also serve to heighten student expectations with regard to their own abilities and Parents will potential to attend college and to graduate. also receive this information so that they may be aware of the options which truly are open to their students. G9continued - Incentive Schools page 7 c. STUDY SKILLS - Counselors and teacners will be rasoonsible for working with students to enhance test taking skills li skills and study skills. Practice will be providedfor students in test taking, i.e., \" some class tests and a variety by teachers. listening bubble sheets will be used on of question types will be used D. HOME/NEIGHBORHOOO MEETINGS - Meetings with parents will not always be held at the schools. Other meetings, for small groups of parents, will be scheduled at community locations such as churches and some homes as invited by parents.  , .  - ..... wj pui c\niuQ. These less rornial meetings out of the school environment may be more productive and can help forge a school/neighborhood partnership. It is suggested that local ministers be considered as part of the school partnership and community. ship. E. INDIVIDUAL AND GROUP COUNSELING - Individual and group counseling as well as peer facilitators will be employed at the school to assist students as they attempt to work through concerns and the normal issues which arise as student growth and development takes place. Students will also be taught conflict resolutions. F. INCENTIVE/RECOGNITION PROGRAMS - Incentive/recognition programs will be developed by students, staff and patrons each school. Ideas (suggestions) presented in the subcommittee meeting included: awards programs, recognition good citizen clubs, free tickets to community and athletic events, tangible rewards such as a book of the student's choice for academic growth and the like at G. WELLNESS PROGRAM - fii wellness program will be in place at each building with availablity of a full time nurse. Students will be screened for physical health and will also receive information on topics like self-esteem, nutrition, drug prevention a asd awareness and first aid. Presentations will likewise b4-^\\5 made to parents on similar topics for their information on a /ii. continuing education basis. CAMP PFEIFER - Students in need of additional .academic assistance wi 11 have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some time in residence at a program away from the school and the home which provides counseling, intensive academic support and time management skills. Parent involvement is an inherent part of this program in assisting them to work with students some on homework and academics. 70continued - Incentive Schools page 8 MONITORING ANO EVALUATION A. VERIFIABLE MONITORING OF STUDENT GROWTH - The testing department of the district will be assigned the task of developing a plan for verifiable monitoring of student growth and for the development of reliable procedures to accomplish these tasks. B. C. This plan and its accompanying procedures should take into account not only test scores achieved on norm referenced tests but also class achievement as evidenced by teacher tests and curriculum/criterion referenced tests. There should be a longterm monitoring which also takes into account student matura- tional patterns. attendance, DISCIPLINE/BEHAVIOR AND ACHIEVEMENT - Regular tracking of student attendance, discipline/behavior and achievement shall be accomplished through the development of and use of individual and class profiles by classroom teachers and the building administrator This assessment will be done on a minimum of a quarterly basis. Individual student planning, selection of interventions and/or programmatic changes will be predicated on identified needs or enrichment indicators determined through ongoing review of data. development of STUDENT EDUCATIONAL EXCELLENCE PLANS - The school staff shall involve parents in the development of student educational excellence plans. Parents are the first teachers of their students and see them in a context outside of the school. In the parental capacity there is special awareness of a child's potential, talents and interests. As such this input is extrememly important in reviewing not only acadamic programs but also extra curricular, special skills and extended day activities. 0. QUARTERLY REPORTS AND VISITATIONS - Quarterly reports will be made and visitations will take place for the purpose of assessing student progress, facility upkeep and care of grounds and equipment. The monitoring team will be composed or district staff, school staff, patrons and representatives from the community. All staff shall write goals, not only for the school in general, but also personal goals since every staff member has a duty to provide a climate conducive to learning and should hold and model high expectations for all students. Students will also be involved in the goal setting process and will formulate \"contracts\" for their own achievement. 71continued - Incentive Schools page 9 E. STUDE'^T EVALUATORS - Student evaluators will be asked to complete evaluations relative to the school, its climate and their educational experience twice a year. SLudwius wiii selected at random to participate in this process based on 5m involvement from each grade level in the designing or questionnaires to be used, analysis of data collected and the generation of conclusions.  Students will be Students will be involved cuiiecvea ano t.ne generation of conclusions. Reports will be given back to the students regarding changes made in rsoonse to student issues raised in this evaluation process. a F. G. COMPUTERIZED DATA ACCESS - Computerized data access will be a reality in all incentive schools so that student data is easily accessible and access can be immediate for reports which might be needed relative to all school program aspects. SCHOOL SITE TEAMS - School site teams will be created to work to implement needed programmatic modifications which will be of greater benefit to the students. Membership on these teams will be rotating and on a semester basis so that staff (including custodial, aides and cafeteria workers), patrons and students have an opportunity for input. SCHOOL POLICIES AND PROCEDURES Programs will be A. FLEXIBLE PROGRAMS - Every student will receive some individualized instruction every day. Programs will be flexible such that team teaching and extended time blocks for additional student assistance as needed will be provided. B. ADDITIONAL ITEMS - It is recommended that each incentive school have: * a permanent assigned substitute who is familiar with and dedicated to the building and program philosophy at least a half time assistant principal depending on school population (where there is a part time assistant, that person will devote the rest of his/her time to working with program development and community outreach) * uniforms for students (such as blue jeans and a white shirt) * dress code for staff * required PTA attendance, at least two (2) meetings per year, one of which shall be the Open House 72continued - Incentive Schools page 10 * student handbooks available at every building which are produced in and reflective of the philosophy and program at that building a science lab * a computer lab (to be used for other than remediation) * a playground for PE purposes * additional compensation will be given to teachers/ principals who work these extra periods of time at the incentive schools * community education classes should be investigated for presentation at incentive schools on a rotating basis for parents in those communities to enhance their skills * Saturday programs will be developed at each school site to enhance learning. These programs will include but shall not be limited to: field trips enrichment activities tutoring parent/child \"make \u0026amp; take\" sessions book fairs 73I. GOAL: OBJECTIVE SCHOOL OPERATIOMS ikplemektation plan To develop support prograns and procedures which u pr..i STRAiEGlES/ACTIVITIES IMPLEMENTATION SCHEDULE Page 1 RESPONSIBILITY 1989 1990 1991 To provide Homework Centers and Homework Hotlines for the students at these schools. Schedules will be set at the schools to meet their students' needs. Hours will meet student needs. 1992 1993 1994 199E To establish training for peer tutors and an ongoing peer tutoring program for students. Teachers and students will receive training in peer tutoring. A model will be put in place. Teachers will supervise the process Fall-(P) Spring - (1) Budget- ______ Lai Summer- IP) Fai 1-11) Ongoing with evaluation Budget Item (fc- staff) All Divisions VIPS To use the skills of retired teacher mentors to tutor and sponsor clubs. To enhance student (earning through extensive use of classroom based instructional aides. I I, S - STUDY R - RECOMMEND Ongoing with evaluation Some bl dgetary expenditu e Staff Development Asst. Supts. Mentors will either volunteer or be paid a minimum amount. They provide extra support to students A supplement teacher work._________ Certified instructional aides with a minimum of 60 college hours will be employed one to a classroom to assist teachers and students. E - EVALUATE 0 - ONGOING P - PLAN Summer- IP) Fall-Il) Ongoing with evaluation Budget Item Office of Deseg Div of Schools VIPS Pilot (I) Ongoing with evaluation  Budget* 1 tern 1 - IMPLEMENT B - BUDGET ITEM PI - PILOT Human Resources Sch Principals I 1^ SCHOOL OPERATIONS Page 2 GOAL: (continued) O9JECTIVE To develop and implement a career skills developoient program which will help students develop awareness and motivate them to enhance skills leading to specific careers. To develop a program for year round school including enrichment and remedial options. Community access/field trips are to be arranged for enhanced experience for students. S - STUDY IMPLEMENTATION PLAN STP.ATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 IS'Rl 1992 1993 1994 199: I I R - RECOMMEND I C/1 Uritten information, guest speakers, films will be used to Mke students aware of career choices. Swmter segments in remediation/ enrichment, prescriptions for courses to be taken Transportation may be provided Visits to historical, scientific and cultural events and exhibits within the city end around to state and region with appropriate chaperones to provide educational input. E - EVALUATE 0 * ONGOING P - PLAN Summer- (P) Fall- (I) Ongoing with evaluation Maybe 1 budget item VIPS Sumner- (P) Fail-(I) 1989-90 plan ( pilot at one school B - BUDGET ITEM Ongoing with evaluation Implement at all incentive schools BudgeI Budget item item I - IMPLEMENT Divisions of Schools Curriculum VIPS Division of Schools  Curriculum Desegregation PI - PILOT SCHOOL OPERATION'S Page 3 I. GOAL: (continued) OBJECTIVE To build a program of community involvement to be provided for students with access to community organizations and volunteer experiences. Special skills programs to be offered after school on four day per week basis. a I S - STUDY R - RECOMMEND STKATEGIES/ACTIVITIES ikplemektation plan IMPLEMENTATION SCHEDULE RESPONSIBILITY Establish Girl/Boy Scout and Explorer programs at each school Establish offerings to include ssomee off tthe ffoolll olowwiinngg:: choir, music t dance In addition to Uffluework Center 4 peer tutoring  - EVALUATE 0 - ONGOING P - PLAN 1989 uT 1990 1^91 1992 1993 1994 199: Quapaw Counc iI Asst Supts for Schools Fall-(I) Ongoing with evalua-tlon Maybe budget tem Principals School Staff I - IMPLEMENT B - BUDGET ITEM PI - PILOT I 11. GOAL: OBJECTIVE SCHOOL OPERATION'S IKPLEHEKTATION PLAN To establish procedures for administration and staffing of the such that special skills will be brought to bear for the benefit of students at these schools. STP.ATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE Page 4 RESPONSIBILITY 1969 1990 1^91 1992 1993 1994 199: To establish a viable program for staff recruitment.  Nation-wide search  Hire staff on a one year basis Parents to be involved in the interviews.  Staff will demonstrate commitment to working with at risk\" youth Spring/ Summer- Il) Ongoing Human Resources Div of Deseg Curriculum School Principal Budge item To provide special training Tor staff on an ongoing basis and special training for parents. TESA, PET. working with youth at risk, analysis and use of data human relations skills - parent training on assisting with homework, nutrition and human growth and development. Summer- (I) Ongoing S - STUDY E - EVALUATE P - PLAN Budge' item I I R - RECOMMEND I - IMPLEMENT 0 - ONGOING PI - PILOT B - BUDGET ITEM I II. GOAL: (continued) OBJECTIVE To establish meaningful attendance and behavior guidelines. To provide subject related activities to enhance student learning. S - STUDY R - RECOmEHD SCHOOL OPERATIONS IKPLEKiNTATION PLAN Page 5 STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 1994 199\nI I I OD  Time-out rooms staffed with trained personnel  Student/parent contractual agreement for attendance To include some or all of: math olympiad, junior great books, Olympics of the mind and the like. E - EVALUATE 0 - ONGOING P - PLAN Pilot at one school (I) Buc jet item (I) Ongoing Bucjet i tern 1 - IMPLEMENT B - BUDGET ITEM \u0026gt; Pl - PILOT Principal School Staff Principal School Staff III. GOAL: OBJECTIVE SCHOOL OPERATIOKS IMPLEHiKTATION PLAN To create a program of counseling/social work to provide extra support to students to ensure them opportunity for success. STRATEGItS/ACTIVnitS IMPLEMENTATION SCHEDULE 1969 1990 1^91 1992 Page 6 RESPONSIBILITY To provide community services access for all students who need additional support. To provide college/post graduation awareness via a mentoring program with role models to help students plan for the future._____________ To provide student training in study skills, testing skills and listening skills. To hold home/neighborhood meetings to Increase parental/ neighborhood involvement In student learning. S - STUDY R - RECOMMEND 1993 1994 199: I I Compacts with community agencies, universities to assist with student opportunities.  Parental information  Mentoring program  Special emphasis on schools recruiting minority students Testing, listening and study skills will be provided to students as well as particular experience in testing.  Meetings at neighborhood sites with small groups of parents  Meetings at homes with groups of parents . Involvement of ministers E - EVALUATE 0 - ONGOING P - PLAN Study and recommend Sma1 Training Summer Fall-(l) (I) B - BUDGET ITEM Implement on a pilot basis Ongoing at all - schools VIPS Div of Deseg Curriculum Div of Schools Spring (I) Ongoing cost item Ongoing Cost item Ongoing I - IMPLEMENT PI - PILOT Pupil Personnel Counselors VIPS Div of Schools Staff Develop Div of Schools Principals School Staff I C) SCHOOL OPERATION'S Page 7 IMPLEMENTATION PLAN II. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES implementation schedule RESPONSIBILITY To increase parental involvement so that parents become true partners in the learning process.  Parent assistance at school  Parents will sign homework s 1969 1990 1^91 1992 1993 1994 199: To establish learning tine schedules for the afternoon's extended day.  Regular communication between school and home will take place  Day visits for parents  Schedule settings_________________ Schedule (settings) weekly extended day programs based on Individual school needs Fall-d Ongoing Principal School Staff Fall-(l) Ongoing Principal School Staff To Improve hone/schoo1 communication To establish meaningful elementary extra-curricular activities for students.  Early indicator and early intervention programs  Alert t Success cards sent regularly to parents Give students recognition and leadership opportunities via clubs and monitoring responsibilities (1) (1) Ongoing Ongoing S - STUDY E - EVALUATE P - PLAN R - RECOMMEND 0 * ONGOING I - IMPLEMENT B - BUDGET ITEM PI - PILOT OD O Principal School Staff Principal School Staff SCHOOL OPERATION'S Page 8 III. GOAL: (continued) OBJECTIVE To implement individual and group counseling for all students. Incent i ve/recogni 11 on programs will be implemented by 1990-1991 To Structure and begin weDness program for students at each school. To work with community programs like Camp Pfeifer to supplement school programs for students. S - STUDY R - RECOWEND STRATEGIES/ACTIVITIES  Peer facilitators  Counselors doing individual and group counseling  Conflict resolution will be __ taught _______________  Student recogniton programs  Good Citizen programs  Community involvement in recognition QD implementation plan IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 Fa) 1- Train students Spring- - (Il (P) Pilot one school 1990 1991 1992 1993 1994 199: Ongoing Budget (I) (Possi 11 e Budge Pupi I Personnel  Full time nurse at each building  Student screening  Parent presentations  Study success of Pfeifer program  Mork with Director to target incentive students  Mork with other community groups to undertake similar projects E - EVALUATE 0 - ONGOING Item VIPS Partners Program P - PLAN (I) (P) \u0026amp; (S) B - BUDGET ITEM Health Services (Budge Implement on a pilot basis Item) (I) 1 (Budget! Item) I - IMPLEMENT PI - PILOT Pupil Personnel District divisions IV. SCHOOL OPERATIONS IHPLEMENTATION PLAN GOAL: . 1 ---------VJ IILCIIllVe develop a clearer picture of student achievement order to at these buildings. OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1969 1990 1991 1992 1993 1994 199: Page 9 RESPONSIBILITY To develop a process for obtai ing verifiable information regarding student growth. n-  Development of valid/reliable monitoring Instrument(s)  Establish training for monitoring teams in use of the instrument (S) ( (R) Spring semester (I) Ongoing with evaluation Testing/Eval Assoc Supts To provide a systematic program for tracking student attendance, discipline, behavior and achievement. To involve parents in the development of student educational excellence plans (EEP). To plan and set parameters for quarterly reports and visitations by a multi faceted monitoring team.  To be done on a quarterly basis  Class t school profiles will be kept in regard to attendance, be-havior, discipline A achievement  Develop EEP format  Involve parents in writing plan based on student needs  To include extra curricular activities also_________________  Develop reporting format  Involve staff, patrons, in monitoring Involve all staff in goal setting  Evaluate goat achievement Summer (P) (I) Develop plan Budget Summer- (P) Fall- I) S - STUDY  - EVALUATE P - PLAN I I R - RECOMMEND 0 - ONGOING B - BUDGET ITEM I CD ^5 Ongoing with evalua-tion Spri ng- (1) Ongoing Testing/Eval Div of Schools Curriculum School Staff Pupil Personnel School Staffs PTA Officers (I) (Budg t Item)  I - IMPLEMENT PI - PILOT Testing/Eval Div of Schools School Staff Community SCHOOL OPERATIONS Page 10 IV. GOAL\n(continued) OBJECTIVE To establish a student evaluator program for student input and ideas. To establish a nrogram for computerized data access at each incentive school. To establish site tbams at each school to implement programmatic modifications to benefit the students. S - STUDY STRATEGIES/ACTIVITIES implementation plan IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 1991 1992 1993 1994 199: I I R - RECOMMEND I (2) CJ  Random selection of students to participate each year  Student training\"  Student generation of questionnaires  Analysis of data collection  Conclusions generated  Report back to students on response to student evaluation * Install computers  Tie into mainframe  Write programs for reporting student data in a variety of modei  Include representatives of all school departments (custodial, food service, aides \u0026amp; teachers)  Team membership to be rotating and-on a semester basis  Plan for parent/student meetings for input E - EVALUATE 0 - ONGOING P - PLAN (S) with students (R) Fai 1 - (I) Ongoing Testing/Eval School Staffs Principals (Bui get Item) Fall-iP) I (S) Spring (R) (1) 1990-91 school - year -\u0026gt; Data Processing School Staff Assoc Supts  Plan for implementation of changes  Make recommendations for changes  Impleiront changes Evaluate  Evaluate changes (Each aspect will occur on a regular and rotating basis with a semester for each. B - BUDGET ITEM I .e. Plan Recoin iiei Implement !nd I - IMPLEMENT PI - PILOT V. GOAL: OBJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN To reassess individual school policies and procedures as they relate to meeting the needs of all students. STRA7SIS/ACTIVITIES IMPLEMENTATION SCHEDULE Page 11 RESPONSIBILITY 1989 1990 1991 1992 1993 1994 199: To establish a flexible programning approach at each incentive school which complies with standards and also meets individual student needs.  Allow for team teaching by means of scheduling  Provide for opportunities for students to remain in classes for extended time periods as needed.  Develop a plan for individualized Instructions within the specific building (1) \u0026amp; (E) Areas to be Investigated for possible plan inclusion  Permanent assigned substitute in each Incentive school to be available as needed  At least a ) time asst prln  Uniforms for students  Standard dress for teachers  Required PTA attendance (at least two (2) meetings per year for parents/all meetings for staff  Student handbooks will be available n every school and _.individua) to that school (S) (I) 1 (Budgel item) , S - STUDY E - EVALUATE P - PLAN R - I ! RECOWENO 0 - ONGOING B - BUDGET ITEM I O) I - implement PI - PILOT Schoo) Principal Staff Assoc Supts Asst Supts SCHOOL up\nratio.\\s Page 12 iEPLsK-KTATION ?LAU M. G3AI: (continued) oj-:ct:ve STRATIoiS/ACTIvniES IKPLEKcKTATION SCHEDULE responsibility 1969 1990 1991 1992 1993 1994 199:  A science lab at each school  A computer lab at each school  A complete playground for PE purposes  Additional compensation for teachers/principals eho work the extra time periods  Community education classes should be investigated for parents in the incentive school comunties * Saturday enrichment programs (Budget (tens) School community members S - STUDY E - EVALUATE P - PLAN 1 - IMPLEMENT I I R - RECOMMEND 0 - ONGOING B - BUDGET ITEM QC 01 PI - PILOT SECTION THREE STAFFING 86INCENTIVE SCHOOLS STAFF IMG Theselecticn and support of quality staff members will be critical factors in the success of Incentive Schools. ractors in the success or Incentive Schools. Carefully planned staffselection criteria and procedures will provide the quality personnel capable O' successfully attaining the goals and implementino the prcar=ms urriculum of these schcols. Ongoing staff Is must_pr2oare the staffs to attain the standards of and Sch' cavslocment r Incentive will upnold for achieving student success and fulfillment xcellen of potential. thev STAFFING A. little RCCK school district (LRSD) INCENTIVE SCHOOLS STA llg COMMITTEE - A committee will be establisiced to assess staffing neecs for Incentive Schools, to sat criteria for staffing, to recruit quality staff members, and to determine procedures for staffin a  r ee v/ill established staf The committee would be composed of teachers, parents, supervisors, principals, and other administrators. 6. STAFFING NEEDS ASSESSMENT - The needs and interests of student populations in the Incentive Schools will be considered before staff selection is initiated. the following. Factors to be considered include * Number of students per grade level * Race and gender * Academic achievement needs and interests * Disciplinary needs * Social interaction needs * Health needs Program goals and curriculum of the Incentive Schools will also be examined. The LRSD Incentive Schools Staffirc Commi will then utilize the student data, goals, and curriculum to identify staffing needs for the Incentive Schools. The following full-time positions are recommended for each school but are not all inclusive of positions which may be identif during the needs assessment process. d * Classroom teachers (1:13 pupil/teacher ratio) * Counselor * Media specialist * Music\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_p1532coll1_11876","title":"Charlotte Gadberry interview with Brownie Ledbetter","collection_id":"bcas_p1532coll1","collection_title":"Butler Center for Arkansas Studies Audio Collection","dcterms_contributor":["Gadberry, Charlotte"],"dcterms_spatial":["United States, Arkansas, 34.75037, -92.50044"],"dcterms_creator":["Ledbetter, Brownie Williams, 1932-2010"],"dc_date":["1978-12-11"],"dcterms_description":null,"dc_format":["audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : University of Arkansas at Little Rock Center for Arkansas History and Culture"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Oral History collection, 1973-2001 (UALR.ORH)","Little Rock Women"],"dcterms_subject":["School integration--Arkansas--Little Rock","Little Rock (Ark.)--History--20th century","Women--Arkansas--Little Rock","Segregation in education--Arkansas--Little Rock"],"dcterms_title":["Charlotte Gadberry interview with Brownie Ledbetter"],"dcterms_type":["Sound"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/p1532coll1/id/11876"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["audiocassettes"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"Charlotte Gadberry interviews Brownie Ledbetter about her childhood in Little Rock, her involvement in the civil rights movement in Little Rock, and the influence of the image of the \"Southern Lady\" on women in Little Rock.\r\nOn-site file includes transcript and audio recording. Sound quality is extremely poor.\r\nINTERVIEWEE: Brownie (Mrs. Cal) Ledbetter INTERVIEWER: Charlotte Gadberry DATE: 12-11-78 TOPIC: The Impact of the Image of the \"Southern Lady\" on Little Rock Women CG: An interview with Brownie Ledbetter at her office at the panel of American Women, 22nd and Main, Little Rock, Arkansas on December 11, 1978 at 12:00 noon by Charlotte Gadberry on the topic Little Rock Women- Let's just start out with a brief biography of where you were born and who your parents were. BL: I was born in Little Rock April 28, 1932. We lived at that time on Pearl St. which is about eight blocks from where I live now and my mother was Helon Brown Williams, my Dad was William Hood Williams. My mother grew up in Stamps, Arkansas. My Dad was born in Knoxville, and they moved here when he was very young and he was the third of 11 kids. The rest of them were born here. He was in insurance, started with Louis Rosen. He was always involved in the kinds of things that I now find myself involved in. In fact my Uncle Grangier gave me, two or three years ago, a file, he still has Daddy's letters, his older brother, and he gave me a file of his speeches, and it's just embarrassing. CG: You've made the same ones. BL: Exactly. I had two reactions. One, you never really vary, no matter how much you rebel, which I did with him, and number two, things that we want to see don't get done. But a lot of the kinds of things he said within, and to, the church in the 30's are almost exactly like a lot of things I was saying in the 60s when I was more active in the church than I am now. And my Mom was a homemaker all of her life. She died when she was 39. She died very suddenly. And did a lot of somewhat more traditional things than I do, and was very active in the church, as I have been but also did YWCA and things like that. CG: Do you have sisters and brothers? BL: Yes, I was the oldest. My brother Bisha Grainger, who is E. Grainger Williams II, was always very close growing up. We were 14 months apart and he was very important to me. And then I have a sister four years younger than I, who was next in line, named Ann Quendrid whom we called Quindy and then my baby sister is June Hoes who's a teacher at Meadowcliff Elementary. She's nine years younger than I. And then when my dad died, mother died in '46, '47, my dad died in 1950 Grainger and his younger brother, Grainger and his wife Frances and their two kids moved out to the farm where we lived. We had moved there in the early 40s. Moved out from town. So there were six of us then. I was eighteen by that time. CG: So your mother died when you were 14 and your father when you were 18? BL: Yes. CG: And you lived on a farm? BL:I find this very interesting. My mom and my dad made a big decision and did a whole lifestyle change in 1941. He had lived up there on Edgehill at 2 Armistead. My perception of it is that it had never been very important to my mother. She grew up in S_______ and had had a lot of wealth but the whole position thing, country club thing was not something she liked, but she did it because it seemed to be at that point in time, important to my Dad. He had grown up on the south side of town and he was a very charismatic, very handsome, magnetic kind of guy. My view of it is that he was going to make it to the top. We lived there nine years. He began to question the values that were predominant in that kind of a life. We had a lot of servants and it was extremely different when we moved to the farm. He had bought that farm, part of the land was my mother's that her grandmother had owned down on the end of Asher which is now Stagecoach Road and is now a real estate development, called Tall Timber estate. In '37 he bought some adjacent land mother already owned and then there was an old farmhouse on it and he fixed that up for his sisters. There were four or five of his sisters, one was widowed and a couple that hadn't married and they lived there from '37 until it was renovated again for us to move there and my Aunt Fanny bought a house over on Arch, 24th and Arch. CG: Did he farm? BL: We had a dairy. Well, in '37 when he bought it there were some beautiful barns there and he was all into landscaping and he built onto that and renovated it. And he had horses and he went through a little of what he later termed \"silly business\", I agree with that judgement, and we were taught to ride. He loved to tell a story about himself that he decided one day that he couldn't milk horses, so we got into Jersey cattle and got very interested in the quality of that kind of milk and the butter from that cow. Here he was this urban person. But a lot of it was a question of what he called the right value system. He was very big on that and we had a lot of discussion on that, a lot of sermons, which I find myself repeating a lot off and on. My mom didn't care about that stuff anyway, in fact, one of the things that I presume since I was very young was a part of the decision to change our lifestyle was as I recall, my mom coming back from some Christmas planning party, some big deal, seemed to me it was Christmas at the Little Rock Country Club. She'd been on a committee to plan a big ball and there had been some discussion about the stags and who would get to name how many stags that would come and she came home and said \"I've had it up to here, and that's not my kind of thing and I'm not going back up there.\" CG: So you think it was a consciousness issue? BL: Oh, very definitely. And there were a lot of twenties phrases, like my Dad said we're going to move because I don't want my kids to grow up to be drugstore cowboys, and we were not allowed to go to Smith Drugstore which was a hangout for rich kids who weren't tending to their business, studying and working. So as he began to wrestle with that change I could feel a lot of it even at that age but I'm sure a lot of it was hindsight and then we moved in December of '41, I think it was December. And my baby sister, June, was only a year old and Mama learned to cook, she'd never done that and she was in seventh heaven. CG: So she really changed her role. BL: Oh yes. She was much pleased by it. CG: Other than homemaking, what was your Mother's role? Was she the disciplinarian? BL: No, my Dad was the disciplinarian. It was very traditional in that sense. She was the day-to-day guidance person, did a lot of carting us around. One of the tragic things about moving out there was that she spent so much time in the car. We did have a school bus , which has always struck me as strange, when everybody got into the big bussing fracas over integration because I had ridden the bus from out there. We had to pay tuition because we were at that time out of the city and for a while my Father resisted that because he paid a taxes on a lot of city land, and so would go over to my Aunt Fanny's on 24th and Arch and then we would walk to Rightsell. We moved from Forrest Park School when I was in the fourth grade to Rightsell School and he did take us into school on the way to work but Mother would do all the put up and I remember one year there were four of us in four different schools and that was almost all she did it seemed like to her. Picking up all the pieces and us to, and he dealt with a lot of that when she died and realized a lot of that when it was thrown to him and had some real guilt about it, what he'd put her through, not having realized what the role was. It was very interesting, and he shared a lot of that with me. CG: Then what was his role? He was the authority in the family? LB: He was the man, yes he was very defintely, and he was very involved in our upbringing, in the sense of \"always working on our values\", and he spent a lot of time with me from the beginning. I can remember being six and going with him on Sundays after church to the main post office and getting the mail because he would do some work on Sunday afternoon. I would read the letters to him. He taught me to pronounce big words whether I knew what they meant or not. And he had a lot of expectations, many of which I didn't feel like of me, but he was very heavy with that on all of us. CG: Did he spend more time with you, do you think, than the other three? LB: Well, of course he died when June was only nine. She was five when my Mama died. And Quendy was just in teenage and he and my brother didn't really get on like they should because my brother was not treated fairly, in my view, we all adored him, and there was some competition. CG: And he being the only boy. LB: And also he was more retiring than I was. And my brother feels, I think, that my Father felt that I was the sharp one and he was slow. If anybody said that to me about my brother I would be furious, really. I can remember we all had to do music. It was very important. Music was a big thing and we had to take the piano. Brother had to play the violin. I don't how that all got brought about. There may have been some ___________________________, I don't know what it was, but at any rate I remember once at Rightsell some of the kids were making fun of Brother because he was carrying a violin case and I really tore into them. I ripped them up. CG: They better not talk about your brother. What did you talk about around the dinner table? Did you all eat together? BL: Yes. CG: What was the dinner table discussion? BL: Well, in my recollection, there were discussions about political issues and things like that. Also some of the things that my Dad was doing, but I'm not sure because it was always a family time. Our biggest family time was usually breakfast and supper and in the earlier days when we lived up in Edgehill, it was very different because the kids would eat in the breakfast room and Mother would eat with Daddy later in the formal dining room. That changed completely and everything was very informal and very casual when we moved to the farm. So we had at least those two meals together all the time. And my Dad liked to kid us a lot. Meals were an important time. We all loved to eat. CG: You had no servants out on the farm? BL: Yes, we had a woman who came in and did some ironing twice a week and somebody who helped Mother clean maybe once, twice a week. But it was very different. We'd had an upstairs maid and a downstairs maid and a gardener and a chauffer and all the silly business and they were all white, which was interesting. I have seen pictures of me being held by somebody who worked for us who was black. I mention that because of my interest in the race thing. CG: That's interesting. I hadn't run into that. BL: No, actually, Marie Schulte, who still does I think a lot of catering around town, was our cook most of those years. When we went to the farm taught she went over to the Phillips'. She taught me a lot about cooking. But also my Dad had done things like, during the war worked a place of Jews during the Nazi thing and one of the guys that we had as a gardener and also a chauffer was a young seventeen year old Jewish guy in 1938 from Germany. I'm sure that was his involvement with Uncle Louis, who was Jewish. That was very important then and it was something we talked a lot about in the family. CG: And were very aware that it was happening at that time? BL: Yes, but I was well up into the teens before I realized that there was prejudice against Jews here in Little Rock. CG: That was going to be my next question. You were aware that there was a less desireable area in Little Rock? BL: Yes. CG: Did you have any friends from that area, any acquaintances at all? BL: Well, see, on the farm, when you live in a rural area there's not a lot of those structured lines, although they're there. And I had friends that I played with. There was one family that I particularly remember and there were seven daughters and I always thought that was terribly romantic and I would go up to their house a lot to play but it finally occured to me, I'm a little slow, that they never came down to play at our house. And so I asked my mother if they could come and she said, \"Of course, any friend of yours is welcome here, but they won't feel comfortable,\" and she had a funny look on her face and that's one of the things I've identified in my own mind is how you learn prejudice by osmosis almost. And I kind of knew I wasn't supposed to ask but I said \"Why not?\" I had always been encouraged by my Father to ask questions you weren't supposed to ask, because he had done that all his life. And she told me about some of the historical kinds of stuff and that it was wrong and that we didn't believe in that. So I asked them and they really were reluctant to come to my house. CG: Did they come at all? BL: Yes. I dragged them there, literally. It was offered and they didn't want to come in the house. And so what I'm saying is what happened was that that was a learning thing. A mother had said they wouldn't feel comfortable and their response to me confirmed that and I still didn't like it but there was a learning process. Now the oldest of those girls and I were fairly close. We used to even write letters to each other and when we hit the perverbiable twelve year old time, I don't know why that is considered so significant, I mean I've got some theories about it, we went our different ways. We didn't ever go to the same school. CG: Did you question that? BL: Yes. And I tried very hard to maintain a relationship with the Davis girls but it just was not feasible. And I remember going up there two or three times after I was in early teens and not feeling very comfortable there and not feeling like I was wanted to be there. And feeling like the big lady in the white house, and all that stupid stuff. CG: All the guilt . . . BL: Yes, and trying to prove that I wasn't like that which I'm sure was not behavior that was very enticing to anybody. CG: And you went to Little Rock Central and graduated there? BL: Yes. CG: Were you in all the ordinary clubs? BL: Yes. CG: Were you in the sororities? BL: No, I bucked at that. We had sororities here in Junior High. It was wonderful and I wanted very much, over at the Eastside Junior High, 14th and Scott, it no longer is a Jr. High. It had been a high school. At any rate, I wanted very much to do that. That was the thing you were supposed to do, right? I was in the sixth grade and Daddy disapproved of sororities and fraternaties. He thought they were appalling and it was the wrong value system, and I wanted to do it. It was a peer think, and mother intervened essentially I suppose because it was important to me. And also I imagine because she had, it seems to me, a pretty good commitment to people making up their own minds and my Dad had lip service to that. CG: He wanted you to make up your mind if it was his . . . BL: If it was right. But the times I would stand up to him, which I could count on half of one hand, it generally worked. It was just that I was afraid of him, or his disapproval, it wasn't of him. So, I guess as a face saving thing, he agreed that I could go into CAT, would you believe. The CAT and the DAD and the DBS. The CAT was the top of the pecking order there so naturally that was the one I wanted to be in. _____________ So he agreed that I could do it if I only went to every other meeting and he put some other restrictions on it. I don't know whether he took me. I mean really it was kind of arrogant, but I went in. And it took about six weeks and I was thoroughly disgusted by the whole situation. Actually, I think the thing that disgusted me most, was that they smoked which was extremely hypocritical at this point in time. I was an enormous prude. I was probably the Kuafedx most rigid prude you have ever met in your life. Except in the matter of swearing. I always sworn. Anyway, I'd go to a ________ party and they'd say \"Oh God, here comes Brownie, we can't tell any dirty jokes,\" and it was just unreal. My friends would disappear at noon at Central and I thought \"Where are they going?\" and one day I stumbled on them and they were all smoking over behind the cafeteria and they were just chagrined and I thought \"Honest to God, what have I done to these people?\" I was pretty rigid about what was right and what was wrong, I always have been I guess. I had to learn to discipline myself and not make those judgements. And our family was very definite. All the people believed one through ten, you know. If you didn't believe one through ten, you weren't good, right? And I don't think that's what he meant to convey and my Mother softened it a great deal because she was a very impressive example, as I look back, of someone who respected every person she came in contact with. I still run into people occasionally even as recently as last year, somebody saying I remember you in high school and I remember your Mom. I remember sometimes she would pick me up and take me to school and she always treated me like a person and not a child. She lived that, she did not do a lot of talking about all this. My Dad was a big theorizer, sermonizer, but those things he said were very important and had a great effect on all of us, I think. CG: So you did not join the sororities in high school? BL: No, and at that point in time we had had, the year I came in, there had already been some struggle between the school district and the parents of kids who wanted sororities and fraternatires and it was all a Heights thing. By this time I had the pecking order straight in my mind and I had been rebelling against it for some time. And that had been part of the move to the farm. I was reenforced by a lot of what my Dad said, that people live in these various kinds of ways and people on the west end think they're better than people on the east and south and all of that was important. I was very much into the kids at Pulaski Heights are snobs and I was not overly tolerant there. And so they had had this big war in the school district about allowing sororities and fraternaties because they were running the school and other kids were cut out and various and sundry other things, and because they're just wrong. And I went ahead and took rush and got a triple bid, there were three high school sororities too. DAD, DBS and I forgot what the other one was in high school. It was CAT and Sub Debs in Jr. High. It seems to me there were three in high school. CG: These were strictly social? BL: Oh yes, they were Greeks, they were sororities. Avowedly and openly and that's what they were there for. But already they had passed a rule that if you were in those sororities or the fraternaties, the PIE and the Delts, then you could not participate in school activites which I think was pretty neat. So I came in with that already having been laid down. And I took the triple bid, because one of the things they always said and I really consciously was into this, one of the things that the Heights kids said was that the only people who didn't like sororities were the kids who couldn't get in them. It was sour grapes, and so I took the triple bid and rejected all three and did a whole grandstand number there which I thoroughly enjoyed. CG: Was that the first of your many? BL: I guess, I don't know. It was a certain amount of egotistical arrogance there that I did that, but I also begun to see a little beyond that. I mean I liked some of the people I had grown up who were still in the sororities and fraternaties. I probably thought less of them but it was important to me that they thought well of me and that was the beginning of learning about some political things that also to me are tied into human relation, and I also learned about the rigidity about those kinds of structures. Because when I was up for something, whether it was Tiger Beauty or cheerleader, which I didn't make, or Football Queen or any of those wonderful, wonderful achievement that meant power in a way that's acceptable for women to wield it. They would say vote for her because she's really one of us, her Daddy wouldn't let her join. And of course that had been my decision and not my Dad's. He didn't even know I was going through rush, because by that time Mother had died and our communication was very much impaired. I never had shared a lot of personal stuff with him. I had always done that with my Mom and so he really didn't know a lot of what was going on in my head and I wasn't about to share it and I was even hiding a lot of things from him. Because he had a lot of rules about what I could or couldn't do and so I was into going around behind his back. But it was easier for them, I began to see, to accept me by saying my Daddy wouldn't let me than to deal with the fact that that had been my decision. And it was also important to me that they like me and that I be popular and all that garp. And so they would send pledges to me, people they were pledging wanted to know what it meant if they got in a sorority and they couldn't be involved in school activites and wouldn't that be sad in high school and they would say go talk to Brownie. She understands both sides. Some of the kids would come to me and I would say don't go in them. But by the same token a lot of the support I got when I ran for stuff was from those folk because they figured I was really one of them. I was okay because I grew up in that same sort of economic bracket and I resented that and I had begun to resent that a lot more and I begun to feel that Little Rock was the most snobbish place on earth. That you not only couldn't get in, you couldn't get out if you were in that group. And I sought out friends across all those lines and one of the neat things about Central High School to me, which was then Little Rock High School, was horribly enough all white but at least it was diverse in terms of social economic standings, was that I could meet folks from a whole different place in town, from a whole different kind of life, from a whole different income background and really appreciate them and that seeking out starting pretty much, well I guess I'd always done that but I didn't have as much freedom to do that. CG: Well, were you a debutante? BL: No, hell no. I had a pact with my best friend who still lived over there but who went away to school. Here name was Lynn Benson and she's still a very close friend and she was one of the few females I trusted, I did not like women much. If they played the roll I didn't like them. I didn't know that's what it was. And there was a lot of that traditional kind of competitance and stuff that was really bad among us. But at any rate, Lynn and I had a pact that neither one of us would do that stupid stuff about the debutante business and of course my family had made a great stand by leaving, at least I felt it was great, but it was a big thing that people noticed when they pulled out of the country club so that there were questions about me anyhow, I'm sure. Although by that time there was Riverdale and my aunt and uncle had gone into that. And I was down in college in Atlanta when the newspaper came and there was my best friend on the front page making her debut and it just undid me. So she was at Smith and I called her long distance collect and she said she sat in a phone booth five hours waiting for me to call back and I refused to call back. It really was an important thing to me also not to be alone in the decision not to do that. And then I was very detrimental about all that, folks who did that. CG: Before we get into college, what was your image of a woman, a woman's role? BL: My mother, very much. CG: Did you strive to be more like her? BL: Yes, I never could make it in my own view. I wanted to be more feminine, all those things, I wanted to do the whole mother, homemaker thing, which I loved and had done. But I rebelled constantly and I rebelled against the whole place called white gloves country club syndrome and the pedestal. I rebelled against all of that but I did not see that as a feminist thing. I did not see that as anything that related to women's movement kind of things. I was completely unaware, I didn't hear that. I knew what a suffragist was, I think I probably would have said a suffragette, I knew about that but I didn't think about it much and I had some vision of women who cropped their hair and walked aggresively and made it through med school and that was not a part of my goals. I questioned always the thing on the basis of my own individuality. I always rebelled against should what people thought I would be like. But I didn't have the sense to project it or to sterotypes that all of us are forced to deal with. I remember representing things like girls going \"Oh, there's a bug,\" I used to imitate that and I used to make a point of whether I liked bugs or not of killing them by myself. An obnoxious person. (laughs) We had several lakes on the farm and once this guy brought out a girl that I didn't know or something that he was dating and we were going to go in the boat and she was \"scared to get in the boat,\" and I couldn't stand that kind of a role but I never looked at it in a feminist context. CG: Did you date much in high school? BL: Oh yes. CG: You liked being around boys. BL: Yes, and I very much bought into the double standard. I was a terrible prude. And I remember dating one guy that very obviously would date somebody else every other weekend for sex purposes and I felt \"Oh, this is horrible,\" I never saw through that thing until I was in my late 20s, eatly 30s. I thought, well, that's okay, I'm a good woman and she's a bad woman. Really, and that is just sick. But I felt the whole purity, virginity barf, I bought into that stupid stuff and my Dad did a lot of heavy programming on that because I can remember him from the time I got my period sitting down almost like regularly, once a week, and now bang, bang, bang, don't wear tight sweaters because even though you may not mean anything by it, some men will read it this way and you're very outgoing, be careful some men may see that as a come on. All those messages were very clear to me. I have a close friend who lives here who said to me once four or five years ago, \"You hide your sex\", and I thought that was ridiculous because I felt like she flaunted hers. Well, she's right and I've realized because I have for the last twenty years frequently been in a situation where I'm the only women, particularly politics, where I'm the only women in a meeting or in a party conference or one of those kinds of things and I'm very careful, there's just no way anybody ever gets the idea that they're going to be able to do anything with me that relates to sex. And I remember in the Young Democrats, early on in the 1960s that I was elected to the board of the thing at some point in there and we were having meetings and it was a convention where we spent the night away. I was already married by then, hadn't been married a long time. And I'd begun to notice that at 10:00 at night that people were disappearing. All the women were gone, what women were there and I didn't even know. I was such a prude I did not know that people did that. There was bad people that did that somewhere off in a distance. So then I realized that that was just a fact of life and then I begun that it was something I did not do but I would not voice this approval because I didn't believe in that. I felt it but I didn't believe in _______ it. And then I began to see the whole double standard thing but it was a long time. And always I took responsibility for any messages that I gave out about that which is absurd I think now. But it's only been about two years that I've been able to consciously stop some of that. And if some guy wants to read it that way, that's his problem. But there's no reason that I need to be careful what I say or be careful I don't speak to somebody that doesn't realize I'm married, you know, I find myself immediately talking about Cal bringing him somehow into the conversation so they get the message. Well, that's ridiculous. I should be able to be myself and if they misread what signals I'm putting out that's their problem, not my problem. But it's hard to reprogram yourself. CG: Sure, after those weekly conferences. BL: They were heavy. And my Dad didn't marry until he was 30 and he was an extremely attractive guy. And he was into all sorts of things, but then he was very heavy into the whole moral business and then when he married Mother that stopped. I've often wondered how he managed that. He had a lot of pedestal about my Mom. But he was very down to earth about it. They didn't argue in front of us, that was another thing that was very different. But on occasion, and the occasions are very big in my mind because they were so rare, when Mother would intervene, that was it. Because she chose to do it very seldom and she was about the only one that could because he was a very strong person. CG: So he was in charge except for the very rare times when she had a strong opinion. BL: Generally in some form of advocacy for us that she did it. CG: You knew you were going to college? BL: Yes. CG: Did you always want to go? BL: Yes, I wanted to go to Scott Agnes because Mother went there and in my view it was a part of trying to be the woman Mother was. It was an abominable place in my youth. CG: Is that where you graduated? BL: No, I didn't graduate. I left after three years, got married. CG: What was your major? BL: English. CG: Were you preparing for something? BL: No, I was preparing to be a wife and mother. If you study hard and do well in your grades you can carry on a brilliant conversation with your husband, right? And you can help your children with their homework, right? Never seemed very meaningful to me. CG: Back in school. I had the same problem. BL: And even though learning had always been extremely important and we had discussed issues as a regular part of family goings on and my Dad had particularly done that with me, and after Mom died it was a need he had to talk things over with me when I was the oldest one. And I went through a lot of decisions with him about the kinds of things he was doing that were related to issues, that he always related to issues or principles or values in some way. So that that kind of thing I loved and I would be in classes and want to debate and discuss. There was nothing I liked better, but that wasn't what you got grades for-there so I was very frustrated with it and also He was not very healthy because it was about two weeks after he died and I had taken on for myself an awful lot of pressure about how well I should do. Almost the last thing he said to me before he died was \"You've got everything your Mother had plus a brain, go down there and kill them.\" And my Mother was very, very bright. She had won the first Hopkins they'd ever offered there and she was Mortar Board and all that kind of business. But he went to the ninth grade and that was it. He was bored. CG: Did he place any emphasis on formal education? BL: Oh, my God, it was the most important thing in the world. Because he hadn't done it, it was one of those self made guide type of things. But he never quit learning. He read enormously and I can remember times when he was like a kid with a new idea and I remember particularly a/cousin of mine and her husband came through, her new husband and both of them had been fantastic students up in Iowa and he wanted to talk to them about poetry, he loved poetry. And he sat cross legged on the floor in the living room until they were almost exhausted, picking their brains. CG: About poetry? BL: Yes, poetry, English, ideas, anything. He just was veracious about that and he read an unbelievable amount. He had a wonderful library. So it's interesting to me. I don't value school much and part of it is that and part of it is working in it and seeing sometimes the kinds of things we hope will happen in education. The kids get turned on and we really kind of turn them off, which may have something to do with why I'm in this kind of work, I don't know. But it was important to him, even so. Degrees were more important to him because he didn't have one and probably his saying that to me was out of some of the competiveness I feel like he had with my Mom because she had completed school. And he waited to marry her until she finished. He was seven years older and was well into working and had been on his own since he was quite young and was taking care of the rest of the family. His Dad had died when was he was nineteen and he was kind of being the father of that whole bunch of Williams. So he was very responsible. He was 30 years old. CG: One thing I didn't ask, that I would be interested in knowing, did you have chores at home? BL: Yes. CG: Were your chores any different from your brother's? BL: Yes they were. I know that now but I did not see it in that way at the time. All of us had to make up our beds and all of all had to clean up our rooms, which I rarely did. It was a total war about me keeping my room clean. I remember being eleven, that's an age that is interesting and I've noticed it in my own kids, it's kind of like before the storm. And I was very responsible. I mopped the kitchen floor every time and I was into cooking and I cooked almost as well as Mama at that time because we had kind of done some learning together. She had not really done much of that before and she was a super cook, though. But I was making clothes and stuff by the time I was thirteen and the way my Dad would deal with that was he'd say, \"You don't need any more clothes, but I'll buy you a sewing machine and all the material you want and you can make your own things,” I remember actually having flower arrangement as a chore, which certainly I know my brother never had to arrange the flowers. And our allowance was $2.50 and we had to do the chores or not get the allowance. There were times when we did the same things, like I had a calf, a Jersey calf, which I showed in the livestock show and if that was my calf and I was going to show that calf, I was by God going to do all the work for the calf, which meant clean the stall and bathing the calf and training her and all that kind of business. And so I did that regularly. And then my brother and I both bounced a milk truck, we had two trucks on the dairy and we both bounced a truck in the summer. He bounced one and I bounced the other. So there were a lot of things that were similar. And always my Dad would, he was into a lot of danger and risk taking, and we would go on wondefful family vacations which were very important in my family. And we would go up to Petit Jean and stuff like that. He would have us jumping cliffs and all these stupid, dangerous things. And when we were in Florida, there was a place, Ft. Walton, and there’s a base, Santa Rosa Bay there and they had dredged big channels for boats to come through and ships and I can remember him saying \"Go down, it was a thirty foot channel, go down and bring up the bottom. Your brother can do it so you can do it.\" Now I never was conscious of feeling competitive with my brother. He was very conscious of feeling that with me, but I didn't ever realize that and I think that's probably because I was female and he was supposed to be better. And sometimes he wasn't better and so mostly I felt that that was bad for him. And when there was a storm we would have to go out and ride ten foot waves. My Mother would be ringing her hands on the shore and my Daddy would be pushing us onward. Don't let that wave conquer you, right? CG: Did you enjoy that? BL: Yes, I loved it. And sometimes we would come home, he would take home movies, and we would come home and I would see this dumb cliff I jumped and panicked out of my skull. But at the time I was not that afraid. We could have slipped and dropped 500 feet. I don't know how Mother stood it. She would be about three shades of green by the end of the family vacation. CG: When did you meet Cal? BL: When I was a little bitty kiddy. He lived across the street. He insists I had a crush on him at that time but I didn't. But he was 12 and I was 9, he was three years older and that's a big gap. I was very fond of his Mom and she is such a wonderful human being. And I would go over and show her, she had a place outside her bedroom window where, when I was going to have a dance recital, I would go in my costume to show her and I would take her horrible things I baked with Marie, when we lived on Armistead . And I can remember, Marie the cook would always leave a little round ball of pastry in the fridge, she used to make pies and leave that and I would get that and pat it all out flat and put sugar on it and cut shapes and bake them and take them to Jinksie. And I had dirty hands, and I can still some that looked like they were supposed have a little band of chocolate there or something, dirt off of my hands. CG: And she loved them. BL: Yes, and she was like that for the whole neighborhood. But I saw him one summer when I was sixteen at Fair Park swimming pool and he hollered at me and said \"Aren't you Brownie?\" and his family loves to tell the tale about when he was sixteen and he wouldn't date anybody younger, he would only date people his age or older and he hadn't dated for two or three weekends or something, and I don't know if his Grandaddy or his parents, one of them said something about \"What about Brownie Williams, remember her?\" and he went \"Ooo, that child?\" and Grandaddy loves to tell that. But see we didn't live there and I didn't see him and then my brother worked the whole thing out. My brother, whose approval probably meant more to me than anybody after my folks had died, knew Cal at Fayetteville when he was an undergraduate student and Cal was in law school, he came back from Princeton and was in law school there and he began to write me letters in which he said \"Cal says,\" and it would be either arguing about religion or arguing about politics, \"what do you think?\" and then I would write back and we had this correspondence about ideas through my brother. And then he wanted me to came home and wExhadxHx have a blind with him. CG: Did you go together very long? BL: I guess it was about a year. At breaks in school and summers. CG: And then you finished your Junior year and you were married? BL: Yes. CG: What were your plans at that point? BL: To be a wife and mother. CG: That's all. BL: You better believe it. CG: Did you move back to Little Rock? BL: He doesn't remember this, but I remember having a big session where I said when we get married we never will live in Little Rock because I saw all the wrong things. And it took me a while living away and around to realize that those things happen everywhere and that there's always a pecking order wherever you live. CG: So you did live in other places? BL: Yes, we lived in nine different cities the first seven years we were married because he was in school and the army and different things. CG: Then you moved back to Little Rock. BL: Yes, but both the boys were born by then. CG: When was your involvement with the Civil Rights Movement? BL: We were in Germany when the '57 thing happened. He was stationed there and I had been very critically involved. Felt like I was more involved, there looking back I see i wasn't much involvement because from the beginning Virgil Blossom had been the school superintendant and used to come out and talk to my folks. I can still remember that session on the porch at the farm where he was talking about the reason we would start at high school here to integrate rather than in elementary. I think a lot of people felt that prejudice was in adults and not in children and that teenage kids were more likely to be different or stand up to their parents and that was pretty much, as I recall, his reasoning. I remember having a discussion about that. And my uncle, Henry Rath,* was running for the school board on a pro-integration ticket and we got peripherally involved in that and I am proud of him. And Wayne Upton, he and Wayne Upton, and that was during the time with the recall petition of school board members. But in the beginning we thought it would go well, and particularly when the two of them won that August and then we went off to Germany and were stunned when Faubus did his number because nobody really expected him to come down on that side. He had been a very moderate governor, been liberal for southern governors because in the Supreme Court decision, he hadn't ranted and raved. He'd said it's up to every individual school district. We were all nodding our heads that that's the best you could say which is absurd, but that's what we all thought at the time. So when we came back here, we came back from Germany in December of '57. Cal was enrolled at Northwesternto work on his doctorate and we were to live in Evanstown and we were flown back by the army and drove across a wild winter storm. I remember we were stopped on the New Jersey turnpike and Granger, my oldest, Bish we called him then, was just 11 months old when we came home from Germany. He was born over there and he was sick all the way. Then we found a place to live in Evanstown, about five minutes from the border of Chicago and then came home for Christmas and went back up there. Jeff was born up there and then we came home finally in '58, '59, some where in there. And Frances, my aunt had been very involved, as had my uncles, and they kept me up on what was happening and so I went down to what was then the Women's Emergency Committee. Irene Sanuels was director and I said \"I volunteer for whatever there is to do.\" My first involvement was, at that time Sarah Murphy was running for the school board and I got involved in her campaign. From sending postcards to calling to doing the usual things you do in campaigns. And I don't know what year that was because almost simultaneously or right behind that, had to be behind that, in '62, I got involved in Senator Fulbright's campaign and that started a long line of campaigning. I learned how to do precinct work. We'd never dealt in precincts in campaigns in this state at that time. Traditionally what you did if you were running for office, you went out and rented a room at the Marion, got you some cards, and maybe a Watts phone if you were running over a number of counties or statewide, eventually got around to yard signs, called up all your friends and the organizing was generally along those kinds of relationships. Somebody who knew somebody who knew somebody or you might have a thing, all doctors for Fulbright, or something like that. And because of the school board races I had learned some skills from Irene and Sarah and working along with Pat House and some of those folks, just plunging in. And it was a part of the Council on Community Affairs Coalition which was sort of middle class younger black membership at that time. Challenging the old bootal system. The folks that had been more or less, crassly put, selling votes to white politicians which was an old system that had been around a long time and one of the only ways that blacks could function as political leaders in an acceptable manner. And then my Dad, see, had been very involved with McMath in the early McMath days because my uncle was Earl Riggs who married my mom's twin sister. She's still living in Hot Springs. And they had come back, Uncle Earl and Sid and a bunch of others had come back as veterans after WWII and had cleaned up Hot Springs and Uncle Earl was mayor and Sid was prosecuting attorney and done all that business. Then when they were looking at whether or not Sid would run for governor, they would meet at our house on the farms. It was not all the way into Little Rock and they would come over and my Dad would have some folks out from Little Rock and they would discuss the possibility of Sid's running, so I had always liked politics and myxmiH it had, in my mind, pretty much been around the issue of race. CG: Politics had been? BL: Yes, that was the crucial issue. My Dad had been very involved in that CG: You've been real active politically. Have you ever thought about running for a political office? BL: Yes, I've thought about it. Of course people have always said, \"Well, she holds back because Cal runs\" and some of that was true. I also felt like it had been a goal of his since he was a little kid and I didn't think of myself as a candidate, I thought of myself as a campaigner because that's the way I got into it and I had run almost all of his campaigns for him. And I got a lot of skills by doing that, mostly coming out of the work we did on school board issues where we were hauling folks for the polls and breaking things down by precincts and systematically doing some of the more sophisticated kinds of campaigning and I had used those skills with candidates in the Democratic party. And pretty much that had been my kind of stuff and I had done a lot of party work. I was into party reform and I didn't think of myself as a candidate until up in the 70s when my national involvement in Women's political causes and those kinds of things, when it demonstrate was kind of like it had been in black civil rights that you have to dKmHxixaXK if you were really anybody, it's like you have to run if you were really anybody. And I felt the pressure of that and might have gone that way in other situations. I think now when Cal is pretty much through with the candidacy thing and that's not a factor that I have some question about how effective you can be in that kind of a ring, particularly after the current election and the election before this national election. And candidates that I have worked for from Fulbright to McGovern to Cal to various other kind of folks who really advocate what I think is important to win and it's more difficult to win if you advocate and also tv has made it extraordinarily difficult because you need very different kinds of skills as a candidate from the kind of skills that I see as important in office whether it's an administrator, or governor kinds of things, or whether it's in a legislative body. Legislative bodies I like very much. I like to do that, I like to give and take of it. I've had some experience with that on the National Credentials Committee where it was very controversial but it was a give and take. I enjoy it, I think it's exciting, I think you can accomplish things. I like that better than the other, governor kinds of things, but the problem now to me is that I've got a lot less patience with the slowness of that or being able to vote on any issues that are really urgent or real important. Maybe that's part of the race thing because it was such a clear cut moral issue, you don't often have those in politics. If that's an issue, it's very clear where you come down. So much is watching, I had a lot of vicarious experience through Cal, watching some of the things he had to take a rap on, and take a risk on and the damned issue wasn't worth it. Whether they're going to have brucelossis shots county wide. But it's by God important to those people who live in that county, to the cattle industry and so you do some trading off and those kinds of things. I'm not sure that I would have the patience for that. I've always been an organizer and I feel very strongly about what has to happen to women and I'm not sure it would be something I would enjoy. Although I feel strongly that nothing's really going to change measurably until women are in those positions. I think it's very difficult for women like myself to win. Very controversial sort of person. CG: And strong. BL: Yes, and that's a threat. You'd have to have a really wham bang campaign, it would take a lot out of you. Different kind of style of campaing than really is acceptable here. And it's all so much mush, a lot of it now as you go on tv and you deal with the symbols and not the issues. You make people like you. Which I admit I have trouble with that. I understand that has to be done and I'm certainly not above doing it myself. I don't think it's anything wrong, but I think you akuse that to pursue issues and I think the thing that was so important to me about politics and I think maybe started out with Bill Fulbright, was that you used the office to teach people, to educate people about issues that you felt responsibility which he always did and that is gone. I don't see anybody doing that. If anybody tries that they ain't going to last very long. It may come back to that and we understand how they use tv differently and I don't know what the way is but I think tv is important in that people don't have to deal with institutions and structures as much and can make up their own minds when some guy's talking in their living room but the bad part of it is is the guy doesn't appeal to different constituencies, he tries to appeal to individuals and he tries to be all things to all people, which has always been a danger in politics. I don't like that. I would just really enjoy running for office and saying \"Hey, here is what I believe and if you don't agree with that, why you should not vote for me.\" CG: I'd like to hear someone do it. It would be so refreshing. BL: It would be refreshing, however, I don't know whether that person would win or not. I always have a sneaky feeling maybe they might. I think people resent the lack of substance in discussion. I've been involved so long in politics and every year been in somebody's campaign and this year I wasn't at all and I did not miss it at all. Did not miss it. Their folks would have me working in Ray Thornton's campaign, did not work in Ray Thornton's campaign at all because he wouldn't go with us on ERA. And the funny thing is I thought I would miss it because I've always felt that that's really where the action is in terms of real change. And I can see all the pieces of the rest of it where you work outside the system to push the system and you work through the church and you work through this or that and I think all those things are very important and very valid. But every time I've done that and pulled back, I have found myself in the past being in the middle of politics because in the final analysis that's whereit's going to be. Well, I'm beginning to wonder now if it really is. Because nothing is really happening there and in the last elections, in which the Republicans and Democrats didn't sound very different and where we advocated Republican sorts of things with all the talk of cutting government spending, which I'm not opposed to that, I just think the priorities are wrong. We got plenty of money if we'd just put it on the right things. CG: You're political involvement, was it on the civil rights basis in the 60s? BL: Pretty much, that's the way I saw it. I wouldn't go with a guy that was. And everything was polarized then along that issue so that it must have seemed that way to all of us. Even tho the candidate sometimes I worked for would not come out straightaway and say it. I wouldn't work for somebody without having heard him on that issue. CG: What other/organizations were you involved in? The Women's Emergency Committee . . . BL: Well, the tail end of that, that was organized and had been going for a long time when I got back here and it disbanded shortly thereafter. I kept on until I was, Pat House and I one year and then by '68 I was the only white woman left over there and it was white women essentially that were the activists in there, not just Women's Emergency Committee but that whole thing. The workers and doers and activists were white women and black men and that's another whole interesting issue. Why it was that we were there and in looking back, I had to walk through all of that before I ever dealt with feminist and I think a lot of my involvement there was a vicarious kind of thing. Of course I had always been concerned about that issue. CG: How did Cal feel about your involvement in that area? BL: He was generally very proud that I did it and he was supportive of me. Sometimes he would worry about my activities being so radical it would hurt him politically. There were things he didn't want me to join as a front. Sometimes I honored that and sometimes I didn't, it just depended on how important it was to me. CG: So Cal was supportive of your . . . BL: Yes and he's been one of the main reasons that I could be a feminist and it's very interesting as I look back because I was very much socialized into the traditional mother, homemaker kind of thing. I always felt inept, not as a homemaker, I loved that part, I loved to cook and all that business and I loved mothering, much to the horror of my children on occasion. \"Mother, go back to work, for God's sake, get out of my brain, you're screwing me up.\" But the lady bit and the feminine bit, I was big, I was direct and aggressive and those things were hard and I always felt very self conscious about that. It's like playing a new role, starring in the movie \"Mrs. Calvin Ledbetter, Jr.\" And I can remember very consciously writing the name and it's like changing your whole identity and he never was into that. He never made those kind of requirements. Of course I wasn't very healthy, my Dad had died and I'd been miserable, great Scott, it was a terrible mold, the ideal girl and I douldn't stand it and I didn't want it and I didn't feel it and they couldn't hammer me into it and I was on probation the entire time I was there. So I wasn't overly healthy when I married and that's a miracle that the marriage lasted but at any rate, I would say things like \"Can I go downtown?\" and he would say \"Well, I guess so, you can walk, can't you?\" He never expected all those things. He never expected me to be submissive and I was trying and for the first year or two I felt really that he didn't love me because he didn't require those things. I Couldn't have put that lable on it but that's really what it was. CG: He didn't worry about you going places that most women didn't? BL: Well, he was not protective of me, he did not make requirements on me, he did not comment on the fact that the house was a pile of garf half the time. He would just push it aside and sit down. He would say \"My God, I don't know how you do it. I couldn't stand to do this kind of house work.\" None of those kinds of demands are just a part of it. He doesn't want that responsibility. CG: gts his family that way? BL: No. Very traditional. His mother's very submissive. It's very interesting. He just never bought into that. He's a loner kind of person. CG: Is your relationship with your mother-in-law . . . BL: Oh, I love her. It's neat. Really Cal's family taught me more about tolerance that my own. My own believed in it in principle, but were not too sharp at practicing it. And neither was I. And here I was marrying into this family who disagreed with us across the board philosophically on things like the race issue and other liberal kinds of economic and social policies, and that sort of thing. And they were tolerant of me and it taught me a great deal. And here were people who didn't agree with me, people that didn't believe the list one through ten and you're good, and yet they were good people, I could see that. So they've been very important to me. CG: Did you have any guilt feelings leaving your family, leaving your children at the sitters while you went out and did community sort of activites? BL: See, we moved around so much the first seven years that there really wasn't time for me to get involved in a community to any great extent. I had done the whole gray lady stint here. Well, we waited five months before Cal went in the army in '54. We were waiting every day to hear from the army and that strung out for a long period of time. We lived over at the Capitol Apartments before that went on to the state at that time and I had whole days on my hands. There was no way to start a family because the rest was so uncertain. And so I did full time volunteer work 40, 50 hours a week at the Veteran's Hospital as a Gray Lady. I got terribly involved in that so I had some outlet for those interests but I never thought of them in terms of paid jobs. Then when we came back here I had a real fear that I would get bored because moving aroung had been exciting. But I never have been. And by that time I had mellowed to the extent that I could see that Little Rock was about like every other place in terms of people's attitudes. And I value the relationships I had here and I felt that I could be more effective at home if I really wanted things to change than I could be any where else because of those relationships, my family, my mother's family had lived in south Arkansas for generations and those kinds of things. I felt I knew the culture and I knew what was important to people and that those are things you can't learn coming in from outside. Of course that was in the 60s and my daughter was born in '62 here, so when I first got deeply involved she was three months old, and it was in the Fulbright campaign. I did a lot of it out of the house and Betty Fulbright used to kid me because she would get tickled and I'd come down to headquarters and she'd say \"What about snow?\" She had a granddaughter exactly the same age and I would say \"Well, I left her a screaming bowl of jelly on the front lawn. Mama!\" and I did have some guilt and I was always into the whole super mom bit for years, where I had this vision that people would say \"She works so much in the community, but her home is wonderful and her children are so well behaved,\" and all that. I bought into that. That was the next stage after homemaker period. CG: Have you and Cal consciously raised your children any differently than you'd been raised? BL: Yes, well, I don't know how different it is because those values were important in my family and because by the time we moved to the farm, things were less structured and so that essentially I see myself as doing pretty much the same things. We had that whole business of \"You've got to be responsible for yourself,\" which was probably the heaviest thing in my family. And it's that way with our kids. Now, of course our kids came through the hard times in the desegregation process here which we're certainly not through yet. But the hard times we are, the physically dangerous times we're through. And that was hard and to raise your kids so that they believed some things that are different from their peers or different from the culture at large or what it seems to be, it's kind of hard to pin it down, is in some ways doing them a disservice in terms of their acceptance by their own peers and my kids have had those kinds of troubles. And I had them. Some of my family has always said to me that it was easier for me to have values different from my peers because that I had that kind of strength or enjoyed that kind of thing and that it was harder on my sisters to refuse to do the social stuff. And my sisters went into cotillian and did some of those things that were horrifying to me and I was very judgmental about that. I have kind of sought out those kinds of things. I'm somewhat judgemental there. And so I had to think through that with my own kids and particularly my oldest who was not overly outgoing, very bright and very perceptive and went through the hardest part of the time, he's now 22. And really there were some hard times, but looking back, keeping them in school, going through that, trying to support what we thought was important and yet they're the ones that had to take the flap in the school, not me. I wasn't there in physical danger. CG: Did your children join cotillion BL: My boys wouldn't do it, and I thought it was horrible. And I always claimed that I was given the option because it was important to me that my mother had intervened and let me go into CAT because I begun to see that if I had not had that thing to resolve myself at the age of fourteen, that I would have behaved very differently when I got up to the Jr. League thing. That was an important thing to me. We came back here and I was still into being Mrs. Cal Ledbetter, Jr. and went in the Jr. League but I really was more to the point that I thought you could join and change things. I was into coming back into my culture and being with my relationships and Cal would be out there at UALR and would have this intellectual stimulus. And then I got in the Jr. League and I'd never been in a sororiety in college. One of the reasons I went to Agnes Scott was because they did not have sororities. That and my mother went there, I believe those were the only two reasons. I thought it was academically good and it was, I just couldn't cope with it because of all the social stuff, but at any rate, I learned probably more about how people change and why and if in that whole Jr. League thing because I was a provisional and there were 16 or 18 of us and one of the provisional lectures was from Moot Eubanks or Louis McLean, one or the other of them did it every time, and we they said we only take girls of Christian, I don't know what word they used, lineage or some damn thing and it was appalling to me. I could not believe that that was real. CG: This was as a provisional? BL: Yes, so I commenced to talk to some other folks about that, first the provisional and then some members and you know we worked six years trying to change that and what made it such an important learning experience for me was that there were like 140 members in those days, I don't know how many there are now and it was kind of a self contained thing and it was a very disciplined thing because the carrots were there. It was a volunteer experience that was important because if you didn't do your volunteer job and you didn't do it well, then you were out and you lost your social prestige and that was a heavy carrot. So I begun to see all that stuff and how the power worked and at the same time it was not supposed to be a value that said you can't exclude Jews. In Little Rock we didn't do that, even in our sororities in high school, fraternaties we had had Jews which is unusual and so we didn't have any Jewish prejudice here. That's a joke. We did and I begun to see that whole business of people saying one thing like we are not anti-Semitic in the Jr. League and really believe that. And we had started the panel by that time which was very important. We started that in '63 and so we did everything we could to change it structually and from within we had petitions, we tried to have open discussions, we had the panel program. Everybody cried when Barbara Phillips told about what it felt like to be excluded. And we went through all of that and I did my job and won a little diamond pin for selling the most tickets and I took my ______ and I did my volunteer work and I ______ to things and then we decided to propose Sally Phillips who was my Dad's business partner's daughter, so I had some investment in that. And she had grown up about as acceptable as anybody could. Only thing wrong was that she was a Jew and I begun to see this in many other Jewish families. And I had some close friends in that community and they would level with me and would not level with folks who didn't agree with them. That became increasingly a problem so I thought, I'd had one fracas with the church Women United where they asked the Jews to leave. Just unbelievable. You don't believe in Christ, so we'd like to have your dues, but this is a Christian organization. It was just absolutely done in the most appalling manner. So I was feeling very strongly about that then and that tied into me very much in the same way that racism had. And so we worked long and slow and through the system and making things clear and being open with our communication and analyzing it very thoroughly, each step that we took and ended up instituting the straw vote, that's when that came about, our bunch did that, there must have been 15 or 16 of us that worked hard and planned thoroughly to bring that about and I guess it took me three, four years to see that that was not going to work, but that it was important to go through those steps so people would have to admit and deal with what it was that really was blocking them and that's one of the things that's legal about prejudice, whoever it's against. So there were eleven of us who committed to going all the way through with that thing and as you know you can propose somebody three times and Sally was proposed and turned down the second time. First thing we did was propose Trudy Levy and they refused to accept her too. And I remember being in the secret admissions committee. People kept saying well you don't understand because you were never in a sororiety. If you',d been in a sororiety, it wouldn't hit you so hard, but Louise McLean said things like \"Well, now their children will be 75% Jewish\" and I could not believe my ears and I had committed going into that thing, to be positive, trust people, do not come down, do not be judgmental thing and I had done pretty well until that happened and I remember saying out in the meeting, \"Well, Hitler had it down to l/16th.\" But I begun to see that unless you blew it, it never really changed. You have to know what you're doing, you have to plan it. Then we proposed Sally a second time, we were trying to make them deal with the real reason and they put things down like Tad was loud and so forth and so on. So when she was turned down the second time, I resigned and we had enough good folks on the board, which I was on the board, that my letter was read aloud to the board and I worked a long time on that letter about why it was important to resign and not be a part of a group that excluded someone on the basis of Christianity when in my understanding, in my Christian beliefs, you couldn't exclude people in the name of Christ, that's not what it was about and so that was very important to me. So we got that real loud and then it all hit the fan. So then the remaining ten proposed Sally a third time and then when she was turned down a third time a clearly on the basis of being Jewish, it forced them to deal with it, and they resigned. CG: So eleven of you altogether? BL: Yes. CG: And it became a very current affair in all of Little Rock, didn't it? BL: Yes, and it had some fall out. See half way through that thing I begun to question the validity, the whole concept of what the Jr. League m£ and everything else built on the kind of exclusivism. I could see that it was effective but I kept asking myself what are you doing. Is it worth this kind of stress and long hours and time and then I decided that it was because it was the top of the pecking order in the community for women and it was an important part of the establishment. And that if we could break through there that perhaps there would be some effect on the whole pecking order and there was a lot of fall out. Man, I'm telling you, Rotary took in Ozell Sutton and the Little Rock Club took in some Jews and things begun to happen because they were afraid \"Oh my God, they'll hit here next, there's a whole conspiracy going on!\" And there were letters in the paper that said I was a Judas goat and stuff like that. CG: Did those things bother you? BL: No, I got tickled by them because they were no real threat to me. If I had been through what some people had been through during the burning, bombing '57,'58 things I probably would have been a lot more afraid. I didn't have to go through that. CG: There was no physical threat? BL: No. CG: But was there not social ostracism? BL: Yes, but I feel like some of those people respect me because I stuck to my guns, even though they don't agree with me. And I still value a lot of relationships with people I have there. And I've had to learn and it's an important thing and it's always been a important principle but I had to learn to practice*it. That they're super folks in up as well as down and then you can get through all the patronizing stuff about people who are disadvantaged or somehow worth more of your time or even ______ for God's sake worth more than more as human beings because that is not true. And so I was walking through some of that and it's important to me. I have always craved diversity and I love to work with somebody who disagrees with me on something else. I did that in politics. One of the things that attracted me to politics is working with somebody on this campaign where we agree when we had been at complete odds, say, on desegregation or something. But those kind of bridges are very important. I really like that. CG: Your activities with the Civil Rights Movement were in the 60s. Through what, '68? BL: Yes. CG: And I'm sure continuing, but I mean as a formal thing, you more or less moved into the women's movement. Was that just a natural progression do you think for women in Little Rock? Or for your as an individual? BL: Well, it was for me and it was for many women that I know of that I talked to across the south. And there is a wonderful book which you may have read called \"Southern Lady From Pedestal to Politics\" where she talks about that pecking order and how you have to undo one step at a time and we started at the bottom. And it was really, looking back, as if I couldn't deal with myself until I had dealt with that race stuff. I mean if the pecking order went white master, woman, children, slave, then that's her contention and it fit the pattern of what I had done. For instance another book that was very important to me was \"Fillers of the Dream\" which Sarah Murphy and I . . . it's a wonderful book by Lillian Smith. Sarah Murphy and I got a hold of that thing when she started the panel back in '63 and we were looking at stuff to train ourselves for doing that. And that book I just went bananas over, ended up buying eleven and we had everybody reading it and it was superb, it deals with all the myths in the south and how they get kind of _______in and how that affects and what we do as a result. Well, in '75 when I started this particular model, it's varied some since then, that we work under here now at the panel where we have all professional staff, I was hiring folks on the basis of their sensitivity to racial prejudice or any kind and their experience inyinter-racial setting. I felt like the group skills and some of the other kinds of things we could teach a lot easier than we could teach that. So I didn't have any kind of degree requirements or anything. They hadn't walked through this whole panel thing. So what could I give them? So I got out that old \"Fillers of the Dream\" and I thought well I better read myself, this was 1974, '75. I could not believe all the feminist stuff that was in there. I had never seen it. Well, they had the whole pedestal and the whole ... I understood that and I reacted against that symbol of what a lady was supposed to be as I always have, but I'd never saw it in the context of women's rights. CG: While we're talking about ladies. What is your definition of a Southern lady? BL: It's somebody that fits the role that society expects. She has to be very much into meeting others people's needs, she should be somewhat elegant, she should understand about the propriety of things, she should never be loud, it's mostly in terms of don'ts. Agnes Scott had it written out in her damn what do you call those books you get? Well, I'd always block that out. That catalog. Anyway they had the ideal Agnes Scott girl, had this list and it was all those things plus a brain and the brain did look somehow in conflict. Good student, or something, I've forgotten. But demure, indirect, moral, supposed to provide the morals for everybody because we're not in the real world, right? Men are in the real world and they have to deal with it. Like in that Southern Lady book she talks about she has a letter from a minister who hadn't married and he said \"I've got to find a wife to keep me moral,\" so that's our role, right? Actually I ended up in a very traditional kind of place if you think about it. Because women are supposed to tend to relationships and here I am in human relations and that's essentially what we're looking at. And that was okay, that was a place I could kind of squirt into and still be acceptable because I like to be accepted. CG: Well, we all do. BL: Sure, but it's more important to me than it may be to other activists, I don't know. CG: Do you feel activism is the major way that change can be accomplished in human relations? For instance like the women's caucus or now, there are some groups more activists than others. BL: Oh, you mean through those groups? CG: Yes. BL: No, I don't think that's the only way- at all. In fact, I got very involved in the caucus when we began in '73 the national influx of caucus to spread out and the membership organization that looked at training women in politics and talking them into running and expousing certain issues that were women's issues. And that was a very important part of my learning and my own involvement and then in '75 I dropped out essentially and it was a very difficult thing for me to do because I would have run for office in the national group but I couldn't see any value to it except some lovely recognition which I adore. But I can only live with that if I'm doing something real withal and I didn't see that you could do anything real and it pretty much evolved in my mind aroung the fact that the women would not commit to any more than $1.00 dues a year and I felt there was no real commit ment there and I began to look at more traditional organizations that had also had those same dues wars across the women's groups in the country.It was very interesting from the B\u0026amp;BW to the League Women Voters to the newer groups like NOW and the Caucus to very traditional kinds of aid, _____ those kinds of folks. And all of them were having dues wars and it all had to do with raising the dues in order to deal with the ERA effectively and some portion of the dues generally was committed to ERA. In the Caucus it wasn't. That was clearly our priority. So I begun to see that the traditional organizations made it with that dues raise and the new ones didn't and probably in my mind the reason was that it was some kind of a primary unit for folks by that I mean important to them socially, not just social country clubs, it met other kinds of needs and it was something they got some strength from, so it seemed to me a more important place to work and I had a real feeling that I should stop playing around with the glory unless I could do something real and try to build some strength at home for ERA and that's been a rough road. And I had already joined the BBW before that time and so I thought well we should talk with women and see where their concerns are because we knew the BBWs were very terrified of the issue even though it had supported since 1937, so I did that instead. Now when you say to me is that the only way, activism? CG: No, I didn't say only way, I said do you feel that is the most successful way. BL: It is but I mean as an individual act, it's not necessarily as an activist group. I mean I certainly need the support of groups like the caucus and other feminist groups and I'm on the national advisory committee for the caucus and stuff like that. I'd die if those ties were cut but I don't see that as a place to work as effectively because I don't see that there are women in enough numbers ready to do the kind. . . I was political action chair for the caucus and I never could get really structured stuff going in the states because it was too much of a threat to their lifestyle. It was too much of a risk and we were not asking huge things, we were simply asking for simple organizations and commitment of resources and money and it was too much of a threat to the women themselves and too great numbers for that to be worth trying to pursue it. We were closet feminists, we weren't ready. CG: Your position now at the Panel of American Women is . . . BL: I direct the staff. We have three grants and we're shooting for our fourth. Essentially our objectives are to decrease prejudice of any sort, racial religious income, sex, whatever, anything that limits people from reaching their full potential. With maybe the flip side, positive side of that open to stimulate autonomy in folks. What's that old adage about . . . it's a Churchill quote, but he was quoting somebody else about democracy is the worst form of government except for all the others. Well, I really believe that and I think that the only solution is not HHfcxiaf a benign dictator or all those other trite things people say but when folks have enough autonomy to control their own lives and be responsible and give input into governments on some sort of equal basis. When there's enough trust and enough confidence in people's individualist to really fulfill their own potential that we ha-de enough skills as human beings to do that right and that as long as we are short on confidence or self esteem that there's not much of a chance for our skills. And there's always a place for tyranny and there's always a place to exploit the fears that we have about who we are and that's what happened with the women's movement and that's what's happened with ERA. Because even through ERA's not a threat to home and family and God and all those silly things people are afraid that there is some threat to that. And ERA's become a symbol for that and so right wing and exploit those fears. And it's just like we were hunting commies in the 50's and now we're hunting homosexuals and how in the world that relates to ERA, there's absolutely no logic to it but you can sell that if people are afraid. Maybe it's that I was born in '32 with FDR you know, he was a hero of mine, he said \"You have nothing to fear but fear itself,\" God was he ever right! Have a little fear of man and he can screw you around any number of ways. The whole trip into the development! of autonomy is not to be afraid. CG: But all of us have our hidden fears, don't we? BL: Hell, yes. And it's a question of always asking yourself if you're really right or if you're just being dominant or if you're just being stubborn, power hungry, recognition seeking, see that's a big thing of my Dad's, whenever I would get recognition, he'd say \"Glory hog, why don't you do well in this subject and that subject?\" and it was a badgering kind of thing that he did to me but it was also important. I think it was harder on the others, probably. CG: I haven't asked you about your church affiliations and your involvement in church activites. You have been active in your church, have you not? What church are you a member of? BL: I'm an elder at St. Andrew's Presbyterian. I'm on the outs right now. I'm not overly happy about some things that are going on there. Being a Presbyterian is probably more of a primary unit to me than anything else and it's always been that way in my family. I rebelled against everything else but that growing up, which is funny to me, looking back. I never rebelled against the church because it was presented to me very differently and because my earliest recollections, for instance on the race thing, or sitting in Sunday School at 2 or 3 years of age and looking at the picture of Jesus with all the little children, all that business. And those ideals were always held up to the church even though it never lived up to the ideals. And there were times when I was hostile about that but that's a familiar place, it's a family place. In fact I have more emotion about things that go wrong at my church than I do in anything else so I know it's more important to me. But we had a minister that was very significant in my life named Allen Anderson in the 50s and I remember we came back, it was the 60s I guess that Allen was here, we came back from Chicago and I did my little arrogant number, I went out and I said, which I'd said to every other minister when I was home, \"Now I don't believe all this barf, but it's familiar and I like to be here, I like to sing the hymns, I like the people, I like to be in church, I like the prayers, but I don't believe all this barf\" and mostly they would pat me on the knee and say \"That's all right dear, Jesus loves you,\" or some obnoxious, patronizing thing and Allen just roared with laughter, just treated me like the arrogant person that I was and said \"What is all this barf you think you're supposed to believe?\" and I began to list all these very fundamentalist kinds of things and he said \"Whoever told you you were supposed to believe that? Where are you coming from?\" and it really made me think and he got me into which is as much a part of my activitism as anything, he got me into looking at some of the Christian Existentialists and looking at some contemporary theology and that was very important to me and I got very involved. Matter of fact, I swear I went back and did a resume a couple of years ago and the largest percentage of my training in terms of group work and in terms of sensivity that stuff and all of those kinds of things/have been helpful to me in this job have Presbyterian through ghxixiian church. They sent me off to a couple of days sensivity thing. We did a 12 hour communication workshop in the 60s in the Presbyterian church that was superb, one of the best workshops I've ever seen. I went through that. I ended up training for that and working in that. People like Bill Fogleman and Allen, Chal Henderson and a number of those guys, ____________, who were very strong in the mid 60s here in the Presbyterian church and in the Presbytery. Since we left the church I grew up in I related, except when Allen was here, more to the church at the Presbytery or the regional level than I have the local level which I've missed since Allen's been gone but there are some people that are very dear to me there at the church. I'm going out and teaching adult Sunday School right now but I don't stay for church. I race home and listen to Jim argue on the tube. CG: You would be an interesting Sunday School teacher. (laughs) What would you change about your life if you could do anything over? Is there anything you would change? BL: Oh Lord, I would realize what being a woman is thirty years earlier and I would have other kinds of goals for my life. I hope and think and am sure that I would still choose the marriage and the family that I have. I don't see that as a conflict and I resent the fact that people that's a conflict. It's not a conflict for a man, I hope, and it shouldn't be a conflict for a woman. But people should have the sort of unfettered option to choose that and I think if that happens we will have much better kids and we'll have much better parents. I happen to love being a parent but everybody doesn't and everybody shouldn't have to be. I probably would have gone into law, something like that. CG: What if a young person came up and ask you for advice about what goals they should set for their life, what would you tell them? BL: I'd just say \"You ought to set your own goals, whatever they are and you ought to really look at all the options that you've got. And you ought to take all the time you need to make that decision.\" I think one of the worst things we do to kids now is apply all this kind of pressure and they feel like and they have to go through school/to choose their major freshman, sophomore year, and be through in four years, and to be ready for life. And I know now that you don't ever get ready. You're always learning, I hope, and you're always looking at other options. Of course if you have enough economic freedom to do that, and I have had and I've been lucky there. Everybody doesn't. It would be nice if we did. CG: One last question. What has been your proudest accomplishment? Is there any one thing that stands out? BL: I don't know. A lot of things. I was pretty proud of that Junior League, actually because it worked. I'm proud of what the panel has become. There have been a lot of people involved in that and I'm hoping to build it into an even broader agency. That's given me a lot of chance to work and develop volunteer skills into professional skills. I think my activity in the caucus and gettin elected by women to leadership is something that's made me very proud because I had to learn to form close relationships with women and I didn't do that until I was in my thirties. Obviously looking back, it's I didn't like what you were supposed to be and so I didn't like women who were what they were supposed to be. It's more complicated than that, I'm sure, but one of the neatest things that's come out of the women's movement is having close women friends which I didn't have with very rare exceptions. And that's been important, sharing that kind of experience. CG: Is there anything you'd like to add? I'm sure we haven't even begun to touch . . . BL: Oh, I know what one of my proudest accomplisments is, is this staff and the kind of project that we've put together as a group. I mentioned earlier that in '75 we started a whole new thing. It was a slower transition than that because we had been a volunteer group and then Sarah Murphy got us the first funding we ever had to speak of in '71 and that gave me a chance to work and I'm very grateful to her for that. And it was still training grounds for volunteers and some were part time and slower over time a lot of things happened. One is 75% of the women were working, two is women like me and like Sarah and like some of us who are older who were in involved in it at the front, people like us growing up in more recent times were doing other things. They saw more options than we saw. So there were a lot of reasons, but whatever volunteerism became a different thing in my head. I'm not against volunteerism but I see that it has exploited women in lots of ways. And I also feel like people have a right if they only want to volunteer like 10% of their time, that's their business and you can't put together a really professional staff in that way. You can't do this whole guilt trip on them and say by God we need you here because. And I wasn't willing to do that any more. Beth Rule had down it for a while and she wasn't willing to do it any more. So when we made the break to do this it was interesting to see to try and experiment if we could have people as diverse as those who werein schools on staff coming from all different kinds of backgrounds. Different economic backgrounds, different regional areas, different races, different religions, totally different life experiences. And if we could make it then what we were doing was real. If we couldn't we'd have been going in schools and telling the kids that diversity was a neat thing. And it's been a struggle but I feel like we're really doing that and we accept each other and we've built a certain amount of trust. There's nine of us now. CG: I'd say that was quite an accomplishment. BL:Well, that's my favorite one I think. CG: Very good, Brownie, thanks for your time."},{"id":"bcas_bcmss0837_193","title":"Annual Reports to the Magnet Review Committee","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["2012/2013"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","Magnet schools","Pulaski County (Ark.)--History--20th century"],"dcterms_title":["Annual Reports to the Magnet Review Committee"],"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/193"],"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":["274 pages"],"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\nStipulation Magnet Principals ANNUAL REPORT to the MAGNET REVIEW COMMITTEE 2012-2013 CHERYL A. CARSON May 14, 2013   Stipulation Magnet Principals ANNUAL REPORT to the MAGNET REVIEW COMMITTEE 2012-2013 CHERYL A. CARSON May 14, 2013  1   BOOKER ARTS MAGNET School website: www.lrsd.org - link to Booker Arts Magnet School Principal's Name: Cheryl A. Carson E-Mail: cheryl.carson@lrsd.org Direct Phone Line: 44 7-3802 Asst. Principal's Name: Eloise Booth E-Mail: eloise.booth@lrsd.org Direct Phone Line: 44 7-3871 Area of responsibility: Student Discipline, School Facilities, Supervision of Non-Certified Personnel, Transportation School Secretary: Judy Wilson-Murray Direct Phone: 44 7-3803 Counselor: Direct Phone: Tamara Ringler 447-3833 PTA President: Anne Weaver E-Mail: anneweaver@sbc.global.net Phone: 501-247-8405 Marion Howse 447-3804  2    SCHOOL COMPOSITION Race/ Native African Hispanic/ Multi-ethnicity American Asian American Latino White Ethnic Number of 0-M 3-M 153-M 23-M 56-M 24-M children 0-F 2-F 159- F 21 - F 56-F 22-F Number 0-M 0-M 6-M 0-M 5-M 0-M of 0-F 0-F 31 - F 1 - F 31 -F 0-F staff 3    SCHOOL COMPOSITION cont. Grade Native Asian African Hispanic White Multi-Ethnic Total American American K 0-M 1-M 20-M 3-M 7-M 4-M 35-M 0-F 0-F 19-F 3-F 6-F 5-F 33-F 1 0-M 1-M 23-M 1-M 6-M 3-M 34-M 0-F 0-F 24-F 3-F 12- F 4-F 43-F 2 0-M 0-M 29-M 6-M 12-M 7-M 54-M 0-F 0-F 23-F 4-F 7-F 3-F 37-F 3 0-M 1-M 30-M 4-M 12-M 4-M 51-M 0-F 1-F 32-F 0-F 16- F 4-F 53-F 4 0-M 0-M 27-M 5-M 8-M 3-M 43-M 0-F 1-F 29-F 8-F 6-F 2-F 46-F 5 0-M 0-M 24-M 4-M 11- M 3-M 42-M 0-F 0-F 32-F 3-F 9-F 4-F 48-F 4    REQUESTS FOR BUDGET INCREASES Faculty/Staff: None Curriculum Related Materials: None Equipment/Facility: Bows for Stringed Instruments Other (please list): Instrument Repair 5   CURRENT ACSIP FOCUS Priority 1 : Literacy Goal 1: All students will improve in reading comprehension and written expression, with additional attention to practical reading passages, content and style writing domains, and formulating appropriate responses to open response questions. Goal 2: To narrow the achievement gap between proficient and non-proficient learners in literacy. (Strategic Plan) Goal 3: All Booker Arts Magnet School students will read on grade level by the end of third grade. (Strategic Plan) Priority 2: Mathematics  Goal 1. All students will improve in mathematics computation and problem solving, with additional attention to geometry and measurement, and formulating appropriate responses to open response questions. Goal 2: To narrow the achievement gap between proficient and non-proficient learners in mathematics. (Strategic Plan) 6   CURRENT ACSIP FOCUS Priority 3: Wellness Goal : All students will increase healthy eating habits, practice good hygiene, and engage in fitness activities, as indicated by increases in the attendance rate and percentages of students having ratings of healthy on the BMI. Priority 4: Parental Involvement Goal: All parents/guardians will become engaged in parental involvement activities that will result in increases in student achievement.  7    SCHOOL STRUCTURAL CHANGES/IMPROVEMENTS 2012- 2013 Automatic Locking Mechanisms on Main Entry Door 2013- 2014 Additional Security Cameras Restroom Renovations 8    CURRICULUM/COURSE OFFERINGS Changes in 2012-13: None Proposed Changes for 2013-14: None 9    ESEA Accountability Literacy: Achieving Mathematics: Needs Improvement Subpopulation info: See Slides 11 - 23 10   BenchmLairtekr ac3Yy :e aCr omparison SubgrouWpistMh orTeh a2n0 S tudents  100.0.- -----....-r-------,----- ...........~....,. ....\nw-,!r-ihHr--~~-----rrl'I'~----, 80.0 71.1 65.5 60.0 40.0 20.0 0.0 - Combined African Hispanic Caucasian Econ. LEP IEP PopulatioAnm erican Disadv. PercePnrto ficient D 2009-10 37.9 12010-11 jo2011-12 J 11   BenchmLairtekr ac3Yy :e aCr omparison SubgrouWpisthM orTeh a2n0 S tudents  100.0r-- ---.n.--r----- ............ --~+-e,t-A-------------............------, 80.0 71.1 65.5 60.0 I 40,0 20.0 0.0 Combined African Hispanic Caucasian Econ. LEP IEP PopulatioAnm erican Disadv. PercePnrto ficient I  2009-10 37.9 12010-11 1  2011-12 12   BenchmLairtekr ac3Yy :e aCr omparison SubgrouWpistMh orTeh a2n0 S tudents  100.0... ----..-,.-r------ .............-.- -M--\u0026amp;-\u0026amp;.+-A---------- 80.0 71.1 65.5 60.0 40.0 20.0 0.0 Combined African PopulatioAnm erican Hispanic Caucasian Econ. Disadv. PercePntr oficient 1--~~ 2009-10 37.9 12010-11 D2011-12 LEP IEP 13  90.0 80.0 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0  Achievement Gap: Benchmark Literacy 3 Year Trends 84.9 ,----a1a2 --61.7  Caucasian  African American 2009-10 2010-11 2011-12 Percent Proficient  14    Benchmark Literacy by Gender 100%\u0026gt; 78% 80%\u0026gt; 71 Ofo 60% Female 40%  Male 20% 0% 2010-11 2011-12 Percent Proficient 15   BenchmaMrka th3: Y earC omparison SubgrouWpsit hM oreT han2 0S tudents 100.0 r-----------------1'1-f-tt-~-------------, 80.0 75.16.0 70.0 57.52.2 67.3 60.0 40.0 I 20.0 0.0 67.74 72.4'3.627 .8 Combined African Hispanic Caucasian EconD. isadv.L EP Population American PercenPtr oficient 61.5 27.6 IEP  7 D 2009-10 I 2010-11 ~2011-12 16   Achievement Gap: Benchmark Math 3 Year Trends 100.0 90.0 80.0 70.0 60.0 50.0 40.0 30.0 20.0 10.0 77 67. 0.0 ---...----..---------1 2009-10 2010-11 2011-12 Percent Proficient  Caucasian  African American  17  I 100%\u0026gt; 80% 60% 40% 20% 0% 84%\u0026gt;  Benchmark Math by Gender 58.27% 76.43% ...--------. 64 .5 2 % 2010-11 2011-12 Percent Proficient  Female  Male 18  100 90 80 70 60 50 40 30 20 10 0 90 80 70 60 50 40 30 20 10 0  Booker 3rd Grade Math Caucasian Caucasian African male female American male African American Female Booker 3rd Grade Literacy Caucasian Caucasian male female African American male African American Female 2009-10  2010-11  2011-12 2009-10  2010-11  2011-12  19  120 100 80 60 40 20 0  Booker 4th Grade Math Caucasian Caucasian African male female American male African American Female 2009-10  2010-11  2011-12 Booker 4th Grade Literacy 120 100 80 60 40 20 0 Caucasian Caucasian African male female American male African American Female 2009-10  2010-11  2011-12  20  120 100 80 60 40 20 0  Booker 5th Grade Math Caucasian Caucasian African male female American male African American Female 2009-10  2010-11  2011-12 Booker 5th Grade Literacy 120 100 80 60 40 20 0 Caucasian Caucasian African male female American male African American Female 2009-10  2010-11  2011-12  21  African American White Difference  Booker Arts Magnet School A Comparison of the Percent of African American and Caucasian Students Scoring Proficient or Advanced on Augmented Benchmark Exam 2009-07, 2007-08, 2008-09, 2009-10, 2010-11, 2011-12 Literacy 2006-07 2007-08 2008-09 2009-10 2010-11 33.3% 38.5% 52.1% 58.6% 67.7% 67.2% 72.0% 77.9% 78.6% 84.4% 33.9% 33.5% 25.8% 20.0% 16.7%  2011-12 78.1% 84.8% 6.7% 22  African American White Difference  Booker Arts Magnet School A Comparison of the Percent of African American and Caucasian Students Scoring Proficient or Advanced on Augmented Benchmark Exam 2009-07, 2007-08, 2008-09, 2009-10, 2010-11, 2011-12 Mathematics 2006-07 2007-08 2008-09 2009-10 2010-11 42.3% 50.9% 61.7% 67.5% 72.2% 73.1% 78.8% 86.0% 87.8% 84.4% 30.8% 27.9% 24.3% 20.3/o 12.2%  2011-12 67.2% 77.2% 10.0% 23    Booker Arts Magnet Percentage of Students Scoring AUAbove 50th Percentile by Subgroup on Norm Referenced Tests - First Grade 2008-09 2009-10 2010-11 2011-12 Reading Math Reading Math Reading Math Reading Math Combined 35% 34/o 29% 41% 37% 46% 55% 37% African 30%) American 26% 19% 35% 30% 37% 52% 30% Hispanic 17% 0% 0% 50% 33% 50% 58% 50% Caucasian 50% 57% 61% 54% 49% 58% 56% 44% Econ Dis 28% 28% 22% 37% 28% 38% 53% 32% LEP 0% 0% 0% 33% 38% 50% 60% 50% Students 38% 38% 0% with 29% 0% 9% 29% 21% Disabilities 24    Booker Arts Magnet Percentage of Students Scoring At/Above 50th Percentile by Subgroup on Norm Referenced Tests - Second Grade 2008-09 2009-10 2010-11 2011-12 Reading Math Reading Math Reading Math Reading Math Combined 31% 53/o 25% 41% 29% 42% 52% 53% African 22% 43% 12% 34% 19% 36% 44% 34% American Hispanic 15% 62% 14% 43% 50% 90% 67% 67% Caucasian 48% 62% 52% 55% 65% 35% 55% 71% Econ Dis 22% 45% 22% 42% 29% 38% 45% 47% LEP 18% 64% 18% 43% 63% 88% 83% 88% Students 11% 22% 11% 33% 13% 25% 0% 0% with Disabilities 25    Strategic Planning Goal Goal: All Students will be proficient in Literacy by end of 3rd Grade. Result: More of Booker's 3rd grade students scored proficient or above on last year's Benchmark Literacy Exam than in the  previous year. In 2012 70.24% of Booker's 3rd grade students scored proficient or above on the 3rd grade Benchmark Exam. In 2011 68.13% of Booker's 3rd grade students scored proficient or above on the 3rd grade Benchmark Exam. 26    LRSD's Strategic Plan Achievement Goals for Literacy (Chart 1)  Increase the percent proficient and advanced in literacy by 5 percentile points a year for each grade level (grades 3-5)  Reduce the achievement gap for proficient and advanced by increasing the percent of African-American students scoring proficient and advanced in literacy by 6 percentile points a year for each grade level (grades 3-5) 27    Chart 1 2011 - 2012 2011 - 2012 2011 - 2012 Third Fourth Fifth H/L 100/o +80% 80% +20% 70% +45% Males H/L 86% -14% 100% 100% Females AA 59% +2% 76% +36% 59% -3% Males AA 80% -2% 97% +9% 97% +10% Females White 80% +10% 82% +1% 90% -3% Males White 43% -26% 72% -23% 100% +8% Females 28   LRSD's Strategic Plan Achievement Goals for Mathematics (Chart 2)   Increase the percent proficient and advanced in mathematics by 5 percentile points a year for each grade level (grades 3-5)  Reduce the achievement gap for proficient and advanced by increasing the percent of African-American students scoring proficient and advanced in mathematics by 6 percentile points a year for each grade level (grades 3-5) 29    Chart 2 2011 - 2012 2011- 2012 2011 - 2012 Third Fourth Fifth H/L 100/o 60% -10% 40% +15/o Males H/L 86% -14% 67% -33% 100% Females AA 63% -11% 76% +36% 35% -37% Males AA 66% -12% 79% -9% 85% -2% Females White 90% +10 72% -1% 70% -23% Males White 72% -10% 75% -8% 77% -15% Females 30   LRSD's Strategic Plan Achievement Goals for Literacy (Chart 3)   Increase the percent at the advanced level in literacy by 4 percentile points a year for each grade level (grades 3-5)  Reduce the achievement gap at the advanced levels by increasing the AfricanAmerican percent advanced in literacy by 6 percentile points a year for each grade level (grades 3-5) 31    Chart 3 2011 - 2012 2011 - 2012 2011 - 2012 Third Fourth Fifth H/L 25% +5% 20% 30% +30% Males H/L 86% +36% 67/o +34% 67% +67/o Females AA 22% +13% 43% +34% 22% +14% Males AA 80% +42% 58% +30% 67% +32% Females White 30% -10% 64% +9% 50% Males White 43% +12% 42% +3% 47% +22% Females 32   LRSD's Strategic Plan Achievement Goals for Mathematics (Chart 4)   Increase the percent at the advanced level in mathematics by 4 percentile points a year for each grade level (grades 3-5)  Reduce the achievement gap at the advanced levels by increasing the AfricanAmerican percent advanced in literacy by 6 percentile points a year for each grade level (grades 3-5) 33 Chart 4 2011 - 2012 2011 - 2012 2011 - 2012 Third Fourth Fifth H/L 75% +55% 40% +20/o 30% +30% Males H/L 86% +36% 33% 0% -100% Females AA 30% +4% 19% +13% 15% -5% Males AA 43% -7% 27% -9% 22% -13% Females White 60% +10% 45% -28% 40% -39% Males White 29% -15% 33% -11% 24% -26% Females 34 LRSD's Strategic Plan Achievement Goals for Literacy {Chart 5) There will be no students at Below Basic or just Basic in Literacy and virtually all students perform at grade level in reading by the end of Grade 3. 33    Chart 5 2011 - 2012 2011 - 2012 2011 - 2012 Third Fourth Fifth Below Basic Basic Below Basic Basic Below Basic Basic H/L 25% 001o 0% 20% 0% 30% Males H/L 0% 14% 0% 0% 0% 0% Females AA 22% 22% 0% 24% 22% 19% Males AA 3% 17% 0% 3% 0% 4% Females White 10% 10% 9% 9% 0% 10% Males White 29% 29% 0% 8% 0% 0% Females 35    INTERVENTION OR SUPPORT SERVICES  Reading Recovery -All Students Scoring Below Basic in Literacy  After-School Tutoring -All Students Scoring Basic or Below Basic in Literacy and/or Math Invited  Small Group Intervention -All Students Scoring Below Basic in Literacy who were not in AfterSchool Tutoring  Rtl - All Students Scoring in the Lowest Percentiles on Standardized Assessment  Summer School - All Students scoring \"at risk\" on DIBELS, have IRls, or Below Basic on Standardized Assessment  Resource  LEP Instructional Modifications and Testing Accommodations  504 Accommodations  Speech  OT, PT  GT  Individual and Small Group Counseling36  Living Hope  Academic Improvement Plans and Intensive Reading Interventions  Starfish Reading Initiative  PIES (Positive Interventions for Educational Success) Plan-s- --------------' 36   RECRUITMENT Outstanding/New Recruitment Activities.  Satisfied Parents  Members of the Booker Arts Magnet Family 17 Students - Children of Alumni 18 Students - Children or Grandchildren of Staff 223 Students - Siblings Attend/Attended 258 Students with Booker Arts Magnet School Family Ties Three Teachers are Alumni  37   Booker Arts Magnet School Honors/Awards School/Staff/Student Recognitions  Choir students performed at the Capitol Hotel on December 20, 2012.  Drama students presented an excerpt from \"Beatrice's Goat\" at Artistry in the Rock on April 30, 2013.  Creative Movement students participated in Jump Rope for Heart and Hoops for Heart.  Math students participated in the Matheletes and Go Figure! mathematics competitions.  Hejun Chen, fourth grade student, won eighth place in the Pulaski County Spelling Bee.  Dante Watson, fourth grade student, won fourth place in the Little Rock School District Science Fair.   Alta and Kaiya Griffith performed in \"Madeline and the Gypsies\" at the Arkansas Arts Center.  Mayrean Johnson and Mary McMorran were honored for 40 and 38 years of service to the Little Rock School District., respectively.  Gifted and Talented students participated in the Little Rocker's Marathon.  Mary Lou Alley, Susan Blue, Tammy Higdon, and Patti Jackson received the President's Service Award for Volunteer Service to the Little Rock School District. 38   Participation at National/Regional/Local Conferences or lnservices  Gail Hollamon and Emily Vaughn - Mickelson Exxon Mobil Teacher Academy for Math and Science  Emily Vaughn served on the Arkansas Department of Education's Range-finding Committee for Third Grade Writing  All-State Music Conference  Arkansas Counseling Association Conference  AGATE  CGI Training  NABSE  Powerful Coaching  39    Booker Arts Magnet Composition - Withdrawals 2012-2013 Grade Native Asian African Hispanic/ White Multi-Ethnic Total American American Latino K 0 0 3 1 3 0 7 1 0 1 1 0 5 1 8 2 1 0 3 1 1 0 6 3 0 0 1 0 0 0 1 4 0 0 1 0 2 0 3 5 0 0 0 1 1 0 2 1 1 9 3 12 1 27 40    Booker Arts Magnet Explanation of Withdrawals Transferred to Moved out of Transferred to Moved out of Moved out of Another LRSD LRSD Private Charter State Country School School K 1 4 1 1 0 7 1 5 1 0 2 0 8 2 0 3 1 2 0 6 3 0 0 1 0 0 1 4 0 3 0 0 0 3 5 0 2 0 0 0 2 6 13 3 5 0 27 41  Native American K 0-M 0-F 1 0-M 0-F 2 0-M 0-F 3 0-M 0-F 4 0-M 0-F 5 0-M 0-F Total 0-M 0-F  Booker Arts Magnet Discipline Report - In School Suspensions 2012-2013 Asian African Hispanic/ White American Latino 0-M 4-M 1-M 8-M 0- F 2-F 0-F 0-F 0-M 1-M 1-M 0-M 0-F 3-F 0-F 0-F 0-M 18-M 2-M 4-M 0-F 5-F 0-F 0-F 2-M 6-M 2-M 2-M 0-F 6-F 0-F 0-F 0-M 13-M 2-M 3-M 0-F 8-F 0-F 0-F 0-M 14-M 1-M 6-M 0-F 11 - F 0-F 1 - F 2-M 56-M 9-M 23-M 0- F 35-F 0-F 1-F  Multi- Total Ethnic 0-M 13-M 2-F 4-F 1-M 3-M 0-F 3-F 1-M 25-M 0-F 5-F 0-M 12-M 0-F 6-F 2-M 20-M 0-F 8-F 0-M 21-M 1-F 13-F 4-M 94-M 3-F 39-F 42    Booker Arts Magnet Discipline Report - Out of School Suspensions 2012-2013 Native Asian African Hispanic/Lati White Multi-Ethnic Total American American no K 0-M 0-M 8-M 2-M 4-M 0-M 14-M 0-F 0-F 8-F 0-F 0-F 2-F 10-F 1 0-M 0-M 6-M 1-M 0-M 1-M 8-M 0-F 0-F 0-F 0-F 0-F 0-F 0-F 2 0-M 0-M 19-M 2-M 3-M 0-M 24-M 0-F 0-F 3-F 0-F 0-F 0-F 3-F 3 0-M 0-M 4-M 0-M 1-M 0-M 5-M 0-F 0-F 6-F 0-F 1-F 0-F 7-F 4 0-M 0-M 20-M 3-M 0-M 1-M 24-M 0-F 0-F 7-F 0-F 0-F 0-F 7-F 5 0-M 0-M 10-M 0-M 3-M 0-M 13-M 0-F 0-F 0-F 0-F 0-F 0-F 0-F Total 0-M 0-M 67-M 8-M 11-M 2-M 88-M 0-F 0-F 24-F 0-F 1-F 2-F 27-F 43 K 1 2 3 4 5 Total Booker Arts Magnet Discipline Report - Long Term Suspension - ALE 2012 -2013 Native Asian African Hispanic/ White Multi-Ethnic American American Latino 0 0 1 - F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 - F 0 0 0 Total 1 - F 0 0 0 0 0 1 - F 44    Share the GOOD NEWS  Big Brothers/Big Sisters Mentoring Program  Living Hope, School-Based Mental Health Program  Benchmark \"Our Wheels are Turning\" Challenge Parent Involvement Activities  VIPS Reading Day  Family Math and Literacy Night  Family Movie Nights  Dream Keepers Garage Sale  Thanksgiving Food Baskets Drive  Pajama Day Gift Drive  Campus Beautification Day  37,781.75 VIPS Hours, average of 72.1 hours per student 45    STIPULATION MAGNET SCHOOLS ANNUAL REPORT FORM - 2013 SCHOOL: Booker Arts Magnet School PRINCIPAL'S NAME: Cheryl A. Carson: e-mail: cheryl.carson@,lrsd.org phone: 447-3802 OTHER ADMINISTRATORS (Asterisk if new): NAME: * Eloise Booth e-mail: eloise.booth@lrsd.org phone: 447-3871 SCHOOL SECRETARY: Judy Wilson-Murray phone: 447-3803 ............................................................................... CURRENTENROLLMENT: 519 LAST YEAR'S ENROLLMENT: 543 RACIAL COMPOSITION: 60%B 40%NB 1. PLEASE BE SPECIFIC AND LIST ANY REQUESTS FOR BUDGET INCREASES. 2 . Our musical instruments are in need ofrepair. We also need to replace bows for use with our stringed instruments. A cost estimate for these needs is $5,000.00. SHARE WITH US WHAT YOU HA VE FOCUSED ON IN YOUR ACSIP. The staff at Booker Arts Magnet School focused on improving the literacy and mathematics skills of all students. Interventions utilized to improve student achievement in literacy included Reading Recovery, ELLA, Effective Literacy, Literacy Lab, and differentiation of instruction. Differentiation of instruction, increasing mathematics vocabulary, and use of Cognitively Guided Instruction strategies were utilized to improve mathematics achievement. Many efforts have been made to provide differentiated instruction based on student's identified needs. Small group interventions in literacy and mathematics have been provided by classroom teachers, Reading Recovery teachers, instructional specialists, fine arts specialists, and our Literacy and Math teacher. Camp Jaguar, Booker Arts Magnet School's after-school tutoring program, provided twice weekly tutoring sessions on literacy, mathematics, and test-taking strategies to most of our second, third, fourth, and fifth grade students who scored basic or below basic on the Augmented Benchmark Exam or the Iowa Test of Basic Skills in 2011-2012 and tpeir siblings. A separate Activity Time following the Camp Jaguar sessions was provided to all interested students. The Activity Time course offerings were arts and crafts, basketball, cooking, and dance. These sessions provided by certified teachers and administrators began in September 2012 and ended in March 2013. Students who were unable to participate in Camp Jaguar were provided small group interventions to address their areas of need during the school day. In addition, interventions to promote wellness and increase student attendance were implemented. A partnership between Booker Arts Magnet School and the city of Little Rock resulted in the Love Your Schools initiative. Cooking Matters classes were provided to interested families 1    3. for six weeks in February and March 2013. ZUMBA classes were provided three afternoons weekly to our staff and interested parents . PROVIDE STRUCTURAL CHANGES/IMPROVEMENTS Automatic locking mechanisms on our main entry door were installed during the second semester of2012-2013. Additional security cameras will be installed, and student, staff, and Health Room restrooms will be renovated in the very near future. 4. REPORT ON CURRICULUM/COURSE OFFERINGS 5. There are no proposed changes in the curriculum offerings for the 2013-2014 school year, other than the incorporation of the Common Core Standards for third through fifth grades in our curriculum maps. DID YOUR SCHOOL MEET ESEA ACCOUNT ABILITY GOALS AND THE DISTRICT'S STRATEGIC PLANNING GOALS? Booker Arts Magnet School was designated as an Achieving School in Literacy with 80.37 percent of all students scoring proficient or advanced. 77.73 percent of the Targeted Achievement Gap Group scored proficient or advanced. All students, the Targeted Gap Group, and all subgroups of students made their growth goal in Literacy ranging from 66.67 percent of Students with Disabilities to 95 .24 percent of Hispanic students. A three year comparison of the percentage of students scoring proficient or advanced in Literacy on the Augmented Benchmark Exam indicated steady growth for each subgroup of students with twenty or more students. The gap between the percentage of African American students and Caucasian students scoring proficient or advanced in Literacy on the Augmented Benchmark Exam decreased by 10.0 percent to a gap of 6.7 percent. A comparison of the Augmented Benchmark Exam scores of male and female students indicated that 90.00 percent of female students scored proficient or advanced and 71.00 percent of male students scored proficient or advanced. The gap between the percentage of male and female students scoring proficient or advanced increased from 18.0 percent on the 2010-2011 Augmented Benchmark Exam to 19.0 percent on the 2011-2012 Augmented Benchmark Exam. Booker Arts Magnet School was designated as a Needs Improvement School in Mathematics with 70.00 percent of all students scoring proficient or advanced. 66.82 percent of the Targeted Achievement Gap Group scored proficient or advanced. No subgroup of students made their growth goal in Mathematics. A three year comparison of the percentage of students scoring proficient or advanced in Mathematics on the Augmented Benchmark Exam indicated a decline for each subgroup of students with twenty or more students. The gap between the percentage of African American students and Caucasian students scoring proficient or advanced in Mathematics on the Augmented Benchmark Exam decreased by 2.2 percent to a gap of l 0.0 percent. A comparison of the Augmented Benchmark Exam scores of male and female students indicated that 76.43 percent of female students scored proficient or advanced and 64.52 percent of male students scored proficient or advanced. The gap between the percentage of male and female students scoring proficient or advanced decreased by 13.82 percent from 25.73 percent to 11.91 percent. 2   6.  The 2011-2012 Augmented Benchmark Exam scores met or exceeded the 2011- 2012 Strategic Plan goal for increasing the percentage of all students scoring proficient or advanced by five percentile points (six percentile points for African American students) in Literacy in third grade for Hispanic males and White males. Scores for fourth grade students met or exceeded the goal for Hispanic males, Hispanic females (already at 100%), African American males, and African American females. Scores for fifth grade students met or exceeded the goal for Hispanic males, African American females, and White females. The Strategic Plan goal for increasing the percentages of students scoring advanced by four percentile points (six percentile points for African American students) in Literacy in third grade met or exceeded the goal for Hispanic males, Hispanic females, African American males, African American females, and White females. Scores for fourth grade students met or exceeded the goal for Hispanic females, African American males, African American females, and White males. Scores for fifth grade students met or exceeded the goal for Hispanic males, Hispanic females, African American males, African American females, and White females. The Strategic Plan goal for eliminating all students scoring basic or below basic in Literacy on the Augmented Benchmark Exam was not met for any subgroup of students in third through fifth grades. The percentages of third grade students scoring proficient or advanced in Literacy on the Augmented Benchmark Exam are as follows: Hi~panic males-75%, Hispanic females-86%, African American males-56%, African American females-80%, White males-80%, and White females-42%. The percentages of fourth grade students scoring proficient or advanced in Literacy on the Augmented Benchmark Exam are as follows: Hispanic males-80%, Hispanic females-100%, African American males-76%, African American females-97%, White males-82%, and White females-92%. The percentages of fifth grade students scoring proficient or advanced in Literacy on the Augmented Benchmark Exam are as follows: Hispanic males-70%, Hispanic females-100%, African American males-59%, African American females-96%, White males-90%, and White females- I 00%. The 2011-2012 Augmented Benchmark Exam scores met or exceeded the 2011- 2012 Strategic Plan goals for increasing the percentage of all students scoring proficient or advanced by five percentile points (six percentile points for African American students) in Mathematics in third grade for White males. Scores for fourth grade students met or exceeded the goal for African American males. Scores for fifth grade students met or exceeded the goal for Hispanic males. The Strategic Plan goal for increasing the percentages of students scoring advanced by four percentile points (six percentile points for African American students in Mathematics) in third grade met or exceeded the goal for Hispanic males, Hispanic females, and White males. Scores for fourth grade students met or exceeded the goal for African American males. Scores for fifth grade students met or exceeded the goal for Hispanic males. PLEASE LIST ANY INTERVENTION OR SUPPORT SERVICES YOUR SCHOOL PROVIDED TO ENHANCE ACADEMICS, TEST-TAKING SKILLS, OR TO RAISE TEST SCORES. In addition to the interventions listed in the response to the second question, Response to Intervention targeted interventions were provided to students who were significantly below grade level and who were progress monitored by the School-Based Intervention Team. Resource, Speech Therapy, Occupational Therapy, and Physical 3  7.  8.  Therapy services were provided to students with identified needs. Gifted and Talented instruction was provided to all kindergarten through second grade students and to identified second through fifth grade students. 504 accommodations were provided to identified students. Limited English Proficient students were also provided instructional modifications and testing accommodations when needed. Small group and individual counseling sessions were conducted for students identified by the School-Based Intervention Team, parent referral, teacher referral, and/or due to disciplinary sanctions. Living Hope also provided individual and family services to identified students and their families. Academic Improvement Plans and Intensive Reading Intervention Plans were created and implementing for each student scoring basic or below basic on standardized assessments. Volunteers for the Starfish Reading Initiative provide individual tutoring two days a week for identified kindergarten students. Summer School was also offered to all students scoring basic or below basic. PIES (Positive Interventions for Educational Success) plans were developed for students who repeatedly violated Category I and/or Category II rules. LIST OUTSTANDING OR NEW RECRUITMENT ACTIVITIES. Satisfied parents are the most effective recruitment tool. Parents who feel that they are viewed as partners in their child's education and who feel that their child is an important part of the school family assist in Booker Arts Magnet School's recruitment effort. As of May 7, 2013, the incoming kindergarten class for 2013- 2014 included twenty-one students whose parents or older siblings attended school at Booker Arts Magnet. Also, seventeen students assigned for the 2013-2014 school year have parents who are alumni. Eighteen students are the children or grandchildren of LRSD staff members. 223 of our students have siblings who currently attend or have attended Booker Arts Magnet School. A total of 258 students have family ties to Booker Arts Magnet School. This information indicates that Booker Arts Magnet School has satisfied parents who value their children's experiences at Booker and have re-enrolled them for the 2013-2014 school year. RECAP HONORS AND/OR AW ARDS WON  Gail Hollamon and Emily Vaughn were chosen to participate in the Mickelson Exxon Mobile Teacher Academy for Math and Science to be held this summer.  Mayrean Johnson and Mary McMorran were honored for 40 and 38 years of service to LRSD, respectively.  Booker Arts Magnet School's choir students performed at the Capitol Hotel on December 20, 2012.  Drama students presented an excerpt from \"Beatrice's Goat\" at Artistry in the Rock on April 30, 2013.  Creative Movement students participated in Jump Rope for Heart and Hoops for Heart.  Math students participated in the Matheletes and Go Figure! mathematics competitions.  Hejun Chen, fourth grade student, won eighth place at the Pulaski County Spelling Bee.  Gifted and talented students participated in the Little Rockers Marathon as part of a unit on wellness.  Dante Watson, fourth grade student, won forth place at the LRSD Science Fair. 4    9.  Alta and Kaiya Griffith performed in \"Madeline and the Gypsies\" at the Arkansas Arts Center.  Mary Lou Alley, Susan Blue, Tammy Higdon, and Patti Jackson received the Presidential Award for their volunteer service to the Little Rock School District. RECAP PARTICIPATION AT NATIONAL, REGIONAL, OR LOCAL CONFERENCES OR INSERVICES. Staff members at Booker Arts Magnet School participated in research-based \"best practices\" training such as the All-State Music Conference, Arkansas Counseling Association Conference, AGATE, CGI training, NABSE, and Powerful Coaching. Emily Vaughn, third grade teacher, served on ADE's Range Finding Committee to set the ranges for the third grade writing assessments. 10. PROVIDE INFORMATION AS TO NUMBER OF STUDENTS WHO HAVE WITHDRAWN OR EXITED YOUR SCHOOL'S PROGRAM AND THE REASONS FOR DOING SO. 11. Twenty-seven students have withdrawn from Booker Arts Magnet School during the 2012-2013 school year. Nine students were African American, three students were Hispanic/Latino, twelve students were White, and three students were MultiEthnic. Seven students were in kindergarten, eight in first grade, six in second grade, one in third grade, three in fourth grade, and two in fifth grade. Seventeen of the students were males, and ten of the students were females. Twelve students moved out of the District. Six students transferred to other LRSD schools. Three students transferred to private or charter schools. Six students moved out of Arkansas. PROVIDE A DISCIPLINE REPORT WHICH INCLUDES IN-SCHOOL SUSPENSIONS, OUT OF SCHOOL SUSPENSIONS, AND LONG TERM SUSPENSIONS. A total of 133 in-school suspensions have been administered to Booker Arts Magnet School students during the 2012-2013 school year. In kindergarten, one inschool suspension was administered to a Hispanic male, four to African American males, two to African American females, eight to White males, and two to Multiethnic females. In first grade, one in-school suspension was administered to a Hispanic male, one to an African American male, three to African American females, and one to a Multi-ethnic male. In second grade, two in-school suspensions were administered to Hispanic males, eighteen were administered to African American males, five to African American females, four to White males, and one to a Multi-ethnic male. In third grade, two in-school suspensions were administered to Hispanic males, two to Asian males, six to African American males, six to African American females, and two to White males. In fourth grade, two in-school suspensions were administered to Hispanic males, thirteen to African American males, eight to African American females, three to White males, and two to Multiethnic males. In fifth grade, one in-school suspension was administered to a Hispanic male, fourteen to African American males, eleven to African American females, six to White males, one to a White female, and one to a Multi-ethnic female. 5  12 .   A total of 115 out-of school suspensions have been administered to Booker Arts Magnet School students during the 2012-2013 school year. In kindergarten, two suspensions were administered to Hispanic males, eight to African American males, eight to African American females, four to White males, and two to Multiethnic females. In first grade, one suspension was administered to a Hispanic male, six to African American males, and one to a Multi-ethnic male. In second grade, two suspensions were administered to Hispanic males, nineteen to African American males, three to African American females, and three to White males. In third grade, four suspensions were administered to African American males, six to African American females, one to a White male, and one to a White female. In fourth grade, three suspensions were administered to Hispanic males, twenty to African American males, seven to African American females, and one to a Multi-ethnic male. In fifth grade, ten suspensions were administered to African American males and three to White males. One long-term suspension was administered to an African American female who physically assaulted several staff members. An examination of the offenses for which our students received the in-school suspensions, the out-of school suspensions, and the long term suspension indicated that the majority of these offenses were Disorderly Conduct, Fighting, Tardiness, Bullying, and Sexual Misconduct. PIES (Positive Interventions for Educational Success) plans have been developed for students having repeated violations of the same offenses in an effort to extinguish the students' inappropriate behaviors. SUPPLY ANY OTHER INFORMATION YOU WISH TO INCLUDE. Big Brothers, Big Sisters of Arkansas assisted Booker Arts Magnet School by providing mentors for twelve of our students with academic, behavioral, or self-esteem needs. This was the eighth year of partnership with Big Brothers, Big Sisters who provides our mentors through the UALR Law School, Philander Smith College, and Little Rock Fire Fighters. Several students also have mentors through Pfeifer Camp. Booker Arts Magnet School students and their families have benefitted from our partnership with Living Hope, a school-based mental health provider. Living Hope provides a full time case worker and part-time therapist for students and provides medication clinics once a month for families who need services. Living Hope also has a community-based program and a summer program for students. Living Hope currently serves Booker Arts Magnet School students and their families. The Benchmark \"Our Wheels are Turning\" Challenge, a motivational program to encourage students to exhibit good test-taking behaviors such as coming to school on time, working the entire testing period, and checking over their answers once they have completed their test if time permits, resulted in the principal riding a \"hog\" (Harley Davidson motorcycle), and the Literacy Ladies riding inside and on top of a \"bug\" (Volkswagen Beetle) on April 19, 2013. Parental involvement activities for the 2012-2013 school year included VIPS Reading Day, Family Math and Literacy ight, two Family Movie Nights, and the Dream Keepers Garage Sale. Parents also supported Booker Arts Magnet School's efforts by donating food items for our Thanksgiving Baskets and funds for the Pajama Day fundraiser to provide gifts for needy Booker Arts Magnet School 6    children for Christmas. Other parent involvement activities included Campus Beautification Day on April 20, 2013. Booker Arts Magnet School's staff, students, parents, and community partners contributed 37,781.75 volunteer hours from March 1, 2012 through February 28, 2013, averaging 72.1 hours per student. 7 2012 Arkansas School ESEA Accountability Report  District: LITTLE ROCK SCHOOL DISTRICT Superintendent: MORRIS HOLMES School: BOOKER ARTS MAGNET ELEM. SCH. Principal: CHERYL CARSON LEA: 6001006 Grades: K-05 Address: 2016 BARBER ST. Enrollment: 551 LITTLE ROCK, AR 72206 Attendance Rate: 96.39% (3 QTR AVG) Phone: 501-447-3800 Poverty Rate: 77.50% Needs Improvement School Achieving School Percent Tested # Expected Literacy Literacy # Expected Math Math All Students 273 YES 273 YES Targeted Achievement Gap Group 223 YES 223 YES ESEA Subgroups # Expected Literacy Literacy # Expected Math Math African Americans 165 YES 165 YES Hispanic 32 YES 32 YES White 67 YES 67 YES Economically Disadvantaged 214 YES 214 YES English Learners 27 YES 27 YES Students with Disabilities 29 YES 29 YES Achieving School in Literacy # Attempted Percentage 2012 AMO # Applicable Percentage 2012 AMO 2012 Performance 2012 Growth All Students 270 80.37 73.46 183 90.16 85.42  Targeted Achievement Gap Group 220 77.73 70.21 147 89.12 84.27 Three Year Performance Three Year Growth All Students 811 73.46 537 86.22 85.42 Targeted Achievement Gap Group 627 70.21 414 85.51 84.27 ESEA Subgroups 2012 Perfonmance 2012 Growth African Americans 165 70.24 107 88.79 82.76 Hispanic 31 60.14 21 95.24 88.54 White 66 84.91 48 91.67 89.42 Economically Disadvantaged 211 78.67 70.40 138 89.86 83.66 English Learners 26 80.77 61.80 17 94.12 89.82 Students with Disabilities 29 37.93 22.08 21 66.67 57.70 Needs Improvement School in Math #Attempted Percentage 2012 AMO # Applicable Percentage 2012AMO 2012 Perfonmance 2012 Growth All Students 270 78.29 183 68.23 Targeted Achievement Gap Group 220 76.17 147 66.48 Thre Three Y ar rowth All Students 811 78.29 537 68.23 Targeted Achievement Gap Group 627 76.17 414 66.48 ESEA Subgroups 2012 Perfonmance African Americans 165 74.41 107 65.52 Hispanic 31 80.07 21 54.17 White 66 86.08 48 75.32  Economically Disadvantaged 211 75.65 138 66.61 English Learners 26 77.08 17 64.35 Students with Disabilities 29 45.00 21 50.64 Page 1/1    School Plan BOOKER ARTS MAGNET ELEM. SCH. 2016 BARBER ST., LITTLE ROCK, AR 72206 Arkansas Comprehensive School Improvement Plan 2012-2013 The staff of Joseph R. Booker Arts Magnet School believes and expects that every individual can and will learn. Our mission is to educate all students to higher levels of academic performance, while developing divergent thinking and creativity, promoting physical and emotional wellbeing, and fostering positive growth in social behaviors through integration of the curriculum and the fine and performing arts. In partnership with parents and the community, we accept the responsibility to teach all students with the goal of enabling them to achieve their ultimate educational potential and to equip them to meet the challenges of the Twenty-first century. Grade Span: K-5 Title I: Not Applicable School Improvement: MS Table of Contents Priority 1: Literacy Goal: All students will improve in reading comprehension and written expression, with additional attention to practical reading passages, content and style writing domains, and formulating appropriate responses to open response questions. Goal 2: To narrow the achievement gap between proficient and non-proficient learners in literacy. (Strategic Plan) Goal 3: All Booker Arts Magnet School students will read on grade level by the end of third grade. (Strategic Plan) Priority 2: Mathematics Goal: All students will improve in mathematics computation and problem solving, with additional attention to geometry and measurement, and formulating appropriate responses to open response questions. Goal 2: To narrow the achievement gap between proficient and non-proficient learners in mathematics. (Strategic Plan) 1    Priority 3: Wellness Goal: All students will increase healthy eating habits, practice good hygiene, and engage in fitness activities, as indicated by increases in the attendance rate and percentages of students having ratings of healthy on the BMI. Priority 4: Parental Involvement Goal: All parents/guardians will become engaged in parental involvement activities that will result in increases in student achievement. Priority 1: Supporting Data: Improve Student Achievement in Reading and Writing Literacy 1. ACSIP CRT Data for BOOKER ARTS MAGNET SCHOOL Augmented Benchmark Exam - Third Grade Literacy Exam 2010 Combined Population: 101 students were tested and 55% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages revealed that the lowest identified areas for Combined students were Content and Practical - multiple choice and Practical - open response. The analysis of the open response questions in the five writing domains revealed that the lowest identified areas were Content and Style. The lowest identified areas for the subpopulations were not available. Augmented Benchmark Exam - Third Grade Literacy Exam 2011 Combined Population: 91 students were tested and 68% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages revealed that the lowest identified areas for Combined students were Content - multiple choice and Practical - open response. An analysis of the responses to the writing prompts indicated the lowest identified areas were the Content and Style domains. The lowest identified areas for Limited English Proficient students and Students with Disabilities were summarizing major points in non-fiction text and recognizing and using variations of print. The lowest identified areas for the other subpopulations were not identified. Augmented Benchmark Exam - Third Grade Literacy Exam 2012 Combined Population: 86 students were tested and 70% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages revealed that the lowest identified areas for Combined students were Practical-multiple choice and Practical-open response. An analysis of the responses to the writing prompts indicated the lowest areas were the Content and Style domains. The lowest identified areas for Limited English Proficient students were drawing inferences\ngenerating questions and checking the text for answers\nand reading the text for a variety of purposes. The lowest identified areas for Students with Disabilities were drawing 2   inferences\ngenerating questions and checking the text for answers\nand editing for usage. The lowest identified areas for the other subpopulations were not available. 2. ACSIP CRT Data for BOOKER ARTS MAGNET SCHOOL Augmented Benchmark Exam - Fourth Grade Literacy Exam - 2010  Combined Population: 95 students were tested and 69% scored proficient or advanced. The analysis of the open response and multiple-choice questions in the three types of reading passages revealed that the lowest identified areas for Combined students were Literary - multiple choice and Practical - open response. The analysis of the open response questions in the five writing domains revealed that the lowest identified area was Style. The lowest identified areas for the subpopulations were not available. Augmented Benchmark Exam - Fourth Grade Literacy Exam 2011 Combined Population: 102 students were tested and 70% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages revealed that the lowest identified areas for Combined students were Content and Practical - multiple choice and Content and Practical - open response. An analysis of the responses to the writing prompts indicated the lowest identified areas were the Content and Style domains. The lowest identified areas for Limited English Proficient students and Students with Disabilities were making connections from text to self and editing. The lowest identified areas for the other subpopulations were not available. Augmented Benchmark Exam - Fourth Grade Literacy Exam 2012 Combined Population: 90 students were tested and 89% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages reveled that the lowest identified areas for Combined students were Practical - Multiple Choice and Practical - Open Response. An analysis of the responses to the writing prompts indicated the lowest areas were the Content and Style domains. The lowest identified areas for Limited English Proficient students were analyzing and comparing features of genres, spelling, and reading for the text for a variety of purposes. The lowest identified areas for Students with Disabilities were drawing inferences\ngenerating questions and checking the text for answers\nand summarizing-identifying important ideas and details. The lowest identified area for the other subpopulations were not available. 3. ACSIP CRT Data for BOOKER ARTS MAGNET SCHOOL Augmented Benchmark Exam - Fifth Grade Literacy Exam 2010 Combined Population: 89 students were tested and 72% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages revealed that the lowest identified 3    areas for Combined students were Content - multiple choice and Practical - open response. The analysis of the open response questions in the five writing domains revealed that the lowest identified area was Style. The lowest identified areas for the subpopulations were not available. Augmented Benchmark Exam - Fifth Grade Literacy Exam 2011 Combined Population: 83 students were tested and 76% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages revealed that the lowest identified areas for Combined students were Literary and Content - multiple choice and Literary - open response. An analysis of the responses to the writing prompts indicated the lowest identified areas were the Content and Style domains. The lowest identified areas for Limited English Proficient students and Students with Disabilities were using text features to locate information, editing, and identifying figurative language. The lowest identified areas for the other subpopulations were not available. Augmented Benchmark Exam - Fifth Grade Literacy Exam 2012 Combined Population: 97 students were tested and 82% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages reveled that the lowest identified areas for Combined students were Practical - multiple choice and Literary and Content - open response. An analysis of the responses to the writing prompts indicated the lowest areas were the Content and Style domains. The lowest identified areas for Limited English Proficient students were editing for mechanics, context clues, and summarizingmain ideas and supporting details. The lowest identified areas for Students with Disabilities were editing for mechanics, utilizing background knowledge for comprehension, and summarizing-main ideas and supporting details. The lowest identified areas for the other subpopulations were not available THREE YEAR SUMMARY: An examination of the Augmented Benchmark Literacy Exam results for third through fifth grade students for 2009- 2010, 2010-2011, and 2011-2012 indicated that Combined students had difficulty with the Practical - multiple choice and Practical - open response and Content and Style - writing domains. The lowest identified area for Limited English Proficient students was drawing inferences and supporting them with text evidence. The lowest identified area for Students with Disabilities was editing for usage. The lowest identified areas for the other subpopulations were not available for 2009-2010, 2010-2011, and 2011-2012. 4. Stanford 10 - Grade 5 Total Reading 2010 Combined Population: 89 students were tested and 60.7% scored at or above the 50th percentile. The lowest area for Combined students was Informational - Using Monitoring Strategies. The lowest areas for the subpopulations 4    were not available. Stanford 10 Grade 5 Comprehensive Language - 2010 2010: Combined Population: 89 students were tested and 43% scored at or above the 50th percentile. The lowest area for Combined students was Capitalization - Informative. The lowest areas for the subpopulations were not available. Iowa Test of Basic Skills - Grade 5 Total Reading 2011 Combined Population: 83 students were tested and 35% scored at or above the 50th percentile on the Total Reading test. The lowest area for Combined Students was determining main idea. Limited English Proficient students had the most difficulty with vocabulary and drawing conclusions. Students with Disabilities had the most difficulty with determining main idea, drawing conclusions, and understanding stated information. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills Grade 5 Total Language 2011 Combined Population: 83 students were tested and 36% scored at or above the 50th percentile on the Total Language test. The lowest area for Combined students was usage and expression. The lowest areas for Limited English Proficient students were usage and expression - verbs and modifiers. The lowest areas for Students with Disabilities were capitalization, use of apostrophes, and usage and expression - modifier. Iowa Test of Basic Skills - Grade 5 Total Reading 2012 Combined Population: 97 students were tested and 36% scored at or above the 50th percentile on the Total Reading test.The lowest identified areas for Combined students were determining main ideas and drawing conclusions. The lowest identified areas for Limited English Proficient students were verbs, drawing conclusions, modifiers, and determining main ideas. The lowest identified areas for Students with Disabilities were understanding stated information, determining main idea, and drawing conclusions. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 5 Total Language 2012 Combined Population: 97 students were tested and 35% scored at or above the 50th percentile on the Total Language test. The lowest identified areas for Combined students were appropriate usage and expression, capitalization of place names, and organization of ideas. The lowest identified areas for Limited English Proficient students were verbs, modifiers, vowels in spelling, and capitalizing place names and names of groups or organizations. The lowest identified areas for Students with Disabilities were suffixes in spelling, over capitalization, use of apostrophes, modifiers, and appropriate usage and expression. The lowest identified areas for other subpopulations were not available 5    5. Stanford 10 Grade 4 Total Reading 2010 Combined Population: 95 students were tested and 65.3% scored at or above the 50th percentile. The lowest area for Combined students was Functional - Explicit Supporting Details. The lowest areas for the subpopulations were not available. Stanford 10 Grade 4 Comprehensive Language 2010 Combined Population: 95 students were tested and 18% scored at or above the 50th percentile. The lowest area for Combined students was Content and Organization - Narrative. The lowest areas for the subpopulations were not available. Iowa Test of Basic Skills - Grade 4 Total Reading 2011 Combined Population: 102 students were tested and 33% scored at or above the 50th percentile on the Total Reading test. The lowest area for Combined and Students with Disabilities was vocabulary - modifier. Limited English Proficient students had the most difficulty with vocabulary - verb. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 4 Total Language 2011 Combined Population: 102 students were tested and 36% scored at or above the 50th percentile on the Total Language test. The lowest area for Combined students was capitalization of names and titles. Limited English Proficient students had the most difficulty with suffixes in spelling. Students with Disabilities had the most difficulty with usage of commas and spelling with consonants. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 4 Total Reading 2012 Combined Population: 90 students were tested and 31 % scored at or above the 50th percentile on the Total reading test. The lowest identified areas for Combined students were modifiers, verbs, and understanding stated information. The lowest identified areas for Limited English Proficient students and Students with Disabilities were verbs, understanding stated information, modifiers, and determining main ideas. The lowest identified areas for other subpopulations were not available. Iowa Test of Basic Skills - Grade 4 Total Language 2012 Combined Population: 90 students were tested and 44% scored at or above the 50th percentile on the Total Language test. The lowest identified areas for Combined students were capitalization of names/titles and 6    organizations/groups, and use of commas. The lowest identified areas for Limited English Proficient were spelling with suffixes and consonants, capitalization of name/title, and comma. The lowest identified areas of other subpopulations were not available. 6. Stanford 10 Grade 3 Total Reading 2010 Combined Population: 101 students were tested and 32.7% scored at or above the 50th percentile. The lowest area for Combined students was Functional - Extending Meaning. The lowest areas for the subpopulations were not available. Stanford 10 Grade 3 Comprehensive Language 2010: Combined Population: 95 students were tested and 17% scored at or above the 50th percentile. The lowest area for Combined students was Punctuation - Narrative. The lowest areas for the subpopulations were not available. Iowa Test of Basic Skills - Grade 3 Total Reading 2011 Combined Population: 91 students were tested and 32% scored at or above the 50th percentile on the Total Reading test. The lowest area for Combined students was vocabulary - modifier. Limited English Proficient Students had the most difficulty with vocabulary - modifier and nouns and drawing conclusion. Students with Disabilities had the most difficulty with inference and interpretation. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 3 Total Language 2011 Combined Population: 91 students were tested and 20% scored at or above the 50th percentile on the Total Language Test. The lowest area for Combined students was spelling - consonants. Limited English Proficient Students had the most difficulty with use of apostrophes and commas. Students with Disabilities had the most difficulty with the use of verbs. The lowest areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 3 Total Reading 2012 Combined Population: 86 students were tested and 40% of scored at or above the 50th percentile on the Total Reading test. The lowest identified areas for Combined students were modifiers and understanding stated information. The lowest identified areas for Limited English Proficient students were modifiers, nouns, drawing conclusions, and understanding stated information. The lowest identified areas for Students with Disabilities were inferring motives, understanding stated information, nouns, and modifiers. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 3 Total Language 2012 7    Combined Population: 86 students were tested and 24% scored at or above the 50th percentile on the Total Reading test. The lowest identified areas for Combined students were spelling-consonants and capitalization-writing conventions. The lowest identified areas for Limited English Proficient students were use of apostrophes and commas, spelling-suffixes and consonants, and capitalization-place names and writing conventions. The lowest identified areas for Students with Disabilities were capitalization-place names and writing conventions, usage of verbs, and usage of apostrophes and ending punctuation. The lowest identified areas for other subpopulations were not available. 7. Iowa Test of Basic Skills - Grade 2 Total Reading 2011 Combined Population: 92 were tested and 29% scored at or above the 50th percentile on the Total Reading Test. The lowest areas for Combined students and the subpopulations were not available. Iowa Test of Basic Skills - Grade 2 Total Language 2011 Combined Population: 92 were tested and 20% scored at or above the 50th percentile on the Total Language test. The lowest areas for Combined students and the subpopulations were not available. Iowa Test of Basic Skills - Grade 2 Total Reading 2012 Combined Population: 102 students were tested and 49% scored at or above the 50th percentile on the Total Reading test. The lowest identified areas for Combined students were verbs, modifiers, and factual understanding. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 2 Total Language 2012 Combined Population: 102 students were tested and 33% scored at or above the 50th percentile on the Total Language test. The lowest identified area for Combined students was affixes. The lowest identified areas for the other subpopulations were not available. 8. Iowa Test of Basic Skills - Grade 1 Total Reading 2011 Combined Population: 99 students were tested and 37% scored at or above the 50th percentile on the Total Reading test. The lowest area for Combined students and the subpopulations were not available. Iowa Test of Basic Skills - Grade 1 Total Language 2011 Combined Population: 99 students were tested and 35% scored at or above the 50th percentile on the Total Language test. The lowest areas for Combined students and the subpopulations were not available. 8    Iowa Test of Basic Skills - Grade 1 Total Reading 2012 Combined Population: 94 students were tested and 43% scored at or above the 50th percentile on the Total Reading test. The lowest identified areas for Combined students were factual understanding, inference and interpretation, and analysis and generalization. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 1 Total Language 2012 Combined Population: 94 students were tested and 43% scored at or above the 50th percentile on the Total Language test. The lowest identified areas for Combined students were usage of pronouns and commas. The lowest identified areas for the other subpopulations were not available. 9. Metropolitan 8 Kindergarten Sounds and Print 2010 Combined Population: 90 students were tested and 59% scored at or above the 50th percentile. The lowest areas for Combined students and for the subpopulations were not available. Iowa Test of Basic Skills - Kindergarten Total Reading 2011 Combined Population: 85 were tested and 62% scored at or above the 50th percentile on the Total Reading test. The lowest areas for Combined students and the subpopulations were not available. Iowa Test of Basic Skills - Kindergarten Total Language 2011 Combined Population: 85 were tested and 91 % scored at or above the 50th percentile on the Total Language test. The lowest areas for Combined students and the subpopulations were not available. Kindergarten students were not administered a norm-referenced test in 2011-2012. THREE YEAR SUMMARY An examination of the Stanford 10, Metropolitan 8, and Iowa Test of Basic Skills for kindergarten through fifth grade students for 2009-2010, 2010-2011, and 2011-2012 indicated that Combined students had the most difficulty with capitalization, main idea, and understanding the stated idea. In addition to the lowest areas identified for Combined Students, Limited English Proficient students had the most difficulty with punctuation - apostrophes, modifiers, and verbs. In addition to the lowest areas identified for Combined students, Students with Disabilities had the most difficulty with drawing conclusions and capitalization. The lowest identified areas for the other subpopulations were not available. 9    10. In 2009-2010, the percentage of Combined students reading on or above grade level as indicated by the guided reading text level was 60% in kindergarten, 78% in first grade, and 76% in second grade. The percentage of African American students reading on or above grade level was 49% in kindergarten, 76% in first grade, and 78% in second grade. The percentage of Hispanic students reading on or above grade level was 100% in kindergarten, 60% in first grade, and 57% in second grade. The percentage of Caucasian students reading on or above grade level was 71 % in kindergarten, 84% in first grade, and 77% in second grade. The percentage of Economically Disadvantaged students reading on or above grade level was 48% in kindergarten, 75% in first grade, and 72% in second grade. The percentage of Limited English Proficient students reading on or above grade level was 100% in kindergarten, 67% in first grade, and 43% in second grade. The percentage of Students with Disabilities reading on or above grade level was 45% in kindergarten, 22% in first grade, and 33% in second grade. In 2010-2011, the percentage of Combined students reading on or above grade level as indicated by guided reading text levels was 70% in kindergarten, 79% in first grade, and 65% in second grade. The percentage of African American students reading on or above grade level was 62% in kindergarten, 80% in first grade, and 58% in second grade. The percentage of Hispanic students reading on or above grade level was 78% in kindergarten, 73% in first grade, and 70% in second grade. The percentage of Caucasian students reading on or above grade level was 67% in kindergarten, 83% in first grade, and 84% in second grade. The percentage of Economically Disadvantaged students reading on or above grade level was 62% in kindergarten, 75% in first grade, and 62% in second grade. The percentage of Limited English Proficient students reading on or above grade level was 78% in kindergarten, 86% in first grade, and 75% in second grade. The percentage of Students with Disabilities reading on or above grade level was 29% in kindergarten, 27% in first grade, and 50% in second grade. In 2011-2012, the percentage of Combined students reading on or above grade level as indicated by guided reading text levels was 68% in kindergarten, 65% in first grade, and 70% in second grade. The percentage of African American students reading on or above grade level was 68% in kindergarten, 65% in first grade, and 63% in second grade. The percentage of Hispanic students reading on or above grade level was 43% in kindergarten, 75% in first grade, and 100% in second grade. The percentage of Caucasian students reading on or above grade level was 70% in kindergarten, 61 % in first grade, and 68% in second grade. The percentage of Economically Disadvantaged students reading on or above grade level was 62% in kindergarten, 64% in first grade, and 65% in second grade. The percentage of Limited English Proficient students reading on or above grade levels is 43% in kindergarten, 80% in first grade, and 100% in seoond grade. The percentage of Students with Disabilities reading on or above grade level was 75% in kindergarten, 29% in first grade, and 27% in second grade. THREE YEAR SUMMARY An examination of the guided reading text levels for kindergarten, first and second grade students for 2009-2010, 2010-2011, and 2011-2012, indicated that the percentage of African American students reading on or above grade level did not differ with statistical significance from that of Combined students, with the exception of kindergarten students in 2009-2010 and second grade students in 2010-2011. The percentage of Caucasian students and Economically Disadvantaged students reading on or above grade level was comparable to all students with few exceptions. In some cases, their scores exceeded the scores of their peers. A smaller percentage of Students with Disabilities read on or above grade level than their peers in 2009-2010 and in first and second grades in 2011-2012. 10    11. An analysis of the fifth grade SOAR Literacy assessments for 2011-2012 indicated that 61 % (second quarter), 61 % (third quarter), and 49% (fourth quarter) of Combined students scored proficient. An analysis of African American students scores indicated that 58% (second quarter), 57% (third quarter), and 44% (fourth quarter) scored proficient. An analysis of Hispanic students scores indicated that 54% (second quarter), 62% (third quarter), and 38% (fourth quarter) scored proficient. An analysis of Caucasian students scores indicated that 72% (second quarter), 67% (third quarter) and 61 % (fourth quarter) scored proficient. Data for the other subpopulations was not available. An analysis of the fourth grade SOAR Literacy assessments for 2011-2012 indicated that 55% (second quarter), 54% (third quarter), and 50% (fourth quarter) of Combined students scored proficient. An analysis of African American students scores indicated that 58% (second quarter), 49% (third quarter), and 51 % (fourth quarter) scored proficient. Data was not available on the scores of Hispanic students. An analysis of Caucasian students scores indicated that 59% (second quarter), 63% (third quarter) and 55% (fourth quarter) scored proficient. Data for the other subpopulations was not available. An analysis of the third grade SOAR Literacy assessments for 2011-2012 indicated that 39% (second quarter), 39% (third quarter), and 21 % (fourth quarter) of Combined students scored proficient. An analysis of African American students scores indicated that 32% (second quarter), 30% (third quarter), and 16% (fourth quarter) scored proficient. An analysis of Hispanic students scores indicated that 64% (second quarter) and 45% (fourth quarter) scored proficient. Data was not available on the third quarter scores of Hispanic students. An analysis of Caucasian students scores indicated that 46% (second quarter), 75% (third quarter) and 33% (fourth quarter) scored proficient. Data for the other subpopulations was not available. An analysis of the second grade SOAR Literacy assessments for 2011-2012 indicated that 69% (second quarter), 68% (third quarter), and 57% (fourth quarter) of Combined students scored proficient. An analysis of African American students scores indicated that 57% (second quarter), 61 % (third quarter), and 47% (fourth quarter) scored proficient. Data was not available on the scores of Hispanic students. An analysis of Caucasian students scores indicated that 86% (second quarter), 79% (third quarter) and 68% (fourth quarter) scored proficient. Data for the other subpopulations was not available. An analysis of the first grade SOAR Literacy assessments for 2011-2012 indicated that 84% (second quarter), 66% (third quarter), and 82% (fourth quarter) of Combined students scored proficient. An analysis of African American students scores indicated that 85% (second quarter), 64% (third quarter), and 80% (fourth quarter) scored proficient. An analysis of Hispanic students scores indicated that 73% (second quarter), 58% (third quarter), and 75% (fourth quarter) scored proficient. An analysis of Caucasian students scores indicated that 85% (second quarter), 74% (third quarter) and 89% (fourth quarter) scored proficient. Data for the other subpopulations was not available. One-Year Summary 11    An analysis of the first through fifth grade SOAR Literacy assessments for the second - fourth quarters of 2011-2012 indicated no statistically significant differences between the scores of Combined, African American, Hispanic, and Caucasian students with the following exceptions: African American students in second grade during the second and fourth quarters (lower scores)\n' Hispanic students in first grade during the second quarter (lower scores) and third during the second and fourth quarters (higher scores)\nand Caucasian students in second grade during the second and third quarters, third grade during the third and fourth quarters, and fifth grade during the second and fourth quarters (higher scores). Data for the other subpopulations was not available. 12. In 2009-2010, Booker Arts Magnet School students had an attendance rate of 96.59%. The Third Quarter Average Daily Attendance was 547.35, and the Average Daily Membership was 566.64. In 2010-2011, Booker Arts Magnet School students had an attendance rate of 95.75%. The Third Quarter Average Daily Attendance was 529.99, and the Average Daily membership was 553.49. In 2011-2012, Booker Arts Magnet School students had an attendance rate of 96.40%. The Third Quarter Average Daily Attendance was 530.39, and the Average Daily Membership was 550.15. 13. Booker Arts Magnet School Needs Assessment Narrative The building level review of data included but was not limited to state mandated assessments (Augmented Benchmark Exam and !TBS)\nLittle Rock School District mandated assessments (SOAR)\ngrade level common formative assessments\nperceptual surveys of professional development activities\nclassroom walkthrough data\nand perceptual surveys from parents, students, and teachers\nour analyses suggested areas of strengths (using graphic organizers, using context clues, making inferences, questioning the author's purpose, sentence formation, usage, and mechanics) and areas of need (recognizing expository text features that are sequential and/or comparative, sort relevant and irrelevant information based on the purpose of reading, connecting own background knowledge and personal experience to make inferences and to respond to new information in the text, Practical and Content open response items, and Content and Style writing domains) in our building. To assist us in realizing building level improvement goals, the building level instructional leaders will provide meaningful guidance with classroom walkthroughs, focus walks, and teacher conferencing and support for all staff by providing on-site, ongoing professional development and mentoring from principals and building level coaches who will support teachers' content area needs and in the development and use of effective methods for the delivery of literacy instruction. We will all be accountable for the implementation of the building's selected interventions (tiered activities, programs, and/or processes) that will ensure student and staff learning targets. The greatest areas of need across our Combined student population are reading comprehension and written expression in the areas of Practical and Content open response and Content and Style writing domains. Also, our various subpopulations have additional deficiencies. Our African American, Hispanic, Economically Disadvantaged, and Limited English Proficient students are weaker in Practical open response items and Content and Style writing domains. Finally, our Students with Disabilities and Caucasian students struggle with Content and Practical open response items and Content and Style writing domains. In the area of literacy, our Combined student population 12    scored lower (80.37% proficient or advanced) than similar groups within the state (84.0% proficient or advanced) and higher than the district (74.3% proficient or advanced). Our African American students, Limited English Proficient students, Hispanic students, and Economically Disadvantaged students scored higher than similar groups within the district and the state. Our Combined student population scored higher than the district but lower than the state. However, there is not a significant achievement gap between our African American (78.18% proficient or advanced) students as compared to their Caucasian peers (84.85% proficient or advanced). 77.7% of our Target Achievement Gap Group scored proficient or advanced. The Little Rock School District's Language Arts Core Curriculum is rigorous, standards-based, appropriately paced, regularly assessed and aligned to the Arkansas Curriculum Frameworks. Our student data along with our professional development surveys revealed the following areas of need within our combined population: reading comprehension and written expression in the areas of Practical and Content open response and Content and Style writing domains. These areas of need indicate that there are Core Literacy instructional weaknesses. We will address reading comprehension and written expression in the areas of Practical and Content open response and Content and Style writing domains by (a) aligning our professional development to support this area\n(b) realigning human resources (literacy/instructional coaches) to support those individual teachers who are experiencing the most difficulty in delivering instruction in reading comprehension and written expression in the areas of Practical and Content open response and Content and Style writing domains as evidenced by student scores on common formative assessments, classroom walkthroughs and/or focus walks, (c) ensure targeted planning to make sure that the fidelity of Core Literacy instructional practices are in place\n(d) having designated learning targets\n(e) teachers will provide grade level instruction built on \"best\" instructional \"practices\" (i.e., differentiated instruction)\nand (f) when students have difficulty reaching their designated learning targets based on progress monitoring, they will receive supplemental, tiered instructional interventions. 14. EVALUATIONS OF INTERVENTIONS READING RECOVERY Reading Recovery services have been provided to underachieving students at Booker Arts Magnet School for eleven years. Reading Recovery focuses on providing intensive intervention services to the lowest 20% of all first grade students, as identified by the Developmental Reading Assessment, Observation Survey, and Kindergarten Alternate Ranking sheets. Individualized instruction is provided to identified students for at least 30 minutes daily. The daily instruction and frequent assessments allow Reading Recovery teachers to provide instruction that is both diagnostic and prescriptive, targeting the students' specific weaknesses in word attack skills, comprehension, fluency, vocabulary, and writing. An examination of guided reading text levels from 2009-2010, 2010-2011, and 2011-2012 indicated that 42% of first grade through filth grade students receiving services from Reading Recovery teachers were proficient. In addition, students with weaknesses in reading comprehension and fluency received instruction from Reading Recovery teachers in a small group setting (three to five students) for at least 40 minutes each day. COMPREHENSIVE LITERACY PROGRAM A Comprehensive Literacy Program has been implemented at Booker Arts Magnet School for the past nine years. All kindergarten through filth grade literacy teachers, the Literacy Coach, Instructional Coach, Drama Specialists, 13  Goal Benchmark   Reading Recovery Teachers, and administrators have demonstrated their commitment to the instructional practices learned in ELLA, Effective Literacy, and Literacy Lab as evidenced by their completion of the required professional development for ELLA, Effective Literacy, and/or Literacy Lab. An examination of Augmented Benchmark Exam scores and guided reading text levels from the 2009-2010, 2010-2011, and 2011-2012 school years demonstrated an increase in the number of students scoring proficient or advanced or meeting the grade level standard. When comparing Augmented Benchmark Exam scores of the same groups of students from the 2009-2010, 2010-2011, and 2011-2012 school years, Combined students and subpopulations (with the exception of Hispanic students with 100% and Students with Disabilities in 2010-2011) increased the percentage of students scoring proficient or advanced with increases ranging from 2.5% to 26.5%. DIFFERENTIATION OF INSTRUCTION The Differentiation of Instruction Intervention has been implemented at Booker Arts Magnet School for four years. Academic Improvement Plans, Intensive Reading Intervention, 504 Plans, and Individualized Education Plans were developed collaboratively with parents of identified students. Limited English Proficient students received instruction from teachers who participated in English-as-a-Second Language training. SOAR test data was disaggregated alter each assessment and utilized to plan re-teaching. The School-Based Intervention Team met seventeen days during 2009-2010, sixteen days during 2010-2011, and eighteen days during 2011-2012 to monitor the progress of students receiving Tier II and Tier III Interventions. Ninety-two Gilted and Talented students were served by two Gilted and Talented teachers in 2011-2012. Camp Jaguar (alter-school tutoring program) was provided to 122 students in 2009-2010, 98 students in 2010-2011, and 86 students in 2011-2012 scoring basic or below basic on the Literacy portion of the Augmented Benchmark Exam. 62% of third grade students, 100% of fourth grade students, and 69% of filth grade students in the after-school tutoring program scored proficient or advanced or made the necessary scale score growth to be counted as proficient during 2009-2010. 62% of third grade students, 70% of fourth grade students, and 69% of filth grade students scored proficient or advanced or made the necessary scale score growth to be counted as proficient during the 2010-2011 school year. 57% of third grade students, 90% of fourth grade students, and 67% of fifth grade students scored proficient or advanced or made the scale score growth necessary to be counted as proficient in 2011-2012. All students will improve in reading comprehension and written expression, with additional attention to practical reading passages, content and style writing domains, and formulating appropriate responses to open response questions. Goal 2: To narrow the achievement gap between proficient and non-proficient learners in literacy. (Strategic Plan) Goal 3: All Booker Arts Magnet School students will read on grade level by the end of third grade. (Strategic Plan) To increase the number of third, fourth, and filth grade students scoring \"proficient\" or \"advanced\" on the Augmented Benchmark Exam by the percentages listed to the following AMOs for each group by the end of the 2012-2013 school year: 14  Performance: All students to 75.88% TAGG students to 72.92% All African American students to 72. 94% All Hispanic students to 63. 77% All Caucasian students to 86.28% All Economically Disadvantaged students to 73.09% All Limited English Proficient students to 65.28% All Students with Disabilities to 29.17%. Growth: All students to 86. 74% TAGG students to 85.70% All African American students to 84.33% All Hispanic students to 89.58% All Caucasian students to 90.38% All Economically Disadvantaged students to 85.14 All Limited English Proficient students to 90. 74% All Students with Disabilities to 61.54%.  The ESEA Accountability status for the Combined students and all subpopulations was Achieving. Intervention: READING RECOVERY - Tier II and Tier III Interventions PROGRAM EVALUATION: Effectiveness of Tier II and Tier III interventions will be determined by 15-20% of students having a composite score of 70% or greater on the quarterly SOAR assessment. Scientific Based Research: \"Reading Recovery. (2008) Report of the What Works Clearing House : Institute of Education Sciences: US Department of Education.  Glasswell, K. and M. Ford. (2010) \"Teaching Flexibility with Leveled Texts: More Power for Your Reading Block.\" The Reading Teacher. Volume 64, Number 1: 59-60. \"2011-2012 Reading Recovery Statistical Abstract for the U.S.\" Report of the International Data Evaluation Center. Ohio State University. Actions ,Person Responsible JTimeline rResources Source of Funds 15    Provide professional development for all Reading Cheryl Carson, Principal Start:  District Staff General Recovery teachers such as Continuing Contact 08/14/2012  Outside Revenue: $500.00 sessions, the Literacy Conference, and Parental End: Consultants Involvement. 06/06/2013 ACTION BUDGET: $500 Action Type: Alignment Action Type: Professional Development Select and purchase materials for Reading Mary Lou Alley, Start:  District Staff General Recovery teachers such as leveled books, Instructional Coach 08/01/2012  Teachers Revenue: $500.00 consumable materials, and LLI sets. End: 06/13/2013 ACTION BUDGET: $500 Action Type: Alignment Action Type: Collaboration Utilize Observation Survey and Kindergarten Cheryl Carson, Principal Start:  District Staff alternate ranking sheets to identify first grade 08/15/2012  Outside ACTION students for Reading Recovery services. (Tier III) End: $ Consultants BUDGET: 06/05/2013  Performance Action Type: AIP/IRI Assessments Action Type: Equity Utilize ITBS and Augmented Benchmark Exam Cheryl Carson, Principal\nStart:  District Staff results to identify kindergarten, first, second, Ruth Keogh, Literacy and 05/15/2012  Outside ACTION third, fourth, and fifth grade students with Math Teacher End: $ Consultants BUDGET: reading deficits for Literacy Groups.(Tier II) 06/05/2013  Performance Assessments Action Type: AIP/IRI Action Type: Equity Collaborate with staff and parents to develop and Cheryl Carson, Principal\nStart:  Central Office implement AIPs, IRis, and 504 plans for students Mary McMorran, Resource 08/15/2012  District Staff ACTION working below grade level. Teacher\nTammy Higdon, End:  $ Performance BUDGET: Reading Recovery Teacher\n06/05/2013 Assessments Tamara Ringler, 504 Action Type: AIP/IRI  Teachers Action Type: Collaboration Action Type: Parental Engagement Action Type: Special Education Utilize appropriately leveled texts based on Tammy Higdon, Reading Start:  School Library student !nterest !n Readino. Recoven.1 instruction Recoverv Teacher nRnnnn17 16    to develop vocabulary, to increase fluency, and to End:  Teaching Aids ACTION maintain interest in reading.(Tier III) 06/30/2013 BUDGET: $ Action Type: AIP/IRI Action Type: Alignment Review Running Records daily to monitor the Tammy Higdon, Reading Start:  District Staff progress of students receiving Reading Recovery Recovery Teacher 08/20/2012  Outside ACTION services. (Tier III) End: $ Consultants BUDGET: 06/05/2013  Performance Action Type: AIP/IRI Assessments Action Type: Program Evaluation  Teaching Aids Monitor the text levels of students receiving Cheryl Carson, Principal Start:  District Staff Reading Recovery and Literacy Group services on 08/20/2012  Performance ACTION an ongoing basis. End: $ Assessments BUDGET: 06/05/2013  Teaching Aids Action Type: AIP/IRI Action Type: Collaboration Action Type: Parental Engagement Action Type: Special Education Participate in monthly School-Based Intervention Tammy Higdon, Reading Start:  District Staff Team meetings to assess students being progress Recovery Teacher\nCheryl 08/20/2012  Outside ACTION monitored or receiving Tier II or Tier III Carson, Principal End: $ Consultants BUDGET: instruction. 06/05/2013  Teachers  Teaching Aids Action Type: AIP/IRI Action Type: Collaboration Action Type: Special Education Schedule and conduct conferences with parents of Tammy Higdon, Reading Start:  Centra I Office students receiving Reading Recovery instruction Recovery Teacher 08/20/2012  District Staff ACTION concerning progress. (Tier III) End: $  Performance BUDGET: 06/05/2013 Assessments Action Type: AIP/IRI  Teachers Action Type: Collaboration Action Type: Parental Engagement Action Type: Special Education 17    Send books home with students and encourage Tammy Higdon, Reading Start:  School Library parents to read with their children each night. Recovery Teacher 08/20/2012 ACTION End: BUDGET: $ 06/06/2013 Action Type: Collaboration Action Type: Parental Engagement Compare pre- and post-test results of Slosson Cheryl Carson, Principal\nStart:  Performance Oral Reading Test scores and Observation Survey Tammy Higdon, Reading 01/31/2013 Assessments ACTION results of Reading Recovery students at the end Recovery Teacher End:  $ Teachers BUDGET: of their 20-week program to assess the 06/06/2013 effectiveness of Reading Recovery instruction. Action Type: Collaboration Action Type: Program Evaluation Compare the pre- and post-HMH unit assessment Cheryl Carson, Principal Start:  Performance results, Slosson Oral Reading Test scores, and 05/31/2013 Assessments ACTION reading text levels to assess the effectiveness of End:  $ Teachers BUDGET: Literacy Group Instruction. (Tier III) 06/06/2013 Action Type: Collaboration Action Type: Program Evaluation Utilize literature in Literacy Group instruction to Tammy Higdon, Reading Start:  School Library develop vocabulary, to increase fluency, and to Recovery Teacher 08/20/2012  Teaching Aids ACTION maintain interest in reading.(Tier II) End: BUDGET: $ 06/05/2013 Action Type: AIP/IRI Action Type: Alignment Write a school-based Reading Recovery report on Tammy Higdon, Reading Start:  Outside the results of students served. Provide copies of Recovery Teacher 05/17/2013 Consultants ACTION the report to the principal and District Teacher End:  $ Teachers BUDGET: Leader for dissemination at the district level and 06/06/2013 to assess the effectiveness of Reading Recovery and Literacy Group instruction. Action Type: Program Evaluation 18  Provide daily reading and writing instruction for identified students.(TIER III) Action Type: AIP/IRI Action Type: Equity  Tammy Higdon, Reading Recovery Teacher Start: 08/20/2012 End: 06/05/2013  Teaching Aids ACTION BUDGET:  $ Total Budget: $1000 Intervention: COMPREHENSIVE LITERACY PROGRAM - Tier I Intervention All students at Booker Arts Magnet School will have access to and be engaged with a rigorous standards-based Language Arts Core Curriculum that is appropriately paced and regularly assessed. Students will have designated learning targets and teachers will provide grade level instruction built on \"best instructional practices\". When students have difficulty reading their designated learning targets, the instructional staff at Booker Arts Magnet School will support them with supplemental, tiered instruction. PROGRAM EVALUATION: Effectiveness of Tier I interventions will be determined by 80% of students having a composite score of 70% or greater on the quarterly SOAR assessment. Scientific Based Research: Wolk, S. (2010) \"What Should Students Read?\" Phi Delta Kappan, Volume 91, Number 7: 9-16. Bryk, A. (2010) \"Organizing Schools for Improvement\". Phi Delta Kappan, Volume 91, Number 7: 23-30. Cowan, D. (2009) \"Creating a Community of Professional Learners: An Inside View\". SEDL Letter, Volume 21, Number 1: 20-25. Flowers, N. and D. Carpenter. (2009) \"You Don't Have to Be a Statistician to Use Data: A Process for Data-Based Decision Making in Schools\". Phi Delta Kappan, Volume 91, Number 2: 64-67. Fogarty, R. and B. Pete. (2010) \"Professional Learning 101: A Syllabus of Seven Protocols.\" Phi Delta Kappan, Volume 91, Number 4: 32-34. Higgins, M, L. Young, J. Weiner, and S. Wlodarczyk. (2010) \"Leading Teams of Leaders: What Helps Team Member Learning?\" Phi Delta Kappan, Volume 91, Number 4: 41-45. Saphier, J. and L. West (2010). \"How Coaches Can Maximize Student Learning\". Phi Delta Kappan, Volume 91, Number 4: 46-50. Jacobson, D. (2010) \"Coherent Instructional Improvement and PLCs: Is it Possible to Do Both?\". Phi Delta Kappan, Volume 91, Number 6: 38-45. Actions Provide professional development for kindergartenfifth grade teachers such as ELLA, Effective Literacy, Person Responsible Timeline Resources Cheryl Carson, Principal Start:  District Staff 08/14/2012  outsidP. 19 Source of Funds General Revenue: $0.00    Literacy Lab, Step Up to Writing, Daily Five, and End: Consultants Arkansas History (for those teaching the content). 06/06/2013 ACTION BUDGET: $0 Action Type: Alignment Action Type: Professional Development Provide professional development for the Literacy Cheryl Carson, Principal Start:  Outside General Coach such as Coaches' LRSD Coaches Meetings, the 08/07/2012 Consultants Revenue: $500.00 Literacy Conference, Parental Involvement, and End: Professional Learning Communities. 06/13/2013 ACTION BUDGET: $500 Action Type: Collaboration Action Type: Professional Development Utilize literacy coach to assist teachers in Susan Blue, Literacy Start:  Teaching Aids implementing instructional strategies learned in Coach 08/15/2012 ACTION BUDGET: $ ELLA, Effective Literacy, and Literacy Lab in End: classrooms. 06/06/2013 Action Type: Alignment Action Type: Collaboration Action Type: Professional Development Utilize consultants to model effective instructional Cheryl Carson, Principal Start:  District Staff strategies learned in ELLA, Effective Literacy, and 08/15/2012  Outside ACTION BUDGET: $ Literacy Lab strategies for classroom teachers such End: Consultants as Sabrina Stout, Dr. Betsy Kaye, and Karen James. 06/06/2013 Action Type: Collaboration Action Type: Professional Development Purchase textbooks for participants in ELLA, Effective Lou Alley, Instructional Start:  District Staff General Literacy, and Literacy Lab for training. Purchase Coach 07/01/2012 Revenue: $500.00 professional texts to support utilization of curriculum End: maps. 09/28/2012 ACTION BUDGET: $500 Action Type: Alignment Select and purchase leveled books and big books for Lou Alley, Instructional Start:  District Staff General kindergarten and first grade teachers to utilize while Coach 07/01/2012  Teachers Revenue: $1000.00 imolementing strategies learned in ELLA and the End: 20    LRSD Literacy Curriculum Maps. 06/30/2013 ACTION BUDGET: $1000 Action Type: Alignment Action Type: Collaboration Select and purchase sets of novels for second-fifth Lou Alley, Instructional Start:  District Staff General grade teachers to utilize while implementing Coach 07/01/2012  Teachers Revenue: $1000.00 strategies learned in Effective Literacy, Literacy Lab, End: and the LRSD Literacy Curriculum maps. 06/06/2013 ACTION BUDGET: $1000 Action Type: Alignment Action Type: Collaboration Select and purchase books for use in kindergarten Lou Alley, Instructional Start:  Teachers General through fifth grade classroom libraries to implement Coach 07/01/2012 Revenue: $1000.00 strategies learned in ELLA, Effective Literacy and End: Literacy Lab and the LRSD curriculum maps. 06/06/2013 ACTION BUDGET: $1000 Action Type: Alignment Action Type: Collaboration Select and purchase fiction and nonfiction texts for Susan Blue, Literacy Start:  Teaching Aids General student use in the Media Center and classroom Coach and Krystal 07/01/2012 Revenue: $1000.00 libraries focusing on nonfiction in the intermediate Henderson, Media End: grades. Specialist 06/06/2013 ACTION BUDGET: $1000 Action Type: Collaboration Action Type: Equity Administer HMH Comprehensive Screening Micaela Battles, Loretta Start:  Performance Assessment or Emerging Literacy Survey to students Ellington, Courtney 08/15/2012 Assessments ACTION BUDGET: $ to identify instructional level for literacy. If Gasper, Jane Harkey, End: necessary, follow up with diagnostic assessments. Theresa Ibekwe, 10/05/2013 Shirley Marshall- Classroom Teachers Action Type: Alignment Provide a two hour uninterrupted literacy block for Cheryl Carson, Principal Start:  District Staff kindergarten through fifth grade students to insure 08/20/2012 ACTION BUDGET: $ adequate time to implement the Comprehensive End: Literacy Program. 06/06/2013 21   I Action Type: Collaboration 1 Utilize HMH weekly assessments and runn~g- records !Ve~rlon Jeffrie~, Mi~aela Start: - ,to assess the decoding skills, fluency, !Battles, Loretta 1 08/20/2012 ,comprehension, and vocabulary acquisition of Ellington, Shirley End: 'kindergarten-second grade students as identified in IMarsha\\1-Classroom 06/05/2013 'Curriculum Maps.. 1Teachers Action Type: Program Evaluation Collaborate with staff and parents to develop and implement Intensive Reading Interventions and Academic Improvement Plans to focus on the needs of students working below grade level. IAction Type: AIP/IRI Action Type: Collaboration Action Type: Parental Engagement Collaborate with staff and parents to develop and implement IEPs and 504 plans to focus on the needs 1of identified students. Action Type: Collaboration Action Type: Parental Engagement Action Type: Special Education Conduct monthly Literacy Team meetings with kindergarten-filth grade teachers to review curriculum maps, score common formative assessments, and disaggregate assessment data. Action Type: Alignment Action Type: Collaboration Schedule and conduct no less than two conferences with the parents of all students to discuss progress, including students with AIPs, IRis, IEPs, and 504 plans. Cheryl Carson, Principal and Ruth Keogh, Literacy and Math !Teacher I I IM-\nry Mc:Morran and\nShirley Marshall, Resource\nSteve McGuire, Speech\nTamara Ringler, 504 Coordinator Susan Blue, Literacy Coach Mary McMorran, Vearlon Jeffries, Micaela Battles, Loretta ! Ellington, Courtney Gasper, Jane Harkey, Start: 08/20/2012 End: 06/05/2013 Start: 108/20/2012 End: 06/05/2013 Start: 08/20/2012 End: 06/06/2013 Start: 08/20/2012 End: 06/06/2013       Performance Assessments Community Leaders District Staff Community Leaders District Staff Teachers  I ACTION BUDGET: $ I ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ I ------------- Darrell Havden ----------------~---------- J 22  Action Type: AIP/IRI Action Type: Collaboration Action Type: Parental Engagement Provide instruction utilizing instructional strategies learned in ELLA such as Read Aloud, Shared Reading, Guided Reading, Familiar Reading, Literacy Corners, Turn and Talk, and Classroom Libraries for all kindergarten and first grade students. Action Type: AIP/IRI Action Type: Equity  Vearlon Jeffries, Kindergarten Teacher\nMicaela Battle, First Grade Teacher Provide instruction utilizing instructional strategies Loretta Ellington, learned in Effective Literacy and Literacy Lab such as Courtney Gasper, Jane Word Sorts, Book Talks, Poetry, Writing Workshop, Harkey, Theresa Reading Workshop, Guided Reading, Daily Oral Ibekwe, Shirley Language Activities, Read Alouds, Turn and Talk, and Marshall-Classroom Classroom Libraries for all second through fifth grade Teachers students. Action Type: AIP/IRI Action Type: Equity Utilize STAR Assessment to identify first through filth grade students' independent reading levels to guide students in self-selecting texts for motivation and before and alter school reading. Action Type: Equity Action Type: Technology Inclusion Provide kindergarten through filth grade students with models of good readers such as Book Talks, VIPS Reading Day, and the Parent Resource Center. Action Type: Collaboration Action Type: Parental Engagement Krystal Henderson, Media Specialist Susan Blue, Literacy Coach and Krystal Henderson, Media Specialist Utilize strategies to encourage student self-selection Cheryl Carson, of books, such as Book Clubs, book talks during Principal\nKrystal morn!no.a nnouncements.A .cce!eratedR eader. Henderson. Media_ 23 Start: 08/20/2012 End: 06/06/2013 Start: 08/20/2012 End: 06/06/2013 Start: 08/20/2012 End: 06/05/2013 Start: 08/20/2012 End: 06/06/2013 Start: 08/20/2012 End:           District Staff Teaching Aids District Staff Teaching Aids Performance Assessments Community Leaders District Staff School Library Teachers School Library  ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $    reading to students daily, VIPS Reading Day, Million Specialist 06/05/2013 Minutes, and Book Fairs. Action Type: Equity Action Type: Technology Inclusion Identify and implement strategies to increase Susan Blue, Literacy Start:  District Staff vocabulary development across all curriculum areas. Coach and Lou Alley, 08/20/2012 ACTION BUDGET: $ Instructional Coach End: 06/05/2013 Action Type: Alignment Action Type: Equity Identify and implement strategies such as the use of Susan Blue, Literacy Start:  District Staff an age appropriate checklist for test-taking Coach and Lou Alley, 08/20/2012 ACTION BUDGET: $ strategies to assist second through fifth grade Instructional Coach End: students in identifying the tasks in a selection, 06/05/2013 accessing given knowledge, and developing an accurate response to open response items and kindergarten and first grade students in listening skills and appropriate test taking strategies. Action Type: AIP/IRI Action Type: Alignment Provide students with sufficient practice with the Micaela Battles, Jane Start:  Performance vocabulary and format of the criterion-referenced Harkey, Theresa 08/20/2012 Assessments ACTION BUDGET: $ and norm-referenced tests, such as utilizing the Ibekwe-Classroom End: Released Items and HMH materials. Teachers 06/05/2013 Action Type: AIP/IRI Action Type: Equity Provide SOAR assessments three times yearly Cheryl Carson, Principal Start:  Performance (October, December, and February) to assess 10/17/2012 Assessments ACTION BUDGET: $ students' mastery of standards listed on the LRSD End: curriculum map. 02/28/2013 Action Type: Alignment Action Type: Program Evaluation Identify students with less than 70% mastery of Susan Blue, Literacy Start:  Performance 24    standards as measured by SOAR assessments. Coach 10/19/2012 Assessments ACTION BUDGET: $ End: 03/05/2013 Action Type: AIP/IRI Action Type: Alignment Reteach students demonstrating less than 70% Vearlon Jeffries, Micaela Start:  Performance mastery of standards on SOAR assessment. Battles, Loretta 10/23/2012 Assessments ACTION BUDGET: $ Ellington, Courtney End:  Teaching Aids Gasper, Jane Harkey, 03/29/2013 Action Type: AIP/IRI Theresa Ibekwe, Action Type: Alignment Shirley Marshall Action Type: Equity Integrate literacy instruction into the math, science, Vearlon Jeffries, Micaela Start:  District Staff social studies, and fine arts areas to strengthen Battles, Loretta 08/20/2012 ACTION BUDGET: $ content knowledge. Ellington, Courtney End: Gasper, Jane Harkey, 06/05/2013 Theresa Ibekwe, Action Type: Alignment Shirley Marshall Action Type: Collaboration Utilizing the LRSD curriculum maps and Arkansas Krystal Henderson, Start:  Teaching Aids Library Media Frameworks, provide library lessons to Media Specialist 08/20/2012 ACTION BUDGET: $ correlate with kindergarten through fi~h grade End: literacy instruction. 06/05/2013 Action Type: Alignment Action Type: Equity Utilize Edline and Progress Report cards to inform Cheryl Carson, Principal Start:  Computers parents of their children's progress in literacy 08/20/2012  Performance ACTION BUDGET: $ weekly. End: Assessments 06/05/2013 Action Type: Parental Engagement Distribute Summer Reading Lists to all students. Lou Alley, Instructional Start:  Teachers Coach 06/05/2013 ACTION BUDGET: $ End: Action Type: Parental Engagement 06/05/2013 Compare the guided reading text level results Cheryl Carson, Principal Start:  Performance quarterly to assess the effectiveness of 06/07/2013 Assessments ACTION BUDGET: $ implementing a Comprehensive Literacy. ,End: 25  Action Type: Program Evaluation Analyze disaggregated !TBS test results for first grade through fifth grade students to identify the percentage of students scoring at or above the 50th percentile on the Reading Comprehension Subtest and to assess the effectiveness of implementing Comprehensive Literacy. Action Type: Program Evaluation Analyze disaggregated Augmented Benchmark Exam results for third through fifth grade students to determine the percentage of students scoring \"proficient\" or \"advanced\" and to assess the implementation of Comprehensive Literacy. Action Type: Program Evaluation Conduct classroom walk through observations, informal observations, and formal observations to assess the effectiveness of Comprehensive Literacy. Action Type: Program Evaluation Create Professional Learning Communities at each grade level to conduct weekly Common Planning Periods, focusing on reviewing curriculum maps and examining assessment data from teacher made tests. Action Type: Collaboration Total Budget:  06/14/2013 Cheryl Carson, Principal Start: 06/14/2013 End: 06/28/2013 Cheryl Carson, Principal Start: 06/14/2013 End: 06/28/2013 Cheryl Carson, Principal Start: 08/20/2012 End: 06/05/2013 Cheryl Carson, Principal Start: 08/15/2012 End: 06/30/2013 Intervention: DIFFERENTIATION OF INSTRUCTION - Tier II and Tier III Interventions    Performance Assessments Performance Assessments Teachers  ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ $5000 PROGRAM EVALUATION: Effectiveness of Tier I interventions will be determined by 80% of students having a composite score of 70% or greater on the quarterly SOAR assessment. 26    Scientific Based Research: Carbo, M. (2009) \"Match the Style of Instruction to the Style of Reading\". Phi Delta Kappan, Volume 90, Number 5: 373-378. Demski, J. (2009) \"Assess. Instruct. Repeat.\" The Journal, Volume 36, Number 5: 30-36. Levin, H. (2008) \"The Achievement Gap: Helping African American Males.\" Teacher Professional Development Sourcebook. Bethesda, MD: Editorial Projects in Education, Inc. Muoneke, A. and L. Shankland. (2009) \"Using Tiered Intervention to Improve High School Performance\". SEDL Letter, Volume 21, Number 1: 5-12. Murphy, J. (2009) \"Closing Achievement Gaps: Lessons from the Last 15 Years\". Phi Delta Kappan, Volume 91, Number 3: 8-12. Reichert, M. and R. Hawley (2010) \"Reaching Boys: an International Study of Effective Teaching Practices.\" Phi Delta Kappan, Volume 91, Number 4: 35-40. Flowers, N. and D. Carpenter. (2009) \"You Don't Have to Be a Statistician to Use Data: A Process for Data-Based Decision Making in Schools\". Phi Delta Kappan, Volume 91, Number 2: 64-67. Harris, Bryan, Plucker, Jonathan A., Rapp, Kelly E., * Martinez, Rebecca S (2009). Identifying Gifted and Talented English Language learners: A Case Study. Journal for the Education of the Gilted, V 32, Number 3. Tomlinson, Carol, A. \u0026amp; Imbeau, Marcia B. (2010). a Differentiated Classroom. Association for Supervision and Curriculum Development. Actions Disaggregate Augmented Benchmark Exam, ITBS, and QELI data to identify kindergartenfifth grade students scoring \"basic\" or \"below basic.\" Action Type: AIP/IRI Action Type: Collaboration Person Responsible Timeline Cheryl Carson, Principal Start: 08/20/2012 End: 09/14/2013 Utilize \"Item by Item Selections of Correct Cheryl Carson, Principal Start: 08/20/2012 End: 09/14/2013 Answers\" Report (Augmented Benchmark Exam and ITBS) to identify skills in which 75% or fewer of students answered correctly and inform sti:!ff i:!nd r:\u0026gt;i:!rentso f these ski!!s. 27 Resources  Performance Assessments  Teachers  Performance Assessments Source of Funds ACTION BUDGET: ACTION BUDGET: $ $ J    Action Type: Alignment Collaborate with staff and parents to develop Cheryl Carson, Principal !Start:  Performance and implement Intensive Reading Interventions and Ruth Keogh, 08/20/2012 Assessments ACTION BUDGET: $ and Academic Improvement Plans to focus on Literacy and Math End: the needs of students working below grade Teacher 06/05/2013 level. Action Type: AIP/IRI Action Type: Collaboration Action Type: Parental Engagement Provide common planning periods for grade Cheryl Carson, Principal Start:  District Staff level to develop strategies to address the needs 08/15/2012  Teachers ACTION BUDGET: $ of students with AIPs, IEPs, IRis, and 504 End: plans. 06/05/2013 Action Type: AIP/IRI Action Type: Collaboration Utilize instructional strategies to differentiate Vearlon Jeffries, Loretta Start:  District Staff instruction for kindergarten through fifth grade Ellington, Jane Harkey, 08/20/2012  Teaching Aids ACTION BUDGET: $ students, such as learning contracts, reading Theresa Ibekwe, D. J. End: buddies, flexible grouping, curriculum Ramsey, Chris Henry, 06/05/2013 compacting, learning centers, small group Mariah Reescano targeted instruction, and independent study. (Tier II) Action Type: AIP/IRI Action Type: Equity Provide SOAR assessments three times yearly Cheryl Carson, Principal Start:  Performance (October, December, and February) to assess 110/17/2012 Assessments ACTION BUDGET: $ students' mastery of standards listed on the End: LRSD curriculum map. 02/28/2012 Action Type: Alignment Action Type: Program Evaluation Identify students scoring less than 70% Susan Blue. Literacy Start:  Performance 28    mastery of standards as measured by SOAR Coach 10/23/2012 Assessments ACTION BUDGET: $ assessments. End: 03/05/2013 Action Type: AIP/IRI Action Type: Alignment Reteach students demonstrating less than 70% Vearlon Jeffries, Micaela Start:  Teaching Aids mastery of standards on SOAR assessment. Battles, Dixie Fair, 08/20/2012 ACTION BUDGET: $ Courtney Gasper, Jane End: Harkey, Theresa 06/05/2013 Action Type: AIP/IRI Ibekwe-Classroom Action Type: Alignment Teachers Action Type: Equity Schedule and conduct no less than two Vearlon Jeffries, Micaela Start:  Community conferences with the parents of all students to Battles, Loretta 08/20/2012 Leaders ACTION BUDGET: $ discuss progress, including students with AIPs, Ellington, Courtney End:  Performance IRis, IEPs, and 504 plans. Gasper, Jane Harkey, 06/05/2013 Assessments Theresa Ibekwe- Classroom Teachers Action Type: AIP/IRI Action Type: Collaboration Action Type: Parental Engagement Conduct after school tutoring sessions for Cheryl Carson, Principal\nStart:  Computers General students on \"targeted\" skills. (Tier II) Mary Lou Alley, 09/25/2012  Performance Revenue: $7500.00 Instructional Coach\nD. End: Assessments J. Ramsey, Mariah 03/15/2013 NSLA Action Type: Alignment Reescano, and Chris  Teachers (State-281)  Teaching Aids - Employee $28725.00 Action Type: Technology Inclusion Henry, Fine Art Salaries: NSLA (State-281) $8775.00 - Employee Benefits: ACTION BUDGET: $45000 Provide instruction to support language Joni Thomas, Amy Start:  District Staff acquisition for Limited English Proficient Hallum, Kim Lang, 108/20/2012  Performance ACTION BUDGET: $ students by implementing the ELP frameworks. Courtney Gasper, Lauren End: Assessments Malm, Jane Harkey, and 06/05/2013 Ruth Keoo.h-ESL Trairied 29    Action Type: AIP/IRI Teachers Action Type: Equity Provide instruction to enrich and extend Heather Theodore and Start:  District Staff learning for gifted and talented students. Rachel Morris, Gifted 08/20/2012  Teachers ACTION BUDGET: $ and Talented Teachers End: 06/05/2013 Action Type: Alignment Action Type: Equity Provide instruction to address the needs Mary McMorran, Start:  Performance identified in IEPs for Students with Disabilities. Resource\nSteve 08/20/2012 Assessments ACTION BUDGET: $ (Tier III) McGuire, Speech\nGina End:  Teachers Goad, OT\nShirley 06/05/2013 Marshall, Self-contained Action Type: Equity Teacher Action Type: Special Education Provide instruction for 504 students with Vearlon Jeffries, Micaela Start:  District Staff accommodations outlined in 504 plans. Battles, Loretta 08/20/2012  Performance ACTION BUDGET: $ Ellington, Courtney End: Assessments Gasper, Jane Harkey, 06/30/2013 Action Type: Equity Theresa Ibekwe, Classroom Teachers Utilize Response to Intervention (Rt!) Tier I Vearlon Jeffries, Micaela Start:  District Staff interventions to address the academic deficits Battles, Loretta 08/20/2012  Performance ACTION BUDGET: $ of all students and Tier II and Tier III Ellington, Courtney End: Assessments interventions to address the academic deficits Gasper, Jane Harkey, 06/05/2013  Teachers of \"below basic\" students who are not Theresa Ibekwe-demonstrating growth. Classroom Teachers Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Analyze disaggregated !TBS test results for first Cheryl Carson, Principal Start:  Performance through fifth grade students to identify the 06/07/2013 Assessments ACTION BUDGET: $ percentage of students scoring at or above the End: 50th percentile on the Reading Comprehension 06/14/2013 subtest and assess the effectiveness of implementing the Differentiation of Instruction intervention. 30    Action Type: Program Evaluation Analyze disaggregated Augmented Benchmark Cheryl Carson, Principal Start:  Performance Exam results for third through fifth grade 06/07/2013 Assessments ACTION BUDGET: $ students to determine the percentage of End: students (by subgroup) scoring \"proficient\" or 06/14/2013 \"advanced\" and assess the implementation of the Differentiation of Instruction intervention. Action Type: Program Evaluation Monitor assessed data for core classes of GT Heather Theodore and Start:  Computers students using SOAR tests, ACTAAP exams, and Rachel Morris, Gifted 08/20/2012  District Staff ACTION BUDGET: $ quarterly grades. Hold parent conferences for and Talented Teachers End:  Performance underachieving students. 06/05/2013 Assessments  Teachers Action Type: Parental Engagement Accumulate quarterly evidence of differentiated Heather Theodore and Start:  Computers learning in core class lesson plans for GT Rachel Morris, Gifted 08/20/2012 ACTION BUDGET: $ students. and Talented Teachers End: 06/05/2013 Action Type: Collaboration Conduct annual evaluation of GT students' Heather Theodore and Start:  Computers progress based on teachers' recommendations Rachel Morris, Gifted 05/20/2013  District Staff ACTION BUDGET: $ and accumulated data. and Talented Teachers, End:  Teachers and Laurie Altschul, GT 06/05/2013 District Coordinator Action Type: Program Evaluation Provide opportunities for enrichment for GT Heather Theodore and Start:  Community students such as virtual field trips, field trips, Rachel Morris, Gifted 08/20/2012 Leaders ACTION BUDGET: $ and competitions. and Talented Teachers End:  Computers 06/05/2013  District Staff Action Type: Equity Provide teachers with materials, equipment, Lou Alley, Instructional Start:  District Staff General technology, and assessments needed in Coach\nTina Brown and 08/15/2012  Teachers Revenue: $520.00 teaching GT students (such as Time for Kids Merilyn Burruss, Math End: magazine). Coaches\nSusan Blue, 06/05/2013 ACTION Literacy Coach BUDGET: $520 31  Action Type: Collaboration Provide activities for advanced students such as Quiz Bowl, Spelling Bee, Destination Imagination, and Mathletes to enrich and extend core curriculum instruction. Action Type: Alignment Action Type: Equity Assist gifted and talented students in tracking their own attendance, SOAR test data, and state-test data by maintaining a notebook or data wall. Action Type: Alignment Action Type: Equity Provide professional development to teachers trained to work with Limited English Proficient students. Action Type: Professional Development Provide professional development to gifted and talented teachers such as AGATE Cconference. Action Type: Professional Development Total Budget:  Heather Theodore and Rachel Morris, Gifted and Talented Teachers Heather Theodore and Rachel, Gifted and Talented Teachers Start: 07/01/2012 End: 06/30/2013 Start: 07/01/2012 End: 06/30/2013 Cheryl Carson, Principal Start: 08/05/2012 End: 06/06/2013 Cheryl Carson, Principal Start: 08/15/2012 End: 06/06/2013 Priority 2: Improve Student Achievement in Mathematics 1. ACSIP CRT Data for BOOKER ARTS MAGNET SCHOOL Augmented Benchmark Exam - Third Grade Mathematics 2010   District Staff Teachers  Performance Assessments  Teachers  District Staff  ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ General Revenue: $500.00 ACTION BUDGET: $500 $46020 Supporting Data: Combined Population: 101 students were tested and 75% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five mathematics strands revealed that the lowest areas for Combined students were Geometry - multiple choice and Numbers and Operations - open response. The lowest identified areas 32    for the subpopulations were not available. Augmented Benchmark Exam - Third Grade Mathematics 2011 Combined Population: 91 students were tested and 79% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands revealed that the lowest identified areas for Combined students were Measurement and Geometry - multiple choice and Geometry and Data Analysis and Probability - open response for Combined students. The lowest identified area for Limited English Proficient students was Data Analysis and Probability. Students with Disabilities had the most difficulty with Geometry and Numbers and Operations. The lowest identified areas for the other subpopulations were not available. Augmented Benchmark Exam - Third Grade Mathematics 2012 Combined Population: 86 students were tested and 72% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands of Mathematics revealed that the lowest identified areas for Combined students were Measurement-multiple choice and Data Analysis and Probability and Numbers and Operations-open response. The lowest identified areas for Limited English Proficient students and Students with Disabilities were to identify change over time and finding all possible combinations of two or three sets of objects. The lowest identified areas for the othr subpopulations were not available. 2. Augmented Benchmark Exam - Fourth Grade Mathematics 2010 Combined Population: 95 students were tested and 77% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five mathematics strands revealed that the lowest areas for Combined students were Data Analysis and Probability - multiple choice and geometry - open response. The lowest identified areas for the subpopulations were not available. Augmented Benchmark Exam - Fourth Grade Mathematics 2011 Combined Population: 102 students were tested and 68% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands revealed that the lowest identified areas for Combined students were Geometry and Measurement - multiple choice and Geometry - open response for Combined students. The lowest identified are for Limited English Proficient and Students with Disabilities was Geometry - open response. The lowest identified areas for the other subpopulations were not available. Augumented Benchmark Exam - Fourth Grade Mathematics 2012 Combined Population: 90 students were tested and 75% scored proficient or advanced. The analysis of the open 33    response and multiple choice questions in the five strands of Mathematics revealed that the lowest identified areas for Combined students were Measurement - multiple choice and Geometry and Measurement - open response. The lowest identified areas for Limited English Proficient students were using strategies for finding the perimeter of a rectangle and computing elapsed time. The lowest identified areas for Students with Disabilities were solving problems using addition, subtraction, multiplication, and division and computing elapsed time. The lowest identified areas for the other subpopulations were not available. 3. Augmented Benchmark Exam - Fifth Grade Mathematics 2010 Combined Population: 89 students were tested and 72% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five mathematics strands revealed that the lowest areas for Combined students were Geometry - multiple choice and open response. The lowest identified areas for the subpopulations were not available. Augmented Benchmark Exam - Fifth Grade Mathematics 2011 Combined Population: 83 students were tested and 81 % scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands revealed that the lowest identified areas for Combined students were Algebra - multiple choice and Geometry and Measurement - open response for Combined students. The lowest identified areas for Limited English Proficient and Students with Disabilities were Algebra and Measurement - open response. The lowest identified areas for the other subpopulations were not available. Augmented Benchmark Exam - Fifth Grade 2012 Combined Population: 97 students were tested and 63% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands of Mathematics revealed that the lowest identified areas for Combined students were Measurement and Data Analysis and Probability - multiple choice and Geometry - open response. The lowest identified areas for Limited English Proficient students were two-step problem solving and determining the result of a transformation of a two-dimensional figure as a slide, slip, or turn and justifying the answer. The lowest identified areas for Students with Disabilities were interpreting line, double bar, and circle graphs and utilizing models to determine ratios and percents. The lowest identified areas for the other subpopulations were not available. THREE YEAR SUMMARY An examination of the Augmented Benchmark Mathematics Exam results for third, fourth, and fifth grade students in 2009-2010, 2010-2011, and 2011-2012 indicated that Geometry and Measurement Multiple Choice items and Geometry Open Response items were the most difficult for Combined students. The lowest identified areas for Limited English Proficient and Students with Disabilities were: Number and Operations and Measurement. The lowest 34    Action Type: Program Evaluation Analyze disaggregated Augmented Benchmark Cheryl Carson, Principal Start:  Performance Exam results for third through fifth grade 06/07/2013 Assessments ACTION BUDGET: $ students to determine the percentage of End: students (by subgroup) scoring \"proficient\" or 06/14/2013 \"advanced\" and assess the implementation of the Differentiation of Instruction intervention. Action Type: Program Evaluation Monitor assessed data for core classes of GT Heather Theodore and Start:  Computers students using SOAR tests, ACTAAP exams, and Rachel Morris, Gilted 08/20/2012  District Staff ACTION BUDGET: $ quarterly grades. Hold parent conferences for and Talented Teachers End:  Performance underachieving students. 06/05/2013 Assessments  Teachers Action Type: Parental Engagement Accumulate quarterly evidence of differentiated Heather Theodore and Start:  Computers learning in core class lesson plans for GT Rachel Morris, Gifted 08/20/2012 ACTION BUDGET: $ students. and Talented Teachers End: 06/05/2013 Action Type: Collaboration Conduct annual evaluation of GT students' Heather Theodore and Start:  Computers progress based on teachers' recommendations Rachel Morris, Gifted 05/20/2013  District Staff ACTION BUDGET: $ and accumulated data. and Talented Teachers, End:  Teachers and Laurie Altschul, GT 06/05/2013 District Coordinator Action Type: Program Evaluation Provide opportunities for enrichment for GT Heather Theodore and Start:  Community students such as virtual field trips, field trips, Rachel Morris, Gifted 08/20/2012 Leaders ACTION BUDGET: $ and competitions. and Talented Teachers End:  Computers 06/05/2013  District Staff I Action Type: Equity Provide teachers with materials, equipment, Lou Alley, Instructional Start:  District Staff General technology, and assessments needed in Coach\nTina Brown and 08/15/2012  Teachers Revenue: $520.00 teaching GT students (such as Time for Kids Merilyn Burruss, Math End: magazine). Coaches\nSusan Blue, 06/05/2013 ACTION Literacy Coach BUDGET: $520 31  Action Type: Collaboration Provide activities for advanced students such as Quiz Bowl, Spelling Bee, Destination Imagination, :and Mathletes to enrich and extend core curriculum instruction. Action Type: Alignment Action Type: Equity Assist gifted and talented students in tracking their own attendance, SOAR test data, and state-test data by maintaining a notebook or data wall. Action Type: Alignment Action Type: Equity Provide professional development to teachers trained to work with Limited English Proficient students. Action Type: Professional Development  Heather Theodore and Rachel Morris, Gifted and Talented Teachers Heather Theodore and Rachel, Gifted and Talented Teachers Start: 07/01/2012 End: 06/30/2013 Start: 07/01/2012 End: 06/30/2013 Cheryl Carson, Principal Start: 08/05/2012 End: 06/06/2013 Provide professional development to gifted and Cheryl Carson, Principal Start: talented teachers such as AGATE Cconference. 08/15/2012 End: 06/06/2013 Action Type: Professional Development Total Budget: Priority 2: Improve Student Achievement in Mathematics 1. ACSIP CRT Data for BOOKER ARTS MAGNET SCHOOL Augmented Benchmark Exam - Third Grade Mathematics 2010   District Staff Teachers  Performance Assessments  Teachers  District Staff  ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ General Revenue: $500.00 ACTION BUDGET: $500 $46020 Supporting Data: Combined Population: 101 students were tested and 75% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five mathematics strands revealed that the lowest areas for Combined students were Geometry - multiple choice and Numbers and Operations - open response. The lowest identified areas 32    identified areas for the other subpopulations were not available in 2009-2010, 2010-2011, and 2011-2012. 4. Stanford 10 - Grade 5 Total Mathematics 2010 Combined Population: 89 students were tested and 63% scored at or above the 50th percentile. The lowest area for Combined students was Operations - Communication and Representation. The lowest identified areas for the subpopulations were not available. Iowa Test of Basic Skills - Grade 5 Total Mathematics 2011 Combined Population: 83 students were tested and 49% scored at or above the 50th percentile on the Total Mathematics test. The lowest area for Combined students and Students with Disabilities was multiple step problem solving. The lowest areas for Limited English Proficient students were multiple-step problem solving and estimationorder of magnitude. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 5 Total Mathematics 2012 Combined Population: 97 students were tested and 44% scored at or above the 50th percentile. The lowest identified areas for Combined students were multiple-step problem solving and estimation. The lowest identified areas for Limited English Proficient students were multiple-step problem solving and comparing quantities. The lowest identified areas for Students with Disabilities were multiple step problem solving and estimation. The lowest identified areas for the other subpopulations were not available. 5. Stanford 10 - Grade 4 Total Mathematics 2010 Combined Population: 95 students were tested and 63% scored at or above the 50th percentile. The lowest area for Combined students was Geometry - Communication and Representation. The lowest identified areas for the subpopulations were not available. Iowa Test of Basic Skills - Grade 4 Total Mathemati\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. 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UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. * * * * -PULASKI COUNTY SPECIAL SCHOOL * DISTRICT NO. 1, et al., * 4:82CV00866 u.fo1{k,~CQRT EASTERN DISTRICT ARKANSAS OCT O l 2002 JAME~~  l!:ly: ~ 2 - ,   . Defendants, * * RECEIVED MRS. LOREN JOSHUA, et al., * lntervenors, KATHERINE KNIGHT, et al., lntervenors, * * * * OCT - 3 2002 OFFICE OF DESEGREGATION MONITORING ORDER Attached is a copy of a letter from Mr. Walker dated October 1, 2002. presume it should be treated as a motion of some kind. Accordingly other counsel of record may respond within the time permitted by the Federal Rules of Civil Procedure. IT IS SO ORDERED. Dated this 1st day of October, 2002. THIS DOCUMENT ENTERED ON GOCKET SHt'.:ET !N COMPLIANCE ~vv i1r.~i RMuLi::: 58 AND'C'R~ gr. RCF ,.,, ,,.., ,--.,(  ' - - - - - - v. ___ - 0 -- - - - - 6 8 0 JOHN W. WALKER SHAWN CHILDS JOHN W. WALKER, P.A. ATTORNEY AT LAw 1 723 BROADWAY LITTLE ROCK, ARKANSAS 72206 TELEPHONE (501) 3743758 FAX (501) 3744187 October 1, 2002 Honorable Judge William R. Wilson United States District Court 600 West Capitol, Suite 423 Little Rock, AR 72201 I Re: Little Rock School v. Pulaski County School Case No. 4:82CV00866 Dear Judge Wilson: OCT - 2 2002 OFACE OF DESEGREGATION MONITORING OF COUNSEL ROBERT McHENRY. P.A. DONNA J. McHENRY 8210 HENDERSON ROAD LITTLE ROCK. ARKANSAS 72210 PHONE: (501) 372-3425  FAX (501) 372-3428 EwuL: mchenryd@swbell.net On page 172 of your Order of September 13, 2002, you determine a compliance remedy with respect to the Joshua Intervenors, Section D. You also require the ODM to monitor LRSD's compliance with Section 2. 7.1. May I bring to your attention that the remedy being imposed is not preceded by any court order determining and defining the parameter of Joshua's monitoring. Those issues were not before the Court. The Court now determines that Joshua must monitor and must immediately bring to the LRSD 's attention all problems that are detected as the court has determined those problems to be. In doing so, the Court seems to impose a greater burden upon Joshua than it has imposed upon the Office of Desegregation Monitoring. I, therefore, would like to request that the Court define the nature of the monitoring that it expects ofJoshua, i.e. access to information by Little Rock, cost of production of such information, access to staff responsible for fulfilling the obligations (must this be done in writing with communication directed to LRSD counsel), and so forth. I believe that it would be appropriate for the Court to spell out the obligations which it now imposes upon Joshua and the legal basis therefor in view of the fact that the remedy defined was not sought by LRSD or any party. I also note that LRSD is not required to inform Joshua of anything set forth on pages 170 through 1 72 except to provide a compliance report on or before March 15, 2004. I must also object to Court's imposing monitoring requirements upon Joshua that were contemplated to be the responsibility of the ODM. The Court's comments indicate that it does not forsee or require a continued responsibility for monitoring of the intensity which the Court of Appeals for the 8th Circuit required. In this respect, we note that the Court created the ODM and expected the ODM to carefully monitor on a daily basis, full-time, the activities of the Little Rock Page 2- Letter to Judge Wilson October 1, 2002 and other school districts. By placing the responsibility that you appear to place on Joshua, unless clarification otherwise provides, the Court is shifting the required monitoring from the ODM to Joshua. We do not believe that to be fair or reasonable. Before your final order is entered, and becomes appealable, I respectfully request a hearing on this matter so that an appropriate record on the issues of the role of ODM monitoring and Joshua monitoring may be fully developed. JWW:js cc: All Counsel of Record Ms. Ann Marshall IN THE UN1TED STATES DISTRJCT COURT EASTERN DISTRJCT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRJCT V. NO.4:82CV00866 WRW PULASKI COUNTY SPECIAL SCHOOL DISTRJCT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KA THERJNE KNIGHT, ET AL RECEIVED OCT - 8 .too2 OFFICE OF DESEGREGATION MONITORING PLAINTIFF'S RESPONSE TO JOSHUA INTERVENORS OCTOBER 1, 2002 LETTER PLAINTIFF DEFENDANTS INTER VEN ORS INTER VEN ORS For its response to the Joshua Intervenors' (\"Joshua\") October 1, 2002 letter, Plaintiff Little Rock School District (\"LRSD\") states: 1. For more than decade, Joshua has reported to the Eighth Circuit Court of Appeals and to the District Court that it was engaged in the process of monitoring LRSD's compliance with LRSD's various desegregation obligations. At one oral argument, counsel for Joshua introduced a number of Joshua monitors to the panel of the Court of Appeals. 2. The 1998 Revised Desegregation and Education Plan formalized a process for resolving any desegregation compliance problems which were discovered during the course of Joshua's monitoring. The obvious purpose of that process, which is found beginning at  8.2 of the Revised Plan, was to allow the quick resolution of any compliance issues for the benefit of both the - Joshua class members and the LRSD. 3. There is nothing on page 172 of the Court's September 13, 2002 Order which imposes upon the Joshua Intervenors any obligations which are not contained in the Revised Desegregation and Education Plan or inherent in the class representatives' and class counsel's obligations to the class members. 4. The Court's September 13, 2002 Order followed weeks of litigation about issues which Joshua did not raise with the LRSD during the term of the Revised Plan. By requiring that Joshua and LRSD follow the \"process for raising compliance issues\" set forth in 8.2, et. film. of the Revised Plan, the Court is simply requiring the parties to abide by the terms of their own agreement. 5. TheLRSD can find in the Court's Order no basis for Joshua's argument that the Court has somehow imposed \"a greater burden upon Joshua than it has imposed upon the Office of Desegregation Monitoring.\" The LRSD does not read the Court's Order as \"imposing\" any burden upon either Joshua or the ODM which did not exist for years prior to the Court's Order. 6. The Court should decline Joshua's request \"for the Court to spell out the obligations which it now imposes upon Joshua.\" Nothing is required of Joshua that Joshua should not have been doing all along. The Court has simply let the parties know that in addition to 2.7.1 of the Revised Plan, their agreement with respect to the resolution of compliance issues remains viable. The Court's Order continues a sensible and efficient system for resolving compliance issues and puts Joshua on notice that objections raised for the first time on April 15, 2004 which were not raised pursuant to the compliance process could be subject to an argument that those issues have been waived. 7. The Court should require that any future requests for relief submitted by Joshua should be placed in the form of a Motion and filed pursuant to the Federal Rules of Civil Procedure and the local rules of this Court. WHEREFORE, for the reasons set forth above, Joshua's letter/motion of October 1, 2002 should be denied. Respectfully submitted, LITTLE ROCK SCHOOL DISTRJCT FRJDA Y, ELDREDGE \u0026amp; CLARK Christopher Heller (#81083) John C. Fendley, Jr. (#92182) 2000 Regions Center 400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on October 7, 2002. Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Nations Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roachell Law Firm 11800 Pleasant Ridge Road, Suite 146 P. 0 . Box 17388 Little Rock, AR 72222 Ms. Ann Marshall Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Dennis R. Hansen Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KA THERINE KNIGHT, ET AL RECEIVED OCT - 8 2002 OFFICEOF DESEGREGATIO.MONITORING PLAINTIFF DEFENDANTS INTER VEN ORS INTER VEN ORS PLAINTIFF'S RESPONSE TO JOSHUA INTERVENOR'S MOTION FOR RECONSIDERATION AND MOTION FOR NEW TRIAL Plaintiff Little Rock School District (hereinafter \"LRSD\") for its Response to Joshua Intervenor's (hereinafter \"Joshua\") Motion for Reconsideration and Motion for New Trial states: The LRSD will respond to each numbered paragraph of Joshua 's Motion for Reconsideration in tum. 1. The Court's use of the term \"supervision\" on page 2 its September 13, 2002, Memorandum Opinion (hereinafter \"Opinion\") was appropriate. It is common for a school district implementing a court ordered desegregation decree to be referred to as being under court \"supervision.\" See Freeman v. Pitts, 503 U.S . 467, 471 (1992)(\"The DCSS has been subject to the supervision and jurisdiction of the United States District Court for the Northern District of Georgia since 1969 . .. \" (emphasis supplied)). The Office of Desegregation Monitoring (\"ODM\") acted under the authority of the Court to supervise the LRSD. 2. Evidence related to Joshua's failure to raise compliance issues during the term of the LRSD's Revised Desegregation and Education Plan (hereinafter \"Revised Plan\") was relevant to the Board's good faith, to assist the Court in interpreting the Revised Plan, and to the Board 's estoppel defense. 3. The ODM works for the Court, and it is entirely appropriate for the Court to define its role and for the Court to take into account the LRSD's position with regard to ex parte contact between the Court and ODM. 4. Joshua cannot blame their failure to come forward with evidence on the Court's focus on \"brevity and substance.\" In any event, Joshua agreed to narrow the issues and the time limits imposed by the Court and cannot now be heard to complain. See Tr. Dec. 11 , 2001 , pp. 36-37. 5. The LRSD denies that footnote 15 on page 9 gives the impression that Joshua counsel have been involved in this case since 1982. The record is clear that Joshua intervened ' only after the LRSD prevailed in this case. While the 1989 Settlement Agreement did also resolve the Clark and Cooper cases, the Court is correct that this is a 20 year-old case. 6. The Court correctly noted that the claims for relief and remedies sought differ in the present case from Clark. Clark was simply a continuation of the Cooper case filed in 1956 asking that \"an injunction be issued against continued segregation of the races in the Little Rock public school system.\" Aaron v. Cooper, 243 F.2d 361 , 362 (8th Cir. 1957). The LRSD filed this case in 1982 seeking consolidation of the three Pulaski County school districts based on interdistrict constitutional violations by the other districts and the State of Arkansas. See LRSD v. PCSSD, 584 F.Supp. 328 (E.D. Ark. 1984). The LRSD denies that either the late Honorable Henry Woods or Special Master Aubrey McCutcheon found that the LRSD continued to unlawfully discriminate against African-American students. 7. The LRSD denies that the information in footnote 47 on pages 26 and 27 is inaccurate. It is entirely appropriate for the Court to evaluate and comment on ODM's productivity. Nothing in the Court's opinion suggests that the Court has violated or intends to violate the Eighth Circuit's mandate. 8. The LRSD denies that the ODM has been in an \"advisory position to the LRSD\" since December 27, 1996. The ODM returned to its monitoring role at the conclusion of the 2 Revised Plan's transition period. See Revised Plan,  10. Nothing in the Court's opinion suggests that counsel for Joshua was to take over the ODM's monitoring responsibilities. Counsel for Joshua was obligated to monitor the LRSD based their ethical duty to their clients and their implied contractual duty to the LRSD. 9. The LRSD denies that the Court's discussion of Joshua's 1996 request for attorneys' fees indicates bias or hostility toward counsel for Joshua, implies collusion between the lawyers, suggests Judge Wright did not know the tenns of the settlement, complains unfairly that a matter on appeal should not be resolved by the parties, suggests that Joshua's counsel agreed to assume the role of ODM, or holds counsel for Joshua to public contempt for being paid. As to counsel for Joshua's attempt to justify the monito.ring fees paid by the LRSD, the LRSD denies that counsel for Joshua attended \"hundreds of meetings\" with school District officials, that counsel for Joshua was ever \"threatened with arrest,\" and that the LRSD revised its policies because of counsels' \"persistence and vigor.\" The LRSD also denies the implication that - counsel for Joshua was responsible for the additional funding the three Pulaski County districts receive from the State by virtue of litigation related to the 1989 Settlement Agreement. While the discussion of professional fees is not directly related to the issues before the Court, the Court was free to include this discussion in its opinion. 10. The LRSD denies that the testimony ofDrs. Walberg and Armor was inapposite to the issues before this Court. Their testimony provides the context in which the LRSD and Joshua agreed to the Revised Plan and the basis on which the Court approved the Revised Plan, both of which are relevant to interpreting Revised Plan 2.7. 11 . The LRSD denies that there is no evidentiary basis for the Court's finding that ODM and Joshua did not object to the LRSD's Interim Compliance Report. Dr. Bonnie Lesley testified to this fact (Tr. Nov. 19, 2001 , p. 287), and it is stated in the introduction to the LRSD's Final Compliance Report (CX 870, p. iv.). 3 12. The LRSD denies that the Court was required to share with the parties any criticisms it had of ODM's June 14, 2000, discipline report. The LRSD's Interim Compliance Report was admitted into evidence as CX 869. The LRSD denies that the issue of discipline was not ripe for objection after the LRSD filed its Interim Compliance Report. Dr. Linda Watson testified that ODM and Joshua were regularly provided copies of the District's Disciplinary Management Reports. See Tr. Nov. 19, 2001, p. 83. 13. The Court is correct that Joshua failed to present any evidence that the LRSD was not in substantial compliance with its obligations regarding faculty and staff, student assignment, special education and related programs, parental involvement and school construction and closing. Joshua did not present any evidence on these issues:precisely because it abandoned those arguments. See Tr. Dec. 11, 2001 , pp. 36-37. Joshua cannot now be heard to complain that the Court did not allow Joshua to present evidence on those issues. 14. The Court found that Revised Plan  8.2 did not expressly require Joshua to raise compliance issues pursuant to the process set forth therein. See Memorandum Opinion, p. 89. Even so, evidence of Joshua's failure to raise compliance issues was relevant to the Board's good faith, to assist the Court in interpreting the Revised Plan, and to the Board's estoppel defense. The LRSD denies that there was \"much evidence that Joshua regularly brought matters of compliance to the attention of the school district administrators.\" 15. Footnote 2 of the Revised Plan is unambiguous, and the Court correctly interpreted the plain language of the footnote. The LRSD denies that Joshua introduced evidence \"that certain goals were to have been fully met while others would be ongoing.\" 16. The LRSD denies that the Court must presume \"that there is a correlation between student achievement and money expenditures by school districts.\" The LRSD also denies that only conclusion to be drawn from any continuing racial disparity in achievement is that the beneficiaries of desegregation funding have been white students. Joshua's argument ignores the fact that the racial disparity in achievement exists when students arrive for their first day of 4 school. As Drs. Wal berg and Armor explained, it would be impossible for the LRSD to eliminate the racial disparity in achievement given the current racial disparity in socioeconomic status. 17. The LRSD denies that the Court improperly referred to the Green factors. The Revised Plan constituted an agreement voluntarily entered into by the LRSD. The LRSD entered into that agreement because it believed implementation of the Revised Plan was in the best interest of Afucan-American students, and indeed, all students in the District. 18. The Court is correct that in this case the LRSD has never been adjudicated a \"constitutional violator.\" The LRSD denies that it was held in contempt during the implementation of the 1990 settlement plan. 19. The Court correctly interpreted Revised Plan  2. 7 as not requiring the LRSD to eliminate or reduce the racial disparity in achievement. Joshua sought to use the racial disparity in achievement to establish the LRSD's noncompliance with Revised Plan 2.7, and the Court correctly placed the burden of proof on Joshua to establish a causal connection between the current racial disparity in achievement and the LRSD's alleged noncompliance. 20. The Court acknowledged that the Revised Plan did not expressly require Joshua to raise an issue pursuant to Revised Plan  8 before it could object to the LRSD's final report. See Memorandum Opinion, p. 89. 21. The LRSD will respond to each subparagraph of paragraph 21 in tum: (a) The Court drew a reasonable inference from the fact that Joshua failed to further pursue these issues and from Baker Kurrus's testimony that he asked Dr. Carnine to work with Joshua to resolve these issues. See Tr. July 24, 2002, p. 751. (b) Dr. Lacey so testified (Tr. July 24, 2002, p. 777), and no \"record of past actions\" is required for the Court to credit the testimony of a witness. ( c) Joshua points to nothing in the \"record\" which would indicate that the Court's characterization is erroneous. 5 (d) In fact, Junious Babbs testified that ODM and Joshua were provided copies of the Compliance Plan and Compliance Handbook.Court. See Tr. July 5, 2001, pp. 73, 77 and 78. Moreover, ODM's August 11 , 1999 report establishes that ODM received both. See pp. 39 and 40. Counsel's suggestion on cross-examination that Joshua did not receive them is not evidence. See Eight Circuit Model Jury Instructions (Civil) 1.02 (2001). Thus, the only evidence before the Court was testimony that ODM and Joshua did receive the Compliance Plan and Compliance Handbook. (e) The record in this case includes motions by the LRSD after Joshua filed its objections to stop counsel for Joshua from entering the offices of LRSD staff members unexpectedly and from using the Freedom of Information Act (\"FOIA\") to conduct discovery. Joshua's opposition to these motions provides ample support in the record for the Court's finding. (f) The Revised Plan did not prohibit the LRSD from holding meetings without Joshua being present. Thus, there was no \"failure\" for the Court to excuse. (g) The Court correctly found that Revised Plan  2.5 did not require the LRSD to eliminate or reduce the racial disparity in discipline. (h) The criticisms offered by the Court were readily apparent from the report itself, and Joshua cannot blame the Court for failing to put it on notice of these shortcomings. (i) The suspension index is a well-recognized statistic and has been explained in numerous desegregation cases. See, li, Hoots v. Pennsylvania, 118 F.Supp.2d 577, 608 n.25 (W.D. Pa. 2000). The Court was free to accept the LRSD's calculations which were admitted into evidence without objection. See CX 743 . (j) The Court correctly interpreted Revised Plan  2.5 as not requiring the LRSD to eliminate or reduce the racial disparity in discipline. Joshua sought to use the racial disparity in discipline to establish the LRSD's noncompliance with Revised Plan  6 2.5, and the Court correctly placed the burden of proof on Joshua to establish a causal connection between the current racial disparity in discipline and the LRSD's alleged noncompliance. (k) The Court correctly noted that not a single student testified that he or she had been discriminated against in the imposition of discipline. The LRSD fails to see how the Court's admonition not to present cumulative evidence prevented Joshua from calling any students to testify during the hearings on Revised Plan  2.5 . (I) The Court's description of Dr. Watson's testimony is accurate given the ' context in which the statement was made. (m) The fact that African-American teachers suspended African-American students more than white teachers is not \"a finding ofracial mistreatment by AfricanAmerican teachers toward African-American students.\" (n) The Court's statement that \"students of all races tend to gravitate toward sports that they have grown up playing and that they enjoy'' does not condone racial disparities in activities. ( o) The only inference to be drawn from testimony of Ray Gillespie is that the LRSD responded appropriately when confronted with allegations that white coaches mistreated African-American student athletes. (p) The Court did not accept a \"means\" test for participation in activities. The LRSD presented evidence of the steps it took to ensure that no student was denied participation in an activity due to a financial barrier, and Joshua came forward with no evidence that a single student was denied participation in an activity because of a financial barrier. ( q) The Revised Plan did not require the LRSD to eliminate or reduce the racial disparity in the percentage of students taking AP courses. The LRSD has worked hard to increase the number of African-American students in AP courses, and it has done 7 so. The LRSD's success cannot be diminished by Joshua characterizing the LRSD's efforts as \"minuscule.\" (r) The Court gave due weight to the testimony of Jason Mercer and Ramona Horton. (s) The Court did not accept a \"means\" test for participation in the University Studies Program at Hall High School. It is true that Dr. Lacey did not identify the race of the student for whom a private donation was sought so the student could participate in the University Studies Program. See Tr. July 24, 2002, p. 802. However, it was reasonable for the Court to infer that the student was African-American for two reasons. First, when counsel for Joshua began this series of questions, he limited the question to AfricanAmerican students. See Tr. July 24, 2002, p. 801. Second, there was evidence that African-American students were more likely to be poor, and therefore, to be excluded by financial barriers to activities. See Tr. July 24, 2002, p. 602 and 624. (t) (u) The Court gave due weight to Ms. Watson's testimony. The Court correctly interpreted Revised Plan  2.7 as not requiring the LRSD to eliminate or reduce the racial disparity in achievement. (v) The Court may infer that counsel for Joshua read Revised Plan  2. 7 before agreeing to it, and therefore, knew what it required. (w) The Court is correct that Joshua did not raise the issue of the LRSD's March 19, 2001, agreement with the State of Arkansas in its Opposition to the LRSD's Motion for an Immediate Declaration of Unitary Status filed May 30, 2002. WHEREFORE, the LRSD prays that Joshua's Motion for Reconsideration; that Joshua's Motion for New Trial or in the Alternative Motion for Relief from Judgment or Order be denied; that the LRSD be awarded its costs and attorneys' fees expended herein; and that the LRSD be awarded all other just and proper relief to which it may be entitled. 8 F:\\HOME\\FENDLEY\\l..RSD 200 1\\unitary-rcsponsc-mot-rcconsider.wpd Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRJDA Y, ELDREDGE \u0026amp; CLARK Christopher Heller (#81083) John C. Fendley, Jr. (#92182) 2000 Regions Center 400 West Capitol Little Rock, AR 72201-3493 (501) 37 -\"1LM-+---- 9 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on October 7, 2002: Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Nations Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roachell Law Firm 11800 Pleasant Ridge Road, Suite 146 Post Office Box 17388 Little Rock, Arkansas 72222-7388 Little Rock, AR 72201 Ms. Ann Marshall Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Dennis R. Hansen Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 F:\\J-IOME\\FENDLEY\\LRSD 2001 \\uni1ary-rcsporuc-mot-rccoruidcr wpd 10 : - JOHN W. WALKER, P.A. A't'TORNEY AT I.Aw 1723 l3RoADWAY Lrrru: RoCK, .AluWlsAS 7.2206 TE.t.EPRONE (501) 374-3758 FAX (501) 374-4187 JOHNW. WALKER SHAWN CHILDS OFCOUNsEL ROBERT Mc~1.~ DONNAJ. M=t 8210 liENtll!RSON BaAn Ll1't1.P. Roel[, .AiKANSAS 72210 l'BONE: (601) 572-8426  FAX (501) 372,.8428 EMan.: mchen:ryd@nrbell.net Honorable William R.Wilson United States District Judge 600 W. Capitol Suite 149 Little Rock, Arkansas 72201 Re: LRSD v. PCSSD Dear Judge Wilson: Via Facsimile: 604-5149 October 9, 2002 Tius is a supplement to my letter motion of October 1,2002. I appreciate the Court treating it as a motion, although I did not so couch it, and I believe that the appropriate action taken by the Court in inviting the parties to react will be most useful. 1 believe that it is important for me to specify, however, what Joshua believes it would be appropriate for the Court to do with respect to clarifying the monitoring role of the Office of Desegregation Monitoring. I am therefore asking that the Court conduct a hearing: ( a) to identify the instructions received by the Office of Desegregation. Monitoring (later referred as the ODM) regarding monitoring and reporting in reference to the LRSD's Motion for Unitary Status; (b) to consider whether the instructions received by the ODM were consistentmth the earlier identification ofODM's role as setfonh by the Court of Appeals for the Eighth Circuit; and ( c) to identify with greater particularity ODM' s monitoring and reporting role regarding the three school districts, If the Court is inclined to have me fonnalize my October 1, 2002 letter and today's letter in motion form, I will be happy to do so. I am also writing to observe that the Joshua Intervenors filed a Motion for Reconsideration within the time allowed by law and that there has no response filed by either party within the rule time to our motion. Local Rule 7.2(b) requires that any party opposing our motion shall file such motion within eleven days. By my count, any opposing party should have filed its opposition not later th.an October 4, 2002. Today is obviously October 9, 2002. I am nor aware that the Court has a received a Motion to Extend the Time and I have not had a request from any counsel regarding an extension of such time. Page Two October 9, 2002 Accordmgly, we request that the Court role on the motion. JWW:lp cc: All Counsel of Record Ms. Ann Marshall Brown i _-t.ttorne-; at Law 17ZJ Broadwcry Ltrrle Roa:; _4.J-!car..sr::s 72206 Telephone (501) 374-3758 .Fzc (501) 37-~ '.' 187 F/4,X TR.-4.L\"'iSlY.!ISSION CO\"y'ER SEEET Da:i2: [ To: [ Fa..-c: l __ 3. c-..\u0026lt;-2 ...... r- d)-.:-.LJ_c_JP __ __,1 Re: ,. l Sender: [_= =g,;===luY-==========; YOU SHOu2D R.ECE.TVE [_ _ (including cover sheer)] P.:!..GE(S), fl'ICLUDING l'F..JS CO VER. S,--:.r;;''f:T. IF YOU DO NOT RECEIVE ALL THE PAGES, P LE...:JSE CJ.LL \"\u0026lt;(501) 374-3758\u0026gt;\" The information coma.ineciin !his ~;mile meo:sage is atto:r-ey privilege:i and conficientfaJ. information intended only for the use of .b.e in.diviriual or en.rit-; nmned. above. If tile ruder of this m~sage is il.Ot tb.e intended recipient, or me ~ployee or agen, res-ponsibie to de.!iver it ro 1:le intended recipient, you sre b.ereoy .iotiiied ilint any cfuse:nination, di.'\"ll'founon or cop;1ing of cbis COIIlllluuication is stric:tiy prohiliii:ed. If you bave received. ihis commi'tni.c:icon in error, ple!:l!e immediate notify u.s by wlephoiie, md rerura the onginal messagi: .a J.l.:'J at the above address via .lie U.S. Postal s~:--lic:. Tilanic you. R CEIVED EAST~Rs~l~~e~~s s - CT 12 2002 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS OCT 1 1 2002 AO 72A (Rev.8/82) OFFICE OF LITTLE ROCK DIVISION JAMES W. DES REGATION MONITORING By: __~ ~~~.,..,J... ..... LITTLE ROCK SCHOOL DISTRICT V. No. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. I, ET AL. MRS. LORENE JOSHUA, ET AL. KA THERINE KNIGHT, ET AL. ORDER PLAINTIFF DEFENDANTS INTER VEN ORS INTER VEN ORS On September 24, 2002, Joshua lntervenors (\"Joshua\") filed: (a) a Substituted Motion for Reconsideration (docket no. 3678), 1 which asks me to revisit many aspects of the September 13, 2002 Memorandum Opinion (docket no. 3675) (\"Memorandum Opinion\") declaring the Little Rock School District (\"LRSD\") to be unitary with regard to all aspects ofits operations under the Revised Plan (CX 871 ), except for 2.7.1; and (b) a Motion for New Trial or in the Alternative Motion for Relief from Judgment or Order ( docket no. 3677). On October 7, 2002, LRSD filed a Response to Joshua Intervenors ' Substituted Motion for Reconsideration and Motion for New 1On September 23, 2002, Joshua filed their first Motion for Reconsideration (docket no. 3676), which contained numerous errors. The next day, September 24, 2002, Joshua filed a second Motion for Reconsideration, which corrected most of those errors. I will consider this second motion as a Substituted Motion for Reconsideration, although it was not so designated. As a matter of fact, a motion for reconsideration is not recognized in the Federal Rules of Civil Procedure. They are, however, commonly filed and ruled upon in this jurisdiction--and I will hew to this custom. 3 6 8 4 AO 72A (Rev.8/82) Trial (docket no. 3682).2 After an initial review of Joshua's Substituted Motion for Reconsideration and Motion for New Trial, I considered summarily denying both motions on the ground that each of the arguments in support of reconsideration or a new trial is without any apparent merit. I believe that my 17 4-page Memorandum Opinion fully and accurately sets forth the relevant history of this case and that my detailed Findings of Fact and Conclusions of Law are amply supported by the record and controlling legal authority. In short, I have given this case my best shot, and, if counsel for Joshua believe I have erred, they should ~ppeal my decision to the Court of Appeals for the Eighth Circuit. Thus, on the merits, Joshua's arguments raise nothing that warrants comment beyond my stating I find they are without any factual support or legal foundation. However, to the extent that a number of Joshua's arguments tend to torque the Memorandum Opinion out of shape, and are supported only by speculation and personal innuendo, I think it best to set the record straight. First, Joshua suggests that I improperly \"faulted\" Joshua for failing to present evidence 2Under Rule 7 .2(b) of the Local Rules, LRSD's Response to Joshua's Substituted Motion for Reconsideration was due eleven days from September 24, 2002, and its Response to Joshua's Motion for a New Trial was due eleven days from September 23, 2002. Because Joshua's Substituted Motion for Reconsideration and Motion for New Trial were served on counsel for LRSD pursuant to Fed. R. Civ. P. 5(b)(2)(B) (mail) and (D) (electronic means), an additional three days must be added to LRSD's eleven days. See Fed. R. Civ. P. 6(e). Thus, LRSD had fourteen days to respond to those motions, making its Response to Joshua's Motion for New Trial due on or before October 7 and its Response to Joshua's Substituted Motion for Reconsideration due on or before October 8. As indicated previously, LRSD filed its Response to both those Motions on October 7. In a letter dated October 9, 2002, Joshua's counsel asked me to strike LRSD's Response to those two motions because it was not filed within eleven days. Because Joshua's counsel overlooked Fed. R. Civ. P. S(b) and 6( e ), they miscalculated the deadline for the filing of LRSD 's Response to be October 4. Therefore, their request to strike that Response is denied. -2- A072A (Rev.8/82) on the March 19, 2001 Agreement between LRSD and the Arkansas Department of Education (CX 548). Substituted Motion for Reconsideration at 2. To the contrary, the Findings of Fact explicitly state that: The March 19, 2001 Agreement between the ADE and LRSD is unrelated to the question of whether LRSD has substantially complied with its obligations under the Revised Plan. It is important, too, that Joshua did not raise that issue as part ofits challenge to LRSD's request for an immediate declaration ofunitary status. Memorandum Opinion at 149, ,1 17 ( emphasis in original). Thus, although Joshua introduced CX 548 into evidence,3 I expressly did not consider it in deciding the unrelated question of whether LRSD had substantially complied with its obligatio.ris under the Revised Plan. Nowhere in my Memorandum Opinion do I \"fault\" Joshua for failing to produce evidence regarding the March 19, 200 l Agreement between LRSD and ADE--a subject that clearly was not before me in the hearings on unitary status. Second, Joshua contends that I should not have addressed \"the involvement of the ODM with respect to issues which were litigated before Judge Wright and Judge Wilson . . . [because] the competence of the ODM, the quality of the ODM reports, [and] the budget of the ODM .. . were not before the Court in evidentiary form .'\"' Substituted Motion for Reconsideration at 2, 6-7, and 10. The ODM, an employee of the district court, has monitored LRSD's compliance 3It strikes me as a little strange that Joshua introduced the March 19, 2001 Agreement into evidence during the hearing on unitary status and now argues, in their Substituted Motion for Reconsideration, that the document is irrelevant to the question of whether LRSD substantially complied with its obligations under the Revised Plan. I agree that the document is irrelevant to the issue of substantial compliance, but this begs the question of why Joshua chose to introduce the document into evidence in the first place. I remain puzzled. 4For the record, my Memorandum Opinion does not consider \"the competence of the ODM.\" -3- A072A (Rev.8/82) with its obligations under the 1990 Settlement Agreement, the 1992 Desegregation Plan, and the Revised Plan. Because the ODM works for the court, all of its budgets, as well as all of the reports it has prepared over the years, have been filed and are part of the record in this case. Historically, all of the parties and the court have used ODM reports, to the extent they were relevant, during the many hearings that have taken place since 1991. After being assigned this case in January of 2002, I carefully reviewed the entire record. In doing so, I examined the ODM 's annual budgets from 1990 to date. I was troubled by the large increases in the OD M's budget over that period of time. I was also troubled by the large sums of money that I discovered had been paid to the attorneys for both Joshua and the three school di stricts.5 While attorneys are unquestionably necessary in school desegregation cases, it is the school children who ultimately are disadvantaged by unnecessary or exorbitantly high litigation costs. Thus, I believe that it was entirely appropriate for me to express my views on the ODM's rapidly escalating budgets,6 which are part of the record in this case, and the total amount of money that has been paid to all of the attorneys in this case during the last ten to fifteen years. As footnote 58 makes clear, my concern is with the enormous amount of money that has been paid to the entire professional group--the ODM, the attorneys for LRSD, PCS SD, NLRSD, and Joshua. As I thought my admonition made clear on page 44 of the Memorandum Opinion, I believe the issue of the money paid to the professional group is important because \"I understand the meaning of being careful with a dollar, and I expect the professional group to keep that 51n most long-running school desegregation cases that have been decided in the last ten years, courts have expressed dismay over the high cost of school litigation. I now know why. 6See Memorandum Opinion at 26-27. -4- A072A (Rev.8/82_) _ important point fixed in their minds from here on out.\" Why Joshua's counsel seriously contend that I should not have addressed a subject of such obvious importance is beyond me. In the same vein, Joshua's counsel argue that I should not have commented on the quality of the ODM's June 14, 2000 Report of Disciplinary Sanctions in LRSD (docket no. 3366). Joshua's counsel used that Report extensively in his examination of various LRSD employees who testified during the hearings on unitary status. Joshua's decision to use that Report, one of the Court 's own documents, in his examination of witnesses on the issue of student discipline, required me to read and carefully analyze that do~ument. In doing so, I discovered patent deficiencies which rendered the Report of little use to the court or the parties in trying to determine the cause for African-American students being over-represented in disciplinary proceedings. Thus, in my discussion of the history of this litigation (Memorandum Opinion at 47-50), I was obliged to point out the flaws in the ODM's Report of Disciplinary Sanctions. I note that Joshua does not deny those flaws--they simply object to my noting them. In my Findings of Fact on the issue of student discipline, I again commented on the OD M's Report of Disciplinary Sanctions, which was prepared for the express purpose of being used by the court in monitoring and evaluating LRSD's compliance with the Revised Plan. In light of that fact, I believe I would have been remiss ifI had not closely scrutinfaed the ODM's Report in deciding whether LRSD had substantially complied with those sections of the Revised Plan dealing with student discipline. Otherwise, what is the role of the Judge? Finally, and perhaps most importantly on this point, none of my Findings of Fact on the issue of whether LRSD substantially complied with its obligations regarding student discipline were based on anything contained in the OD M's Report of Disciplinary Sanctions. Rather, my -5- AO 72A (Rev.8/82 findings simply pointed out that, because the Report failed to develop a proper statistical model for evaluating the data on student discipline, its conclusions were based on pure speculation-making the Report of no use to the court or the parties in evaluating the cause for AfricanAmerican students in LRSD receiving a disproportionate number of suspensions. See Memorandum Opinion at 105-07, ,i,i 24-26. Third, Joshua's counsel take general exception to my discussion of the attorneys' fees that have been paid in this case during the last twenty years and particular exception to my allegedly erroneous finding \"that the Joshua counsel, including the Legal Defense Fund counsel, were paid more than $3,750,000 for their work between 1987 and the present time.\" Substituted Motion for Reconsideration at 3. The amount that Joshua's counsel have been paid, to date, in attorneys ' fees is a matter of public record. As pointed out in footnote 58 of my Memorandum Opinion, these attorneys' fees are as follows: $3,150,000 paid to Joshua's counsel under the 1990 Settlement Agreement;7 $700,000 paid by LRSD to Joshua's counsel for monitoring work performed after December 12, 1990, and before July 1, 1998 (see Exhibit 7 to docket no. 3581 ); and $124,861 paid by LRSD to Joshua's counsel for monitoring work performed under the Revised Plan between July 1, 1998, and January 2001 (see Exhibit 8 to docket no. 3581 ). Thus, based entirely on the evidence in the record, without any need for me to speculate or make assumptions, Joshua's counsel have been paid, to date, $3,974,861 in attorneys' fees--this is more than $3,750,000. In footnote 58 of my Memorandum Opinion, I hazard what I admit to be a \"guess\" that, since 1990, the attorneys ' fees that LRSD, PCS SD, and NLRSD have paid to their own attorneys 7LRSD v. PCSSD, 921 F.2d 1371 , 1390 (8th Cir. 1990). -6- AO 72A - ~(Rev.8/82) \"totals at least $4,000,000.\" Joshua's counsel clearly lack standing to complain about my \"guess\" regarding the aggregate amount of attorneys ' fees paid to counsel for the three school districts--an estimate that LRSD has not challenged. In light of these undisputed facts, I seriously question how Joshua's counsel can make the statement that \"counsel Walker does not accept the court's conclusion that he has directly benefitted from the perpetuation of this case.\" Substituted Motion for Reconsideration at 9. With all due respect to Mr. Walker, I am having a hard time escaping the conclusion that he has been \"directly benefitted\" by receiving millions of dollars in attorneys' fees in this case. Fourth, Joshua's counsel, without citing any supporting facts, accuse me of \"a predisposition which could only have come from previous attitudes regarding the role oflawyers in this long-standing case\";8 \"negative attitudes toward lawyers who are involved with and associated with this case\";9 and \"a bias or hostility toward Joshua's counsel.\"10 Although this should go without saying, I want to remind Joshua's counsel that, while I ruled against them on five of the six arguments they advanced, this does not mean that I harbor any bias against or hostility toward them. 11 For the record, I have no \"predispositions,\" \"negative attitudes,\" or \"bias or hostility\" toward Joshua's counsel. I did indeed express dismay over the attorneys' fees that have been paid to all of the 8Motion for Reconsideration at 2. 9Motion for Reconsideration at 3. 10Motion for Reconsideration at 7. 11\"The Judge must not like me\" is a refrain usually sung by lawyers who have just been called to the bar--when a lawsuit doesn't tum out exactly as they had wanted. Experienced lawyers generally resist the temptation to raise this claim. -7- A072A (Rev.8/82) attorneys in this case--! believe that was a subject that called for comment during my discussion of the long history of this case. Likewise, the concerns I expressed about LRSD's decision to pay Joshua's counsel $700,000 for performing monitoring work for which Judge Wright ruled Joshua's counsel had already been paid ( docket no. 2821) and the $48,333.33 per year that LRSD agreed to pay Joshua's counsel for performing monitoring work under the Revised Plan are directly supported by detailed citations to the record 12--not speculation or conjecture--and also deserved to be mentioned in my review of the history of this case. As I stated in the Memorandum Opinion, counsel for both LRSD an,d Joshua should have done a better job of documenting the reasons for the payment of these attorneys' fees and the precise role of Joshua's counsel in receiving monthly payments from LRSD to monitor its compliance with the Revised Plan. However, in reaching that conclusion, I was guided entirely by the plain facts contained in the record and not by any \"preconceived ideas\" or a \"bias or hostility toward Joshua's counsel.\" Fifth, Joshua argues that: (a) because I discuss the fact that the OD M's staff and budget have more than doubled since its creation, I am implicitly criticizing \"Judge Wright's actions and the Court of Appeals for requiring the creation of the office in the first place\"; 13 (b) I \"may be I signaling that [I] want to end the role of the ODM as that role was established and created by the Eighth Circuit\"; 14 and ( c) I may be trying to infer that \"Joshua take over the roie of ODM with respect to monitoring at a rate of approximately $49,000 per year.\" 15 No one could fairly read the 12See Memorandum Opinion at 33-35 and 38-44. 13Motion for Reconsideration at 6. 14Motion for Reconsideration at 7. 15Motion for Reconsideration at 7. -8- A072A (Rev.8/82) Memorandum Opinion as stating anything within shouting distance of these three farfetched notions. As I repeatedly noted in my Memorandum Opinion, Judge Wright did an outstandingjob of presiding over this case for eleven long years, during which time she faithfully and skillfully decided well over a thousand motions. Nowhere do I implicitly or explicitly direct any criticism toward her. 16 Likewise, my Memorandum Opinion makes it clear that I believe it was a good idea for the Eighth Circuit to create the ODM so that the district court and the Eighth Circuit could ensure \\. that each of the three school districts complied with their many desegregation obligations. Obviously, it is important for the ODM to continue its monitoring work until each of the three school districts is declared to be unitary and released from further supervision by the court. At this point, my only concern is that the ODM operate as frugally and efficiently as possible in going forward with its monitoring of the now much less onerous single remaining compliance issue for LRSD and the desegregation obligations that remain in effect for NLRSD and PCS SD. Finally, Joshua's counsel are absolutely correct that, in my Memorandum Opinion, there \"surely cannot be an inference that Joshua was [to] take over the role of ODM with respect to monitoring at a rate of approximately $49,000 per year ... . \" There is no such \"inference\" or \"implication.\" Sixth, Joshua argues that they should be allowed to present additional evidence ofLRSD' s alleged noncompliance with other sections of the Revised Plan. Substituted Motion for Reconsideration at 10-11. In support of this argument, Joshua alleges that \"the court previously 161 do not understand how counsel can possibly discern (or divine) any such criticism in the Memorandum. -9- AO 72A (Rev.8/82) instructed Joshua not to present any of that evidence [on LRSD's alleged failure to substantially comply with its obligations regarding faculty and staff, student assignment, special education and related programs, parental involvement, and school construction and closing].\" This is not true. It is an after-the-fact assertion. On May 9, 2002, I entered an Order (docket no. 3598) explaining in detail how I intended to proceed in conducting up to five days of hearings on the remaining issues Joshua had raised in their challenge to LRSD's request for unitary status. Four pages of that Order were devoted to discussing what transpired during the December l l., 2001 hearing before Judge Wright, which was held to discuss the remaining grounds for Joshua's challenge to LRSD's substantial compliance with the Revised Plan. Id. at 9-12. The May 9 Order pointed out that, during the December 11 hearing, Joshua's counsel attempted to raise numerous new grounds for challenging LRSD 's alleged noncompliance after they had rested their case on what they viewed as their three strongest grounds--lack of good faith, failure to comply with obligations related to AfricanAmerican achievement, and student discipline. Judge Wright ruled that Joshua could present evidence on three remaining grounds for noncompliance: advanced placement courses; guidance counseling; and extracurricular activities. In addition, she ruled Joshua could present additional evidence of LRSD's alleged lack of good faith, but only to the extent that evidence was related to advanced placement courses, guidance counseling, and extracurricular activities. Judge Wright also made it clear that, after she had heard the evidence on these three remaining areas of alleged noncompliance, she would decide the question of unitary status. Joshua's counsel responded: \"That 's fin e, Your Honor.\" (Docket no. 3597 at 36-37.) Consistent with Judge Wright's ruling during the December 11 , 2001 hearing, the May 9 -10- A072A (Rev.8/82) Order provided that I planned to conduct up to five days of additional hearings on unitary status, during which Joshua would be allowed to present evidence of LRSD's alleged noncompliance with its obligations related to advanced placement courses, guidance counseling, and extracurricular activities. In addition, I allowed Joshua to present noncumulative evidence related to: (a) LRSD's lack of good faith, but only to the extent that it was related to advanced placement courses, guidance counseling, and extracurricular activities; and (b) how LRSD 's alleged failure to comply with its obligations regarding advanced placement, guidance counseling, and extracurricular activities adversely affected the aca~emic achievement of African-American students (docket no. 3598 at 13-14). I hardly see how the May 9 Order could have been any clearer in setting forth the precise ground rules regarding Joshua's three remaining challenges to LRSD's substantial compliance with the Revised Plan. Joshua's counsel raised no objection to the May 9 Order, and, after completing three additional days of evidentiary hearings on July 22-24, 2002, Joshua's counsel rested their case challenging whether LRSD should be declared unitary. Under these circumstances, there is no basis for Joshua's counsel to argue that the court \"instructed\" them not to present evidence ofLRSD 's alleged noncompliance with numerous other provisions of the Revised Plan. Joshua's counsel agreed, flat footedly, to the ground rules for conducting the hearings on unitary status, including the six specific areas of the Revised Plan under which they challenged LRSD's substantial compliance. It is far too late for Joshua to argue that they should be allowed to engage in piecemeal litigation by raising additional grounds for attacking LRSD's substantial compliance with the Revised Plan. Again--one last time--the grounds delineated by Judge Wright and me, and agreed to by all counsel, were fully litigated. -11- AO 72A (Rev.8/82) I do not know how to put it any more plainly than that. IT IS THEREFORE ORDERED that Joshua's Substituted Motion for Reconsideration be and it is hereby DENIED. IT IS FURTHER ORDERED that Joshua's Motion for a New Trial or in the Alternative Motion for Relief from Judgment or Order be and it is hereby DENIED. nf DATED this day // of October, 2002. -12- /)J v_J ~ . ~ L!l UNITED STATES DISTRICTJU~ THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH tULE 58 AND/OR 79(a) FRC ON 10 I 1 / o 2.. BY D ~VI , () AO 72A (Rev.8/82) ECEIVEf OCT 1 2 2002 OFRCE GfSEGREGATtnN ;\\\\'.: lilTGRING EAsrM~l~~gl!2b IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS OCT 1 1 2002 LITTLE ROCK DIVISION JAMES W. Mc By: A K LITTLE ROCK SCHOOL DISTRICT V. No. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KA THERINE KNIGHT, ET AL. ORDER PLAINTIFF DEFENDANTS INTERVENORS INTER VEN ORS In a letter dated and delivered to me on October 1, 2002, counsel for Joshua requested that I modify or clarify: ( a) various aspects of the compliance remedy contained in the September 13, 2002 Memorandum Opinion (the \"Memorandum Opinion\") declaring LRSD to be partially unitary; and (b) the role of Joshua and the ODM in performing future monitoring work in this case. Later that day, I entered an Order ( docket no. 3680), stating that I intended to :treat the letter as \"a motion of some kind.\"1 In a letter dated October 9, 2002, counsel for Joshua wrote me a \"supplement\" to their October 1, 2002 letter. Attached to this Order is a copy of the October 9 letter. On October 7, 2002, LRSD filed its Response to Joshua's October 1, 2002 letter (docket no. 3681 ). Because I see no reason to await LRSD's Response to the matters raised in Joshua's 1A copy of the October 1 letter is attached to my Ord~r. A072A (Rev.8/82) October 9 letter, I will proceed to address the merits of the reliefrequested by Joshua's counsel in both of those letters. As a threshold matter, I want to clarify how I view these two letters. On September 24, 2002, Joshua filed a Substituted Motion for Reconsideration (docket no. 3678) requesting that I clarify or modify many aspects of the Memorandum Opinion. Because both of Joshua's letters are seeking reconsideration of still other aspects of the Memorandum Opinion, I will treat those letters as a \"Supplement\" to their Substituted Motion for Reconsideration and address in this Order only those arguments raised in that \"Supplement.\"2 In the future, I think it will be best if all counsel file motions--not letters--raising any issues that they believe require my attention. I should not be copied on general correspondence amongst counsel. First, Joshua's counsel request that I clarify the monitoring obligations the Memorandum Opinion imposed on them with regard to LRSD's compliance with 2.7.1 of the Revised Plan. I shall do so. In 1990, Joshua's counsel made the commitment to participate in a monitoring system to ensure that LRSD, NLRSD, and PCS SD complied with their desegregation obligations under the 1990 Settlement Agreement. See Memorandum Opinion at 34. Later, in approving that Settlement Agreement, the Eighth Circuit recognized that counsel for Joshua were \"the best  defenders and guardians of the interests of their own clients.\" LRSD v. PCSSD, 921 F.2d 1371, 1386 (8th Cir. 1990). Between 1990 and 1998, Joshua's counsel participated in monitoring 2In a companion Order that I am entering contemporaneously with this Order, I have addressed and rejected the arguments raised by Joshua in their Substituted Motion for Reconsideration. -2- A072A (Rev.8/82) LRSD's compliance with the 1990 Settlement Agreement and the 1992 Desegregation Plan.3 After Joshua and LRSD implemented the Revised Plan in 1998, Joshua's counsel entered into an agreement with LRSD to monitor its compliance with the Revised Plan, a task for which LRSD agreed to pay Joshua's counsel $48,333.33 per year.4 Thus, for the last twelve years, Joshua's counsel have been involved with monitoring LRSD's compliance with its desegregation obligations . . In Section VII.A., B., and C. of the Memorandum Opinion, I outlined the Compliance Remedy LRSD must implement in order to comply with its remaining obligations under  2. 7. l of the Revised Plan. Because I believe that Joshua's counsel have an ethical obligation and professional duty to monitor LRSD's compliance with its obligations under  2. 7. l , I provided a monitoring role for them in Section VII.D of the Memorandum Opinion. I intended for Joshua's counsel to continue to perform their monitoring role according to the same procedure they and LRSD have followed for many years in this case. One could read the October 1, 2002 letter as suggesting that Joshua's counsel only intend to continue to monitor LRSD's compliance with 2.7.1 of the Revised Plan if they are ordered to do so by me. I do not believe I can force Joshua's counsel to perform monitoring duties--something that I may have mistakenly assumed they wanted to continue to do. I will leave it up to Joshua's counsel to decide if they have an ethical duty and professional obligation to 3Judge Wright ruled Joshua's counsel were not entitled to receive attorney's fees for any monitoring work performed after the Eighth Circuit's approval of the 1990 Settlement Agreement (docket no. 2821). While that ruling was on appeal to the Eighth Circuit, LRSD voluntarily agreed to pay Joshua's counsel $700,000 forperformingthatmonitoringwork. See Memorandum Opinion at 33-35 and 38-44. 4See Memorandum Opinion at 42. -3- AO 72A (Rev.8/82) continue monitoring LRSD's compliance with its sole remaining obligation under the Revised Plan. I hope Joshua's counsel resolve that question in favor of continuing their long-standing commitment to monitoring LRSD's compliance with its desegregation obligations. However, since they complain about my expressly directing them to continue monitoring LRSD's compliance with  2. 7 .1 of the Revised Plan--something I never expected to hear--I believe I must now modify Section VII.D. of the Memorandum Opinion to read as follows: Joshua may monitor LRSD 's compliance with  2. 7 .1 and, if they choose to do so, they should bring to the attention of LRSD, on a timely basis, all problems that are detected in its compliance with its obligations under  2.7.1, as those obligations are spelled out in this Complianc'f: Remedy. Thereafter, Joshua and LRSD must use the \"process for raising corripliance issues\" set forth in  8.2, et seq., of the Revised Plan to attempt to resolve those compliance issues. If those efforts are unsuccessful, Joshua shall present the issues to me for resolution, as required by  8.2.5. Any such presentation must be timely. Regardless of whether Joshua's counsel continue to monitor LRSD's compliance with  2. 7 .1, the ODM staff most certainly will continue their close monitoring ofLRSD 's compliance with that section of the Revi_sed Plan. I have every confidence that the staff of the ODM will carefully monitor LRSD's implementation of the Compliance Remedy I have ordered under 2.7.1 of the Revised Plan. If Joshua's counsel decide to continue with their monitoring role, which is independent from the monitoring work performed by the ODM, the preceding paragraphs of this Order make it clear that I expect them to follow the same monitoring practices they have followed for years in this case. I expect counsel for Joshua and LRSD to cooperate and work together to ensure that things go smoothly with regard to monitoring LRSD's implementation of its obligations under  2. 7 .1. However, if actual disputes arise regarding monitoring, I will be available to resolve them. -4- A072A (Aev.8/82) Second, Joshua's counsel makes an unsupportable and speculative statement that certain unspecified\"comments\" in the Memorandum Opinion \"indicated that [I] do not foresee orrequire a continued responsibility for monitoring of the intensity which the Court of Appeals for the Eighth Circuit required.\" This assertion simply is not true. I will expect and require the ODM staff to work hard every day to ensure that all three school districts fully comply with all of their remaining desegregation obligations. Of course, for LRSD, these obligations are now far less onerous than they have been in the past. Likewise, NLRSD has already been declared unitary with regard to several ofits original desegregation obligations. In other words, while I will expect ' and require the ODM staff to diligently and fully discharge their obligation to monitor the three school districts, the reality is they now have far fewer obligations. Finally, in Joshua's counsel's October 9, 2002 letter, they request that I conduct a hearing to clarify the role of the ODM. I find there is no need for any requested clarification of the role of the ODM--much less for a hearing on that subject. I feature myself capable of directing the ODM staff in performing their ongoing duties as monitors. IfI waiver in this belief, I may, at that time, call on counsel for suggestions. Of course, if Joshua's counsel determines that the ODM staff is not adequately discharging its monitoring duties, I would expect them to immediately file an appropriate motion. In closing, let me repeat the comment I made in my companion Order addressing the merits of the arguments made by Joshua in their Substituted Motion for Reconsideration: \"I have given this case my best shot, and, if counsel for Joshua or LRSD believe that I have erred, they should appeal my decision to the Court of Appeals for the Eighth Circuit.\" No more paper should -5- A072A (Rev.8/82) be wasted in asking me to reconsider aspects of my September 13 Memorandum Opinion or to clarify roles or responsibilities associated with the Compliance Remedy. That's myrulin'. If any party perceives error, that party should get its best hold and go to the Eighth Circuit. IT IS THEREFORE ORDERED that Joshua's Supplement to their Substituted Motion for Reconsideration be and it is hereby DENIED. IT IS FURTHER ORDERED that Section VI.D. of the Memorandum Opinion is modified to read as set forth, supra, at 4. TM DATED this day / ( of October, 2002. THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 AND/OR 7~ ON IO '\" l Q-Z... gy_j-\"\"'-=;~,,,__,_~- -6- JOHNW. WALKER SHAWN CHILDS Honorable William R.Wilson United States District Judge 600 W. Capitol Suite 149 Little Rock, Arkansas 72201 Re: LRSD v. PCSSD Dear Judge Wilson: JOHN W. WALKER, P.A. ATTORNEY AT LAw 1723 l3RaADWAY Lrrru: RoCK, .Aluw.SAS 7.2206 TELEPHONE (501) 374-3758 FAX (501) 374-4187 Via Facsimile: 604-SJ 49 October 9, 2002 0FCOtlNsEL ROBERT M~,'!..~ DONNAJ.M=r 8210 liENi\u0026gt;KRSON Ra.\\n Ll'rrl.P. Ro~ AIKANSAs 72210 PHONE: (501) 872-8426  FAX (501) 372-8428 EMAn.: mcliemyd@s1rbell.net Tiris is a supplement to my letter motion of October 1,2002. I appreciate the Court treating it as a motion, although I did not so couch it, and I believe that the appropriate action taken by the Court in inviting the parties to react will be most useful. I believe that it is important for me to specify, however, what Joshua believes it would be appropriate for the Court to do with respect to clarifying the monitoring role of the Office of Desegregation Monitoring. I am therefore asking that the Court conduct a hearing: (a) to identify the instructions received by the Office of Desegregation Monitoring (later referred as the ODM) regarding monitoring and reporting in reference to the LRSD's Motion for Unitary Status; (b) to consider whether the instructions received by the ODM were consistent with the earlier identification of ODM' s role as set forth by the Court of Appeals for the Eighth Circuit; and ( c) to identify with greater particularity ODM' s monitoring and reporting role regarding the three school districts, If the Court is inclined to have me formalize my October 1, 2002 letter and today's letter in motion fonn, I will be happy to do so. I am also writing to observe that the Joshua Intervenors filed a Motion for Reconsideration within the time allowed by law and that there has no response filed by either party within the rule time to our motion. Local Rule 7.2(b) requires that any party opposing our motion shall file such motion within eleven days. By my count, any opposing party should have filed its opposition not later than October 4, 2002. Today is obviously October 9, 2002. I am not aware that the Court has a received a Motion to Extend the Time and I have not had a request from any counsel regarding an extension of such time. Page Two October 9, 2002 Accordmgly, we request that the Court role on the motion. JWW:lp cc: All Counsel of Record Ms. Ann Marshall Brown .!!.trorne\"J at Law 17:Z3 Broadwcy Ltrrle Rod; A:rkar..s:::s 72206 Telephone (501) 374-3758 .F'zc (501) 37-! '.1187 Fil TR..4.J.~SlV1ISSION COv'JER SERET p A ...:!.. 0 ..c:-1 . Date: [ To: [ Fa..\"C: l _..... .,3.c;.....c..-7 .f.. .-.o ~L-..::cJV;___ ____,7 Re: ,. ' Sender: [_= =~===l)==========; YOU SHOu'LD RECElr'\"E [_ __ (including cover sheer)} PA.GE(S), INCLUDING l'EJS COVER. S,~'f.T IF YOU DO NOT RECEIVE ALL THE PAGES, PLEA.SE CALL \"\u0026lt;(50]) 374-3758\u0026gt;n T.he information comaineci. :in this fu:!:im:ile m~sage is attorney privilegea and couficientfal infomiation mrended only for tb.e use of 'die indivirlulll or en.tit\u0026lt;/ nllm.ed. above. Ii tile re:icier of mis mem1ge is il.Ot the intended reci:pienr, or me employee or agenr res-pons,\"bie to de!.iver re to the intended. recipient, you sre b.ereoy aoti:iied ilim any disse::nination. di.'1ri\"ouiion or copying of cllis commuuicarion is .rtricrly prohibited. If you b.ave received. this c.onmumic:ition in c!l:IOr. p1C3.!e immedi.\u0026amp;e notify us by telephone. md = cb.e ongmal message .a l.l.'l at tile above address via rb.e U.S. Post.l.l Sc:~iice. Ti:um.k you. RECEIVED OCT 1 6 2002 OFACE OF DESEGREGATION MONITORING IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. CASE NO. 4:82CV00866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NIRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. THE JOSHUA INTERVENORS' MOTION FOR RELIEF CONCERNING THE ODM BUDGET DEFENDANT INTER VEN ORS INTER VENO RS The Joshua Intervenors respectfully move for the entry of an order for the parties' participation in the establishment of the budget for the Office of Desegregation Monitoring, in accordance with the decision of the Court of Appeals for the Eighth Circuit in Little Rock School District v. Pulaski County Special School District No. 1, 971 F 2d. 160, 166 (8th Cir. 1992). This motion is based upon the following allegations and the accompanying memorandum. 1. It has come to the attention of the Joshua Intervenors that this court is in the process of reducing the ODM staff and budget. A member of the ODM staff affected by staff and budget reductions planned by the court has contacted counsel for these intervenors with regard to her legal rights. 2. In LRSD v. PCSSD, supra, the Court of Appeals for the Eighth Circuit articulated the 1 rights of the parties with regard to the establishment fo the ODM budget. To this point, it appears that the court plans to make reductions in the ODM budget and staff without affording the parties the opportunity for participation in the budget-setting process, identified by the Court of Appeals. 3. The Joshua Intervenors concern about this matted~ magnified by the virtual non-use of ODM in the process of determining whether the LRSD had attained unitary status. That is, the court's lengthy opinion is silent on the question of the court's requesting ODM to report on any particular aspect of LRSD' s compliance with the Revised Plan, evidencing that no such request was made. 4. Appeal of the court's merits decision is likely. Any contemplated change in ODM's staffing level should take account of the fact that the Court of Appeals will have the final word - (absent Supreme Court review) on the scope of the LRSD's remaining plan obligations. 5. Alternatively, ODM' s staffing and budget should not be such that it is unable, in the future, to monitor the three districts ' compliance with remaining plan obligations in the manner contemplated by the Court of Appeals. Wherefore, the Joshua Intervenors respeqtfully pray that the court: a. provide the parties access to documents exchanged between ODM and this court concerning ODM staffing and the ODM budget (in th past and in the future): and b. permit the parties to promptly review, analyze, question, and make recommendations concerning or objections regarding the ODM budget and elements thereof, prior to their implementation. Respectfully submitted, 2 /', /) / 1 I ,I I ,  Ro 22 Locust A venue Lexington, MA 02421 781-862-1955 Mass. 405900 ohn W. Walker ~ John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 501-374-3758 AR 64046 . - . CERTIFICATE OF SERVICE 3 RECEIVED OCT 1 6 2002 OFACE OF OCT :  DESEGREGATION MONITORING JAM Es 'J1J fi,_ r- r , ~ IN THE UNITED STATES DISTRICT \u0026amp;'!JllT_  f. ~-A\u0026lt; EASTERN DISTRICT OF ARKANSAS -- WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. CASE NO. 4:82CV00866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT ~S. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. DEFENDANT INTER VENO RS INTER VENO RS THE JOSHUA INTERVENORS' MEMORANDUM CONCERNING THE ODM BUDGET The Joshua Intervenors respectfully submit this memorandum in support of their accompanying motion for relief concerning the ODM budget. It has come to the attention of the Joshua Intervenors that this court is apparently in the process of reducing the ODM staff and budget. In a 1992 decision, the Court of Appeals identified the roles of the court and the parties in the establishment of the ODM budget. See Little Rock School District v. Pulaski County Special School District No. 1, 971 F 2d. 160, 166 (8th Cir. 1992). The motion seeks to insure that the parties have the opportunity for participation identified by the appellate court. A viable ODM is important to these intervenors because in their counsel's view the ODM was not given by the court the role envisioned by the Court of Appeals in the process for  determining court that the LRSD had attained unitary status in most areas. Intervenors' counsel 1 want to guard against a like result in the future. . ,1/ J ff -4? . IC7Ju L / ) ~ ,,y~/4 Robert Pressman t- 22 Locust A venue Lexington, MA 02421 781-862-1955 Mass. 405900 I I :..- / Respectfully submitted, . . 46 John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 501-374-3758 CERTIFICATE OF SERVICE I do hereby certify that a copy of the foregoing motion has been to all counsel of record on this r, day of October, 2002. )  ,- / / ,-) ( ./ J26 7 : /_,,,/ \u0026lt;\"// / -1 :./ c)---r. '-1 - 1  /, r ,1 ,J\\ 'l,/.v,__(,'f 1 1-v ,: __,,, 2 RECEIVED OCT 1 7 2002 OFACEOF DESEGREGATION MONITORING UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. 4:82CV00866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. MRS. LOREN JOSHUA, et al. KATHERINE KNIGHT, et al. ORDER OCT '1 C 2002 JAMES \\'I'. L'i -=RK Qy: ___ -\"t.L--=ll'~.\u0026amp;..\u0026lt;;::;:,...,..,.~~ Defendants Intervenors Intervenors Joshua Intervenors have filed a pleading entitled \"The Joshua Intervenors' Motion for Relief Concerning the ODM Budget.\" Paragraph 4 of this pleading reflects that, \"(a)ppeal of the court's merits decision is likely.\" If an appeal is to be taken, Joshua's motion is considerably premature. Following the procedure used in the past in this case (and Eighth Circuit directives), once a proposed budget is submitted by the ODM, I will enter an Order attaching a copy of the proposed budget and will provide all parties an opportunity to file objections or comments. ! To my knowledge, no proposed budget has yet been submitted, and; if an appeal is taken, it is unlikely that there will be any significant changes in the budget until the appeal is decided. Accordingly, because Joshua's motion is premature, it is denied, without prejudice. rfl IT IS SO ORDERED this 11_ day of October, 2002. THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 AND/OR~(~ ON\\o \\ l~ 10 2..- 8YJ\u0026gt;.1~~~-;;_=.....- U. S. DISTRICT JUDGE { .,, 6 8 8 RECEIVED IN THE UNITED STATES DISTRICT COURT OCT 2 1 2002 EASTERN DISTRICT OF ARKANSAS OFACE OF WESTERN DIVISION DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL  DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. DEFENDANTS INTERVENORS INTERVENORS PCSSD MOTION FOR APPROVAL OF MIDDLE SCHOOL SITE PCSSD for its motion, states: 1. Plan 2000 requires that: \"An elementary school, located around 145th Street and a middle school or junior high school in the Crystal Hill/Maumelle area will be built.\" 2. The PCSSD proposes to acquire a site located at Carnahan and Murphy Drives in Maumelle, Arkansas and to construct its new middle school there. 3. The PCSSD proposes to build a school with a capacity of 1,000 students and to reserve 200 seats for M to M students. 4. The history of the site selection process, statistical projections concerning racial balance and other pertinent information is set forth in the accompanying memorandum. WHEREFORE, PCSSD prays that its motion be granted and for all proper relief. 373871-v1 Respectfully submitted, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 CERTIFICATE OF SERVICE On October 22, 2002, a copy of the foregoing was served via U.S. mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 West Capitol Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 373871-v1 2 Mr. Dennis R. Hansen Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, Arkansas 72222-7388 RECEIVED IN THE UNITED STATES DISTRICT COURT OCT 2,i 2002 EASTERN DISTRICT OF ARKANSAS OFACE OF WESTERN DIVISION DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. DEFENDANTS INTERVENORS INTERVENORS MEMORANDUM IN SUPPORT OF PCSSD MOTION FOR APPROVAL OF MIDDLE SCHOOL SITE Plan 2000 Plan 2000 requires that: \"An elementary school, located around 145th Street and a middle school or junior high school in the Crystal Hill/Maumelle area will be built.\" This Court approved a district-wide conversion to middle schools on June 4, 2001. Accordingly, this request is specifically to build a middle school to be located at Carnahan and Murphy Drives, Maumelle, Arkansas. A Brief History 1. Pine Forest Elementary School remains the only PCSSD school within the city limits of Maumelle. Pine Forest Elementary School was built in 1980. The present capacity of the school as used this year is 556 .. Maumelle was incorporated in 1985 with a population of 4,359. Today, the population of Maumelle is approximately 10,557. 369448-v1 2. Since its inception as a town in the 1960s, junior and senior high students from Maumelle have all been bused to Oak Grove Junior-Senior High School. As noted in previous filings with this Court, the PCSSD desires to convert Oak Grove into a 9-12 high school and to construct a 6-8 middle school to substitute for the current Oak Grove Junior High School. 3. Currently, Pine Forest Elementary, which would jettison its sixth grade under this proposal, can accommodate only 63% of K-6 children residing in Maumelle. The remainder are currently bused to either Crystal Hill Elementary or Oak Grove Elementary. Under this proposal, both Crystal Hill and Oak Grove Elementary would become K-5 schools. 4. To accommodate current M to M sixth graders at Crystal Hill and to otherwise help realize a fully intergraded middle school, the PCSSD would reserve 200 seats at the new middle school for M to M students. 5. The PCSSD Board of Directors voted 6 to Oto seek approval for a school located within Maumelle at their meeting held on November 13, 2001. Advantages of a Maumelle Site 6. The proposed school will allow the PCSSD to move toward completing its conversion to the middle school system and will relieve over-crowding at the landlocked Oak Grove Campus. 7. The proposed school will allow the PCSSD to establish a middle school with an interdistrict feature offering more choices and grade levels particularly for those LRSD students who currently attend Crystal Hill Elementary. 369448-v1 2 8. The PCSSD proposes to construct the school with a capacity of'1,000 students providing room not only for the 200 seats reserved for M to M students 1, but also space for students who can be attracted from the local charter school, area private schools and children who are currently being home-schooled. 9. The PCSSD proposes to begin construction by April 1 of 2003 so that the new facility can be open for education by August of 2004. The PCSSD requests approval of this motion as early as reasonably possible so that sites specific work can be completed prior to the April 1, 2003 commencement of construction. 10. The PCSSD proposes to pay for the acquisition and the construction of the school by re-financing existing debt as approved by the voters on September 17, 2002. The Site Selection Process 11. On January 17, 2002, Dr. Henderson, then Assistant Superintendent for Support Services and now Interim Superintendent, addressed approximately 150 parents at the Pine Forest PTA meeting regarding the progress toward selecting a site for a new middle school. Five different proposed sites were highlighted. 12. On February 4, 2002, Dr. Henderson addressed the Crystal Hill Elementary PTA meeting. Again, approximately 150 parents were in attendance and the same five proposed sites were reviewed with them. 13. Dr. Henderson addressed the Oak Grove Elementary PTA meeting on March 5, 2002. Approximately 90 parents were in attendance. On this occasion, seven 1 By agreeing to this reservation, the PCSSD is assuming that M to M funding as currently configured and provided will remain in effect for the foreseeable future. If such funding is reduced or eliminated in the future, the continued reservation of such seats would likely prove impossible. 369448-v1 3 proposed sites were described. 14. By letter dated March 13, 2002, Dr. Henderson invited the Joshua lntervenors to serve on the Site Selection Committee. By letter dated March 15, 2002, Mr. John Walker, on behalf of Joshua, declined the invitation to participate. 15. By memo dated March 19, 2002, the Pulaski Association of Classroom Teachers nominated Diane Jones to serve on the Site Selection Committee, as a Knight intervenor. 16. By memo dated March 14, 2002, the principal of Crystal Hill Elementary School forwarded the names of four parents who desired to serve as members of the Site Selection Committee. One of those is a parent of an M to M student attending Crystal Hill. Oak Grove and Pine Forest Elementary Schools provided a bi-racial list of committee members by telephone. 17. A preliminary meeting of the Bi-Racial Site Selection Committee, which included representatives of ODM, was held on April 23, 2002, at Pine Forest Elementary School. 18. The second meeting of the Site Selection Committee was held on April 29, 2002, at Crystal Hill Elementary School. As part of this meeting, the Committee physically visited the seven possible sites. 19. As the process continued, some of the sites were deleted for various considerations including costs and lack of availability. 20. A copy of the minutes of the meeting held on April 29, 2002, is attached as Exhibit A. It includes capsule descriptions of each site evaluated including information concerning costs. 369448-v1 4 21. The next meeting was held May 8, 2002, at Oak Grove Elementary School. 22. A revised list of the Site Selection Committee members as of May 1, 2002, is attached as Exhibit B. 23. At the Oak Grove meeting, an initial vote was taken to rank the available sites. A final meeting was held on June 10, 2002, at Pine Forest Elementary School. At the end of the process, the site described in Paragraph 1 of this memorandum was selected by the Committee and approved by the School Board. Statistical Considerations 24. As part of the Court approved process for building Crystal Hill Elementary School, the PCSSD agreed to reserve up to 399 seats at Crystal Hill for transferring LRSD students. The construction of the middle school would eliminate the sixth grade at Crystal Hill. It is appropriate to reserve, at a minimum, that prorata number of seats at the new school for LRSD students. 25. Excluding pre-K, there are seven grades at Crystal Hill including kindergarten. This equates to 14% of the seats. 14% of 399 is 56 seats. 26. This number, however, is not sufficient to reach the long-standing PCSSD goal of a minimum of 20% African American students at every school. Accordingly, the PCSSD proposes to reserve a total of 200 seats for eligible M to M transfers at the new school. This would provide 10% of the African American student body if the school is built to house 1000 students. 27. This number coupled with the African American student population currently residing in the Crystal Hill, Pine Forest and Oak Grove zones will be sufficient 369448-v1 5 to safely populate the new school at at least 20% minority. An examination of the current fourth, fifth and sixth grades at those referenced schools demonstrates this projection. Crystal Hill Pine Forest Oak Grove 4\"' Grade Black Students 4\"' Grade Black Students 4\"' Grade Black Students MtoM Resident Total MtoM Resident Total MtoM Resident Total 51 51 2 9 11 5 9 14 5'\" Grade Black Students 5'\" Grade Black Students 5'\" Grade Black Students MtoM Resident Total MtoM Resident Total MtoM Resident Total 51 51 0 20 20 1 6 7 61 \" Grade Black Students 6'\" Grade Black Students 6'\" Grade Black Students MtoM Resident Total MtoM Resident Total MtoM Resident Total 38 38 3 8 11 4 17 21 140 140 5 37 42 10 32 42 28. To make the projection, one should consider both the M to M students currently attending 41 \\ 5th and 6th grade at these schools, together with the resident African American population in these zones. This totals 224 students. This number, as compared to 1,000 seats, projects a minimum population of over 22% African American at the new middle school. 29. Overall, the latest census figures project 7 40 school children between the ages of 12 and 15 years old will be resident within the city limits of Maumelle by the . - year 2005. (Please see Exhibit C). This, together with the students who will be transferred from the Oak Grove area together with the projected M to M students, dictates sizing the school to accommodate 1,000 students. Staffing 30. There should be no negative affects on current staffing. While the Oak Grove Junior/Senior High will be no more, the new middle school will require similar, if not identical, administrative staffing. 369448-v1 6 31. The same students who are currently taught at the sixth grades at the three elementary schools will simply attend the new middle school. The same students who would be seventh and eighth graders at Oak Grove Junior/Senior High School will simply be attending the new middle school but will require the same number of teachers as the District currently employs at the sixth grade in the elementary schools and at the seventh and eighth grades at Oak Grove. Attendance Areas 32. The \"attendance zone\" for the new middle school will be identical to the current attendance zone for Oak Grove Junior/Senior High School. Accordingly, there will be no need to change any attendance zones. Transportation 33. Currently, all secondary Maumelle students are transported from ', ... Maumelle to Oak Grove for grades seven through twelve. Under this concept, resident Maumelle students would now be allowed to attend grades six, seven and eight in their resident community but would continue to be transported for grades nine through twelve at Oak Grove High School. Those Oak Grove students currently attending Oak Grove Junior High School would be transported to Maumelle for their middle school years. The PCSSD believes that this arrangement generates greater equity for the affected communities as the transportation factor is more equally shared under the new arrangement. 34. M to M students would continue to be transported by choice. That is, since they elect to be M to M students, they are not \"assigned\" to the schools they select. Under this proposal, they would simply have the option to continue in an 369448-v1 7 interdistrict setting that includes the seventh and eighth grades and does not terminate at the sixth grade. WHEREFORE, the PCSSD prays that the Court approve the location of a new middle school located at Carnahan and Murphy Drives, Maumelle, which would reserve 200 seats for M to M transfer students and for all proper relief. 369448-v1 Respectfully submitted, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 By _ ....,...._~--..,..:....;:;=-a.__ _____ _ A nty Special s 8 CERTIFICATE OF SERVICE On October 22, 2002, a copy of the foregoing was served via U.S. mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 West Capitol Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 369448-v1 9 Mr. Dennis R. Hansen Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 12201  Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, Arkansas 72222-7388 PULASKI COUNTY SPECIAL SCHOOL DISTRICT Donald J. Henderson, ED.D. Assistant Superintendent DIVISION OF SUPPORT SERVICES 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 (501) 490-2227 Ext. 209 Fax: (501) 490-0483 Minutes of Crystal Hill/Maumelle Area Bi-Racial Selection Committee Meeting April29,2002 Dr. Don Henderson opened the meeting by handing out a_ meeting agenda and a sign-in sheet for attendees to sign. Dr. Henderson provided several handouts to the attendees and discussed each handout as .they were distributed. Comments and questions were made during the handout process. Dr. Henderson introduced Mr. Jim Sharkey, City of Maumelle, who went over the possible sites. Mr. Sharkey had several map displays that helped show the location of the sites. The sites discussed were six sites from the Maumelle area and the site adjacent to Crystal Hill Elementary owned by PCSSD. Sites 1 and 2 are owned by the City of Maumelle and land costs would be $25,000 per acre. If one of these sites is selected the City would provide an access road and utilities to the site. Site 3 is along Maumelle Boulevard north of the Kroger Store. This site originally was 19 acres but due to a recent partial sale the area now available is 12 acres. Additional acreage is available from adjacent property owners so that a 20 plus acre site could be obtained. The owners of these lands would want to do some type of land swap rather than sell the properties. Access and utilities are available to this site. Site 4 is a 19-acre site at intersection of Naylor Drive and North Odom. Asking price is $50,000 per acre. Access and utilities are available to this site. - Site 5 is a 42-acre site north of the Molex Plant. Needed acreage would be available at $1 .00/SF ($43,560 per acre). Access and utilities are available~to 1111 ___ 1111!11_IIII this site. . EXHIBIT I Site 6 is an 18-acre site owned by Baptist Health. Addition acreage is available from adjacent property owners so a 20 plus acre site could be obtained. Price is in the $2.00 to $2.50/SF ($87,120 to $108,900 per acre) range. Access and utilities are available to this site. Site 7 is property owned by PCSSD that is adjacent to Crystal Hill Elementary. Approximately 20 acres of the 30 acres originally purchased for an elementary/middle school site is available for a middle school. The property value in this area is probably in the $3.50 to $5.00/SF ($152,460 to $217,800) range. This site could be used in a land swap if needed. Following Mr. Sharkey's presentation a field trip via PCSSD school bus was made to visit each of the possible sites. The field trip concluded at approximately 8:00 PM. Next meeting of committee will be at Oak Grove Elementary on Wednesday, May 8, 2002 at 5:30 PM.  Revised 05/01/02 CRYSTAL HILUMAUMELLE AREA MIDDLE SCHOOL SITE SELECTION COMMITTEE COMMITTEE MEMBER Terri Ayers ( j. ; 12 Mine Hill ; I No. Little Rock, AR 72118 758-2861 / Russell Laster 24 Hogan Drive Maumelle, AR 72113 851-2151 j Ms. LaBrenda Cohens 1 \u0026lt;1j ').. ?- 7-022 Marche Lateral Road No. Little Rock, AR 72118 851-1717 Mr. Anthony Gross ~,- ., 10711 Mundo Road No. Little Rock, AR 72118 r t \u0026gt;.- Ms. Diane Jones _,} r  123 Ridgeland Drive  Maumelle, AR 72113 851-8188 / M s. P am Skile s ..f,. . :,.. i ,,. \".I  ': .;_ 13 Havenwood Lane 1\\ 1 Maumelle, AR 72113 753-7653 / Ms. Pam Roberts 117 Carnahan, Suite 3 : .1. :.  {:'j : i.__:,tJJ :,..., Maumelle, AR 72113 851-9300 ,11'1s. Essie Coffee .i'. 1),/ 13916 Old Maumelle Rd. Maumelle, AR 72113 851-2696 I ,. ! v'Walter Pace , l-s( i'-,  25023 Highway 365, North Maumelle, AR 72113 851-1388 :. : . \\ ~ .. ~\\ ~ REPRESENTING Crystal Hill Elementary Parent Crystal Hill Elementary Parent Oak Grove Elementary Parent Oak Grove Elementary Parent Knight Intervenors Community Person PCSSD School Board Member District Bi-Racial Committee District Bi-Racial Committee I EXHIBIT /3 -/4s. Mary Scruggs 8 Hickory Place Maumelle, AR 72113 851-8450 -l -.. .. - vl\\1r. Brent Lowrey J. :;.!' . '. (t\\.; 14505 Berberich No. Little Rock, AR 72118 803-4456 . /4r. and Mrs. Reggie Davis _  4 Holly Brook Cove :,_.\\ ';\\) I 1 Maumelle, AR 72113 851-2177 , Mrs. Nancy Foster 12 Barber Drive Maumelle, AR 72113 851-8708 / 1-Mrs. Shenel Sandidge '.  : . _ ,, 17 Pin Oak Loop (_., . Maumelle, AR 72113 \\ (_.-, :,; if_, ,. f:, ~..l 57(H) 682-7893(W) Mrs. Carol Worley 12 Stoneledge Drive i . } \\ ( . Maumelle, AR 72113 'r'.\\ r: : , , . J 851-8208 (H) ~2.1'.\"~.5~5 (W) v1'1rs . Melissa Guldin Office of Desegregation Monitoring One Union National Plaza r: ,, t ! 124 West Capitol, Suite 1895 , :\\\\ : \\ Little Rock, AR 72201 376-6200 / Mr. Horace Smith Office of Desegregation Monitoring One Union National Plaza ('.  i : 124 West Capitol, Suite 1895 Little Rock, AR 72201 376-6200 .)Mr. Richard Crider 26 Sugarloaf Loop Maumele, AR 72113 851-8846 . . .... -   ..  --  --~--- --- ......... . Oak Grove Elementary Parent , Oak Grove Elementary Parent :,u' Pine Forest Elementary Parent Pine Forest Elementary Parent Pine Forest Elementary Parent Office of Desegregation Office of Desegregation Crystal Hill Elementary Parent . ( . I ~ 's. Barbara Means '.: __ l.~ / M ... 1J, tI; t ,.;-,L. .. ~_r j \"J tv'~ ,'\\\\\": _. 13500 Ridgehaven Road G ; . \\( U i C ..-r \u0026lt; ,.\\ Little Rock, AR 72211 223-8477 Dr. Donald J. Henderson. 925 East Dixon Road Little Rock, AR 72206 490-6209 Dr. Martha Johnson 925 East Dixon Road Little Rock, AR 72206 490-6205 Mr. Jim Sharkey, CCD Director Community and Economic Development 550 Edgewood Drive, .Suite 590 Maumelle, AR 72113 Mr. Junius Babb Assistant Superintendent Little Rock School District 501 Sherman Street Little Rock, AR 72202 Mr. Bobby Acklin North Little Rock School District 2700 North Poplar Street North Little Rock, AR 72114 Crystal Hill Elementary Paren,t PCSSD Assistant Superintendent PCSSD Director of Equity ., . c~;s~s~,ta-_f~ ;r -\u0026lt; . -~ . Pulaski County Special School District . Pro:pQsed)\\fi:dd'}e S~bool ,.  According to the 2000 U.S. Census, 1,984 children between the ages .of 5 to 17 years old reside within-the City of Maumelle . . The average annual growth rate for.this age group w~ 4%, between the y.eatS 1990 and 2000. Based on:this continued average rate of growth, the City of Maumelle should have . approximately 2; 146 children in the-year 2002 and 2, 4l4 children in the: y~ar-2005. According to the 2000 U.S. -Census, 591 children between the ages of 12 to 15 years old . reside within the-City of Maumelle. The average annual growth rate for this age group was 4. 6%, between the years 1990 and 2000. Based on this continued average rate of growth, the City of Maumelle should have  approximately 646 children in the year 2002 and 740 children in the year 2005. According to the 2000 U.S. Census, 431 children between the ages of 13 to 15 years old reside within the City of Maumelle. Unfortunately, the U.S. Census did not obtain data on 12 to 13 year old children. Source: Mr. Jerry L. Bell Assistant Research Specialist Census State Data Center UALR Institute for Economic Avancement Tel: 501-569-8538 EXHIBIT I ~ RECEIVED C lr-D \\f- li--..J\"l'ff OCT 2 9 2002 OFACEOF DESEGREGATION MONITORING IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERJ.'-J DIVISION U s OISlRICT ~~SAS EASTE.RN DISTRICT oc, 2 5 2002 JAMES W. McCORMACK, CLER~ B'f.- OE.P CLE.RK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO.I, ET AL DEFENDANTS INTER VEN ORS INTER VEN ORS MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL MOTION FOR HEARING REGARDING RELEVANCE OF 28 U.S.C. 455 TO THE PRESENT PROCEEDINGS The Joshua Intervenors respectfully move the Court to set a hearing for the purpose of determining whether 28 U.S.C. 455 has any relevance to the present proceedings. The Joshua Intervenors respectfully submit that 28 U.S .C. 455 states: (a) Any justice, judge, or magistrate [magistrate judge J of the United States shall disqualify himself in any proceeding in which his impartiality might reasonably be questions. (b) He shall also disqualify hi\"mself in the follovving circumstances: (]) Where he has a personal bias or prejudice concerning a party, or personal knowledge of disputed evidentiary facts concerning the proceeding; (2) Where in private practice he served as lawyer in the matter in controversy, or a lawyer with whom he previously practiced law served during such association as a lawyer concerning the matter, or the judg eor such lawyer has been a material witness concerning it; (3) Where he has served in governmental employment and in such capacity participated as counsel, adviser or material witness concerning the proceeding or -1- expressed an opinion concerning the merits of the particular case in controversy; (d) For the purpose of this section the following words or phrases shallhave the meaning indicated: (1) \"proceeding\" includes pretrial, trial, appellate review, or other stages of litigation; In reference to 28 U.S .C. 455(b)(2), the Comt is required to disqualify itself\"where in private practice he served as a lawyer in the matter in controversy ... \" Undersigned counsel are informed that the Honorable District Court, while in private practice, appeared in 833 F.2d 113 (8th Cir. 1987) in re: Little Rock School District vs. Pulaski Countv Special School District, No. 1., Nos. 87-2150 and 87-2363, before the United States Court of Appeals for the Eighth Circuit. The cited Opinion addressed the issue of whether Judge Henry Woods should be disqualified. The disqualification - issues had been raised by several of the parties including, notably, the Board of Education of the Little Rock School District. See attached Opinion, Exhibit A. The Court of Appeals determined \"that errors of procedure took place but we do not agree that it is reasonable to infer partiality or bias on the part the able and experienced district judge.\" The Court of Appeals apparently upheld the arguments of his honor which were made while His Honor was in private practice. The Court of Appeals did not explain its reasons in that Opinion but did so in 839 F.2d 1296, 1299. The disqualification issues, which were presented by His Honor while in private practice, were addressed in a lengthy Opinion on pages 1301, 1302 and 1303. The Court of Appeals, in that same Opinion, also addressed many of the issues which are raised or could have been raised in the present proceedings including compensatory programs in the LRSD, 839 F.2d 1306, magnet schools, 839 F.2d 1309, and teacher assignments in LRSD, 839 F.2d 1296. -2- The Court , in writing its Opinion dated September 13, 2002, included virtually all the citations from the Court of Appeals (see Exhibit B) hereto but did not refer to, mention or address these two impo1iant Opinions in which the Collli, participated as a trial attorney in private practice. Plaintiff's counsel have sought to obtain the briefs which were filed with respect to Nos. 87-2150 and 87-2363 by His Honor, while in private practice, and any other briefs or activity which address that subject and have been unable to do so in a timely fashion. Their own records are incomplete regarding those filings . Request has been made of the Clerk of the Court of Appeals, however, to retrieve such briefs of all the parties regarding the two cited cases and are informed by the Clerk of that Court that he will retrieve the file. See Exhibit C. The Joshua Intervenors request that the Court convene an evidentiary hearing for the purpose of exploring the role the Court had, if any, while in private practice with respect to the subject case. - In this respect, counsel having just learned this information, also notes that the Court has employed as a law clerk of the Court's staff one of the original lawyers who filed the instant case, Ms. Janet Pulliam. Counsel also note that at least one of Joshua counsel is a friend of Ms. Pulliam. Ms. Pulliam and her associates, however, are listed as counsel of record in at least these appellate citations; 778 F.2d 404, 407; and 959 F.2d 716. She was in association with Phil Kaplan and other counsel in833 F.2d 112 where Mr. Kaplan's name appears before the Honorable William R. Wilson, Jr. and she was in association with Mr. Kaplan in 839 F.2d 1296. This is confirmed by the fee application of counsel for the LRSD which went to the Comi of Appeals in 1992. See Exhibit D. The Joshua Intervenors believe that 28 US.C. 455 issues are raised which should be developed at a hearing. Counsel are not moving for the Court to recuse at this time; however they would like to have an opportunity to review the proceedings that are set fo1ih above and any other ,., - .) - writings to which the Court was privy, while in private practice, between himself and his client, Judge Woods. In that way, the Com1 and the pai1ies would be in a better position to address the applicability of 28 U.S.C. 455. FURTHERMORE, the Joshua Intervenors respectfully further pray that at such heaiing the Court 1) inform counsel whether the present assignment of this case to this Court considered His _Honor's earlier role in the case while in private practice, in the light of28 U.S.C. 455(b)(2); 2) the basis for the Com1's conclusion that it did not have a duty to recuse pursuant to 28 U.S.C. 455 (b )(2); and 3) request that the Court, if possible, make available to counsel copies of all briefs which His Honor has filed in this case while in private practice. '; 7 / ,. ./ , I / I .  I, . I  //\\ /--J';,( -~-+ ,/_ ~ '-c,'2-r,.;,f,-/'Lu:..._;, Robert Pressman, Mass Bar No. 40960 22 Locust A venue Lexington, MA 02421 (781) 862-1955 Respectfully submitted, Jo n W. Walker, AR Bai No. 64046 JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas 72206 (50 l) 374-3 758 (501) 374-4187 (Fax) Rickey Hick1\u0026lt;_9{ Bar No. 89235 -. Attorney at L-a:w Evergreen Place 1100 North University, Suite 240 Little Rock, Arkansas 72207 (501) 663-9900 -4- \\ CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing: hqf been serzs:9- fl -~ ,,,and U.S. Mail, postage prepaid to the following counsel of record, on this i-5 , l\\_day of cfl-. '/?-\u0026amp;..., 2002: Mr. Christopher Heller FRIDAY, ELDREDGE \u0026amp; CLARK 400 W. Capitol, Suite 2200 Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, Arkansas 72201 -5- Mr. Dennis R. Hansen Office of the Attorney General 323 Center Street 200 Tower Building Little Rocle Arkansas 72201 Ivlr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, Arkansas 72201-3472 Mr. Richard Roachell ROACHELL LAW FIRM 11800 Pleasant Ridge Road, Suite 146 Post Office Box 17388 Little Rock, Arkansas 72222-7388 3 833 FIWERAL llEI'ORTEU, 2d SE!t!ES In 1e LJ'l\"J'LI~ HOCK SCHOOi, lllS'!'lllC'r, Petilloncr. LITTLE HOCK SCIIOOL DIS'fJtl C:r, Appellant, V. PUl,ASIU COUNTY SPECIAi, SCHOOi, DlS'l'Rl\u0026lt;.:I' NO. I, Appcllcc. Nos. 87-2150, 87-2303. United States Court of Appeals, Eighth CircuiL Submitted Nov. 3, 1987. Deciclcd Nov. 6, 1U87. Supplemental Opinion Filed l'eb. 9, 1988. l.,iligalion was hroughl involving election for school board positions. The Uniled States District Court for the Eastern District of Arkansas, Henry Woods, J., direct,. ed elections for three school board positions and nppenl was filed and petition for writ of mandate was filed asking for disqualification of district coutt judge. The Court of Appeals, Arnold, Circuil .Judge, held Lhnt: (1) fact Lhat lawyer wilh whom trial judge once practiced npp\"ared at one time in nnolher case consolidated with pending cnse did not require district court judge's disqualification, and (2) enors of procedure in p1oceeding did not give rise lo reasonable inference of parLialily or bias so as to require disqualiricalion of district courL judge. Ordered accordingly. J. Judges e,,45 Fact that lawyer with whom district court judge once practiced appeared at one lime for amicus curiae in case consolidated with and Inter severed from pending case did not warrant disquali(icalion of district court judge; consolidated case was closed case, or at most, dormant, when it was consolidated and such fleeLing and tenuous connection did not require recusal. 28 U.S. C.A.  455(n), (h)(2). l.   Herny Woods, Unile\u0026lt;I Slates Dislrlct 2. Judges \u0026lt;S=-~9(1) Procedural errors which occurred in litigation involving school board election did not give rise to reasonable inference of partiality or hias so as to require disqualification of district court judge. 28 U.S.C.A.  465(a), (b)(2). P.A. Hollingsworth, LiLtle Rock, Ark., for appellant. William R. Wilson, Jr., Little Rocle, Ark., fot Judge Woods in mandamus. Phil Kapla,i, Little Rock, Ark., for Little Rock School Dist.  Sam Perroni, Little RocU, Ark., for Rayburn. Phillip Lyon, Chicago, 111., for North Lit,. tie Rock. Before HEJi NEY, ARNOLD, and WOLLMAN, Circuit Judges. ARNOLD, Circuit Judge. The two proceedings captioned above, to gether wiLh a number of appeals raising related issues, were argued before us on November 3, 1987, in Little Rock, Arkansas. Two of Lhe many important issues p1esenled deserve immediate answers: (1) Shall the school-board election now scheduled for December 8, 1987, in the Little Rock School District (LRSD), be allowed to lake place? (2) Who shall preside over the District Court! No. 87- 2368 is an appeal by LRSD from Lhe DistricL Court's I order of October 1, 1987, directing that elections for three school-board positions be held on December 8, 1987. This order is affirmed. We find no error of law, abuse of discretion, or clearly erroneous finding of fact in the District Court's order. It is ou, understanding that LRSD is free now to pursue actively the search for a new superintendent, and that it will be free to hire someone right after the elec tion. No. 87-2160 is a petition for writ of mandamus filed by LRSD, asking us to Judge for the Eastern District of Arkansas. APPLICATlON OF WOOD 113 Cltcns833 F.211 ltJ (SlhClr. 1981) declare that Judge Woods should have dis- The judgment in No. 87-2363 is affirmed qualified himself. In the alternative, it is The petition for writ of mandamus in No. suggested that we simply direct that anoth 87-2160 is denied. We t.lirect lhnt our rnnn er judge be assigned lo this case. ln addi dates in these lwo cases issue forthwiU1 lion to the petition for mandamus, various 1 t is 50 ordere\u0026lt;l. appeals also include suggestions for Lhe disqualification of the trial judge. We are not satisfied that such drastic re1ief is ap propriate. [1] Two main grounds for recusal are urged. First, a lawyer with whom Judgt? Woods once pracLiced appeared at one Lime for an amictis curiae in a case called Cla,t, v. Board of Educ. of the Little Rock School Dist, No. LR-C-64-155. The o;otrict Court first consolidated Cla,k with the instant case, then later severed it and returned it to the docket of another judge. Disqualification is sought under 28 U.S.C.  455(b)(2), which requires disqualification \"where in private practice . . a lawyer with whom [the judge] previously prncliced law served during such association as a lawyer concerning the matter.\" We disagree with this argumenl Clark was a closed case, or at most dormant, when it was consolidated with this one, and in any event it has now been severed. We do not think that such a fleeting and tenuous con nection between the present case and the judge's p3rlner's activiLies while in practice years ago, was intended by Congress to require recusal. [21 In addition, Lhe parties seeking disqualification assert that because of certain procedural improprieties the judge's \"impartiality might reasonably be questioned.\" 28 U.S.C.  455(a). We agree that errors of procedure took place, but we do not agree that it is reasonable to infer partiali ty or bias on the part of U,e able and experienced District Judge. He has performed with diligence in circumstances that are anything but easy. We decline to re rnove him from the case.  Another opinion will be filed in due course further explaining our reasons for the conclusions expressed today with re spect to the election and disqualification matters, and addressing as well the other questions raised in these cases. In re Applicalion of Lnny A. WOOD lo Appear Before the Grnnd Jury (Misc. 85-L-02). Appcnl of UN11'ED S'l'A'fl~S of America. No. 86-1719. United SLnl.es Court of Appenls, Eighth Circuit Submilled March 10, 1987. Decided Nov. 12, 1987. Former conspirncy defendant, who w; acquilted, broughL applicalion to mnke inc vidual presentation lo grand jury concer ing allegations of perjury by F'Bl agent. United States ALtorney presented alleg lions lo grand jury, which declined to t.al acLion. Applicant then filed petition alle ing matter had not been fairly present, nnd again requesting permission to nppe before grand jury. The United Slntea D lrict Court, District of Nebraska, Wan, !{. Urbom, J., issued order lo United St.ul Attorney of Disll\"ict to make represen1 lion of matler, or applicant's petition war be granted. The United States appeal\u0026lt; The Court of Appe\u0026gt;tls, Henney, Cir\u0026lt;! Judge, held that (1) District Court's ori was proper exercise of supervisory pow and (2) order did not violate separation powers. Affirmed. f\u0026lt;'agg, CircuiL Judge, dissented w opinion. ~ --  \u0026lt;.\u0026gt; ~- ..) ---:s: -~ l-l{ - 921 F.2d 1371 (1990) 949 F.2d 253 (1991) 56 F.3d 904 (1995) 148 F.3d 956 (1998) 243 F.2d 361 (1957) .369 F.2d 661 (1966) 426 F.2d 1035 (1970) 449 F.2d 493 (1971) 465 F.2d 1044 (1972) 705 F.2d 265 (1983) 778 F.2d 404 (1985) - 971 F.2d 160 (1992) 131 F.Jd 1255 (1997) 83 F.Jd 1013 (1996) 112 F.3d 953 (1997) JOHN W. WALKER SHAWN CHILDS ivlr. j\\,fichael Gans United States Court of Appeals for the Eighth Circuit Thomas F. Eagleton Court House Room 24.329 111 South 10th Street St. Louis, MO 63102 JOHN vV. 'vVALKER, P.A. A'ITORNEY AT LAW 1723 BROADWAY LITTLE ROCK, ARKANSAS 72206 TELEPHONE (501) 374-3758 FA.t'C (501) 374-4187 Vi.a Facsimile - 314-244-2780 October 22, 2002 Re: Case No. 84-1543 Little Rock School District v. Joshua; Case No. 84-1620 Little Rock School District; OF COUNSEL ROBERT JVIcHENRY. P.A. DONNA J. 21-IcHENRY 8210 HENDERSON ROAD W'ITLE ROCK. ARKANSAS i2210 PHONE: (501) 372-3425  FAX (501) 372-3428 EM.ill: mchenryd@swbell.net Case Nos. 87-2150 and 87-2363 - Little Rock School District v. Pulaski County Special School Dear Mr. Gans: Would you kindly search your files and advise whether you have in your archives the briefs of the Appellants and the Appellees regarding the above captioned cases. I am panicularly interested in whether there were briefs filed on behalf of the District Court in the above captioned cases. JWW:js Thank you for your attention to this matter. ~incerely, %9 F'JWBJIJ\\L ItEPOitTJm, 2d SERJES Cl'lTl,E R\u0026lt;JCI( SCHOOL D!STR!CT. Appollant, Aune Milchell; Bob Moore; Pfl.t Gee; Pal Rayburn; Mary .T. Gngej North LiHli Roch CIDs:;room Teachers Associalion; Pula!;Jd Association rJf Clai-~room TeaChP.r~; Litf.le Rock Cl~ssroom 'J.'':!:achers Association; Al~xa Arm slron:;; I{arlos Armsfronr;; Etl Bullinv ton; 1\\h,yyam DcJ.vjs; .Jani1.::e Deni: John Harrison; Alvin 1-J.ndson; Talia Hut.Ison; Milton .Jacksoni Lor\u0026lt;2:ne Jo.~ht1a; Lesl.ie .lo!'lhu;:,.; Stacy .Joshua: Wayne .Joshuai ltatherine f{nighl: Sara Matthews; Ber.it)' Mcl{inney; .Derr iclt Milesi .hrnlCe Miles; .John M. Mi l2s; NAACPi Joyce Person; Brli1n Tnyl01:; Hilton Taylor; Par5l,a 'f~ylor: RfJbert Willingham; 1'011y~ Willi11g. ham, Jnterve11orn, V. PULASIU COUNTY SPECIAL SCHOOi, D_18TJ1ICT II I; North Little . Rock School DislrJct; Ll;!:OI\\ B:irues; Sheryl Dunn; Mac Faulhn~ri Ilichanl A. Gid, ding:,; Mari:,.rme Go::;ser; Dl111 Hind man; Shirley Lowery; Bob Lyon: GCorge A. McCrary; Bob l\\lf)rnr.; Stert Morley; Buddy R~ines; D~vid Sain: Hoh Stender; Dole Wnrd; John \\VRrd: Judy Weari Gni.inger Williams, Dcfen- 1lant-::, PhiliJl E. Kapla11; JanP.t PulH::i.mi John Bi.lheilner; F.A. Holling!'iworth, Appel lees. LITTLE llOCK SCl!OOL JJJSTHICT, Appellee, Aune Mitchell; Bob P.-'loore: Pat Gee; Piit R~Jburn; Mary .T. Gage; fforth Lilllr . Roel( Clrtl=i!'il'oorn Teachers /\\ssociation: Pul::u,ld As:mciation or Classroom Teachers; Little Reel\u0026lt; Classroom Te::tchets Assnc.ialion; Alexa J\\_rm!' it.ro11g; I{arlos An11!'itron11; Ed Dul/ingt, 111; l{huyyam Dads; Janice Deni: .Jo h 11 Hnnisun; Alvin Hut.Ison; T:1li.i ; . t: i.,l'l'TLE 1t0CJ{ SCHOOL lHS'l', \" Plll,ASIO \u0026lt;)T\\'. 8CltOOL I . 'i.l'I Cllc :i.c: 959 F.,.d 716 (IUh Cir. 1992) Huclsun: Milton Jackson; .l,ur-?:nc Josh- Sara l\\lnU:llcw:,: H\u0026lt;'cl(J' l\\'lcllin ucJ'; Hcr- 110; Le~lie. Joshua; Slncy Joshun; riclr J\\.li les; .Tn ni (e Mi.lr.:r.; Jo hn M. Wr1y11e Joshua; J(alhninc J.{nighl.; Miles; NAACP; Joy\u0026lt;:~ .Pcnm11: Bthrn Sl\\rn ~fa.Llhews: He.ckr l\\ld{ inuer; Der- Taylor: .lli ll.0 1\\ 'l':t)' lor; Par i:: hn TaJ lor; rick ~mes; Janice ntiles; .Juhn I\\'[. lloherl. \\V illi11 p. lrn 111: 'f'onJ'a Willin rr- ~liles; NAACP; Joyce Persol!; Ddan Imm, lulervcnon;, Tr1rlor; Hilto11 Taylor; Pan; lrn. Tay lor; v .  Robert Willi11ghru11: To11yn Will ing- PUl. ,\\Sl\\l CO\\JN'l'Y sn;c.u1. SCIIOOI, ham, IntervenonJ, PULASl{l COUNTY SPECIAL SCHOOL DISTRICT # I: North Little !lock School District: L(!on Barnes; Sher.\\'! D111111: J\\lnc Faullrner; Riclrn rd A. GicldingSi Mnria1111c Gosser; Don Himlmnn; Shirley i..fJtrery: Bob L)'OJli George A. l\\kCrory; Bol, Moore; Sl.c,e ~forley; Butld.r Rnines; Dadd Sain: Dab Stender; Dale \\Varel; .J ohn Wnnl; Judy Wear; Grainger Willin111s, De[en don ls, Philip E. J{nphn; .i~t1et Pullia111; .John IJilhcimer: P.A. llo ll i11gsworth, Appe/la11ls. LITJ'LE ROC![ SCHOOL DIS'l'!llCT. Appelhrnt, Anne Milchclli llolJ l\\foore; Pat. Gee; Pnf: Hayburn; l\\fory .J. Gage: Norlh Little flock C.:las~room Tcad1crs Association; Pulos-kt Assor.iation ur Classro(1m Tenchers; J ,iltle Rock Cla~sroont . Teo.chers J\\.ssodalion; Alcxn Arm-strong; Rarlos Annslro11g; Ed B11fli11r.lo11; l(hayyfuu J.)avi!';; Janice Hcnl.: John Harrison; Aldn Ilml.c;on; 'l'alin Hudson: Milton .fncksoni .Lorc11e .Jo~h. ua; Leslie .Joshua; Sl0;cy J o~ lrn :i; Wa_rne .Jo~lni:i.; !{nllt!!dne JC11 ig-llt.i IJISTl l l CT ff .l: North l,lltlc H.oclt fk hoo l Hist.rid: Leon JJ:in1 1~!;i Sher.1'1 1J111111; .t\\:lnc Ji'1111 llmer; lticJrnnl A. n it1- di 11 r,s; Muri:rnne Om:sex; ])un Jl i1111- 1tm n; Sh irlny l,nwcty: Uob L.Yon: \u0026lt;:cnrirc A. McCrnry; Hoh Moon::; Steve .l\\'lorl~y; Utu111y .1lai 11 e5; 1):1\\'id S:i i1t; Boh Sl:cntlc r; On ie \\Vnnl; John Wnnl; Jud]' Wear; (~ rai11 r~er \\V illi;1111 ~, DP.fen~ Phi.lip R Rapln11: .fmtd I1u11i:1111; Joh11 Bilheimer: P.A .. ll ollin ~!-wmth. Appcll cte,;. Nos. D.l-.tr.3R, !H-1U1R, , .. ,,1 D.l--ZIG2. United Stat.es Court: or Appe:tlf::, gight;h Circuit. Suhmitted ,fan. '1, J992. Decided Marc:li ?..!I, .lH92. .Law firm which ,eprescuted school di$ti ict in schoril de~eg-rcg:ll:io11 Ci\\SC n11plied (or att.orney fees for  ~crv icP.s rendP. rr.,1. The United Stat.e~ .Uisl.rkt Court for I.he gast.r.rn Dist.rid n( Ark~nsas, Snsa11 Web her Wrir,hl:, ,J.1 round thnt. di~trict Wt18 a prevnili11g p:ut_y, l:h:it t.l1e parties hn,I agreed l:lrnt clisl:dct would prosecute foe pct.ilions at firm~ pn~vailing 1ntet,, that di~t.rid wonlrl pay tliffcrP.nr:.c bet.ween \\.heir billed ml.rs \"ml \\ltocr.ed~ u.f nny :tU.oi:11cys1 fees award, and 1.hnt I.he p:trtir.~ hnll rnotlifir. cl their n,rrec111c11l. l,t\u0026gt; providP. that ixro11p :ind firm \\\\;ou ld split: ewinly any aw:tnl mncle h_1 the coo rt. I lir,l.rid nppe:ile,1. The Court of Appeals he.lei I.hat: (1) nmouol: of nwanl was neil .her dearly erro1H?.0115 nor ~huM of ,!iscrnl:ion: (2) (i11din1,r l.h:1t. cnt\\- 1-rnd r.xisl.ed hct:wccn clistr id: hnd firm a11d conl.enL\":: of I.Im cont.rnd w:m supported hy I.he e,,idenr.e; and (B) tlisl.ricl: w:is not e::; l: opp,~d 1-(1 dcf~nd :tj{:dn~I: conlP.nl.ion llrnt superin!:cudent had np;recd l.o firm's ptopost, I for r;o;r,o ~plit in aw~rd of :'tU.ornnys' foes . Affirmed. --:..---____ __ _ RECEIVED OCT 3 1 2002 f:t1 -o UC'.' Mn: f~.fl.JI IN THE UNITED ST A TES DISTRICT coultl5'rt:,~N 8itf~,trl 1 OFFICE OF EASTER.t\"'\\J DISTRICT OF AR.KAJ.\"'\\JSAS DC Hicr,4Jtt;SA.s DESEGREGATIOH MOHITORIHG WESTERN DIVISION JAM T 2 5 lOO By.- s VV Mccc , '2 LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL _DISTRICT NO.I, ET AL MRS. LORENE JOSHUA, ET AL KA THERINE KNIGHT, ET AL RMA.cic 'L'~F Of: P C(;;;RK DEFENDANTS INTER VEN ORS INTER VEN ORS THE JOSHUA INTERVENOR'S MOTION TO STAY REDUCTION OF ODM STAFF The Joshua Intervenors respectfully move for the entry of an order staying reduction of the - ODM staff, if any, until the final approval of the ODM budget. For cause, the Joshua Intervenors respectfully show the Court as follows: 1. On or about October 14, 2002, Intervenors' counsel learned from an African American staff member of ODM, Ms. Linda Bryant, that she had been given notice of termination as an ODM staff member effective on or about October 15, 2002. Ms. Bryant conveyed to counsel her understanding that her termination was attributable to a directive or requirement of this Couii. 2. Thereafter, in an Order entered on October 16, 2002, this Court recognized that under the law of the case [LRSD v. PCSSD, 971 F.2d 160, 166 (8 1h Cir. 1992)], the pa1iies must have the opportunity for comments and objections prior to final approval of the ODM budget. See Order, para. 3. This Court also wrote that \"no proposed [ODM] budget has yet been submitted .. .. \" Order, para. 4. A. \\j os hua. staymnt -1- 3. The number of ODM staff is a matter encompassed in the ODM budget. 4. In view of the content of the Court's Order of October 16, 2002, it appears that (a) the termination of Ms. Bryant may have resulted from a misunderstanding; (b) alternatively, any actual directive or requirement that Ms. Bryant be te1minated, prior to the completion of the budget-approval process, was inconsistent with the law of the case. WHEREFORE, the Joshua Intervenors respectfully pray that the Court delay any reduction of ODM staff until final approval of the next ODM budget and declare that it was not the Comi's intention that any reduction in ODM staff take place before final budget approval. Robert Pressman, Mass Bar No. 405900 22 Locust A venue Lexington, MA 02421 (781) 862-1955 A: \\joshua.staymnt Respectfully submitted, y' hrr W. Walker, AR Bar No. 64046 / 'JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas 72206 (50 l) 3 74-3758 (501) 374-4187 (Fax) Rickey Hicks, AR Bar No. 89235 Attorney at Law Evergreen Place 1100 Nonh University, Suite 240 Little Rock, Arkansas 72207 (501) 663 -9900 -2- CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been sent by fa~ and U.S. Mail, postage prepaid to the following counsel of record, on this ';2_ ,;1-/4iay of 62-e,6.i..\u0026amp;.-.\u0026gt;c- 2002: Mr. Christopher Heller FRIDAY, ELDREDGE \u0026amp; CLARK 400 W. Capitol, Suite 2200 Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, Arkansas 72201 A: \\jos hua. staymnt Mr. Dennis R. Hansen Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, Arkansas 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, Arkansas 72201-3 4 72 Mr. Richard Roachell ROA CHELL LAW FIRNf 11800 Pleasant Ridge Road, Suite 146 Post Office Box 17388 Little Rock, Arkansas 72222-73 88 Jo~;lw. Walker  I_ ., - .) - A.uonz2y at Zc.w 1723 Broad,,vcry Lt..,_,l~ Roe~ ld.7,b:?t.ras ';1206 Te!ephor:e (501) 374-3758 Fr=: (501) 374-418~ .L~\"\u0026lt;{ TR.~\"fSiY.J1SSION COv-:E.R SHEET .... J. Da:ie_ ,- L Io ( J.. c I Zo O --z- 1 .;o.- [ Fa::.. [ $7/-0107) i Re: [ Sender~ (_ YOU S'.!.~OuID R.ECE.:.'i/E [__ __( including cover shee~J] Pd.GE(S), INCLUDING TEJS COvL'?. \u0026amp;\u0026lt;-:.TET. IF YOU DO NOT RECEIVE .tl...LL THE PAGES, PLEASE CALL \"\u0026lt;(501) 374-3758\u0026gt;\" The iD:fur.nmion coi.mined.in tlll! fucs;mile =age is a.ttoraeyprivileged.ao.d coufidenti:il .in:formation im:encied only for the use of tb.e indidua! or entity namd above. Tf the re~e: of mis message is not th.e incencied reci-pie!lt, or tb.e e::nployee or ..g~ ~onsibie ,o ~liver re ro dle in:.;;nd.cd. recrpien.:, you are b.e.--eby ll.O~ed ibar my dissetrinarion. c!L-mbunon or copying of 1bis communication is sn-ictly prohibim. if you have received. dris communic:i.tiOll m =r, pies.se i=.ediE.Ie ilOttty us by ,:clepr..one, and return ,he or:ginal me.;sage to us E.! tb.e above address via die U.S. Pesta! Service. T..:lc.llk you.. ---------------------- ~ RECEIVED OCT 3 1 2002 - OFFICE OF DESEGREGATION MONITORING IN THE UNITED STATES DISTRJCT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRJCT vs. 4:82CV00866-WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al MRS. LORENE JOSHUA, et al KA THERINE KNIGHT, et al ORDER FILED E U.S. DISTRICT COURT ASTERN DISTRICT ARKANSAS OCT 2 5 2002 ~~Mr-Y~_-s_w=GG'.::~::Q~~::':Q~:.C l!;RK -- ~ PLAINTIFF DEFENDANTS INTER VEN ORS INTERVENORS Joshua Intervenors' Motion to Stay Reduction of ODM Staff is DENIED because it is moot- please see the Order entered on October 16, 2002. IT IS SO ORDERED this 25th day of October, 2002. W~0.~- UNITED ST A TESDlSTRICT E THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE (~~~~1~1,j~Q~~~~~.~~ 6 9 2 1N THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 RECEIVED PLAINTIFF PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL OCT 3 0 2002 OfFICEOF DESEGREGATION MONITORJNG DEFENDANTS JNTERVENORS INTER VEN ORS PLAINTIFF'S RESPONSE TO JOSHUA INTERVENOR'S MOTION FOR HEARING REGARDING THE RELEVANCE OF 28 U.S.C.  455 TO THE PRESENT PROCEEDING Plaintiff Little Rock School District (hereinafter \"LRSD\") for its Response to Joshua Intervenor's (hereinafter \"Joshua\") Motion for Hearing Regarding the Relevance of 28 U.S.C.  455 to the Present Proceeding states: 1. Joshua's Motion should be denied for failing to comply with the requirement of Local Rule 7.2(a) that all motions be accompanied by a brief consisting of a concise statement of the relevant facts and applicable law. Joshua essentially seeks to obtain discovery from the Court to determine whether grounds for disqualification exist and an advisory opinion as to the applicability of 28 U.S.C.  455(b)(2). The LRSD knows of no legal authority for Joshua to obtain discovery from the Court. If such legal authority exists, Joshua should include it in a brief as required by Local Rule 7.2(a). It is well-settled that advisory opinions are rarely, if ever, proper in federal litigation. See Order filed Feb. 19, 2002, p. 1 (Docket No. 3576). 2. Joshua's Motion should also be denied because (a) it is too late for Joshua to seek recusal based on the Court's representation of the Honorable Henry Woods over a decade ago and (b) the Court's prior representation of Judge Woods does not require recusal pursuant to 28 U.S.C.  455(a) and (b). WHEREFORE, the LRSD prays that Joshua's Motion be denied; that it be awarded its costs and attorneys' fees expended herein; and that it be awarded all other just and proper relief to which it may be entitled. F:IHOME\\FENDLEYILRSD 200 1\\unitary-rcsponsc-mot-hcaring-DQ wpd Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK Christopher Heller (#81083) John C. Fendley, Jr. (#92182) 2000 Regions Center 400 West Capitol Little Rock, AR 72201-3493 (501) 2 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on OctoberZr-, 2002: Mr. John W. Walker JOHN W. WALKER, P.A. 1 723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Nations Bank Bldg.  200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roachell Law Firm Plaza West Building 415 N. McKinley, Suite 465 Little Rock, Arkansas 72205 Ms. Ann Marshall Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Dennis R. Hansen Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 F:\\HOME\\FENOLEY\\LRS D 200 I \\unitary-response-mot-hearing-DQ. wpd 3 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL   MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL RECEIVED OCT 3 0 2002 OFRCEOF DESEGREGATION MONITORING RECEIVED OCT 3 0 2002 OFACE OF DESEGREGATION MONITORING PLAINTIFF DEFENDANTS INTER VEN ORS INTER VEN ORS MEMORANDUM BRIEF IN SUPPORT OF PLAINTIFF'S RESPONSE TO JOSHUA INTERVENOR'S MOTION FOR HEARING REGARDING THE RELEVANCE OF 28 U.S.C.  455 TO THE PRESENT PROCEEDING I. Joshua Cites No Authority Authorizing the Relief Sought. Joshua essentially seeks to obtain discovery from the Court to determine whether grounds for disqualification exist and an advisory opinion as to the appli,cability of 28 U.S.C.  455(b)(2). The LRSD knows of no legal authority for Joshua to obtain discovery from the Court. If such legal authority exists, Joshua should include it in a brief as required by Local Rule 7.2(a). It is clear that Joshua has no right to compel discovery from the Court. See Cheeves v. Southern Clays, Inc., 797 F.Supp. 1570, 1580-81 (M.D. Ga. 1992)(\"At the outset, there is simply no precedent for deposing the presiding judge pursuant to compulsory process in aid of motions to disqualify; and, for a number of practical as well as legal and policy considerations, there is no need or justification for such a procedure.\"). It is equally clear that advisory opinions are rarely, if ever, proper in federal litigation. See Order filed Feb. 19, 2002, p. 1 (Docket No. 3576). For these reasons alone, Joshua's Motion should be denied. II. 28 U.S.C.  455. Joshua's Motion should also be denied because (a) it is too late for Joshua to seek recusal based on the Court's representation of the Honorable Henry Woods over a decade ago and (b) the Court's prior representation of Judge Woods does not require recusal pursuant to 28 U.S.C.  - 455(a) and (b). Each of these grounds for denial will be discussed in tum below. A. It is too late for Joshua to seek recusal based on the Court's representation of the Honorable Henry Woods over a decade ago. The Eighth Circuit has consistently held that motions to disqualify pursuant to 28 U.S.C.  455(a) and (b) must be filed in a timely manner. Holloway v. United States, 960 F.2d 1348 (8th Cir.1992)( claims under 28 U.S.C.  455 must be made in a timely manner); Oglala Sioux  Tribe v. Homestake Mining Co., 722 F.2d 1407, 1414 (8th Cir.1983) (\"Although 455 does not include an explicit time limitation, we believe that a timeliness requirement is appropriate .... \"); United States v. Bauer, 19 F.3d 409, 414 (8th Cir.1994) (\"This court has held that claims under  455 'will not be considered unless timely made.'\") (quoting Holloway). Parties are required to apply for recusal \"at the earliest possible moment after obtaining knowledge of facts demonstrating the basis for such a claim,\" Apple v. Jewish Hosp. \u0026amp; Medical Ctr., 829 F.2d 326, 333 (2nd Cir.1987), for two reasons: (1) a prompt application affords the district judge an opportunity to assess its merits, and (2) a prompt application avoids the risk that a party is holding back a recusal motion as a fall-back position in the face of an adverse ruling. See In re International Business Machines Corp., 45 F.3d 641,643 (2nd Cir.1995); accord In re Cargill, Inc., 66 F.3d 1256, 1262-63 (1st Cir.1995) (\"In the real world, recusal motions are sometimes driven more by litigation strategies than by ethical concerns.\"); Phillips v. Amoco Oil Co., 799 F.2d 1464, 1472 (11th Cir.1986) (\"Counsel, knowing the f    This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\u003c/dcterms_description\u003e\n   \n\n\u003c/dcterms_description\u003e   \n\n  \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n  \n\n  \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n   \n\n   \n\n   \n\n\n\n\n\n   \n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n   \n\n\u003c/item\u003e\n\u003c/items\u003e"},{"id":"bcas_bcmss0837_1049","title":"\"Interim Compliance 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":["2000-03-15"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Education--Arkansas","Education--Evaluation","Educational law and legislation","School integration","School improvement programs","Student assistance programs"],"dcterms_title":["\"Interim Compliance 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/1049"],"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":["487 pages"],"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\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nInterim Compliance Report Little Rock School District March 15, 2000 Interim Compliance Report Little Rock School District Dr. Leslie Carnine Superintendent of Schools Board of Directors Sue Strickland, President Dr. Katherine Mitchell, Vice President H. Baker Kurrus, Secretary Larry Berkley Mike Daugherty Mike Kumpuris Judy Magness THE REVISED DESEGREGATION AND EDUCATION PLAN Compliance Status Report March 15, 2000 The Little Rock School District (District or LRSD) is committed to compliance with the provisions and philosophy of the Revised Desegregation and Education Plan (Revised Plan). The Revised Plan is built on the philosophy of providing equitable opportunities for the students and employees of the District. The District.recognizes that equitable and equal are not completely synonymous. Equity is based on unbiased attitude, fairness, and reasonableness. Equity takes into account the vestiges of past illegal and discriminatory acts\ntherefore, this Revised Plan does not guarantee equal treatment. It provides for some incentives and possible enhancements to ensure equity in the operation of the District. On March 15, 2001, the District is required to issue a report indicating the state of the LRSD's compliance with the Revised Plan. This status report is being issued on March 15, 2000, one full year in advance of the required report. It is intended to help the District assess its progress toward full compliance and to reassure the court, the parties, and the community of the District's good faith efforts to be in total compliance with the Revised Plan. The District hopes to receive comments and suggestions from interested persons as to the District's compliance with the Revised Plan and the format and content of this status report. This status report covers Sections 2, 5, and 6 of the Revised Plan. These are the sections that could be interpreted as obligation or compliance related. Sections 1, 7, 8, 9, 10, and 11 are more associated with issues other than compliance obligations such as the plan's modification process or continuing jurisdiction. Sections 3 and 4 cover school assignments and interdistrict schools. While not explained in detail in this report, the LRSD believes it has complied with all of their delineated aspects. In this report a brief summary of activities associated with Sections 3 and 4 are covered in the sequentially appropriate sections. This status report should reassure its readers that the LRSD is moving swiftly and in good faith to be in total compliance. The District has every reason to be proud of its efforts and accomplishments since transition to the Revised Plan began. The philosophy of the Revised Plan permeates the activities of the District. Since there are not hundreds of minute and specific obligations like the previous desegregation plan, there is no longer a \"scorekeeping\" mentality. Decisions are made considering the spirit and the intent of the Revised Plan as well as the express obligations of the respective sections. Compliance and Quality Assurance The Associate Superintendents of Administrative Services, Instruction, Operations, and School Services and the Special Assistant to the Superintendent comprise the \"Compliance and Quality Assurance Committee.\" The committee has responsibility for the development, implementation, oversight, review, and revision of the compliance program. The compliance program includes any programs, policies, and/or procedures necessary to ensure that the District fulfills all of its obligations under the Revised Plan. The committee meets weekly to discuss compliance issues and to discuss plan implementation in their respective areas. The compliance philosophy is based on internalizing the Revised Plan through the performance responsibilities of the respective organizational divisions. For example, the instruction division is responsible for integrating the Revised Plan's requirements into the development of the curriculum, staff development, and other similar functions of that division. The associate superintendent who heads the division is the responsible person for the components of the Revised Plan that are appropriate for his/her division. Through the internalization of the philosophy and the integration of the Revised Plan into the District's structure, the respective divisions proactively monitor compliance. The associate superintendents are responsible for talcing appropriate action with respect to incidents of noncompliance and taking steps to prevent future similar incidences of non-compliance. Compliance Plan The Compliance and Quality Assurance Committee systematized the components of the Revised Plan to ensure that the District complied with all of the commitments that it made in the Revised Plan. The systematized approach was compiled into a document titled \"Compliance Plan for the Revised Desegregation and Education Plan, Programs, Policies, and Procedures\", commonly called \"The Compliance Plan.\" The document provides the identification of the administrator responsible for assuring compliance with each individual section of the Revised Plan. It also delineates specific programs, policies, and/or procedures which support compliance efforts of the District for each component of the Revised Plan. Employees are fully expected to comply with the Revised Plan. To ensure compliance it is the responsibility of all employees to report instances of non-compliance when they are aware of it. Failure to report non-compliance also may result in disciplinary action being taken. Appropriate disciplinary action may range from warning to non-renewal or the termination of employment. It is also the responsibility of employees to monitor the effectiveness of the implementation of the Revised Plan in their assigned areas. Employees are expected to cooperate in the collection of any information needed to monitor and/or assess compliance and effectiveness. Employees are encouraged to provide suggestions for improvement in the implementation of the Revised Plan to their principals, supervisors or the Associate Superintendent for Administrative Services. Quality Schools The Revised Desegregation and Education Plan is the foundation on which the District is assuring equity. However, equity alone will not restore confidence in the LRSD. Quality is also a key component. Equity and quality fit hand in hand in the approach that the District is talcing. Quality principles are reflected in the programs used as supporting documentation throughout this status report. With a rich past and a promising future, the Little Rock School District is embarking on a new era in educational leadership. The District is creating ownership for those responsible for carrying out decisions by involving them directly in the decision making process and by trusting their abilities and judgements. These ideas are embedded in the many terms being used to portray the shift of authority, autonomy, \u0026amp;nd accountability to the school site and personnel within. Included are such terms as decentralization, restructuring, site-based 2 - decision making, school-based management, participatory management, and school-based autonomy, to name a few. The Little Rock School District has chosen the Campus Leadership Program as the model for the District. The School Board and Administration believe this process fosters the best opportunity for the school children of Little Rock. The Board adopted the Campus Leadership Policy in July 1998. The Campus Leadership Program is a District commitment to allow each school campus the autonomy to develop programs and strategies that b~st meet the needs of children served at that unique school. The Little Rock School District also pledges to maintain and further develop a quality education program. The Campus Leadership Program is the participatory vehicle that will ensure that a quality education program is available at all District campuses. The primary focus of the Little Rock School District is student achievement. Each campus accepts the responsibility and challenge to provide equitable educational opportunities that ensure every student is successful. Based on the Campus Leadership Program, 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. The purpose of the Campus Leadership Team is to establish instructional goals and strategies to further promote the education of all children. Involvement and total commitment are paramount to reaching the ultimate in performance, and involvement is the key component of the .Campus Leadership Program. Principals, teachers, auxiliary staff, parents, students, business leaders and community members are included in the Campus Leadership Program. Each school is assigned a central office staff member to serve as a \"broker\" for the school. The primary role of the broker is to serve as a liaison between central office and the school and to provide other means of support as needed. Each school year the principal of each school campus, with the assistance of the Campus Leadership Team, develops, reviews, and revises the campus improvement plan for the purpose of improving student performance for all students. This plan takes into account Quality Indicators and any other appropriate performance measures for special needs populations. All school plans have been submitted and approved for the 1999-2000 school year. As part of the Campus Leadership Program, a Cluster Coordinating Committee consisting of campus representatives, principals and school brokers meet quarterly with the superintendent and central office staff. The purpose of this committee is to provide feedback to the superintendent on policy and implementation of the Campus Leadership decision-making model. Since its inception, the Cluster Coordinating Committee has addressed empowerment strategies such as implementing a reward and recognition plan for schools, conducting parent surveys, recommending capital improvements, developing master schedules, and advising on staffing issues. 3 The Little Rock School District has also embraced the Total Quality philosophy. This focus will enable the District to capture wisdom and new information and to expand human thinking to improve people, services, and products. The Quality Schools Program in the Little Rock School District is based on four principles:  Continuous Improvement  Continuous Education  Customer Satisfaction  Data-Driven Decisions The District believes that in order to have Total Quality schools everyone must be committed to meeting or exceeding customer expectations. Therefore, continuous training is being provided to brokers, principals, and central office administration. Through the Campus Leadership Teams, this quality training will in turn be communicated to the school staffs. Terrence Roberts, a Little Rock School District Desegregation Educational Consultant, has provided consultation to District administrators on the Quality Schools Training Program. In addition, building principals participate monthly in study groups reviewing aspects of quality schools. Note the following: Quality Timeline July 1997 -- Superintendent received Arkansas Leadership Academy Training September 1997 through March 1998 -- Site-Based Decision Making Model designed March 1998 -- Campus Leadership Teams started Team Training through Arkansas Leadership Academy July 1998 -- Customer Service training for all central office staff -- \"Making Your School a School of Choice\" (Institute 1998) September 1998 -- Broker ( central office support personnel) assigned to each school as a facilitator/coach March 1999 -- First school district in Arkansas to apply for the Arkansas Quality Award March 1999 -- Nine staff members (principals, supervisors, assistant superintendents) trained to be Arkansas Quality Examiners July 1999 -- Week-long Campus Leadership Institute designed for 600 Campus Leadership Team participants August 1999 -- Customer Service Training presented by 4 Blue Cross/Blue Shield to district secretaries September 1999 through May 2000 -- Principals, brokers and supervisors receiving Total Quality Schools training December 1998 \u0026amp; January 1999 -- All principals and brokers received three-day training on Total Quality Management through Arkansas Blue Cross/Blue Shield September 1999 -- Three staff members trained to be Arkansas Leadership Academy facilitators October 1999 -- Little Rock School District recognized at Governors Quality Awards program as first school district in Arkansas to receive the Arkansas Quality Award on the Interest Level July 2000/Ongoing -- All principals scheduled to receive Arkansas Leadership Academy Training Ongoing -- Superintendent's Cabinet receiving Arkansas Leadership Academy Training. To enhance the Total Quality philosophy, the Little Rock School District submitted an application to the Arkansas Quality Award and became the first school district in the state to be recognized by the Governor in the Arkansas Quality Award annual recognition ceremony. The initial application in 1998 was submitted on the first of four levels, which is the starting point for any organization expressing interest in adopting and applying quality principles. Currently, an application at a higher level is being written. The very essence of this Compliance Status Report will show evidence of sincere effort, skillful execution, and careful planning on the part of all stakeholders of the Little Rock School District. These are signs of a district orchestrating quality service and investing energies into new ways of doing things while building on past successes to make our work even more effective. 5 Interim Compliance Report Section 2.1.1 LRSD shall retain a desegregation and/or education expert approved by the Joshua Intervenors to work with LRSD in the development of the programs, policies and procedures to be implemented in accordance with this Revised Plan and to assist LRSD in devising remedies to problems concerning desegregation or racial discrimination which adversely affect African-American students. The LRSD retained two desegregation/education experts approved by the Joshua Intervenors. They are Dr. Terrance Roberts and Dr. Steven Ross. Vitae for both Dr. Roberts and Dr. Ross are included in the attachments. Dr. Roberts is a noted psychologist with a strong link to the Little Rock School District. He earned his Ph.D. in Psychology from Southern Illinois University in 1976. He attended school in the LRSD and was one of the \"Little Rock Nine.\" Dr. Roberts has received several awards in the areas of civil and human rights. He has worked extensively with the District on policy review and staff development in cultural differences and sensitivity. Dr. Roberts is currently developing a staff development program, \"Learning to Cope with Differences\", for all District employees and is providing training as well as training trainers to fully implement the program. During a 19-month period that initiated in July '98, Dr. Roberts has focused on the following areas: l. Hiring, assignment and promotion of African-American teachers 2. Placement in and referral of students to schools and school programs 3. Student discipline 4. Instruction for students 5. Counseling services for students 6. Parent and community involvement in school programs 7. Learning to honor and embrace difference Dr. Roberts has been involved in the review and suggested changes to policies in personnel practices, student discipline, public safety, student counseling, instructional delivery systems, curriculum development, student assignment, parent and community involvement, use of volunteers in the District, student transportation, and other related areas. He has prepared presentations for designated groups (i.e. LRSD Cabinet (August 30, 1999), Extended Cabinet, Building Principals (December 1, 1999, January 26, 2000), Campus Leadership Teams, Bus Drivers (October 11, 1999), Campus Security Officers (January 25, 2000), Student Registration Personnel (October 11, 1999), etc.) and visited numerous school sites (April 12, 1999, April 13, 1999, August 30, 1999, October 14, 1999, November 30, 1999, January 26, 2000) to witness policies in action. Dr. Roberts has met individually with LRSD Board members and provided ongoing desegregation updates at school board / agenda meetings (October 14, 1999, December 2, 1999, February 24, 2000). 6 In addition, Dr. Roberts has assisted the division oflnstruction in planning and implementing several initiatives:  Revision of \"I\" section of Board policies and administrative regulations (see section 2.7)  Restructuring of parent education and involvement programs and review of the work of the Collaborative Action Team in partnership with Southwest Educational Development Laboratory (see section 2.8)  Planning relating to the Talent Development Plan (see sections 2.6, 2.6.1 and 2.6.2)  Review of PreK-3 Literacy Plan (see section 5.2.1)  Review of programs funded by the National Science Foundation (see sections 2.7 and 5.3)  Review of plan to develop behavior standards and implement character-centered teaching program (see section 2.7)  Review of implementation of middle school transition plan ( see section 3 .4)  Planning and implementation of training in prejudice reduction and cultural sensitivity (see section 2.12.1)  Review of High School Curriculum Catalog  Review of K-8 grade-level and course benchmarks and the \"refrigerator curriculum\" publication for parents (see sections 2.7 and 2.8)  Review of the new assessment and accountability plans (see section 2.7.1) Dr. Steven Ross earned his Ph.D. in Educational Psychology from Pennsylvania State University in 1974. He is Senior Researcher, Center for Research in Education Policy, at the University of Memphis. During the past ten years he has worked extensively with school districts to develop and evaluate programs for improving student achievement. His primary focus has been assisting schools predominately serving disadvantaged inner-city minority children. Dr. Ross has assisted the Division oflnstruction in its planning and implementation of the following initiatives:  Development of new assessment plan, particularly the addition of the achievement level lists so that growth can be measured (see section 2.7.1)  Development of the new Collective Responsibility Plan and the Quality Indicators by which school performance will be measured (see section 2.7.1)  Development of and training for the middle school scholarship process (see section 2.7.1)  Presentation to principals and brokers on the components of successful school restructuring  Presentation to Board of Education on assessment and accountability plans (see section 2.7.1) 7  Completion of development of curriculum content standards and benchmarks (see sections 2.7.1, 5.2, and 5.3)  Design of program evaluations (see section 2.7.1)  Evaluation of\"Success for All\" programs (see sections 2.7.1, 5.2.1, and 5.2.2)  Review of\"I\" section of Board Policies and administrative regulations (see section 2.7) Section 2.2 LRSD shall implement programs, policies and/or procedures designed to ensure that LRSD hires, assigns, utilizes and promotes qualified African-Americans in a fair and equitable manner. Policies I Regulations GA - Personnel Goals GBA - Open Hiring/Equal Employment Opportunity and Affirmative Action GCE - Professional Staff Recruiting GCE-R- Professional Staff Recruiting Policies GA, GBA, GCE, and GCE-R, adopted by the Board on November 18, 1999, provide tracking of hiring, assignment, utilization and promotion to assure that each activity is done in a fashion to promote the desegregation obligation. Section 2.2.1 LRSD shall maintain in place its current policies and practices related to the recruitment of African-American teachers which have allowed LRSD to maintain a teaching staff which is approximately one-third African-American. Policies / Regulations GA - Personnel Goals GBA - Open Hiring/Equal Employment Opportunity and Affirmative Action GCE - Professional Staff Recruiting GCE-R - Professional Staff Recruiting (regulation) GCF - Professional Staff Hiring GCF-R - Professional Staff Hiring (regulation) Policies and regulations GA, GBA, GCE, GCE-R, GCF, and GCF-R, also adopted by the Board on November 18, 1999, implement this obligation. The District continues to recruit within the state and at historically black colleges and universities in the region. These efforts have resulted in pre-employment contracts for African-American teachers as follows: 1998-99- 25 1999-00 - 22 2000-01 - 10 (verbal) 8 Revisions of the Teachers of Tomorrow (TOT) program, a long-range recruiting effort in collaboration with the PCSSD and NLR school districts to increase the availability of minorities in the staffing \"pipeline\", are being enacted. In the same vein, we have initiated discussions with the Arkansas Department of Education to implement a career development program in which non-certified employees with college degrees may become certified. We also continue to support classified staff with release time so they may continue their schooling and, ultimately, become certified staff. Section 2.2.2 LRSD shall implement programs, policies or procedures designed to increase the number of African-American media specialists, guidance counselors, early childhood teachers, primary grade teachers and secondary core subject teachers, including offering incentives for African-American teachers to obtain certification in these areas, and to assign those teachers to the LRSD schools where the greatest disparity exists. Policies/Regulations GCE - Professional Staff Recruiting GCE-R - Professional Staff Recruiting (regulation) Policy and regulation GCE and GCE-R, adopted by the Board November 18, 1999, were implemented to monitor areas of certification and direct minorities into the designated areas. Priority consideration for tuition reimbursement for course work that will allow minority candidates to become fully certified in the designated areas has been initiated ('99-00). A program is in place to monitor staffing levels at each school site for the above criteria. Staffing will be re-directed accordingly. Section 2.2.3 LRSD shall implement a uniform salary schedule for all positions within the District, including a salary range for director and assistant and associate superintendent positions, designed to provide compensation in accordance with qualifications and to minimize complaints of favoritism. A comprehensive uniform salary schedule adopted by the Board October 28, 1999 was researched and recommended by a nationally recognized consultant. Initially, it has been implemented for administrators and clerical employees. The conversion to a single master salary schedule is continuing for other employee units\nhowever, teachers, custodians, security officers, paraprofessionals (aides), and LRSD employed bus drivers negotiate salaries through collective bargaining agreements. The specified job classifications, Director, Assistant and Associate Superintendent, were included and placed on the approved uniform salary schedule. As part of the implementation process, a Compensation Committee has been formed for the purpose of hearing concerns about salary placement and errors in salary determination. The committee will also be charged with establishing the appropriate salary placement for new/revised positions. 9 Section 2.2.4 LRSD shall implement a policy for the centralized hiring and assignment of teachers by the LRSD Human Resources department designed to provide an equitable distribution of teaching resources and to prevent nepotism and pre-selection of a school principal. Policy GCF, Professional Staff Hiring, and its accompanying regulation, GCF-R, were adopted November 18, 1999 to assure recommendations for new employees by principals or department managers promote equity and fairness in placements made by the Human Resources Department. Section 2.2.5 LRSD shall implement a policy of promotion from within which shall include procedures for notifying district employees of open positions. All vacant jobs are posted throughout the District when school is in session. Additionally, all vacant jobs are posted in the Human Resources Department. Certified staff has in place a procedure whereby they are allowed to pre-select three positions to which they wish to be transferred. Our Applications Coordinator accepts \"blanket\" applications that are submitted in advance of any specific opening (i.e.: future principalship). Section 2.2.6 LRSD shall implement programs, policies and/or procedures designed to ensure that the teaching staffs at all LRSD schools are substantially similar with regard to average years of experience and percentage of teachers with advanced degrees. Policies/Regulations GCE - Professional Staff Recruiting GCE-R - Professional Staff Recruiting (regulation) A program is in place to monitor staff's length of service and level of advanced degrees. This data is provided to all principals to consider when hiring. New hire requests submitted through the assistant superintendent and/or human resource office that are outside of the prescribed staff composition may not be approved. Upon instances whereby an individual is being recommended outside of LRSD staff composition sought, approval must be provided through the Associate Superintendent of Administrative Services. Human resource officials will continue to monitor these elements for equity allocation purposes. Section 2.2.7 LRSD shall negotiate with the Knight Intervenors to establish a procedure for the mandatory reassignment of teachers as necessary to enable LRSD to meet its obligations under Section 2.2 of this Revised Plan. The Little Rock Classroom Teachers Association representing the Knight Intervenors and the LRSD added language to their collective bargaining agreement addressing this plan provision. Article 18, Involuntary Transfers, covers the process for involuntarily moving teachers from one school to another. The parties agreed that this would be the covering IO provision and process with the addition of the following language as a parenthetical addition after the introductory paragraph of the article: The parties agree that some mandatory reassignments may be necessary to meet the District's obligations under the Desegregation and Education Plan in order to assure that schools are substantially similar with regard to average years of experience, percentage of teachers with advanced degrees, and racial composition. Section 2.3 LRSD shall implement student assignment programs, policies and/or procedures designed to ensure the desegregation of LRSD schools to the extent practicable, including but not limited to Sections 3 and 4 of this Revised Plan. Policies JCJCA-School Attendance Student Assignment Draft polices JC and JCA are scheduled to be presented to the Board at the April 2000 meeting for approval. The attendance zones have been redrawn and student assignments for 1999-2000 were made in accordance with the new zones. Little Rock School District continues to operate 6 stipulation magnet schools and 7 interdistrict magnet programs which provide school options to LRSD families in addition to their attendance zone schools. School organizational levels have been modified to accommodate the transition to middle schools, with 6th graders exiting elementary buildings and 9th graders moving to high school campuses. One of the two new schools permitted by the Revised Plan, Stephens Elementary, is under construction and scheduled to open in January 2001. Interdistrict schools - King, Washington, Romine, Clinton, Crystal Hill and Baker - continue to attract some students across district lines with varying degrees of success. During the 1999-2000 school year approximately 585 LRSD students attend a PCSSD interdistrict school and 175 PCSSD students attend a LRSD interdistrict school. Section 2.4 LRSD shall implement programs, policies, and/or procedures designed to ensure that there is no racial discrimination in the referral and placement of students in special education or in other programs designed to meet special student needs. Policies The Little Rock School District Division of Exceptional Children follows the federal regulations of the Individual with Disabilities Education Act (IDEA) and Section 504 to assure that placement of students is based on the documented existence of an eligible disability. No singular evaluation is used to determine the need for specialized services. Any evaluation used must be conducted by qualified personnel, used for the purpose intended, and not be culturally biased. The Educational Management Team must discuss pre-referral strategies attempted and eliminate the cause of any educational deficiencies as being the result of cultural or socioeconomic causes. Any decision to provide specialized 11 I I I I services must consider the least restrictive environment to provide for a free and appropriate public education. Policy IHBA, Special Education for Students with Disabilities, adopted by the Board of Education on July 22, 1999, makes a commitment to the provision of educational programs through individualized instruction and related services for children with special needs. Policy IKFC, Graduation Requirements for Special Needs Students, adopted by the Board of Education on July 22, 1999, sets forth the expectation that students with disabilities earn high school diplomas. Procedures The Little Rock School District Division of Exceptional Children developed a Strategic Plan to guide its work. The plan is monitored in monthly staff meetings and was updated in 1998- 99. Procedures for the administration of special education programs are outlined in the Special Education Administrative Procedures Manual. This document is distributed not only to special education staff, but also to principals and other school-level staff. The Little Rock School District Division of Exceptional Children has employed two additional school psychology specialists for the 1999-2000 school year to assure availability to all elementary schools for the participation on pupil service teams. The participation of the school psychology specialist is to provide school staff with pre-referral interventions, including positive behavioral supports, to reduce the over-identification of minority students for special education. Assignments of school psychology specialists result in one specialist for each three elementary schools. School Psychology Specialists are conducting additional tests beyond the minimum requirements for students suspected of having mental retardation to eliminate any cultural or socioeconomic factors. In August 1999 special education teachers were included in curriculum staff development available to all regular education staff members to assure linkage of curriculum with specialized programs. Additional training is scheduled in March for all resource teachers, school psychology specialists, and speech pathologists in Early Literacy Learning in Arkansas (ELLA) and Effective Literacy. An additional \"indirect\" teacher has been employed to provide additional indirect services for students with disabilities in the general education classrooms. Supervisors and coordinators are monitoring all evaluation procedures and placement decisions at schools as they occur. Special education programs are routinely audited.by both state and federal teams to ensure compliance and quality. These audit reports are sources of data for program improvement. 12 Materials and supplies are equivalent and, in most cases, duplicate those materials found in the general education curriculum. Secondary resource teachers have been surveyed regarding the general education texts needed for instruction. A committee has been formed to review supplemental materials needed for the 2000-2001 school year. Programs Co-teaching (special education teacher and general education teacher co-presenting curriculum/instruction) is occurring in the following.schools to assure reduction of \"pull-out\" services that segregate students with disabilities from the general curriculum: Fulbright Elementary King Elementary Cloverdale Middle School Dunbar Middle School Mablevale Middle School Pulaski Heights Middle School Section 2.5 LRSD shall implement programs, policies, and/or procedures designed to ensure that there is no racial discrimination with regard to student discipline. Policies ACB - Non Discrimination on the Basis of Ethnicity and Race JRAA - Student Discipline Records JRAA - R - Student Discipline Records (regulation) Policies ACB, JRAA and regulation JRAA-R adopted by the Board will help assure that the District aggressively improves the learning climate for ALL students. Student handbooks were revised and an online student discipline reporting system for each school building was established. Appropriate staff development/training was conducted. A comprehensive approach was developed which considered a variety of instructional and behavior issues. This became a priority for all those concerned with the learning climate of the Little Rock Public Schools. Suspensions have decreased from the 1997-98 school year. Eighty percent of the reductions are at the middle school level. The remaining 20% of the reduction came at the elementary level. Interestingly, the addition of the 9th grade class to the high schools showed little affect on the number of suspensions. There was a 15% reduction from the total number of sanctions issued during the 1998-99 school year to the 1997-98 school year. A total of 5312 sanctions were issued during the 1998-99 year compared to 6247 issued in the 1997-98 school year. 13 During the first semester of 1999-2000, suspensions dropped with only 1839 students receiving sanctions - a 22% reduction from the corresponding first semester of 1998-99. SANCTIONS m1997.95  1998-99 2500~=:,,:\n-:\nn=.::~7-'\nI 2000 1000 !  1st Semester! 1998-99 1999-2000 1997-98 vs. 1998-99 Sanctions 1998-98 vs. 1999-00 1st Semester Sanctions We have sampled parental and teacher perceptions of changes implemented. While working to implement varied program strategies for improvement, the District is sensitive to parent and teacher perception of safety and general decorum that affect the school learning atmosphere. Parental, student, community and teacher satisfaction has been excellent based on the first quarter operations at the middle school level. A sample of teachers and parents indicates a much safer and orderly school environment. A management study (MOT) in 1998 noted that only 42% of the teachers thought the schools were relatively safe and free from crime. That differed very little from the Plain Talk analysis. In the most recent survey in the fall of 1999, 93.7% of teachers reported that they felt safe at school. And 88% of the parents indicated that they thought their children were safe in school. Interestingly, 8% of the parents indicated they did not know or were unsure, with only 4% indicating that they had grave concerns. Ideally we would want these numbers to be 100%, but perceptions arising out of recent national events probably will not support that ideal. The District has expanded the number of alternative learning sites, but most importantly, attempted to develop a consistent standard of behavior. The alternative learning sites are: 1. Metropolitan- Career Technical Center - 9th - 12th 2. Philander Smith College - 9th 3. Penick Boy's Club- 7th and 8th 4. Pfeifer Camp Residential Elementary Program 5. Accelerated Learning Program - 9th - 12th 6. Alternative Learning Program - 6th - 12th 7. ALC Elementary Sites (3 rd - 5th ) 8. LRSD Elementary Residential Charter School (Badgett) - Scheduled to open August 2000 14 In 1997-98 through 1998-99, expulsions dropped from 119 to 1. Alternative education played a major role in the reduction, but stepped up activities for young people with a variety of intervention processes could all be credited with being part of the solution. Section 2.5.1 LRSD shall strictly adhere to the policies set forth in the Student Rights and Responsibilities Handbook to ensure that all students are disciplined in a fair and equitable manner. In addition to due process and appeal procedures clearly outlined in the LRSD Student Handbooks, new policies and regulations have been drafted to bolster those already in place. Draft polices, IBA, Racial Disparities in Programs and Activities and its accompanying regulations, and JI, Student Rights and Responsibilities, are scheduled for presentation at the April 2000 Board meeting. They have been written to ensure LRSD's commitment to providing fair and equitable treatment to students involved in disciplinary matters. Principals were directed to closely adhere to the Student Handbooks in their staff development training on the Revised Plan, and it has been restated at principals' meetings. The students' and their parents' awareness of the disciplinary standards, sanctions, and appeals process is part of the communications from the schools annually. The employment of the Ombudsman has reinforced the equity efforts of the District in this arena. Section 2.5.2 LRSD shall purge students' discipline records after the fifth grade and eighth grade of all offenses, except weapon offenses, arson and robbery, unless LRSD finds that to do so would not be in the best interest of the student. Policies JRAA - Student Discipline Records JRAA - R - Student Discipline Records (regulation) The Board adopted policy JRAA and regulation JRAA-R June 24, 1999. Inservice was provided to building administrators (September 1999). At the end of each school year the Assistant Superintendent for School Discipline reviews student discipline records for serious offenses prior to student promotion and determines which records need to be maintained. The purged records are then sent to the new schools. Section 2.5.3 LRSD shall establish the position of \"ombudsman\" the job description for which shall include the following responsibilities: ensuring that students are aware of their rights pursuant to the Student Rights and Responsibilities Handbook, acting as an advocate on behalf of students involved in the discipline process, investigating parent and student complaints of race-based mistreatment and attempting to achieve equitable solutions. The ombudsman position was filled in February '99 15 The mission of the ombudsman is to provide services for parents and students by answering questions, providing information, direction and assistance regarding LRSD policies or procedures, particularly as they relate to student rights and equitable treatment. The ombudsman also assists in resolving disputes between the home and school while working to achieve equitable solutions. Goals were developed through input from ODM, Joshua lntervenors, community members, and administrators. Goals l. Ensure that parents and students are aware their rights pursuant to the Student's Rights and Responsibilities handbook. 2. Act as an advocate on behalf of parents and students involved in the discipline process. 3. Investigate parent and student complaints of alleged race-base mistreatment and to work to achieve equitable solutions. 4. Promote collaboration between the school and community. 5. Promote District and community awareness about the role of the ombudsman. 6. Establish mediation procedures for resolving disputes and conflicts. 7. Increase community awareness about the Revised Desegregation and Education Plan. 8. Increase community awareness about course offerings, student assignments, academic competitions, transportation, and guidance services. 9. Establish intervention activities for students. Efforts continue to increase community awareness of the ombudsman. Monthly reports are compiled relating to the ombudsman's activities. Section 2.5.4 LRSD shall work with students and their parents to develop behavior modification plans for students who exhibit frequent misbehavior. Students who exhibit frequent misbehavior have their cases referred to the schools' Pupil Services Team. The team is comprised of the building administration, the students' teachers, the counselor, the parents and any specialists deemed necessary. The team develops a behavior modification plan as warranted. An exit conference committee has been established at the Alternative Learning Center. Each student who has violated conduct codes in the student handbook and is assigned to the ALC is required to go before the committee before he/she is returned to his/her home school. The committee includes the ALC director, the administrative assistant, the counselor, the student's grade-level facilitators, the student's parent, and the student. The therapist, social worker, or/and probation officer participate in this process on a case-by-case basis. The ALC exit process requires students to complete the following steps before a final decision is made about the students' return to their home schools: 1. Complete a written self-evaluation that is read to the committee, 2. State verbally in concrete reasons why they should return to their schools, 16 3. Explain/discuss how various group sessions assisted in their academic or/and behavioral improvement, 4. Answer committee member questions to provide an in-depth perspective of the students' readiness to return to their schools, 5. State achievable goals that help them be successful in their schools. Section 2.6 LRSD shall implement programs, policies, and/or procedures designed to promote participation and to ensure that there are no barr.iers to participation by qualified African-Americans in extracurricular activities, advanced placement courses, honors and enriched courses, and the gifted and talented program. The school service division was primarily responsible for the extracurricular activities in Section 2.6 of the Revised Desegregation and Education Plan. The following procedures have been implemented. Extracurricular activities are District sponsored and directed activities designed to provide opportunities for students to explore areas of interest that compliment and enrich the curriculum. These activities include clubs and organizations such as Student Council, YTeens, or Beta Club. A policy addressing extracurricular has been approved by the Little Rock School District Board of Directors in 1988. A committee during the 1999-2000 school year reviewed this policy. It was determined that it should be revised to be in compliance with the Revised Desegregation and Education Plan. A draft copy of the policy was submitted for feedback to the Associate Superintendents, the Special Assistant to the Superintendent and Dr. Terrence Roberts. The committee reconvened, made modifications and submitted the policy to the Board of Directors. The policy and regulation (JJ and JJ-R) were adopted by the Board in November 1999 (JJ) and October 1999 (JJ-R). The Superintendent and his cabinet determined in January 2000 that an Activities Advisory Board would be organized to promote, support and enhance extracurricular activities. A steering committee with representation from the middle and secondary schools has been selected to determine how the Activities Advisory board will be organized. The first meeting took place in February 2000. Policies The Little Rock School District Board of Education has approved five new policies to ensure that there are no barriers to the participation of African-American students in advanced placement courses and the gifted and talented program.  Policy IHCC, Pre-Advanced Placement and Advanced Placement Courses, Grades 6-12, was approved by the Board of Education on July 22, 1999. Equity language in this policy follows: 17 \"The District shall develop appropriate programs and procedures to ensure that there are no barriers to participation in Pre-Advanced Placement and Advanced Placement courses due to ethnicity, race, gender, national origin, creed, socioeconomic level, or handicapping condition. To that end, the District shall include in its professional development program for teachers and counselors training in identifying and encouraging increasing percentages of students to participate in Pre-Advanced Placement and Advanced Placement courses.\" With this policy and the Board's adoption of new middle schools and high school curricula in fall 1998 for 1999-2000 implementation, the previous layer of \"honors and enriched courses\" was eliminated. Instead, each school offers Pre-Advanced Placement courses.  Policy IHBB, Gifted and Talented Education, was approved by the Board on July 22, 1999. This policy statement includes the following equity statement: \"The Little Rock School District is committed to each child having an opportunity to participate in its gifted programs, regardless of race, color, creed, socioeconomic level, national origin, or handicapping condition. This commitment is guaranteed through equitable procedures for assessing gifted potential, through program designs that are flexible and varied enough to be adaptable to individual student need, and through curricula designed to nurture gifted potential.\"  Policy IKC, approved by the Board of Education on September 23, 1999, outlines the specific procedures that will be used in calculating students' grade-point averages and rank-in-class, including the grading scales to be used for regular and Advanced Placement courses. This policy promotes equity in that it ensures that the same procedures will be used for all students in a given high school and among the several high schools in the Little Rock School District. The first paragraph of the policy follows: \"It is the policy of the Board of Education that students' rank-in-class and grade-point averages be determined by District regulations that govern the calculation procedures, ensure consistency among the high schools, and ensure that these regulations are widely communicated and understood by students, their parents/guardians, and the staff.\"  Policy IKF, approved by the Board of Education initially in December 1998 and then revised on July 22, 1999, effective for the graduating class of 2002, establishes new, enhanced course requirements with a total of 24 required units. The Board also established a \"Recommended Curriculum\" of 27 units that provides encouragement and incentives to students to take the most rigorous curriculum possible. One incentive is that in order to earn the 18 Honors Seal on the Diploma, a student must complete the Recommended Curriculum of 27 units, successfully complete at least six Pre-Advanced (PreAP) and two Advanced Placement (AP) courses, and earn a grade-point average of at least 3.5.  Policy IHBEA, English as a Second Language, also includes an equity statement. This policy is included under this section not only to illustrate the District's commitment to equity for all, but also because there are several students with African backgrounds in-the English as a Second Language program. The following statement provides for access to special opportunity programs: \"The District will ensure the provision of appropriate ESL curriculum standards and benchmarks, professional development, technical assistance, parent involvement, staffing, materials, access to special education and other special opportunity programs, qualified staff, and other resources to ensure compliance and effectiveness.\" These strong policy statements are intended not just to establish rules, but also to create a culture of high expectations for all students. Procedures (Regulations, Administrative Directives, Handbooks, etc.) Many procedures and processes have been created to enforce and facilitate the implementation of the new policies: Administrative Regulations IHCC-R: Pre-Advanced Placement and Advanced Placement Courses The following sections of Administrative Regulations IHCC-R are new (adopted October 21, 1999). These statements were written specifically to promote the increase of percentages of African-American students who enroll in Pre-AP and AP courses: \"Placement in Pre-Advanced Placement or Advanced Placement mathematics courses is determined by interest and the path that began in grade 6. However, a student may not be excluded from a Pre-Advanced Placement course simply because he/she was not enrolled at that level the previous year. \"Students who earn at least a \"C\" in a Pre-Advanced Placement course may, upon request, be automatically enrolled in the next level course. No teacher recommendation is required. \"Counselors must routinely check each year to make sure that students with grades of \"A\" or \"B\" in regular-level courses and/or who are scoring at the highest levels on the state's criterion-referenced test or the norm-referenced tests are placed appropriately in Pre-Advanced Placement or Advanced 19 Placement courses. It is the responsibility of both teachers and connselors actively to recruit students into these courses. \"Schools are held accountable for ensuring that increasing percentages of students are enrolled in these rigorous courses.\" High School Curriculum Catalog (Grades 9-12), 1999-2000 and 2000-2001 The placement criteria from the Administrative Regulations were printed in the High School Curriculum Catalog for 1999-2000 and for 2000-2001, along with the following language: \"The Little Rock School District offers Pre-AP and AP courses in several content areas: English language arts, mathematics, science, social studies, foreign language, computer science, art, and music. Students are placed in these courses based on established criteria. Pre-AP and AP courses are designed to give students experiences in college-preparatory and college-level courses. \"Each secondary school must identify as many students as possible for these courses if the school and the District are to meet the challenging goals established in three critical planning documents: the LRSD Strategic Plan, the Revised Desegregation and Education Plan, and the National Science Foundation project in mathematics and science.\" National Science Fonndation Project The goal of increased participation of African-American students in Pre-AP and AP courses is powerfully reinforced in the proposal that the Little Rock School District wrote to the National Science Foundation to fund its project in the amount of $3.4 million. The District's accountability plan for this project includes annual reports on the enrollment of students, by race, in advanced mathematics and science courses, including Pre-AP and AP courses. The following language is included in the District's proposal for funding to NSF: \"A need exists for students to begin preparation to enter high school Advanced Placement mathematics and science courses and other upper level mathematics and science courses while they are still in elementary and junior high school. Many students, even if they meet the course prerequisites for upper level courses, have not acquired the type of skills and content knowledge that is required to be confident about their ability to succeed in these courses. The prerequisite skills and the confidence they engender are both critical elements in increasing the number of students in AP and other upper level mathematics and science courses. This is particularly true for some minorities who may not be well represented among upper classmen who are currently enrolled in these courses.\" 20 The Program Evaluation Plan for the NSF project includes the following: \"Data has been and will continue to be disaggregated by gate-keeping mathematics and science courses-algebra, geometry, calculus, biology, chemistry, and physics. \"Data will be disaggregated by the number of students enrolled and the number completing gate-keeping courses. The total number of students enrolled in each course in October of the first semester has been identified for the baseline year, year one, and year two and will continue to be identified across each succeeding year of the project. Similarly identified will be the total number of students completing each course identified as those receiving a grade of A, B, C, or Din the fourth quarter. Students who drop out, receive an For no grade at the end of the course will be tallied and included in a separate cohort. \"Data will be disaggregated by gender and race/ethnicity, specifically American Indian/Alaskan Native\nAsian/Pacific Islander\nBlack (not Hispanic)\nHispanic\nWhite (not Hispanic)\nand other (i.e., multi-racial). \"For each gender and racial/ethnic cohort, district-wide total numbers and percentages have been and will continue to be computed. \"This information will be displayed in table and figure form (graph with accompanying table) for the baseline year and each succeeding year of the project. In addition, figures will identify gate-keeping course enrollment and completion rate trends by displaying the percent of change from the baseline year to year five (2003) of the project for the following: 1. All students vs. minority students in science gate-keeping courses\n2. All students vs. minority students in mathematics gate-keeping courses\n3. All students vs. minority students in mathematics and science gatekeeping courses.\" Course Selection Sheets Another change in procedures that was made was to add to the Course Selection form that each high school student completes for the next year's registration a statement that students who made at least a \"C\" in a previous Pre-AP course do not have to have teacher approval to take the next-level course. Both the 1999-2000 and 2000- 2001 forms included this statement. (See also Administrative Regulations IHCC-R, Pre-Advanced Placement and Advanced Placement Courses, Grades 6-12.) Student/Parent Guide to LRSD Middle School Curriculum, 2000-2001 This new publication was mailed to the parents of all grade 5-7 students (who will be in grades 6-8 in fall 2000) in anticipation of the registration process in spring 2000. It included copies of the Middle School Mission, the Middle School Program Standards, references to the \"refrigerator curriculum\" (list of specific standards/benchmarks for 21 each core middle school course), a list of available courses, and other guidance information for middle school students and parents. High School Course Selection, 1999-2000 This publication included the policy on graduation requirements for students graduating in 2000 and 2001 and also the new policy, effective for students graduating in 2002 and beyond. In addition, the publication listed the course number, course title, grade levels at which taught, and prerequisites for all the courses, including Pre-AP, AP, and University Studies courses, available in the District's high schools. This publication has been discontinued and replaced with a more comprehensive one: Student/Parent Guide to Course Selection and Graduation Reguirements, 2000-2001. Student/Parent Guide to Course Selection and Graduation Reguirements, 2000-2001 The Little Rock School District produced a new publication in spring 2000 (to replace the former one that only listed graduation requirements and course lists) for high school students and their parents. The purpose of the new guide is to assist them in choosing from the more than 450 courses available in the District's high schools and to provide tools for the selection of appropriate courses and Career Focus pathways that are included in the graduation requirements. This guide includes a list of the 30 AP courses that are available, encouragement to students to take Pre-AP and AP courses, and information about the Advanced Placement examinations, as well as information about the University Studies program at Hall High School. A major reason for investing in the time and funds required to produce this 20-page publication and mail it to parents/guardians is to improve the access of all students, especially African-American students, to the \"valued\" curriculum\nthat is, to Pre-AP and AP courses and to the recommended curriculum. Enough copies have been printed to make it available to all students, grades 7-11, and to new students to the District. Every high school teacher will receive a copy, and enough additional copies were printed for use by grade 7 students in their required Career Orientation course. Each high school will be expected to conduct a parent meeting during the registration process to review the content of the Guide. The District will also sponsor several opportunities to teach the content of the Guide to parents and other patrons. Little Rock School District's Quality Index Another vehicle that the Little Rock School District is using to promote the enrollment of African-American students in the Pre-AP and AP courses is the Quality Index. The District's collective responsibility (or accountability) plan includes a number of indicators by which school performance will be evaluated annually in the Quality Index. Academic indicators are routinely disaggregated by race/ethnicity and gender so that progress for each group can be determined. 22 Elementary schools do not have Pre-AP and AP courses, but they will be held accountable for moving more and more students into the upper levels of academic achievement. Their indicators include the following:  Percentage of students who perform at the advanced level on the state grade 4 benchmark examinations in literacy and mathematics.  Percentage of students who perform in the top quartile on the SA T9 in reading, language, and mathematics.  Percentage of students who perform at the advanced level on the District's Achievement Level Tests ( criterion-referenced test) in reading, language, mathematics, and science, grades K-5. Among the indicators for middle schools are the following:  Percentage of grades 6-8 students enrolled in at least one Pre-AP course.  Percentage of grade 8 students who successfully complete Algebra I.  Percentage of students who perform at the advanced level on the state benchmark examinations in literacy and mathematics.  Percentage of students who perform in the top quartile on the SA T9 in reading, language, and mathematics.  Percentage of students who perform at the advanced level on the District's Achievement Level Tests (criterion-referenced tests) in reading, language, mathematics, and science, grades 6-8. High school indicators are as follows:  Percentage of students who earn the honors seal on their diplomas.  Percentage of students in grades 9-12 enrolled in at least one Pre-AP or AP course.  Percentage of students who perform at the advanced level on the state's endof- course examinations in Literacy, Algebra I, and Geometry.  Percentage of students who perform in the top quartile on the SA T9 in reading, language, and mathematics.  Percentage of students who perform at the advanced level on the District's Achievement Level Tests (criterion-referenced tests) in reading, language, mathematics, and science, grades 9-12.  Percentage of students taking the ACT.  Percentage of students earning at least a score of 19 on the ACT.  Percentage of students taking AP examinations.  Percentage of students earning a score of at least \"3\" on AP examinations. Administrative Regulation IHBB-R: Gifted and Talented Education The administrative regulations for the gifted and talented program, adopted on October 21, 1999, were derived from a handbook that had in the past been distributed to principals and others directly involved in the administration of gifted and talented programs. The new regulations are not only accessible to a larger audience, but they also are more formal since they are now included in the Board's policy book. 23 Principals' Edition: Gifted Program Handbook This handbook is an expanded version of the administrative regulation IHBB-R and includes step-by-step procedures for identifying gifted students at all grade levels. One important aspect of the District's procedures for screening and identifying gifted and talented students is the use of a non-verbal IQ test, the Raven Matrices, so that a student's poverty or language background will not be tested instead of his or her ability to think and solve problems. Administrative Regulation IKC-R: Class Rankings and Grade-Point Average Specific procedures were established in this regulation, adopted on October 21, 1999, for the calculation of grade-point averages and rank in class. Also included are the procedures for weighting grades in AP courses. Copies have been published in the official policy notebook and in Learning Links (a weekly publication for principals from the Division of Instruction). They have also been distributed to all counselors and registrars. In addition, the new Student/Parent Guide to Course Selections and Graduation Requirements, 2000-2001 includes a section that reprints the regulations so that all students and parents will be well informed of the new procedures. Administrative Regulation IKF-R2: General Graduation Requirements This regulation, adopted initially in December 1998 and then revised on October 21, 1999, and on February 24, 2000, lists the specific courses that are required in the minimum program, all the options for selecting a career focus, and the specific courses that must be taken in the recommended curriculum. Also included are the requirements for earning the honors seal on the diploma. In an effort to build understanding of the new graduation requirements, the District published the new requirements in the 1999-2000 Course Selection Guide for students and parents\nheld at least three meetings with counselors to ensure their understanding\naired a television show on the District's cable channel as a part of the Superintendent's Roundtable series to inform parents and patrons\nand published the new requirements with explanations in the new Student/Parent Guide to Course Selection and Graduation Requirements. 2000-2001. The individual schools have taken additional steps to build understanding. Administrative Regulation IHBEA-R: English as a Second Language This comprehensive regulation for the ESL program, adopted on October 21, 1999, includes a section of student access to \"special opportunity programs, as follows: \"The District will ensure that LEP students have equal access to the Gifted and Talented program and Pre-AP and AP courses at the secondary level throughout the District and to the University Studies program at Hall High School. \"The District will provide parents of LEP students information about any opportunities, requirements, selection criteria, or general information 24 regarding the G/T program, Pre-AP and AP courses, and the University Studies program that is provided to the parents of non-LEP students. \"Screening tests should be ih the language of the students, if at all practicable. If nonverbal tests are administered, the instructions should be in the language of the students. Staff who administer GT screening tests to LEP students must have received training on addressing the needs of LEP students.\" The procedures to increase minority enrollment in advanced courses were carefully communicated to principals, counselors, and registrars in the curriculum orientations that precede student registration in both 1999 and 2000. Also, frequent written and oral reminders are provided at every opportunity. Master schedules for each school are monitored to ensure that everyone is in compliance. The February 2000 curriculum orientation meetings emphasized, especially, that students with \"A\" and \"B\" grades and students scoring at high levels on state and District tests must be identified and placed in Pre-AP courses. Programs Curriculum Access and Consistency One of the most significant steps taken to \"ensure that there are no barriers to participation\" was in December 1998 when the Board of Education approved new curriculum for middle and high schools. The new middle school curriculum provides Pre-AP courses in English, mathematics, science, and social studies for grades 6-8 in all eight middle schools. These courses all have established standards/benchmarks so that there is more consistency and higher quality among the middle schools. At the high school level, the Board made available to all high schools all the available AP courses. That is, all high schools are to offer the entire AP curriculum ( except that Music Theory AP is available only at Parkview). If the courses are not taught, it will be due to insufficient enrollment, but not due to some courses not being available to a given school. Another step that was taken in December 1998 was to eliminate a layer of courses usually entitled \"honors\" or \"enriched\" between the regular and Pre-AP/ AP levels. This step enabled many more students to step up to the Pre-AP/AP courses and to engage in a more rigorous and challenging curriculum. Curriculum Standards and Benchmarks The District established in 1998-99 curriculum content standards for all K-6 English language arts, mathematics, science, and social studies programs. In 1998-99 the standards for grades 7-12 were established and in 1999-2000 new K-12 grade-level and course benchmarks were implemented, which delineate specifically for each level the content knowledge and skills that students should know at the conclusion of that course. These standards and benchmarks, when fully implemented in every classroom, have the effect of creating higher expectations for all students. The District staff determined that one of the most powerful things that could be done would be to raise the bar for everyone and to align instruction with the standards over which students are tested. 25 National Science Foundation Project This K-12 initiative in mathematics and science has taken on the challenge of restructuring curriculum, instruction, and assessment with the goal of producing many more students prepared to take advanced, Pre-AP, and AP courses in the high schools and then to major in these areas in college. As noted above, both mathematics and science standards and benchmarks were implemented in fall 1999. The following teaching materials were adopted to support mathematics instruction: Investigations in Number, Data, and Space, grades K-5 Connected Mathematics Project, grades 6-8 Heath McDougal-Littell, grades 11-12 Pacesetter Pre-Calculus Through Modeling (College Board), high school The new adopted materials for science are as follows: Science and Technology for Children, grades K-6 Science and Life Issues, grade 7 Science Education for Public Understanding Project, grade 8 Active Physics, grade 9 These new curricula are aligned with the state's mathematics and science curriculum frameworks, the Little Rock School District's standards and benchmarks, and the state's benchmark examinations in mathematics. Programs were selected based on what is needed to radically improve student achievement in these curriculum areas so that students will be well-prepared to take advanced, Pre-AP, and AP courses. The NSF project organizes a variety of strategies around what NSF calls major issues ( or drivers) of systemic reform. NSF has defined the drivers as follows:  Implementation of comprehensive, standards-based curricula as represented in instructional practice, including student assessment, in every classroom, laboratory, and other learning experience prqvided through the system and its partners.  Development of a coherent, consistent set of policies that supports: provision of high quality mathematics and science education for each student\nexcellent preparation, continuing education, and support for each mathematics and science teacher (including all elementary teachers)\nand administrative support for all persons who work to dramatically improve achievement among all students served by the system.  Convergence of the usage of all resources that are designed for or that reasonably could be used to support science and mathematics educationfiscal, intellectual, material, curricular, and extra-curricular-into a focused and unitary program to constantly upgrade, renew, and improve the educational program in mathematics and science for all students.  Broad-based support from parents, policymakers, institutions of higher education, business and industry, foundations, and other segments of the 26 community for the goals and collective value of the program, based on rich presentations of the ideas behind the program, the evidence gathered about its successes and its failures, and critical discussions of its efforts.  Accumulation of a broad and deep array of evidence that the program is enhancing student achievement, through a set of indices ( e.g., achievement test scores, higher level courses passed, advanced placement tests taken, college admission rates, college majors, portfolio assessment, research experiences, ratings from summer employers). In the specific instance of student test scores, awardees shall report, on an annual basis, the results of student mathematics and science achievements in a multi-grade level context for the SI (Systemic Initiative) impacted schools/districts/states relative to appropriate cohort entities (non-SI districts, the state, all of which are defined by the performance baseline.  Improvement in the achievement of all students, including those historically underserved, as evidenced by progressive increments in student performance characterized by the requisite specificity of the SI as a catalytic resource and the appropriateness of attendant attributions. The District has implemented a number of new initiatives in each of these areas, is continually collecting data on their impact on academic achievement, and will modify the programming as necessary. University Studies, Hall High School At Hall High School, in partnership with the University of Arkansas at Little Rock, grade 11- 12 students may take a variety of courses for which they receive both high school and college credit. This program does not necessarily target the students who are already taking Pre-AP or AP courses, but, rather, strong students who have the capacity of doing college work. To be eligible to enroll, students must have a minimum grade-point average of 2.5 on at least 50 percent of the college preparatory courses\nor a minimum overall grade-point average of 3.0\nor a minimum score of at least 21 on the ACT. Because the courses are conducted at Hall High School and are co-taught by Hall High teachers, the students receive a reduced tuition rate. 1999-2000 courses are as follows: English III (1 high school credit) and UALR 1311 and 1312: Composition I-II (6 hours) Sociology (1/2 credit) and UALR 2300: Introduction to Sociology (3 hours) Biology IIA (1/2 credit) and UALR 1401: Science of Biology (3 hours) Psychology (1/2 credit) and UALR 2300: Psychology and the Human Experience (3 hours) Communications IA (1/2 credit) and UALR Speech 1300: Speech Communications (3 hours) In 2000-2001 the following courses will be available: English IV (1 high school credit) and UALR 1311 and 1312: Composition 1-11 (6 hours) 27 Pre-Calculus B (1/2 credit) and UALR MA1302: College Algebra (3 hours) Physics I Pre-AP (1 credit) and UALR 1321 and 1322: Elementary Physics 1-11 (6 hours) United States History (1 credit) and UALR 2311 and 2312: United States History (6 hours) Psychology (1/2 credit) and UALR 2300: Psychology and the Human Experience (3 hours) Sociology (1/2 credit) and UALR 2300: Introduction to Sociology (3 hours) Communications IA (1/2 credit) and UALR Speech 1300: Speech Communications (3 hours) Biology IIA (1/2 credit) and UALR 1401: Science of Biology (3 hours). During fall 1999, 49 of 51 students successfully earned both high school and college credit. A total of 41 students enrolled in spring 2000 semester courses. District-level and Hall High School educators work closely with UALR staff to ensure the continued success of this wonderful opportunity for LRSD students. Talent Development Plan Early conversations in the District about the obligations in Section 2.6 centered at first on the analysis of student achievement data by race and number of African-American students performing in the highest quartile of the SAT9. These analyses convinved the staff that the District not only needed to ensure the enrollment of more high-performing students in advanced classes, but strategies had to put into place to \"grow talent,\" especially among African American males. Extensive research was done and the opinons of African American men in the community were sought to advise the committee. Among those consulted were Dr. Frank James of Philander Smith College, Leon Modeste, and Dr. Terrence Roberts. The committee read research as well. Among the literature consulted were the following books and articles:  Freeman A. Hrabowski III, Kenneth I. Maton, and Geoggrey L. Grief. Beating the Odds: Raising Academically Successful African American Males. New York: Oxford University Press, 1998.  Ronnie Hopkins. Educating Black Males: Critical Lessons in School, Community, and Power. Albany: State University ofNew York Press. 1997.  Vernon C. Polite and James Earl Davis (eds.). African-American Males in School and Society: Practices and Policies for Effective Education. New York: Teachers College Press. 1999.  Christopher Jencks and Meredith Phillips (eds.). The Black-White Test Score Gap. Washington, DC: Brookings Institution Press. 1998.  Mano Singham. \"The Canary in the Mine: The Achievement Gap Between Black and White Students.\" Phi Delta Kappan. September 1998. Pp. 9-15.  Steven C. Ender, Byron A. Wiley, and Charles Pagano. \"The Philadelphia Partnership: Improving College Access and Retention among Minority and Low-Income Students.\" The College Board Review. Summer 1998. 28  Stephen B. Plank and Douglass J. Maciver. \"Talent Development: A Philosophy and Blueprint for Middle School Reform.\" Principal Magazine. January 1998.  Stephanie Bell-Rose. \"What It Takes: A Look at Black Achievers.\" College Board Review. Winter 1998-99.  Harold Stevenson and James Stigler. The Learning Gap. New York: Summit Books. 1992.  Williams, Belinda (ed.). Closing the Achievement Gap: A Vision for Changing Beliefs and Practices. Alexandria, VA: Association for Supervision and Curriculum Development. 1996. A committee was formed in September 1998 to develop a Talent Development Plan. Research assignments were made, and the committee moved very quickly to put some infrastructure in place:  Eliminated the honors/enriched layer of courses between the regular level and Pre-AP/AP level at grades 6-12 for the 1999-2000 school year (approved by the Board of Education on November 19, 1998)\n Made all AP courses (except Music Theory AP) available to all high schools for 1999-2000\n Changed admission so that students with a grade of at least \"C\" in a prior PreAP or AP course can enroll in the next level without teacher approval\n Surveyed all honors, enriched, Pre-AP, and AP teachers to determine what training they had had so that a professional development plan could be designed\n Conducted study of current percentages by school of those students who are performing in the top quartile\npercentages of students who are taking the ACT\npercentages of students enrolled in AP courses\npercentages of students passing AP courses by school\netc.  Paid fee for Mable Donaldson to participate in the first year of training for Project AVID directors\n Investigated two potential grants to fund the Project A YID initiative: GearUp and Javits federal grants\n Conducted one-half day of training on Project A YID for representatives of the curriculum staff, high school principals, high school counselors, parent representatives, and community advocates\n Conducted one evening of training for members of the Board of Education on Project A YID\n Distributed information on the Talent Development Middle School (Baltimore model) to all middle school principals for restructuring ideas\n Continued research on effective strategies to close achievement gaps\n Met with representative teachers and counselors at three of the five high schools to hear what they believe they need to support the goal of increasing AP enrollment\n Discussed with Dr. Angela Sewall, Dean of Education at UALR, the possibility of a university partnership relating to Project A YID\n29  Met with ODM staff to discuss Project AVID and its potential benefits to LRSD students. The committee members understood that building the academic capacity for success in higher-level courses requires students to start early in developing their knowledge and skills. The District needs procedures in both identifying students who perform at high levels and making sure that they are placed in challenging classes. We must provide the necessary supports for more students to move into higher levels of performance-to develop the talent that is there. The assistance of Dr. Terrence Roberts, one of the District's desegregation consultants, was sought early in the development of this plan, and he has provided assistance on several occasions. Project AVID An early recommendation of the Talent Development Committee was that the District implement in its middle and high schools a national program called Project AVID. This recommendation was first presented to the Board of Education in December 1998. Due to the extraordinarily high costs of funding the training in San Diego, California, for teams of eight from each school, the only piece that was funded at that time was training for the Gifted/Talented Supervisor in the program's implementation. The Talent Development Committee is still interested in this program for the District's high schools-if the national organization can provide training at a site closer to Little Rock or if grant funding for the initial implementation can be secured. Gear-Up Grant Proposal In spring 1999 the Little Rock School District collaborated with the University of Arkansas at Little Rock (UALR) and other community organizations to submit a grant proposal to the federal government to fund Project AVID and other initiatives at the middle school level. These programs would have assisted the District in its goal of increasing minority participation in higher-level courses, including the Pre-AP courses available at the middle school level. The proposal was not, however, funded. Accelerated Student Academic Program (ASAP) Since the costs of implementing Project AVID are prohibitive at this time, the Talent Development Committee has devoted itself in 1999-2000 to the development of an alternative, locally designed plan based on the critical components of the AVID model:  Data-driven decisions  Identification, monitoring, and placement of students  Development of high-level reading skills and vocabulary  Development of high-level writing, note-taking, and test-taking skills  Mentoring, tutoring, and service learning  Parent involvement  Test (PSAT, SAT, ACT, AP) preparation  College preparation  Leadership development 30  Professional development for teachers, counselors, tutors, and mentors  Vertical teams  Summer programs  Program evaluation Staffs have briefly defined strategies for elementary, middle, and high schools for each of these strands. (See the following pages.) Accelerated Student Academic Program (ASAP) Program Objectives: 1. To improve student access to Pre-AP and AP courses (% enrolled by grade level). 2. To improve student success in Pre-AP and AP courses(% earning a \"C\" or above). 3. To improve ACT scores. 4. To improve percentage of students earning the Honors Seal on their diplomas. 5. To improve the percentage of students performing at the Advanced Level on the State Benchmark and End-of-Level Tests. 6. To improve the percentage of students performing at the Top Quartile on the SAT9 in reading and mathematics. 7. To radically narrow the achievement gap between African-American and white students. Strand Elementary ~chool Middle School High School Data-Driven Analyze performance Analyze performance data, Analyze performance data, set Decisions data, set goals, and set goals, and establish goals, and establish interventions. establish interventions. interventions. Identification, Identify and monitor all Place all elementary- Place all gifted/talented, Monitoring, and \"Advanced\" and \"Top identified gifted/talented, \"Advanced,\" and \"Top Quartile\" Placement of Quartile\" students in \"Advanced,\" and \"Top students in Pre-AP or AP courses. Students reading and Quartile\" students in Pre-AP mathematics. courses. Development of Implement independent Implement independent Implement independent reading High-Level reading program with reading program with program with specific lists to Reading Skills specific lists to develop specific lists to develop develop skills, vocabulary, and and Vocabulary . skills, vocabulary, and skills, vocabulary, and content knowledge. Require at least content knowledge. content knowledge. Require 30 books each year, Require at least 30 books at least 30 books each year. ,. each year. 31 Strand Elementary School Middle School High School Development of Implement writing Implement ASAP class for Implement ASAP class for students High-Level across the curriculum. students in third quartile, to in third quartile, to emphasize Writing, Note- Emphasize writing for emphasize systematic note- systematic note-taking skills, taking, and Test- learning, learning logs, taking skills, writing of writing of informative and Taking Skills. reader response journals, informative and persuasive persuasive essays, test-taking skills, etc. essays, test-taking skills, vocabulary, AP test preparation, etc. vocabulary, etc. Mentoring/ Establish a Establish a peer Establish a peer tutoring/service Tutoring/ mentoring/role model tutoring/service learning and learning/mentoring program. Use Service Learning program for advanced mentoring program. Use college students, community students. Use high school students, volunteers. middle/high students, college students, community college students, volunteers. community volunteers. Parent Individualize School- Individualize School-Parent Individualize School-Parent Involvement Parent Compacts to Compacts to accelerate Compacts to accelerate advanced accelerate advanced advanced students Focus on students. Focus on dads/male role students. Focus on dads/male role models. models. dads/male role models. College Provide information on Provide information on Provide information on college Preparation college preparation, college preparation, preparation, advanced courses, advanced courses, advanced courses, gifted/talented education, the Hall gifted/talented education, gifted/talented education, University Studies Program, etc., in the Hall University the Hall University Studies the Student Handbook. Studies Program, etc., in Program, etc., in the Student the Student Handbook. Handbook. Leadership Include curriculum Expand opportunities for Incorporate a Leadership Development modules on leaders, student participation in Development course into the including many who are co/extra-curricula curriculum with a service learning ethnic minorities, across opportunities at the middle component. Form partnership with the curriculum. schools. Encourage reading Leadership Little Rock. Encourage of biographies and reading of biographies and autobiographies. autobiographies, Professional Provide quality Provide quality professional Provide quality professional Development- professional development for teachers on development for teachers on the Teachers development for teachers the development of higher- development of higher-level on the development of level thinking. thinking. higher-level thinking. Professional Provide quality Provide quality Provide quality professional Development- professional professional development development for counselors. Counselors development for for counselors. counselors. Professional Provide quality training Provide quality training for Provide quality training for tutors. Development- for tutors. tutors. Tutors Professional Provide quality training Provide quality training for Provide quality training for mentors. Development- for mentors. mentors. Mentors Vertical Teams Implement vertical teams Implement 6- I 2 vertical Implement 6-12 vertical teams of at all elementary schools. teams of teachers in teachers in English, mathematics, English, mathematics, science, social studies, and foreign science, social studies, and languages. foreign languages. 32 Strand Elementary School Middle School High School Summer Implement top quality Implement summer Implement summer programs to Programs summer reading program programs to prepare prepare students for advanced study. for elementary students. students for advanced study: Grade 9-Mathematics Grade 6-Etymology Grade I 0-PSA T Preparation Grade 7-Mathematics Grade I I-ACT Preparation Grade 8-Writing and Reading Evaluation Gather and analyze Gather and analyze relevant Gather and analyze relevant D_esign relevant quantitative and quantitative and qualitative quantitative and qualitative data. qualitative data. data. Evaluate program. Evaluate program. Make necessary Evaluate program. Make Make necessary modifications for improved necessary modifications modifications for improved effectiveness. for improved effectiveness. effectiveness. Dr. Terrence Roberts' suggestions (Note: all program components are incorporated in this draft.) 1. Establish high expectations for all students to get top quality work. 2. Introduce a leadership component-skills training. 3. Use existing structures in the district and community whenever possible-to lessen the work, to minimize cost. For instance, he recommended that we consult with community organizations such as Boy Scouts, PARK, and church groups to impact black male student achievement. 4. Be sure to use community volunteers as mentors-not just other public school students or college students. 5. Each school must use a process to involve teachers in planning the school's implementation. Teacher buy-in is critical. 6. Focus on African-American males. Adult males need to form alliances with the black boys. Relationships are important. Consideration of problems. Connections to the school and to the community. Must change the mind-set. Restore/build the boys' ability to survive in a society that does not give the message: you are valued and needed. 7. Consider a scholarship program. Dr. Terrence Roberts, desegregation consultant, has been instrumental in the development of this tentative plan, which will require further revision and refinement. Implementation will be phased in at the high school level, beginning with the addition of double-period English I Pre-AP courses in fall 2000 at three high schools (see below). These courses will include the curriculum components of the plan. Other components will be implemented as possible when the plan is fully developed and approved. Gear-Up Grant Proposal Two meetings were held during the week of February 14, 2000, to begin the planning necessary to submit a second proposal for funding from the federal Gear-Up program. LRSD will form a partnership with UALR, Philander Smith College, the Chamber of Commerce Education Committee, the 33 Arkansas Commitment, the League of United Latin American Citizens, and others to implement, according to the tentative plan, five major components (strands) from the preliminary Accelerated Students Academic Program (ASAP) plan discussed in this section:  Professional development for teachers and counselors  Student supports (mentoring, tutoring, extended day, summer programs, etc.)  Communication (use of cable channel, publications, etc.)  Parent education and involvement  College and career awareness. The grant funds programs at middle and high schools where 50 percent or more of the students are eligible for free and reduced lunches. The qualifying middle schools in LRSD are Henderson, Southwest, Mabelvale, and Cloverdale. The LRSD/UALR proposal will carefully coordinate and align the activities designed for this initiative with the work that is already in progress with the Collaborative Partnerships for Mathematics and Science Achievement (CPMSA) funded by the National Science Foundation. The proposal will also set the planned initiatives into the context of reforms that have already been initiated or will be implemented in fall 2000. The District will also investigate other possible sources of funds for the other four middle schools. English I-II Pre-AP Workshop (2 periods) The Board of Education approved in December 1999 a proposal to allow high schools the option of offering a double-period English I (for 2000-2001) and English II (for 2001-2002) at both the regular and Pre-AP levels. Students in the regular-level course will work on the knowledge and skills necessary for them to perform at the \"proficient\" level on the state's benchmark examinations. Students in the Pre-AP level course will concentrate on notetaking, writing, vocabulary, critical reading skills, self-discipline, and other knowledge and skills that are necessary to prepare for success in the Advanced Placement English and social studies courses. These curricula components are similar to those included in Project AVID courses. English I teachers will receive during summer 2000 intensive training in the implementation of this new program. English II teachers will be trained in summer 2001. As of February 2000, the English I Workshop and English I Pre-AP Workshop will be implemented at Fair, Hall, and McClellan High Schools in fall 2000. 34 Section 2.6.1 LRSD shall implement a training program during each of the next three years designed to assist teachers and counselors in identifying and encouraging African-American students to participate in honors and enriched courses and advanced placement courses. Procedures Staff at the District level are using six basic procedures to provide for identification of increasing numbers of African-American students to participate in advanced, Pre-AP, and AP courses.  The District is providing teachers and counselors with the rationale (ethical, philosophical, pedagogical, legal, and compliance-whatever works) to open more sections of Pre-AP and AP courses and to encourage increasing numbers of students, especially African-American students, to enroll in these courses.  The District is allowing students to take the Pre-AP or AP courses without having to secure \"teacher approval\" if they made a grade of \"C\" or higher in the previous course.  The District is monitoring enrollment in Pre-AP and AP courses on a nineweek basis to determine not only the numbers of students enrolled, but also to see if enrollment is holding\nthat is, if counselors are encouraging students to stay in the courses.  The District has set as an indicator in the Quality Index that schools should have approximately 65 percent of their students enrolled in Pre-AP/AP courses. As a result, some schools took the initiative at the end of the fall semester 1999 to move stronger students into the Pre-AP level from the regular level. Middle school principals discussed at their February 9, 2000, meeting that they are all building in more Pre-AP sections to their master schedule for 2000-2001 so that they will have space to increase their enrollment in these higher-level courses.  The District has constantly provided information to principals, counselors, and teachers-either in writing ( copies of articles about successful programs/schools which enroll high percentages of students in Pre-AP and AP courses), in discussions at meetings, and in training activities so that staff have the tools they need to teach a wider diversity of students.  The District is looking for every opportunity to inform parents of the benefits of their children being enrolled in this more rigorous curriculumpublications, television shows, newsletters, conversations, and parent meetings. As more and more parents understand this program, we know that they will insist that their children be involved. The Middle School Curriculum Catalog for 2000-2001, published for school staff, provides encouragement and guidelines for increasing minority participation in Pre-AP and AP courses. Counselors will receive more detailed information at the Curriculum Orientation sessions in February 2000. 35 The High School Curriculum Catalog for both 1999-2000 and 2000-2001 provide encouragement and guidelines for increasing minority participation in Pre-AP and AP courses. Several meetings occurred during 1998-99 and again in 1999-2000 to ensure that counselors and teachers understand these new expectations. The 2000-2001 Student/Parent Guide to Middle School Curriculum includes information on the Pre-AP courses that are available at all middle schools. The 2000-2001 Student/Parent Guide to Course Selection and Graduation Requirements includes sections on Pre-AP, AP, and University Studies courses. Advanced Payment of Pre-AP and AP Workshop Fees The Supervisor of the Gifted/Talented Program provided leadership in establishing a special account through which the State funds for AP workshops and institutes are processed. This fund allows all teachers equal access to the opportunities for training because attendance is no longer dependent on whether the teacher can pay the fees and wait for reimbursement or whether the schools have the available funds to pay for the fees and wait for reimbursement. The procedures that have been established enable all students in the District to have equal access to the same types of Pre-AP and AP course work and strategies. Programs Training for Counselors Curriculum Orientation workshops were conducted for elementary, middle, and high school counselors in January 1999 and February 2000 to prepare for student registration. A significant emphasis in these workshops was on increasing enrollment in Pre-AP and AP courses, especially of African-American students. The sections in the High School Curriculum Catalog relating to this issue were highlighted. On October 14, 1999, the Supervisor of the Gifted/Talented Program conducted a training session for counselors on \"Recruiting and Preparing Students for a Rigorous Academic Program.\" She discussed the recruitment of minority and disadvantaged students to the PreAP and AP programs and the importance of involving parents so that they will be supportive of students enrolling in these courses. They viewed a video entitled, \"Advanced Placement Inventive Program: Improving Education and Changing Lives.\" Training for Teachers All teachers of Pre-AP and AP courses are offered special training sponsored by the College Board and funded by the State. The Little Rock School District encourages participation and, in addition, provides supplemental training to include issues relating to minority participation. 36 In summer 1999 27 LRSD teachers attended the Summer Pre-AP and AP Institute: Central High 3 Fair High 3 Hall High 6 McClellan High 2 Parkview High 5 Cloverdale Middle 1 Dunbar Middle 5 Mann Middle 2 The AP courses that these 27 teachers represented were as follows: English (11), Social Studies (2), Mathematics (4), Science (3), Art (3), French (1), Spanish (2), and Psychology (1). On December 5-6, 1999, 94 LRSD teachers attended the AP Workshops: Central High 12 Fair High 4 Hall High 4 McClellan High 3 Parkview High 4 Cloverdale Middle 4 Dunbar Middle 7 Forest Heights Middle 13 Henderson Middle 10 Mabelvale Middle 3 Mann Middle 17 Pulaski Heights Middle 7 Southwest Middle 6 The courses represented by these 94 teachers were as follows: Pre-AP English (47), Pre-AP Social Studies (33), AP U.S. History (1), Pre-AP Spanish (5), AP Spanish (4), AP French (2), Pre-AP French(l). A third AP Conference was conducted on February 25-26, 2000. LRSD has registered 111 teachers who plan to participate: Central High 15 Fair High 4 Hall High 9 McClellan High 8 Parkview High 9 Cloverdale Middle 5 Dunbar Middle 4 Forest Heights Middle 11 Henderson Middle 7 Mabel vale Middle 10 37 I I 111. lJ. Pulaski Heights Middle 9 Southwest Middle 6 IRC 1 The courses represented are as follows: Pre-AP Science (37), AP Chemistry (2), AP Environmental Science (2), AP Biology (l), Pre-AP Biology (4), Pre-AP Chemistry (4), AP Physics (1), Pre-AP Physics (2), Pre-AP Mathematics (51), AP Statistics (3), AP Calculus (4). Vertical Teams in Mathematics and Science Mathematics and science vertical teams were formed to align local mathematics and science standards and benchmarks with the national standards. These standards and benchmarks were used to help select the curriculum for the high school mathematics courses. State funds provided under the Advanced Placement Incentive Program, Act 929 of 1997, were allocated for Pre-Advanced Placement and Advanced Placement teachers to attend oneday and/or two-day conferences. During 1998-99, 31 mathematics teachers, grades 6-12, attended College Board's two-day Mathematics Vertical Teams Conference in Little Rock. In addition, 26 science teachers, grades 6-12, attended UALR's Vertical Teams Conference for science teachers. The mathematics teachers have a new newsletter, The Mathematics Vertical Teams Newsletter with a first issue in December 1999. The following \"purpose\" for vertical teams is included on the first page: \"Our primary goal as educators in the Little Rock School District should be to help our students master the material in our discipline. Vertical teams should be viewed as a vehicle to improve student scores and grades. Vertical teams should also improve communication between teachers in the same building, in the same grade level, in the same courses, and in the same district. A Vertical Team never comes to a complete end because decisions must be reviewed, revised, and implemented over and over.\" Training for Principals During July 1998 one day of training on the new mathematics and science curriculum and the NSF accountability plan was presented to all principals. Follow-up meetings have been conducted during the school year in 1998-99 and 1999-2000. Training for Campus Leadership Teams During July 1999 the District provided two and one-half days of training for a core group of each school's Campus Leadership Team. A major emphasis in this training was on the District's new Collective Responsibility Plan and the Quality Index-including those indicators relating to increasing minority student participation in advanced and Pre-AP/AP courses. Each school's performance will be evaluated, in part, based on those indicators. 38 Section 2.6.2 LRSD shall implement programs to assist African-American students in being successful in honors and enriched courses and advanced placement courses. Procedures Identification of Students for Gifted and Talented Programs Students are identified for placement in the Gifted and Talented Programs as per administrative regulation IHBB-R and the steps outlined in the Gifted Program Handbook. Guidelines for Placement of Students in Pre-AP and AP Courses Students are placed in Pre-AP and AP courses according to the guidelines established in administrative regulation IHCC-R. These are reprinted in the Gifted Program Handbook, the High School Curriculum Catalog, and the Middle School Curriculum Catalog. Review and Monitoring of Enrollment in Pre-AP, AP, and GT Programs Staff in the Planning, Research, and Evaluation office routinely monitor enrollment, by school, by race, and by gender, in Pre-AP, AP, and GT programs as a part of the program evaluation functions. The Associate Superintendent for Instruction also monitors each semester's enrollment in Pre-AP and AP courses when she reviews schools' master schedules. Individual schools monitor as well. At both the middle and high school levels, one of the indicators in the Quality Index is the percentage of students at each grade level who are enrolled in at least one Pre-AP or AP course. School-level staff, therefore, are learning that their school's performance cannot be rated well if they do not attend to this indicator. Enrollment in these courses is also encouraged in the following additional indicators:  Percentage of students scoring in the highest quartile on the SA T9 reading and mathematics sub-tests  Percentage of students scoring at the advanced level on the State's Benchmark and end-of-level tests  Percentage of students scoring at the advanced level on the LRSD Academic Level Tests  Percentage of students earning at least a 19 on the ACT  Percentage of students taking Advanced Placement examinations  Percentage of students earning at least a \"3\" on AP examiniations  Percentage of students earning the Honors Seal on their diplomas  Percentage of students who require remediation in college Building-Level Guidance Plan Each school designs and implements an annual guidance plan that is aligned with State and LRSD expectations. 39 Review and Monitoring of Quarterly Grade Distribution Reports The Superintendent and the Associate Superintendent for Instruction monitor quarterly the grade distribution reports, as do school-level staff. National Science Foundation Accountability Report The NSF program staff compile and submit to NSF an annual report that includes a narrative on the activities implemented and many tables and charts of data that are required for accountability. These data include enrollment in Pre-AP and AP courses, as well as other higher-level courses in mathematics and science. Programs College Preparatory Enrichment Program (CPEP) This summer tutoring program is funded by the State of Arkansas. The program goal is to improve students' mathematics and verbal scores on the ACT. The knowledge and skills that are taught reinforce student success in advanced classes. Academic Enrichment and Gifted in Surnrner (AEGIS), Grades 7-12 This program is state funded for identified gifted students. Southeastern Consortium for Minorities in Engineering (SECME) SECME is a premiere pre-college program that prepares and motivates students for engineering and other technical fields. LRSD received $22,000 from SECME to implement the SECME program in thirteen elementary and secondary schools. SECME's goal, which is tightly aligned with the Little Rock NSF project, is to increase the pool of minorities who are prepared to enter and complete post-secondary studies in engineering, mathematics, and science. The Little Rock SECME program works in partnerships with faculty from the School of Engineering at the University of Arkansas at Little Rock (UALR). The faculty provides in-kind contributions to deliver technical assistance to school teams. NSF funds were used to support the SECME program in five additional schools. Early College Planning Process (middle school) Students plan their high school graduation and for college both in their grade 7 Career Orientation class and through the middle school guidance program. SMART This NSF-funded program provides a summer enrichment program in mathematics to ensure higher levels of success among grade 9 students in Algebra I. School-based Student Support Teams Each school has a Student Support Team whose goal is to monitor student achievement and provide support and necessary interventions to students at risk of failure. English I-II Workshop Pre-AP Three high schools plan to implement in fall 2000 a double-period English I Pre-AP course (and then to add the double-period English II Pre-AP course in fall 2001). This course will 40 include the curriculum content standards and benchmarks of the English I Pre-AP course, plus specific instruction in areas that students need for success in AP courses: note-taking, essay writing, critical reading skills, vocabulary development, test preparation, college application skills, and so forth. A part of the plan is to work with the community to secure mentors/tutors for students who need assistance in these courses. The curriculum will support student success not only in AP English courses, but in other AP courses as well. Section 2.7 LRSD shall implement programs, policies, and/or.procedures designed to improve and remediate the academic achievement of African-American students, including but not limited to Section 5 of this Revised Plan. Alignment of Multiple Plans Early in 1998 the staff concluded that everyone was going to be confused unless District leaders could clearly demonstrate the alignment and connections among at least six critical planning documents and accountability systems for the District:  LRSD Strategic Plan  LRSD Revised Desegregation and Education Plan  Title I  Arkansas Smart Start Initiative  Urban Professional Development Initiative  Collaborative Partnerships for Mathematics and Science Achievment (funded by NSF) What all these documents had in common were standards, professional development, and accountability. Members of the Division oflnstruction worked diligently, therefore, to keep all those tightly aligned as work proceeded toward implementation so that everyone at every level would see the six initiatives as basically one initiative, especially as they relate to curriculum, instruction, and assessment. Graphics were constructed, as were matrices, so that staff could see the connections. Student Success Model The Little Rock School District has adopted a comprehensive plan to improve student achievement. The Student Success Model has six components, as follows:  Establish a continuum of learning (curriculum standards and benchmarks)  Provide professional development on effective instructional strategies  Design an assessment system to measure academic progress  Create opportunities for personalized education  Build community support  Communicate. Communicate. Communicate. The Work Plan for the Division oflnstruction was organized under these six components in 1998-99 and continued into 1999-2000. They guide the staffs thinking and their work. The Student Success Model was unveiled for the first time at the July 1998 Summer Principals' Institute. The graphic used to explain the model was used every week during 1998-99 on the front page of the Division oflnstruction' s publication for principals, Leaming Links, to remind everyone of both the model and the focus: improved student achievement. 41 A formal presentation of the Student Success Model was made to the Board of Education, principals and members of the Campus Leadership Teams, and the community in November 1999 at the Excelsior Hotel. Packets of explanatory materials and lists of programs were distributed. The presentation was taped and then broadcast on the District's cable channel. In a school district that is 68 percent African-American, as is the Little Rock School District, everything that responsible educators do must serve to improve opportunities, access, support systems, and academic success of African-American.students. The following policies, procedures, and programs have been implemented in 1998-99 and 1999-2000 to that end. All policies and administrative regulations were reviewed not only by representative staff, but they were also sent for review and input to ODM, John Walker of Joshua Intervenors, Frank Martin of the Classroom Teachers Association, and to both Dr. Terrence Roberts and Dr. Steve Ross, desegregation consultants. Policies The section on Instruction in the Board of Education's policy manual has almost totally been revised. The following new policies (those not discussed in other sections of this document) have been adopted:  Policy IA, Academic Content Standards and Benchmarks, adopted on July 22, 1999, by the Board of Educati.on, establishes a standards-based education system for all students. Also stated is the expectation that, \"The District, each school, each individual educator, students, and their parents/guardians are collectively responsible for ensuring student success to every extent possible.\"  Policy IB, Academic Freedom, adopted by the Board on July 22, 1999, establishes rights of both teachers and students in the area of academic freedom.  Policy IC, School Year, adopted by the Board of Education on July 22, 1999, establishes the length of the school year and allows the Superintendent to apply for a waiver of up to five instructional days to be used for the professional development of staff.  Policy ICA, School Calendar, adopted by the Board of Education on July 22, 1999, sets forth the requirement that the Board annually adopt the school calendar.  Policy ID, School Day, adopted by the Board of Education on July 22, 1999, establishes the number of required instructional hours in the school day for elementary and secondary students.  Policy IG, Curriculum Development, Adoption, and Review, adopted by the Board of Education on August 26, 1999, requires Board approval for new courses added to the curriculum.  Policy IGA, Curriculum Program Alignment and Coherence, adopted by the Board of Education on July 22, 1999, requires that all curriculum be aligned with the District's planning documents and the regular education program. It further requires that special education, Title I, ESL, migrant education, gifted and talented education, 504 programs, alternative education, and other instructional programs reflect the district-adopted standards and benchmarks. 42  Policy IGE, Curriculum Guides, adopted by the Board of Education on July 22, 1999, requires curriculum guides for all courses offered in the District.  Policy IHAL, Religion in the Schools, adopted by the Board of Education on July 22, 1999, reinforces the American tradition of separation of church and state. The policy specifically permits teaching about religion.  Policy IHBDA, Remedial Instruction, adopted by the Board of Education on July 22, 1999, makes a commitment to provide \"expanded learning opportunities for all students.\" The policy further states that \"Intervention and remediation efforts ... will be comprised of a broad range of alternatives to ensure that all students are afforded equitable opportunities to perform at or above the 'proficient' level as defined by the standards of Arkansas and the Little Rock School District.\"  Policy IHBH, Alternative Education Programs, adopted by the Board of Education on July 22, 1999, states that the District will \"provide alternative educational opportunities to the extent practicable for those students unable to succeed in a traditional learning environment.\"  Policy IHCA, Summer School, adopted by the Board of Education on July 22, 1999, authorizes summer school programs for extended learning opportunities.  Policy IHCD, Credit for College Courses, adopted by the Board of Education on July 23, 1998, establishes concurrent credit programs between high schools and area universities.  Policy IHCDA, Opportunities to Earn College Credit, adopted by the Board of Education on July 22, 1999, allows students to enroll in college courses while they are still in high school.  Policy JIB, Teacher-Student Ratio, adopted by the Board of Education on July 22, 1999, reinforces the Arkansas Accreditation Standards for teacher and student ratios.  Policy IJ, Instructional Resources and Materials, adopted by the Board of Education on July 22, 1999, establishes the responsibilities of the Board in the selection, adoption, maintenance, and control of instructional materials.  Policy IKA, Grading Systems, adopted by the Board of Education on September 23, 1999, establishes a purpose for grading, the expectations of fairness, the requirement of written procedures, the requirement that grades reflect only academic performance--not discipline, and the provision for adaptions in instruction, performance standards, and assessment strategies for students with special needs.  Policy IKB, Homework, adopted by the Board of Education on July 22, 1999, sets forth a philosophy on homework.  Policy IKE, Promotion and Retention of Students, adopted by the Board of Education on July 22, 1999, requires standards to be established to guide promotion and retention decisions.  Policy IKEC, Award of Credit, adopted by the Board of Education on July 22, 1999, defines a unit of credit and authorizes the Superintendent to award credits earned in various ways. 43  Policy IKF A, Early Graduation, adopted by the Board of Education on July 22, 1999, discourages, but allows a student to graduate early.  Policy IMB, Teaching about ControversiaVSensitive Issues, adopted by the Board of Education on July 22, 1999, establishes parameters to guide decisions.  Policy !MCA, Distribution of Materials and Literature Through Schools, adopted by the Board of Education on July 22, 1999, requires the Superintendent's authorization for the distribution of external materials.  Policy IMH, Class Interruptions, adopted by the Board of Education on July 22, 1999, establishes the expectation that non-academic interruptions to instruction be radically limited. Policies still under development include those relating to the administration of Title I, those relating to the professional development program, and one on computer literacy. The Board of Education also approved the revised middle school curriculum requirements in November 1998 and the revised high school curriculum in December 1998. Both were slightly revised by Board action in December 1999. Procedures The following Administrative Regulations establish the procedures for curriculum, instruction, and assessment staff, as well as school-level staff:       Administrative Regulation IA-R, Academic Content Standards and Benchmarks, adopted October 21, 1999, establishes eight exit standards for students to achieve by the time they graduate from high school. Administrative Regulation ID-R, adopted on October 21, 1999, establishes the minimum number of courses in which a student must enroll in grades 9-12. Adminstrative Regulation IGE-Rl, Curriculum Guide Development, adopted on October 21, 1999, establishes a five-year cycle for curriculum guide development, describes the processes that will be used, and sets expectations for dissemination and implementation. Administrative Regulation IGE-R2, Approval of New Courses, adopted on October 21, 1999, lays out the processes to be used for the approval of new courses in the curriculum. Administrative Regulation IHBDA-R, Intervention/Remediation, adopted on October 21, 1999, requires that assistance be provided \"for any student who is performing below the standard levels of achievement in the areas of mathematics and reading/language arts.\" Intervention/ remediation programs include \"re-teaching, tutoring, extended-day programs, Saturday programs, surnrner school, and special courses offered within the school day.\" Administrative Regulation IHCDA-R, Concurrent Enrollment, adopted on October 21, 1999, provides procedures for concurrent enrollment and credit. Administrative Regulation IJ-Rl, Textbook Adoptions, adopted on October 21, 1999, establishes the procedures for adoption of textbooks. 44  Administrative Regulation IJ-R2, Library Media Center Materials Selection, adopted on October 21, 1999, establishes the procedures for the selection, retention, and/or removal of library media center materials.  Administrative Regulation IKA-R, Nine-Week/SemesterNearly Grading Procedures, adopted on October 21, 1999, provides procedures for teachers to use in grade calculations at the elementary, middle, and high school levels. Included is the provision for semester test exemptions at the high school level.  Administrative Regulation IKE-R, Student Promotion and Retention, PreK- 12, adopted on October 21, 1999, provides specific guidelines for decisions relating to promotion and retention at each level.  Administrative Regulation IKEC-Rl, Credit for College Dual-Credit and College Summer Enrichment Programs, adopted on October 21, 1999, establishes parameters and criteria for award of credit earned in these programs.  Administrative Regulation IKEC-R2, Credit for Correspondence Courses, establishes procedures and parameters for the use of credit earned through correspondence courses.  Administrative Regulation IKEC-R3, Credit by Examination, establishes a list of approved courses for which credit by examination can be earned and the procedures for administering the program. Curriculum Content Standards/Benchmarks The District developed in 1997-98 and 1998-99 comprehensive curriculum content standards, plus grade-level and course benchmarks in K-12 English language arts, mathematics, science, and social studies. In addition, curriculum maps were constructed for each area to ensure that the LRSD standards were aligned with the State's curriculum frameworks and assessments. Teachers received their copies of the new curriculum documents in August 1999, along with some initial training in their implementation. Follow-up training has occurred throughout 1999-2000. (See Section 5.) Standards are important to ensure that high expectations for learning are established for every student. They describe for all involved the specific knowledge and skills that students should acquire during a year of instruction. Extensive, in-depth, and follow-up training is important for teachers so that they have the tools that they need to ensure student success in achieving the established curriculum standards and benchmarks. Instructional Standards A committee has been at work throughout 1999-2000 to identify or adapt or, perhaps, create a set of desired instructional ( or delivery) standards for use throughout the District, K-12. These standards will guide the design of professional development programs at both the District and school levels\nwould serve as part of the criteria by which educators at the District and school levels can evaluate potential curricula as 45 staff plan for improved student achievement\nwill be used by staff who observe instruction to provide feedback\nand eventually will be used to inform a revised teacher evaluation system. This work has been exciting in that it has provided a forum for professional development, for critical thinking about the available options, for discussions about culture and differences among both students and teachers, and consideration of the K- 12 and across-the-curriculum needs. Among the resources that the committee has studied are the following:  Robert Marzano. A Different Kind of Classroom: Teaching with Dimensions of Leaming. Alexandria, VA: Association for Supervision and Curriculum Development. 1992.  Robert Marzano. A Theory-Based Meta-Analysis of Research on Instruction. Aurora, CO: Mid-continent Regional Education Laboratory. 1998.  Stephanie Stoll Dalton. Pedagogy Matters: Standards for Effective Teaching Practice. Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence. 1998.  Gloria Ladson-Billing. The Dreamkeepers: Successful Teachers of African American Children. San Francisco: Jossey-Bass. 1994.  Robert Cole. Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners. Alexandria, VA: Association for Supervision and Curriculum Development. 1995.  Steven Zemelrnan, Harvey Daniels, and Arthur Hyde. Best Practice: New Standards for Teaching and Learning in America's Schools. Portsmouth, NH: Heinemann. 1998.  Gordon Cawelti. Handbook of Research on Improving Student Achievement. Arlington, VA: Educational Research Service. 1999.  Bruce Joyce and Emily Calhoun. Creating Learning Experiences: The Role oflnstructional Theory and Research. Alexandria, VA: Association for Supervision and Curriculum Development, 1996.  National Research Council. How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press. 1999.  Fred Newmann, Walter Secada, and Gary Wehlage. A Guide to Authentic Instruction and Assessment: Vision, Standards, and Scoring. Madison, WI: Wisconsin Center for Education Research. 1995.  Barbara Presseisen. Teaching for Intelligence. Arlington Heights, IL: Sky Light. 1999.  Charlotte Danielson's Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. 1996.  Bruce Joyce and Marsha Weil's Models of Teaching. Englewood Cliffs, NJ: Prentice Hall, Inc. 1986.  U.S. Department of Education's Programs for English Language Learners. Washington, DC: Office of Civil Rights. 1999. 46 The core committee doing this work includes diverse participants-those representing general education, special education, gifted education, career and technical education, English-as-a-Second Language, and both elementary and secondary. A representative of ODM serves as well. More diverse levels of staff will be involved as the process continues. The Instructional Standards will be established by the end of the 1999-2000 school year and will be used immediately in planning for 2000-2001 professional development activities. Programs Title I Programs The District's Title I program serves all elementary schools and middle schools, with the exception of magnet schools that already receive supplemental funding. Money is allocated to the District and then to schools on the basis of student participation in the free and reduced lunch program. Targeted students are those who are performing at the \"below basic\" and \"basic\" levels on assessments in reading and mathematics. PLATO Labs The District has acquired PLATO laboratories for Hall, Central, and McClellan High Schools. These schools are using the programs for remediation of socially promoted students to the high schools, for tutoring in English and mathematics concepts and skills, and for retaking courses that students have failed in the core areas. Accelerated Learning Center The Accelerated LearningCenter at Metropolitan serves more than 300 over-age and creditdeficient high school students in 1999-2000 in three sessions daily and in the summer. The competency-based, accelerated program allows students to earn high school credits as quickly as they can complete the courses they lack. This program has already had a dramatic postive effect on the drop-out rate, allowing many students to graduate who might not otherwise have done so. Alternative Learning Center The Alternative Learning Center serves middle and high school students who are on longterm suspension or expulsion. Students at this school can not only continue to make academic progress, but they also receive instruction and coaching on behavior modification so that they can be more successful when they return to their home schools. Summer School The District runs a comprehensive summer school for elementary, middle, and high school students. In summer 1999 the elementary program was conducted with an emphasis on literacy, using the Reading Clinic model. Modifications to the secondary program in summer 1999 included the decision to limit enrollment to students who live in LRSD, thereby ensuring adequate space for LRSD students. 47 Tutoring Programs Several schools offer in-classroom or extended day tutoring services, especially in reading and mathematics. 21 st Century Community Leaming Centers Project (Little Rock LEADERS) Little Rock LEADERS (Literacy Education, Academic Development, Educational Resource Services) is a federally funded grant project, awarded in summer 1998 that provides educational programming to students and adults of the Little Rock community. An advisory committee comprised of community partners, parents, and school district personnel provide direction and feedback regarding the LEADERS program. Programs sponsored by this project include after-school tutoring for students in grades K-12, 2 Cool 4 School, and One Three One Five Workforce Readiness and Community Service Program (for 13-15 yearolds). Mental and physical health services are also provided. ACT Tutoring A series of three-hour workshops in each of the core test areas is provided on Saturdays for persons taking the ACT. These workshops are scheduled on consecutive Saturdays leading up to the test dates available during the school year. Career Orientation (Required Grade 7 Course) The Board approved the new middle school curriculum in November 1998. At grade 7 there is a new requirement that all students take one semester of Career Orientation. The curriculum for the course was restructured so that it now meets the objectives of the Middle School Curriculum Committee. A part of the class time is devoted to a study of the high school graduation requirements and all its options, and then students make a first draft of a graduation plan. This class also includes vocational aptitude testing and feedback. The intent is to carve out sufficient time for all students to be well informed about high school and to receive good information and guidance on the choices they have. Block Scheduling All of the LRSD high schools block scheduled in fall 1999\nthat is, teachers and students met a given classes every other day. Students may take eight courses (four each day), and teachers teach six (three each day). Longer class periods have been found to facilitate the kind of instructional strategies that work best with all kinds of learners. Teachers received professional development to prepa\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_302","title":"Compliance court orders","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":["2000-03/2001-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Pulaski County Special School District","Educational law and legislation","Education--Evaluation","School administrators"],"dcterms_title":["Compliance court orders"],"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/302"],"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":["documents (object genre)"],"dcterms_extent":["82 pages"],"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\nIncludes vitae for Terrence J. Roberts, Ph.D., clinical psychology\nLittle Rock Nine\nAttachment 1 VITAE TERRENCE J. ROBERTS, Ph.D. Clinical Psychology EDUCATION: Ph.D. MSW BA - Southern Illinois University, 1976, Psychology - University of California, Los Angeles, 1970 - California State University, Los Angeles, 1967 LICENSING AND CERTIFICATION: California State Licensed Psychologist, Lie. #PSY8892 California State Licensed Social Worker, Lie. #5600 EXPERIENCE: Chief executive officer for Terrence J. Roberts \u0026amp; Associates, a management consultation firm active in California since 1975. A dynamic group with a wide range of skills and professional abilities. Workshops and Seminars in the areas of: Stress Management Effective Communication Managing Human Relationships Employment Transition Team Building Management Skills Managing Racial and Ethnic Diversity Self Growth and Development Conflict Resolution Developing Multicultural Awareness Employee Evaluation Staff Development Office of Desegregation Monitoring RLE COPYCreated training programs and materials for employees in the department. Participated in program delivery, evaluation and revision. Provided social welfare services to children and families in the child welfare division. CONSULTATIONXPSYCHOLOGICAL SERVICES General psychology and consultation practice office in Pasadena, Ca. Practice includes psychological assessment, psychotherapy for individuals, families, and groups, and psychological consultation to education, business and industry. MEMBERSHIPS: Member, American Psychological Association Board Member, African American Cultural Institute Board Member, Eisenhower World Affairs Institute Board Member, Economic Resources Corporation PUBLICATIONS: \"Managing Trial Stress,\" in Jonathan M. Purver, Douglas R. Young, and James J. Davis III, Trial Handbook For California Lawyers. Bancroft-Whitney Co., 1987. ir 'Understanding Choice: Gateway to Sound Mental Health,\" Journal of Mental Health Administration. Vol.9. No.l. 1978. \"Social Welfare in Black America,\" in Cox, et al, eds. Introduction to Black America: A Cultural Perspective, Southern Illinois University Press, 1974. AWARDS: Spingam Medal, 1957 Annual award presented by NAACP to that person or persons making outstanding .contributions to the area of human rights. Robert S. Abbott Memorial Award, 1958 Annual award presented to those who do most to extend the frontiers of democracy. Outstanding Teacher of the Year, College of Human Resources Southern Illinois University, 1974. NAACP Legal Defense and Education Fund, Inc. Award, 1982Award commemorating twenty-fifth anniversary of \"Little Rock. Nine's\" integration of Central High School in Little Rock, Arkansas. Southern Christian Leadership Conference Women Martin Luther King, Jr. \"Drum Major for Justice\" Award, 1995 Presented in Atlanta, Georgia. REFERENCES: Available upon request.Consultation services provided .to\nCalifornia Attorneys for Crimmal Justice California Medical Center Cedars Sinai Hospital  Children's Bureau of Southern California Claremont Graduate School Cleveland College of Chiropractic Coca-Cola, Mid-Atlantic Division Crown City Medical Episcopal Diocese, Los Angeles Fairfield Community Hospital Heller, Ehrman, White \u0026amp; McAuliffe Internal Revenue Service, Los Angeles Kaiser Foundation King-Drew Medical Center, Los Angeles Los Angeles County Department of Children's Services o Oskar J's Sightseeing Tours, Inc. Pacific Union College Pasadena Community College Pasadena Tournament of Roses Pepperdine University Pomona College _ . Redwood Empire Central Service Association Riverside County Children's Services Department Santa Clara Valley Medical Center The Fielding Institute The March of Dimes Foundation TRW University of California, (Davis, Los Angeles, San Diego) Chair, Master's in Psychology Antioch University, Los Angeles 1993 - present ing curriculum, coordinating student --  , of the Chah include ^(Ste governance of the University, proiatns. creating and managing yearly budgets, Heecrioti and hiring and supervising adjunct faculty i--------- Responsibilities Indstaff' Included in the job description a.s well are oactivities designed to enhance the quality of the program and to maintain connections with psychology programs at schools in the southern California area. Assistant Dean, Student Services UCLA School of Social Welfare 1985 - 1993 Responsible for overall direction of student services including recruitment, admissions, retention, financial aid, student government, and coordination of both MSW and Ph.D. candidate programs. Supervisory responsibilities for student services assistant and student workers. Classroom teaching responsibilities included preparation and delivery of courses in cross-cultural awareness and group conflict and change. Director, Mental Health Services St. Helena Hospital and Health Center Deer Park, CA. 1975 - 1985 General administrative responsibility for seventeen bed acute care mental health unit. Duties included staffing, program development, budget allocation, staff development, quality control, coordination of ancillary services, and other related tasks. Served also as \"troubles-shooter\" for other units in the hospital providing assessment and consultation around changes in procedures and personnel. Lectured and led groups in Health Center programs including cardiac, alcohol, and pulmonary rehabilitation\nsmoking cessation\nweight management\nand eating disorders. Program Director, Social Work Pacific Union College Angwin, CA 1975 - 1978 P^.esponsible for development of social work curriculum and coordination of program within a behavioral science department. Instructor, Social Work Southern Illinois University Carbondale, Illinois 1972 - 1975 Taught courses and advised majors in undergraduate social work program. Los Angeles County Children's Service 1. 2. Staff Development Specialist: 1970 - 1972 Child Welfare Worker: 1967 - 1970Attachment 2 BRIEF VITA PERSONAL DATA Steven M. Ross EDUCATION Institution Pennsylvania State University Degree-Year B.A. 1969 M.S. 1972 Ph.D. 1974 Undergraduate Major: Graduate Major\nPsychology Educational Psychology PROFESSIONAL ASSOCIATIONS American Psychological Association, Fellow American Educational Research Association, Member Mid-South Educational Research Association, Member Association for Educational Communications \u0026amp; Technology, Member International Congress for School Effectiveness and School Improvements, Member EXPERIENCE Instructor, Continuing Education, 1973-74, Pennsylvania State University Instructor, Psychology, Spring Semester, 1974, Lock Haven State College Lock Haven, Pennsylvania Evaluator, Summer, 1974, Mitre Corporation, McLean, Virginia Assistant Professor, Educational Psychology, 1974-79, University of Memphis Associate Professor, Educational Psychology, 1980-1985 Professor, Educational Psychology, 1985 - Present Senior Researcher, Center for Research in Education Policy, Univ, of Memphis, 1995-Present COURSES RECENTLY TAUGHT Theories of Learning (Undergraduate) Individual Differences and Learning (Graduate) Educational Statistics (Undergraduate and Graduate) Educational Research (Graduate) Computers in Education (Graduate and Undergraduate) Thesis Writing (Graduate) Educational Assessment (Graduate)Attachment 2 HONORS AND DISTINCTIONS 1. 2. 3. 4, 5. 6. 7. 8. 9. NDEA Fellowship for graduate study at the Pennsylvania State University, 1971-1973. Graduate Student Associate, Southwest Regional Laboratory, Summer, 1971, Distinguished Teaching Service Award, University of Memphis, 1980. Phi Delta Kappa Professional Research Award, Memphis Chapter, 1983. Elected Fellow, Division 15, American Psychological Association, 1986. Visiting Scholar, National Center for Research on Improving Postsecondary Teaching and Learning. University of Memphis, 1987. Distinguished Research Award, University of Memphis, 1987. Distinguished Teacher Service Award, University of Memphis, 1988. (First eligibility since 1980\nno longer eligible) Memphis State University nominee, CASE Professor of the Year Award, 1989. 10. Superior Performance in University Research (SPUR) Award, University of Memphis, 1990, 1991, 1992 11. Distinguished Research Award, University of Memphis, 1993. 12. Board of Visitors Eminent Faculty Award, University of Memphis (first recipient), 1993 13. Editor, Educational Technology Research and Development, 1993-present 14. Editorial Board, Journal of Education for Students Placed at Risk, 1995- present 15. Editorial Board, Computers and Human Behavior, 1994-present SCHOLARSHIP Publications in Refereed Journals\nBooks Book Chapters Papers Presented at Professional Meetings 115 6 16 170 SELECTED RECENT PUBLICATIONS Ross, S.M., Henry D., Phillipsen, L., Evans, K., Smith, L., \u0026amp; Buggey, T. (1997). Matching restructuring programs to schools: Selection, negotiation, and preparation. School Effectiveness and School Improvement, 8, 45-71. Ross, S.M.,Troutman, A., Horgan, D., Maxwell, S., Laitinen, R., \u0026amp; Lowther, D. (1997). The success of schools in implementing eight restructuring designs: A synthesis of first-year evaluation outcomes. School Effectiveness and School Improvement. 8, 95-124. Ross, S.M., Smith, L.J. \u0026amp; Casey, J. (1997). Preventing early school failure: Impacts of Success for all on standardized test outcomes, minority group performance, and school effectiveness. Journal for Research on Students Placed at Risk, 2, 29-54.Attachment 2'  Stringfield, S., \u0026amp; Ross, S.M. (1997). A reflection at time three of marathon: The Memphis restructuring initiative in mid-stride. School Effectiveness and School Improvement. 8. 151-161. Ross, S. \u0026amp; Smith, L.J. (1997). Improving the academic success of disadvantaged children: An examination of Success for All. Psychology in the Schools, 3 4. 171-180. Jayasinghe, M.G. Morrison, G.R. \u0026amp; Ross, S.M. (1997). The effect of distance learning classroom design on student perceptions. Educational Technology Research and Development, 4 5, 5-20. Ross, S.M., \u0026amp; Smith, L.J. (in press). Improving school achievement and inter-group relations for children placed at risk. European Journal of Intercultural Education. Smith, L.J., Ross, S.M., McNelis, M., Squires, M., and others (1998), The Memphis restructuring initiative: Analysis of activities and outcomes that impact implementation success. Education and Urban Society. 3 0 (3), 326- 357. Stringfield, S., Datnow, A., Ross, S., \u0026amp; Snively, F. (1998). Scaling up school restructuring in multicultural multilingual contexts: Early observations from Sunland County. Education and Urban Society, 3 0 (3), 326-357. Ross, S.M., Smith, L.J. \u0026amp; Casey, J.P. (in press). Bridging the Gap: The effects of the Success for All Programs on elementary school reading achievement as a function of student ethnicity and ability level. School Effectiveness and School Improvement. Summary of Interests During the past ten years, I have worked extensively with school districts, both regionally and locally, to develop and evaluate programs for improving student achievement. The primary focus of these studies has been schools predominantly serving disadvantaged inner-city minority children. In 1992,1 was the lead researcher for the school equity study for the State of Alabama Financial Equity Case and am currently lead researcher on a comparable study in Louisiana. Additional ongoing research projects are studies of school restructuring designs as they are implemented in Memphis City Schools and Dade County (FL) schools and of professional development schools in seven national sites as part of the NEA Teacher Education Initiative (NEA-TEI).Attachment 3 1998-99 (DRAPT 2/7/00) Relationship Between Total Scores and Percent of African American Students Correlations Total Score\n1998 Pearson Correlation Total Score: 1998 1.000 Percent of African-Americ an Students: 1998 Sig. (2-tailed) N .285 48 48 Percent of African-American Students: 1998 Pearson Correlation Sig. {2-tailed) .158 .285 48 1.000 48 100 T CO o CD 90 c o a  to C .y E \u0026lt; c s 80 70 60 N Q  Q Q c Q  o  Q   a  B s     Q    0 a c Q  \u0026lt; o 50.   s  s   Q  0) o s G_ 40 30 40 50 60 70 0  Total Score: 1998Attachment A- 1999-00 (DRAFT 2/7/00) Relationship Between Total Scores and Percent of African-American Students Correlations Total Score: isyy Percent of African-American Students: 1999 Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) Total Score: 1999 TOGO 48 -.046 .758 48 Percent of African-Americ an Students: 1999 -.046~ .75Q 48 TSoo 48 N I 100 a  a   S o CD CD 90 oa in c CD o D 00 C CO c p \u0026lt; c ra o 80 70' 60 50 \u0026lt; *0  o o s 0- 40. 30 20 30 40 50 60 70 0 s        a   a    Q   a Q  Q   c      a  c    Total Score: 1999FRIDAY. ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY (1922-19941 WILLIAM H. SUTTON, P.A. BYRON M. EISEMAN, JR., P.A. JOE O. BELL, P.A. JAMES A. BUTTRY, P.A. FREDERICK S. URSEHY, P.A. OSCAR E. DAVIS, JR., P.A. JAMES C. CLARK, JR., P.A. THOMAS P. LEGGETT, P.A. JOHN DEWEY WATSON, P.A. PAUL B. BENHAM III, P.A. LARRY W. BURKS, PA. A. WYCKLIFF NISBET, JR., P.A. JAMES EDWARD HARRIS, P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON, P.A. JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL III, P.A. DONALD H. BACON, P.A. WILLIAM THOMAS BAXTER, P.A. BARRY E. COPLIN. P.A. RICHARD D. TAYLOR, P A. JOSEPH B. HURST, JR., P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER, P.A. LAURA HENSLEY SMITH, P.A. ROBERT S. SHAFER, P.A. WILLIAM M. GRIFFIN III, P.A. MICHAEL S. MOORE, P.A. DIANE S. MACKEY, P.A. WALTER M. EBEL III, P.A. KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A. SCOTT J. LANCASTER. P.A. M. GAYLE CORLEY. P.A. ROBERT 6. BEACH. JR.. P.A. J. LEE BROWN, P.A. JAMES C. BAKER, JR., P.A. HARRY A. LIGHT, P.A. A LIMITED LIABILITY PARTNERSHIP ATTORNEYS AT LAW 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 501-376-201 1 FAX NO. 501-376-2147 March 15, 2000 DECEIVED MAR 15 2000 Office OF DESEGREGATION MONITORING SCOTT H. TUCKER, P.A. GUY ALTON WADE, P.A. PRICE C. GARDNER. P-A. TONIA P. JONES, P.A. DAVID D. WILSON, P.A. JEFFREY H. MOORE, P.A. DAVID M. GRAF, P.A. CARLA GUNNELS SPAINHOUR, P.A. JOHN C. FENDLEY, JR., P.A. JONANN CONIGLIO FLEISCHAUER, P.A. R. CHRISTOPHER LAWSON, P.A. GREGORY D. TAYLOR, P.A. TONY L. WILCOX. P.A. FRAN C. HICKMAN, P.A. BETTY J. OEMORY, P.A. LYNDA M. JOHNSON, P.A. JAMES W. SMITH CLIFFORD W. PLUNKETT DANIEL L. HERRINGTON K. COLEMAN WESTBROOK, JR. ALLISON J. CORNWELL ELLEN M. OWENS HELENE N. RAYDER JASON B. HENDREN BRUCE B. TIDWELL CHRIS A. AVERITT KELLY MURPHY MCQUEEN JOSEPH P. MCKAY ALEXANDRA A. IFRAH MARTIN A. KASTEN ROBERT T. SMITH Of COUNSEL WILLIAM J. SMITH B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON, JR. H.T. LARZELERE, P.A, JOHN C. ECHOLS, P.A. WRITER'S DIRECT NO. (501 \u0026gt; 370-3323 Mr. James W. McCormack United States District Court Clerk 600 West Capitol Avenue, Suite 402 Little Rock, AR 72201-3325 RE: Little Rock School District vs. Pulaski County Special School District No. 1, et. al.\nMrs. Lorene Joshua, et. al.\nKatherine Knight, et. al. United States District Court. Eastern District. Western Division No. LR-C-82-866 Dear Mr. McCormack: Enclosed please find the original and copies of plaintiff s Notice of Filing LRSDs Interim Compliance Report to be filed in the captioned case. Please file the original of record and return the extra file marked copies to me in the enclosed envelope. By copy of this letter, I am forwarding a copy of the enclosed pleading to counsel for the defendant. JCF/bgb enclosure(s) cc: Mr. John W. Walker Mr. Sam Jones Mr. Steve Jones F:\\HOME\\JEANNE\\Barbara\\jef - Irsd v. pcssd clcrk-ll.wpd Sincerely, John C. Pendley, Jr. Mr. Richard Roachell Ms. Ann Brown (hand delivered) Mr. Timothy G. Gauger IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING LRSD'S INTERIM COMPLIANCE REPORT The Little Rock School District (\"LRSD\") hereby gives notice of filing the attached Interim Compliance Report outlining the programs, policies and procedures implemented in accordance with LRSD's Revised Desegregation and Education Plan. Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 BY\nyohn C. Fendiey,Jr! (#92182)CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on this 15th day of March, 2000. Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway- Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roache11 Law Firm First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown HAND DELIVERED Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 2 Interim Compliance Report Little Rock School District /)ai J RESERVED MAR i 5 2GQfl CfflCEGF DESEGRGAilC\ni^lCi^uORI?iS March 15, 2000 (^PR 19 2M IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION TO SUBSTITUTE A COMPLETE COPY OF LRSD'S INTERIM COMPLIANCE REPORT The Little Rock School District (LRSD) for its Motion to Substitute A Complete Copy of LRSD's Interim Compliance Report states: 1. On March 15, 2000, LRSD filed its Interim Compliance Report outlining the programs, policies and procedures implemented in accordance with LRSD's Revised Desegregation and Education Plan. 2 . Since that time, it has come to LRSD's attention that attachments 1 through 4 of the Interim Compliance Report were inadvertently omitted from the report during printing. 3 . A complete copy of the report, including attachments 1 through 4, are attached to this Motion. LRSD respectfully requests that this report be substituted for the one filed March 15, 2000. WHEREFORE, LRSD prays that the complete copy of LRSD's Interim Compliance Report attached hereto be substituted for the one filed March 15, 2000.Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 BY: 2182) 2 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on this 18th day of April, 2000. on Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, AR 72222 Ms. Ann Brown HAND DELIVERED Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 . Fendley, Jr. 3HERSCHEL H. FRIDAY (1922-1994) WILLIAM H. SUTTON. P.A. BYRON M. EISEMAN. JR.. P.A. JOE D. BELL. P.A. JAMES A. BUTTRY, P.A. FREDERICK S. URSERY. P.A. OSCAR E. DAVIS. JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III. P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III. P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. BARRY E. COPLIN. P.A. RICHARD D. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH, P.A. ROBERT S. SHAFER, P.A. WILLIAM M. GRIFFIN III. P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL 111, P.A. KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR., P.A. SCOTT J. LANCASTER, P.A. M. GAYLE CORLEY, P.A. ROBERT 8. BEACH, JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. HARRY A. LIGHT. P.A. FRIDAY, ELDREDGE \u0026amp; CLARK A LIMITED LIABILITY PARTNERSHIP ATTORNEYS AT LAW 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX NO. 501-376-2147 April 18, i^CEIVED APR 19 Joaa OTCEGF DKESRBTION MONITORINS SCOTT H. TUCKER. P.A. GUY ALTON WADE. P.A. PRICE C. GARDNER. P.A. TONIA P. JONES. P.A. DAVID D. WILSON. P.A. JEFFREY H. MOORE. P.A. DAVID M. GRAF. P.A. CARLA GUNNELS SPAINHOUR. P.A. JOHN C. FENDLEY. JR.. P.A. JONANN CONIGLIO FLEISCHAUER. P.A. R. CHRISTOPHER LAWSON. P.A. GREGORY D. TAYLOR. P.A. TONY L. WILCOX. P.A. FRAN C. HICKMAN. P.A. BETTY J. DEMORY. P.A. LYNDA M. JOHNSON. P.A. JAMES W. SMITH CLIFFORD W. PLUNKETT DANIEL L. HERRINGTON K. COLEMAN WESTBROOK. JR. ALLISON J. CORNWELL ELLEN M. OWENS HELENE N. RAYDER JASON B. HENDREN BRUCE B. TIDWELL CHRIS A. AVERITT KELLY MURPHY MCQUEEN JOSEPH P. MCKAY ALEXANDRA A. IFRAH JAY T. TAYLOR MARTIN A. KASTEN ROBERT T. SMITH OF COUNSEL WILLIAM J. SMITH B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR. H.T. LARZELERE. P.A. JOHN C. ECHOLS. P.A. WRITER'S DIRECT NO. (501) 370-3323 Mr. John W. Walker Mr. Sam Jones John W. Walker, P.A. 1723 Broadway Little Rock, AR 72201 Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Mr. Richard Roachell Jack, Lyon \u0026amp; Jones, P.A. 425 West Capitol, Suite 3400 Little Rock, AR 72201-3472 Roachell Law Firm P.O. Box 17388 Little Rock, AR 72222 Ms. Ann Brown - Hand Delivered Desegration Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 RE: LRSD vs. Pulaski County Special School District No. 1, et. al.\nMrs. Lorene Joshua, et. al.\nKatherine Knight, et. al. USDC, Eastern District, Western Division No. LR-C-82-866 Dear Ms. Brown \u0026amp; Gentlemen: Enclosed please find a Motion to Substitute a Complete Copy of LRSDs Interim Compliance Report which we are filing today. As indicated in the motion, attachments 1-4 of LRSDs interim compliance report were inadvertently omitted during the printing process. We are enclosing attachments 1 - 4 which you can insert in the original copy of the report served on you. F:\\HOME\\FENDLEY\\LRSD\\pc5sd-brown ct al h.wpd Office of Desegregation Monitoring FILF COPYMs. Brown \u0026amp; Gentlemen April 18,2000 Page 2 If you would rather receive a second and complete copy of the report, please do not hesitate to call, and we will try to provide one. Sincerely, John C. Fendley, Jr. JCF/bgb enclosure(s) F:\\HOME\\FENDLEY\\LRSD\\pcssd-brown et al h.wpdRespectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 BY: 2182) 2 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on this 18th day of April, 2000. Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, AR 72222 Ms. Ann Brown HAND DELIVERED Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 3 r FILED f IN THE UNITED STATES DISTRICT COURT U.S. DISTRICT COURT eastern district ARKANSAS APR 25 2000 EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION By:. ERK DEPCLERk- LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. l,etal.. Defendants, MRS. LORENE JOSHUA, et al.. Intervenors, KATHERINE KNIGHT, et al.. Intervenors. * * * * * * * * * * * * * No. LR-C-82-866 RECBVED APR 2 6  orflGtOl- OESEGREGAPOfiMONnORIHS ORDER The Little Rock School District (LRSD) filed a motion to substitute a complete copy of the districts interim compliance report for a copy originally filed March 15, 2000. The motion is GRANTED [docket no. 3355]. IT IS SO ORDERED THIS\u0026lt;^\" DAY OF APRIL, 2000 UNITED STATES DISTRICT COURT RULE 58 ANi 3 BY_ rHIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPUANCf WITH RULE 58 ANQ^R 79(a) FRCP ON__ ' Docket no. 3344. 3 3 5 8 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 RECESVSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1,ET AL MAR 15 DEFENDANTS MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL OFFICE OF DESEGRESWIOM MONITORS INTERVENORS INTERVENORS NOTICE OF FILING COMPLIANCE REPORT AND REQUEST FOR SCHEDULING ORDER The Little Rock School District (LRSD or District) for its Notice of Filing Compliance Report and Request for Scheduling Order states: 1. LRSD hereby files the attached Compliance Report in accordance with Section 11 of its Revised Desegregation and Education Plan (Revised Plan). LRSD has substantially and in good faith complied with terms of the Revised Plan. A brief summary of each section of the Compliance Report is set forth below. 2. Good Faith. During the term of the Revised Plan, LRSD attempted to demonstrate its good faith by complying with its plan obligations. To manifest its good faith commitment for the future, the LRSD Board of Directors (Board) on January 11, 2001, adopted a Covenant for the Future, in which the Board promised to continue fighting discrimination, providing equity and improving the academic achievement of all students. A key component of the Districts success under the Revised Plan was the establishment of Campus Leadership Teams (CLTs) at each school. The CLTs provide the horsepower driving the Districts efforts to improve student achievement. The District invested heavily in providing training to the CLTs and school principals in Total Quality Management (TQM). All principals received intensive TQM training through the Arkansas Leadership Academy. The Office of Desegregation Mcxtftoring filecopyDistricts focus on quality leadership has not gone without recognition. In the fall of 2000, the District received the Quality Commitment Award from the non-profit group Arkansas Quality Award. This award recognized the District as an organization that has a plan and commitment to quality management. The Districts development of leadership talent should pay substantial dividends in the future. 3. Faculty and Staff. LRSD had a strong record in the area of faculty and staff even before adopting the Revised Plan. Even so, the District worked hard to recruit, develop and promote increased numbers of qualified Afncan-Americans. Under the Revised Plan, the District increased the percentage of Afncan-American administrators and teachers, and it increased the number of Afncan-American media specialists, counselors, secondary core subject teachers, early childhood teachers and primary grade teachers. The District also began tracking the distribution of the most experienced and educated teachers in an effort to better ensure an equitable distribution of these teachers. 4. Student Assigiunent. In accordance with the Revised Plan, the District revised student attendance zones to allow students to go to their neighborhood schools to the extent possible. While this resulted in an increase in the number of racially identifiable schools and schools more than 20 percentage points from the district-wide percentage of Afncan-American students, the increases were not dramatic. Moreover, the large number of alternative assignment choices available to students helped minimize any adverse effect resulting from the neighborhood school zone plan. This year twenty-percent of the Districts students chose to attend a school other than their zone school. 5. Special Education. While African-American students remain disproportionately represented among special education students, a review of the Districts programs, policies, and procedures revealed no vestiges of racial discrimination in the referral and placement of students in special education or other special needs programs. Furthermore, since 1998-99 the increase in the number of Afncan-American students identified with disabilities has been in proportion to 2their increase in the total student population. There has been only two percent growth in the number of identified students with disabilities since 1998-99, with the percentage of African- American students remaining just about the same. The two percent growth correlates with the increase in total student enrollment over the same period, as well as an increase in the percentage of students qualifying for ffee/reduced lunch eligibility. 6. Discipline. The number of Afncan-American students suspended decreased 20 percent from 1997-98 through 1999-2000. This was consistent with a 21 percent decrease in the total number of disciplinary sanctions. For the same time period, the number of students committing offenses decreased 16 percent. Thus, fewer student are committing offenses, and those that do commit offenses are less likely to commit a second offense. The behavior modification plans being implemented pursuant to the Revised Plan may account for this decrease. The decrease in discipline sanctions positively impacted parents and teachers perceptions of District schools. A survey of parents and teachers conducted during the 1999-2000 school year revealed that 93 percent of African-American parents and 95 percent of white/other parents who expressed an opinion agreed that their child was safe at school. Ninety-one percent of both African-American and white/other parents who expressed an opinion agreed that their child has a feeling of belonging at school. Ninety-seven percent of Afncan-American teachers and 96 percent of white/other teachers who expressed an opinion indicated that they felt safe at school. 7. Extracurricular Activities. Extracurricular activities increased dramatically under the Revised Plan. The number of Afncan-American students participating in extracurricular activities jumped from 2,335 to 5,203 from 1997-98 through 1999-2000. A large part of the increase in participation resulted from a no-cut policy in athletics for middle school six graders and the use of Supplemental Instructional Plans (SIPs). SIPs allow students who otherwise would be academically ineligible for athletics to continue participating in athletics while they attend tutoring to improve their grades. The District also organized an Activities Advisory Board to promote, support and enhance the activities available in the District. 3The 1999-2000 survey of parents and teachers also reflected the Districts success in the area of extracurricular activities. Ninety percent of African-American parents and 93 percent of white/other parents who expressed an opinion agreed that activities were open to students. Ninety-three percent of African-American teachers and 95 percent of white/other teachers who expressed an opinion agreed that students have opportunities for activities. 8. Advanced Placement Courses. New policies and procedures for placement of students in advanced courses greatly improved access and participation for all students, and especially African-American students. New programs have the potential of producing exponential growths in both participation and success in advanced courses in the next few years. The increasing number of African-American students participating and succeeding in advanced courses perhaps provides the best reason to be optimistic about the Districts future. With regard to Advanced Placement (AP) courses, the total enrollment of African- American students increased from 471 in 1997-98 to 797 in 2000-01an increase of 326 students or 69 percent. The total enrollment of white/other students in AP courses increased from 964 in 1997-98 to 1495 in 2000-01an increase of 531 students or 55 percent. The total enrollment of all students in AP courses increased from 1435 in 1997-98 to 2292 in 2000-01an increase of 857 students or 60 percent. The number of AP courses taught increased from 16 in 1997-98 to 20 in 2000-01\nwhereas, the average high school in the United States teaches only six AP courses. With regard to high school Pre-AP courses, the total number of high school students enrolled improved from 5065 in 1999-2000 to 5953 in 2000-01an increase of 888 students or 15 percent. African-American student enrollment improved at a slightly higher ratefrom 2341 in 1999-2000 to 2715 in 2000-01an increase of 374 students or 16 percent. White/other student enrollment also improvedfrom 2724 in 1999-2000 to 3238 in 2000-01an increase of 514 or 15 percent. With regard to middle school Pre-AP courses, Afiican-American student enrollment grew 937 from 1999-2000 to 2000-01an increase of 19 percent. White/other student enrollment in 4middle school Pre-AP courses grew 1076 in one yeara 24 percent improvement. The total middle school Pre-AP enrollment grew by 2013 studentsa 22 percent improvement. In contrast to the enrollment in the high school AP courses, where African-American enrollment was 35 percent of the total in 2000-01, the African-American enrollment in middle school Pre-AP courses was 51 percent of the total. In sixth grade Pre-AP/GT English courses there were 908 students enrolled in 2000-01. At the high school level there were 261 students enrolled in English III AP in 2000-01. If the current grade six students stay in the pipeline for advanced course enrollment. the English III AP enrollment could improve 250 percent in a few years. The number of AP examinations taken increased from 422 in 1997-98 to 524 in 1999- 2000an increase of 24 percent. Although the percentage of students earning a 3 or higher on the AP examinations went down from 60 percent in 1997-98 to 52 percent in 1999-2000, the number of students earning a 3 or higher improved from 252 in 1997-98 to 268 in 1999-2000. With regard to the ACT, the most common college entrance exam taken by LRSD students, the number of test-takers improved from 786 in 1997-98 to 1026 in 1999-2000 for an increase of 240 or 31 percent. The number of African-American test takers improved from 410 to 570an increase of 160 students or 39 percent. The number of white test takers also increasedfrom 268 in 1997-98 to 345 in 1999-2000an improvement of 77 students or 29 percent. African-American students improved their English scores from 17.2 in 1997-98 to 17.4 in 1999-2000, their Science Reasoning scores from 17.2 to 17.4, and their average composite scores from 17.2 to 17.3. While small increases, they represent a substantial accomplishment given that test scores usually decrease when the number of test-takers increases. African-American students willingness to move into more rigorous academic courses may reflect their belief that they will get the support they need to succeed. In the 1999-2000 parent survey, 88 percent of African-American parents who expressed on opinion agreed that their child received academic support. Eighty-six percent of white/other parents who expressed an opinion agreed with this statement. 59. Academic Achievement. The District completely revised its policies, procedures, and programs to facilitate and enhance academic achievement of all students, especially African- American students. The District implemented new standards-based curricula, effective teaching strategies, aligned materials, and a re-designed and a comprehensive professional development program in fall 1999 and expanded in fall 2000 in English language arts, mathematics, and science, K-9. School year 2001-02 will see expansions into grades 10-12, as well as K-12 social studies and the beginning of fine arts program planning. Efforts included the addition of several new student support programs, many of which were funded through federal, state, and foundation grants. This District set high expectations for its students by raising graduation standards. Beginning in 2002, seniors must have a minimum of 24 units to graduate, and beginning in 2004, they must have 26 units. In addition, the District published a Recommended Curriculum for high school students that includes eight advanced courses in the 28 units that students are encouraged to complete. The District secured several major grants as a part of its efforts to improve academic achievement. They are as follows: A $3.4 million grant from the National Science Foundation to support improvements in mathematics and science\nA $7.8 million Safe Schools/Healthy Students grant from the United States Department of Education to support implementation of new programs aligned with the Districts transition of the junior highs to middle schools\nTwo multi-million dollar 21* Century Learning Community grants from the United States Department of Education to develop and support after-school and summer programs to support student achievement\nA $250,000 planning grant from the Carnegie Foundation to support a year of planning for high school reform and improvements in student achievement. 6An $11 million grant proposal was submitted to the Department of Education in December 2000 to develop magnet curricula at four southwestern Little Rock schools. One challenge the District faces in its effort to improve academic achievement is students arriving for kindergarten without the necessary social or learning skills. To meet this challenge, the District went beyond the requirements of Revised Plan in funding (with no assistance from the State) an early childhood program. The District implemented new four-year-old classes in 1999- 2000 and again in 2000-01. In 2000-01 there were 954 four-year-olds enrolled234 more than the 720 required by the Revised Plan. In addition, early childhood enrollment included 254 children served in the HIPPY program\n23 infants, toddlers, and three-year olds at Metropolitan\n63 infants, toddlers, and three-year-olds at Rockefeller\nand 18 three-year-olds at Washingtonfor a total of 1058. The District implemented new procedures and programs for early childhood education designed to improve childrens kindergarten readiness level. Specifically with regard to reading and language arts, the District developed its PreK-3 Literacy Plan to guide implementation of new standards-based curricula, instructional strategies, materials, and assessments across all schools. The District invested heavily in professional development for all teachers and in the purchase of classroom sets of materials for students. Consistent with the Revised Plan, the District established a two and one-half hour block of time for the teaching of reading and language arts in grades K-3. To measure success of the PreK-3 Literacy Plan, the District administers the Observation Survey and the Developmental Reading Assessment in kindergarten through grade two. Both are informal reading inventories that are administered one-on-one. They are administered both in the fall and spring so growth can be measured. The results from the 1999 fall pre-test showed that white kindergarten students began with a score of more than two (a score of two indicates readiness for the next grade level), as compared to African-American students whose fall pre-test score was less than one. Thus, white students began kindergarten with a higher level of readiness. On the spring post-test, the kindergarten class had the highest percentage of students scoring at or 7above readiness (72.2 percent) of any of the three grades tested, perhaps as a result of the new Animated Literacy program in phonemic awareness that was introduced in fall 1999, along with the new ELLA strategies and materials. Both African-American and white students improved significantly from the pre-test to the post-test. On average, African-American kindergarten students post-test scores were 43 percent of that of their white counterparts. First graders performed the poorest of the three grades tested in terms of the percentage of students scoring at or above readiness at the end of the school year (53.6 percent), perhaps indicating the need for the Animated Literacy program for these students. All first graders improved, but white students improved the most, probably because the reading skills that they began the year with enabled them to progress faster. However, the average score for African- American first graders was 65 percent of that of their white peers, suggesting a narrowing of the achievement gap that existed when the students entered the District. All second graders scores improved significantly over the course of the year, just as they did in kindergarten and first grade, with 67.5 percent at or above the readiness level on the spring post-test. On average, African-American students scores were 77 percent of that of their white peers, an increase from 43 percent in kindergarten and 65 percent in first grade. This again suggests that the District may be having success in narrowing the achievement gap which exists when students enter the District. With regard to reading and language arts in the intermediate grades, the District implemented new standards-based curricula, instructional strategies, materials, and assessments across the District in fall 1999, just as with the primary grades. The District emphasized Effective Literacy in professional development for intermediate grade teachers. While the District is still not where it would like to be, the results from the State Benchmark Exam taken by fourth graders showed substantial improvement. Scores improved from 32 percent at the proficient/advanced levels in 1998-99 to 42 percent in 1999-2000an improvement of 31 percent. Afncan-American students improved almost 10 points on the exam. 8a 50 percent improvement, and white students improved four points, a seven percent improvement. The gap between the scores of African-American and white students narrowed six points in 1999-2000, from 42 points to 36 points. The rate of improvement of African-American students was 43 points higher than for white students. The District had many fewer grade four students performing at the lowest level in 1999-2000 than in 1998-99a reduction of 13 percentage points or a 32 percent decrease. Additionally, fewer African-American students performed at the Below Basic levela reduction of 16 percentage points or a 31 percent decrease. White students in the lowest level were reduced by seven percentage points for a 41 percent decrease. The gap between white and African-American students in the Below Basic level was 35 points in 1998-99 and was reduced to 26 points in 1999-2000. Reading scores also improved for fifth graders on the Stanford Achievement Test (9* Edition) (SAT9) from 1999-2000. The average percentile score for all students improved five points, for Afncan-American students improved five points, and for white students improved one point. Compared to the SAT9 scores from the fall of 1997, the average percentile score for all students improved five points, for African-American students improved seven points, and for white students improved four points. The achievement gap in reading narrowed from 46 percentile points in 1997-98 to 43 percentile points in 2000-01. Fifth graders' language scores on the SAT9 also improved from 1999-2000. The average percentile score for all students improved four points and for Afiican-American students improved six points. Compared to the SAT9 scores from the fall of 1997, the average percentile score for all students improved four points, for Afncan-American student improved seven points. and for white students improved one point. The achievement gap in language narrowed from 36 percentile points in fall 1997 to 30 percentile points in fall 2000. With regard to math and science, the District implemented new standards-based curricula. instructional strategies, and materials in K-9. The District funded these efforts in large part with 9the grant from the National Science Foundation. Major investments occurred in professional development and in the purchase of new materials. The scores of fourth graders on the State Benchmark Exam provide a reason for optimism. The State administered the grade four State Benchmark Exam in mathematics for the second time in spring 2000. The Districts scores showed significant improvements for all students (eight points), for African-American students (seven points), and white students (eight points). Although the gap widened one point between African-American and white students in 1999-2000 (from 45 to 46 points), the percentage improvement for African-American students was much greater than that of white students, 88 percent compared to 15 percent. The Districts grade four as a whole saw fewer students performing at the lowest level in 1999-2000 as compared to 1998-99a reduction of four percentage points or a seven percent decrease. Additionally, fewer African-American students performed at the lowest levela reduction of five percentage points or a seven percent decrease. The gap between white and Afncan-American students in the Below Basic level shrank from 50 points in 1998-99 to 45 points in 1999-2000. Fifth graders' mathematics scores improved slightly on the fall 2000 SAT9, with all students scores up one percentile point and African-American students scores up two percentile points. Compared to fall 1997 SAT9, the average percentile scores for all students improved one point and for Afncan-American students improved four points. The achievement gap narrowed slightly from 1997-98 to 2000-01, from 36 to 32 percentile points. Tenth graders SAT9 mathematics scores also improved. Their teachers had had initial training in a standards-based curriculum, and the students were the first required to take physics in the ninth grade. From 1999-2000 to 2000-01, the average percentile scores for all students improved four points, for African American students improved one point, and for white students improved six points. 10. Parental Involvement. The District already had a plethora of parent and community involvement policies, procedures, and programs when the Revised Plan was approved 10in 1998. Accordingly, the District directed it efforts to widening the outreach, focusing on the school level, and creating a more coherent leadership structure at the district level. The District began including parents and community representatives on CLTs, and the Board approved a Parent Program Restructuring Plan which consolidated all parent programs under the direction of one Collaborative Action Team. 11. Equitable Allocation of Resources. The District developed a unique method of reviewing equity in the allocation of resources. Each year the resource allocation review revealed no correlation between resources allocated to a school and the schools racial composition. Moreover, the District used the results of the review in making resource allocation decisions, such as allocating grant and Title I funding. 12. Guidance and Counseling. The 1999-2000 survey of parents revealed that 94 percent of all parents, both Afncan-American and white/other, who expressed an opinion agreed that help and guidance was available to their child. This perception has proven a reality at least with regard to scholarship money received by African-Americans. Of the 301 scholarships awarded in the 1998-99 school year, 147 or 49 percent went to African-American students totaling $3,256,207 or 47 percent of the total dollar amount of scholarships awarded. For 1999- 2000 school year, African-American students received a total of 185 scholarships valued at $3,716,358. Afncan-American students represented 56 percent of the scholarship recipients and received 58 percent of the total dollar amount of scholarships awarded. Afncan-American females outpaced all other groups in the number received (105) and the dollar value of scholarships awarded ($1,967,654). 13. Cultural Sensitivity. Since the 1999-2000 school year, the District has been providing cultural sensitivity training through Dr. Terrence Roberts, one of the Little Rock Nine and a desegregation consultant for the District approved by the Joshua Intervenors. His workshop, entitled Learning to Cope with Differences, provides strategies for dealing with differences in race, ethnicity, gender, economics, disabilities, religion and other characteristics that 11can divide people and create unhealthy tension. The 1999-2000 survey of teachers suggests that the District has done well in this regard. Ninety-four percent of African-American teachers and 93 percent of white/other teachers who expressed an opinion agreed that District administrators value diversity. Eighty-eight percent of African-American teachers and 92 percent of white/other teachers who expressed an opinion agreed that personnel respond to cultural differences. 14. Compliance. Section 8 of the Revised Plan included a procedure for parties to raise issues related to the Districts compliance. This procedure was invoked on only five occasions, with the last being in December of 1999. All of those issues were resolved without the necessity of court intervention. 15. The Revised Plan obligated LRSD to implement programs, policies and/or procedures designed to achieve certain outcomes, and it has done so. Although the Revised Plan did not obligate LRSD to achieve any particular outcomes, the Compliance Report includes information on outcomes which was used by LRSD to evaluate the programs, policies and procedures being implemented. 16. Section 11 of the Revised Plan provides: At the conclusion of the 2000-01 school year, the district court shall enter an order releasing LRSD from court supervision and finding LRSD unitary with regard to all aspects of school operations provided that LRSD has substantially complied with its obligations set forth in this Revised Plan. In anticipation of release, LRSD shall issue a report on March 15, 2001, indicating the state of LRSDs compliance with the Revised Plan. Any party challenging LRSDs compliance bears the burden of proof. If no party challenges LRSDs compliance, the above-described order shall be entered without further proceedings. LRSD has substantially complied with its obligations set forth in the Revised Plan. If no party challenges LRSD's compliance, an order should be entered finding LRSD unitary with regard to all aspects of school operations. 17. LRSD respectfully requests that the Court issue a scheduling order establishing a period not exceeding 20 days for parties to file challenges to LRSD's compliance pursuant to Section 11 of the Revised Plan. This should be sufficient time given that the parties have known when this report would be filed since April 10, 1998, and that Section 8 of the Revised Plan 12required parties to raise compliance issues as soon as reasonably practicable. See Revised Plan, Section 8.2.1. If any party files a challenge on or before the deadline established by the Court, LRSD respectfully requests that a hearing on the challenge be held before June 30, 2001, the end of the 2000-2001 school year. WHEREFORE, LRSD prays that this Court immediately issue a scheduling order establishing a period not exceeding 20 days for parties to file challenges pursuant to Section 11 of the Revised Plan\nthat should a challenge be filed by a party, a hearing be held on the challenge before June 30, 2001\nand that should no party file a challenge on or before the deadline established by the Court, that on June 30, 2001, this Court enter an order finding LRSD unitary with regard to all aspects of school operations. Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501) 376\n:2Dii Y: Chri^opher Heller.(^108 13CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by handdelivery on March 15, 2001: Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roachell Law Firm 11800 Pleasant Ridge Road, Suite 146 Post Office Box 17388 Little Rock, Arkansas 72222-7388 Little Rock, AR 72201 Ms. Ann Marshall Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Timothy G. Gauger Mitchell, Williams, Selig, Gates \u0026amp; Woodward 425 West Capitol Avenue, Suite 1800 Little Rock, AR 72201-3525 Christopher Heller 14 f. MAR 1 \nZOOi omCSOf DESE^feG^noriMO'tWRiHS Little Rock School District Revised Desegregation and Education Plan Compliance Report March 15, 2001RECEIVED FILED U.S, DISTRICT COURT EASTERN DISTRICT ARKANSAS APR? 2001 OFBCEOF OSESREGAPON MONITORING IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION APR 04 2001 LITTLE ROCK SCHOOL DISTRICT Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1,ETAL. Defendants, MRS. LORENE JOSHUA, ET AL. Intervenors, KATHERINE W. KNIGHT, ET AL. Intervenors. * * * * * *  * *   * * * * * *  * * JAME: By- E^W. McCQRMACK, CLERK AZ DEP CLERK No. 4:82CV00866 SWW ORDER On March 15, 2001, the Little Rock School District (LRSD) filed a Compliance Report and asked the Court to issue a Scheduling Order setting a date by which the parties must file any objections or challenges to the report.' The LRSD suggests that the parties be given no more than twenty days within which to file their challenges and, in the event any party files a timely challenge, that the Court schedule a hearing before June 30, 2001. The Court has heard informally from one of the parties, who contends he needs more time to review the report and file challenges. See Attachment A. ^See docket entry 3410. M 141 4Having reviewed the Compliance Report, and considering the informal request for additional time, the Court finds that the parties need more than twenty days to review the many details set forth in the Report and prepare any challenges. After having consulted the Courts own calendar, the Court hereby establishes the following deadlines and hearing dates. Any challenges to the LRSDs Compliance Report must be filed on or before May 18, 2001. If challenges to the report are filed, a hearing will be held on July 5 and July 6,2001, beginning at 9:00 a.m. If necessary, the hearing will continue on August 1 and August 2, 2001. If the parties desire the Court to examine any documents pertaining to this hearing, those documents shall be submitted to the Court no later than June 29, 2001. Also before the Court is the motion of Tim C. Humphries to withdraw his appearance as counsel for separate defendant Arkansas Department of Education. The motion [docket entry 3411] is granted.^ The Clerk is directed to remove Mr. Humphries as counsel for the Arkansas Department of Education. A SO ORDERED this day of April 2001. CHIEF JUDGE UNITED STATES DISTRICT COURT THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 AND/OR79{a) FRCP ON TH OR 79(. RY Vl ^On February 21,2001, Sammye L. Taylor and Mark Hagemeier entered their appearances as counsel for the Arkansas Department of Education. See docket entries 3405 \u0026amp; 3406. 2 ) John W. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 JOHN W. WALKER SHAWN CHILDS Via Facsimile March 26, 2001 OF COUNSEL ROBERT McHENRY, P.A. DONNA J. McHENRY 8210 Henderson Road Little Rock, Arkansas 72210 Phone: (501) 372-3425  Fax (501) 372-3428 Email: mchenryd@swbell.net Honorable Judge Susan Webber Wright Chief Judge United States District Court 600 West Capitol Avenue Little Rock, AR 72201 Re: LRSD v PCSSD Dear Judge Wright. Due to the fact that I was in trial before the Honorable George Howard Jr. in Pine Bluff, Arkansas from March 19-22, 2001 and in intense preparation for the days preceding the 19*, I am just getting in position to address the Little Rock filing. Notice of Filing Compliance Report and Request for Scheduling Order. I further note that Little Rock has indicated that it wishes to limit our time for filing challenges to twenty (20) days. This letter is being written to request that the Court set a time for a conference before addressing the issue of a scheduling order so that all parties, as well as the Office of Desegregation Monitoring, would have an opportunity to address the propriety of the scheduling order request. The compliance report is extensive. It appears to be more than two hundred (200) pages in length, is very detail oriented and it makes many claims which are unfamiliar to us and probably to the ODM as well. I am writing the Court this letter, rather than filing a motion, because Mr. Heller, who I am advised is away until Wednesday, expressed an interest in having some dialogue regarding this matter, and the State settlement as well, before this matter becomes, if it ever does, a public dispute which the Court must resolve. I understand that the Court intends to schedule a hearing in the near future regarding the middle school issues raised by the PCSSD. May I suggest that the matter of the hearing of the scheduling order be set for the same day inasmuch as all parties are expected to be in court for the PCSSD matter. Although I have been unable to speak with Mr. Heller and I have not attempted to reach his co-counsel, Mr. Clay Fendley who I intend to try and reach immediately, I have informed Ms. Ann Marshall regarding my concerns herein and will be having further conversations with the parties until such time I receive the Courts reply to this letter.JWW:js cc: Mr. Chris Heller Ms. Ann Brown Mr. Sam Jones Mr. Steve Jones Mr. Richard Roachell Mr. Timothy Gauger With due respect to the court I e.'. hECEIVEO APR 12 2001 u. QfflCEGF APR O4 IN THE UNITED STATES DISTRICT COURT 2001 EASTERN DISTRICT OF ARKANS WESTERN DIVISION :OURT A^MES VY MeeSRMACK, CLERK LITTLE ROCK SCHOOL DISTRICT VS. CASE NO. 4:82CV00866 SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL PLAINTIFF DEFENDANTS MOTION FOR EXTENSION OF TIME TO RESPONSE TO LRSDS NOTICE OF FILING AND REQUEST FOR SCHEDULING ORDER Come now the Joshua Intervenors, through undersigned counsel, for their Motion for Extension of Time to Respond to LRSD Notice of Filing Compliance Report and Request for Scheduling Order, state: 1. Due to undersigned counsels trial schedule and other obligations, additional time is needed to review LRSDs Compliance Report. 2. In addition, undersigned adopts, by reference, his letter to the Court dated March 26, 2001. A copy is attached hereto as Exhibit 1. 3. This request is not for purposes of delay. WHEREFORE, for the reasons stated above, plaintiffs respectfully move the Court for an Order extending the time in which to file their Response LRSDs Notice of Filing Compliance Report and Request for Scheduling Order for an additional thirty days including and up to May 4, 2001 Respectfully submitted.record. John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 501-374-3758 501-374-4187 (fax) CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing motion has been sent to all counsel of .John W. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 JOHN W. WALKER SHAWN CHILDS Via Facsimile March 26, 2001 OF COUNSEL ROBERT McHENRY. P.A. DONNA J. McHENRY 8210 Henderso.s Road Little Rock. Abflassas 72210 Phone\n(.501) .372-342.5  F.ax (501) 372-.3423 Email: mchenryd^i^swbell.net Honorable Judge Susan Webber Wright Chief Judge United States District Court 600 West Capitol Avenue Little Rock. AR 72201 Re: LRSD v PCSSD Dear Judge Wright: Due to the fact that I was in trial before the Honorable George Howard Jr. in Pine Bluff, Arkansas from March 19-22, 2001 and in intense preparation for the days preceding the 19\", I am just getting in position to address the Little Rock filing. Notice of Filing Compliance Report and Request for Scheduling Order. I further note that Little Rock has indicated that it wishes to limit our time for filing challenges to twenty (20) days. This letter is being written to request that the Court set a time for a conference before addressing the issue of a scheduling order so that all parties, as well as the Office of Desegregation Monitoring, would have an opportunity to address the propriety of the scheduling order request. The compliance report is extensive. It appears to be more than two hundred (200) pages in length, is very detail oriented and it makes many claims which are unfamiliar to us and probably to the ODM as well. I am writing the Court this letter, rather than filing a motion, because Mr. Heller, who I am advised is away until Wednesday, expressed an interest in having some dialogue regarding this matter, and the State settlement as well, before this matter becomes, if it ever does, a public dispute which the Court must resolve. I understand that the Court intends to schedule a hearing in the near future regarding the middle school issues raised by the PCSSD. May I suggest that the matter of the hearing of the scheduling order be set for the same day inasmuch as all parties are expected to be in court for the PCSSD matter. Although I have been unable to speak with Mr. Heller and 1 have not attempted to reach his co-counsel, Mr. Clay Fendley who 1 intend to try and reach immediately, I have informed Ms. Ann Marshall regarding my concerns herein and will be having further conversations with the parties until such time I receive the Courts reply to this letter.With due respect to the court, 1 remain, JWWjs cc: Mr. Chris Heller Ms. Ann Brown Mr. Sam Jones Mr. Steve Jones Mr. Richard Roachell Mr Timothy Gauger Sincerely vours. RECEIVEO may 1 8 2001 district OmCEOF desegregation mowtorimq may 1 s 2001 JAMES W IN THE UNITED STATES DISTRICT CffttRT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION McCormack, clerk  dep cleric LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V NO. 4:82CV00866 SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS MOTION FOR EXTENSION OF TIME TO RESPOND TO LRSDS COMPLIANCE REPORT Come now the Joshua Intervenors, by and through undersigned counsel, for their Motion for Extension of time to Respond to LRSDs Compliance Report, state: 1. Because of undersigned counsel busy trial schedule, additional time is needed for undersigned counsel to review the voluminous report of the Little Rock School District. 2. Undersigned counsel has at least a dozen trials scheduled within the next thirty days for which he has been and is being required to prepare and to meet imminent time requirements and deadlines which included the following cases\nName of Case Bennett v. First National Bank Date of Trial May 21, 2001 State of Arkansas v. Tyrone Gamble May 22, 2001 U.S.A. V. Joe Bryant III Beverly Burkett v. USDA Schroeder, et al, v. Ibbottson, et al. Jamie Tims v. DHS May 29, 2001 June 4, 2001 June 4, 2001 June 4, 2001 Court/Judge Prince George Co., Maryland Craighead Co. Circuit Court Judge George Howard Jr. Judge Susan Webber Wright Judge G. Thomas Eisele Judge George Howard Jr.Carolyn Adkins v. McGhee SD June 4, 2001 D. Williams, et al. v Parkcrest Apts. June 6, 2001 J.C. Springer v. Rita Rowland State of AR v. Tremaille Ross State of AR v. Ravin Taylor June 8, 2001 June 11, 2001 June 11, 2001 Tenisha Stewart v. Dr. James Trice June 13, 2001 Judge William Bill Wilson Judge Jim Moody Ouachita County Chancery Court Jackson County Circuit Court Jackson County Circuit Court Jefferson County Circuit Court 3. In addition, undersigned counsel has been in negotiations with counsel for the Little Rock School District and the State of Arkansas regarding the Districts compliance report and related matters. 4. This request is not being made for purposes of delay. 5. Counsel for the Little Rock School District has been contacted and has authorized undersigned counsel to indicate that he does not object to this request. WHEREFORE, the Joshua Intervenors pray that the Court enters an Order extending the time in which they may respond to the Little Rock School Districts Compliance Report up to and including June 18, 2001. Respectfully submitted. John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 501-374-z 8 By: CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing pleading has been sent via Jjnited States mail postage prepaid to all counsel of record on thi. th day of May, i^Ol. LITTLE ROCK SCHOOL DISTRICT VS rECEH^O MAY 2 9 2001 OFFICE OF desegregation MONlTORiMS CASE NO. 4:82-CV-866 SWW PULASKI COUNTY SCHOOL DISTRICT t  Cl-uFJsED may 1 8 2001 K, CLERK dep clerk DEFENDANT MOTION OBJECTING TO RELEASE OF LITTLE ROCK SCHOOL DISTRICT FROM FEDERAL COURT SUPERVISION Comes Franklin A. Davis, former employee of Little Rock School District, representing himself PRO SE, and for his action states: 1. Venue is proper under Ark. Code Ann. 16-60-115 as at least one, if not all. Defendants (LRSD) live in Pulaski County and the cause of action arose in Pulaski County. 2. Jurisdiction is proper as Franklih A. Davis is a resident of Arkansas and all Defendants are residents of the State of Arkansas. 3. Davis became a principal in the Little Rock School District in 1989. 4. In late December of 1994, Defendant Sadie Mitchell, made repeated sexual advances and remarks towards Davis while she was his supervisor. 5. Davis rejected these advances. 6. In December of 1997, the Little Rock School District, Dr. Leslie Camine, Brady Gadberry, and Sadie Mitchell began an orchestration to tortuously interfere with Davis employment contract with the Little Rock School District. 7. This tortuous interference directly led to Davis termination as a principal in the Little Rock School District. Office ol Desegregation Monitoring FILE COPY 8. The Little Rock School District denied Davis his due process rights imder the 5*'' and 14* Amendments of the United States Constitution by terminating his employment without providing Davis adequate notice, adequate opportunity to respond, and a timely hearing. 9. The Little Rock School District materially misrepresented Davis job performance as a principal in the Little Rock School District. 10. The Little Rock School District violated the procedmal due process requirements of the Arkansas Teacher Fair Dismissal Act. 11. The Little Rock School District wrongfully committed slander and defamation of Davis character and reputation by publicizing unproven facts and allegations claiming Davis had committed sexual harassment to various individuals in the community, in his profession, and state agencies. 12. The Little Rock School District intentionally discriminated against Davis by treating Davis detrimentally and causing his termination based on his race and gender. 13. Davis has suffered emotional, financial and physical damages as a result of these actions caused by the Little Rock School District. 14. Davis has suffered irreparable damage to his reputation and monetary loss of income damage as a result of his termination by the Little Rock School District and their actions in this matter. 215. All of the discriminatory actions the Little Rock School District took against Davis, happened after the LRSD submitted its current Desegregation Plan to this Court. 16. On April 3,2000, the Little Rock School District issued a report aimed at reassuring the public and this Court that it is moving swiftly and in good faith to carry out its revised desegregation plan. Defendant Brady Gadberry was a co-author of this report. 17. As recent as today. May 18, 2001, the Little Rock School Districts scandalous, whitewashing, and dirty linen covered behavior covers the front page of the states largest newspaper, the Arkansas Democrat Gazette. 18. All of the praise lauded on Dr. Les Gamine the past several months has been merely a subterfuge by the Little Rock School District to convince the Honorable Chief Judge Susan Webber Wright to grant their release from federal Court supervision. SUMMARY OF WHAT THE LITTLE ROCK SCHOOL DISTRICT DID TO FRANKLIN A. DAVIS SINCE SUBMITTING THEIR REVISED DESEGREGATION PLAN TO THIS COURT The bulk of Franklin A. Davis suit against the Little Rock School District, and certain school officials, falls under the Civil Rights Act, 42 U.S.C.  1983 which states: Every person who under color of any statute, ordinance, regulation, custom, or usage of any State or Territory, subjects, or causes to be subjected, any citizen of the United States or other person within the jurisdiction thereof to the deprivation of any rights, privileges, or immunities secured by the Constitution and laws, shall be liable to the party injured in an action at law. Suit in equity, or other proper proceeding for redress. 3The Little Rock School District is liable under  1983 for violating Franklin A. Davis Due Process rights under the 14*** Amendment. According to current law, Due Process mandates that a Teacher be provided a hearing prior to termination if the nature of the termination involves an attack on the teachers character or reputation. The Supreme Court holds that a teacher, even a non- probationary one, has a property interest that requires a prior termination hearing by the school board to respond to claims that affect his/her good name, reputation, honor, or integrity. See Board of Regents v. Roth, 408 U.S. 564, 573-577 (1972). The Eighth Circuit, which Arkansas falls in, has also held that there is a liberty interest when an employee is fired based on a charge that would impair that employees opportunities within his profession. See Wellner v. Minnesota State Junior College Board, 487 F. 2d 153, 155-156 (1973)(citing Harnett v. Ulett, 466 F.2d 113,116 (8*** Cir. 1972)). The Eighth Circuit has constantly held that a teacher or government employee, who has been fired under circumstances that tarnish the teachers character and negatively impact future job possibilities, is entitled to \u0026amp; prior termination hearing with full opportunity to respond to the charges. See Wilder man v. Nelson, 467 F.2d 1173 (1972)\nScheelhaase v. Woodbury Central Community School District, 488 F.2d 237 (1973)\nBuhr v. Buffalo Public School District NO. 38, 509 F.2d 1196 (1974). Franklin A. Davis was a Principal with the Little Rock School District for many years. During all those years, he received outstanding evaluations. In 1995, Sadie Mitchell wrote in his evaluation, An open line of communication (with Assistant Superintendent) was evident. Mr. Davis has been very cooperative and receptive to constructive criticism. She also wrote, His leadership style and relationship is respected 4by personnel, colleagues, parents, students, and the community. She again gave Mr. Davis a near perfect evaluation in 1996. In a mid-year evaluation in February of 1996, Sadie Mitchell wrote, Correspondences to parents, teachers, and District personnel 99 (6 displays that Mr. Davis is a team player. Administrative policies are followed while working well with others. She also gave him an excellent evaluation in June of 1997(the last evaluation Franklin A. Davis received as a LRSD employee). Yet, somehow by December of 1997, six months after his evaluation, Franklin A. Davis was suddenly reassigned. Four months later in April of 1998, Superintendent Les Camine sent a termination letter to Franklin A. Davis. In less than six months, Franklin A. Davis had gone from the Little Rock School Districts exemplary tenured principal to being considered an outcast without the LRSD granting him a hearing. It is noteworthy and interesting that Franklin A. Davis became a principal with the Little Rock School District at the age of twenty-seven (27). Essential to a full understanding of Franklin A. Davis claim against the Little Rock School District is the timing of what occurred. This is the timeline, followed with an explanation of what it means: 1.) June 1997 - Sadie Mitchell gives Franklin A. Davis a great evaluation. 2.) December 30, 1997 - Davis is asked to leave Wilson Elementary and temporarily reassigned. 3.) April 2,1998 - Dr. Camine sends Davis a letter informing Davis of Dr. Camines intent to recommend the School Board terminate Davis and suspending him without pay, which is later temporarily reinstated. 54.) May 4, 1998 - Davis gets an attorney to write the School Board requesting a hearing, with an offer to arbitrate the superintendents recommendation for termination before going before the school board. 5.) May 12,1998 - Dr. Gamine writes Davis agreeing to arbitrate Dr. Gamines termination recommendation before proceeding to the board with it. 6.) December 1, 1998 - Davis still has not had a hearing of any kind, yet the Little Rock School District quits paying Davis. 7.) June 28, 1999 - Fourteen months after Dr. Gamines recommendation, Davis is given an arbitration hearing covering solely the Arkansas Teacher Fair Dismissal Act. Davis is awarded back pay, but not reinstated. Franklin A. Davis and the Little Rock School District did come to an understanding to arbitrate under the Teacher Fair Dismissal Act, however, this was under the assumption that the arbitrator would decide whether he would be terminated if the recommendation went before the School Board. Davis did not expect the School District to terminate him fourteen months later without a hearing. After the understanding to arbitrate whether Davis would be terminated, the Little Rock School District did the following: 1.) Dr. Richard Hurley sent a form to the Arkansas Employment Security Division checking the box stating that Davis was discharged. 2.) The Little Rock School District stopped paying Davis in December of 1998, and 63.) The Little Rock School District sent Davis a letter on June 29, 1998 informing him his insurance would terminate on August 31, 1998. These actions were in direct conflict with the letter from Dr. Gamine, dated May 12, 1998, which stated that the arbitration was to be an alternative method for binding adjudication of the termination recommendation.(Emphasis added). This was not to be an arbitration of a Principal who was already terminated. The Superintendent wrote the letter recommending Davis termination in April of 1998. Davis requested a hearing. All Davis received was an arbitration hearing 14 months later, but after the Little Rock School District terminated him anyway despite his understanding. Although Davis attorney (at that time), did write a letter that included a proposal to arbitrate his claims under the Arkansas Teacher Fair Dismissal Act, this letter was prior to his termination. Davis NEVER agreed to waive his right to a full and open hearing in front of the School Board when the Little Rock School District later terminated him. This is what this MOTION OF OBJECTION is about. CONCLUSION I, Franklin A. Davis, have been fighting for justice in this sad and unfortunate situation for nearly four (4) years. The Little Rock School Districts attorney Chris Heller has continuously advised the school district against doing the right thing and reinstating me to my principals job with appropriate back pay and damages. Mr. Heller has the advantage of working for a large law firm and the support of the Arkansas Democrat Gazette. Throughout the three and a half 7years Ive fought this claim against the Little Rock School District, not once have I been given an opportunity to tell my side of the story. When I file a claim, motion, suit or any type action for redress, the Arkansas Democrat Gazette immediately calls Chris Heller and allow him to bash, slander, defame, and torture my name, character, reputation and integrity. Always without giving me an opportunity to rebut. Within a day or so of my filing this motion, Chris Heller will be given newspaper space to lie and smear me in every way he chooses. Wherefore, Franklin A. Davis, Pro Se, now submits this Motion of Objection with his Prayer that the Little Rock School District is denied release from this Court. Respectfully Submitted, Franklin A. Davis 625 Northwind Circle Conway, AR 72032-3477 501 329-8722 CERTIFICATE OF SERVICE The imdersigned certifies that a true and correct copy of the foregoing was served on Chris Heller, attorney for Little Rock School Distri^this day of May, 2001, via certified U.S. Mail. Franklin A. Davis, Pro Se Cc: Judge James M. Moody Dr. Katherine P. Mitchell, LRSD Board President 8REC0VED Iu I I FILED MAY29 2OO1 OfflCEOF IN THE UNITED STATES DISTRICT COURT MAY 22 2001 EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES By:: McCORWIACK, clerk\nrk LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL., Defendants, MRS. LORENE JOSHUA, ET AL., Intervenors, KATHERINE KNIGHT, ET AL., Intervenors. * * * * * * * * * * * * * * No. 4:82CV00866 SWW ORDER Before the Court is the motion of the Joshua Intervenors for an extension of time in which to respond to the Little Rock School Districts Compliance Report. The Court finds that the motion should be, and is hereby, granted. IT IS THEREFORE ORDERED that the Joshua Intervenors are allowed an extension up to and including June 18, 2001, to file any challenges to the LRSDs Compliance Report. DATED this ~^day of May 2001. UNITED STATES DISTRICT COURT THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 AND/OR 79(a) FRCP ON BY. 3 4 34 [ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES By\n. LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL,, Defendants, MRS. LORENE JOSHUA, ET AL., Intervenors, KATHERINE KNIGHT, ET AL., Intervenors. * * * * * * * * * * * * * * filed JUN 0 5 2001 3 w. McCormack, clerk 11 a No. 4:82CV00866 SWW received JUN 13 200' OFFICE Of DEP CLERK ORDER On April 4, 2001, the Joshua Intervenors filed a motion for extension of time to respond to the LRSDs Notice of Filing and Request for Scheduling Order. On the same day, the Court filed an Order setting forth deadlines and hearing dates to address any challenges to the LRSD Compliance Report.* Therefore, the Court finds that the motion [docket entry 3415] is moot. The Clerk is directed to remove said motion from the pending motions report. DATED this day of June 2001. CfilEF JUDGE UNITED STATES DISTRICT COURT ^The Court referenced in that Order a letter from the Joshua Intervenors counsel in which he stated he needed additional time to review the report. THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WlTH ^ULE 58 AND/O^9(a) FRCP 3 4 4 1 FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS JUN 1 5 2001 IN THE UNITED STATES DISTRICT COURT JAMES W. McCORMACK CLERK EASTERN DISTRICT OF ARKANSAS ---------------------------____2 WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V NO. 4:82CV00866 SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1,ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS MOTION FOR ADDITIONAL TIME TO RESPOND TO COMPLIANCE REPORT Come now the Joshua Intervenors, by and through undersigned counsel, for their Motion for Extension of Time to Respond to LRSDs Compliance Report, state: 1. Counsel is in negotiations with counsel for the Little Rock School District regarding the compliance report and other matters. 2. This request is not made for purposes of delay. 3. Counsel for Little Rock School District has been consulted and has authorized undersigned counsel to indicate that he does not object to this request. WHEREFORE, the Joshua Intervenors pray that the Court enter an Order extending the time in which they may respond to the Little Rock School Districts Compliance Report up to and including June 25, 2001. Respectfully submitted, John W. Walker, P.A. 1723 BroadwayLittle Rock, AR 72206 501-374 By:_ J- W. alker CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing has been sent to all counsel of record on this 15 th day of June, 2001. Jonn . Walker received JUN 2 5 2001 filed U.S. DISTRICT COURT eastern district ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN 20 2001 JAMES By\n. LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL., Defendants, MRS. LORENE JOSHUA, ET AL., Intervenors, KATHERINE KNIGHT, ET AL., Intervenors. * * * * * * * * * * * * * * 3 \\jv. McfiORMACK, CLERK M * nDcEDP r *Ci LcEaJR'K' No. 4:82CV(X)866 SWW omcEtt_ _ _ ORDER Before the Court is the motion of the Joshua Intervenors for an extension of time in which to respond to the Little Rock School Districts Compliance Report. For good cause shown, and without objection from the Little Rock School District, the Court grants the motion. The Joshua Intervenors have until and including June 25, 2001, within which to file their response. No further extensions will be granted. SO ORDERED this ay of June 2001. CH UNITED STATES DISTRICT COURT THIS DOCUMENT ENTERED ON docket sheet in compliance WITH RULE 58 AND/OR 79(a) FRCP 0N-\u0026gt;^O^/^0/ RY 4 45 IN THE UNITED STATES DISTRIC^OURTr-   - q EASTERN DISTRICT OF ARKANSAS  rX^iIrMRT kJ.O. L/IO 1 iaIL. I ULJUia I SAS WESTERN DIVISION EASTERN DISTRICT ARKANSAS JUN 2 5 2001 LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO, l,et al., Defendants, MRS. LORENE JOSHUA, et al.. Intervenors, KATHERINE KNIGHT, et al.. Intervenors, * * * * * * * * * * * * * * JAMES W. McCORMACK, CLERK By:. DEP CLERK No. 4:82CV00866 SWW DECEIVED / y m \u0026lt;3 - / JUN 2 7 2001 OfflCEOF 0nm0^M0NITQfilN6 JOSHUA INTERVENORS OPPOSITION TO LITTLE ROCK SCHOOL DISTRICTS COMPLIANCE REPORT PRELIMINARY STATEMENT The Joshua Intervenors respectfully request the Court to defer final decision upon the petition of the Little Rock School District for a declaration that it is now unitary as that term has been defined by relevant case law. The Joshua Intervenors believe that there are numerous significant questions which are not addressed in a clear, accurate and substantive manner which need to be further explored in an evidentiary proceeding before the Court. Upon that event the Court would be in a better position to make the necessary analysis to determine whether the objectives and commitments of the revised desegregation plan have been fully met. The Joshua Intervenors believe further that the Court must have before it a written response to the districts plan or other written analysis 1- regarding that plan from the Courts Office of Desegregation Monitoring (ODM) before the Court can issue a final opinion regarding the matter. Otherwise, any assessment by the Court would be incomplete and not in keeping with the expectations of the Eighth Circuit Court of Appeals when it required the establishment of the ODM to assist the Court in determining and effectuating desegregation compliance. The school districts compliance report of March 15,2001, which incorporates by reference its interim compliance report dated March 15, 2000, is before the Court reportedly to inform concerned interests of the status of the districts efforts to meet its obligations under the revised plan... The district makes reference to the fact that it offered the opportunity for interested parties to provide comments or suggestions to the interim court and that it received none. Because it received no comments or suggestions regarding that report, the district has determined that the form of the report is appropriate for the present report. That position is inaccurate. Joshua made many comments throughout the year to District officials regarding areas of noncompliance and bad faith implementation. Joshua notes, however, that before either of the reports was submitted to the Court, the district did not consult and meet with Joshua regarding the contents in order to reach the agreements of the report contemplated by the desegregation plan. The present report has many of the same failings of earlier reports to the Court. In fact, it has been the exception rather than the rule for the district to affirmatively involve Joshua in preliminary stages of any report or other activity undertaken by the school district. Joshua submits that the Little Rock School District is far from being unitary at this time. and that the District has much work to accomplish before court release is appropriate. Joshua further submits that the burden of proof that the District is unitary, i.e., has fulfilled all of its obligations. -2- is upon the District rather than upon Joshua. The following comments by Joshua to the March 15, 2001 report raise appropriate for further inquiry by the court. JOSHUAS SERIATIM RESPONSES TO THE DISTRICTS REPORT DATED MARCH 15, 2001 Section 2.1. LRSD shall in good faith exercise its best efforts to comply with the Constitution, to remedy the effects of past discrimination by LRSD against African American students, to ensure that no person is discriminated against on the basis of race, color or ethnicity in the operation of LRSD and to provide an equal educational opportunity for all students attending LRSD schools. The district firsts projects the covenants dated January 11, 2000 to illustrate its good faith beyond March 15, 2001 in the event that the Court declares the district to be unitary. It points to meetings of administrators who were informed of the covenant\nthe involvement of Dr. Terrence Roberts, a consultant to the district'\nand the receipt of the district of a quality interest award from the Arkansas Quality Award Nonprofit Agency to demonstrate that the initiatives now in place will continue. Joshua notes that the emphasis of the report is upon the objective to improve the academic achievement of all students through the use of its resources in a manner which complies with the non discrimination requirements of law. The commitment is vague! It allows equal, we say greater. attention to the higher achieving white students than to the lower achieving Black students. It does not address the problems which have persisted since the settlement agreement was reached in 1989, especially the concern of remediating preexisting achievement disparities between white and Black ^Dr. Roberts is one of the first African American students to enroll in Little Rock Central High, i. e., the Little Rock Nine he is a clinical psychologist who is on the staff of the University of Antioch University. -3- students. The district received at least $20 million dollars in the form of a forgivable loan by which to address the remediation disparities. Those achievement disparities linger. In this respect, the State of Arkansas has given the district little assistance in meeting this objective and, on information and belief, despite noncompliance, has agreed to forgive the Little Rock School District loan obligation (See Exhibit 1 hereto). Joshua further notes that an objection to the incentive schools by district officials was that those schools were too program heavy and therefore did not lend themselves to effective implementation and evaluation of those programs. We believe that the district now has even more programs which were present in its schools and that the districts past criticism of the incentive schools programs may be applied to the programs which it has put in place since it reduced the number of incentive school programs. Effectiveness of the programs is still lacking. Effect is usually determined after program evaluation. The districts evaluation system borders upon being nil. The district makes reference under good faith to the success of the Campus Leadership Team, later referred to herein as CLT. The person assigned the responsibility for the CLT was Ms. Gayle Bradford. She (like School Superintendent Les Camine and Associate Superintendent Brady Gadberry) is leaving the school district as of July 1. Her assignment to the position was makeshift in the first place in that it was a job created for her while the district determined what good use could be made of her services after she was removed as principal at Hall High School due to problems associated with desegregation complaince. The Campus Leadership Program was ill conceived, and ^The plan which set the objective that African American achievement as measured by appropriate standardized tests, on a comparative basis, would come within ten percentage points of white student academic achievement. -4-has been poorly implemented. It may be said that the CLT is only a hope for better school management for the future. But it too lacks an assessment or evaluation component. The Campus Leaderships Team are generally under the overall leadership of Associate Superintendent Ms. Sadie Mitchell, to whom Ms. Gayle Bradford reported. Ms. Mitchell, to her credit, has sought to create a working environment conducive to better cooperation between administrators and teachers. But those efforts on her part are have just begun and with the departure of Ms. Bradford, must begin anew with new staff. The program is not so fundamentally sound as to be self executing. Good faith is to be determined, we submit, within the context of the objectives set by the parties and by the law, especially the law of the case\nthe actions promised to be taken in order to achieve the objectives\nand the manner in which those actions are actually undertaken. Good faith contemplates results as well as processes for achieving the contemplated results. The Little Rock School District outrageously argues that it is simply obliged to make promises to meet its objectives and to set up a procedure for fulfilling those promises but, having done that, it is not required to meet the objectives set. That position reflects the basic difference between Joshua and Little Rock. Joshua believes that the commitments agreed upon required that the processes or plans for achieving the agreed upon objectives actually be fulfilled and that only conditions of impossibility could preclude compliance. Joshua further believes that the agreement contemplated that there would be prompt undertaking of the commitments\nand that that undertaking would be vigorous and sustained. Joshua also believes that implicit in the agreement is that the commitments would be subject to professionally competent evaluation of policies, programs, and procedures put in place as implementing tools for the plan objectives. As will be shown below, the Districts efforts have been neither timely nor prompt, vigorous or sustained\nnor complimented by competent professional -5- evaluation. We are thus met with a pleading of excuse with promises (the Covenant) of actions that will follow upon Court release. The question before the Court is whether the district can be expected to achieve goals and objectives without Court oversight (the Covenant) that have not been achieved with Court oversight. Moreover, how can Black students enforce this Covenant? The CLT program was at the heart of the Districts efforts to met its obligations under the reviewed plan. P. 1, Compliance Report. A quality school district meets the needs of all a students. In adopting the CLT program, the District committed itself to providing each school the leadership and autonomy necessary to meet the needs of each schools unique population. With that autotomy comes a responsibility to ensure the success of each student. Page 3, Compliance Report. Joshua differs with that objective. Remediation of disparity conflicts with that concept. When racial grouping is taken into account. Joshua has not been provided with any report which reports an evaluation of the CLT program or of the results that have been achieved by that program. The program appears to accept the proposition that individual schools, through the CLT, will meet their responsibility to each of its students. Because of this autonomy, some magic conversion or remediation of disparities will occur it seems to be argued. Joshua submits that the CLTs actually provide more opportunity for discrimination and for mischief and maintenance of the status quo than a system wide approach would. Moreover, the district does not appear to define success of each student. The districts three (3) page presentation under Section 2.1 is vague, uncertain, without measurement standards and therefore offers no promise of providing equal educational opportunity for all students in the school district. To this point, there is no way for determining the extent to which it has worked. -6-Section 2.1.1. LRSD shall retain a desegregation and/or education expert approved by Joshua to work with LRSD in the development of the programs, policies and procedures to be implemented in accordance with this Revised Plan and to assist LRSD in devising remedies to problems concerning desegregation or racial discrimination which adversely affect African- American students. The district committed to hire an expert approved by Joshua. It did so, but it did not properly explain to the Joshua expert, Dr. Terrence Roberts or to Dr. Steven Ross of the University of Memphis how they may help in assisting the district to devise remedies to problems concerning desegregation or racial discrimination which adversely affected African American students. Indeed, Joshua has requested, but the district has been unable to provide, a simple listing of problems which adversely affect African American students. Joshua submits that without such a listing there can be no remedies devised to those problems. It appears that Drs. Steven Ross and Terrence Roberts have been used in a consultative role regarding general school educational problems, rather than addressing specific needs of African American students. Joshua concedes that a better faculty which is more sensitive to equitable considerations is more likely to provide better quality instruction. But a better faculty as measured by professional assistance given them should produce changes in the outcomes for Black students. Despite its use of Roberts and Ross and submits that the District has not devised any remedies to any problems concerning desegregation or racial discrimination which adversely affects African American students. Furthermore, a review of the expenditures for both Ross and reflects limited use of their professional resources and services Roberts until Joshua complained about their relative non-use in 1999 and until the district began to compile the present report. Dr. Roberts will acknowledge that his role was enlarged due to his own initiative than that -7- of the districts. This absence of leadership reflects not only upon the planning aspect of the district but upon the results which have been achieved as well. Section 2.2. LRSD shall implement programs, policies and/or procedures designed to ensure that LRSD hires, assigns, utilizes and promotes qualified African-Americans in a fair and equitable manner. The district has not indicated what it has done to meet the provisions of this section. The interim report suggests that four policies were adopted to address the issue. That occurred more than a year after the Court approved the plan, did not involve Joshua and still provides no assurance that the promise will be fulfilled. Furthermore, there is no monitoring component of the provision. Joshua further notes that the office personnel of the various principals offices tend to reflect the race of the principal. The exception is that the office staffs of Black principal are more likely to be mixed. In terms of assignment, Joshua urges that principal assignments or reassignments in many cases are neither fair nor equitable. Several principals who have a record of mistreatment of Black students or staff appear to have been promoted. Several Black principals seem to have been transferred without cause against their will for no apparent legitimate reason. It can not therefore be said that the staff is being treated, assigned or utilized in a fair and equitable manner. Section 2.2.1. LRSD shall maintain in place its current policies and practices relating to the recruitment of African-American teachers which have allowed LRSD to maintain a teaching staff which is approximately one-third African-American. The district commits to faculty balance in the schools. According to Associate Superintendent Junious Babbs, African American teachers should be within a range of 10% above -8- or not more than 15% below the overall percentage of African American staff at a particular grade level. The compliance report is in error. Joshua notes next that staff recruitment is not addressed to grade level needs and that there has been no presentation of the number or percentage of African American teachers at each grade level or in each school. These data are necessary in making a utilization analysis of staff. This is important because African American teachers are still appear to be concentrated in non-core areas such as special education, vocational education, remedial education, physical education, etc. Section 2.2.2. LRSD shall implement programs, policies and/or procedures designed to increase the number of African-American media specialists, guidance counselors, early childhood teachers, primary grade teachers and secondary core subject teachers, including offering incentives for African-American teachers to obtain certification in these areas, and to assign those teachers to the LRSD schools where the greatest disparity exists. With respect to this provision, it appears that there has been no material change in the percentage or number of Black media specialists, counselors, core secondary, early childhood and primary grade teachers. The recruitment plan indicates that it provides incentives to attract African American teachers. It is uncertain what those incentives are\nand the extent to which they will be continued. It is also uncertain what the problems are with being able to move beyond the numbers that existed in 1997, especially now that it is evident that the white teacher applicant pool is also deficient. Section 2.2.3. LRSD shall establish a uniform salary schedule for all positions within the district, including a salary range for director and associate and assistant superintendent positions, designed to provide compensation in accordance with qualifications and to minimize -9-complaints of favoritism. The salary schedule freezes in arbitrary and racially discriminatory pay practices which refer back to the Williams administration between 1992 to 1996. Section 2.2.4. LRSD shall implement a policy for the centralized hiring and assignment of teachers by the LRSD Human Resources Department designed to provide an equitable distribution of teaching resources and to prevent nepotism and preselection by a school principal. Joshua does not believe that this policy has been effective in practice. Policy GCF RI allows for the principal to interview and make recommendations for teaching positions. There is no process to prevent nepotism and preselection and the policy does not prohibit it. Section 2.2.5. LRSD shall implement a policy of promotion from within which shall include procedures for notifying district employees of open positions. The district has no standard for determining when it will fill a vacancy by promotion from within. A promotion from within policy ensures that a higher percentage of African American teachers and staff will be available for consideration for promotion than an open application process. The applicant pool in the former would be between 35%-40% and in the latter, it will be closer to 8%-l 0%. Therefore, when the district opens staff positions to the public at large it is knowingly inviting a significantly whites applicant pool than were it to implement a policy of promotion from within. It is also saying that a white person is preferred for the job. Under this section this is no explanation of how assignments were made in the filling of vacancies for administrative positions which were not filled via promotion. Section 2.6. LRSD shall implement programs, policies and/or procedures designed to -10-promote participation and to ensure that there are no barriers to participation by qualified African-Americans in extracurricular activities, advance placement courses, honors and enriched courses and the gifted and talented program. With respect to this Section, the district has merely reported the composition of each school and has fit the teachers into select categories. It has taken no affirmative steps to ensure that the more minority or low achieving schools where the remediation needs are greatest, have equally strong, experienced teachers. Joshua acknowledges that degrees and years of experience by themselves do not confirm superior status of a teacher. But these criteria tend to reflect the ability of school to be perceived as capable of maintaining its staff. That perception enables educational programs to have a better chance of being successfully implemented. Low turnover is a reflection of a schools stability, while high turnover is a reflection of a schools instability. This comment is consistent with earlier district testimony which lamented the fact that Mitchell school had almost every year for 5 or 6 years in succession principal turnover. Joshua observes that Badgett and the Charter School, Baseline, Dodd, Mitchell, Rightsell, Washington, Watson and Woodruff appear to have staff with considerably less than 10 years average experience. These are disproportionately minority schools with concentrations of free and reduced priced lunch eligible students. Cloverdale and Mabelvale fit into that category at the middle school level as do McClellan and Fair at the high school level. The assignment practices of the district are consistent with the relative status as schools of academic excellence or despair. Without doubt, the perceived quality pecking order of schools is as follow: a) high schools: Parkview, Central, Hall, Fair, McClellan -11-b) middle schools: Mann, Pulaski Heights, Dunbar, Forest Heights, Henderson, and either Southwest, Cloverdale or Mabelvale We further note that the schools appear to be more evenly balanced except for Cloverdale and Mabelvale Middle and McClellan in 1998-99 with respect to average years of experience than they came to be in 2001. Inasmuch as these schools are mostly minority the plan does not appear to be delivering experienced teachers to these schools or an even basis. In assessing teachers with advanced degrees, the district median or average percentage is not presented. But the schools that have the lowest percentage of teachers with advanced degrees seem to be: Elementary Schools Middle Schools High Schools Mabelvale 23% Alternative 25% Metropolitan 23% Rightsell 32% Cloverdale 32% McClellan 49% Geyer Springs 33% Washington 37% Mitchell Baseline 38% 38% The high end schools include: High End Schools High End Middle Schools High Schools Jefferson 74% Mann 59% Parkview 71% Wakefield 71% Central 63% Wilson 68% Hall 56% With respect to teachers with a masters degree plus 9 years or more experience: -12-Elementary Schools Middle Schools High Schools Rightsell 18% Cloverdale 27% McClellan 35% Mabelvale 19% Forest Heights 27% Fair 36% Mitchell 29% Geyer Springs 29% Franklin 32% The high ends of this category reflect as follows: High End Schools High End Middle Schools High Schools Jefferson 63% Mann 52% Parkview 55% Wakefield 67% Pulaski Heights 40% Central 51% Wilson 60% Hall 43% Joshua has some concerns about these categories because of its general impression that there is less stability in the schools that are more heavily minority. Note the following drops between 1998 and 2000 with respect to: a) average years of experience: Elementary Schools Middle Schools High Schools Badgett 11.63 to 8.29 Mabelvale 7.9 to 6.15 Fair 12.17 to 8.84 Rightsell 10.5 to 6.65 Cloverdale 9.84 to 8.36 McClellan 9.67 to 7.90 Washington 10.74 to 9.31 Woodruff 9.18 to 7.38 b) masters degree plus 9 or more years: Elementary Schools Middle Schools High Schools Geyer Springs 38% to 29% Cloverdale 30% to 27% McClellan 38% to 35% -13-Mitchell 32% to 29% Fair 40% to 36% Mabelvale 19% to 19% Hall 51% to 43% Rightsell 43% to 18% Washington 53% to 33% It is noted that Parkview remains relatively consistent in all of these categories and that Central is not far behind, while McClellan and Fair are relatively consistent but on the other end of the scale. The same is true at the high end with Carver, Brady, Booker, Fair Park, Gibbs, Jefferson, McDermott, Meadowcliff, Romine, Wakefield, Terry, Williams and Wilson. Al of these schools have higher than average concentration of white students. Joshua, therefore, submits that the schools in the LRSD are not equal with respect to the promises of Section 2.2.6 and that the high schools especially reflect gross concerns of racial inequity. Joshua, in making this point, refers to Section 2.11.1. This section addresses equity in academic honors, awards, scholarships and honor graduate comparisons. At the outset we note that the district has segregated the white grouping of students into white and other. There is no reason for the distinction other than to diminish the degree of favor which white students receive in comparison to Black students. Moreover, the district has lumped nonacademic scholarships which were more likely awarded to minority students and then set forth the total dollar value of scholarships awarded. With these things in mind, we note that the pecking order for scholarships relates to the size of the school but mostly to the reputation of the school and the race of the students in those schools. In 1997-98,of71 honor graduates at Central, 11 were Black\nand at Parkview, there were 50 honor graduates of whom 14 were Black. In this respect, we note that neither school has had an -14-African American valedictorian in the past 5 or 6 years (and Central never has). We further note that there are discriminatory nuances in the honor designation categories in those schools as well as at Hall which tend to drive white students into the top positions notwithstanding lower academic achievement and which cause them to obtain honors or awards due Black students. In 1997, approximately 25% of the honor graduates at Parkview were Black\n21% were Black in 1999-00. In 1998-99, Joshua brought to the attention of the school district, manipulative practices of the school principal and some of the white staff at Hall High School with respect to altering grade weights of white students. Those practices were reflected in an ombudsman report which established that grades of white students were manipulated in order to accord them honor status. The district now commits that it will work with students to provide equity in academic awards, honors and scholarships. This relates back to the perception of schools. Central and Parkview, and to a lesser extent Hall, appear to extend promises to white students that if they attend those schools that they will meet with academic favor and have that academic favor reflected in awards and scholarships. and to disproportiately white students in their classes. At Hall, where Black upper end achievement has been exceedingly high in the past three years, the district has diminished the relative showing of Black achievement. The chart on page 161 reflects that there were but 13 honor graduates in 1998-99 when there were actually twenty-three of whom, 16 were Black. But the public recognition went to the few white honor students. The district does not intend for a showing to be made that Black students achieve as well, if not better, than white students in certain circumstances where they have the necessary support and resources. The message is thus reinforced that Parkview, Central and Hall are the best schools for white students in that order and that Fair and McClellan dont count for white students. That image drives white students geographically assigned to Fair and McClellan -15-to private schools or to white flight public schools. The charts presented by the district are incongruent with respect to scholarships awarded for honors or academic work. If 70% of the honor graduates in 1998 were white in all the schools, then the scholarship values should reflect that. Instead, they are about equal during that year and in 1999- 2000. African American students received approximately 60% of the scholarships. We believe that the district is not fairly presenting its evidence and that the facts it presents are inaccurate, but they do not detract from the basic point being made in Section 2.2.6. The teachers are largely responsible for the quality of education delivered. In that the teachers of the southwest schools and the schools with high minority populations do not seem to be equal with respect to the criteria delineated in the plan, it becomes easier to understand how the outcomes which may be measured by honor graduate. and scholarships by achievement show them to be in such low standing. The district is aware of the fact that the state scholarships administered by the Arkansas Department of Higher Education have racially discriminatory impact upon Black Little Rock graduates. It has not taken steps to bring this matter to the attention of the ADE as set forth in the state agreement herein. Section 2.2.7. LRSD shall negotiate with the Knight Intervenors to establish a procedure for the mandatory reassignment of teachers as necessary to enable LRSD to meet its obligations under Section 2.2 of this Revised Plan. There have not been established procedures for the mandatory reassignments of teachers. Whatever negotiations occurred between Knight and the district did not result in a procedure for that result where required by the necessity of equity. Joshua submits that not one teacher has been assigned by the district from a perceived strong school to a perceived weaker school for the purpose of remediation of achievement disparities. -16-Section 2.3. LRSD shall implement student assignment programs, policies and/or procedures designed to ensure the desegregation of LRSD schools to the extent practicable, including but not limited to Sections 3 and 4 of this Revised Plan. The district does not indicate which policies, programs or procedures that it has revised with the but not limited language of Section 2.3. Furthermore, policies JC and JCA have been in effect for only one year. Joshua notes that these policies were approved May 25, 2000 and that there has been no realistic time to assess their effectiveness assuming that they met their purpose in the first place. As noted elsewhere in this set of concerns, it appears that the schools in the southwest are becoming one race and grossly inferior while the schools in Pulaski Heights area and west Little Rock are becoming disproportionately white and superior. The district does not indicate what steps it is taking to prevent these assignment and quality patterns from occurring. Section 3.6. School Construction/Closing. LRSD shall construct at least two new area elementary schools, one in west Little Rock and one at the site of the former Stephens school. When the new Stephens Elementary opens, it shall receive additional funding as described in Section 5.5 of this Revised Plan and one or more of the schools identified in Section 5.5 will be closed. When a school identified in Section 5.5 is closed, LRSD shall exercise its best efforts to find a community or educational use for the property. Otherwise, LRSD shall not seek to close schools in African-American neighborhoods solely because of age or poor maintenance except when a new school will be located in the same general area. With respect to new school construction and school closing, Joshua has not been involved in the meetings of the west Little Rock school site selection committee and to our knowledge, no site has been selected. The location of that site could significantly affect desegregation possibilities or -17- created further desegregation problems. On the other hand, on information and belief, the district plans to close Mitchell, Badgett and Rightsell because of age and poor maintenance. Joshua is concerned that court release could free the district to place the Jefferson replacement school in a site which is disadvantageous to Black pupils. It also leaves open the possibility of keeping Jefferson as a school. This would tend to create greater desegregation burdens upon African American students. Section 2.4. LRSD shall implement programs, policies and/or procedures designed to ensure that there is no racial discrimination in the referral and placement of students in special education or in other programs designed to meet special student needs. First, Joshua has not been involved in the devisation of the promised programs, policies and procedures in this section or any other section. The 504 program is replete with difficulties and programs which tend to impact African American students in a disparate way. As reflected by the charts on page 22, it appears that African American male and female students are over identified. Such identifications have labeling effects which are anathema to a unitary school system. Section 2.5. LRSD shall implement programs, policies and/or procedures designed to ensure that there is no racial discrimination with regard to student discipline. The disciplinary programs still tend to be disproportionate. We note that the District has not indicated by gender as it did with respect to the charts on page 22 the students who are actually being suspended. Joshua contends that the suspensions and expulsions are falling most heavily upon African American male students. Some schools are more zero tolerant than others. While the district has diminished the number of overall suspensions, we note that the reduction in white -18- suspensions between 1998 and 2000 was approximately 29%, while the reduction in Black suspensions was approximately 5%. The numbers are roughly equal but the percentages are grossly disparate. This reflects a district still inclined to give more favor to white students. For each Black reducton it makes a white reduction. This is disturbing for if disparate treatment was occurring, the students who benefit from the remedy should be those who suffer rather than those who benefitted all along. Joshua will also point up at a hearing that virtually all the referrals by resource officers and/or district officials to juvenile officials are of Black pupils. White students are seldom referred to those sources when they misbehave. Furthermore, when Black resource officers attempt to respond sensitively to suspensions and referrals to the juvenile or criminal justice system, there is evidence that those resource officers are subject to removal or dislocation. Zero tolerance practices tend to apply generally to Black students and not to white students. Section 2.5.1. LRSD shall strictly adhere to the policies set forth in the Student Rights and Responsibilities Handbook to ensure that all students are discipline in a fair and equitable manner. This section has to be constantly subject to review because of the disparate treatment received by Black students, especially Black males. See Section 2.5 above. Joshua also requests that the district provide a breakdown by school and by gender, race and offense of the discipline sanctions imposed upon the students during each of the past 3 years. Section 2.5.2. LRSD shall purge students discipline records after the fifth grade an eighth grade of all offenses, except weapons offenses, arson and robbery, unless LRSD finds that to do so would not be in the best interest of the student. -19-The district has not adopted a policy to apply or define with respect to the best interests of the students. This allows subjective consideration to displace objective consideration. Section 2.5.3. LRSD shall establish the position of Ombudsman the job description for which shall include the following responsibilities: ensuring that students are aware of their rights pursuant to the Student Rights and Responsibilities Handbook, acting as an advocate on behalf of students involved in the discipline process, investigating parent and student complaints of race-based mistreatment and attempting to achieve equitable solutions. Joshua has serious concerns about the ombudsperson position with respect to job description, role and relationship to the administration, duties to students, sufficiency of staff and receptivity of administrators to the efforts of the ombudsperson to investigate complaints. Joshua submits that the Office of Ombudsperson requires a staff, organization, definition of roles and responsibilities and a direct reporting line to the superintendent and the board if the agreed upon expectations are to be realized. Joshua further notes the activities of the ombudsperson are not in this report. His reports, however, demonstrate that there are myriad problems associated with school desegregation implementation which give substance to the need for position in the first place\nand which justify court continued supervision in the second place. Section 2.5.4. LRSD shall work with students and their parents to develop behavior modification plans for students who exhibit frequent misbehavior. Joshua is concerned with the lack of definition with the term students who exhibit frequent misbehavior. 95 Until that term is defined and standards set for implementation, there can be no assurance that the plan being developed addresses the purposes of this section and are being administered in a nondiscriminatory fashion. Moreover, there is no showing how the District has -20- applied these plans since 1997 in order to assist Black students. Section 2.6. LRSD shall implement programs, policies and/or procedures designed to promote participation and to ensure that there are no barriers to participation by qualified African-Americans in extracurricular activities, advanced placement courses, honors and enriched courses the gifted and talented program. Joshua is grossly concerned about the extracurricular section. First, the figures are not broken down by school, activity, race or gender. The administration of the advanced placement program gives rise to concerns that white students are being placed more into AP courses in earlier points in their lives and that in effect when one views the participation of academic activities one will find that those are largely participated in by white students. With respect to football, basketball and track, those activities are disproportionately Black. The Supplemental Instruction Program (SIP) gives rise to the impression that Black students are being place therein in order to qualify them for athletic participation. In any case, extra curricular participation is not as the district presents it. The chart on page 28 shows that co-cunicular participation has been increasing at the same rate for Black students over the past three years. Joshua is not familiar with an Activities Advisory Board and how it relates to having met desegregation goals and objectives, and has not been invited to participate in it. Section 2.6.1 and 2.6.2. 2.6.1. LRSD shall implement a training program during each of the next three years designed to assist teachers and counselors in identifying and encouraging African-American students to participate in honors and enriched courses and advanced placement courses. 2.6.2. LRSD shall implement programs to assist African- American students in being successful in honors and enriched courses and advanced placement -21-courses. There has been no assessment of the training programs for teachers and counselors for each of the last three years in order to assist them in identifying and encouraging African American students participation in honors, enriched and advanced placement courses. These sections demonstrate that programs are beginning to be implemented for the first time in 2001 and afterwards. These programs are 3 years late, with no evaluation criteria or component and are rife with problems, and no track record! For example, the board is establishing different graduation seals, using standards that are arbitrary and which particularly favor white students. Joshua is completely opposed to a system where Black children are not taught on the same basis as white children and then have that lack of teaching rubbed into their faces at graduation when they are denied honors. We note here that the district is yet to have a single Black national merit scholar in the nineteen years of this active litigation. We note also that in the elementary and junior high grades, there have been hundreds of Black pupils whose standardized test scores place them in the 90+ percentiles. While the district says it is trying to get everybody onto the same playing field, on an equal basis, establishing criteria which give the impression that white students are inherently unequal is patently unfair. In reviewing the additional courses and other activities, Joshua has general concerns about those programs and activities that are set forth on pages 32-35. There is no educational justification for an International Baccalaureate Program at Cloverdale Middle and McClellan High School. These students do not have the resources available to them as do students at Parkview and Central. The gifted participation remains as it has been, mostly white at the elementary schools and the percentage at the secondary schools appears to be moving up from 50% to 52%. As with white -22- and Black students with discipline, the practice to provide a one for one benefit for white pupils any time Black pupils advance. The District presents a chart to show African American student enrollment is increasing in advanced placement courses, p. 38. Joshua observes that there is no real change. In 1997, 33% of those students were minority and in 2000, 35% were minority. While the number increased from 33 to 39 in tw'o years, it dropped to where it was in 1997. The African American totals appear to have increased from 471 in 1997 to 797 in 2001, a difference of 326. The non black numbers. however, increased from 964 to 1495, a difference of 531. Taking into account the fact that non Black students are only approximately one third of the school system, their numbers increased to a point that virtually every non-black student is in an AP class. That translates into mostly white classes for white or non-black pupils. It is projected that for next school year there will be 2230 non Black students in the high schools. Assuming that at least 1495 of them as was the case last year are in AP courses, then 67%, or two of every three of the white students are in AP courses. Assuming that there will be 4509 Black students in the high schools next year and that 797 will be in AP courses that means that only 17%, or less than two of every ten of the Black students will be in AP courses. We submit that there is no way under the sun that a white population can be so much smarter than a Black population whoever makes the assessment. On the percentages alone, that means that the white students are almost four times more likely, i.e. smarter, to be placed into AP courses than Black students. It means that every time an additional Black student is placed into an AP course, 1.5 white students are placed in to AP classes. The further ahead we get, the further behind we get comment often made by African American citizens is given dramatic proof by this single statistic. There are some interesting patterns of enrollment in AP courses. Black students are -23- enrolled more in AP American history then any other subject. White students are enrolled more in English IV, English III and Environmental Science and Spanish IV. Less than 10% of the students\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_371","title":"Compliance hearing exhibits, ''Middle Schools''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1999/2000"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation"],"dcterms_title":["Compliance hearing exhibits, ''Middle Schools''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/371"],"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":["exhibition (associated concept)"],"dcterms_extent":["142 pages"],"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\nMIDDLE SCHOOLSoo_\u0026gt;, zn zmm (A on Middle Schools 1. Memorandum to middle school principals from Bonnie Lesley in July 28, 1999, Learning Links: attached speech by Hayes Mizell, Six Steps to an Achieving Middle School. 2. Memorandum to middle school principals in March 3, 1999, Learning Links: attached article, Middle Grades Education Initiative from SREB. 3. Memorandum to middle school principals in March 3, 1999, Learning Links: attached article from SREB, Raising the Bar in the Middle Grades\nReadiness for Success. 4. Memorandum to middle school principals in March 3, 1999, Learning Links: attached article from SREB, Improving Teaching in the Middle Grades\nHigher Standards for Students Arent Enough. 5. 6. 1. Memorandum to middle school principals in Mar. 22,2000, Learning Links with attached copy of Quality Middle School Leadership by David Weller. Memorandum to middle school principals in Oct. 4, 2000, Learning Links\nattached article, The Middle Years: Are US Middle Schools Up to the Task? E-mail from Bonnie Lesley to selected staff, July 14, 2000\nattached speech by Hayes Mizell, Battling for Middle Grades Reform. -A/? 1 I I I -L '?/?5/'79 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PUTASKI STREET LITTLE ROCK, AR 72206 I July 27, 1999 i TO\nMiddle School Principals II FROM: Dr. Bonnie Lesley\n^ssociate Superintendent for Instruction SUBJECT: Advise to Middle Schools I Linda Austin found on the internet the attached copy of a speech by Hayes Mizell. You will want to share it, we think, with your staff. It is a powerful outline of how to improve student achievement! BAL/adg Attachment i i I i f i II Page 1 of 10 Home I LatgstUpdates | Ngws^ | MiddleWeb Index | Reforming Schools ! A | I j attended by middlejchool teachers and administrators from throughout was Director of the Program for Student Achievement the school district. Mizell is at the Edna McConnell Clark Foundation.] i Six Steps to an Achieving Middle School ! ! d aX wiih So PP'' Oilb say thal Fd t' Citing recent data from state assessments, the National Assessment of increase levels of student achievement. I assume hed,er schools ------need to you are here because you are professionals who recognize that many students are not performing up to their academic potential  and state to demonstrate that you Student nArTnrmorr -.1^_____  , . or because you are student performance in your classrooms and schools. can increase levels of me say it again. mcrease student achievement. Yes, parents are their children's achievement ht H . i, their children's k or your experience. Yes, communities can and th developmental opportunities they need to build self-^ dence ^d the desire to achieve, but community support is no substitute for what should be the schools' academic focus. If you cannot help your studenU achieve at higher levels, who can? Will and Effort Produce Results 1 IJmow your work is complicated by great obstacles. There are classes that are too big. There are too -r--------------------------r* -------- a------xxiVAv oiv uiat arc 100 and learning. There roo many their minds but learning. There are even some of your students who seem to have eveiything on L....... colleagues unwilling to invest the time and effort are too many it takes to develop and apply the new attitudes. behaviors, knowledge skUls necessary ,o increase sr^fen, ichie^^ Xher Xes are daunting, and you know better an I that It is not easy to overcome them. It takes steady, hard http://www.middleweb.com/HMcharlotte.html unmI I I ! I Page 2 of 10 work. That is what you tell your students it takes to achieve, and it applies to you as well. We live in a culture that values convenience, short-cuts, expediency, and painless learning Teacher^\nmboT'or  of this culture. They look for the progrm, or TthTd T \u0026gt;' their jobs easier. Indeed, there are a bl of resources in the education marketplace, and some of them are helpful, but if educators properly, nearly all these resources require more rather than less work. There a ^2E|^I^H^^ntachieyen^ Raising the performance levels of your students means that yon as * to also EerfonumijgtoTj^ use them are no shortcuts to Let us assume that everyone here wants to increase student achievement, and that each of you has the will and IS prepared to exert the effort it.takes to reach that goal. How do you go about it? WeU I cannot develop and prescribe what I would call an IRP - an Individual Refon^ ! fo Jach of middfe^Lhoo!\" T Z T Imou canhim your schools into achieving middlesclwls. In fact, I believe there are a series ofstens vou can tekp tn you go about it? Well, I next level. are a series of steps you can take to take your schools to the Not merely schools that include grades six through eight and that are now called \"middle schools \" Not merely schools that perhaps include teams, advisories, exploratoiy wheels, block scheduling and \"-'y hoes  , .lIo'iXT\" about the developmental characteristics of the young adolescents they are teaching. These, cl^actenstics of \"middle schools\" but they do not automatically produce schools. \" There are too many educators who' are ft, .are ,_____ _______'achieving middle -A satisfied with just being a middle school but who do Jand processes as the foundanonforlfanlfoiming '' their schools into achieving middle schoiilsl --------------------------------------~ What Is an Achieving Middle School? ^Mo I mean by \"achjeyin^middle^^ whose mission, ethos, culture, structure _gani^n cumculum, co-curnculum, and instruction is explicitly dedicated tn the .^gryjtudeg^ every a^Tin the~building. It is a school where fromthe time a visitor walks in the front door there is no doubt that the schools focus is on advancing the achievement of every student ^d^eyety adult. It is not a school where the administrators and teachers assume they know all they Xe h\",Th''d'^ In the achTeving teach Jd .To\nha.fliaa!lhave something to. ^d learn. This belief is stated and restated, and it is a fundamental of the school. operating principle I WMt to briefly outline six steps towards becoming an achieving middle school. But let up front that I am not going to include some \"basics\" in these steps. For example, I say that everyone m your schools, from principals to school secretaries W uvavh^L lu luuu service custodial staff must come to school each day prepared to care about every student they encounter. You cannot have an achieving middle school unless it is me say right am not going to to teachers to food service and an authentically caring middle school. I m not going to say that your schools have to be safe\nnot only free of violence, harassment, and mn TTll ri 3 II AM omAniT ct-nzl ante _x___i  .  intimidation among students, but between teachers and students. No school 7 ^tuuciits, out oeiween teachers and students. No school can be an achieving midglesc^ol unless both students and staff feel safe. But there i^^^^S^hS^Emd7fs^feW^ nvpr nnlTAn onH fhot ic 1110+ 00 vxvvix overlooked and that is just as basic. Middle schools have to be safe for student.s uiai Ddsic. .vname schools have to be safe for students and adults to express theu- opinions, disagree, and even debate. Students and adults have to know they will be heard and http://www.middleweb.com/HMcharlotte.html 7/27/99?age J 01 10 that constructive dialogue will be practiced and honored. I am not going to say that everyone in your schools, from administrators to teachers to classified staff to students, have to demonstrate respect for one another. No school can be an achieving middle school unless every person practices mutual respect every day. I am not going to say that your school has to be more dedicated to students who are low-performin\nsocially alienated, or otherwise at the margins than to all other students. No school can be an achieving middle school unless it allocates more talent, effort, and other resources to the students most in need. ig, I am not going to include any of these practices in the steps its takes to become an achieving middle school because all of them are fundamental. If there is anyone here who does not know that caring. respect, safety, and disproportionate attention to those with the greatest needs is basic to an achieving middle school, there is nothing I can say that will help you. No matter what other steps you may take, if you ignore these \"basics\" you will never have achieving middle schools. Now let us consider the six steps. Step One: Make Achievement the Primary Purpose Forge a consensus among all the adults in the school that advancing achievement is the school's primary purpose. This step may be obvious, but it is surprising how many schools are not really clear about their overarching purpose. These schools typically have a whole list of \"priorities\" even though it should be clear that not everything can be a priority. It simply is not possible to give equal attention to every issue or concem. Some things are more important than others and the most important of all is student achievement. If the adults in the school -- from the administrators to the teachers to the classified staff - do not agree on that, then it will be difficult, if not impossible, for the school to become an achieving middle school. I Of course, it is not easy to get agreement that the school's primary purpose is to advance achievement. There are teachers who, as one principal said, \"consider themselves to be the last independent contractors.\" In other words, they believe that once they have been hired by the school system, it is their God-given right to do what they want in the way they want to do it. \\\\Tien administrators and other teachers in the school allow this attitude to prevail, there can be no achieving middle school. At one low-performing school I visited, I learned that some teachers act as though participating in faculty meetings is an optional activity\nsometimes they participate, sometimes they do not. While it is essential for faculty meetings to be well-organized and substantive - many schools now use these meetings for staff development - it speaks volumes when teachers believe they can build a firewall between what they do and the welfare of the school. This is why in so many middle schools there may be one or two very good teams, but many more teams that are mediocre or worse. In the achieving middle school, teachers cannot do their own thing and principals cannot hide in their offices or devote themselves almost exclusively to adrninistrative tasks. Instead, there have to be visible manifestations of trust, give-and-take, extra effort, community, and mutual accountability among adults in the school, all focused on improving the performance levels of both students and adults. Unless there is agreement that this is the school's central focus, and unless administrators. 4 ii http://www.niiddleweb.com/HMcharlotte.html 7/27/99( Page 4 of 10 teachers, and classified personnel work together, there can be no achieving school. Step Two: Identify Everyone's Talents and Interests I 1 Systematically identify and use the talents, abilities, and interests of all adults and students in the school, as well as students' families. I I As most of us experience school, it is a place where there is an underlying assumption that students do not know certain things and it is the school's responsibility to help them learn those things. This is a deficit approach to education_where the emphasis is on what students do not know and cannot do rather than on what they do know and can do. In schools where there are students who come from low-income families, or those who speak little or no English, or those who are from an ethnic or racial group different from the majority of teachers in the school, it is not unusual that these factors influence educators' assumptions about what students know and can do, or their academic potential. The achieving middle school acknowledges this reality and seeks to compensate for it by systematically developing an inventory of the talents, abilities, and interests of each.student_and a^lt in the school. The purpose of this process is twofold: it makes concrete the school's belief that every I i person in the school is valued and has something to contribute, and it provides the school's administrators and teachers with a complete list of the human resources available to advance the achievement of individuals within the school community. The process of developing this inventory could commence with the new school year by focusing on the class of rising sixth graders and the school's staff. It could then be repeated with each successive class of sixth graders, as well as updated for each class as it progresses through grades seven and eight. The task of developing the inventory and the database of talents, abilities, and interests could probably best be organized and carried out under the leadership of a small committee of school staff, students, and representatives of students' families I It is important to understand that the use of the inventory would not be to identify people to perform support functions unrelated to increasing achievement. The purpose is not to find people who will bake more and better cookies, or answer the telephone in the school office, or accompany students on field trips, but to uncover and put to work the human resources that otherwise go unidentified, unacknowledged, and unused in every school. Even though people would have to volunteer to participate in the inventory and to share their talents with others, I am confident that most people would welcome the opportunity. Consider the possibilities: Students who speak a language that teachers and other students do not speak could provide basic, practical instruction in that language. Any teacher, regardless of the subject they teach, who likes youth literature could organize and facilitate book discussion groups with students. Students who are computer whizzes could help teachers improve their technology skills. School staff who have hobbies such as chess or gardening or photography could help students develop these skills. Each of these teaching and learning experiences might occur on a small scale, between individuals or in small groups, but the objective would be for them to be pervasive and sustained so that everyone in the school, not just students, is seeking to achieve a new proficiency. If these activities were pervasive, they could develop a powerful climate of achievement. Step Three: Use Standards to Define Learning Goals http\n//www.middleweb.com/HMcharlotte.html 7/27/99Embrace and use content and performance standards to clearly delineate student learning goals, and engage teachers, students and families in understanding what these standards mean. 1 i I I i If your school system and schools want middle school students to achieve at higher levels, the students have to know what you expect them to achieve, and the level of proficiency they rnust demonstrate as evidenc^Tth^h^ have achieved it. In the past, and perhaps in too many classrooms 'today, the curriculum has been the textbook, even though schools did not really expect that students would learn everything in the textbook. Instead, the schools played a guessing game with students, saying, in effect, \"Here is this book\nwe will cover what we can, and we think it is really important for you to learn some of what is in the textbook. We will not tell you what it is we expect you to learn, but at different points during the school year we will give you a test to determine if you have learned it. If you study what is in this textbook and if you are very good at guessing what we think you should learn, you will perform well on the tests.\" This, of course, is not a process that fosters either good teaching or significant learning. If schools really understand standards and use them effectively, standards can be a pathway tojaore effective teaching and deeperleaming. Standards should result from asking the question, \"What should students know and be able to do as a result of dieir educational experiences in the middle grafres?\" The challenge is for the standards that ansv ,\nr that question to be concrete and limited. They should not be a long list of more standards than it is possible for teachers to address or more than it is possible for students to learn, but restricted to what is most important for students to know and to be able to do. ! I 1 i When standards meet this criterion, they can be a constructive force for better teaching and deeper student learning. The focus becomes what students should learn, and what and how teachers should teach to cause students to perform at standard. If a student does not meet standards, the responsibility is shared equally by the student, the teacher, and the school. The student has to make greater effort. The teacher has to change his or her instruction. The school has to provide the student more time for learning, perhaps different learning contexts, and certainly additional opporttmities to demonstrate that he or she can perform at standard. The purpose of standards is not to penalize students but for teachers and schools to take whatever actions are necessary to cause students to meet the standards. Step Four: Focus Staff Development on Student Achievement Reform staff development so it is rooted in what teachers and administrators need to know and be able to do to increase student achievement, and evaluate the results of staff development. If student achievement is going to increase, teachers and administrators will have to make it happen. But they cannot increase student achievement unless they have and apply the attitudes, behaviors, knowledge, and skills that are correlates of increased student achievement. We know that if for whatever reasons teachers believe that students cannot achieve much, the results will be that the students do not achieve much. We know that if teachers are not deeply knowledgeable about the subjects they teach, and if they do not manifest a contagious excitement about those subjects, students will not believe those subjects are important and they will not devote much effort to learning them. We know that if principals do not i J 1, http://www.middleweb.com/HMcharlotte.htinl 7/27/99focus their faculties on high quality instruction and student work, and if they do not consistently monitor and seek to improve teachers' instruction, then significant increases in student achievement will not occur. ( ( i { Even though we know all this, most school systems and schools do not effectively use the greatest resource available to them-- staff development -- to increase the performance leyels_qteachers and administrators. Most staff development is not carefully conceived or narrowly targeted to help teachers and administrators develop and use the specific skills they need to increase student achievement. Even worse, staff development is almost never rigorously evaluated to determine what educators learned or how effectively they applied what they learned to their classrooms and schools. Few school systems and schools invest enough in staff development, but most do not really know what their total expenditures are because staff development activities are diffuse, spread across many different functions and programs. In the achieving middle school, however, the principal and the school leadership team treat staff development as a precious resource. They carefully analyze the school's budget and its activities to identify both the money and the time that the school can use for staff development. They also identify staff development that is required by other entities such as the central office of the school system or the state department of education. With this information as background, the leaders of the achieving middle school then use student performance data to identify the students' and teachers' greatest learmng needs. If, for example, the math performance of students is not what it should be, the school's leadership team engages mathematics teachers and the central office's math consultant in developing staff development that will most likely increase the teachers' effectiveness in raising student achievement. The school does not stop there, however. It also creates and implements a process for determining whether and how the teachers benefited from the staff development, and whether and with what effect they are adapting their instruction to use what they learned. This process of evaluation helps the school learn from the professional development experiences of its staff, and over time increases the school's understanding of what types of staff development are most effective. ! I I I i I Step Five: Engage Everyone in Discussions of Student Work Collectively engage teachers, administrators, site councils, and students'families in analyzing and discussing the quality of student -work. How does a school know whether students are achieving? How does it know that the rate at which they are achieving is satisfactory? Sadly, most schools are dependent on the results of standardized assessments. In one sense these schools have turned over accountability for monitoring student progress to either the state or the central office of their school system. The schools rely almost totally on assessment reports from the state or district to gauge the academic progress their students are making. _ Given the high-stakes nature of these assessments I suppose it is not surprising that schools are so dependent on them for information about student progress, but this is not healthy for schools or their students. These tests serve a purpose, but at best they are snapshots of what students know and can do\nthey do not provide schools with a sophisticated, comprehensive understanding of students' levels of performance or their academic growth. 4 : http\n//www.middleweb.com/HMcharlotte.html 7/27/99rdgc , 01 110 5' While the achieving middle school disaggregates and studies the results of standardized assessments to learn what to change about curriculum and instruction, it does not stop there. The achieving school also engages teachers and administrators, and as many representatives of students' families as possible, in systematically examining student work over time. This usually occurs in small groups, such as department or team meetings, but faculty meetings and special evening programs are also appropriate venues. At these meetings teachers bring samples of actual student work to analyze and discuss. -This works best in schools where teachers are committed to using rubrics that describe varying levels of the quality of student work, from excellent to poor, for a specific assignment. Rubrics can also help teachers engage students in understanding the quality of work the teachers are seeking. Some teachers involve their students in developing the rubric for a particular assignment while others collaborate with students to develop a generic rubric for all work students produce. In other words, rubrics can help students understand the teachers' expectations and the criteria teachers use to assign a grade to the work students submit. There are a number of different protocols for how a group of people might examine student work but - at one middle school it works like this\nOnce a week the social studies teachers meet after school for two hours to examine and discuss student work. A teacher brings to the group a selection of work students completed in response to a major assignment. The teacher begins the session by explaining the content standard for the assignment addressed. She goes on to explain why and how she developed the assignment\nin other words, how she intended the assignment to help students develop the knowledge and skills necessary to meet the specific content standard. The teacher then describes the rubric she developed to assess the quality of the students' work. Finally, the teacher discusses several pieces of student work which are illustrative of the range of students' performance on the assignment. At that point, the teacher's colleagues ask questions and provide feedback. They may praise the link between the specific content standard and file assignment. They may make suggestions for strengthening the assignment, or critique certain elements of the rubric. But this process is not a show-and-tell for the teacher to proudly show off the best work of her class. Instead, it is an opportunity for a group of professionals to think hard about and discuss the relationship between their instruction and the performance of their students. This cannot occur unless each teacher is willing to learn from his or her colleagues, and unless there is enough trust and security among the teachers that they can give and take constructive criticism. The objective of the collaborative examination of student work is to improve teacher practice so it V' I i will improve studen?performance.~This can be one of the most effective types of staff development, buTlike other potentially powerful investments in education it requires sustained conumtment and li 1 j effort. Examining student work is important because the bottom line in the achieving middle school is what students actually know and can do, not just how they perform on tests. In fact, the focus on student performance is a higher standard than focusing on test performance. None of us earn our livings by how we perform on tests, but all of us earn our livings by demonstrating every day what we know and can do. Student work is the window that enables us to understand what students actually know and can do, and how well they know and can do it. However, this process is only one component of the I http://www.middleweb.com/HMcharlotte.html 7/27/99Page 6 01 10 framework for increasing student achievement. That framework includes these elements: (a) there_ must be challenging md engaging curriculum that is standards-based\n(b) th^instruction of teachers must be rooted in their knowledge of the content they are teaching md then skillful use of pedagogy to engage students in learning that contentTfc) teachersjnust hsyelopTirgh-quanfy assi_g^nts for the specific Dumose of causing students to progress towards perfom^jl: stmdard\nmd (d) teactos mustcollaborativ^^d.consistently.analyzestudentwrkjodet^ineif^ete^ers instruction md assignments are producii^Jthe .quality of work students must demonstrate to perform at standard. If not then temhCTS must chmge their practice to achieve this result. It is only when all these pieces are in place, consistently md faithfully implemented, that student performance will increase significmtly. Step Six: Make High School Success a Primary Goal Focus the school on encouraging and preparing nearly all students in grades six, seven, and eight to enroll and succeed in high school courses leading to post-secondary education. statement that one hears often whenever there is a discussion about the purpose of There is a statement that one hears often whenever there is a aiscussion auoui j.c ux education: \"Well, you know, not everyone needs to go to college or should go to college. It is quite possible to make a good living md be happy without going to college.\" This is usually followed by . . ..... ii________u..- IC moVino mnrp mnnp an anecdote about a relative who did not go to college but has a good job and is making more money than another relative who did go to college. It is of course, true that there are some highly motivated, strong willed, energetic, and creative people with only a high school education but who are successful in spite of it. It is also true that in the next millennium there will be fewer and fewer jobs for such people. But even before we get to the year 2000, there is compelling data from the Bureau of Labor Statistics about the value of college education: *In 1996, college graduates earned nearly 75 percent more thm high ^hool graduates. * Each year of post-secondary education raises wages by about eight percent. * By ages 28 to 32 the real earnings growth of men with a high school education or below is about one percent annually while male college graduates have m annual real wage growth of five percent each year. * The likelihood of a worker experiencing a period of unemployment decreases as the worker's education level increases. Now I ask you, in light of these facts, why would a middle school not intentionally encourage_ai^ prepare nearly every sixth, seventh, md eighth grader to enroll md, sucked in high school \u0026lt;^21^ tn post-secondary eaucation? If middle schools really wmt the b^for their students, if they r'e^ly^ttFpre^ them for the twenty-first century, why are they not encoura^ng and prepmng nearly every middle school student to seek md obtain as much education as possible. I believe this what m achieving middle school must do. I want to point out that when I use the term \"post-secondary education\", I mem my level of education beyond high school, not just four years of college. \"Post-secondary should include '5 httD I //www .mi ddl ew eb. com/HMchsrlotte. html 7/27/991 Page 9 of 10 technical education, two-year colleges, or any structured educational opportunities that require a high school diploma and have other entrance criteria. The same type of post-secondary education is not appropriate for everyone, but it is both appropriate and necessary to encourage and prepare nearly all middle school students for some type of post-secondary education. This does not mean that the middle school has any business deciding or even suggesting a specific type of post-secondary education for a particular student. It certainly does not mean that the school should assign students to classes based on what the school believes or assumes about what class is best preparation for a specific type of post-secondary education for a particular student. This is not the role of the achieving middle school. Instead, the school educates all students about all the many different types of post-secondary education available to them. The school does not make judgments that some students are not smart enough or that their families do not have enough money for the students to pursue higher education. Rather, the school instills in all students the desire to seek additional education after high school. The achieving middle school seeds and nurtures students' interest in post-secondary education. It understands that student aspiration precedes student determination, and that in all matters the \"what\" must come before the \"how.\" I I i I But encouraging students to pursue higher education requires much more than handing out brochures, or pairing students with mentors, or even creating opportunities for students to spend time at postsecondary institutions. Students have to develop the self-confidence that with effort they can perform at higher levels. This begins with middle school teachers and administrators consistently communicating their belief that higher education is a desirable goal for students, and each day driving home their expectations that students will produce quality work in middle school. This, of course, presents a problem. Many middle school teachers and administrators do not believe that nearly all students can or should prepare for post-secondary education, and they do not expect them to produce high quality work in middle school. In these cases, the attitudes and behaviors of the educators communicate so powerfully that anything else they may do has little effect. Middle school students are very discerning about how much their teachers care about and expect of them, and how well teachers prepare and how hard they work to help students develop academically. Therefore, it is essential for middle school educators to get their attitudes and behaviors straight before they_set put to encourage and prepare nearly all middle school students to pursue post-secondary education. Tackling this issue has other profound consequences for schools. To honestly prepare students to take high school courses leading to post-secondary education, it will be necessary to eliminate low level V __________J __________ 11 Jin nlrallonoinCT biah rnntAnt PAlir^P^ th^At flTft  I courses and to ensure that nearly all students participate in challenging, high content courses that are aligned with the high school courses. I know what you are thinking: How is this possible when so _ many of your students come to middle school with poor literacy and math skills? Of course it is not possible if your middle schools are structured and operated as they do now. That is the point. No school can become an achieving middle school by merely tinkering here or tweaking there, making just a few changes at the margins and hoping for the best. If middle schools are to advance significantly the achievement of all students, the schools will have to restructure, retool, and reallocate. More teachers will have to invest more time and effort in developing mastery of the content they teach, and becoming more skillful in causing students to perform at standard. The curnculum will have to become more engaging and challenging. The school day, week, and perhaps even the school year will have to change to create more time for high quality staff development and much more time for student learning. Above all, attitudes will have to change. http://www.middleweb.com/HMcharlotte.html 7/27/991 Page 10 of 10 Educators have to believe that they can reform their schools fundamentally, and central office leaders to whom they are accountable have to believe it also. Unless teachers and principals believe that middle school reform is both necessary and possible, and unless they have both the permission and support of central office leaders, it will not be possible for middle schools to become achieving schools. Are You Really So Powerless? i 1 These, then, are the six steps to develop an achieving middle school. At best, they represent a fiamework, not a recipe. Because each middle school is different, each will have to take the six steps in its own way. This is not a process for the timid, and I encourage you to be courageous and bold. Though I know the challenge of these six steps is great, it is not as great as the challenges that will confiont your students if you do not take these steps. I During the next millennium they will face an increasingly complex and competitive world. Some of you may be tempted to shrug your shoulders and say, \"It does not make any difference what I do. Whatever I do, some of my students will succeed, some will not.\" Yes, that is the human condition, but are you really so powerless that you cannot change lives? Are you really saying that you cannot make a significant difference in how your students prepare for the future? I do not believe that, and I hope you do not. But what is more important is what your students believe. Each day they take a leap of faith. They come to school believing that you have their best interests at heart and that no matter what, you will help them prepare for the future. I 1 I Your students almost never tell you that. Quite often some of them act as though they believe just the opposite, throwing your best efforts back into your face. But the truth is that even these students believe in you and are counting on you. I will bet there are some people in this audience who know that is true because once, many years ago, they were such students. In spite of their behavior or their apparent lack of motivation, some teacher convinced them that they could achieve. So do not ever believe that you and your schools cannot make a profound difference in the lives of all your students. The challenge is to reform your schools and your teaching so that all students, not just some students, achieve at significantly higher levels. This is why you must make middle schools work well, and move on to make them achieving middle schools. As it says in the scriptures^.\"those who are well do not need a physician\" (Luke 5:31). Thank you. Back to the \"Hayes Mizell Reader'2 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 March 2, 1999 TO\nMiddle School Principals FROM: SUBJECT\nDr. Bonnie Lesley, Associate Superintendent for Instruction Student Achievement and the Middle School Plan The Southern Regional Education Board (SREB) has three excellent articles opi their web page under the topic, Middle Grades Education Initiative. The first of these three is attached, Educations Weak Link\nStudent Performance in the Middle Grades. Note on page 5 the passage I have marked. The new awareness of the weak level of academic achievement at the middle school level is a heads-up for us as we plan our implementation of the middle school concept. We can avoid the mistakes made in earlier implementations. I Please see also on page 9 the results of state testing programs. Also, youll want to note at the bottom of that page the characteristics of a high performing school  a very similar list to the one I gave you at the principals meeting. These ideas are again reinforced on page 13 in the list of differences between high and low performing schools. In LRSD we want to be high performing. Attachments I BAL/rcm I I ( I I Middle Grades Initiative 2/28/99 12:40 AM Middle Grades Education Initiative Intemation^, national and regional reports paint a picture of an American educational system in which childhood programs, begin lagging behind in the middle grades and finish high school near the back of the pack. uuuicgiaucs The Southern Regional Education Board, using a grant from the Edna McConnell Clark Foundation achievement in the middle grades. Through a series of four reports, the SREB s lyhddle Grades Education Initiative is focusing on problem areas in the regions middle grades the w^ link in education. In the reports are suggestions for how to improve the middle grades and student performance at that level and beyond.  1 suggestions for how to improve the middle grades and The following are the first three reports in that series. Educations Weak Link: Student Performance in the Middle Grades Raising the Bar in the Middle Grades: Readiness for Success Improving Teaching in the Middle Grades: Higher Standards for Students Arent Enough [ i Comments For additional information, please contact Sondra Cooney at (404) 875-9211, Ext. Home . About SREB Education Data Educational Policy Legisiativ Action Publications c Search SREB 1 http://www.sreb.org/Programs/MiddleGrades/iniddlegrades.html Page 1 of 1 ! 1 JEducation's Weak Link: Student Performance in the Middle Grades 2/28/99 12:41 AM SREB Educations Weak Link [Student Performance in the Middle Grades ^o^thern Regional Education Boards Middle Grades Education Initiative This ^s the first in a series of reports funded by a grant from the Edna McConnell Clark Foun^nrt nr, The middle grades  grades five through eight  are the weak link in Amoi-inon eignm graaers who twk the NAEP mathematics examination in 1996 scored below the h^c level _ indicting they lack the fundamental skills most Americans would agree high school. are needed to be successful in Tte Nalional Assessment stafsltcs for the SREB states patnt an even more disturbing picture. Consider  Almost 50 percent of eighth-graders are below the basic level  Even in thehiehest-np.rfnrmino -n. MbAw UA/Iun mv Uiaoiv level 111 Hiath the highest-performing SREB stotes (Maryland, Texas and Virginia) more than 40 percent of eighth-graders are below the basic level Virginia), more than 40 * nearly twothiris of eighth-graders are below the basic level. (Figure 1) A ^^tional Pattern of Underachievement Eighth-grade performance indicators from the National Assessment of ^u^tional ProBi^ .dkUwwlllO WIJILJ,  Can do arithmetic but do not understand and OMI V wj A to  memonze facte and answer specific science questions but cannot annlv the ^owledge nor understand the reasoning behind scientific mncontc- reasoning behind scientific concepts- and  Have only some of the reading skills necessary to be successful in grade-level work. To be literate does not mean that we all must be physicists, astronomers mathematicians erarv cnties Tf Hope mpan tKot _u i___ui. A j , , inainemaucians I * J ----------**** xAAMoi. daiionoine literary critics. It does mean that we should be able to read and understand 1 --------------- aiiu uiiucrsta business or science and make good and accurate decisions about heal th an article about or our daily lives. and economic issues in Figure 1 1996 National Assessment of Educational Progress Percentage of Eighth-Grade Students Scoring Below Mathematics Level Basic http://www.sreb.org/Programs/MiddleGrades/Weaklink/weaklink hfEducation's Weak Link\nStudent Performance in the Middle Grades zmmuw 2/28/99 12:41 AM iviii mmw S: SiUMW Mi \"T ?! SS*1^  S!\nX.'KW \u0026lt;\u0026gt;K *\u0026gt; fWW  SbS-s.\n, 4( iW ' li \u0026gt;-  WlwSuMMii Percentage of Eighth-Grade Students Scoring at the Proficient or Above on Mathematics Level chart2.gif (100841 bytes) NAEP J996 Mathematics: /depart Card/or the Nation and the States, National Center for Education Statistics * Fourteen of e 15 SREB sutes participated in the 1996 NAEP\nOklahoma did not participate. ^\"8 science: Too many students do not have the basic skills. Students have not a^uired the solid foundation of knowledge and skills in core academic areas .J V 11  .... --------------------WAW cjtwAAj Hi WIV aUlUClIIIL flicks necessaiy to do challengmg work in high school or to go on to further education in colleges and umversities. In 13 of 14 SI^B states with National Assessment data, more students score below the basic level in mathematics in eighth grade than in fourth grade. The achievement gap is not only at the basic level. There are too few students in the SREB region who score at the proficient level on the National Assessment of Educational Progress. Fewer than 25 percent of eighth-grade students in all SREB states score at the proficient level in mathematics  level that may signal that students are ready to do challenging work in high school. (Figure 1) Figure 2 Percentages of Eighth-Grade Students at Mathematics Performance Levels on the 1996 National Assessment of Educational Progress http://www.sreb.org/Prograins/MiddleGrades/Weaklink/weaklink.htm Page 2 of 11 I i I r 4^  I : 1 J  R w s \u0026amp; r i ****** '**** i a u w K t u 1 a1 Education's Weak Link: Student Perfonnance in the Middle Grades 2/28/99 12:41 AM ! 1 I i I TOK White , SREB *\nNation Black SREB Nation Hispanic SREB Nation Total Percent of Students 59% 68 24 15 14 13 Advanced 3% 5 .1 .1 .7 .9 perfonnance levels Proficient and above Basic and above 1 Below Basic W 30'' 73 24 27 39 37 27' 76 73 61 63 3 4 8 8 j i Shading - StatisticaUy significant differences between SREB and nation 1 Basic and above includes proficient and advanced percentages Fourteen of the 15 SREB states participated in the 1996 NAEP\nOklahoma did I not participate. Assessment suggests tSZy E *\u0026gt; fr' National I  Eighth-graders in SREB states who and science have lower NAEP nationwide. i receive B or C grades in mathematics scores than students with similar grades standards for middle graders than the rest of the nation what does this maAemati^ for^rS?And mean for course work in of low academic standards in the in the I Finally, how does the poor performance of our middle grades affect the - ernnnmiAc that -------------. i aiicvi me econoniies that depend on an educated work force to economies of SREB states ramate? If eighth-graders are not prepared to rva n Kl A ... i . be successful in high school the ?rpr rpoinn unit  *8nt-graders are not prepared tc for business, indX SucLoT^  qualified gr^uates Where are the student performance gaps? There is a tendency to blame I i I I i not account for the range of differences in nation as a whole. SREB states have more lower-income families. The gap between NAEP scores for a f who are more often from when comp^ed with white students is sirnil^Ld unaaeptoW^gJ^fortoh^Sra'' d the nation. (Figure 2) a^cpuiuiy large, tor both the SREB region and I i ) 5 * \"\"\"\"\"'e families in the lower achievement SREB region have scores thMjowincome students across the nation. nr imhe, I, J J *  with parents who graduated .?r Z? Sh =hool also hive lower - ------...J naiionwidc. . - _ J .t  ** awTT-iiivi  Added to this fact: In the SREB states, from high school . - - - scores than students from similar families Seto mS *e toyf oTgiS?\" 'ent: where student live and  Both male and female students in rural areas and small towns http://www.sreb.org/Prograins/MiddleGrades/We score nklinlrEducation's Weak Link: Student Performance in the Middle Grades 2/28/99 12:41 AM significantly below students in rural areas nationwide. In fact, eighth-graders in rural areas of the SREB region score about the same as their counterparts in inner cities. Nationally, rural students score higher than those in the central cities. (Figure 3)  Female students  more than half the school-age population in SREB states  perform at a lower level in mathematics and science than other female students across the country and consistently below male SREB students. (Figure 4)  The largest achievement gap among females occurs between girls who live in rural areas of the SREB states and girls elsewhere in the nation who live in rural areas. Figure 3 Percentages of Eighth-Grade Students at Mathematics Performance Levels on the 1996 National Assessment of Educational Progress by Location Central City SREB Nation Percent of students who scored at performance levels Total Percent of Students 33% 29 Urban FringelLarge Town SREB Nation Rural/Small Town SREB Nation 35 38 32 33 Advanced Proficient and above Basic and above 1 Below Basic 2% 3 17% 16 50% 48 50% 53 21 26 60 64 40 36 w 15 Ml 69 * 3 5 13  Shading  Statistically significant differences between SREB and nation 1 Basic and above includes proficient and advanced percentages * Fourteen of the 15 SREB states participated in the 1996 NAEP\nOklahoma did not participate. Figure 4 Average Mathematics Performance Score by Content Areas on 1996 National Assessment of Educational Progress by Gender Gender Number of sense, properties, operations Measurement Geometry Male SREB Nation Female SREB Nation 269 272 269 273 267 269 Data analysis, statistics, probability Algebra 265 269 268 272 272 272 * * Shading  Statistically significant differences between SREB and nation Fourteen of the 15 SREB states participated in the 1996 NAEP\nOklahoma did not participate. http://www.sreb.org/Programs/MiddIeGrades/Weaklink/weakIlnk.htm Page 4 of 11 Education's Weak Link: Student Performance in the Middle Grades 2/28/99 12:41 AM 'I' twofold?Hrto determine w^ perform more poorly when compared with similar students nationwide\nand (2) to develop practices that help all students - those in cities and rural areas, girls and boys - raise their academic achievement. i j i i ( I Why do the gaps exist? HiSija for Jem^e students and rural students in SREB stotes? Are expectotions Hum  rhigher grades than females nationwide, they score sigmficantly below other girls in the nation on the National Assessment. yet ^5^ standards different in mral ar^? Eighth-grade girls in rural areas of the wSSSw^SmSe Class they do fewer hands-on tasks involving concepts associated preparation forchallenoino ci-irsnvo rvm.rm, i for challenging science courses in high school.  schools set clear, challenging standards for what eighth-graders should know before they enter high school? Are there also problems with what J taught? Do parents know what the standards and exoectotions are for the WOTkV^ children struggle with more difSt and challenging 1 content is being taught  k. In virtually every PraS'^s point to weaknesses in middle Btades acmevernent. In Kentucky, for example, acommitteeis trying to determine whv middle school egging behind elementary and high school i inX evSSSXjf yf ? these questions._Part of the answer might be found 7.^ nauonwide phenoSj^onlhit^gSo deciaBT fhedata cited here, die explanation for the middle grades achievement to be even more comniev 7  **vvucutgap in the SREB stetes appears to be even more complex - rooted, perhaps, in a history of lower standards and expectotions. Standards and Expectations What should smdents know and be able to do to be successful in high school and hevond'/ Do expec. as much from our siudenls us other states do? luterrmtiouufnS Ste^^S XS '\u0026lt; expectations for ef^th-grade we What do we mean by high standards and expectations? ! We know that American students are comparisons of achievempnt v 7 77 ' I^rforming at the highest levels on international comparisons ot achievement. Yet education leaders in only two of the 15 SRFR have^mnared 7t. h  oJ the 15 SREB stotes report that they mathemaucs and science with international benchmarks for k pertormance. What does that say about mathematics standards and expectations in stotes where students score significantly below the national average? expectations in stotes Algebra IS often described as the gatekeeper for advanced mathematics 11 TiZ  'ic gaicKeeper lor aavanced mathematics and for entrance into college. About 25 percent of students in the SREB states take algebra by the end of the natinnQl __j___r____ OI me c-oiuucuu, lu uic orvnn siaies laxe algebra by the end of the eiehth grade _ the same as the national average. Yet eighth-graders in more than half of the SREB stotes^score below the national average on the algebra part of the NAEP assessment. (Figure 5) i i AnoAer 35 percent of eighth-graders say they will take algebra in ninth grade leaving almost 40 percent who do not plan to begin a higher mathematics sequence - Algebra I, GeometJ and Algebra http://www.sreb.org/Prograins/MiddIeGrades/Weaklink/weaklink.litmEducation's Weak Link: Student Performance in the Middle Grades 2/28/99 12:41 AM II in high school. All SREB states require three years of mathematics for high school graduation and admission to postsecondary education, but the requirement can be met by a variety of mathematics courses. Currently, Algebra I is the highest level of mathematics required of all students. However, about one-third of SREB states have raised that requirement to include both algebra and geometry for future graduating classes. More entry-level jobs require technical, mathematical knowledge. Yet we still have a third of students in SREB states who reported that, if given the option, they would not take mathematics at all in high school. J Eighth-Graders: A World View  American eighth-graders have improved their performance in aritlunetic, while the rest of the world has moved on to problem-solving, algebra and geometry.  Basic mathematics for American eighth-graders is the same as seventh-grade mathematics for most of the world.  Most American eighth-graders (86 percent) think that they are doing well in mathematics, while more than half of Japanese and Korean students (who are doing well) think they should do better. j Mathematics Achievement in the Middle School Years: lEAs Third International Mathematics and Science Studv 1996. Splintered Vision: An Investigation of U.S. Science and Mathematics Education. 1997. Figure 5 SREB State* Performance in Eighth-Grade Mathematics on 1996 National Assessment of Education Progress (\"  \" = Below National Average,\"  = Same as National Average,\"  \" = Above National Average) Content Topics Number Sense, properties, operations Measurement Geometry Data Analysis, statistics, probability Algebra AL AR FL GA KY LA MD MS NC SC TN TX VA WV 4* 4* 4* csD 4* ra~i 4* caj 4* 4* r=ri 4* 4* 4^ 4* 4* 4* 4* r=n 4* r=n 4* 4* 4* 4* 4* 4* mi 4* mi 4* mi 4* 4* caa 4* csjj 4* caj 4* r^ 4* 4* 4' 4* 4* 4* ran 4* i~=n 4* cm cm 4* 4* r=n psn 4* 4* rsn r:zn 4/ 4* cm cm 4* 4* If two out of five students fail to see the importance of mathematics to high school and career success, what should we do in the middle grades to motivate students to succeed in mathematics'/ What standards do we expect middle grades students to meet in mathematics and the other core subjectsand do those standards reflect the tougher high school graduation requirements most SREB states have now implemented? Parent support and school practices Deciding what we expect students to know and do is the first step in shrinking the achievement gap in the middle grades. Many states in the nation and the SREB region are developing or refining http://www.sreb.org/Programs/MiddleGrades/Weaklink/weaklink.htm Page 6 of 11.1 Education's Weak Link\nStudent Performance in the Middle Grades 2/28/99 12:41 AM academic stand^ds and expectations for students in all grades. But after standards are developed and PYTVPfahnnc HAfi-nAH mkot F\\/-x ____ _ i _ * expectations defined, what next? Do students, teachers and parents know what the standards ^e and what perfonnance is expected? The next all-important step is to make sure that all parts of the education system are organized to achieve the standards. ! i 1 Wh^ do the National Assessment data tell us about how well schools in the SREB states communicate with students and parents about standards and expectations?  Fewer schools in SREB states, especially in rural areas and small towns, report positive parental support.  Eighth grade students in schools with positive parent support for student achievement in SREB states score the same as eighth graders nationwide.  Fewer schools in SREB states report that parents are involved in classroom activities, parent conlerences and curriculum matters.  Students in schools with parents involved in classroom activities, parent conferences and cumculum matters in SREB states score the same as eighth graders across the nation. i Are schwls m SREB states less welcoming to parents, less trusting, or less open about what is expected of students? The data suggest that schools with middle grades should find ways to involve parents in setting academic standards and building parent support for the standards. A first step is to mTTiTminir'aM ctii/iAnto ______________c ~ ^cggmuni^tejos^nts and parents alike a clear picture of the standards for completing eighth grade and wRaris^Scceptable^rtormance:----------------- i ! What does the Third International Mathematics and Science Study data tell us about how we organize content and develop activities within the curriculum? 10-15 topics each year in mathematics and study them in grater depth until they are mastered. In America, middle grade students cover or review as many as 35-40 topics a year-often the same 35-40 topics they have covered for several }  In fact, while most countries introduce six or seven new topics in algebra and geometry during tnp minnlA oroHdc A -------- k J -------  141 tugvwia aiiu g\u0026amp;uiu\u0026amp;u y uuiixj thTs^riod ^\"^etican students can count on studying only one new topic during 75 percent of eighth graders in SREB states report doing problems from a textbook every da y Thes e studente do not perform as well as students nationwide who report daily textbook use Why the different result? How do teachers decide what to teach f rom the textbook, what to emphasize and how much time to devote to different topics? Is the textbook the only curriculum in too many schools? Without a set of standards and indicators of acceptable performance, curricular results may vary sigmiicantly from classroom to classroom and school to school. use. I I t i ! i 1 Interestingly, eighth grade students in the SREB sutes and across the nation perform better in scientx than in matiiematics on international comparisons. Studies show that the U.S. curriculum is more focused in science than in mathematics, giving students more time and opportunity to master concepts and study a topic in more depth. Whal do we know about classroom practices? Information gathered by the National Assessment of Educational Progress from teachers and students tells us that in comparison to the nation, the typical eighth grader in SREB states:  is assigned less group or partner work in mathematics\n)  is assigned less project work in mathematics\nj  writes less about how to solve problems in mathematics\n/  believes mathematics is mostly about memorizing facts\n '  deigns and carries out fewer scientific investigations\n )  gives fewer oral reports in science\nand  y http://www.sreb.org/Progranis/MiddleGrades/Weaklink/weaklink.htm P#I\u0026lt;T*\u0026gt; *1 1 1- lu tuc Aviiuuie orades  has fewer discussions about material they have read. 2/28/99 12:41 AM leSS S Wyi\"? what they have scores for eighth graders in SREB states when compared to eighth grata S?n\"  results in lower .X us about luow scboots in SHEB states assess student progress?  Almost two/thirds of students in SREB states their teachers, and these students are tested at least weekly in mathematics by score about 30 points lower on the National Assessment of Kucadonal Progress dian students who are tested once or twice a month'  iSSSr frequent testing does not lead to better It may be at students in classrooms that emphasize testing concentrate on learning bits of information that are not remembered or developed into a logical understandin p nf matt^p k science. Frequent testing coupled with fewer o^rtuniti^ to apply leanung fpS ' ichievement in c assrnnms appears student achievement in classrooms. to produce lower How Do States Evaluate Student Performance? performance. progress on state standards for knowledge and or report statewide data on science achievement at grSe ei^t a^d ^REB states one state looks at science in grade seven. However, comparisons are not always aSble fron^ZT NAFPkwS\"tttllotatl goals. i^chveVT dompamtive data for these data are not linked to individual schools and districts. and assessments. The the SREB region, but Several SR^ states have launched studies to examine standards and exoectations in mathpm.tinc id science. For instance, Georgia has been concerned nivM.f .k., ^^P^^^^tions in mathematics standee Perfoance o[juniors and seniors on and the SAT. To try and understand the causes of lagging SAT the SAT given in seventh through tenth grades were conclusions. scores, results from preliminary versions of analyzed. Georgia reached the following 8ive-hc^rceiofamherwh=n,,wL'SSm*S  Students do not know or understand geometric relationships. These shortcomings can be traced, in significant part to weakneccec in Aa mJHHu carmotbe The evidence of lagging achievement in the middle grades in SREB states is nvprwhAim- pervades the entire educational system. (Figure 6) To chance what^P I? ! overwhe imng and inabiliy in our schools and cl Jrooms, difcgSvXXSbk d achievemenl io examine data and consider what steps need Io be aken toSeme cow Middle Grades: The Weak Link http://www.sreb.org/Progranis/MiddleGrades/Weaklink/weaklink.htin Page 8 of 11Education's Weak Link: Student Performance in the Middle Grades 2/28/99 12:41 AM Results from State Testing Programs I Elementary In Kentucky over the last five years, statewide reading scores have risen 31 points and statewide mathematics scores have risen 22 points in the elementary grades. The overall accountability index rose 13 points Middle Grades High School In reading, scores rose only 11 By twelfth grade reading points over the last five years,  - much less than the growth rate rose 34 points, a dramatic scores expected by the state in the middle grades. Mathematics improvement, and mathematics scores improved by 28 points ,,  over the five-year period. The stores improved by 31 points, overall accountability index rose The overall accountability index by 15 points improved by 9 points, the lowest gain of the three grade groups J I f i During the 1994-95 school year, South Carolina's fifth graders scored about the same as a national sample in mathematics. Twenty-five percent were in the lowest quarter of students and 28 percent scored in the upper quarter. kt the end of the third grade, Oklahoma students scored as well as 60 percent of students on a nationally-normed test in reading, 62 percent in mathematics and 69 percent in science. By the end of fifth grade no fewer than 76 percent of students passes all state-developed curriculum tests. When these fifth graders were For students moving from ninth to eleventh grade during the tested as seventh graders in period, the percentage students in the lowest quarter of students scoring in the had grown to 30 percent and thehighest quarter grew and the percentage in the upper quarter   ' slipped to 26 percent. percentage in the lowest quarter decreased. At the end of seventh grad reading, 58 percent in mathematics, and 55 percent in science. By the end of eighth grade, the percent-age of students who passed the state's curriculum tests was lower in every area. The degree in the percentages of grade except for reading where the percentage improved from eighth grade. Comparing a High-Performing and Low-Performing School school with a school in which students wun a scnooi in which students are not performing atantKceotahiehZi nfn'- snapshots of two such schools with a similar student ' majority of students from low-income families. of racial/ethmc groups and a are ! ! High-Performing As you enter the door of l\u0026amp;KrfSJ^hiimirScr^^ : Bright and attractive displays of student work a num ot activity greets your aurdcuve aispiays of student work are posted in the hallwavs'andin ^o^se as you make your way to the office. S^dents gSl ^^ou need help. The principal shares the standards for student leamine in the schnni thatj i j  c immumty and parent advice. She sueeests that vnu inX developed with : community and parent advice. She suggests that you look for the http://www.sreb.Org/Progranis/MiddleGrades/Weaklink/w, ' content standards and samples 'ooVIimV- La  rtWinrtw,wift\u0026lt;iiwSEducation's WeaK EinK: stuaent rertormance in tne Mioaie urades ix:*i Ajvi\nof exemplary work to be achieved by students that are displayed in each and every classroom. She selects a student buddy for you to follow so that you get a flavor of what going to this school is like. Jordan, your eighth grade student buddy, is bouncing in his seat as the combined mathematics and science period begins. There are two teachers and a parent volunteer to work i with 60 students during this 90 minute block of time. The students are sitting at tables that i accommodate six students.\nMs. Jones begins the period with a brief review of the previous days work on distance, : speed and force and then asks, How many of you have seen a water wheel? Very few students\nraise their hands, so she begins to elicit what students know about water wheels from pictures, : movies and stories. Students are directed to work in pairs and to identify the major characteristics of water wheels. After several minutes, students share their ideas with the whole class. i Next, each student is challenged to design an effective and efficient water wheel from the ' materials on the table. Students must sketch their design and estimate its speed and capability of lifting certain materials. After completing their sketch, they s hare their design with a partner and\ndevelop one best design from the two. The exercise is monitored by both teachers who roam the room asking questions, observing discussions and checking designs. As the noise level subsides ' and the pairs begin to complete the activity, Mr. Smith signals for attention and asks for volunteers to share how they began and completed the given task. Approximately 30 minutes\nhave gone by quickly. Ms. Jones sets the boundaries for the next part of the days task. She instructs each table (of : three pairs) to come up with one best design for a water wheel, sketch it, write why they chose it, and estimate its speed and power capability. After completing those tasks, each table must get : a teachers initial on the plan and estimate and then begin constructing and testing their water\nwheel. Ms. Jones and Mr. Smith remind the students to record the results of their water wheel\ntests in their notebooks and write their observations and summary statements after completing the tests. The room begins buzzing with ideas, discoveries and disagreements. The teachers question the groups about their designs as they circulate through the room. The parent volunteer fill s pails of water and provides an empty and a filled bucket for each table. As the period draws to a close, Ms. Jones asks for volunteers to share the results of their : experiment and any summary statements they have developed. Students are eager to share their ' results, and they speculate freely on why some designs worked and others did not. As students dismantle their designs, Mr. Smith assigns the homework for the evening. Each student is to write how they would change the group designed water wheel to make it faster and more powerful if they were to do the task again.\nDuring the teachers planning period, Ms. Jones and Mr. Smith explain that the activities\nobserved were part of the instruction designed to help students achieve the following science standards:  Students will plan and implement investigative procedures.  Students will collect data, organize, analyze, evaluate, infer and predict trends.  Students will recognize how to apply formulas and equations.  Students will identify physical properties of various materials. The observed task required students to learn about circumferences, diameters and radii and their relationship to each other as well as to rate and distance. The teachers wanted students to think about these concepts using the scientific process of hypothesizing, experimenting and  evaluating. The task also supported content and skills being used by other members of the : teaching team in an English and social studies unit on colonial America. The lesson observed was but one of several the team has planned to investigate energy and the environment. The teachers shared a checklist they used to evaluate students work during the class period. This checklist was shared with students in advance so evervone knew what was exnected. Each http://www.sreb.org/Prograins/MiddleGrades/Weaklink/weakIink.htm Page 10 of 113 Education s Weak Link: Student Performance in the Middle Grades 2/28/99 12:41 AM student was checked on their imUal design and estimates and upon the groups final design and justification of that design. Each student was required to recordthe resSts o^f the water Xel expenments in a latoratory notebook and to develop a summatwe statemen?bSn die experiment that explained the relationships of circumference, radius, speed and power. Ms. Jones and Nfr. Smith also discussed problems students had with the task and strengths they noted dunng the period. They explain that later, when they have time to reflect more fSly they will examine the students work closely and ask pointed quest! ons of themselves about the quality of their lesson plan and how it could be improved. ncmscives aooui me Mr. Smith will begin the next days period with a review of formulas that help calculate circumference Md energy expended. His objectives are to help students undersold why the formulas work based on thmr pnvripnpA j , uciauuiu wiiy me other applications of the relationships discovered through the water wheel task i A visit to a low performing school reveals believe works for students. an equally dedicated principal and faculty who are trying to do what they t i ! i f i I ( i I ? i j I ! 0 I i ? ^iip-//^ssw.srcb.or^rograms/MiddleGradesrWeakniii./we!ikliBk.btm D.J vuucm rcnurmance in me iviiauie Grades 2/28/99 12:41 A 0 =11 il 1 J  Ip a: Low-P^rf o r m i n g PerforminiMiddie School, a bkmkeTof'quTc  reminded by large signs that you must report to the office or be \u0026gt;khr'y, y?r the principals office, the secretary is busy dealing with students. Student fill the office, and each has a piece of paper that requires attention. After cleanng out some of the crowd the secretary buzzes the principal to let him know you have pnncipal emerges from his office, welcomes you, and suggests that you come into his office for a briefing before you visit classrooms. no The principal provides a gener^ description of the community, staff and students that is clear and knowledg^ble. He explains, because so many of our students have little structure in their lives outside of school, we believe that we must provide structure so that they have an opportunity to learn what they need to know. There is research supporting the effectiveness of structured whole class instructionespecially for low-achieving students. We strongly believe tnatisngnt.  After the briefing the principal walks with you to the science classroom, the first of four , cl^srooms you will visit He introduces you to the teacher and requests that you return to the rnU ralYif before you visit the next classroom. The teacher is completing a roll call of the class. He is about to begin a demonstration of how to construct a pulley one of Dunng the demonstration, some of the students have their heads down h\" *,S^ appears to be mathematics homework. As the questions. No one raises a hand. He then instructs : the students to open their books to chapter 8. He moves to his desk to retrieve the textbook and asks the student sitting at the back of the first row to begin readme aloud from r.hant- 8 KftP^n : minutes have gone by. to begin reading aloud from chapter 8. Fifteen classroom, and there are commercial posters on the walls illustrating the six simple machines. Classroom rules related to clothing, iSavior and wrk are^so j^ted pe students continue to read from the chapter, a paragraph at a time. When a student hesitates on a word, the teacher quickly provides the correct pronunciation. As a student completes a paragraph, the teacher asks, What is that paragraph telling us? If no one wlunteers, he selects a student to Mswer. As the chapter is completed, he tells the students to h!o* quesuons at the end of the chapter. Complete these questions and hand them in at the beginmng of the class period tomorrow. , Smdents begin to search for paper and pencils\nsome do not have either and must admit that , to the tether or find someone to gve them paper and a pencil. The class is finally working on 50 minute class period rings. Students^surge toward the hall, and the noise level nses as they chatter and move toward other classrooms The tocher and princij^ explain later that you have observed a general science class. In this\ncl^s students will ^mplete the textbook and do physical science^fOT the more advanced students) or consumer science, a course that concentrates ci health, nutrition and science project and a research paper by the i every^y s^nce for the less able student The science department examined student data to find Xw / to emphasize both process ^d  content. To that end, they begin most class penods with a teacher demonstration of an : experiment or concept, and students spend one day each week in a laboratory replicating an expenmentand recording it in lab books.  In ^ih of these schools and in the classrooms observed, teachers were planning and working to improve student achievement. One classroom emphasized student work, and the other classroom achievement. ernpr^neu siu^ni worK. and the other classroom was centered on the teacher's work. Their tchoob and teachers go about their business makes a difference in student Some differences between high and low performing schools http://www.sreb.org/Programs/MiddleGrades/Weaklink/weaklink.htin Page 12 of 11 3 r i?  H 1 a I\n? i 1 I aEducation's Weak Link\nStudent Performance in the Middle Grades 2/28/99 12:41 AM as Students in high performing schools are expected to do more, and high-performing schools provide more challenging curriculum. Successful schools emphasize higher level academics and the intellectual development of students in the middle grades... opposed to schools that concentrate most of their energy on social development and are satisfied with achievement on low-level skills. High-performing schools and districts align all the parts of the educational systemcurriculum, instruction, assessment and student supportand all the participantsthe community, school boards, administrators, teachers, students and parentsto achieve challenging standards. Expectations are clearly defined and widely supported. In high-performing schools, most parents and students have a clear vision and understanding of challenging standards for achievement by eighth grade. Schools, districts and states establish clear benchmarks for entrance into ninth grade and provide more time and more help for those students who have not mastered challenging content. Parents work with middle grades educators to define and achieve the standards in a challenging middle grades curriculum. Teachers in high-performing schools are prepared to teach challenging content In mathematics, science and reading and to teach young adolescents. Administrators oversee a system designed to emphasize plarming, collaboration and development of quality learning experiences by staff and faculty. Teachers and administrators believe that they can support the unique developmental needs of adolescents and offer a challenging learning experience. School boards and school and community leaders are ready to develop new policies to create a different system that ensures high performance for all students. These differences are conditions that legislators, state educational leaders, local educational leaders and middle grades educators, parents and community leaders need to consider as they work to help all schools and students become successful. Looking Ahead Three more reports will examine the current condition of middle grades education in the 15 states that comprise the region served by the Southern Regional Education Board. Observations in i schools and classrooms across the region will provide examples of current practice in the middle grades. The reports will incorporate data from the school visits to examine standards and expectations, teacher preparation and professional development and the best practices of schools whose students are achieving at high levels. I ! I i I i t- http://www.sreb.org/Progranis/MiddIeGrades/Weaklink/weaklink.htm Page 13 of 11 I i3 L. I I i i LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 i March 2, 1999 I 1 i j i t I TO: FROM: SUBJECT: Middle School Principals Dr. Bonnie Lesley. Associate Superintendent for Instruction SREB: Raising the Bar in the Middle Grades The attached second article from SREB is very important. Exit Standards for Middle School See the bottom of page 1 through the top of page 3 for a list of indicators that grade 8 students are ready academically for high school. These are exit outcomes for middle schools - for all students, not just the ones at the Pre-AP level. The percent of your grade 8 students who achieve these standards is a good measure of your schools quality. Then youll see at the top of page 4 a list of some of the structural changes recommended in our own middle school plan. Now we know the reasons for teams, advisors, and block schedules. They are of no importance out of the context of improved academic achievement. There are some profound and, yes, sometimes upsetting, information in this article, but we have to know what works and what doesnt. The discussion on page 12 about classroom practices is excellent and should guide us all as we plan for improved instruction. Your faculty should spend a lot of time answering the questions on pp. 12-13 and then reflecting on the consequences of their answers. We are lucky in LRSD. We are reinventing alLour middle schools. The trick will be, however, in preparing \"every student for rigorous work in high schools.\" Attachments BAL/rcm f rxaiaiug vuiv Raising the Bar in the Middle Grades: , Readiness for Success In the first of a series of reports on middle grades education, the middle grades were characterized as the \"weak link\" in the educational system. Data from the National Assessment of Educational Progress were used to support the conclusion that SREB states should raise standards and expectations for student performance in the middle grades. This report will suggest ways that schools and classrooms in SREB states can use standards to improve achievement. Recent international, national and regional reports paint a picture of an American educational system in which students get a jump-start through early childhood programs, begin lagging behind in the middle grades and finish high school near the back of the pack. Almost 50 percent of eighth- graders in SREB states are below the basic (partial mastery) level in math, as measured by the National Assessment of Educational Progress. Students in rural, small-town locations score significantly below students in rural areas nationwide. How can we raise our studentsachievement ahd close this gap? States and districts have set content standards and goals for learning at specific grades in an effort to define what must be achieved to be ready for success. But the standards and goals often are not clear and concise and are not easily understood by parents and students. Schools and teachers have not taken the next step: converting middle grades standards into clear examples of quality work that indicate students' readiness for challenging work in high school. The examples in Figure 1, gathered by the SREB from teachers, administrators, parents and students, illustrate what students might be expected to know and to do when they complete eighth grade. In simple, straightforward language, they describe achievement goals that too few students can meet today. Have your school districts, high schools and middle schools discussed and identified what readiness for challenging work in high school means for students completing eighth grade? Are middle grades students in your community ready for challenging work in high school? How do you know? On Expectations \"There is something very important we are not sharing with our students: Not everything is going to be pizza\nsome things will be spinach. Students need to know how to determine what is important and get through it.\" A Tennessee educator \u0026gt;Teachers, parents and students often do not have clear examples of what quality work is or how to reach high standards. Without clear expectations for performance, they cannot judge the quality of assignments or real academic progress. And the expectations must be set at a level high enough to ensure that any student meeting them is ready to do challenging work in high school and then be prepared to learn after high school, either in postsecondary education or on the job. Once standards are in place and accompanied by examples of quality work, schools must be asked, \"What are you doing to help all students perform at the highest achievement levels and be ready for success in high school?\" HI Figure 1 Readiness for High School Reading Indicators  completed pre-algebra or Algebra I with proficiency score Current Performance  In SREB states 25 percent of eighth-grade students complete an Questions to Ask  Have changes been made in mathematics instruction to ensure http://www.sreb.org/Programs/MiddleGrades/RaisingBar/raisebar.htinl Page 1 of 12Raising the Bar in the Middle Grades\nReadiness for Success 2/28/99 12:42 AM on an end-ol-course test  apply appropriate mathematic^ strategies to solve multistep problems algebra course and 34 percent complete pre-algebra. that all tilth-grade students will complete Algebra I orpre-^gebra by eighth grade? Are teachers asking all students to solve a variety of real-world and complex mathematical problems?  read-widely - a standard of 30 books over the course of a year - on an eighth-grade level.  Thirty-five percent of SREB eighth-grades report that they read five or fewer pages daily, compared with 25 percent of eighth-graders nationally.  At least 70 percent of students nationally are below the Nation^ Assessment proficient level in reading - a level indicating masteiy of challenging work and readiness for the next level of schooling.  Do all teachers know how to engage students in reading complex material? for example, do science teachers help students learn how to read scientific texts and materials?  find, organize and present information in writing as a response to a problem or question\u0026gt;  Forty-six percent of SREB eighth-graders report that they never have done a written report in science and 30 percent of math and science teachers say that they never ask students to write a report.  Are students asked to produce frequent, short-term writing responses in all classes? Are all students expected to do intensive, in-depth research and writing?  design, conduct, analyze and report on a science investigation  Forty percent of teachers in SREB states report that they never ask students to do an extended report on a science project, and two-thirds of students say they never have design^ and carried out their own science investigation  Are students expected to learn and use laboratory and research procedure,s in science? Are students required to develop and complete at least three science investigations each year? I f I  present an oral report that is interesting and logically developed with scientific accuracy  Sixty-one percent of SREB eighth-graders never have given an oral report in science, and 56 percent of teachers report they never ask students to give oral reports in science.  Are students required to present and defend ideas through oral presentations developed for different audiences? http://www.sreb.org/Programs/MiddIeGrades/RaisingBar/raisebar.html Pape 2 of 12 Raising the Bar in the Middle uraaes: Keaainess lor success M.1V1  demonstrate writing competence  Nationally, NAEP trend data show that in 1996 fewer 13 year-olds (66 percent) could write clear, focused responses to different writing task than in 1984 (72 percent).  Are students asked to create, critique and summarize literary works? Are they required to use various writing strategies, such as comparison and cause-and-effect? What are the consequences of not \"being ready\"? Data from about 20,000 High Schools That Work students underscore the importance of being ready to do challenging work in high school. Ninth-graders in English/language arts courses described as basic or remedial have a 20 percent chance of attaining the HSTW proficiency goal for reading by their senior year. To attain the goal, students must meet a predetermined performance score on a test similar to the National Assessment of Educational Progress. The reading proficiency goal requires students to know how to analyze situations\norganize and synthesize written information\nand make written and oral reports. Only 42 percent of HSTW students who enroll in ninth-grade-level English courses achieve the reading proficiency goal, while 72 percent of students in accelerated or college preparatory ninth-grade English reach the HSTW proficiency goal. (Figure 2) A similar pattern is evident in mathematics. Of high school students who do not complete an algebra course equivalent to college preparatory algebra, fewer than 25 percent meet the mathematics performance goal set by High Schools That Work. Students who meet the goal are able to use concepts from algebra, statistics and geometry to reason and solve problems. Half of the students who complete a college preparatory course in algebra or its equivalent meet the HSTW performance goal by graduation. About 86 percent of those who complete Algebra II or geometry in high school meet the mathematics performance goal. (Figure 3) When High Schools That Work followed 6,000 students a year after graduation, it found that taking challenging academic courses and meeting proficiency goals gave students an edge in further education and employment For example:  Students who met HSTW performance goals and were working full time or part time earned more per hour than students who did not meet the goals.  Only 15 percent of graduates who met HSTW performance goals had to take remedial courses in college, compared with 31 percent of those who did not meet performance goals.  Only 17 percent of graduates who met HSTW performance goals were unemployed at some time dunng the year after graduation, compared with 25 percent of those who did not meet the goals.  Students who met the HSTW performance goals were much more likely (83 percent) to enroll in further study after high school than those who did not meet the performance goals (56 percent). i Getting students ready to take a high-level Enghsh course and a solid algebra course taught to college preparatory standards is the best way to ensure that they will be ready for the challenges of high school and further learning. I Why aren't students ready to do challenging work? How did we get into a pattern of lagging performance in the middle grades? There is no simple answer. There is, however, a pattern of practices in schools with lagging performance. That pattern can be altered by getting Ure right focus for middle grades education. When districts began establishing middle schools in the 70s and '80s, the focus was on a list of recommended practices and policies that would http://www.sreb.org/Programs/MiddIeGrades/RaisingBar/raisebar.htinl Page 3 of 12I Raising the Bar in the Middle Grades: Readiness for Success 2/28/99 12:42 AM provide students appropriate experiences for their ages and grade levels. The recommendations became a checklist of characteristics that \"defined\" a middle school\namong them were teams, advisory' homerooms and longer blocks of time to do hands-on activities. -------- Accotnmodating versus expecting Every middle school visited by the SREB staff sorted students. For one group of students, the focus was on academic achievement and accelerated learning. For the rest, the focus was on textisook coverage, special short-term instructional programs and self-esteem improvement. In class after class, students were relearning content covered in earlier grades. High standards for all students became n reading a novel on the same theme,\" but honors students were expected to demonstrate deeper comprehension by doing more literary' research and writing. Figure 2 Percent of Students Meeting HSTW English Performance Goal Ninth-Grade Course Assignment 80% ... 72%. 60% j j5 (. I i 40% 20% 0% 19% Basic 42% Regular HighL 5 i I 1 ti Figure 3 Percent of Students Meeting HSTW Mathematics Performance Goal Courses Completed in High School 100% 86^ 80% 60% 40% 20% 24% 0% Basic yathemstics Algebra I Algebra Gegro http://www.sreb.org/Progranis/MiddleGrades/RaisingBar/raisebar.htinl Page 4 of 12 Raising the bar in tne iviiaaie oraues\nKeauiness lui jullho -- Data from both the National Assessment of Educational Progress and the Third International Mathematics and Science Study report that sorting students leads to different expecUtions and lower achievement\nwhat is taught (curriculum) and what is expected (standards) make a difference in student achievement. i Data from the National Assessment of Education Progress show that more eighth-grade students (50 percent) in SREB states are assigned to English courses according to their ability than are students across the country (33 percent). J) , Schools that accommodate students by sorting them into different levels limit their j access to further opportunities\nstudents who are accommodated through lower license to \"hide\" from more challenging work. expectations are given a Social development versus academic performance What was missing from the checklist was the ultimate purpose of the middle school: academic achievement that would prepare students for challenging, rigorous work in high school. When parents and educators are asked about their vision for the middle grades, they frequently say that students should \"feel good about themselves,\" \"reach their full potential\" or \"enjoy coming to school.\" All of these are important, but where is the focus on learning? It is no accident that schools that focus on academic improvement have students who periorm at a higher level. No common expectations for performance Observations and conversations with students, teachers, administrators and parents in the SREB states confirm that too few students are ready for the challenges of high school. Eighth-grade students in schools visited b\\SREB staff reported that they \"read one or two books on their own during the year.' Teachers of pre-algebra and general math estimate that at least half of their students are not ready for algebra. Eighth-grade promotion policies in some states require that students must pass only two or three of the four core subjects\nparents believe that passing grades are sufficient evidence that a student is ready for high school work. N In most school systems, there are no common expectations for the content knowledge and skills needed by all students to be ready for high school work. States may have set grade-by-grade standards, but the accompanying examples of quality student work have not been set by local districts and schools. As a result, far too many students trip and fall in ninth grade as they begin the last lap of secondary education. Doing the right things with the wrong focus One of the key recommendations for having effective middle schools is to create small, personalized communities for learning. Many middle grades sites organize teachers and students into teams to obtain smaller learning units within the school. These sites also may set aside advisory periods so that students and teachers can develop closer and more supportive relationships. Vision and Purpose We want all our students to have choices when they leave this middle school. If they want to take accelerated courses, we want them to be prepared by knowing the content that they need.\" A Memphis, Tennessee lead teacher Unfortunately, having key practices becomes more important in some schools than usInglEhe key practices to improve teaching and learning. littp://www.sreb.org/Prograins/MiddleGrades/RaisingBar/raisebar.htinI Page 5 of 12I Raising the Bar in the Middle Grades: Readiness for Success f I i If i Tecun teaching across subject areas 211^199 12:42 AM f In a 1993 study by the National Middle School Association, 45 percent of schools reported organizing tochers into teams in core academic areas. About 75 percent of schools with such teams provided two planning penods for teachers to work together. However, according to logs of team meetings the fnr.115 nf the fpam ic liV-Ak trv Ra manoninn Ptii/4A7kAkotMz^,^r,iKz. 2..* J___ ---:----::--- focus of e team is likely to be managing student behavior, filling out pai^nvnrlc and nbnn^ Cltpn uc fia1 H triro onrl  r.....___- JT__ i.'---------- - xo xmvijL yy\naiuuciu uciiAv lUK lining mil papenvork and planning events such as held tnps and assemblies. In rare cases, teams focus on examining student achievement data aniTctlirlAnt xtzr\\rV rnmnlon. a.* .^1 zs. __i_______: ---------------------------- .------- J-T ---------------------------J--------------------------------------------------------------------------------------^^^*****AA***jg, jkUMvin. avmcYcxxicui u and student work .samples\non planmng and reviewing lesson strategies\nand on analvang stiiHenr responses. Yet ifisthat locus on student learning and performance that acceleraleT^ademir' achievement  ! pi f ! Guiding and advising students Likewise, the National Middle School Association study reported that in 1993 nearly half (47 percent) of all middle schools had teacher-based guidance programs, compared with 39 percent in 1988. Two-thirds of these advisory programs meet daily for 15 to 30 minutes. Adyis^ periods are supposed to provide early adolescents with social and emotional aL,4.  -----------------------------IT----------------- I _________t____________________s* ---------------Tw auviai aiiu ClllUtlUllU sufipo^jece^gry^for acadiinic. success jn school. H^iTeVer, they are more likely tn consist of roll call, school announcements and unstructured social'time for stucfents. i 5 f { If a school believes that teacher guidance is important, it will develop or adapt a guidance curriculum trv'llCAC nn lonHomiri z^ :_____r_______ , / C--------- I ----------- that focuses on academic counseling in addition to issues of concern to adolesomts \"Uniiy i 20-minute periods are not long enough to implement an effective guidance curriculum Forthat scht^ls should schedule longer periods once a week or twice a month\nteachers should work together to plan a senes of topics with well-developed lesson plans. For instance, one topic for an eighth-grade advisory curriculum might be \"What is high school really like?\" Former students might come back to tai If Ahnnt fhAir pvrvmorioflf' iirkn* +l.-zxz^ z,z.l.:-.z.  ______1 _   talk about eir experiences and what it takes to achieve in academic courses. 1 Dr. James Stigler I t I i \u0026amp; I \"I once asked a group of American teachers to create a lesson plan. They took 15 minutes to do It. ... 'Hie AfiKrican plans always say what the teacher is going to do. the Japanese plans ask wtMt the students are going to think if the teacher does this. ... Then 1 asked on of the American teachers to teach the lesson... It was a complete disaster\neverything went wrong. ... American teachers don't have any experience jointly talking about instruction. When they get together, they don't talk about lessons. They talk about all manner of other professional and personal issues but almost never discuss how they actually teach their 1 I \"Lessons in Perspective\nHow Culture Shapes Math Instruction in Japan, Germany, and the United SUtes\" The California State University Institute for School Reform Block scheduling A quote from a recent Third International Mathematics and Science Study summarizes the dilemma over time in schools\n\"It's not just how long you make it but how you make it long.\" The study found that longer classes meant more repetition and boredom if the extra time was not used effectively with specific goals in mindi ---------------------------------- Many middle schools have lengthened their classes. In education lingo, they have adopted \"block scheduling.\" There is much debate over how long the blocks should be, which courses should be taught every day and what happens to students who miss these longer classes. Teachers often say that their preparation for the change to block scheduling included one or two workshops but that they learned mostly from experience. What did they leam? Teachers say they do more projects but the .protects are_gften add-ons or time fillers and not an integral part of instnictio^ I 'he kiHs fep them\" is a one or two workshops but that they common comment. And block schedules are often just rigid as the traditional 45- to 50-minute http://www.sreb.org/Programs/MiddIeGrades/RaisinaBar/raisebar.html Dperiod-just longer. rxiTx 5 scheduling to improve student performance have changed 1 sgn\u0026gt;f\u0026gt;cant ways. Teachers work with students to studv fewer topics in greater depth and to demonstrate greater understanding of content through comparing. analvSng, summ^zing and rej^rting Lesson plans foci^ on what students will do rather than what the teacher will do. Students are challenged with problems and issues that have more than one solution or perspective- solutions, decide which is best and defend their choice both oraUy have changed or perspective\nTeachers and administrators who see longer blocks of time as essential to learning also emphasize the  \"g b^ed on academic purpose. For instance, EnghsM^guage sav tn tniv Tnakf rnnnArtmnc _______i- ai lo icacuci b often say to truly make connections among readin\nQ wri ting, speaking, research and grammar requires *.u  1 VI  Jr .  i^sarcn ano grammar r more time than is avmlable even in 90-nunute blocks. Schools that are focused on students and academics are more likely to allow teams to schedule learning time based on purpose rather than organizational need. man md Louisville, Ky., teams are free to create their own schedules based on their ac^emic needs. For example, math classes may be shorter (but more frequent) than social studies classes. Science classes may be longer on \"lab days.\" This level of flexibility is too rare in scnoois loaay. A Kentucky Educator i The most dranMic change due to state testing has been that classroom practice has been more content-dnven, nwre focused on what students need to know, because we reauired students to do son^thing with what they learned - make a graph, summarize what they read in their own words, organized results into a table.\" H A Tennessee Eighth-Grader . *nniV.^w\u0026lt;-^'av^\u0026lt;ir\u0026lt;'/avinw\u0026gt;v.'.v science teacher teaches real science, things that you can do, and it\ns a lot more interesting. She really n-igs to teach us. Some teachers haven't really tried to teach us  they teach the book. Good teachers want you to learn and find any way they can to help you.\" Getting itb^kward: Finding the standards that fit rather than fitting instruction to standards States and distncts have set content and student achievement standards at specific grades. But settine standards is only the first step. AlLschools need to convert standards into descrintion.sofwnrV ,SXEgc^ of all students prepmng for college and employment. When teachers have examples of the quality.ot_work ej^ted to meet the stand^ds, they will use standards iFa'annine in.stnictinn nnd ^sessing acluevement. Without ei(amples ot quality work, teachers will conPnue to plan and tSch they-^ways have and, when asked, will find a standard that fits the lesson. One teacher said \"In a middle school classroom, I can find a standard that will fit anything I plan to teach\"  use stydards in planning instruction a^ as States have developed smdards based on higher-level thinking and skills, but they may continue to use tests that measure lower-level skills, such as the ability to recall isolated facts. And in classrooms in every district and every state, teachers drill students on sample test items of isolated facts\nIn a school visited by an SREB staff member, one English teacher designed a lesson on the state standards relating to vocabulary development, writing and poetry in a way that was creative eneaeed students and resulted in an onginal poem. In the other Engl ish classrooms, teachers assigned U/rrVch^*tC' /itk vrv'oKill'an/ lictc 'inri ri Till ^\u0026gt;-5 _________i _ worksheets with vocabulary lists and drilled students on sample items from the state uA,-i . V f j' 1.  .-J ------------------1'------assessment test. While one teacher focused on havmg students actually use new words to create a poem, the others http://www.sreb.org/Progranis/MiddleGrades/RaisingBar/raisebar.htinl Page 7 of 12Raising the Bar in the Middle Grades: Readiness for Success emphasized isolated bits of information that may be forgotten quickly. 2/28/99 12:42 AM Effecuve teaching balances the need to know and remember with the ability to apply know-ledge 1 real-world problems. When students who are achieving at high levels talk about what is different about their classes, they often say they are doing \"real science\" or using numbers that \"mean something.\" In other words, they are thinking for themselves and finding new- w'avs to use the knowledge they are acquiring. to HSgad\u0026amp;gre grg no concrete indicators or examples of quality student work, the textbook or the latest .prpgrqm^omes the curriculum and the instruction, hducators talk about the impnrtanrp nf curriculum, instruction and assessment. They say that they want to determine content topics plan experiences necessary to leam the content and check to see whether students know the content and how to use It. Eight very different middle schools in five states visited by SREB staff all have the same commercial reading program - a \"quick fix\" to low reading scores. None of the schools visited could sh^e models of exemplary student work that educators used to judge acceptable student performance If there are no specific learning goals and no examples of work that meets the goals, how can schools determine what content students need to leam and whether they have learned it? A Texas Middle School Principal 5 I M 'We have a whole quick-fix culture that says, 'Get your test scores us if you buy this program.' when other principals ask me how I turned my school around, they really expect me to say 1 bought this or that, they are really disappointed when I say to them 'We did it with a lot of hard work!' \" I n I  I i i i I f System structures that slow higher standards Schools do not exist in a vacuum. They are subject to outside forces and inside pressures. Good schools are part of a larger system that allows them to focus on what is important for students In far too many systems, the organization and policies that are designed to support successful learning often have the opposite effect. For instance, teachers know that students do not learn at the same rate. Some need more time, and some may need different teaching. Yet students are moved through the system at the same rate and in the same way. Common sense tells us that students learn better in smaller settings, but as many as 3,000 students are housed in the same building in the name of efficiency. Students who have difficulty learning need expert teachers, yet experienced teachers use their seniority to choose schools and classes with the easiest-to-teach students. In other countries, students learn more by studying fewer topics, yet in the United States students are asked to learn a wider range of topics, making it difficult for them to achieve a deeper understanding of essential concepts. Leadership Developing a sense of academic purpose and a commitment to high-quality learning for all students arises out of effective leadership. Yet very few districts have administrative support programs or match new principals with formal mentors. While principals are expected to be instructional leaders, most do little or no teaching after leaving the classroom for an administrative position. Others spend little time on curricular and instructional matters. Principals admit that they need training in how to build understanding among students, parents and teachers about what students should know and be able to do. I I 1 Leaders focus attention on what needs to be done to improve student achievement, and they make sure Jthappens. If teachers need help planning curriculum and instruction tied to example.s of high-quaEty\" performance in the classroom, good leaders find ways to provide that help. If students need more time to accomplish achievement goals, leaders find ways to add extra time. I http://www.sreb.org/ProgramsZMiddIeGrades/RaisingBar/raisebar.htinl Page 8 of 12i\n*1 naisiug me oar lu me iviiuuie uraaes: Keaainess lor success Time 12:42 AM Controlling the use of time is a critical factor in focusing on academics and student achievement Most lu UI ling uic uoc UI ulub lo a UI luuiu laciui 111 luuuaiiig uii uuauciiues ana sluaeni acmevement y districts use the same length of school day and year for all students. But schools can control how time ,.Lr^ icncpH Tnnnftpn crbnnl c licp vtalnoKlo l/aominn timia t/^ rl/-\\ *-or.b-r. ^-u___ is used. Too often, schools use valuable learning time to do administrative tasks or for the school's convenience rather than to meet the real needs of students. Principals who are instructional leaders make sure there is uninterrupted learning time. If schools are to focus on students and academic achievement, then students who are having difficulty in the middle i^rades must be eiven extra time and every opportundv to succeed. Extra time may mean ~before-school and after-school tutoring, Saturday school and summer school: it may require different schedules for teachers and students alike. Extra opportunity may mean constant checking on student understanding and a rethinking of how content is being taught. If students cannot reach performance expectations on the first try, teachers must have time and support to find another way to help students learn. Sorting and labeling All teachers say they want their students to be creative, to be critical thinkers, to be active participants and to be problem-solvers. But how they define those terms and what they think their students will achieve are often alarmingly different. Students' opportunities are limited through sorting that begins in kindergarten and continues through high school. Students labeled as \"at-risk\" or \"disadvantaged\" often carry a more subtle label of \"can't be expected to do the work\" or \"needs to be in a lower-level class.\" Sorting ^d ladling in SREB states have the greatest negative effect on students in classes lower than \"honors\" level. Students assigned to average-ability maematics classes in SREB states scnred  significantly lower than similar eighth-graders across the United States. We should challeng^aiO. students to meet performance expectetions sinular to what is expected of students in college preparatory co^ufses. One set ot expectations and one set of criteria for quality work should be applied to all students. If we are going to group students, the groups should focus on providing extra opportunity' and extra time to accomplish challenging work, not on lower standards and expectations. A similar sorting process happens to teachers through teaching assignments. The system of seniority most often matches the newest and least experienced teachers to schools and classrooms that have students with the greatest needs. Interrupt Class? America, Yes\nJapan, No \"We measured how many times the lesson was interrupted by someone coming into the classroom or an announcement coming over the public address system. This ^ppened during 31 percent of the American lessons, 13 percent of the German lessons and none of the Japanese lessons.... They couldn't believe that someone would interrupt a moth lesson or disturb students like this.\" II ,n 'Lessons in Perspective: How Culture Shapes Math Instruction in Japan, Germany, and the United States A South Carolina High School Principal \"1 got my better teachers to teach 'other' [not honors] students, and amazingly these 'other' students passed Algebra and Algebra II. They could do it. If teachers believe they are good and students know they have good teachers, the changes are remarkable. I would change middle schools and mix students and teachers.\" I ! 1 ny http://www.sreb.org/Programs/MiddleGrades/RaisingBar/raisebar.htinI Page 9 of 12Raising the Bar in the Middle Grades\nReadiness for Success 2/28/99 12:42 AM One Texas middle school principal reassigned teachers and students as one of his first acts as principal.' Teachers who had taught the \"best\" students were assigned to \"other\" students, and test scores began to rise. The best teachers had higher expectations and a broader range of teaching strategies, and students began to meet the higher expectations. When students began to experience success attendance went up and the climate for learning improved throughout the school.  / Likewise, the teachers in that Texas middle school who began to teach \"honors\" students for the first time began to believe they were \"good\" teachers. Faculty morale went up, and teacher expectations were raised. I Changing the focus to student achievement Recently, a representative from a large urban district spoke out in frustration: \"Too many teachers and administrators just don't get it! They think that when they open the doors to the school, the kids will come whether they are doing a wonderful job or not. With choice and charter schools, that may not be the case. I ask them, 'Do you want the kids to say \"I love coming to this school,\" or do you want to hear \"I hate this school\"?' Many teachers don't understand that we could be like the dinosaurs.\" What they don't get is the importance of putting student academic performance at the center of education. ( i I Discussions about poor performance often provoke discomfort, blame, finger-pointing and fear. By providing time and help in coming to agreements on the quality and quantity of student work that is acceptable, leaders can allay fear and confusion and develop cooperation and focus. Developing, refining and updating curriculum and changing the focus to student achievement require time, expertise and resources, information and financial support National, state and local standards can guide schools, but teachers, school leaders and parents can come together to examine student performance. What all students are expected to know and do should be described by performance criteria and supported with examples of quality student work that provide evidence that students are ready to tackle challenging work in high school. An Eighth-Grade Language Arts Teacher n '/ teach eighth-grade reading improvement. 1 had 40 students on the first day of school\nsome had passed the state test, and some had not. I can tell you right now that passing the test does not mean the student can read on an eighth-grade level.\" Every middle grades teacher should know what is to be done at every grade level to ensure that all students who complete eighth grade have attained eighth-grade standards and show readiness for a challenging ninth-grade program. Meeting high expectations and challenging standards requires continuous, coherent effort and progress through the middle grades. Passing a test does not guarantee that students can do challenging work. By agreeing on examples of work expected at every grade level that correspond to expectations in \"honors\" courses, teachers can align instruction and assessment with the standards. Research Paper Assignment http://www.sreb.org/Programs/MiddIeGrades/RaisingBar/raisebar.htniI Paee 10 of 12Raising the Bar in the Middle Urades: Readiness for Success 2/28/99 12:42 AM All students will express a strong opinion or assertion and support it through research to be presented in oral and written forms. Performance Criteria $ 3 1 ! Students will:  use at least three research sources and one mteiv'iew\n complete a narrative using all standard English conventions of grammar punctuation, spelling, and word usage, as well as logical organization and coherent writing\n use a variety of thinking and writing strategies - for example, comparison and facts and details\nor opinions\n include a summary' of their research that explains how it supports or rejects the study questions or opinions  explain how the researched information is connected to the reader and author through explicit examples of the relationship - usefulness, interest, relevance. 1 I Sample Scoring Guide Advanced: The student has located exceptional informatior from a wide range of resources. The method of organizing and summarizing is ef. xtive and comprehensive. There are no English usage errors in the final product. Proficient: The student has used at least four sources for information, including an interview, that are clearly relevant to the chosen topic. The information is organized so that it is retrieved easily and can be connected to main ideas or questions under study. References are noted properly, and English usage errors are minimal. I Performance criteria not met: The student has relied upon one or two resources. The information is not well organized, and the paper lacks focusing questions or main ideas. References are not noted properly, and the report contains numerous English usage errors. No attempt or off-task: The student did not do the assignment or did not use the performance criteria guidelines. Changing old patterns What happens in classrooms in which students are challenged to do high-level work? What happens to students who are judged to \"need lower-level classes\"? There are practices that distinguish challenging high-level classrooms from classrooms in which students struggle to achieve. Some of those practices are outlined in Figure 4. There is a hidden curriculum in low-expectation classrooms for students who are thought to be less able. The hidden curriculum is built on a b^e of repetition and monotony, and it sends a message to students thatthey can't do challenging work. We can change this message to one that says \"This is what is acceptable eighth-grade work, and this is what you need to do to achieve it.\" What will it take to change all classrooms into high-expectation classrooms? i I cj http://www.sreb.org/Programs/MiddIeGrades/RaisingBar/raisebar.htniI Page 11 of 12I i Raising the Bar in the Middle Grades: Readiness for Success Fi gure -4 Classroom Practices 2/28/99 12:42 AM High-Expectation Classrooms  spend more time on learning !E I  clearly state goals and performance criteria for all students  aim for clarity and understanding of content and factual knowledge appropriate for the grade level  believe all students can do tasks and solve problems successfully  require students to think and reflect, analyze, synthesize and evaluate  use a variety of methods and materials and communicate a joy for learning and doing  provide time for students to cooperate and try out various learning strategies t! i  support and encourage a sense of teamwork and challenge all students to participate  connect learning to student lives I I Low-Expectation Classrooms  allocate more time to discipline and classroom management  go from chapter to chapter or activity to actinty without goals tied to standards  emphasize working quietly, following directions and using only teacher-demonstrat^ strategies  have fewer opportunities for students to try different learning strategies  ask students only to recall facts and follow one- or two-step procedures  substitute low'-level tasks such as fill-in-the-blanks for written analyses, discussion and in-depth study  lack enthusiasm and optimism about learning and doing among both teachers and students  focus on those students who are easiest to engage  focus on isolated skills disconnected from any meaning to students E Successful schools focus on students and learning rather than on sorting and labeling. Learning is based on challenging standards for all students, and quality is upheld consistently through descriptions of acceptable performance. Teachers know their subject and how to teach it in many ways so that all students can leam. There are successful schools and classrooms in each of the SREB states. The challenge is to make sure that every school in every state is successful with every student. E J F. 1 Asking the right questions Many educators believe that the most important part of teaching and learning is helping students know what questions to ask to get the information they need. Ensuring readiness for high school means asking schools the right questions about the middle grades. 1 i  What evidence of readiness for high school is required of every student by the end of eighth grade?  Do performance criteria describe the skills and qualities needed to do challenging work in high school?  How has the school changed what is taught, how teachers teach and how student performance is measured to better prepare all students for high school?  Are there samples of student work to show parents and students what is expected for every standard?  Is student work evaluated consistently according to known criteria across classrooms and subjects? Do all teachers expect essentially the same quality of work?  How do the standards at this school compare with those in the rest of the state? Nation? World?  How does the school make sure that all parents and community members know what the standards are?  How does the school help students who are having difficulty achieving the standards?  Does the school publish information on how many students achieve performance standards? For example, how many students complete Algebra I by the end of eighth grade or enroll in Algebra I in the ninth grade?  Does the. .school re.nort information on how different uroiins of .students nerform in different http://www.sreb.org/Progranis/MiddleGradesZRaisingBar/raisebar.htinl Page 12 of 12 auca, ncttuiucss lui OQVUCbS 2/28/99 12:42 AM subjects? For example, how many male students complete the reading and wiitin'o ......... requirements? How many female students design, conduct, analyze and report on^science expenments?  How is the school helping teachers learn to use standards and performance criteria in planning their instruction? h *6 I I Looking ahead If we want students to be focused on academic achievement, we also need teachers who believe in academe achievement and are prepared to teach content and to guide students toward high-qualitv work. Without adequate preparation and continued learning for teachers, agreement on standards is a hollow exercise. A recent Public Agenda sun-ey identified some stumbling blocks to raising expectations and improving student achievement\n Teachers generally support the call for higher standards, but they do not view low standards a.s a widespread or urgent problem\n Teachers seem more concerned about students' social skills and values than about hieh-level academe skills.  It I I a li ! Despite these discouraging findings, sgmgjniddle schools are \"reinventing\" themselves and making the changes nec^sary' to prepare every student foTn^orous work inTugE school. WrffronrPvreFinFinb tethers in these schools are involved in professional development programs that encourage them to delve deeply into their teaching and to accept responsibility tor student ----------------------------- success. Dr. J^es Stigler, who 1 ed the videotape studies of American, Gennan and Japanese classrooms for the Tmrd International Mathematics and Science Study, says the key to improving teaching in the United States is for t^hers \"to ask the question over and over: Can you think of a way to make agents learn more. \"The SREB's next report on middle grades'education will examine what teachers should know and be able to do to help students get ready for challenging studies in high school http://www.sreb.org/Programs/MiddleGrades/RaisingBar/raisebar.htniI Page 13 of 124 13/ Y7 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 March 2, 1999 L. TO: Middle School Principals FROM: Dr. Bonnie Lesley .Associate Superintendent for Instruction SUBJECT: SREB: Improving Teaching in the Middle Grades: Higher Standards for Students Aren't Enough' This article is about improving the quality of middle school teachers, and we can do a great deal in this area. 1. 2. Note the emphasis on content-specific teaching strategies on page 7. Note on page 10 that teachers may need as many as 50 hours of instruction, practice, and feedback to become comfortable using new teaching strategies.\" 3. j? f  S 4. 5. 6. Note also on p. 10 the importance of content knowledge in improving student performance. See the top of page 11 for advice to low-performing schools. See also on page 11 the discussion about teachers reading professional literature and other informal learning opportunities. Remember that I discussed with you the importance of teachers being a part of a professional learning community? See p. 12 for ideas on how to support that. H I $ 45 E 7. 8. We have to know the barriers to change. Note the bottom of p. 12 and top of p. 13 for a list. The next to last sentence is the message: Academic standards will not make a difference if policies and practices do not also change. Attachments BAL/rcm 2/28/99 12:43 AM Improving Teaching in the Middle Grades: Higher Standards for Students Arent Enough j 4 i i Recommendations ,9 How are middle grades teaHieis selected and educated, introduced into schools, assigned c!as,sroc\u0026gt;ms and_subjc5cts, and encouraged to grow profes.sionally? In two previous repf.)ris, the SREB focused on the importance Oi raising standard,s and expectations for student performance in the middle rades. But e.^f^cted to (X'rlorm at the highest levels, .shouldnt we expect ihe .same from hiacher Shouldn t we set high standards tor those who seek to become teacher\n, ' \\ v teacheix to bt' prepaixxl to teach ligorous academic oMlent and to apply research on the best teaching practices in cla,ssiwm3?  9 And shouldnt we expect I 9 Teaching in the middle grades today never Bec^e of praciices in teacher preptirdlion, licensure and assignment m elassTTOms, too many jgacher^mth^iddle^^^^^^^^^ have too little knowledge of the rubjects they ^ch n^v - have uiken ad^'anced English courses, physic.s, chemistry or college filgebra can teach seventh- and eighth-grade pre-algebra, algebra, physical science and English in most SREB states. In SREB states those who teach eighth-grade mathematics and science are less likelv than their peers nationwide to  have had co lege courses m their content area during the last two years. The results are predictable: lagging student achievement in the middle grades in mathematics, science and language arts. Do teachers have the jmntent knowledge needed to teach their assigned classe.^? ticm one SREB state were available to study teaching assignments by class. The SREB believes that if data were available throughout the region, the findings would be similar. In the state for which data were available:  Almost two-thirds of sixth-grade mathematics classes are taught by teachers with elementary education majors.  More than two-thirds of eighth-grade mathematics classes are taught by teachers who majored in mathematics or mathematics education. About half of seventh-grade mathematics classes and only one out of five sixth-grade classes have teachers who majored in mathematics or mathematics education.  In eighth-grade science, two out of five classes are taught by teachers without a science major, and only 11 percent of science classes are taught by teachers who majored in a science content area such as biology, chemistry or physics^  In grade eight, 70 percent of the English classes are taught by teachers with a major in either elementary education or home economics education. Researchers in lexci.s and Tennessee have found that studenls yvho have less effeclive teachers for even one year perform at losver levels over time., even if the quality of teaching improves in subsequent years. Teacher qualitymaitefs /or studem achievemenl.. Education Week. Feb. 18, 1998 While compiehensive legional data are not available at all grade levels, we can sav wi th some confidenix that at least a third of the middle grades teachers in the SREB states texlay hold elementary teaching licenses. A study in Kentucky also concluded that at least a third of middle grades math bttp\n//yfTirw.sreb.or^rogramsfM.iddleGrades/higher_st\u0026amp;ndards/report.htm} Page 1 of 125r Middle Grades teachers ha ve elementary cerliilcation. 2/28/99 12:43 AM Table 1* Middle Grades Classes and Teacher Qualifications Percentages of Classes Taught by Teachers with Different College Majors Subject Area, Grade Level Math, 6th Math, 7th Math, Sth Algebra, 7th Algebra, Sth English, 6th English. 7th English, Sth Science, 6th Science, 7th Science, Sth Heraentary Education 64% 31 16 22 2 82 57 36 33 24 15 Secaidaiy Education 9% 75 37 25 4 5195 4 English Education Major 6 15 Math Educaticn Major 6% 40 53 41 56 Science Education Major 43 46 48 Artsand Sciences English, Mathematics or Science Major 14% 11 18 12 56 47 11 Other** Education Major 7% 11 8 5 14 27 42 11 18 18 * Data was gathered in one SREB state ** Most of the other education majors in eighth-grade English are home economics majors\nin eighth-grade science, they are mostly health and physied education majors.  In rural areas of the SREB states, eighth- graders trail the nation in student achievement by a laiger margin than do students in urban and suburban areas of the region. In these rural areas, a greater percentage of eighth-grade mathematics teachers (29 percent) have elementary education majors than do eighth-grade teachers in the rest of the nation (16 percent). - bational Assessment of Educational Progress. 1996 In the traditional teacher-preparation program, those who wish to teach in tlie elementary grades enter a general course of study to complete institutional retjuirements for graduation. Ty'pically, this course of study takes two year,s to complete. \u0026lt;Dnce students are admitted to the teacher education program, they begin learning to teach tlie numerous subjects taught by elementary teachers. 'I'heir tdectives fire concentrated in courses on teaching methods for various academic areas, and they graduate with a major in elementary education. A Traditional Teacher-Preparation Program Bachelor of Science in Education (Elementary Education Major) By contrast, secondary et\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_365","title":"Correspondence","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":["1996/2004"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Little Rock (Ark.)--History--21st Century","Education--Evaluation","School improvement programs"],"dcterms_title":["Correspondence"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/365"],"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":["correspondence"],"dcterms_extent":["176 pages"],"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- -re^f RECEIVED JAN 5 1996 Office of Desegregation MonitoringCf^: A'fiMe 4c?. ^f1 1 RECEfv ijpy.nr Little Rock School District JAN 1 2 1996 J Vo ^.-\u0026gt;1 Office Of Desegregation Momtcnnr. January 11, 199S Mr. John Walker, Attorney At Law 1723 Broadway Little Rock, AR 72206 Dear Mr. Walker: I am pleased that you are willing to discuss the role of the Advisory Committee For Financial Stability with me. With regard to the Committees role as it relates to making recommendations for specific changes in the Desegregation Plan, there is none. The Committees intent is to merely recommend that the LRSD Board follow a logical process in the development of its budget. We feel that there will be greater public support for additional revenue in the form of a millage, if required, if the public knows that a logical process has been followed and all expense reduction strategies have been examined. Additional revenue in the form of increased taxes should only be sought as a last resort to maintain quality educational programs. I will contact your office today or tomonow to arrange a time for us to visit. Sincerely, rred L. Smith Manager of Support Services FLS:ca cc: Ms. Linda Pondexter Ms. Judy Magness Dr. Henry P. Williams Dr. Russ Mayo Ms. Ann Brown 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 Cp. .6en: ,, JOHN w. Walker, p.a. ATTORNEY At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECEIVED .I4N ) 2 1996 Office of Desegregaiicn Morutonny JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER. JR. via Pacsimila - 324-2146 Mr. Fred Smith Manager of Support Services Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Fred\nYou indicated that we should talk. I am available at any time to discuss any action which will strengthened the school Hd i1=s5-t1-rr-iirctt- wwiitthhiinn the context of the desegregation ppllaann.. I am not available for any other agenda. At the meeting this morning, you indicated that we were not to discuss the ramifications of the desegregation plan in this committee. I believe that one of the agenda items (points in the process) is \"start desegregation plan modification process if required. Another one is \"to seek additional revenue, if required\". _I do -n-o-t understand how you can recommend cut backs on programs which are desegregation in nature for economic reasons where you have not first sought and been denied additional revenue. There seems to be a presumption that you would be denied additional revenue for desegregation if you sought it. That is not an acceptable premise within the context of the desegregation plan. I look forward to visiting with you in the future regarding this and other matters. I also wish to thank you for providing me with the information regarding past meetings. Very truly yours, ohn W. Walker JWW:js cc: Ms. Linda Pondexter Ms. Judy Magness (Committee Board representative) Dr. Henry Williams Ms. Ann Brown t. City of Little Rock Charles Nickerson City Manager City Hall 500 W. Markham Little Rock. Arkansas 72201-1429 (501)371-4510 FAX # (501) 371-4498 December 22, 1995 COPY J Li Dr. Henry Williams, Superintendent Little Rock School District 810 W. Markham Little Rock AR 72201 JAM 1 8 1996 Office of Desesregaiicn Monnoiiiiy Dear Dr. Williams: a At a recent meeting of the Little Rock Neighborhood Connection organization, there was strong interest to have more detailed presentation of issues related to the Little Rock Public Schools at toe January' meeting of toe m-oup. The Neighborhood Connection is an organization consisting of the Presidents of each of toe'88 orsanized neighborhood associations located throughout the city. The group meets quarterly to discuss a variety of conTmunitv issues and concerns related to neighborhood reviulization. The next meeting has been set for January 20, 1996 and will be devoted totally to public school issues. The meetine wwiillll hbpe bhpellrdl afStt the PCTilt-yt/sc TU niversity Park AA dult TL e-.1is__u_r_e. Center, 6401 W. 12th. A continental. .b reakfast begins at 8:00 a.m. and the meeting begins at 8:30 a.m. The group has set aside two hours for discussion of the key school issues. T1 nhcerrce aarree tfoouurr ssppeecciifriicc aarreeaass ootf ccoonncceerrnn bbyy tthhee nneeiigghhbboorrhhoooodd ccoonnnneeccttiioonn ggrroouupp.. We ask that you have representatives from toe district to address each of toe areas and be prepared for questions and discussion related to toe topics. It would be beneficial if School Board members could also attend. First, there is strong interest in toe Strategic Planning Process that is now being completed by the District. We would like additional information - a-----------------------3------------------------ vuuipittcu uy uic uisirici. we wouiu iiKe aoQitionai mtormation on the process being used, the results and *e direction being set by the District Second, we understand that the School Facility Plan has been completed and that it has been recognized as a valuable product. We would like information about the plan and the implementation strategy. In addition, toere is a great interest in the financial status of the School District particularlv in the years ahead. We ask for a review of the fiscal plan of the District with emphasis on the next five years and whatever implications this may have related to school services and facilities. Finally, there tLcr.\" L.:___ _ L. J.. ^,,3^ lawsuit. A history of the litigation and the School Districts role in responding would also be very helpful. is strong interest in the status of the desegregation The result of our January meeting- should be an increased level of understanding by Little Rocks neighborhood leaders on a variety of issues related to the public school district There is a strong feeling on behalf of our neighborhood leaders to help the district and to serve and motivate neighborhood associations to be helpful in addressing school district issues and to participate in finding solutions. This is a great opportunity to beain a positive and on-going dialogue between e District and our key neighborhood leaders. We look forward to your participation in this meeting. Please advise if any audio visual or additional equipment is needed. If you have other questions, please call. Sincerely, Charles Nickerson City Manager CN/CC/lm City of Little Rock Office of the Mayor City Hall. Room 203 500 W. Markham St. Little Rock. Arkansas 72201-1427- (501)371-4516 FAX (501) 371-4498 REG COPY January 9, 1996 JAN 1 3 1956 Ms. Linda Pondexter, President Little Rock School Board 502 Green Mountain Dr., #56 Little Rock, AR 72211 Office ci Dessjrstjaiicn ivcnaofing Dear Ms. Pondexter: I personally encourage you to attend a special meeting of the Citys Neighborhood Connection group set for Saturday, January 20, 1996, at University Park Adult Leisure Center, 6401 West 12th Street. The Neighborhood Connection is a recently formed group of neighborhood leaders including the presidents of all organized neighborhood associations. The group has successfully met during the past year and has addressed a wide variety of important community topics. The January session has been established to exclusively address a variety of public school issues. The letter inviting Superintendent Williams to the meeting and outlining the key issues is attached. The morning starts with an informal continental breakfast at 8:00 a.m. with the meeting beginning at 8:30 a.m. As you will note in the letter to Dr. Williams, this is a unique opportunity to continue to build the relationship between neighborhood leaders and the school district and for neighborhood leaders to offer assistance in addressing school/community issues. Neighborhood Connection citizens have requested a presentation on the school districts recently adopted Strategic Plan, and an overview of the districts financial picture. In addition, a detailed review of the newly published facility plan would be helpful. Also, please include any particulars related to school closings and an update on the desegregation plan. We have set aside the morning of January 20, for this session and I look forward to your participation. If we can provide additional information, please do not hesitate to call. Sincerely, Jim Daily Mayor JD/rs Attachment.///co 7 Little Rock School District January 22, 1996 J\u0026amp;N 2 4 \u0026gt;996 Office of To: From: Subj ect: Ann Brown, Federal Monitor Office of Desegregation Monitoring\ntV \"Linda Young and -Leon Modeste Strategic Plan Facilitators Little Rock School District Strategic Plan In accordance with our telephone conversation, we are responding to your request for an update on the Strategic Plan. We are most grateful to you and your staff for taking the time to read the LRSD Strategic Plan. Also, we deeply appreciate your support and thoughtful comments. There were two specific questions that you were concerned about: First, what are our expectations of funding action plans that are expensive? It is our intention to implement a funding strategy with the support of our advisory committees. We will be seeking a variety of funding sources. However, this is not anticipated for this first year. Second, a response to your request regarding implementation: We are currently making preparations to move into the most difficult part of 'implementation phase\". the Strategic Plan, which is the Dr. Williams has assigned key administrators to specific strategies (See Attached). On January 30 and 31, 1996, Dr. Howard Fedema will facilitate the \"Mutual Expectations Workshop\". At that time the key administrators will began to design their work through the lens of the strategic plan. If you or any of your staff wish to attend the workshops, please feel free to inform us 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000Response to Strategic Plan page 2 Accountability, time schedules, and quarterly check points will be set in an effort to monitor what progress is being made. In the Fall of 1996, ve will reconvene the over-all planning committee to evaluate the progress of the Strategic Plan during the first year. If you should have additional questions, please feel free to contact us. In fact, if you are interested, we would be willing to meet with you for a more detailed discussion. LY/LEM/dge Attachment cc: Dr. Henry WilliamsResponse to Strategic Plan page 3 Attachment strategy Assigned Administrator #1 Curriculum Gene Parker, Supervisor Communications, English, ESL, and Foreign Languages/ Acting Director of Reading #2 Desegregation Russ Mayo, Associate Supt. of Desegregation #3 Scores Below 50% Victor Anderson, Asst. Superintendent/Secondary #4 Communications Suellen Vann, Director, Communications #5 Community Partnerships Debbie Milam, VIPS Coordinator *6 Personnel Brady Gadberiry, Director Labor Relations #7 Staff Development Sterling Ingram, Director Staff Development #8 Equity Patty Kohler, Director Div. of Except. Children 9 Finances Fred Smith, Manager Support Services #10 Safety JoEvelyn Elston, Director Pupil Sezrvices #11 Technology David Beason, Director Information Services Strategic Plan Facilitators Linda Young, Liaison New Futures/Restructuring Director Leon E. Modeste, Special Asst, to SuperintendentI I If Q UNITED STATES DEPARTMENT OF EDUCATION OFFICE FOR CIVIL RIGHTS REGION VI Arkansas, Louisiana. Mississippi, Oklahoma, Texas 1200 MAIN STREET, ROOM 2260 DALLAS. TEXAS 75202 RECEIVED JAM, 2 6 1996 FEB 51996 Ref\n06955012 Office of Deseflregation Moniiomiy Dr. Henry P. Williams, Superintendent Little Rock School District 810 Markham Street Little Rock, Arkansas 72201 Dear Dr. Williams: The Office for Civil Rights (OCR), U.S. Department of Education, has completed its compliance review of the Little Rock School District (LRSD), Little Rock, Arkansas. The compliance review addressed the issue of whether the LRSD discriminates against minority students by failing to identify and place them in its gifted and talented educational programs/classes, on the basis of race, in violation of Title VI of the Civil Rights Act of 1964. OCR is responsible for enforcing Title VI of the Civil Rights Act of 1964 (Title VI), 42 U.S.C. 2000d et s^g., and its implementing regulation, at 34 C.F.R. Part 100, which prohibit discrimination on the basis of race, color, or national origin in educational programs and activities receiving Federal financial assistance. The LRSD is a recipient of Federal financial assistance from the U.S. Department of Education, and is subject to the reguirements of Title VI. Our investigation determined that the LRSD is operating under a Federal court order. Little Rock School District v. Pulaski County Special School District No. 1, et al., 584 F. Supp. (E.D. Ark. 1984) affirmed 778 F. 2d 404 (8th Cir 1985) . pertinent part, the order addresses the desegregation of the LRSD. In addition, OCR determined that the LRSD along with Pulaski County Special School District No. 1 and the North Little LRSD. 328 In Rock School District were placed under an interdistrict countywide remedial desegregation plan which included a responsibility of all three Our mission is to ensure equal access to education and to promote educational excellence throughout the Nation Page 2 - Dr. Henry P. Williams, Superintendent school districts to increase minority participation in G/T (gifted and talented) programs. II Under the requirements of the Federal court order, there are specific steps outlined and II approved by the Federal court for achieving increases in the number of minority students attending the LRSD. During the investigation, OCR reviewed records of gifted and talented program students as well as the records of students that were identified as potential gifted and talented program students in the district\nand reviewed the district's policies and procedures regarding gifted and talented education identification, evaluation and placement. teachers, administrators and parents. OCR also interviewed On the basis of evidence submitted by the LRSD and testimony provided by witnesses, OCR has determined that there exists a significant underrepresentation of minorities in the LRSD's gifted and talented educational programs in 62.5% of the District's schools. Inasmuch as the Federal court maintains jurisdiction in Little Rock School District v. Pulaski County Special School District No. 1, et al, supra, and the ongoing nature of the court litigation, OCR has referred the enclosed findings and a list of suggested recommendations to address this area and will defer to the decision of the United States District Court, for the Eastern District of Arkansas, for whatever action it deems necessary. Therefore, OCR is closing this compliance review as of the date of this letter. However, the LRSD is urged to evaluate its identification, evaluation and placement policies and procedures to ensure that the underrepresentation of minority students is not caused by any actions on the part of the LRSD's gifted and talented education placement process that may be discriminatory on the basis of race. Under the Freedom of Information Act, it may be necessary to release this document and related correspondence and records upon In the event that OCR receives such a request, we will request. seek to protect, to the extent provided by law, personally identifiable information which, unwarranted invasion of personal privacy. if released, could constitute an This letter of findings addresses only the issue discussed herein and should not be construed to cover any other issues regarding compliance with Title VI which may exist.Page 3 - Dr. Henry P. Williams, Superintendent Thank you for the cooperation extended to OCR staff during the conduct of this compliance review. If you have any questions concerning this matter, please contact Ms. Page Baird or Mr. Eddie Laney of our staff, at 214/767-9443. Sincerely, Tayl or D. Augus Regional Civil Right Region VI Director J Enclosure cc: Chief State School Officer Ann Brown Metropolitan Desegregation Supervisor Office of Desegregation 201 East Markham Suite 510 Little Rock, Arkansas 72201 LITTLE ROCK (ARKANSAS) SCHOOL DISTRICT OCR CASE #06955012 FINDINGS AND RECOMMENDATIONS I. Overview\nThe Little Rock School District (LRSD) operates 53 campuses, including 5 II incentive elementary schools (desegregation campuses receiving extra funding), 13 magnet schools (7 elementary, 3 junior high, and 3 high school), and 4 interdistrict elementary schools. According to statistical data provided, the district serves 25,195 students with 4,072 students enrolled in its academically oriented Gifted Education Program (GEP). II. Analysis of GEP Enrollment Utilizing Fisher's Exact Test (FET), OCR's analysis of data provided by LRSD yielded statistically significant underrepresentation of black students when comparing overall student enrollment to GEP enrollment for the 1994-95 school year. Based on 1994-95 data (grades 3-12), 30 (62.5%) of 48 LRSD campus GEP's, were underrepresented for black students (statistically significant) by a projected 860 students. To account for the effects of interdistrict transfer, OCR also conducted a FET on combined student and GEP enrollment for all three districts, which was also statistically significant for underrepresentation of black students, total of 640 students less than expected frequencies. a LRSD Campuses with statistical underrepresentation of black students in the GEP were as follows: Elementary: 21 of 35 campuses were underrepresented for black students. Carver Magnet Fair Park Booker Magnet Forest Park Chicot Fulbright Brady Geyer Spring Gibbs Magnet McDermott Terry Woodruff Jefferson Meadowcliff Wakefield M.L. King Otter Creek Washington Mablevale Pulaski Heights Western Hills Middle Schools black students. 5 of 8 campuses were underrepresented for Dunbar Jr. High Magnet (LRSD Gifted and Talented Magnet) Henderson Mann Jr. High Magnet Mablevale Pulaski HeightsPage 2 - Findings and Recommendations High Schools 4 of 5 campuses were underrepresented for black students. Central High Hall High J.A. Fair High McClellan High OCR found that the LRSD offers academically oriented GEP services for 4,072 identified students (1994-95 data) in grades 3-6 (enrichment, resource rooms) and special GEP classes (e.g.. Advanced Placement, Honors) for grades 7-12. Based on information provided by the LRSD, OCR also found that the LRSD, North Little Rock School District (NLRSD), and the Pulaski County Special School District No.l (PCSD) transfer students across district borders in order to achieve Federal court mandated racial percentages of 45%/55% black/white student enrollment. The LRSD's GEP supervisor indicated that transfer students included GEP students, but no numerical data was provided to OCR on the number or race but of transfer students. Based on 1994-95 student enrollment, OCR found statistically significant underrepresentation of black students enrolled in the GEP and in the number of black students versus white and other race students nominated for GEP evaluation. However, OCR did not find a statistical significant racial disparity among nominees who were placed following evaluation. The data suggests that black students may be screened out at the referral level. As the referral data provided did not include information on the referring party, OCR was unable to determine if the underrepresentation in referrals was due to low teacher versus parent referrals or both. Documentation provided by the district for 1994-95 for sample schools indicated that 93.6% of referrals occurred at level). the elementary level and 6.4% at the junior high (secondary level). This documentation also revealed that the majority of elementary children referred are from grade 2 (approximately 2/3's). Based on the information reviewed, OCR concludes that the LRSD had written criteria to identify students for GEP services, and that these criteria .were neutral and non- discriminatory on face with regard to race/ethnicity. AtPage 3 - Findings and Recommendations the elementary level, the review revealed that the GEP criteria consists of a standardized achievement test with a screening score cutoff at the 50th percentile level Stanford Achievement Test Sth Edition (SAT-8), the Torrence Test of Creative Thinking (TTCT), a standardized creativity test, . teacher referral checklist form, and grades\noccasionally, scores on a non-verbal ability test Raven's Progressive Matrixes Test (Raven's) were also utilized. At the junior high level, the criteria were the same except for a different standardized creativity instrument, Williams Divergent Thinking Test from Creativity Assessment Package (CAP/DT). a OCR found that the LRSD utilized a 50 percentile cutoff score on selected SAT-8 subtests in screening GEP candidates. OCR reviewed the 1994 mean \"Complete Battery\" scores of students districtwide on the SAT-8 which revealed a large racial disparity among scores, with black students scores at roughly half of white students' scores. At all grade levels from 1-11, black LRSD students average SAT-8 percentile scores below 50 percentile on the complete battery. OCR found limited validity and reliability data for the creativity instruments. Stronger validity and reliability data were available for the SAT-8, which was reviewed for racial bias by a panel of minority educators. The Evaluation Assistance Center-West (EAC) funded by the U.S. Department of Education advised that a (I band width\" rather than fixed cutoff score for the SAT-8 would take into account the standard error of measurement for the instrument. Information provided by the EAC suggests that the non-verbal ability test may be the most effective of the program's standardized criteria for identifying culturally and linguistically diverse students. III. Recommendations TESTING TkND ASSESSMENT OCR recommends that a review of the standardized criteria used in the GEP identification process be conducted. especially in the use of a fixed cutoff It is score. further suggested that all standardized instruments be reviewed to determine if empirical data support the validity and reliability of the use of the tests for the purpose ofPage 4 - Findings and Recommendations gifted and talented student identification. It is further recommended that the District(s) evaluate the ethnic composition of the norming sample to determine whether it is reflective of the District's student population and to ascertain whether the test manufacturers have attempted to control for racial bias, particularly with regard to the creativity instruments. Finally, the District(s) is advised to monitor the performance of its students by ethnic group on standardized instruments used for GEP identification. NOTIFICATION AND DISSEMINATION OF GEP INFORMATION Documentation reviewed and statements of LRSD staff and parents indicated that dissemination of GEP information to parents is primarily limited to cursory information in general District brochures. The LRSD did provide documentation of GEP parent in-services at some schools. However, documentation and parent interviews suggested that these in-services tended to target the parents of children who had already been referred rather than parents whose children had not been referred.  Interviews with a random sample of black and white parents suggested parental awareness among the majority of both groups\nhowever, white parents were more likely to report having had a child referred to the GEP. few parents were aware of the Also, program's identification criteria. However, OCR concludes that there is no pattern of differential treatment based on race with regard to dissemination of GEP information. program It is recommended that the following recommendations be considered: 1. Disseminate GEP information to parents whose children have not been previously referred for identification, including information on the criteria for GEP placement\n2 . Conduct outreach to local minority organizations to increase awareness of the GEP and the characteristics of gifted children\nand 3 . Provide training to all district administrators, counselors, teachers, and School Based Committee (SBC) members regarding the characteristics of giftedne students, including culturally diverse students. ss in training should also address the non-discrimination provisions of Title VI. ThePage 5 - Findings and Recommendations Based on the findings in this review, OCR determined that black students are significantly underrepresented in the LRSD's GEP. The district is urged to evaluate its referral, identification, evaluation and placement policies and procedures and make whatever changes are necessary to ensure that this underrepresentation is not caused by any steps in the Gifted and Talented placement process that may be discriminatory on the basis of race. To assist the District in evaluating the Gifted Education Program and increasing minority participation in the program, OCR is providing the following resources funded by the Department of Education in assessing the impact of referral and evaluation processes on the participation of black students in the GEP: Evaluation Assistance Center- West 121 Tijeras NE, Suite 2100 Albuquerque, NM 87102 (505) 242-7447 Fax (505) 242-7558 Intercultural Development Research Association (IDRA) (Desegregation Assistance Center--South Central Collaborative Services) 5825 Callaghan Rd, Suite 350 San Antonio, Texas 78228 (210) 684-8180 Fax (210) 684-5389 Director: Mr. Bradley ScottOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 February 14, 19% Dr. Russ Mayo Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Russ: In an Order dated July 10, 1992, the Court adopted the recommendations of ODM which were contained in the Incentive Schools Monitoring Report of June 1992. On page five of that report, we recommended that the district \"Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools.\" Tlie same recommendation has appeared in subsequent ODM monitoring reports, and has also been discussed by Judge Wright during hearings. As the district is poising itself to consider changes in the desegregation plan, and perhaps particularly in the incentive schools, it seems especially important that we know the results of the districts analysis of the factors that have worked to desegregate Rockefeller. Tlierefore, please immediately forward to me the results of the districts identification of the Rockefeller success factors. Also explain how the identification process was conducted, including when it was undertaken, who participated in it, the analysis criteria and methods used, and how the results have been applied to the other incentive schools. Tltank you very much for your assistance. Sincerely yours. LG.!*___ Ann S. Brown CC: Hank Williams Chris HellerOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor March 5. 1996 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Dr. Henry P. Williams Little Rock School District 810 West Markham Street Uttle Rock, AR 72201 Dear Hank: Im perplexed by some of the comments attributed to you in an article entitled, \"LRs Latest School Crisis-Henry Williams,\" which appeared in the March 1 edition of the Arkansas Times. Im well aware that the media sometimes dont accurately capture the statements or intentions of the interviewee. However, if the article is accurate, 1 want to set the record straight about certain points you made, which Ive enumerated below. 1. The writer reports that you complained about needlessly prolonging the case by tying up district money in court-ordered programs that make meaningful improvements impossible. To illustrate such a regressive \"court-ordered\" program, you were quoted as citing the example of teaching Spanish in the incentive schools. You and 1 are both aware that the desegregation plans were not authored by the Court, but by the Little Rock School District and the other parties, who appealed the Court to approve those plans. Thus, the desegregation programs are court-approved, rather than court-ordered, a fact judge Wright has frequently stressed. It was the LRSD-not the Court-which promised Spanish to incentive school children and their parents. That fact squarely places with the school district the responsibility for both creating and fulfilling the various desegregation commitments. 1 do agree with your comment that teaching Spanish in the incentive schools has \"never been done,\" a failure we have repeatedly brought out in our monitoring reports. 2. You chose to tell the reporter that you had once written a letter directly to judge Wright. You were quoted as saying that 1 told you that you shouldnt do that again. My records reflect that, in the late fall of 1994, you had in fact written three letters to Judge Wright, all of which she forwarded to me to handle, as is her custom. 1 contacted your attorney, who was unaware that you had written to the judge, asking him to diplomatically remind you of judge Wrights policy of refraining from ex partie communication with the parties. By asking your attorney to tactfully reiterate to you the judges policy of participating only in on- the-record communication, my intention was to be as discreet as possible, hoping to spare you embarrassment. That was also the reason 1 had never publicly revealed that you had privately written to the judge.Page Two March 5, 1996 3. Tlie most puzzling and disturbing assertion in the article is your claim that \"[ODM] never really talks to us before issuing their reports.'II Not only do we routinely talk to your representatives before issuing our reports, we also talk with them before we even begin a monitoring project. At that time, we explain our monitoring guide and procedures so the district will know exactly what to expect before we ever begin. Tlien, after completing our site visits, interviews, and examination of documents, we review a draft of our findings with your representatives to provide an opportunity for discussion, clarification, and any needed correction. Im sure youll recall having participated in such a session in my conference room during August of 1994 with Russ Mayo, Sterling Ingram, Margaret Gremillion and others, along with me and my staff. At that meeting, we reviewed with you a draft of ODMs report on involvement in the principal selection process. You yourself did not challenge any of our findings in that report nor express any dissatisfaction. Im sure you share my frustration about reading inaccurate reports in the newspaper, and that you understand my desire to correct misrepresentations. Sincerely yours, Ann S. Brown cc: Board of Directors CAtris 51- Ci Little Rock School Disikict APR 't^ iviQyQoA OFFICE OF THE SUPERINTENDENT Office of Osssgrogaion vioiikar.ng April 15, 1996 Walter I lussman Publisher Arkansas Democrat-Gazette P. O. Box 2221 Little Rock, AR 72203 Dear Walter: Public education has been, and will continue to be, an important concern among residents of this community. It is critical, therefore, that dialogue exists between educators and the community. It is equally important that media representatives meet periodically with educational leaders to discuss the issues which we must address. In fact, the Tri-District Desegregation Plan calls for regular meetings between a media coalition and the superintendents of the three public school districts. I would like to invite you, or your representative, to meet with Bobby Lester, Pulaski County Special School District Superintendent\nJames Smith, North Little Rock School District Superintendent\nand me on Wednesday, April 24, at 8:30 a.m. The meeting will be held in the Board Room of the Little Rock School District Administration Building, 810 West Markham. I look forward to meeting with you, other media representatives, and the other local superintendents. Sir/cerely, :\u0026lt; :nry P. Williams superintendent of Schools cc: Bobby Lester James Smith 810 WcNl Miirkhatn Sirvcl l.ltUc R\u0026lt;x:k, ArkajisaH 72201 (501)321-2(X)0 4- -1 Little Rock School District 810 West Markham Little Rock, AR 72201 4Pft d J 1996 April 18, 1996 Office of Desegregation Woniioring TO: All Little Rock School District Personnel FROM: Linda Young, Internal Coordinator, Strategic Planning ,^S\u0026gt;c^on Modeste, Internal Coordinator, Strategic Planning THROUGH: enry r. Willi: s, Superintendent of Schools RE: Questions Following the April 5th Strategic Planning Update As promised, we are providing responses to the questions and thoughtful concerns that were articulated by staff members across the district following the closed circuit telecast about strategic planning. We are very pleased with the interest in and positive comments about our district-wide effort to ensure continued success for our students into the 21st century. What follows is a response by Dr. Williams to your questions. We encourage each of you to continue to think about the strategies addressed through our strategic planning effort and to become involved in the work that must be done to ensure that our mission becomes our reality. Again we encourage you to become involved by volunteering to serve on one of the numerous stratgic planning teams that are currenly being formed. Listed below are the lead administrators responsible for the implementation of the strategic plan. Please feel free to contact us or any of the strategy leaders if you wish to become involved. Leon Modeste, Internal Coordinator Linda Young, Internal Coordinator 324-2011 324-2112 I Strate^ 1 2 3 4 5 6 7 8 9 10 11 Title Core Curriculum Standards Implement Desegregation Plan Students Testing Below 50% Communication Plans Community Partnerships______ Personnel Policies Staff Development____________ Equitable Delivery System Financial Stability____________ School Safety_________________ Use of Technology Leader | Gene Parker Russ Mayo Vic Anderson Suellen Vann Debbie Milam Brady Gadberry Sterling Ingram Patty Kohler Fred Smith JoEvelyn Elston David Beason Telenhone # 324-0510 324-2429 324-2005 324-2020 324-2297 324-2118 324-2130 324-2190 324-2003 324-2162 324-2056Little Rock School District Strategic Planning Update April 18, 1996 Follow Up Questions And Answers Is it really possible by the year 2001 for average student performance for every identified sub group to be at or above the 75th percentile as measured by standardized tests? Those of us who have taken a course in measurements and statistics have probably come away from that experience believing that this objective is impossible to achieve. Why? The answer is simply because of the nature of statistics. But, the strategic planning committee wanted to set objectives that would really stretch us and force us to grow into a new way of thinking about what can happen for students. This objective is a desired objective. Our hope is that through the strategic planning effort -all of us- administrators, teachers, and support staff-will come together to create an optimum learning environment for all students. The intent of this environment will be to nurture all of our students in ways that encourage them to achieve their personal maximums. The strategic planning committee has identified ambitious strategies for moving the district toward realization of this objective. Specifically, strategies 1, 3, 7, and 8 address comprehensive systemic changes designed to accomplish this through standards for curriculum and assessment, innovative strategies for improving below grade level performance, staff development, and site-based management. Finally, do I believe that the intent of this objective is obtainable? Yes - absolutely. As we work together throughout the district, building on a common belief system, we can achieve our mission. Student behavior and discipline issues in our classrooms and schools remain major concerns for most of us. Where among the twelve strategies are these concerns addressed? These concerns are actually addressed throughout the entire strategic plain. However, they are explicitly addressed in strategy 10 which focuses on the development and implementation of actions aimed at restoring public confidence in the safety and security of our schools. These actions include providing ongoing conflict resolution training and skiU development for our 1 students\nimproving behavior and safety on school buses and at bus stops\ncontrolling access to school buildings, grounds and events\nimplementing a staff development plan for all personnel to hilly understand safety policies and procedures\ndeveloping and enhancing a system of communication among schools, administration, and the public regarding issues of safety and security\nimplementing measures to control drug activity, prevent violence and secure each campus\nand ensuring that student behavior allows for a productive learning environment by putting into place appropriate disciplinary actions that are uniformly pursued when behavior is inappropriate. In the brochure, A Vision for the Future, one of the beliefs is that the family is a primary influence on the development of a child. Since we know that teachers cannot do it alone, where in the strategic plan are parents assisted in fulfilling their responsibilities to the education of their children? Indeed the beliefs that are included in the strategic plan focus heavily on the need for parental and community involvement in the education of every child. These beliefs mean nothing if the community fails to recognize its responsibilities in the education effort. Strategy 8 articulates actions intended to bring together parents, school board members, citizens of the community, and schools in a joint effort to provide a quality education for every child. Implementation of this strategy will bring about greater collaboration with the community to offer more comprehensive early childhood programs. These programs will include an emphasis on parenting skills as weU as a provision for community based services that bring together parents, students, and a host of community resources for the purpose of furthering the education of all children. Additionally, strategy 8 outlines actions to create an educational climate which encourages meaningful and ongoing parent/teacher interaction by eliminating barriers and providing opportunities for broad participation in the learning process. if t Little Rock School District OFFICE OF THE SUPERINTENDENT .1 May 3. 1996 0 19^0 OfficQ Of fc... Ms. Ann Brown ODM 201 E. Markham, Suite 510 Little Rock, AIv \"I 2201 Dear Ms. Brown: You are cordially invited to join me for a very special announcement concerning the progress of the Little Rock School District in its ongoing effort to meet the obligations of the Desegregation Plan. The announcement will be made as part of a press conference to be held on Wednesday, May 8, 1996, 1:00 p.m. at 1500 Park Street. We will meet in the auditorium in the event of inclement weather. I look forward to seeing you on May 8. Sincerely, Henry P. Williams Superintendent 810 West Markham Street  Little Rock, Arkansas 72201  (501) 324-2000 MAY-15-1996 09=05 GEVEF SPRINGS FBC CP  50i 5c2 aiS3 F.Ol ^^^Gjzggr Springs First Saptist Church 5615 Ginger Springs l^oad  Litt I p RocL 72209 Ip Rock, 72209 To: Of: Prom: PpIX pages\nTime: phonp 501 55-3474-  PfiX 501 562-4159 ate: o /\u0026lt;4/a 0! 0 '5 Comments: A- .-rj A -\\ 4 * r u. .Aja.'T' I y = cj I c A ' 3 0 -/ - i J I 5 / f s. / \u0026lt; TS-- iTt-- Q. f c ^5 IMAY-15-1996 09:06 GEYEP 3FRIM1. SOI c. 4139 i3. Mav 15, I9Q6 J Two roads diverged in ayellow' wood, and 1- I took rhe one less travelled by. And that has made af 1 the difference. From now on each time I read this poem by Robert Frost, I will think of you - our special Senior Class ot 1996. I will remember that, by choosing to continue with the Honors/AP prouram. you have metaphorically chosen a different path and. in this case, a more difficult one I will remember your perseverance in the face of so many assigned works to read, so many papers to write, so much red ink. ( 1 hope you know that sadism is not part of my nature, but rather that 1 knew you were capable of excellence and that life demands attention to detail.) I will remember your courage as I played Devil's Advocate in discussions and tried to hold you accountable for generalized statements. ( I hope you realize that I wished not to change your point of view, but to strengthen it and that you will be held accountable in medicine and law. teaching, engineerinn, the ministry, business, and family life.) I will remember your endurance as you played volleyball, softball, and baseball, golf, soccer, and tennis, as you ran track and put together the school newspaper, panicipated in drama productions and oratory contests and Superintendent's Cabinet and Mercantile Bank Board meetings. You sang in the choir, played in the band, marched and cheered at every home game and many of those away Some of you worked at afterschool jobs and several endured personal trauma and family trials. You accomplished all this and still stayed through .AP to the end and met all the deadlines, ^'ou have surpassed my greatest expectations. ?Vid, consequently, 1 want to thank you for that and for the new and unique perspectives you have given me on so many different subjects. Some people believe that studying the Humanities, literature in panicuiar, is a waste of time because these subjects do not help you make a better living. I would like to hope they will make living better. You have read of the nature of good and evil from Shakespeare and Golding, of racism and Colonialism from Achebe . Existentialism from Hemingway, selfhood from Kafka, the impact of an unjust society on the individual from Wright, courage of conviction from Huck, the human tragedy that can result from those who blindly follow tradition from Jackson, and the rewards of grit and determination from a little girl who named herself Ellen Foster and whose II. 'new mama\" showed us all what a loving parent should be. We learn mainly from e.xperience, of course, but we define and conceptualize through these things that come from books - the products of long hours and days of thought and editing, visions and revisions, (to paraphrase Ellen Gilchrist ) the best parts of the best minds that have ever lived on earth, your real legacy from the educational sy.stem that no one can ever take from you in any-MAV-15-I99b 09:07 I3E\\E? SPPiriG PBC -11 way As long as there are schools and libraries and free societies, this will be waitinu for you whenever you wish to take it And lire will be better for vou w hen you do Some time ago ar a party an acquaintance ct'ours, a businessman in the community, discussed the wonders of the corporate world with my husband for a few minutes and then turned to me - with incredulity, 1 thought- and asked why on earth I chose teaching as a career, especially in Arkansasyou can guess the rest 1 was stunned and could only answer at the moment that. well, I liked it It was a question 1 could not let go of and, as we so often do, I replayed the moment in my mind. I suppose I\n-hose teaching initially because, except for Donna Reed , June Cleaver, and my own sweet mother, my only role models were the strong, traditional women who tauuht me at Puiaski Heia.hts and Central High School Later I stayed because, luckily, mv salary was not the primary one in our family. But it is more than this - these are the superftcial reasons. If he reeled around at .me once more, if 1 could replay that instant with all my wits about me, I would say, \"Why did I choose teaching Well, it is because of Bry an and Jeremy, Clif, Ryan, and Cheryl, Erica and Ashley, Liz, Sarah, .Alicia, Brigette, and Meredith, Tara , Leslie and Erin, John Paul, Corey, and Patrice, Tamika and Tanika, Dereka and Daphne, Laura, Brandi, Charneile. Amber and Stacy. And certainly it is also because of Cristy and Felicia, Jeremy H. and Jason, Lizz. Hunter, Jill and Kara. Torrie and Angie. Tamara, Aronna, Kevin, Kelly, and Jeff, Allison and Ron. Kerrie, Tametra. Melvelyn, and Rusty.Kisa, Reesa, and Mackenzie. .May the sun snine warmly on your face, -May the rain fall gently on your shoulders. May the road rise up to meet you. And may God always hold you in the palm of His Hand With much love, / d TOTAL P.yZ6 -Sec. yn ee n received OCT 2 5 1996 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION Office of Desegfesaiion Date: October 9, 1996 To: District Biracial Committee Members From: Dr. Paul J. Smith, Coordinator, Program Monitoring Through: Dr. Ed Jackson, Director Subject: Incentive School Program Monitoring Enclosed are copies of the Planning, Research and Evaluation/School Biracial Committee monitoring dates. One list is arranged alphabetically by school, and the other list is arranged chronologically. These lists are provided to make you aware of dates PRE will be monitoring this semester. Members of the District Biracial Committee have a standing invitation to accompany the Planning, Research and Evaluation (PRE) Team to any of the Little Rock School District (LRSD) schools for a monitoring visit Whether you visit schools with the PRE team or on your own, our ofBce stands ready to assist you if needed. Our phone number is 324-2120. I have enclosed three monitoring checklist instruments for your use in addition to the one distributed earlier...one for each quarter. It would be appreciated if you would return the completed monitoring instrument and a team consensus report to the PRE ofBce as soon as possible after the monitoring visits to incentive schools. LRSD incentive schools are: Franklin, Garland, Ivlitchell, Rightsell and Rockefeller Please note that we have also enclosed four copies of the Incentive School Student Recruitment addendum checklist for your use. Encl: (9) Office of Desegregation Monitoring United States District Court  Eastern District o( Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: October 18, 1996 To\nFrom: Brown Bobby Lester, Don Roberts, James Smith, Gene Wilhoit Subject\nODM 1996-97 Monitoring Priorities and Procedures My staff and I have identified our monitoring priorities for the 1996-97 school year, which are listed on the enclosure. As is our custom, we identified our monitoring emphasis by reviewing the desegregation plans and mandates from both the circuit and district courts. We also noted court orders and directives given us by Judge Wright that require ODM to review certain desegregation activities or to scrutinize specific provisions of the plans or court orders. It is possible that some of the attached topics will change depending upon unforeseen events that may develop, such as new court orders. Some of our monitoring will be in the nature of an annual follow-up on previous reports, such as school enrollment and the LRSD incentive schools. A few of the topics appeared on our list for the last school year, but we won't complete the reports until this year, such as multicultural education in the PCSSD. At the conclusion of each monitoring project, we will summarize our findings to the Court in some type of written report. Some of our reports will be brief and limited in scope, such as the extended year program in the incentive schools\nothers, such as that on ADE's monitoring, will be more comprehensive and, therefore, lengthier. You can expect our monitoring procedures to remain essentially unchanged from previous years, continuing to include review of records and other written information, interviews with principals and other administrators, and visits to schools. Our observations will be directed by the same type of written guide we've used in the past. This instrument is based on provisions of the settlement agreements, court orders, or other documents that are part of the case record. As appropriate, we'll review the guide with your staff before beginning formal monitoring to talk over what we'll be looking for and to answer any questions. October 18, 1996 As our monitoring timetable develops, we will notify you so you can plan accordingly. We will try to establish a schedule that avoids dates which would conflict with the calendar of other monitoring groups, such as the Biracial Committees or the ADE monitoring teams. As you're aware, some of our monitoring guides include charts that reflect various data, such as school enrollment and staffing. Because ODM monitors gather this data from the annual school profiles, rather than asking school staff to fill out forms or charts, please send the 1996-97 profiles on all schools to ODM by November 15.1996. Of course, this request applies only to the three local school districts, not ADE. I also want to reiterate that, because Judge Wright has repeatedly reminded all of us about the role and importance of plan modification, my staff and I remain wilhng to assist you in this process as appropriate. If you have any questions or comments, please call me. We're looking forward to working with you during the year ahead. cc: Bobby Acklin Billy Bowles Counsel of Record /1996-97 ODM Monitoring Priorities  The 1996-97 budgets of the three school districts  ADE monitoring of Pulaski County desegregation in accordance with the Settlement Agreement, the Allen Letter, the ADE Implementation Plan, and relative court orders  Academic achievement and closing disparity in achievement between e races  Functioning of the districtwide Biracial Committee in the LRSD  The alternative learning centers in the three districts  Recruitment for the four-year-old program to promote desegregation  School facilities in the LRSD and PCSSD, with emphasis on buildings not previously monitored on this topic  M-to-M transfers among the three school districts  Student enrollment and racial balance within individual schools  Staffing patterns and staff recruinnent for racial balance among administrators, non-certified personnel, and secondary teachers  Incentive schools, with emphasis on facilities, theme implementation, programs, and those aspects of the schools that previously have been cited as needing improvement  Staffing in the Incentive schools to examine hiring procedures and determine the extent of racial balance within employee categories  Double funding of the incentive schools  The extended year program for the incentive schools during the summer of 1997  Multicultural education in the PCSSD  Finance: assuring that use of settlement monies is consistent with the desegregation plans and court orders\ndetermining that the districts exercise fiscal responsibility such that they can fulfill their plan obligations\nwhether money is being wastedJOHN W. WALKER, PA. 1723 Broadway Little Rock, Arkansas 72206 Telephone (501)374-3758 Fax (501) 374-4187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER JR KIMBERLY R DICKSON RECEIVED OCT 2 5 1596 October 21, 1996 jifics ct Mcfiiicriny Ms. Ann Brown OflBce of Desegregation Monitoring Heritage West Bldg. 201 E. Markham Suite 510 Little Rock, Arkansas Mr. James Smith Superintendent of Schools North Little Rock School District 2700 Poplar Street No. Little Rock, Arkansas Mr. Bobby Lester Superintendent of Schools Pulaski County Special School District 925 E. Dixon Road Little Rock, Arkansas Mr. Gene Wilhoit, Director Arkansas Department of Education 4 State Capitol Mall Little Rock, Arkansas 72201-1071 Dr. Don Roberts Superintendent of Schools Little Rock School District 810 W. Markham Little Rock, Arkansas Dear Ms. Brown and Gentlemen: This letter is somewhat in response to Ms. Brown's letter to you gentlemen dated October 18, 1996. It is also to put you on notice of some Joshua concerns and requests. I am asking that Ms. Brown share my letter with the Court. First, we intend to be more active in monitoring the activities of the North Little Rock School and Pulaski County Special School Districts and in bringing to the Court's attention the defections in monitoring by Mr. Wilhoit's office.Page Two October 21, 1996 not Second, we are also concerned about the OOMS own monitoring because in substance it does address the treatment, including the quality of education, of the African American students in either of the school districts on a substantive basis. We are, therefore, asking Ms. Brown to consider addressing the problems, i.e., of rules fairness and implementation as applied to minority students, the districts' use of police officers in helping to implement disciplinary rules\nthe grading practices of teachers\nthe testing practices of the districts insofar as standardized tests are provided and assessed\nthe use of means tests for participation in activities\nand, just the general exclusionary treatment of Afiican American students. We also note an increasing tendency of each district to wear blinders to acts of provocation which often result in unnecessary student self protection response. We specifically ask Ms. Brown and Mr. Wilhoit to review this phenomena for the past two years and the current year as well. We observe that the ADE substantially \"doctored\" its report on monitoring last year and did not provide its full report to the Court. We are asking Ms. Brown to look into this and to make a competent assessment of the ADE monitoring with appropriate consideration of the option of reinstatement of the ADE as a party defendant. We are also asking Ms. Brown and Mr. Wilhoit to pay special attention to the situation involving Mr. Hoffman's treatment of Black and poor white students at Robinson High School. It appears that his practices there are similar to, if not more onerous, than what they were when he was at Pulaski Heights. We are prepared. to demonstrate th\u0026lt;at1 h1e h as sup__p__o___r_t. 1b__e__y___o__n__d_1 c_ a__v__i:li bUy.r xM/rr. Bobby Lester which makes remediation of that schools problems more difficult. Finally, we are asking that Ms. Brown not meet with any of you to suggest plan modifications unless and until we are given notice and an opportunity to participate in such meetings. We insist that this year should be about making the plan work rather than, with Court encouragement, about ways to aid you gentlemen in circumventing or obviating the plan through suggestions to which we are not privy. Thank you for your attention to these matter. Sincerely, John W. Walker JWW:lp Little Rock School District OCT 2d ter, Becky Rather \u0026amp; Essie Middleton, Parent Recruiters Student Assignment Office 0/tice of ^Weflajion Dear Community Leader, The Little Rock School District realizes that the transition from Elementary to Junior High is a very confusing time for many of our parents. In an attempt to make this process easier for our parents, we are preparing for our first annual 6th to 7th grade transition meeting. The meeting is schedul^ for Sunday, November 17, 1996, from 2:30 until 4:00 p.m. at Henderson Junior High School, 401 Barrow Road, Little Rock, AR.. Members of the Student Assignment Staff will present information as to how to take advantage of the choices available to parents when making the transition from Elementary to Junior High School This will include how to register for attendance zone and magnet schools, applying for desegregation and M to M transfers, and an overview of our safety and security polices and procedures. After the general meeting parents wiD have an opportunity to visit with personnel from each of our Junior High Schools to determine how they will create a learning environment thats tailored to their childs personality and talents. Opi Houses will follow the transition meeting beginning Monday, November 18, 1996 at 10:00 a.m. and 1:30 p.m. We would like to request that you make your members or patrons aware of this special event and encourage them to call our oflBce for further information. We are enclosing a flyer that we hope you will post in a conspicuous location. Likewise, if you print a bulletin or newsletter, this information ma\\ be shared in written form. Thank you for your assistance and cooperation in this matter. It is extremely important that families are made aware of these and other services available to them through the Little Rock School Eiistrict. Remember, our schools are what we make them. Sincerely, Essie Middleton Parent Recruiter Parent Recruiter ENCLOSLTtE receivf^ Becky Rather OCT 2 d 1996 Office of DesesfegaDwi Momtonns 501 Sherman Lillie Rock, AR 72202 (5011324-2272 F,\\X (5ni)324.2:KlSPECIAL NOTICE TO PARENTS OF ALL 6TH GRADERS For information on the transition from Elementary to Junior High School... LRSD 6th to 7th Grade Transition Meeting Sunday, November 17, 1996, 2:30 - 4:00p.m. HENDERSON JUNIOR HIGH SCHOOL 401 Barrow Road, Little Rock, AR Learn the choices and opportunities available to your child in the LRSD Junior High Schools for the 1997-98 school year. FOR INFORMATION, CALL 501-324-2272 CF f*5k C./f STEPHENS AREA FAITH NEIGHBORHOOD ASSOCIA TION (Boundary: Pine to Woodrow, 12th to 20th Streets) 1622 S. Martin Street, Little Rock, Arkansas 72204 (Phone: 663-2962) President: Mazola Johnson Vice-President: Ollie Bradford Secretary: Stephanie Foreman Treasurer: Elder Oscar Bradshaw Chaplain: Reverend Ben Edwards June 17, 1997 received Dr. Don Roberts, Superintendent Little Rock School District 810 W. Markham Street Little Rock, AR 72201 Dear Dr. Roberts: JUN ! 8 1997 OFFiCEOF DESEGREGATION MONITORING The Stephens Area Faith Neighborhood Association would like to go on record endorsing the rebuilding of Stephens School at the original site which was so generously donated by Ms. Charlotte E. Stephens. Stephens School has long been a source of pride for this community and the residents of this area were devastated when it was demolished. At that time there was a promise that Stephens School would be rebuilt, however, no information has been released to the public as to when the construction is scheduled to begin. We know you and the Board are very much aware of the value to our young people of seeing promises being kept. Please do not allow Ms. Stephens contribution to the education of youth in this city to be ended. The presence of a school always makes a positive impact on a community. However, in the absence of our school, this Neighborhood Association continues to promote community awareness through neighborhood revitalization. We are focusing on neighborhood clean-ups, painting and fix-up, weed lot eradication, and helping to make our neighborhood safe. We are aware that Garland School has been proposed for closure for sometime now. Also, we learned that a facility study has been done for Mitchell School which shows that the school is not operating at peak efficiency. A state-of-the-art facility constructed on the Stephens site could support the students from these schools, as well as the students in the Stephens area who are currently attending school in other areas of town. The Stephens Area Faith Neighborhood Association would like to partner with the Little Rock School District and offer its service and support for planning the new school.Dr. Don Roberts May 17, 1997 Page 2 We are aware that the Little Rock School District is in the process of selecting a new superintendent. However, we feel that you will play a vital role in the orientation of the new superintendent to the major issues that are pending, which includes the rebuilding of Stephens School. We are very much interested in the status of the plans to rebuild Stephens School. Looking forward to hearing from you. During day hours I can be reached at 682-4268, or evening at 663-2962. Sincerely, Mazola Johnson, President cc: Little Rock School Board Members yxOffice of Desegregation and Monitoring, LRSD District Judge Susan Webber Wright JOHN W. VV4LKER, P.A. .Attorney .A? Uw 1723 Broadway Little Rock. Arkansas 72206 TELEPHO.NE (501) 374-3758 FAX (501) 374-4187 JOH.N W. W.UKER R.ALPH WASHINGTON MARK BURNETTE AUSTIN PORTER, JR, Ila Fax August 19, 1997 Dr. Don Roberts, Superintendent of Schools Little Rock School District Slow. Markham Little Rock, Arkansas Re\nLittle Rock School District Dear Dr. Roberts\nSince my fax to you this morning, Mr. Doug Eaton has effectively suspended Mr. Wilson from driving vehicles. I believe this action borders on retaliation for having filed a protest on behalf of Mr. Wilson against the treatment described in my earlier letter of today. Would you kindly ask someone, possibly Mr. Ray Gillespie to look into this matter to ascertain the facts. Retaliation certainly should not befall persons who make complaints regarding acts which they believe to have racial overtones directed toward them by their supervisors be they black or white. Thank you for your immediate attention to this matter. Sincerely, John W. Walker JWW:Ip cc: Mr. Ricky Wilson T2:T i6, 6T anti Z0d T00 udid ciH-i a3\n\u0026gt;rinJOHN W. W.ALKER R-4LPH Washington MARK BURNETTE .AUSTIN PORTER, JR. JOHN w. Walker, p.a. Attorney .at Liw 1723 Sro.wwav Little Rock. .Ark.a.ns.\\s 72206 Telephone (SOU .374-3758 fax (501) 374-4187 Via Fax August 19, 1997 Dr. Don Roberts, Superintendent of Schools Mr. Doug Eaton Little Rock School District 810 W. Markham Little Rock, Arkansas Re: Little Rock School District Gentlemen\nxW. Ricky Wilson who works in Plant Services was referred to by his supervisor as a \"boy' on Thursday of last week and XL. Wilson challenged the usage of that term, he was advised that he was tenmnated. I w sure that Mr. Eaton wiU have a slightly different interpretation regarding this matter but I would like to confer with you regarding this matter and the other parties because I believe that this violates the desegregation plan commitments regarding fair and nondiscriminatory treatrnent of empl^-ees as weU as students. I would like to schedule a meeting regarding this matter for Thursday of this week if you are available. Otherwise, it would be my advise to Mr. Wilson to .fl pursue legal remedies for damages for discrimination in violation of the Desegregation plan . plan. you both will recall, my office has consistently questioned Mr. Eaton's genuine commitment to the dese^egauon plan and has suggested that he has taken efforts to undermine it. Tolerance of this kind of behavior, in my opinion, is undermining behavior itself. Thank you for your immediate attention to this matter. lincerely, 't ohn W. Walker JWW:lp cc\nMr. Ricky Wilson I 02:t z.6\u0026lt; St sny 20d t00 waid nyi asxw! dstrfictes' J, Summary of Proposed Remedy Methodology and Estimated Outcomes Fiscal Years 1997 \u0026amp; 1998 Including Federal Participants In Health Insurance Excluding Employees of the Office of Desegregation Monitoring I LEA 6001 6002 6003 County Pulaski Pulaski Pulaski 9999 District Little Rock School District North Little Rock Sch, Dist, Pulaski County Special S,D, State Totals 1 1996-97 State Equalization $40,785,144 $23,335,255 $55,946,194 $1,228,697,744 2 1996-97 Retirement/ Insurance $13,775,834 $4,458,912 $9,585,724 $182,946,180 3 1996-97 Equalization for Benefits $6,072,908 $3,474,619 $8,330,388 $182,953,094 4 1996-97 Desegregation Adjustment $7,702,926 $984,293 $1,255,336 $9,942,554 Exhibit 604  Revised Percentage of Equalization: Total Adjustment: 14 89% $9,942,554 LEA 6001 6002 6003 9999 County Pulaski Pulaski Pulaski District Little Rock School District North Little Rock Sch. Dist, Pulaski County Special S.D. State Totals Percentage of Equalization: Total Adjustment: GRAND TOTAL\n1997-98 State Equalization $12,452,259 $24,407,785 $55,691,010 $1,296,496,325 1997-98 Retirement/ Insurance $14,278,811 $4,006,297 $9,665,873 $191,593,564 1997-98 Equalization for Benefits $6,274,444 $3,607,471 $8,231,131 $191,622,157 1997-98 Desegregation Adjustment $8,004,367 $998,827 $1,434,742 $10,437,935 14.78% $10,437,935 $20,380,490 Exhibit A to DeclarationSummary of Proposed Remedy Methodology and Estimated Outcomes Fiscal Years 1997 \u0026amp; 1998 Including Federal Participants in Health Insurance Excluding Employees of the Office of Desegregation Monitoring 1 LEA 6001 County Pulaski 6002 Pulaski District Little Rock School District North Little Rock Sch. Dist. 6003 Pulaski 9999 Pulaski County Special S.D. State Totals 1996-97 State Equalization $40,785,144 $23,335,255 $55,946,194 $1,228,697,744 2 1996-97 Retirement/ Insurance $13,420,826 $4,458,912 $9,585,724 $182,591,173 3 1996-97 Equalization for Benefits $6,060,672 $3,467,619 $8,313,604 $182,584,485 4 1996-97 Desegregation Adjustment $7,360,154 $991,293 $1,272,120 $9,623,567 LEA 6001 County Pulaski 6002 Pulaski 6003 Pulaski 9999 Percentage of Equalization: Total Adjustment: District Little Rock School District North Little Rock Sch. Dist. Pulaski County Special S.D. State Totals 1997-98 State Equalization $42,452,259 $24,407,785 $55,691,010 $1,296,496,325 14.86% $9,623,567 Percentage of Equalization: Total Adjustment! GRAND TOTAL\n1997-98 Retirement/ Insurance $13,914,580 $4,606,297 $9,665,873 $191,229,334 1997-98 Equalization for Benefits $6,261,708 $3,600,148 $8,214,424 $191,233,208 1997-98 Desegregation Adjustment $7,652,872 $1,006,149 $1,451,449 $10,110,470 14.75% $10,110,470 $19,734,037 12/11/98RI r- Little Rock School District January 23,1998 Ms. Ann Brown ODM 201 E. Markham, Suite 510 Little Rock, AR 72201 -JAN 2 6 1988 ^^^SREGATIONMONITORIHG Dear Ms rown: The Little Rock School District is serving as a local site for a national videoconferernce presented by The Annenberg Forum at Brown University on Thursday, January 29,1998 from 6:00 - 8:00 p.m. The topic is Hope, Fairness and Power: Building Strong Schools in Urban M America. Additional Information is enclosed for your review. We hope you will be able to join us for this opportunity. Please share this information with others you feel may also be interested in attending the videoconference! Thanks so much. Sincerely, Linda Young New Futures Liaison and Restructuring Director 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 1 ^1  Annenberg orum II .- -4 Jr- X 1 a,'t A\nr- . [ i U iXAi -J * x\u0026lt;.. * i i aS\nHow can urban schools be fractured to, serve all children welt? \":  f : How are teachers prepared and  f supportedforworkiiiurban ' Hawdo urban ^ook build cohnec^hs with^rnUii^Snd, immunity? Hope^ Farabi antl^Pawer\" tirnedjtajcoincrderw^ '**x * I Power: Building Jrban America A National Videoconference Thursday, January 2Q, i^q8 I .,^.'^SZrj segoh\u0026lt;tQnar^j Gom^Jxjepa^ 1\nm^pMQi^^Batssec^\u0026lt;^j^tesg^jSW,: Sk F5,J (.Si I. I-r\u0026amp; s QOjintinjties S't FinQ 75*\n'^ A S-^ Hi We encourage you to gather at a downlink site with educators, parents and others in your community to view the videoconference and to consider together how the videoconference might help you launch a series of local conversations about urban education in your community. HROUGH video profiles produced by WGBH, the national videoconference will take viewers into two urban high schools that are on the road to success. Students and teachers will tell about the promising ideas and hard work that have brought real improvements to each school and to its students. Their provocative stories will serve as starting points for an interactive, live conversation about what must be done to build stronger schools for our urban children. From the studios of wgbh in Boston and Turner Entertainment Network in Atlanta, a panel of educators, students and urban education experts will be convened for an on-air discussion about what they have seen in these two school profiles. The group will include:  Teachers, administrators and students from the profiled schools  Lisa Delpit, author of Other Peoples Children, professor of education at Georgia State University  Carl Cohn, superintendent of the Long Beach Unified School District * Jean Anyon, author of Ghetto Schools, professor of education at Rutgers University  Newark Ronald A. Wolk, publisher of Education Week and Teacher Magazine, will moderate the discussion. \\ A Special I UY ipap ion Po Join Pls... S- ^ ?^gsfey-^- V Jr W -iSU  --- r- , . i. A. Hope/iFairness-andiRowerss i\u0026amp;Buildirig Strong Schools irr Urban America -t ,x ** A 1^ ri? - The Annenberg Forum at Brown University presents this national videoconference on Thursday, January 29, 1998 from 6:00 - 8:00 p.m. Local Site: Little Rock School District Board Room 810 West Markham Educators, students and urban education experts from around the nation will participate. Please plan to attend in person. The videoconference also will be broadcast over LRSD-TV, Comcast Cable Channel 4. * '*\u0026lt;uiMMaatK\u0026gt;s\u0026gt;. W LnTLE Rock School District OFFICE OF THE SUPERINTENDENT June 10, 1998 John Walker 1723 South Broadway Little Rock, AR 72206 Dear Mr. Walker: Section 2.1.1. of the uW?l'e\u0026gt;'' received 1 1 1998 OFFICE Of OESfSfiESAIIONMONJTOfiJi^Q \"Revised Desegregation and Education Plan LRSD ssnhaailll rreettaaiinn aa ude.seycxrceaacaittii onnn e education expert approved by the Joshua Intervenors development of the programs. states, desegregation and/o to policies and procedures to be implemented in accordance with this Revised Plan aanndo ttoo aassssiisstt LLRRSSDD in devising concerning desegregation or racial which adversely affect remedies to problems discrimination students.\" African-American This letter is to formally inform Roberts and Steven Ross have to you that the aesegregation experts aforementioned requirement. desegregation verbally agreed to experts of their caliber have in We compliance Terrance serve as with are excited that am writing them to confirm the agreed to work with agreed upon terms. us.  the two I It is my understanding from our telephone that you are comfortable conversations with both of these gentlemen to some is not -in agreement, please notify me as soon as possible? Otherwise, we will continue * serve this role. please some me reason Joshua as soon as our present course. When we have scheduled dates with them to be district, we will provide you that we have scheduled dates schedule. in the Thank you very much for your cooperation. Sincerely, Lesli Carnine Superintendent of Schools cc: Ann Brown Clay Fendley 810 West Markham Street  Little Rock, Arkansas 72201  (501) 324-2000 I I  .,5^- RECEIVED LnTLE Rock School District OFFICE OF THE SUPERINTENDENT JUL 2 1 1998 July 17, 1998 OFFICE OF DESEGREGATOM MONITORfNS Mr. Ray Simon. Director Arkansas Department of Education 4 State Capitol Mall Little Rock, Arkansas 72201-1071 Re: State Department Monitoring Requirements-Pulaski County Dear Mr. Simon: My apologies for not responding to you in writing, but I mistakenly thought the previous comments of Dr. Roberts and my subsequent verbal thoughts were sufficient. We agree that the Departments requirements should be modified. We have suggested a more proactive approach to student learning issues should be emphasized. We particularly stressed the reading and early childhood issues. Further, we see the issue of student learning coupled with economic and demographic issues as being paramount and a significant state issue. The ovenwhelming social and education issues demand state intervention and monitoring. We had expressed that early childhood assistance, and targeted educational development for teachers would be two areas which research has suggested could assist in minimizing the gap between majority and minority youth. - We look forward to assisting the Department in designing a strategy to maximize the achievement of ail students. Sincerely, /I amine Superintendent of Schools cc: Ms. Ann Brown, ODM Mr. John Walker, Joshua 810 West Markham Street Little Rock, Arkansas 72201 (501) 324-2000 .Ill'll' iwi '.**HiKs.\\\n\\ 1 *T\u0026gt;$7*=**V^ 81 \u0026lt; Saie^ry ^cJlt.tJt4/t^ .^'MMKK\\\n\\. ' 3 LnTLE Rock School District J *V3 \nOFFICE OF THE SUPERINTENDENT JUL 2 1 IS July 17, 1998 CrriCc GF ^-SEGREGATION klCWRU-iQ Ms. Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Re: Revised Desegregation and Education Plan Section 2/3 2.2.3 Dear Ms. Brown: We have extended the current administrative pay system by two new levels. Levels 7 and 8 have been added to the current structure for the purpose of placing the newly appointed assistant superintendents and associate superintendents. As has been previously noted, the changes and promotions will not require additional funds for district leadership positions. We have and will continue to look for opportunities to consolidate administrative and staff positions. Please understand that the rationale will be to look for opportunities that will increase services to children and teachers rather than compromise a service function. We further have indicated to the individuals promoted and to the Board of Directors that we believe the total salary plan should be independently reviewed for adequacy and equity. We anticipate contracting forthat service and are optimistic that a report and recommendations will be forthcoming during November 1998. Further, we believe that by the conclusion of the 1998-99 academic year that we will have accomplished the goal v/hich was established by the revised desegregation and education plan. Respectfully, Vesli^ V. Carnine Superintendent of Schools Attachment: Administrative Sala^ Plan \u0026amp; Placements cc\nBoard of Directors Mr. Chris Heller 810 West Markham Street  Little Rock, Arkansas 72201  (501) 324-2000 Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 August 7, 1998 Dr. Les Gamine Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Les: Thanks for your recent letter informing me about some of the changes youve made in the LRSDs administrative pay levels. The letter arrived July 21, which was just after Td left for a two-week trip to tend to ill family members. Im presently processing the mail that accumulated while I was out of state, so please forgive my delay in responding to you. It may be helpful for you to know that the Court has a history of intense concern about how the LRSD constructs and manages its budgets, because of the relationship between finances, district operations, and desegregation goals. For example, the Court has been concerned about such past district practices as: funding long-term commitments (such as salaries) with one-time or short-term monies\nfailure to clearly align each annual budget with the districts educational and desegregation commitments\nbasing new budgets on the previous budget instead of actual expenditures (known as \"budgeting on budget)\ntop-down rather than bottom-up budgeting (top-down budgeting sets numbers at the summary level and then forces the detail figures to fit those totals)\nfailure to link planning and evaluation activities to drive budget decisions\nand failure to use written business cases (or a similar process) as a decision-making tool to define and support all manner of decisions, including salary increases, adding or deleting positions and programs, and so on. I'm not sure I understand how the information in your letter and its attachments fits into the districts approach to fulfilling its Plan commitment (2.2.3) to establish a uniform salary schedule for all positions within the district, provide compensation in accordance with qualifications, and minimize complaints of favoritism. I note that you chose to set the salaries of top administrators before establishing the uniform salary schedule for all positions in the district, which sounds like the carts before the horse and also could be construed as a form of favoritism. I also note that youve chosen to establish the salaries of top administrators before concluding contract and salary negotiations with the union, a timing decision that could bolster the unions leverage position..August 7, 1998 Page Two I'm not questioning your right to make decisions about salaries or timing. Rather Tin concerned about the district's overall financial management practices. I would be remiss if 1 didn't emphasize that the Court has paid considerable attention to budget management over the years and has frequently admonished the LRSD about the need for a budget planning and management system that will enable the district to make careful financial decisions, effectively manage its multimillion dollar business, and reach its desegregation goals. I would be happy to discuss with you any aspect of the districts budgeting history, including the role of the Budget Specialist the Court appointed for the district in 1993. .Although Ill be closely monitoring the districts budget development and management process and will need further information later on, right now Id appreciate a copy of your administrative organizational chart that includes the names of each individual administrator. Id also like the job description for each position so I understand who is responsible for what. Thank you very much. Sincerely yours. .Ann S. BrownBOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 August 14, 1998 Dr. Les Gamine Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Dr. Gamine: One of the joys of working with the Little Rock School District is supporting district initiatives that are designed as both prevention and intervention programs attuned to the special needs of students. Thats why Im pleased to endorse the Residential Alternative Elementary School for at-risk 3*, 4* and S\"* graders. The optimal application of the charter school concept is to develop innovative, break-the-mold schools that venture beyond the constraints of traditionally stmctured institutions. The Residential Alternative Elementary School will apply fresh but proven ideas and approaches to meet the unique needs of at-risk children where other schools have fallen short. Since 1988,1 have been well-acquainted with the Pfeifer Kiwanis Camp program on which the new school will be modeled. My staff and I have closely observed the Camps alternative program and know that it works: children who were on the verge of failure in schoolas well as lifelearn how to learn, expand and hone their academic skills, relinquish self-defeating behaviors, and take responsibility for their actions. These children leave the Camp with new-found direction, capabilities, and confidence. The Pfeifer Camp methods deserve to be applied in a school designed specifically to turn at-risk children around while their malleable minds and moldable character can be reshaped and redirected. The Residential Alternative Elementary School is worthy of support by everyone who cares about making a difference for all children. f\" Sincerely yours, I Ann S. Brown) LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 2 1398 OffiCfOF August 31, 1998 TO\nAnn Brown, ODM FROM: Dr. Bonnie Lesley, Associate Superintendent - Instruction SUBJECT: Promised Documents As I promised, I am sending to you a couple of documents: 1. A copy of the Executive Summary of the Kansas City, Kansas, Exit Plan ( ) 2. A copy of adiafi of our Division 1998-99 Work Plan. Wed welcome your feedback. - (t\"*? jIviac,4 .'#) Tm looking forward to our meeting at ODM and to my lunch with you and T  rr-i 1 _ 1-_____T tl-iA pnn^'prcntmn I Liz. Thanks to for your Friday phone cal. I enjoyed the conversation! BAL/rcmOffice of Desegregation Monitoring United Stales District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 September 21, 1998 Dr. Les Carnine, Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Les: As I explained when we met on August 31, each fall as the school year gets underway, ODM monitors briefly and informally visit a few schools in all three districts. The observations we make at that time are in the same vein as those of parents, students, and staff as they enter the building to start the new year. That's why we pay attention to the aspects of a school that are most likely to initially impress those entering it, such as the condition of the grounds, building upkeep and cleanliness, displays and furnishings, student and staff conduct, and so forth. This year we dropped in on ten LRSD schools during the first full week of classes: Bale, Booker, Cloverdale, Otter Creek, Rightsell, Wakefield, and Washington Elementaries\nForest Heights and Mabelvale Junior Highs\nand Hall High School. A list of our observations about each school is attached. As I told you last month, overall we were favorably impressed with the condition of the buildings and the many fine preparations for the opening of school that we saw. We intend for these comments to give you, your administrators, and the principals of these buildings the benefit of our impressions. Therefore, as has been our custom, we will not publish or file these observations at this time, although we might eventually factor them into some aspect of a report. I hope the enclosed information is helpful. Please dont hesitate to call if you have any questions or comments. Sincerely yours, S. Brown Enc. cc: Sadie Mitchell Building principalsForest Heights Junior High School We were pleased to note that:  The exterior of the building was well tended and despite a very dry, hot summer, the ground plantings were in good condition.  The shaded courtyard where students gathered to sit at picnic tables and on benches was litter free.  The entryway and all corridor floors were polished to a high shine.  Waste baskets were placed at intervals along each corridor, and no litter was evident anywhere on the campus.  Concrete walls were attractive and lockers were in like-new condition.  Some exterior doors in the older building were decorated with colorful murals.  Stairways were well lit and wide enough for heavy traffic.  The buildings and classrooms were very quiet.  Fire extinguishers were highly visible and plentiful.  The cafeteria was spotless and the tables were in good repair.  Wide aisles in the kitchen facilitated trafiic flow.  The gymnasium was old but well maintained and had handicapped seating available in the bleacher area.  The basketball court sparkled, and the locker rooms were clean and neat.  The media centers special lighting over the checkout desk and magazine section greeted visitors with a dramatic effect, almost like sunlight. The room had well-kept carpeting, educational displays, attractive furnishings, an eye-catching materials collection, and a computer work station that was on-line to the Internet.  The girls restrooms were exceptionally clean with no litter or graffiti\nthe sinks and faucets (including those in the older buildings) were in excellent condition\nthey had plenty of paper products available\nthe stall doors looked new\nand each restroom was handicapped accessible.  The boys restrooms in the main building were spic-and-span, well supplied, and furnished with mirrors that glistened. The boys restrooms in the older sections of the building were similarly clean, despite their age. We also noted some areas needing attention:  The raised planting beds were overgrown with weeds.  The older areas of the campus had serious soil and concrete erosion.  The courtyard where students gathered was barren from heavy traffic.  One stairwell window had a horizontal crack that ran the entire length of the casement.  The cinder block wall at the entrance to the cafeteria was badly soiled and stained, creating a very unsightly and unappealing appearance.  In the cafeteria, the stools were in poor condition and the ceiling tile was seriously water damaged.  In the kitchen, the wet areas lacked mats\nseveral floor tiles were chipped, cracked, or broken\nan oven was broken\nand a wheel was missing from a large milk cart, causing it to tip to one side.  The temperature in the gymnasium was near 100.  Some girls restrooms lacked soap and disposals for feminine hygiene products.  The ceiling in one girls restroom that was located in an older building was badly peeled and insulation was pulled from one section of a heating vent pipe.  One restroom had no identifying sign.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Memo To: Les Gamine From: Ann Bro' Subject: LFpcoming ODM Monitoring in the LRSD Date: February 4, 1999 I want you to know that my associate, Margie Powell, will be undertaking a monitoring project in the LRSD over the next few weeks. Margie will be reviewing district records to determine the types of disciplinary sanctions used in the LRSD and the rates at which black and white students are disciplined in the districts schools. I believe that Margie has already spoken to Dr. Linda Watson and Jo Evelyn Elston about her monitoring project. Margie explained that our report will be similar to that which we published last year on discipline in the Pulaski County Special School District and one we will soon publish on the North Little Rock School District. As is our routine, we will share our findings with the district before we publish our report. If you have any questions, please dont hesitate to call me or Margie. As always, we appreciate your cooperation.c.' Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: February 8, 1999 To: Les Gamine From: Ann Browi Re: ODM Monitoring Project We are in the process of researching and writing a report on the LRSDs preparation for implementation of its revised desegregation plan. We plan to publish this report in the spring so you can have the benefit of our observations as the district enters into final preparations for the 1999-2000 school year. Please let your staff know that they can expect to be contacted in the near future by my associates, who will be requesting certain records and documents and also making appointments for interviews with some district managers. As is our custom, we will share our findings with the district to check for accuracy before we publish our report. If you have any questions, Ill be happy to answer them. Thanks very much for your cooperation.Little Rock School District February 25, 1999 MEMORANDUM TO: Ms. Melissa Guldin, ODM FEB 2 b iS9y OffiCt Cr KS6RK.AT!CraSBi,VG FROM: Sadie Mitchell, Associate Superintendent - School Services SUBJECT: Information Needed I have attached copies of the following information you needed: 1. Letter-Narcissus Tyler Mitchell Task Force Committee (P-'Icj 2. Timeline for Summer School (Hi'ltd Suryjmev' 3,  Educational Specification Committee  Education Committee 4. Flyers 5. Summer School Report Please let me know if I can be of further assistance. 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000 Plan -L'/cJ i' RECEIVED Little Rock School District MAR 2 1999 OFFICE OF THE SUPERINTENDENT OFHCEOF DESEGREGAnOMMO^i'CP'^ March 1,1999 Ms. Melissa Guldin 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ms. Guldin: I am pleased to share that the Board of Directors of the Little Rock School District approved the Strategic Plan 1998 - 2003 at the January board meeting. Paula Patterson and Diane Vibhaker did an outstanding job of presenting the Strategic Plan recommendations to the Board. A special thank you to Paula and Diane. The work outlined in the plan is proceeding on the timeline that was recommended. The District is actively implementing the major initiatives of campus leadership, middle school implementation, and standards based curriculum development in the core areas, all of which will lead to increased student achievement. I have enclosed a copy of the approved plan. Again, thank you for your commitment and support to the District. Your participation on the Strategic Planning Team is greatly appreciated. Sincerely, A LesliaV. Carnine SuperiWendent Encl. 810 West Markham Street Little Rock, Arkansas 72201 (501) 824-2000 Cormpldt -C'le.' Correi. + Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 March 12, 1999 Ms. Catherine Ware 7705 McDaniel Drive Little Rock, AR 72209 Dear Catherine: Thanks very much for your phone call this morning. It was a pleasure talking with you. I can understand your distress at the Little Rock School District declining to allow your four-year- old son to remain at Rockefeller for kindergarten next year. Once our children have settled into a school and are happy, we naturally want them to remain. As I explained, the districts new desegregation plan has resulted in the district choosing to make significant changes in its student assignment policies. Tm including a copy of some pages from the LRSD Student Registration Handbook for 1999-2000, which lists the student assignment priorities. As youll see, children living in the new assignment zones have top priority for assignment to their neighborhood school, with grandfathered students second. Apparent, this policy is responsible for your childs reassignment from Rockefeller to another school. As a parent, you have every right to make your concerns about the new student assignment policies known, especially in relation to the purpose and spirit of the Rockefeller magnet program. You may wish to talk with Mr. Junior Babbs, who supervises the Student Registration Office (phone 324-2045), or the Superintendent of Schools, Dr. Les Carnine (324-2012). You may also contact one or more members of the Board of Education. Ive enclosed a page from the districts telephone directory that lists their names and phone numbers. Dr. Katherine Mitchell is the representative from the zone in which Rockefeller is located and Mrs. Sue Strickland represents the area in which you live. If you have more questions or need further information, please dont hesitate to call me. Sincerely yours, Ann S. Brown Enc. Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 March 15, 1999 Dr. Bonnie Lesley Little Rock School District IRC 3001 Pulaski Street Little Rock, AR 72206 Bv Fax Dear Bonnie: Enclosed are copies of the two sheets of paper that I, as the parent of a Rockefeller 6* grader, received Thursday night from my son. Andrew said that he had been instructed to have his parents fill out one form (headed only Dunbar Magnet Middle School, 7' Grade 1999/2000\") and return it the next day, on Friday. Judging by the number of phone calls Ive received from confused, bewildered parents of soon-to-be middle school students (most of them from Rockefeller), Im not the only prospective LRSD middle school parent who has been directed by a sheet of paper (hereafter The Form) to make careful choices\" for an entire academic year in her youngsters life because no schedule changes will be allowed, yet have received no guidance whatsoever in how to intelligently do so. As parents (including me) have tried to make sense of this baffling course selection form, some of the following questions have crowded our minds:  The Form came to us with checks at certain points in the first 6 categories. Who put the checks there? Did she or he follow the criteria listed on the Teacher Recommendation Form (for students currently in grade 6) that includes an item that reads, Placement in mathematics determined by interest and path that began in seventh grade? Neat time trick. Do we have the option of changing any of these selections ?  Can we elect keyboarding in a category where bold Xs appear to preclude a different choice students and parents might want to make? If not, how long must our children wait to learn this critical skill?  What does exploratory Foreign Language and Culture entail? (And why was that course selected for my child rather than the others listed?) Amd what is Global Expressions? Planet Earth? International Money?  Some parents have been at a loss to understand the encryptions Pre-AP, G/T, and RR, as they arent decoded anywhere on the form.(tijt Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 March 18, 1999 Mr. Junious Babbs LRSD Student Registration Office 501 Sherman Street Little Rock, AR 72202 Dear Junious: My office is receiving calls from some distressed parents of students who are presently in the four-year-old program at Rockefeller. At least one of these students has been enrolled at Rockefeller since babyhood. These parents, who are probably African-American, maintain that the LRSD is not allowing their children to remain at Rockefeller through grandfathering and complain that the district has reassigned the children to their zoned school, which in at least one instance is a one-race incentive school. They say that when their children were accepted at Rockefeller, they were told their children could remain there throughout the elementary years. These parents contend that they havent been given an adequate explanation of why their children are being forced to leave Rockefeller. I have not seen any of the letters they say they have received from the district. Please send me a copy of whatever generic correspondence your office is sending to parents, such as those at Rockefeller, whose children are being displaced by assignment zone students. Im aware that the districts Student Registration Handbook 1999-2000 lists assignment priorities for attendance zone schools, with zoned students first on the list and grandfathered students second, followed by other categories. I assume that this assignment policy is driving the displacement of the Rockefeller four-year-old students whose parents are upset. As you know, the historical purpose of Rockefellers ECE magnet program has been multifaceted to promote student achievement through early prevention and intervention\nto aid desegregation by enrolling racially-balanced early childhood classes and then providing a matriculation pathway for those children through each subsequent grade at Rockefeller\nand to promote a sense of belonging, cohesion, and allegiance to the entire school among those students and parents who, starting in the early childhood magnet program, can anticipate spending over a decade together at Rockefeller. Rockefellers enrollment figures over the past 11 years reflect that this strategy has been highly successful. The schools population this year is 44% white and 56% black, proportions that are far more racially balanced than the vast majority of LRSD schools. Further, enrollment at Rockefeller is at an all-time high, with the school at 99% capacity this year. Clearly, Rockefeller is one of the districts success stories.Page Two I am well aware of the student assignment provisions in the LRSDs revised desegregation plan and the nature of the assignment changes the provisions allow the district to make. In that same plan, the district also pledged that it would not modify a magnet program that is successful. Rockefeller is not an area school, but an incentive school with a magnet program. Thus, its classification is unique. Many of Rockefellers staff members and parents are expressing fears that the district is indeed modifying the ECE magnet program and instituting practices that could thwart the continued success of Rockefeller and return this fully desegregated school to the race status from which it has evolved through much painstaking work on the part of many. one- So I can understand the districts current intentions and practices in relation to Rockefeller, I would appreciate answers to the following questions: 1 Has the LRSD revised its philosophy and policies regarding the role and implementation of magnet programs, such as that at Rockefeller? If so, please provide me with this information and a reference to the Board meeting in which the change was approved. 2. The continuity between the ECE magnet program and Rockefellers upper grades is a critical holistic aspect of the school. The new student assignment policies, as I understand they are being applied at Rockefeller, appear to be separating the magnet program from the rest of the school. How does the district foresee that such a dichotomization will help to preserve the success of the magnet program and of the entire schooH 3. The district has a history of allowing children enrolled in the ECE program to remain at Rockefeller throughout the subsequent grade levels. Is the district initiating a policy that will allow students who start Rockefeller in the ECE grades to remain at the school only until such time as they may be crowded out by attendance zone children? 4. The MRC is responsible for overseeing the stipulation magnets, yet the Committee also publicizes and recruits for the schools with magnet programs, such as Rockefeller. What is the MRCs position regarding potential changes in the districts policies and practices in placing and displacing students at Rockefeller? 5. In the spirit of the desegregation case and good faith with the community, does the district intend to preserve the racial balance that has been achieved at Rockefeller? How? 6. How does the district intend to preserve the continuity between the ECE grades and the upper grades at Rockefeller? Thanks very much for your assistance. Sincerely yours, Ann S. Brown '\u0026lt; Little Rock School District recessed JUN 3 1999 owctov MONHOWHS June 2, 1999 The main thing is to keep the main thing the main THING! Dear Colleagues: What a yeai ! I hope all of you have the sense of accomplishment that I do! The positive opportunities for the school district continue to develop. We have had great individual and collective accomplishments, but the most exciting aspect of the year has been that the instructional indicators are pointing to very positive future results. A parent and a teacher asked me how that could be true. Hadnt I seen the newspaper story showing results of the 4' grade literacy and math exam? Yes, but when we looked at those we noticed the schools that were pilots of the ELLA program K-3 and math, all had strong gains. Staff development has not been universally accepted or appreciated, primarily because of the many failed promises of programs and quick fix elixirs of the past! But this time this very basic and focused approach appears to be just what the doctor ordered. Most educational reformers who have produced results over time have agreed it is a matter of focus-getting everyone on the same page with a standard or basic program. All the efforts of parents, students and teachers, regardless of the specialty, are focused to produce progress on a limited set of goals. ELLA training and the focused math training will continue to produce results on basic reading and math achievement goals. And let us not forget district graduates really had no peers when it came to top student awards in a number of state and national academic categories. Student activities have been a very pleasant surprise. The numbers of students participating grew impressively, and I know this helped to produce an improved year in student behavior. Many of you remember when state winners were most often decided within the schools of Little Rock, and Im talking about a variety of co-curricular activities. The district again has asserted itself with impressive performances in music, art, drama, speech, debate and athletics. With the implementation of the middle schools and neighborhood schools our students and programs will only become stronger. Without question, the academic reasoning for middle schools and 9-12 high schools will provide academic strength, and it will have a positive impact with increased student participation in career/technical programs and co-curricular activities. (continued) 810 West Markham Street Little RocR, Arkansas 72201  (501)324-2000RECEIVED AUG 2 1 iS99 OFFICE OF DESEGREGATION MONITORING Little Rock School District August 12, 1999 Ann Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Mrs. Brown: The Little Rock School District will hold a staff convocation at the Statehouse Convention Center on Wednesday, August 18, to welcome staff members back for the coming school year. Our convocation keynote speaker will be Ernest Green, formerly of Little Rock, who now serv'es as Managing Director of Public Finance for Lehman Brothers in Washington. I would like to extend to you an invitation to join us at 9:00 a.m. on August 18 for Mr. Greens address. Please advise Suellen Vann, 324-2020, if you will be able to join us. I anticipate the program will end at about 11:15 a.m. Sincerely, / I\neslie\\V. Camine Superintendent of Schools 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000 Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 To: From: Mark Milhollcn, Manager of Financial Services Little Rock School District i^i^^^^olly Ramer, Office Manager Through^ff^J^'Cm S. Brown, Federal Monitor Subject: Jackie Banks Date: August 25. 1999 Jacquelyn J. Banks (432-66-0119) will be taking 10 days leave without pay during the month of September 1999. As a result, Jackies salary should decrease by $672. 1 would like to have the $672 distributed between the September 1, 1999 and December 15, 1999 pay checks, thereby decreasing Jackies gross from $428 to $344 for the next eight pay days. Beginning with September 1, 1999 and continuing through December 15, 1999, please make the adjustment so that Jackies bi-monthly gross will be $344. If you have any questions, do not hesitate to call.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 September 9, 1999 Dr. Les Carnine, Superintendent Little Rock School District 810 West Markham Street Little Rock, .AR 72201 Dear Les: Thank you for your recent letter in response to our .August 1999 report on the districts preparations for this school year. Im glad to hear that you and your staff have read the document, and we hope you have found it helpful. I appreciate the additional information that you provided in your letter. .As for your speculation that the information may not have been available at the time of our research. I want to emphasize what our reports introduction notes: LRSD staff members who had contributed to our research (either through direct interviews or by providing documentation) received the rough draft of our findings a few days before our report was finalized and published. On .August 3 we hand delivered the drafts, invited your staff to offer corrections or updated information, and picked up their written comments on August 5. We reviewed those comments, made appropriate changes in the report, and then filed the completed document less than a week later on August 11. This advance review of our findings is designed to assure the accuracy and completeness of our reports. How successfully we reach that goal depends in great part on the accuracy and completeness of the information upon which we base our reports. I believe that we afforded your staff a fair opportunity to help us get this report right. Sincerely yours, Ann S. Brown09/17/1999 10:23 5013242090 LRSD HUMAN RESOURSES Sep-17--99 O8S17A cyffice o Desegregation a 501 371 0100 PAGE 02/02 P.02 Office of Desegregation Monitoring United Slatas District CoiMI  Eastern District ot AiXansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (S01)376-6a Fax (SOI) 371-0100 To: From: Dr. Richard Hurley, Director-Human Resources 'oily Ramer. Office Manager '^MinirS. Througl . Brown. Federal Monitor Re: SIS Employee Years Experience Report Date: September 16. 1999 /eJ Please help!! hl asking ODM employees to complete the SIS Experience Report, 1 received questions 1 could not answer. Please clarify (in writing) the type of experience you arc requesting in both Experience Total Years and Experience Total Years Out of District columns. For example, is only education-related experience or is all work experience to be counted in the Experience Total_Ycars? Do certified employees count only their educational experience and clerical count any clcncaT) Ittionally, arc ODM employees to include experience whether in an educational sotting or nol^ the years they have worked for OuM In rhe txpcriwicc Total Years in District column? /es As soon a.s I get your response, we will complete the form and return it iinmodiatcly. Thanks for your help.EMPLOYEE SITE: BOARD STATEWIDE INFORMATION SYSTEM EMPLOYEE YEARS EXPERIENCE REPORT EXPERIENCE TOTAL YEARS EXPERIENCE TOTAL YEARS IN DISTRICT EXPERIENCE TOTAL YEARS OUT OF DISTRICT BANKS. JACQUELYN J - 4,12-66-0119 BROWN. ANN S - 556-62-9151 BRYANT. LINDA F - 43 1-8S-S471 GULDIN. MELISSA R - 519-63-2999 JONES. GENE -431-76-14.16 .MARSHALL. NORMAN W - 537-23-3125 POWELL. MARGIE L - 105-34-2770 RAMER. POLLY .A - 432-83-0139 S.MITH. HORACE R - 407-74-8169 I I 27 27 18 23 36 16 23 27 10 1 I I 1 j r 8 24 14 20 4 LRSD INFORMATION SERVICES DEPARTMENT I ( I 4 8 13 8 29 3 4 3 32 12 15 14 2 Saiurday, Scpicmbcr 11, 1999 Page 14 of 144STATEWIDE INFORMATION SYSTEM EMPLOYEE YEARS EXPERIENCE REPORT EMPLOYEE EXPERIENCE TOTrYL YEARS EXPERIENCE TOTAL YEARS IN DISTRICT EXPERIENCE TOTAL YEARS OCT OF DISTRICT SITE: BOARD BANKS. JACQUELYN J - 432-66-0119 BROWN. ANN S - 556-62-9151 BRYANT. LINDA F- 431-88-8471 r I -GULDIN. .MELISSA R - 519-68-2999 $.1 / 2 Z2Z -H. JONES. GENE -431-76-1436 k i I MARSH.ALL. NORMAN W - 537-28-8125 -POWELL. MARGIE L- 105-34-2770 -RA.MER, POLLY A - 432-88-0189 I -SMITH. HORACE R - 407-74-8169 I I LRSD INFORMATION SERVICES DEPARTMENT Saturday, September 11. 1999 Page 14 of 144Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: October 19, 1999 To: Debbie Milam From: Ann Brown Re: VIPS Reading Day Enclosed are cards filled out by ODM staff who are volunteering to read on VIPS Reading Day, November 16, 1999. As you and 1 discussed, the ODM staff will be leaving for a retreat right after we complete our reading assignments, so please schedule us to begin reading no later that 9:00 am. that morning. Thanks very much.Volunteers in Public Schools Reading Day Commitment Card j^YESI I will read a story to Little Rock School District students on Tuesday, November 16,1999. Name: Address:, Daytime phone: ^76?- City/Zip:. 122a I Please help us plan foryourparticipation. Complete all information accordnq to your preferences: My first choice is to read to students in  Pre-K - 2nd grade  3rd-5th grade at Fg de/z preference School beginning at am  no preference  I am uniile to volunteer on November 16th, but would like more information about volunteeropportunities with the Little Rock School District. Please return this card to the VIPS office before October 25th by mail, fax 324-2044 or e-mail: sdgei5l@stuasn.lrsd.k12.ar.us Your confirmed assignment will be sent to you in early November. For addib'onal information, call 324-2290. Volunteers in Public Schools Reading Day Commitment Card YESI I will read a story to Little Rock School District students on Tuesday, November 16,1999. Name: Qoec^,e/yAj\u0026gt; -o'. I. .Q \u0026lt;0 X s Address: Daytime phone:. a /n City/Zip: Please help us plan foryourparticipation. Complete all information accordina to your preferences: My firrsstt.jchqjce is to read to students in, Pre-K - 2nd grade  3rd - Sth grade  no preference at 'l. cay School beginning at am  no preference  I am unable to volunteer on November 16th, but would like more information about volunteer opportunities with the Little Rock School District. Please return this card to the VIPS office before October 25th by mail, fax 324-2044 or e-mail: sdgeisl@stuasn.lrsd.k12.ar.us Your confirmed assignment will be sent to you in early November. For additional information, call 324-2290. Volunteers in Public Schools Reading Day Commitment Card  YESI I will read a story to Little Rock School District students on Tuesday, November 16,1999. Ll'iy^Q SrVa/li' an T kdiiess: fC 02\u0026gt; g Name: Daytime phone: ^OG City/Zip:. Please help us plan foryourparticipation. Complete all information accordina to your preferences: My first choice is to read to students in B Pre-K - 2nd grade  3rd - Sth grade  no preference at School beginning at 7'3^ am  no preference  I am unable to volunteer on Novemb er 1'I6ttKK,i bbuutt would like more information about volunteeropportunities with the Little Rock School District. Please return this card to the VIPS office before October 25th by mail, fax 324-2044 or e-mail: sdgeisl@stuasn.lrsd.k12.ar.us Your confirmed assignment will be sent to you in early November. For additional information, call 324-2290. Volunteers in Public Schools Reading Day Commitment Card I YES! I will read a story to Little Rock School District students on Tuesday, November 16,1999. Name: Address: Daytime phone: City/Zip: 7 Please help us plan foryourparticipation. Complete all information accordna to your preferences: My first choice is to read to students in at Pre-K - 2nd grade  3rd - Sth grade School beginning at  no preference am  no preference 1  I am unable tovdunteer on November16th,butwouldlike more information about volunteeropportunities with the Little Rock School District. Please return this card to the VIPS office before October 25th by mail, fax 324-2044 or e-mail: sdgeisl@stuasn.lrsd.k12.ar.us Your confirmed assignment will be sent to you in early November. For additional information, call 324-2290. Volunteers in Public Schools Reading Day Commitment Card 'ESI I will read a story to Little Rock School District students on Tuesday, November 16,1999. Name: Daytime phone: Address: City/Zip: 1.-4'b to.k, AR 12-10^^ Please help us plan foryourparticipation. Complete all information accord no to your preferences: My first choice is to read to students in at Car VC_________ Pre-K - 2nd grade  3rd-Sth grade School beginning at  no preference am  no preference  I am unable to volunteer on November 16th, but would like more information aboutvdunteeropportunities with the Little Rock School District. Please return this card to the VIPS office before October 25th by mail, fax 324-2044 or e-mail: sdgeisl@stuasn.ir5d.k12.ar.us Your confirmed assignment will be sent to you in early November. For additional information, call 324-2290. Volunteers in Public Schools Reading Day Commitment Card YES! I will read a story to Little Rock School District students on Tuesday, November 16,1999.' Name: Daytime phone: Address: 2.01 L. 54-.^ SoluIp. .Sir, Citv/Zip: LiA-VUtor.tc- Please help us plan foryourparticipation. Complete all information accordng to your preferences: My first choice is to read to students in Pre-K - nd grade'  3rd - Sth grade  no preference School beginning at 9 .'On .am  no preference  I am unable to volunteer on November16th,butwDuldlike more information about volunteer opportunities with the Little Rock School District. Please return this card to the VIPS office before October 25th by mail, fax 324-2044 or e-mail: sdgeisl@stuasn.lrsd.k11ar.us Your confirmed assignment will be sent to you in early November. For additional informaUon, call 324-2290.Volunteers in Public Schools Reading Day Commitment Card YESI I will read a story to Little Rock School District students on Tuesday, November 16,1999. Daytime phone: Address:^ e? Citv/Zip: Please help us plan foryourparticipation. Complete all information accordno to your preferences: My first choice is to read to students in  Pre-K-2nd grade  3rd - Sth grade JStflo preference 2 at School beginning at am  no preference  I am unable to volunteer on November 16th, but would like more information about volunteeropportunities with the Uttle Rock School District. Please return this card to the VIPS office before October 25th by mail, fax 324-2044 or e-mail\nsdgeisl@stuasn.lrsd.k12.ar.us Your confirmed assignment will be sent to you in early November. For additional information, call 324-2290.Little Rock School District OFFICE OF THE SUPERINTENDENT recbved May 2, 2000 MAM i DMm'Ci'JMO.IITOBB Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham - Suite 510 Little Rock, AR 72201 Dear Ms. Brown: We announced at the April 27 Regular Board Meeting that we are seeing continuing improvement in I .. .  -- ----------- -------------    \"g wwi Itii lUMiy VTVIllVUUII several critical indicators. During the third quarter, student behavior continued to improve in the schools. Our third quarter discipline report indicates a 21 % decrease in the number of suspensions from the same period last year. The number is significantly lower with only 1,255 suspensions during the quarter. More students are staying in school as evidenced by the decline in the number of dropouts. This years third quarter dropouts are 67% below last year. There were 150 dropouts during the third quarter in 1998-99, while there are only 50 dropouts during the third quarter this year. We might be able to attribute some of this fantastic progress to more participation by the community and especially parents within our schools. Volunteer hours increased 8% this year from 237 336 volunteer hours to last year to 255,937 for 1999-2000. And now for the best news! We had already started a trend the previous year with expulsions and suspensions and that trend is continuing. We are encouraging students to take more challenging courses in order to prepare for college...and careers. Enrollment in Advanced Placement courses by African- American students has risen by 48% from 471 during the 1997-1998 school year to this years 691. Total student enrollment in Advanced Placement courses increased 25% since the 1997-98 school year, from 1,435 to 1,791 this year. We waited to share this trend because we wanted to be sure of the success rate was accurate and that class drops had not occurred in any great numbers from initial enrollment. These are positive trends that bode well for the District and the future increased student achievement for all students. I thought you would be pleased with the continuing progress of the Little Rock School District. Sincerely, I) LeslieV- Carnine Superintendent of Schools cc: Chris Heller 810 West Markham Street  Little Rock, Arkansas 72201  (501) 324-2012 Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 May 18, 2000 Dr. Leslie V. Camine Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Les: Thank you for your letter earlier this month, in which you related some of the progress the district is making. Good news is always welcome! Im very encouraged to hear that student behavior is improving, dropouts are declining, and volunteer participation continues to be high. The increase in the number of African-American students in AP courses is particularly encouraging. To these accomplishments we can now add the passage of the mileage, a most significant achievement that is a harbinger of more good things to come for the district. We at ODM applaud you and your colleagues for your diligent work and offer our hearty congratulations on your successes. Sincerely yours, Ann S. Brown cc: Chris HellerrECsvEC------- OfflCEOF LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 OFFICE OF ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent Phone: (501)324-2272 E-Mail: icbabbs@sniasn.lrsd.kl2.ar.us JUL 2 i TO: Ann Brown. Federd Monitor FROM: Junious Babbs t' SUBJECT: Attendance Zone Changes (Response to 7-14-00 Memo) DATE: July 20, 2000 In response to your July 14'* request regarding realigned attendance zones to accommodate Mitchells continued function as an elementary school, the following information is provided.  The original Mitchell School Attendance Zone has been adjusted to include what was the old Otter Creek satellite zone.  Upon review of proximity and 99-00 realigned school zones, a northern section of the Mitchell zone was removed and absorbed in Martin Luther Kina.  To date (7-18-00), projected school enrollments for each grade at these schools reflect: School (Capacity) Mitchell (298) Otter Creek (351) King (728) Stephens (692) P4 18 18 61 37 36 58 98 37 41 77 97 52 41 61 104 39 37 49 105 44 44 51 101 42 47 52 71 46 K 1 2 3 4 5  Copies of updated elementary, middle and high school attendance zone maps have been provided to your attention.  Further review (September - October) of student attendance zones to address enrollment, building composition and plan compliance within the 2000-2001 Work Plan for LRSD Priorities is being addressed. If questions come up or additional information is needed, please feel free to give me a call. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Division of School Services Sadie Mitchell, Associate Superintendent received TO: ice of Desegregation Monitoring FROM: Carnine, Superintendent of Schools DATE: September 7, 2000 SEP 1 3 20GG QFFiGEOf DESEGBESATtO?i MOMVrOWMQ SUBJECT: Magnet Schools Assistance Program Grant The Little Rock School District is in the process of developing a plan that will improve the educational offerings of four schools in Southwest Little Rock\nFair High School, McClellan High School, Mabelvale Middle School and Cloverdale Middle School. The schools have decided to adopt magnet-like school themes to focus on academic content and to increase student engagement in learning. The schools, along with the District's Director of Planning and Development, will aggressively seek resources to support the themes. The Magnet Schools Assistance Program provides grants to eligible local educational agencies (LEAs). Each eligible LEA that desires to receive assistance shall submit an application before December 22, 2000. The Little Rock School District is preparing to submit an application which will include the schools listed above. If you have questions, please call Sadie Mitchell at 501/324-2007. c: Junious Babbs, Associate Superintendent - Student Registration Dr. Terrence Roberts, Desegregation Consultant Dr. Stephen Ross, Desegregation Consultant  Little Rock School District ^Eceweo OFFICE OF THE SUPERINTENDENT OCI I- 5 2000 ORttCf October 4, 2000 Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham - Suite 510 Little Rock, AR 72201 Dear Ms. Brown\nWe appreciate your sharing the information from your staff visits to the noted schools. I have made copies of the information and given information to the appropriate supervisor for review. A couple of years ago we would have had great difficulty dealing with the maintenance and renovation issues. Today I suspect we will have most of these items already in a maintenance, replacement or renovation cycle. Thanks again for sharing the information with us. Sincerely, Leslie V. Carnine Superintendent of Schools cc: Brady Gadberry Sadie Mitchell Donald Stewart 810 West Markham Street * Little Rock, Arkansas 72201  (501) 324-2012'ii Little Rock School District  --------------- OFFICE OF THE SUPERINTENDENT October 23, 2000 Mr. John Walker 1723 Broadway Little Rock, AR 72206 Dear Mr. Walker: In response to information noted in your October 19*^ request regarding oversight of the principals relationships between parents and students, this responsibility has not been changed. Dr. Marian Lacey, Assistant Superintendent for Secondary Schools, is assigned this charge. If additional questions come up, feel free to get back with me. Sincerely, Leslie^y. carnine Superintendent of Schools cc: Chris Heller ZAnn Brown 810 West Markham Street  Little Rock, Arkansas 72201  (501) 324-2012 Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Marshall, Federal Monitor One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: December 17, 2001 To: Members of the LRSD Board of Education From: Ann Marsha Re: LRSDs Contribution to ODMs Budget As 1 watched the televised meeting of the LRSD Board last Thursday, I noted the confusion among some board members about the amount the district contributes to ODMs annual budget. For your information, the correct amount for the current fiscal year is $170,864, which is based on October 1, 2001 enrollment figures. The history of our budget management is such that, every year without fail, we have been able to return to the district a portion of the amount it has appropriated to ODM for the year. I fully expect that again this year we will rebate a portion of the districts contribution at the end of this budget cycle. cc: Dr. Ken James Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Marshall, Federal Monitor One Union National Plaza 124 West Capitol. Suite 1895 Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 September 11, 2002 Dr. Bonnie Lesley Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Bonnie\nThanks very much for forwarding a copy of your August presentation to the Board on recent algebra, geometry, and literacy test scores. The results indicate some very encouraging improvements, upon which we congratulate you, your professional colleagues, and, of course, the students. We appreciate your keeping us informed and look forward to hearing good news during the school year. Sincerely yours, Ann S. Marshall ^/ll bt\u0026lt;\u0026gt; Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Marshall, Federal Monitor One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 September 17, 2002 Dr. Ken James, Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Ken: All of us at ODM join in congratulating you and your colleagues in the Little Rock School District on attaining partial unitary status. The beaming faces in the newspaper said it all, and we share in your sense of satisfaction. Weve been pleased to work closely with the district over the years as weve shared our skills and perspectives, lent our support to work teams and committees, and celebrated the schools accomplishments. Under your leadership, the district has made significant progress that makes the community proud. We look forward to resuming our work with you through the coming months as the district continues to move ahead. Sincerely yours, Ann S. Marshall cc: Board of Directors\\ ,4. Individual Approach to a World of Knowledge February 13, 2003 received Dr. Kenneth James, Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 FEB 1 5 2003 nr... OFFICE OF deseghegation monitoring Dear Dr. James: After 41 years in public educati\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_394","title":"Little Rock School District (LRSD) Preliminary Desegregation Plan'","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":["1989-12-01"],"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 integration","School improvement programs"],"dcterms_title":["Little Rock School District (LRSD) Preliminary Desegregation Plan'"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/394"],"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":["documents (object genre)"],"dcterms_extent":["31 pages"],"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\nLRSD PRELIMINARY DESEGREGATION PLAN December 1, 1989 ,'5'' _ .   V. IThe Desegregation of the Little Rock School District -7 Preliminary Plans (Revised) December 1, 1989 TABLE OF CONTENTS I. Demographics II. Schools III. Instruction IV. School Climate V. Staffing VI. Student Assignment Plan VII. Staff Development VIII. Parent and Community Support IX. Monitoring and Evaluation X. Funding XI. Critical Events Calendar Appendices A. Long-Range District Goals B. Administrative Organization of the Little Rock School District 1 A Message to Our Community: V. Three days after the Supreme Court's decision in Brown ^ard of Education, the Little Rock School Board issued , a formal statement of its intent to comply with the requirements of the Constitution, follows: The statement read as It is our responsibility to comply with Federal Constitutional requirements, we intend to do so when the Supreme Court of the United States outlines the and method to be followed. Three and a half decades later the issue of school desegregation remains unresolved in our city. No matter what strategies have been attempted, no matter how many plans have been proposed, the desegregation of the Little Rock School District has remained a goal which we have not yet achieved. Even more disquieting is the fact that despite hundreds even thousands of hours of remedial education for students and technical assistance for teachers, the academic schievement of black and white students continues to reflect wide disparities. On standardized achievement tests last year, a difference of over 25 percentile points separated the average achievement of black and white students in our schools. It is painfully clear that not only has the District been unable to achieve racial balance, it has also been unsuccessful in educating many of its black students. i When one pauses to consider the reason why \"separate but egual Itschools were declared unconstitutional in the first place, the gravity of this failure becomes even more appalling. desegregation plan that does not succeed in reducing the disparity in educational achievement between minority and non-minority students cannot be successful. One must ask why a community that has struggled with this issue for so long has not yet been able to accomplish the desegregation of its schools. One reason is the loss of white students from the District, a loss which has occurred over the years because of enrollment in private schools, movement of middle class families to surrounding districts. and a decline in the birth rate of white children. At the same time that the District has dealt with the effects dwindling numbers of white students, it has also had to of educate an increasing number of minority students, who, as we know, are disproportionately represented among the poor and disadvantaged. at A Whatever the reasons for the District's inability to desegregate its schools, it is clear that until our community realizes the importance of attaining this goal and commits to making it happen, school desegregation will never become a reality. The Federal Court can, and will. issue orders which protect the constitutional rights of school children\nhowever, the Court cannot change the hearts and minds of people, and that, in the end, will determine the degree and quality of any community's its schools. efforts to desegregate i iOnce again we have an opportunityperhaps our lastto achieve quality desegregated education in Little Rock. What we accomplish, or fail to accomplish, during the next few months will determine whether we enter the 21st century with excellent schools for all children or whether we are forced to retreat, perhaps permanently, into the backwaters of educational mediocrity. We must not leave, as our legacy to our children, inferior, mediocre schools in a system worse off than it was when this litigation began, only unthinkable but also unconscionable. To do so is not In the weeks ahead our patrons, staff, and students will have opportunities to discuss the ideas contained in these preliminary plans. Many of the proposals have come from you. Others seem like good ideas to us, but you may find reasons why things should be done differently. Also, you may think of other ideas. We invite your comments and opinions\nwe want and need your support. We will be working hard to write a constitutional plan to desegregate schools and stabilize our community. In the end we want to be proud of what we have our accomplished and confident that we have done our very best for all of our children. We believe we can do that if together we commit ourselves to the task and support each iiiother in our efforts to attain once-and-for-all the goal stated so eloquently by the Little Rock School Board over thirty-five years ago. Ruth Steele Superintendent of Schools November 1, 1989 ivI. DEMOGRAPHICS A. Enrollment Trends in the Little Rock School District B. Population Trends in Little Rock C. Population Trends in Pulaski County D. Implications I. DEMOGRAPHICS The purpose of this section is to review the demographics of the Little Rock School District. As a result of the focus on interdistrict transfers in Pulaski County, some attention will also be given to the demographics of the North Little Rock and Pulaski County School Districts. The Little Rock School District covers ninety-one square miles. Until the recent Chenal Valley annexation, the boundaries of the Little Rock School District were coterminous with the boundaries of the city of Little Rock. Although the population of the city of Little Rock is approximately two-thirds white, the District's enrollment (25,972 students) is 64 percent black. The North Little Rock School District is on the northern boundary of the Little Rock School District. The North Little Rock School District covers twenty-six square miles and comprises nearly all of the city of North Little Rock. The North Little Rock School District has approximately 9,500 students and is 44 percent black. Both districts are surrounded by the Pulaski County School District which covers 729 square miles and approximately 22,000 students. The Pulaski County Special School District is approximately 25 percent black. This section will review three areas related to the demographics of the Little Rock School District: 1. Enrollment trends in the Little Rock School District 2 . Population trends in Little Rock -2- 3. Population trends in Pulaski County A. Enrollment Trends in the Little Rock School District For several years the Little Rock School District has been under federal court order to maintain racial balance within its schools. The racial composition of the school district has shifted slowly in the past several years as a result of a gradual increase in the number of black students attending Little Rock schools and in their proportion of the total enrollment. In 1980-81, black enrollment totaled approximately 13,000 or 63.6 percent of the total enrollment of 20,500 students. By the 1986-87 school year, the number of black students had grown to almost 13,800 or 71.3 percent of the total enrollment of 19,300 students. During the period from 1980 to 1987, the District's black enrollment experienced a 6 percent increase. During the same period, however, the total enrollment experienced a 6 percent decrease in students. The District's black enrollment has continued to grow since annexation in 1987. During the period from October 1987 to October 1988, the black enrollment increased from 16,268 to 16,684 students. This represents a 2.5 percent increase in black students. The black enrollment increased by five students from October 1988 to October 1989. During the period from October 1987 to October 1989, the total enrollment experienced a 3 percent decrease in students. The steady decrease in total enrollment during a period of growth for the black enrollment can be attributed to a -3- steady decrease in the District's white enrollment. The white enrollment decreased by 7 percent (655 students - excluding 1987-88 twelfth graders) from October 1987 to October 1988. The white enrollment decreased by 5 percent (416 students - excluding 1988-89 twelfth graders) from October 1988 to October 1989. It is apparent that the District will have to reverse this trend in order to effectively desegregate its schools. The October 1989 kindergarten enrollment appears to be the first sign of change in the pattern of declining white enrollment. The white kindergarten enrollment experienced a 10 percent decline from October 1987 (634 white students) to October 1988 (570 white students). However, the white kindergarten enrollment increased by 10 percent (59 students) from October 1988 (570 students) to October 1989 (629 students). This growth can be attributed to the use of A attendance zc^es and, kindergarten attendance law, a law which still gives parents to some degree, the new mandatory the option to waive kindergarten attendance or attend private/parochial kindergarten. It should also be noted that the District's four-year-old program is approximately 32 percent white. The new attendance zones, the mandatory kindergarten attendance law, and the success of the four-year- old program are good indicators of an upswing in white enrollment. -4- B. Population Trends in Little Rock During the last three decades, Little Rock has experienced a 1.5 to 2.0 percent annual average population increase. However, most of the increase has been caused by annexation rather than new residents. Approximately 0.5 percent of the average annual population increase was related to new residents. The 1.5 to 2.0 percent growth rate is expected to continue through 2010. According to the City of Little Rock, the northwest sector of the city has experienced the largest population growth since 1980. This section includes the area around Pleasant Valley, Rock Creek, Highway 10, and 1-430. The growth in northwest Little Rock can be traced to new residents in this area. The secondary growth area of the city is in southwest Little Rock. In both northwest and southwest Little Rock, some of the growth can be attributed to movement from central and east Little Rock. However, southwest Little Rock has received most of the movement from central and east Little Rock. Unlike northwest Little Rock, annexa 'l ion has not been a significant factor in the growth of southwest Little Rock. The downtown area (central and east Little Rock) has experienced a decline in population since 1980. As indicated above, relocation continues to occur from central and east Little Rock in northwest and southwest Little Rock. The density of the downtown area is too high for new developments, unless existing structures are removed. As a result, central and east Little Rock are expected to experience decline in the future. Some of the residents in central and east Little Rock are relocating in west central Little Rock near 1-630. The black percentage is gradually increasing in neighborhoods in the area of Kanis, Barrow Road, and 36th Street. Also, neighborhoods around 12th Street, Fair Park Boulevard, and UALR have changed from predominantly white to predominantly black populations in the last two decades. Unlike central and east Little Rock, growth in west central Little Rock has been aided by the availability and construction of apartment complexes and homes for first-time homeowners. Metroplan's 1986 population estimates indicate substantial new residential construction in much of the annexed territory, and considerable increase in population as well. Most of the homes sold recently in the annexed territory are in Mabelvale. Also, substantial growth is expected to occur on the city's western borders. There are still several large tracts of undeveloped land now prime for development. A number of major residential, commercial. or institutional construction projects are currently being completed or were recently completed. It is apparent that the city has three distinct demographic areas: northwest Little Rock, southwest Little Rock, and the central, east, and west central area of Little Rock (also referred to as the 1-630 Corridor). In terms of -6- racial populations, northwest Little Rock is predominantly white\nsouthwest Little Rock is majority white but has more integrated neighborhoods than the other sectors of the city\nand the 1-630 Corridor is predominantly black in the east and experiencing considerable black migration in the west. It is also apparent that more growth is expected in northwest Little Rock and southwest Little Rock. The downtown Little Rock area is expected to continue to experience a decline in population. C. Population Trends in Pulaski County Pulaski County is expected to experience substantial growth during the next two decades. UALR projects the population of Pulaski County to reach more than 441,000 by the year 2000, an increase of more than 100,500 or 29.6 percent over the 1980 population of 340,600. Metroplan has a somewhat higher projection. The County is expected to reach more than 474,000 persons by 2000 (an increase of 39.3 percent over 1980), and 530,000 by the year 2010, a gain of over 189,000 persons or 55.6 percent in just thirty years. In regard to areas of growth, the population growth rate is slightly higher for areas north of the Arkansas River. In 1970, the population north of the River accounted for 38.4 percent of the County's population. By 1980, the population north of the River was 40 percent of the County. Areas of large gain north of the River include portions of Sherwood and Jacksonville. -/- Another area of growth in Pulaski County is the area immediately west of the Little Rock School District's western border. Some of the growth in northwest Little Rock referred to earlier will actually occur in areas outside of the Little Rock School District. For instance, the Chenal Valley development is expected to be a major community in the next 10-20 years. The westward expansion of Pulaski County is also evident in the Crystal Hill and Maumelle areas. The Pulaski County Special School District feels that the school population in Crystal Hill and Maumelle is large enough to justify another school building to serve these areas. At present, the black population constitutes approximately 24 percent of the population in Pulaski County. By the year 2000, blacks are expected to constitute 33.7 percent, or one-third, of the Pulaski County population. The steady in-migration of blacks from rural areas in Arkansas will have a direct impact on the growth rate of blacks in Pulaski County. Most of these persons are expected to reside in the Little Rock School District. As stated earlier, the black enrollment in the Little Rock School District has experienced a steady increase over the past decade. The growth trends in Pulaski County merely reaffirm the need for more interdistrict transfers in Pulaski County. -8- D. Implications The three demographic areas in Little Rock make it easy to understand the strategies that the Little Rock School District must employ to comply with desegregation requirements. First, the District must reverse the trend of declining white enrollment in order to effectively desegregate all of its schools. Recruitment efforts directed toward private and parochial students will be futile if the District cannot maintain its present white population. A continuation of the recent increase in white kindergarten and four-year-old enrollments will not result in an overall net growth if the white population is not maintained at the upper grades. Second, although the downtown Little Rock population is expected to decline, the high density in this area will continue to be a problem for school assignments. The building capacity in the downtown area must be increased to reduce the burden of busing on black students. Third, the heavily-populated white areas in northwest and southwest Little Rock must be targeted for possible assignments to schools in the 1-630 Corridor. Both of these areas are expected to grow in the future. Fourth, the total number of white students enrolled in the Little Rock School District must increase if all of the schools in the 1-630 Corridor are going to comply with desegregation requirements. This means that the Little Rock School District must succeed in attracting private and -9- parochial students. These students must be recruited to attend area schools as well as schools in the 1-630 Corridor. Finally, the Little Rock School District cannot expect to meet desegregation requirements by relying solely on white students living in District boundaries. Pulaski County is expected to grow considerably during the next ten years. Interdistrict assignment procedures such as magnet assignment, majority-minority transfers, and Act 609 transfers are already in place for further development. Act 609 (the new choice law) will allow students outside of Pulaski County to attend the Little Rock School District. The Little Rock School District long-term desegregation plan must use every opportunity available to benefit from the demographic trends in Little Rock, Pulaski County, and central Arkansas. -10- r II. SCHOOLS A. School Organization B. Types of Schools Interdistrict Schools of Choice Intradistrict Magnets Incentive Schools Area Schools Specialty Schools C. Publicity and Information -11- II. SCHOOLS A. School Organization The present organizational configuration of schools in the Little Rock School District is as follows: K-6 elementary schools 7-9 junior high schools 10-12 senior high schools Also, there are four-year-old programs in operation in five elementary schools: Franklin, Ish, Rockefeller, Stephens, 1 and Washington. Additionally, all five high schools have kindergarten programs in conjunction with their Child Development classes. The Little Rock School District Early Childhood Task Force will be asked to recommend whether or not the high school kindergarten classes should be phased out in order to provide more continuity in the educational experience for young children. Initially, much thought was given to the elimination of the junior high school and the creation of K-8 schools or 6- 8 middle schools. For several reasons such a substantive organizational change is (noynow proposed: first, another change of this magnitude would not only be very expensive but it would also create additional instability for the community at a time when the perception of stability and continuity in our schools should be increased. Second, there will be a worsening capacity problem at the junior and senior high level for at least the next two or three years. especially when Disbar becomes an interdistrict school. -12- Instead, an internal reorganization of the junior high schools is proposed, beginning in 1990-91, using grades seven and eight for block scheduling, teaming, and other features of the H school within a school\" concept which has functioned so successfully in the middle school. Grade nine will be a pre-high school program which thoroughly prepares students for their high school experiences. A seven-period day at the junior high schools will also be instituted, beginning in 1990-91. In 1992-93 the junior high school program will be 1#^ evaluated, space needs identified, and the usefulness and the effectiveness of the junior high school structure reconsidered. By that time the benefit of studies and evaluations done by the New Futures Initiative will help make a more thorough assessment of the junior high school program. Except for these internal changes, the creation of a pre-K through 9 university laboratory school, and an expansion of early childhood programs in some schools (discussed below), the organizational structure will remain the same, at least through the 1992-93 school year. B. Types of Schools Several types of schools are proposed in this plan. They include the following: Interdistrict schools of choice Intradistrict magnets Incentive schools -13-Area schools Specialty schools Detailed descriptions for these types of schools are in the following sections. -14- Interdistrict Schools of Choice There will be three interdistrict schools of choice, with proposed student ratios of 60 percent black and 40 percent white and one. Central High School, as a limited school of choice. They are described below: Washington Basic Skills/Math-Science (Pre K-6): This school will open in 1990-91 for students who learn well in a highly-structured setting\nwho are motivated by competition which is fostered in academic, physical, and social behavior\nand who are interested in math and science. The instructional activities will be presented through teacher-centered classrooms, large-group instruction, disciplined classroom management, and standard basal textbooks, A computer lab, a math lab, a science lab, field trips, guest speakers, and specific math/science projects (math Olympiads, Invention Convention, Science Fair, and the Young Astronaut Program) will enhance the mathematics and science core programs. The goals of the Washington School will be: -to develop the highest possible competence in academic skills and concepts\n-to nurture the student's mental processes\n-to foster self-discipline\n-to develop task commitment and self-motivation\n-to develop an understanding of the relationship between the scientific process, applied mathematics, and other curriculum areas\n-to equip students at an early age with the interest and educational skills to live in the technological world of tomorrow. Washington Basic Skills/Math-Science School will be characterized as a school which will highlight the best of the past, present, and future educational values. These values will be included as concepts in developing positive learning. This school will also emphasize traditional American values in education, such as patriotism. Classroom teachers (K-6) will use the Young Astronaut Program to encourage further study in math and science, channel student interest into the pursuit of the studies To required for the exploration and settlement of other worlds, to make school work less forbidding by dramatizing that it is the key to the universe beyond, to attract students to the disciplines that are prerequisite to tackling the challenge of the starsthese are the objectives of the Young Astronaut Program. Students will be regularly scheduled to go to the computer lab, math lab, and the science lab which will be -15- staffed by certified specialists. Instructional assistants will assist the math and science specialists and regular classroom teachers with coordination and implementation of the specialized instructional program. The principal of the school will be the primary administrator of the program with an assistant principal to help with administrative duties. Specific skills and concepts from various subject areas will be emphasized at each grade level. To be eligible for academic promotion at Washington, the student must: -master these targeted skills and concepts with 85 percent accuracy\n-perform daily academic activities with 85 percent accuracy\n-spend a minimum time each night on assigned homework: 30 minutes for students in grades one and two, 45 minutes for students in grade three, and one hour for students in grades four, five and six\nand -complete all assignments according to specified time frames. Specific rules and regulations regarding academic performance and social behavior will be strictly but fairly enforced. A major component of the philosophy of the Washington Basic Skills/Math-Science School will be that the education of a child is the responsibility of both the school and the parents. Enrollment at Washington will be open to students from Pulaski County and North Little Rock based on M-M provisions and on the provisions of Act 609 of 1989 (\"School Choice\" law). Dunbar International Studies/Talented and Gifted (7-9) : Dunbar Junior High School will open in the fall of 1990 as an Interdistrict Specialty School for International Studies and for Talented and Gifted Education. First preference will be given to current students at Dunbar and to sixth graders at Gibbs International Studies Magnet School. An active recruitment effort will be planned for the spring of 1990 to recruit the incoming seventh grade class. The balance of the seventh grade class will be recruited from the Dunbar attendance zone and from the Pulaski County Special School District and the North Little Rock School District. Majority-to-Minority transfers will be the vehicle by which interdistrict students may come to Dunbar. If recruiting from Gibbs, the attendance zone, and interdistrict transfers fails to fill the school to capacity, other students from junior high schools will be recruited through the vehicle of desegregation transfers. New students who live in the attendance zone or students who are enrolled at Dunbar during the 1989-90 school year will not be required to attend Dunbar if they have no interest in the speciality program. If over -16-capacity problems develop among LRSD junior high schools, they shall be resolved by mandatory interdistrict assignments. Students who~wish to partTcipate in the talented/gifted component at Dunbar will enter the school through the same recruitment vehicles outlined above. Talented/gifted students need only to have been identified and recommended for placement in order to qualify for talented/gifted classes at Dunbar. Z At Dunbar,, Spanish, French, Russian, Japanese, German, and Latin will be offered. Other courses will be developed in interdisciplinary approaches. Introduction to Languages, Studies Survey, World Issues, the United Nations, and Introduction to Cultures are among the courses to be provided. new Additionally, other courses, c.~ social studies, science, physical education, and English^ will be internationalized through emphasis on the e.g. commonalities of the human experience, the contribution of diverse ethnic groups, and the interrelated nature of the world community. Current affairs of an international nature will be continually used, including print media and programming from AETN, The Discovery Channel, and Cable News Network. A comprehensive competitive sports program will be provided with soccer as the dominant sport. A seven-period day will be provided at Dunbar in order to allow studi studies art s totake full benefit of the international 'T^GjrograniS'. Also students could take ' advantage of the A.M. and P.M. Options. The P.M. Option'/ would be a supervised study hall held in the media center, thus allowing students to- use l-i-b-r-a-ryy aan^dd computer The A.M. Option could be a (Supervised study halA or a regular class. resources. Course requirements and electives for the Dunbar program are described in the Curriculum Overview below. -A y a 7 7 CURRICULUM OVERVIEW OF DUNBAR INTERDISTRICT SPECIALTY SCHOOL FOR INTERNATIONAL STUDIES AND GIFTED AND TALENTED EDUCATION All students at Dunbar will be required to participate in the international studies curriculum. The following courses are available to satisfy the international studies requirement. seven. Foreign Language - Full-year foreign language study will be available beginning in grade seven. The following courses will be available: French I, ll, ill German I, II, m Japanese I, II, ill Latin I, II, iii Russian I, II, ill Spanish I, II, ill -17- In foreign language study students will learn the vocabulary and grammar of the language and the history and culture of the people who use it. Students who do not choose to study a specific foreign language may choose to enroll in Introduction to Language. This full-year course is available to students in grade seven, eight, or nine, and introduces students to the culture and conversational rudiments of six different languages: Japanese, Latin, Russian, and Spanish. French, German, The course will give students an understanding of the nature of foreign language study and will help students choose a language they may wish to pursue in later grades. International Studies - Beginning with grade eight, the international studies reguirement may be met with the International Studies Curriculum rather than with a foreign language, if one chooses. Available in grades eight and nine. International Studies choices will consist of a series of courses on varying topics. , The International Studies Choices Curriculum will consist of the following courses: Grades 7 and 8 Physical Geography This course will include extensive computer-enhanced instruction and topics such as cartography, natural phenomena, and ecology presented as global concerns. World Issues This course will involve a thematic approach to continuing and current global issues. It will utilize current media information sources including Cable News Network's Discovery. II II and presentations. Newsroom\" and the Discovery Channel's \"Assignment The course will include individualized projects Arkansas's World Connections This course will investigate the state's ties with the international community emphasizing economic, developmental, and financial connections. -18-Grade 9 United Nations This course will include the history, structure, and functions of the United Nations emphasizing current issues before its organization. Leaders of the Twentieth Century This course investigates the lives and impact of 20th century leaders including Gandhi, Mao, Hitler, Churchill, and Roosevelt as well as contemporary societal and political leaders. Students will project characteristics of leaders needed for the 21st century. International Skills community. This course includes practical skills designed to help students become responsible participants in the adult Components include driver's education culminating in an Arkansas driver's license and an international driver's license, a safety program including emergency procedures and CPR resulting in International Red Cross certification, and instruction in procedures and protocol for foreign travel. Students who express interest in this course would be selected on the basis of the number of semesters at Dunbar, attendance record at Dunbar, and citizenship grades. International Sports This course includes team and individual sports popular in other societies such as soccer, taekwando, and tennis. The programs of studies for each of the three grades are outlined below to illustrate the required courses and the electives available for students at Dunbar. -19-7th Grade Program of Studies 7 Period Day Required Courses 1. 2. 3, 4 . 5. 6. English , Mathematics World Geography Life Science (Exploratory Studies - 1 semester) Music/Art (Practical Arts - 1 semester) Home Economics or Industrial Arts Introduction to Languages or Foreign Language I {French I, German I, Japanese I, 7. Latin I, Russian I, Spanish I) Special Programs (Required for students needing assistance in reading, math, or English) PAL English, PAL Math, PAL Combination, or Learning Lab Students not required to enroll in special programs may select an elective from the following: Elective Courses Physical Geography World Issues Arkansas's World Connections Art Choral Music Physical Education Band Orchestra -20- Sth Grade Program of Studies 7 Period day Required courses 1. 2. 3. 4. 5. 6. 7. English Mathematics American History Earth Science Health/PE (9 weeks each) Career Orientation (1 semester) Introduction to Languages or Foreign Language I or II (French I, II\nGerman I, li\nJapanese I, II\nLatin I, II\nRussian I, II\nSpanish I, II) or International Choices Curriculum (Physical Geography, World Issues, Arkansas's World Connections) Special Programs (Required for students needing assistance in reading, math, or English) PAL English, PAL Math, PAL Combination, or Learning Lab Students not required to enroll in Special Programs may select an elective from the following: Elective Courses Physical Geography World Issues Arkansas's World Connections Art Choral Music Band Orchestra Physical Education -21- 9th Grade Program of Studies 7 Period Day Required Courses 1. 2 . 3 . 4 . 5. 6. English Mathematics Civics Physical Science Computer Science (1 year) or Computer Literacy (1 semester) and Any Semester Elective (1 semester) Introduction to Languages or Foreign Language I, II, III {French I, II, III\nGerman I, II, III\nJapanese I, II, III\nLatin I, II, III\nRussian I, II, III\nSpanish I, II, III) or International Choices Curriculum (United Nations - 1 semester. Leaders of the Twentieth Century - 1 semester, International Skills 1 semester, 7. International Sports - 1 semester) Special Programs (Required for students needing assistance in reading, math, or English) PAL English, PAL Math, PAL Combination, or Learning Lab. Students not required to enroll in Special Programs may select an elective from the following: Elective Courses United Nations (1 semester) Leaders of the Twentieth Century (1 semester) International Skills (1 semester) International Sports (1 semester) Exploratory Business Physical Education (1 year) Health (1 semester) Home Economics Industrial Technology II Art Choral Music Band Orchestra -22- . 1 University Laboratory School (Pre-K-9): Interest has been expressed in a university laboratory school which would demonstrate state of the art techniques in teaching and school leadership. ' ' ' \"  It would be located on or near the campus of the University of Arkansas at Little Rock. Students from Pulaski County and North Little Rock would be invited to enroll according to M-M regulati Act 609. and Bale Elementary and Southwest Junior High may/be considered as a site for the University Lab School. The Little Rock School District proposes to open such school in the 1991-92 school year. *  The remainder of this a year and the 1990-91 school year would be planning years in which District and University staff would plan the curriculum and theme for the school. Little Rock Central High School (10-12): Approximately 200 spaces are presently unfilled at Little Rock Central High School. These seats will be opened to students from North Little Rock, Pulaski County, and other neighboring districts at the beginning of the 1990-91 school year. The flagship program of choice at Central will be its extensive foreign language program. ___ _ - . - , Other specialty areas around an international studies theme will be planned and developed according to a five-year schedule by Central High staff members and administrators and curriculum specialists from the three school districts in Pulaski County. -23-Intradistrict Magnets While the LRSD will continue to invite students from neighboring districts to enroll in intradistrict magnets, ' the pur^se of these schools will be primarily to attract students who reside in Little Rock. U 7 Four intradistrict magnets are proposed with ratios of 60 percent black and 40 percent white. Aviation and Transportation/Math-Science Magnet (7-9) : ?-/2 The Aviation and Transportation/Math-Science Magnet will be constructed at or near the airport in cooperation with the planned Arkansas Aviation Museum and will open in 1991-92. In 1992-93 grade 9 will be added. Also during the 1991-92 school year, students will be surveyed to determine their interest in pursuing a high school program as part of the aviation and transporation magnet.  ' If sufficient interest is shown, a specialized high school program will be implemented. In the Aviation and Transportation Magnet Junior High School a competitive comprehensive activities program will probably not be provided since high school enrollment in the Aviation and Transportation Magnet will be small and the program highly specialized. It will integrate science, mathematics, technology, engineering, and social studies around an aviation and transportation theme. The study of aviation and transportation will cross many disciplines, including history, geography, communications, physics, engineering, design, mechanics, computers, and navigation. Various human-oriented services will also be included. The instructional program at this magnet school will make students aware of the available careers in the major industrial fields of aviation, shipping, and transportation. 7 Courses at the Aviation and Transportation/Math-Science Magnet will include such titles as: Avionics Communications Navigation History of Transportation Geographic, Social, Economic, and Cultural Developments Due to Transportation Physics of Flight Modern Transportation Transportation Engineering Human Services Aspects of Transportation Field experiences will be provided with the following local transportation authorities: Adams Field Falcon Jet Arkansas Highway Department Little Rock Port Authority McClellan-Kerr Navigation System -24-Union Pacific Railroad Local trucking companies Local aviation companies The core disciplines for the Aviation and Transportation Magnet School will be science and mathematics. Each student will take science lab minicourses that focus on the scientific method and explore a variety of topics in science. Students will be expected to display their mastery of the scientific method by completion of a project that shows application of scientific processes and principles of mathematics. will have available courses in algebra I, algebra II, and geometry. Thematic courses in the area of aviation and transportation will utilize science and mathematics skills. The Vocational Education modules, \"Exploring Industrial Technology Education,\" will form the basis for one or more thematic magnet courses. several ways to meet program needs. The modules can be combined in Flight simulators, hydraulics, construction technology, electronics, and other modules will support the program quite well. State vocational funding can be obtained for these courses. In addition, a social science course and a physics/engineering course will complete the curriculum. CCooccuurrrriiccuullaarr activities will include field trips to Adams Field, Murray Lock and Dam, and other appropriate sites. Professionals from the transportation industry will be invited to participate as guest lecturers at the school site. The school will have a seven-period day to create time for the addition of specialty courses. A small number of specialists will be hired and trained/retrained in the specialty subject they will teach. These employees will need to take course work or attend staff development sessions during the summer of 1990. Students will meet District and State program requirements and will take a small number of required courses in the specialty area. Other specialty courses will be electives. Environmental Sciences and Basic Skills Magnet (Pre-K-6): Much interest has been expressed in the concept of an environmental sciences magnet (popularly referred to as the \"Zoo\" magnet). If property can be purchased or used near the Little Rock Zoo, an environmental sciences magnet for students in grades pre K-6 will be built, to be opened in 7 1991-92. If property cannot be purchased,. FFrraannkklliinn ,7 Elementary School will become the environmental science magnet. To expand the environmental sciences theme into the junior high school, the science curriculum will be reviewed and new courses proposed for Forest Heights Junior High School students who may be interested in pursuing studies in environmental sciences. ~  -- - - 1992-93 school year. Such courses will be added by the -25- is The theme of the school, environmental education, ideal for developing a magnet program that will not only be a powerful drawing card for students but will also focus on a current topic that involves science and technology, addresses ethical concerns, has a sense of global urgency, and requires interdisciplinary approaches to solving problems. A recent national report funded by the National Science Foundation stated about K-6 science, \"An integrated, hands-on approach is needed, which focuses on the relationship between humans and the total environment.\" This and other reports focus on the need to integrate science and technology with societal issues. Learning should start with things that students are familiar with, such as their environment, and proceed to use that experience base to introduce other, more abstract, concepts. The Environmental Sciences and/Basic Skillsl ict Magnet Elementary School will address needs currently being communicated at the national level. At the same time, the school can combine available community resources with an inherently interesting topic to create program that attracts a diversity of students. a -A A. The Environmental Sciences and Basic Skills Magnet Elementary School has the following goals: Students will learn in a multicultural setting that includes representation from all three Pulaski County school districts and neighboring districts. B. Community environmental resources (such as the Zoo, Museum, Game and Fish Department, etc.) will enhance educational experiences for children. C. Environmental education will be an interdisciplinary theme around which much of the instructional program will be delivered. Student learning outcomes for the instructional D. jyuuciiL xeariirng ror me program will include major environmental education concepts from all three learning domains: 1. Knowledge of basic environmental concepts and facts Understanding the relationship between humans and the natural world E. 3. 4 . 5. Acquire a II caretaker\" attitude toward earth Understand and appreciate all forms of life Apply nurturing skills to care for plants and animals The School Plant will include facilities needed for environmental studies such as a greenhouse and science laboratory. Staff specialists will be employed to operate the greenhouse/science laboratory. Staff specialists and regular classroom teachers will work to develop an interdisciplinary curriculum with environmental education as the organizing theme. and State content guides and objectives will be used to make District -26- 2.National sure that all skills are included in the program. National curricula such as Project WILD, Project Learning Tree, Project Zoo, and other programs that might become available will be utilized. students and In addition to normal classroom activities, st will spend time weekly in the science laboratory and greenhouse conducting experiments, culturing plants, caring for animals. Frequent excursions to the Zoo will _students an additional living laboratory to study. Curricular activities will include such things as wildlife clubs, garden clubs, and Zoo docent training. A contract with the Zoo and other community resources will be developed to detail the working relationship between the parties. Montessori Magnet (Pre-K-6): s Garland Elementary School, one of the District' current incentive schools, will eventually become a Montessori Magnet School. The plan is to provide a program for youngsters ages 3-6 by the 1992-93 school year and to i T L it for youngsters ages 7-12 in 1993-94 I Yyy'rwr __________  1 as an -------\n--------------------- -- -----L. This will provide Garland with two years in which to function as an incentive school and to begin to recruit white families to the school for the Montessori program. Roinin\u0026lt; Gifted-Talented/Cooperative Learning School (Pre-K-6) \" The goals of Romine School will be: to develop the highest possible competence in academic skills and concepts to develop task commitment and self motivation to foster self-discipline and to discuss/foster special interests, talents, and abilities of students and provide opportunities to develop areas of interest to nurture the students' mental processes to foster student participation, effective cooperative learning, and the development of strong interpersonal skills to enable students to learn to work together in a world in which they will live together Romine Gifted-Talented/Cooperative Learning School's curriculum will increase effective participation in lifelong learning. The wider the range of intellectual stimulation to which students are exposed, the greater the chances are that all of the diverse potentialitiesboth within a group of students and within a single studentwill be brought to fruition. The gifted/talented component will provide a very broad and challenging curriculum for the diverse student body. This school will utilize the cooperative theme in teaching basic skills as well as enr^hed courses -27-Incentive School Plan The purpose of the Incentive School program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the Incentive School Program will not only compensate the victims of segregation but will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire District. In order to be successful, the Incentive Program must address the academic, social, and emotional needs of all student participants. The Incentive Program must also serve as a recruitment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the Incentive School Program will serve as a model of excellence for the county, state, and nation. The success of the Incentive School Program is directly related to the success of the long-term desegregation plan in the Little Rock School District. Opportunities for academic achievement are enhanced by commitment, high expectations, a strong belief that all children can learn, and broad-based community support. When these ideals are coupled with the availability of financial resources, educational excellence prevails. It is certainly the belief of the District that all of these ideals will be evident in each incentive school. In the incentive schools all children, to the extent possible, will be a part of the mainstreamed instructional program. Content will be delivered in a manner that enhances positive self-concept for all students, but especially for those students who have been identified special-needs students. as Also, all students will have equitable access to educational materials, resources,and appropriate instructional delivery. Further, in the incentive schools, the overall school enrollment, all classes, all programs, all activities, and all teaching and supervisory staff (to the maximum extent possible) will be racially balanced and numerically racially representative. 7 Students will be encouraged to pursue post secondary schooling. Era-c-h Little Rock School.. .D.i.s.t.r.i.c.t.. (.L.R.S.D) student enrolled in the Incentive School Program will be eligible for post secondary scholarships. A plan which will make post-secondary educational experiences feasible will be implemented commencing with the 1990-91 school year. -28- The following schools will provide the Incentive Schools Program: - Garland - Ish - Mitchell - Rightsell - Rockefeller - Stephens Program Goals: 1. 2. 3. 4 . 5. 6. 7. 8. To provide the most rigorous, demanding, and challenging curricular and instructional opportunities within the Little Rock School District (LRSD). To focus on the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideas. To promote the concept that school desegregation/ integration and quality education are inseparable. To promote the concept of learning, personal and human growth and development, positive self-esteem, and concern for other people and property. To promote improved human and civil rights for all people through the development of human relations skills within the schools. To incorporate in the incentive school core curriculum a systematic approach for exploring the history, culture, and diversity of all ethnic groups of the school population. To promote language development and computation skills through varying experiences. To deliver curricular content in a manner that minimizes the need to label students as special learners. To create and maintain a learning environment which is substantially free from overt manifestation of socioeconomic disparity among students. To provide an opportunity for the schools to become learning and community centers for parents and 11. community organizations. To facilitate strategies for students to establish personal goals for achievement and success. -29- Curriculum Areas: Emphasis/Expansion in Curriculum Areas: Though the K-6 core curriculum currently in use in the Little Rock School District will remain the basis for the incentive school curriculum, significant emphasis, modification of existing instructional techniques, and the introduction of new educational delivery systems will be required. In addition changes or modifications in the core curriculum will be indicated. In recent years in the Little Rock School District, students in kindergarten through grade 3 have not been exposed to any kind of comprehensive or detailed science curriculum. Some children who will be serviced in the incentive schools have had no concentrated science instruction. The design of an expanded science curriculum will approach the teaching of elementary science from two different perspectives: (1) the inclusion of comprehensive science instruction at all levels, and (2) the utilization of innovative instructional techniques which are not in common use in most of the District's elementary schools. The curriculum for physical education will be directed toward achieving individual competencies in health-related fitness, skill-related fitness, fundamental movements and body management, psychosocial foundations (attitudes associated with well-being), and visual/motor manipulatives. Instructional Delivery: area The instructional approach to teaching each subject in the incentive schools will place a greater emphasis on active student involvement in the instructional process. This will be accomplished by the utilization of the following instructional strategies: 1. Student Team Learning - Utilization of the Slavin model, which places strong emphasis on cooperative learning and individual achievement through group interaction, will be used to facilitate this approach. Specifically, the District will use a model developed by Robert Slavin and associates at the Johns Hopkins University titled \"Student Team Learning\" to help teachers implement successful group work within the II classroom setting. The success of Student Team Learning for achieving increases in student achievement has been carefully researched by Slavin and others the past 10 years and offers documentation for its success with high and low achievers of all ethnic over groups. LRSD has several trainers (administrative and teacher) already prepared to conduct staff development for teachers in the incentive schools on the Slavin model of Student Team Learning. -30- 2. Whole-group Instruction - Experiences will be developed to meet program objectives through whole-group instruction. Opportunities will be provided for 3. students to interact in skills related activities. Higher Order Thinking Skills - Higher Order Thinking Skills can be utilized at almost any level of instruction. Teachers in the incentive schools will be trained in developing lessons and questioning techniques that solicit objective student responses and encourage imaginative problem solving. Teachers will 4. use this process as an integral part of their instructional approach to teaching the core curriculum. One-to-One Instruction Since research has 5. conclusively shown that direct one-to-one instruction is the most effective learning model, the adult-to-student tutoring approach utilizing direct instruction will be employed whenever possible. Learning Styles Inventory - All incentive school students will undergo a learning styles inventory to assist teachers in diversifying their teaching styles to match the learning styles of the students. Any 6. 7. teacher who has not undergone a reliable learning styles inventory over the past three years will also participate in an identified learning styles inventory. Student Education Plans  The incentive schools will make use of Student Education Plans for all students. Homework - All homework in the incentive schools will be used to reinforce instruction, to aid retention, and to assist students in transferring and relating concepts to the learning process. given in isolation. Homework will not be I 0^? Content Area Modifications: SCIENCE Extended Opportunities - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students as well as encouraging a better understanding of science and its related components. Field trips will be designed so that children in the incentive schools are not deprived of field experience opportunities because of socioeconomic status.In addition, field trips will involve teachers in preparation and transfer activities for the extended learning opportunities both before and after the trip. All field trips must be related to and/or interwoven into class instruction and follow-up. Additional Resources - Other approaches for enhanced learning opportunities in the science curriculum will involve the use of realistic and modern visuals, one-to-one instruction (may be peer to peer, retired personnel to -31- student, aide or student teacher to student, teacher to student, specialist to student), intermittent student conferences, varied instructional approaches to the effective deliverance of higher order thinking skills, and the use of peers and retired personnel as tutors for students in incentive schools. Curriculum Changes - The present LRSD science curriculum will be used along with the complementary objectives in the March 23, 1989, Little Rock School District Proposed Desegregation Plan, Volume II, which include the following: - Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3). - Classroom and textbook work will be supplemented with practical demonstration and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of the sciences.  Emphasis in the upper grades will be on life sciences and physical sciences (4-6). - Mastery of concepts should culminate with an annual project\ni.e.. Invention Convention, Science Fair, etc. - Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom. The curriculum discussed above, aligned with the additional components listed below, will encourage student success through the Incentive School Program. 1) 2) 3) Instructional Technology - All incentive schools should have available the most modern instructional technology for use in specialized laboratories and/or in individual classrooms. The computer laboratory in each incentive school will also be used for science.., t Study and Test Taking Skills - The incentive schools will integrate the teaching of the study skills, taking skills, and reinforcement of scientific test vocabulary with the teaching of science in both the laboratory setting and the regular science instructional time block. Students will be provided with opportunities to practice test taking skills using content and formats similar to standardized tests for their age/grade level. SOCIAL STUDIES Though the current core curriculum should remain in place, a number of important modifications are necessary to the success of the social studies program. -32-1) 2) Realistic Visuals - The use of professional, updated models, materials, bulletin boards, textbooks, etc., are critical to giving children a sense of place in an ever-changing world. 3) /'Cultural Diversity - The Little Rock School District' current instructional material does not accurately I reflect the cultural or racial diversity evident in the student population of the incentive schools. It is critical to make every effort, including the use of supplemental materials in addition to regular textbooks, to ensure that the incentive school social studies program corresponds with the goals and objectives of the Incentive School Program relative to ethnicity. s 4) Values Clarification and Related Approaches - The proactive techniques once utilized by the Little Rock School District, including but not limited to I'm OK, You're OK (transactional analysis), Values Clarification, Project Aware, and the Green Circle Program, should play a vital role in actively involving students in instruction that allows them to grapple with ideas, concepts, and values critical to an understanding of how society works. Verbal Skills - The utilization of activities designed to encourage oral expression has not received enough emphasis at the elementary level. it is critical that students be taught the skills that will allow them to clearly articulate their thoughts and provide them the self-confidence so critical to a positive self-image. The following activities will place a renewed emphasis on this all important skill: a) b) c) Debate - By reintroducing this standard of the traditional curriculum, the incentive schools can increase the speaking and writing skills of students while building their confidence. Even more important, students can learn effective ways to deal with disagreements and can be taught conflict resolution and cause and effect on a practical and academic level. Show-N-Tell - This important aspect of the traditional curriculum will be utilized on a regular and systematic basis to facilitate self-concept, verbal skills, and selfconfidence . Current Events - A greater emphasis should be placed on the integration of current events into the curriculum for all grade levels at the incentive schools. This is imperative if students are to become active citizens in 5) their community and the world around them. Field Experiences - A creative and more systematic utilization of field trips of greater length and -33-6) variety will be one of the unique aspects of the social studies program at incentive schools. Though traditional sites such as the zoo and museums will certainly be visited, the focus should be expanded to include government agencies, factories, colleges, historical sites, places of business, etc. Every effort will be made to organize the trip in conjunction with the current program of studies. study Skills Laboratory - Critical o success in any subject, particularly social studies, is the establishment of a skills laboratory which places emphasis on the \"how-to's\" of research, test taking, and book analysis. This area has been long neglected to the detriment of student performance on MAT-6 and the Minimum Performance Test. A comprehensive approach to these and other basic skills is required. MATHEMATICS Though the current core curriculum should remain in place, a number of important modifications are necessary for the success of the mathematics program. r 1) Mathematics Laboratory - The study of mathematics in laboratory setting will be an integral part of the curriculum for the incentive schools. Laboratory instruction will place emphasis on concreteness 2) 3) (kinesthetic and tactile activities), manipulatives (hands-on activities), problem solving, realistic pictures, materials, and resources. By providing students with opportunities for hands-on experiences and positive attitudes, laboratory opportunities will contribute to an improved academic self-concept. Instructional Technology - Instructional technology will be incorporated in the mathematics program for all grade levels to develop skills in problem solving, reasoning, and communication. Various technological equipment/materials will include up-to-date computers, calculators, video cassette recorders, supplemental textbooks, films, manipulatives, and realistic visuals. Parent/Child Learning Kits - Essential skills in mathematics should be reviewed and strengthened at each grade level to individualize the learning process for grade levi ren. -4) _ Prepared parent/child learning kits will be provided to foster home involvement of parents with These kits will include basic mathematics child. information, manipulatives, and problem solving. Problem Solving - Problem solving activities will be integral part of the mathematics program. Emphasis will be placed on building confidence, developing strategies for understanding, and fostering logical Mathematics manipulatives used will include thinking. an Emphasis Versa-Tiles, cuisenaire rods, attribute blocks, base 10 a -34-blocks, geoboards, tangrams, pattern tiles, unifix cubes and pattern blocks. PHYSICAL EDUCATION/HEALTH The physical education program will provide for the needs of all students in achieving individual competencies in motor skills, knowledge, and attitudes. 1) Curriculum Guide - Educational skills related to the physical education program will be outlined in a course content guide, K-6. Systematic utilization of the 2) guide will be emphasized in the incentive schools. Intramural Program - Intramural programs will be established at each of the incentive schools. The 3) 4) fundamental purpose of the program will be to develop enjoyment of team sports and lifelong leisure skills. This program will provide competitive physical education games and activities in addition to class activities. Specialized Equipment - Specialized equipment will be needed to implement the essential physical education skills. The equipment will include items such as trampolines, balance beams, balls, hoops, ropes, and other psychomotor materials. Health Related Fitness - Fundamental and developmental skills in health related fitness will be an integral component of the physical education program. Opportunities and experiences will be provided to include family life education, human development, fitness exercises, and understanding of and respect for the handicapped. FINE ARTS (MUSIC/ART) The current core curriculum will remain in place with a number of important modifications which are necessary for the success of the fine arts program. 1) 2) Realistic Visuals - The use of professional activities, models, materials, bulletin boards, and textbooks should reflect mankind's heritage in music and art. Cultural Diversity - Emphasis will be placed on cultural diversity in basic, developmental, and extension skills in music and art. Each fine arts 3) experience should provide conditions for students to recognize, understand, and appreciate differences in people, traditional beliefs, and uniqueness of cultural styles. Field Type Experience - More systematic utilization of field trips of greater length and variety will be one of the unique aspects of the fine arts program. Students will be provided opportunities for active participation in group and individual performances. -35-4) Exhibits and field type experiences will be used to reinforce the learning of concepts in music and art. The focus of field experiences should be expanded to include museums, art galleries, commercial advertisement offices, concerts, plays, recitals, and ballets. Creative Expression - Enjoyment of music and art should be emphasized in the earlier grades (K-3) through the creation of music, painting, and crafts. Creative expression should be expanded at the intermediate level to include an understanding of cultural and historical differences. Opportunities should be provided for 5) students to share, display, and demonstrate their abilities through performances, plays, exhibits, programs, and fairs. Clubs/Events - Special interest clubs in music and art should provide opportunities for students to enhance learning, to broaden cultural experiences, and to receive special training in addition to the regular class. Students should be encouraged to participate in vocal and instrumental ensembles and appropriate art 6) exhibits. Fine Arts Resource Center An area should be designated within each incentive school for storing materials, activities, and equipment for music and art. These resources related to fine arts skills and concepts development should be available for students to use at home, following\nThese resources should include the a) b) Music - musical instruments, records, tapes, books, sheet music, videos, and pictures. Art - drawing paper, construction paper, crayons, markers, paint brushes, modeling clay, pictures, books, paints, lettering sets, and various craft items. READING The developmental approach to teaching reading will be applied in the incentive schools. Neither age nor class designation will be a factor in determining the cognitive developmental needs of a child at any given time. This approach will require frequent and on-going formative assessment to determine the child's immediate instructional needs. More time on task to include teaching and reteaching, utilizing alternative instructional techniques. will characterize the reading program. Teaching of reading will not be confined to the reading block of time, but will be meaningfully incorporated in all areas of the curriculum. The \"whole-group\" instructional approach will be applied in the reading program, reinforced by reteaching, identified small group instruction, and individual tutoring. This approach will be facilitated by limiting the teacher- -36- pupil ratio to 20:1 in the primary grades (K-3) and 25:1 in the intermediate grades (4-6). An instructional aide will be provided for each forty (40) students, constituting a .50 aide per classroom. To utilize teacher strengths/skills and maximally meet the individual student needs, team teaching at grade levels will be employed in the incentive schools. Peer tutoring, involving students from grades 5 and 6 as well as students from nearby secondary high schools, will serve to further extend learning time for primary children (K-3). Field trips designed to extend classroom objectives and to broaden student experiences will be incorporated as a major component of the reading program. To maximize the field trip experience, the teacher will develop and teach pre and post field trip lessons. Instructional technology, to include the use of the computer, will be employed as a teaching tool, focusing on teacher interaction with students, and providing immediate feedback and reinforcement to the student. This procedure utilizes the computer as a visual vehicle for instruction and is not intended to replace laboratory computer instruction. Homework will provide opportunities for further mastery of skills/concepts taught in the classroom. Students will be permitted to take the basal reader and other library resources home for specifically designed homework assignments. Under no circumstances will homework be required of a child who has not demonstrated mastery of the homework content at the comprehension level. To facilitate the use of background experiences in the development of vocabulary and comprehension, story mapping will be a common practice. Critical thinking skills will be taught at all grade levels, including among others, drawing conclusions, predicting, inferences, analysis, and evalua-tion. Social development as well as cognitive reading skills will be enhanced by the inclusion of multicultural literature, audio-visual materials, and resource persons from various cultural groups. Focus on oral language development will be a high priority in the incentive school. Opportunities to develop oral fluency will include speaking, storytelling, chanting, imitating, debating, dramatics, and choral reading and reciting. LANGUAGE ARTS The Little Rock School District believes that all students can become proficient users of language by learning strategies of reading, writing, speaking, and listening. The language arts programs of the District reflect these goals in a multicultural curriculum designed to nurture and -37- expand the developing literacy, speaking, and writing abilities of all students. The following guides will be used for the language arts program in the incentive schools: - Curriculum Objectives (K-6) and Core Curriculum Charts - Multicultural Materials (Selection and Use) - Core Literature List (K-6) - Multicultural Vocabulary (Teacher and Student Lists) - Curriculum Materials/Activities/Resources Effective oral and written communication skills are fundamental to an individual's success in academic activities, social development, professional performance. and personal fulfillment. The incentive schools will develop and infuse multicultural education in all grade levels of English language arts. are to enable each student to develop: The goals of this program - Clarity, fluency, and precision in standard oral and written communication\n- The ability to give structure to thoughts\n- The ability to analyze and discuss\n- A consciousness of linguistic patterns and structure\n- A pride in, appreciation for, and sensitivity for standard language and an awareness of nonstandard language\nand - Creative thought and expression. The core curriculum, concept, skills, and behavioral objectives have been clearly defined in the Little Rock School District curriculum guides, which form the foundation for the language arts programs in the incentive schools. context. English usage will be taught in spoken and written The teaching of English usage will be made relevant and meaningful to the student by utilizing the student's spoken and written language as an instructional vehicle to clarify new concepts/skills. Oral language will be facilitated by providing varied opportunities for the child to practice speaking in meaningful settings such as dramatic play, giving directions, making plans for activities, talking about experiences in school, community, etc., making announcements, debating, orations, telling riddles, dramatizing stories, traveling experiences, telephone conversations, making introductions, conducting club meetings, etc. ^uency will be acquired through practice. The concept of writing to read will be incorporated in the language arts program. Written language is concerned with the child's efforts to express his/her ideas in -38- writing. Ideas are in abstract form until they \"flow through a pencil or pen\" to the paper. the incentiv_e_-Schools, the child will be provided many techniques and skills necessary for fluency. C__ '__L.,1 To create this flow, ques to be utilized are: Some techni- Journal writing - Poetry - Reports - Letters - business and friendly - Plays - Riddles - Biographies - Stories - Newspaper articles - Books Language arts, speaking, reading, writing, and spelling are all interdependent disciplines and will be taught as such. It is essential that the child understands the relationship of these disciplines. The student's valuing of each discipline will be enhanced as he/she becomes aware of the relationship between writing and spelling, speaking and reading, and reading and writing. The functional importance of nonverbal communication cannot be minimized. Consequently, this area of communication will be a part of the language arts curriculum in the incentive schools. Recent research identifies nonverbal communication as a valuable means of communication. The development of telecommunication technology and the elimination of communication barriers have created a need for greater understanding of all forms of communication. COMPUTER LITERACY The Little Rock School District does not have a comprehensive computer literacy program in operation at the present time for elementary school children. The elementary schools in Little Rock are equipped with computer laboratories which are used for remediation and enrichment. The incentive schools will continue to use the computer laboratories with their present design and scope. In addition, the Little Rock School District incentive schools will offer computer-supported, individual, and group-based instruction for elementary school reading, mathematics. social studies, science, art, etc. Participation, instruction, practice, feedback, and monitoring will be the keys to unraveling the computer for elementary students in the incentive schools according to the following objectives: -39-1) 2) The computer will be used to enhance student participation, feedback, and performance as well as monitoring in classroom and laboratory settings. The computer program experience for students in the incentive schools will involve the students from an orientation stage to a mastery stage. (Inextricably 3) 4) interwoven in the mastery will be the advent of elementary instruction in keyboarding and/or typing). The computer will involve students in active instructional tasks, active learning, and opportunities for providing and receiving explanations. The computer literacy program will help to encourage teachers in actively involving students in an ongoing program that: a) b) c) d) e) f) begins in kindergarten, follows a scope and sequence similar to other subjects, pursues grade level mastery annually, masters the keyboarding skills needed for efficiency, utilizes intermediate level programming skills necessary for proficiency, and produces a computer literate student by 6th grade who: 1) 2) recognizes and appreciates the ability of a computer and understands and is able to demonstrate command of the computer before entering the 7th grade. Keyboarding will be offered from 4th grade through 6th grade, utilizing the following format: Beginning in the 4th grade, the incentive program will offer an entire nine weeks/grading period for students to learn practical standard keyboarding practices while still allowing them access to computers in other settings during the first grading period. The remaining three grading periods will offer support and reinforcement for the keyboarding as well as an introduction to basic programming. For students who may have advanced skills, advanced programming will be offered. In order to qualify for advanced instruction, students must have demonstrated mastery of basic programming before being placed in an advanced programming class. In instances where the computer will be used to provide students with higher levels of participation, feedback, and performance monitoring, instructional software directed toward immediate ability for student response will be used. (Example: The software used should allow for immediate reliable feedback from the teacher and the software. -40-The use of the computer will allow the teacher more time for direct instruction because: 1) 2) 3) The teacher will not be free or released during computer instruction. The teacher will be involved with the students during training, practice, and follow-up. The regular classroom teacher may or may not be the computer teacher (May vary depending on teacher skills, willingness to acquire skills, specialists available, etc.) Personnel directly involved in computer instruction will require prior training or extensive training in the operation and care of the computer. The computer-teacher programmer will be a professional who has also been trained to teach. The computer teacher and/or computer-teacher programmer will require training on specific software packages to be used at the different grade levels. These individuals will also be trained in discipline and classroom management, in group process, and in Student Team Learning. Support Programs: The focus, function, and guiding process of the incentive schools will be to provide excellence in an environment of academic support. Research indicates that parent and community involvement are critical to academic achievement. In particular, support programs are capable of enhancing both compensatory and enrichment activities, addition to the various support strategies used by the In Little Rock School District, the following support programs will be available in each incentive school: HOMEWORK CENTERS - Each incentive school will offer an after school homework center for students who are in need of specific help with class material. one teacher and aide will operate the center. At least The teacher will also be responsible for conferring with regular classroom teachers concerning individual student needs. PEER TUTORING - Peer tutoring will be selected from among a group of self-nominated and teacher-nominated students. The role of peer tutors will not be limited only to those students with outstanding academic grade point averages but will also be open to other students who have mastered the subject matter and can verbalize an understanding of the subject matter to be covered. RETIRED TEACHER PROGRAM - Retired teachers will be recruited to come into the incentive schools and work with individual students as tutors. Retired teachers will be involved in different types of .41. a. individual and small group activities that address the academic, social, and developmental needs of the students. PARENT PROGRAMS - The Incentive School Program will focus on the use of extended family members as tutors. aides, etc. In particular, parents/guardians and grandparents will be used on a regular basis in classrooms and other school activities (advisors, evaluators of programs, activity sponsors, etc.). All incentive school activities will reflect the philosophy that parents/guardians are the first teachers of children. Parents will be regarded as learning Cartners in the educational process of their childreji. II n someA cases, a 1n1u mVsb e%r of pas rents/gus ardi4 anss w.il*l ,be employed as aides with the expectation that they will complete college teaching degree programs leading to certification and possible career opportunities in the ^District. needs of parents. The incentive schools will also support the These schools will become learning and community centers accessible to parents and community organizations after regular school hours. Parent support workshops will be provided on a periodic basis throughout the school year (at least one workshop each guarter). These workshops will be directly related to the instructional activities in the classroom and will address topics such as: 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) Reading skills Adult literacy (i.e. GED program, etc.) Math instruction skills Parent/child advocacy skills Use of community agencies and resources Counseling services Career opportunities Use of standardized tests Computer literacy Higher education oppportunities In addition to the parent support workshops, the incentive schools will use various strategies to increase the accessibility of the schools to parents and community members. COMMUNITY PARTICIPATION - Community participation in the incentive schools shall be encouraged by the involvement of community organizations, employers, civic and social organizations, and public agencies. Each school will participate in the Partner'Shi^ in Education Program and will maintain at least one business partnership. These organizations will be engaged in programs which extend learning experiences beyond the classroom. For instance, field trips, site career awareness opportunities, Saturday on- [-42- enrichment activities, and role model programs will be supported by business partners and/or various community organizations. The use of support programs is critical to the success of the Incentive School Program. In addition to the use of external monitoring sources, the building principal will be directly responsible for monitoring the effectiveness of all support programs. The effectiveness and progress of these programs will be prepared by the building principal and submitted to the Superintendent's office (including the Associate Superintendents) on a guarterly basis. Monitoring instruments used by external monitors will also address the effectiveness of support programs. Staff Selection Criteria: The principal will demonstrate: - knowledge of elementary curriculum. - a commitment to being a leader in staff development by initiating, participating in, monitoring, and maintaining inservice activities. - competency in interpersonal relations with faculty, students, parents, administration, community, and support staff. - a knowledge of and commitment to the differences and similarities among various socioeconomic, social, gender, and cultural groups. - the ability to apply the principles of child growth and development with faculty, students, parents, administrators, community, and support staff. - the ability to apply the concepts inherent in the principles of learning with faculty, students, parents, administrators, community, and support staff. - a knowledge of current educational theory/practices and the ability to make appropriate application in the development of the school population. The certified staff will demonstrate: - competency in the total teaching act. - commitment to the philosophy of the incentive school. - a commitment to participate in staff development activities and apply skills in the classroom. - the ability to teach to differences as evidenced by daily planning and delivery of instruction. - sensitivity to cultural differences as evidenced by the physical features of the classroom which should reflect the society (population) that it serves. Lead teachers will demonstrate the same competencies other certified teachers in addition to the following: as -43-- the ability to work with diverse cultural groups of students and parents. - the ability to accept change and adapt readily to new learning situations. - the ability and willingness to share successful teaching strategies with other teachers and students. - the ability to accept constructive criticism from fellow educators. - a strong interest in research. Lead teachers are those who model effective teaching strategies and are selected to serve as coaches for preprofessionals, student teachers, and peers. In addition to certified teachers and lead teachers, each incentive ( school will also have a permanent substitute teacher, the Little Rock School District will cox^jjd^r hiring Also, an administrator to coordinate and/or supervise the implementation of all programs at the incentive schools. /\\schools of choice, and intradistrict magnet schools. \\ The administrations Schools will be vacate-faculties in all incentive The process for reconstituting the administrations and faculties will include parents, students, teachers, and administrators. Staff Development: Although LRSD expects to assign to the incentive schools exceptionally qualified personnel, specific inservice will be necessary to implement the unique instructional program, following: Basic inservice will include the Mission and purpose of the incentive schools (1 day) Curriculum refinement (10 days) -Identification of desired learning outcomes -Identification of concepts and skills to be taught at each grade level -Delineation of the sequence of teaching topics for each grading period Overview of Program for Effective Teaching (PET)(1 day) Expectation Theory (Accepting Differences) (1 day) Student Team Learning (3 days) Developing Higher Order Thinking (1 day) Classroom/Discipline Management (2 days) Planning for Achievement Difference within the Whole Group Theory of Lesson Planning (1 day) Computer Training (1 day) Instructional Aide Inservice (1 day) Clerical Aide Inservice (1 day) Developing Parents as Partners Implementing the Homework Center Program for Accelerated Learning During the 1990-91 school year, maintenance activities for summer 1990 staff development activities will be conducted. Additional Staff Development Activities will include the following: PET (1 cycle) Developing Peer Tutors (2 days) Developing Adult Tutors (2 days) Teacher Expectations and Student Achievement (TESA) An annual assessment of staff development needs will be Program. conducted. Inservice activities will be scheduled based needs related to implementation of the Incentive School on The staff development department will coordinate inservice activiries------------- Recruitment\nAggressive marketing and recruitment are essential to the overall success of the Incentive School Program. Careful marketing of the Incentive School Program is the first step toward an effective recruitment program. The marketing campaign for the Incentive School Program will focus on two major strategies. First, all parents in the three school districts will be informed about programs available in the incentive schools. Second, in order to desegregate the incentive schools, various neighborhoods throughout Pulaski County will be targeted. the marketing strategies will emphasize the vmj, oppof^uni^ies available at the incentive schoo\" Iri_ech case^, igy Ts. l^arni^g All of the schools designated as incentive schools beginning in the 1990-91 school year currently have (as of October, 1989) racial percentages ranging from 84 to 99 percent black. The black percentage at Rockefeller is 84 percent black and the black percentage at Stephens is 99 percent black. The acceptable range, or desegregation requirement, for all elementary schools in the Little Rock School District is plus one-eighth and minus one-fourth the total black percentage at the elementary level, This formula, which is within the guidelines established by the Eighth Circuit Court of Appeals, results in a range of 51 to 76.5 percent black. The purpose of the recruitment program is to comply with the desegregation requirements in each incentive school. 7 The recruitment program will encourage voluntary assignments that will not have an adverse effect on the desegregation requirement at each incentive school. Of course, the use of voluntary measures will necessitate long-range goals for full compliance with the desegregation requirement by the beginning of the 1996-97 school year. The annual goals for the number of white students needed to meet the desegregation requirements at each incentive school -45- are listed on the attachment. Desegregation Requirements.\" \"Annual Goals To Meet The incentive school recruitment program will focus on three objectives: 1) 2) To provide information to the community about the incentive school program. To use specific recruitment strategies for predominantly white neighborhoods throughout Pulaski 3) County. To monitor and evaluate the effectiveness of the recruitment program for the incentive schools. As stated earlier, the various recruitment strategies will emphasize the unique learning opportunities at the incentive schools, on the following: In particular, emphasis will be placed 1) 2) 3) 4) 5) 6) 7) '8) 9) 10) 11) 12) Extended day learning opportunities Scholarships for post high school educational opportunities Foreign language instruction An individual education plan for each student Academic competition Homework Centers Computer literacy instruction Attractive facilities Low teacher/pupil ratios Emphasis on higher level thinking skills Permanent substitute teachers Saturday enrichment opportunities Each school-based Biracial Advisory Committee will be primarily responsible for implementing recruitment strategies. The school-based Biracial Advisory Committee consists of the building principal, teachers, parents, and students. The parent recruiters in the Little Rock School District Student Assignment Office will assist each schoolbased committee in developing and implementing specific recruitment activities. Although the parent recruiters will provide central office support for certain recruitment activities, it is believed that the most effective recruiting comes from the parents, students, and building staff. In addition to the specific recruitment activities implemented at the school level, the parent recruiters will conduct the following activities to meet the objectives of the incentive school recruitment program: -46- A. To provide information to the community about the Incentive School Program. 1) 2) Information booths at prominent shopping centers and malls throughout Pulaski County. Develop highlight sheets and distribute to all elementary students in Pulaski County. Highlight B. 3) 4) 5) 6) 7) 8) sheets will also be displayed in local businesses. Insert highlight sheets in bills of utility companies. Conduct information sessions with special audiences (i.e. PTA Council, PAC Council, Junior League, League of Women Voters, Chamber of Commerce Education Committee, Realtors Association, etc.) Develop and distribute generic public service announcements (PSA's) to all media. Public service announcements will be a part of an ongoing media blitz to heighten public awareness regarding incentive schools. Billboards, bus benches, etc., will also be used to advertise generic information about incentive schools. Produce short videocassette recordings to be used in public presentations (i.e. PTA meetings, realtors, etc.) Seek incentive school endorsements from local celebrities. Conduct individual and small group recruitment meetings with potential parents. In addition to the above. The Little Rock School District Offices of Desegregation and Communication will be responsible for the following: a) b) c) Hire a marketing expert to develop and implement a multi-year marketing campaign. Conduct an ongoing media blitz that focuses on the positive aspects of the incentive school program. Highlight incentive schools in all district publications. To use specific recruitment strategies for targeted neighborhooods throughout Pulaski County. 1) 2) Assist school-based committees in targeting geographic areas/neighborhoods for informational blitz regarding specific incentive schools. Information will also stress group preference as an assignment option. A^ist schools in developing small group Information\" tours to acquaint parents. \"For Your grandparents, businessmen, realtors, etc., with the incentive schools. 3) 4) 5) Conduct meetings with NLRSD and PCSSD parents and PTA groups to encourage M-M transfers to incentive schools. Work closely with student assignment offices in NLRSD and PCSSD and the Magnet Fducat i nna-i Team (MET) to target specific neighborhoods for \" recruitment activities. Assist each incentive school in establishing and 7 6 ..y ' C. scheduling a speaker's bureau. The parents of white students enrolled in the incentive schools will be encouraged to serve on the bureau along with celebrities, teachers, students, etc. To monitor and evaluate the effectiveness of the recruitment program for the incentive schools. The Little Rock School District Biracial Advisory Committee will also serve as the steering committee for the incentive school recruitment program. The Little Rock School District Office of Desegregation will be responsible for compiling bi-monthly reports on the implementation and effectiveness of various recruitment strategies. These reports will be shared with the Little Rock School District Board of Directors, Joshua and Knight Intervenors, and the Metropolitan Supervisor. The bi-monthly reports will be developed by each school-based Biracial Advisory Committee. The Districtwide Biracial Advisory Committee will review each bi-monthly report and recommend to the Board of Directors and/or Office of Desegregation any changes needed in recruitment strategies/activities. The Biracial Advisory Committee will also appoint two ex-officio members with expertise in marketing/ advertising to ac^ise the committee on recruitment strategies. Thei^jstrictwid^ Biracial Advisory Committee will visit the incentive schools once each quarter. Among other things, the committee will evaluate the recruitment program in each building. The evaluation of the recruitment program will be addressed in the quarterly monitoring/evaluation report for each incentive school. Post High School Scholarships: The incentive school program is intended to provide both short-term and long-term opportunities for educational excellence. As incentive school students experience the short term benefits of high quality learning experiences in grades K-6, it is imperative that they have the resources needed to extend their educational careers to post high school learning experiences. To this end, a scholarship program will be provided for all LRSD incentive school students. A trust fund will be established for each student who completes at least one full school year at an incentive school. Each student will earn $400 for each full year of enrollment in an incentive school. Each student will receive the amount deposited plus interest as the earned scholarship amount. Upon graduation or withdrawal from an incentive school, the total amount awarded for each full year of enrollment will be placed in a trust fund. The trust fund will be administered by a committee made up of two representatives from the Little Rock School District and one representative from the Arkansas Department of Education, Joshua Intervenors, and the Knight Intervenors. A student must enroll in a post high school institution within two years of graduation from high school in order to receive incentive school scholarship funds. Scholarship payments will be made directly to the post high school institution. -49- SUGGESTED TIME ALLOTMENT SCHEDULE FOR THE INCENTIVE SCHOOLS TIME: Regular Day 8:00-3:00 7 hours Extended Day 3:00-5:00 -'2 1/2 hours Extended Saturday 8:00-12:00 *4 hours hours(instruction) *2 hours(instruction) *3 1/2 hrs(instruction) 1 hour(lunch/break) 30 min.(snack/break) 30 min (snack/break) GRADES: Kindergarten - One - Two - Ihree/Regular Day 8:00 - 3:00 BLOCKS (Daily) TIME (Weekly) * Reading 90 min. Apx. 450 min. -'Language Arts - Spelling - Handwriting - Conmunication (Oral/Written) - Literature - Library Mathematics ^Social Living - Science (Health-Safety) - Social Studies (History-Economics- Geography) Fine Arts/P.E. - Art * - Music - P.E. TOTAL 90 min. Apx. 450 min. 45 min. Apx. 225 min. 60 min. 45 min. 330 min. Apx. 300 min. Apx. 225 min. Apx. 1650 min. C'/f '-'REGULAR DAY 8:00 - 3:00 7 hours 6 hours (Instruction) 1 hour (Lunch/Recess) -'Exercises in Foreign Languages can be integrate^d with any of these areas. /I -50- EXTENDED DAY (3:00-5:30) (2 HOURS/30 MIN.) [2 hours - Instruction [30 min. - Snack/Break Recreation: - Intramural Sports - Games 60 min. Apx. 300 min. Study Center: - Reinforce Basic Skills - Enhance Research Skills - Homework 30 min. Apx. 150 min. Creativity: - Dance/Drama - Arts/Crafts 30 min. Apx. 150 min. TOTAL 120 min. Apx. 600 min. EXTENDED SATURDAY (8:00-12:00) (4 HOURS) [3 hours - Instruction] [30 min. - Snack/Break] Field Type Experience: - In school experiences (outside resource persons/ materials) - Outside of school experiences 70 min. Creative Expression: - Read ing/Wr i t ing - Listening/Speaking Clubs/Events: - Computer - Art - Dance/Drama - Intramural Sports TOTAL 70 min. 70 min. 210 min. -51- TIME: Regular Day 8:00-3:00 *7 hours Extended Day 3:00-5:30 * 2 1/2 hours Extended Saturday 8:00-12:00 *4 hours \u0026gt;'\u0026lt;6 hours (instruction) * 2 hours (instruction) *3 1/2 hrs (ins true tion) 1 hour(Lunch/Recess) 30 min(snack/break) 30 min(snack/break) GRADES: Fourth - Fifth - Sixth/Regular Day 8:00 - 3:00 BLOCKS (Daily) TIME (Weekly) 'Language Arts: - Reading - Spelling - Handwriting - Conmunication(oral/written) - Literature - Library 150 min. Apx. 750 min. Mathematics 60 min. Apx. 300 min. Social Studies: - Geography - History - Economics 45 min. Apx. 225 min. Science: - Health - Safety 30 min. Apx. 150 min. Fine Arts/P.E.: - Art - Music - P.E. 45 min. Apx. 225 min. TOTAL 330 min. 1650 min. -'Exercises in Foreign Languages can be integrated with any of these areas. -52- EXTENDED DAY (3:00-5:30) (2 HOURS/30 MIN.) [120 Min. - Instruction] [ 30 Min. - Snack/Break] Recreation: - Intramural Sports - Games 60 min. Apx. 300 min. Study Center: - Reinforcement of Basic Skills - Enhancement of Research Skills - Homework Creativity - Dance/Drama - Arts/Crafts TOTAL 30 min. 30 min 120 min. Apx. 150 min. Apx. 150 min. Apx. 600 min. EXTENDED SATURDAY (8:00-12:00) (4 HOURS) [210 Min. - Instruction Field Type Experience: - In school experiences (outside resource persons/ materials) - Outside of school experiences (field trips, etc.) Creative Expression: - Reading/Writing - Listening/Speaking Clubs/Events: - Computer-Art-Dance/Drama - Intramural Sports TOTAL [ 30 Min. - Snack/Break, 70 min. 70 min. 70 min. 210 min. -53- ATTACHMENT I ANNUAL GOALS TO MEET DESEGREGATION REQUIREMENTS (Number of White Students) Garland Ish Mitchel 1 Rightsei 1 Rockefeller Stephens Total 1989-90 14 7 19 17 35 1 93 1990-91 18 14 24 23 40 10 129 1991-92 28 20 33 29 45 19 174 1992-93 38 26 42 35 51 28 220 1993-94 48 32 51 41 57 37 266 1994-95 58 38 60 48 63 46 313 1995-96 68 44 69 56 73 58 368 1996-97 78 50 78 64 83 71 424 Capacity 310 200 310 255 330 285 1,690 -53a- Area Schools Schools where students attend based entirely on attendance zone identification and which are not designated as incentive schools are called area schools, the following: These include Area Schools Senior High Schools: J.A. Fair Hall McClellan Junior High Schools\nCloverdale Forest Heights Henderson Mabelvale Pulaski Heights Southwest Elementary Schools\nBadgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin - Fulbright Geyer Springs Jefferson Mabelvale McDermott Meadowcliff Otter Creek Pulaski Heights Romine Terry Wakefield Watson Western Hills Wilson Woodruff The academic program in elementary area schools will concentrate on language arts, reading, mathematics, science, and social studies to help ensure that students master basic skills. Instruction will also be provided in health, physical education, practical arts, and the fine arts. All -54- elementary schools will be equipped with a 28-station computer laboratory for remedial and enrichment opportunities. In the junior high schools, students will take required courses as well as electives from among choral, instrumental music, art, physical education, Spanish, French, and business courses. Regular and enriched classes in math, English, social studies, and science are offered to meet individual needs. The senior high schools will offer all courses required for high school graduation. Students may choose from various courses in the areas of foreign languages, mathematics, social studies, science, speech, journalism. fine arts, business education, and home economics. honors, and advanced placement courses are offered in various subject areas. Regular, In addition to the core curriculum, all of the area schools will offer the following special programs: Gifted and Talented Education Special Education Program for Accelerated Learning CARE Program (elementary only) DARE (Drug Alcohol Resistance Education) sixth grade classes Extracurricular activities all The area schools will receive the following as a result of the District's desegregation plan: All English, math, science, social studies, special education, foreign language, and music teachers will participate in cooperative learning, PET (Program for Effective Teaching), TESA (Teacher Expectations and Student Achievement), and classroom management training. Supplementary language arts, math, science, social studies, reading, and foreign language materials and supplies for multiethnic infusion will be provided at all area schools. --All junior high area schools will offer journalism (newspaper and yearbook). Manipulatives will be provided for math instruction in all area schools. All area schools will be provided inservice training on the use of multiethnic curriculum guided Concrete \"hands-on\" science materials will be purchased for elementary science instruction. Library/media services will provide for an extension and enrichment of basic skills and will also accommodate the varied learning styles of students in different instructional groups.\nhe District will continue to have at least one library clerk to implement the new library/media program.^ A 7-10 A-V equipment purchase plan will be used to support ear this program. Inservices for teachers and support staff on relevant, practical issues involving the education of handicapped students. District-wide parent support programs and access to the Learning Cent-er that will provide parent training and assistance. Handicapped students utilize computers in the learning process in resource rooms at the elementary and junior high levels. A Community Based Instruction Program (CBI) is available for moderately/severely handicapped students. Academic Progress Incentive Grants: 4 the Academic success for all students is a primary goal of desegregationyiijit.egratiqnprpcess. ol District has developed and adop The Little Rock School deveTbped adopted several programs designed to increase student achievement. District-wide achievement data indicate the need for additional strategies to reduce the number of low achievers. Therefore, the Academic Progress Incentive Grants Program will be established, follows: The program goals are as 1. 2. To improve the education for all students To reduce the disproportion in academic achievement that is evident between groups formed on the basis of race, gender, and economic status. Local schools will develop non-competitive proposals to increase overall achievement and decrease academic disparity. The proposals should include strategies based on promising practices to enhance student achievement. Teachers, building administrators, and patrons shall participate in the development of the local school proposal. A grant writing inservice will be provided by the District. A request for proposals will be announced. The non-competitive grant will be fo option for two additional annual awards, annual grant shall not exceed $25,000^/ 7 ^one year with an The amount of the Magnet schgols and incentive schools will not be eligible for the Academic Progress Incentive Grants. Additionally, area schools will be given before magnet schools or incentive schools to r iportunities^ additional assistance to establish \"islands of excellence\" or model classrooms in their schools. For example a school might wish to develop a model classroom in social studies. Additional resources and assistance from the central administration will be provided and a model classroom will be established. Teachers and administrators from other schools will be encouraged to visit the classroom to gain new ideas and insights into effective teaching techniques which they can then use in their schools and classrooms. Community Support Grants: The availability of extra resources in magnet and incentive schools continues to be an area of concern for many parents in the area schools. Although special funds have been earmarked for magnet and incentive schools, enhancement opportunities must be available in all schools. All schools must have the resources needed to offer quality desegregated learning experiences. In order for quality 7 desegregated learning experiences to occur, all schools must have access to extra resources needed for program enhancement. Non-competitive Community Support Grants will be provided to address the recruitment needs of area schools. Community Support Grants will be used to support local efforts to improve desegregation. Emphasis will be placed on awarding grant proposals that have a positive effect on desegregation efforts. 1. 2. 3. 4 . 5. 6. Grant-writing teams will consist of at least the building principal, two teachers, one noncertified staff member, and four parents. A Grant Writing inservice will be provided by the District. A central office committee made up of the Associate Superintendent for Desegregation Monitoring and Program Development and others appointed by the Superintendent will evaluate grant proposals. Grant proposals should avoid additional personnel costs, to the extent possible. The District will not assume responsibility for continuing costs that occur after the expiration of the funding period. k Local businesses will be asked to help finance the Community support Grant program. This will give II..',1'\",Hl 7 . local businesses the opportunity to become actively involved in the District's desegregation efforts. Magnet schools, incentive schools, and schools of choice will not be eligible for Community Support Grants. J' I I ',1 I Schools cannot fulfill desegregation reguirements without the involvement of the communities which they serve. The use of Community Support Grants will encourage entrepreneurship, ownership, and commitment to local desegregation efforts. The three-year grant awards (Academic Progress Grants and Community Support Grants) should provide sufficient time for the new strategies to become a part of the school culture. schools. Certain changes are proposed for some of the area These are outlined below. 1. wi Woodruff Elementary Expand the school by adding approximately tA^ hundred students. Some of these classrooms program. be usedfor an early childhood education Also, an Extended Day Program will be offered to attract children of parents who work in the state government offices. A percentage of seats will be reserved in order to meet desegregation reguirements. 2 . Western Hills Elementary 7 Expand the school's capacity, and eliminate the use of portables. Approximately one hundred children attend classes in portable buildings at Western Hills. This plan would expand the capacity of the school by two hundred students. available by 1991-92. Additional spaces will be 3. Cloverdale Elementary and Junior High School Expand each school's capacity by approximately one hundred students. 4 . Portable Buildincfs Eliminate portable buildings in a five-year period beginning in 1990-91. The schools having the largest concentration of portable buildings will be the first priority. Specialty Schools Some of the District's area schools already have special themes, and nothing in this plan precludes their continuing to develop them. However, one specialty school, Badgett Elementary, is described in detail because it relates closely to the theme of the aviation/transportation magnet school to be located near the airport. Aviation/Transportation Specialty School: Badgett's instructional program will be structured around a transportation theme. interdisciplinary concept. Transportation is an It includes science, technology. history, geography, mathematics, international studies, and human services. A transportation theme would be ideal for the development and implementation of an interdisciplinary curriculum. The central Arkansas region has a wealth of transportation industries. Air, rail, trucking, and boat/barge transportation are all located in central Arkansas. These industries should serve as a resource for the Aviation/Transportation Specialty School. The Aviation/Transportation Specialty School has the following goals: A. B. C. D. Students will learn the District's basic curriculum through the theme of transportation. The instructional program will be enriched by field trips, guest speakers, and special events related to transportation. Concepts and skills about transportation will be mastered so that students will be prepared for the Aviation/Transportation Junior High School should they choose to apply. The thematic approach to the delivery of instruction will increase student learning through increased motivation and greater transfer of prior learning. The Aviation/Transportation Specialty Elementary School will utilize an interdisciplinary curriculum that emanates from the theme of transportation. Social studies will focus on the effect of transportation on the location of cities and communities. routes will be examined. Geographic influences on transportation History will be taught in the context of transportation's influence on human endeavors. Science will deal with the physics involved in transportation (e.g., mechanics of flight) as well as the inventions that had a major impact on society at the time (e.g., steam engine, airplane). Many basic science skills can be taught from a transportation reference point. Simple machines, sound, energy, and natural resources, for example, all relate to transportation. -59- To enhance the climate of the school, the transportation theme will be obvious to those who visit the school. Bulletin boards, hall displays, assembly programs. and other instructional activities will emphasize transportation. Guest speakers and field trips will frequently incorporate transportation ideas. One or more specialists will help deliver the school's instructional The specialists will coordinate efforts to develop an interdisciplinary curriculum with a transportation theme. program. They will head-up the curriculum development process and will assist in inservice for other staff members. Students will take field trips to local transportation industries such as Little Rock Municipal Airport, Falcon Jet, Central Flying Service, Arkansas Highway Department, Union Pacific Railroad, Terry or Murray Lock and Dam, and the Little Rock Port Authority. Speakers from the transportation industries will present programs in the classroom. J. Cl III J.11 L.XIC? Due to the proximity of Badgett and the Junior High Aviation and Transportation Intradistrict Magnet School, cooperative projects between the schools will be common. Junior high students can present lessons to the elementary students. Elementary students can do assembly programs (song, dance, skits) for the junior high students. Tutoring, mentorships, and other projects can also be worked out between the schools. Other specialty schools will be considered in the long range plan. For example, if it appears necessary to close an existing elementary building, other uses for the building will be sought including the creation of an alternative school for students in grades 10-12 or an early childhood and infant care center. Also, to extend the aviation and transportation theme, administrators in vocational education will begin working with the Arkansas Department of Education to establish programs at the Metropolitan Vocational Education Center to prepare students for careers in aviation mechanics and other transportation related areas, place by 1992-93. These programs will be in 60 C. Publicity and Information Often the success or failure of a school depends on the extent to which accurate, timely, and clear information is provided to parents and students about its programs and unique features. As the programs for schools of choice. intradistrict magnets, incentive schools, area schools, and specialty schools are planned and developed, parents will be encouraged to participate fully in the process by contributing their ideas and suggestions. The District will explain and publicize the programs available at each school to parents, students, and the general community through the use of the District's television channel, through printed brochures describing each school, and through ongoing contact with the education reporters for the local newspapers and television stations. Information coordinators (described in Chapter 8) for each school will assist in developing information brochures and obtaining publicity for their schools. III. INSTRUCTION A. Equity in Academic Achievement B. Early Childhood Education C. Multicultural Education D. Special Education E. Gifted and Talented Education F. Guidance and Counseling G. Extracurricular Activities -62- III. INSTRUCTION A. Equity in Academic Achievement If the desegregation of a school district does not result in a superior education experience for all students, then it is not successful no matter how \"balanced\" schools may be. It is not acceptable to bring children to the doors of the school house only to resegregate them again in their classes and programs throughout the school day. This section of the plan identifies problems related to equity in the academic achievement of our students and proposes ways to address their problems. Problem One: Disparity in educational achievement between black and white students (as evidenced by grades and standardized tests) continues despite several years of awareness of the issue and efforts to deal with it. It is clear that the disparity in educational achievement between black and white students worsens as students move from grade to grade. It is necessary, therefore, that this desegregation plan address this very serious problem. The following solutions are proposed: 1. Conduct a \"curriculum audit\" of instructional programs and services during the next five years according to a prearranged schedule to determine their educational effectiveness for all youngsters. Programs to be audited include, but are not limited to: -63- Art Chapter I Reading and Math Drug Education Foreign Languages Four-Year-Old Program Gifted and Talented Education Guidance and Counseling Homework Centers Kindergarten Language Arts Learning Lab Library-Media Mathematics Music Physical Education, Health, and Nutrition Education Program for Accelerated Learning (PAL) Reading Science Social Studies Special Education Vocational Education The first programs to be audited will include Chapter I Reading and Math, Guidance and Counseling, PAL, Learning Lab, and Foreign Languages. The purpose of the review will be to -64- determine whether modifications in programs need to be made in order to increase their educational value to students. In some cases programs may need to be eliminated or drastically changed. Seek assistance in establishing an Instructional Management System for every student. Technology now exists which can help us analyze a student's learning styles and achievement levels, predict success or failure in school based on a number of factors, and prescribe the necessary interventions in a timely manner. The District will immediately seek to work with experts in instructional technology to devise such a system. It should be noted that this approach is intended to benefit the successful as well as the unsuccessful student. The District will attempt to have this program in place by 1991-92. Begin immediately to develop a five-year schedule for the review of all courses and programs including incentive schools and magnet programs to determine whether their content is sufficiently challenging, relevant, and enriching to students. Require that curriculum supervisors review the use of the multiethnic curriculum guides and propose necessary revisions and modifications. This will 2. 3. 4. -65- be done yearly so that problems which become apparent can be quickly solved. Problem Two: The District continues to have disproportionate representation of students by race in certain classes, programs, and activities. This is not a problem to be addressed by simplistic solutions such as quotas or percentages which are humiliating and frustrating to students. All students, both the gifted and the low-achieving, must be given every opportunity to excel, be challenged. contribute, and produce in school. This problem must be addressed first by being certain that a strong basic education is provided to all students beginning with kindergarten or before and that provision is made to concentrate on youngsters who need the enrichment experience and activities to enable them to compete with more advantaged students and not lose ground as they move from grade to grade. These include additional or extended homework centers, summer learning programs, Saturday classes. Extended Day program, academic incentive programs, and tutorial services. In schools which lack these programs, the District will allocate funds to establish at least one such program in each school. To a large extent principals, teachers, and guidance counselors can positively impact this problem. However, they must be supported by a Board and an -66-administration which insist on optimum learning opportunities for all students. The extent to which staff development can assist teachers and administrators in dealing with this problem will be discussed in another section of this plan. Problem Three\nIn too many instances different expectations for the level of learning are expected from different students. Most students can learn most of what they should know. The research on this issue is irrefutable. The question is why students do not learn, and the answer has to do with what is expected from them. The District has already recognized the problem of different expectations and is attempting to provide training for all teachers in a program called Teacher Expectations and Student Achievement (TESA). As part of the long-term plan, TESA will be required and provided for all teachers, administrators, library media specialists, and guidance counselors. Additionally, Cooperative Learning, and the Program for Effective Teaching will be included. These programs and others will be discussed in the section on staff development (Chapter 7). Also, in instances where teachers have had success in teaching low-achieving students, the District will provide opportunities for other teachers to visit -67-B. \"model classrooms\" where successful teachingand learningfor all students are occurring. Early Childhood Education Someone recently stated that the answer to the drug problem in society was not to build more prisons but to establish early childhood education programs in the schools. The Little Rock School District has experienced success with the HIPPY Program and its four-year-old programs at Washington, Ish, Franklin, Stephens, and Rockefeller. However, it is clear that such programs must be expanded. Their development (including the expansion of the three- year-old program) and implementation should occur following the District's review of final recommendations made by the Early Childhood Education Task Force. The District will add an additional program at Woodruff in 1990-91 and will initiate a Montessori program at Garland in 1991-92. In 1991-92 the Early Childhood Programs will be evaluated and plans to expand them to other schools will be submitted to the Board. The District will also establish Parent Centers at Washington and Franklin to provide assistance to the parents of children enrolled in the programs there. A major goal of the Little Rock School District's Parent Center component is to combine the special knowledge which parents have about their children with the expertise of the staff to improve services to children. -68-The Parent Center will be developed and implemented by local school staff, social workers, counselors, media center staff, and other related personnel to reinforce and maintain a strong linkage between home and school. Parents will be invited to attend the Center to share information. express concerns, make plans, and develop skills to assist in the education of their children. The Center will provide parent discussion groups, individual problem-solving sessions, and other topics of interest identified by the parents such as creative use of family time. A range of evening programs will be offered throughout the year on such topics as parenting, community resources, behavior management, study skills, and recreation and special seminars such as helping working and single parents to become more involved in spending quality time with their child. The District will include the Arkansas Parents: Partners in Learning Experience (APPLE) parent training material developed by the Arkansas Department of Education and other research-based programs. The Parent Centers will be evaluated by the District in 1991-92. The goal is to have early childhood programs and Parent Centers in at least half of the elementary schools by 1994-95 and in all elementary schools by 1998-99. The recommendations of the Little Rock School District Early Childhood Education Parent Committee are comprehensive and thorough and will provide the basis for an expansion of -69-the District's Early Childhood Education Program as a part of the District's desegregation plan. The District will work with the Early Childhood Education Task Force in analyzing these proposals, both in terms of the District's capacity to implement them and the costs of the programs. A detailed cost estimate, with final recommendations for early childhood education, will be provided to the Metropolitan Supervisor prior to December 31 C. Multicultural Education In its commitment to provide equal educational access for all students, the Little Rock School District included in its 1988-89 court mandated desegregation plan the development and implementation of a multicultural education program for grades K-12. Multicultural education seeks to ensure that male and female students, exceptional students, and students who are members of diverse racial, ethnic, and cultural groups will have an equal chance to achieve academically in school. In essence, multicultural education includes (1) the infusion of multicultural content when appropriate into the core subject matter areas\n(2) the use of various instructional/learning strategies to address diverse learning styles of students\nand (3) the demonstration of the attitude and belief that all students, regardless of cultural diversity, can learn. 70Multicultural education has several goals: 1. The development of decision-making and social action skills. 2. The viewing of historical and contemporary events from diverse ethnic perspectives, clarifying students' own ethnic identities and helping them to function effectively within their own ethnic communities. 3. The development of cross-cultural competency\nthe ability to function within a range of cultures. 4. Providing students with cultural and ethnic alternatives to problems. 5. Greater self-understanding by viewing one's self from the perspectives of others' cultures. 6. The reduction of ethnic, racial, and cultural conflict and discrimination through the expanding of students' conceptions of what it means to be human and the development of an appreciation for and sensitivity to the diversity of lifestyles. 7. Mastery of essential reading, writing, and computational skills. To achieve these goals the District is currently involved in the following six-year plan: Note: This plan modifies the multicultural program approved by the court in the 1989-90 Desegregation Plan Volume 1, January 31, 1989. Phase I (1987-88) - Awareness for district staff -71-members and input from cultural groups within the community. Phase II (1988-89) - Development of curriculum guides by committees of teachers of grades K-6 in the following content areas: English, fine arts, math, reading, science. and social studies. (1989-90) - Implementation of the above grades K-6 curriculum guides. Phase III (1989-90) - Development of curriculum guides by committees of teachers of grades 7-12 for art, music. English, reading, math, science, library-media, social studies (grade 7), and American History/Arkansas History (grade 8). Phase IV (1990-91) - Implementation of the curriculum guides for grades 7-12 for art, music, English, reading. math, science, and library-media. Phase V (1991-92) - Development of curriculum guides as follows: a) Civics (grade 9) b) American Government (grades 10-12) c) American History (regular - grades 10-12) d) American History (AP - Grade 11) e) Contemporary American History and Arkansas Studies (grades 11 and 12) Phase VI (1992-93) - Continued development of curriculum guides as follows: a) Sociology and Psychology (Grades 11-12) b) Any courses added to the social studies -72- curriculum (Grades 11-12) c) Refinement of existing course guides (if needed) (Grades 11-12) The Little Rock School District is on schedule according to the above six-year plan. Periodic review of the content of the guides and their use by teachers will assist in making modifications or in providing staff development to assist teachers in using the guides. D. Special Education Much work has been done to lower the over- representation of black students in special education classes. Efforts have focused on helping special education teachers, principals, and regular teachers do a better job of analyzing the needs of youngsters. Extensive training and follow-up are provided by the special education staff and these efforts will continue. Special inservice training has been provided to help teachers understand and cope with the vulnerability of black male children in society. Disproportion is a continuous issue, and tremendous progress has been made in addressing it in the District. Targeted goals for the Special Education Department include: 1, The development and implementation of a comprehensive sex education program for handicapped students, (1991-92) -73-2. The expansion of the Learning Cerf concept to include a center at the junior high level. (1991- 5. E. 92) Expansion of the use of the Consulting Teacher Model to provide indirect services to mildly handicapped student\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_402","title":"The Desegregation of the Little Rock School District, Preliminary Plans","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":["1989-11-01"],"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","Education--Evaluation","School integration","School improvement programs"],"dcterms_title":["The Desegregation of the Little Rock School District, Preliminary Plans"],"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/402"],"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":["documents (object genre)"],"dcterms_extent":["358 pages"],"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\nIP The Desegregation of the Little Rock School District Preliminary Plans November 1, 1989 w in III TABLE OF CONTENTS 1 I. Demographics II. Schools I III. Instruction IV. School Climate w V. staffing I VI. Student Assignment Plan VII. staff Development I VIII. Parent and Community Support IX. Monitoring and Evaluation I X. Budget 5 Iit I XI. Critical Events Calendar Appendices I A. Long-Range District Goals B. I Administrative Organization of the Little Rock School District I I nvn n I 1 I A Message to Our Community: V. Three days after the Supreme Court's decision in Brown Board of Education, the Little Rock School Board issued a formal statement of its intent to comply with the requirements of the Constitution. The statement read as follows: B It is our responsibility to comply with Federal Constitutional requirements, and we intend to do so when the Supreme Court of the United States outlines the method to be followed. i i -c B Three and a half decades later the issue of school desegregation remains unresolved in our city. i No matter what strategies have been attempted, no matter how many $ I 5 I plans have been proposed, the desegregation of the Little Rock School District has remained a goal which we have not B yet achieved. II Even more disquieting is the fact that despite hundreds even thousandsof hours of remedial education for 1 II I students and technical assistance for teachers, the academic achievement of black and white students continues to reflect II wide disparities. On standardized achievement tests last II year, a difference of over 25 percentile points separated the average achievement of black and white students in our I schools. It is painfully clear that not only has the District 1 n been unable to achieve racial balance, it has also been unsuccessful in educating many of its black students. When  j! one pauses to consider the reason why II separate but equal\" B ] I schools were declared unconstitutional in the first place, the gravity of this failure becomes even more appalling, desegregation plan that does not succeed in reducing the disparity in educational achievement between minority and non-minority students cannot be successful. A One must ask why a community that has struggled with this issue for so long has not yet been able to accomplish I I the desegregation of its schools. One reason is the loss of white students from the District, a loss which has occurred I over the years because of enrollment in private schools, movement of middle class families to surrounding districts. I and a decline in the birth rate of white children. At the J I 1 I same time that the District has dealt with the effects of dwindling numbers of white students, it has also had to I educate an increasing number of minority students, who. as II we know, are disproportionately represented among the poor and disadvantaged. n Whatever the reasons for the District's inability to desegregate its schools, it is clear that until our 1 n community realizes the importance of attaining this goal and commits to making it happen, school desegregation will never II II II become a reality. The Federal Court can, and will, issue orders which protect the constitutional rights of school children\nhowever, the Court cannot change the hearts and minds of people, and that, in the end, will determine the degree and quality of any community's efforts to desegregate R its schools. i i E F i j cI H II BI Once again we have an opportunityperhaps our lastto achieve quality desegregated education in Little Rock. What II we accomplish, or fail to accomplish, during the next few months will determine whether we enter the 21st century with excellent schools for all children or whether we are forced to retreat, perhaps permanently, into the backwaters of educational mediocrity. We must not leave, as our legacy to II our children, inferior, mediocre schools in a system worse off than it was when this litigation began. To do so is not 11 only unthinkable but also unconscionable. In the weeks ahead our patrons, staff, and students n Bl 14 will have opportunities to discuss the ideas contained in Bl these preliminary plans. Many of the proposals have come from you. Others seem like good ideas to us, but you may II find reasons why things should be done differently. Also, you may think of other ideas. We invite your comments and 13 II n opinions\nwe want and need your support. We will be working n hard to write a constitutional plan to desegregate our schools and stabilize our community. n In the end we want to be proud of what we have 5 accomplished and confident that we have done our very best II for all of our children. We believe we can do that if I n together we commit ourselves to the task and support each R i i i I 11 II 11 other in our efforts to attain once-and-for-all the goal stated so eloquently by the Little Rock School Board over Bl thirty-five years ago. II n Ruth Steele Superintendent of Schools November 1, 1989 n II 4 II 11 13 II 11 n 1 1 11 11 n B iv I11 II Bl I, DEMOGRAPHICS 11 A. I! B. Enrollment Trends in the Little Rock School District Population Trends in Little Rock 11 C. Population Trends in Pulaski County D. Implications II nn II nnn nn 11  I 4 I I-1 bI II II 3. II A. Population trends in Pulaski County Enrollment Trends in the Little Rock School District II For several years the Little Rock School District has mA been under federal court order to maintain racial balance 10^ II within its schools. The racial composition of the school H district has shifted slowly in the past several years as a result of a gradual increase in the number of black students ^5 1 5 attending Little Rock schools and in their proportion of the total enrollment. In 1980-81, black enrollment totalled a a approximately 13,000 or 63.6 percent of the total enrollment of 20,500 students. By the 1986-87 school year, the number of black students had grown to almost 13,800 or 71.3 percent of the total enrollment of 19,300 students. During the period from 1980 to 1987, the District's black enrollment II experienced a six percent increase. During the same period. however, the total enrollment experienced a 6 percent I11 1 n decrease in students. II The District's black enrollment has continued to grow since annexation in 1987. During the period from October 1987 to October 1988, the black enrollment increased from 16,268 to 16,684 students. This represents a 2.5 percent increase in black students. The black enrollment increased by five students from October 1988 to October 1989. During the period from October 1987 to October 1989, the total enrollment experienced a 3 percent decrease in students. The steady decrease in total enrollment during a period of growth for the black enrollment can be attributed to a -3- I steady decrease in the District's white enrollment. The white enrollment decreased by 7 percent (702 students) from October 1987 to October 1988. The white enrollment decreased by 6 percent (588 students) from October 1988 to IHI I I I In II II II KI I October 1989. It is apparent that the District will have to reverse this trend in order to effectively desegregate its schools. The October 1989 kindergarten enrollment appears to be the first sign of change in the pattern of declining white enrollment. The white kindergarten enrollment experienced a 10 percent decline from October 1987 (634 white students) to October 1988 (570 white students). However, the white kindergarten enrollment increased by 10 percent (59 students) from October 1988 (570 students) to October 1989 (629 students). This growth can be attributed to the use of attendance zones and, to some degree, the new mandatory kindergarten attendance law, a law which still gives parents the option to waive kindergarten attendance or attend private/parochial kindergarten. It should also be noted that the District's four-year-old program is approximately 32 percent white. The new attendance zones, the mandatory kindergarten attendance law, and the success of the four-program are good indicators of an upswing in white enrollment. B. Population Trends in Little Rock During the last three decades. Little Rock has experienced a 1.5 to 2.0 percent annual average population -4- iJ1 5 '5 Ic f El n I increase. However, most of the increase has been caused by annexation rather than new residents. Approximately 0.5 I percent of the average annual population increase was related to new residents. The 1.5 to 2.0 percent growth I rate is expected to continue through 2010. Lill According to the City of Little Rock, the northwest sector of the city has experienced the largest population J* I growth since 1980. This section includes the area around Pleasant Valley, Rock Creek, Highway 10, and 1-430. The growth in northwest Little Rock can be traced to new ! 1 residents in this area. The secondary growth area of the city is in southwest I Little Rock. In both northwest and southwest Little Rock, some of the growth can be attributed to movement from J central and east Little Rock. However, southwest Little Rock has received most of the movement from central and east ! n Little Rock. Unlike northwest Little Rock, annexation has n not been a significant factor in the growth of southwest Little Rock. 5 n The downtown area (central and east Little Rock) has ) experienced a decline in population since 1980. As indicated above, relocation continues to occur from central and east Little Rock in northwest and southwest Little Rock. The density of the downtown area is too high for new developments, unless existing structures are removed. result, central and east Little Rock experience decline in the future. -5- As a are expected to B I II s is 2 i I Some of the residents in central and east Little Rock are relocating in west central Little Rock near 1-630. The black percentage is gradually increasing in neighborhoods in the area of Kanis, Barrow Road, and 36th Street. Also, neighborhoods around 12th Street, Fair Park Boulevard, and UALR have changed to predominantly white to predominantly black populations in the last two decades. Unlike central 5(. [isi I and east Little Rock, growth in west central Little Rock has been aided by the availability and construction of apartment .31. complexes and homes for first-time homeowners. Metroplan's 1986 population estimates indicate substantial new residential construction in much of the annexed territory, and considerable increase in population as well. Most of the homes sold recently in the annexed territory are in Mabelvale. Also, substantial growth is i I I i 1 I Bl I \u0026lt; 1 1 expected to occur on the city's western borders. There are\n1 still several large tracts of undeveloped land now prime for I development. A number of major residential, commercial, or institutional construction projects are currently being completed or were recently completed. It is apparent that the city has three distinct demographic areas: northwest Little Rock, southwest Little Rock, and the central, east, and west central area of Little Rock (also referred to as the 1-630 Corridor). In teirms of racial populations, northwest Little Rock is predominantly white\nsouthwest Little Rock is majority white but has more integrated neighborhoods than the other sectors of the city\n-6- 5 I I I Bl and the 1-630 Corridor is predominantly black in the east and experiencing considerable black migration in the west. Bl It is also apparent that more growth is expected in northwest Little Rock and southwest Little Rock. The Bl downtown Little Rock area is expected to continue to Bl experience a decline in population. C. Population Trends in Pulaski County Bl Pulaski County is expected to experience substantial growth during the next two decades. UALR projects the Bl population of Pulaski County to reach more than 441,000 by -s 5P E the year 2000, an increase of more than 100,500 or 29.6 Bl percent over the 1980 population of 340,600. Metroplan has Bl a somewhat higher projection. The County is expected to reach more than 474,000 persons by 2000 (an increase of 39.3 Bl percent over 1980), and 530,000 by the year 2010, a gain of over 189,000 persons or 55.6 percent in just 30 years. Bl In regard to areas of growth, the population growth Bl rate is slightly higher for areas north of the Arkansas River. In 1970, the population north of the River accounted Bl for 38.4 percent of the County's population. By 1980, the population north of the River was 40 percent of the County. El Areas of large gain north of the River include portions of Sherwood and Jacksonville. Another area of growth in Pulaski County is the area immediately west of the Little Rock School District's western border. Some of the growth in northwest Little Rock referred to earlier will actually occur in areas outside of -7- I 1 5 I II I Bi the Little Rock School District. For instance, the Chenal Valley development is expected to be a major community in I the next 10-20 years. The westward expansion of Pulaski County is also evident in the Crystal Hill and Maumelle Bl areas. The Pulaski County Special School District feels Bl that the school population in Crystal Hill and Maumelle is large enough to justify another school building to serve Bl these areas. At present, the black population constitutes Bl approximately 24 percent of the population in Pulaski \"S Bl County. By the year 2000, blacks are expected to constitute 33.7 percent, or one-third, of the Pulaski County Bl population. The growth rate of blacks in Pulaski County is directly related to the in-migration of blacks from rural Bl areas in Arkansas. Most of these persons are expected to Bl reside in the Little Rock School District. As stated earlier, the black enrollment in the Little Rock School District has experienced a steady increase over the past decade. The growth trends in Pulaski County merely reaffirm Bl the need for more interdistrict transfers in Pulaski County. D. Implications 1  1 5 Bl The three demographic areas in Little Rock make it easy to understand the strategies that the Little Rock School I District must employ to comply with desegregation ..ai requirements. First, the District must reverse the trend I of declining white enrollment in order to effectively desegregate all of its schools. -8- Recruitment efforts 6I 5I directed toward private and parochial students will be I futile if the District cannot maintain its present white 5 population. A continuation of the recent increase in white kindergarten and four-year-old enrollments will not result I e in an overall net growth if the white population is not maintained at the upper grades. Second, although the downtown Little Rock population is expected to decline, the high density in this area will r. continue to be a problem for school assignments. The I building capacity in the downtown area must be increased to 1 reduce the burden of busing on black students. Third, the heavily-populated white areas in northwest and southwest Little Rock must be targeted for possible assignments to schools in the 1-630 Corridor. areas are expected to grow in the future. Both of these Fourth, the total number of white students enrolled in the Little Rock School District must increase if all of the schools in the 1-630 Corridor are going to comply with desegregation requirements. This means that the Little Rock School District must succeed in attracting private and parochial students. These students must be recruited to attend area schools as well as schools in the 1-630 Corridor. 1 J 1 iK a I Finally, the Little Rock School District cannot expect to meet desegregation requirements by relying solely on white students living in District boundaries. Pulaski County is expected to grow considerably during the next ten -9- I I years. Interdistrict assignment procedures such as magnet assignment, majority-minority transfers, and Act 609 5^ transfers are already in place for further development. Act 609 (the new choice law) will allow students outside of I Pulaski County to attend the Little Rock School District. The Little Rock School District long-term desegregation plan must use every opportunity available to benefit from the f \u0026lt; demographic trends in Little Rock, Pulaski County and central Arkansas. I 5 I 1 I 3 5 I I I -10- A. School Organization B. Types of Schools II. SCHOOLS UI fl Interdistrict Schools of Choice Intradistrict Magnets fl Incentive Schools I Area Schools Specialty schools -s C. Publicity and Information 1 I3 1 1 I 11- A. II. SCHOOLS School Organization I The present organizational configuration of schools in the Little Rock School District is as follows: K-6 elementary schools 7-9 junior high schools 10-12 senior high schools I Also, there are four-year-old programs in operation in five elementary schools: Franklin, Ish, Rockefeller, Stephens, 1 and Washington. Additionally, all five high schools have 5 I kindergarten programs in conjunction with their Child Development classes. The phase-out of the kindergarten classes in the high schools by 1993-94 is proposed in order 1 to provide more continuity in the educational experience for young children. Initially, much thought was given to the elimination of the junior high school and the creation of K-8 schools or 6- 8 middle schools. For several reasons such a substantive organizational change is not now proposed: first, another change of this magnitude would not only be very expensive but it would also create additional instability for the community at a time when the perception of stability and continuity in our schools should be increased not decreased. Second, there will be a worsening capacity problem at the junior and senior high level for at least the next two or three years, especially when Dunbar becomes an interdistrict school. Instead, an internal reorganization of the junior -12- 1 5 I I I high schools is proposed, beginning in 1990-91, using grades seven and eight for block scheduling, teaming, and other features of the \"school within a school\" concept which has functioned so successfully in the middle school. Grade nine will be a prehigh school program which thoroughly prepares students for their high school experiences. A seven-period day at the junior high schools will also be instituted, beginning in 1990-91. In 1992-93 the junior high school program will be evaluated, space needs identified, and the usefulness and the effectiveness of the junior high school structure reconsidered. By that time the benefit of studies and evaluations done by the New Futures Initiative will help make a more thorough assessment of the junior high school program. Except for these internal changes, the creation of a K- 9 university laboratory school, and an expansion of early childhood programs in some schools (discussed below), the organizational structure will remain the same, at least through the 1992-93 school year. B. Types of Schools Several types of schools are proposed in this plan. They include the following: Interdistrict schools of choice Intradistrict magnets Incentive schools Area schools -13- 5 1 I ^5 I I '\u0026gt; 4 ^5^ J) Specialty schools Detailed descriptions for these types of schools are in i I bn i Bi B1 Bl ] H I I the following sections. -c 5 1 3 I -14- I 4 Interdistrict Schools of choice 4 I There will be three interdistrict schools of choice, and one. Central High School, as a limited school of choice. They are described below: Washington Basic Skills/Math-Science (Pre K-6): This school will open in 1990-91 for students who learn well in a highly-structured setting\nwho are motivated by competition which is fostered in academic, physical, and social behavior\nand who are interested in math and science. The instructional activities will be presented through teacher-centered classrooms, large-group instruction, disciplined classroom management, and standard basal J textbooks. 1 ( A computer lab, a math lab, a science lab, field trips, guest speakers, and specific math/science projects (math Olympiads, Invention Convention, Science Fair, and the Young Astronaut Program) will enhance the mathematics and science core programs. The goals of the Washington School will be: -to develop the highest possible competence in academic skills and concepts\n1 -to nurture the student's mental processes\n-to foster self-discipline\n-to develop task commitment and self-motivation\n-to develop an understanding of the relationship between the scientific process, applied mathematics, and other curriculum areas\n-to equip students at an early age with the interest and educational skills to live in the technological world of tomorrow. Washington Basic Skills/Math-Science School will be characterized as a school which will highlight the best of the past, present, and future educational values. These I 1 values will be included as concepts in developing positive This school will also emphasize traditional American values in education, such as patriotism. learning. Classroom teachers (K-6) will use the Young Astronaut Program to encourage further study in math and science. To Ir I channel student interest into the pursuit of the studies required for the exploration and settlement of other worlds, to make school work less forbidding by dramatizing that it is the key to the universe beyond, to attract students to the disciplines that are prerequisite to tackling the challenge of the starsthese are the objectives of the Young Astronaut Program. Students will be regularly scheduled to go to the computer lab, math lab, and the science lab which will be staffed by certified specialists. Instructional assistants -15- J5 J I 1 5 h r I i S' will assist the math and science specialists and regular classroom teachers with coordination and implementation of the specialized instructional program. The principal of the school will be the primary administrator of the program with an assistant principal to help with administrative duties. Specific skills and concepts from various subject areas will be emphasized at each grade level. To be eligible for academic promotion and/or for continuation at Washington, the student must: -master these targeted skills and concepts with 85 percent accuracy\n-perform daily academic activities with 85 percent accuracy\n-spend a minimum time each night on assigned homework: 30 minutes for students in grades one and two, 45 minutes for students in grade three, and one hour for students in grades four, five and six\nand -complete all assignments according to specified time frames. I Specific rules and regulations regarding academic performance and social behavior will be strictly but fairly enforced. Once a student is selected to attend Washington Basic Skills/Math-Science School, he/she may remain until he/she completes the sixth grade or until he/she fails to abide by the standards, regulations, and policies of the school. A major component of the philosophy of the Washington Magnet School will be that the education of a child is the responsibility of both the school and the parents. Enrollment at Washington will be open to students from Pulaski County and North Little Rock based on M-M provisions and on the provisions of Act 609 of 1989 (\"School Choice\" law). I I 1 Dunbar International Studies/Talented and Gifted (7-9): Dunbar Junior High School will open in the fall of 1990 as an International Specialty School for International Studies and for Talented and Gifted Education. First preference will be given to current students at Dunbar and to sixth graders at Gibbs International Studies Magnet School. An active recruitment effort will be planned for the spring of 1990 to recruit the incoming seventh grade class. The balance of the seventh grade class will be recruited from the Dunbar attendance zone and from the Pulaski County Special School District and the North Little Rock School District. Majority-to-Minority transfers will be the vehicle by which interdistrict students may come to Dunbar. If recruiting from Gibbs, the attendance zone, and interdistrict transfers fails to fill the school to capacity, other students from junior high schools will be recruited through the vehicle of desegregation transfers. 1I 5 -16-  New students who live in the attendance zone or students who are enrolled at Dunbar during the 1989-90 1 school year will not be required to attend Dunbar if they have no interest in the speciality program. If over capacity problems develop among LRSD junior high schools, they shall be resolved by mandatory interdistrict assignments. Students who wish to participate in the talented/gifted component at Dunbar will enter the school through the same recruitment vehicles outlined above. Talented/gifted students need only to have been identified and recommended for placement in order to qualify for Talented/Gifted classes at Dunbar. At Dunbar Spanish, French, Russian, Japanese, German, and Latin will be offered. Other courses will be developed in interdisciplinary approaches. Introduction to Languages, International Studies Survey, World Issues, the United Nations, and Introduction to Cultures are among the new courses to be provided. Additionally, other courses, e.g. social studies, science, physical education, and English, will be internationalized through emphasis on the commonalities of the human experience, the contribution of diverse ethnic groups, and the interrelated nature of the world community. Current affairs of an international nature would be continually used, including print media and programming from AETN, The Discovery Channel, and Cable News Network. A seven-period day will be provided at Dunbar in order to allow students to take full benefit of the international studies and TAG programs. Also students could take advantage of the A.M.and P.M.Options. The P.M. Option would be a supervised study hall held in the media center, thus allowing students to use library and computer resources. The A.M. Option could be a supervised study hall or a regular class. Course requirements and electives for the Dunbar program are described in the Curriculum Overview below. CURRICULUM OVERVIEW OF DUNBAR INTERDISTRICT SPECIALTY SCHOOL FOR INTERNATIONAL STUDIES AND GIFTED AND TALENTED EDUCATION All students at Dunbar will be reguired to participate in the international studies curriculum. The following courses are available to satisfy the international studies requirement. Foreign Language - Full year foreign language study will be available beginning in grade seven, will be available: French I, II, III German I, II, III Japanese I, II, III The following courses -17- 1 I I I- 2 I J 9-JU, J Latin I, II, III Russian I, II, III Spanish I, II, III t t In foreign language study students will learn the vocabulary and grammar of the language and the history and culture of the people who use it. Students who do not choose to study a specific foreign language may choose to enroll in Introduction to Language. This full- year course is available to students in grade seven, eight, or nine, and introduces students to the culture and conversational rudiments of six different languages: Japanese, Latin, Russian, and Spanish. French, German, The course will give students an understanding of the nature of foreign language study and will help students choose a language they may wish to pursue in later grades. International Studies -_Beginning with grade eight, the international studies requirement may be met with the International Studies Curriculum rather than with a foreign language, if one chooses. Available in grades eight and nine. International Studies choices will consist of a series of courses on varying topics. The International Studies Choices Curriculum will consist of the following courses: Physical Geography Grades 7 and 8 This course will include extensive computer-enhanced instruction and topics such as cartography, natural phenomena, and ecology presented as global concerns. World Issues This course will involve a thematic approach to continuing and current global issues. It will utilize current media information sources including Cable News Network's \"Newsroom\" and the Discovery Channel's \"Assignment Discovery.\" and presentations. The course will include individualized projects Arkansas's World Connections This course will investigate the state's ties with the international community emphasizing economic, developmental, and financial connections. -18- 5 1 1 '5 IH   Grade 9 United Nations  This course will include the history, structure, and functions of the United Nations emphasizing current issues before its organization. ... ! hi Leaders of the Twentieth Century This course investigates the lives and impact of 20th century leaders including Ghandi, Mao, Hitler, Churchill, and Roosevelt as well as contemporary societal -fl and political leaders. Students will project characteristics of leaders needed for the 21st century. International Skills This course includes practical skills designed to help students become responsible participants in the adult community. Components include driver's education 3 culminating in an Arkansas driver's license and an international driver's license, a safety program including emergency procedures and CPR resulting in International Red Cross certification, and instruction in procedures and protocol for foreign travel. Students who express interest in this course would be selected on the basis of the number of semesters at Dunbar, attendance record at Dunbar, and citizenship grades. International Sports This course includes team and individual sports popular in other societies such as soccer, taekwando, and tennis. The programs of studies for each of the three grades are outlined below to illustrate the required courses and the electives available for students at Dunbar. -19- J I I 3 17th Grade Program of Studies 7 Period Day Recfuired Courses 1. 2. 3. 4. 5. English Mathematics World Geography Life Science (Exploratory Studies - 1 semester) music/art (Practical Arts - 1 semester) Home Economics or Industrial Arts 6. Introduction to Languages or Foreign Language I 7. {French I, German I, Japanese I Latin I, Russian I, Spanish I) Special Programs (Required for students needing assistance in Reading, Math, or English) PAL English, PAL Math, PAL Combination, or Learning Lab Students not required to enroll in special programs may select an elective from the following: Elective Courses Physical Geography World Issues Arkansas' World Connections Art Choral Music Physical Education Band Orchestra -20- I I I I 11 1 sth Grade Program of Studies 7 Period day Required courses 1. 2. 3. 4. 5. 6. 7. English Mathematics American History Earth Science Health/PE (9 weeks each) Career Orientation (1 semester) Introduction to Languages or Foreign Language I or II (French 1, II\nGerman 1, II\n. Japanese I, II\nLatin I, II\nRussian I, II\nII) Spanish I, or International Choices Curriculum (Physical Geography, World Issues, Arkansas' World Connections) Special Programs (Required for students needing assistance in Reading, Math or English) PAL English, PAL Math, PAL Combination, or Learning Lab Students not required to enroll in Special Programs may select an elective from the following\nElective Courses Physical Geography World Issues Arkansas' World Connections Art Choral Music Band Orchestra Physical Education J I I I -21- 9th Grade Program of Studies 7 Period Day Recfuired Courses 1. 2. 3. 4. 5. 6. English Mathematics Civics Physical Science Computer Science (1 year) or Computer Literacy (1 semester) and Any Semester Elective (1 semester) Introduction to Languages or Foreign Language I, II, III (French I, II, III German I, II, III, Japanese I, II, III, Latin I, II, III, Russian I, II, III, Spanish I, II, III) or International Choices Curriculum (United Nations - 1 semester. Leaders of the Twentieth Century - 1 semester, International Skills 1 semester, 7. International Sports - 1 semester) Special Programs (Required for students needing assistance in Reading, Math, or English) PAL English, PAL Math, PAL Combination or Learning Lab. J Jj 5 I1 I Students not required to enroll in Special Programs may select an elective from the following: Elective Courses United Nations (1 semester) Leaders of the Twentieth Century (1 semester) International Skills (1 semester) International Sports (1 semester) Exploratory Business Physical Education (1 year) Health (1 semester) Home Economics Industrial Technology II Art Choral Music Band Orchestra I 1 I 5I -22- l University Laboratory School (Pre-K-9): Interest has been expressed in a university laboratory school which would demonstrate state of the art technigues in teaching and school leadership. It would be located on or near the campus of the University of Arkansas at Little Rock. Students from Pulaski County and North Little Rock would be invited to enroll according to M-M regulations and Act 609. I 1 The Little Rock School District proposes to open such a school in the 1991-92 school year. The remainder of this year and the 1990-91 school year would be planning years in which District and University staff would plan the curriculum and theme for the school. Little Rock Central High School (10-12)\nApproximately 200 spaces are presently unfilled at Little Rock Central High School. These seats will be opened to students from North Little Rock, Pulaski County, and other neighboring districts at the beginning of the 1990-91 school year. The flagship program of choice at Central would be its extensive foreign language program. Other specialty areas will be planned and developed according to a five-year schedule by Central High staff members and administrators and curriculum specialists from the three school districts in Pulaski County. -23- J 1 I 5 1 I f I IIntradistrict Magnets While the LRSD will continue to invite students from neighboring districts to enroll in intradistrict magnets, the purpose of these schools will be primarily to attract students who reside in Little Rock. Three intradistrict magnets are proposed with ratios of 60 percent black and 40 percent white. I? Aviation and Transportation Magnet (7-9): The Aviation and Transportation Magnet will be constructed at or near the airport in cooperation with the planned Arkansas Aviation Museum and will open in 1991-92.- It will integrate the studies of science, technology, engineering, and social studies around the magnet theme. The study of aviation and transportation will cross many disciplines, including history, geography, communications, physics, engineering, design, mechanics, computers, and navigation. Various human-oriented services will also be included. The instructional program at this magnet school will make students aware of the available careers in the I 1 major industrial fields of aviation, shipping, and transportation. Courses at the Aviation and Transportation Magnet will include such titles as: Avionics Communications Navigation History of Transportation Geographic, Social, Economic and Cultural Developments Due to Transportation Physics of Flight Modern Transportation Engineering Human Services Aspects of Transportation Field experiences will be provided with the following local transportation authorities: Adams Field Falcon Jet Arkansas Highway Department Little Rock Port Authority McClellan-Kerr Navigation System Missouri Pacific Railroad Local trucking companies Local aviation companies I 3 The Vocational Education modules, \"Exploring Industrial Technology Education,\" will form the basis for one or more magnet courses. The modules can be combined in several ways to meet program needs. Flight simulators, hydraulics, construction technology, electronics and other modules will support the program guite well. can be obtained for these courses. State vocational funding In addition a social 2 I -24-science course and a physics/engineering type course will complete the curriculum. iH Cocurricular activities will include field trips to Adams Field, Murray Lock and Dam, and other appropriate sites. Professionals from the transportation industry will be invited to participate as guest lecturers at the school site. ..4  I The school will have a seven-period day to create time for the addition of specialty courses. A small number of specialists will be hired and trained/retrained in the specialty subject they will teach. These employees will need to take course work or attend staff development sessions during the summer of 1990. Students will meet District and State program requirements and will take I small number of required courses in the specialty Other specialty courses will be electives. a area.  Environmental Sciences Magnet (Pre-K-6): Much interest has been expressed in the concept of an environmental sciences magnet (popularly referred to as the \"Zoo\" magnet). if property can be purchased or used near the Little Rock Zoo, we propose to build an environmental sciences magnet for students in grades pre K - 6, to be opened in 1991-92. If property cannot be purchased, an existing elementary school near the zoo would become the  I i J environmental science magnet. I 1 \u0026gt;1 H The theme of the school, environmental education, is ideal for developing a magnet program that will not only be a powerful drawing card for students but will also focus on a current topic that involves science and technology, addresses ethical concerns, has a sense of global urgency, and requires interdisciplinary approaches to solving problems. A recent national report funded by the National Science Foundation stated about K-6 science, \"An integrated, hands-on approach is needed, which focuses on the relationship between humans and the total environment.\" This and other reports focus on the need to integrate science and technology with societal issues. Learning should start with things that students are familiar with, such as their environment, and proceed to use that experience base to introduce other, more abstract, concepts. The Environmental Sciences Intradistrict Magnet Elementary School will address needs currently being communicated at the national level. At the same time, the school can combine available community resources with an inherently interesting topic to create a program that attracts a diversity of students. 1 1 I The Environmental Sciences Magnet Elementary School has the following goals: -25- H A. Students will learn in a multicultural setting that includes representation from all three Pulaski County school districts and neighboring districts. B. Community environmental resources (such as the Zoo, Museum, Game and Fish Department, etc.) will enhance educational experiences for children. C. Environmental education will be an interdisciplinary theme around which much of the instructional program will be delivered. D. Student learning outcomes for the instructional program will include major environmental education concepts from all three learning domains\n1. 2. 3. 4. 5. Knowledge of basic environmental concepts and facts Understanding the relationship between humans and the natural world Acquire a \"caretaker\" attitude toward earth Understand and appreciate all forms of life Apply nurturing skills to care for plants and animals I SJ 0 a 0 If E. The School Plant will include facilities needed for environmental studies such as a greenhouse and science laboratory. Staff specialists will be employed to operate the greenhouse/science laboratory. Staff specialists and regular classroom teachers will work to develop an interdisciplinary curriculum with environmental education as the organizing theme. District and State content guides and objectives will be used to make sure that all skills are included in the program. National curricula such as Project WILD, Project Learning Tree, Project Zoo, and other programs that might become available will be utilized. In addition to normal classroom activities, students will spend time weekly in the science laboratory and greenhouse conducting experiments, culturing plants, and caring for animals. Frequent excursions to the Zoo will give students an additional living laboratory to study. Curricular activities will include such things as wildlife clubs, garden clubs, and Zoo docent training. A contract with the Zoo and other community resources will be developed to detail the working relationship between the parties. Montessori Magnet (Pre K-6)\nGarland Elementary School, one of the District's current incentive schools, will -eventually become a Montessori Magnet School. Our plan is to provide a program for youngsters ages 3-6 by the 1992-93 school year and to expand it for youngsters ages 7-12 in 1993-94. This will provide Garland with two years in which to function as an incentive school and to begin to recruit white families to the school for the Montessori program. -26- JJ 1 1 I\"5 I1 Incentive School Plan 'a The purpose of the Incentive School program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the Incentive School Program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire District. In order to be successful, the Incentive Program must address the academic, social, and emotional needs of all student participants. The Incentive Program must also serve as a recruitment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the Incentive School Program will seirve as a model of excellence for the county, state and nation. The success of the Incentive School Program is directly related to the success of the long-term desegregation plan in the Little Rock School District. Opportunities for academic achievement are enhanced by I I i -5  1 commitment, high expectations, a strong belief that all children can learn, and broad-based community support. When these ideals are coupled with the availability of financial resources, educational excellence prevails. It is certainly J the belief of the District that all of these ideals will be evident in each incentive school. il In the incentive schools all children, to the extent possible, will be a part of the mainstreamed instructional program. Content will be delivered in a manner that J enhances positive self-concept for all students, but especially for those students who have been identified as special-needs students. Also, all students will have equitable access to educational materials, resources,and appropriate instructional delivery. Further, in the incentive schools, the overall school enrollment, all classes, all programs, all activities, and all teaching and supervisory staff (to the maximum extent possible) will be racially balanced and numerically racially representative. I1 Students will be encouraged to pursue post secondary schooling. Each Little Rock School District (LRSD) student enrolled in the Incentive School Program will be eligible for post secondary scholarships. A plan which will make post-secondary educational experiences feasible will be implemented commencing with the 1990-91 school year. J -27- I J The following schools will provide the Incentive Schools Program: I 'i - Garland - Ish - Mitchell - Rightsell - Rockefeller - Stephens Program Goals: 1. To provide the most rigorous, demanding, and challenging educational curricular and instructional and J 2. opportunities within the Little Rock School District (LRSD). To focus on the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideas. 3 . To establish educational standards, delivery, outcomes and expectations that exceed those of other schools in outcomes ]-1 4. 5. 6. 7. 8. 9. 10. 11. 12. LRSD. To promote the concept that school desegregation/ integration and quality education are inseparable. To promote the concept of learning, personal and human growth and development, positive self-esteem, and concern for other people and property. To promote improved human and civil rights for all people through the development of human relations skills within the schools. To incorporate in the incentive school core curriculum a systematic approach for exploring the history, culture, and diversity of all ethnic groups of the school population. To promote language development and computation skills through varying experiences. To deliver curricular content in a manner that minimizes the need to label students as special learners. To create and maintain a learning environment which is substantially free from overt manifestation of socioeconomic disparity among students. To provide an opportunity for the schools to become learning and community centers for parents and community organizations. To facilitate strategies for students to establish I 1I I 3 personal goals for achievement of success. I fi 2I t -28- Curriculum Areas: MATHEMATICS - Areas for Emphasis/Expansion Though the K-6 core curriculum currently in use in the Little Rock School District will remain the basis for the incentive school curriculum, significant emphasis, modification of existing instructional techniques, and the introduction of new educational delivery systems will be required. In addition, changes or modification in the core curriculum will be indicated. SCIENCE - Areas for Emphasis/Expansion a The core curriculum for kindergarten through 6th grade currently in use in the Little Rock School District will remain the basis for the incentive school curriculum with significant emphasis/expansion, modification of existing instructional techniques, and the introduction of additional It I i I, 'I and innovative instructional delivery systems. tionally, changes or modification in the core curriculum will be necessary. Addi- -1 The design of a science curriculum for kindergarten through 6th grade does not necessarily mandate that the information presented to the children be different, but offers as an opportunity different teaching strategies and approaches. In recent years in the Little Rock School District, students in kindergarten through grade 3 have not been exposed to any kind of comprehensive or detailed science curriculum. Some children who will be serviced in the incentive schools have had no concentrated science instruction. The design of the expanded science curriculum will approach the teaching of elementary science from two (different perspectives: (1) the inclusion of comprehensive science instruction at all levels and, (2) the utilization of innovative instructional techniques which are not in common use in most of the District's elementary schools. SOCIAL STUDIES - Areas for Emphasis/Expansion Though the core (kindergarten through 6th grade) curriculum currently in use in the Little Rock School District will remain the basis for the incentive school curriculum, significant emphasis/expansion, modification of existing instructional techniques, and the introduction of new educational deliveiry systems will be required. addition, changes or modification in the core curriculum will be necessary. In FINE ARTS (MUSIC/ART) - Areas for Emphasis/Expansion The K-6 core curriculum currently in use in the Little Rock School District will remain the basis for the incentive school curriculum with significant emphasis/expansion, modification of existing instructional techniques, and the -29- 1 I . 5 I 3 k 2 Iintroduction of new educational delivery systems. In addition, changes or modifications in the core curriculum will be indicated. PHYSICAL EDUCATION/HEALTH - Areas for Emphasis/Expansion A curriculum guide for grades K-6 will be developed and used in the incentive schools. The curriculum for physical education will be directed toward achieving individual competencies in health-related fitness, skill-related fitness, fundamental movements and body management, psychosocial foundations (attitudes associated with wellbeing) , and visual/motor manipulatives. Instructional Delivery\narea The instructional approach to teaching each subject in the incentive schools will place a greater emphasis on active student involvement in the instructional process. This will be accomplished by the utilization of the following instructional strategies:  J 1. Student Team Learning - Utilization of the Slavin model, which places strong emphasis on cooperative learning and individual achievement through group interaction, will be used to facilitate this approach. Specifically, the District will use a model developed by Robert Slavin and associates at the Johns Hopkins University titled \"Student Team Learning\" ' \\ teachers implement successful group work within the 11 to help classroom setting. The success of Student Team Learning for achieving increases in student achievement has been carefully researched by Slavin and others the past 10 years and offers documentation for its success with high and low achievers of all ethnic over groups. LRSD has several trainers (administrative and teacher) already prepared to conduct staff development for teachers in the incentive schools on the Slavin model of Student Team Learning. Whole-group Instruction - Experiences will be developed to meet program objectives through whole-group instruction. OOppppoorrttuunniittiieess wwiillll bbee oprroovviiddeedd ffoorr students to interact in skills related activities. Higher Order Thinking Skills - Higher Order Thinking Skills can be utilized at almost any level of instruction. Teachers in the incentive schools will be trained in developing lessons and questioning techniques that solicit objective student responses and encourage imaginative problem solving.  :___ ..111 use this process as an integral part of their instructional approach to teaching the core curriculum. Teachers will One to One Instruction - Since research has conclusively shown that direct one-to-one instruction is the most effective learning model, the adult-to-j 1 5 a 1 2 . 3. 4. I 1 2 I J -30- I 1 a 5. 6. 7. student tutoring approach utilizing direct instruction will be employed whenever possible. Learning Styles Inventory - All incentive school students will undergo a learning styles inventory to assist teachers in diversifying their teaching styles to match the learning styles of the students. Any teacher who has not undergone a reliable learning styles inventory over the past three years will also participate in an identified learning styles inventory. Individual Education Plans - The incentive school will make use of Individualized Education Plans for all students. Homework - All homework in the incentive schools will be used to reinforce instruction, to aid retention, and to assist students in transferring and relating concepts to the learning process, given in isolation. Content Area Modifications\nSCIENCE Homework will not be Extended Opportunities - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students as well as encouraging a better understanding of science and its related components. Field trips may be of local, state, national, or international dimension/level and will be designed so that children in the incentive schools are not deprived of field experience opportunities because of socioeconomic status. In addition, field trips will involve teachers in preparation and transfer activities for the extended learning opportunities both before and after the trip. All field trips must be related to and/or interwoven into class instruction and follow-up. Additional Resources - Other approaches for enhanced learning opportunities in the science curriculum will involve the use of realistic and modern visuals, one-to-one instruction (may be peer to peer, retired personnel to student, aide or student teacher to student, teacher to student, specialist to student), intermittent student conferences, varied instructional approaches to the effective deliverance of higher order thinking skills, and the use of peers and retired personnel as tutors for students in incentive schools. Curriculum Changes - The present LRSD science curriculum will be used along with the complementary objectives in the March 23, 1989, Little Rock School District Proposed Desegregation Plan, Volume II, which include the following: -31- i 5] I 1  I 1 3 2II - Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3). - Classroom and textbook work will be supplemented with practical demonstration and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of the sciences. - Emphasis in the upper grades will be on life sciences and physical sciences (4-6). - Mastery of concepts should culminate with an annual project\ni.e.. Invention Convention, Science Fair, etc. - Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom. 1f The curriculum discussed above, aligned with the additional components listed below, will encourage student success through the Incentive School Program. 1) Instructional Technology - All incentive schools should have available the most modern instructional technology for use in specialized laboratories and in individual classrooms. Science laboratories in all of the incentive schools will be equipped with adequate equipment and materials/supplies (available for grades 3-6) . Adjustments for the kindergarten - grade 2 group 2) 3) will be made. Computers - In addition to the computer stations available for each student in each classroom, the incentive schools will have computer laboratory/ laboratories. Study and Test Taking Skills - The incentive schools will integrate the teaching of the study skills, test taking skills, and reinforcement of scientific vocabulary with the teaching of science in both the laboratory setting and the regular science instructional time block. Students will be provided with opportunities to practice test taking skills using content and formats similar to standardized tests for their age/grade level. SOCIAL STUDIES Though the current core curriculum should remain in place, a number of important modifications are necessary to the success of the social studies program. 1) 2} Realistic Visuals - The use of professional, updated models, materials, bulletin boards, textbooks, etc., are critical to giving children a sense of place in an ever-changing world. Cultural Diversity - The Little Rock School District's current instructional material does not accurately -32- I 1 \\ ] 1 A I i n I s H 1 3) I 4) 5) reflect the cultural or racial diversity evident in the student population of the incentive schools. It is critical to make every effort, including the use of supplemental materials in addition to regular textbooks, to ensure that the incentive school social studies program corresponds with the goals and objectives of the Incentive School Program relative to ethnicity. Values Clarification and Related Approaches - The proactive techniques once utilized by the Little Rock School District, including but not limited to I^m OK, Youre OK (transactional analysis), Values Clarification, Project Aware, and the Green Circle Program, should play a vital role in actively involving students in instruction that allows them to grapple with ideas, concepts, and values critical to an understanding of how society works. Verbal Skills - The utilization of activities designed to encourage oral expression has not received enough emphasis at the elementary level. It is critical that It is critical that students be taught the skills that will allow them to clearly articulate their thoughts and provide them the self-confidence so critical to a positive self-image. The following activities will place a renewed emphasis on this all important skill: Debate - By reintroducing this standard of the traditional curriculum, the incentive schools can increase the speaking and writing skills of students while building their confidence. Even more important, students can learn effective ways to deal with disagreements and can be taught conflict resolution and cause and effect on a practical and academic level. Show-N-Tell - This important aspect of the traditional curriculum will be utilized on a regular and systematic basis to facilitate selfconcept, verbal skills, and self-confidence. Current Events - A greater emphasis should be placed on the integration of current events into the curriculum for all grade levels at the incentive schools. This is imperative if students are to become active citizens in their community and the world around them. Field Experiences - A creative and more systematic utilization of field trips of greater length and variety will be one of the unique aspects of the social studies program at incentive schools. Though traditional sites such as the zoo and museums will certainly be visited, the focus should be expanded to include government agencies, factories, colleges, historical sites, places of business, etc. Every effort will be made to organize the trip in conjunction with the current program of studies. Every J J I. r I I 11 I ni I 1 I -33-6) Study Skills Laboratory - Critical to success in any subject, particularly social studies, is the establishment of a skills laboratory which places emphasis on the \"how-to's of research, test taking. and book analysis. This area has been long neglected to the detriment of student performance on MAT-6 and the Minimum Performance Test. A comprehensive approach .-.lU to these and other basic skills is required. MATHEMATICS Though the current core curriculum should remain in place, a number of important modifications are necessary for the success of the mathematics program. 15 J .fi 1) 2) 3) 4) Mathematics Laboratory - The mathematics laboratory will be an integral part of the curriculum for the incentive schools. The establishment of a mathematics laboratory will place emphasis on concreteness (kinesthetic and tactile activities), manipulatives (hands-on activities), problem solving, realistic pictures, materials, and resources. By providing students with opportunities for hands-on experiences and positive attitudes, laboratory opportunities will contribute to an improved academic seif-concept. Instructional Technology - Instructional technology will be incorporated in the mathematics program for all grade levels to develop skills in problem solving. reasoning, and communication. Various technological equipment/materials will include up-to-date computers, calculators, video cassette recorders, supplemental textbooks, films, manipulatives, and realistic visuals. Parent/child Learning Kits - Essential skills in mathematics should be reviewed and strengthened at each grade level to individualize the learning process for children. Prepared parent/child learning kits will be provided to foster home involvement of parents with child. These kits will include basic mathematics information, manipulatives, and problem solving. Problem Solving - Problem solving activities will be an integral part of the mathematics program. Emphasis will be placed on building confidence, developing strategies for understanding, and fostering logical thinking. Mathematics manipulatives used will include Versa-Tiles, cuisenaire rods, attribute blocks, base 10 blocks, geoboards, tangrams, pattern tiles, unifix cubes and pattern blocks. PHYSICAL EDUCATION/HEALTH The physical education program will provide for the needs of all students in achieving individual competencies in motor skills, knowledge, and attitudes. t -34- J J I 11 i_I3I 1 I I 1) Curriculum Guide - Educational skills related to the physical education program will be outlined in a course content guide, K-6. Systematic utilization of the 2) guide will be emphasized in the incentive schools. Intramural Program - Intramural programs will be established at each of the incentive schools. The 3) fundamental purpose of the program will be to develop enjoyment of team sports and lifelong leisure skills. This program will provide competitive physical education games and activities in addition to class activities. Specialized Equipment - Specialized equipment will be needed to implement the essential physical education It I skills. The equipment will include items such as 4) trampolines, balance beams, balls, hoops, ropes, and other psychomotor materials. Health Related Fitness - Fundamental and developmental skills in health related fitness will be an integral component of the physical education program. Opportunities and experiences will be provided to include family life education, human development, fitness exercises, and understanding of and respect for the handicapped. 1 FINE ARTS (MUSIC/ART) I J The current core curriculum will remain in place with number of important modifications which are necessary for the success of the fine arts program. a 1) 2} Realistic Visuals - The use of professional activities, models, materials, bulletin boards, and textbooks should reflect mankind's heritage in music and art. Cultural Diversity - Emphasis will be placed on cultural diversity in basic, developmental, and 1 3) 4) extension skills in music and art. Each fine arts experience should provide conditions for students to recognize, understand, and appreciate differences in people, traditional beliefs, and uniqueness of cultural styles. Field Type Experience - More systematic utilization of field trips of greater length and variety will be one of the unique aspects of the fine arts program. Students will be provided opportunities for active participation in group and individual performances. Exhibits and field type experiences will be used to reinforce the learning of concepts in music and art. The focus of field experiences should be expanded to include museums, art galleries, commercial advertisement offices, concerts, plays, recitals, and ballets. Creative Expression - Enjoyment of music and art should I L ( be emphasized in the earlier grades (K-3) through the creation of music, painting, and crafts.\ni 5 -35- Creative Jexpression should be expanded at the intermediate level to include an understanding of cultural and historical differences. Opportunities should be provided for students to share, display, and demonstrate their abilities through performances, plays, exhibits, programs, and fairs. 5) Clubs/Events - Special interest clubs in music and art should provide opportunities for students to enhance learning, to broaden cultural experiences, and to receive special training in addition to the regular IS class. Students should be encouraged to participate in 6) vocal and instrumental ensembles and appropriate art exhibits. Fine Arts Resource Center - An area should be designated within each incentive school for storing materials, activities, and equipment for music and art. These resources related to fine arts skills and concepts development should be available for students 1 to use at home, following: These resources should include the J a) b) Music - musical instruments, records, tapes, books, sheet music, videos, and pictures. Art - drawing paper, construction paper, crayons, markers, paint brushes, modeling clay, pictures, books, paints, lettering sets, and various craft items. READING The developmental approach to teaching reading will be applied in the incentive schools. Neither age nor class designation will be a factor in determining the cognitive developmental needs of a child at any given time. This approach will require frequent and on-going formative assessment to determine the child's immediate instructional needs. More time on task to include teaching and reteaching, utilizing alternative instructional techniques, will characterize the reading program. Teaching of reading will not be confined to the reading block of time, but will be meaningfully incorporated in all areas of the curriculum. I 5 The \"whole-group\" instructional approach will be applied in the reading program, reinforced by re-teaching, identified small group instruction, and individual tutoring. This approach will be facilitated by limiting the teacherpupil ratio to 20:1 in the primary grades (K-3) and 25:1 in the intermediate grades (4-6). An instructional aide will j be provided for each forty (40) students, constituting a .50 aide per classroom. To utilize teacher strengths/skills and maximally meet the individual student needs, team teaching at grade levels will be employed in the incentive schools. Peer tutoring, involving students from grades 5 and 6 as well as students from nearby secondary high schools, will I 4 I -36- serve to further extend learning time for primary children (K-3) . Field trips designed to extend classroom objectives and to broaden student experiences will be incorporated as a major component of the reading program. To maximize the field trip experience, the teacher will develop and teach pre and post field trip lessons. Instructional technology, to include the use of the computer, will be employed as a teaching tool, focusing on teacher interaction with students, and providing immediate feedback and reinforcement to the student. This procedure utilizes the computer as a visual vehicle for instruction and is not intended to replace laboratory computer instruction. Homework will provide opportunities for further mastery of skills/concepts taught in the classroom. Students will be permitted to take the basal reader and other library resources home for specifically designed homework assignments. J  Under no circumstances will homework be I required of a child who has not demonstrated mastery of the homework content at the comprehension level. To facilitate the use of background experiences in the development of vocabulary and comprehension, story mapping will be a common practice. C Critical thinking skills will be taught at all grade levels, including among others, drawing conclusions, predicting, inferences, analysis and evaluation. Social development as well as cognitive reading skills will be enhanced by the inclusion of multi-cultural literature, audio-visual materials, and resource persons from various cultural groups. Focus on oral language development will be a high priority in the incentive school. Opportunities to develop oral fluency will include speaking, storytelling, chanting, imitating, debating, dramatics, and choral reading and reciting. 1 I I LANGUAGE ARTS 5 The Little Rock School District believes that all students can become proficient users of language by learning strategies of reading, writing, speaking, and listening. The language arts programs of the District reflect these goals in a multicultural curriculum designed to nurture and expand the developing literacy, speaking, and writing abilities of all students. I IS Jl The following guides will be used for the language arts program in the incentive schools: F - Curriculum Objectives (K-6) and Core Curriculum Charts - Multicultural Materials (selection and use) I 4 -37- I- Core Literature List (K-6) - Multicultural Vocabulary (Teacher and Student Lists) - Curriculum Materials/Activities/Resources I  Effective oral and written communication skills are fundamental to an individual's success in academic activities, social development, professional performance, and personal fulfillment. The incentive schools will develop and infuse multicultural education in all grade levels of English language arts. are to enable each student to develop: The goals of this program - Clarity, fluency, and precision in standard oral and written communication\n- The ability to give structure to thoughts\n- The ability to analyze and discuss\n- A consciousness of linguistic patterns and structure\n- A pride in, appreciation for, and sensitivity for standard language and an awareness of nonstandard language\nand - Creative thought and expression. The core curriculum, concept, skills, and behavioral objectives have been clearly defined in the Little Rock School District curriculum guides, which form the foundation for the language arts programs in the incentive schools. context. English usage will be taught in spoken and written The teaching of English usage will be made relevant and meaningful to the student by utilizing the student's spoken and written language as an instructional vehicle to clarify new concepts/skills. Oral language will be facilitated by providing varied opportunities for the child to practice speaking in meaningful settings such as dramatic play, giving directions, making plans for activities, talking about experiences in school, community, etc., making announcements, debating, orations, telling riddles, dramatizing stories, traveling experiences, telephone conversations, making introductions, conducting club meetings, etc. Fluency will be acquired through practice. The concept of writing to read will be incorporated in the language arts program. Written language is concerned with the child's efforts to express his/ her ideas in writing. Ideas are in abstract form until they \"flow through a pencil or pen\" to the paper. 1 1 in the incentive schools, the child will be provided many techniques and skills necessary for fluency. ques to be utilized are: To create this flow, Some techniJ - Journal writing - Poetry -38- 15 5 1 1 IIi I I 1 ..-1 I - Reports - Letters - business and friendly - Plays - Riddles - Biographies - Stories - Newspaper articles - Books Language arts, speaking, reading, writing, and spelling are all interdependent disciplines and will be taught as such. It is essential that the child understands the relationship of these disciplines. The student's valuing of each discipline will be enhanced as he/she becomes aware of the relationship between writing and spelling, speaking and reading, and reading and writing. The functional importance of nonverbal communication cannot be minimized. Consequently, this area of communication will be a part of the language arts curriculum in the incentive schools. Recent research identifies nonverbal communication as a valuable means of communication. The development of telecommunication technology and the elimination of communication barriers have created a need for greater understanding of all forms of communication. COMPUTER LITERACY I .Al I The Little Rock School District does not have a comprehensive computer literacy program in operation at the present time for elementary school children. The elementary 1I schools in Little Rock are equipped with computer laboratories which are used for remediation and enrichment. The incentive schools will continue to use the computer laboratories with their present design and scope. In addition, the Little Rock School District incentive schools will offer computer-supported, individual, and group-based instruction for elementary school reading, mathematics. social studies, science, art, etc. Participation, instruction, practice, feedback and monitoring will be the keys to unraveling the computer for elementary students in the incentive schools according to the following objectives: 1) 2) The computer will be used to enhance student participation, feedback, and performance as well as monitoring in classroom and laboratory settings. The computer program experience for students in the incentive schools will involve the students from an orientation stage to a mastery stage. (Inextricably interwoven in the mastery will be the advent of elementary instruction in keyboarding and/or typing). -39- J J I I 51 !hi  B J 3) 4) The computer will involve students in active instructional tasks, active learning, and opportunities for providing and receiving explanations. The computer literacy program will help to encourage teachers in actively involving students in an ongoing program that: a) b) c) d) e) f) begins in kindergarten, follows a scope and sequence similar to other subjects, pursues grade, level mastery annually, masters the keyboarding skills needed for efficiency, utilizes intermediate level programming skills necessary for proficiency, and produces a computer literate student by 6th grade who: It -5 1) 2) recognizes and appreciates the ability of a computer and understands and is able to demonstrate command of the computer before entering the 7th grade. Each school will have a computer loan program. Students will be able to take portable computers home on a short-term basis for special projects. Keyboarding will be offered from 4th grade through 6th grade, utilizing the following format: 1 Beginning in the 4th grade, the incentive program will offer an entire nine weeks/grading period for students to learn practical standard keyboarding practices while still allowing them access to computers in other settings during the first grading period. The remaining three grading periods will offer support and reinforcement for the keyboarding as well as an introduction to basic programming. 5 For students who may have advanced skills, advanced programming will be offered. In order to qualify for advanced instruction, students must have demonstrated mastery of basic programming before being placed in an advanced programming class. In instances where the computer will be used to provide students with higher levels of participation, feedback and performance monitoring, instructional software directed toward immediate ability for student response will be used. I (Example: The software used should allow for immediate reliable feedback from the teacher and the software. The use of the computer will allow the teacher time for direct instruction because: more I 1) The teacher will not be free or released during computer instruction. I t -40- Ji g  2) The teacher will be involved with the students during training, practice, and follow-up. 3) The regular classroom teacher may or may not be the computer teacher (May vary depending on teacher skills, willingness to acquire skills, specialists available, etc.) Personnel directly involved in computer instruction will require prior training or extensive training in the operation and care of the computer. The computer-teacher programmer will be a professional who has also been trained to teach. The computer teacher and/or computer-teacher programmer will require training on specific software packages to be used at the different grade levels. These individuals will also be trained in discipline and classroom management, in group process, and in Student Team Learning. Support Programs\nThe focus, function and guiding process of the incentive schools will be to provide excellence in an environment of academic support. Research indicates that parent and community involvement are critical to academic achievement. In particular, support programs are capable of enhancing both compensatory and enrichment activities, addition to the various support strategies used by the In Little Rock School District, the following support programs will be available in each incentive school: HOMEWORK CENTERS Each Incentive School will offer an . after school homework center for students who are in need of specific help with class material. At least one teacher and aide will operate the center. The teacher will also be responsible for conferring with regular classroom teachers concerning individual student needs. PEER TUTORING - Peer tutoring will be selected from among a group of self-nominated and teacher-nominated students. The role of peer tutors will not be limited only to those students with outstanding academic grade point averages but will also be open to other students who have mastered the subject matter and can verbalize an understanding of the subject matter to be covered. RETIRED TEACHER PROGRAM - Retired teachers will be recruited to come into the'incentive schools and work with individual students as tutors. Retired teachers will be involved in different types of individual and small group activities that address the academic, social, and developmental needs of the students. -41- IS 1 1\n3 I 3 2I * I aides, etc. PARENT PROGRAMS - The Incentive School Program will focus on the use of extended family members as tutors, . In particular, parents/guardians and grandparents will be used on a regular basis in All classrooms and other school activities (advisors, evaluators of programs, activity sponsors, etc.), incentive school activities will reflect the philosophy that parents/guardians are the first teachers of children. Parents will be regarded as learning partners in the educational process of their children. In some cases, a number of parents/guardians will be employed as aides with the expectation that they will complete college teaching degree programs leading to certification and possible career opportunities in the District. The incentive schools will also support the needs of parents. These schools will become learning and community centers accessible to parents and community organizations after regular school hours. Parent support workshops will be provided on a periodic basis throughout the school year (at least one workshop each quarter). These workshops will be directly related to the instructional activities in the classroom and will address topics such as: 15 1 -1 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) Reading skills Adult literacy (i.e. GED program, etc.) Math instruction skills Parent/child advocacy skills Use of community agencies and resources Counseling services Career opportunities Use of standardized tests Computer literacy Higher education oppportunities I 1 I In addition to the parent support workshops, the incentive schools will use various strategies to increase the accessibility of the schools to parents and community members. r I 5 I COMMUNITY PARTICIPATION - Community participation in the incentive schools shall be encouraged by the involvement of community organizations, employers, civic and social organizations, and public agencies. Each school will participate in the Partnerships in Education Program and will maintain at least one business partnership. These organizations will be engaged in programs which extend learning experiences beyond the classroom. For instance, field trips, onsite career awareness opportunities, Saturday enrichment activities, and role model programs will be supported by business partners and/or various community organizations. For instance, field trips. k s- z I -42-The use of support programs is critical to the success of the Incentive School Program. In addition to the use of external monitoring sources, the building principal will be directly responsible for monitoring the effectiveness of all support programs. The effectiveness and progress of these programs will be prepared by the building principal and submitted to the Superintendent's office (including the Associate Superintendents) on a quarterly basis. IZ 1__1_, instiruments used by external monitors will also address the Monitoring effectiveness of support programs. i Staff Selection Criteria\n. IM J The principal will demonstrate: lil - knowledge of elementary curriculum. - a commitment to being a leader in staff development by initiating, participating, monitoring, and maintaining inservice activities. - competency in interpersonal relations with faculty, students, parents, administration, community and support staff. - a knowledge of and commitment to the differences and similarities among various socioeconomic, social, gender, and cultural groups. the ability to apply the principles of child growth and development with faculty, students, parents, administrators, community, and support staff. - the ability to apply the concepts inherent in the principles of learning with faculty, students, parents, administrators, community, and support staff. - a knowledge of current educational theory/practices and the ability to make appropriate application in the development of the school population. The certified staff will demonstrate: J J I ) - competency in the total teaching act. - commitment to the philosophy of the incentive school. - a commitment to participate in staff development activities and apply skills in the classroom. - the ability to teach to differences as evidenced by daily planning and delivery of instruction. - sensitivity to cultural differences as evidenced by the physical features of the classroom which should reflect I 3 1 the society (population) that it serves. a other certified teachers Lead teachers will demonstrate the same competencies as teeehers in addition to the following: - the ability to work with diverse cultural groups of students and parents. - the ability to accept change and adapt readily to learning situations. new I -43- 1 - the ability and willingness to share successful teaching strategies with other teachers and students. - the ability to accept constructive criticism from fellow educators. - a strong interest in research. Lead teachers are those who model effective teaching strategies and are selected to serve as coaches for preprofessionals, student teachers, and peers. t staff Development\nAlthough LRSD expects to assign to the incentive schools exceptionally qualified personnel, specific inseirvice will be necessasry to implement the unique instructional program, following: Basic inservice will include the Mission and purpose of the incentive schools (1 day) Curriculum refinement (10 days) -Identification of desired learning outcomes -Identification of concepts and skills to be taught at each grade level -Delineation of the sequence of teaching topics for each grading period Overview of Program for Effective Teaching (PET)(1 day) Expectation Theory (Accepting Differences) (1 day) Student Team Learning (3 days) Developing Higher Order Thinking (1 day) Classroom/Discipline Management (2 days) Planning for Achievement Difference within the Whole Group Theory of Lesson Planning (1 day) Computer Training (1 day) Instructional Aide Inservice (1 day) Clerical Aide Inservice (1 day) Developing Parents as Partners Implementing the Homework Center Program for Accelerated Learning During the 1990-91 school year, maintenance activities for summer 1990 staff development activities will be conducted. Additional Staff Development Activities will include the following: PET (1 cycle) Developing Peer Tutors (2 days) Developing Adult Tutors (2 days) Teacher Expectations and Student Achievement (TESA) An annual assessment of staff development needs will be conducted. Inservice activities will be scheduled based on needs related to implementation of the Incentive School Program. The staff development department will coordinate inservice activities. -44- J1 1 I : 3 IaI 1 2 1 Recruitment\nAggressive marketing and recruitment are essential to the overall success of the Incentive School Program. Careful marketing of the Incentive School Program is the first step toward an effective recruitment program. marketing campaign for the Incentive School Program will The focus on two major strategies. First, all parents in the 15 three school districts will be informed about programs available in the incentive Second, in order to schools. desegregate the incentive schools, various neighborhoods throughout Pulaski County will be targeted. In each case, the marketing strategies will emphasize the unique learning opportunities available at the incentive schools. I All of the schools designated as incentive schools beginning in the 1990-91 school year currently have (as of October, 1989) racial percentages ranging from 84 to 99% 1 I black. The black percentage at Rockefeller is 84% black and the black percentage at Stephens is 99% black. The acceptable range, or desegregation requirement, for all elementary schools in the Little Rock School District is plus one-eighth and minus one-fourth the total black percentage at the elementary level. This foirmula, which is within the guidelines established by the Eighth Circuit Court of Appeals, results in a range of 51 to 76.5% black. The purpose of the recruitment program is to comply with the desegregation requirements in each incentive school. 1 The recruitment program will encourage voluntary assignments that will not have an adverse effect on the desegregation requirement at each incentive school. Of course, the use of voluntary measures will necessitate I long-range goals for full compliance with the desegregation -y- . Each incentive school is expected to be in requirements. full compliance with the desegregation requirement by the beginning of the 1994-95 school year. I In order to ensure that recruitment is regarded as a major priority in the incentive schools, the number of white students at each school will increase no less than the annual goals listed 3 on the attachment, \"Yearly Goals To Meet Desegregation Requirements.\" These goals will remain in effect during the five-year period from 1990/91-1994/95 or until the school meets the desegregation requirement, whichever comes first. I f!  The incentive school recruitment program will focus three objectives: on 1) 2) To provide information to the community about the incentive school program. To use specific recruitment strategies for predominately white neighborhoods throughout Pulaski County. 2 -45-... f ___I 3) To monitor and evaluate the effectiveness of the recruitment program for the incentive schools. As stated earlier, the various recruitment strategies will emphasize the unique learning opportunities at the incentive schools, on the following: 1) 2) In particular, emphasis will be placed I i t'-fi 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) Extended day learning opportunities Scholarships for post high school educational opportunities Foreign language instruction An individual education plan for each student Academic competition Homework Centers Computer literacy instruction Attractive facilities Low teacher/pupil ratios Emphasis on higher level thinking skills Permanent substitute teachers Saturday enrichment opportunities Each school-based Biracial Advisory Committee will be primarily responsible for implementing recruitment strategies. The school-based Biracial Advisory Committee consists of the building principal, teachers, parents, and students. The parent recruiters in the Little Rock School District Student Assignment Office will assist each schoolbased committee in developing and implementing specific recruitment activities. Although the parent recruiters will provide central office support for certain recruitment activities, it is believed that the most effective recruiting comes from the parents, students, and building staff. In addition to the specific recruitment activities implemented at the school level, the parent recruiters will conduct the following activities to meet the objectives of the incentive school recruitment program: A. To provide information to the community about the incentive school program. IP 5 II I 3 1 1) 2) Information booths at prominent shopping centers and malls throughout Pulaski County. Develop highlight sheets and distribute to all elementary students in Pulaski County. Highlight I 3) sheets will also be displayed in local businesses. Insert highlight sheets in bills of utility companies. Conduct information sessions with special audiences (i.e., PTA Council, PAC Council, Junior I -46- 4) League, League of Women Voters, Chamber of Commerce Education Committee, Realtors Association, etc.) Develop and distribute generic public service announcements (PSA's) to all media. Public B. 5) 6) 7) 8) service announcements will be a part of an ongoing media blitz to heighten public awareness regarding incentive schools. Billboards, bus benches, etc.. will also be used to advertise generic information about incentive schools. Produce short videocassette recordings to be used in public presentations (i.e., PTA meetings, realtors, etc.) Seek incentive school endorsements from local celebrities. Conduct individual and small group recruitment meetings with potential parents. In addition to the above. The Little Rock School District Offices of Desegregation and Communication will be responsible for the following: a) b) c) Hire a marketing expert to develop and implement a multi-year marketing campaign. Conduct an ongoing media blitz that focuses on the positive aspects of the incentive school program. Highlight incentive schools in all district publications. To use specific recruitment strategies for targeted neighborhooods throughout Pulaski County. 1) 2) 3) 4) 5) Assist school-based committees in targeting geographic areas/neighborhoods for informational blitz regarding specific incentive schools. Information will also stress group preference as an assignment option. Assist schools in developing small group \"For Your Information\" tours to acquaint parents, grandparents, businessmen, realtors, etc., with the incentive schools. Conduct meetings with NLRSD and PCSSD parents and PTA groups to encourage M-M transfers to incentive schools. Work closely with student assignment offices in NLRSD and PCSSD and the Magnet Educational Team (MET) to target specific neighborhoods for recruitment activities. Assist each incentive school in establishing and scheduling a speaker's bureau. The parents of white students enrolled in the incentive schools will be encouraged to serve on the bureau along with celebrities, teachers, students, etc. -47- 10 5 J J I(5 1 3 I3 I 11 J c. To monitor and evaluate the effectiveness of the recruitment program for the incentive schools. t: I The Little Rock School District Biracial Advisory Committee will also serve as the steering committee for the incentive school recruitment program. The Little Rock School District Office of Desegregation will be responsible for compiling bi-monthly reports on the implementation and effectiveness of various recmitment strategies. These reports will be shared with the Little Rock School District Board of Directors, Joshua and Knight Intervenors, and the Metropolitan Supervisor. The bi-monthly reports will be developed by each school-based Biracial Advisory Committee. The Districtwide Biracial Advisory Committee will review each bi-monthly report and recommend to the Board of Directors and/or Office of Desegregation any changes needed in recruitment strategies/activities. The Biracial Advisory Committee will also appoint two ex-officio members with expertise in marketing/ advertising to advise the committee on recruitment strategies. The Districtwide Biracial Advisory Committee will visit the incentive schools once each quarter. Among other things, the committee will evaluate the recruitment program in each building. The evaluation of the recruitment program will be addressed in the quarterly monitoring/evaluation report for each incentive school. Post High School Scholarships\nThe incentive school program is intended to provide both short-term and long-term opportunities for educational excellence. As incentive school students experience the short term benefits of high quality learning experiences in grades K-6, it is imperative that they have the resources needed to extend their educational careers to post high school learning experiences. To this end, a scholarship program will be provided for all LRSD incentive school students. A trust fund will be established for each student who completes at least one full school year at an incentive school. One-seventh of the full scholarship amount will be awarded for each full year of enrollment in an incentive school. S Upon graduation or withdrawal from an incentive school, the total amount awarded for each full year of enrollment will be placed in a trust fund. ' The trust fund will be administered by a committee made up of two representatives from the Little Rock School District and one representative from the Arkansas Department of Education, Joshua Intervenors, and the Knight Intervenors. A student must -48- ! I -1 J I I 3 I \"S r k zenroll in a post high school institution within two years of graduation from high school in order to receive incentive school scholarship funds. Scholarship payments will be made directly to the post high school institution. I*' -49- IS -5 I I 1  J 1 r .At  SUGGESTED TIME ALLOTMEOT SCHEDULE FOR THE INCENTIVE SCHOOLS TIME: Regular Day 8:00-3:00 \"7 hours \"-6 hours (instruct ion) *1 hour(lunch/break) Extended Day 3:00-5:00 -'2 1/2 hours '2 hours (instruct ion) 30 min.(snack/break) Extended Saturday 8:00-12:00 4 hours *3 y./'i. hours -\u0026gt;30 min(snack/break) GRADES: Kindergarten - One - TWo - Three/Regular Day 8:00 - 3:00 BLOCKS (Daily) TIME (Weekly) * Reading 90 min. Apx. 450 min. -'Language Arts - Spelling - Handwriting - Communication (Oral/Written) - Literature - Library 90 min. Apx. 450 min. 1 1 Mathematics 45 min. Apx. 225 min. \"Social Living - Science (Health-Safety) - Social Studies (History-Economics- geography) 60 min. Apx. 300 min. Fine Arts/P.E. - Art - Music - P.E. 45 min. Apx. 225 min. TOTAL 330 min. Apx. 1650 min. 1 3 *REGULAR DAY 8:00 - 3:00 1 hours 6 hours (Instruction) 1 hour (Lunch/Recess) I ^(Exercises in Foreign Language can be integrated with any of these areas.) A k 1 -50- IEXTENDED DAY (3:00-5:30) (2 HOURS/30 MIN.) [120 Min. - Instructional] [ 30 Min Snack/Break] n Recreation: - Intramural Sports - Games 60 min. Apx. 300 min. a Study Center: - Reinforce Basic Skills - Enhance Research Skills - Homework 30 min. Apx. 150 min. n Creative: - Dance/Drama - Arts/Crafts 30 min. Apx. 150 min. -5 J J TOTAL 120 min. Apx. 600 min. EXTENDED SATURDAY (8:00-12:00) (4 HOURS) [210 Min. - Instructional] [ 30 Min. - Snack/Break] Field Type Experience: - In school experiences (outside resource persons/ materials) - Outside of school experiences (field trips, etc.) 70 min. 1I7 Creative Expression: - Reading/TVriting - Listening/Speaking Clubs/Events: - Computer-Art-Dance/Drama - Intramural Sports TOTAL 70 min. 70 min. 210 min. -51- I3 IJ. I s I J 5i i  il TIME: GRADES: Regular Day 8:00-3:00 *7 hours '6 hours (Instruction) *1 hour(Lunch/Recess) Extended Day 3:00-5:30 * 2 1/2 hours * 2 hours(Instruction) 30 min(snack/break) Fourth - Fifth - Sixth/Regular Day BLOCKS (Daily) Extended Saturday 8:00-12:00 '4 hours *3 1/2 hours 30 min(snack/ break) 8:00 - 3:00 TIME (Weekly) -'Language Arts: - Reading - Spelling - Handwriting - CoiTinunication(oral/written) - Literature - Library Mathematics Social Studies: - Geography - History - Economics Science: - Health - Safety Fine Arts/P.E.: - Art - Music - P.E. TOTAL 150 min. 60 min. 45 min. 30 min. 45 min. 330 min. Apx. 750 min. Apx. 300 min. Apx. 225 min. Apx. 150 min. Apx. 225 min. J I I '1 I Apx. 1650 min. (Exercises in Foreign Language can be integrated with any of these areas.) n I It D i -52-EXTENDED DAY (3:00-5:30) (2 HOURS/30 MIN.) [2 hours - Instructional] [30 min. - Snack/Break] Recreation: - Intramural Sports - Games 60 min. Apx. 300 min. 4 Study Center: - Reinforce Basic Skills - Enhance Research Skills - Homework 30 min. t k Apx. 150 min. Creative: - Dance/Drama - Arts/Crafts 30 min. Apx. 150 min. TOTAL 120 min. Apx. 600 min. EXTENDED SATURDAY (8:00-12:00) (4 HOURS) [3 hours - Instructional] [30 min Snack/Break] Field Type Experience: - In school experiences (outside resource persons/ materials) - Outside of school experiences Creative Expression: - Reading/Writing - Listening/Speaking Clubs/Events: - Computer - Art - Dance/Drama - Intramural Sports TOTAL 70 min. 70 min. 70 min. 210 min. -53- lit I J J I f I i 1 h J IATTACHMENT yearly goals to meet desegregation requirements (Number of White Students) lit GARLAND ISH MITCHELL RIGHTSELL ROCKEH*.! T ER STEPHENS IJ I 'a 1989-90 14 1 19 17 35 1 1990-91 27 14 29 25 42 13 J 1991-92 40 21 39 33 49 25 1992-93 53 28 49 41 56 37 1993-94 66 35 59 49 63 49 'I 1994-95 79 43 69 58 72 62 CAPACITY 320 180 280 240 300 260 -54- 1 J 1 I I TI Area Schools Schools where students attend based entirely on attendance zone identification and which are not designated 0\nas incentive schools are called area schools, the following\nThese include I Jr- Senior High Schools\nJ.A. Fair Hall McClellan J 1r Junior High Schools\nCloverdale Forest Heights Henderson Mabelvale Pulaski Heights Southwest 51 1 II Elementary Schools\nBadgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Geyer Springs Jefferson Mabelvale McDermott Meadowcliff Otter Creek Pulaski Heights Romine Terry Wakefield Watson Western Hills Wilson Woodruff ItI1I 5: I1  Academic Progress Incentive Grants\nAcademic success for all students is a primary goal of the desegregation/integration process. The Little Rock  School District has developed and adopted several programs designed to increase student achievement. District-wide -55- achievement data indicate the need for additional strategies to reduce the number of low achievers. Therefore, the Academic Progress Incentive Grants Program will be established, follows: The program goals are as 1. 2. To improve the education for all students To reduce the disproportion in academic achievement that is evident between groups formed on the basis of race, gender, and economic status. I Local schools will develop proposals to increase overall achievement and decrease academic disparity. ' proposals should include strategies based on promising practices to enhance student achievement. Teachers, The building administrators, and patrons shall participate in the development of the local school proposal, proposals will be announced. A request for The grant will be for one year with an option for two additional annual awards, shall not exceed $25,000. The amount of the annual grant Magnet schools and incentive schools will not be eligible for the Academic Progress Incentive Grants. Additionally, area schools will be given opportunities before magnet schools or incentive schools to receive additional assistance to establish \"islands of excellence\" or model classrooms in their schools. For example a school might wish to develop a model classroom in social studies. Additional resources and assistance from the central administration will be provided and a model classroom will be established. Teachers and administrators from other schools will be encouraged to visit the classroom to gain new ideas and insights into effective teaching techniques which they can then use in their schools and classrooms. Community Support Grants\nThe availability of extra resources in magnet and incentive schools continues to be an area of concern for many parents in the area schools. Although special funds have been earmarked for magnet and incentive schools, enhancement opportunities must be available in all schools. All schools must have the resources needed to offer quality desegregated learning experiences. In order for quality desegregated learning experiences to occur, all schools must have access to extra resources needed for program enhancement. Community Support Grants will be provided to address the recruitment needs of area schools. Community Support Grants will be used to reward local efforts to improve desegregation. Emphasis will be placed on awarding grant -56- J1 J1IIs I 1 c I 11 s 1 proposals that have a positive effect on desegregation efforts. 1. 2. 3. 4. 5. 6. 1. 8. The district will be divided into clusters, and schools will only compete for funds with other schools in a given cluster. No more than two schools in a cluster may receive a Community Support Grant. Grant-writing teams must consist of at least the building principal, two teachers, one noncertified staff member, and four parents. A central office committee made up of the Associate Superintendent for Desegregation Monitoring and Program Development and others appointed by the Superintendent will evaluate grant proposals. Grant proposals should avoid additional personnel costs, to the extent possible. The District will not assume responsibility for continuing costs that occur after the expiration of the funding period. Local businesses will be asked to help finance the Community Support Grant program. This will give local businesses the opportunity to become actively involved in the District's desegregation efforts. Magnet schools, incentive schools, and schools of choice will not be eligible for Community Support Grants. Schools cannot fulfill desegregation requirements without the involvement of the communities which they serve. The use of Community Support Grants will encourage entrepreneurship, ownership, and commitment to local desegregation efforts. The three-year grant awards (Academic Progress Grants and Community Support Grants) should provide sufficient time for the new strategies to become a part of the school culture. schools. Certain changes are proposed for some of the area These are outlined below and will be considered in more depth as we finalize the plan during the next two months. 1. Woodruff Elementary Expand the school by adding ten classrooms. Some of these classrooms will be used for an early childhood education program. Also, an Extended Day Program will be offered to attract children of parents who work in the state government offices. A percentage of seats will be reserved in order to meet desegregation requirements, would be complete by 1990-91. The expansion -57- . H  J 1 I j 5 i I I I j2 . Western Hills Elementary si Expand the school's capacity and eliminate the use of portables. Approximately one hundred children attend classes in portable buildings at Western Hills. This plan would expand the capacity of the school by two hundred students. available by 1991-92. Additional spaces will be 3. Cloverdale Elementary and Junior High School Expand the schools' capacity by approximately two hundred students. -58- J *5 J 1 5 I Ill Specialty Schools I Some of the District's area schools already have special themes, and nothing in this plan precludes their continuing to develop them. However, one specialty school, Badgett Elementary, is described in detail because it J^elates closely to the theme of the aviation/transportation magnet school to be located near the airport. Aviation/Transportation Specialty School: Badgett's instructional program will be structured around a transportation theme. interdisciplinary concept. Transportation is a It includes science, technology, history, geography, mathematics, international studies, and human services. \"A transportation theme would be ideal for the development and implementation of an interdisciplinary curriculum. The central Arkansas region has a wealth of transportation industries. Air, rail, trucking, and boat/barge transportation are all located in central Arkansas. These industries should serve as a resource for the Aviation/Transportation Specialty School. The Aviation/Transportation Specialty School has the following goals: A. B. C. D. Students will learn the District's basic curriculum through the theme of transportation. The instructional program will be enriched by field trips, guest speakers, and special events related to transportation. Concepts and skills about transportation will be mastered so that students will be prepared for the Aviation/Transportation Junior High School should they choose to apply. The thematic approach to the delivery of instruction will increase student learning through increased motivation and greater transfer of prior learning. The Aviation/Transportation Specialty Elementary School will utilize an interdisciplinary curriculum that emanates from the theme of transportation. Social studies will focus on the effect of transportation on the location of cities and communities. Geographic influences on transportation routes will be examined. History will be taught in the context of transportation's influence on human endeavors. Science will deal with the physics involved in transportation (e.g., mechanics of flight) as well as the inventions that had a major impact on society at the time (e.g., steam engine, airplane). Many basic science skills can be taught from a transportation reference point. machines, sound, energy, and natural resources, for example, all relate to transportation. Simple 1 1 II I I J 1I 1 IS-ur -59- I tl To enhance the climate of the school, the transportation theme will be obvious to those who visit the school. Bulletin boards, hall displays, assembly programs. and other instructional activities will emphasize transportation. Guest speakers and field trips will frequently incorporate transportation ideas. One or more specialists will help deliver the school's instructional program. The specialists will coordinate efforts to develop an interdisciplinary curriculum with a transportation theme. They will head-up the curriculum development process and will assist in inservice for other staff members. lI Students will take field trips to local transportation industries such as Little Rock Municipal Airport, Falcon Jet, Central Flying Service, Arkansas Highway Department, Missouri Pacific Railroad, Terry or Murray Lock and Dam, and the Little Rock Port Authority. Speakers from the transportation industries will present programs in the classroom. Due to the proximity of Badgett and the Junior High Aviation and Transportation Intradistrict Magnet School, cooperative projects between the schools will be common. Junior high students can present lessons to the elementary students. - Elementary students can do assembly programs J (song, dance, skits) for the junior high students. Tutoring, mentorships, and the likes can also be worked out between the schools. 1 other specialty schools will be considered in the long range plan. I For example, if it appears necessary to close an existing elementary building, other uses for the building will be sought including the creation of an alternative 1 school for students in grades 10-12 or an early childhood and infant care center. I Also, to extend the aviation and transportation theme, administrators in vocational education will begin working with the Arkansas Department of Education to establish programs at the Metropolitan Vocational Education Center to prepare students for careers in aviation mechanics and other 3 transportation related areas, place by 1992-93. These programs will be in -60- b I IC. Publicity and Information Often the success or failure of a school depends on the extent to which accurate, timely, and clear information is provided to parents and students about its programs and unique features. As the programs for schools of choice. intradistrict magnets, incentive schools, area schools, and k specialty schools are planned and developed, parents will be encouraged to participate fully in the process through contributing their ideas and suggestions. I i  The District will explain and publicize the programs 5 available at each school to parents, students, and the .1 general community through the use of the District's television channel, through printed brochures describing each school, and through ongoing contact with the education reporters for the local newspapers and television stations. Information coordinators (described in Chapter 8) for each I I 5 school will assist in developing information brochures and obtaining publicity for their schools. I I 1 I 5 k I  I -61-III. INSTRUCTION A. Equity in Academic Achievement B. Early Childhood Education C. Multicultural Education D. Special Education E. Gifted and Talented Education F. G. Guidance and Counseling Extracurricular Activities 1 I tIII -62- a- J A. III. INSTRUCTION Equity in Academic Achievement i If the desegregation of a school district does not result in a superior education experience for all students, then it is not successful no matter how \"balanced\" schools may be. It is not acceptable to bring children to the doors of the school house only to resegregate them again in their classes and programs throughout the school day. This section of the plan identifies problems related to equity in the academic achievement of our students and proposes ways to address their problems. Problem One: Disparity in educational achievement between black and white students (as evidenced by grades and standardized tests) continues despite several years of awareness of the issue and efforts to deal with it. It is clear that the disparity in educational achievement between black and white students worsens as students move from grade to grade. It is necessary 5 ^h^efore that this desegregation plan address this very serious problem. The following solutions are proposed: 1. Conduct a \"curriculum audit\" of instructional programs and services during the next five years according to a prearranged schedule to determine I their educational effectiveness for all I youngsters. Programs to be audited include: 1 Art t -63- JChapter I Reading and Math Drug Education Foreign Language Four Year Old Program Gifted and Talented Education Guidance and Counseling Homework Centers Kindergarten Language Arts Learning Lab Library Media Mathematics Music Physical Education, Health, and Nutrition Education 1 I Program for Accelerated Learning (PAL) Reading Science Social Studies I Special Education 3 Vocational Education The first programs to be audited will include Chapter I Reading and Math, Guidance and Counseling, PAL, Learning Lab, and Foreign Languages. The purpose of the review will I- be to determine whether modifications in programs need to be made in order to increase their educational value to -64- 2 I Istudents. In some cases programs may need to be eliminated or drastically changed. 2. Seek assistance in establishing an Instructional Management System for every student. Technology now exists which can help us analyze a student's learning styles and achievement levels, predict success or failure in school based on a number of factors, and prescribe the necessary interventions in a timely manner. The District will immediately seek to work with experts in instructional technology to devise such a system. -5 4. It should be noted that this approach is intended to benefit both the successful as well as the unsuccessful student. The District will attempt to have this program in place by 1991-92. Begin immediately to develop a five-year schedule for the review of all courses to determine whether their content is sufficiently challenging. relevant, and enriching to students. Require that curriculum supervisors review the use 3. 1 I of the multiethnic curriculum guides and propose necessary revisions and modifications. This will be done yearly so that problems which become apparent can be quickly solved. Problem Two: We continue to have disproportionate I- representation of students by race in certain classes. f programs, and activities. -65- 2 I Ia This is not a problem to be addressed by simplistic solutions such as quotas or percentages which are humiliating and frustrating to students. Every student, both the gifted and the low-achieving, must be given every opportunity to excel, be challenged, contribute, and produce in school. This problem must be addressed first by being certain that a strong basic education is provided to all students beginning with kindergarten or before and that provision is made to concentrate on youngsters who need I -s the enrichment experiences and activities to enable them to compete with more advantaged students and not lose ground as they move from grade to grade. These include additional or extended homework centers, summer learning programs, Saturday classes, Extended Day program, academic incentive programs, and tutorial 5 services. In schools which lack these programs, the District will allocate funds to establish at least one sub program in each school. To a large extent principals, teachers, and guidance counselors can positively impact this problem. However, they must be supported by a Board and an administration which insist on optimum learning opportunities for all students. The extent to which t- 1 I I 1 staff development can assist teachers and administrators in dealing with this problem will be discussed in another section of this plan. I -66- L 1Problem Three: In too many instances different expectations for the level of learning are expected from different students. Most students can learn most of what they should know. The research on this plan is irrefutable. The question is why students do not learn, and the answer has to do with what is expected from them. The District has already recognized the problem of different expectations and is attempting to provide training for all teachers in a program called Teacher Expectations and Student Achievement (TESA). As part of the long-term plan, TESA will be required and provided for all teachers, administrators. library media specialists, and guidance counselors. Additionally, Cooperative Learning and the Program for I I I Effective Teaching will be included. These programs 5 and others will be discussed in the section on staff development (Chapter 7). Also, in instances where teachers have had success in teaching low-achieving students, the District will provide opportunities for other teachers to visit \"model classrooms\" where successful teachingand I I learningfor all students is occurring. B. Early Childhood Education I- Someone recently stated that the answer to the drug problem in society was not to build more prisons but to establish early childhood education programs in the schools. -67- 2 IThe Little Rock School District has experienced success with the HIPPY Program and its four-year-old programs at Washington, Ish, Franklin, Stephens, and Rockefeller. .s: However, it is clear that such programs must be expanded. The District will add an additional program at Woodruff in 1990-91 and will initiate a Montessori program at Garland in 1991-92. In 1991-92 the Early Childhood Program will be evaluated and plans to expand them to other schools will be submitted to the Board. The District will also establish Parent Centers at Washington and Franklin to provide assistance to the parents of children enrolled in the programs there. The Parent Centers will be evaluated by the District in 1991-92. The goal is to have early childhood programs and Parent Centers in at least half of the elementary schools by 1994-95, and in all elementary schools by 1998-99. C. Multicultural Education I 1I 5 In its commitment to provide equal educational access I for all students, the Little Rock School District included in its 1988-89 court mandated desegregation plan the development and implementation of a multicultural education program for grades K-12. 5I Multicultural education seeks to ensure that male and female students, exceptional students, and students who are I-members of diverse racial, ethnic, and cultural groups will have an equal chance to achieve academically in school. In essence, multicultural education includes (1) the infusion -68- 5II I of multicultural content when appropriate into the core subject matter areas\n(2) the use of various instructional/learning strategies to address diverse learning styles of students\nand (3) the demonstration of the attitude and belief that all students, regardless of cultural diversity, can learn. Multicultural Education has several goals: 1. The development of decision-making and social action skills. 2. The viewing of historical and contemporary events 3. 4. 5. 6. 7. from diverse ethnic perspectives, clarifying students' own ethnic identities and helping them to function effectively within their own ethnic communities. 1 The development of cross-cultural competency\nthe ability to function within a range of cultures. Providing students with cultural and ethnic alternatives to problems. Greater self-understanding by viewing one's self from the perspectives of others' cultures. The reduction of ethnic, racial, and cultural conflict and discrimination through the expanding of students' conceptions of what it means to be human and the development of an appreciation for and sensitivity to the diversity of lifestyles. Mastery of essential reading, writing, and 5 I I computational skills. -69- JTo achieve these goals the District is currently involved in the following six-year plan\nNote\nThis plan modifies the multicultural program approved by the court in the 1989-90 Desegregation Plan - Volume 1, January 31, 1989 Phase I (1987-88) - Awareness for district staff members and input from cultural groups within the community Phase II (1988-89) - Development by committees of teachers of grades K-6 curriculum guides in the following content areas\nEnglish, fine arts, math, reading, science. -5 and social studies (1989-90) - Implementation of the above grades K-6 curriculum guides Phase III ,1 1 (1989-90) - Development of grades 7 and 8 curriculum guides in social studies, American history, and Arkansas history Phase IV (1990-91) - Development of curriculum guides for\nI 1 a) Ninth grade Civics b) C) d) e) American Government (10-12) American History (regular - (10-12) American History (AP - Grade 11) Contemporary American History and Arkansas Studies (Grades 11-12) I- Phase V (1991-92) - Development of curriculum guides for\na) World History, World Geography, and World Cultures (Grades 10-12) -70- 2 I 1b. AP European History (Grades 11-12) Phase VI (1992-93) - a) b) Sociology and Psychology (Grades 11-12) Any additional courses added to the c) social studies curriculum (Grades 11-12) Refinement of existing course guides (if needed) Grades (11-12) The Little Rock School District is on schedule according to the above six-year plan. Periodic review of the content of the guides and their use by teachers will assist us in making modifications or in providing staff development to assist teachers in using the guides. D. Special Education Much work has been done to lower the over- representation of black students in special education classes. Efforts have focused on helping special education ! ii teachers, principals, and regular teachers do a better job of analyzing the needs of youngsters. Extensive training and follow-up are provided by the special education staff and these efforts will continue. Special inservice training I 1 has been provided to help teachers understand and cope with the vulnerability of black male children in society. Disproportion is a continuous issue, and tremendous studies have been made in addressing it in the District. Targeted goals for the Special Education Department include: I -71- If- 1. The development and implementation of a comprehensive sex education program for handicapped students (1991- 92) 2. The expansion of the Learning Center concept to include a center at the junior high level (1991-92) 3. Expansion of the use of the Consulting Teacher Model to provide indirect services to mildly handicapped students (1990-ongoing) 4. Expansion of vocational training for handicapped students that will enable them to meet current and future job market demands (1991-1994) 5. Expansion of research activities to determine the effectiveness of special education programs for different handicapped populations. (1991-1994) E. Gifted and Talented Education The Little Rock School District's Gifted and Talented Program offers services to its students through a design that consists of observation and enrichment for all students in grades K-2, a resource room for students in grades 3-6, and special classes for students in grades 7-12. The program operates under the auspices of the Arkansas Department of Education's Gifted and Talented Program Approval Standards for 1986. The Standards provide the -5 ? t 1 framework for establishing equitable criteria for the identification of gifted and talented students. Services are provided to these students by teachers (specialists and -72- 2 I it II I facilitators) who have completed or who are in pursuit of graduate credits in gifted education. In the Gifted and Talented Program Approval Standards issued by the Arkansas Department of Education, gifted and talented children and youth are defined as ... those of high potential or ability whose learning characteristics and educational needs require qualitatively differentiated educational experiences and/or services.\" The criteria for f pupil placement into gifted and talented programs shall be above average intellectual and creative ability and also task commitment and/or motivation. 1 j -5 No criterion shall be used if the result has a disparate impact upon any racial group within the District. Moreover, special attention shall be denoted to 1 identification and placement of pupils from low and middle socio-economic levels. The goal is to decrease the disparity between the number of black and white students placed in the program and the total number of black and white students in the district. This can be accomplished through nurturing the 1 gifted potential of students in the K-2 Enrichment Program and by increasing the number of students at the nomination level of the identification process. A second major goal is to design a curriculum that is (- appropriate for gifted students. Our plan is to have the curriculum completed by the 1991-92 school year. -73- I IF. Guidance and Counseling All too often, the traditional guidance and counseling program fails to address the needs of poor and minority students. 1. Of particular concern are the following factors: In many instances, regardless of curricular offerings, low-income and minority students tend to take fewer courses than are needed in s 1 2. 3. preparation for college. The problem is particularly evident in the areas of math and science. Most black students take fewer years of coursework in math, science, and social studies than do white students. Despite an overall increase in the number of minority students graduating from high school. college enrollment of black students appears to be declining. Even more troubling is the problem of minority retention rates in four-year colleges. These two areas could be positively impacted if early educational preparation and achievement of minority students became a priority. The perceived reduction in the availability of financial aid within the last decade has affected the college retention rates of low-income and minority students who are nearly twice as likely to be dependent upon financial aid to enroll and stay in college. Sufficient financial aid f i 1 I 1 I 3 5 assistance to enable minority and low-income -74- I 1i 1 4. 5. students to pursue post secondary education is a critical need. The high school dropout rate for minority students is increasing. This is a particularly troublesome concern for black males who appear to be dropping out of school at alarming rates. Early intervention and encouragement are factors that have been shown to have a significantly positive impact on the number of low-income and minority students who successfully complete high school and a four-year college program. Learning failures among students frequently are caused by lack of support and encouragement from school and family rather than lack of ability. For many students this source of assistance and encouragement comes from a variety of sources, most often the family. However, with increasing \u0026lt;1 1 1 familial pressures and changing family patterns. I more of the burden for these kinds of support for many minority and economically disadvantaged 1 students is placed on the school and community agencies. When planned and implemented properly, guidance and counseling programs can assist low-income and minority students to improve their academic performance and attitude I toward education\nto enhance self-esteem\nto decrease incidences of academic failure, poor attendance, and I -75- Jdiscipline problems\nand to reduce the dropout rates. A comprehensive, systematically delivered program can also enhance access to post-secondary education and employment opportunities for minority students who often find such 131' access limited for them. To address thes\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":18,"next_page":19,"prev_page":17,"total_pages":27,"limit_value":12,"offset_value":204,"total_count":319,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":8},{"value":"teaching guides","hits":5},{"value":"learning modules","hits":1},{"value":"timelines (chronologies)","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":292},{"value":"Sound","hits":20},{"value":"MovingImage","hits":13},{"value":"StillImage","hits":6}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"United States. 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