{"response":{"docs":[{"id":"bcas_bcmss0837_534","title":"Little Rock Schools: Badgett Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1966/2002"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Badgett Elementary School (Little Rock, Ark.)"],"dcterms_title":["Little Rock Schools: Badgett Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/534"],"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":["144 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\nOPTIMIST CLUB INTERNATIONAL SCHOOL Monthly Newsletter for the Partners in Education with Badgett Elementary DAZE April 1966 Volume Number one On Thursday April 25th at 2:35PM, the Optimist Club members that are interested in becoming Education Partners with in Badgett Elementary School will all gather to meet the staff and become acquainted with the school and its surroundings. Badgett Elementary was at one time within the Pulaski County- School District but was shifted over to the Little Rock District in the early 199Os. There are two classes of four year olds, two classes of kmdergarteners, and one class of each of the next six grades. This school is almost a forgotten school in the district because it is so far away from the main part of Little Rock and this is why the teachers and staff are anxious for our Club to become Partners with them. What do partners do? F 1 OPTIMIST VOLUNTEERS TO VISIT BADGETT ELEMENTARY SCHOOL ON THURSDAY APRIL 25TH i 81 The one thing that they dont do is to try to run the school. Partners become adult role models . A Partner as a member of the community provides views that students may not be able to get of the real world. Partnerships are not Big Brothers or Sisters and Partners may not even work with the same student each visit. Partners may read to a class one visit and then talk about what they do for a living at the next visit. Paitners may sponsor essay contests and award prizes to the winners. Or help put together a science fair. They make take student art and exhibit those works in their business. They may help set up a school Spelling Bee or bring a guest speaker that has an interesting job or a fun story to tell. Partners also work with the staff by taking them on tours of businesses to help them better understand the needs that business has for workers tliat can spell and figure well. They can help classroom teachers better understand how die teaching of making change correctly is important for the student to better become job ready. Parmers provide incentives, awards and stickers to students that become achievers. Paitners may sponsor a career day for the parents of students in order for them to better understand how their children need to prepare themselves for the world of work. Partners can provide guidance in how a person should act on the job. Explain why taking full responsibility for ones actions is important. Paitners can be very good examples as to why it is important to stay in school. It is very' important to show students that even though school work may be hard today with practice and not giving up, the work becomes easier. So what are you being asked to do? Try to commit at least five hours each month visidng the school during the school year. Work -with the staff and the teachers to pardcipate in special days such as the first day of school in the Fall or in graduadon day, at least as a usitor. No one expects you to be anything other than yourself. Tlie staff and students love to have visitors as it gives everyone a break from a roudne. Although the staff will tell you that you can drop in at anytime, and that is fine, if you are in the area, it is very important to work from a schedule, which I will work out with you for next fall AFTERWORDS Perhaps the most valuable result of all education is the ability to make yourself do the thing you have to do when it ought to be done, whether you like it or not\nit is the first lesson that ought to be learned\nand however early a mans training begins, it is probably the last lesson that he learns thoroughly. -Thomas Huxley OPTIMIST CLUB INTERNATIONAL PARTNERS IN EDUCATION The map just to the nght will give you some idea of the location of Badgett. The address is: 6900 Pecan and tlie school phone number is 324-2475. Tlie name of the pnncipal is : Mary Golston Ba f Please call Skip Marshall at 376-6200 (work) or Take Interstate 440 east past the airport and exit on Fourche Dam Road. At e stop sign turn left and north under the Interstate until you come to Colbv. Turn left on 227-4168 (home) if you are not Colby and follow this road able to attend by Monday April west for just a little over one Directions to Bndgctt Elementary School I lINOSEYRnAD I 24th, Thanks mile. Turn left on Richland Drive and then left again on Pecan Drive. ZTTi^Aagg PKE I PRAZIER C'KF I I Well get you out of there no later than 4PM if not sooner. _______Pixiak.Ve Wr HtilHHI A f'wB of i I - n P I mik OPTIMIST CLUB INTERNATIONAL PARTNERS IN EDUCATION 7711 S St #2 Little Rock, AR 72207 SCHOOL DAZE I Fax:324-2483 May 23 97 P. 01 s4 of S^pprectaiion, from, ( I /5 IM* aa vV 2222., 1199 9977 Deal Parents, We are n e a r 1 n e the end o the 1996-1997 S r b 0 0 1. Ycnir 1 e J. T' and S n n p c \u0026lt; t has m a d e i r. a ' a 'J ' veer ' P 7 t* 9 s  c o n \u0026gt; i n 11 e to d 1 c ti s s wi th V 0 u r chi 1d r e n rhe Importance ( b u s , of good behavior in school and on ' 7  4.12-3 P1 e a .s e Note\n71 a k e a u r I? Report cards will he mailed home. and e  c h of May s t u G e n t w e 1' av t the should nay correct addres'ses ,32 for postage. I t o r a n  3 , i 9 9 7 u e can n o longer accept c h e c k g r e a s on books are closed , Throughou*' the scbod year, in D r d e n students fo t o our lunch and/or materials t h e 5 were, a 11 o tv e d 2_T. c h a T e B . r e c o J d 5 PLEASE send money must be d. a / ''av Nay Ma V I a V Mav rs TT-ry 'P 1' \\| p\nQ 19 9 7 n 2 6 , i' \"l t 2 u I y 9 7 199 7 1 997- 1 9 9 7 - - 1 997- for these c.hfirges c 1 e a r b d imit e d i a t e i y . --Skip Marshall Awards 1.3 c (1 race p r 0 gt era 1\n3 0 ? r e - K Coo k o u t Beat, h 12 : 30 ----- My ce mfi oo o1 1I -a 11, 1 oD sa A7 dJ Dare Program Awards Dav Talent B h c w as i I P a r t\nt 9:00 A.H. 9:00 1:15 Ma v 1 9 9  - \" 1 e ' d --3 : .31. f. ) * p 1 \ne our a c t V1 t i e \\9 b-91 \\ a ar ! day t c T  t ti d e fl t s 1'j9^ I. A1 ! a. \"ten d f 1 n a .1 s c hoc! 3 0 , i: o r Mluiie 4 , e ,,i *6 FCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock. Arkansas 72216-8601 (501) 490-2000 December 19, 2000 4 2 : Mr. John Walker, P.A. Attorney at Law 1723 Broadway Little Rock, Arkansas 72206 OHiSEQF if Dear Mr. Walker: I have discussed M-to-M transfer request to Badgett (Charter) School on several occasions and the Little Rock School Districts present position is that black students do not qualify under the ciurent desegregation plan. We have assigned a white student to Badgett (Charter) School. Mr. Walker, there seems to be a problem with the interpretation of the new desegregation plan. A meeting with representatives from Pulaslci County Special School District, Little Rock School District and Joshua could help remedy this situation. If you have any information or suggestions with this problem, please contact me. Sincerely, K.c.J\u0026gt; B Karl Brown Assistant Superintendent Equity and Pupil Services ac z Ann Brown-Marshall FCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216-8601 (501) 490-2000 RECEDED January 3, 2001 JAH  2Q01 OfflCECf Ms. Joy Springer John W. Walker P.A. 1723 Broadway Little Rock, Arkansas 72206 Dear Ms. Springer\nI received your letter dated December 28,2000 on January 2, 2001. The reason we cannot provide transportation to the student in question is because the Little Rock School District denied the student admission to attend Badgett Elementary School. Little Rock School District denied admission because the student did not meet M-to-M requirements. For that reason this matter is no longer under the jurisdiction of this office. Please advise how this office can assist you. Sincerely, Karl Brown Assistant Superintendent Equity and Pupil Services ac c Ms. Ann Brown-Marshall Mr. Junious Babbs ' Fair Park, Badgett at top of the list for possible closing FRIDAY. JANUARyj2L_1995 BY CYNTHIA HOWELL Democrai-Gazene Education Writer Fair Park and Badgett elementary schools may close permanently at the end of this year to help the Little Roc.k School District balance its 1995-96 budget. The district must make S8 million in cuts to balance its budget. Dr. Russ Mayo, associate superintendent for desegregation. said Thursday that a number of factors, including enrollment. were considered by administrators in identifying schools that could be See CLOSE, Page 9B\nI Close  Continued from Page 1B shut down. District administrators will discuss the future of the two schools at two upcoming community meetings. The first meeting will be at 7 p.m. Tuesday at Fair Park. 616 .N. Harrison St. in the north-centra i part of the city. The second meeting is scheduled for 6:30 p.m. Feb. 7 at Badgett. 6900 Pecan Road, near Little Rock Regional Airport. .Adams Field. Badgett and Fair Park are among the smallest of the districts 35 elementary schools, with official student enrollments this year of 177 and 282. respectively. Besides enrollment, other factors considered included the physical conditions of buildings. the cost of potential repairs and renovations, the adaptability of buildings to support modern instructional programs, the number of children in 3 school's attendance zone, the schools racial composition and the ability of the district to successfully recruit children to the school.  'When all the factors were combined. Fair Park and Badgett were at the top of the list, Mayo said. Closing the two schools could save the district up to S900.000 ne.xt year. .Mayo said. .A more accurate estimate will be available once final decisions are made about where students at the schools would be reassigned. The savings would come from reducing the number of principals in the district and the building operating costs. The district also may be able to reduce the number of teaching positions. 'All of our planning to this point was based on a scientific approach. From here on out, we will be considering emotions.  Dr. Russ Mayo Closing the schools could affect more than just the families with children in the two schools, as attendance zone boundary lines for other schools may have to be modified, Mayo said. Decisions on those possible changes haven't been decided. One of the problems administrators face with closing Fair Park is that nearby schools like Forest Park, Jefferson, Pulaski Heights and Williams elemen- taries are filled to capacity. Closing Badgett also creates some reassignment challenges because the nearby schools are magnet schools, most of which are filled by student application and not based on attendance zones. .All of our planning to this point was based on a scientific approach. Mayo said Thursday. -From here on out. we will be considering emotions. The final decision on whether to close the two schools will be made by the Little Rock School Board when board members decide this spring on a budget for next year. Mayo said parents and other community members will have time to make their feelings known to board members before decisions are made. He said he and other district staff members will be available to answer questions about the recommendations for closure. Badgett was one of 14 schools transferred to the Little Rock district from the Pulaski County Special School District in 1986. as part of a federal court order that extended the boundaries of the Little Rock district to the city limits. The county district had a Badgett school for many years. The school was first named Frasier Elementary in honor of a former principal. In 1926 it was renamed Badgett for the township where it was. A new Badgett was built at its current site in 1964. The schools capacity is about 250 students, according to a February report from the federal Office of Desegregation -Monitoring. This year. Badgetts enrollment is 75 percent black and 25 percent white, which is out of compliance with federal coun guidelines calling for a 60- 40 racial ratio. About 64 percent of the Badgett students live in the Badgett attendance zone. Fair Park, which was opened in 1927 and has a capacity of about 350 students, also is out of compliance with the racial balance guidelines. The enrollment is about 72 percent black and 28 percent white this year. The school was expanded in 1951 and renovated and expanded again in 1980. About 57 percent of the Fair Park students actually live in the schools zone. The Little Rock district has closed other schools in recent years. Ish Elementary was closed in 1992-93. Stephens Elementary was closed this year but is to be rebuilt When the new. larger Stephens School is opened in 1996-97. the nearby Garland Elementary will be closed.Arkansas Democrat gazette WEDNESDAY, FEBRUARY 8, 1995  3B Parents plead for Badgett school  LRs best-kept secret BY CYNTHIA HOWELL Oemocrat-Gazetta Education Writer community members and students was unconvinced. boundaries to the city limits. As a result, Little Rock got 14 One by one. audience mem- county schools. \"  ' If you don't want us. I'll bet Badgett Elementary is the --------- ---------------------------  Little Rock School District's bers described the community . best-kept secret and doesnt school as a place of safety and the county will take us back.  deserve to be closed, parents racial harmony, where their said Jodi Crowder, whose chil- \"and community members children are shown love and dren are the fourth generation pleading for the schools future concern by longtime Principal in her family to attend the\ntold district administrators Mary Golston and her staff. school. * Tuesday. The parents are pleased Look at downsizing the ad-   ' ' - -----!' ministrative operation. anoth- The tiny school near Little with this school and feel it is Rock Regional Airport. Adams the districts best-kept secret,\" Field, is one of two elemen- Claude Johnson told district ad- - . taries the district may shut ministrators. If other parents *  knew about this school, we down next year in an effort to trim $8 million in expenses. wouldn't have any trouble at- Dr. Russ Mayo, associate su- tracting students here.? perintendent for desegrega- Parents said that parents tion. said at a meeting on Bad- who tried to get their children getts future that closing the into Badgett were told by the school and Fair Park Elemen- districts student assignment tary, located in north central office that they couldn't, even Little Rock, could save the if they lived in the schools at- school district about St.l mil- er audience member said. Take it off the top. Dont take it from the children.\" Shiem Swift, a Dunbar Magnet Junior High student who attended Badgett, said the elementary school's teachers are willing to help students  even to walk them home if necessary. Jerry Peters, director of the Little Rock branch of Webster University in St. Louis, accused the district of picking on Badgett because it's in a working-class neighborhood with little political clout. Breaking up a successful team of parents, staff, students and community would be a mistake. Peters said. Webster University is Badgetts business partner No final decision has been made about closing Badgett and Fair Park. That will be left . to the seven school board members  four of whom attended the meeting Tuesday  later this spring when the 1995- 96 budget is prepared. No final decisions have been made about where Badgett children might attend school next year. Washington Magnet Elementary and Clinton - Magnet Elementary are possibilities. Mayo said. tendance zone. lion Enrollment at the school We have too many schools was 279 in 1988-89 but is down ..for too many children, Mayo to 177 this year with only one said, adding that the cost of class per grade. renovating Badgett so that it The Little Rock district ac-  could support modem educa- quired Badgett in 1986 from the tional programs would be pro- Pulaski County Special School hibitive. District under an Sth U.S. Cir- ' . But the crowd of more than cuit Court of Appeals order exI '100 parents. grandparents. panding the LiWe Rock district t Coovneht O Uttle Rock inr Backers plead for Hillcrest school BY CYNTHIA HOWEU. 0emocrai.\u0026lt;jaz8tTd cducanon Wnter Advocates for Fair Park Elementary School pulled out the stops in a campaign ^ursday night to convince the Little Rock School Board that their Hillcrest neighborhood school shouldnt be shut down. Parents and a student offered testimonials about the school's importance in their lives. Teacher Opal Rice spoke about staff unity and commitment. Wally Lovelace, a real estate agent, told the board that people ask to buy houses in the neighborhood so their children can attend the Fair Park. .A.nd neighbors talked about the hazards an empty building would pose and the school playgrounds conve- FAIR PARK SPIRtT n , .  -.1 . am uiaiUOIIb geiica Brown (ngnt) and LaSonva Oglesov cneer for mam open oetore Jie UtBe Rock Sch^l Boaro's .meeting ThSy g^ _ . Arkansas Oamocrw-GaaanMJawj Goosowk  Hair . ark Sementary School cheerleaaers An-nience as a neighborhood park. I Board members heard similar pleas from parents and neighbors of Badgett Elementary School, which may also be closed ne.xt year, and from advocates for the district's school nurses program. nom'iall more than 30 people projected S9.1 million deficit day night to deienBdoard Thurs- ffrroomm iittss 11999955--9966 bbiuidrigveetr. - - -------- programs Projected cut oO the district can erase a closing the cuts include two schools. Cuts  Continued fram Page 18 sharply reducing the early childhood education programs, hiring a private company to run the school buses, eliminating grants to the area schools and cutting 19 nursing positions. Board members made no decisions during a lengthy meeting Thursday on the cuts. .Another budget work session is set for 5 p.m. Tuesday. \"Im here to represent the students views about Fair Park.\" fourth-grader Deanna Jones told the school board. \".And we we say keep it open. Our school is not fancy and could use a little fixing up. but we like it just fine.  Diane Nesbitt, a parent at the school, gave the board petitions, signed by 900 people, to keep the school open. She also presented the board with a large red cardboard heart, covered with photographs of Fair Park children. \"Don't break our heart! Nesbitt told the board. Parents from Badgett Elemen-tari'. located in e.xtreme east Little Rock, described the school as a place of comfort, love and safety for generations of children. They said its a school where the principal greets children when they get off the buses and teachers come out of the building to talk to parents who drive up to the school at the end of the day. \"If its not broke, don't fix it\" Claude Johnson told the school board, speaking of Badgett. \"We dont need your help. We are asking you to back off and leave us alone. We re doing just fine.\" .Also making appeals Thursday were:  Bus drivers who oppose hiring a private company to run the school buses.  .Advocates for the 19 school nurse positions.  .A member of the advisory committee for the community education program at McClellan Community High School. Kelly Tucker asked the board to consider some changes in the program but retain IL Bus driver and parent Michael Campbell told the board that inefficiency in the transportation department is at least partly the result of old. deteriorating buses. In regular business Thursday, the board stopped short of authorizing the formation of committees to research how close the district is to complying with desegregation standards set by the U.S. Supreme Court. See CUTS, Page 96 Superintenoent Henry Williams suggested earlier this month paying seven committees of employees and citizens to do the research as a way to accelerate an end to the 12 year-old school desegregation lawsuit Board member John Riggs IV made a motion that the district ask U.S. District Judge Susan Webber Wright for a conference to determine whether the committee approach was an appro-pnate way to work the district out of the case. Wright decided earlier this week to call such a conference. Ann Brown, desegregation monitor. said. Brown had told Riggs of the judge s intentions Thursday. The board also:  Gave conditional approval to establishing a city neighborhood alen center at Ish Elementary School.  .Approved eliminating the learning foundations course at Pulaski Heights. Forest Heights. Southwest and Cloverdale junior highs.- Arkansas Democrat ^azcttc  FRIDAY, MARCH 17, 1995 LRSD may ask state to let it cut two days from next school year BY CYNTHIA HOWELL Democrat-Gazette Education Writer The Little Rock School District would have to get permission from the Arkansas Department of Education to shorten the next school year to 176 student days, two days less than the minimum required by state standards. The district is considering the shorter school year as one of several ways to reduce expenses to balance the 1995-96 budget and avoid an illegal deficit. Henry Superintendent Williams told Little Rock School Board members Thursday that without budget cuts, salary freezes and other financial adjustments, the district would have a deficit next year of more than $9.1 million. The school board must make decisions on several of the budget proposals  most dealing with eliminating jobs or changing terms in employee contracts - by April 15, Williams said. Eleanor Coleman, Little Rock Classroom Teachers Association president, told the board Thursday that many of the budget-cut- ting proposals, including salary reductions, are unacceptable to teachers and support staff. It is apparent that the school district is attempting to balance the budget on the backs of teachers and the support personnel who are among the least paid, Coleman said, adding that employees are extremely upset. Reducing the number of student school days would save the district $702,000 next year, according to officials calculations. In a budget report submitted this week to U.S. District Judge Susan Webber Wright, district administrators said that with the state Education Departments approval, the number of student-contact days could be trimmed next year by two to provide staff training. So employees would work a shorter year and get a cut in salary based on those two days. That would have to be addressed during contract negotiations between the school district and the ' Classroom Teachers Association, expected to begin March 28. District administrators would have to notify all teaching employees by May 1 of the proposed reductions in their contracts. Each teacher might be able to seek a hearing before the school board to oppose the cuts unless the district obtains some kind of legal waiver, district officials said in a report to the judge. Wright oversees the school district budget as part of monitoring the districts compliance with its desegregation plan. Other proposed budget cuts for next year include eliminating financial grants to the area or attendance-zone schools\nreducing stalTing, including aides, at the incentive elementary schools\nhiring a private company to operate most of the transportation system\nreducing the number of families served in the Home Instruction Program for Pre-school 'Youngsters\ncutting six to nine administrative positions\nand delaying building a new Stephens Elementary School. Earlier proposals to close two elementary schools and cut 19 school nurse positions have been dropped because of school board members objections. But Williams told the board Thursday that failure to close the two elementary schools next year could lead to closing four the next year, thanks to the loss of millions of dollars as state desegregation funding diminishes. The district is anticipating $113 million in operating revenues next year, 1.3 percent less than in 1991-92.Letters Arkansas MONDAY. JUNE 12,1995 Keep Fair Park, Badgett schools  On Thursday night, June 1, while Fair Park Schools PTA was awarding certificates to parents and other VIPS for volunteer work in our school, the Little Rock School Board met and discussed closing Badgett and Fair Park again. In February, the parents, the teachers and the constituentsa.k.a. citizens, taxpayers and voters of these two school communitiesmade it very plain to the members of the school board and the superintendent that budget cuts should not include these small schools. The vote was taken and the parents, the teachers and the constituents remember very vividly what that vote was: Linda Pon- dexter. no: Judy Magness, yes: Pat Gee, no\nKevin OMalley, yes: Katherine Mitchell, yes\nand John Riggs, no. The motion was dead as a result of that vote, and we rushed back to tell the children their schools would not be closed next year. Newsweek magazine for May 29 featured an article showing grass-roots solutions to .Americas problems. One section says just what parents, teachers and even the tods have been saying over and over to board members and administrators: The best way to implement high expectations is to let principals and teachers run their own schools with minimal interference from the central office. And the best way to keep that sense of community is to keep schools small. Small schools work because they allow more access for parents, stay manageable and thus safer, andmost cruciallet teachers know their students over time. The most important variable in student achievement is the size of the school. Fair Park and Badgett are small schools, they are safe schools, and they are working Let the students have this stability, The boards vote to close, if implemented, will wipe out many years of community work and dedication at these sites. Please consider all our children and their schools across the city as the school board seeks budget cuts. With just four votes, they can eliminate entire school organizations, Which schools will they eliminate next? OPAL RICE Little Rockjkansas Democrat THURSDAY, APRIL 13, 1995 Badgett, Fair Park dodge ax LRSD board tied ! on closing schools ! BY CYNTHIA HOWELL Democrat-Gazette Education Wnter Threatened with closure at the end of this school year, Badgett and Fair Park elementary schools won at least a temporary LRSD  Continued from Page 2B gued that officials cant convince voters to approve a millage increase if the district isnt operating efficiently with the minimum number of staff and schools. Pondexter questioned whether the district would submit a mill- age increase proposal to voters in the September school election. cently revised proposal called for condnuing the program but reducing the awards significantly, to $5,000 per school. proved Wednesday would eliminate 28 employee positions.  Met for 40 minutes in a closed session to discuss elimi- agreed nating 10 to 12 administrative  members ogicvu naung lu to ix aaministrative oo- distributing $20 sitions but took no public vote. Su-  toe elementary penntendent Henry Williams SS?so?! administrators this week more eq- reprieve Wednesday night when the Little Rock School Board deadlocked on motions to shut them down. The proposal to close the schools was one of several recommendations district administrators made earlier this year to balance the 1995-96 budget and avoid an illegal $9.1 million deficit. The board voted on some of those budget recommendations during a special meeting Wednesday. But the six board members were hampered repeatedly by a vacancy that resulted in at least six tie votes. Under school board policy, a tie vote defeats a motion. The board will interview candidates and appoint one to fill the vacancy at a special meeting at 5 p.m. today. The appointee will fill the Zone 7 position that O.G. Jacovelli represented until her death March 13. Voting in favor of closing Badgett and Fair Park at a savings of $1.1 million were Judy Magness, Dr. Katherine Mitchell and T. Kevin OMalley. Linda Pon- dexter, Pat Gee and John A. Riggs IV opposed the closing. Magness said she hated to close schools, but such moves are inevitable in a district with more than 900 vacant seats in elementary schools across the city. We cant continue to operate like this. We must make the best use of our resources, she said. Riggs said closing up to four schools may be necessary later, but not if the district can get its finances in shape next year. O'Malley and Mitchell ar- See LRSD, Page 5B ---- Hili lOXlKC from $3,500 to $11,000 per school, auum. uic  _______ On other budget recommenda- their jobs. ' tions. the board\n Agreed to delay construction of a new Stephens Elementary to save $300,000 next year. about the possible elimination of  Cast two tie votes on the future of HIPPY, the Home Instruc- erate $520,000 next year and $1.3 Younst^^^nrnnnLi milhon each year thereafter. ue thf program^ aUte eureenUev' 1 p 1 T j-j  '-uiicui. lev- VI uii icuuLiiig uie seven- roa \u0026gt;, r motion to restrict period class day to six periods at area it to families in central and South- ---------------------- ' ' - Each mill of tax levied would genOn another major issue, the board voted to award each elementary school $20 per child for use in reducing achievement disparities between black and white children and developing programs to make the schools at- tractive to parents.  Took no action on hiring a private company to run the bus system or on reducing the seven- the area junior high schools. The board also didnt act on propos- administrative als regarding teacher salaries proposals to cut about 11 posi-  tions from the incentive elemen- tanes and nine music and guidance counselor positions. The board voted to cut all but $40,000  .Approved and a two-day reduction in the 178-day school year. District administrators initial- uuuu uieu lu ly recommended eliminating the of the $170000 Focused Activities and Academic Progress Incentive Grants next year at a savings of $445,000. A re- ------community education pro^am at McClellan Community High School, which would eliminate three positions. Cuts ap-Arkansas Democrat .'!(J5azcllc   WEDNESDAY, JUNE 14, 1995  Transit, fate of schools top agenda BY CYNTHIA HOWELL Democrat-Gazette Educetton Wrtter After months of discussion, the future of two Little Rock el- eincntary schools and the dis- friels hansportalion department could Ite decided tonight by the Little Rock School Board at a special meeting at 5:30. The meeting's agenda says the proposed 1995 fM) budget will be discussed. But board members said Tuesday they expect to vole on closing Badgett and Fair Park elementary schools and on hiring a private company to operate most of the school bus system. Those moves are designed to help the financially strapped district cut expenses for the coming school year. Both proposals have been defeated before. The board deadlocked 3-3 in April on a proposal to close Badgett, in extreme east Little Rock, and Fair Park, in central Little Rocks Hillcrest neighborhood. The schools are among the district's smallest, need renovations and are under-enrolled  Badgett with 177 pupils, Fair Park with 282. Closing them could save $1.1 million next year, district officials have said. But staff and parents of children at the schools have begged the board not to close them, saying their smallness means more iinlivifluni nUentiun Tor pupils. Earlier, board President Linda Pondexler and members Pal Gee and John Riggs IV voted against closing the schools. Katherine Mitchell, T. Kevin OMalley and Judy Magness voted to close. After that, a seventh board member, Stephanie Johnson, was appointed to the board. Johnson has declined to say how she might vote. District administrators are expected to make a presentation tonight about school bus services that Laidlaw Transit Inc. could provide. Last year, the board rejected a proposal for privatizing the bus system but let district officials ask for bids from companies again this spring. District bus drivers oppose privatization and have proposed their own changes in the transportation system to cut costs. The Laidlaw proposal would save the district nearly $700,000 next year and $1.4 million over the three-year contract, according lo school district officials summary of the contract provisions. Laidlaw, based in Ontario, Canada, and Cincinnati, Ohio, is the largest transit company in North America. It transports 1.8 million students a day in 40 slates provinces. and five CanadianArkansas PemcxTat^ (gazette [ THURSDAY. JUNE 15,1995 Vote on closing 2 schools put off The Little Rock School Board wont vote until June 22 on closing two elementary schools next fall and employing a private company to operate its school bus service. Board members were expected to vote at a special meeting Wednesday. In fact representatives of Laidlaw Transit Inc., the company seeking the job of running the bus system, traveled Wednesday to Little Rock to make a presentation to the board. But district officials said Wednesday afternoon that the meeting had to be postponed because board members had questions about the proposal that required further research by Laidlaw. The companys headquarters are in Cincinnati and Ontario, Canada. Also, board member Katherine Mitchell was out of state Wednesday and couldnt attend the special session. That created the potential for 3-3 tie votes on both the bus service contract and the proposal to close the Badgett and Fair Park elementary schools. In April, Mitchell voted to close the two elementary schools. That motion was defeated with a 3-3 tie. She voted against efforts to privatize the school bus system last year, but the contract proposal is different this year and financial problems are more severe. Both proposals seek to cut district expenses in 1995-96. Closing the two schools would save about $1.1 million. Hiring Laidlaw Transit would save about $700,000 the first year of a three-year contract and about $1.4 million over three years. The board will take up the budget at either their 6 p.m., regular monthly meeting June 22 or at a special meeting right before that FRIDAY, DECEMBER 14, 2001  Parents plead cases, but two schools stay in budget axs reach LR board hears of virtues of smallness, then adds Fair Park to possible closures BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Faced with the possible loss of their neighborhood schools next year to budget cuts, parents and others from the Badgett and David O. Dodd elementary school communities Thursday extoUed the virtues of their small schools to the Little Rock School Board. Board members were sympathetic and made no final decisions. However, by the end of the meeting, the School Board not only directed Superintendent Kenneth James to continue planning for the possible closing of Badgett and Dodd as a way to save about $1.7 million, but also asked him to prepare a feasibility study on closing a third small school. Fair Park Elementary at 616 N. Harrison St, where about 200 pupils attend classes. The presidents of the parentteacher associations from both Dodd and Badgett presented the School Board with petitions Thursday pleading to keep their schools. Were going to refuse to let Dodd close, Tiwana Noon- er, a parent of three Dodd pupils, said. Were going to fight. Dodd parents and community members pointed to the number of grants that the school has received in recent years to restructure the way reading and language arts are taught. Those grants and programs may not all be transferable to other schools, they said. Additionally, they argued that the specially trained staff members will be scattered across the district, diluting the effectiveness of their training. Diane Krippendorf, a community member, also pointed out that as many as 200 new homes are planned for the Dodd attendance zone, which should boost the schools enrollment over the next few years. District officials said the new homes might bring in 14 to 20 new children for the school in each of the next two years. James has said that the possible school closings are just one See SCHOOLS, Page 9B I Schools  Continued from Page 1B area for potential budget cuts, and that he and his staff are preparing recommendations for more reductions. In response to School Board members who said they cant decide on closing schools without knowing what their other options are, James said he will give them some proposals after the first of the year. James, who has been Little Rocks school superintendent for about six months, just last week raised the issue of closing one or more of the districts smallest schools next fall as a way to help offset escalating costs and a declining revenue forecast that is already affecting the districts $2^ million budget. support staff positions also could The district is getting $2.4 be reduced, million less in state fimding this for closing because of their small enrollments. Badgett, at 6900 Pecan Road near the citys airport, has 153 students in its regular program and another 80 enrolled in the districts charter program, which is housed in the same building, Dodd, 6423 Stagecoach Road, has 188 pupils, which is 69 percent of the buildings capacity. The average elementary school in the district has about 360 students. The district would save $536,048 by closing the regular Badgett school and another $479,669 by closing the charter program, plus $738,909 by closing Dodd. By closing the schools, the number of teaching positions in the district could be reduced by about 20. A similar number of milhon m funding District officials speculated, year than mitially budgeted be- however, that most of the peo- ------  pj^ jjj affected schools noimced last month in state tax could be absorbed into other  expect- schools as vacancies occur heed to be earned forward into the cause of retirements and resignext school year when the dis- nations. cause of shortfalls that were antrict must meet contractually obligated teacher pay increases. According to preliminary - _ _ , , * - ,  plans, Badgett pupils would be rhe School Board must make assigned to Rockefeller and a decision on the school closings Washington elementary schools, by Jan. 10 to be able to notify Charter school pupils, who at- Mected parents of the changes tend the school by applying, ' before registration starts for the would return to the schools that j 2002 school year. That regis- serve the attendance zones in I tration period  when parents which they live throughout the /'On mnl/a n _1___1 J  can make a variety of school district. choices for their children  begins Jan. 28. As for Dodd pupils, they would be divided among West- James repeatedly acknowl- ern Hills, Romine and Otter edged that the district is decid- Creek elementary schools if their mg the issue on a very fast time school is closed, line that is contrary to districts - policy that calls for school closings to be considered for at least Two bands of small children set the tone for Thursdays meeting, marching in two circles on 12 months, except in emergen- the administration buildings front steps, waving posters and James assured the board that chanting in support of their is entering dire financial straits, schools, as board members ar- You don t take the largest cut rived for the meeting. Dont m state aid in the history of the close Dodd school, yelled one state and think it is business as group. Please dont close Badgett Badgett and Dodd are targets school, the others said.Group sounds cry to protect LR elementary Dodd, 2 other schools futures on line as district makes cuts  MONDAY, DECEMBER 31, 2001  BY AMY SCHLESING ARKANSAS DEMOCRAT-GAZErrE Theres a battle brewing in the Little Rock School District over a proposed death sentence for one of the districts smallest and highest scoring elementary schools. The Little Rock School Board will decide Jan. 10 whether to close David O. Dodd, Fair Park and Badgett elementary schools to help balance an overdrawn budget. While parents of students at all three schools dont want to see the doors close on the neighborhood schools, one group of parents, school staff and real estate developers has launched an organized campaign to keep at least one of them open. Kathy Porfiris, organizer of the letter-writing campaign to save Dodd Elementary School, has rallied the parents, neighboring real estate developers and staff of the school to fight to keep it open. Little Rock School Board member Baker Kurrus said the issue isnt one of conflict  its one of economics. Theres not a fight to close Dodd, and theres not a fight to keep it open. Im not going to fight with anyone. Im going I to focus on giving our kids the best education possible, he said. Porfiris said her efforts are on behalf of all three schools proposed for closing, but said her heart stays with Dodd Elementary School, since it has been the education base for all four of her children. Her youngest, Jimmy, is a fourth- grader at the school. Dodd is at 69 percent capacity this year with 188 students studying in classrooms built to hold 271 students. Those students have literacy scores that exceed the district average and have been the indirect recipients of several recent grants, the largest of which is a $150,000 Comprehensive School Reform Development grant from the Arkansas Department of Education. Judith Yeager and Barbara Kennedy, administrators of the state grant program, wrote a letter to the School Board, praising the achievements of Dodd Elementary School. Dodd has an outstanding [kindergarten-fifth grade] literacy and technology program in place due to the restructuring made possible by the CSRD grant. We do not feel that it is a wise use of taxpayers money to See SCHOOL, Page 2B School  Continued from Page 1B spend $150,000 of federal and state funds to successfully restructure a school and then have the Little Rock School District Board decide it should be closed, Yeager and Kennedy said in the letter. When the School Board meets Jan. 10, however, the deciding factor will be money, not test scores. Superintendent Kenneth James said closing Dodd, Fair Park and Badgett elementary schools will help offset a $2.4 million cut in state funding the district had counted on for the coming year. Closing Dodd and Fair Park will each save the district $700,000 annually and Badgetts closing will save another $500,000, James said. The movement of charter students back to their neighborhood schools would save about $480,000, for a total projected savings of $2.4 million. Its always hard to close schools, James said. People are very close to their schools and I understand that, but regardless of what happens here, its still my job to bring ideas to the board on how to make cuts and balance the budget. James warned that a larger cut i in state funding could happen after the new year if the economy remains on a path to recession. Couple that with salary obligations, and weve got to make a minimum $6 million cut to balance the budget, he warned. The schools are targets for  I closing because of their small enrollments and high per-student costs. Badgett, at 6900 Pecan Road near Little Rock Nationd Airport, Adams Field, has 153 students in its regular program and another 80 enrolled in the districts charter program at the site. Dodd, at 6423 Stagecoach Road, has 188 students. Fair Park Elementary, off Kavanaugh Boulevard, has 200 students. Those displaced students will be distributed throughout the district. According to preliminary plans, Badgett students would move to Rockefeller and Washington elementary schools, with the schools charter students returning to the schools in their attendance zones. Dodd students would be divided among Western Hills, Romine and Otter Creek elementary schools. The district has not discussed a moving plan for Fair Park students. Porfiris organization will meet with the School Board Jan. 7 in a last-minute effort to influence their Jan. 10 vote. The board plans to bring the principals from the other schools that would absorb the Dodd, Fair Park and Badgett students if the schools are closed. It almost sounds like they have their minds made up, she said. 'Td really like to think that we have a chance and not just blowing in the wind. Kurrus said he has gone to great length to inform people that school closure is no more than an option at this point. I dont think anybodys made up their minds. Weve got to do something, we cant just afford to ignore that we will lose revenue while our expenses continue to climb. But were considering different options, not just closing schools, he said. If the schools are closed, it will affect more than the students. Porfiris said new housing developments near Dodd Elementary will suffer with the loss of a neighborhood school. She has recruited Becky Finney, a real estate developer with Rainey Realty to fight the closure of Dodd. Pecan Ridge, Tall Timber and Kenwood subdivisions have expansions in progress. The School Board estimates those growing subdivisions would increase Dodd enrollment by up to 20 students next year and 15 students the following year. Kumis said nothing is off limits for balancing the budget. The one thing he deems sacred are teacher salaries and raises. \"To have the best teachers, I feel that we have to reward them financially, he said. Kurrus said streamlining the districts administrative process, ending property tax breaks as corporate incentives and get the district out of court over desegregation are all good options for balancing the budget. Porfiris is banking on alternatives to save Dodd. \"And if it comes down to fire the caretaker, heck, well come up there and mow the grass ourselves, she said.J a n u a r y 3, 2 0 0 2 District sets sessions on closing 3 schools ARKANSAS DEMOCRAT-GAZETTE The Little Rock School District will hold a series of public meetings, beginning today, at three low-enrollment schools under consideration for closing. The meetings are scheduled at:  Badgett Elementary, 6900 Pecan Road, 6 p.m. today. g I Dodd Element^^, 6423 Stagecoach Road, 6 p.m. Monday.  Fair Park Elementary School, 616 N, Harrison St., 6 p.m. Tuesday. The meetings- are open to the public. The district proposes closing schools beginning July 1 because of state budget cuts. The Little Rock School Board wiU consider the proposal during its regular meeting Jan. 10 at 5 p^p. at the School District headquarters at 810 W. Markham St.LR parents face closing of 3 schook 7 .ij Arkansas Democrai-GazeHe/STEPHEN B, THORNTON Badgett Elementary School parent Jerry Peters (left) Zeigler (center left), Rockefeller Elementary Principal asks Little Rock School Superintendent Ken James a Anne Mangan, and Sadie Mitchell (right), the districts question Thursday night during a public hearing at associate superintendent for school services. Mangan Badgett to discuss the schools possible closing, Lis- and Zeigler attended because Bad^tt students tening are Washington Elementary Principal Gwen would attend their schools if Badgett closes. Badgett meeting held\n1 more set BY PATRICK HEALY ARKANSAS DEMOCRAT GAZETTE As solemn-faced parents, teachers and administrators discussed the fate of Badgett Elementary School with urgent voices, the children played. Arm in arm, they pranced across the schools packed gym, inspected TV cameramen and galloped through the banana-yellow hallways while adults discussed shutting down Badgett, in east Little Rock, and two other Little Rock elementary schools. The Thursday meeting was the first of three meetings scheduled before the School Board votes whether to close Badgett, Dodd and Fair Park elementary schools. Other meetings are scheduled at Dodd on Monday and at Fair See BADGETT,^age 4B Badgett  Continued from Page 1B Park on Tuesday. The meetings are designed to let school officials explain the shutdown proposal and hear community concerns. Were still in shock, and we still dont want it to happen, said Kim Dunahay, Badgetts Parent Teacher Association president. Even if they vote to close the school, the fights not going to stop. The School Boards vote, rescheduled from Jan. 10 to Jan. 15, comes at a time of financial crisis, said Sadie Mitchell, the districts associate superintendent for school services. In addition to the $2.4 million state funding cut, the school district must pay $3 million in promised raises. Altogether, the school district must slice $6 million from its annual budget of $220 million. Superintendent Ken James said, Were going to have to make some tough decisions. Proposed AUendance Zones .... 1 I 1 ''Ca 'O' n ____ .1^ 5\u0026gt; a? Junious Babbs, associate superintendent for deseg- .......................... regation for the Little Rock School District, discusses The board is considering clos- proposed attendance zones for Badgett Elementary ing Badgett, Fair Park and Dodd elementaries primarily due to nickel-and-dime that to death. their low enrollments, James said. This year, 153 students at- --------------- tend Badgett, 188 go to Dodd, and year before the shutdown date. Arkansas Democrat-Gazette/STEPHEN B. THORNTON students if the school is closed. The informational meeting Thursday night at the school was the first of three meetings to discuss potential school closings. ippiauding when parents praised ular elementary schools. J ..Jnri\n*-,5 Weve tried regular school, at Normally, a proposal to close Badgett and spoke against its schools must be announced one closing. ---------------- year before me shuidowu I like it here because most of grade son, Caleb, has attention But with the budget cuts, James the teachers are nice, and they deficit hyperactivity disorder      ------------------t,:. and attends the charter school. said Carrie Igwe, whose fourth- 200 attend Fair Park. but wm. c.-. \u0026gt;-------- ---------- . ,- . , TTie average Little Rock ele- said, schools must act fast. let you come into their class mentary school has 363 students. Everybody has to be rooms and they give you treats. If the tliree schools are closed, touched, James told the crowd. 10-year-old Kenetra Lowe said their students would attend different schools at the start of He has special needs. Igwe said her son did poorly toucueu, Idllica luxu me i-xMvyM. am w.k. ----------------------------------------- to -____/ Tliis is not a win-win situation. after the meeting. Id rather stay in his classes until he came to  an- Badgett. Igwe said she doesn t The one-hour meeting went here. I may be shy to go to X lie Mile liovil ,ivi., .....A..... *  --------J - - ua , the next school year. more smoothly than past dis- other school. I wouldn't have any want her son to return to regu- Some teachers would find cussions about closing Badgett, friends on the first day. lar classes, and she balks at pn- other jobs in the district, but oth- In 1995, a proposal to close Bad- ra.....ta a.._ c_uc2tc ers could be laid off lames said, eett met with parentsprotests pressed concern about the 65 , , . . \"It certainly seemed reason- Ind a court challenge that forced students who attend Badgett s money to send him o a private able to me  board Vice President the School Board to back down, charter school. The students, school, she said unless the Lit -  - But on Thursday, audience many of whom have learning dis- tie Rock School pisti let is gomi. Parents and educators ex- vate school tuition. We dont have the kind of Judy Magness said When youve got to cut $6 million, you cant DUl Uli A JllAl J', xxxx ------------  c  members listened quietly, twice abilities, would be sent to reg- to pay it tor us. ZOOZ V AienuerJanuary 16. 2 0 02 School Board votes to shutter Badgett Attached LR charter school axed, too BY PATRICK HEALY ARKANSAS DEMOCRAT-GAZETTE Little Rocks smallest elementary school and the charter school attached to it will close at the end of this school year because of a Little Rock School Board vote Tuesday night. Parents, staff and pupils from Badgett Elementary School wore black stickers and sighed as the board voted 6-1 to close Badgett, which has 153 students. The board also voted unanimously to close the charter program, which has 81 students. I feel a betrayal from the Little Rock School District, said Kim Dunahay, president of the Badgett PTA. Some things you think are safe can be snatched away in a matter of minutes. Two elementary schools considered for shutdown will remain open next year. Superintendent Ken James recommended Dodd and Fair Park schools not close because they show potential for higher enrollments. Closing schools is the districts first move toward cleaving $6.5 million from its annual budget of $220 million. Because of massive state funding cuts, the School District also is considering broad cuts to staff, athletics, transportation, individual budgets and other programs. The School District expects to save about $1 million by closing Badgett and the charter See SCHOOL, Page 7B Arkansas Democral-Gazette/BENJAMIN KRAIN : I Samantha Brown, a second-grader at Badgett Elementary School, is consoled by her grandmother, Kim Dunahay, after hearing that her school will close after this school year. The Little Rock School Board voted Tuesday night to close the school indefinitely. School  Continued from Page 1B school. Badgett pupils will attend Rockefeller and Washington elementaiy Board members and James pointed out low enrollment, flat SChOOlS HCXt SChool VCaC test scores and high rates of bused pupils as reasons for the closing. VflSTter SCllOOl pUpUS OF Badgett pupils will attend ~ ' Rockefeller and Washington eleBadgett pupils who live mentary schools next school year. OUtsidC thc BadgCtt Charter school pupils or Badgett . -  pupils who live outside the Bad- neighborhood will go to I their neighborhood Badgetts charter school was SChOOlS one of six operating in Arkansas, said Randall Greenway, the states charter school liaison. Many char- of Im sick of this meeting from ter pupils have learning disabili- a Badgett parent. *t ies andJ cannot .t1h. ri. ve i n a nor_ School Board mal classroom, he said. member Michael Daugherty alone voted Schools will assess each char- to keep Badgett open. He said the ter students needs case by case, closing will barely dent the dis- James said. School officials will soon talk tricts $6.5 million deficit. ________ Badgett is the only neigh-with Badgett teachers and staff borhood school east of the inter-about their future without Bad- state, he said. Tomorrow mom-gett, James said. Some employees ing, when I get up and have to will move to other schools\noth- look in the mirror, I can say, 'We ers may lose jobs. closed the school, but it was over TXiesdays vote wrapped up my opposition.  nearly a month of debate- o- v- er Dunahay, also a Badgett inschool closings. Parents, teach- structional aide, said she worries ers and administrators discussed about enrolling her granddaughter, the closings in meetings at Bad- Samantha, a Badgett second-grad-gett, 6900 Pecan Road\nDodd, er, in anofiier Little Rock elemen- 6423 Stagecoach Road\nand Fair tary school The new school might Park, 818 N. Harrison. close the next \u0026gt;^ar, Dunahay said. Parents defended their schools \"To make sure oiu grandchild in often emotional meetings. Bad- gets the best possible education gett parents praising the schools she can get, we might need to teachers for molding well-round- move,\" she said. They [school ed students. officiisl say, Trust us. Your child The boards vote was calm in wont become a face in the comparison. It lasted 30 minutes crowd. The place shes felt safe and was quiet, except for a mo- and secure has just been ment of applause and a murmur snatched away from her. of Cej ''if'cgciicn Ci L7 Little Rock School District Badgett School Relocation A Business Case January, 1995 Addition Modification Deletion $523,000 savings 1/9/95Badgett School Relocation Business Case 2 Executive Summary For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strate^es were developed to cut costs, most have been one time cuts. A many While a larger than normal number of comparison of the district's total building capacity and total enrollment shows vacant seats. seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, ^rious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to savmg money, it is more unattractive to the patrons of the school considered for closing. ecause it is an emotional issue, specific research criteria were used in making the decision about which school to close.  Badgett has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are reasons why Badgett Elementary School is considered for closing: 1. As of October 1,1994, the school was filled to only 68.87% of its capacity\n2. The capacity of the school itself (257) is below the district average of 425 for area elementary schools. Therefore, if the school were at capacity, the school would not operate efficiently when compared to other average size schools\n3. Enrollment since continue\n1989 has declined steadily from 2237 to 177 and is expected to 4. The school is out of racial balance by 15.14%. It has not been within balance as far back as 1989 in spite of efforts to reverse this. A dramatic increase of 5.30% in percentage black occurred this year\n5. Because the attendance zone (160) is smaller than the capacity of the school (257), students must come from elsewhere to fill the school. recruiting has not been achieved for this school. Successful experience in 6. The per pupU cost has increased to $4021.87 in 1994-95 which is the highest of any area elementary schools\nThe additional 7. The school is geographically isolated from other populations. _________ population to fill the school must come from other attendance zones which will negatively impact other schools\n8. Operational costs for the building have increased enough to make this school one on the most expensive to operate annually\nand, The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings. MMMHvCkr HwrP RC HADCTOOfBadgett School Relocation Business Case 3 By the opening of school for 1995-96, Badgett students will be relocated, faculty will be reassipied according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Plan. Fulfillmg this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. 1. 2. 3. 4. The problem will be considered solved if the following list of criteria is met: New attendance zones affected by this relocation will reflect a better racial balance\nThe community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and implemented by each new school to make the new students and patrons feel welcomed\n5. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n6. 7. 8. Leaders within the community are made aware of the relocation plan and have the opportunity for input\nInunediate cost savings is realized\nand, The relocation of students and staff at wUl be complete before the opening of school for 1995-96. Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. These are of paramount concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way. Negatives 1. Students and staff will experience some their friends\ndisappointment in being separated from 2. 3. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above\nThe building may stand vacant for a period of time if not used by an agency or the community\nMMWd K O Hm* P Wt (B.- MOCrOPTBadgett School Relocation Business Case 4 4. The general community may react to the redrawing of attendance general area of the city. zones in that Positives 1. Students wiU receive assignment to schools equal to current programs\n2. Special activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed\nto 3. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n4. Elementary schools in contiguous areas are capable of absorbing the student population of Badgett\n5. Immediate and year-to-year cost savings will be realized of approximately $523,000\nand. 6. The Badgett School facility may be available to the community for use pending court approval. The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. It is critical that the process be complete before the opening of school for 1995-96, If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers.____________________ 5. Compile list and mailing labels of all students living in the Badgett School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Badgett School but live outside of the attendance zone b) those who attend Badgett School but live in the attendance zone\nand, c) those who do not attend Badgett School but live in the attendance zone. Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 Person Modeste Modeste Williams Modeste Mayo Iw lx Hma r w III'(*/ K MDcrni*Badgett School Relocation Business Case 5 Milestone ______ 6. Develop notice of relocation and date of community information meeting to send to: a) parents \u0026amp; students: b) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood ^.Conduct informational meeting with the principal, faculty, and staff about the process M Mai rtf rtrtMMiui,^ 1__________________________________________________________________________ 8. Mail notice of possible relocation and date of a) parents \u0026amp; students: b) community groups and churches\nc) media (press release) community information meeting to: 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting 10. Conduct community information meetings by ,11. Notify finance person to include this as a budget reduction strategy ------ _12. File motion with the U. S. Federal Court to relocate students at Badgett School 13. Develop letter to parents and students with announcement and reassignment 14. Inventory building ' 15. Design plan for new attendance zones in southwest._______ 16. Mail letter to parents and students with announcement and assignment 17. Remove materials and equipment from school 18. Reroute transportation of students 19. Secure building 20. Reassign staff 21. Send final assignment notices Date 2/10/95 2/10/95 2/20/95 2/22/95 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Person Mayo Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo [ Background For several years, the Little Rock School District (LRSD) has faced austere budgets. vacant seats. Though many strategies were developed to cut costs, most have been one time cuts. A comparison of the district's total building capacity and total enrollment shows many While a larger than normal number of seats are necessary for desegregation, the number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. The savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. Because it is an emotional issue, specific research criteria were used in decision about which school to close. making the Based on the criteria used, Badgett Elementary School is a school that must be considered for closing. It is located in the extreme eastern tip of the City of Little Rock. See Attachment A. Reasons for this conclusion are explained in this business case. IP^blem Definition Badgett has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. imoi HMtn r wdiM ot.Ht RAfxrrrx'tBadgett School Relocation Business Case 6 The following are reasons why Badgett Elementary School is considered for closing: 1. As of October 1,1994, the school was filled to only 68.87% of its capacity\n2. The capacity of the school itself (257) is below the district elementary schools. Therefore, if the school were at capacity, the school would not operate efficiently when compared to other average size schools\naverage of 425 for area 3. Enrollment since continue\n1989 has declined steadUy from 237 to 177 and is expected to 4. The school is out of racial balance by 15.14%. It has not been within balance as far back as 1989 in spite of efforts to reverse this. A dramatic increase of 5.30% in percentage black occurred this year\n5. Because the attendance zone (160) is smaller than the capacity of the school (257), students must come from elsewhere to fiU the school. Successful experience in recruiting has not been achieved for this school. 6. The per pupil cost has increased to $4021.87 in 1994-95 which is the highest of any area elementary schools\n7. The school is geographically isolated from other populations. The additional population to fill the school must come from other attendance zones which will negatively impact other schools\n8. Operational costs for the building have increased enough to make this school the most expensive to operate annually\nand, one on 9. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings. Figure 3 illustrates some of these trends. wMxatM Or Hfwrr C W rc RAOCT nrrBadgett School Relocation Business Case 7 Figure 1 Badgett Elementary Enrollment History Criteria Enrollment % Black % Out of Balance Capacity Attnd. Zone Ttl.2 1989-90 237 76.00 16.00 92.22 AZ % Black 1990-91 797 74.77 14.77 86.38 1991-92 1992-93 1993-94 1994r95 220 73.18 13.18 85.60 202 76.24 16.24 78.60 189 69.84 9.84 73.54 177 75.14 15.14 68.87 135 65.93 160 61.25 One intent of desegregation is to bring children of different cultures together for common opportunities. Badgett's location causes it to be difficult to desegregate. To the south of the attendance zone is the PCSSB) boundary line. M-M transfers across that line to Badgett, if permitted, would not help because that area of PCSSD is predominately black. On the north, the zone is bound by the river and North Little Rock School District, which does not participate in M to M transfers now. To the west, the school is buffered from the rest of the city by the airport and industrial complexes. See Attachment A. I Analysis of Alternatives Solutions were discussed with a committee representing administrators in the LRSD. Data on attendance zones, enrollment, ethnic makeup of students in the school as well as those in the attendance zone were reviewed. After considerable discussion, it was decided that three things must be addressed for an alternative to be satisfactory. They were declining enrollment, increasing costs, and location. Addressing only one or two and not all three aspects seriously compromises an effective solution. Inherent in the selection of an alternative is the assumption that the problem can be addressed adequately if the alternative offers quality for students and cost efficiency for tax-payers. To be a good alternative, it must address adequately all areas of concern. The alternative solutions considered are listed below: 1. Change nothing. This will not address any aspect of the problem and will allow costs to grow annually\nEnrollments are for October of each year. - Attendance zone data is available for two years only. K Or Hrrm T HArcrnvBadgett School Relocation Business Case 8 2. Redraw the attendance zone to increase the number of students attending Badgett School. per-pupU costs at Badgett but wUl increase costs elsewhere since another attendance zone must be reduced to enlarge Badgett's. Further, it would impact in negative ways the enrollment of other schools. 3. Relocate- s^dentsfrom Badgett to solve the problem. This alternative addresses all three areas of the problem. a) A plan to relocate students will be devised. One possible Attachment C\nscenario appears in b) An immediate savings of approximately $523,000 will be realized by eliminating the need for management staff, food service, budding maintenance. and utilities to name a few\nc) d) Staff will be relocated according to the provisions of the negotiated contract. The curriculum offered at Badgett will be offered at other schools under the program for that particular school. 4. Intensijy recmxtment efforts in LRSD and PCSSD. Badgett's location causes it to be difficult to desegregate. Recruitment has been tried in LRSD. The results have not been significant. If the enrollment of Badgett were increased bv this eiiort, it would have a negative impact    on neighboring attendance zones. To the south of the attendance zone is the PCSSD boundary line. M-M transfers across that line^to w I would not help because that area oi PCSSD is predominately ack. On the north, the zone is bound by the river and North Little Rock School District, which does not participate in M to M transfers now. To the west, the school is buffered from the rest of the city by the airport and industrial Attachment A. complexes. See Recommendation Alternative 3 is recommended. 3. Relocate students from Badgett to solve the problem. This alternative addresses all problem areas. I Objective of the By the opening of school for 1995-96, Badgett students zvill be relocated, faculty xvill be reassigned according to the negotiated contract, and appropriate reductions in positions xvill be completed zvith a minimum of disruption to these individuals and the school district. OI'W'WJ K- MAfTCTTXWBadgett School Relocation Business Case 9 Plan. this proposal will require a modification to the LRSD Desegreo-ation proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. 1. 2. 3. 4. The problem will be considered solved if the following list of criteria is met: New attendance zones affected by this relocation will reflect a better racial balance\nThe community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and implemented by each new school to make the new students and patrons feel welcomed\n5. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n6. Leaders within the community are made aware of the relocation plan and have the opportunity for input\n7. 8. Immediate cost savings is realized\nand, ^^^99^5 96^^ students and staff at will be complete before the opening of school Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. I Impact Ana lysis The desegregation plan must be modified to accommodate this proposal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. TnQCA _________X. _______ . _ . . These are of paramount concern to many community members. L___ ..ill know if a plan exists for use of the building when the students are relocated. Some will Some will want to want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way. Negatives 1. Students and staff will experience some disappointment in being separated from their friends\n2. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above\nm/Otzwl M HAP(7Trk*Badgett School Relocation Business Case 10 3. The building may stand vacant for a period of time if not used bv an agency or the community\n' The general commimity may react to the redrawing of attendance general area of the city. Positives zones in that 1. 2. 3. 4. 5. 6. Students will receive assignment to schools equal to current programs\nSpecial activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed\nto New patrons are included in appropriate school correspondence and activities with those who have been enrolled\nElementary schools in contiguous areas are capable of absorbing the student population of Badgett\nImmediate and year-to-year cost savings will be realized of approximately $523,000\nThe Badgett School facility may be available to the community for use pending court approval. Risks The risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. The risks of implementation of this solution are several. Some are criticism for abandoning another school building in the community, inconveniencing the students who walk to school, and the possibility that this solution will not realize all of the benefits exactly as anticipated. Timing It is critical that the process be complete before the opening of school for 1995-96, If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the commuruty through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. oi/wi'w nr BAncTJxvBadgett School Relocation Business Case 11 Resources Analysis Personnel No additional positions are positions will be eliminated. No used to eliminate positions. Financial necessary to implement this proposal. Instead, some one will lose his or her job, however. Attrition will be A savings of approximately $523,000 is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment. The savings are year-to-year. Revenue Source A source of revenue is unnecessary. Implementation of this proposal creates a cost-reducing strategy for the district's budget. I Force Field Analysis Primary supporters of this proposal will be those who do not have children attending the school. The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student opportunities MM MM M. ____-1__ _ _ and for cost savings. Those most opposed to the solution will be those in the immediate area of the school. These include some parents of students attending the school, community groups, and churches. They may argue that too many buildings have been closed, abandoned, and now are eye-sores in communities\nThat a school is the life of a wholesome community. Some say that removing a school from a community removes the last hope for the survival of that community. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. One-to-one meetings with key community people will allow for their questions and an attempt to resolve their concerns. O Han I* WJli RT *c)CTOnrBadgett School Relocation Business Case 12 General Implementation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregatioi in. Milestone 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the pnncipals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approv^------------------ contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings nr iiHa DTA ___ 9 * Date 1/13/95 1/25/95 1/31/95 2/10/95 Person Modeste Modeste Williams Modeste Include PTA president and ministers. 5. Compile list and mailing labels of all students living in the Badgett School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Badgett School but live outside of the attendance zone b) those who attend Badgett School but live in the attendance zone\nand, c) those who do not attend Badgett School but live in the attendance zone. 2/10/95 Mayo zone 6. Develop notice of relocation and date of community infomnation meeting to send to: a) parents \u0026amp; students: b) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood_________ 7. Conduct informational meeting with the principal, faculty, and staff about the process' 8. Mail notice of possible relocation and date of community information meeting tO a) parents \u0026amp; students\nb) community groups and churches:. c) media (press release) _________ 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting 10. Conduct community information meetings by 11. Notify finance person to include this as a budget reduction strategy_________ 12. File motion with the U. S. Federal Court to relocate students at Badgett School 13. Develop letter to parents and students with announcement and reassignment. 14. Inventory building ~ ------------------- 15. Design plan for new attendance zones in southwest. 16. Mail letter to parents and students with announcement and assignment____________ 17, Remove materials and equipment from school  18. Reroute transportation of students 19. Secure building ' 20. Reassign staff ~  21. Send final assignment notices 2/10/95 2IAQIB5 2/20/95 2/22/95 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Mayo Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo SttanMwd K Dl Hann T Wdli inzff/5 Ht BAnCTPfVBadgett School Relocation Business Case 13 of map of Little Rock, eastern most area, with Badgett Elementary and other schools SiMnMtM *\u0026gt;* Dr. Mbhv f rc BAnrrnrr Badgett School Relocation . Business Case 14 Attachment B Copy of pages from 1994-95 Budget relating to the cost of Badgett Elementary School ir MucT.nw-WB Mat waim Little Rock School District Department Budget Unit Func ObJ - Description Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 0019 BADGETT ELEMENTARY _________1105 FOUR YEAR OLD PROGRAM ______________01 io REGULAn CERTIFICATED____ _______________0i 20 REGULAR NON-CERTIFICATED ________ 0210 SOCIAL SECURITY TAX_______ _______________0240 INSURANCE_________________ 0380 FOOD SERVICES 0410 SUPPLIES ______0416 SUPPLIES-SUPPLY CENTER 0540 EQUIPMENT-PERSONAL PROPER 1105 FOUR YEAR OLD PROGRAM 1110 KINDERGARTEN_________________ ______Olio REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX ______0240 INSURANCE________________ ______0410 SUPPLIES__________________ 0412 LOCAL SUPPLIES SP TRACKIN 0416 SUPPLIES  SUPPLY CENTER 1110 KINDERGARTEN 1120 ELEMENTARY______________________ ______0110 REGULAR CERTIFICATED_______ ______0117 STIPENDS_____________________ 0120 REGULAR NON CERTIFICATED ______0210 SOCIAL SECURITY TAX_________ 0240 INSURANCE____________ 0326 REPAIRS-EQUIPMENT ______0342 POSTAGE_____________________ 0360 PRINTING \u0026amp; BINDING-INTERN ______0410 SUPPLIES __________________ ______0416 SUPPLIES - SUPPLY CENTER ______0418 PRIOR ENCUMBRANCES________ 0421 TEXTBOOKS - LOCAL SOURCES 0540 EQUIPMENT-PERSONAL PROPER 1120 elementary 1124 ELEMENTARY MUSIC________ ______0110 REGULAR CERTIFICATED ______0210 SOCIAL SECURITY TAX 0240 INSURANCE Dale\n8/ 5/94 Page: 61 Prog: BUD002 29,078.00 9.960.00 2.986.54 2.935.05 2^510.10 325.76 _____0.00 0.00 47,795.45 66,968.40 5,123.11 3,116.29 135.41 0.00 0.00 75,345.21 238,811.46 0.00 31,323.81 20,665.95 15,667.18 25.00 _____86^ 0.00 43.42 967.23 ______0^0 ______g,po_ 500.01 308,330.37* 0.00 .^92 o.oo 1.00 1.00 2.00 1.00 1.00 8.00 3.00 11.00 30,753.00 9,643.93 2*935.42 2*512.86 103.00 176.85 139.50 0.00 46,264.56 70,319.00 5,014.49 2,633.57 262.95 461.44 0.00 78,711.45 241.781.40 0.00 29.868.37 20.919.72 14.759.75 515.00 257.50 257.50 979.74 __1.030.00 3^1.96 257.50 257.50 314,465.94 15,256.00 1,167.00 592.00 ____34,367.00__ 10.411*00 3,178.87___ 2J37.62 2,431.35 35.00 237.47 0.00 52,798.31 40,670.00 3,049.48 1,127.13 145.86 0.00 71.05 45,063.52 215,094.04 0.00 22,217.80 18.030.14 10,236.22 0.00 102.47 21.00 __3^1^2__ 1,365.67__ 0.00 0.00 ______0.00 270.290.56 17.233.50 1,316.32 565.96 1.00 too 2.00 2.00 2.00 7.50 4.00 11.50 0.50 _59,359^__ 20,318.00 __5757,61___ 4,420-00 5,400.00 3,078.00 178.00 3,600.00 102,110.61 40,670.00 2,936.90 1,105.00 240.00 0.00 0.00 44,953.90 206,775.00 300.00 22,893.30 18,018.24 11,602.50 500.00 100.00 0.00 200.00 1,892 00 0.00 0.00 0.00 262,281.04 17.635.00 1\u0026gt;74.34 552.50 2.00 2.00 4.00 1.00 1.00 7.50 3.00 10.50 0.50Unit Func Ob) - Description 1124 ELEMENTARY MUSIC ____1195 ACADEMIC SUPPORT PROGRAM __________0120 REGULAR NON-CERTIFICATED __________0210 SOCIAL SECURITY TAX_______ __________0240 INSURANCE________________ 1195 ACADEMIC SUPPORT PROGRAM 1210 ITINERANT INSTRUCTION _______0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX _______0240 INSURANCE____________ 1210 ITINERANT INSTRUCTION 1220 RESOURCE ROOM___________ _______0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX _______0240 INSURANCE _________ 1220 RESOURCE ROOM 1580 ACADEMIC PROGRESS GRANTS ______0124 CLERICAL OVERTIME_______ ______0210 SOCIAL SECURITY TAX 0331 PUPIL TRANSPORTATION 0380 FOOD SERVICES___________ ______0410 SUPPLIES__________________ ______0416 SUPPLIES  SUPPLY CENTER ______0418 PRIOR ENCUMBRANCES 1580 ACADEMIC PROGRESS GRANTS 1910 GIFTED AND TALENTED ______0110 REGULAR CERTIFICATED ______0210 SOCIAL SECURITY TAX 0240 INSURANCE____________ 1910 GIFTED AND TALENTED 2120 GUIDANCE SERVICES ______0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE Dale: 8/ 5/94 Page: 63 Prog: BUD002 Little Rock School District Department Budget Actual 92/93 0.00 I FTE 92/93 Budget 93/94 [ 17,015.00~[ Actual 93/94 19,117.78 FTE 93/94 0.50 I Budget 94/95 19,461.84 FTE 94/95 0.00 0.00 000 0.00 100 1.00 J 0,411.00 796.44 1,29294 12,500.38 4.390.97 *336.00 425JI 5,152.08 1.00 1.00 J'164.40 300.93 442.00 4,907.33 0.40 0.40 14,782.56 _____1,130.69 ______768.03 16,681.48 34,784.58 2'66127 2^809.43 40^255.26 3,199.49 244.79 575.76 440.15 ^65.00 6.00 0.00 4,625.19 11,688.24 '909.40 636.56 13,434\n2O 29^058 00 2,223JO 1,532.64 1.00 1.00 1.00 1.00 0.25 0.25 0.50 15,627.50 1,114.42 654.92 17,396 84 15,627.60 1 j95.44 561.04 17,384.08 1 00 1.00 16,029 00 1,156.29 552.50 17,739.79 0.50 050 24,692.00 1,775.06 1J76.20 28,443.26 33,666 02 -2.38^81^ 2662.61 38,93444 1.00 1.00 13,216.50 ___955.20 55^50 14,726.20 0.50 0.50 0.00 o'oo 0.00 0.00 __ooo __ojo 172.10 172.10 0.00 0.00 0.00 0.00 .9.162.72 11.49 0.00 9,174\u0026gt;1 0.00 0.00 O.oo 0,00 0.00 o.oo' o.oo 0?00 15,095.50 1,076.46 652-55 16,824.51 15,366.50 1,095.79 653.77 31,413.98 2,381.65 1,218*64 35014J7 15.366.52 _____1JM:68 563 86 2.00 2.00 0.50 ____32,322.60 ______2'J3^O ______1,105.00 35,763.50 15,768.00 1,13942 552.5Q 1.00 1.00 0.50IMS* LHtle Rock School District Department Budget [ Unit Func Ob|  Description 2120 GUIDANCE SERVICES Actual 92/93 [ 32,613.74 I FTE 92/93 0.50 Budget 93/94 I 17,11606~| Actual 93/94 17,085.06 y FTE 93/94 0.50 Budget 94/95 17,459.92 FTE 94/95 0.50 2134 NURSING SERVICES 0120 REGULAR NON CERTIFICATED 0210 SOCIAL SECURITY TAX_______ 0240 INSURANCE 2134 NURSING SERVICES 2222 SCHOOL LIBRARY SERVICES 0110 REGULAR CERTIFICATED _______0120 REGULAR NON CERTIFICATED 0210 SOCIAL SECURITY TAX_ 0240 INSURANCE _______0410 SUPPLIES__________________ 0416 SUPPLIES  SUPPLY CENTER 2222 SCHOOL LIBRARY SERVICES 2410 OFFICE OF THE PRINCIPAL _______0110 REGULAR CERTIFICATED _______0120 REGULAR NON CERTIFICATED _______0210 SOCIAL SECURITY TAX_______ 0240 INSURANCE________________ 0410 SUPPLIES 0416 SUPPLIES - SUPPLY CENTER 2410 OFFICE OF THE PRINCIPAL 2542 UPKEEP OF BUILDINGS___________ _______0i 20 REGULAR NON CERTIFICATED ______0210 SOCIAL SECURITY TAX________ _______0230 PUBLIC EMPLOYEES RETIREME 0240 INSURANCE_________________ 0321 UTILITY SERVICES-NATURAL 0322 UTILITY SERVICES-ELECTRIC 0323 UTILITY SER-WATER/SEWAGEZ 2542 UPKEEP OF BUILDINGS 2590 OTHER SUPPORT SERVICES-BU 0416 SUPPLIES - SUPPLY CENTER 2590 OTHER SUPPORT SERVICES-BU Date: 8/ 5/94 Page: 63 Prog: DUD(X)2 90.62 6.94 0.00 97.56 0.30 0.30 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5,139.00 371.35 221.00 5,731.35 0.20 0.20 32,692.33 1,152.12 2,589.07 1,701.25 1,458.83 0.00 39,593.60 54,411.43 24,502.13 6,036.72 4,230.79 0.00 0.00 69,181.07 22.766.15 1,743.24 552.51 2,481.37 6,901.65 18,764.99 2,493.27 55,723.18 893.05 893.05 1.00 1.00 2.00 1.00 1.00 2.00 2.00 2.00 34,540.67 0.00 1,770.37 1,420.74 176.85 257.50 36,166.13 58,104.26 25,304.67 6,099.61 3\u0026gt;69.99 176.85 257.50 93,712.90 21,511.93 1,656.04 ___5^.66_ 2.421.06 6,400.00 17.500.00 2,700.00 54,762.71 2,000.00 2,000.00 34,455.67 0.00 _^614.46__ 1,166.64 1,553J4_ 0.00 39,790.61 57,067.14 15,229.39 5,478.84 2,220.15 0.00 0.00 79,995.52 23,571.00 1,803.16 __573.60 7.358.75 19,225.15 l382.87 55,799.26 1,253.66 1,253.66 1.00 1.00 1.00 2.00 3.00 2.00 2.00 35,364.58 0.00 2,555.51 1,105.00 1,607.00 0.00 40,632.09 58,150.38 21,275.48 5,739.47 2,652.00 200.00 200.00 88,217.33 23,106.85 1,669.74 _____0.00 2,210.00 o^ooooo 18\u0026gt;00.00 2,700.00 55,666.59 2,000.00 2,000.00 1.00 1.00 1.00 1 40 2.40 2.00 2.00Unit Func ObJ  Description 0019 BADGETT ELEMENTARY Dale: 8/ 5/94 Page: 6-1 Prog: nUD(X)2 Little Rock School District Department Budget Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 724,769.38 24.05 737,551.84 686.653.56 27.50 711,871.49 24.50Badgett School Relocation Business Case 15 A possible scenario for relocating students //* C.BADCrOOC Badgett School Relocation , Business Case 16 Possible Scenario for Badgett Relocation 1. Two four-year-old classes must be relocated intact submitted to eliminate these classes. or a plan modification must be 2. 3. Work with Dr. KoWer, Special Education Dept., to relocate self-contained class of six resource students (5 black and 5 non-black) to another building. 5 tweny-eight black students currently attending Badgett who are not living in DHClPStt S Tnno ________i____i  Badgett's attendance zone back to their area school. 4. Encourage the thuty-seven non-black students to apply to either Booker Magnet School o Booker T. Washington Magnet School. For each white student or assigned to Washington currently attending Badgett because he/she could not get into their attendance zone school, Washington, can Magnet School, a black student who is they are on Washington's waiting list. be assigned to Washington if 5. Badgett will lose twenty-seven sixth graders to jr. high school thereby leaving a total of 104 Qriinonfc in /oc ui__t. ___j ' students to reassign (85 black and 37 non-black) if we parents to select Booker or Washington. If successful, we about thirty black students. are unsuccessful in convincing are looking at reassigning only a) PLAN FOR 85 BLACK STUDENTS i) Offer seats in the Incentive Schools ii) Enlarge Chicot and reconstruct the attendance attendance zone. b) PLAN FOR 30 BLACK STUDENTS i) Offer seats in the Incentive Schools 6. zone to include the former Badgett ii) Reassign to Pulaski Heights Elementary School Pulaski Heights currently has vacant seats. iii) Offer Brady as the overflow school Effect of Racial Balance on receiving schools:^ 26 a) b) c) Booker - Will remain the same 53.8% (if 37 non-black students and 37 black students opt to go to Booker). Washington - Will remain the same 57.3% (if 37 non-black students and 37 black students opt to go to Washington). Pulaski Heights' current percentage black is 47.6%, this will increase to 54.8% bv including Badgett's thirty black students. Student assignment must assign black students on a matching basis with non-black students to maintain the current racial balance within the affected magnet schools. SotaMtwW tw O Hxm f Wb otztwxM w KAnrzTtirLi^SD -PLANT SEPyiCES TEL:501-570-4027 Mar 03,95 13:00 No.003 P.02 TO: PROM: SUB J: DATE: LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 SOUTH BRYANT STREET LITTLE ROCK, ARKANSAS (501) 570-4020 72204 * Mayo, Associate Superintendent Eaton, Director, Plant Services Support Data / Pair Park \u0026amp; Badgett Elementary Schools March 3, 1995 Pursuant to our meeting, please find enclosed the consideration that we used in o'* determining the ^renovation^^and Badgett Elementary ^PPort of our school closing initiatives. Schools in Upgrades, as defined for the -------r~~ context of this study, is primarily Directorate feels the school needs PFOS^am- Most of the upgrades deal with space xpansions and administrative and media center areas, trailer technology. Renovation is a. compilation of center areas. Renovation is an to repair and new work items necessary to bring the school up-to-standards. It consists, primarily, .of roofing SSS requirements, energy conservation, asbestos, and grounds improvement. ' gadqett Elementary School Upgrade Proiects\n1. Expansion of administrative area $65,000 2. .3. Expansion of the media center Additional classrooms $85,000 $75,000 TOTAL $215,000 Elementary School Renovation Projects\n1. General grounds work $35,000 2. Waterproofing $35,000 3. Window replacement and in-fill $60,000 4. New classroom lighting $85,000LRSD PLANT SERyiCES TEL : 501-570-4027 Mar 03,95 13:02 No .003 P.03 5, Central HVAC 200,000 6, Playground enhancements $15,000 7. 8 . Interior/Exterior painting Air conditioner replacement $23,000 $40,000 9. Asbestos removal $244,000 1. 2. 3. 4. TOTAL $737,000 Park Elementary School Upgrade Projects: Fire alarm system $25,000 Classroom expansions/replacements Grounds enhancements Administrative expansion TOTAL S.ajy Park Elementary School Renovations\n1. 2. General work order backlog Roof replacement 3. Boiler replacement 4. Asbestos removal 5. Grounds enhancements 6. Central HVAC TOTAL DCE/rlh/sd $200,000 $65,000 $70,000 $360,000 $20,000 $120,000 . $85,000 $80,000 $15,000 $280,000 $600,000TO: FROM: SUE J: DATE: LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 SOUTH BRYANT STREET LITTLE ROCK, ARKANSAS (501) 570-4020 72204 . Russell Mayo, Associate Superintendent s C. Eaton, Director, Flant Services Support Data / Fair Park \u0026amp; Badgett Elementary Schools March 3, 1995 Pursuant to our meeting, please find enclosed the primary areas of consideration that we used in determining the renovation and upgrade costs for Fair Park and Badgett Elementary Schools in support of our school closing initiatives. Upgrades, as defined for the context of this study, is primarily an evaluation based on what this Directorate feels the school needs to enhance its academic program. I' '  expansions and administrative and media center replacement and technology. r 1_ maintenance and repair and naw work items necessary to bring the school up-to-standards. It consists, primarily, ,of roofing, painting, HVAC requirements, energy conservation, grounds improvement. Most of the upgrades deal with space areas, trailer Renovation is a. compilation of asbestos, and Badgett Elementary School Upgrade Projects: 1. Expansion of administrative area $65,000 2. Expansion of the media center $85,000 .3. Additional classrooms $75,000 TOTAL $215,000 Badgett Elementary School Renovation Proiects\n1. General grounds work $35,000 2. Waterproofing $35,000 3. Window replacement and in-fill $60,000 4. New classroom lighting $85,000 ILRSD PLANT SERyiCES TEL : 501-570-4027 Mar 03.95 13:00 No.003 P.Ol LITTLE ROCK SCHOOL DISTRICT SCHOOL PLANT SERVICES 3601 SOUTH BRYANT STREET LITTLE ROCK, AR 72204 FAX (501) 570-4027 DATE\nTO: FROM: SENDER'S PHONE #: l)oug \u0026amp;)40(-i 5T0-40DQ SUBJECT} T)oJaJ-f^ir PcLfK SPECIAL INSTRUCTIONS: Number of Pages (including this Fax Phone Number '3~/ L c) / 00 cover page) s 5, Central HVAC 200,000 6, Playground enhancements $15,000 7. 8 . Interior/Exterior painting Air conditioner replacement $23,000 $40,000 9 . Asbestos removal $244,000 1. 2, 3. 4. TOTAL $737,000 Park Elementary School Upgrade Pronects: Fire alarm system $25,000 Classroom expansions/replacements Grounds enhancements Administrative expansion TOTAL fair Park Elementary School Renovations: 1. General work order backlog 2. Roof replacement 3. Boiler replacement 4. Asbestos removal 5. Grounds enhancements 6. Central HVAC TOTAL DCE/rlh/sd $200,000 $55,000 $70,000 $360,000 $20,000 $120,000 . $85,000 $80,000 $15,000 $280,000 $600,000(^5 J995 ^^^i^Rictjudq. '\"CUT I dAj^cdj ilvd: 05 /9g5 S. DfSTRicr SUSA^^^syS' 2 (a d/juCCij e'^^^cAyQJL Z-' ^A^lSL/JUOA  \\  30 J  : e  jF^us.4ad* RECESV^O .1111 5 1995 We the undersigned residents of RosuMeadowj,^,, Moniwinj Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively invjilvedLand aware of any and all decisions made by th6 LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease of any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and^creen any person, persons , business etc. . . wishing to locate in eur surroundings. \\\\ Name Address 2-L ?A. Ijf 7 9.-^ O G r\u0026gt; 23. 24^ 2: 26. 27, 28. 29. 30. ^a-T/y\u0026gt;\u0026lt;r2/^57j ___ . \u0026gt;r orJ Cl/ ] -JlCi- 1. y 3. 4. 5. 6. 1'. 8. 9. 11. 12. 13 r 15. \\\\v3z 4 I We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. . . .wishing to locate in our surroundings. Name Address 1. 2' 3. 4. 5. 9. id 11 12, 13. 14' 15. 16. 17. 7. L-o^n^_ Ajs. 22 7 P- 1 ^^06 ' 7 \u0026lt;i(tfk,/^tl. , II?- ____ --- ^3. 19. 20./^ 22.J 23. \u0026gt; 24. 25. 26. 27-1/ (jt (A 28. /X /t ____ /-A! -y i L 29. 30. Al' -J, Li rU/Ae ! f fa(AA6'l I ,'/I QnIz V^v / / /'J 22lP2 We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. . . wishing to locate in our sutToundings. 10. 11. 12. 13. 14. 15. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 1. 2 3. 4. 5. 6. 7. 8. Name Q'VYVCXtaO*^ Cuxv oOa^ {jjdU^An^ Address (c\u0026gt; b (f? iskioCi k) ei~u-^ 'i^ GyC-l lectio d.\"r\u0026lt;y 'T'rao^ (C\\ 1,/ 'y Q(g tX. 1 'L'T-vL 7 :J^ 3, cJ So^'A AGP' ,'l I ?/ 0\u0026lt;y\\/e ^A/ '^1' //PP 7 :__ \u0026gt;, 77 7-gC c-l h ^^0 I 1 \\ We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc.. . wishing to locate in our surroundings. Name 2 ZJ^y-\u0026gt;vg/\u0026lt; Address 'vi'7^7^,ot\u0026gt; Lt a. 7. fj iJ^pMne ne. 'iy/A. 1\\2\u0026gt; bt Ln\u0026gt; \u0026gt;7^^ 6 1Q-(2 ^771 a___.............................................. ......................................................... 12.1 13._, 14. 15. 1^ 17^ 18^ 19. 20. 22. 23. 24.____ 25.____ 26. 27. 28. 29._____ 30. -------p AT ic\u0026gt; '^\u0026gt;li 6. kee '37i\u0026lt;^J t ' . H 7 ?-^0Cj_____ f \\ a\nJ '5i^e the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. . . wishing to locate in our surroundings. Nam^ Address 1. 1' 3. wsi^eu^me^n 4i\n4- 5. r /sOOS^elf^ \u0026gt; ~? 6.^ h-l /zS J/he. '72:2/\u0026gt;(. 8. 9. 10. 11. 12.' 13. 14. 15. 16. 17.' 18. 19. 20. 22. 23. 24. 25. 26.' 27.' 28. 29. 30.We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. . . .wishing to locate in our surroundings. Address 6. '7^ 8. 1 'y. Name Al ^JuL 10, r.j 4-i Cl --------Zsu^ L/x/ 1^ 13^ 14. isZ 2^01^ a. J^Lk/u o{ ^'70^ - /L 7 2- Z-e-C 5g, 16. 7^ iy 17. -yoA Oa\u0026gt;v\\.GLcvv- bi^ao ___ ce -/72OG, 7^cb la. 19^ 20, 2k. 22., 23, 2k. 25, 26, 27^ 28, 29,. 30^ 1I..Z%7 4-^ 5 __ ~\u0026gt;A^^ A -r^Ko-y ky)  We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. . . wishing to locate in our surroundings. Name, 1\u0026lt;= 3. 4. _ 5_ 6._ 1(L_ lU- 12. _ 13_ 14. 15_ 16.^ 17^ 18_ 19_ 20.^ 21_- 22^ 23_ 24^ 25__ 26.-. 27*-_ 28L_ 29^ 30__ *We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. .. wishing to locate in our surroundings. 1. 2 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 18. 'IC\u0026gt; 20. 25: 23. 24. 25. 26. 27. 28. 29. 30. Address . a # TL7,MZ cS - 7 .r (, J.   - Vc^cT 1 (-+- (3 / ziyrT ?7// 7 /K.y^zob rod V. Dox'.i ^Uy 1^401^ ( fY\\ ^/^o T-'^ cy^ bj' /' ff f/TTl 1^ yJ k-'^^ I ry Iil n f6\u0026gt;oy /- S /iWe the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. .. wishing to locate in our surroundings. Name 1. Address \u0026lt;5/^1/ 2 4. J \u0026lt;n yliii 6. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. In /J,7-6 FROM THE OFFICE OF STUDENT ASSIGNMENT BADGETT AND FAIR PARK INFORMATION On June 22, 1995, the LRSD School Board voted to close both Badgett and Fair Park Schools. Pending court approval. Badgett students, including 4 year olds, will be reassigned to Washington unless they elect other choices. Fair Park students residing north of 1-630 will be reassigned to Brady. Most of Fair Park students living south of 1-630 will be reassigned to Franklin. A portion of students living south of 1-630 will be reassigned to McDermott. Four year old students currently assigned to Fair Park will be reassigned to Bale. Student Assignment Office personnel will conduct a meeting at each school before July 20 to explain other choices students and patrons may make. Letters explaining reassignment and the date of each school meeting will be mailed no later than July 10 if the court has approved the closings. Students assigned to Badgett and Fair Park that do not reside in the attendance zone of Badgett and Fair Park will be reassigned to their attendance zone school.- o\u0026amp;ED yS DlSTftlcr rni ir,-, IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION Q 6 iSS5 LITTLE ROCK SCHOOL DISTRICT IV. MeCOfiM, oyL... PLAINTIFF^ ~ clerk ClERK VS. 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 JOSHUA INTERVENORS' OPPOSITION TO LRSD'S MOTION FOR MODIFICATION OF DESEGREGATION PLAN AND JOSHUA INTERVENORS' MOTION TO SUPPLEMENT THEIR REQUEST FOR THE LRSD TO SHOW CAUSE WHY IT SHOULD NOT BE HELD IN CONTEMPT OF COURT The Joshua Intervenors supplement their inital objections to the proposed 95-96 budget of the Little Rock School District with respect to the closing of Fair Park and Badgett Elementary schools and further reguest that the Court reguire the District to show cause why it should not be held in contempt of court for its June 30, 1995 reguest herein for modification of the desegregation plan. For its supplemental motion, Joshua states as follows: 1. The motion as made by the District is not in compliance with the Court's order of February 8, 1995. Parent involvement was minuscule. The District failed to \"solicit and sustain community involvement\". See Court's order p. 6. 2. The motion as made by the District is not in compliance with the directives of the Court with respect to involving the Joshua Intervenors in the process. Joshua was not involved inthe process. 3. The motion as made by the District is not in compliance with \"milestones\" of its general implementation schedule. 4, Student assignments have already been made without court review and approval. 5. The implementation activity stands to disrupt student assignments at other schools. 6. The plan forces mandatory attendance zones upon the pupils of the closed schools contrary to the desegregation plan, and it treats them differently from other students who had choices of schools, interdistrict. Incentive and magnet. Wherefore, the Joshua Intervenors move the court to disallow the proposed budget changes which would close Fair Park and Badgett Elementary schools, to require LRSD to show cause why its actions are not contemptuous, and for special enhanced counsel fees for Joshua's counsel for this action. Respectfully submitted. John W. Walker, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 By: CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing was hand delivered to all counsel of record on this 6th day of July, 1995. RI Er'v. ii 'v flUL J 0 1995 We the undersigned residents of Rose Meadows, Office of Oesegrega'fiiohhiodg and Hermitage subdivisions do hereby make known and 05 submit our request to be present and actively involved and aware judq-any and aH decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and\\creen any person, persons , business etc. . . wishing to locate in eur surroundings. 2^ 11. 23. 1. 2 4. 6. p 8-fi 9.^ 11. 12.\n13' 15.52 \u0026gt;4 19.^ Name 20:222^2 Address i. X' I \\\\ __________,____ Ig. 16. 17y 28. 29. 30. xwHz -7^^0 'TTJZ^ Cl ij\u0026gt; L.o\\^\u0026lt;5 T 7 o (d Ui iL. O A t the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. .. wishing to locate in our surroundings. Name Address 2 3. Z. JsSC)1 f\\i. 1. oa J. lo\nii.j 12. 13. 14:^ 15./ 16. 17. 18. 19. 20. 22. 23. 24. 25. 26. Si s/S. AhrMiA'h, 72.^gz6 28. jU zt N '\u0026gt; Jk/ 29. 30. f9- ~) '^21.0 Z, A. zz.,? 4 . ____ ------------------------ 7226\u0026gt;(2i C\u0026gt; / f OAffz Pzy .O'/\") /(2 ^/O We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. .. .wishing to locate in our sutToundings. 10. 11. 12. 13. 14. 15. 1. 2 3. 4. 5. 6. 7. 8. Name (f (o (^ ((^ AAUddUrIQesJs y Q t) \u0026amp; Q\u0026gt; XO OA.-^ /7 t::\u0026gt; :___y-r'i-GC 7Z7.(\u0026gt;^ Z-' J G'yyxOi/^Q^A^ (Xoa) otlA-^ Q ijiiioCt i\n^ fe /_PVY'U! 5-3-0 \u0026amp;-W / 7^J\u0026gt;' 19. 20. 21. 22. 23. 24. 25. 26. o '1 A- H \u0026lt;' ^1 ^\"^iQ I LoMU 0^. 7 7 3, I /l-^. top5 4.C1 p* 1 \\ . '^i\u0026gt;by pP^'^'''^ bd^ /' t-/'^^ d #4- -J^yy^ \u0026lt;y- r J y ^ '^O 2,^a -L-y 'i ib'b !. Q yi^ 1^ 'g//yy\u0026lt;^/(: 8\u0026lt;-\u0026lt;-^ J/^We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc... wishing to locate in our surroundings. 1. 2 3. 4. 5-\u0026lt;\n6.'- 8.^ Address. n /z H TU, Ml m \u0026amp; lO'f^ -- C.t -7^00^ 77-//^ 14. 6s\u0026gt;rt/U 15. 04 /' .on Z1 S7/\u0026gt;3 M. 18. 20. 22 23. 24. 25. 26. 27. 28. 29. 30. o, ^3\ni3 Si^-^.,..j Tecliu,^,(i^e.. ^sZsg'Sxi^ 17^ 72.// -) 7.2i\u0026gt;-o^ AT^y^zob 'P1 / yVe the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. .. .wishing to locate in our surroundings. Name 1. G cA Address Li'^'ce^y^^ TlraC- 2 3. \\U.J XjZlLe'e '^T'iqO 5. 6. \u0026lt;Jq^/cS lo.----- \\U( 1 napT-T'-^^ '[J _______ Z./7. 7:z~Lac, V/- ^M. 8._\u0026gt;S4i4iUc2 iQ-\u0026lt;2e^7n3___ 11. 12.1 13._ 14/ 15. 1^ IS?\" 19. 20. 22. 23. 24. 25. 26. 27. 28. 29. 30. ZhX T./P/ 21/ IJr-, P7\\ e^t( ' Ae \u0026gt;a^,-y,P TA y, p /AAA, G iSf^ hnrJi^-^ T 1. 1 / t  /t^ -7^3^06 / / / We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc... wishing to locate in our surroundings. R '( 5._2 1. 2 3. 4.( Nami Address 9 5 r ^QO , ])r 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 22. 23. 24. 25. 26. 27. 28.\" 29.' 30.' 5-----V -------C/L' 1 '222^^. 22^2 'Tl We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. .. .wishing to locate in our surroundings. 6.^ V Name Address lWIu if ren e 7^^ C' 4 IL, \\L 4a/ IV 13L 7--^- u A \u0026lt;2\u0026gt;76\u0026gt;y fy\u0026lt;T4yker~ . /I- 7 z. 16. Vl\\ -Vc,A t\nn.,vvGLL.T\u0026lt;- y ^0.0Fourchfi \u0026lt;V, Uqco Tri\\i4-^y la^ 19 20. 2L. 22,, 23^ 24^ 25. 26^ 27_ 28^ 29_ 30. baov, kv __ Ce ITfoG, Web JjLLt^ A the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc. . . wishing to locate in our surroundings. Address 4. ^/itx:cL 3 tn 6. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. /zaXiu/. ^z^\nwi s'zJ y f)/^We the undersigned residents of Rose Meadows, Richland, and Hermitage subdivisions do hereby make known and submit our request to be present and actively involved and aware of any and all decisions made by the LITTLE ROCK SCHOOL BOARD and all others, concerning the sale, lease or any activities involving the properties of Badgett Elementary. With a representative from each community present at all meetings we feel that the concerns of our neighborhood will considered in a more fair and just manner. It is our desire to know and screen any person, persons , business etc.. . .wishing to locate in our surroundings. Namei h 2_ 3. 4. 37 5.__ 6,__ 1.__ 8.___ 9.___ 1Q_ IV- 12^ 13__ 14. 15_ 16^ 17.._ 18 19 20.^ 21 22 23 24 25 26 27. 28 29.__ 30.__Copy /ihd Jimmie Lou Rsher Treasurer of Sfote State of Arkansas Office of the State Treasurer Telephone: (501) 682-5888 Fax:(501)682-3820 RECEIV^H .11)1 1 0 1995 Office of Desegregation Monitoring June 27, 1995 28 The Honorable Susan Webber Wright 600 West Capitol, Room 302 Little Rock, AR 72201 Re: Fair Park and Badgett Elementary Schools Dear Judge Wright: Please accept this letter as a request to give serious consideration to vetoing the Little Rock School Board's recent decision to close Fair Park Elementary School and Badgett Elementary School. My niece attended kindergarten at Fair Park Elementary School during the 1994-95 school year. Her parents, like many others, had several educational options available to them but chose to support neighborhood public schools. I was pleased with their decision and our familys experience was a positive one. As an elected constitutional officer, I am fully aware of the monumental task of balancing constituents needs with fiscal responsibility. Although I have not had the opportunity to fully study the complexities of this issue, I believe closing these schools should be considered only after all other options have been exhausted. Thank you for your time and consideration of this matter. Sincerely, 11 ie Lou Fisher I Treasurer of State 220 state Capitol Building  Little Rock, AR 72201 REC 70 ^?t Jill 1 0 1995 Cr Office Ol Desegregation Monitonna -s. OfsT\n^UDGs: June 27, 1995 The Honorable Susan Webber Wright 600 West Capitol, Room 302 Little Rock, AR 72201 Re: Fair Park and Badgett Elementary Schools Dear Judge Wright: Please accept this letter as a request to give serious consideration to vetoing the Little Rock School Board's recent decision to close Fair Park Elementary School and Badgett Elementary School. During e spring of 1994 our family was recruited by the Little Rock School District and Superintendent Williams to enroll our daughter in e public school system. During this time we were also highly recruited by the staff and parents of Fair Park Elementary. After careful consideration, we decided to enroll our daughter in Fair Park Elementary. Throughout the 1994-95 school year, our experiences with Dr. Samuel Branch (the principal), Mrs. Lee Lewis (our daughter's teacher) and the entire school staff were only positive reinforcement of our decision to place our child in her neighborhood school. She excelled in her first year of school\nin fact, she was one of the seven winners of the Kindergarten Quiz Bowl. You can imagine our dismay when we learned that the School Board had voted to close our school on Thursday, June 22,1995. We must admit we do not understand the complexities of operating a school district. However, as a family, we do understand a budget and \"living within our means\". The School District contends that it must eliminate a ten million dollar ($10,000,000.00) deficit and that closing Fair Park and Badgett Elementary Schools will save two million dollars ($2,000,000.00). It is unclear whether this savings is \"gross\" or \"net\", assuming it will cost the surviving schools additional money to accommodate the increase in students. It is also unclear what additional cuts will be made to eliminate the eight million dollar ($8,000,000.00) balance. As a family we have found that we can balance our budget and live within our means without eliminating necessities, or some luxuries, if we will be disciplined in our spending and work toward defined, realistic financial goals. It seems that these principles would work equally well for the School District The equitable SQlution is for each school to absorb that portion of the deficit equal to its' percentage of the overall operating expenses of the district.f-SPy r.'e'l fi-'r\nsjvE.:2 June 27, 1995 SUS. q-i,^V3Er!' Is Michael Sewell 905 N. Taylor Little Rock, AR 72205 Susan Webber Wright 600 West Capitol Room #302 RE 3 71 Little Rock, AR 72201 Jill 10 1995 Dear Ms. Wright Office of Desegregation Monitoring C ! 3 V S D I am writing to in regard to-the potential closing of Fair Park and Badgett Elementary schools. I am a single parent of a child attending Fair Park and the PTA President for the school year just ending. Of course I am corresponding with you because I do not wish to see Fair Park closed. The school board has given the parents of these two schools the false sense of security that they would be spared at least another year. Doing this by voting against the proposal at least twice during the school year. I feel that it was, to say the leas-t, underhanded that they chose to meet and vote again on this issue after school was dismissed for the summer (less opposition). more It is my opinion that our schools were the least likely to cause major repercussions than closing a school with influential parents. The reasons given to the parents for the proposed closing were basically two reasons: a) Costs to maintain the facility (repair/replace roof and air conditioning) b) Below capacity attendance and low inzone attendance. As for the two reasons above I respond with these facts / comments: Under the new proposal the Fair Park building will still be utilized for teacher training. This would seem to me that the repairs would still have to be made. Regarding Fair Park being below capacity, this is true\nbut, that is a Selling point for me. I am in the me. process of trying to acquire information regarding enrollment, at all Little Rock schools and the individual facilities date of construction.7- ATTENTION Badgett School Parents and Students Due to projected budget cuts Badgett School is recommended to be closed for the 1995-1996 school year. The Final decision has not been made. You will be notified in the next few months if our School Board decides to close the school. At this time, you should continue to prepare your child to attend Badgett for the 1995-1996 school year. You will be notified of your options if Badgett Is to be closed. Please be assured that our top priority in the Little Rock School District is the education and well being of each of our students and no decision will be taken lightly. Little Rock School District Student Assignment Office 501 Sherman  Little Rock, AR 72202  (501)324-2272  .1 nl .:O1 1 - - NOV 2 ii 1995 Olfice of DssegrsaSjon teiicnng IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, Plaintiff, :i  ---^. 2=^/ J cRi\u0026gt;/ QJ2' JAMcS W. Sy\n:t ji'C' -'.r  f^t'ANSAS 2 4 1995 WGUHiVWCK, CLEnK vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL., Defendants. * A  * * * *  * * * * ^P clerk No. LR-C-82-866 ORDER Before the Court is the motion of the Little Rock School District (\"LRSD\") for modification of desegregation plan, filed on June 30, 1995. At that time, the LRSD was seeking the Courts permission to close Fair Park Elementary School and Badgett Elementciry School beginning the 1995-96 school year. The motion is now moot, the LRSD having withdrawn the request. Also before the Court is the motion of the Pulaski County Special School District (PCSSD\") for approval of new school sites. filed on July 21, 1995. The PCSSD was seeking the Courts permission to build a new Daisy Bates Elementary School and a new junior high school at Crystal Hill. This new construction, as well as the purchase of computers for use by fifth and sixth grade students in the PCSSD, was to be financed from a millage increase the PCSSD intended to ask the voters to approve. Because the PCSSD determined not to ask for a millage increase, the motion for new construction is moot. 2 5 6 6Because these motions (docket entry # 2432 \u0026amp; # 2443) are moot, the Clerk is directed to remove them from the pending motions report. SO ORDERED this day of November 1995.\nt judge rms DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 56 AND/OR 79(a) FRCP ON .lANCEWlTH 2 2 *\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_1785","title":"Court filings regarding Office of Desegregation Monitoring (ODM) proposed budget, District Court motion to withdraw as counsel and Pulaski County Special School District's (PCSSD's) motion for a declaration of unitary status.","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":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["2007-10"],"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","School districts","Pulaski County Special School District","Education--Finance","Office of Desegregation Monitoring (Little Rock, Ark.)","Little Rock School District","School integration","African Americans--Education","School discipline","School facilities","Education--Evaluation","School employees","Teachers","School enrollment"],"dcterms_title":["Court filings regarding Office of Desegregation Monitoring (ODM) proposed budget, District Court motion to withdraw as counsel and Pulaski County Special School District's (PCSSD's) motion for a declaration of unitary status."],"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/1785"],"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":["filing"],"dcterms_extent":["33 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\u003c?xml version=\"1.0\" encoding=\"utf-8\"?\u003e\n\u003citems type=\"array\"\u003e  \u003citem\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\u003cdcterms_description type=\"array\"\u003e   \n\n\u003cdcterms_description\u003eCourt filings: District Court, order; Office of Desegregation Monitoring (ODM) proposed budget, District Court, motion to withdraw as counsel; District Court, notice of electronic filing, order; District Court, notice of electronic filing, letter order; District Court, Pulaski County Special School District's (PCSSD's) motion for a declaration of unitary status; District Court, brief in support of Pulaski County Special School District's (PCSSD's) motion for a declaration of unitary status    This transcript was create using Optical Character Recognition (OCR) and may contain some errors.    FILEBiRT ~ii:i ~W~+ ARl\u0026lt;ANSAS IN THE UNITED STATES DISTRICT COURT OCT 17 1001 EASTERN DISTRICT OF ARKANSAS  1 WESTERN DIVISION JAMES W, Mc~~; B --~'\"'.'~~= CLE K LITTLE ROCK SCHOOL DISTRICT  Y- PLAINTIFF  V. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. RECEIVED OCT 2J 2007 omcEoF DESEGREGATION MONITORING ORDER DEFENDANTS INTERVENORS INTERVENORS . On October 4, 2007, I received the Office of Desegregation Monitoring's proposed budget for the 2007-2008 fiscal year. I have attached a copy of the budget to this Order, and if there are any objections, parties must respond within five (5) days; otherwise, the ODM's proposed budget will be accepted as presented and become effective immediately. 1/Jlt: IT IS SO ORDERED this ~day of October, 2007. Office bf Desegregation Monitoring -lied States District Court  Eastern District of Arl\u0026lt;ansas October 3, 2007 The Honorable William R. Wilson Judge, United States District Court Eastern District of Arkansas 500 West Capitol, Room 444 Little Rock, AR 72201 Dear Judge Wilson: One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 RECEIVED OCT - ' 2007 Wm. R. WIison Jr U. S . District Ju'dge E .D. of Arl(ansa8 Enclosed is the proposed 2007-08 ODM budget. The format of the document follows that of ODM's previous budgets, including annotations to explain revenue calculations, definitions of budget categories, and the budgeted allocations for the year by category. This budget is allocated between the State of Arkansas, the Pulaski County Special School District, and the North Little Rock School District. Since LRSD has been released from all obligations relating tQ any ODM budget after the 2006-07 school year, our proposed 4007-08 budget does not include a financial allocation for the LRSD. I will promptly provide any additional information upon request. Sincerely yours, Andree Roaf Director, Office of Desegregation Monitoring Enc. cc: Judge J. Thomas Ray - - - - - - - - - - OFFICE OF DESEGREGATION MONITORING 2007-08 BUDGET REVENUE ~o:;~~I :~i=~~e ~;~:)tt)J~~ft1; State of Arkansas 200,000.00 200,000.00 [}f:;iq9!9pQ';q/ LR::.,.,.,_,., 112,356.00 112,356.00 ~1A~~l~~ Minus credit from previous year 4,324.00 4,324.00 \\--::_,; 3;Q_51;too :; Equals LRSD's share of the budget 108,032.00 108,032.00 ~\\(t{a;o~$.;ti~P NLRSD {f)Zt=JJM.ti:: Budget allocation 41,786.00 41,786.00 : U_~;5_Q1 99..4,QP :J-:,l.,,: :.{?1~-,:'\"=:; ~:::-,\\;=.:: .. '.f Minus credit from previous year 1,608.00 1,608.00 7:\\\u0026gt;'{1;:1~;7)Q,9t ........................... .... ........... . .............. ~-~~~r 1 jr. f ,, ....... .- :, Equals NLRSD's share of the budget ______ _ 40,178.00 40,178.00 ;\\iiMlift:@'; PCS SD ~lE:i\u0026gt;;~;/t{;))\\/g Budget allocation 77,999.00 77,999.00 ??')Jf;1~ey;9:o} ,_;, ://:.'.~ . \"\u0026gt;.~,;;-.;~~-~-i-{ ..: .1~\\ )',: Minus credit from previous year 3,002.00 3,002.00 \u0026lt;\u0026gt;./i4\\JZti09.\\ Equals PCSSD's share of the budget 74,997.00 74,997.00 ~J;j'ij9;p;~~}P.i:f ::::::tE quipment/Furniture ,-.~-'-,:,--- ,..-_,~',._-;.'-\", '4\"_-_.,~----_.'. ,._ -i0,-,' ---_-_'. . -: '_---:' ~----__ _:-:--.4\u0026gt;- '4\"_2:_.'..'~-2563 _8_ :- i_-:-_-i:_.o-~,-_2;_ - ,--,-.,. - _1.c;,'.~t:;;-:_~_-_,~-,:_3:~_,'.:1~_,._;o!_{,:7;,:,;:4'.;._l! ,;.:O~:'.:o:; ::,.::. 4Si~it#~y;ioui{ r\u0026lt;, __- :,!. :;~;-_--:JEi~~~=-;=:::~, -'-\"\"\"--t'-,-?'-~-'..,.~ .v..- \"\"'--'-=- '---'-\"'\"\"\"'\"--\"-\"'\"\"\":':\"r \"==-\"\"~--- _ ',/ _ Note: The sum of the credits in the above chart is the unspent amount of our previous year's budget, including bank interest earned. Every budget cycle, ODM applies this amount toward each school district's budgeted allocation. Both that allocation and the credit are determined for the proposed budget by the previous year's October 1 enrollment numbers, then adjusted accordingly when the enrollment numbers for the current year become available. EXPENDITURES - 2006~07 Budget Communications 4,805.00 4,804.97 }?\\/j_~9.~@i;: Equipment 0.00 0.00 l'.'.,/y:f :{:g\\oo: Food Services 0.00 0.00 :i}:'??;/'/o.f@i Management Services 0.00 0.00 :{\\\u0026gt;'\\:}_q;qp_\". Perlodlcals 108.00 108.00 :-{,::-:/i)4ifue Rent 41 ,454.00 41,453.87 //:{tzi{fo~\\QO'. - +------+---------~ Repairs \u0026amp; Maintenance 162.00 161 .25 \\:.\\'~'.~1'.49.p;Qpi_ Resource Library 0.00 0.00 :::_t.J\\:\u0026lt;Y-;qc{ Salaries 302,161 .00 305,462.78 ?//~z~;of#;cfq.\\ Staff Development 0.00 0.00 ;:_;_;}\\;\"'. /-'O[~tj ; l--~-r-ua-p'-:'--1;es_ ___________1_ ,7_1_: -::-: -+---1_,7_1~- :-::- tr?t: t'.s0~~~i: Insurance Difference (Income minus Expendilur~! _ _ ------- ---- - - --- ANNOTATED ODM BUDGET FOR 2007-08 REVENUE The Court's Interim Order of June 27, 1989 required that: ... [T]he amount previously ordered for the Pulaski County Educational Cooperative (Co-op) [$200,000.00] shall be applied toward the budget of the office of the Metropolitan Supervisor .... The balance of the budget will be apportioned among the school districts on a per pupil basis .... Eighth Circuit Order of December 12, 1990: ... [T]he office previously known as the Office of the Metropolitan Supervisor will be reconstituted as the Office of Desegregation Monitoring .... 2007-08 Budget 10/1/06 %of 2007-08 2006-07 2007-08 Enroll- Total Budget Credit Budget ment Enroll- Allocation (Budget Payment ment not spent) LRso  NA NA 0 3,056 (3,056) NLRSD 9,842 34.88 59,554 1,137 58,417 PCSSD 18,374 65.12 111,186 2,121 109;065 State of AR 200,000 0 200,000  YrWf~i/i(:': :::  i 2~~~J~i \u0026gt;~q\u0026amp;r, \u0026gt;\u0026lt;Jf o:1i o/ :;} '} \\i:~fJi: l: T.~e:J1i:14!t. Described below is:thestep~by'-step:process; reflected,inthe .chartabove,:.that we use.to .determine PCSSD's and NLRSD's contribution to the ODM budget: 1. The State of Arkansas' contribution ($200,000.00) is subtracted from ODM's total budget. 2. Based on this year's October 1 enrollment, the districts are charged their pro rata share of ODM's budget (minus the state's contribution). 3. Each district is credited with its pro rata share of ODM's unspent budget for the previous year. 4. The sum is the amount each district is to contribute to ODM's budget. The districts will be notified before the close of the current fiscal year of the exact amount due for its share of ODM's budget. Note: Since the U.S. District Court had declared the LRSD unitary during the 2006-07 school year, the Court ruled that the LRSD had no obligation with respect to future ODM budgets. As a result, the 2006-07 credit, as shown in the chart above, is calculated using the October 2006 enrollment for all three school districts, while the 2007-08 budget allocation is calculated using the October 2006 enrollment for only the PCSSD and the NLRSD. Page3 ------------ EXPENDITURES Note: Definitions of expense categories are based on the Arkansas School Financial Accounting Manual. Communications: Services provided by persons or businesses to assist in transmitting and receiving messages or information. This category includes telephone services as well as postage machine rental and postage. 2006-07 Budget 4,805.00 The 2007-08 communications budget Increased due to two factors: (1) the service provider Increased the standard monthly rate and (2) the service provider charged a one-time fee for moving the phone lines to relocate the office from the 18th floor to the 16u, floor (For more explanation pertaining to the move, see \"Rent' on page 4.) The overall Increase for 2007-08 Is offset by reducing the number of phone lines available for office use beginning In November 2007. Dues and Fees: Expenditures or assessment for membership in professional or other organizations . or associations or payments. to a paying agentfor services provided; such as conferenceregistration: fees. 2006-07 Budget 0.00 Equipment: Expenditures for the initial, additional, and replacement items or equipment, such as furniture and machinery. 2006-07 Budget 0.00 Management Services: Services performed by persons qualified to assist management either in the broad policy area or in general operations. This category includes consultants, individually or as a team, to assist the chief executive in conference or through systematic studies. 2006-07 Budget Ex:~~::ires if l~~?::tt:tif 1;i~~f;~ Page4 ~-- - --------- . - Periodicals: Expenditures for periodicals and newspapers for general use. A periodical is any publication appearing at regular intervals ofless than a year and continuing for an indefinite period. 2006-07 Budget ex!~~:;~~res ;~I~~~~; i~:~~~~~~~:~:, 108.00 The amount budgeted and paid In 2006-07 was for a partial year's subscription for the Arkansas Democrat Gazette. The amount budgeted for 2007-08 ls for a full year's subscription. Printing and Binding: Expenditures for job printing and binding, usually according to specifications. This includes the design and printing of forms as well as printing and binding publications. 2006-07 Budget ,___ __ 4,331.00 The decrease In the 2007-08 budget Is due to a new lease agreement that will begin November. 2007 for a copier with a smaller monthly premium. Professional and TechnicalServices: Services.which by their nature.can.be performed only by persons with specialized skills and knowledge. 2006-07 Budget 783.00 2006-07 Expenditures . With relocating the office from the 18th floor to the 16111 floor, computers, phone equipment, and internet service will have to be moved. The following breakdown includes the one-time charge for moving those three services: 800.00 standard services performed annually 300.00 relocate computers 500.00 Install Internet cabling 1,000.00 relocate phone equipment and lines Rent: Expenditures for leasing or renting land and buildings for both temporary and long-range use. 2006--07 Budget Ex:~~:;fires J.~!f ~r' i\u0026amp;t::l;l'.i~r~g( 41,454.00 The decrease in the 2007-08 budget is due to a reduction In office space. ODM Is relocating from the 18th floor in the One Union Nation Plaza to the 16111 floor in the same building. The square footage is decreasing from 2,738 to 1,537 and the monthly rent from $3,203.46 to $1 ,857.21. Page5 Repairs and Maintenance: Expenditures for repairs and maintenance services which restore equipment to its original state or are a part of a routine preventive maintenance program. This includes service contracts and contractual agreements covering the maintenance and operation of equipment and equipment systems. 2006-07 Budget 162.00 2006-07 Expenditures Salaries: Salaries are the amounts paid to employees who are considered to be in positions of a pennanent or temporary nature. 2006-07 Budget 2006-07 Expenditures Below is a breakdown of each.employee's budgeted200.7~08;salary, reflecting.a-329% annual.base.  increase, which.is equalto-orless:thantheannualstepincrease.onthe:salaryscales,oftheJo.cal:districts. . : .. 1Gene Jones resigned 3-15-07. 2Horace Smith resigned 6-30-07. .... . - ~- .. Name of Employee Aridree Roaf Gene Jones' Margie Powell - Horace Smith 2 Polly Ramer Linda Bryant 3 ..... - Total 3Linda Bryant's last day to work will be 1-4-08 -- 20D6-07 2007.06 Salary Salary . 1,373 1.19,000 48;480 0 - 77,354 79,899  84,694  0 58,061 59,971 - 32,199 17,204 302,16t . 276,074 - Benefits: Benefits are the amounts paid on behalf of employees and not included in the gross salary, but are over and above. Such payments are fringe benefit payments. 2006-07 Budget 2006-07 Expenditures ';\\}?:f r:f.it:,~r~ltt\\~ Page6 ~elow is a breakdown bv category of each emolouee's 2007-08 budgeted fringe benefits: Name Car Social Retire- Hospital- Life Dental Hos pita I Short Total Allowance Security ment -lzatlon Ins. Indemnity Term Benefits Roaf 0 9,103.50 0 0 0 0 0 0 9,103.50 Powell 1,200.00 6,204.07 11,353.66 3,162.72 32.64 282.48 60.96 62.8B 22,369.61 Ramer 0 4,587.78 8,395.94 3,162.72 32.64 282.48 60.96 62.BB 16,565.40 Bryant 0 1,316.11 2,406.66 1,836.20 10.B0 145.B0 31 .05 32.40 5,660.92 ~tf:;}\\)i.V::~ \\(Ji~~~;~ci-,: ':,~2f;il:~:/i.} i~J$ida;Y \\ff,i~Vii.f: (i;1.foa) {\\:;.JjQ'.7it{ tf/ A'.~~:w:,; ;:)1i~2i~: /st$i~J3 y  Supplies: Expenditures for all supplies for the operation, including freight and cartage. Amounts paid for material items of an expendable nature that are consumed, worn out, or deteriorated in use or items that lose their identity through fabrication or incorporation into different or more complex  units or substances. 2006-07 Budget 2006-07 Expenditures Travel: Expenditures for transportation, meals, hotel; and other expenses associatedwithtraveling or business, such as parking fees .. Payments for per diem inlieu ofreimbursementsfor. subsistence (room and board) also are charged here. 2006-07 B0dget 0.00 2006-07 Expenditures Insurance: Expenditures for all types of insurance coverage such as property, liability, fidelity, as well as the costs of judgments. 2008-07 Budget 606.00 2006-07 Expenditures With decreasing the size of the office, the amount of office furniture and equipment will also be decreased, thus reducing the amount of required insurance. Page7 Page 1 of2 polly From: ecf _ support@ared. uscourts. gov Sent: Wednesday, October 17, 2007 3:45 PM To: ared_ecf@ared.uscourts.gov Subject: Activity in Case 4:82-cv-00866-WRW Little Rock School, et al v. Pulaski Cty School, et al Order This is an automatic e-mail message generated by the CM/ECF system. Please DO NOT RESPOND to this e-mail because the mail box is unattended. ***NOTE TO PUBLIC ACCESS USERS*** You may view the filed documents once without charge. To avoid later charges, download a copy of each document during this first viewing. U.S. District Court Eastern District of Arkansas Notice of Electronic Filing The following transaction was entered on 10/17/2007 at 4:44 PM CDT and filed on 10/17/2007 Case Name: Little Rock School, et al v. Pulaski Cty School, et al Case Number: 4:82-cv-866 Filer: WARNING: CASE CLOSED on 01/26/1998 Document Number: 4150 Docket Text: ORDER, parties must file any objections within 5 days to the ODM's proposed budget for the 2007- 2008 fiscal year; otherwise, the ODM's proposed budget will be accepted as presented and become effective immediately. Signed by Judge William R. Wilson Jr. on 10/17/07. (\u0026lt;lac) 4:82-cv-866 Notice has been electronically mailed to: Clayton R. Blackstock cblackstock@mbbwi.com Philip E. Kaplan pkaplan@williamsanderson.com, nmoler@williamsanderson.com Christopher J. Heller heller@fec.net, brendak@fec.net, tmiller@fec.net M. Samuel Jones, III sjones@mwsgw.com, aoverton@mwsgw.com Stephen W. Jones sjones@jlj.com, linda.calloway@jlj.com John W. Walker johnwalkeratty@aol.com, jspringer@gabrielmail.com, lorap72297@aol.com Mark Terry Burnette mburnette@mbbwi.com John Clayburn Fendley, Jr clayfendley@comcast.net, yeldnef@yahoo.com Scott P. Richardson scott.richardson@arkansasag.gov, agcivil@arkansasag.gov, danielle. williams@arkansasag.gov Office of Desegregation Monitor andreeroaf@odmemail.com, aroaf@seark.net, paramer@odmemail.com 4:82-cv-866 Notice has been delivered by other means to: Norman J. Chachkin 2/5/2008 NAACP Legal Defense \u0026amp; Educational Fund, Inc. - New York 99 Hudson Street Suite 1600 New York, NY 10013 Timothy Gerard Gauger Arkansas Attorney General's Office Catlett-Prien Tower Building 323 Center Street Suite 200 Little Rock, AR 72201-2610 James M. Llewellyn , Jr Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 William P. Thompson Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 The following document(s) are associated with this transaction: Document description:Main Document Original filename:n/a Electronic document Stamp: [STAMP dcecfStamp_ID=1095794525 [Date=l0/17/2007] [FileNumber=1020016- 0] [99db091723ab95387ed55376e2abde84173cd32f757af69fbebfD366e453fe6d6a 30ecb3de178c4bee78c3e3553b92316e64claa22ba7bc68b6dfa6339c6c01c]] 2/5/2008 Page 2 of2 Case 4:82-cv-00866-WRW Document 4152 Filed 10/22/2007 Page 1 of 2 _,_ . _._ S:ILEn '.: ... ul ofsrR,cT ~~T ,_. l:l\"LSTERN DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT FOR THE EASTERN DISTRICT OF ARKANSAS OCT 2 2 2007 WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT v. 4:82CV866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. DEFENDANTS INTERVENORS INTERVENORS MOTION TO WITHDRAW AS COUNSEL Norman J. Chachkin, one of counsel for Joshua Intervenors, respectfully prays that this Court enter its Order pennitting him to withdraw from that representation in this matter because he will be leaving the staff of the NAACP Legal Defense \u0026amp; Educational Fund, Inc. (\"LDF'') effective October 31, 2007. Plaintiffs will continue to be represented by local counsel. Respectfully submi~. ~JM#i  /NRMAN J. CHAH~\"'- NAACP Legal Defense \u0026amp; Educ'l Fund, Inc. 99 Hudson Street, 16th floor New York, NY 10013-2897 (212) 965-2259 .. K Case 4:82-cv-00866-WRW Document 4152 Filed 10/22/2007 Page 2 of 2 Certificate of Service I hereby certify that on this 16th day of October, 2007, I served a copy of the foregoing Motion upon counsel for the parties to this action, by depositing the same in the United States mail, first-class postage prepaid, addressed as follows: Christopher J. Heller, Esq. Friday \u0026amp; Eldredge 400 West Capitol Avenue 2000 Regions Center Little Rock, AR 72201-0000 M. Samuel Jones, ill, Esq. Mitchell, Williams, Selig, Gates \u0026amp; Woodyard, P.L.L.C.-LR 425 West Capitol A venue Suite 1800 Little Rock, AR 72201 Stephen W. Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. 425 West Capitol Avenue Suite 3400 Little Rock, AR 72201-3483 Scott Richardson, Esq. Office of the Attorney General 323 Center Street, Suite 200 Little Rock, AR 72201-2610 John W. Walker, Esq. John W. Walker, P.A. 1723 Broadway Little Rock, AR 72024 ~ Norman J. C achkin Page 1 of2 polly From: ecf_support@ared.uscourts.gov Sent: Monday, October 22, 2007 2:00 PM To: ared_ecf@ared.uscourts.gov Subject: Activity in Case 4:82-cv-00866-WRW Little Rock School, et al v. Pulaski Cty School, et al Motion to Withdraw as Attorney This is an automatic e-mail message generated by the CM/ECF system. Please DO NOT RESPOND to this e-mail because the mail box is unattended. ***NOTE TO PUBLIC ACCESS USERS*** You may view the filed documents once without charge. To avoid later charges, download a copy of each document during this first viewing. U.S. District Court Eastern District of Arkansas Notice of Electronic Filing The following transaction was entered on 10/22/2007 at 2:59 PM CDT and filed on 10/22/2007 Case Name: Little Rock School, et al v. Pulaski Cty School, et al Case Number: 4:82-cv-866 Filer: Leslie Joshua Stacy Joshua Wayne Joshua Lorene Joshua WARNING: CASE CLOSED on 01/26/1998 Document Number: 4152 Docket Text: MOTION to Withdraw Attorney Norman J Chackhin by Lorene Joshua, Leslie Joshua, Stacy Joshua, Wayne Joshua ( dac) 4:82-cv-866 Notice has been electronically mailed to: Clayton R. Blackstock cblackstock@mbbwi.com Philip E. Kaplan pkaplan@williamsanderson.com, nmoler@williamsanderson.com Christopher J. Heller heller@fec.net, brendak@fec.net, tmiller@fec.net M. Samuel Jones, III sjones@mwsgw.com, aoverton@mwsgw.com Stephen W. Jones sjones@jlj.com, linda.calloway@jlj.com John W. Walker johnwalkeratty@aol.com, jspringer@gabrielmail.com, lorap72297@aol.com Mark Terry Burnette mburnette@mbbwi.com John Clayburn Fendley, Jr clayfendley@comcast.net, yeldnef@yahoo.com Scott P. Richardson scott.richardson@arkansasag.gov, agcivil@arkansasag.gov, danielle.williams@arkansasag.gov Office of Desegregation Monitor andreeroaf@odmemail.com, aroaf@seark.net, paramer@odmemail.com 2/5/2008 4:82-cv-866 Notice has been delivered by other means to: - Norman J. Chachkin Attorney at Law 31 Edgar Place Nutley, NJ 07110 Timothy Gerard Gauger Arkansas Attorney General's Office Catlett-Prien Tower Building 323 Center Street Suite 200 Little Rock, AR 72201-2610 James M. Llewellyn , Jr Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 William P. Thompson Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 The following document(s) are associated with this transaction: Document description:Main Document Original filename:n/a Electronic document Stamp: [STAMP dcecfStarnp_ID=1095794525 [Date=l0/22/2007] [FileNumber=1022555- 0] [213d777cf824ab20d17e53b3c5c67bf922eee4068a2775e3efelc72fb42adb4c74 b4 7b72df64 707695aa3b4d63cc28ef3f41536fb8234e0c204fe428375d5afl]] 2/5/2008 Page 2 of2 Page 1 of2 polly From: ecf_support@ared.uscourts.gov Sent: Thursday, October 25, 2007 9:21 AM To: ared_ecf@ared.uscourts.gov Subject: Activity in Case 4:82-cv-00866-WRW Little Rock School, et al v. Pulaski Cty School, et al Order on Motion to Withdraw as Attorney This is an automatic e-mail message generated by the CM/ECF system. Please DO NOT RESPOND to this e-mail because the mail box is unattended. ***NOTE TO PUBLIC ACCESS USERS*** You may view the filed documents once without charge. To avoid later charges, download a copy of each document during this first viewing. Notice of Electronic Filing U.S. District Court Eastern District of Arkansas The following transaction was entered on 10/25/2007 at 10:21 AM CDT and filed on 10/25/2007 Case Name: Little Rock School, et al v. Pulaski Cty School, et al Case Number: 4:82-cv-866 Filer: WARNING: CASE CLOSED on 01/26/1998 Document Number: 4153(No document attached) Docket Text: (This is a TEXT ENTRY ONLY. There is no pdf document associated with this entry.) ORDER granting [4152] Joshua Intervenor's Motion to Withdraw as Attorney. Accordingly, Mr. Norman J. Chachkin is relieved as counsel.Signed by Judge William R. Wilson Jr. on 10/25/07. (dmm) 4:82-cv-866 Notice has been electronically mailed to: Clayton R. Blackstock cblackstock@mbbwi.com Philip E. Kaplan pkaplan@williamsanderson.com, nmoler@williamsanderson.com Christopher J. Heller heller@fec.net, brendak@fec.net, tmiller@fec.net M. Samuel Jones, III sjones@mwsgw.com, aoverton@mwsgw.com Stephen W. Jones sjones@jlj.com, linda.calloway@jlj.com John W. Walker johnwalkeratty@aol.com,jspringer@gabrielmail.com, lorap72297@aol.com Mark Terry Burnette mburnette@mbbwi.com John Clayburn Fendley, Jr clayfendley@comcast.net, yeldnef@yahoo.com Scott P. Richardson scott.richardson@arkansasag.gov, agcivil@arkansasag.gov, danielle. williams@arkansasag.gov Office of Desegregation Monitor andreeroaf@odmemail.com, aroaf@seark.net, paramer@odmemail.com 4:82-cv-866 Notice has been delivered by other means to: Timothy Gerard Gauger 2/5/2008 Arkansas Attorney General's Office Catlett-Prien Tower Building 323 Center Street Suite 200 Little Rock, AR 72201-2610 James M. Llewellyn , Jr Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 William P. Thompson Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 2/5/2008 Page 2 of2 Page 1 of2 polly From: ecf _ support@ared. uscourts. gov Sent: Thursday, October 25, 2007 3:22 PM To: ared_ecf@ared.uscourts.gov Subject: Activity in Case 4:82-cv-00866-WRW Little Rock School, et al v. Pulaski Cty School, et al Order This is an automatic e-mail message generated by the CM/ECF system. Please DO NOT RESPOND to this e-mail because the mail box is unattended. ***NOTE TO PUBLIC ACCESS USERS*** There is no charge for viewing opinions. U.S. District Court Eastern District of Arkansas Notice of Electronic Filing The following transaction was entered on 10/25/2007 at 4:21 PM CDT and filed on 10/25/2007 Case Name: Little Rock School, et al v. Pulaski Cty School, et al Case Number: 4:82-cv-866 Filer: WARNING: CASE CLOSED on 01/26/1998 Document Number: 4157 Docket Text: LETTER/ORDER granting a 60 day response time by the Joshua Intervenors. Signed by Judge William R. Wilson Jr. on 10/25/07. (mkf) 4:82-cv-866 Notice has been electronically mailed to: Clayton R. Blackstock cblackstock@mbbwi.com Philip E. Kaplan pkaplan@williamsanderson.com, nmoler@williamsanderson.com Christopher J. Heller heller@fec.net, brendak@fec.net, tmiller@fec.net M. Samuel Jones, III sjones@mwsgw.com, aoverton@mwsgw.com Stephen W. Jones sjones@jlj.com, linda.calloway@jlj.com John W. Walker johnwalkeratty@aol.com,jspringer@gabrielmail.com, lorap72297@aol.com Mark Terry Burnette mburnette@mbbwi.com John Clayburn Fendley, Jr clayfendley@comcast.net, yeldnef@yahoo.com Scott P. Richardson scott.richardson@arkansasag.gov, agcivil@arkansasag.gov, danielle. williams@arkansasag.gov Office of Desegregation Monitor andreeroaf@odmemail.com, aroaf@seark.net, paramer@odmemail.com 4:82-cv-866 Notice has been delivered by other means to: Timothy Gerard Gauger Arkansas Attorney General's Office Catlett-Prien Tower Building 2/5/2008 323 Center Street Suite 200 Little Rock, AR 72201-2610 James M. Llewellyn , Jr Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 William P. Thompson Thompson \u0026amp; Llewellyn, P.A. Post Office Box 818 Fort Smith, AR 72902-0818 The following document(s) are associated with this transaction: Document description:Main Document Original ftlename:n/a Electronic document Stamp: [STAMP dcecfStamp_ID=1095794525 [Date=l0/25/2007] [FileNumber=1025783- 0] [91fddbcc4f9aea5c15f00b473b51d71da937811d78bd2ef82791680e9e20aa9d42 4a82969046042af8fbcfl80d43faa29047f08cf9d724df6de6bcedblllba35]] 2/5/2008 Page 2 of2 c: Met~ ; c:.. \" fktd:;~ Case 4:82-cv-00866-WRW Document 4159 Filed 10/29/2007 Page 1 of 13 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS REC E WESTERN DIVISION IVED OCT 3 o ,nn1 LITTLE ROCK SCHOOL DISTRICT reAINTIFF OFACEOF v. NO. 4:82CV00866WRW DESEGREGATION MONITORING PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. l, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. DEFENDANTS INTERVENORS INTER VEN ORS PCSSD'S MOTION FOR A DECLARATION OF UNITARY STATUS The PCSSD for its motion, states: 1. The PCSSD believes that it has complied with or is in substantial compliance with its desegregation plan known as \"Plan 2000\". 2. The PCS SD seeks a declaration of this Court that it is unitary and should be  released from all aspects of Federal Court supervision. 3. Because the District can be eligible to receive certain financial incentives as a result of Act 395 of the 2007 legislative session if it is declared unitary by June of 2008, the PCSSD requests that a scheduling order be issued which would facilitate such a determination and decision by this Court within the deadlines suggested by Act 395. 4. This motion is accompanied by a rnemorandum brief, and a copy of Plan 2000 is attached hereto as Exhibit A.   Case 4:82-cv-00866-WRW Document 4159 Filed 10/29/2007 Page 2 of 13 WHEREFORE, the PCSSD prays for a finding by this Court that it is unitary as respects substantial compliance with its desegregation plan, its release from Federal Court supervision and for all proper relief. Respectfully submitted, MITCHELL, WILLIAMS, SELIG, GATES \u0026amp; WOODY ARD, P.L.L.C. 425 West Capitol Avenue, Suite 1800 Little Rock, Arkansas 72201 (501) 688-8800 FAX: (501) 688-8807 Isl M. Samuel Jones, III M. Samuel Jones III (76060) E-mail: sjones@mwsgw.com Attorneys for Pulaski County Special School District CERTIFICATE OF SERVICE I hereby certify that on October 29, 2007, I electronically filed the foregoing with the Clerk of Court using the CM/ECF system, which shall send notification of such filing to the following:  Clayton R. Blackstock cblackstock@mbbwi.com  Mark Terry Burnette mburnette@mbbwi.com  John Clayburn Fendley, Jr clayfendley@comcast.net,yeldnef@yahoo.corn  Christopher J. Heller heller@fec.net,tmiller@fec.net,brendak@fec.net  M. Samuel Jones , III sjones@mwsgw.com,aoverton@mwsgw.com  Stephen W. Jones sjones@jlj.com,linda.calloway@jlj.com 2 Case 4:82-cv-00866-WRW Document 4159 Filed 10/29/2007 Page 3 of 13  Philip E. Kaplan pkaplan@williamsanderson.com,nmoler@williamsanderson.com  Office of Desegregation Monitor andreeroaf@odmemail.com,aroaf@seark.net,paramer@odmemail.com  Scott P. Richardson scott.richardson@arkansasag.gov ,agcivil@arkansasag.gov,danielle. williams@arkansasag .gov  John W. Walker johnwalkeratty@aol.com,lorap72297@aol.com,jspringer@gabrielmail.com I certify that on October 29, 2007, I mailed the foregoing document and a copy of the Notice of Electronic Filing (NEF) by United States Postal Service to the following non CM/ECF participants: Norman J. Chachkin Attorney at Law 31 Edgar Place Nutley, NJ 07110 Mr. Robert Pressman 22 Locust A venue Lexington, Massachusetts 021 73 Judge J. Thomas Ray U.S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, Arkansas 72201 Isl M. Samuel Jones, III M. Samuel Jones, III Arkansas Bar No. 76060 Attorneys for Pulaski County Special School District MITCHELL, WILLIAMS, SELIG, GATES \u0026amp; WOODYARD, P.L.L.C. 425 West Capitol Avenue, Suite 1800 Little Rock, Arkansas 72201 (501) 688-8800 FAX: (501) 688-8807 E-Mail: sjones@mwsgw.com 3 , Case 4:82-cv-00866-WRW Document 4159 Filed 10/29/2007 Page 4 of 13 EXHIBIT A Case 4:82-cv-00866-WRW Document 4159 Filed 10/29/2007 Page 5 of 13 PULASKI COUNTY SPECIAL SCHOOL DISTRICT PLAN 2000 DATED November 4, 1999 A. Scope of This Plan (1) This Plan shall supersede and extinguish all prior agreements and orders in Little Rock School District v. Pulaski County School District, U.S.D.C. No. LR-C-82-866, and all consolidated cases related to the desegregation of the Pulaski County Special School District with the following exceptions: B. (a) The Pulaski County School Desegregation case \"Settlement Agreement\" as revised on September 28, 1989; (b) Th~ Mqgn.et.\u0026amp;ct,Qol St.ipulation qated :F~Qruary 27, (c)  (d) (e) 1987; f L ,:- : . Order dated September 3, 1986, pertaining to the Magnet Review Committee; The M-to-M Stipulation dated August 26, 1986; and . .  -~ . --; : h: - . : :, Orders -of the ~istriqt.:9ourt and the court of appeals interpre~ing orj ~.!ifqi\"Giflg sectkm~ (a). throt1gh (d) above to. the ~xt~r:it: nQ.t inconsist~nt.wi~h this Plan. General Obligation .. . . ,' . .,1_: :: ;.' : :, . -   : : .\" 1. ; ; :, :?: \\ ~ ~.: !  t' ' ' I ,  ,  , PCSSD shall in good faith exercise its best efforts to comply with the Constitution, to provide that no person is discriminated against on the basis of race, color, or ethnicity in the oper~tion qf th-~- P,CSSD, ~nd to pr9vide an equal educational opportunity for all students attending P,CSSO schools.  .   . _ C. (1) The PCSSD shall continue to implement the current standards for the assignment of students to schoot.s~wittlim :tt,,e _district. The. PCSSD shall Inform the Joshua lntervenors of the documen:ts whi.ch set forth the details of the existing plari. This notice shall be prov1dec;l:w!ttiii:i: $0,-;d~y~_of th$. c\u0026lt;;\u0026gt;ur\\'$. a.pproval of _this Plan. (2) The PCSSO shall s~~mit.n.of iater:than-October ~5 in each school year a report concerning one race classes. the report shall set forth for each such class: (i) the school, (ii) the class including the grade level, (iii) the racial make-up of the class, (iv) a description of steps taken to elim.iilate the particular one race class and the 136748-v1 Case 4:82-cv-00866-WRW   boc~~ent 4159 Filed 10/29/2007 Page 6 of 13 reason(s) why this proved to be infe~$ible. The PCSSD shall submit not later than March 1 of each school year a siajilar;,s,Lipple.mental report concerning any one race classes in courses commenc.i n.g ~h. 't~. e~e99nd semester of the s~hool year. ,. - . . D. Advanced Placement, G(ft~d ,and Talented .and Honors Programs   :. 'I , ' ~. , ;(  Not later than 45 days a~r. the, court's approval: of this Plan, the PCS SD shall provide to the Joshua lntervenor$)h~i taijqards then in 'place for selecting secondary students for and educating them in .~dvan~ed placement, gifted and talented, and honors programs, including standard(tp promote racial diversity in these programs. The PCSSD shall include in this submission notices which are used to inform staff members of the relevant standards. E. Student Assignment; lnterdistrict Schools (1) PCSSD and LRSD shall operate interdistrict schools in accordance with the following: ___,: .. , ,:;,,.,;,;~:: ,:,: . (a) (b) . (c) (d) (e) 136748-v1 . .    : .: i ~ ~_., :-.i1 r{it~_~ r, '.. i . /L .. : : ,, \\ . PCSSD. lntetdistrict .Schools. PCS$D shall operate Baker Elerrieritary, Clinton Elementary, Crystal Hill Elementary ah~i any. .new elementary school which may be corisfriicfecflii the Chenal Valley area as lnterdis~rict -~~hqql,s, .( J;.  '. I ' .   I 1 \\ , LRSD lnt~rdistri~t Si~~ols. 1-RSO.shall operate King Elementary, R9rn,i111~ ;~iementary: and Washington Elementary a~j {rnt~frdl$.trict SchoQIS. ' Racial Composition. The ideal composition at the interdi~trict ~chpoJ~ snail be as close to 50%-50% as possible with. tne majority race of the host district remaining the,:1;11,aj9.{ity race at the in.terdistrict school, except that ~ak~r School shall not be subject to this requirement., '\u0026gt; :. ... . '' ' . .. .. ''{ :\\,,i\\-i11 ;_ .. , :. . . . ReservedSea'ts~'~jPC$~.D.shall reserve at least 200 seats at.Cl!n.ton:,E!~m.~rtary and. up to 399 seats at Crystal Hill El~m~ntacy for interdi~t~ict transfer students from L.RS.D. The District shall also reserve up to haif of theseats for LRSD black students in any new Chenat VaU.~ y. . S., c..h. ool . Recruitment Pcssd ~nd LRSD agree to implement programs at interdisfrict schools designed to attract interdistrict transfe~ students and to work 2 : . ' Case 4:82-cv-00866-WRW Document 4159 Filed 10/29/2007 Page 7 of 13 F. (f} (g) Discipline cooperatively to.recruit interdistrict transfer students to interdistrict schools. Outside Students. lnterdistrict schools shall be open to students who ~esid~ outside Pulaski County where the acceptance of the transfer will assist the interdistrict school In achieving its ideal racial composition.  Transportation. Transportation shall be provided by the PCSSD for interdistrict transfers from Pulaski County to interdistrict schools. (1) The PCSSD will continue to gather data which allows a full assessment of its success in achieving its objective, of eliminating racial disparities in the imposition of school discipline. As a foundation for,this effort, disciplinary records shall be kept on each student concerning the nature of any discipline imposed (suspension, Saturday school, expulsion, etc.); the teacher.and sJaff member involved; and the school, race, and sex of the student. . : . . (2) Not later than 45 days after the court's approval of this Plan, the Assistant Superintendent for Desegregation shausubmit to the Joshua lntervenors, for comment, proposed criteria for identifying, from the data collected: (i) teachers and other staff members who are experiencing problems ;which require attention; (ii) schools which have atypically high discipline rates; and (iii) schools which have atypically high racial disparities in discipline. The Joshua .lntervenors shall have 21 days to provide comments on these proposed criteria. The PCSSD shall then complete the criteria promptly. (3) The Assistant Superintendent for Desegregation and the Assistant Superintendent for Pupil Personnel shall thereafter provide for and participate in specific efforts to work with teachers anc;f other staff members and the personnel of schools, identified pursuant to the criteria set forth in paragraph 2, to promote achievement of the goal of eliminating r~cial disparities in school discipline. The Assistant Superintendent for Desegregation shall maintain records showing the specific steps undertaken. (4) PCSSD shall conduct a comprehensive study of the disciplining of African-American students, particularly male students, at the secondary level. The participants (a minimum of twelve (12)), one-half designated by the Joshua lntervenors and one-half by PCSSD and the PACT and PASS, shall consider the causes for the high rates of discipline for African-American students and possible remedies. The panel shall, among other things: review discipline records to secure an understanding of the circumstances in which African-American students are disciplined; interview and\\or 3 136748-v1 Case 4:82-cv-00866-WRW Document 4159 Filed 10/29/2007 Page 8 of 13 survey African-American students regarding their experiences in the system generally and in the discipline process; and consider the possibility of a relationship between unmet academic needs and discipline rates. The written study shall be completed not later than 150 days after court approval of this Plan and shall provide suggestions for prevention and intervention measures. (5) The PCSSD shall develop a specific initiative to reduce the rates of discipline in the PCSSD shown in ODM's report dated March 18, 1998. This initiative shall be implemented not later than 150 days after the court's approval of this Plan. (6) PCSSD shall adhere to the_ policies set forth in the Handbook for Student Conduct and Discipline, as revised after consultation with the Joshua lntervenors, PACT and PASS, to provide that students are disciplined in a fair and equitable manner. The Assistant Superintendent for Pupil Personnel shall be responsible for determining the fairness of student disciplinary decisions. He will delegate the student hearing function to a single hearing officer who will consider the appeal brought by parents and the position of the administrator making the recommendation and then make a decision based upon equitable factors. An aggrieved student may appeal to the Superintendent of Schools. The Superintendent may review the matter or refer it to the school board for action. The committee approach which utilizes school principals in the student appeal process has been discontinued and will not be reinstituted. G. Multicultural Education (1) The PCSSD shall continue its efforts to infuse multicultural instruction in all curriculum areas. All phases of a school's environment (M.:., instructional materials, lesson plans and lessons, library cqntents, bulletin boards, extracurricular activities, school assemblies, speaker programs, and food services) shall reflect the system's Plan to multicultural education. (2) A principal activity of the Coordinator for Multicultural Education and the Coordinator's office shall be on-site visits to individual schools to determine whether the system's policy and the provisions of this Plan are being implemented in fact. The Coordinator shall maintain records permitting an evaluation of the status of implementation at each school visited . . - H. School Facllltles (1) The PCSSD shall prepare, with the help of consultants, as necessary, a plan so that existing school facilities are clean, safe, attractive and equal. The plan shall address alternatives for funding its implementation. The Board of School Directors shall approve a plan not later than 150 days after the court's approval of this Plan. The Joshua lntervenors shall be given a-14 day period to comment on the content of the plan prior to its adoption.  4 136748-v1 Case 4:82-cv-00866-WRW Document 4159  Filed 10/29/2007 Page 9 of 13 (2) An elementary school, located around 145th Street, and a middle school  or junior high school in the Crystal Hill\\Maumelle area will be built. The Board will address the development of a plan for new school construction during the term of this Plan if funds are sufficient, including its funding, and report its conclusions not later than 150 days after the court's approval of this Plan. Moreover, the PCSSD shall not close schools which are located in predominantly African-American areas absent reasons of compelling necessity (which does not include the opposition of white patrons to attending such schools).    (3) The PCSSD shall notify the Joshua lntervenors of plans for constructing new schools and for adding capacity to existing schools. The notice shall identify the capacity of the proposed facility, the area of the system to be served, and the projected impact on the racial make-up of the students in each school expected to be affected by the new construction. The Joshua lntervenors shall have a period of 14 days in which to provide input concerning each such proposal.  I. Scholars hips Within 30 days from the date that the LRSD successfully establishes its own scholarship program, PCSSD shall es.t~blish a bi-racial committee to explore a program for providing college scholarships .to designated PCSSD students. J. School Resources PCSSD shall design and carry out, in consultation with the Joshua lntervenors, a study to determine whether school.resourc;::es are allocated equitably among the schools of the district. The resources assessed may include such factors as pupil\\teacher ratio; pupil\\staff ratio; square feet per pupil; percentage of staff with a masters degree and nine or more years of experience; the turnover rate of certified staff; school size; computer\\pupil ratio; per pupil expenditure; volunteer hours per pupil; and donations per pupil. The study shall contain recommendations, where appropriate, to address any problems identified. K. Special Education (1) Not later than 45 days after the court's approval of this Plan, the PCSSD shall provide to the Joshua lntervenors the standards then in place for: (i) stressing intervention strategies and regular class modifications in an effort to prevent inappropriate referrals of black males and kindergarten students; (ii) monitoring the folders of all kindergarten students and black students who are being considered as in need of special education under IDEA and Section 504 to insure nondiscrimination in evaluation and placement. The PCSSD shall Include in this submission materials which are used to inform staff members of th.e relevant standards. (2) The Director of Special Education shall develop a specific plan for additional monitoring each year, by his\\her staff, of schools where there are atypically 5 136748-v1 Case 4:82-cv-00866-WRW Document 4159 Filed 10/29/2007 Page 1 0 of 13 high racial disparities in special education classification, generally or as to black male students. The PCSSD shall provide a copy of this plan to the Joshua lntervenors, which shall include criteria for Identifying schools for monitoring. L. Staff (1) The PCSSD shall recruit applicants for each available administrative position, by internal and external means, in a manner designed to communicate, broadly, its availability and to develop a racially diverse pool of applicants. The Assistant Superintendent for Desegregation shall, with the cooperation of the Assistant Superintendent for Personnel, be informed of the make-up of each such applicant pool and they shall have the authority to direct that additional recruitment take place prior to the offering of the position to a particular applicant. (2) The PCSSD shall engage in recruitment so that new teachers are selected from a racially diverse pool of applicants. The Assistant Superintendent for Desegregation shall monitor the recruitment process so that recruitment is extensive and sustained, and the hiring process so that no policy, practice, or custom has the purpose or the effect of imposing an upward limit on the proportion of black teachers. (3) The PCSSD shall continue to implement programs, policies and\\or procedures which result in an increase in the number of African-American early childhood teachers, primary grade teachers, and secondary core teachers, including offering incentives for African-American teachers to obtain certification in these areas, and to assign those teachers to the PCSSD schools where the greatest disparity exists. , (4) The PCSSD will allocate teachers and other professional staff in a manner which avoids the racial identification of schools. M. Student Achievement (1) The PCSSD shall implement the plans designed to improve student achievement, recommended by Dr. Stephen Ross, and shall work with Dr. Ross in their implementation. See Attachment (plans). (2) The PCSSD shall continue to implement its home-school counselor program. 6 136748-v1 Case 4:82-cv-00866-WRW Document 4159 Filed 10/29/2007 Page 11 of 13 N. Monitoring (1) The Assista.nt Superintendent for Desegregation shall: (i) develop a plan so that he (or she) and his (or her) staff focus their monitoring and compliance efforts on the specific elements of this Plan; and (ii) provide the Joshua lntervenors within 30 days of the court's approval of this Plan a list, geared to the sections of this Plan, identifying the staff member or members with particular responsibilities for its implementation and the position held by each. (2) Upon reasonable notice, the Joshua lntervenors shall have the opportunity: (i) to examine and secure copies of records relating to the PCSSD's compliance with this Plan, including records identified in this Plan, and (ii) to meet with the Assistant Superintendent for Desegregation or a staff member responsible for a particular part of the implementation of the Plan. 136748-v1 (3) The PCSSD shall submit statistical reports showing the following: (a) The enrollment in each school by race; (b) The enrollment in gifted and talented programs, honors programs, and advanced placement classes, by school and by race; (c) The make-up of special education programs: (i) by disability category, including Section 504, by race, and by sex; and (ii) by school, by race, and by sex; provided that the system may comply with this reporting requirement by providing copies of materials submitted to ADE, as long as they include all information designated in this paragraph; (d) For each school and the system, the number of instances of each form of discipline, by race and by sex; for each school and the system, the number of students receiving each form of discipline, by race and by sex; (e) The racial make-up, in each school, of (i) the administrators, (ii) the faculty, (iii) other professional .staff, and (iv) support staff; (f) The racial make-up, by category, of the various categories of administrators, faculty, support staff, and other workers employed in the PCSSD. 7 Case 4:82-cv-00866-WRW Document 4159 Filed 10/29/2007 Page 12 of 13 The information in all sub-paragraphs other than sub-paragraph (d) shall be submitted not later than November 1 of each year, and the information in sub-paragraph (d) twice a year, not later than 30 days after the end of each semester. 0. Continuing Jurisdiction (1) General Rule. The district court shall have continuing jurisdiction to address issues regarding compliance wit'1 and modifications of this Plan. Nothing in this Plan shall affect the district court's jurisdiction to enforce the Plan in the manner required by the Court of Appeals for the Eighth Circuit. (2) Process for Raising compliance Issues. Before requesting the district court to exercise its jurisdiction with regard to a compliance issue, the Joshua lntervenors shall follow the procedures set forth below. 136748-v1 (a) Joshua shall as soon as reasonably practicable give the PCSSD Superintendent or his designee specific written notice which includes the following: (i) the paragraph(s) of the Plan at issue; (ii) the names of all students involved, if any; (iii) the names of all PCSSD agents or employees involved, if any; (iv) all facts of which the Joshua lntervenors are aware relevant to the compliance issue; and (v} a copy of all documents in the Joshua lntervenors' possession relevant to the compliance issue. (b} PCSSD shall conduct a reasonable investigation of the alleged noncompliance and shall provide the Joshua lntervenors a written response within a reasonable period not to exceed 30 days from the receipt of written notice from the Joshua lntervenors or such later time as agreed. 8 Case 4:82-cv-00866-WRW Document 4159 Filed 10/29/2007 Page 13 of 13 (c) If the Joshua lntervenors are unsatisfied with PCSSD's response, the Joshua lntervenors shall within 15 days of receipt of PCSSD's response submit the compliance issue to the Department of Justice, Community Relations Service, for facilitation of an agreement between the parties. (d) If the compliance issue remains unresolved after good faith attempts at facilitation by the Department of Justice, Community Relations Service, the Joshua lntervenors may seek resolution of the issue before the district court. The court may fashion relief. (e) Unless and until ordered to do otherwise by the district court, PCSSD shall be free to implement the programs, policies and procedures the party alleges fail to comply with this Plan. P. The Scope of Compliance Issues The compliance issues subject to enforcement in accordance with Section N. shall include the PCSSD's implementation of the terms of the Plan, as well as the standards supplied in accordance with this Plan. Q. Court Submission This Plan shall be submitted to the court for consideration after ratification by a majority vote of the PCSSD Board of School Directors. R. Financial Claims The PCSSD shall continue as a party litigant until its final claims against the state defendants and parties as well as those against LRSD have been fully and finally adjudicated. 9 136748-v1 Case 4:82-cv-00866-WRW Document 4160 C '. ,41/c, ;-0 1 e, ...- ~ 'f; e,, Filed 10/29/2007 Page 1 of 12 IN THE UNITED STATES DI~T~~W OOFaT,ED EASTERN DISTRICT OF ~~iS. I V WESTERN DIVISION OCT 3 O 2007 LITTLE ROCK SCHOOL DISTRICT OFFICE OF PLAINTIFF DESEGREGATION MONITORING V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. KA THERINE KNIGHT, ET AL. BRIEF IN SUPPORT OF PCSSD'S MOTION FOR A DECLARATION OF UNITARY STATUS INTRODUCTION INTERVENORS INTER VEN ORS Federal judicial supervision over the facets of the operations of a school system was never intended to \"extend beyond the time required to remedy the effects of past intentional discrimination.\"1 Indeed, \"[f]rom the very first, federal supervision oflocal school systems was intended as a temporary measure to remedy past discrimination. \"2 The end purpose of federal judicial supervision was, and remains, \"to remedy the violation, and in addition, to restore state and local authorities to the control of a school system that is operating in compliance with the Constitution. \"3 This is necessarily the case because the return of \"schools to the control of local authorities at the earliest practicable date is essential to restore their true accountability in our government system. \"4 1 Board of Education of Oklahoma City v. Dowell, 498 U.S. 237,248, 111 S. Ct. 630,637, 112 L. Ed. 2d 715 (1991). 2 Dowell, 498 U.S. at 247, 11 I S. Ct. at 637. 3 Freeman v. Pitts, 503 U.S. 467,489, 112 S. Ct. 1430, 1445, 118 L. Ed. 2d 108 (1992). 4 Freeman, 503 U.S. at 489, 112 S. Ct. at 1445; see also Dayton Board of Education v. Brinkman, 433 U.S. 406,410, 97 S. Ct. 2766, 53 L. Ed. 2d 851 (1977) (observing that \"local autonomy of school districts is a vital national tradition\"). Case 4:82-cv-00866-WRW Document 4160 Filed 10/29/2007 Page 2 of 12 A. The current status of school desegregation in Pulaski County. The Little Rock School District has been declared unitary. The North Little Rock School District has recently filed a motion for unitary status. The school district was previously declared unitary in the area of student assignments. On June 9, 2004, the Office of Desegregation Monitoring issued a report to the federal district court5 addressing the school district's compliance with the remaini~g requirements of its desegregation plan. Contemporaneously with the execution of the 1989 Settlement Agreement, the PCS SD adopted a lengthy plan which, together with exhibits, exceeded 200 pages in length and was centered around job descriptions. In the latter part of the decade of the 1990s, the then presiding district court judge urged the PCSSD to enter negotiations with the parties to formulate a simpler and far less complex plan. By that time, the PCSSD had been declared unitary in phases in several areas of operations. Joshua and the PCS SD then set about the successful process of negotiating \"Plan 2000\" which Joshua and the PCSSD jointly submitted to the District Court for approval and to which no other party voiced objection. The Plan was duly approved and a true copy is attached to the motion as Exhibit A for the convenience of the Court and the parties. The PCSSD has operated under Plan 2000 for approximately seven years and now files its motion for unitary status. While certain or'its provisions are discussed herein, others will be analyzed for the Court as the proceedings progress. 1. Student Assignments. Recent and historical data analyzed indicate that the Pulaski County Special School District is positioned to be declared unitary in the area of student assignments. During 2006-2007 a Pulaski County Special School District elementary 2 Case 4:82-cv-00866-WRW Document 4160 Filed 10/29/2007 Page 3 of 12 school was considered desegregated if its student enrollment ranged between 20 to 51.0 percent black students. 6 Only four of school district's elementary schools feature a black student enrollment outside this range. In 2006-2007 Adkins Elementary School's black student enrollment stood at 59 percent; Taylor Elementary School was 59 percent; and black students comprised 61 percent of the student enrollment at Jacksonville Elementary School. These schools exceed the upper level for enrollment of black students by relatively modest percentages,7 Plan 2000 essentially continued the student assignment zones and geo code designations that were developed in 1989 and which have occasionally been tweaked and changed, always with court approval. Since the inception of Plan 2000, the most significant change in assignment zones occurred with respect to Harris Elementary School. The changes in assignments and - strategies for attracting students to Harris Elementary were by motion, and an order entered by this Court. All of the secondary schools, save Mills, at 60 percent (2 percentage appoints above the targeted range), are within their goals. With only five of the 36 Pulaski County Special School District's schools out of compliance with the enrollment guidelines, the district believes it is in substantial compliance with the federal district court's order to the extent practicable. The \"latest word\" in school desegregation law was articulated by the United States Supreme Court in Parents Involved In Community Schools v. Seattle School District No. 1, et al. 5 \"The Status of the North Little Rock School District's Implementation of its Desegregation Plan,\" Office of Desegregation Monitoring, June 9,2004. 6 The federal district court established the desegregation deviation factor for determining if a school in the Pulaski County Special School District is desegregated. It is based upon a formula. The lower range is fixed at 20 percent. The upper range is determined by taking the total percentage of the school district's black enrollment and multiplying it by 25 percent. An upper range of 51 percent resulted for 2006-2007. 7 The fourth school, Bayou Meto Elementary School, is an isolated school with a small black enrollment. Because of its isolation, it has been exempted by the federal district court from compliance with the desegregation deviation factor. 3 Case 4:82-cv-00866-WRW Document 4160 Filed 10/29/2007 Page 4 of 12 The decision has proved controversial to many and its precise impact and effects remain debated. However, even the plurality opinion does reiterate much that has been understood for decades. For instance, at page 24 of the plurality opinion, the Roberts Opinion reminds us that: Even in the context of mandatory desegregation, we have stressed that racial proportionality is not required, see Milliken, 433 U.S., at 280, n. 14 (\"[A desegregation} order contemplating the substantive constitutional right [to aJ particular degree of racial balance or mixing is ... infirm as a matter of law\" (internal quotation marks omitted)); Swann v. Charlotte-Mecklenburg Bd. of Ed., 402 U.S. I, 24 (1971) (\"The constitutional command to desegregate schools does not mean that every school in every community must always reflect the racial composition of the school system as a whole\"). Further, to the extent that the racial composition of schools within the district has changed over time only because of private decisions, the fact that the PCSSD has not changed school assignment zones without court approval is of legal import. Again, the Roberts Opinion reminds us: The distinction between segregation by state action and racial imbalance caused by other factors has been central to our jurisprudence in this area for generations. See, e.g., Milliken, 433 U.S., at 280, n. 14; Freeman, 503 U.S., at 495-496 (\"Where resegregation is a product not of state action but of private choices, it does not have constitutional implications\"). 2. Faculty and Administrative Assignments. A desegregation deviation factor for the assignment of school level administrators and faculties was not established by the court or Plan 2000. In general, however, the case law provides that each school should have a staff that approximates the district-wide racial composition of its school-site administrators, teachers, and support staff personnel. 8 The PCS SD believes it is in compliance with this requirement. 8 Singleton v. Jackson Municipal Separate School District, 419 F.2d 1211 (5th Cir. 1970). 4 Case 4:82-cv-00866-WRW Document 4160 Filed 10/29/2007 Page 5 of 12 The Pulaski County Special School District recently had a ratio of 4 7 .1 percent white and 52.9 percent black building level administrators. Building level administrators in these school districts are evenly distributed and in almost every instance where there is more than one building level administrator assigned to a school there is one of each race. Schools with only one building level administrator are divided fairly evenly between the races. Therefore, the PCS SD believes it is in substantial compliance in the areas of faculty and building level administrative assignments. 3. Facilities. Schools in the Pulaski County Special School District range from excellent to others in need of either extensive renovation, remodeling, closing, or replacement. However, those schools in need of renovation, remodeling, closing, or replacement are not vestiges of the prior dual system of education for the races. Further, one of the significant accomplishments of the state Lake View litigation has been the comprehensive assessment review, remedial plans and, most importantly, the multi-million dollar commitment by the State of Arkansas to upgrade all school facilities in the State. Each district has been required to submit a 10 year plan for the renovation of facilities and the replacement of those whose renovation is impractical or economically unwise. Stated another way, the funds necessary to accomplish equality in facilities in the PCSSD has been appropriated by the State from the recent State surpluses and the Court can thus be assured that the work will be done and facilities will be upgraded. B. What is a unitary system? A unitary school system is one that has complied in good-faith with its desegregation decree since it was entered and has eliminated the vestiges of past discrimination \"to the extent practicable.\"9 9 Dowell, 498 U.S. at 249-50, 111 S. Ct. 638. 5 Case 4:82-cv-00866-WRW Document 4160 Filed 10/29/2007 Page 6 of 12 \"The origin of the 'good faith' requirement c;an be traced to the United States Supreme Court's decision in [Brown v. Board of Education of Topeka, 349 U.S. 294, 75 S. Ct. 753, 99 L. Ed. 1083 (1955)] Brown fl \" 10 Good-faith requires that a school district demonstrate \"to the public and to the parents and students of the once disfavored race, its good-faith commitment to the whole of the court's decree and to those provisions of the law and the Constitution that were the predicate for judicial intervention in the first instance.\"11 A school district's good-faith commitment to the entirety of the court's orders is necessary \"in order to insure that the principal wrong of the dejure system, the injuries and stigma inflicted upon the race disfavored by the violation, is no longer present.\" 12 A history of good-faith compliance must be found by the federal district court in order that it may \"accept [a] school board's representation that it has accepted the principle of racial equality and will not ;suffer intentional discrimination in the future.\" 13 Compliance \"to the extent practicable\" with the court's decrees in the present school desegregation litigation requires that each of the existing school districts in Pulaski County demonstrate to the federal district court that they have complied in good-faith with the provisions of their respective consent decrees for a reasonable period of time. 14 Consent decrees or agreements are contractual in nature and, therefore, compliance is required as to each provision even where a provision may arguably impose requirements not otherwise required by law for a judicial finding of unitary status. 15 1 Charles L. Patin, Jr. and William M. Gordon, \"School Desegregation Cases: The 'Good Faith' Requirement,\" 159 West's Education Law Reporter, 407,407. 11 Freeman, 503 U.S. at 491, 112 S. Ct. at 1446. 12 Freeman, 503 U.S. at 485, 112 S. Ct. at 1443. 13 Freeman, 503 U.S. at 498, 112 S. Ct. at 1449. 14 See generally, William M. Gordon and David E. Bartz, \"Achieving Unitary Status Under the Combined Standards of Dowell and Pitts,\" 82 West's Education Law Reporter, 283. 15 While a federal district court may not order a remedy over the objections ofa party that is not tailored to remedy a constitutional violation, the parties to a lawsuit may settle their dispute \"by undertaking to do more than the Constitution itselfrequires ... , but also more than what a court would have ordered absent the settlement.\" Rufo v. Inmates of Suffolk County Jail, 502 U.S. 367,389, 112 S. Ct. 748,763. 116 L. Ed.2d 867 (1992). 6 Case 4:82-cv-00866-WRW Document 4160 Filed 10/29/2007 Page 7 of 12 Compliance also may be required with what are commonly referred to as the Green factors although this case has likely progressed beyond this analysis and several of the Green factors are not present in Plan 2000 nor are they required to be monitored. In past cases, compliance required elimination to the extent practicable of the vestiges of the prior dual system in the areas of student assignments, faculty and staff assignments, transportation, extra-curricular or student activities, and facilities. Nevertheless, it is not unusual in the latter stages of a school desegregation lawsuit, such as regards the PCSSD here, that orders issued by federal courts may focus on specific facets of the operation of a school system where additional remedies may be required without further mention of one or more or all of the Green factors .16 Finally, when a school district is declared unitary by a federal district court, whether in whole or partially and whether upon consent of the parties or following adversarial proceedings, - judicial supervision is terminated and all orders and injunctions with respect to the declaration are terminated. 17 Control of the affairs of the school district in the area or areas in which it is declared unitary are returned to local control and the litigation as to such area or areas is concluded. 18 Thus, a party formerly adverse to the school district is not positioned, following a declaration of unitary status, to petition the federal district court in the concluded litigation to once again exercise its supervision over the area or areas in which the school district was previously declared unitary. In short, once a school district is declared unitary and in compliance with the constitution the jurisdiction of the federal district court is ended. 19 Accordingly, post-Dowell and Freeman 16 \"[A] school board is entitled to a rather precise statement of its obligations under a desegregation decree.\" Dowell, 498 U.S. at 246, 111 S. Ct. at 636, citing Pasadena City Board of Education v. Spangler, 427 U.S. 424, 96 S. Ct. 2697,49 L. Ed.2d 599 (I 976). 17 Dowell, 498 U. S. at 244-46, 111 S. Ct. at 635-36; Freeman, 503 U.S. at 490, 112 S. Ct. at 1445. 18 \"A school district which has been released from an injunction imposing a desegregation plan no longer requires court authorization for the promulgation of policies and rules regulating matters such as assignment of students and the like, but it of course remains subject to the mandate of the Equal Protection Clause of the Fourteenth Amendment.\" Dowell, 498 U.S. at 250, 111 S. Ct. at 638. 19 Freeman, 503 U.S. at 491, 112 S. Ct. at 1445-46. 7 Case 4:82-cv-00866-WRW Document 4160 Filed 10/29/2007 Page 8 of 12 there no longer exists a post-operational period following a declaration of unitary status in which the jurisdiction and supervision of a federal district court may be reintroduced upon motion of an adverse party. Once a school district has been declared unitary, the jurisdiction of the federal courts may only be reintroduced in a subsequently filed action in which a finding of intentional discriminatory conduct in violation of the Equal Protection Clause to the Fourteenth Amendment is alleged. 20 C. Good Faith In order to establish that PCSSD should be declared unitary, the District must demonstrate that it has \"complied in good faith with its desegregation decree since it was entered.\" See Little Rock School Dist. v. Pulaski Co Special School Dist. No. 1, 23 7 F .Supp.2d 988, 1027 (E.D. Ark. 2002) citing Board of Education of Oklahoma City v. Dowell, 498 U .s. - 237, 249-50 (1991). See also Missouri v. Jenkins, 515 U.S. 70, 88 (1995). The Supreme Court has established that \"good faith\" is demonstrated when, ... the school district has demonstrated, to the public and to the parents and students of the once disfavored race, its good-faith commitment to the whole of the court's decree and to those provisions of the law and the Constitution that were the predicate for judicial intervention in the first instance. Freeman v. Pitts,, 503 U.S. 467, 491-492 (1992). In this effort, the Court noted that the duration of the school district's compliance record must be considered: ... a court should give particular attention to the school system's record of compliance. A school system is better positioned to demonstrate its good-faith commitment to a constitutional course of action when its policies form a consistent pattern of lawful conduct directed to eliminating earlier violations. And, with the 20 See Elston v. Talladega County Board of Education, 997 F.2d 1394, 1404 (I ph Cir. 1993), in which a previously declared unitary school district was sued for, among other things, an alleged violation of the Equal Protection Clause of the Fourteenth Amendment. The court of appeals observed that: \"To establish an equal protection clause violation, a plaintiff must demonstrate that a challenged action was motivated by an intent to discriminate. \" (emphasis supplied.) 8 id. Case 4:82-cv-00866-WRW Document 4160 Filed 10/29/2007 Page 9 of 12 passage of time, the degree to which racial imbalances continue to represent vestiges of a constitutional violation may diminish, and the practicability and efficacy of various remedies can be evaluated with more precision.\" D. Substantial Compliance In addition to proving \"good faith,\" PCSSD must also establish that it is in \"substantial compliance\" with the PCSSD Plan. As this Court has stated, \"[i]t is black letter law that a school district seeking an end to court supervision has the burden of proving substantial compliance with the judicially imposed remedy.\" See Little Rock School Dist. v. Pulaski Co. Special School Dist. No. 1,470 F.Supp.2d 963, 984 (E.D. Ark. 2004). This Court has given the following guidance regarding the test for \"substantial compliance\": [I]n order to determine if a party is in 'substantial compliance' with a consent decree, the trial court must examine whether any of the alleged violations of the consent decree 'were serious enough to constitute substantial noncompliance' and 'to cast doubt on defendant' future compliance with the constitution.' ... [A] Party can be in 'substantial compliance' with a consent decree even if it has committed violations that are 'inconsequential' in light of the party's overall performance. Little Rock School Dist. v. Pulaski Co. Special School Dist. No. 1,237 F.Supp.2d 988, 1027 (E.D. Ark. 2002) citing Code v. Hillard, 139 f.3d 1197, 1199-1200 (8th Cir. 1998).21 21 It should be noted that some time ago Joshua invoked the \"Dispute Resolution\" provision of Plan 2000. While currently languishing, this process remains technically in progress. 9 Case 4:82-cv-00866-WRW Document 4160 Filed 10/29/2007 Page 10 of 12 Conclusion The purpose of court supervision was to create a unitary school system from what was once a \"dual school system,\" establishing and maintaining a system in which the interests of both black and white students were equal by involving black representatives into policy making and administration. Before the last election, three of the District's seven Board members were African-American, there are black administrators at every level and each school maintains diversity in certificated staff and student bodies. For reasons set out above, PCSSD should be declared unitary and released from federal court supervision. Respectfully submitted, MITCHELL, WILLIAMS, SELIG, GATES \u0026amp; WOODY ARD, P.L.L.C. 425 West Capitol Avenue, Suite 1800 Little Rock, Arkansas 72201 (501) 688-8800 FAX: (501) 688-8807 Isl M. Samuel Jones. III M. Samuel Jones III (76060) E-mail: sjones@mwsgw.com Attorneys for Pulaski County Special School District 10 Case 4:82-cv-00866-WRW Document 4160 Filed 10/29/2007 Page 11 of 12 CERTIFICATE OF SERVICE I hereby certify that on October 29, 2007, I electronically filed the foregoing with the Clerk of Court using the CM/ECF system, which shall send notification of such filing to the following:  Clayton R. Blackstock cblackstock@mbbwi.com  Mark Terry Burnette mbumette@mbbwi.com  John Clayburn Fendley , Jr clayfendley@comcast.net,yeldnef@yahoo.eom  Christopher J. Heller heller@fec.net,tmiller@fec.net,brendak@fec.net  M. Samuel Jones , III sjones@mwsgw.com,aoverton@mwsgw.com  Stephen W. Jones sjones@jlj.com,linda.calloway@jlj.com  Philip E. Kaplan pkaplan@williamsanderson.com,nmoler@williamsanderson.com  Office of Desegregation Monitor andreeroaf@odmemail.com,aroaf@seark.net,paramer@odmemail.com  Scott P. Richardson scott.richardson@arkansasag.gov,agcivil@arkansasag.gov,danielle.williams@arkansasag .gov  John W. Walker johnwalkeratty@aol.com,lorap72297@aol.com,jspringer@gabrielmail.com I certify that on October 29, 2007, I mailed the foregoing document and a copy of the Notice of Electronic Filing (NEF) by United States Postal Service to the following non CM/ECF participants: Norman J. Chachkin Attorney at Law 31 Edgar Place Nutley, NJ 07110 11 Case 4:82-cv-00866-WRW Document 4160 Filed 10/29/2007 Page 12 of 12 Mr. Robert Pressman 22 Locust A venue Lexington, Massachusetts 02173 Judge J. Thomas Ray U.S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, Arkansas 72201 Isl M. Samuel Jones, III M. Samuel Jones, III Arkansas Bar No. 76060 Attorneys for Pulaski County Special School District MITCHELL, WILLIAMS, SELIG, GATES \u0026amp; WOODY ARD, P.L.L.C. 425 West Capitol Avenue, Suite 1800 Little Rock, Arkansas 72201 (501) 688-8800 FAX: (501) 688-8807 E-Mail: sjones@mwsgw.com 12    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_410","title":"Desegregation plan audit","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":["1991/1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning","School integration"],"dcterms_title":["Desegregation plan audit"],"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/410"],"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":["20 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\nArkansas Democrat (gazette Judge reassigns desegregation duties U.S. District Judge Susan Webber Wright issued an order Friday allowing the Little Rock- School District to eliminate the position of desegregation facilitator and assign the duties of that position to others. The order also created a new position, director of student as- signment. Wrights order assigns most of the responsibilities of the facilitator to the associate su- perintendent for desegregation. The judge stressed that the\nduties assigned to the facilitator are very important to achieving desegregation goals and must not be neglected. None of the parties in the desegregation case objected to the school districts proposal.New desegregation plaSludJiTfied ! 1 Judge called earlier version sketchy, wrong and hard to read BY CYNTHIA HOWELL Democrat-Gazette Education Writer The Little Rock School District on Monday filed a revised desegregation plan audit that attempts to correct deficiencies U.S. District Judge Susan Webber Wright cited in the first version. some Wright said last month that the districts initial audit  a listing of all the districts desegregation obligations based on desegregation plans and past court orders  was glaringly incomplete, inaccurate and far from user-friendly. The document omitted some obligations and did not include an organizational chart of the districts administration, the judge said. She also said the document was difficult to decipher because it contained no cover or title page, no table of contents, no designation of author or preparer, no introduction, and no other signposts to guide her or any other reader through the more than 206 pages. District officials need the audit system to determine what tasks they need to complete and to serve as a basis for budgeting, Wright said. The revised audit  submitted on the day the judge made the deadline for doing so does have a table of contents, an introduction, and an organizational chart. It also includes a listing of obligations, not only from the districts desegregation plan but also from the interdistrict plan and court -- ---------- xxviii3 i . t.iiuaiiis. ! Tho Acting Associate Superin- i introduction to the re- tendent for Programs and Cur- officials riculum Development Dennis audit Glasgow, the three assistant su- matter to eliminate duplication. The audit is organized like this: The page number of the desegregation plan or court order is listed and then all the obligations listed on that page follow. For example, the audit says language on page 148 of the de- or- segregation plan obligates the district to have a maximum I pupil-to-teacher ratio of 20-to- ! 1 in the districts incentive ele- ! mentary schools. The plan also ! lists what the district must do ' to increase staffing if the ratio ' is exceeded. The audits organizational chart shows that Deputy Superintendent Estelle Matthis, Associate Superintendent for De- segregation Russ Mayo and Sterling Ingram, director of planning, research and evaluation, report directly to Superintendent Henry P. Williams.  f 1 manager for support services 11 report to Matthis. Jeanette Wag- 1 ner, director of communica- ij tions, reports to Mayo. J The district did not have a j deputy superintendent until I Williams recently named ? Matthis to the position.  No court date has been set I for a hearing on the revised au-  dit. I I 1 1 IArkansas Democrar \"^(gazette FRIDAY, OCTOBER 8. 1993 . LRSD document indecipherable, judge says testily . BY CYNTHIA HOWELL\nDemocrat-Gazette Education Writer The federal judge presiding in the Pulaski County school desegregation lawsuit has once again sharply criticized the Little Rock School District for failing to comply with her directives. U.S. District Judge Susan Webber Wright said in a sevenpage order Thursday that a desegregation plan audit submitted to her by the school district Sept. 10 was glaringly incomplete, inaccurate and far from user friendly. She directed the district to correct the deficiencies and submit a completed report by 5 p.m. on Oct. 15. Jerry Malone, an attorney for the district, said Thursday that the district had made a gallant effort to submit the audit to the judge by the Sept. 10 deadline, and it was understandable that changes might be necessary. He had not seen Thursdays order birt said the district would correct the deficiencies listed by the judge. -The districts desegregation plan audit is supposed to list its desegregation obligations, including those contained in the districts court-approved desegregation plan, an interdistrict desegregation plan, past court orders and monitoring reports,\nThe judge found that the document submitted by the district omitted dozens of the desegregation plan requirements and included none of the provisions from the interdistrict plan, .The document also wrongly said that certain desegregation tasks were complete when they are not, she said. Other tasks were listed as one-time projects when they should be recurring. The document does not include the organizational chart she requested, ,'Wright said the districts document was difficult to decipher because it contained no cover or title page, no table of contents. no designation of author or preparer, no introduction, no explanation of the documents format, no clarifying notes, nor any other signpost to guide the court  or any other reader  through the tomes 206 pages in a quest for meaning, The LRSD audit in its present scope and form cannot serve as an adequate foundation for building the districts long-term program and budget planning, Wright wrote, Without a complete and accurate inventory of its legal obligations, the district will not know whether it is doing all that it is required to do, will not be able to determine the extent of implementation, and will not be able to measure its progress toward fulfilling desegregation plan commitments and complying with court orders, And, she said, if the LRSD cant identify what works and what doesnt, it cannot possibly build a case for modifying its de- segregation plan should the district wish to do so. The judge first asked for the audit in February and was told it was under way. She became an- g^ later when she learned that district staff members were not even told to begin the audit until March 22. In a Sept. 8 order, Wright requested the audit to be submitted by Sept. 10. She said if the audit was incomplete, the district should file a plan for completing it. Earlier this year, Wright ordered Little Rock School Board I i members to attend court hear- ! ings because either they did not understand her court orders or they were deliberately ignoring them. She said in June that the district was suffering from repeated and continuous mismanage- \u0026gt; ment. She put the district on notice that its desegregation-related problems could justify the imposition of a receivership.IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT VS. No. LRC82866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER u 'awe ) :TC?U37 ''AS OCT 7 1595 cahl \u0026gt;' 2^ .TG^CLSRK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS On September 8, 1993, the Court issued an Order requiring the Little Rock School District (LRSD) to provide the Court with the completed desegregation plan audit that, according to testimony from LRSD administrators, the district has been working to complete since early 1993. In the alternative, if the audit were still unfinished. the Court required the district to provide information on the audit process that included a list of the complete and incomplete audit steps, the person(s) responsible for each of those steps, a timeline for completing each step, and a firm audit completion and submission date. The LRSD responded by filing, on September 10, 1993, a document referred to in the Notice of Filing as the \"LRSD Desegregation :\np CL! Audit, although the document itself was untitled. The Court has found it difficult to decipher the document because it contains no cover or title page, no table of contents, no designation of author or preparer, no introduction, no explanation of the document's format 3or organization, no key to the item numbering system or its significance, no clarifying text notes. nor any other type of signpost to guide the Court  or any other reader  through the tome's 206 pages in a guest for meaning. The filing appears to be a partial listing of LRSD Desegregation Plan provisions, although the submission lacks any specific document or page references save for occasional \"Comments,\" some of which state \"Taken from Narrative,\" and at least one of which states \"See Court Order,\" although which Court Order is not specified by date or any other identifying reference. The audit, which is to serve as a basis for the district's longterm program and budget planning, was, by Court Order, to comprise a complete inventory of all the district's obligations contained within the desegregation plans and related court directives. Unfortunately, the LRSD Desegregation Audit as submitted is glaringly incomplete. missing literally dozens of provisions from the LRSD Desegregation Plan alone. Some of these omissions are listed by way of example in the attachment to this order. Furthermore, the Court had suggested in a July 8, 1993 hearing that the audit include an organizational chart which reflects accountabilities and designates the administrator responsible for carrying out programs and other aspects of the plan. During the same hearing, the Court also directed the district to include in the audit the requirement for issuing regular quarterly reports to the Court. The next month, during an August 12, 1993 hearing, the Court directed that the audit include the role of the McClellan Community School -2-Advisory Committee in certain budgeting decisions. Yet none of this information is reflected in the audit. Not only are LRSD Desegregation Plan items absent from the audit, but the document appears to contain not a single one of the numerous provisions of the Interdistrict Plan, for which the district is as responsible as it is for the plan which bears its name alone. Moreover, the audit does not include any of the requirements found in Court Orders, nor does it contain any of the recommendations from the Office of Desegregation Monitoring (ODM) June 1992 Incentive School Monitoring Report, all of which were ordered into law July 10, 1992. Yet, to be a tool useful for facilitating comprehensive planning and budgeting as well as for aiding monitoring and evaluation activities, the audit must contain the provisions of all desegregation plans and relevant court orders for which the district is legally obligated. In addition to being incomplete. the audit also contains numerous inaccuracies. For example. it lists an Incentive-wide Parent Internship Program as having been completed prior to 1992-93. Yet, ODM monitoring has confirmed that this program has never been established. The audit lists brochures for each incentive school as completed in 1992-93, but such brochures are still being developed according to ODM. An ongoing media blitz to heighten public awareness of incentive schools appears in the audit as completed in 1992-93, but hearing discussions and ODM monitoring has revealed that no such blitz has taken place. Page 203 of the document lists, in the Incentive Schools section. an item 2.3 as requiring \"special emphasis on school recruiting minority students, adding a \"Comment -3-that \"no need exists.\" The correct provision that appears in the Incentive School section of the plan is that there is to be emphasis on recruiting minority teachers for which a need most certainly exists. Also, a number of items labled in the audit as \"one-time activities\" are actually recurring in nature, such as certain special education inservices, surveying students as needed to determine vocational education awareness, and incentive school staffing and staff development activities. On the other hand, the audit states that the district has not started some activities in the incentive schools that ODM has determined it has. including mini-workshops. requesting that parents pick up report cards, and recognizing parents and community volunteers. These few examples of audit inaccuracies are far from exhaustive. Furthermore, the format and organization of the audit is far from user-friendly, leaving any reader without guidance as to the purpose of the document, what it is based upon or refers to, the scope of its contents, how it is to be read for understanding and accessed for information, its correlation with planning and budgeting activities. and how it will relate to monitoring and evaluation processes. Any document that is not readily understandable as to either its content or its functional context and purpose will not be readily usable and, therefore. will have little or no operative worth. The LRSD audit in its present scope and form cannot serve as an adequate foundation for building the district's long-term program and budget planning and, ultimately, for shaping its future. Without a -4-complete and accurate inventory of its legal obligations, the district will not know whether it is doing all that it is required to do, will not be able to determine the extent of implementation, and will not be able to measure its progress toward fulfilling desegregation plan commitments and complying with court orders. If it cannot measure progress, the district will be unable to identify what programs or other desegregation activities are working. And if the LRSD can't identify what works and what doesn't. it cannot possibly build a case for modifying its desegregation plan should the district wish to do so. The Court is at a loss to understand why the LRSD has failed to produce a complete, accurate, and understandable audit to serve as a basic tool for the district's own planning use. The Court has not imposed stringent conditions about the audit, dictating neither the inventory process, production timeline. format, nor completion deadline. Instead, the Court left all those decisions up to the LRSD, imposing only the basic requirement that the audit include all desegregation plan and court order requirements. However, the Court had also urged the district to finalize the audit with deliberate speed, and, trusting that LRSD administrators had grasped the crucial nature of the audit with its critical link to budget and program planning, the Court also expected the audit to be accurate. Neither has the Court surprised the district by asking  after the audit process dragged on for months  for the completed audit to be filed. Far from it. In numerous hearing discussions, directives from the bench, and Orders, the Court has repeatedly stressed the -5-importance of the audit. In response, the district has repeatedly told the Court since early in the year that the audit was underway, beginning in February 1993 with testimony from Superintendent Mac Bernd that the audit process had begun. However, in a July 1993 hearing, testimony revealed that the audit actually had not even been commissioned until March 22, 1993, but administrators assured the Court that the process was nonetheless nearing completion. Again, at an August 12, 1993 hearing, Mr. Sterling Ingram, the LRSD's lead planning specialist and director of the Planning, Research and Evaluation Department, testified that audit completion was imminent and submitted, as Exhibit 162, a Desegregation Plan Audit Progress Report. But a finished audit did not subsequently appear, so the Court required in its September 8, 1993 Order that the district file the audit immediately if it were complete, laying out alternative steps in the event the audit still remained incomplete, as the Court has now determined that it is. Because the audit must be inextricably linked to an ongoing cycle of planning, tasking, monitoring, evaluation, and financial appropriation, it must meet reasonable criteria for completeness. accuracy, understandability, and usability. The LRSD Desegregation Audit as submitted on September 10, 1993 is wholly inadequate because it is neither complete, accurate. understandable, nor usable. Therefore, the Court requires the district to correct the deficiencies in the audit that have been discussed in this Order and to submit a complete, accurate. and self-explanatory desegregation -6-.. audit no later than 5:00 p.m. on October 25, 1993. IT IS SO ORDERED this 7 ,-X- of October 1993. UNITED SPATES DISTHICT . JUDGE mis DOCUMENT ENTERED ON DOCKET SH^ IN ^OMPLIANCe WITH RULE 58 ANO/OR 79(a) FRCP JN BY -7-.. ATTACHMENT Examples of omissions from the LRSD Desegregation Plan (citing plan section or subsection title and page reference): Commitment to desegregation, pg. 1, lacks Board commitments A through H\nLeadership, pp. 2-3, is missing seven of the commitments listed in that plan section\nSummer Learning Program and ASSET program requirements, pp. 21-22 and 24-25, evaluation\nare bereft of the components that include goals and Multicultural curriculum, pg. 64, is minus the specific ways human relations are to be integrated into the curriculum\nFocused activities, pg. 81, omits the three purposes of these activities\nPrivate school recruitment lacks requirements on pg. 95\ncertain Vocational Education commitments on page 98 and some aspects of special education collaboration, pp. 111-112, are absent\nSome components of the Parent Involvement/Community Linkages section on pp. 131-138 are lacking\nItems from the VIPS timeline. pp. involvement and minority partners do not appear\n134-138, regarding parent Significant portions of the student assignment section, pp. 139- 148, are left out, including school racial balance requirements\nSome provisions under Incentive School Parent Recruitment, pp. 215-223, are not included\nand Educational Equity Monitoring, pg. 226, Desegregation Facilitator position. does not mention the(J c n-'/j?' RECEIVSI5 93 SEP 23 SEP 2 2 IW3 IN THE UNITED STATES DISTRICT COURT Office Of Desgsregaiion Moniiofing\nEASTERN DISTRICT OF ARKANSAS WESTERN DIVISION BY--------------- ' LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS RESPONSE OF JOSHUA TO THE LITTLE ROCK SCHOOL DISTRICT'S NOTICE OF FILING REGARDING THE LRSD DESEGREGATION PLAN AUDIT The Joshua Intervenors submit to the Court that the school district, in submitting its Desegregation Plan Audit, has failed to address the Incentive School benefits which include scholarship commitments and double funding to Incentive School children. Wherefore, Joshua pray that the Court withhold approval of the school district's desegregation audit until after a hearing is held on the issues raised. The Joshua Intervenors also pray for their costs and reasonable counsel fees for having to reply to this filing and to participate in these proceedings. Respectfully submitted. ^hn W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206CERTIFICATE OF SERVICE has been mailed. I hereby certify that a copy of the foreqging qe prepaid to the counsel of on this -- day of September, postage prepaid 1993. Jbhn W. WalkerTHURSDAY, SEPTEMBER 9.1993 * Wright wants desegregation audit Judge says delay on list impeding other district operations BY CYNTHIA HOWELL Democrat-Gazette Education Writer U.S. District Judge Susan Webber Wright on Wednesday ordered the Little Rock School District to immediately provide her with a desegregation plan audit listing all desegregation obligations. If the audit is not completed, she said, the district must submit an interim report by Friday afternoon telling what steps are being taken to complete the document, who is taking the steps and what schedule will be followed in finishing the work. Wright said the audit is crucial to the districts efforts to make long-term program and budget plans. She said district officials are taking far too long to conclude the document, which is impeding the progress of other district operations. Wright also pointed out that she first asked about the audit in February and was assured repeatedly throughout the year that its completion was imminent. In a second order Wednesday, Wright said a Little Rock district system of funneling information to the Office of Desegregation Monitoring through the superintendents office was unsatisfactory. The office is an arm of the federal court. The judge said the Little Rock system carries too much potential for delay, inaccuracy and laundering. She also said the district has a history of management bottlenecks, stagnated communication and general tardiness, and she will not allow the district to create one more means of slowing itself down..c ii JLED eas?erVctK ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION 08 1995 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 carl r, ^r- I Sf^^NTS, CLERK OEP, PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS During a hearing on July 8, 1993, the Court asked the Little Rock School District (LRSD) to provide an update on the status of the district's desegregation plan audit. The Court has repeatedly\nrk expressed concern about this audit because of its crucial relationship to the district's planning and budgeting processes. The audit, which is an inventory of all the district's obligations contained within the desegregation plans and related court orders, is to serve as a basis for the district's long-term program and budget planning. It will enable the district to determine not only what it is required to do, but also to ascertain the status of progress toward implementing each requirement. In response to the Court's inquiry at the July hearing, Mr. Sterling Ingram, Director of the LRSD's Planning, Research and Evaluation Department, testified that he is in charge of conducting the desegregation audit, a task which was assigned him by the superintendent in March 1993. He stated that he expected the desegregation audit to be ready by August 1993. At the hearing, the Court once again stressed the importance of the audit and expressed a I 6 8concern that it would be as late as August before the audit's completion. The Court directed the LRSD to provide the audit as soon as possible to the Court, the LRSD Board of Directors, and the other parties. The Court also directed Mr. Ingram to meet immediately with the Court-appointed Budget Specialist, Mr. Bill Mooney, to discuss information that would expedite audit completion. Again, at a hearing to consider the LRSD budget on August 12, 1993, the Court inquired about the status of the district's desegregation audit. In response. the district offered a memo (Exhibit 164), dated August 3, 1993, documenting that the meeting with Mr. Mooney had taken place. The LRSD also submitted Desegregation Plan Audit Progress Report (Exhibit 162) which had been presented to the LRSD Board of Directors at its regular monthly meeting on July 22, 1993. The progress report indicates that the audit was not yet complete at the time of the board meeting. Mr. Ingram, whom council identified as the district's lead planner. testified that the plan audit was still not complete as of the hearing date, but that he expected to finalize it soon. This important audit process is taking far too long to conclude and is, thereby, impeding the progress of other critical program and budget planning processes. Superintendent Mac Bernd told the Court on February 1, 1993 that the audit was underway, although later evidence revealed that Dr. Bernd did not even commission the audit until March 1993. Now, almost six months later, the audit still is not complete despite assurances from the district in both July and August 1993 that its conclusion was imminent. Even though the Court -2- arecognizes that certain follow-up aspects of the audit will be ongoing, the initial audit must be complete before other aspects of program and budget planning can be developed. During the August 12, 1993 hearing, the Court praised the LRSD for beginning to make planning headway, all the while stressing that the district had only made a beginning and that diligent follow- through and continuous execution would be necessary. The LRSD does not appear to have take that admonition to heart. The Court hereby requires the district to submit immediately the desegregation audit it has promised for so long. If the audit is still incomplete at this time, then by 5:00 p.m. at the end of the second working day from the date of this Order, the district must file the following: (1) a complete and succinct list of the audit process steps that are complete and those that remain to be completed\n(2) the precise timeline for completing each of those unfinished steps\n(3) the person(s) responsible for each of those steps\nand (4) firm a completion and submission date for the audit. The Court reminds the LRSD that it and the other parties are required to provide simultaneously to the Office of Desegregation Monitoring a copy of any submission to the Court. IT IS SO ORDERED this Sth day of September 1993. ^ITED STATES DISTRICT :t judge rms document entered on docket sheet in COMPLIANCE WITH RULE 58 AND/OR 79(a) FRCP -3- CN BYA RECEIVED SEP 1 0 1993 Office of Desegregation Monitoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION r\nLITTLE ROCK SCHOOL DISTRICT PLAIlT^zfF- - PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL NOTICE OF FILING The Plaintiff, Little Rock School District, for its Notice of Filing, states: 1. directing the On September 8, 1993, this Court entered an order Little Rock School District to submit its desegregation audit to the Court by 5 p.m. at the end of the second working day from the date of the order. In accordance with those instructions, attached hereto is the Desegregation Plan audit as commissioned by the Superintendent of the Little Rock School District during the 1992-93 school year. In particular, the Director of the Planning, Research and Evaluation Department of the Little Rock School District was instructed to: In particular. 5tP 10 vs. \"audit\" that indicates . . prepare a report or the status of implementation efforts with respect to each of [the] programs outlined in the [Desegregation] Plan. . . 2. Attached hereto is the LRSD Desegregation Plan audit report dated September 10, 1993. The report includes a narrative providing background information on the audit as well as summary data as revealed by the audit. Thereafter, the audit identifies those programs or activities completed prior to the 1992-93 school year\nthose programs or activities completed during the 1992-93 school year\nthose programs or activities identified as occurring on a one-time basis\nthose programs or activities which are or activities which recurring in nature\nthose programs or activities which are yet to be implemented\nand, those programs or activities which have been deleted. 3. The desegregation audit as presented herewith relates to those programs and activities identified by the court-approved Little Rock School District Desegregation Plan dated April 29,1992, as well as the Interdistrict Desegregation Plan dated April 29, 1992. Although one section of the audit refers to activities which were completed prior to 1992-93 and another section refers to activities completed during 1992-93, the Little Rock School District hastens to point out that many of those programs and activities are recurring in nature. 4. The document as filed herewith constitutes the audit commissioned by the Superintendent. However, the document must still be presented to the Little Rock School District Board of Directors. Wherefore, the Plaintiff, Little Rock School District, submits this desegregation plan audit. FRIDAY, ELDREDGE AND CLARK Attorneys for the Little Rock School District 2000 First Commercial Building 400 West Capitol Little Rock, AR (501) 376-2011 72205 B- J Jerry L. Malone Bar No. I.D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing notice of filing has been served upon the following persons by First Class Mail, postage pre-paid: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 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 -2-Mr. Richard Roachelle First Federal Plaza 401 West Capitol Avenue, Suite 504 Little Rock, AR 72201 Mrs, Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, AR 72201 L- m aio^ -3- LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN AUDIT REPORT Planning, Research and Evaluation September 10, 1993 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DESEGREGATION PLAN AUDIT REPORT The Desegregation Plan Audit/Review, as approved by the 1992-93 LRSD Superintendent, required two major tasks: (1) collecting and compiling data to determine the degree to which each program of the Desegregation Plan has been implemented\nand (2) developing a format for reporting the data. Although additional tasks were discovered to be necessary during the process, this document serves as the final report for the project as originally designed. During the development of the project, assistance was sought from Bradley Scott of the Desegregation Assistance Center in San Antonio, Texas\nThelma Cook, Support Program Manager of the Equity Assistance Center, Arkansas Department of Education\nand Bill Mooney, Budget Specialist, Office of Desegregation Monitoring. Additional resources were provided by Diane Barksdale, currently an assistant principal at Carver Magnet School. An audit as conducted in business and education is based on a set of predetermined standards. The standard for this review is the Desegregation Plan. Therefore, program status was tied to the written requirement of the Plan. A review of the Plan's timelines and narratives for each program was conducted by Planning, Research and Evaluation (PRE) staff to deteirmine the requirements of the Plan. When reviewingDesegregation Plan Audit Report Page 2 the narratives, the staff did not attempt to interpret the intent of the original writers. Rather, an effort was made to identify requirements as literally written. The data gathering forms (Attachment 1) were prepared by the PRE staff to include a list of all identified requirements. Program managers were requested to verify all requirements for assigned areas and to identify the status of each requirement. Many of the items identified as completed recur annually, response choice included: The * * Completed prior to 1992-93 Completed during 1992-93 * One-time activity * Recurring activity * Not started * Deleted (deletion approved by Court) * Addition (addition approved by Court) * Comments Supportive evidence to demonstrate completion of each requirement was to be gathered for possible use at any court hearing, as well as to improve, modify or delete programs. Upon receipt of the data gathering forms, the responses from the program managers were tallied according to the choices (Attachment 2) and revealed the following: response * Eighty-six percent of the reported activities had been completed. * Fourteen percent of the reported activities had not been implemented. * Sixty-seven percent of the reported activities identified as recurring activities. were These programs were * Eleven program managers reported completing all activities. However, as previously stated, many of the reported activities recur annually. These programs were Commitment to Desegregation, Summer Learning Program, Job Training Partnership Act (JTPA Program), Program forDesegregation Plan Audit Report Page 3 Accelerated Learning/Instructional Technology, Giii.cd , Talented education. Multicultural Curriculum, Parkview Magnet, Vocational Education, Library Media, Special Education and Staff Development. Gifted and In the Interdistrict Plan, managers for Staff Development, Special Education and Vocational Education reported completing all activities. It should be noted that many of the reported activities in the LRSD Plan and the Inter-district Plan each year. occur In addition, Program Managers identified activities for programs specified in the Desegregation Plan that are to be implemented. A list of programs and number of activities is provided (Attachment 3). Since the audit process was based on self-reporting it was necessary to implement means for ensuring a reasonable level of accuracy. Activities were sorted and printed by category in order to provide the information necessary for further review. During the data gathering and review process, some discrepancies were discovered regarding the status of some activities. Accordingly, adjustments were made during the development of the management plans. A complete list of the responses by category is attached. Each program manager was requested to review the sorting and to develop management plans for recurring activities and activities that are to be implemented. The Program Budget Document (Attachment 4) is the format for developing the management plans. What began as an assessment of the Desegregation Plan has evolved into the formation of the ProgramDesegregation Plan Audit Report Page 4 Budget Document which includes the means for monitoring, reporting and determining the level of success for each program. In the future, auditing of the Desegregation Plan to detexTnine implementation status or effectiveness can be accomplished through reporting process of the Program Budget Document.LITTLE ROCK CHOOL DISTRICT PROGRAM DESEGREGATION PROGRAM IMPLEMENTATION STATUS PROGRAM MANAGER Act ivities COMPLETED PRIOR TO '92-'93 during '92'93 ONE-TIME activity recurring activity HOT STARTED DELETED ADDED COMMENTS I i J I I I \u0026gt; CU n 3- 3 n\u0026gt; deletion Approved by Court JProgram Total Number of Obj ectives 1 . Commitment to Desegregation * Narrative 1. Leadership Narrative 3 . Early Childhood 33 Special Programs Narra tive Sommer Learning - 3 LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN PROGRAM STATUS COMPOSITE TOTAL DY PROGRAM Total Number of Activities Total Humber of Completed Activities Total Number of Activities Not Started I of 3 Total Humber of Recurring Activitie.s 1 9 107 4 8 1 1 80 3 8 0 8 27 1 0 1 J 7] 3 6 6. J I PA Asset Program * 3 31 31 0 31. I . School. O[)erations 41 90 76 14 7 7 8 . A c a d e m i c S11 [i o r t 1  41 38 3 3 5 9. P.A L/1 n s t r uc t i 0na 1 Technology 5  50 50 0 22 LO. C i f ted/TaJen ted Education * 7 13 13 0 1.2 IJ . Multicultural Curriculum * 17 123 123 0 6G 12. Eocused Activities 1 26 17 9 17 Ol r\u0026gt; rr 3 m : ro 13. Parkview Science Macnet * 5 18 18 0 11 L4 . McClellan Community School Narrative 4 3 1 1 * (.ompleted all objectives as identified in the written planProgram Total Number of Obj ectives 15. Recruitment of Pri- va te School Students'!: Narra tive 16. Federal Programs 1 17. Vocational Education* 11 18. Librafy/Nedia 1 19. Special Education * 13 20. Staff Development * 8 21 . Support Services Narrative 1.1. Parent Involvement/ Community Linkage 3 23. Student Assignment Narrative 24. Facilities Narrat ive 25. Incentive Schools 73 26. Educational Equity Mon 1 tor ing 1 27 . Transportation Narrative 28. Data Processing Narrat ive LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN PROGRAM STATUS COMPOSITE TOTAL DY PROGRAH Total Number of Activities Total Number of Completed Activities Total Number of Activities Not Started 2 of 3 Total Number of Recurring Ac tivi ties 8 8 34 34 56 39 2 34 11 8 294 19 23 8 8 7 34 29 56 39 2 28 11 5 240 18 19 8 * Completed all objectives as identified in the written plan 0 1 0 5 0 0 0 6 0 3 54 ]. 4 0 8 6 24 3 53 35 2 25 4 165 21 14 8 cu o zr 3 m ZJ ro a ro1. 2. 3. 4 . 5. 6. 7 . 8. 9. 10. Prograjn Interdistrict Plan Overview S tuden t Choices/Options Summer School Staff Development - School Operations Muit i-Dis tric t Library Media Special Education * Vocational Education* Cuidance and Counseling Parent Involvement/ Community Lin.kages Public Relations TOTAL Total Number of Obj ectives Narrative 11 2 29 5 11 5 Narrative See LRSO Plan Narrative 303 ei\" I i 1' LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN PROGRAM STATUS COMPOSITE TOTAL DY PROGRAM Total Number of Activities Total Number . of Completed Activities Total Number of Activities Not Started 41 4 3 1 54 8 101 10 6 See LRSD Plan : I,.., I : r : 4 6 1421 I I,,, 29 33 1 17 7 101 10 4 See LRSD Plan T : I-' 41 1217 12 10 0 37 1 0 0 1 See LRSD Plan 5 204 3 of 3 Total Humber of Recurring Activities . 26 3 2 1 n 1 90 9 1 See LRSD Plan 40 951 j=\u0026gt; O) n 3 'ro OJNUMBER ACTIVITIES LRSD PLAN IN PLAN COMPLETED OR IN PROGRESS ATTACHMENT 3 TO BE IMPLEMENTED PERCENT OF ACTIVITIES COMPLETED OR IN PROGRESS Leadership 9 1 8 11% Early Childhood Education 107 80 27 75% Special Programs 4 3 1 75% School Operations 90 76 14 84% Academic Support 41 38 3 93% Focused Activities 26 17 9 67% McClellan Community School 4 3 1 75% Federal Programs 8 7 1 88% Facilities 8 5 3 63% Parent Involvement/ Community Linkages 34 28 6 82% Incentive Schools 294 240 54 82% Educational Equity Monitoring 19 18 1 95% Transportation 23 19 4 83% INTERDISTRICT PLAN Overview/Student Choices and Options 41 29 12 71% Summer School 43 33 10 77% School Operations Multi-District 54 17 37 31% Library Media 8 7 1 88% Guidance and Counseling 6 4 2 67% Public Relations 46 41 5 89%ATTACHMENT 4 LRSD FY 93-94 TENTATIVE PROGRAM BUDGET DOCUMENT Program Seq #: Program Name: Page: 2 Revision Date: Progrsm Code: Primary Leader: Program ObJecUve: Secondary Leader: Plan Rclcrcnce Page Number Ob|ccUvea StTBlcglca Beginning Date Completion Date Responsibili ty Evaluation Criteria 3 IRECEIVED SEP 10 1993 - tr\u0026gt;.. Office of Desegregalicn Mcniionng IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION Sep / Q jC,Q? LITTLE ROCK SCHOOL DISTRICT PLAINTIEF  - vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL NOTICE OF FILING The Plaintiff, Little Rock School District, for its Notice of Filing, states: 1. On September 8, 1993, this Court entered an order directing the Little Rock School District to submit Little School to its desegregation audit to the Court by 5 p.m. at the end of the second working day from the date of the order. In accordance with those instructions, attached hereto is the Desegregation Plan audit as commissioned by the Superintendent of the Little Rock School District during the 1992-93 school year. In particular, the Director of the Planning, Research and Evaluation Department of the Little Rock School District was instructed to: In particular . . . prepare a report or \"audit\" that indicates the status of implementation efforts with respect to each of [the] programs outlined in the [Desegregation] Plan. . . 2. Attached hereto is the LRSD Desegregation Plan audit report dated September 10, 1993.\nThe report includes a narrative providing background information on the audit as well as summary data as revealed by the audit. Thereafter, the audit identifies those programs or activities completed prior to the 1992-93 school year\nthose programs or activities completed during the 1992-93 school year\nthose programs or activities identified as occurring on a one-time basis\nthose programs or activities which are recurring in nature\nthose programs or activities which are yet to be implemented\nand, those programs or activities which have been those programs or activities which deleted. The desegregation audit as presented herewith relates to those programs and activities identified by the court-approved Little Rock School District Desegregation Plan dated April 3. 29,1992, as well as the Interdistrict Desegregation Plan dated April Although one section of the audit refers to activities 29, 1992. which were completed prior to 1992-93 and another section refers to activities completed during 1992-93, the Little Rock School District hastens to point out that many of those programs and activities are recurring in nature. the The document as filed herewith constitutes the audit commissioned by the Superintendent. I ' 2_______ still be presented to the Little Rock School District Board of Directors. 4. However, the document must Wherefore, the Plaintiff, Little Rock School District, submits this desegregation plan audit. FRIDAY, ELDREDGE AND CLARK Attorneys for the Little Rock School District 2000 First Commercial Building 400 West Capitol Little Rock, AR (501) 376-2011 72205 B: 7 Jerry L. Malone Bar No. I.D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing notice of filing has been served upon the following persons by First Class Mail, postage pre-paid: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 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 -2-Mr. Richard 'Roachelle First Federal Plaza 401 West Capitol Avenue, Suite 504 Little Rock, AR 72201 Mrs. Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, AR 72201 m A1oaJ L- -3- 'Pfa LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN AUDIT REPORT Planning, Research and Evaluation September 10, 1993 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT Date: August 3, 1993 life lb 0 AUH u 1393 '1 To: Jerry Malone, LRSD Attorney From: Sterling Ingram/ irector Planning, Research and Evaluation Re: LRSD Desegregation Plan Audit Thank you for meeting with Bill Mooney and me on Friday, July 9, 1993, as instructed by Judge Wright on Thursday, July 8, 1993. The audit is well underway. Bill and I have come to an agreement regarding the desegregation plan program inventory which is a necessary component for both the audit and the budgetary process to be developed by us. regarding these matters. I will continue to consult with him The initial survey results have been compiled. will be verified. That information This is being done so that an accurate determination can be made regarding our implementation status. I have conducted several meetings with various program managers to provide assistance in completing the initial tasks. I met with curriculum program managers on July 20, 27, and August 3, 1993. In addition, I met with the program managers for support services on August 2, 1993. I will continue to monitor the development of the documents and provide assistance to those managers who need help. I envision the audit process as an ongoing activity. As such. this should be helpful in the budgetary process to allow continuous program evaluation, modification, revision or elimination/replacement. We will continue the efforts currently underway. bjg cc: Bill Mooney, Budget Specialist Estelle Matthis, Interim Superintendent I^SCEIVSD AUG 4 1993 OWce of Dssg! 3f3\u0026gt;\u0026gt;tioii Monitoring LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT Date: July 22, 1993 To: Board of Directors From: Sterling Ingram\nDirector Planning, Research^ and Evaluation Through: V*' Kk Estelle MatthisS Interim Superintendent Re: Desegregation Plan Audit Progress Report As requested in the agenda meeting, I am providing a progress report relative to the Desegregation Plan Audit. I am available to answer your questions. bjgATTACHMENTS Attachment 1 Attachment 2 Bernd Memorandum to Ingram Implementation Memorandum Attachment 3 Assessment Memorandum Attachment 4 Program Status Composite Total by Program Attachment 5 Audit/Review ChronologyLittle Rock School District Desegregation Plan Implementation Status Audit/Review Progress Report The Little Rock School District must accept the affirmative responsibility to execute the steps necessary to convert to a unitary school system. Unitary status can be achieved only through good faith implementation of the Plan and attainment of the desegregation goals and outcomes. Identifying the status of the Plan requirements is the first phase in strengthening the desegregation process. In the budget document submitted to the Federal Court in July 1992, the Little Rock School District committed to conduct an audit of the Desegregation Plan. The purpose of the audit was to provide information relative to the implementation of the plan. The task of conducting the audit or review was assigned to the Planning, Research, and Evaluation (PRE) Office on March 23, 1993 (see attachment 1). A review of the Plan's timelines and narratives was conducted by the Planning, Research and Evaluation staff to determine the requirements of the Plan. Data gathering forms were developed and forwarded to each program manager (see attachments 2 and 3). Program managers were requested, to verify all requirements for assigned area and to identify the status of each requirement. Supportive evidence to demonstrate completion of each requirement was to be gathered for possible use at any court hearing, as well as to improve, modify or delete programs. The initial phase of the audit/review is a self-reporting process. An audit as conducted in business and education is based on a set of predetermined standards. For the purpose of this audit/review, the Plan requirements are the audit/review standards.LRSD - Desegregation Plan Implementation Status Audit/Review Progress Report Page 2 The initial review of responses from the program managers revealed that: (See Attachment 4) * Eighty-six percent of the reported activities have been completed. * Fifteen percent of the reported activities have not been implemented. * Sixty-eight percent of the reported activities were identified as recurring activities. * Twelve program managers reported completing all activities. These programs are the Commitment to Desegregation, Summer Learning Program, Job Training Partnership Act (JTPA Program), Program for Accelerated Learning/Instructional Technology, Gifted and Talented Education, Multicultural Curriculum, Parkview Magnet, Recruitment of Private School Students, Vocational Education, Library Media, Special Education and Staff Development. In the Inter-district Plan managers for Staff Development, Special Education and Vocational Education reported completing all activities. It should be noted that many of the reported activities in the LRSD Plan and the Interdistrict Plan occur each year. Program Managers reported a number of activities for programs specified in the Desegregation Plan that are to be implemented. A preliminary list of these unverified programs and number of activities follows:LRSD - Desegregation Plan Implementation Status Audit/Review Progress Report Page 3 NUMBER ACTIVITIES LRSD PLAN IN PLAN COMPLETED OR IN PROGRESS TO BE IMPLEMENTED PERCENT OF ACTIVITIES COMPLETED OR IN PROGRESS Leadership 9 1 8 11% Early Childhood Education 107 80 27 75% Special Programs 4 3 1 75% School Operations 90 76 14 84% Academic Support 42 39 3 93% Focused Activities 27 18 9 67% McClellan Community School 4 3 1 75 tt. *0 Federal Programs 8 7 1 88% Facilities 8 5 3 63% Parent Involvement/ Community Linkages 34 28 6 82% Student Assignment 11 10 1 91% Incentive Schools 294 240 54 82% Educational Equity Monitoring 19 18 1 95% Transportation 23 19 4 83% INTERDISTRICT PLAN Overview/Student Choices and Options 41 29 12 71% Summer School 44 34 10 77% School Operations Multi-District 53 17 36 32% Library Media 8 7 1 88% Guidance and Counseling 6 4 2 67% Public Relations 46 41 5 89%LRSD - Desegregation Plan Implementation Status Audit/Review Progress Report Page 4 Continuing audit/report activities include\n* Verification of self-reporting by PRE staff and Program Managers. Special attention will be given to activities that have not started and those activities that recur each year. Development of management plans for recurring activities and activities that are to be implemented. The plans will include a * reporting cycle for monitoring implementation and program results. Development of assessment plans for each plan component to include identification of results since the 1989-90 school year. * * Integrating court orders into the audit/review process. Integrating data into the planning and budget process.Attachment #1 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET TO: FROM: THROUGH: LITTLE ROCK, ARKANSAS March 22, 1993 Mr. Sterling Ingrain Mac Bernd C Marie Parker 72201 ! 0 \u0026gt; \u0026lt; s J SUBJECT: DESEGREGATION PLAN ISSUES The purpose of thi memorandum is to direct you to address several priorities associated with the implementation of the Desegregation Plan as rapidly as possible so that we may be sure that we are making good faith effort to address the requirements of the Court with respect to these priorities. 1. Please report in writing any specific programatic assessment processes required by the Desegregation Plan and the status of the implementation of these processes. report please timelines that herein. include outline As a part f this 2. any plans. the assessment systems documents, or processes mentioned Please develop a plan and implementation schedule for any of the above assessments that have not been implemented. Please develop a plan to meet the general requirement that we assess all aspects of the Desegregation plan. This assessment plan should specify each aspect of the Desegregation Plan in terms of two issues: (1) the purpose.of the aspect of the plan being evaluated\nand (2) the measure which will ascertain the fulfillment of said purpose. Please prepare a report or \"audit\" that indicates the status of implementation efforts with respect to each of programs outlined in the plan so that a document for the Federal Court can be developed as soon as possible. You may want to contact Diane Barksdale regarding this matter because she has done considerable work on this issue The as a graduate school project. information she has gathered may be quite useful you prepare your report. o you as 3. , 4 . In conclusion, please make an appointment with me to discuss the issues outlined in this memorandum. I believe all of them are important if we are to correctly implement our Desegregation Plan. c. cc: Cabinet Mr. Chris Heller Date: To: From: Re: Attachment #2 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, June 15, 1993 ARKANSAS 72201 Selected Administrators Mac Bernd, Superintendent Desegregation Plan Implementation Status In order to implement a more effective system of monitoring progress of the Desegregation Plan, a series of activities will be conducted during the next several months. These activities will help to ensure compliance relative to implementation and program outcomes. Enclosed you will find management timelines that identify required activities for each Plan component. requirements taken from the narrative sections of the Plan, but not contained in the timelines are also included. Additional Each program manager should verify all requirements for his/her area of responsibility and identify the status of each requirement, each activity place an \"x\" in the appropriate column. This For in the appropriate column. status report will go to the Office of Desegregation Monitoring (ODM) and at some later date we will probably participate in a The ODM monitors will expect the district to have supportive evidence to demonstrate our completion of each requirement. It would be helpful if you would begin to secure the supportive evidence so that we can be fully prepared for a court hearing. court hearing. Identifying the status of the Plan requirements is only the first phase in strengthening our desegregation process, determine the degree of effectiveness of each program component. Therefore, it will be necessary to conduct a review to ascertain if programs are working to achieve the expected outcomes that should benefit all students of the Little Rock School District. We must Please return the management timelines to the Planning, : and Evaluation office by June 21, 1993. If you have any questions, contact Sterling Ingram at 324-2124. Research bjg cc: Board of DirectorsPROGRAM LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PROGRAM IMPLEMENTATION STATUS PROGRAM MANAGER I ! I 1 I i Activities COMPLETED PRIOR TO '92-'93 during '92'93 ONE-TIME ACTIVITY RECURRING activity NOT STARTED DELETED ADDED COMMENTS \u0026gt; rf rt 03 O Et 3 fl) 3 rt N3 NJ ' Deletion Approved by Court * A Addition Approved by CourtAttachment #3 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 Date: June 15, 1993 To: Selected Administrators From: Mac Bernd, SuperintendentCLVVA^.j Re: Desegregation Program Assessment The Little Rock School District must accept the affirmative duty to take all steps necessary to convert to a unitary system. Unitary status can be achieved only through good faith implementation of the Plan and attainment of the desegregation ,,j ~~2. Your assistance is needed to accomplish our task. goals and outcomes. In order to effectively manage attainment of plan outcomes, want to establish consistency in formatting assessment . procedures ~ ' .-_ - we Enclosed you will find forms for reporting your assessment procedure. In addition, we have included a auide - _ In addition, we have included a guide sheet to assist you in completing the form, forms as succinctly as possible. Please complete the All desegregation programs should have a clearly defined goal purpose, objectives, activities and timelines for completion. Measurements should be established that will identify the degre of success relative to the goal or purpose, originate from the Plan section titled or e II Programs should Commitment to Desegregation in the Little Rock School District.\" . ---------------- This section establishes the foundation for all desegregation operations. Please return the assessment forms to the Planning, Research and Evaluation office by August 6, 1993. into a concise evaluation document. The forms will be compiled A follow-up meeting will be scheduled later to clarify your assessment procedures. If you have any questions, contact Sterling Ingram, at 324-2124. If you bjg cc: Board of DirectorsPROGRAM TITLE Guide heet PROGRAH DESEGREGATION GOAE(S) Identify the for inclusion purpose in the Desegregation Plan How will racial inequities be improved I-------------------------------------------------------------- Oupl icale, i f needed. LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PROGRAM assessment plan EXPECTEU OUTCOMES What do achieve When do achieve you expect you expect your goal to to PROGRAM f-lAMAGER EVALUATION PROCEDURES/HEASURE What is the measure success How will gress Staff NECESSARY RESOURCES of you monitor pro- What are the necces- sary items/actions needed to cess . ensure suc- These should items/actions require funding. \u0026gt; to o rr g (t 3 * Co -O tolittle rock school district DESEGREGATION PROGRAM assessment plan PROGRAM TITLE Example PROGRAM ECnegation GOAL(S) PROGRAM MANAGER Staff expected OUTCOME.S evaluation procedures/measures IIECESSAPY RESOURCES I)f Effectiveness: Hard data * Program gains/losses (annual) I *Comparison *Longitudinal study Soft data  Survey *Interviews \u0026lt; etc. Use of outside for review persunnel I Duplicate, if needed. Data collection timeline Reporting Schedule \u0026gt; (u o 3\" 3 re 3 rt * Co T3 CoPROGRAM TITLE Special Education PROGRAM desegregation GOAL(S) 1 . Io reduce the number of minority student enrolled in special education to reflect the District's racial population and to be comparable to national statistics in the ('revision of free, appropriate public education to handi- capped students ( J Oc icaLe, if needed. little rock school district DESEGREGATION PROGRAM assessment plan PROGRAM MANAGER Matthis/Kohler expf.cted OUTCOMES Dy the end of the 1994-95 school year the number of minority students categorized and receiving services as Mentally Retarded will be deduced by 20 percent. Dy the end of the 1994-95 school year all staff members involved in the referral stra te of all process will deinon- underslanding aspects of the referral/placement process as outlined in local, state, and federal legislation. I evaluation PROCEDURES/MEASURES Comparison of 1909-90 MR enrollment to the 1994-95 MR enrollment (race and gender). Annual review of enroll- ment data will be Oucted to monitor gress con- pro- IIECESSARY RESOURCES Staff development relative to referral/ placement procedures \u0026gt; 03 o 3- 3 (0 3 It * to X)PROGRAM TITLE program desegregation GOAL{S) I 1 L Ouplicate, i f needed. LITTLE ROCK SCHOOL DISTRICT desegregation program ASSESSMENT PLAN PROGRAM MAHAGER EXIECTEO OUTCOMES I evaluation PROCEDURES/MEASURES HECE.SSARY RESOURCES \u0026gt; (u o 3 n\u0026gt; 3 * co \u0026gt;0 LnPrograjn Total Number of Obj ectives 1. Commitment to Desegregation * Narrative LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN PROGRAM STATUS COMPOSITE TOTAL BY PROGRAM Total Number of Activities Total Number of Completed Activities Total Number of Activities Not Started 1 1 0 2. Leadership Narrative 9 1 8 3. Early Childhood 34 107 80 27 4. Special Programs Narrative 4 3 1 5. Summer Learning * 5 8 8 0 6. JTPA Asset Program * 3 31 31 0 7. School Operations 41 90 76 , 14 8. Academic Support 5 42 39 3 9. PAL/Ins tructional Technology * 6 50 50 0 10. Gifted/Tal.ented Education * 7 13 13 0 11. Multicultural Curriculum * 17 119 119 0 12. Focused Activities 1 27 18 9 13. Parkview Science Magnet * 5 18 18 0 14. McClellan Community School Narrative 4 3 1 1 of 3 Total Number of Recurring Activities 1 1 70 3 6 31 77 35 22 12 66 17 11 1 * Completed all objectives as identified in the written plan \u0026gt; rt Q\u0026gt; Q tr 3 (D 3 rtProgram Total Number of Obj ectives 15. Recruitment of Private School Students* Narrative 16. Federal Programs 1 17. Vocational Education* 11 18. Library/Media * 1 19. Special Education * 13 20. Staff Development * 8 21. Support Services Narra t ive 22. Parent Involvement/ Community Linkage 5 23. Student Assignment Narrative 24. Facilities Narrative 25. Incentive Schools 7 2 26. Educational Equity Moni tor1 ng 7 27. Transportation Narrative 28. Data Processing Narrative LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN PROGRAM STATUS COMPOSITE TOTAL DY PROGRAJ-I Total Number of Activities Total Number of Completed Activities Total Number of Activities Not Gtartod 8 8 34 17 58 39 2 34 11 8 294 19 23 8 8 7 34 17 58 39 2 28 10 5 240 18 19 3 * Completed all objectives a.s identified in the written plan 0 1 0 0 0 0 0 6 1 3 54 1 4 0 2 of 3 Total Number of Recurring Activities 0 5 24 3 55 35 2 25 4 5 165 21 14 8 \u0026gt; rt 0) O tr 3 o 3 4: -0 to1. 2. 3. 4. 5. 6. 7. 8. Progreun Interdistrict Plan Overview Student Choices/Options Summer School Staff Development * School Operations Multi-District Library Media Special Education * Vocational Education* Guidance and Counseling 9.- Parent Involvement/ Community Linkages 10. Public Relations TOTAL Total Number of Obj ectives Narrative 11 2 31 5 22 5 Narrative See LRSD Plan Narrative 318 LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN PROGRAM STATUS COMPOSITE TOTAL BY PROGRAM Total Number of Activities Total Number of Completed Activities Total Number of Activities Not Started 41 44 1 53 8 101 19 6 See LRSD Plan 46 1405 29 34 1 17 7 101 19 4 See LRSD Plan 41 1206 86% * Completed all objectives as identified in the written plan 12 10 0 36 1 0 0 2 See LRSD Plan 5 199 1 3 of 3 Total Number of Recurring Activities 26 35 1 15 7 91 9 2 See LRSD Plan 41 956 68% \u0026gt; 0) n tD  4^ O CJMarch 22 ATTACHMENT 5 IMPLEMENTATION/ASSESSMENT PROJECT - CHRONOLOGY Memo from M. Bernd to Ingram April 2 - May 19 Reviewed plan for narrative requirements Developed forms to be included with timelines for implementation and assessment reporting May 24 Requested approval of forms and memo to administrators June 2 Approval of forms received June 2-13 Typing of information on implementation forms completed June 14 Memo and forms sent to cabinet level members Associate Superintendents Manager, Support Services Communications Director Forms forwarded to program managers with instructions to: 1. 2 . 3 . Review plan timelines and narratives Identify activities used to achieve objectives Add activities that have been omitted Forms for School Operations distributed on 6/23/93 June 21 - July 15 Implementation forms returned and reviewed Activities sorted according to the form columnsOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING UTTLE ROCK, ARKANSAS 72201 Date: October 11, 1991 To: BiUy Bowies, PCSSD Mable Bynum, NLRSD James Jennings, LRSD From: Ann Brown Subject: Request for Information Attached is a comprehensive list of basic information which we require at ODM for monitoring purposes. Please forward immediately as many of the listed items as are presently available. If you should need additional time to furnish certain facts or materials, let me know when to expect that data. Meantime, please dont delay forwarding any information that is complete. There are a few starred items which appear at the end of the list This information is of a recurring and/or ongoing nature such as the agendas and minutes of school board meetings. WeU expect to receive this information as appropriate: monthly (e.g. school board agendas and minutes), quarterly (e.g. discipline data), or as produced (e.g. district publications, press releases.) Im aware that ODM has received some of the requested information, so there is no need to send duplicates of data youve already forwarded (October 1 enrollment figures, for example.) By requesting this amount of information at the first of the school year, I hope to minimize the number of separate requests for data that might otherwise be necessary. However, you can expect requests for specialized information from time to time as we monitor certain specific programs and aspects of the desegregation plan. Thank you very much for your assistance.General Information for Office of Desegregation Monitoring Attendance zone maps (as changes occur) ^^Alternative school poIides, procedures, and referral process t-^oard of educatiorVcommittee meeting schedule R J Capacity of each school buildin\nO i-dlAkE manual (LRSD) //Ia/oOaZ District Bi-ratial committee meeting schedule ocr 2 8 1991 u-District Bi-radal committee membership list, induding race and address izEarly childhood education manual (polities, etc.) Office of Dasegragstion Mcnitcnnc / ^{-5arly childhood enrollment by school, txEnrolImeni\nfinal Occober 1 data by s , age level (e.g. four-year-old program), race, gender txEnrolIment\nOctober school, giade, dass, i^, gender /zExtracurricjIar/co\u0026lt;urricular participation by school, acdvity. race, gender /failure and retention rate, by schooL gra^, dass, race, gender tXlifced/talented, AP, enriched, and honors enrollment by school, grade, subject, race, gender Graduation and retention rate for preMous semester by school, grade, race, gender i/filPPY partidpation, induding area served, race, gender i/fnservice dates, schedule, training topics, trainers (by race, gender) for all employee groups o-b'/ M-to-M, magnet, and desegregation transfers by race, grade, sending and receiving school t/Monitoring schedules of all distnct monitoring groups including bi-radal committees vdVIulticuItural education curriculum guides (with revisions as completed) xuz,' ' ex\u0026gt;PTA/PTQ officers and committee membership by school, race, gender PTA/PTO total membership by school, race Policies on extracurricular and co-curricular activities t-^chool improvement plans School profiles v J z-^chool partners in education listing (updated as expanded) ^chool and district PTA/PTO meetings and school open house schedule -*^chool volunteer building coordinator listing, induding ra^g, gender  j^pedal education enrollment, by sdrosl, dassification, rag, gender i^taffing data by position, race, gender (school and central office) Standardized testing results by school, grade, race, gender -Student rights and responsibilities handbooks t-Volunteer training schedule *^oard of education/committee agendas and minutes ^Discipline documentations, suspensions, expulsions, referrals to alternative dass or school by school, g^e, r^e, gender District Bi-radal committee minutes District publications (newsletters, brochures, etc.) Dropouts and reason for withdrawal by school, grade, race, gender Monitoring reports of all district monitoring groups iz^Monthiy calendar of events (special events, meetings, etc.) Press releases Denotes information of a recurring or ongoing nature 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 (SOI) 371 -0100 September 17, 1992 Marie Parker LRSD Student Assignment 501 Sherman LR, AR 72202 Dear Marie: In order to coordinate our information requests during the school year, our office is requesting each district to conduct a report/information audit to determine what data each district produces. This audit win include the title, a brief description, department and contact person responsible, and the date the information is generated. convenience, an audit form and an example are enclosed, districts audit by Monday, October 19,1992. For your Please return a copy of your In addition, please alert our office when new reports, not listed on the audit, are produced. Once we receive LRSDs audit our office will review and request the information we need to monitor compliance with the desegregation plans. It is our hope that this audit will give us a better understanding of each districts available information and reduce the number of separate requests for data. I will call you by September 23 to discuss any questions or suggestions you may have. Thank you for your continued cooperation. Sincerely, Connie Hickman Associate MonitorOffice 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 17, 1992 Mable Bynum NLRSD P.O. Box 687 2700 Poplar Street NLR, AR 72115 Dear Mable: In order to coordinate our information requests during the school year, our office is requesting each district to conduct a report/information audit to determine what data each district produces. This audit will include the title, a brief description, department and contact person responsible, and the date the information is generated. convenience, an audit form and an example are enclosed, districts audit by Monday, October 19,1992. For your Please return a copy of your In addition, please alert our office when new reports, not listed on the audit, are produced. Once we receive NLRSDs audit our office will review and request the information we need to monitor compliance with the desegregation plans. It is our hope that this audit will give us a better understanding of each districts available information and reduce the number of separate requests for data. I will call you by September 23 to discuss any questions or suggestions you may have. Thank you for your continued cooperation. Sincerely, Connie Hickman Associate Monitor 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 (SOI) 371.0100 September 17, 1992 BiUy Bowles PCSSD P.O. Box 8601 925 Dixon Road LR, AR 72216 Dear Billy: In order to coordinate our information requests during the school year, our office is requesting each district to conduct a report/information audit to determine what data each district produces. This audit will include the title, a brief description, department and contact person responsible, and the date e information is generated. For your convenience, an audit form and an example are enclosed. Please return a copy of your districts audit by Monday, October 19, 1992. In addition, please alert our office when new reports, not listed on the audit, are produced. Once we receive PCSSDs audit our office will review and request the information we need to monitor compliance with the desegregation plans. It is our hope that this audit will give us a better understanding of each districts available information and reduce the number of separate requests for data. I will call you by September 23 to discuss any questions or suggestions you may have. Thank you for your continued cooperation. Connie Hickman Associate Monitor Title Incentive Schools Latin Program Incentive Schools Spanish Program__ Special Education Enrollment Results of School. Monitoci-ng------- Action Plans for Dvpirpprp\npntati J R REPORT/INFORMATION AUDIT Content Description Update report on approach, methods, an used in participating schools strategie\nUp'date report on approach, methods, and strategie used in participating schools____________________ Enrollment in special education by school, grade, subject, race, gender Corrective action forms on each student in a building receiving.s.pecja1 ediiratinn________ Individual school action plan to remediate defiripnciPS______________________________ OCT PO i9\u0026gt;2 December 1 Child Count Total district special education population by disability, age, race, etCi____________________ Inservice '92-'93 Academic Support Program Educational equit Inservice 1992-93 Purchase Math Manipulatives Academic Support Program Educational Equit' Mui ticultural Purchase Trade Books/Material Dispersed information on multicultural college nffprings\ndevelopment and implementation of multicultural curriculum guides K-12\nidentification and incorporation of multiculatural inDepartment Responsible/Contact Person supervisor oT Communi Date Available dations, English, ESL, \u0026amp; Foreitn Languages Supervisor of Communi English, ESL, \u0026amp; Forei Director Division of Exceptional Children Director Division of Exceptional Children ( ( ations n Languages 10-01-92 09-15-92 12-01-92 Director Division of Exceptional Children/ Pri nci pal Director Division of Exceptional Children Mathematics/Wood Mathematics/Wood Readi ng/Stoval1 Reading/Stoval1 Curriculum and Learning Imurovement, Estelle Matthis 10-15-92 12-15-92 12-01-92 June, 1992 June, 1992 June, 199^ June, 1992Title Multicultural cont'd African/African- American Program\nRites of Passage Program New and Vacant Teaching and Instructional Aice Posi tions for 4- Year-old Classes Classroom Set-Ups For New 4-Year Old Program G/T Enrollment Library Use Report aff Developmen' Staff cHal oque elopmen /Calend REPORT/INFORMATION AUDIT Content Description Department Reaponalble/ Contact Person structional materials into instructional programs\nrecorded multicultural inservice training Progress on Incentive Schools' implementation of African/Atrican-American Program and Rites of Passage Program Teaching and Instructional Aide positinns fur nev Four-Year-Old classes will be submitted to the Dirpctor of Human Rpsniircps for annniincptnpnf on_ the known vacancy list Timeline for ordering materials, supplies and equi pment Enrollment in G/T by school, grade, race and gpndpr______________________________________ Data on use of library by students and teachers, library instruction, circulation District-wide staff development activities r scheduled for the 1992-93 school year_____ SchoQl.Staff Dev Participation Rei . Identification by school, participants, aiid. number of hours of the comiletion of specific staff development activities Date Available Curriculum and Learning Improvement, Estelle Matthis E.ar.Iy...Childhnfid Education Dept. EarlyChildhood Education Dept. 6-Q1-93 5-03-93 G/T Supervisor/Coord. 11-15-92 Instructional Techv coor. Lib services Marvin Zimmerman Staff Develop. Dir. Maryin Zimmetman Staff Dev. 0ir. 25th of each mo. 10-15-92 End of I quarter ea.Title OCTOBER 1 FNROI 1 MERI______ ANNUAL RETENTION REPORT- ANNUAL -DROP-OUT REPORT- QUARTERLY ATTENDANCE REPORT QUARTERLY ENROI I MENT REPORT QUARTERLY MITHDBAWAl REPORT ANNUAL ATTENDANCE REPORT STUDENT ASSIGNMENT HANDBOOK---------- CAPACITIES________ BI-RACIAL COM. M1NUTE.S----------- EQUITY COMPLIANCE REPOB.I------------ BIRACIAL MONITOR ING REPORTS------ Btai REPORT/INFORMATION AUDIT Content Deecriptton Enrollment data by school sorted by r^ace and gender Retentions by school, grade, race and gender Pupils in grades 7-12 who \"dropped-out\" of school. and'did not return hv 10/31---L----------------- . 1-5 Attendance (ADM, ADA) by school, grade and gender wi th Di strict totals ------------------------------------------------------------------ Enrollment last day of qtr. by school, grade and race-------------------------- --------------------------------------------------- Pupils in grades 7-12 who withdrew by school, grade race and gender-------------------------------------------------------- Attendance (ADM, ADA) by school, grade and gender with District totals Includes report of punils who entered from another state and a report of graduating seniors. ---------------------- Published handbook with District procedures for assigning students to schools--------------------------------------------- Capacity listing for each school_______________ Recorded minutes of each hi^-acia.lcommfifttjnt}. Department Reaponaible/Contact Peraon Office of Organizationa learning Equity____ Office of Organization?  I.P^^rii ng Eqiii^ty ,--- ice of Organizational \u0026amp;-Learainq Equity----------- Office of Organizational \u0026amp; Learuinq Equity----------- Office of Organizational a learning EqiiLty----------- Office of Organizational A Learning Equity______ Rppnrt nf I RSD compl iancewi th .SQF eniii tv. -guidflline: Monitor Incentiye Schools Date Available 1Q./I5. L lQ/1 11ZJ 0____ 15 days aft ?nd of qtr. 15 days aft eniL.flJ.jQlE,- 15 days aft end .af .qtr.- 7/1 r r r Office of Organizational A,I.gaming Equity------ Office of Organizational \u0026amp;earni.ng Equity----------- Office of Organizational X I parni ng Eqiii ty---------------- Office of Organizational \u0026amp; Learning Equi-ty----------- Office of Organizationa \u0026amp; Learning Equity 2Z1 ^qth 5\u0026gt;f pach month in/is QuarterlyTitle Board Agenda Board Meeting Mi nutes School Plans REPORT/INFORMATION AUDIT Content Description Printed agenda of all Board meetings Approved minutes of Board meetings School Improvement Plan State Annual Repc't Meeting State Standards School Profile School Profile EK Department Responaibie/ Contact Person Mac Bernd Mac Bernd Annual Report Report to patrons of District's progress on long-range goals Janet Bernard Assoc.Supt. . Janet Bernard_______ Planning Research and Evaluation Sterling Ingram Communications Dept. Dianne Woodruff Date Available 4th Wed. ea, mo. Monthly as avallable 10-15 10-15 10-15 9-30 annu. News Coverage analysi s Weekly report details category and amount of print news coverage for LRSD, etc. Communications Dept. Dianne woooruff Weekly/ garter! y Press Release analysi s Analysis of kind and amount of news coverage generated from LRSD press release Communications Dept. Dianne Woodruff QuarterlyMEMORANDUM Date: November 20,1992 From: Connie To: Polly Subject: Report/Information Audits The following is a list on information needed that was not listed on the districts information audit BIRACIAL COMMITTEE - Membership list, by race, gender, representative position, address, and phone # from LRSD \u0026amp; PCSSD Monitoring instruments used by all three districts Monitoring team lists (district and school-based) by race, gender, representative position, address, and phone # from LRSD and PCSSD Meeting and monitoring schedule for the school year from all three districts Meeting agendas from all three districts Monitoring reports - LRSD building level biracial committee reports and semester reports from planning and evaluation. PCSSD - local building reports, district biracial committee summary reports and the Office of Desegregations semester reports. PARENT COUNCIL (only LRSD) - Membership list, by race, gender, representative position, address, and phone # Monitoring team list by race, gender, representative position, address, and phone # Meeting and monitoring schedule for the school year Meeting agenda and minutes Quarterly monitoring reportsPTA/PTO - Officers and committees by race and gender from PCSSD and LRSD. membership by race and gender from all three districts. Total MISCELLANEOUS - Press releases from PCSSD and LRSD Recruitment plans from LRSD and PCSSD??? Public relations log or some tracking system from aU three districts District publications (ie newsletters, brochures, videos,... for all three districts (NLRSD did list updated brochures and a quarterly newsletter) VIPS/ PALS monthly or quarterly hours by school, number of hours served, race, and gender from all three districts VIPS/PALS training schedule from LRSD and PCSSD (PCSSD did list a volunteer monitoring training schedule) LRSD Incentive School Mentors by race, gender, and number of hours served monthly or quarterly List of volunteer coordinators by race and gender at each school in aU three districts - List of each schools business and community partner in LRSD \u0026amp; PCSSDGsnersi Information for Ofnca of Desegregotian Monitorin\nO vAttendanca zone maps (as changes occur) ~7 V izAltemative school policies, procedures, and referral process -^Eoard of education/committee meeting schedule iXlapadty of each school building CARE manual (LRSD) i-Distnct Bi-radal committee meeting schedule i/District Bi-radal committee membership list, indudin: t-driy childhood education manual (polides, etc.) 9 race and address i-Edriy .childhood enrollment by school, age level (e.g. four-year-old program), race, gender u-EhroIIment\nfinal Cctobe.^ 1 data by school, grade, class, race, sender L-Ectracurricular/co-curricular participation by school, activity, race, gender '-d^ailure and retention rate, by school, grade, dass, race, gender i-Cifted/talented, AP. enriched, and honors enrollment by school, grade, subject, race, gender Graduation and retention rate for prerious semester by school, grade, race, gender iz'KlPPY partidpation, induding area ser/ed, race, gender z.''lfise.nnce dates, schedule, training topics, trainers (by race, gender) for all e.mployee groups -'M-to-M, magnet, and desegregation transfers by race, grade, sending and receiving school i-'fflonitoring schedules of all district monitoring groups including bi-radal committees i-d^ulticulturai educadon curriculum guides (with redsions as completed) -^A/PTO officers and committee membership by school, race, gender '-'PTA/PTO total membersiiip by school, race vdPolides on extracurricular and co-curricular activities , z- \u0026lt;-^chool improve.mem: plans v^chool profiles i'-SchooI partners in education listing (updated as e.xpanded) - i\u0026gt;-School and district PTA/PTO meetings and school open house schedule '9 c-SchooI voluntee. building coordinator listing, induding race, gender u-Spedal education enrollment, by,school, dassification, race, gender I'Slaffing data by position, race, gender (school and central office) iz5tandardized testing results by school, grade, race, gender '-'Student rights and responsibilities handbooks 'Volunteer training schedule ^oard of education/commictee agendas and minutes '^yiscipline documentations, suspensions, expulsions, referrals to alternative class or school by school, grade, race, gender i/Distnct Bi-radal committee minutes 'district publications (newsletters, brochures, etc) \"Dropouts and reason for withdrawal by school, grade, race, gender \"Monitoring reports of all district monitoring groups ^''Monthly calendar of events (special events, meetings, etc) ^ress releases \"Denotes information of a recurring or ongoing nature\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_779","title":"Report: Preliminary evaluation report on Year-Round Education","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":["2006-01-13"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","School improvement programs"],"dcterms_title":["Report: Preliminary evaluation report on Year-Round Education"],"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/779"],"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":["21 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\nNotice of filing with United States District Court\nCase 4\n82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 1 of 2 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION RECEIVED /^/i. /7 OFFICE OF DESEGREGAHOfl 55OSTOR1HG LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1,ET AL DEFENDANTS NOTICE OF FILING LRSD hereby gives notice of the filing of the preliminary evaluation report on Year-Round Education in accordance with the Courts Order of December 17,2005. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 400 West Capitol Avenue, #2000 Little Rock, AR 72201 501Z376-2011 ZsZ Christopher HellerCase 4\n82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 2 of 2 CERTIFICATE OF SERVICE I certify that on January 13, 2006,1 have electronically filed the foregoing Notice with the Clerk of the Court using the CMZECF system, which shall send notification of such filing to the following: mark.hagemeier@ag.state.ar.us siones@mwsgw.com siones@jli.com johnwalkeratty @ aol .com and mailed by U.S. regular mail to the following addresses: Gene Jones Office of Desegregation Monitoring 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 Judge J. Thomas Ray U. S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, AR 72201 ZsZ Christopher Heller 2Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 1 of 45 RECEIVED OmCEOF DESEGREGATION MONITORING The Extended Yey or Year Round Education Program In the Little Rock Arkansas Schools. An Assessment of Educational Effectiveness With a Focus on African American Student Achievement Draft Report for Comments Only January 13,2006 RHCE/veq James S. Catterall Professor UCLA Graduate School of Education \u0026amp; Information Studies Los Angeles, CA 90095-1521 Please direct comments to the author at: jame$c@gseis.ucla.eduCase 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 2 of 45 Section II. Executive Summary This section will be completed after receiving feedback on this draft report. following are tentative summary findings presently contained in Sections III through VI. Conclusion III.l. The Extended Year schools outperformed the Comparison with respect to percentages of students proficient in literacy and mathematics. year time span leading up to spring 2005, an advantage measured in m scores over the base year as well ! schools over a five the same time period. percentage changes as in absolute percentage proficient point gains over Conclusion III.2. Based on analyses of test score residuals, Extended Year schools ,, owit iraiuudis, cxienoeo Year schools verv modestly outp^ormed comparison schools on the 2005 Grade 4 Benchmark literacy tS and simificanf V _________\n_______r . ________ . inviavy icsi and significantly outperformed comparison schools on the 2005 Grade 4 Benchmark mathematics test. This result means that EY schools generally performed higher than would be expected from past performance and student demoi'phics and tK^n schools generally fell short of predicted scores, particularly fo mathematics Ski And 90(5^\nshow significantly more progress between discinlfoa^ r f Comparison schools in five important indicators: student mobility, in l^th^h suspensions, and African American student proficiency both rra hematics and literacy. Two mdicators of attendance i :.uwcd no magnitude of these changes sc^ols and their consistent outpacing of changes in Comparison schools i  rates showed no for EY indication of positive developments in Extended Year schools. is a significant Conclusion V.l. Two different analyses point XTd'^n'^ emes^^si\n^o R V ? comparisons of the percentages of students proficient on the 2005 Benchmark tests ^mt to this conclusion. And our analysis of correlations between Intersession attendance and academic indicators to small performance advantages for comes to the same conclusion. Academic ___C ___ , , --------IV Uiv doijic WIlUlU: perform^e may be boosted by Intersession attendance\nalternatively or in some........... may reflea \u0026gt;1 whidt slrtdems choose to attend Intersessions and which students do not. attending Intersessions can be made. Under either circumstance, a sound argument for Page II. ICase 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 3 of 45 Conclusion VI.l. The parent, student, and teacher  1... . HC pareni, siuoent, and teacher surveys accumulated over three vears p ovide an derail appraisal of comparative achievement conditions in EY versus regular advantages or on condftions that might contribute to academic advantages, about 60-65 , , '^^lages, about 60-65 percent of parents and students r^rt higher achievement in EY schools. Teachers report better conditions for le^mg, but fewer, only about 35 percent, report actual academic achievement differences fevormg EY schools when asked this question directly. These survey results ^e wholly consistent with our data based achievement assessments presented in sections III, IV, and V. The general characterization gained in these analyses was that there \"................. are small but statistically significant differences in literacy and ^thematics achievement fevoring EY students. This applies both for 2005 Benchmark tests and also as we tracked performance trends over the past five years. What the parents, students, and teachers reported supports this result. Page H.2Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 4 of 45 Section III. Educational Effectiveness of EY Schools - Basic Test Scores Question: What do Arkansas standards test measures suggest about the effectiveness of EY scwolsZ Methods: The Benchmark tests. For this question, we focus on the annual Grade 4 Benchmark tests in literacy and mathematics as our main indicator of elementary school effectiveness. Our interest in this Grade 4 test stems from two factors - first its qualities as a standards-based test and second its consistent use in prior years allowing estimates of achievement change over time. The Benchmark tests are based on academic performance standards developed by the state of Arkansas. Unlike standardized * wj Miv oimc VI zYiR.dii:\u0026gt;db. uniiKe standaraizeu norm- referen^ tests, such as the ITBS or SAT9 which rank student performance according to national percentlies, the Benchmark tests are scored to rate student performance against a set of state-level proficiency standards and thus to provide objective measures of student learning. a year to year for , , Arkansas Benchmark test classifies students as advanced, proficient, basic or b^w basic in both literacy and mathematics according to criteria established for each perfom^ce level. If standards are consistent from year to year, as they are designed to be, the Benchmark fest can detect changes in levels of achievement from Iroth individual students and for school grade levels and entire schools. K c puwci ui these standards-based tests to appraise student and school effectiveness that places them at the center of state school accountability programs nationwide. Its the power of State and national goals for learners are expressed formally as the percentage of C rvrTnrrrunf nt ___a 1_____i . s   . _____ _ . . students performing at the proficient level or higher. The Federal No Child Left Behind Act requires states to set annual performance targets that imply growth of student proficiency rates over time - with a goal of 100 percent of students performing at the proficient level by 2014. We----- - , . . , , - . *^56 the percentage of students performing at the proficient or higher level as the key criterion in our assessment of test scores. Our comparative frameworks. Assessing school performance is customarily assisted by comparisons. One comparison frame is current performance versus past performance - i.e. has the school improved over time? Another comparison is how well a^hool is doing m comparison to other schools. Appraising either absolute perfom^ce levels or performance trends across schools demands identifying like- situated schools as a basis for comparison. This is because schools do not operate from ^^1 .starting points - nor do they necessarily work with equally prepared children Schools across a state r----*  serve differing economic, racial, and cultural populations. Schools . - -----pvpuiaijuiji^. ov servmg more formally educated and higher income families tend to show relatively higher student achievement populations. measures across the board than schools serving poor Page III. 1Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 5 of 45 A task for our evaluation team was to select an appropriate group of schools to (xmpare with the five Extended Year schools of central interest to this study. Because of the overriding importance of the education of Afincan American children driving this evaluation, we used the percentage of African American student attendance as the principal criterion for comparison group construction. The five EY schools are higihghted in Table III.l on the following page. Table III. 1 arrays schools according to Atncan Amencan school attendance and also indicates a measure of student family economic disadvantage - the percent of students qualifying for fi-ee and reduced price lunches. For comparison (or control) schools, we selected a group of schools that suitably bracketed the five EY schools on the basis of Afiican American attendance. These are alw shown in Table III. 1. The average AA attendance for the EY schools is 87.8 percent. The average AA attendance for the control schools is 84.9 percent.' The percentages of are economically disadvantaged students are 87.8 (EY) and 90.0 (control) respectively. Among demo^aphic predictors of student achievement, SES or student family nicoriizontono J 1_________..1. _ disadvantage is considered by far the most important, apart from non- or limited English spring status. (This latter factor is important in some states and urban areas that have fogh populations of immigrant families, especially Hispanics. This is not a systematic factor in the Little Rock schools.) The analyses. In this Section III analyses. we assess school performance with two separate K \\ analysis presents the percentages of students scoring proficient or better in literacy and mathematics respectively. Contrasts are drawn among an early two vpar TV\u0026gt;nz^H _X___ . _______ -___   1 ' ---------------------- CUJ vol 1 y IWV year period (2001 and 2002), a later two year period (2003 and 2004), and finally for the most recent year, the 2005 proficiency test scores.^ These statistics are reported for EY schools, all control schools, and all LRSD elementary schools combined. B. The second analysis reports an assessment of2005 school performance - EY event is described , , _ , ' * ------------- MVi IVlIJiailVC  CI  ^c^^nmodates a change in standards implemented by LSRD for the 2005 Benchmark tests. This standards adjustment and the resulting procedures outlined as the analysis is presented. These percentages are the simple averages of the school-level percentages listed. Taking school population is about 90.2 percent African American Control ^noois are aoout os percent African Amencan. Fot this and a subsequent set of analyses, we aggregated indicators from 01 and 02, and of performance (in other words, measures not suoject t VII Ul UjC Udld. again from 03 measures not subject to the s going Page in.2Case 4\n82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 6 of 45 TABLE III.l Little Rock School School District Extended Year (EY) and Comparison Schools, Selected Characteristics SCHOOL EY Percent AA Percent Disadv. c c c c Rightsell Franklin Watson Mitchell Stephens Woodruff Wilson Geyer Sprs. Bale Baseline iMablevale *** *** c Western His. c Wakefield c Brady c Meadowclf. I Cloverdale *** Romine Washington 100.0% 96.0% 96.0% 96.0% 95.0% 91.0% 89.0% 88.0% 82.0% 81.0% 80.0% 79.0% 78.0% 78.0% 78.0% 77.0% 76.0% 76.0% 87.0% 95.0% 94.0% 93.0% 92.0% 87.0% 94.0% 80.0% 89.0% 88.0% 88.0% I 74.0% 92.0% 82.0% 85.0% 90.0% I 77.0% 81.0% c c c c c [indicates Extended Year Schools c Indicates Comparison or Control Schools Percent AA Percent Disadv,  Percent African American Enrollment Percent Qualified Free and Red. Price LunchCase 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 7 of 45 TABLE m.2 PERCENT OF AFRICAN AMERICAN STUDENTS PROFICIENT BY SUBJECT, GROUP, AND SELECTED TIME PERIODS ALL EY SCHOOLS 2000-2002 2002-2004 2005 LITERACY MATH PCT. PROF. PCT. PROF. 15.7% 12.8% 40.0% 35.5% 21.5% 22.1% ALL COMPARISON SCHOOLS LITERACY MATH PCT. PROF. PCT. PROF. 23.0% 15.6% 46.0% 31.6% 26.3% 23.8% All ELEMENTARY SCHOOLS LITERACY MATH PCT. PROF. PCT. PROF. 37.5% 30.4% 59.5% 47.0% 39.5% 35.5%Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 8 of 45 A. How have EY vs. Comparison Schools performed over time? Table 111.2 (immediately following Table III.l) displays student proficiency statistics for EY and Control schools over five testing years. As described in footnote 2, the early data represent school years 2000 and 2001 combined, the later data combine school years 2003 and 2004, and the final statistics are for the latest foil school year 2004-2005.  Three patterns stand out in this table. One is that the proficiency percentages on the Grade 4 Benchmark tests are considerably higher for the schools overall than for either the EY or Comparison schools. This is expected, since the EY schools, and thus the comparison schools, were chosen because they represented schools with very high levels of economic disadvantage and high African American attendance. The second pattern is that schools in all three groups moved in a generally lockstep fashion over time. There were sizeable increases in student proficiency between the earliest biennium and the second - more than doubling for the EY and Comparison schools with about 50 percent gains statewide. This of course heralded good news for many Little Rock schools over this four-year period. The third pattern is a significant downturn of proficiency rates in the 2005 school year for all three groups. There is an imposed reason for this downturn, the resetting of fest performance standards, which precipitates our second score analysis just below. Extended Year vs. Comparison School performance. As far as appraising the fortunes of EY versus Comparison schools. Table III.2 shows comparable results for the two groups of schools over time, with an edge favoring the Extended Year schools. This edge comes in the larger advances between the 2000-02 biennium and 2005 for the EY schools. EY literacy scores are 37 percent higher in 2005 than 2002. EY math sccrcc arc 73 percent higher over the same time period. The comparable indices for the Comparison schools are 14 percent growth in literacy and 53 percent in mathematics. scores are Interpretive note: differences are smaller than they seem. It is important to place these score changes in perspective. For example, the 37 percent increase in literacy scores for EY schools reported above does not signify a 37 percent increase in overall student performance. It represents movement from 15.7 percent of students proficient in the early biennium to 21.5 percent of students proficient in 2005. This is an absolute gain of 5.8 percentage points. The comparison school gain is 3.6 percentage points over the same time period. Conclusion III.l. The Extended Year schools outperformed the Comparison schools with respect to percentages of students proficient in literacy and mathematics over a five year time span leading up to spring 2005, an advantage measured in percentage changes in scores over the base year as well as in absolute percentage proficient point gains over the same time period. Page IU.3Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 9 of 45 B. Comparing EY versus Control school performance given the 2005 change in the Arkansas Benchmark test score standards. Standards shift. The scores in Table III.2 derived finm a playing field that was the same for both EY and Comparison schools. So head to head comparisons between the two groups of schools are meaningful and were discussed above. However, the dramatic downturn of scores for 2005 for all schools, including the EY and comparison schools, was in part, and probably in large part, due to the fact that the Arkansas Department of Education revised the scoring standards for the 2005 Benchmark tests. Periodic standards resetting is common to state standards testing systems. Arkansas made their standards of performance stricter for the 2005 test The result of this standards shift was that, for example, some ample range of 2005 student test scores that would have warranted proficient ratings in 2004 and earlier test years was now classified as basic. Similar downshifts occurred across the spectrum Therefore it is difficult to interpret the absolute levels of the 2005 scores in the context of the earlier scores. Without some sort of a translation guide that we have not seen, we cannot determine that a given student scoring in, say, the basic range might in fact be performing at the same level as the prior year - a year in which the student was classified as proficient. In short, we dont fully know what to make of the lower percentages of students rated as proficient on the Benchmark tests in 2005 other than to say that the game changed and the tougher standards took their toll. Appraising test scores when standards change. All state testing systems face needs to change standards from time to time  typically on the order of every five or six years. The meaning of proficient and other levels of performance needs occasional review in the context of state educational, economic, and cultural circumstances. Federal education policy directives or climate can also propel standards reviews and adjustments. One way that state systems have managed to maintain continuity between testing years where scores shift dramatically because of standards changes is to create a predictive model for the new scores. This model uses underlying numerical scores available for all Benchmark tests  statistics called a scale scores for each student which can be averaged for each school. Scale scores are typically used to derive student proficiency level statistics and are designed to provide comparability of tests from year to year. The model incorporates factors that would reasonably predict average school scale scores from year to year. The most important factors predicting school test scores are the schools test scores from prior years. In addition, controlling for student family economic status renders predictions across schools more fair. A common linear regression procedure then links the predictive factors and scores across all schools mathematically. What results is an equation that uses a school's previous average student Page UI,4Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 10 of 45 test scale score in a subject such as literacy along with its economic status to predict its current average scale score in the same subject. A simple model or equation for predicting test scores can be created from the information described. Then when actual data for each school are placed into the equation, a predicted test score is generated for each school. In our case, if we know a schools 2003 average literacy score, its 2004 average literacy score, and its economic disadvantage index, a unique 2005 score can be predicted. The equations we derived for literacy and math score prediction are shown at the bottom of Table III.B. 1 and Table 11I.B.2. respectively on the following two pages. States wanting to create sound indicators of whether or not schools are making annual progress build such models and derive predicted school scores. Then each schools actual score is compared to its predicted score. To the extent that a schools actual score exceeds its predicted score, the school is considered to have made progress through the current year. Schools whose actual test scores fall short of their predicted scores are considered to have fallen back and to not have made progress. The individual school statistic describing the difference between its predicted and its actual score is formally called a residual. Positive residual numbers indicate progress. Negative residual numbers indicate slippage - i.e. the actual scores fell short of predicted scores. Larger numbers or more negative numbers indicate larger degrees of progress or slippage respectively. Table IIl.B.l on the following page shows the results of our residual analyses of school level 2005 Benchmark literacy tests scores. Here is what is involved in the presentation: All LRSD elementary schools are listed. The literacy residual score is listed for each school. Pulaski for example scored 2.35 points lower than its predicted score. Dodd scored 11.44 points higher than its predicted score. Deviations from predicted scores of more than about 3.4 points (or about two standard errors) would be considered statistically significant and meaningful. A residual score is listed for each school - the five EY schools, the 12 EY comparison schools, and the other schools. How do EY schools fare in Uteracy? Three of the Extended Year schools have positive literacy score residuals, two of which are statistically significant. The basic meaning of this is that for at least two of these schools, these schools did better than average based on their performance in the two prior years (and controlling for SES). One EY school shows a significant negative residual. The average literacy residual score for EY schools is a positive 2.8. How do Control Schools fare in literacy? Four of the twelve comparison schools show small positive literacy score residuals - none considered statistically significant. Among the remaining eight schools, six have significant negative literacy score residuals. The average residual for the EY comparison schools is negative, -3.72. Page III.5Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 11 of 45 Table III.B.l Literacy Benchmark Residual Scores, Model School PULASKI WILUAMS TERRY BOOKER FULBRIGT OTTER McDERMT CARVER DODD ROCKFLER WAKFIELD WASHING MABEL BASELINE WESTERN KING FAIRPARK FRANKLIN ROMINE WOODRUFF RIHTSELL GEYER BALE MITCHELL CLOVER MEADOW CHICOT WILSON BRADY STEPHENS WATSON Pred.Lit.Score = Literacy Resid -2.35 -5.88 -4.31 -1.98 2.04 6.01 7.9 -5.86 11.44 -5.62 Control Residuals EY Residuals -4.22 9.48 1.17 2.53 Averages -5.12 2.53 -4.19 -6.6 -8.53 -5.18 -15.32 0.46 -1.18 2.92 0.23 -4.69 -3.7225 2.07 15.31 4.27 -7.2 -0.41 2.808 100.1 + (-24.1)SES04 + (.185)UT03 + (.385)UT04 R-Square Mean Scale Score St.Dev. SEM Minimum Maximum SES4 = % free and reduced price lunch LIT03 = 2003 sch. Lit. scale score LIT04 = 2003 school math scale score 0.66 198.28 9.54 1.71 198.29 218.66Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 12 of 45 Table III.B.2 Hathematics Benchmark Residual Scores, Model School PULASKI WILLIAMS TERRY BOOKER FULBRIGT OTTER McDERMT CARVER DODD ROCKFLER WAKFIELD WASHING MABEL BASELINE WESTERN KING FAIRPARK FRANKLIN ROMINE WOODRUFF RIHTSELL GEYER BALE MITCHELL CLOVER MEADOW CHICOT WILSON BRADY STEPHENS WATSON Math Resid 2.3 -24.46 31.88 -25.37 -8.18 4.03 40.6 8.16 33.2 -3.02 -21.04 2.12 4.27 21.37 Averages Control Residuals -31.22 -10.7 -32.64 -31.3 -41 2.13 -25.96 34.54 9.27 15.38 -20.6 9.1 -10.3 EY Residuals 44.09 48.8 23.27 -37.07 -20.14 11.8 Regression: Predicted 2005 Ma Sd.Score = 59.1-(11.85*SES)+.293*MathSS03+.492MathSS04 R-Square Mean Maximum Minimum St. Dev Std.Error 0.47 197.6 276.2 126.9 37.64 6.76 SES4 = % free and reduced price lunch MA03 = 2003 school math scale score MA04 = 2004 school math scale scoreCase 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 13 of 45 Without sifting this information with too fine a comb, the data suggest that the Extended Year schools modestly outperformed their conqjarison schools on the 2005 Grade 4 Benchmark literacy tests when test performance in 2003 and 2004 as well as economic status are taken into account. How do EY schools fare in mathematics? Table III.B.2 presents the results of our residual analyses of Benchmark mathematics test scores. A glaring difference between these data and the literacy residual scores is that the numbers are much larger - large positive and large negative numbers show up frequently. The reason for this is that there is a much wider range of scores in mathematics than in literacy, with larger variation throughout the distribution. (The minimum and maximum predicted scale scores, along with standard deviations, are shown at the bottom of each table.) In plain terms, math performance varies much more widely across Little Rock elementary schools than does literacy performance. As shown in the mathematics residual table, three of the EY schools have positive mathematics score residuals, all of which are statistically significant. The basic meaning of this is that these three schools did better than average based on their performance in the two prior years (and controlling for SES). Two EY schools show significant negative residuals. The average mathematics residual score for EY schools is a positive 11.8. How do Control Schools fare in mathematics? Five of the twelve comparison schools show positive mathematics score residuals - all considered statistically significant. All of the remaining seven control schools have significant negative literacy score residuals. The average residual for the EY comparison schools is negative, -10.3. These data suggest that the Extended Year schools significantly outperformed their comparison schools on the 2005 Grade 4 Benchmark literacy tests when test performance in 2003 and 2004 as well as economic status are taken into account. General caveat. It is important to remember that outperforming in the residual analyses does not necessarily mean that schools attained higher 2005 Benchmark test scores than others. It that means that schools did better than predicted based on past performance and student family economic status. Conclusion 111.2 Based on analyses of test score residuals, Extended Year schools very modestly outperformed comparison schools on the 2005 Grade 4 Benchmark literacy test and significantly outperformed comparison schools on the 2005 Grade 4 Benchmark mathematics test. This result means that EY schools generally performed higher than would be expected from past performance and student demographics and that comparison schools generally fell short of predicted scores. Page III.6Case 4\n82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 14 of 45 Note - the Benchmark Test score trends for African American students between 2000 and 2004 are explored in Section IV. Page 111.7Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 15 of 45 Section IV. Effectiveness of Extended Year versus Comparison Schools LRSD Portfolio of Data In the fall of2005, the Little Rock School District published a draft report titled Portfolio of Data for the Little Rock School District. This is a rich document that presents statistics related to most of the issues conunonly tracked for schools. The report contains detailed displays of data each school, for each grade level, and for each of five school years, 2001 to 2005. Topics range across issues of attendance, student behavior, student mobility, and student achievement. For many topics, separate tables are presented for African American students. This last feature was attractive to our team, given our mission and the subjects of the litigation. This Portfolio of Data is a valuable resource for anyone wanting to do analyses of individual schools or groups of schools as well as wanting to conduct comparative analyses - across years or across schools. As we read the document, we identified seven mini-studies that the data would support. Each afforded opportunities to compare Exterrded Year schools with our Comparison schools - and to set these against data for all district elementary schools combined. We chose to explore all topics in the Portfolio of Data that would cormnonly be regarded as indicators of the performance or effectiveness of an elementary school. This was the resulting inventory: a. b. c. d. Student mobility. Student attendance. African American student attendance. Student disciplinary referrals. e. Short-term student suspensions. f. African American student performance on Benchmark math tests. g. African American student performance on Benchmark literacy tests. Approach to the analyses. We used the same methods to pursue all seven analyses as follows: We assessed students in grades 3,4, and 5 together. This selection reflected our interest in assessing students who potentially had enrolled for multiple years in the same school in order to benefit from whatever the school had to offer. And combining the grade levels supports indicators of whole school performance. We sought indications of performance-change over the past five years, from the earliest year to the latest year that data were reported. The EY school programs were launched during this time period and their effects stood to show up as changes in the Portfolios indicators, early to present. Page rV. 1Case 4\n82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page16of45 Our assessment of progress or change in each of the seven areas was based on average performance in the two most recent years (2003-04 and 2004-05) with the average performance in the first two years reported (2000-01 and 2001-02). This involved averaging the scores for each two year time period. When looking for trends in multi-year school data, change based on two year starting and ending points is less influenced by fluctuations in the statistics from one year to the next, which can mask patterns of change. We report growth as percentage changes in indicators for each of the seven areas. This choice reflects out interest in comparing these areas of performance in a common metric. Table IV. 1 on the following page shows the results of all seven analyses, and for each of the three groups of schools - all EY schools, Comparison schools, and all district elementary schools. Results. Positive advantages, i.e. higher percentage growth in measures, show for Extended Year schools than for control schools in all seven areas. In two areas, all student attendance and African American student attendance, the reported changes for all three groups are negligible and differences between school groups even smaller. In each of the five remaining areas, EY schools show quite favorably when contrasted with Comparison schools. We discuss each, starting from the leftmost column of Table IV. 1. Student mobility. EY schools showed a decline in student mobility of about 19 percent over the five years. This means that their students tended to stay longer in the same school as the years progressed. Comparison school student mobility remained unchanged over the five years, and the mobility of students across all elementary schools combined decreased by about 11 percent. Student disciplinary referrals. As shown in the fourth column of Table IV. 1, student disciplinary referrals in Extended Year schools declined by about 14 percent between 2000 and 2005. In contrast, student disciplinary referrals increased by 85 percent in Comparison schools and by 44 percent in all schools combined. Sborf-term suspensions. Change patterns in student suspensions paralleled change patterns in disciplinary referrals for the three groups of schools. Extended Year schools experienced a nearly 25 percent decline in short-term suspensions, while suspensions grew in Comparison schools by two-thirds and in all schools by about 34 percent between 2000 and 2005. African American student math proficiency. The percentage of Extended Year school African American students rated as proficient on the Grade 4 Benchmark mathematics test rose considerably in Extended Year schools Page IV.2Tble rv.l Percentage Change In Selected Indicators from 2001 to 2005, Extended Year Schools, Hatched Cempariaon Schools, and All Elementary Schools Student Mobility Average Student Attendance Days African American Student Attendance Student Disciplinary Referrals Short-term Suspensions Share of African American Students Proficient, Benchmark Math Tests Share of African American Students Proficient, Benchmark Literacy Tests EY Schools Comparison Schs. Atl Elem Schools Notes: Growth (o decline) in percentage terms 49.10% 0.13% -11.36% Sig.Diff. 1.63% 1.96% 13.86% I -24.38% I 178.43% I 154.76% EY Schools 1.59% 1.31% 84.98% 66.67% 102.46% 98.02% Comparison Schs. 2.26% 2.01% 43.54% 34.14% 54.61% No Significant differences Significant differences 58.67% All Elem Schools (Significant difference refers to Extended Year Schools vs. Comparison Schools.) 1. Data Source: LSRD: Portfolio of Data for the Little Rock School District, 2005 2. Benchmark Test proficiency comparisons are 2000-2001 and 2001-2002 (averaged to establish a a baseline) versus 2002-2003 and 2003-2004 (averaged to establish outcome years). 3. The remaining five comparisons compare 2004 and 2005 data to 2000 and 2001 data. 4. Combining two early and two late years respectively for pre- and post- measures provides more stable estimates than single school years, for which values tend to fluctuate due to random influences. O 0) cn CD 4^ do N3 a O O 00 a\u0026gt; 5 O o o c 3 CD  Ca3 CO CD 00 Q ex O O O CD T 0) (Q CD O cnCase 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 18 of 45 between 2000 and 2004' - by 178 percent. The percentages of African American students scoring at proficient levels in Comparison schools and in all schools also increase - but by lower margins: 102 percent and 55 percent respectively. African American student literacy proficiency. The percentage of Extended Year school African American students rated as proficient on the Grade 4 Benchmark literacy test also rose considerably between 2000 and 2004 - by 155 percent. The percentages of African American students scoring at proficient levels in Comparison schools and in all schools also grew - again by less than the growth attained for the EY schools: 98 percent and 59 percent respectively. Summing up The statistics presented in Table IV. 1 comparing patterns of change across seven performance indicators uniformly favor Extended Year schools over Comparison schools, in five areas substantially so. While it may ultimately prove difficult to link each of these indicators to conditions brought to the schools by virtue of participation in the Extended Year program, the uniformity of the trends reported suggests that some thing or things in common have been productively at work in the Extended Year schools. Conclusion IV.l. Extended year schools show significantly more progress between 2000 and 2005 than Comparison schools in five important indicators: student mobility, disciplinary referrals, short-term suspensions, and African American student proficiency in both mathematics and literacy. Two indicators of attendance rates showed no meaningful change for either group of schools. The magnitude of these changes for EY schools and their consistent outpacing of changes in Comparison schools is a significant indication of positive developments in Extended Year schools. The Portfolio of Data presents Benchmark test proficiency statistics for only four schools years - up through 2003-2004. The changes rqxtrted here are for the time span 2000 through 2004. We noted earlier that Benchmark proficiency scores declined systematically between 2004 and 2005, and declined for all schools because of standards resetting. This change for 2005 is not accommodated in this analysis. Page rv.3Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 19 of 45 Section V. Assessing Extended Year School Intersessions A core component of the Extended Year school is the Intersession (IS). These are one or two week special study units that serve to extend the school year by as much as four weeks  into late June each year. The intersession programs vary a great deal  mainly offering special interest topics. They are not designed as academic remediation opportunities. Many regular school teachers take the opportunity to diversify their teaching and to earn extra compensation for conducting Intersession classes. About sixty percent of enrolled students in the Extended Year schools as of spring 2005 had participated in between 1 and 3 Intersessions. As shown in Table V.2 below, about 65 percent of all students in the Extended Year schools and 59 percent of African American students were IS participants. Because the number of non African American students in EY schools amounts account for only about 10 percent of students, these different participation rates imply that the approximately 60 non-African American students participate in Intersessions at very high rates. In this section of our report, we display two ways of assessing the academic importance of intersession attaidance. We must begin with the caution that because the Intersessions themselves are generally not devoted specific to mathematics or literacy skills, we would not expect strong influences on test scores due to the nature of Intersession instruction. Yet all Intersessions involve the use of the English language in a variety of ways. And they most probably incorporate language that is more aligned with school reading, writing, and spoken word than with out-of-school language. Moreover, Intersessions cause students to remain in school and school-like environments of the school year that what students experiences in regular calendar schools. over more Intersessions also keep children in something of an in-school frame of mind for longer school year than what children experience in non Extended Year schools. a Our inquiry results are consistent with an Intersession program with the qualities described above. As we soon present. Intersession attendance within EY schools is associated with small but meaningful academic advantages. Intersessions and proficiency scores  basic comparisons. Table V.l on the following page presents an overview of Intersession participation and the differences in student performance between Intersession attendees (lAs) and non-attendees (NAs). The following are the most important perspectives shown on these issues: Of the 589 grade 3, 4, and 5 EY school students, 342 had attended one or more Intersesskms and 244 had not. The student SES (economic disadvantage) percentages differ by only one point for the two groups. Page V. ICase 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 20 of 45 Table V.l All EY Schools, Intercession Participants vs. Non-participants, by selected groups and performance outcomes, Grades 3, 4, and 5\nN=589 LR District All 5 Extended year (EY) schools: Attended Intercession Did Not Attend I.S. N students (Grades 3-5) 5630 342 244 Percent Econ. Disadvantaged 64.0% 82.0% 83.0% % Proficient Literacy 39.5% 26.0% 19.7% % Proficient Math 35.5% 25.1% 22.2% Race/Ethnic Distr: African American White Hispanic Asian, Pacific Is 68.5% 22.3% 4.1% 5.0% 92.7% 4.1% 2.0% 1.2% 88.0% 4.0% 4.4% 3.6% N of students N of sessions 244 90 121 132 0 0 1 2 3 4 pageCase 4:82-cv-00866-\\/VRW-JTR Document 3998 Filed 01/13/2006 Page 21 of 45 Proficiency scores, using for our purposes the percentage of students scoring at the proficient level in the 2005 Benchmark tests, are higher for lAs than for NAs. In literacy, the advantage for IS attendees is 26 percent proficient versus just under 20 percent proficient for non-attendees. The difference in mathematics is smaller - about 25 percent proficient versus 22 percent. While these differences and distinctions are small, they are consistent with some sort of language effect of Intersession attendance involved with language in various ways but not generally involved with mathematics instruction or math-related experiences. Table V.l also shows the racial/ethnic breakdown of both the lA and NA groups - the attending group was nearly 93 percent Afiican American, while the non-attending group was a smaller 88 percent Afiican American. Also shown in Table V.l are the number of Intersessions taken by children in the attendee group - 132 had taken 3 sessions, 121 had taken 2 sessions, and 90 attendees had taken 1 Intersession among the 2005 students in EY schools. Table V.2 shows contrasts between Intersession attendees and NAs in finer detail than Table V.l, while also showing statistics specifically for African American students as well some baseline comparisons statistics for all LRSD students. In general, similar academic performance advantages for Intersession attendees show for both Afi-ican American and for all students. This makes sense given that about 90 percent of the EY school students are African American. Raw test scores (number of items correct on the 2005 literacy and math Benchmark tests) are shown along with test scale scores and the patterns in these scores parallel those reported for student proficiency. The message in the test comparisons, no matter which scores are used, is the small performance advantage shown for Intersession attendees over non-attendees. While the difference is very small and statistically insignificant, the advantages accruing to Intersession attendance appear to be a little smaller for Afiican American students than for all students combined. After the next analysis which gets at the same questions in a different way, we comment further on the small differences between lAs and NAs shown in Table V.2 data. Correlations of Intersession attendance with achievement indicators. Another way to explore the implications of Intersession attendance is a straightforward look at correlations between attendance (versus non-attendance) on the one hand and available performance indicators on the other hand. This analysis asks the question, does Intersession attendance associate with (or correlate with) higher individual literacy math scores? For this analysis we assigned a 1 to each student who had attended one or or nrore Intersessions and a 0 to non-attendees. We then incorporated more differentiated scales of literacy and mathematics than just proficiency versus non-proficiency. We used literacy and mathematics performance levels scaled 1 through 4 to capture the below basic to advanced range in student performance. We also explored literacy and math test raw scores (numbers of items correct) as alternative indicators of performance. Since the basic Page V.2Tble V.2 Student performance In EY schools by participation In Intercessions\nAll students and All African American Students, Grades 3, 4, and 5. 2005 For nf^renco! All Little Rock Student^^n^ 3-5 All students In Extended Year Schools (NarSSS): Attended Intercession Did Not Attend l.S. N S664 343 249 Percent attending or not: 64.5% 35.5% Percent econ DIsadv. 65.8 82.0% 80.3% % Proficient Literacy 59.5 26.0% 19.7% % Proficient Math 55. S 25.1% 22.2% Average Raw score, 2005 Literacy (sd) 56.5 18.1 50.7 19.2 45.8 20 Average Raw score, 2005 Math (sd) 56 16.6 33 17.7 29.7 17.2 Grade 4 Ave scale score Literacy (sd) 205 52.6 189.1 38.4 188.3 0.28 Grade 4 Ave seels score Math (sd) 207.8 95.5 190.8 108 183.9 108.6 (sd) Indicates standard deviation All African American Students In Extended Year Schools (N=539) Attended Intercession Did Not Attend l.S. 318 219 59.2% 40.8% 84.3% 81.3% 24.6% 23.3% 50 18.1 30.7 16.1 189.7 33.1 180.2 100.3 19.1% 21.0% 45.5 19.8 29.2 16.7 187.8 27.6 179.24. 108.2 page O 0) (Ji (D 4:^ do NO 6 O O 00 05 O) -1 O O O c 3 CD  W LD LD 00 CD Q. O w o o 05 T3 0) co to N) l\\5 O UICase 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 23 of 45 concerns surrounding academic achievement are focused on standards and the requirements of No Child Left Behind, the performance level indicators should be considered more important than the raw score indicators. Table V.3 on the following page displays a standard correlation matrix showing relationships among five different variables, including literacy and mathematics performance indicators as well as Intersession attendance. The boxes contain data describing correlations between the scores in each row (labeled on the left side of the matrix), and the scores displayed respectively across the tops of the columns. (The top number in each cell shows the correlation coefficient (Pearsons r), the center number is a standard indicator of statistical significance - any number less than .050 implies a significant correlation, and the bottom number is the number of students involved in the analysis. Note: the asterisks attaching to the correlation coefficients also conform to standard statistical reporting. Correlation coefficients with one asterisk are significant at the 95 percent confidence level. Two asterisks indicate a 99 percent confidence level. Ninety-five percent and higher confidence levels signify that the correlations show real positive relationships between the two scores as opposed to chance or spurious associations.) Correlations show as the number 1 in a diagonal row of boxes result when an indicator is correlated with itself- perfect correlation. As another example of reading from this matrix, literacy performance levels correlate very highly with literacy raw scores\nthe correlation coefficient is .895 and this correlation is significant at the 99 percent confidence level. The main display of interest in the Table V.3 matrix is the bottom row. Reading across, this shows correlations between Intersession attendance and four respective performance indicators: literacy performance level, literacy raw scores, math performance levels and math raw scores. All of these performance indicators derive from the 2005 Benchmark standards tests. Intersession attendance would have occurred largely in spring 2004 and spring 2003. A few sessions would go back as far as spring 2002 for these students. What is shown is fairly straightforward. Intersession attendance correlates positively and significantly with both literacy indicators, and with the mathematics test raw scores. The correlation between Intersession attendance and mathematics performance level warrants about a 0.91 confidence level  approaching statistical significance. While there are positive correlations between Intersession attendance and the literacy and mathematics performance indicators, the correlations are small - all are in the 0.10 range. These small correlations are entirely consistent with the contrasts in proficiency levels between Intersession attendees and non-attendees reported in the previous analysis and shown in Table V.l. Page V.3Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 24 of 45 TABLE V.3 INTERSESSION CORRELATIONS WITH PERFORMANCE ALL GRADE 3,4 and 5 EY STUDENTS, 2005 QmbtioDs UnTLEV LTHflEV I^arson Cone btion Sig. (2-ta)kd) K LTTRAW .895* MAPBtfLV .686* MATHRAW .733* intersessicxt yes no .101* UTMW Pearson Cone btion Sig. (2-tailed} N f^arson Corre btion Sig. (2-taibd) N MATHRAW Pearson Cone btion Sig. P-uiled) N 589 .895* .000 589 ,686* .000 589 .733* .000 589 .000 .000 .000 .032 589 595 .679* .000 589 .756* .000 595 589 589 454 .679* .756* .124* .000 589 589 .932* .000 589 .000 595 .932* .000 589 595 .008 460 .080 .089 454 .093* .046 460 inlerscssion yes no T^arson Corre btion Sig. (2-taibd) N .101* .124* .032 .008 .080 .089 j093* .046 454 460 454 460 460 NWPHUTV 1 I I 1 1 \"* Cbrretaiion is signiTcant al the 0.01 level (2- tailed), *. Oxrelation is signiBcant al the 0.05 levd (2- (aikd). LITPFLEV LITRAW MAPERFLV MATHRAW Literacy performance level Literacy raw Score (N items correct) Mathematics performance level Mathematics raw score (N items correct) Intersession Yes/NO Contrasts students who have taken one or more EY intersessions with those who have not participated.Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 25 of 45 Interpretative note. The performance advantages shown in Table V. 1 and Table V.2 are statistically significant, but the differences are small. The differences are real, but there is no certain way of answering an important underlying question. This is whether the differences result from intersession attendance, or whether they simply reflect differences between students who choose to attend Intersessions and those who do not. In typical appraisals of this sort of quandary, the larger are the differences the greater is the importance of the question. So this is not a crucial question facing this evaluation. There is some reason to not be too concerned about the genesis of performance differences shown in this section for Intersession attendees. Under either circumstance, we would be inclined to recommend that students attend Intersessions. As one possibility, the experience would provide a boost to achievement. As another possibility, students who choose to attend Intersessions give themselves an opportunity to associate and work with students who, on average, are doing somewhat better in school. This alternative possibility might also bring advantages to Intersession attendees. Conclusion V.l. Two different analyses point to small performance advantages for students who attend Extended Year school Intersessions in comparison to students who do not attend. Direct comparisons of the percentages of students proficient on the 2005 Benchmark tests point to this conclusion. And our analysis of correlations between Intersession attendance and academic indicators comes to the same conclusion. Academic performance may be boosted by Intersession attendance\nalternatively or in some combined way, the observed differences may reflect just which students choose to attend Intersessions and which students do not. Under either circumstance, a sound argument for attending Intersessions can be made. Page V.4Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 26 of 45 Section VI. Surveys of Parents, Students, and Teachers Specialized Parent Interviews This section reports the results of three years of surveys of Extended Year school parents, students, and teachers. We also conducted a set of in-depth telephone interviews with EY school parents who had parent experience in both EY and regular calendar schools. Some of the children of interviewed parents had transferred schools, some parents had students in both types of schools, and some parents had experienced the conversion of their school from a regular calendar to Extended Year. In all of these instances, parents were in a position to point out differences between the two sorts of school experiences. Survey methods. LRSD research and evaluation staff began surveys of EY school parents, students, and teachers in 2002-2003. The questions in these surveys focused on academic achievement issues as well as on qualities of the EY experience. For this evaluation, we replicated verbatim the multiple-choice questions past year surveys. This provided continuity and opportunities to assess changes in responses over time. The multiple choice questions from these surveys can be seen in Tables VLl.C, VI.2.G, and 17.3.0 below where we present consolidated tallies of three years of parent, student, and teacher surveys respectively. Each of these tables shows all of the survey  questions along with distributions of responses. We also invited parents, students, and teachers to respond in writing to open questions related to differences between EY school and regular calendar school experiences. These open-response questions focused on achievement issues and offered opportunities for respondents to suggest ways to improve EY schools. These open questions were composed with consultation from the LRSD PRE staff who in turn consulted with individual EY school personnel as these questions were written. These questions were concerned mainly with differences between Extended Year schools and traditional calendar schools. The surveys were finalized in late summer of 2005. The surveys were administered to students in grades 3,4, and 5 by LRSD PRE staff who coordinated administration efforts in the five EY schools. Schools sent parent surveys home and collected completed surveys. And EY school teachers completed our surveys directly. For the three-year period, we amassed 525 individual parent surveys, 636 student surveys, and 157 teacher surveys. The teacher survey response rate was close to 100 percent. Parent and student survey returns rates were about 30 percent overall. Page VI. 1Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 27 of 45 Presenting interview data for this draft report. The following 26 pages display a great many statistics and much information generated from our parent student and teacher surveys. We also append to this report 30 pages of survey data showing results for EY schools individually. Here is a guide to what is included, in order: From Parent Surveys Table VI.l.F Table VI.2.F.2 Table VI. l.G Parent written response table Parent comparisons of schools Consolidated parent survey data for eight multiple choice questions 1 page 2 pages 3 pages From Student Surveys Table VI.2.F Table VI.2.G Student written response table. Consolidated student survey data for 11 multiple choice questions 1 page 3 pages From Teacher Surveys Table VI.3.F Table V1.3.G Teacher written response table Consolidated teacher survey data for 12 multiple choice questions 1 page 3 pages From Parent Interviews Detailed displays of quotes and response distributions for 8 questions 12 pages Appendix: Individual school results from parent, student and teacher surveys 30 pages Our final report will go further in its analyses of our survey and interview results than we do in the coming pages. For this Draft Report, we focus on the core issue of student achievement and the differences that the Extended Year calendar may bring to students. We draw on observations and assessments from each table. All contrasts reported are between Extended Year and regular calendar year schools. Page VI.2Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 28 of 45 Working notes on survey and interview tables From Parent Surveys Table VI.l.F Parent written response table 1 pages About two-thirds of parents report that EY schools are better when it comes to student academic success. The largest cluster of reasons for this is that shorter breaks cause students to forget less and that staying in school longer helps keep student minds fresh. Parent suggestions for improvement of the EY program are spread across several ideas, although more than half claim there is no need for improvement. Suggestions include more educational opportunities (e.g. as opposed to recreational or hobby-focused Intersessions), more tutoring, better parent information, and better childcare to boost after school and intersession opportunities. Table VI.2.F.2 Parent survey quotes 2 pages This table contains the raw quotes that support the analysis of parent survey comments presented in the previous table. Table VI.l.F Table VI.LG Consolidated parent survey data 3 pages This table displays distributions of parent answers to multiple-choice questions on the parent survey. Tlu-ee years of parent survey data are consolidated for this presentation. The most important observations regarding student achievement from this table include: Just over half of all parents cite higher achievement in EY schools and over 60 percent would prefer that their children continue in EY schools. A large majority of parents believe that children are more interested in school when in EY schools. Half of the parents favor the expansion of the EY model to other schools. From Student Surveys Table VI.2.F Student written response table. 1 page The student quotes reveal mixed feelings on the part of students about whether or not students do better academically in EY schools. Positive answers center on having Page V1.3Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 29 of 45 more time in school and having a greater variety of school experiences. Negative answers are spread out, but concentrate somewhat on the fact that some EY students have siblings in regular schools and that the clash of calendars can be disruptive. Table VI.2.G Consolidated student survey data 3 pages Students report more interest in school in EY schools (84 percent) and that the EY school teachers are more patient and helpful (89 percent). These two questions gained more consensus than other questions across all surveys. Most (79 percent) feel that they have more time to secure extra help when its needed. About 56 percent of students claim that they leant more in the EY structure than in regular schools. Students do not favor shorter vacation periods, however. From Teacher Surveys Table VI.3. F Teacher written response table i page As with parents and student, teachers offered comments indicating that students achieve at higher levels in EY schools than in regular calendar schools. The teachers who feel this way report three main reasons: students forget less with shorter TTXivr ivvi uno waj icpvii uucc iiidiii rcdbunb. siuaeiiis lorget summers, the whole schedule produces less stress and less burnout that regular calendars, and it is easier for students to catch up in EY schools if they get behind. Among teachers feeling that EY schools do not present academic advantages, many report that there is essentially no difference between the two types of calendars when it comes to academic achievement\nothers cite attendance problems at Intersessions in the EY schools as holding back what could be higher student performance. Teacher suggestions for improving EY schools include adding professional development opportunities for EY school teachers, extending all schools to the EY model to bring benefits to all and to make school calendars consistent for all children. A prominent suggestion for improvement was adjusting the calendar to have a shorter break in February and a longer break before Intersessions in May. Table VI.3.G Consolidated teacher survey data 3 pages Teachers are less positive than parents or students about the relative academic benefits of Extended Year schooling. Just over one-third of teachers feel that EY schools boost academic achievement. They tend to agree that EY schools bring a wider variety of educational experiences to their students and two thirds believe that students benefit from the Intersessions. A majority believes that EY schools offer more academic continuity. Page VI.4Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 30 of 45 About half of teachers find EY schools less stressful A large majority of teachers report that they benefit from opportunities to earn stipends for optional Intersession employment. Rounding up the surveys There are many questions worth exploring in the survey data we collected. The constituents involved, especially parents and teachers, will probably take interest in the results. Discussions of the surveys may lead to further insights and suggestions for Extended year schools and we will seek feedback before submitting the final report. But we venture one survey-based conclusion at this point regarding our most important subject, student achievement. Conclusion VI.l. The parent, student, and teacher surveys accumulated over three years provide an overall appraisal of comparative achievement conditions in EY versus regular calendar schools. The result is that when reporting academic advantages or on conditions that might contribute to academic advantages, about 60-65 percent of parents and students report higher achievement in EY schools. Teachers report better conditions for learning, but fewer, only about 35 percent, report actual academic achievement differences favoring EY schools when asked this question directly. These survey results are wholly consistent with our data based achievement assessments presented in sections III, IV, and V. The general characterization gained in these analyses was that there are small but statistically significant differences in literacy and mathematics achievement favoring EY students. This applies both for 2005 Benchmark tests and also as we tracked performance trends over the past five years. What the parents, students, and teachers reported supports this result. Parent Interviews Detailed displays of quotes and responses. 12 pages The final entry in Section VI of this report is our report of our parent interviews. The responses to parent interviews will be set against insights reported by parents. students, and teachers from surveys for the final report. The parent interviews, having been conducted in fall of 2005 also serve a contemporary check on conditions in EY schools from the parents perspectives. Page VI.5Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 31 of 45 Appendix School level survey data 30 pages Detailed reports of all survey data by school are shown in the appendix to this report. These data were the building blocks for the consolidated interview data we have focused on for this draft report. These individual school charts may inspire feedback from constituents at specific schools as we proceed to our final report. Page VI .6TABLE VI.l.F Parent Discussion Questions 2005 l.Do you think Year Round Education is better than regular school for helping students succeed? Why do you feel this way? Yes, Because: Keeps students' minds fresh/they forget less during breaks More time for educatlon/less distractions Keeps them focused on school They learn more My student likes it Gives students who are behind more time to catch up Student gets more vacation time #thls answer 26 21 21 17 3 7 6 total who answered 138 138 138 138 138 138 138 %this answer 19% 15% 15% 12% 2% 5% 4% No, Because: Student is left out from summer activltes and family vacations Student gets burned out Kids in the family are on different schedules Childcare problems for working parent 14 66 11 138 138 138 138 10% 4% 4% 8% 2. How can we improve Year Round Education Schools? More educational activities and field trips More tutoring Childcare for working parents during after school and intersessions More favorable teacher/student ratio Keep parents more informed Good as Is/No Improvements needed 14 17 15 3 12 26 87 87 87 87 87 87 16% 20% 17% 3% 14% 30% page O fl) cn (fl 4s. do ho cS \u0026lt; o o 00 (35 (35 -I 73 O o n c3 CD  CO co co 00 31 ((D2 . O wM O O 05 QT)3 (tQo CO ho O UI Case 4:82-cv-00866-WRW-JTR TABLE VI.1.F.2 Document 3998 Filed 01/13/2006 Page 33 of 45 Question 1: Do you think Year Round Education is better than regular school for helping students succeed? Why do you feel this way?  Because it provides a continuous learning environment and a safe place to be.  I feel that Year Round Education has kept my childrens minds active and they retain more of what they learn.  Educators spend more time teaching rather than re-teaching skills that have been displaced due to long gaps within the summer.  I feel that the short breaks within the school year give the parents, teachers, and --------------  J UX ^14 LOy kVUVllVi aj IKJ students much needed time away from school activities, such as homework, etc., and when school resumes everyone comes back replenished.  I dont like YRE because the program takes away summer vacation from the children and their family.  I think they have more time to know the concept of study in the YRE school.  Its not the length of time at school, its the quality and caring of the teachers and assistants.  The staff are more attentive with students. Intersessions give students the opportunity to do extra educational activities during school hours.  I think the year round school molds kids into loving school and I think it will help a lot of children in the long run because I think the longer you work at something the more things you can accomplish.  Year round schools interfere with our family vacations in the summer. We cannot plan our family activities now as we did before because we knew the months the kids were out of school.  Students should have their summer available to stay away from regular academic studies for fun and refreshment. My kids are fed up with the year round program and are starting to dislike school.  The YRE school has not been beneficial to my child due to the fact that she was never included in the intersessions. She is not performing to the best of her abilities and could have used the extra help. I am very disappointed in the YRE. We were never notified of the intersession in time to sign up.  Its good because the student doesnt have a long period between breaks. This allows the student to remember previous information.  My daughter aint learning nothing anyway. Her teacher is just giving her grades to pass her to the next grade. My daughter is a first grader and she cant read she dont know small words like was, come, is, words like that.  There is no difference. The students spend the same amount of time in school, just different time spans.Case 4:82-cv-00866-WRW-JTR TABLE VI.1.F.2 Document 3998 Filed 01/13/2006 Page34of45 Question 2: How Can we improve Year Round Education Schools?  Making their summer vacation a little longer and start their summer with regular school.  By making intersession available for every child who wishes to attend.  I think they need to have tutors. Like hire students from high school. They help the little ones and they can have some cash.  Have more meetings and have the parents come in and see what the parents are doing in class.  Make conferences with the teachers and parents.  Keep the parents excited about the program and let them know how important it is that parents are visible so our children can develop in a more positive academic manner.  I think they need more teachers and less students in the classrooms because some students struggle more than others and need more attention. They need to have teachers who just work with struggling students, so it wont effect the students who are where they need to be.  Teachers need more time with kids and really teach them what they know. Ive come across a lot of teachers who are not happy doing what they do and its just sad because I get scared that it will make school a bad experience for my daughter.  I think they should stop being so mean and let the children talk at lunch and on the playground.  Revamp the curriculum to coincide with testing.  Make sure VOUr Student.s are wnrHno nn thpir your students working on their educational level. Some students are more advanced than others. They need to be taught on that level any other will stifle what they are learning and they become bored.Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 35 of 45 TABLE VI.l.G CONSOLIDATED PARENT COMPARISONS, EY VS. REGULAR SCHOOL SCHED. My children show a greater interest in their educational program. Number N= Percent Agree Disagree No Opinion total 395 55 75 525 525 525 525 75% 10% 14% 100% My children like having a number of short vacation periods. Number Percent Agree Disagree No Opinion total 306 153 64 523 523 523 523 59% 29% 12% 100% A wider variety of educational programs has been provided for my children. Number N= Percent Agree Disagree No Opinion total 313 115 102 530 530 530 530 59% 22% 19% 100% N = My children have achieved at a higher level than in their previous 9-month school. Number N= Percent Agree Disagree No Opinion total 282 120 130 532 532 532 532 0 53% 23% 24% #DIV/0! Our personal family life activities such as church, scouts, clubs, etc, have not been affected. Number N= Percent Agree Disagree No Opinion total 405 75 43 523 523 523 523 77% 14% 8% 100% My children have attended one or more intersessions this year. Number N = Percent Agree Disagree No Opinion total 383 92 65 540 540 540 540 71% 17% 12% 100%Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 36 of 45 CONSOLIDATED PARENT COMPARISONS, EY VS. REGULAR SCHOOL SCHED CONT'D This program should be expanded to other schools in this district on an optional basis. Number N= Percent Agree Disagree No Opinion total 278 118 145 541 541 541 541 51% 22% 27% 100% I want my children to continue in this program. Number N= Agree Disagree No Opinion total Percent 337 111 89 537 537 537 537 63% 21% 17% 100% Gender Male Female Total Ethnicity Black White Other Total 100 430 530 0 0 429 29 53 511 Number of children in a YRE school 8 16 24 235 183 97 21 536 Number of children enrolled in regular schools before they were enrolled in a YRE school. 0 1 2 3 4+ total 147 168 124 37 23 499Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 37 of 45 CONSOLIDATED PARENT COMPARISONS, EY VS. REGULAR SCHOOL SCHED CONT'D Children attending school on a regular May-August calendar Elementary Middle school senior high 124 81 58 Grade level of children K 1 2 3 4 5 Total 15 148 153 119 120 143 698Case 4:82-cv-00866-WRW-JTR TABLE VI. I F Document 3998 Filed 01/13/2006 Page 38 of 45 YRE Schools: Collected Student Quotes Question 1: Do you think Year Round Education is better than regular school for helping students 0110000/19 f _ _ I __ .O  succeed? Why do you feel this way?  Year round school help us learn for a long time because we go longer.  My year round school is better because we got a computer lab.  Yes. 1feel this way because 1 like being out of school.  No. I think that because when I cousin is out I be still going to school.  No. J feel very good at the regular school and I study more every day there.  Yes. It helps your education and we gel caught up more on fourth grade work.  1 say yes because you can learn more. Also you can get ~c~c .Nsc  Yes. Because you are starling to talk in English and get friends you will know better.  No. the reason why is because we 're always out and we 're hardly learning.  Yes. 1 think il does because you can learn more things about school and learn to do different more education. Also get better at things. kinds of work.  Yes. Why I pick yes because J like doing work.  No. I feel this way because all the other schools are out and we are still in.  I like all yearround because you be out for a month. And plus you get to spend time with your family you get to stay up and night until you feel sleepy.  Yes. I feel this wav because vnu stnv tn feel way you stay in school you learn  No. Mv brother is out of school whUo 7 rtrtt itt My yvhile J am in school. more.  No. My other school was more advanced and if we have short period vacations I forget stuff and lose discipline.  Yes. Because we can go for recess one in the morning in second recess you can gel pizza and candy.  Kes. Because you gel a lot of education in your life. Question 2: How can we improve Year Round Education?  lEe need new teachers to help us learn new stuff.  We could improve with a new playground.  We have to improve by building a new school.  They should have a new playground and new restrooms.  New playground. Urgent. Go on more field trips. And new restroom.  They can let us stay in until June I because then 1 can get out with my  I think they are fine and the year round schools can stay like they are.  ney need to improve because my friends they are telling me school information that I have not cousins. heard about they are smarter than me.  By gelling teachers to help us understand our work.  They got to make new playground.  JVe can improve them by letting someone help you.  I will make a list: Nice teachers some are mean. Kill these bugs, put a new lock on the school lit is looking like a dump.  More intercessions.  You can start by telling everyone in this school about it and start having calendars about year rnunfl U/n on., _1____  . round. We can even send a letter home about it.  It will make it belter if they change it like regular schools.  By not having short vacations and having belter classrooms, better technology, and better lunches.  By letting us play, be out of uniform, and do fun things.  Gel a bigger TV. pageCase 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 39 of 45 TABLE VI.2.G STUDENT SURVEYS CONSOLIDATED I have been more interested in my education this year. Number Agree Disagree No Opinion total 524 50 62 636 N= 636 636 636 0 Percent 84% 3% 13% 100% I like having a shorter number of vacation periods. Number Agree Disagree No Opinion total 243 346 53 642 N= 642 642 642 0 Percent 39% 49% 11% 100% I think I have learned more on the extended year calendar than I did on the regular 9-month calendar. Number Agree Disagree No Opinion total 370 150 108 628 N= 628 628 628 0 Percent 56% 10% 34% 100% The Year Round Education program should be offered to all Little Rock School District Students. Number Agree Disagree No Opinion total 329 242 76 647 N= 647 647 647 0 Percent 50% 38% 12% 100% My teachers have been more patient and helpful. Number Agree Disagree No Opinion total 525 59 60 644 N= 644 644 644 0 Percent 89% 4% 7% 100%Case 4\n82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 40 of 45 STUDENT SURVEYS CONSOLIDATED CONT'D I have had more time to learn and time to get extra help when I've needed it. Number Agree Disagree No Opinion total 493 85 75 653 N= 653 653 653 0 Percent 79% 10% 11% 100% I look forward to coming to school. Number Agree Disagree No Opinion total 474 99 78 651 N= 651 651 651 0 Percent 84% 8% 8% 100% I have liked the intersessions. Number Agree Disagree No Opinion total 408 124 119 651 N= 651 651 651 0 Percent 71% 13% 16% 100% My parents like the extended-year program. Number Agree Disagree No Opinion total 368 138 140 646 N= 646 646 646 0 Percent 60% 15% 26% 100% I want my school to continue with this program. Percent Agree Disagree No Opinion total 286 275 73 634 634 634 634 0 53% 24% 24% 100%Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 41 of 45 STUDENT SURVEYS CONSOLIDATED CONTD Intersession has helped me be a better student. Percent Agree Disagree No Opinion total 357 100 120 577 577 577 577 0 62% 20% 18% 100% Gender Male Female Total 291 353 644 Ethnicity Black White Other Total 562 20 54 636 Grade Level 3rd 4th 5th Total 236 234 232 504 Last grade spent in regular school Never K 1 2 3 4 5 Total 8 7 6 10 9 4 3 47TABLE VI.B.F Teacher discussion questions. 2005 l.Do you think Year Round Education is better than regular school for helping students succeed? Why do you feel this way? Yes, Because\nN total Percent Less time reteaching/kids don't forget as much over break More extracurricular activites and enrichment Easier for kids who are behind to catch up Less stressful/less burnout for kids and teachers Like the extra time In school Kids need structure during the summer this answer: responses: this answer\n22 49 12 21 50 50 50 50 50 50 44% 8% 18% 24% 4% 2% No, Because: Both are the same--schedule does not matter Students' attendance Is low at YREs/Students leave in the summer Childcare is difficult for parents during breaks Too many breaks create MORE need to re-teach More burnout for teachers and students 11 11 377 39 39 39 39 39 28% 28% 8% 18% 18% 2. How can we improve Year Round Education Schools? Better schedule/Shorter February break longer May break Open Intercession to all students Schedule Trainings and In-Service days for YRE teachers Teachers need more Input on the curriculum and calendar Extend YRE to all schools/make all schools the same Change testing dates 15 5 17 9 12 5 63 63 63 63 63 63 24% 8% 27% 14% 19% 8% page O fl) Ch CD 4^ do cS O O 00 o \u0026lt;L O O CD c3 (D Z3 W CD CD 00 CD CL O W CD CD CT) T3 Q\u0026gt; CQ CD -Cx O cn Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 43 of 45 TABLE VI.3.G Teacher Surveys Consolidated My students show a greater interest in their educational program. Number Agree Disagree No Opinion total N= 66 45 50 161 161 161 161 Percent 41% 28% 31% 100% My students like having a number of short vacation periods. Number N= Agree Disagree No Opinion total 104 19 29 152 152 152 152 Percent 68% 13% 19% 100% A wider variety of educational programs has been provided for my students. Number Agree Disagree No Opinion total N = 99 37 20 156 156 156 156 Percent 63% 24% 13% 100% My students have achieved at a higher level than they would have in their previous 9-month school calendar. Number Agree Disagree No Opinion total N= 56 52 52 160 160 160 160 Percent 35% 33% 33% 100% Parents are more involved in their childrens' education on the Year Round Education schedule. Number Agree Disagree No Opinion total N= 24 87 47 158 158 158 158 Percent 15% 55% 30% 100%Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 44 of 45 TABLE VI.3.G Teacher Surveys Consolidated CONT'D This program should be expanded to other scohols in this district on an optional basis. Number Agree Disagree No Opinion total N= 82 50 25 157 157 157 157 Percent 52% 32% 16% 100% I want my school to continue with this program. Number Agree Disagree No Opinion total N = 77 54 26 157 157 157 157 Percent 49% 34% 17% 100% My students benefit from their intersession(s). Agree Disagree No Opinion total Number 102 21 33 156 156 156 156 Percent 65% 13% . 21% 100% N = The Year Round Education schedule provides continuity in academic instruction and more time on task. Number Agree Disagree No Opinion total N = 87 39 32 158 158 158 158 Percent 55% 25% 20% 100% The extended-year education schedule has been better for my attitude and stress reduction. Number N= Agree Disagree No Opinion total 85 55 19 159 159 159 159 Percent 53% 35% 12% 100%Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 45 of 45 TABLE VI.3.G Teacher Surveys Consolidated CONT'D The absence of a long summer break reduces the need to reteach skills and rules. Number Agree Disagree No Opinion total N = 69 57 27 153 153 153 153 Percent 45% 37% 18% 100% Teachers benefit from the opportunity to earn stipends during optional intersession employment. Agree Disagree No Opinion total Number 129 16 14 159 N= 159 159 159 Percent 81% 10% 9% 100% Male Female Total 15 132 147 Ethnicity Black White Other Total 67 72 2 141Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 1 of 36 received F/ s DESEGBEgSStoIIITORIIIG Little Rock, Arkansas Family Interviews Year-round - vs - 9-month SchoolsCase 4\n82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 2 of 36 LnTLE ROCK INTERVIEWS, 2005 YEAR-ROUND -VS- 9-MONTH SCHOOtS Question 1: What was the reason your child(ren) changed from 9-month to EY calendar? Description Percestage of Responses The school changed horn 9-month to EY. 69% My child transferred horn a 9-month school to an EY school. 25% Multiple children. Both reasons apply. 6% Free Responses: \"We were already in the area.\" (18 responses) \"We moved into the district.\" (4 responses) \"I don't know why the school changed. 1 guess they were just trying something new.\" They've been going for so long, I don't even remember when things changed or why.\" The school changed and we were not happy about it at all. \"I don't really know why the school changed.\" Cloverdale is a much better school than where they were going. The one we were at was pretty awful.\" \"I had one school that one his home school, but my other one was here, so I got him transferred because it's easier for me for dropping them off.\" \"I'm in the neighborhood. I just adopted them, and Plasco Heights didn't have enough room for them.\" They were having problems at Forest Park, and I decided to put them in a black school. There was a larger black student population at Woodruff.\" \"It was in the neighborhood, and I liked the school\" \"We moved closer to this school, so I moved my younger son here, but I still have another child at our old school. /?4SOWS FOR CHANCme TO YEAR-ROUHD SCHOOL DCase 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 3 of 36 LITTLE ROCK INTERVIEWS, 2005 YEAR-ROUND -VS- 9-MONTH SCHOOLS Question 2: What are the main differences you see between EY and 9-month schools? Desoipfion Percentage o( Responses Schedule difference, neither plus nor minus 58.9% Childcare a problem with EY 11.1% Don't know or no difference 16.87% No difference 5.6% Better learning with EY\nEY better 30.9% Less learning loss in EY 8.3% Intersession noted as difference 8.3% Free Responses: Schedule difference, neither plus nor minus \"They go longer than the tegular school and the summer is much shorter. \"Well, actually the only difference I've noticed is that they seem to be out more than everyone else.\" \"They have more vacations. That's about it' \"The difference is that it seemed like they were out a little more often.\" What I noticed is that they are out more than the public school is.\" \"Naturally they go a little longer and they start earlier.\" \"I actually liked it a lol It seems like the kids are in school a lot longer. I know it just seems that way, but I liked it\" \"Well, obviously they don't have the long summer break.\" Childcare a problem with EY \"The only differences I noticed were that they dont get as long a vacation during the summer, and it's also tough to find a babysitter for the days when they are out The days that she was out was difficult\" (free responses continued on next page) DIFFERENCES BETWEEN EY AND 9-MONTH SCHOOLS 2Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 4 of 36 UTTLE ROCK INTERVIEWS, 2005 YEAR-ROUND -VS- 9-MONTH SCHOOLS \"What are the main differences,\" continued from previous page. Childcare a problem with EY \"They have less time out, and they have an extra week called Intercession where they do special things. The only thing that is really different is that if you have a middle school kid, it really throws off the balance in the family when they are out for two weeks and you don't have anybody to watch them.\" \"The year round school is so different I don't like it Period. It's important to have their summer open so that you can take family trips Also, the year round school is really hard for working parents. With the 9-month calendar it is easier to restnjcture the family schedule. \"It makes it very difficult for us to do family vacations do trips or plan anything together because our oldest was in high school and they weren't on a year-round calendar.\" \"Academically, I'm a big fan of that school anyway. At the time I wasn't crazy about it because I was working and it was hard to find childcare. Don't know or no difference \"I really can't say.\" \"I dont really know.\" \"All the work seems to be about the same. Maybe a little more of it since they are in school more. I don't really know.\" No difference \"No. I didnt notice anything.\" \"Well, it seems to be doing the same thing. He does his homework\nhe studies. I havent noticed any differences.\" Better learning with EY\nEY better \"The kids learned more. My sixth grader is in the seventh grade now and they are on a regular calendar, and it's the first time he's ever gotten an F in his whole life. He was always on the honor roll before. \"Yes. It seems like they get farther ahead. He seems like he has really learned a lot. \"I love that school My kids loved it I wish they could still go there. I just liked everything about it They learned better, the Resource classes were good, and they really liked the Inter-sessions They whole school was really, really good. l really liked Stephens They were more attentive to the students They learned more. \"It seems, well, it's a little a little different This school has a little more strict rules, which is good. And they go year-round.\" \"In the year-round school I think they were learning more.\" \"The teachers seemed to be more concerned about them there.\" \"It was easier for them to catch up on everything.\" \"I really like it and I think they do, too. They seem like they learn better.\" \"Well, I really think it's good. My kids are really doing better now than before. The teachers really seem to help them a lot more. Less learning loss in EY \"I've seen some good things and some bad things. I don't think the year-round school is such a bad thing. There are some good things to it. I've noticed they don't seem to forget as much because they aren't out for as long a time.\" \"They seem like they remember a little bit more I think.\" Intersession noted as difference \"The only really different is the Intersession part and being in school a little bit longer\" \"They've got all the inter-sessions and all that I like the school and I think they do, too.\" DIFFERENCES BETWEEN EY AND 9-MONTH SC HOCHS 3Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 5 of 36 LIULE ROCK INTERVIEWS, 2005 YEAR-ROUND -VS- 9-MONTH SCHOOtS Question 3: Lets focus particularly on how different schools help kids learn. What do you see as the main differences in student learning in EY vs. 9-month schools? Description Percentage of Responses Do not see a difference 13.9% EY generally better/more learning 80.6% Less learning loss 30.6% Intersession 2.8% Free Responses: bo not see a difference \"No. I don't really think there is a difference.\" \"I dont really know if there is a difference, f mean, he afways seems to do okay.\" \"My kids are extremely smart, so its hard to tell if there's a difference. They always made the honor roll and they still do. \"No, there is no difference in the way that my kids learn. The school work is the same, and they are getting it done.\" \"I didn't see no great improvement in my kids grades being in a year-round school versus a regular school.\" EY generally better/more learning \"Wefl, actually its the school that they are attending. I had better results over at Mabelville Elementary, and its a year-round. But actually, with the year round, of my kids is in gifted and talented, and I think they are educated a little more in the year round.\" \"Actually, she got more into her studies in the year round than I feel like she would have done in the 9-month.\" \"Yes, I think they are constantly learning, so it keeps all the infotmabon fresh.\" \"Yes. They are more advanced.\" \"Actually, I think it is difficult because its year-round, but I do think its a good idea.\" \"I really dont have a good answer. I have a pretty sharp son. I dont know if its because hes smart or if its because of the school.\" \"It seems like they do more work, but 1 dont really know. Maybe it just seems that way since they are in school more.\" \"My son did learn well when he was there, but hes at Washington now and he's doing okay there, too.\" (free responses continued on next page) STUDENT LEARNING DIFFERENCES 4Case 4\n82-cv-00866-WR\\/V-JTR Document 3998 Filed 01/13/2006 Page 6 of 36 LirriE ROCK INTERVIEWS, 2005 YEAR-ROUND -VS- 9-MONTH SCHOOLS \"Student learning differences,\" continued from previous page. EY generally better/more learning T think they leam a little bit more. \"Well. 1 think it helps the kids that they ate there mote. I think they get a lot mote advanced. That has been the case with Cameron. 'I think they are doing just the same. I do think there are more programs for the kids. Like the Resource program and that \"Everything about it \"1 think they are better at getting down on the kids if they don't do their work. \"In the regular school, they got more off days then days in school. In the all-around school they were just teaching them more. Yes I just personally think it has a lot to do with the teachers. I think they are mote motivated to help that child. \"They have more time to do the work because they are going all the time. \"The teachers are really good. I mean if they don't do their work, the teachers get after them. I think that makes a big difference. Less learning loss \"I guess they learned more because they went year-round. They weren't out for a long summer break when they might lose or forget what they had learned.\" \"They seem to remember more.\" \"They don't have a chance to forget as much, I think.\" \"They just seem to remember more. Not having that long summer break, I think, makes it much better.\" \"I don't think there's really much difference. They don't forget as much, 1 guess.\" \"It seems like they know more, the remember more having the shorter breaks. \"It helps them not forget as much. Instead of having that long summer break, they don't have as much of a chance to forget as much.\" \"Well, I think it teaches them a little more. What I mean by that is that they still have the learning going on, and they don't loose it as quick.\" \"I think the main difference is just that they are in school more. They don't have a chance to forget as much and they leam more.\" Intersession \"I think its the Inter-sessions that are good. \"1 guess when they are doing the Intersession. That's different\" \"The Intersession program helps them pick up where they left off. It helps them catch up and not forget things. My three did really well with it STUDENT LEARNING DIFFERENCES 5Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 7 of 36 LITTLE ROCK INTERVIEWS, 2005 YEAR-ROUND -VS- 9-MONrH SCHOOLS Question 4: Are there things about the EY calendar that help kids learn better? Desoipiion Percentage of Responses Kids are in school more. 7% Shorter breaks/vacations. 14% Kids forget less academic content. 29% Shorter gaps in teaching. 3% Kids remember better how to behave in school. 3% Inter-sessions help kids learn more. 12% Teachers 12% No difference noted 20% Free Responses: \"I really don't see a difference. If you had said a magnet school. I might have been able to elaborate a little more. They don't forget as much.\" I can't say, but they should explain the take home lessons more to the students so that we can help more  but that may be on her. Let's not lay the blame on the school. We'll split it\" \"No, academically, my kids are smart enough that they will achieve. There is nothing about the year-round school that is better. I don't like it' That's a tough question. What can I say? All 1 know is that he is a good boy and has good grades so far.\" They are just in more, so they don't forget as much and they have more time to learn new information.\" \"I do think that only being out for five weeks in the summer helps them get back into the swing of things faster. The kids learn a lot more for the next grade. \"I know when I was in elementary school I would come back to school half way clueless after the summer. \"I don't think so. I don't think they really do anything differently. Il's the longer time that makes the difference. \"Summer is not so long, so he seems to remember things better.\" (free responses continued on next page) O' SCHOOL LEARNING EFFECTIVENCSS 6Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 8 of 36 LITTLE ROCK INTERVIEWS, 2005 YEAR-ROUND -VS- 9-MONTH SCHOOLS \"Student learning differences,\" continued from previous page. \"She doesn't seem to forget as much \" \"He doesn't seem to forget as much. He seems to have a short attention span sometimes, so I think it tends to help kids like him.\" \"They seem like they remember better. The intersession program. We really liked that \"I don't know why. It seems like the teachers pay a little bit more attention to them. \"The inter-sessions are good. They are learning all the time, so they just don't have chance to forget \"The shorter breaks are better. 1 like the fact that there are more short breaks rather than one long break. Special programs like the inter-sessions and resource classes are really good. Well, the kids are in school more, and I think that helps. The shorter breaks. 1 liked the inter-sessions.\" \"The teachers, I guess. They just stay on the kids more. \"The shorter break, I think, makes the biggest difference for my kids. \"The teachers just have more time to leach them more. \"The teachers are really good. \"They are in school more, it seems. 1 think its actually about the same number of days, but it seems like they are in more. I like it much better.\" \"They just remember more.\" \"I think the teachers are much better here. They listen, and they really work with the kids. \"They don't forget everything over summer. It's easier on them, in my opinion. fy SCHOOL LEARNING EFFECTIVENESS 8Case 4\n82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 9 of 36 LrmE ROCK INTERVIEWS, 2005 YEAR-ROUND -VS- 9-MONTH SCHOOLS Question 5: In comparing EY to 9-month schools, do you think that children feel differently about school or about themselves in one type versus another? Description Percentage of Responses Yes, a lot 25% Yes, a little. 12% No. 63% Free Responses (note\nonly parents who answered yes are recorded.): \"I think she enjoyed going, but when the other kids were ouE she hated going, and it shorted our vacation time, too.\" \"They don't like it when other families get to go on vacations in the summer and we cannot. We don't like it at all. Penod. The only difference that I noticed is that they were upset because they had to stay longer - everyone else being on break and them being in school.\" \"From my house, in a one mile radius, I can hit three elementary schools with a stone. On my street atone, there are kids that go to all three. So for my boys, it's a real problem when they are on break because no one else is. They are all atone. That sucks.\" \"He likes to be out when the other children are out\" \"When they switched over, the girls were in a lower grade and they enjoyed this more because there are bigger breaks spread out over the year.\" \"At first it bothered her when she had friends that were on summer vacation and she wasn't. But now, I think she likes have more breaks during the year.\" \"This is his last year, and now rt seems to bother him that other kids are out and he isn't But he likes school.\" \"My second grader does not even like school any more, and that is not good at all. She did really well in year-round school, and now she is in a regular calendar and she rsn't doing well at all.\" \"They complain a little about yexr know, that other kids are out and they aren't.\" \"They do complain. 'Why do we have to go so longZ They don't like that too much.\" \"My oldest loves school, and when they are out of school she doesn't really like it She's an A student she is\" \"I'll tell you, they didn't particularly like it but rt worked well for me.\" \"My baby has been in it the whole time, ever since they started, so he doesn't know anything different' \"He does complain when my other is out lor summer, but I think he really, in general, Irkes it a lot\" STUDENT FEELINGS ABOUT EY VERSUS 9-MONTH SCHOOL 8Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page10of36 LITTLE ROCK INTERVIEWS, 2005 YEAR-ROUND -VS- 9-MONTH SCHOOIS Question 6 (note: only asked of parents who answered yes\" to question 5.): Does your child/children talk about the fact that they are in an EY school? If yes, what kinds of things do they say? Free Responses\n\"No, not that I can say.\" \"They complain about it all the time! \"No. Hes a quiet kid.\" \"Yes A couple of my kids in the past year got to go to some of the things they have during Intersections and they really liked that\" \"He didn't like it because he had to sit inside grandma's house all day. In the end, I think they ought to put all elementary schools in or take them all out.\" Yes. \"Why am I still in school and they are out.\" \"Alt the time. They didnt like the year-round school at first but they are adjusting.' \"Not really. I guess it's just fine.\" \"I think they like it They seemed to like school more when they were at Mabelville.\" Yes. They wanted to stay. They asked why they couldn't stay.\" When there are other kids out in the summer, they complain about that\" \"You know, I have eight kids, and most of them go to regular schools, so my two that are in year-round, you know, they complain when the others ate out But like now, they are out for two weeks and the others are jealous.\" \"No, not that I can say.\" They complain about it all the timer \"No. He's a quiet kid.\" \"Yes A couple of my kids in the past year got to go to some of the things they have during Intersections, and they really liked that\" \"He didn't like it because he had to sit inside grandmas house all day. In the end, I think they ought to put all elementary schools in or take them all out\" 'Yes. \"Why am I still in school and they are ouL\" \"All the time. They didnt like the year-round school at first, but they are adjusting.\" \"Not really. I guess its just fine.\" \"I think they like it They seemed to like school more when they were at Mabelville.\" \"Yes. They wanted to stay. They asked why they couldnt stay.\" \"When there are other kids out in the summer, they complain about that\" \"You know, I have eight kids, and most of them go to regular schools, so my two that are in year-round, you know, they complain when the others are out But like now, they are out for two weeks and the others are jealous.\" STUDENT FEEUNQS ABOUT EY VERSUS 9-MONTH SCHOOL 9Case 4\n82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 11 of 36 UTTIE ROCK INTERVIEWS, 2005 YEAR-ROUND -VS- S-MONIH SCHOOLS Question 7: Does your child/children receive any specialized education services (gifted programs, ESL classes, remedial classes)? DesaipiiM Pertartage of Responses Gifted and talented 16.2% Music 2.7% Resource classes 2.7% No. 78.4% STUDENT EEEUNCS ABOUT EY VERSUS 9-MONTU SCHOOL 10Case 4\n82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 12 of 36 LITTLE ROCK INTERVIEWS, 2005 YEAR-ROUND -VS- 9-MON1H SCHOOLS Question 8: Does your family utilize before or afterschool childcare programs? Description Percentage of Responses Yes. 10.8% No. 892% STUDENT FEELINGS ABOUT EY VERSUS 9-MONTH SCHOOL nCase 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 13 of 36 Section VIL Conclusions and Implications This section is not included in the draft evaluation report. Section II of this draft contains an outline of preliminary conclusions from the analyses shown in sections III through VI. These conclusions as revised will be elaborated in Section II of the final report and discussed in Section VII of the final report.Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 14 of 36 APPENDICESCase 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page15of36 TABLE VI. 1.A Cloverdale Parent Survey Results My children show a greater interest In their educational program. Number N= Percent Agree Disagree No Opinion total 95 23 30 148 148 148 148 64% 16% 20% 100% My children like having a number of short vacation periods. Number IFF Percent Agree Disagree No Opinion total 81 49 18 148 148 148 148 55% 33% 12% 100% A wider variety of educational programs has been provided for my children. Number N= Percent Agree Disagree No Opinion total 63 50 38 151 151 151 151 42% 33% 25% 100% My children have achieved at a higher level than In their previous 9-month school. Number N= Percent Agree Disagree No Opinion total 58 53 41 152 152 152 152 38% 35% 27% 100% Our personal family life activities such as church, scouts, clubs, etc, have not been affected. Number N= Percent Agree Disagree No Opinion total 105 30 11 146 146 146 146 72% 21% 8% 100% My children have attended one or more intersessions this year. Number N= Percent Agree Disagree No Opinion total 87 40 28 155 155 155 155 56% 26% 18% 100% This program should be expanded to other schools in this district on an optional basis. Number N= Percent Agree Disagree No Opinion total 69 45 42 156 156 156 156 44% 29% 27% 100% I want my children to continue In this program. Number N= Percent Agree Disagree No Opinion total 80 44 30 154 154 154 154 52% 29% 19% 100%Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 16 of 36 Gender Male Female Total Ethnicity Black White Other Total Number of children In a YRE school 1 2 3 4+ total 32 119 151 113 5 25 143 70 50 24 6 150 Number of children enrolled in regular schools before they were enrolled in a YRE school. 0 1 2 3 4+ total 29 52 39 11 8 139 Children attending school on a regular May-August calendar Elementary Middle schoo senior high 40 21 18 Gracie level of children K 1 2 3 4 5 Total 35 51 35 28 36 13 198Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 17 of 36 TABLE VI.2.A Cloverdale Student Survey Results I have been more interested in my education this year. Number N= Percent Agree Disagree No Opinion total 85 8 2 95 95 95 95 89% 8% 2% 100% I like having a shorter number of vacation periods. Number N= Percent Agree Disagree No Opinion total 47 48 4 99 99 99 99 47% 48% 4% 100% I think I have learned more on the extended year calendar than I did on the regular 9-month calendar. Number N= Percent Agree Disagree No Opinion total 55 22 21 98 98 98 98 56% 22% 21% 100% The Year Round Education program should be offered to all Little Rock School District Students. Number N= Percent Agree Disagree No Opinion total 55 33 9 97 97 97 97 57% 34% 9% 100% My teachers have been more patient and helpful. Number N= Percent Agree Disagree No Opinion total 83 11 4 98 98 98 98 85% 11% 4% 100% I have had more time to learn and time to get extra help when I've needed it. Number N= Percent Agree Disagree No Opinion total 84 5 10 99 99 99 99 85% 5% 10% 100% I look forward to coming to school. Number N= Percent Agree Disagree No Opinion total 82 10 7 99 99 99 99 83% 10% 7% 100% I have liked the intersessions. Number N= Percent Agree Disagree No Opinion total 66 18 15 99 99 99 99 67% 18% 15% 100%Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 18 of 36 My parents like the extended-year program. Number N= Percent Agree Disagree No Opinion total 51 33 16 100 too too 100 51% 33% 16% 100% I want my school to continue with this program. Number N= Percent Agree Disagree No Opinion total 41 47 9 97 97 97 97 42% 48% 9% 100% Intersession has helped me be a better student. Number N= Percent Agree______ Disagree No Opinion total 65 12 11 88 86 88 88 74% 14% 13% 100% Gender Male Female Total Ethnicity Black White Other Total Grade Level 3rd 4 th Sth Total 46 49 95 72 4 20 96 27 31 27 85 Last grade spent in regular school Never K 1 2 3 4 5 Total 17 2 20 27 17 8 5 96Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 19 of 36 TABLE VI.2.B Mabelvale Student Survey Results I have been more interested in my educalion this year. Number N= Percent Agree Disagree No Opinion total 25 4 5 34 34 34 34 74% 12% 15% 100% I like having a shorter number of vacation periods. Number N= Percent Agree Disagree No Opinion total 17 13 3 33 33 33 33 52% 39% 9% 100% I think I have learned more on the extended year calendar than I did on the regular 9-month calendar. Number N= Percent Agree Disagree No Opinion total 25 9 1 35 35 35 35 71% 26% 3% 100% The Year Round Education program should be offered to all Little Rock School District Students. Number N= Percent Agree Disagree No Opinion total 19 11 5 35 35 35 35 54% 31% 14% 100% My teachers have been more patient and helpful. Number N= Percent Agree Disagree No Opinion total 28 3 4 35 35 35 35 80% 9% 11% 100% I have had more time to learn and time to get extra help vrhen I've needed it. Number N= Percent Agree Disagree No Opinion total 27 5 2 34 34 34 34 79% 15% 6% 100% I look forward to coming to school. Number N= Percent Agree Disagree No Opinion total 23 9 2 34 34 34 34 68% 26% 6% 100% I have liked the intersessions. Number N= Percent Agree Disagree No Opinion total 18 12 3 33 33 33 33 55% 36% 9% 100%Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 20 of 36 My parents like the extended-year program. Number N= Percent Agree Disagree No Opinion total 23 3 7 33 33 33 33 70% 9% 21% 100% I want my school to continue with this program. Number N= Percent Agree Disagree No Opinion total 22 11 1 34 34 34 34 65% 32% 3% 100% Intersession has helped me be a better student. Number N= Percent Agree______ Disagree No Opinion total 23 6 2 31 31 31 31 74% 19% 6% 100% Gender Male Female Total Ethnicity Black While Other Total Grade Level 3rd 4th_________ 5lh_________ Total 12 23 35 26 4 4 34 15 20 0 35 Last grade spent In regular school Never K 1 2 3 4 5 Total 11 4 1 10 6 1 0 33Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 21 of 36 TABLE VI.2.B Mabelvale Student Survey Results I have been more Interested in my education this year. Number N= Percent Agree Disagree No Opinion total 25 4 5 34 34| 34 34 74% 12% 15% 100% I like having a shorter number of vacation periods. Number N= Percent Agree Disagree No Opinion total 17 13 3 33 33 33 33 52% 39% 9% 100% I think I have learned more on the extended year calendar than I did on the regular 9-month calendar. Number N= Percent Agree Disagree No Opinion total 25 9 1 35 35 35 35 71% 26% 3% 100% The Year Round Education program should be offered to ail Little Rock School District Students. Number N= Percent Agree Disagree No Opinion total 19 11 5 35 35 35 35 54% 31% 14% 100% My teachers have been more patient and helpful. Number N= Percent Agree Disagree No Opinion total 28 3 4 35 35 35 35 80% 9% 11% 100% I have had more time to learn and time to get extra help when Ive needed h. Number N= Percent Agree Disagree No Opinion total 27 5 2 34 34 34 34 79% 15% 6% 100% I look forward to coming to school. Number N= Percent Agree Disagree No Opinion total 23 9 2 34 34 34 34 68% 26% 6% 100% I have liked the intersessions. Number N= Percent Agree______ Disagree No Opinion total 18 12 3 33 33 33 33 55% 36% 9% 100%Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 22 of 36 I want my school to continue with this program. Number N= Percent Agree Disagree No Opinion total 22 11 1 34 34 34 34 65% 32% 3% 100% Intersession has helped me be a better student. Number N= Percent Agree______ Disagree No Opinion total 23 6 2 31 31 31 31 74% 19% 6% 100% Gender Male Female Total Ethnicity Black White Other Total Grade Level 3rd 4th_________ 5th_________ Total 12 23 35 26 4 4 34 15 20 0 35 Last grade spent In regular school Never K 1 2 11 4 1 10Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 23 of 36 TABLE VI.2.D Stephens Student Survey Results I have been more interested in my education this year. Number N= Percent Agree Disagree No Opinion total 127 11 13 151 151 151 151 84% 7% 9% 100% i like having a shorter number of vacation periods. Number N= Agree Disagree No Opinion total 55 84 12 151 151 151 151 Percent 36% 56% 8% 100% I think I have learned more on the extended year calendar than I did on the regular 9.month calendar. Number N= Percent Agree Disagree No Opinion total 81 36 22 139 139 139 139 58% 26% 16% 100% The Year Round Education program should be offered to all Little Rock School District Students. Number N= Percent Agree Disagree No Opinion total 79 58 12 149 149 149 149 53% 39% 8% 100% My teachers have been more patient and helpful. Number N= Percent Agree Disagree No Opinion total 125 11 14 150 150 150 150 83% 7% 9% 100% I have had more time to learn and time to get extra help when I've needed It. Number N= Percent Agree Disagree No Opinion total 107 22 23 152 152 152 152 70% 147o 15% 100% I look forward to coming to school. Number N= Percent Agree Disagree No Opinion total 113 19 21 153 153 153 153 74% 12% 14% 100% I have liked the Intersessions. Number N= Percent Agree Disagree No Opinion total 91 27 35 153 153 153 153 59% 18% 23% 100%Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01 /13/2006 Page 24 of 36 My parents like the extended-year program. Number N= Percent Agree Disagree No Opinion total 81 31 36 148 148 148 148 55% 21% 24% 100% I want my school to continue with this program. Number N= Agree Disagree No Opinion total 59 67 17 143 143 143 143 Percent 41% 47% 12% 100% Intersession has helped me be a better student. Number N= Percent Agree Disagree No Opinion total 68 18 40 126 126 126 126 54% 14% 32% 100% Gender Male Female Total Ethnicity Black White Other Total Grade Level 3rd 4th Sth Total 68 81 149 132 1 12 145 61 52 32 145 Last grade spent in regular school Never K 1 2 3 4 5 Total 29 35 13 29 26 10 6 148Case 4\n82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 25 of 36 TABLE VI.2.E Woodruff Student Survey Results I have been more interested in my education this year. Number N= Percent Agree Disagree No Opinion total 42 5 8 55 55 55 55 76% 9% 15% 100% I like having a shorter number of vacation periods. Number N= Percent Agree Disagree No Opinion total 14 37 6 57 57 57 57 25% 65% 11% 100% I think I have learned more on the extended year calendar than I did on the regular 9-month calendar. Number N= Percent Agree Disagree No Opinion total 34 16 10 60 60 60 60 57% 27% 17% 100% The Year Round Education program should be offered to all Little Rock School District Students. Number N= Percent Agree Disagree No Opinion total 24 24 13 61 61 61 61 39% 39% 21% 100% My teachers have been more patient and helpful. Number N= Percent Agree Disagree No Opinion total 43 9 8 60 60 60 60 72% 15% 13% 100% I have had more time to learn and time to get extra help when I've needed It. Number N= Percent Agree Disagree No Opinion total 46 10 4 60 60 60 60 77% 17% 7% 100% I look forward to coming to school. Number N= Percent Agree Disagree No Opinion total 34 14 10 58 58 58 58 59% 24% 17% 100% I have liked the intersessions. Number N= Percent Agree Disagree No Opinion total 40 10 9 59 59 59 59 68% 17% 15% 100%Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 26 of 36 My parents like the extended-year program. Number N= Percent Agree Disagree No Opinion total 36 14 11 61 61 61 61 59% 23% 18% 100% I want my school to continue with this program. Number N= Percent Agree Disagree No Opinion total 26 29 7 62 62 62 62 42% 47% 11% 100% Intersession has helped me be a better student. Number N= Percent Agree Disagree No Opinion total 36 14 7 57 57 57 57 63% 25% 12% 100% Gender Male Female Total Ethnicity Black White Other Total Grade Level 3rd 4th Sth Total 27 33 60 56 3 1 60 17 20 21 58 Last grade spent In regular school Never K 1 2 3 4 5 Total 11 23 6 8 6 5 1 60Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 27 of 36 TABLE VI.S.A Cloverdale Teacher Survey Results My students show a greater Interest In their educational program. Number N= Percent Agree Disagree No Opinion total 6 1 4 11 11 11 11 55% 9% 36% 100% My students like having a number of short vacation periods. Number N= Agree Disagree No Opinion total 11 0 0 11 11 11 11 Percent 100% 0% 0% 100% A wider variety of educational programs has been provided for my students. Number N= Percent Agree Disagree No Opinion total 9 0 2 11 11 11 11 82% 0% 18% 100% My students have achieved at a higher level than they would have In their previous 9-monlh school calendar. Number N= Percent Agree Disagree No Opinion total 6 1 4 11 11 11 11 55% 9% 36% 100% Parents are more Involved In their childrens' education on the Year Round Education schedule. Number N= Percent Agree Disagree No Opinion total 3 3 5 11 11 11 11 27% 27% 45% 100% This program should be expanded to other scohols In this district on an optional basis. Number N= Percent Agree Disagree No Opinion total 1 4 11 11 11 11 55% 9% 36% 100% 6 I want my school to continue with this program. Number N= Percent Agree Disagree No Opinion total 6 2 3 11 11 11 11 55% 18% 27% 100% My students benefit from their Intersesslon(s). Number N= Percent Agree______ Disagree No Opinion total 8 0 2 10 10 10 10 80% 0% 20% 100%Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 28 of 36 The Year Round Education schedule provides continuity in academic instruction and more time on task. Number N= Percent Agree Disagree No Opinion total 9 1 1 11 11 11 11 82% 9% 9% 100% The extended-year education schedule has been better for my attitude and stress reduction. Number N= Percent Agree Disagree No Opinion total 6 4 1 11 11 11 11 55% 36% 9% 100% The absence of a long summer break reduces the need to reteach skills and rules. Number N= Percent Agree Disagree No Opinion total 8 1 2 11 11 11 11 73% 9% 18% 100% Teachers benefit from the opportunity to earn stipends during optional intersession employment. Number N= Percent Agree Disagree No Opinion total 10 0 1 11 11 11 11 91% 0% 9% 100% Male Female Total 3 8 11 Ethnicity Black White Other Total 6 6 0 12Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 29 of 36 TABLE VI.3.B Mabelvale Teacher Survey Results My students show a greater interest In their educational program. Number N= Percent Agree Disagree No Opinion total 10 6 8 24 24 24 24 42% 25% 33% 100% My students like having a number of short vacation periods. Number N= Percent Agree Disagree No Opinion total 18 1 5 24 24 24 24 75% 4% 21% 100% A wider variety of educational programs has been provided for my students. Number N= Percent Agree Disagree No Opinion total 11 7 6 24 24 24 24 46% 29% 25% 100% My students have achieved at a higher level than they would have in their previous 9-month school calendar. Number N= Percent Agree Disagree No Opinion total 13 4 8 25 25 25 25 52% 16% 32% 100% Parents are more involved in their childrens' education on the Year Round Education schedule. Number N= Percent Agree Disagree No Opinion total 4 9 10 23 23 23 23 17% 39% 43% 100% This program should be expanded to other scohols in this district on an optional basis. Number N= Percent Agree Disagree No Opinion total 14 7 3 24 24 24 24 58% 29% 13% 100% I want my school to continue with this program. Number N= Percent Agree Disagree No Opinion total 13 5 4 22 22 22 22 59% 23% 18% 100% My students benefit from their intersesslon(s). Number N= Percent Agree Disagree No Opinion total 14 4 6 24 24 24 24 58% 17% 25% 100%Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01 /13/2006 Page 30 of 36 The Year Round Education schedule provides continuity in academic instruction and more time on task. Number N= Percent Agree Disagree No Opinion total 13 3 7 23 23 23 23 57% 13% 30% 100% The extended-year education schedule has been better for my attitude and stress reduction. Number N= Percent Agree Disagree No Opinion total 11 8 3 22 22 22 22 50% 36% 14% 100% The absence of a long summer break reduces the need to reteach skills and rules. Number N= Percent Agree Disagree No Opinion total 15 7 1 23 23 23 23 65% 30% 4% 100% Teachers benefit from the opportunity to earn stipends during optional intersession employment. Number N= Percent Agree Disagree No Opinion total 17 2 4 23 23 23 23 74% 9% 17% 100% Male Female Total 2 20 22 Ethnicity Black White Other Total 3 16 0 19Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 31 of 36 TABLE VI.3.C Mitchell Teacher Survey Results My students show a greater Interest in their educational program. Number N= Percent Agree Disagree No Opinion total 3 8 6 17 17 17 17 18% 47% 35% 100% My students like having a number of short vacation periods. Number N= Percent Agree Disagree No Opinion total 5 3 6 14 14 14 14 36% 21% 43% 100% A wider variety of educational programs has been provided for my students. Number N= Percent Agree Disagree No Opinion total 10 5 1 16 16 16 16 63% 31% 6% 100% My students have achieved at a higher level than they would have in their previous 9-month school calendar. Number N= Percent Agree Disagree No Opinion total 1 10 6 17 17 17 17 6% 59% 35% 100% Parents are more involved in their childrens' education on the Year Round Education schedule. Number N= Percent Agree Disagree No Opinion total 0 12 5 17 17 17 17 0% 71% 29% 100% This program should be expanded to other scohols In this district on an optional basis. Number N= Percent Agree Disagree No Opinion total 5 10 2 17 17 17 17 29% 59% 12% 100% I want my school to continue with this program. Number N= Percent Agree Disagree No Opinion total 3 11 2 16 16 16 16 19% 69% 13% 100% My students benefit from their Intersession(s). Number N= Percent Agree Disagree No Opinion total 12 2 3 17 17 17 17 71% 12% 18% 100%Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 32 of 36 The Year Round Education schedule provides continuity In academic instruction and more time on task. Number N= Percent Agree Disagree No Opinion total 5 7 5 17 17 17 17 29% 41% 29% 100% The extended-year education schedule has been better for my attitude and stress reduction. Number N= Percent Agree Disagree No Opinion total 8 8 1 17 17 17 17 47% 47% 6% 100% The absence of a long summer break reduces the need to reteach skills and rules. Number N= Percent Agree Disagree No Opinion total 3 10 3 16 16 16 16 19% 63% 19% 100% Teachers benefit from the opportunity to earn stipends during optional intersession employment. Number N= Percent Agree Disagree No Opinion total 14 3 0 17 17 17 17 82% 18% 0% 100% Male Female Total 1 15 16 Ethnicity Black While Other Total 11 4 0 15Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 33 of 36 TABLE VI.S.D Stephens Teacher Survey Results My students show a greater interest In their educational program. Number N= Agree Disagree No Opinion total 16 13 6 35 35 35 35 Percent 46% 37% 17% 100% My students like having a number of short vacation periods. Number N= Percent Agree Disagree No Opinion total 22 8 4 34 34 34 34 65% 24% 12% 100% A wider variety of educational programs has been provided for my students. Number N= Agree Disagree No Opinion total 16 12 6 34 34 34 34 Percent 47% 35% 18% 100% My students have achieved at a higher level than they would have in their previous 9-month school calendar. Number N= Percent Agree Disagree No Opinion total 11 16 8 35 35 35 35 31% 46% 23% 100% Parents are more Involved In their childrens' education on the Year Round Education schedule. Number N= Percent Agree Disagree No Opinion total 2 26 7 35 35 35 35 6% 74% 20% 100% This program should be expanded to other scohols In this district on an optional basis. Number N= Percent Agree Disagree No Opinion total 14 13 8 35 35 35 35 40% 37% 23% 100% I want my school to continue with this program. Number N= Agree Disagree No Opinion total 16 15 4 35 35 35 35 Percent 46% 43% 11% 100% My students benefit from their Intersesslonfs). Number N= Percent Agree Disagree No Opinion total 16 11 7 34 34 34 34 47% 32% 21% 100%Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 34 of 36 The Year Round Education schedule provides continuity In academic instruction and more time on task. Number N= Percent Agree Disagree No Opinion total 16 14 5 35 35 35 35 46% 40% 14% 100% The extended-year education schedule has been better for my attitude and stress reduction. Number N= Percent Agree Disagree No Opinion total 22 11 2 35 35 35 35 63% 31% 6% 100% The absence of a long summer break reduces the need to reteach skills and rules. Number N= Percent Agree Disagree No Opinion total 12 16 6 34 34 34 34 35% 47% 18% 100% Teachers benefit from the opportunity to earn stipends during optional intersession employment. Number N= Agree Disagree No Opinion total 24 8 4 36 36 36 36 Percent 67% 22% 11% 100% Male Female Total 1 32 33 Ethnicity Black White Other Total 14 18 0 32Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 35 of 36 TABLE VI.3.E Woodruff Teacher Survey Results My students show a greater interest In their educational program. Number N= Percent Agree Disagree No Opinion total 11 4 8 23 23 23 23 48% 17% 35% 100% My students like having a number of short vacation periods. Number N= Percent Agree Disagree No Opinion total 16 2 4 22 22 22 22 73% 9% 18% 100% A wider variety of educational programs has been provided for my students. Number N= Percent Agree Disagree No Opinion total 17 4 1 22 22 22 22 77% 18% 5% 100% My students have achieved at a higher level than they would have In their previous 9-month school calendar. Number N= Percent Agree Disagree No Opinion total 9 5 8 22 22 22 22 41% 23% 36% 100% Parents are more Involved In their childrens' education on the Year Round Education schedule. Number N= Percent Agree Disagree No Opinion total 6 11 5 22 22 22 22 27% 50% 23% 100% This program should be expanded to other scohols In this district on an optional basis. Number N= Percent Agree Disagree No Opinion total 16 4 1 21 21 21 21 76% 19% 5% 100% I want my school to continue with this program. Number N= Percent Agree Disagree No Opinion total 15 4 4 23 23 23 23 65% 17% 17% 100% My students benefit from their intersesslon(s). Number N= Percent Agree Disagree No Opinion total 16 1 5 22 22 22 22 73% 5% 23% 100%Case 4:82-cv-00866-WRW-JTR Document 3998 Filed 01/13/2006 Page 36 of 36 The Year Round Education schedule provide* continuity In academic Instruction and more time on task. Number N= Percent Agree Disagree No Opinion total 15 3 4 22 22 22 22 68% 14% 18% 100% The extended-year education schedule has been better for my attitude and stress reduction. Number N= Percent Agree Disagree No Opinion total 12 6 5 23 23 23 23 52% 26% 22% 100% The absence of a long summer break reduces the need to reteach skills and rules. Number N= Percent Agree Disagree No Opinion total 10 6 5 21 21 21 21 48% 29% 24% 100% Teachers benefit from the opportunity to earn stipends during optional intersession employment. Number N= Percent Agree Disagree No Opinion total 20 0 2 22 22 22 22 91% 0% 9% 100% Male Female Total 2 17 19 Ethnicity Black White Other Total 8 9 1 18\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_591","title":"Meetings","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/1996"],"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 boards","Meetings"],"dcterms_title":["Meetings"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/591"],"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":["108 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\nIz a: 5 DATE TO FROM U I ! LI. KOCK S( IIOOI. DIS 1 kl( I SIOW I S I M AkKII Wl s I Hl I I 1.1 I 11,1 R(H K, AU 72201 KAX {501)324-2032 i r SENDER'S PHONE # g SUBJECT Special Instructions Number of Pages (include cover page) Transmitted By SO/Wd OS:ZT Fax Phone Number Speed dial f'Oh COMMLSICATIOSS 01-PICH USE ONI.Y S6. uec Date Time SiX-173-T0S-T:xed S3DI^d3S idOddltS QSdH 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 14, 1995 To: Estelle Matthis From: Melissa Guldin IV Subject: Monthly Meeting Between LRSD and ODM After surveying the staff members in our office, we have five items to be placed on the agenda for our next meeting on Tuesday, February 21,1995. If any additional issues arise, I will contact you. We look forward to meeting with you. Proposed Agenda Items Strategic Planning Effort Legislative Initiatives Budget Status Facilities Study Status Progress Report on School ClosingsCff d May 11, 1995 Little Rock School District REC Office of Desegregation Monitoring Dear Public School Supporter, We've been asked by members of the business community to set up an exploratory meeting with a national nonprofit, \"Parents for Public Schools.\" Thursday, May 18. A national representative will be in Little Rock on You are invited to attend an informational meeting. We're asking you to come because we value your opinion. We'd like to have your input and feedback on this group and what, if anything, they can offer public, education in our county. We are hosting three meetings: 9:00 a.m., 12:00 noon and 5:30 p.m. Meetings are expected to last about one hour. Choose the time that is most convenient for you. All meetings will be held in the Little Rock School District board room at 810 West Markham Street. Please RSVP to 324-2290 by May 16 so that we'll have a count for refreshments. others to attend. These are open meetings\nyou are welcome to invite We have enclosed a copy of the group's brochure for your perusal. We hope to see you on the 18th. Sincerely, Debbie Milam VIPS Coordinator Becky Parent Recruiter Coordinator 810 West Narkham Street Little Rock, Arkansas 72201  (501)374-3361 PARENTS A PUBL C SCHOOLS What exactly is Parents for Public Schools? Parents for Public Schools is a non-profit, grass-roots volunteer organization comprised primarily of parents v^ho lx?lieve tlieir children receixe the best available education in public schools, and who actively recruit other parents to enroll their children into public schools. Parents for Public Schools seeks through its media campaigns to inform prospective school parents about the benefits of the diverse, high quality education available in the public schools. Parents for Public Schools has no official connection with any public school system, Do you have to be a parent to be a member of Parents for Public Schools? Absolutely not. .Membership is open to any person who supports our goals. While it is our experience that contact and testimony from a public school parent is the most powerful lobbying tool in convincing other parents to place their children in the public schools, all of our members mission is to encourage broad-based enrollment and support. How is Parents for Public Schools different from the PTA or PTSA? Parents for Public Schools serves a very different purpose from the PTA. Ultimately, the two organizations complement each other in significant ways. The primary function of Parents for Public Schools Is to recruit public school .students. Once those parents and students are in the public schools. Parents for Public Schtxils encourages atiive panicipation in the IHA or ITsA. .\\ great number of Parents for Public Schools parents are leaders in their childrens .school's ITA chapters, PIA Is a child adx'ocacy association in the local school that Is also affiliated on the state and national level. PTA seeks to influence legislation, school policies and parental involvement. If your school does not have a PTA or PTSA, we want to encourage you to start one. Why form a chapter of Parents for Public Schools? Chapters have been founded in different communities for different reasons. In our founding city of Jackson, Mississippi, Parents for Public Schools was formed to help reverse 20 years of w'hite flight from the public schools and to demonstrate and publicize the economic, social and business development benefits that came to cities with strong public schools. In other cities, Parents for Public Schools was organized to counter social or economic stigmas placed upon families whose children attend public schools. While tliere are important advantages to public school education which are common to all public schools, every community has its own reasons to support its public school system. No matter what those reasons may be in your community, our .staff can help get your chapter started and organized to reach your specific goals.What are the benefits to my community of forming a Parents for Public Schools chapter? It is Itard indeed to .summarize ail the Ixmefils that flow from increa.sed community commitment to public education. Quality public schools ensure economic growth by attracting industry and businesses to our cities. Another benefe which results from broad-based enrollment is an ethnic, social and economic cohesiveness in our communities, and a better place for all of us to live and worii. Increased broad-based public school enrollment results in greater public involvement in school programs, increased corporate funding for schools, and increased voter support for school bond issues. What benefits does a Parents for Public Schools Chapter receive from the National office? First, affiliation with the national organization saves your chapter the considerable time, expense, and worry of applying for tax-exempt status. This makes raising money for your Parents for Public Schciols programs much easier. We will provide you with the Parents for Public Schools Chapter Manual which contains all the information and doaiments you will need to create and sustain \\ our own chapter. We will provide continuing support with ideas for fundraising, successful organizational events, advertising, and a worid of other ways to get your group going and growing. What does it take to organize a Parents for Public Schools chapter? It takes a group of people with a commitment and a desire to work toward a common goal. It lake.s a willingness to talk to your friends and neigl)lx)rs, and the ability to get them to talk to their friends and neighlx)rs, It takes a willingnes.s to go to busines.s and community leaders to get their support and funding for Parents for Public Schools public awareness and media programs. In 1989 in Jackson, Mississippi, Parents for Public Schools was started with 26 parents. Two years later, we passed 700. It takes personal time and patience to build your chapter in your community, but the return to public schools is an idea whose lime has come. How is a Parents for Public Schools chapter structured? A chapter is formed by the incorporation of a non-profit corporation, election of directors and officers, adoption of bylaws and affiliation with Parents for Public Schools National. The national office will provide you with the necessan* forms for your use, as well as bylaws for your adoption. Once a chapter is officially formed, there are plenty of tasks and committee assignments for e\\eryone who wants to lend a hand. Among these are:  School NehK'orks  Business Network  Meetings/Programs  Data Bank  Realtor Relations  Fundraising/Grants  Research  Special Ex ent.s  Media  Publicity  Newsletter  MemlK^iship Iltimately, a .successful Parents for Public Sch(X)l.s chapter is organized to maximize the talents of each of its volunteer memlK*r.s. Once you decide to organize a chapter, we'll provide all the information, documents, and technical advice you will need. Our chapters do everything they possibly can to spread the g(x\u0026gt;d word about the excellent educations their children are receiving in public schools. How do we get started? Simple. Talk to parents and other interested people in your contmunity who share your commitment to public education, and ask them to join you in forming a Parents for Public Schools chapter. Then just fill out the attached form and drop it in the mail. Well be back in touch with you soon with precise information on how to get your group organized into a Parents for Public Schools chapter. Thank you for learning more about Parents for Public Schools, and for your interest in public education. NATIONAL OFFICE P.O. Box 1280' lackson. MS 39236-2807 (601) 982.1222 F.\\X (601) 982-0002 Thomas S. Howorth President Joshua J. Wiener Vice President Renee S. Jones Secretaiy .Macy B. Han Treasurer Sandra K. .Miiriey Kxeciitiie Director A\u0026gt;hley Watters Assisicinl lu the DirectorLittle Rock School District Meetings between ODM and Dr. Robert Clowers, Director of PRE 2-7-94 Met with Sterling Ingram and Bill Mooney. My recollection of this meeting is that it was an introductory meeting. I was appointed the new Director of Planning, Research, and Evaluation. A follow-up meeting was held the next day with Mr. Mooney. 2-S-94 Met with Bill Mooney. He gave me an overview of the planning and budgeting process and the Gray Book\ndiscussed format of the Program Budget Document (PBD). 2-24-94 Met with Bill Mooney. My recollection of this meeting was that it was a continuation of the earlier one on February 8 in which Mr. Mooney continued discussion with me of the program planning and budgeting process. 3-S-94 Met with Bill Mooney. This meeting was a continuation of our February 24 meeting in which we discussed the program planning and budgeting process. 3-15-94 Met with Bill Mooney. This meeting was a continuation of our March 8 meeting in which we discussed the program planning and budgeting process. 4-6-94 Met with Bill Mooney. This meeting was a continuation of our March 15 meeting in which we discussed the program plaiming and budgeting process. 4-11-94 I have a calendar entry for Connie Hickman of ODM but do not recall the topic of that meeting. 6-22-94 Meeting with Bill Mooney, My recollection of this meeting was that I asked questions about the Cycle 2 (FY-96) process which was beginning. I believe we reviewed the Gray Book and Management Tool. 7-14-94 On or about 7-14-94, met with Bill Mooney regarding the June 1994 Cycle 1 Management Tool. He recommended that we include a review of the blue ribbon committee on safety and security report, the NASH Cuniculum Audit report performed in 1990, and the Coopers Lybrand report for Gray Book 2 as part of the needs assessment. These reports were subsequently identified in Gray Book 2 for data that would be reviewed as part of the districts needs assessment.ODM and Robert Clowers Meetings 2 7-20-94 Met with Bill Mooney to discuss in general the need to define Draft 1 (i.e., Proposed Budget), Draft 2 (i.e., Tentative Budget), and the Final budget. See follow-up meeting of 7-22-94. 7-22-94 Met with Bill Mooney, Bob Morgan, and Mark Milhollen to discuss in more detail suggested definitions (i.e., format, etc.) of the Proposed, Tentative, and Final Budget (these recommendations were reviewed briefly with Russ Mayo, Mark Milhollen, and myself informally on 7-27-94, and a decision was made to include most of the wording and recommendations in the 1994 Gray Book 2). 9-8-94 Met with Bill Mooney to review codings of documents in PBD. He recommended that Court Orders be abbreviated as CO\nInterdistrict Plan as ID\nor other appropriate codings as the PBD process was refined. I forwarded a copy of these recommended codings to Russ Mayo for his review. . 9-12-94 I have a calendar entry for a meeting on 9-12-94 with Ann Brown, Russ Mayo, and myself. This was a meeting to plan the workshops requested by the judge to institutionalize the planning process. 10-11-94 Met with Bill Mooney on or about 10-11-94 to review his suggestions for the upcoming Needs Assessment report. This was primarily in response to his review of the first years Needs Assessment report, recommendations. He recommended that needs be focused on rather than 11-22-94 Russ Mayo and I met with Arm Brown and Bill Mooney. The discussion focused on the upcoming training sessions (business cases and financial and manpower reports) the district was planning. 11-28-94 I have a calendar entry for a meeting with Ann Brown, Bill Mooney, Russ Mayo, and myself\nmy recollection is that this meeting related to the upcoming training sessions (noted above). 11-29-94 Met with Bill Mooney to review Business Case examples for the upcoming Business Case training sessions in December 1994. 11-30-94 Dr. Williams, Ann Brown, Bill Mooney and myself met to discuss upcoming training sessions. Ms. Brown expressed her desire that the training sessions be more extensive than the time the District originally allotted would allow\nDr. Williams expressed the concern that principals andODM and Robert Clowers Meetings 3 others would be out of their buildings an excessive amount of time if the cunent schedule of sessions were made lengthier\nduring the meeting it was suggested that a follow-up training session be provided for those program managers who needed it (and additional training was provided on December 20). 12-1-95 I Picked up business case examples from Bill Mooney (to be used by Ms. Matthis in the training sessions on writing business cases). 1-19-95 Meeting with Bill Mooney to review and clarify questions he had concerning the December 1994 project management tool. Mr. Mooney asked if some tasks were going to be subordinated additionally on the Tool. 2-22-95 Met with Bill Mooney to review/clarify questions concerning the January 1995 Tool. He asked how items removed from PBD were going to be kept track of-I explained that a paper trail was being maintained of all items removed from PBD\nthis was in reference to the Desegregation Update given at a Board meeting in December. Mr. Mooney suggested that summary level for school closings be subordinated and tasked out in greater detail, which is already done in the business case for school closings. 3-28-95 Met briefly with Bill Mooney to review/clarify questions concerning February 1995 Tool. Meeting held late in month because of surgery I had had earlier. Questions regarding additional tasking of some items, such as school closings and tasks for court filings were raised. 5-9-95 Met with Bill Mooney to review and clarify questions concerning the April 1995 Tool. Mr. Mooney indicated that the gray book should be revised by the end of June 1995. Questions were raised about the timelines for the facilities study and how that had changed with this tool\nhe noted that the facilities study prevented the Needs Assessment tasking from rolling over to show 100% completion. Questions about how the new strategic planning process would affect the cunent management tool process. Asked how many teachers were identified for RIF. Asked why court filings was not subordinated into other tasks on the management tool. Signature Date ODM_MTGS DOCB5070701 I *3 z / z^ -7'J0r Date: July 7,1995 To: Ann Brown From: Bill Mooney Subj: ODM and Robert Clowers Meetings Listing As you requested, I reviewed my notes covering the meetings listed in Russ Mayos exhibit, Meetings between ODM and Dr. Robert Clowers, Director of PRE. The LRSD list submitted by Russ Mayo was in rebuttal of comments I made on the stand citing the curtailment in communications from the LRSD in the last ten months. The purpose of the review was to determine who initiated these meetings in an attempt to show the actual direction of communication. The findings below tell the rest of the story, and show a definite trend of less communications being generated by the LRSD. In fact, most of the communication initiated by members of the LRSD was the Court-ordered cooperation on the workshops. If I waited for LRSD to initiate activity on the Program Planning and Budgeting Process (PPBP), I would be a very lonely planner. My testimony was that communications had dropped off\nlooking at this material provided by the LRSD you can see that they have not initiated a PPBP meeting since October 1994 and nothing in 1995. In my judgement, this history represents a curtailment in communications. I have tried to teach the LRSD to measure and evaluate not on effort but on effectiveness. It appears I have failed in this endeavor. Summary of communication history\nMooney initiated Brown initiated Court initiated Jointly initiated Clowers initiated Others initiated = 15 = 1 = 1 = 4 = 3 = 0 \"2-7-94 Met with Sterling Ingram and Bill Mooney. My recollection of this meeting is that it was an introductory meeting. I was appointed the new Director of Planning, Research, and Evaluation. A follow-up meeting was held the next day with Mr. Mooney. \" Mlooney initiated.  2/2/94 1539: Mooney calls Ingram to set up meeting with Clowers. Dorothy (secretary) takes message.  2/2/94 1631\nIngram returns Mooneys call. Clowers in Jacksonville for rest of week. Meeting next week.  211194 1330: Mooney meets with Milhollen and Ingram on program inventory spreadsheet\nClowers sits in on meeting. Milhollen leaves early. Page 12-8-94 Met with Bill Mooney. He gave me an overview of the planning and budgeting process and the Gray Book\ndiscussed format of the Program Budget Document (PBD).  Mooney initiated.  2/7/94 1330: At end of program inventory meeting. Mooney sets up time with Clowers to follow-up on 2/8/94.  2/8/94 1335: Clowers calls Mooney on location of meeting (at LRSD). Clowers wants to move 1430 meeting to 1445. Mooney agrees.  2/8/94 1445: Mooney and Clowers meet. Mooney tells Clowers to read the gray book, his notes, and the project management tool. Mooney tells Clowers to call him when he is ready to proceed with next meeting. 2-24-94 Met with Bill Mooney. My recollection of this meeting was that it was a continuation of the earlier one on February 8 in which Mr. Mooney continued discussion with me of the program planning and budgeting process.  Mooney initiated.  2/8/94 1445: Mooney and Clowers meet. Mooney tells Clowers to read the gray book, his notes, and the project management tool. Mooney tells Clowers to call him when he is ready to proceed with next meeting.  2/15/94 1104: Mooney gets message Clowers called.  2/15/94 1312: Mooney returns Clowers call. Meeting set for 2/22/94 at 1330.  2/22/94 0843: Griflfin (secretary) calls Mooney for Clowers. Superintendent has told him to clear his calendar so must reschedule 1330 meeting. Re-set for 2/24/94 at 1000.  2/24/94 1000: Mooney and Clowers meet. \"3-8-94 Met with Bill Mooney. This meeting was a continuation of our February 24 meeting in which we discussed the program planning and budgeting process.  Clowers initiated.  'ini9A 1615: Clowers calls Mooney. Mooney on another line.  311194 1623: Mooney returns Clowers call. Set up meeting for 3/8/94 at 0830.  3/8/94 0830: Clowers and Mooney meet. 3-15-94 Met with Bill Mooney. This meeting was a continuation of our March 8 meeting in which we discussed the program planning and budgeting process.  Jointly initiated.  3/8/94 0830: Mooney and Clowers set up next training session for 3/15/94 at 0830.  3/15/94 0830: Mooney and Clowers meet. Mooney tells Clowers he will be off payroll but Mooney will call to check on him before going on hike. Page 2\"4-6-94 Met with Bill Mooney. This meeting was a continuation of our March 15 meeting in which we discussed the program planning and budgeting process.  Mooney initiated.  3/15/94 0830: Mooney and Glowers meet. Mooney tells Glowers he will be off payroll but Mooney will call to check on him before going on hike. Set up time for Glowers to call Mooney at home on 3/29/94.  3/19/94: Mooney off payroll.  3/29/94: Mooney can not recall time of call since he was a civilian having fun. Glowers calls and meeting is set for 4/6/94 at 1430.  4/6/94 1430: Mooney comes in for meeting with Glowers in civilian/casual. 4-11-94 1 have a calendar entry for Connie Hickman of ODM but do not recall the topic of that meeting.  No meeting. Hickman was on leave. 6-22-94 Meeting with Bill Mooney. My recollection of this meeting was that I asked questions about the Cycle 2 (FY-96) process which was beginning. I believe we reviewed the Gray Book and Management Tool.  Mooney initiated.  5/31/94 0800: Mooneys first day back on payroll.  6/2/94 1418: Mooney calls Glowers for update on the process. Need to get together.  6/20/94 0935: Mooney calls Glowers. Glowers in meeting with superintendent.  6/21/94 1333: Glowers calls Mooney. Meeting set up for 6/22/94 at 1430.  6/22/94 1430\nMooney and Glowers meet. 7-14-94 On or about 7-14-94, met with Bill Mooney regarding the June 1994 Cycle 1 Management Tool. He recommended that we include a review of the blue ribbon committee on safety and security report, the NASE Curriculum Audit report performed in 1990, and the Coopers Lybrand report for Gray Book 2 as part of the needs assessment. These reports were subsequently identified in Gray Book 2 for data that would be reviewed as part of the district's needs assessment.  Meeting not held. Rescheduled from 7/14/94 to 7/20/94. \"7-20-94 Met with Bill Mooney to discuss in general the need to \"define  Draft 1 (i.e., Proposed Budget), Draft 2 (i.e., Tentative Budget), and the Final budget. See follow-up meeting of 7-22-94.  Jointly initiated.  6/23/94 1800 (est): Mooney and Glowers talk at LRSD regular board meeting. Need to meet on gray book revision. Page 3Time unknown: Meeting set for 6/30/94. 6/29/94 0850: Clowers calls Mooney to reschedule 6/30/94 meeting. Look at 7/5-6. Mooney in court for budget hearing. 6/29/94 1611: Mooney returns Clowers call. Clowers not in office. Dorothy (secretary) takes message. 7/5/94 1350: No word from Clowers. Mooney calls Clowers. Clowers out, Erma (secretary) takes message. 7/5/94 1444: Erma calls for Clowers. She will try to reschedule the meeting. 7/5/94 1542: Clowers calls Mooney. Mooney on another line. Clowers will call back tomorrow. 7/7/94 1232: Clowers calls Mooney. Meeting on gray book and Cycle II project management tool. Tentative meeting set for 7/14/94. 7/13/94 1109: Clowers calls Mooney. Mooney in Parent Involvement Project meeting. 7/13/94 1329: Mooney calls Clowers. Clowers in meeting. Left message for him to call Mooney. 7/14/94 0837: Erma (secretary) calls for Clowers. Meeting set for 1530. 7/14/94 0858: Erma (secretary) calls for Clowers to confirm 1530 meeting. 7/14/94 1539: Erma (secretary) calls to cancel meeting with Clowers\nafter start time for meeting. 7/20/94 1014: Clowers call Mooney. Meeting set for 1530. Milhollen may attend. 7/20/94 1530: Meeting finally held. Mooney requests meeting on budget definitions. Meeting set for 7/21/94 at 1400. 7-21-94 Meeting not listed on Clowers exhibit. (Probably noted as 7/22/94) Mooney initiated.  7/20/94 1530: During meeting, Mooney requests meeting on budget definitions.  7/21/94 1400: Meeting on budget definitions followed by another meeting on the planning process. Follow-up meeting set for 7/22/94 because Milhollen had conflict. Clowers will call with the time. \"7-22-94 Met with Bill Mooney, Bob Morgan, and Mark Milhollen to discuss in more detail suggested definitions (i.e., format, etc.) of the Proposed, Tentative, and Final Budget (these recommendations were reviewed briefly with Russ Mayo, Mark Milhollen, and myself informally on 7-27-94, and a decision was made to include most of the wording and recommendations in the 1994 Gray Book 2).  Jointly initiated.  7/21/94 1400: Meeting on budget definitions followed by another meeting on the planning process. Follow up meeting set for 7/22/94 because Milhollen had conflict. Clowers will call with the time.  7/22/94 0804: Clowers calls Mooney with time of 1100 for the budget definition meeting. Mooney already at LRSD. Approximately 1040, Matthis hands Mooney note to see Clowers, Morgan on his way.  7/22/94 1100: Mooney, Morgan, Clowers, and Milhollen meet on budget definitions. Page 49-8-94 Met with Bill Mooney to review codings of documents in PBD. He recommended that Court Orders be abbreviated as CO Interdistrict Plan as ID or other appropriate codings as the PBD process was refined. I forwarded a copy of these recommended codings to Russ Mayo for his review.  Jointly initiated.  9/1/94 0829: During a phone conversation, Mooney and Clowers set up meeting for 9n/94 at 1300 on PBD referencing items.  9/7/94 0814: Mooney calls Clowers to move meeting to 1330. Clowers on another line. Will call Mooney back.  9/7/94 0833: Clowers returns Mooneys call. Clowers requests reschedule for 9/8/94 at 1430. Agreed.  9/8/94 1430: Clowers and Mooney meet. 9-12-94 I have a calendar entry for a meeting on 9-12-94 with Ann Brown, Russ Mayo, and myself. This was a meeting to plan the workshops requested by the judge to institutionalize  the planning process.  Court initiated.  9/12/94 1330\nBrown, Mooney, Mayo, Clowers meet as directed by the Court. Subject was the Program Planning and Budgeting Process training/workshops directed by the Court. 10-11-94 Met with Bill Mooney on or about 10-11-94 to review his suggestions for the upcoming Needs Assessment report. This was primarily in response to his review of the first years Needs Assessment report. He recommended that needs  be focused on rather than recommendations.  Clowers initiated.  10/7/94 1245: Clowers calls Mooney. Mooney at lunch.  10/7/94 1356: Mooney returns Clowers call. Line busy.  10/7/94 1357: Mooney returns Clowerscall. Line busy.  10/7/94 1422: Mooney returns Clowers call. Wants meeting on needs assessment. Meeting set for 10/11/94 at 0830.  10/11/94 0835: Mooney and Clowers meet on needs assessment. NOTE. The district did not take Mooneys advice from this meeting. \"11-22-94 Russ Mayo and I met with Ann Brown and Bill Mooney. The discussion focused on the upcoming training sessions (business cases and financial and manpower reports) the district was planning.\" Clowers initiated.  11/21/94 1336: Clowers calls Mooney. Wants to set up meeting for Mayo and Clowers to meet with Brown and Mooney on business case workshops. Page 5 11/21/94 1345: with Brown.  11/21/94 1521\n 11/22/94 1430: Clowers calls Mooney. Verify location and call him back after setting up Mooney calls Clowers. Meeting set for 10/22/94 at 1430 at ODM. Mayo, Clowers, Brown, and Mooney meet. \"11-28-94 1 have a calendar entry for a meeting with Ann Brown, Bill Mooney, Russ Mayo, and myself\nmy recollections is that this meeting related to the upcoming training sessions (noted above).\" Mooney initiated.  11/23/94 1126: During a phone conversation, Mooney recommends meeting with Mayo, Brown, Clowers, and Mooney due to short time slot district is allotting for training sessions. Training requires more time.  11/23/94 1505: Mooney calls Clowers. We really need to meet. Clowers will call Mooney back.  11/23/94 1548: Clowers returns Mooney's call. With Mooney and Brown on the line, time windows are set. Clowers will check with Mayo and call back.  1/23/94 1603: Clowers calls Mooney. Leaves message that Mayo is clear for 11/28/94 at 1430.  11/23/94 1616: Money returns Clowers'call. Clowers out. Mooney confirms time and date with Erma (secretary).  11/28/94 1430: Mayo, Clowers, Brown, and Mooney meet about training time. \"11-29-94 Met with Bill Mooney to review Business Case examples for the upcoming Business Case training sessions in December 1994.\" Mooney initiated.  11/29/94 0800: Money and Clowers meet to review and explain the business case examples prepared by Mooney for the district training workshop. \"11-30-94 Dr. Williams, Ann Brown, Bill Mooney and myself met to discuss upcoming training sessions. Ms. Brown expressed her desire that the training sessions be more extensive than the time the District originally allotted would allow\nDr. Williams expressed the concern that principals and others would be out of their buildings an excessive amount of time if the current schedule of sessions were made lengthier\nduring the meeting it was suggested that a follow-up training session be provided for those program managers who needed it (and additional training was provided on December 20).\" Brown initiated.  11/30/94 0900: Brown and Mooney meet with Clowers and Williams on the business case training. NOTE\nODM's recommendations for allotting more time for training were not accepted. Page 6\"12-1-95 1 picked up business case examples from Bill Mooney (to be used by Ms. Matthis in the training u sessions on writing business cases). Mooney initiated. NOTE: Date incorrect\nshould be 12/1/94.  11/30/94 1428: During phone conversation, Mooney tells Glowers that the business case examples Mooney is preparing for the district workshops will be completed by late afternoon. Glowers will need to come pick them up.  12/1/94 0958: Glowers calls Mooney. He will come by at 1100 to pick up the material.  12/1/94 1155: Glowers calls Mooney. He cannot come by. Mooney volunteers to drop materials off with Dorothy (secretary) to speed things up. Drop made. \"1-19-95 Meeting with Bill Mooney to review and clarify questions he had concerning the December 1994 project management tool. Mr. Mooney asked if some tasks were going to be subordinated additionally on the Tool. Mooney initiated.  1/10/95 1107: Mooney calls Glowers. Have review of project management tool. Need meeting\nset for 1/13/95 at 1500.  1/13/95 0804: Glowers calls Mooney. Glowers is sick and needs to reschedule. Will call Mooney later.  1/18/95 1624\nMooney calls Glowers. Meeting rescheduled for 1/19/95 at 1000. Mooney meets with Glowers and reviews comments on project  1/19/95 1000\nmanagement tool. 2-3-95 Meeting not listed on Glowers' exhibit. Mooney initiated.  2/3/95 1055: Mooney stops by Glowers' office to talk about the Program Budget Document and the desegregation audit material. Meeting was not scheduled in advance. \"2-22-95 Met with Bill Mooney to review/clarify questions concerning the Januaiy 1995 Tool. He asked how items removed from PBD were going to be kept track of-1 explained that a paper trail was being maintained of all items removedfrom PBD\nthis was in reference to the Desegregation Update given at a Board meeting in December. Mr. Mooney suggested that summary level for school closings be subordinated and tasked out in greater detail, which is already done in the business case for school closings.\" Mooney initiated.  219195 1603: Mooney calls Glowers to set up meeting on project management review comments. Glowers not in office. Dorothy (secretary) takes message for him to call Mooney.  2/10/95 1036: Mooney calls Glowers since no return call. Glowers out sick.  2/13/95 0944\nGlowers calls Mooney. Meeting set for 2/22/95 at 1530.  2/16/95 1015: Mooney calls Glowers. Meeting rescheduled for 2/22/95 at 0830. Page 7 2/22/95 0830: Mooney and Clowers meet on Mooney's review and comments on the project management tool. \"3-28-95 Met briefly with Bill Mooney to review/clarify questions concerning February 1995 Tool. Meeting held late in month because of surgery I had had earlier. Questions regarding additional tasking of some items, such as school closings and tasks for court filings were raised. rr Mooney initiated.  3/9/95 1554: Mooney calls Clowers to meet on Mooney's review and comments on the project management tool. Clowers on another line. Dorothy (secretary) takes message and will have him call Mooney back.  3/9/95 1605: Clowers returns Mooney's call. Clowers will be having surgery. Mooney will fax Clowers the review and Clowers will call when he has read it.  3/14/95 0852: Clowers calls Mooney. Has read the review. Clowers will call Mayo about a time and then call Mooney back.  3/14/95 0906: Clowers calls Mooney back. Meeting is set for 3/28/95 at 1000.  3/27/95 1102: Clowers calls Mooney to reschedule meeting for 3/28/95 at 1530.  3/28/95 1530: Clowers and Mooney meet on Mooney's comments on the monthly project management tool. \"5-9-95 Met with Bill Mooney to review and clarify questions concerning the April 1995 Tool. Mr. Mooney indicated that the gray book should be revised by the end of June 1995. Questions were raised about the timelines for the facilities study and how that had changed with this tool\nhe noted that the facilities study prevented the Needs Assessment tasking from rolling over to show 100% completion. Questions about how the new strategic planning process would affect the current management tool process.  Asked how many teachers were identified for RIF. Asked why court filings  was not subordinated into other tasks on the management tool.\" Mooney initiated.  5/3/95 1600: Mooney meets with Clowers and gives him a review and comments on the monthly project management tool. 5-20-95 Meeting not listed on Glowers' exhibit. Mooney initiated. Unscheduled meeting.  5/20/95 1320: Mooney hand delivers review and comments on monthly project management tool to Clowers. Page 807\u0026lt;07/95 10:50 501 324 2023 LRSD COMMUNICATI ODM 002/002 I: Little Rock School District Media Advisory Special Board Meeting July 7,1995 For more information: Dina Teague, 324-2020 ! Little Rock School District Board members have joined Superintendent Henry Williams in the board room of the LRSD administration building for the duration of a recess in this morning's federal court session. 1 This impromptu meeting, which may include discussion of court events, is open to the public. I ### I ! I07/07/95 10:49 501 324 2023 @001/002 I LRSD COMMUNICATI ODM Little Rock School District Office of Communications i i r FAX I i Date: To: 1 i I ! I I ! I I t i i ! [i from: Subject: Spedai Instructions\nNumber of pages (including cover page): Fax phone number Communications telephone: (50i) 324-2020 TP* Speed dial: Fax:(501)324-2032 \\--aX X X X X X X X X ,i X DATE START RECEIVER AUG- 9 14:11 J WALKER TRANSACTION REPORT AIG- -TP CEP  \u0026lt; TX TINE PAGES TYPE NQ?'E 49\" I SEND OK '+ X X XXXX)tXj|XXX:\n:.!.'XXXXXXWXXXXXXXXXXXXxXXXXXmXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX*XXXXXXSXX.'f:xXXXXXt.XUtX.li4 08/09/95 15:59 0501 324 2023 LRSD COMHLNICATI --\u0026gt;- ODM fl01/002  2^  -t '4 'r r. L z. Ji\"' I SBr''\" j- 5' i'S' tj' te- P'- \u0026amp; y ii'  ,^l' ,r 7 - i. / V [ 1I .t I A, 1 7 it i'. (C .V 5)fc5t-. rOJ'  A\n'I'   -1'' A   : 5  - I i  . {I-S5/' J 'i:, LriTLE Rock School District Office of Communications FAX Date: To: From: Subject: Spedai Instructions: L ''iZ/.! fA7 efl /ll^ ~'^.'L4/ a. T Number of pages (including cover page)\nFax phone number: Speed dial\nI kJ J J I '\"1 Communications telephone: (501) 324-2020 Fax: (501) 324-2032 \u0026gt;! 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000 08/09/93 16:00 501 324 2023 002/002 V\n) j\nTp i 1 -I J-'A rti 1 LRSD COMMLMCATI ODM Little Rock School District -I. 'p 'rf' T'- 1' News Release i: SPECIAL BOARD MEETING . 'ii August 9, 1995 For more information: Dina Teague, 324-2020 Ln I LE ROCK  The Little Rock School District Board of Directors will hold a special board meeting after the regularly scheduled agenda meeting on Thursday, August 10 at 5:00 p.m. Both meetings will be held in the board room of the 4 administration building at 810 W. Markham, r, f:-I K Items to be considered in the special board meeting will include\n Review and Approval of Desegregation Plan Modifications  Personnel Reconunendations  Employee Hearings  Student Reinstatement Hearings Hearings are closed to the public unless the employee or student involved requests that they be open. L I Vv . hLr ' I. I I I 'L' ### 810 West Markham Street  Little Rock, Arkansas 73201 * (501)834-3000 I - - ' I X X X X X - X . X DATE START SENDER AUG-28 13:08 I 501 32\u0026lt; 2032'' P.Ol TRANSACTION REPORT AUG-28-95 NON 13:11 RX TINE PAGES TYPE NOTE 2'3'9\" 5 RECEIVE OK X X X X ' X X X X \" XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX^XXXXXXXXXXXXXXXXXX'XXXXXXXXXXXXXXXXXXXXXXXX'XXXXXXXXXXX'XXXXXXXXX'LI^D ADMIN. BULGING Fax:1-501-324-2032 Aug 28 95 13:11 P. 01/04 LU riJ R()\u0026lt;'K SCHOOL DIS I RK' I SIO WES I M ARKHAM S i REE I EH l EE Rl)(K.,\\R 72201 FAX (501)324-2032 DATE TO (yy?gh Central Arkansas Media FROM Suelien Venn SENDER'S PHONE # 324-2020 SUBJECT L e ,A I { 7 A Special Instructions Number cf Pages (include cover page) Pax Phone Number Speed dial * Q3L ' .'f' . . r-tv- hJ . f '.I,'! V I-OK COMMU.MCATUiXS 'H', VSEOMX Trausnfitmd By Ditii Time, 'r 1'1 A I LRSD ADMIN. BUDDING Fax:1-501-324-2032 13:11 P. 02/04 S Aug 28 95 Little Rock School District 4 Media Advisory August 28. 1995 For more Information: SueUen Vann. 324-2020 J Representatives of the Uttle Rock Scliool District will meet with other parties to the districts desegregation case on Wednesday, August 30. 1995. at 6:00 p.m. The meeting will be held at the Baum Center on the University of Arkansas at Little Rock campus. This will be the fourth meeting between the parties to discuss the status of the desegregation obligations. School Board President Linda Pendexter will attend the meeting. ### Note: A special board meeting situation exists when more than one board member attends the same event. I 810 West Markham Street  Little Kock, Arkansas 72301  (501) 884-2000 w  LPSD ''admin. BLLDING Fax:1-501-324-2032 Aug 28 95 13:12 P.03/04 A-Little Rock School District Media Advisory August 28, 1995 For more information\nSuellen Vann. 324-2020 Hie Board of Directors of the Little Rock School District (IJ^D) will hold a special meeting at 6:00 p.m, on Thursday. August 31, 1995. The purpose of the meeung is to complete LRSD business which was not finished at the regular monthly meeting on August 24. The meeting will be held in the Board Room of the LRSD Administration Building at 810  West Markham. ### KE\nftlO West Markham Street  Little Kock, Arkansas 78201  (.iO 1)824-2000 LRSD ADMIN, BULDING 13:12 P. 04/04 RI Fax:1-501-324-2032 Aug 28 95 Little Rock School District Media Reminder August 28. 1995 For more information: Suellen Vann, 324-2020 The Little Rock School District (LRSD) and the Coalition of Little Rock Neighborhoods will host a forum featuring LRSD school board candidates for Zones 2, 4, and 7. The forum will be held tonight. August 28, from 7:30 until 9:00 p.m. In the Board Room of the LRSD Administration Building, 810 West Markham, Each UtSD school board candidate has been invited to participate in the forum. Panelists will question each candidate regarding his/her views on school-related Issues. The forum will be broadcast live over the LRSD cable channel 4, and the public is encouraged to attend. ### 1 Note: A special board meeting situation exists when more than one board member attends the same event. RIO West Markham Str*.t  Little Rock, Arkansas 73301  {-501)334-3000 LRSD ADMIN. BULDIN6 Fax:1-501-324-2032 Oct 12 95 11:27 P. 01/02 LI I ri,E KOCK SCHOOL DIS IKICI KIO WES'l MARKHAM STREEI Ei r i LE ROCK, AR 72201 fax (501)324-2032 DATE TO Central Arkansas Media FROM Suellen Vann SENDER'S PHONE # 324-2020 SUBJECT Special Instructions Number of Pages (include cover page) Fax Phone Number Speed dial i Ql I'OK COMMUNtCATtONS Ol'I'ICr. USE ONEY TrciHinjirred By Date Titw LRSD ADMIN. BULDING Fax:1-501-324-2032 Oct 12 95 11:27 P.02/02 w 3 Little Rock School District Media Advisory October 12,1995 For more information: Sueilen Vann, 324-2020 The Board of Directors of the Little Rock School District will hold a special meeting tonight in conjunction with the regular agenda meeting. During the special meeting the school board will elect officers, consider a donation, and hear student disciplinary actions. The special meeting and agenda meeting begin at 5:00 p.m. in the Board Room of the administration building at 810 West Markham. ### daSM3LRSD ADMIN. BULDING Fax:1-501-324-2032 Nov 13 95 14:39 P. 01/03 LU I LE ROCK SCHOOL DISTRKT Nin WlLS lMAkkHAM .S TREEr LITTLE ROCK, AR 72201 FAX (501)324-2032 DATE TO _ Central Arkansas Media FROM Suellen Vann SENDER'S PHONE# 324-2020 SUBJECT Special Instructions Number of Pages (include cover page) Fax Phone Number Speed dial * ILL roH coMMVMCAnoss o/'i-rci' ISE oM.r Tran unit ted Dy Date Time LRSD ADMIN. BULDING Fax:1-501-324-2032 Nov 13 95 14:40 P.03/03 I Little Rock School District Media Advisory November 13, 1995 For more information: Sueilen Vann. 324-2020 Desegregation Parties Meeting parties to the Little Rock School District (LRSD) desegregation case will meet on Monday, November 20,1995, at 11:30 a.m. The meeting will be held in the Board Room of the LRSD Administration Building at 810 West Markham. The meeting continues a series being conducted by representatives of the LRSD Board of Directors, LRSD administration, the Joshua intervenors, the Knight intervenors, and the Office of Desegregation Monitoring. The primary purpose of the meetings is to discuss the implementation and status of the district's desegregation plan. Modifications to the desegregation plan have been prepared by the LRSD administration and are being reviewed by the parties at these meetings. ### Note: A special meeting one LRSD board member situation will exist if more than attends the meeting. 810 West Markham Street  Little Rock, Arkansas 73201  \u0026lt;501)324-2000LRSD ADMIN. BULDING Fax:1-501-324-2032 Nov 13 95 14:39 P.02/03 Little Rock School District Media Advisory November 13, 1995 For more information: Suellen Vann, 324-2020 Joint School Board/City Board Meeting The Little Rock School Board will meet with the City of Little Rock Board of Directors in a joint meeting next week. The meeting will be held Monday, November 20, 1995, at 6:00 p.m. in the Board Room of the LRSD Administration Building at 810 West Markham. The meeting will provide an opportunity for school district and city officials to discuss common issues of concern. The public is welcome to attend the joint meeting. ### 810 West Markham Street  Little Rock, Arkansas 73301 , (5011884-2000I 4 piJLl'KIh r r 11 CCrCSBB^ tiTfi.E Rock School District ?dia Advisorv De- cfr.b\n'!\" 4, 1 /VJS For more information\nSuellen Vann, 324-2020 i he I itUv Rock School Districi (LRSD) Board of directors will lioij a S[x?cia.i n'lcei'ng tonight at S:Ofi p.m. The purpose of the uieeting is to conduct student disciplinary- hearings. The meeting will hr n\u0026lt; Id in the Board Rexant of the LRSD .Administration Building at K r j Wc-.st Markham. \\VrEt 'IAfhhaii Skrec' l/.file kck. Arkansais 72'401 (30n3a4-2000A-' 1_cs^96 10:18 501 324 2023 LRSD COMMUNICATI odm' 002/002 Little Rock School District ( Media Advisory special Board Meeting Time Change I I January 18,1996 For more information: Dina Emfinger, 324-2020 I The special meeting of the Little Rock School District Board of Directors scheduled for tonight will begin at 6:00 p.m. instead of 5:30 p.m. as previously announced. I i I I ### I I I i I i I ! I [ 'Wk^ . X S: X .' X\n' X . X 'X DATE START SENDER JAN-25 14:36 1 501 324 2032 TRANSACTION REPORT RX TINE PAGES TYPE 1'33\" 3 RECEIVE OK P.01 JAN-25-96 THU 14:38 NOTE '**1 * M \u0026lt;1 1:1 *3LRSD ADMIN. BOLDING Fax:1-501-324-2032 Jan 25 '96 15:37 P.01/02 \u0026gt; 'M- LI 1 I LK ROCK SCHOOL IHS'I RI( ' I KH WES 1 MARKHAM STR 1.1:1 I LI I TLE R{)( K, ar 722(H FAX (501)324-2032 DATE TO Central Arkansas Media FROM Suellen Vann SENDERS PHONE # SUBJECT Special Instructions 324-2020 1 \u0026gt;3 iF' Number of Pages (include cover page) Fax Phone Number Speed dial * 51 T /YW COMAH \\/(\n4 Tiosa orpicr. vsi: om.y Tti/ii-Kmitted By Dall' Time '.'V \u0026lt; I 1  (r RECEIVED C!' \"\" 'T^ EIVED w LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS Office of Desogrega'-ion Monifoiing Office of bv egation MonitG,  _ MARCH, 1996 SCHEDULE OF MEETINGS DATE-TIME MEETING PLACE Friday- 1 No Meetings Scheduled j*********************^ Monday- 4 School Climate/Human Relations Survey Administered All Schools 4:00 p.m. - 7:00 p.m. Learning Styles IRC 6:00 p.m. - Community Meeting Facility Study Wilson Elem. 11:45 a.m. VIPS Board of Directors LR Adult Center Tuesday- 5 8:00 a.m. - 11:00 a.m. Calculator Training 4th Grade Teachers IRC 9:30 a.m. - Principals Round Table Martin Luther King School 12:00 p.m. - 3:00 p.m. Calculator Training 4th Grade Teachers IRC 4:15 p.m. - 5:30 p.m. Secondary Social Studies Council IRC 4:30 p.m. - 7:30 p.m. Math Crusade Update Minicourse IRC 6:00 p.m. - LRSD Biracial Meeting Board Room1 MARCH page 2 DATE-TIME MEETING PLACE Wednesday- 6 1:45 p.m. - 3:00 p.m. Technology Workshop for Paraprofessionals Pulaski Heights UN. Methodist Church Early Dismissal Staff Development 3:00 p.m. - All Vocational Teaches Metropolitan 4:30 p.m. - District Dialogue (Assistant Principals) Dunbar Jr. High Thursday- 7 8:00 a.m. - 11:00 a.m. Calculator Training 4th Grade Teachers IRC 10:00 a.m. - 11:30 a.m. Superintendent Students Cabinet Henderson Jr. High 12:00 p.m. - 3:00 p.m. Calculator Training 4th Grade Teachers IRC 10:00 a.m. - Partners in Education Chamber of Commerce 1:00 p.m. - 3:00 p.m. Secondary Counselors Inservice Dunbar Jr. High 3:00 p.m. - Parent Involvement Advisory Team Student Assignment 4:00 p.m. - 6:00 p.m. LRAEOP Admin. Lounge Friday- 8 No Meetings Scheduled Sunday- 10 2:00 p.m. - 4 p.m. Parent Involvement Day First Commercial Bank**i|E*********************i|i***************************4\n*****:***************t******* MARCH page 3 DATE-TIME MEETING PLACE Monday- 11 4:00 p.m. - 7:00 p.m. Connecting Schools with Communities Southwest Jr. High 4:00 p.m. - 7:00 p.m. Human Relations/Conflict Diversity Geyer Springs Elem. 6:00 p.m. - Community Meeting (Facility Study) Fair Park Elem. Tuesday- 12 8:30 a.m. - Partners Idea Exchange Chamber of Commace 3:30 p.m. - 6:30 p.m. Grant Writing Terry Elementary 4:15 p.m. - 5:15 p.m. Secondaiy Math Council IRC 5:00 p.m. - District Dialogue Admin./Classified Board Room Wednesday- 13 8:00 a.m. - 11:00 a.m. Calculator Training 4th Grade Teachers IRC 11:30 a.m. - LRSD Vocational Advisory Council Metropolitan 12:00 p.m. - 3:00 p.m. Calculator Training 4th Grade Teachers IRC Thursday- 14 Parent Conference Day (Students Out) 8:00 a.m. - 3:30 p.m. School Nurse Inservice TBA 5:00 p.m. - Board Agenda Meeting Board Room***************************************** MARCH page 4 DATE-TIME MEETING PLACE Friday- 15 8:30 a.m. - 3:30 p.ni. Spring Principals Institute TBA Monday- 18 Tuesday- 19 Wednesday- 20 Thursday- 21 Friday- 22 Teacher Work Day (Students Out) SPRING BREAK (Schools Closed) SPRING BREAK (Schools Closed) SPRING BREAK (Schools Closed) SPRING BREAK (Schools Closed) SPRING BREAK (Schools Closed) (Administration Closed) *********************************************************** Monday-25 1:30 p.m. General Principals Meeting Board Room 6:00 p.m. - Community Meeting (Facility Study) Garland Incentive School Tuesday- 26 8:00 a.m. - 11:00 a.m. Calculator Training 4th Grade Teachers IRC************************************************************************* MARCH page 5 DATE-TIME MEETING PLACE Tuesday- 26 contd. 12:00 p.m. - 3:00 p.m. Calculator Training 4th Grade Teachers IRC 3:30 p.m. - 6:30 p.m. Regulations/Guidelines for Equity in Schools Martin Luther King School 4:15 p.m. - Gifted and Talented Council Hall High School 4:30 p.m. - District Dialogue (Teachers) Central High School Auditorium 4:30 p.m. - Vocational Task Force Metropolitan Wednesday- 27 8:00 a.m. - 11:00 a.m. Calculator Training 4th Grade Teachers IRC 12:00 p.m. - 3:00 p.m. Calculator Training 4th Grade Teachers IRC Thursday- 28 12:00 noon - Mentor Support Session \"Conflict Resolution\" Franklin Elementary 6:00 p.m. - Board Meeting Board Room Friday- 29 8:00 a.m. - 5:00 p.m. State Geography Bee Competition Arkansas Tech Universityc IC' **********************###****,******,*J******J,J,J^^^^J^,J^,J,^*J^,***,^**** LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS I^AK 4 J995 MARCH, 1996 Office of Desegregaiion SCHEDULE OF MEETINGS f^ionitonng DATE-TIME MEETING PLACE Friday- 1 No Meetings Scheduled ****************^^ Monday- 4 School Climate/Human Relations Survey Administered All Schools 4:00 p.m. - 7:00 p.m. Learning Styles IRC 6:00 p.m. - Community Meeting Facility Study Wilson Elem. 11:45 a.m. VIPS Board of Directors LR Adult Center Tuesday- 5 8:00 a.m. - 11:00 a.m. Calculator Training 4th Grade Teachers IRC 9:30 a.m. - Principals Round Table Martin Luther King School 12:00 p.m.  3:00 p.m. Calculator Training 4th Grade Teachers IRC 4:15 p.m. - 5:30 p.m. Secondary Social Studies Council IRC 4:30 p.m. - 7:30 p.m. Math Crusade Update Minicourse IRC 6:00 p.m. - LRSD Biracial Meeting Board Roomf * t********************************************************************************************* MARCH page 2 DATE-TIME MEETING PLACE Wednesday- 6 1:45 p.m. - 3:00 p.m. Technology Workshop for Paraprofessionals Pulaski Heights UN. Methodist Church Early Dismissal Staff Development 3:00 p.m. - All Vocational Teaches Metropolitan 4:30 p.m. - Thursday- 7 District Dialogue (Assistant Principals) Dunbar Jr. High 8:00 a.m. - 11:00 a.m. Calculator Training 4th Grade Teachers IRC 10:00 a.m. - 11:30 a.m. Superintendent Students Cabinet Henderson Jr. High 12:00 p.m. - 3:00 p.m. Calculator Training 4th Grade Teachers IRC 10:00 a.m. - Partners in Education Chambo'rf Cfflnmace 1:00 p.m. - 3:00 p.m. Secondary Counselors Inservice Dunbar Jr. High 3:00 p.m. - Parent Involvement Advisory Team Student Assignment 4:00 p.m. - 6:00 p.m. LRAEOP Admin. Lounge Friday- 8 No Meetings Scheduled **********************************************************************:*********************** Sunday- 10 2:00 p.m. - 4 p.m. Parent Involvement Day First Commercial Bankt********************************************************************************************* MARCH page 3 DATE-TIME MEETING PLACE Monday- 11 4:00 p.m. - 7:00 p.m. Connecting Schools with Communities Southwest Jr. High 4:00 p.m. - 7:00 p.m. Human Relations/Conflict Diversity Geyer Springs Elem. 6:00 p.m. - Community Meeting (Facility Study) Fair Park Elem. Tuesday- 12 8:30 a.m. - Partners Idea Exchange Chambo* of Commace 3:30 p.m. - 6:30 p.m. Grant Writing Terry Elementary 4:15 p.m. - 5:15 p.m. Secondary Math Council IRC 5:00 p.m. - District Dialogue Admin./Classified Board Room Wednesday- 13 8:00 a.m. - 11:00 a.m. Calculator Training 4th Grade Teachers IRC 11:30 a.m. - LRSD Vocational Advisory Council Metropolitan 12:00 p.m. - 3:00 p.m. Calculator Training 4th Grade Teachers IRC Thursday- 14 Parent Conference Day (Students Out) 8:00 a.m. - 3:30 p.m. School Nurse Inservice TBA 5:00 p.m. - Board Agenda Meeting Board RoomMARCH page 4 DATE-TIME MEETING PLACE Friday- 15 8:30 a.ni. - 3:30 p.m. Spring Principals Institute TEA Monday- 18 Tuesday- 19 Wednesday- 20 Thursday- 21 Friday- 22 Teacher Work Day (Students Out) SPRING BREAK (Schools Closed) SPRING BREAK (Schools Closed) SPRING BREAK (Schools Closed) SPRING BREAK (Schools Closed) SPRING BREAK (Schools Closed) (Administration Closed) ************************************************************************************************* Monday-25 1:30 p.m. General Principals Meeting Board Room 6:00 p.m. - Community Meeting (Facility Study) Garland Incentive School Tuesday- 26 8:00 a.m. - 11:00 a.m. Calculator Training 4th Grade Teachers IRC************************************** MARCH page 5 DATE-TIME MEETING PLACE Tuesday- 26 contd. 12:00 p.m. - 3:00 p.m. Calculator Training 4th Grade Teachers IRC 3:30 p.m. - 6:30 p.m. Regulations/Guidelines for Equity in Schools Martin Luther King School 4:15 p.m. - Gifted and Talented Council Hall High School 4:30 p.m. - District Dialogue (Teachers) Central High School Auditorium 4:30 p.m. - Vocational Task Force Metropolitan Wednesday- 27 8:00 a.m. - 11:00 a.m. Calculator Training 4th Grade Teachers IRC 12:00 p.m. - 3:00 p.m. Calculator Training 4th Grade Teachers IRC Thursday- 28 12:00 noon - Mentor Support Session Franklin Elementary 'Conflict Resolution' 6:00 p.m. - Board Meeting Board Room Friday- 29 8:00 a.m. - 5:00 p.m. State Geography Bee Competition Arkansas Tech Universityft*. I K Ir i'\n. _ rV~?r Jk 04'p-96 ' jl DATE TO FROM 5(H 324 20 23 LRSD COVWrXTCATI ODM 001, 002 -4 't . Little Rock School District 8i0 West Markham Street Little Rock, AR 72201 FAX (501) 324-2032 1 1 4 '35 SENDER'S PHONE # SUBjECT SPECIAL INSTRUCTIONS L. /Q, i  Number of pages (Including cover) Fax Phone ir FOR COMMUNICATIONS OFRCE USE OxNLY Transmined by Date 4 / .'i .\u0026gt; i T t Speed Dial ! Time 'f jr\u0026lt; I  f\u0026gt;i3^ *c  t '\n' iiWn   s-ysL^ p.- ,\n? iv\n- 810 West Markham Street 4- .  Little Rock, Arkansas 72201  (501)324-2000**#****#*************#*******************************************: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS APR 3 1996 APRIL, 1996 Office of Desegregation Monitoring SCHEDULE OF MEETINGS ************************************************************************************************ DATE-TIME MEETING PLACE Monday- 1 No Meeting Scheduled Tuesday- 2 4:00 p.m. - 6:30 p.m. K-6 Social Studies Textbook Focus Group Holiday Inn West 6:00 p.m. - Biracial Advisory Committee Board Room Wednesday- 3 8:00 a.m. - 3:30 p.m. Trainer of Trainers IRC Display Area Thursday- 4 10:00 a.m. - 12:00 noon Supt. Student Cabinet Horace Mann 6:00 p.m. - 9:00 p.m. SECME Multi-Cultural Extravaganza Ricks Armory 6:00 p.m. - LRSD Biracial Meeting Board Room Friday- 5 Staff Development Day (STUDENTS OUT) 9:00 a.m. - 12:30 p.m. Division of Exceptional Children Staff/ Strategic Planning Board Room********************************************************************** APRIL page 2 DATE-TIME MEETING PLACE Monday- 8 6:30 p.m. - Area School Advisory Committee Board Room Tuesday- 9 4:15 p.m. - 5:15 p.m. Math Council IRC Large Conf. Room Wednesday- 10 Thursday- 11 9:00 a.m. - 3:00 p.m. 5:00 p.m. - Stanford Eight Testing Custodians Appreciation Day Stanford Eight Testing Stanford Eight Testing Selected Resource Teachers/ Co-Teaching Board Agenda Meeting Annex Board Room Friday- 12 Stanford Eight Testing Saturday- 13 Super Saturday Parent Training IRC ********************************************* Monday- 15 Stanford Eight Testing 4:15 p.m. - 5:15 p.m. Secondary English Council IRCAPRIL page 3 DATE-TIME MEETING PLACE Tuesday- 16 8:00 a.m. - 2:30 p.m. SECME District Competitions UALR Wednesday- 17 Early Dismissal Bus Drivers Appreciation Day 4:14 p.m. - 5:15 p.m. Science Council IRC Large Conf. Room Thursday- 18 8:30 a.m. - 3:00 p.m. Title I Inservice IRC Display Area 4:00 p.m. - Student Assignment Appeals Committee Studoit Assign. Office 4:15 p.m. - 5:15 p.m. Secondary Foreign Language Council IRC Friday- 19 No Meeting Scheduled Saturday- 20 Super Saturday Parent Training IRC Mt***************************** ********************************************************************** APRIL page 4 DATE-TIME MEETING PLACE Monday- 22 8:00 a-m.  4:00 p.m. School Nurse Recertification for CPR and Standard First Aid Metropolitan Media Center 1:30 p.m. - General Principals Meeting Board Room National Secretaries Week Tuesday- 23 8:00 a.m. - 4:00 p.m. School Nurse Recertification for CPR and Standard First Aid Metropolitan Media Center 8:30 a.m. - 2:15 p.m. Quiz Bowl- Elem. Preliminaries Western Hills Elem. Wednesday- 24 8:00 a.m.  4:00 p.m. School Nurse Recertification for CPR and Standard First Aid Metropolitan Media Center Secretaries Appreciation Day 8:30 a.m. - 2:15 p.m. Quiz Bowl- Elem. Preliminaries Western Hills Elem. Thursday- 25 8:30 a.m. - 2:15 p.m. Quiz Bowl- Jr. High Preliminaries Western Hills Elem. 8:30 a.m. - 3:30 p.m. Elementary Librarians IRC 6:00 p.m. - Board Meeting Board Room Friday- 26 8:30 a.m. - 2:30 p.m. Elem. Counselors Inseryice Board Room******************************************************************************************** APRIL page 5 DATE-TIME MEETING PLACE Monday- 29 No Meeting Scheduled Tuesday- 30 8:30 a.m. - 4:00 p.m. Quiz Bowl- Elem. Finals (Division I) JA Fair Hi^ Schoolt*********************************************************************************************** LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS '^^Z- APRIL, 1996 APR^j 1996 SCHEDULE OF MEETINGS Ollier d *******************************************************************************4^*** DATE-TIME MEETING PLACE ^OnitOfi\n,'! Monday- 1 No Meeting Scheduled Tuesday- 2 4:00 p.m. - 6:30 p.m. K-6 Social Studies Textbook Focus Group Holiday Inn West 6:00 p.m. - Biracial Adyisory Committee Board Room Wednesday- 3 8:00 a.m. - 3:30 p.m. Trainer of Trainers IRC Display Area Thursday- 4 10:00 a.m. - 12:00 noon Supt. Student Cabinet Horace Mann 6:00 p.m. - 9:00 p.m. SECME Multi-Cultural Extravaganza Ricks Armory 6:00 p.m. - LRSD Biracial Meeting 'Board Room Friday- 5 Staff Development Day (STUDENTS OUT) 9:00 a.m. - 12:30 p.m. Division of Exceptional Children Staff/ Strategic Planning Board Room********************************************************************************************** APRIL page 2 DATE-TIME MEETING PLACE Monday- 8 6:30 p.m. - Area School Advisory Committee Board Room Tuesday- 9 4:15 p.m. - 5:15 p.m. Math Council IRC Large Conf. Room Wednesday- 10 Thursday- 11 9:00 a.m. - 3:00 p.m. 5:00 p.m. - Stanford Eight Testing Custodians Appreciation Day Stanford Eight Testing Stanford Eight Testing Selected Resource Teachers/ Co-Teaching Board Agenda Meeting Annex Board Room Friday- 12 Stanford Eight Testing Saturday- 13 Super Saturday Parent Training IRC Monday- 15 Stanford Eight Testing 4:15 p.m. - 5:15 p.m. Secondary English Council IRC********************************************************************************************** APRIL page 3 DATE-TIME MEETING PLACE Tuesday- 16 8:00 a.m. - 2:30 p.m. SECME District Competitions UALR Wednesday- 17 Early Dismissal Bus Drivers Appreciation Day 4:14 p.m. - 5:15 p.m. Science Council IRC Large Conf. Room Thursday- 18 8:30 a.m. - 3:00 p.m. Title I Inservice IRC Display Area 4:00 p.m. - Student Assignment Appeals Committee Studoit Assign. Office 4:15 p.m. - 5:15 p.m. Secondaiy Foreign Language Council IRC Friday- 19 No Meeting Scheduled Saturday- 20 Super Saturday Parent Training IRC Id***************************** :****************************************************************************************^*****\n**^^ APRIL page 4 DATE-TIME MEETING PLACE Monday- 22 8:00 a.m.  4:00 p.m. School Nurse Recertification for CPR and Standard First Aid Metropolitan Media Center 1:30 p.m. - General Principals Meeting Board Room National Secretaries Week Tuesday- 23 8:00 a.m. - 4:00 p.m. School Nurse Recertification for CPR and Standard First Aid Metropolitan Media Center 8:30 a.m. - 2:15 p.m. Quiz Bowl- Elem. Preliminaries Western Hills Elem. Wednesday- 24 8:00 a.m. - 4:00 p.m. School Nurse Recertification for CPR and Standard First Aid Metropolitan Media Center Secretaries Appreciation Day 8:30 a.m. - 2:15 p.m. Quiz Bowl- Elem. Preliminaries Western Hills Elem. Thursday- 25 8:30 a.m. - 2:15 p.m. Quiz Bowl- Jr. High Preliminaries Western Hills Elem. 8:30 a.m. - 3:30 p.m. Elementary Librarians IRC 6:00 p.m. - Board Meeting Board Room Friday- 26 8:30 a.m. - 2:30 p.m. Elem. Counselors Inseryice Board Room******************************************************************************************** APRIL page 5 DATE-TIME MEETING PLACE Monday- 29 No Meeting Scheduled Tuesday- 30 8:30 a.m. - 4:00 p.m. Quiz Bowl- Elem. Finals (Division I) JA Fair High SchoolLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MAY, 1996 SCHEDULE OF MEETINGS DATE-TIME MEETING PLACE Wednesday- 1 8:30 a.m. - 2:20 p.m. Quiz Bowl Finals fifcaveo J.A, Fair 1:30 p.m. - 3:30 p.m. LRSD Nurses M.L. King 4y f ,5^^ Thursday- 2 ^onitonn^- 8:30 a.m. - 2:30 p.m. Quiz Bowl Finals J.A. Fair 10:00 a.m. - Noon Superintendents Student Cabinet Hall High 5:00 p.m. - LRAEOP Lounge Friday- 3 2:00 p.m. - 3:00 p.m. Learn \u0026amp; Serve Advisory Committee Romine Elem. Satiirdav-4 9.00 a.m. - Super Saturday Parent Training IRC Monday- 6 School Nurse Week (May 6 -10) 8:30 a.m. - 3:00 p.m K.-5 Summer School Training (May 6-10) AR Book Depositor Tuesday- 7 4:30 p.m. - 6:00 p.m Secondary Social Studies Council TBAMAY page 2 6:00 p.m. - Bi-Racial Meeting Board Room 3:30 p.m. - 6:30 p.m. TESA Rightsell Wednesday- 8 No Meeting Scheduled Thursday- 9 8:30 a.m. - 3:30 p.m. National Faculty Board Room 3:15- Pre-K Teachers Inseryice IRC 5:00 p.m. - Board Agenda Meeting Board Room Friday- 10 8:30 a.m. - 3:30 p.m National Faculty Board Room Monday- 13 6:30 p.m. - Area Schools Adyisory Committee Board Room Tuesday-14 No Meeting Scheduled Wednesday-15 1:00 p.m.-3:45 p.m. Secondary Counselors Inseryice Horace Mann 1:40 p.m. CD A Training - Pre-K Instructional Aides IRC Thursday- 16 4:00 p.m. - Student Assignment Appeals Committee SAO 4:15 a.m. - 5:15 p.m. Foreign Languages Council IRCMAY page 3 DATE-TIME MEETING PLACE Friday- 17 No Meeting Scheduled Saturday- 18 10:00 a.m. - Parent Inyolyement Awards Picnic McArthur Par ************************************************ Monday- 20 8:30 a.m. - 3:00 p.m. K-5 Summer School Training (May 20 - 24) AR Book Depositor 1:30 p.m. - 4:30 p.m. Principals Meeting Board Room 4:15 p.m. - 5:15 p.m. English Council IRC Tuesday- 21 Wednesday- 22 No Meeting Scheduled 8:30 a.m. - 2:00 p.m. 6th Grade Challenge Parkyiew Thursday- 23 8:30 a.m. - 2:00 p.m. - 6th Grade Challenge Parkyiew 6:00 p.m. - Board Meeting Board Room Friday- 24 No Meeting Scheduled Monday- 27 Memorial Day (Students Out) Administration Oflices ClosedMAY page 4 DATE-TIME MEETING PLACE Tuesday- 28 No Meeting Scheduled Wednesday- 29 6:30 p.m. - SECME Awards Banquet UALR Thursday- 30 No Meeting Scheduled Friday-31 No Meeting ScheduledLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS Date: May 9, 1996 To: Board of Directors Through: H 11 rams, Superintendent i Re: Board Meeting Dates, 1996-97 School Year The proposed schedule of regular meeting dates are provided for your review and approval. The second and fourth Thursday of each month are designated as regular meeting dates. The only exceptions occur in November and December to avoid conflict with holidays. MONTH AGENDA MEEETING REGULAR MEETING July August September October November December January February March April May June 07-11-96 08-08-96 09-12-96 10-10-96 11-07-96 12-05-96 01-09-97 02-13-97 03-13-97 04-10-97 05-08-97 06-12-97 07-25-96 08-22-96 09-26-96 10-24-96 11-21-96 12-19-96 01-23-97 02-27-97 03-27-97 04-24-97 05-22-97 06-26-97 LRSD ADMIN. BULDING Fax: 1-501-324-203 Jun 13 96 9:00 P. 02/a 5* % Little Rock School District LRSD Special Board Meeting June 13, 1996 For more information: Suellen Vann, 324-2020 / The Board of Directors of the Little Rock School District (LRSD) will hold a special meeting at 5:00 p.m. today in conjunction with the agenda meeting. Items on the special meeting agenda are: Technology in Education Challenge Grant Resolution Authorizing Issuance and Sale of Tax and Revenue Anticipatory Promissory Notes Student Expulsion Recommendations Student Reinstatement Petition The meetings will be held in the Board Room of the LRSD Administration Building, 810 West Markham. 810 West Markham Street  Little Rock. .Arkansas 72201  (501)324.2000.LRSD ADMIN. BULDING Fax:1-501 '4-2032 Jun 13 '26 '2:00 P. 01/02 LI ITLE ROCK .SCHOOI. DIS 1 KKT SKI WES 1 MARKHAM .STRIJ I | LI r i LK ROCK. AR 72201 Fz\\X (501)324-2032 DATE TO Central Arkansas Media \u0026lt; I FROM Sueilen Vann SENDER'S PHONE # 324-2020 SUBJECT A Special Instructions Number of Pages (include cover page) Fax Phone Number Speed dial * 01 l-Oli COMMUNICATIONS OFI'ICK VSE OM.Y TrorismiUed By Dale Tinii' (I*?F. Y. I. Date: 13^ Arm Gene I ! Bl Horace Margie Melissa Skip Polly Linda Return to: *******************************************************************************************'* LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS JUNE, 1996 received ////?/' JUN 4 SCHEDULE OF MEETINGS Ottice of Desegregation Monitoring DATE-TIME MEETING PLACE Saturday-1 Sunday-2 IRC Moving to Ish (June 1 - 30) No Meetings Scheduled Monday- 3 8:00 a.m. -11:00 a.m. Equipment Check in Annex 11:00 a.m.. - 1:00 p.m. VIPS Board of Directors Adult Activity Center Tucsday-4 Last Day For Students Last Day For Teachers 5:30 p.m. - Biracial Advisory Committee Board Room Wednesday- 5 No Meetings Scheduled Thursday- 6 10:00 a.m. - AR Chapter National School Public Relations AR School Board Assoc. Friday- 7 No Meetings ScheduledJune page 2 DATE-TIME MEETING PLACE Monday-10 No Meetings Scheduled Tuesday-11 Wednesday- 12 No Meetings Scheduled All Day Jonesboro Partners in Education Conference ASU Thursday- 13 All Day Jonesboro Partners in Education Conference ASU 5:00 p.m. - Board Agenda Meeting Board Room Friday- 14 No Meetings Scheduled ******************************************************************************************* Monday-17 Tuesday-18 No Meeting Scheduled Wednesday-19 No Meetings Scheduled No Meetings Scheduled Thursday- 20 4:00 p.m. - Student Assign. Appeal Committee SAO Friday-21 No Meetings Scheduledi June Page 3 DATE-TIME MEETING PLACE Monday- 24 No Meetings Scheduled Tuesday- 25 No Meeting Scheduled Wednesday- 26 No Meetings Scheduled Thursday- 27 6:00 p.m. - Regular Board Meeting Board Room Friday- 28 No Meetings Scheduled Saturday- 29 No Meetings Scheduled Sunday- 30 IRC Moying to Ish*******************************************************************************************r* LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS received JUN 4 1996^ JUNE, 1996 SCHEDULE OF MEETINGS Office o Desegregation Monitoring DATE-TIME MEETING PLACE Saturday- 1 IRC Moving to Ish (June 1 - 30) Sunday- 2 No Meetings Scheduled Monday- 3 8:00 a.m. -11:00 a.m. Equipment Check in Annex 11:00 a.m.. - 1:00 p.m. VIPS Board of Directors Adult Activity Center Last Dav For Students Tuesday-4 Last Day For Teachers 5:30 p.m. - Biracial Advisory Committee Board Room Wednesday- 5 No Meetings Scheduled Thursday- 6 10:00 a.m. - AR Chapter National School Public Relations AR School Board Assoc. Friday- 7 No Meetings Scheduled******************************************************************************************* June pugfiJ DATE-TIME MEETING PLACE Monday- 10 No Meetings Scheduled Tuesday-11 No Meetings Scheduled Wednesday- 12 All Day Jonesboro Partners in Education Conference ASU Thursday- 13 All Day Jonesboro Partners in Education Conference ASU 5:00 p.m. - Board Agenda Meeting Board Room Friday- 14 No Meetings Scheduled ******************************************************************************************* Monday- 17 No Meeting Scheduled Tuesday-18 No Meetings Scheduled Wednesday- 19 No Meetings Scheduled Thursday- 20 4:00 p.m. - Student Assign. Appeal Committee SAO Friday-21 No Meetings Scheduled*****************************************************************************************J,* June Page 3 DATE-TIME MEETING PLACE Monday- 24 No Meetings Scheduled Tuesday- 25 No Meeting Scheduled Wednesday- 26 Thursday- 27 6:00 p.m. - No Meetings Scheduled Regular Board Meeting Board Room Friday- 28 No Meetings Scheduled Saturday-29 No Meetings Scheduled Sunday-30 IRC Moving to IshJUL 10 1996 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS Office of Desegi'eyation Monitoring JULY, 1996 SCHEDULE OF MEETINGS DATE-TIME MEETING ELACE Monday-1 No Meetings Scheduled Tuesday- 2 Wednesday- 3 Thursday- 4 No Meetings Scheduled No Meetings Scheduled Independance Day (Administrative Offices Closed! Friday- 5 Holiday (Administrative Offices Closed) Monday- 8 Tuesday- 9 No Meetings Scheduled No Meetings Scheduled Wednesday-10 5:30 p.m. - Safety \u0026amp; Security Task Force Board Room Thursdayr 11 5:00 p.m. - Board Agenda Meeting Board Room Friday- 12 No Meetings ScheduledJuly pagg2 DATE-TIME MEETING PLACE Monday -15 No Meetings Scheduled Tuesday-16 No Meetings Scheduled Wednesday-17 10:00 - Vocational Coordinators Metro Thursday- 18 4:00 p.m. - Student Assignment Appeals Committee SAO 501 Sherman Friday-19 No Meetings Scheduled Monday- 22 No Meetings Scheduled Tuesday- 23 No Meetings Scheduled Wednesday- 24 No Meetings Scheduled Thursday- 25 11:30 a.m. - 1:30 p.m. School -to - Work Transition Planning Committee Meeting Board Room 6:00 p.m. - Board Meeting Board Room Friday- 26 No Meetings Scheduled ******************************************************************************************** * * * * * * it * * * * * -k * * -k it * -k :/t it * * * * * -k * * -k it * it it -it * 'k it -it * it * k-it ** 'ie'if ik it ie * -k * * it -k * -k * A * rk * * * * -k rk * * * -it -it * * ie it * * -k it * * -if P8gg3 DATE- TIME MEETING ELACE Monday- 29 8:30 a.m. - 3:30 p.m. Principals Institute L.R. Hilton *(Tentative Location) 9:00 a.m. -11:00 a.m. All Business Education Teachers Metro Tuesday- 30 8:30 a.m. - 3:30 p.m. Principals Institute *1 Wednesday- 31 L.R. Hilton (Tentative Location) 8:30 a.m. - 3:30 p.m. Principals Institute Nuts and Bolts Board RoomLRSD ADMIN. BULDING Fax:1-501-324-20: Jul 23 96 15:17 P. 01/02 M l 1 IJ. ROC K S( HOOL DIS I RK' I sin W 1 S I M \\UK11 \\M s i Rill I I I 1 1 Li: U()( K, AR 2201 TAX (501) 324-2032 DATE TO Central Arkansas Media FROM Suellen Vann SENDER'S PHONE # 324-2020 SUBJECT Special Instructions Number of Pages (include cover page) Pax Phone Number Stan^dial * QI POK (:f)MMi \\tCAri\u0026lt;)\\s orrici- csi: OM.y TrtiiiMttined Bv n.ue Tinie LRSD ADMIN. BULDING Fax:1-501-\n?4-2032 Jul 23 96 15:13 P. 02/02 Little Rock School District Management Team Meeting July 23, 1996 For more information: Suellen Vann, 324-2020 The Little Rock School District management team will meet at 2:45 p.m. on Wednesday, July 24, 1996. The meeting will be held in the superintendents conference room of the Administration Building, 810 West Markham. ### NOTE: A special Board meeting situation will exist if more than one Board member attends the same meeting/event. 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000LRSD ADMIN. BULDING Fax:1-501-324-2032 Aug 2 '96 15 1 P.02/03 Little Rock School District News Release School Start-Up August 2. 1996 For more information: Sueilen Vann, 324-2020 As the opening of school approaches, parents should be aware tliat elementary school hours have changed for the Little Rock School District. School starting and ending times have been staggered to provide for more efficient use of the districts bus fleet. The elementary school schedule is as follows: Elementary Start 7:40 a.m./Di.smiss 2:25 p.m. Stall 7:50 a.m./Dismiss 2:35 p.m. Badgett Cloverdale Franklin Geyer Springs Otter Creek Romine Wakefield Williams Woodruff Booker Fair Park Fulbright King Righisell Terry Watson Wilson Bale Brady Chicot Forest Park Gibbs Mabelvale Mcadowcliff Pulaski Heights Washington Baseline Carver Dodd Garland Jefferson McDermott Mitchell Rockefeller Western Hills (more) 810 West Markham Street  Little Rock, Arkansas 72201  (.501)824-3000LRSD ADMIN. BULDIN6 Fax:1-501 4-20: Aug 96 15:58 P. 03/03 LRSD School Start Page 2 of 2 Secondary school hours are the same as the 1995-96 school year as follows: Junior High Senior High Start 8:45 a.in./Dismiss 3:45 p.m. Start 8:40 a.m./Dismiss 3:45 p.m. Cloverdale Forest Heights Mann Pulaski Heights Dunbar Henderson Mabeivale Southwest Parkview Start 8:50 a.ni./Disnriss 3:45 p.m. Central J. A. Fair Hall McClellan Start Varies/Pismissal Varies Metropolitan Parents and student.s are encouraged to notify their school or the Student Assignment Office if their address has changed. Bus routes are being planned, and it is important that current addresses of students be available for routes to be accurate and efficient. ### - LPSC ADMIN. BULDING Fax:1-501-324-2032 Aug 8 96 10:58 P. 03/03 t LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS SPECIAL BOARD MEETING August 8,1996 AMENDED AGENDA** I  I. II. IV. V. VI. VII. Vin. IX. West Side (Pondexter) East Side (Pendexter) CTA Presentation Administrative Staffing Reassignments Recommended Personnel Changes Approval of Secretarial Position Briefing by Legal Counsel Student Hearings Employee Hearing ft LPSD hDMIN. BHLDING i . ' \u0026gt;2'L'i .\\ugust 15. 1996 ra? 1-501-324-2032 Hug 15 '96 I.nTLE Rock School Disikict Special B\u0026lt;ard Meeting 1 HI more uifuimation. Suellen Vann. 2020 The Little Rock Schoo! District fl ,RSD) Board of Directors has called a special Board meeting for today. The agenda for the meeting \\\u0026gt; ill iiiclade. Student Reinstatement Hearmgs Status of Contract Negotiations with Teachers Secondary Literature Texthook .Adoption The meeting will begin at 6:00 p.m. in the Board Room of the LRSD Admuusuatiou Building at 810 West Markliatn 810 West Markham Street  Little Rock, Arkansas 73201  (501)334-2000 *  . ! I O' T -I' Otfl?!, yK - -.VS***-., 'I'SMeefiifou. '. IM 1\nir- I r\n\\\nS\n.'21 BIJI:. Oijn ''2 90 c   13:?? F', 01/02 5 5 H J i 1\\O( K ( }|\u0026lt; )()1 ills' I j^K I } s 1 M Ut:Kl! \\M s, [ i-j I i 2 PH(? ' 1. 4 \u0026gt;\u0026gt; KIECT spevi i \\uml!rr f-\nt H H\nU\u0026lt; K \\U \"2201 i' W '?\u0026lt;H I 324.20.^2 I __ t rt V k it' 1 S1S a 1 1 e\n1 V a M n 't 4 \u0026gt;i' | w=?.  1 t X t. '^ A \u0026lt;'i  A i.'f^ber S. V: V M ) A d ritr. ! ' bvOMMi., LRSD hL\u0026gt;!IN. BUlDING -ax:1-501-32^-2032 A'jg 22 '96 13:38 P. 02/02 LLk cir?  IvniLE Rock S\u0026lt; hooi Djstrict LRSh Spetjal Board Meeting I August 22, 1996 For nwie iui'ormatioii: Sueilen Vann, 524-2020 '\u0026gt;1 The Board of Dirwtors of tire Litde Rock School District will hold 3 special meeting tonight inirneaiately following the regular monthly meeting which begins at ,1 6.gC p.iii. The purpose at the special meeiing is to discuss a personnel issue. 1 The nicelirg will be held in the Board Room of the Admini^ration Fluilding, BIQ  .1 \\\\ esr MofkJwii. I M Jf K . / 810 West Markham Strcef  Little Ri.x:k, -^rknjQMaa 72aOl  (5onaa4-aoi)0 .1 ^**********************jt**********************************************************************^** RECEIVED LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS AUG 2 - 1996 AUGUST, 1996 Office of Oesegregabon fvlonitoring SCHEDULE OF MEETINGS DATE-TIME MEETING PLACE Thursday-1 7:30 a.in. - PIE Tri- District Breakfast NLR High School 1:30 p.m. - STAY Committee Meeting New Futures Friday -2 9:00 a.m. - 3:30 p.m. Home Economics Inservice McClellan ************************************************************************************************ Monday- 5 8:30 a.m. -11:30 a.m. All Vocational Education Teachers Metropolitan Tuesday- 6 Wednesday- 7 Thursday- 8 5:00 p.m. - No Meetings Scheduled No Meetings Scheduled Board Agenda Meeting Board Room Friday- 9 No Meetings Scheduled^^^^^!^**********************************h^lk**J,^,k***i,*k*****k^\u0026lt;^!**^,^,^,^,^,i,^,^ AUGUST page 2 Monday-12 8:00 a.m. - 4:30 p.m. AR Vocational Teachers Conference Excelsior 12:00 - Preschool 12:30 p.m. - 3:30 p.m. Pre-K Teachers M.L. King Tuesday-13 8:00 a.m. - 3:30 p.m Pre-School Inservice All Sp. Ed. Teachers J.A. Fair 8:00 a.m. - 2:30 p.m. AR Vocational Teachers Conference Excelsior 8:00 a.m. - Preschool 8:30 a.m. - Noon Elementary Counselors Inservice Board Room 8:30 a.m. - 3:30 p.m. New Kindergarten Teachers M.L. King 10:00 a.m. - 3:00 p.m. Back to School Fair S.W. Community Center 11:30 a.m. - Strategy 5 Implementation Mtg. VIPS Office 1:30 p.m. - 3:30 p.m. Secondary Counselors Inservice Board Room 3:45 p.m. - 4:30 p.m. Reception - New English \u0026amp; Foreign Language Teachers IRC English Office 4:00 p.m - Student Assignment Appeals Committee SA Office Wednesday-14 No Meetings ScheduledAUGUST page 3 Thursday- 15 9:00 a.m. -10:00 a.m. SAT-9 Inservice- Elem. Principals Test Coordinators Cluster - A (Gremillion) Board Room 10:00 a.m. - Advisory Committee Chamber of Commerce 10:30 a.m.-11:30 a.m. SAT-9 Inservice- Elem. Principals Cluster - B (Mitchell) Board Room 1:30 p.m. - 2:30 p.m. SAT-9 Inservice- Secondary Principals Cluster - C (Anderson) Board Room Friday-16 No Meetings Seheduled Monday-19 12:00 - VIPS Executive Committee Board Room Tuesday- 20 Wednesday- 21 No Meetings Scheduled 4:00 p.m PAC Executive Board IRC Thursday- 22 6:00 p.m. - Board Meeting Board Room Friday-23 No Meetings Scheduled********************************* ******************************************J,****j^j^**^*^j^j^J^*j^*J^J^* AUGUST page 4 Monday- 26 Tuesday- 27 No Meetings Scheduled Wednesday- 28 No Meetings Scheduled 4:00 p.m. - PAC Executive Board IRC Thursday- 29 10:00 a.m. - AR Chapter- School Public Relations AR School Board Association Friday- 30 No Meetings Scheduled ******_**********************************i^^ ***************************************A^A******************************************jt*********(L-\\. 4, CP LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS SEPTEMBER, 1996 ^IJG 2 3 ]996 SCHEDULE OF MEETINGS CfJJCe 01 Sas\u0026amp;^rsgdUcn A\u0026lt;o\ni! DATE-TIME MEETING PLACE Monday -2 Labor Day Holiday (Students Out)  Administration Offices Closed Tuesday -3 Wednesday -4 No Meetings Scheduled 9:00-11:00 a.m. Planning Process Workshop/ Program Managers Board Room 2:30 - 4:30 p.m. Secondary Principals Board Room Thursday -5 f 2:00 - 3:00 p.m. ESL Tutors IRC 2:30 - 4:30 p.m. Elementary Principals Board Room / I ( 3:00 - 5:00 p.m. IRC Open House IRC 3001 S. Pulaski Friday -6 No Meetings Scheduled * * * * * * -it * * * * * * ie -k -k * * T^r * * i/e * A * * * * it it * * * * ie -if :/t * * * it it * * * * ie -it i/e * * * * :ft it -it * -it * ik * ie -ft * Jr -k * ik :/e * * * * * * ife -k it *  * -k ie ie * * it Monday- 9 SAT- 9 Practice TestSeptember page 2 Tuesday-10 SAT- 9 Practice Test 1:30 - 4:00 p.m Pre-K Instructional Aides Child Development Associates Training IRC 4:30 p.m - LRAEOP Board Room 6:00 p.m. - Biracial Advisory Committee Board Room Wednesday- 11 SAT- 9 Practice Test Thursday- 12 SAT-9 Practice Test 5:00 p.m - Board Agenda Meeting Board Room Friday- 13 SAT-9 Practice Test ******************************************************************1^ ***************************** Monday-16 i SAT-9 Testing / I I AU Schools 4:15 - 5:15 p.m. English Council IRC Tuesday-17 SAT-9 Testing AU Schools 3:00 - 6:00 p.m. Classroom Management for Elem. Intern IRC- Room 19 3:15 - 4:15 p.m. Pre-K Teachers Inservice IRC 4:15 p.m.- Secondary Math Council IRC-Work AreaSeptember page 3 ****** Jr*** ******** Wednesday- 18 SAT-9 Testing All Schools 8:00 - 3:30 p.m. CIMS Elem. Attendance-Students Metro-Room 213 4:00 - 7:00 p.m. Classroom Management for Secondary' Intern IRC-Room 19 Thursday-19 SAT-9 Testing All Schools 4:00 p.m. - Student Assignment Appeals Committee Conference Room- SAO 4:15 - 5:15 p.m. Foreign Languages Council IRC Friday- 20 *************** Monday- 2.3 SAT-9 Testing *****************************^**^****^^*^^^^^^^^^^^^^^^^ AU Schools *********************^*^^ Tuesday- 24 SAT-9 Testing All Schools 4:00 - 7:00 p.m. 4:15 p.m. - Wednesday- 25 8:30 - 3:30 p.m. 4:15 p.m. - SAT-9 Testing Grant Writing Gifted and Talented Council SAT-9 Testing CIMS Sec. Student Attendance System Secondary Science Council I All Schools IRC- Room 19 Hall High All Schools Metro- Room 213 IRC- Room 19............................................................................. age4 SAT-9 Testing All Schools T.OO p.m. - Board Meeting Board Room ~riday- 27 Students Out (Parent Conference Day) tonday-30 .:30 p.m. General Principals Meeting Board Room 4:00 - 7:00 p.m. Managing Effective Partnerships Board Room J\u0026gt; ******************************************************************^*^******^******************** LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECEIVE !Rk SEPTEMBER, 1996 AUG 2 9 1996 SCHEDULE OF MEETINGS Office of Desegregaiion Monnonity DATE-TIME MEETING PLACE Monday -2 Labor Day Holiday (Students Out) -- Administration Offices Closed Tuesday -3 Wednesday -4 No Meetings Scheduled 9:00-11:00 a.ni. Planning Process Workshop/ Program Managers Board Room 2:30 - 4:30 p.m. Secondary Principals Board Room Thursday -5 2:00 - 3:00 p.m. ESL Tutors IRC 2:30 - 4:30 p.m. Elementary Principals Board Room 3:00 - 5:00 p.m. IRC Open House IRC 3001 S. Pulaski Friday -6 No Meetings Scheduled ****************************************************************************jt,^********j^j^*jj****** Monday- 9 SAT- 9 Practice TestI September Tuesday-10 SAT- 9 Practice Test 1:30 - 4:00 p.m Pre-K Instinictional Aides Child Development Associates Training IRC 4:30 p.m - LRAEOP Board Room 6:00 p.m. - Biracial Advisory Committee Board Room Wednesday-11 SAT- 9 Practice Test Thursday-12 SAT-9 Practice Test 5:00 p.m - Board Agenda Meeting Board Room Friday-13 SAT-9 Practice Test Monday-16 SAT-9 Testing All Schools 4:15 - 5:15 p.m. English Council IRC Tuesday-17 SAT-9 Testing All Schools 3:00 - 6:00 p.m. Classroom Management for Elem. Intern IRC- Room 19 3:15 - 4:15 p.m. Pre-K Teachers Inservice IRC 4:15 p.m.- Secondary Math Council IRC-Work Area************************************************************************************************ September page 3 Wednesday-18 SAT-9 Testing All Schools 8:00 - 3:30 p.m. , CIMS Elem. Attendance-Students Metro-Room 213 4:00 - 7:00 p.m. Classroom Management for Secondary Intern IRC-Room 19 Thursday- 19 SAT-9 Testing All Schools 4:00 p.m. - Student Assignment Appeals Committee Conference Room- SAO 4:15 - 5:15 p.m. Foreign Languages Council IRC Friday- 20 SAT-9 Testing All Schools ************************************************************* J,* J.** J,** ******* ***^* Monday- 23 Tuesday- 24 SAT-9 Testing All Schools SAT-9 Testing All Schools 4:00 - 7:00 p.m. Grant Writing IRC- Room 19 4:15 p.m. - Gifted and Talented Council Hall High Wednesday- 25 SAT-9 Testing All Schools 8:30 - 3:30 p.m. CIMS Sec. Student Attendance System Metro- Room 213 4:15 p.m. - Secondary Science Council IRC- Room 19September page4 Thursday- 26 SAT-9 Testing All Schools 6:00 p.m. - Board Meeting Board Room Friday- 27 Students Out (Parent Conference Day) Monday- 30 1:30 p.m. General Principals Meeting Board Room 4:00 - 7:00 p.m. Managing Effective Partnerships Board RoomLRSD ADMIN. BULDING Fax:1-501 4-2032 Sep 30 '06 15:18 P. 01/0: LU TLE ROCK SCHOOL DISTRICT sin WES T MARKHAM STREEl EI I' I EE ROCK, AR 72201 FAX (501) 324-2032 DATE TO J ____________ Central Arkansas Media FROM Suellen 'Vann SENDER'S PHONE # 324-2020 SUBJECT Special Instructions Number of Pages \u0026lt; include cover page) Fax Phone Number Speed dial * FOR COMMUNICATIONS OFFICF USF ON/.} Tronsmitied Bv Dare Time LRSD ADMIN. BULDING Fax: 1-501-324- 15:19 P. 02/02 is Vl u ?032 Sep 30 '96 Little Rock School District Superintendent Meetings Announced For Immediate Release September 30, 1996 For more information: Sueilen Vann, 324-2020 Area residents will get to meet with Little Rock School Superintendent Don Robert.s as he conducts a series of town hall meetings. The meetings will be held as follow-s: Tuesday, October 1,6:00 p.m. J. A. Fair High School 13420 David 0. Dodd Thursday, October 3, 6:00 p.m. Franklin Communications \u0026amp; Technology Elementary School 1701 South Harrison Tuesday, October 8, 6:00 p.m. Dunbar International Studies/Gifted \u0026amp; Talented Education Magnet Junior High School 1100 Wright Avenue The town hall meetings are intended to allow parents and other community residents the opportunity to discuss educational issues with the superintendent. 810 West Markham Street  Little Kock, .Irkansas 78301  (501)834.2000 ************************************************************************************************ OCT 7 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS OCTOBER, 1996 Office of Desegregaiton Monaunng SCHEDULE OF MEETINGS ****jt ******************************************************************************************* DATE-TIME MEETING ELACE Tuesday -1 8:30 a.m. Section 504 Training Board Room 4:15 p.m. - 5:30 p.m. Secondary Social Studies Council IRC 6:00 p.m. - Biracial Advisory Committee Board Room Wednesday -2 8:30 a.m. - 3:30 p.m. CIMS Sec. Student Grading System Metro- Room 213 9:00 a.m. - 11:00 a.m. E-Mail Training IRC 9:00 a.m. - 11:00 a.m. Planning Process Workshop Extended Evaluation (Program Managers) Board Room 2:30 p.m. - 4:30 p.m. Planning Process Workshop Extended Evaluations (Sec. Principals) Board Room Thursday -3 9:00 a.m. - 10:00 a.m. Recruitment Training Workshop Board Room 1:00 p.m. - 2:00 p.m. Recruitment Training Workshop Board Room 2:00 p.m. - 3:00 p.m. ESL Tutors IRC 2:30 p.m. - 4:30 p.m. Planning Process Workshop Extended Evaluations (Elem. Principals) Board Room************************************************************************************************ October pagfel Friday -4 9:00 a.m. - 10:00 a.m. Recruitment Training Workshop Board Room 9:00 a.m. -11:00 a.m. E-Mail Training IRC ************************************************************************************************ Monday -7 9:00 a.m. -11:00 a.m. E-Mail Training IRC Tnosday..-8 9:00 a.m. - 3:00 p.m. Jr. Great Books Training IRC 9:00 a.m. - 11:00 a.m. E-Mail Training IRC 11:30 a.m. - PTA Council Rightsell 3:15 p.m. - 6:15 p.m. Enhancing Social Studies Instruction Pul. Hgts. Elem. 4:30 p.m. - 8:30 p.m. Windows 95 - Module I IRC 4:30 p.m. - 5:30 p.m. Early Childhood Education Task Force Committee Meeting IRC - Room 18 Wednesday -9 9:00 a.m. - 3:00 p.m. Jr. Great Books Training IRC Thursday -10 9:00 a.m. -11:00 a.m. E-Mail Training IRC 9:00 a.m. - 3:00 p.m. Jr. Great Books Training IRC 5:00 p.m.- Board Agenda Meeting Board RoomOctober Friday-11 No Meetings Scheduled Monday -14 11:30 a.m. - Strategy 5 Implementation Team Chamber of Commerce Tuesday -15 8:30 a.m. - 3:00 p.m. New Teacher Inservice IRC 3:15 p.m. - 4:30 p.m. Early Childhood Education Inservice Pre-K Science, Palm Pipes IRC - Room 18 4:00 p.m. - 7:00 p.m. Positive Interaction w/the Urban Student IRC 4:30 p.m. - 8:00 p.m. Word 6.0-Module I IRC Wednesday -16 Teacher Workday (Students Out) 8:00 a.m. - 3:00 p.m. School Nurse Inservice/StafiF TBA Thursday -17 2:00 p.m. - Parent Involvement Admin. Team IRC 3:30 p.m. - 6:30 p.m. RISE Inquiry-based Science #1 Romine 3:45 p.m. - Special Education Due Process IRC 4:00 p.m. - Student Assignment Appeals Comm. SAO 4:15 p.m. - 5:15 p.m. Reading/Language Arts, grades 1-3 Foreign Languages Council IRC************************************************************************************************ October page 4 Friday -18 No Meetings Scheduled Saturday -19 8:30 a.m. - Title I Parent Summit Chicot Elem. ********************************************************************************************** Monday -21 1:30 p.m. - General Principals Meeting Board Room 12:00 Noon - VIPS Board of Directors TBA 4:15 p.m. - 5:15 p.m. English Council IRC Tuesday -22 1:30 p.m. - Inclusion for Kindergarten Teachers IRC 1:30 p.m. -3:30 p.m. Early Childhood Education CDA Training IRC- Room 19 1:30 p.m. -3:30 p.m. Kindergarten Teachers Inclusion Inservice Cluster A IRC - Room 19 4:30 p.m. - 8:30 p.m. Word 6.0 - Module 11 IRC\nra. - LREAEOP Meeting IRC- Room 18 Wednesday -23 8:00 a.m. - 4:00 p.m. Schools are for AU Kids Pul. Hts.United Methodist Church ************************************************************************************************October page 5 Thursday -24/ Nov, 7 8:00 a.m. - 4:00 p.m. Schools are for all Kids Pul. Hts. United Methodist Church 3:30 p.m. - 6:30 p.m. Cooperative Team Learning IRC 4:30 p.m. - 7:30 p.m. Children w/ Asthma LR Allergy Clinic 6:00 p.m. - Board Meeting Board Room Friday - 25 8:00 a.m. -11:30 a.m. Elementary Social Studies Textbook Caravan LR Hilton 12:30 p.m. - 3:00 p.m. Elementary Social Studies Textbook Committee Mtg. IRC Monday -28 No Meetings Scheduled Tuesday - 29 4:30 p.m. - 8:30 p.m. Excel 5.0 - Module I IRC Wednesday -30 8:00 a.m. - 3:45 p.m. LRSD Mock Political Election All Schools 8:30 a.m. - 4:30 p.m. Certified Volunteer Managers Course Board Room Thursday -31 8:30 a.m. - 4:30 p.m. Certified Volunteer Managers Course Board RoomING Fa-: I ul- a- /f fJiy.' 6 '-'Il P. 01/02 IJ f'i iJ- R()( K \u0026gt;\u0026gt;( HOOl OIS fkH'! him \\\\ J.S 1 \\i \\UkH \u0026gt; i KI i ! I ! 1 ! I I KOt K. \\K '::0! I W (501  524-21*32 \" kir \u0026lt; ' I i 111 v-wA C\"-.tral a 1 MJVl .^\u0026gt; ! ! 'N.'\nVHO.'SP, 4 b.^,? ' - i i' Spt^ '\u0026gt;j! \nt--( r uvtion\nSurnfftraf fiifies 'inc^uitt' fi'.er paf\u0026gt;e\u0026gt; I ai rhane Speeii diai i_ 4 . I \\i (!\\I y 1 '' J Bv LRSD ADMIN. BLLDING Nov. 6 '96 12:26 P. 02/02 J MWTiHWI,, Vi Fax:1-501-324-2032 I itUe KocK School District J ^^7 Firlmnjediate Kcle\n'\ni,sv k I fiSD board to Meet n ith Cofnmi.viity (iroup Noveinbor 6, ) 996 r' ' For more information' Suclbin /atiii, 324*?G?-O The Board of Di rectors of the Little Rock School District 11 PSD) ui!) hold a special iiictfiing with a community group which is renewing the di.strict'.s desegregation plan. The Special mecti.OG with the Fact-Finding (iommiltee foi the LRSD Desegregation Plan v-ill be held at ^:00 p.m. on fhursday. Xovernber 1, 1996, immediately after the agenda meeting '.vliich beeins at 6 00 pm. Both meetings wil\nbe held ir, the Board Room of the LRSD .-Vdinuiislration Building, Sih West .Markliain. sir?F media N\u0026lt;)TE: The agenda meeting, which notmaJly begins at 5dXT p.m.. will start at 6dMt p.m. on \\o\\ ember 7. 199b. '.t J ' I.' ' r .1 BtOWest *iarKtiaiTi street Litilc Kock Irkdnsas 72201 (.SOti524 2000 1 *1 r F. Y. I. Date: M- V-Gene Horace  argie Skip Meiissa Poily Linda V Return to: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECEIVED November, 1996 OCT 3 1 1996 SCHEDULE OF MEETINGS Office of Desegregation Monitoring ********************************************************************** ijf*^**^**** *********** DATE-TIME MEETING PLACE Friday-1 No Meetings Scheduled ******************************************************************************************* Monday- 4 4:00 p.m. - 7:00 p.m. Polaroid Workshop IRC 6:00 p.m. - Ifircitil Ad^ifon Committee Board Room Tuesday- 5 12:30 p.m. - Title I Instructional Specialist IRC Wednesday- 6 No Meetings Scheduled Thursday-JZ AEA Teachers Convention (STUDENTS OUT) 8:00 a.m. - 4:00 p.m. Arkansas Secretaries Association Holiday Inn Airport 9:00 a.m. - 12:00 Noon Abacus Review IRC 5:00 p.m. - Board Agenda Meeting Board Room *******************************************************************************************November Friday- 8 8:00 a.m. - 4:00 p.m. AEA Teachers Convention (STUDENTS OUT) 8:00 a.m. - 4:00 p.m. Arkansas Secretaries Association Holiday Inn Airport 9:00 a.m. - 12:00 Noon Abacus Review IRC Monday-11 High School Proficiency Exam Grade 11 All High Schools 4:00 p.m. - 7:00 p.m. Bulletin Board Magic w/PrintShop IRC Tuesday-12 High School Proficiency Exam Grade 11 All High Schools 4:00 p.m. - 7:00 p.m. Multiple Intelligence IRC 4:15 p.m. - Secondary Math Council IRC 4:30 p.m. - 8:30 p.m. Excel 5.0 - Module H IRC 4:45 p.m. - Early Childhood Task Force Chicot 5:30 p.m. - Parent Advisory Council Task Force IRC Wednesday-13 High School Proficiency Exam Grade 11 All High SchoolsNovember pagg3 Thursday-14 High School Proficiency Exam Grade 11 All High Schools 2:30 p.m. - 4:00 p.m. Stress Management for Food Service Employees IRC Friday-15 11:00 a.m. - EconomicsAmerica Awards Luncheon Double Tree Hotel Saturday-16 Make-up Test for High School Proficiency Exam- Grade 11 2:00 p.m. Central AR Reg. Partnership Steering Committee IRC Monday-18 No Meetings Scheduled Tuesday-19 Early Dismissal (STUDENTS) 1:30 p.m. -3:30 p.m. Gifted \u0026amp; Talented Inservice Williams Magt. School 1:30 p.m. - Pre-K Instructional Aides CDA Classes IRC 3:00 p.m. - All Business Education Teachers TBA 4:30 p.m. - 8:30 p.m. PowerPoint 4.0 Module I IRC 4:30 p.m. - LRAEOP Rightsell ElementaryNovember page 4 Wednesday- 20 No Meetings Scheduled Thursday-21 3:45 p.m. - Special Education Due Process IRC 4:00 p.m. - Student Assignment Appeals Committee 6:00 p.m. - Board Meeting SAO Conf. Room Board Room Friday- 22 8:00 a.m. - 2:30 p.m. Group C Gifted \u0026amp; Talented Specialists IRC Saturday- 23 9:00 a.m. - Super Saturday Parent Training IRC Monday- 25 1:30 p.m. - General Principals Meeting Board Room Tuesday- 26 3:15 p.m. - Pre-K Teachers Inservice IRC 4:00p.m. - 7:00 p.m. Grant Writing IRC 4:15 p.m. - Gifted \u0026amp; Talented Council HaU High 4:30 p.m. - 8:30 p.m. PowerPoint 4.0 Module II IRC* ******************************************************************************************jt November page 5 Wednesday- 27 No Meetings Scheduled Thursday- 28 THANKSGIVING HOLIDAY (SCHOOLS AND ADMINISTRATION OFFICES CLOSED) Friday- 29 THANKSGIVING HOLIDAY (SCHOOLS AND ADMINISTRATION OFFICES CLOSED) ****ili*AA\nk**iliA****AA****iliilr*4:AA*AAA*AiliA:liA4i**A*Aili***A*AA*******AAA*A:kjli*ill\nAAAAA*****A* *******ILITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS November, 1996 OCT ! i996 SCHEDULE OF MEETINGS Office c( Geses^cj * *  * i*f ilf  *  * *   ?lf * *  *  it * A A * *    *  A *  * * * * ite st A A it * :k * :\u0026lt;f * *  * ife    * lit if ?\u0026gt;f s\u0026gt;f i\u0026lt;t *  A  * *  * :\u0026gt;f   A  fs *  * *  * * * st ife * jlf  * * DATE-TIME MEETING PLACE Friday-1 No Meetings Scheduled AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA Monday- 4 4:00 p.m. - 7:00 p.m. Polaroid Workshop IRC 6:00 p.m. - Biracial Advisory Committee Board Room Tuesday-5 12:30 p.m. - Title I Instructional Specialist IRC Wednesday- 6 No Meetings Scheduled Thursday- 7 AEA Teachers Convention (STUDENTS OUT) 8:00 a.m. - 4:00 p.m. Arkansas Secretaries Association Holiday Inn Airport 9:00 a.m. -12:00 Noon Abacus Review IRC 5:00 p.m. - Board Agenda Meeting Board Room AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAANovember Friday- 8 8:00 a.m. - 4:00 p.m. AEA Teachers Convention (STUDENTS OUT) 8:00 a.m. - 4:00 p.m. Arkansas Secretaries Association Holiday Inn Airport 9:00 a.m. - 12:00 Noon Abacus Review IRC ******************************************************************************************* Monday-11 High School Proficiency Exam Grade 11 All High Schools 4:00 p.m. - 7:00 p.m. Bulletin Board Magic w/PrintShop IRC Tuesday-12 High School Proficiency Exam Grade 11 All High Schools 4:00 p.m. - 7:00 p.m. Multiple Intelligence IRC 4:15 p.m. - Secondary Math Council IRC 4:30 p.m. - 8:30 p.m. Excel 5.0 - Module II IRC 4:45 p.m. - Early Childhood Task Force Chicot 5:30 p.m. - Parent Advisory Council Task Force IRC Wednesday-13 High School Proficiency Exam Grade 11 All High Schools ********************************************************************************************************** ******** ************ ****************:tifc It ^,1, *****************^**il,j,,t******* * November page 3 Thursday- 14 High School Proficiency Exam Grade 11 All High Schools 2:30 p.m. - 4:00 p.m. Stress Management for Food Service Employees IRC Friday-15 11:00 a.m. - EconomicsAmerica Awards Luncheon Double Tree Hotel Saturday-16 Make-up Test for High School Proficiency Exam- Grade 11 2:00 p.m. Central AR Reg. Partnership Steering Committee IRC ****************** Monday- 18 No Meetings Scheduled Tuesday- 19 Early Dismissal (STUDENTS) 1:30 p.m. - 3:30 p.m. Gifted \u0026amp; Talented Inservice Williams Magt. School 1:30 p.m. - Pre-K Instructional Aides CDA Classes IRC 3:00 p.m. - AU Business Education Teachers TBA 4:30 p.m. - 8:30 p.m. PowerPoint 4.0 Module I IRC 4:30 p.m. - LRAEOP Rightsell Elementary *******************************************************************************j,j,***j,j^***** ******************************************************************************************* Novemher page 4 Wednesday- 20 No Meetings Scheduled Thursday- 21 3:45 p.m. - Special Education Due Process IRC 4:00 p.m. - Student Assignment Appeals Committee 6:00 p.m. - Board Meeting SAO Conf. Room Board Room Friday-22 8:00 a.m. - 2:30 p.m. Group C Gifted \u0026amp; Talented Specialists IRC Saturday- 23 9:00 a.m. - Super Saturday Parent Training IRC ******************************************************************************************* Monday- 25 1:30 p.m. - General Principals Meeting Board Room Tuesday- 26 3:15 p.m. - Pre-K Teachers Inservice IRC 4:00p.m. - 7:00 p.m. Grant Writing IRC 4:15 p.m. - Gifted \u0026amp; Talented Council Hall High 4:30 p.m. - 8:30 p.m. ****************************** PowerPoint 4.0 Module II IRC *************************************************************November pagg5 Wednesday- 27 No Meetings Scheduled Thursday- 28 THANKSGIVING HOLIDAY (SCHOOLS AND ADMINISTRATION OFFICES CLOSED) Friday- 29 THANKSGIVING HOLIDAY (SCHOOLS AND ADMINISTRATION OFFICES CLOSED) ******************************************************************************************* *************************************************************************************************************************************************************************^************ LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECEIWf* NOV a 0 1996 December, 1996 O/fiCQ of Dosoji'SQsiiQn SCHEDULE OF MEETINGS Moniionijg **************************************j,******,^**j,,ij****,^,^*,^,^**,^,^,^,^*,^***''**********^****^**^* _ DATE-I IWI MEETING ELACE Monday- 2 4:00 p.m. - 7:00 p.m. Volunteer Management IRC Tuesday- 3 8:00 a.m. - 3:00 p.m. Elementary Level Textbook Adoption Committee IRC 8:30 a.m. - 3:30 p.m. SECME Robinson Center 4:00 p.m. - 7:00 p.m. At-Risk/New Teachers IRC 4:15 p.m. - 5:15 p.m. ESL Focus Group IRC 4:30 p.m. - 8:30 p.m. ACCESS 2.0-Module I IRC 6:30 p.m. - LRAEOP Holiday Meeting McClellan Wednesday- 4 All Day English Department Visitation Mabeivale Jr. 9:00 a.m. - 2:00 p.m. - Planning Process Workshop-(Budget Prep.) Board Room Program Managers Planning Process Workshop-(Budget Prep.) Board Room Secondary Principals******************************************************************************************* December page 2 DAIEJ iwT MEETING ELACE Thursday- 5 8:30 a.m. - 3:30 p.m. Elementary Librarians IRC 2:00 p.m. - 3:00 p.m. ESL Tutors IRC 2:30 p.m. - Planning Process Workshop-(Budget Prep.) Elementary Principals Board Room 4:30 p.m. - 7:30 p.m. Building Across the Curriculum TBA 5:00 p.m. - Board Agenda Meeting Board Room Friday- 6 All Day English Department Visitation Central High 8:00 a.m. - 12:00 Noon Elementary Counselors \u0026amp; Social Workers Inservice Brady Elem. Satwrday-7 9:00 a.m. -11:00 a.m. Parent Involvement Super Saturday IRC ******** *********************************************************************************** Monday- 9 Tuesday- 10 Early Dismissal (Students) 11:30 a.m. - PTA Council Geyer Springs 1:30 p.m. - 4:00 p.m. Pre-K Instnjvdona! Aids CDA Class IRC* ****************************************************************************************** December DATE-TIME MEETING ELACE 1:30 p.m. - 3:30 p.m. Kindergarten Teachers Inservice Cluster (C) IRC 3:00 p.m. - 5:00 p.m. Fun Night w/Reading Department (Targeted Schools) Part 1 IRC 4:30 p.m. - 8:30 p.m. ACCESS 2.0 - Module H IRC Wednesday-11 All Day English Department Visitation Pul. Hgts Jr. 8:30 a.m. -11:00 a.m. Phonics in Context Phonics Instruction Incentive Schools - Group A IRC Wednesday-11 (contd) 8:30 a.m. - 3:45 p.m. Secondary Counselors Inservice TBA 12:00 p.m. - 3:00 p.m. Phonic in Context Phonics Instruction Incentive Schools - Group B IRC 2:00 p.m. - 4:30 p.m. Staff Meeting - School Nurses TBA Thursday- 12 2:00 p.m. - Parent Involvement Administrative Team IRC 3:00 p.m. - 5:00 p.m. Fun Night w/Reading Department (Targeted Schools) - Part 2 IRC 4:00 p.m. - Student Assignment Appeals SAO 5:30 p.m. - 6:30 p.m. Safety \u0026amp; Security Task Force Meeting Board Room Friday-13 All Day English Department Visitation J.A. Fair ******^**********************^1^^^^^^^^^^^^ -kit it it \"kit it-kit-kit \"it December DATE-TIME MEETING elace Monday-16 11:30 a.m.- VIPS Board of Directors Board Room 4:00 p.m. - 7:00 p.m. Managing the Aggressive Student IRC 4:14 p.m. - 5:15 p.m. Secondary English Council IRC Tuesday-17 12:00 Noon- Strategy 5 Team Board Room 3:15 p.m. - 4:30 p.m. Pre-K Teachers Inservice IRC Wednesday- 18 All Day English Department Visitation Cloverdale Jr. Thursday- 19 3:45 p.m. - Special Education Teachers Extended Year Services IRC 6:00 p.m. - Board Meeting Board Room Friday- 20 Teacher Workday - Students Out ****************************************** ************************************************* Monday- 23 Winter Vacation- Schools Closed Administration Offices Closed Tuesday-24 Winter Vacation - Schools Closed Administration Offices Closed1 December pag5 DATE-TIME MEETING PLACE Wednesday- 25 Winter Vacation - Schools Closed Administration Offices Closed Thursday- 26 Winter Vacation - Schools Closed Administration Offices Closed Friday-27 Winter Vacation - Schools Closed Administration Offices Closed Monday- 30 Winter Vacation - Schools Closed Administration Offices Closed Tuesday- 31 Winter Vacation - Schools Closed Administration Offices Closed January Wednesday-1 Winter Vacation - Schools Closed Administration Offices Closed Thursday- 2 Winter Vacation - Schools Closed Administration Offices OpenTHURSDAY, SEPTEMBER 17. 1992  5B 1 forums to let public hear from superintendent of Little Rock schools I Little Rock School Superintendent Mac Bernd will discuss issues and answer questions from members of the public at a series of seven forums over the next six weeks. It is extremely important that we listen to parents and the community and have the benefit of their ideas and their interests as we continue to develop our plans this year, Bernd said. This is part of our promise to be timely, deliberate and thorough as we put together all the factors we must consider when planning for next years budget recommendations, he said. He said he also will talk about his ideas for improving student achievement. Following is a list of the meetings, each of which will begin at 7 p.m.:  Wednesday, Mann Magnet Junior High School, 1000 E. Roosevelt Road.  Monday, Sept. 28. Franklin Elementary School, 1701 S. Harrison St.  Thursday, Oct. 1, Hall High School, 6700 H St.  Wednesday, Oct. 7, McDermott Elementary School, 1200 Reservoir Road.  Wednesday, Oct. 14. Parkview Magnet High School, 2501 Barrow Road.  Tuesday, Oct. 27, Geyer Springs Elementary School, 5240 Mabelvale Pike.  Thursday, Oct. 29, McClellan Community High School, 9417 Geyer Springs Road. ''\"''UB-uun Attd .! i FRIDAY, MARCH 12, 1993  9B LRSD approves 94 calendar Vacation change, hearing on budget dominate discussion ' I BY CYNTHIA HOWELL\nDemocrat-Gazette Education Writer Approval of the 1993-94 school calendar and discussion i about an upcoming federal ' court hearing on budget cuts dominated a Little Rock School : Board agenda meeting Thursday. The board unanimously approved the calendar, but not before changing what the district staff had labeled winter vacation to Christmas vacation, Some board members said they  favored winter vacation be- : cause some patrons might ob-  ject to Christmas vacation on religious grounds.\nI think this is one of those small things that has put soci- 'ety and schools on the path were on, board President John I Moore said. I think it is going in the wrong direction and Im opposed to it. The board voted 3-2 for the change, prompting laughter when Moore called for a roll call to see who the Christians are. Board members Moore, Dorsey Jackson and John Riggs IV voted for the change. Pat Gee and W.D. Bill Hamilton voted against it. Gee and Hamilton noted, however, that they are Christians. Hamilton said he thought calling the break winter vacation might prevent lawsuits. Classes will start Aug. 23. The Christmas vacation will be Dec. 20 through Jan. 2. Spring break will be March 25 through April 1. The last day of classes will be June 3. Jackson objected to allowing high school seniors to get out of school 10 days earlier than the rest of the students, but ho changes were made. At the urging of John Walker, an attorney for black intervenors in the Pulaski County school desegregation lawsuit, the board tentatively set a meeting for Wednesday to review this years $10 million budget cuts and their impact on desegregation efforts. U.S. District Judge Susan Webber Wright has set a hearing on the budget for 9:30 a.m. March 19. : The board also approved a lease for the Parkin Building at Sixth and Ringo streets at $84,672 a year. It will house the district Instructional Resource Centers staff. 1 The board will meet again at 6 p.m. March 25 to select a site for a new Stephens Elementary School.Arkansas Demcxzrat (gazette WEDNESDAY. APRIL 28, 1993 Copyright  1993. Little Rock Newspapers. Inc. LR School Board schedules 4 meetings through May 12 The Little Rock School Board has scheduled a series of four special meetings for the end of this month and in May. The first of the sessions will be at 5 p.m. today. Proposed cuts in the 1993-94 budget will be discussed and voted on during the meeting, which will be held at the districts administration building, 810 W. Markham St. The board will meet with Central High students at 5 p.m. Monday in the Roosevelt Thompson Auditorium at Central, 14th and Park streets. The special meeting was requested in March by students who want to discuss conditions at the school. A group of Central students held a sit-in in the school cafeteria March 17, partly because the school board had failed to S respond to their request for a meeting. The sit-in ended when the district had the students and three adults arrested for trespassing. The ongoing board hearing on the suspension of Central Principal John L. Hickman Jr., is set to resume at 6 p.m. May 4 at the districts administration building. The session will be the fifth in a series of meetings on Hickmans employment. The first was March 4. At 6 p.m. May 12, the board will hold a joint meeting with the Little Rock Board of Directors at City Halt, Markham Street and Broadway.ArEnsa^emoc^^^^azct^ FRIDAY, AUGUSTS, 1993 Copyright 3 1993, Little Rock Newspapers, Inc. LRSD announces new school hours The Little Rock School District has announced new school hours for the 1993-94 academic year. The new hours are:  Elementary schools 7:50 a.m.-2:35 p.m.  Junior high schools  8:45 a.m.-3:45 p.m.  High schools  8:50 a.m.- 3:45 p.m. Classes start Aug. 23. Arkansas Democrat (gazette WEDNESDAY, DECEMBER 1. 1993  LRSD chief reassures 70 on safety, PR, curriculum BY WAYNE JORDAN Democrat-Gazette Staff Writer Little Rock school Superintendent Dr. Henry P, Williams assured about 70 parents Tuesday that the school district was working to improve classroom safety, public relations and the curriculum. Williams was speaking at Rockefeller Incentive Elementary School, 700 E. 17th St., at the last of five community forums he has held at district schools since October. The forums were developed to allow school patrons and others to voice concerns about district operations and suggest how to improve the schools. They were also used to determine priorities for the 1994-95 budget year. Tuesday night, Williams said the district is developing programs in light of family failures to help potentially violent students solve problems non-vio- lently. There are other ways than using an Uzi, he said But he remindedparents that if a student persits in disruptive behavior or hreatens the safety of students aid teachers, he will be remced from school. One parent who livs on East 21st Street asked Wiliams why the schools dont domore to solve gang problems. She said the neighborhoods ais deteriorating and whites an leaving the inner city becaus of gang activity. Williams agreed hat more work needs to be done but said, Were educators, n4 policemen. Even so, the distrid was encouraged by the veryfew gang activities that have iccurred in the system this yeaj he said. Three parents exprssed disappointment at the mdias failure to report the gold things that are occurring in our schools. They urged Villiams to address that problei, and he said he would.\nt TUESDAY. DECEMBER 7,1993 No decision on closing Garland, LRSD chief says BY CYNTHIA HOWELL , Democrat-Qazetle Education Writer No decision has been made to close Garland Incentive Elementary School, Little Rock Superintendent Henry Williams told parents Monday night at a community forum at the school. But the school board and district administrators will be studying central Little Rock demographics and the projected number of children in the area, Williams said. Those statistics may determine the fate of both Garland and Stephens Incentive Elementary. Both schools are in central Little Rock and have enrollments of under 300. Stephens is at 3700 W. IHth St. Garland is at 3615 W. 25th St. No one is saying Garland is closing. The board hasnt said so. I havent said so, William.s said. But he also said the board must consider ways to operate more efficiently and whether there will be enough children in the area to support two schools or a new school building. District officials must make a decision fairly soon about the schools  particularly Stephens, as the district is obligated by its court-approved desegregation plan to rebuild Stephens as a considerably larger interdistrict school along the Interstate 630 corridor for the 1995 96 school year. School board members have discussed seeking permission in federal court to change the desegregation plan to retain Stephens as an incentive school. An incentive school gets extra money for special programs to improve the achievement level of black students and attract  whites to the hard-to-desegre- gate schools. On another issue, a parent. Pearlie Creal-Pope, asked Williams to consider altering a policy that results in suspension of both students in any fight. She said the policy practically forces junior high students to join gangs for protection from attackers.Arkansas Democrat Igr (gazette \u0026gt; TUESDAY, APRIL 19,1994 LRSD to hold public meetings on courses The Little Rock School District will hold the first of three public meetings tonight to describe course offerings and registration information to junior and senior high school students and their parents. Tonights session will be 6:30- 8 p.m. at Hall High School for families whose children attend Hall, Parkview Magnet High, Henderson Junior High and Forest Heights Junior High. The second session will be 6:30-8 p.m. Thursday at Mann Magnet Junior High for families with students at Mann, Central High, Pulaski Heights Junior High and Dunbar Magnet Junior High. The third session will be 6:30-8 p.m. May 5 at Fair High School for families who have children at Fair, McClellan Community High and Cloverdale, Mabelvale and Southwest junior highs. District employees who supervise instruction in the academic subjects will present information on courses and revised state graduation requirements. Counselors will provide information on extracurricular activities at each school., Democrat 7^(i\u0026gt;azcttc __SATUR^DAY, AUGUST 11, 1994  candidates invited fn~\u0026lt;k . Candidates fnr the Littip n fofUni -CCl o. Xoc Candidates for  The event is sL*i:^:L^e\"gs Road. Community s\n?oSS:SSS5Arkansas Detnoctat5?!? THURSDAY. FEBRUARY 2.1995 LR elementary schools schedule open houses tonight for parents The Little Rock School District will hold open houses at five incentive elementaiy schools and one of its interdistrict elemen- taries from 5:30 to 7 tonight. Parents and guardians of current and prospective Little Rock district students are invited to visit with teachers and administrators about the programs offered at the schools. The schools, which feature special academic themes, are open to students from all three Pulaski County districts. The incentive schools are: Communications Elementary, 3615 W. 25th SL  Mitchell Creative Dramatics Elementary School, 2410 Battery St.  Rightsell Career Awareness and Mass Media Elementary School. 911 W. 19th St.  Rockefeller Computer Science Elementary School, 700 E. 17th SL Romine Interdistrict Elementary features computer science and basic skills. The school is at  Franklin Elementary 3400 Romine Road. The open houses were planned for Jan. 23 but were postpone^e- cause of inclement weather. They are being held in preparation for the 1995-96 preregistration period, and Technology School, 1701 S. Harrison St.  Garland Multi-Media Tech- ------- - - nology and Educational Research which begins Monday. areArkansas Democrat C^azette^\n- ------SATURDAYTIDLY 15,1995 t \u0026lt; wri wn If VU I Copyright O Ltttle Rock Newspapers. Inc. Desegregation parties plan meetings Representatives of some of the main parties in the Pulaski County school desegregation case will begin meeting regularly next week to work out conflicts outside of court, the Little Rock School Boards president said Friday. Linda Pondexter made that announcement at a Little Rock New Party meeting called to discuss the organizations plans for the September school board elections. Pondexter is a party member. She said the first meeting will be held at 12:30 p.m. Monday among representatives of the black families who intervened in the 12-year-old dese^egation case\nthe teachers associations in the Little Rock, North Little Rock and Pulaski County school districts\nLittle Rock School District officials\nand the federal Office of Desegregation Monitoring. Officials had discussed plans for such meetings last week in federal court During the meeting. New Party members said their group plans to run a candidate in each of the three Little Rock School District zones  2,4 and 7 where board positions will be up for election. This was very good, party member Michael Daugherty said as the meeting ended. For a Friday, in this heat to have them stay like they did shows a lot of. interestArSnsan^mocra^f^azd^ TUESDAY, JULY 18, 1995 Copyright O Ltttle Rock Newspapers. Inc. Group meets out of court on schools Issues hashed out at LR steakhouse BY CYNTHIA HOWELL Dernocrat-Gazetle Education Writer Representatives of parties responsible for implementing the Little Rock School District's desegregation plan met Monday in the first of a series of meetings to resolve some disagreements outside the courtroom. The meeting reflected promises the parties made two weeks ago to each other and to U.S. District JiKlge Susan Webber Wright. School district officials said then that they would work more cooperatively with the federal Office of Desegregation Monitoring and the Joshua intervenors, who represent l)lack children in the school district. In return, John Walker, an attorney for the black children, withdrew his motion to have the school district declared in contempt of court for violating its desegregation plan. The meeting was at the Steak and Ale Restaurant at 2917 Cantrell Road. Little Rock Superintendent Henry Williams, school board President Linda Pondexter and federal desegregation monitor Ann Brown attended the session Monday. Frank Martin and Betty Mitchell of the Classroom Teachers Association were also there. Walker also attended, along with Chris Heller, an attorney for the school district, and Travis Creed, who represents teachers. The group decided to write a memorandum of understanding that would include commitments to modifying unworkable parts of the desegregation plan and improving the district's budget so the district can win release from federal court supervision. Walker said that cooperation among the parties should not usurp the powers of the district superintendent. But he also said that Brown, as the desegregation monitor. mast play a greater role in implementing and overseeing the desegregation plan. Most of the session Monday was spent discussing concerns of the dilTcrcnt parties. These Included teacher frustration over student discipline and mixed messages teachers get from changing administrators about what is expected of them. Walker objected to the districts use of police resource officers in schools. He said the officers treat black students more harshly and are a threat to the students and their parents. Walker said students and parents shouldnt be questioned by officers at school about matters not pertaining to school. Walker said the district does not appear to have the authority to stop the resource officers from making arrests at school. Walker also objected to changes in the principals at schools, saying the frequent principal reassign- menLs lead to a community perception that certain schools should be avoided. The group will meet again at 12:15 p.m. Monday in the Arkansas Education Association building.Arkansas Democrat |- * THURSDAY, NOVEMBER 23,19^31 500 LRSD patrons ! petition school board for special meeting | I BY CYNTHIA HOWELL Democrat-Gazette Education Writer More than 500 patrons of the Little Rock School District petitioned the school board Wednesday for a special board meeting to hear concerns about the district. State law requires districts to hold a special board meeting if 50 or more citizens petition for one. In a letter delivered with the petition, Pulaski Heights Elementary School parent Stacy Pittman asked for an hour of uninterrupted time to allow parents to present their concerns on\n Financial stability.  Administrative stability.  Public perception of the Little Rock School District.  The schools impact on economic development in the city. A date has not been set for the special meeting. Pittman suggested Dec. 4, 5 and 6 as agreeable to the parents. She could not be reached for comment Wednesday evening. Her letter does not mention the parents position on the agenda items. But Pittman and others in the petition drive have expressed disappointment with recent board decisions on the su- perintendents contract and on a contract with ServiceMaster Management Services Inc. On Oct. 31, the board voted 4-3 against extending Superintendent Henry Williams contract by a year to give him the security of a ' three-year contract. Two years remain on his contract. Board members said at the time that they chose not to extend the contract because they were disappointed by Williams interest in other jobs, 'riiey also said they wanted Williams to make a greater effort-to work cooperatively with board members and with other parties in the districts 12-year school desegregation lawsuit At the same meeting, the board voted 4-3 to direct its attorneys Io seek an out-of-court settlement In a letter delivered with the petition, Pulaski Heights Elementary School parent Stacy Pittman asked for an hour of uninterrupted : time to allow parents to ? present their concerns.\nwith ServiceMaster, hired in September to oversee district janitorial service. The five-year ServiceMaster contract is worth about $5.5 million. A majority of the board is unhappy with the contracts terms and would like to break the agreement 2 Also, U.S. District Judge Susqn Webber Wright has said the contract might violate state laws thaf require school districts to sedk competitive bids on supplies and equipment \u0026gt;\nWilliams has defended the ServiceMaster contract by saying tile district could get cleaner schools while not spending more than it has traditionally budgeted for custodial and maintenance services. - i ARKANSAS TIMES  DECEMBER 1,1995 Save our sdiools Parents for Public Schools, a new community group to support the Little Rock School District, has gathered enough signatures (more than 600) to call a special Little Rock School Board meeting at 6 p.m. Dec. 7 to talk about the groups concerns and to offer support. And. no, though there has been some linkage in press accounts, the groups concerns do not include a position on the question of Superintendent Henry Williams employmentArkansas Democrat (gazette THURSDAY, SEPTEMBER 19. 1996 School days back again for Tucker Ex-govemor tackles judges assignment BY PATRICIA MANSON Democrat-Gazette Federal Reporter Former Gov. Jim Guy Tucker is going back to school. Thirty-five years after he graduated from Little Rocks Hall High School. Tucker is lining up speaking engagements at junior and senior high schools around Arkansas as part of his penance for his comdc-tion on felony pursued 1 two counts by White water prosecutors. But officials at two of the 12 schools chosen by a federal judge have rejected requests Jim Guy Tucker to have the former governor speak to students. j Officials at another district on j the judges list substituted their high school for the middle and junior high schools that Tucker was to address. Tucker also has accepted an invitation to speak Friday at a high school that isnt on the list. On Wednesday, the superintendent of the Bly^eville School District said the district turned down Tuckers offer to speak because it had no connection to the case that led to the speaking tour. I just told him we didnt want to participate, Frank Ladd said, U.S. District Judge George Howard Jr. directed Tucker to speak to students at Blytheville High School and 11 other schools on topics centering on the need for respect for oneself and others. Cortez Smith Jr., superintendent of Altheimer Unified School District, said his decision to turn down a speaking engagement by Tucker  Continued from Page 1A Tucker was unrelated to the former governor.  Jim Guys all right with me. Smith said.  But citing financial and academic problems in the district, Smith said\nRight now, its just not a good time to invite company. Officials at Fayetteville High School jumped at the opportunity\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_1780","title":"Court findings concerning motion by Pulaski County Special School District (PCSSD) for permission to utilize portable buildings on a temporary basis and to reconfigure certain buildings, Little Rock School District's (LRSD's) and PCSSD's Majority to Minority Transfer Program (M-to-M) disagreement, and Arkansas Department of Education (ADE) project management tool.","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":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["2004-07/2004-08"],"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","School districts","Pulaski County Special School District","Little Rock School District","Arkansas. Department of Education","Project management","School facilities","School enrollment","School integration","African Americans--Education","Office of Desegregation Monitoring (Little Rock, Ark.)","Education--Finance","Magnet schools"],"dcterms_title":["Court findings concerning motion by Pulaski County Special School District (PCSSD) for permission to utilize portable buildings on a temporary basis and to reconfigure certain buildings, Little Rock School District's (LRSD's) and PCSSD's Majority to Minority Transfer Program (M-to-M) disagreement, and Arkansas Department of Education (ADE) project management tool."],"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/1780"],"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":["filing"],"dcterms_extent":["74 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\u003c?xml version=\"1.0\" encoding=\"utf-8\"?\u003e\n\u003citems type=\"array\"\u003e  \u003citem\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\u003cdcterms_description type=\"array\"\u003e   \n\n\u003cdcterms_description\u003eCourt filings: District Court, order; District Court, motion for permission to utilize portable buildings on a temporary basis and to reconfigure certain buildings; District Court, Joshua intervenors' motion regarding Little Rock School District's (LRSD's) and Pulaski County Special School District's (PCSSD's) Majority to Minority Transfer Program (M-to-M) disagreement; District Court, Joshua intervenors' memorandum in support of motion regarding Little Rock School District's (LRSD's) and Pulaski County Special School District's (PCSSD's) Majority to Minority Transfer Program (M-to-M) disagreement; District Court, letter inviting comment on order; District Court, Pulaski County Special School District's (PCSSD's) response to Joshua intervenors' motion regarding Little Rock School District's (LRSD's) and Pulaski County Special School District's (PCSSD's) Majority to Minority Transfer Program (M-to-M) disagreement; District Court, notice of appeal; District Court, second letter inviting comment on order; District Court, order; District Court, notice of filing, Arkansas Department of Education (ADE) project management tool; District Court, two orders; District Court, notice of filing, Arkansas Department of Education (ADE) project management tool    This transcript was create using Optical Character Recognition (OCR) and may contain some errors.    FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROC;K SCHOOL DISTRICT, Plaintiff, vs. * * * * PUIASKI COUNTY SPECIAL SCHOOL * DISTRICT NO. 1, et al., * Defendants, * MRS. LORENE JOSHUA, et al., Intervenors, KATHERINE KNIGHT, et al., Intervenors, * * * * * * 4:82CV00866 NOTICE RECE\\\\JED JUL o 8 200~ Off\\CE Of DESEGREG~i\\OK UON\\iOl\\lMG 1. Ms. Ann Marshall is retiring as Director of the Office of Desegregation Monitoring. Her retirement begins on August 31, 2004, although she will be leaving the office before that date. 2. My staff and I wish her the best of luck in her new endeavors. 3. A nationwide search for a replacement will commence Tuesday morning, July 6, 2004. cP_ DATED THIS /). ti;_day of July, 2004. u.~,~~ Wm. R. Wilson, Jr. ,. RECEiVED JUL O G 2004 IN THE UNITED STATES DISTRICT COURT OFFICE OF EASTERN DISTRICT OF ARKANSAS DESEGREGATION raoNITORING WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. MOTION FOR PERMISSION TO UTILIZE PORTABLE BUILDINGS ON A TEMPORARY BASIS AND TO RECONFIGURE CERTAIN BUILDINGS The PCSSD for its motion, states: PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS 1. For various reasons which will be described herein, the PCSSD seeks permission to make temporary use of portable buildings at several of its campuses, and to reconfigure several buildings. All of the schools described below are and will remain within current racial balance guidelines. 2. Pine Forrest Elementary School in Maumelle has been chronically overcrowded and will remain so until the new Maumelle Middle School opens in 2005-2006. Upon its opening, the sixth grade at Pine Forrest will niove to the middle school freeing up three classrooms for K-5 students. Accordingly, the PCSSD seeks permission to utilize a two classroom portable at Pine Forrest for the 2004-2005 school year only. These portable classrooms will not be utilized to house special education students. 509825-v1 -- ------- - --- - -- ---- - 3. A similar situation is presented at Crystal Hill Elementary School just outside Maumelle. Crystal Hill is projected to be above capacity for 2004-2005. Again, the opening of the Maumelle Middle School will free up the current sixth grade classrooms at Crystal Hill. This will provide four additional classrooms in the future for K-5 students at Crystal Hill. Accordingly, for the 2004-2005 school year only, the PCSSD requests permission to utilize a two classroom portable at Crystal Hill. These portable classrooms will not be utilized to house special education students. 4. Although not dealing with portables, the District desires to reconfigure certain classrooms at North Pulaski High School that will increase the capacity of the school from 1,050 to 1,060. The principal at North Pulaski High School has concluded she needs more regular classrooms and fewer \"small rooms\" as North Pulaski High School makes the transition to mainstream special education students in regular classrooms. Further, the reconstruction reflects the abandonment of two regular classrooms and a special education classroom in the basement area of North Pulaski High School because of environmental and safety concerns. 5. North Pulaski High School desires to convert the existing Shop area into four regular classrooms including converting two rooms now used for special education into a single classroom. As indicated in the preceding paragraph, this reconfiguration will result in only a ten student increase in overall building capacity. 6. This Court previously authorized the temporary use of a portable building at Sylvan Hills Middle School until such time as a new band room was completed. It does not currently appear that the new band room will be ready for the impending school year. 509825-v1 2 Accordingly, the PCSSD seeks Court permission to continue the use of the current portable building until the new band room is completed. 7. Robinson Middle School continues to experience enrollment increases. The District desires to convert the existing Shop area into an art room and one regular classroom. This would increase the recommended building capacity from 650 to 670. WHEREFORE, the PCSSD prays for an order of this Court approving the portables requested above and the reconfiguration of school facilities described herein and for all proper relief. 509825-v1 Respectfully submitted, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2300 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 0) ounty Special 3 CERTIFICATE OF SERVICE On July_:]__, 2004, 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 Judge J. Thomas Ray U.S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, Arkansas 72201 509825-v1 4 Mr. Mark A. Hagemeier Assistant Attorney General 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. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 Mr. Robert Pressman 22 Locust A venue Lexington, Massachusetts 02173 RECEiVED IFlfLEu EA.sr~tB~ 8\\H~g co~R, ARi\u0026lt;ANSAS JUL 1?. 2004 - OFFICE OF JUI- D~n t'.'1.u\"a '5 IN THE UNITED STATES DISTRICT co@s W. MccoR \\1 .  DESEGREGATION fnONITORING EASTERN DISTRICT OF ARKANSAS I ACK, CLf:t~K WESTERN DNISION LITTLE ROCK SCHOOL DISTRlCT CASE NO. 4:82CV00866WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. JOSHUA INTERVENORS' MOTION PLAINTIFF DEFENDANT REGARDING LRSD'S AND PCSSD'S M TOM DISAGREEMENT The Joshua Intervenors respectfully move the Court to set an evidentiary hearing with respect to the pending Majority to Minority (M to M) disagreement between the Pulaski County Special School District (PCSSD) and the Little Rock School District (LRSD). Joshua also respectfully requests that such hearing be preceded by a report to the Comi regarding the matter from the Office of Desegregation Monitoring (ODM). For cause, Joshua respectfully shows the Court: 1. On or about June 7, 2004, PCS SD filed a Motion and Memorandum regarding Majority to Minority transfer concerns. 2. On June 17, 2004, LRSD filed its response. 3. The LRSD and PCSSD parties have not involved Joshua or the Office of Desegregation Monitoring (ODM), on information and belief, regarding the controversy. 4. The Joshua Intervenors understand the conflict as follows: a. White students are being allowed to transfer into majority black schools in PCSSD. Their transfers into those schools result in reinforcement of racially segregated gifted and talented and academically enriched programs. For example, at College Station Elementary, white students are allowed entry thereto for the gifted and talented (GT) program. The result is that GT is overwhelmingly white, but the school is disproportionately black. LRSD white students thus have more academically enriched options than LRSD black students who are not allowed to transfer into that substantially segregated program. A second example is reflected at the high school level. Mills High also has a school within a school. The specialty school is disproportionately white. It has a separate staff as well, although the school principal is African American. LRSD African American students are denied trai;lsfer from Little Rock into the Mills specialty program, while white students are allowed transfer. b. LRSD administration promotes continuation of segregated programs, practices and activities by its refusal to allow African American students to transfer from the LRSD into strong academic settings which its makes available to white students. This is a continuation of LRSD's emphasis upon promoting educational advantage for white students while not doing likewise for African American students. 5. LRSD effectively takes the position that when a school enrollment in PCS SD reaches 50% African American, LRSD African American may not attend the PCS SD school. LRSD interprets the M to M transfer provision to require return of those African American students to LRSD who, by their presence in Fuller, Mills and College Station, cause racial imbalance. PCSSD, on the other hand, would allow such students to remain in specialty schools throughout their academic careers. The effect ofLRSD's position is to take higher achieving African American students who have op:ted for specialty programs in PCS SD from PCS SD and place 2 them back into lower level academic programs within the LRSD. LRSD thus appears to promote continuation of stronger academic programs for its white students through their assignment to such programs in PCSSD but not for its African American students. WHEREFORE, the Joshua Intervenors respectfully request the Court to have the Office of Desegregation Monitoring to prepare a monitoring report regarding the situation and subsequent to such report, set the matter for evidentiary hearing. Thereafter, the Court is requested to provide appropriate relief including but not limited to modifying the M to M stipulation to reflect the intended plllpose and then to allow African American students entry into the disproportionately one race \"schools within schools\" at College Station Elementary, Fuller Middle, and Mills High schools. Robert Pressman 22 Locust Lexington, MA 02421 862-781-1955 Respectfully submitted, John W. Walker, P.A. 1 723 Broadway Little Rock, Arkansas 501-374-3 758 501-374-4187 (fax) / \\ i r ) / I, / f ~\":; ,:-::/:--.' t,,1; / :\"-:.-- - V John W. Walker CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing Motion has been served on all counsel of record on this 8th .day of July, 2004. ,,,...\\ . / /  I : / I I : / .. , , ' ,I I ',\\ I ...._  j ,/ ~~!, (V' - if I ; '_,/_)+:. ~t4_)1 ~ .- - : 1 , , , ....__ ,., .J RECEIVED JUL 1 ?. 2004 ~Sr~/;!1.. ~ ~ tv Dis r1r,ffe: (:J r1r,c r co OFFICE OF .;, JU, r ~1rt1rr DESEGREGATION !~ONITORING [j~M\"s ~ fl 8 ,v 8~s IN THE UNITED STATES DISTRICT COURT ~- ~ \"1cc 2001 EASTERN DISTRICT OF ARKANSAS 0,9M-1c WESTERN DIVISION If, Cl \"1r, D- if \u0026lt;::P C LITTLE ROCK SCHOOL DISTRICT PLAINTIFF L1.,R,r CASE NO. 4:82CV00866WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRJCT, ET AL. DEFENDANT JOSHUA INTERVENORS' MEMORANI\u0026gt;UM IN SUPPORT OF MOTION REGARDING LRSD'S AND PCSSD'S M TOM DISAGREEMENT The Joshua Intervenors submit that the relief which they seek by their Motion herewith is authorized by the 8th Circuit, Little Rock School District v. Pulaski County Special School District, et. al. 921 F.2d 1371, 1394. (1990) That Court created the Office of Desegregation Monitoring (ODM) so that it could effectively monitor the implementation process. It is the primary monitor in this case. Neither it nor the Joshua Intervenors have been significantly involved in the subject controversy. Joshua interests is obvious. The ODM's role is to provide useful information to the parties and to the Court. An ODM report to the Court with respect to the subject issue should therefore be commissioned. Joshua's concern is twofold, i.e., educational and segregational. The educational advantage under the parties plan enures to white students. For African American students are not allowed entry into the subject programs unless they are from outside the PCSSD. But now, LRSD proposes to retain LRSD students in its schools, although they may be in more heavily one race situations, than to allow them to attend and remain in the specialty programs at College Station, Fuller and Mills. LRSD effectively proposes to require return of African American students from the far more desegregated PCSSD schools on a technical basis, i.e., the school has become majority African American. The law of the case required maximization of desegregation within a context where educational disparity is reduced rather than enhanced. A hearing on the matter is appropriate. Robert Pressman 22 Locust Lexington, MA 02421 862-781-1955 Respectfully submitted, John W. Walker, P.A. 1 723 Broadway Little Rock, Arkansas 501-374-3758 501-374-4187 (fax) / / . I I . /l /; .--; / ' I . , .' /_,- . (\\ /L,. / /;  ' -x \"Ii} t\";/ / ' / / ; lJ..,, 1J_j;; {L,-.___ ~1., ' (./ ~ /' :,'   ..,~-u:ll Le.:\u0026gt;---.... /j~:W.,Walke; - ,. I \"/ CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing Motion has been served on all counsel of record on this 8th day of July, 2004. 2 RECEIVED JUL 1 (. 2004 - OFFICE OF UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS RICHARD SHEPPARD ARNOLD UNITED STATES COURTHOUSE 600 W. CAPITOL, ROOM 423 LITTLE ROCK, ARKANSAS 72201 -3325 FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS JUL 12 2004 DESEGREGATION r,lONITORING BILL WILSON JUDGE (501) 604-5140 Facsimile (501) 604-5149 -~~:MES W. McCORMACK, CLERK DEP CLERK Mr. Chris Heller By Fax - 501-376-2147 Mr. Sam Jones By Fax - 501-376-9442 Mr. Steve Jones Mr. Guy Murphy By Fax - 501-375-1027 Mr. Mark Burnette By Fax - 501-375-1940 July 12, 2004 Mr. John Walker By Fax - 501-374-4187 Mr. Robert Pressman By Fax - 781-862-1955 Mr. Tim Gauger Mr. Mark Hagemeier By Fax - 501-682-3643 Mr. Will Bond By Fax - 501-982-9414 Re: Little Rock School District v. Pulaski County Special School District, et al. Dear Counsel: I have heard only from Mr. Walker. Since the school defendants pick up the tab for the ODM employees I want to make sure that you have an opportunity to comment on my order, the proposed advertisement, Mr. Walker's letter, or anything else you deem pertinent to the ODM issue. If you want to make any comment, please do so by fax by 5:00 p.m. Tuesday, July 13 (fax copy to other counsel, original to the clerk). Cordially, /k,{ ~  1Uv Wm. R. Wilson,Jr. ~J Original: Mr. James W. McCormack, Clerk of the Court Dictated from out-of-state by Judge Wilson. Office of Desegregation Monitor One Union National Plaza 124 West Capitol Suite 1895 Little Rock, AR 72201 de Case: 4:82 - cv- 00866 RECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. PCSSD'S RESPONSE TO JOSHUA INTERVENORS' MOTION REGARDING LRSD'S AND PCSSD'S M-TO-M DISAGREEMENT The PCSSD for its response states: JUL 2 o 2004 OFFICE OF DESEGREGATION r,iONITORING PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS 1. Joshua's motion is in actuality a response to PCSSD's motion. 2. The PCSSD sought unsuccessfully to involve the ODM in a resolution of this dispute. 3. The PCSSD has not heretofore involved Joshua believing this to be a simple dispute with the LRSD over interpretation of long-standing rules. 4. LRSD black students are allowed to exercise M-to-M transfers into the PCSSD specialty program so long as those schools are eligible for M-to-M transfers . 5. PCSSD denies any remaining allegations contained in the \"motion\" to the extent that those allegations questioned practices or motives as regards M-to-M transfers. 249234-v1 - WHEREFORE, the PCSSD prays that the \"motion\" be denied and for all proper relief. 249234-v1 Respectfully submitted, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2300 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 2 CERTIFICATE OF SERVICE On July 19, 2004, 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 Judge J. Thomas Ray U.S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, Arkansas 72201 249234-v1 3 Mr. Mark A. Hagemeier Assistant Attorney General 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. Clayton Blacl\u0026lt;stock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 Mr. Robert Pressman 22 Locust A venue Lexington, Massachusetts 02173 FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS JUL 2 3 2004 IN THE UNITED STATES DISTRICT CO~cCORMACK, CLERK EASTERN DISTRICT OF ARKANSAS By~~ WESTERN DIVISION DEP CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. CASE NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL RECEIVED JUL 2 7 2001t OFFICE OF DESEGREGATION t,JONITORING DEFENDANTS INTER VEN ORS INTER VEN ORS 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 Memorandum Opinion of the district court entered June 30, 2004. Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK Christopher Heller (#81083) 2000 Regions Center 400 West Capitol Little Rock, AR 72201-3493 (501)376-2011 ~ BY:~ Christoph=le~ ---- Page 1 of 2 I EB 8 CERTIFICATE OF SERVICE I certify that a copy of this Notice of Appeal has been served on the following people by depositing a copy in the United States mail on the 23rd day of July, 2004: Mr. John W. Walker JOHN W. WALKER, P.A. 1 723 Broadway Little Rock, AR 72201 Robert Pressman 22 Locust A venue Lexington, MA 02173 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Bank of America 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 Judge J. Thomas Ray U. S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, AR 72201 Ms. Ann Marshall Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Tim Gauger Mr. Mark A. Hagemeier Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 Page 2 of 2 UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS F' LED RICHARD SHEPPARD ARNOLD UNITED STATES COURTHOU~sTMRi g1 I iiRIcT COURT 600 W. CAPITOL, ROOM 423 RICT ARKANSAS LITTLE ROCK, ARKANSAS 72201 -3325 (501) 604-5140 Facsimile (501) 604-5149 JUL 2 3 20(1', JAMES WM .By:_  cCORMACK, CLERK BILL WILSON JUDGE July 23, 2004 RECEIVED JUL 2 7 200; Mr. Chris Heller tJmf.'i?'aF Mr. John Walker By Fax - 501-376-2147 \"8'fGREGATlt, . .,,0111TOA\"mtt By Fax - 501-374-4187 Mr. Sam Jones By Fax - 501-376-9442 Mr. Steve Jones Mr. Guy Murphy By Fax - 501-375-1027 Mr. Mark Burnette By Fax - 501-375-1940 Mr. Robert Pressman By Fax - 781-862-1955 Mr. Tim Gauger Mr. Mark Hagemeier By Fax - 501-682-3643 Mr. Will Bond By Fax - 501-982-9414 .l./: fJ.. { J/ 0 0 ( 6 {:; Wl(W DEP CLERK Re: Little Rock School District v. Pulaski County Special School District, et al. Dear Counsel: I assume from your comments, or lack thereof, that none of the lawyers for the districts object to the August 31 , 2004 date for Ms. Marshall 's official retirement (August 31, 2004). If this assumption is incorrect, please advise me by return fax. Cordially, I Wm. R. Wilson, Jr. cc: Original: The Honorable Thomas Ray Mr. James W. McCormack, Clerk of the Court 8 8 9 ,, 1  ..,; .-  .,.'._, '.....,1~, .:., .. L- ,~t - , , - - , FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS UNITED STATES DISTRICT COURT JUL 2 6 2004 EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES W. McCORMACK, CLERK By: ________ _____ LITTLE ROCK SCHOOL DISTRICT V. No. 4:82CV00866-WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al., MRS. LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. RECEIVED JUL 2 7 2004 omcEoF DESEGREGATION r,lONITORING PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Regardless of an appeal, LRSD is required to continue full speed ahead, on all points, with respect to the compliance remedy set forth in the Memorandum Opinion of June 30, 2004 (Doc. No. 3875). As was noted in the June 30 Memo, LRSD is required to do only what it - volunteered to do. I assume that I am stating the obvious, but, as folks are wont to say nowadays, I wanted to make sure that we are \"all on the same7 p1a!g e.'\" ., IT IS SO ORDERED this Lb- day of July, 2004 THiS G0CUi. i :::f~ l 1:::i:.; ..: , , ~ ,. 0, -,  ,OCKET '.\"-:i H[::t'T !,; C() ;,i,- .. ir ,,,Jc ;- Wm. R. Wilson, Jr. DEP CLERK Arkansas DEPARTMENT OF EDUCATION 4 STATE CAPITOL MAU . UTTLE ROCK, ARKANSAS 72201 -1071  (501) 6824475  http://arkedu.state.ar.us Dr. Kenneth James, Director July 30, 2004 Mr. M. SamuelJones,ill Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes, Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 RECEIVED t\\L3 - 2 2004 OFFICE OF DESEGREGATION f1lONITOIHNG Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 RE: Little Rock School District v. Pulaski County Special School District, et al. U.S. District Court No. 4:82-CV-866 Dear Gentlemen: Per an agreement with the Attorney General's Office, I am filing the Arkansas Department of Education's Project Management Tool for the month of July 2004 in the above-referenced case. If you have any questions, please feel free to contact me at your convenience. Sincerely, (,: (; }/c \" J/ ~ \u0026lt;...\u0026amp;6tt~ General Counsel Arkansas Department of Education SS:law cc: Mark Hagemeier - STATE BOARD OF EDUCATION: Chair- JoNell Caldwell, Little Rock  Vice Chair - Shelby Hillman, Carlisle Members: Sherry Burrow, Jonesboro  Calvin King, Marianna  Randy Lawson, Bentonville MaryJane Rebick, Little Rock  Diane Tatum, Pine Bluff  Jeanna Westmoreland, Arkadelphia An Equal Opportunity Empl~yer UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al DEFENDANTS NOTICE OF FILING In accordance with the Court's Order of December 10, 1993, the Arkansas Department of Education hereby gives notice of the filing of the ADE's Project Management Tool for July 2004. Respectfully Submitted, sj~fil' General Counsel, Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 501-682-4227 CERTIFICATE OF SERVICE I, Scott Smith, certify that on July 30, 2004, I caused the foregoing document to be served by depositing a copy in the United States mail, postage prepaid, addressed to each of the following: Mr. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-1510 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION RECEIVED AC3 - 2 2004 LITTLE ROCK SCHOOL DISTRICT, ET AL V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE W. KNIGHT, ET AL PLAINTIFFS OFFICE OF DESEGREGATION :;iONITORING DEFENDANTS INTERVENORS INTERVENORS ADE'S PROJECT MANAGEMENT TOOL In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the ADE's progress against timelines presented in the Plan. IMPLEMENTATION PHASE ACTIVITY I. FINANCIAL OBLIGATIONS A. Use the previous year's three quarter average daily membership to calculate MFPA (State Equalization) for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of July 31, 2004 Based .. on. the information available at June 30, 2004, the ADE calculated ,the Equalization Funding for) =:_)' 03/04,subject to perioqic_adjustments.   8. Include all Magnet students in the resident District's average daily membership for calculation. 1. Projected Ending Date Last day of each month, August - June. IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS LITTLE ROCK DIVISION LITTLE ROCK SCHOOL DISTRICT V. No. 4:82CV00866 WRW/JTR 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 AUG 1 3 2004 JAMES W. McCORMACK, CLERK By: _______ D;:;;E=;:;PI/C:;--;LE=;:R;;;-K PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Pending is Pulaski County Special School District's Motion for Pem1ission to Utilize Portable Buildings on a Temporary Basis and to Reconfigure Certain Buildings (Doc. No. 3879). No party has objected, and the time for doing so has passed. For good cause shown and because no party has objected, PCSSD's Motion for Pem1ission to Utilize Portable Buildings on a Temporary Basis and to Reconfigure Certain Buildings is GRANTED. --/t IT IS SO ORDERED this;J___;ay of August, 2004. Tia D0CUUENT ENTERED ON lJNtITffiSJTATES~DISTR.E ~ WM. R. WILSON, JR. a92 I ; EAST~fW~sA AU6 2 7 2004 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS LITTLE ROCK DIVISION JAMES W. McCORMACK, CLERK By_ -------:D::-::,E-=:-P~CL-::-E=RK ':---- ---- --- ----~ -- \" LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL.  . . ; ' . RECEIVED .AUG 3 o 2004 DEFENDANTS DESEGREG~:c: ~~NITORING INTERVENORS INTERVENORS ORDER Before the Court is the request of the Magnet Review Committee (\"MRC\") for approval of the interdistrict magnet schools' final figures for the 2003-2004 school year and proposed budget for the 2004-2005 school year. The MRC communicated the budget to the Court in a letter dated July 30, 2004 (attached). I have attached a copy of the budget to this order, and if there are any objections, parties must respond within five days; otherwise, the MRC's final budget for the 2003-2004 school year and proposed 2004-2005 budget will be accepted as presented and become effective immediately. 1.-,-lh..   . IT IS SO ORDERED this,;._-,_ aay of August, 2004. ':, .  THIS DOCUMENT ENTERED ON OOCKET SHEET IN~ ~imi~ ~B TESDISTRICTTuoGE WM. R. WILSON, JR. ........... .. '. ' _:''.?t. ', .- e : r :.  Magnet Rel\"'l~W Committee 1920 North Main Street, Suite 101  North Little Rock, Arkansas 72114  (501) 758-0156 {Phone}  (50l) 758-5366 {Fax} .. magnet@magnetsc,hool.com {E-mail} .;. July'30, 2004 The Honorable William R. Wilson, Jr. Judge, U. S. District Court .... . . . ,, . Eastern District of Arkansas ,,   . ,'   : 600 West Capitol Little Rock, AR 7220 I -Dear Judge Wdson: On July 28, 2004, Mark Milhollen, Little Rock School District Manager of Financial Services, provided the Magnet Review Committee with the final figures for the 2003-04 budget, as well as the proposed budget for the 2004-05 school year. The information is contained in the attachment (Draft 2) and was forwarded to MRC members prior to taking a telephone vote on Thursday, July 29, 2004.  TheMagnet Review Committee, by fomial motion and unanimous vote of6-0, with all Committee representatives present for the telephone vote, approved the final budget for the 2003-04 school year, as well as the proposed budget for 2004-2005. FINAL 2003-2004 STIPULATED ORIGINAL MAGNET SCHOOLS BUDGET The total amount originally budgeted, $24,689,351.00, is based on a per-pupil expenditure of$6,364.00, calculated from the three quarter average enrollment of 3,879.26 students. Actrial attendance records of3,867.15 students set the final budget figure at $24,722,797.00, and the final. budget's per pupil expenditure at $6,393.()0, or $29.00 more per pupil than originally budgeted: This final 2003-2004 document reflects actual figures and talces into account the variables (salary, teacher retirement and health insurance changes) that were uncertain when the proposed budget was submitted in July, 2003. Included in the Summary portion of the budget information are the cost breakdowns for each school district and the State during this time period. \"Pursue the Possibilities of Magnet School Enrollment\" The Honorable W~ R. Wilson, Jr. -2- July 30, 2004 PROPOSED 2004-2005 STIPULATED ORIGINAL MAGNET SCHOOLS BUDGET '  The total proposed budget for the 2()04-2005 school year is $27,964,934.00, based on a proposed Average Daily Membership of3,864.00, which resuhs in a per-pupil expenditure of $7,237.00 and an increase of $844. 00 over the 2003-2004 actual. rate. This proposed budget has taken into account increased salaries, :fringe benefits, insurance and teacher retirement. Included in the Summary portion of Draft 2 are the cost breakdowns for each school district and the State. The Magnet Revtew Committee respectfully requests the Court's review and ~pproval of the 2003-2004 finalized budget in the amount of $24,722,797.00, with a per pupil expenditure of$6,393.00, as well as the proposed 2004-2005 budget, both attached herewith. The Magnet Review Committee is committed to maintaining the quality of the Stipulation magnet schools. We will continue fo work with the host district as we exercise stringent oversight of the magnet schools' budget in an effort to .achieve and ensure efficient management and cost containment to the greatest extent possible. e,  Sincerely, e Mitchell, Chairperson Magnet Review Committee SM/DGC:sl Attachments: Actual 2003-2004 Stipulation Magnet Schools Budget (Draft 2) Proposed 2004-2005 Stipulation Magnet Schools Budget (Draft 2) cc: Office ofDesegregatior( Monitoring ~-~l~~~m!!~~~!:~1 :::::':'::::::::::::::':: :::~;~::::::::::::;!::ea::::::::::::::;:;:!::::::::::::: ;::~::J;:: ::::::::Pi!:;;;::::::: CERTIFIED 01 Principal 1.0 $79,168 $81,376 1.0 $94,335 STAFF 02 Asst. Prin. 3.0 $163,308 $168,580 3.0 $190,292 03 Soecialists 3.4 $145,369 $130,614 3.4 $135,869 04 Counselors 3.0 $152,084 $156,281 3.0 $172,922 05 Media Spec. 1.0 $54,599 $56,124~ - 1.0 $61 ,583 06 Art-Perf./Prod. 0.0 $0 $0 0.0 $0 07 Music o.o $0  $0 0.0 $0 08 Foreign Lang. . 0.0 $0 $0 0.0 $0 09 Vocational .. 2.6 $149,656 $142,116 2.6 $152,554 10 Special Education 2.0 $71,477 $87,607 2.0 $85,872 11 Gifted  0.0 $0 $0 0.0 $0 12 Classroom 49.8 $2,173,375 $2,229,338 49.8 $2,444,329 13 Substitutes 0.0 $60,000 $60,526 0.0 $64,000 14 Other-Kindergarten 0.0 $0 $0 0.0 $0 TOTAL CERTIFIED SALARY 65.8 $31049,035 $3,112562 65.8 $3,401,755 SUPPORT 15 Secretaries . 5.0 $123,104 $117 813 5.0 $135,216 STAFF 16 Nurses 1.0 $34,243 $35,211 1.0 $40,000 17 Custodians . 6.0 $89,629 $80 038 6.0 $110,000 18 Information Services 0.2 $9,585 $9,775 0.2 $10,918 19 Paraprofessionals-Other 1.0 $34,305 $34,869 1.0 $25,000 20 Other-Aides 2.4 $35,745 $50,412 2.4 $78,162 21 Fringe Benefits(20) ~ : $869,280 $845,623 ~ : $1,108,720 TOT AL SUPPORT SALARY 15.6 $1,195,891 $1,173,741 15.6 $1,508,016 TOTAL (10-20)  , :/J $4,244,926 $4,286,303 ~if $4,909,771 URCHASED 22 Utilities ~ : $164,500 $204,925 ~ : $197,000 SERVIGES _.23_,T_r_av_e_l _______~ ...:.: .,. .~...:.: ,'.,.:.,. . .:. .. ____$4 _,_ 5__ 00--+-___$_ 6 ,_ 1_. .,.5_3- toieJ.o,..o:.: o .'o.:.'o. \u0026lt;.\u0026lt;. .X. .:,. ..:, ,.,;:i ,------$_2, 0__.. ,..00--t (30) _.24_,M_a_in_t_en_a_n_ce_A_g1r_ee_m_e_n_ts _. _.:..:.. . :.. . .~.:.. ... . .:.:.c.  .. . _____$ 0--+-_____$ 0.:.. .:. ,.:-::.. ... :~.... .:.., :,:; i,------$0--t 25 Other ~ : $62,782 $51,666 ~ j $60,735 TOTAL (30) ~ : $231,782 $262,745 ~ : $259,735 MATERIALS, 26 Principal's Office ~ j $0 $0 ~ : $0 SUPPLIES t--27_.R-teg-u~la-r -C-la-ss-r-oo-m----:'.~,.:,.~.o,..\"\".,\",:.:+---$-1-8-3,--6-16--+---$,-1_9_9_,4-.,5:.,'.,5.::\"-\"-.t,-\u0026lt;.\"\"~:'\":'1: ---$,-1-2-9,-6-00--t (40) 28 Media ~ : $11,675 $3,613 ~K $6,000 CAPITAL OUTLAY (50) OTHER (60) 29 Other $6,638 $5,943 ~ : $6,000 TOTAL (40) ~ : $201,929 $209,011 ~ : $141,600 30 Equipment ~ ' $206,526 $208,208 ~ : $26,000 31 Building Repair, etc. -:, $0 $0 ~ $0 32 Other TOTAL(50)     \\ $206,526 $208,208 ~ ' $26,000 33 Dues and Fees ~ ' $600 $1,516 ~ j $3,000 34 Other TOTAL (60) ~ ' $600 $1 ,516 ~ j $3,000 TOTAL (30-60) ~ : $640,837 $681,480 ~ : $430,335 TOTAL (10-60) 81 .4 $4,885,763 $4,967,784 81.4 $5,340,106 TOTAL LINE ITEMS- (SECOND PAGE) ~ : $416,479 $436,139 ~ j $469,490 :::::,:,:::~AANttto.tA.L.::t :::::n:::: .mmt: :t:,:,:::,::$$130.ta.42 ::uti::$$;@3ls2.3': uxiboot: ,:,,,,,:,,::nJsi\u0026gt;~'s96 : u .. ~ :~ ~~+:y:::::n:Y:::H ::t~r.~~e~H\\ ':::t~~~i:::r.: ::::w.~~~:Ht -.ii~:::ttt::::nr:t::::n::cu::=: 2003-04 2003-04 2004-05 Stioends $1,300 $730 OtherObiects . $0 $0 $CL - Indirect Costs $361 ,240 $366,129 $411,529 Vocational $14,117 $14,287 $14,287 Athletics $31 ,413 $46,482 $35,217 Gifted Proarams $0 $0 $0 Plant Services $7,081 $7,167 $7,122 Readino $111 $112 $111 Science $0 $0 $0 'Enolish $332 $336 $334 Soecial Education $885 $896 $890 xxxxxx Total Line Items $416,479 $436,139 $469,490 ~,jJp!f(;o~/t)H\\U:HU: 'HU)2()~~f :i ,::::)~!~K\u0026gt;if :::= r::~~$.iH\\i 3rd Qtr. ADM or Proi. . 858.44 866.17 860.00 Total Costs $5,302,242 $5,403,923 $5,809,596 :e.~UPllP~/\\):::!:r::::: \\?{::) $.$Wft :n=Ytii?$$~~i: ....... ::::r$$i7.~ 1  ~~!-~!lf~~~~P~),,,;,;,;,;,;,:,;,;,;,:.;,:: ~~~:.:.. :.:.:.:~;=~:.:.:.: :.:.:.:.:.:.:,::. ~;;:. ,.,:'~;::;d''.:=: CERTIFIED 01 Princioal 1.0 $90,516 $93,000 1.0 $105,050 STAFF 02 Asst. Prin. 4.0 $268,928 $275,163 4.0 $298,904 03 Specialists 9.8 $432,457 $461,002 9.8 $486,691 04 Counselors 4.0 .$209,72.1 $21a,509 4.0 $226,317 05 Media Scee. 1.0 $44,084 $45,993 1.0 $50,499 06 Art-PerfJProd. 0.0 $0 $0 0.0 $0 07 Music . 0.0 $0 $0 0.0 $0 08 Foreian Lana; 0.0 $0 $0 0.0 $0 09 Vocational 5.0 $248,272 $249,703 5.0 $275,310 10 Special Education  1.0 $53,213 $54,700 1.0 $60,020 11 Gifted 0.0 .  $0 $0 0.0 $0 12 Classroom 52.6 . $2,443,816 $2,610,349 55.1 $3,043,074 13 Substitutes. 0.0 $65,000 $58,910 0.0 $63,000 14 Other-Kinderaarten 0.0 $0 $0 0.0 $0 TOTAL CERTIFIED SA~Y 78.4 $3,856,006 $4,067,328 80.9 $4,608,865 SUPPORT 15 Secretaries 6.0 $195,722 $203,299 6.0 $221,944 . STAFF 16 Nurses . 1.0 $39,818 .$40,963 1.0 $45,878 17 Custodians 9.5 $167,781 $172,961 9.5 $198,000 18 Information Services 0.2 $9,574 $9,764 0.2 $10,905 19 Paraprofessionals~Other 5.0 $134,716 $138,563 5.0 $186,167 20 Other-Aides 3.0 $55,762 $81 ,545 3.0 $87,505 21 Fringe Benefits(20) ~ i $1,198,108 $1,119,797 ~ i $1,531,743 TOTAL SUPPQRT SALARY 24.7 $1,801,481 $1,766,892 24.7 $2,282,142 TOTAl:'(10:-20) , ~ ! $5,657,487 $5,834,220 ~ \\ $6,891,007 PURCHASED ~2~2:;...+,;U~ti~liti~e~s _______.~ ~~'::=~:=::~=\\~~\u0026gt;:~ ___$ ~1~7~3,~6~00c+---~$~17~4~,9~9~8+:'~:':\"~~::/=~::~'::~: __~ $1~6~8~,o~oo-=-i SERVICES 23 Travel ;;,... ~ ; , $19,000 $29,179 ~ ( $24,800 (30) 24 Maintenance Adreements .    : : $0 $0 ~  $0 MATERIALS, SUPPLIES (40) CAPITAL OUTLAY (50) OTHER (60) 25 Other ~ ! $59,242 $105,810~\\ $94,300 TOTAL (30) 26 Princioal's ()(lice 27 Reaular Classl oom 28 Media 29 Other TOTAL (40) 30 Eauioment 31 Buildina Reoair; :etc. 32 Other TOTAL (50) 33 Dues and Fees  34 Other Xioo( $251,842 $309,987 ~   $281,100 . ~ : $0 $0~ $0 ~ : $196,900 . $137,516 ~  $180,145 ~  $12,700 $14,680 ~  $13,400 ~ j $9,080 $4,842 ~  $5,000 #xi9oijf $218,680 $151,038 ~ n $198,545 ~ !: $22,000 $30,901 ~  $23,000 ~  $0 $0~ $0 ~ !: $0 $0 . $0 ~ib.ii( $22,000 $30,901 ~  $23,000 ~ : $1,300 $2,998~/: $2,500 TOTAL(60) ~ j $1,300 $2,998 ~ i $2,500 TOTAL(30-60) ~ : $493,822 $500,925 ~ j $511,145 TOTAL(10-60) 103.1 $6,151,309 $6,335,145 105.6 $7,402,152 TOTAL LINE ITEMS-(SECOND PAGE) ~ j $554,987 $547,661 ~ : $621 ,488 ::r\u0026gt;GAANtt1cttAtu::\u0026gt;\u0026lt; ~ i =uuitito$;Z9Si :::r:::$s~csa2;so~i: ~  :::::$Oi2l;6.4o:: - , : --- - - - t~'ffiim'Qi$.T:':::::::':''''''''''' ::::ffiAA;~~:'::: :':':':''Mt~~r:':''''' .':'':~rnpq~::::: ~~w.= u.=..u. . . .u. .t\\ 2003-04 2003-04 2004-05 Stipends  $5,500 $9,775 $5,500 Other Ob1ects $0 $0 $0 Indirect Costs $478 099 $474,438 $539,772 Vocational $18\\683 $18,513 $.18;513 Athletics $41 :576 $33,906 $46,609 Gifted Proarams :;: $0 $0 $0 Plant Services ,: $9,372 $9,288 $9,342 Readini:i $146 $145 $146 Science .  $0 $0 $0 English $439 $435 $438 Special Education \" $1,172 . $1,161 $1,168 xxxxxx xxxxxx Total Line Items $554,987 $547,661 $621,488  . P4tf~~i_eq.~-++=:::=:=:::=:::n:i N:=:~Q~:t\u0026gt; =:=:=:2.3;o4=::::_ . H:=~.ti95:?c 3rd Qtr. ADM or Proj. 1,136.14 1,122.40 1,128.00 Total Costs ;'.' .$6;706;295 $6,882,806 $8,023,640  P'4it'Pumf ~ijs(=U\\\\.'\\/'/:/ :/t\".''H$$;1Mllf1 .'\".'.\\?i$6J~: ,:::::::::=_:_:':i$.7k'\"J1:J: -~~~!F~!t~~~{~~~!:!:!!!!!~!:!!!!:!!:!:!!!!: :::.i~:::::: ::::::::::::::::::: :::::::::::=::::::::::: :::~;:j::: ::::::::~o::~1:1:::: CERTIFIED 01 Principal 1.0 $ 82,856 $ 85,136 1.0 $ 94,975 STAFF 02 Asst. Prin. 1.0 $ 62,345 $ 64,085 1.0 $ 70,337 03 Specialists 7.0 $ 321 ;524 $ 330,958 7.0 $ 363,816 04 Counselors 2.0 $ .. 100,459 $ 105,298 2.0 $ 116,229 05 Media Spec. 1.0 $ 36,587 $ 37,638 1.0 $ 42,588 06 Art-Perf./Prod. 3.0 $ 114,504 $ 117,741 3.0 $ 132,463 07 Music 0.0 $0 $0 0.0 $0 08 gn Lang. 0.0 $0 $0 0.0 $0 09 0.0 $0 $0 0.0 $0 10 Special Education 2.0 $ 107,932 $ 110,993 2.0 $ 121,944 11 Gifted 1.0 $ 48,389 $ 49,737 1.0 $ 54,561 12 Classroom 30.6 $ 1,425,005 $ 1,455,417 30.6 $ 1,513,308 13 Substitutes 0.0 $ 50,000 $ 40,386 0.0 $ 45,000 14 Other-Kindergarten 6.0 $ . 254,782 $ 243,325 6.0 $ 238,380 TOT AL CERTIFIED SALARY 54.6 $2,604,383 $2,640,714 54.6 $2,793,601 SUPPORT 15 Secretaries 2.0 $ 45,540 $ 40,619 2.0 $ 48,344 STAFF 16 Nurses 1.0 $ 50,785 $ 42,463 1.0 $ 46,709 17 Custodians 4.0 $ 67,969 $ .. 69,113 4.0 $ 81,000 18 Information Services 0.2 $ 9,585 $ 9,775 0.2 $ 10,918 19 Paraprofessionals-Other 0.0 $0 $0 0.0 $0 20 Other-Aides 6.0 $ 110,895 $ 105,036 6.0 $ 127,773 21 Frinae Benefits(20l $ 779,619 $ 719,933 $ 910,605 TOT AL SUPPORT SALARY 13.2 $1,064,393 $986,939 13.2 $1,225,349 TOTAL (10-20) ~\\ $3,668,776 $3,627,653 ~ j $4,018,950 70,800 $ 72,082 7,500 $ 2,763 $0 $0 .$ . 73,000 $ 5,000 $0  URCHASED 22 Utilities ~ ' $ ~ : SERVICES 23 Travel ~ j $ ~i( 1----+-----------------------------------t  (30) 1--24-+M_a_in_t_en_a_n_ce_A=-gr_e_em_e_n_ts _- -H::;.;~,'.\".'..';.;\"''.';,;i,;'a;.':/+--,----------t--,---------+,.:,-;;;~\".;'.);,;;,';,:,';;,;,,\",::; t~------,-1 25 Other ~ : $ 21,565 $ 30,456 ~ : $ 31,440 TOTAL (301 ~ : $99,865 $105,302 ~ : $109,440 MATERIALS, t,....;;.26--+-P-'-ri...;n\"'-'ci.L.pa;;...l'..;..s...;O_ffi...;1c...;.e_ ____. ...., ...,  ..~ . \u0026gt;. , .__ ___ __:$_0-+-____$ .._..0.. ..-. ,+... -..~ ,_. .: . ,_____$. .. 0. --1 SUPPLIES 27 Reaular Classroom ~ : $ 108,429 $ 119,831 ~ : $ 90,381 (40) 28 Media ~ : $ 9,500 $ 9,065 ~ : $ 9,500 CAPITAL OUTLAY (50) OTHER (60) 29 Other ~ i $ 4,180 $ . 2,920 ~ : $ 3,100 TOTALC40l ~ : $122,109 $131,816 ~ : $102,981 30 Eauipment 22,244 $ 9,269 ~ : $ 12,000 31 Building Repair, etc. $0 $0 ~  $0 32 Other ~ : $0 $0 ~ $0 TOTAL (50) ~: $22,244 $9,269 ~ : $12,000 33 Dues and Fees ~ : $ 500 $ 572 ~ : $ 2,500 34 Other TOTAL (60) ~ : $500 $572 ~ : $2,500 TOTAL (30-60) ~ : $244,718 $246,959 ~: $226,921 TOTAL (10-60) 67.8 $3,913,494 $3,874,612 67.8 $4,245,871 TOTAL LINE ITEMS - (SECOND PAGE) ~' $280,118 $267,258 ~  $308,060 t~~~m:~$~ftti::::::r:tn ::t:#.f~ij:::::: ::::::::J~ij~~~:::::u :11:::,tfi.)p~~J::1 ~ij~~ijfHH:i\\:HHH/i\\'/H\\/lH. 2003-04 2003-04 2004-05 Stipends .$12,500 $4,409 $10,000 Other Objects $0 $0 $0 Indirect Costs $261 ,369 $256,722 $291,898 Vocational $0 $0 $0 Athletics $0 $0 $0  Gifted Programs $165 $159 $163 Plant Services $5,t24 $5,026 $5,052 Reading $80 $79 $79 Science $0 $0 $0 English $240 $236 $237 Special Education $640 $628 $631 xxxxxx xxxxxx Total Line Items $280,118 $267,258 $308,060 d~ijpjft~it::::::::::::rn::::::::: ;:::\\.P.~:!U::! :::::::::~@~~:::::::: :J\\jp@@!'i!i1!! 3rdQtr. ADMorProj. 621 .11 607.34 610.00 Total Costs $4,193,612 $4,141,870 $4;553,930 p~ijijp1f q(iijJ:::1::1::n:11i1:::::1::: n:::::1:::::::::$$.;r~:: ::::::::::::::::::$~;~~: :::::::::::::::::1$t.#i~:: =~~~~~~!ffll.~tqMfflt~l::rn:::nn:::::::::::: ::i;~_: ::::::::;::: ::: ::::;:~: 1 ::: ::.~. : ::::~a::~ CERTIFIED 01 Principal 1.0 $ 81 ,356 $ 83,636 1.0 $ 93,186 STAFF 02 Asst Prin. 1.0 $ 60,845 $ 64,085 1.0 $ 70,337 03 Soecialists 8.0 $ 359,784 $ 374,877 8.0 $ 415,685 04 Counselors 2.0 $ 89,580 $ 94,974 2.0 $ 106,208 05 Media$oec. .1.5 $ 72,104 $ 74,1tQ 1.5 $ 81,290 06 Art-Perf./Prod. 0.0 $0 $0 0.0 $0 07 Music 0.0  $0 $0 0.0 $0 =::.~t 08 Foreian Lana.- 0.0 $0 $0 0.0 $0 09 Vocational 0.0 $0 $0 0.0 $0 10 Soecial Education 1.0 $ 40,763 $ 41 ,935 1.0 $ 47,284 11 13ifted 1.4 $ 67,507 $ 69,629 1.4 $ 77,258 12 Classroom. 2U $ 868,840 $ 875,063 21 .3 $ 928,539 13 Substitutes 0.0 $ 35,000 $ 36,279 0.0 $ 38,0.00 14 Other-Kindergarten 5.0 $ 228,689 $ 237,985 5.0 $ 265,011 TOTAL CERTIFIED SALARY 42.2 $1,904,467 $1,952,572 42.2 $2,122,798 SUPPORT 15 Secretaries 3.0 $ 77,542 $ 79, 170 3.0 $ 88,824 STAFF . 16 Nurses 1.0 $ . 33,693 $ 34,661 1.0 $ 38,127 17 Custodians . 4.0 $ 60A84 $ 62,828 4.0 $ 76,000 18 Information Services 0.2 $ 9,585 $ 9,775 0.2 $ 10,918 19 Paraprofessionals-Other . 0.0 $0 $0 0.0 $0 20 Other-Aides 4.4 $ 95,726 $ 74,925 4.4 $ 86,934 21 Fringe Benefits(20) ~  $ 596,247 $ 576,134 ~ . $ 716,338 TOTAL SUPPORT SALARY 12.6 $873,277 $837,493 12.6 $1 ,017,141 TOTAL (10-20) .  .. ': $2,777,745 . $2,790,065 ~  $3,139,939  PURCHASED 22 Utilities .,.,.,.,.,.,, $ 52,200 $ 54,308 ~ : $ 58,500 SERVICES 23 Travel ~  $ ' 5,000 $ 10,783 ~  $ 5,000 ' -... ,\"J (30) 24 Maintenance AQreements $0 $0 ~  $0 25 Other 24,475 $ 17,691 ~  $ 27,210 TOTAL (30) 81 ,675 $ 82,782 ~  $ 90;110 MATERIALS, 26 Principal's Office $0 $0 ~  $0 SUPPLIES 27 Regular Classroom ~  $ 64,500 $ 86,619 ~  $ 64,500 (40) 28 Media 9;000 $ 8,070 ~  $ 9,000 29 Other 8,033 $ 3,560 ~  $ 4,000 TOTAL (40) 81 ,533 $ 98,249 ~  $ 77,500 CAPITAL 30 Equipment 10,000 $ 1,648 ~  $ 10,000 OUTLAY   31 Building Repair, etc. $0 $0 ~  $0 (50) 32 Other $0 $0 ~  $0 TOTAL (50) ~ : $ 10,000 $ 1,648 ~  $ 10,000 OTHER 33 Dues and Fees ~  $ 1,541 $ 639 ~  $ 1,541 (60) 34 Other TOTAL(60) ~ . $ 1,541 $ 639 ~ j $ 1,541 TOTAL (30-60) ~ j $174,749 $183,318 ~  $179,751 TOTAL (10-60) 54.8 $2,952,494 $2,973,384 54.8 $3,319,690 TOTAL LINE ITEMS - (SECOND PAGE) \" ~  $223,415 $223,403 ~  $253,368 .. I ,'  u,wn~\"f (i~~ij:;;.)/)/HHL \u0026gt;J~~~ft \u0026lt; :U?nlA~~fHH :J:ffl'qp~~~HH Ccri:y~t .U.' u::: .: . : .. U L:.'.C \u0026gt; U 2003--04 2003-04 2004-05 Stipends $10,000 $5,313 $9,057 Other Objects $0 $0 $0 Indirect Costs $208,431 $213,007 $239,261 Vocational $0 $0 $0 Athletics $0 $0 $0 ,Gifted Programs i $131  $132 $133 PlantServices  $4,086 $4,170 $4,141 Reading $64 $65 $65 Science $0 $0 $0 English $192 $195 $194 Soecial Education $511  $521 $518 xxxxxx xxxxxx Total L:ine Items ,, $22a,415 $223,403 $253,368 ~fl\u0026gt;:i#Wti.:\u0026gt;jij/ ::YHHH\\:::. ::::@QW::n :nn::~@~if =::: :::)::~Qii.ii~t::i: 3rd Qtr. ADM or Proj. 495.31 503.92 500.00 Total Costs $3;175,908 $3,196,786 $3,573,058 ~t~.-.nWPos.tH/'it::n:::t:C' ::t'i'i::C/$.tM,t  .:t/UH!f$$l3M. t::::=t,::::$M4$:' : I ~~m~~~;~~Jl~~~~~~~!:~~;;;:;:;;;:::::;;;;;:;;';: :,::~~:.,:, ,,,:,:,:~::~:,:,:,:, :.:,:,:,:,:=~,:,:,:,:,:, :,:i'r:.,,:: (:::~4::e.\u0026lt;i:,;,;,;  CERTIFIED 01 Principal 1.0 $ 79,528 $ 81 ,736 1.0 $ 93,172 STAFF 02 Asst. Prin. 0.0 $0 $0 0.0 $0 03 Specialists 6.8 $ 268,588 $ 251,436 6.8 $ 282,959 04 Counselors 1.0 $ 34,000 $ 46,422 1.0 $ 52,310 05 Media Spec. .1.0 $ 54,599 $ 56, 1~- 1.0 $ 61,583 06 Art-Perf./Prod. 0.0 $0 $0 0.0 $0 07 Music 0.0 $0 $0 0.0 $0 08 Foreion Lano. 0.0 $0 $0 0.0 $0 09 Vocational. 0.0 $0 $0 0.0 $0 10 Soecial Education 2.0 $ 73,754 $ 77,320 2.0 $ 87,536 11 Gifted 1.0 $ 48,389 $ 49,737 1.0 $ 54,561 12 Classroom 16.5 $ 722,635 $ 724,307 16.5 $ 797,878 f3 Substitutes 0.0 $ 20,000 $ 26,659 0.0 $  28,000 14 Other-Kinderoarten 2.0 $ 91,551 $ 94,140 2.0 $ 104,560 TOTAL CERTIFIED SALARY 31 .3 $:1,393,043 $1,407,882 31.3 $1,562,559 SUPPORT '15 Secretaries . 1.4 $ 32,952 $ 32,681 1.4 $ . 36,665 STAFF 16 Nurses 1.0 $ 39,818 $ 40,963 1.0 $ 46,288 17 Custodians 3.0 $ 52,728 $ 51,513 3.0 $ 65,000 18 Information Services 0.2 $ 9,585 $ .. 9,775 0.2 $ 10,918 19 Paraprofessionals-Other 0.0 $0 $0 0.0 $0 20 Other-Aides 3.2 $ 64,585 $ 68,402 3.2 $ 77,786 21 Fringe Benefits(20) ~ : $ 435,295 $ 411,660 ~ : $ 528,767 TOTAL SUPPORT SALARY 8.7 $634,964 $614,995 8.7 $765,423 TOTAL (10-20) ~ :  $2,028,007 $2,022,877 ~ : $2,327,983 PURCHASED 22 Utilities . ~ : $ 26,300 $ 31,972 ~ : $ 33,800 SERVICES ....2 _3_T_ra-v_e_l -..- -------)900()00(X..,.:'::\".. :\".: . .':.' \":\"::' +-'-$---3-'-.o-oo--t--'$---1\"\"\"'2.'-99_9_XlOO.O.:.\" \"O':':'\":O\"''.,. \u0026lt;:.,. : X.,.::\" :'\" ..$.. __3. .. ., -00-0'---I (30) ' 1--24-+M_a_i_nt_e_na_n_c_e_A.0 ..1. r_e_em_en_ts _. ....,.'. ..:.~.  ..,'. .,.::.. .::.:. :. ______$ '-0-+-____. .._$0'. :-:. +.:. . ~.. ,..:...,,.:..: .: . ____ _,_$0- . \u0026amp;t-____ ._.:;;;25\"-+0th\"-=e.;;.;r_--==~=-~--+~;;;,;:.,:;.:;;.:;,;:;;:.:~$--,,,.;2~7c-'c,4~5;..;1+$;.__~1\"'\"4,'-::7~66';:;;;,-:: .+,;~:. :F.,!,.':;: ;; t...::$;.__~2~9,\"'\"14..;..;0:::...i W- TOTAL (30) ~ : $56,751 $59,736 ~ : $65,940 MATERIALS, 26 Principal's Office ~ : $0 $0 ~ j $0 SUPPLIES i--27-+R-teg_u. l.a.. -r -C-la-ss-r-oo_m_ ____ ..,.,.~,,_,.,.,.,.,.,+--$---1o -1-,0\"\"\"'1'-6-+-$---9-1,-4---25--+-.io..o.\". '.\":o''.o,.c:\"x\"x:x\"\"\"''\"::. :, .-$---5-0,-78-'-4---4 (40) 28 Media : .. \u0026gt;. $ 3,000 $ 3,162 ~ : $ 1,795 CAPITAL OUTLAY (50) OTHER (60) 29 Other ~ : $ 2,185 $ 1,786 ~ : $ 2,000 TOTAL (40) 30 Eouipment 31 Building Repair, etc. 32 Other TOTAL (50) 33 Dues and Fees 34 Other ~ : $ 106,201 $ 96,373 ~  $ 54,579 $ 137,899 $ 19,262 ~; $ 136,519 $0 $0 ~ : $0 ~ ; $0 $0 ~ : $0 ~ ; $ 137,899 $ 19,262 ~ $ 136,519 ~ : $ 500 $ 280 ~ : $ 500 .. . : . , $0 $0 ~ : $0 TOTAL (60) ~ j $ 500 $ 280 ~ : $ 500 TOTAL(30-60) ~ : $301 ,351 $175,651 ~ : $257,538 TOTAL (10-60) 40.0 $2,329,359 $2,198,528 40.0 $2,585,521 TOTAL LINE ITEMS-(SECOND PAGE) ~ : $132,980 $136,175 ~ : $151 ,496 \\((:'H~AANt'ft(ttAti:t\\H( ~ : \u0026lt;Y/$.tAitJag: / '))$Z)~;w2:= ~ : ')i:)$.Z.73!'i0.16 ' - . f : ~ J~mlCij~~:+::::u::::ut:: HA~~~::::: n:n::::A~~1:nn:: ::tW4P~~)H ~-w~Vif Ui)H{(?H?Y\u0026gt; 2003-04 2003-04 2004-05 Stioends $1,000 $1,842 $1,000 Other Obiects $0 $0 $0 Indirect Costs $128,898 $131,202 $147,385 Vocational $0 $0 $0 Athletics $0 $0 $0 Gifted Proarams $81 $81 $82 Plant Services $2,527 $2,568 $2,551 Reading $39 $40 $40 Science $0 $0 $0 Enalish $118 $120 $120 Soecial Education $316 $321 $319 xxxxxx xxxxxx Total Line Items $132,980 $136,175 $151,496 11ef P:~mi:ci;,$'i:H::::i1  1:::;::::::\u0026gt;::: HH:::~~~4itf! n::::2~;ij1J:t1  :: 1t~Q~::j::: 3rd Qtr. ADM orProi. 306.31 310.39 308.00 Total Costs $2,462,339 $2,334,702 $2,737,016 P!EttP.-ifu11eo$.t/ ::::t]t/1::+ :r:1:;::J$.8iQ~~r ,/jn,:t::nt:r;s~: H/!trsa~i~ej: . ;w1~,-~1i1~mmm0m~i!1111iiiii!ii1!!1!!!:!!i! ::::i:w::: ::::1::::::1:::::: ::1:::::::::::::::::1:J:l ::::r~l:i :::;::::::::~::::::: CERTIFIED 01 Principal 1.0 $ 84,256 $ 84,256 1.0 $ 93,576 STAFF 02 Asst. Prin. 1.0 $ 62,345 $ 64,085 1.0 $ 70,337 03 Specialists 5.0 $ 251,669 $ 258,689 5.0 $ 283,809 04 Counselors 1.4 $ 60,481 $ 66,266 1.4 $ 76,124 05 Media Spec. 1.0 $ 47,612 $ 48,910- 1.0 $ 54,443 06 Art-Perf./Prod. 0.0 $0 $0 0.0 $0 07 Music 0.0 $0 $0 0.0  $0 08 Foreian Lana. 0.0 $0 $0 0.0 $0 09 Vocational 0.0 $0 $0 0.0 $0 10 Special Education 1.5 $ 45,694 $ 46,973 1.5 $ 54,633 11 Gifted 2.0 $ 104,001 $ 93,326 2.0 $ 108,026 12 Classroom 20.0 $ 875,968 $ 875,571 21 .0 $ 1,010,387 13 Substitutes  0.0 $ 35,000 $ 28,223 0.0 $ . 30;000  14 Other-Kinderaarten 3.0 $ 134,835 $  134,089 3.0 $ 1'53,344 TOTAL CERTIFIED SALARY 35.9 $1,701 ,860 $1,700,388 36.9  $1,934,678 SUPPORT 15 Secretaries 3.0 $ 66,531 $ . s70,173 3.0 $ 77,566 STAFF 16 Nurses 1.0 $ 52,742 $ ~.199 1.0 $ 60,086 17 Custodians 3.5 $ 55,801 $ 51,057 3.5 $ 68,278 18 Information Services 0.2 $ 9,585 $ .. 9,775 0.2 $ 10,918 19 Paraprofessionals-Other 0.0 $0 $0 0.0 $0 20 Other-Aides 4.8 $ 59,991 $ 46,384 4.8 $ 55,023 21 Fringe Benefits(20) ~ : $ 530,698 $ 448,173 ~ : $ 650,230 TOTAL SUPPORT.SALARY 12.5 $775,348 $679,761 12.5 $922,100 TOTAL(10-20) ~  $2,477,208 $2,380,149 ~ : $2,856,777 PURCHASED 22 Utilities ~ : $ 50,200 $ 58,942 ~ : $ 60,000 SERVICES 23 Travel ~ . $ 3,000 $ 5,446 ~  $ 3,000 (30) 24 Maintenance Agreements , 25 Other $ 19,479 $ 16,584 ~ : $ 24,527 TOTAL (30) ~  $ 72,679 $ 80,972 ~  $ 87,527 MATERIALS, 6 ir,cipal's Office $0 $0 ~  $0 SUPPLIES Regul r Cl ss oom ~  $ 76,100 $ 90,914 ~ : $ 73,500 (40) 8 ei $ 4,600 $ 4,532 ~ : $ 7,100 0 her $ 3,527 $ 3,099 ~ : $ 3,200 o-AI (40) $ 84,227 $ 98,545 ~ : $ 83,800 CAPITAL 30 Equipment $ 4,300 $ 4,260 ~ : $ 4,300 OUTLAY 31 Building Repair, etc. $0 $0 ~ : $0 (50) 32 Other $0 $0 ~ : $0 TOTAL (50) ~ $ 4,300 $ 4;260 ~  $ 4,300 OTHER 33 Dues and Fees 1,500 $ 670 ~  $ 1,500 (60) 34 Other ~ : $0 , $0~ $0 TOTAL (60) 1,500 $ 670 ~  $ 1,500 TOTAL (30-60) ~  $162,106 $184,447 #ioot~iW $111,121 TOTAL (10-60) TOTAL LINE ITEMS - (SECOND PAGE) 48.4 $2,639,914 $2,564,596 49.4 $3,033,904 $209,041 $198,114 \u0026gt;OOOOOOCX $233,789 UM'Jt~m=Costi$?iH:t:::\u0026gt;ii:i. i:::~r.6ririjeti:H::: :::,:::::::A~uar::::::=:i =:::P.r.osfosediii= Wiillains=?\\(:/(:::)/YY/ 2003-04 2003-04 2004-05 Stipends $10,000 $360 $10,000 Other Objects $0 $0 $0 Indirect Costs $194,393 $193,144 $219,163 Vocational $0 $0 $0 Athletics $0 $0 $0 Gifted Proarams $123 $120 $122 Plant Services $3,811 $3,781 $3,793 Reading $60 $59 $59 Science $0 $0 $0 English $179 $177 $178 Special Education $476 $473 $474 xxxxxx xxxxxx Total Line Items $209,041 $198,114 $233,789 ~et~iin1I:to$.f ::=:::::=,f ::i::=::,::. ::::n:20~a+o4::::n,: ===:n,:23~t:= ::,:::~C10+.o.S'::::i: 3rd Qtr. ADM or Proi. 461.95  456.93 458.00 Total Costs $2,848,955 $2,762,710 $3,267,693 P.~f ~u\u0026amp;1ttos.ti(\\i::r=t:nt::: :::::,::::::::) $$A~t: ::::=::::::::$U~it$i :::::::::,:::::::$\"M3$i CERTIFIED 01 Principal 6.0 $497,680 $509,140 6.0 $574,294 STAFF 02 Asst. Prin. 10.0 $617,771 $635,997 10.0 $700,207 SUPPORT STAFF PURCHASED SERVICES (30) MATERIALS, SUPPLIES (40) CAPITAL OUTLAY (50) OTHER (60) 03 Specialists 40.0 $1 ,779,390 . $1,807,576 40.0 $1,968,829 Counselors 13.4 $646,324 $687,751 13.4 $750,109 Media Soec. 6.5 $309,584 $318,91tt 6.5 $351,986 Art-Perf./Prod. 3.0 $114,504 $117,741 3.0 $132,463 Music 0.0 $0 $0 0.0 $0 Foreian Lana. 0.0 $0 $0 0.0 $0 Vocational 7.6 $397,928 $391,819 7.6 $427,864 Special Education .9.5 $392,832 $419,528 9.5 $457,289 Gifted 5.4 $268,286 $262,429 5.4 $294,406 Classroom 190.8 $8,509,638 $8,770,044 194.3 $9,737,515 Substitutes 0.0 $265,000 $250,982 0.0 $268,000 Other-Kinderaarten 16.0 $709,857 $709,538 16.0 $761,295 TOT AL CERTIFIED SALARY 308.2 $14,508,795 $14,881,446 311 .7 $16,424,256 15 Secretaries 20.4 $541,391 $543,754 20.4 $608,558 16 Nurses 6.0 $251 ,099 $248,460 6.0 $277,088 17 Custodians 30.0 $494,391 $487,510 30.0 .$598,278 18 Information Services 1.0 $57,500 $58,641 1.0 $65,494 19 Paraprofessionals-Other 6.0 $169,021 $173,432 6.0 . $211,167 20 Other-Aides 23.8 $422,705 $426,705 23.8 $513,183 21 Frinae Benefits(20) ~  $4,409,247 $4,121,319 ~ : $5,446,402 TOTAL SUPPORT SALARY 87.1 $6,345,354 $6,059,821 87.2 $7,720,170 TOTAL (10-20) x#\u0026gt;.\u0026amp;ic~k $20,854,149 $20,941,267 ~ : $24,144,426 22 Utilities 537,600 $ 597,227 ~ : $ 590,300 23 Travel 42,000 $ 67,324 ~ : $ 42,800 24 Maintenance Aareements $0 $0 ~ : $0 25 Other 214,994 $ 236,974 ~ .. $ 267,352 TOTAL (30) 794,594 $ 901 ,524 ~  $ 900,452 26 Principal's Office $0 $0 ~ .. $0 27 Reaular Classroom 730,561 $ 725,761 ~ , $ 588,910 28 Media 50,475 $ 43,122 ~ : $ 46,795 29 Other 33,643 $ 22,150 ~  $ 23,300 TOTAL (40) 814,679 $ 791,032 ~  $ 659,005 30 Equipment 402,970 $ 273,549 ~ : $ 211,819 31 Buildina Repair, etc. $0 $0 ~  $0 32 Other $0 $0 ~  $0 TOTAL (50) 402,970 $ 273,549 ~  $ 211,819 33 Dues and Fees 5,941 $ 6,675 ~  $ 11,541 34 Other TOTAL (60) ~  $5,941 $ 6,675 ~ j $ 11,541 TOTAL (30-60) ~ : $2,018,184 $ 1,972,781 ~ j $ 1,782,817 TOTAL (10-60) 395.3 $22,872,332 $ 22,914,048 398.8 $ 25,927,243 TOTAL LINE ITEMS- (SECOND PAGE) ~  $1,817,019 $ 1,808,749 ~ j $ 2,037,691 - ' : MagnetBudget0203MAGBK05 w,~,rnc.ro:c~f r,:::,::m:m::::::: ::::u\u0026gt;,~c;,0.Q~~n t::n:::MtwR+:n:: un~r:q~~~n::: $~~~JV1//?::/U/HHHHH 2003-04 2003-04 2004-05 Stipends .. $40,300 $22,428 $35,557 Other Obiects $0 $0 ,_ - $0 Indirect Costs $1 ,632,430 $1,634,641 $1 ,849,008 Vocational $32,800 $32,800 $32,800 Athletics $72,989 $80,388 $81 ,826 Gifted Proarams $500 $492 $500 Plant Services $32,000 $32,000 $32,000 Reading $500 $500 $500 Science $0 $0 $0 EnQlish $1 ,500 $1 ,500 $1 ,500 Special Education $4,000 $4,000 $4,000 xxxxxx JOO()()()( Total Line Items $1,817,019 $1 ,808,749 $2,037,691 . p~~Jiijii,1J:(:'t)si::::r:1:H1  11 ::c::: , H::12!M)J;tj4'1: :n:~Q0.$04.:HH: 1:200.4~5. ....... . 3rd Qtr. ADM or Proj. 3,879.26 3,867.15 3,864.00 Total Costs 24,689,351.09 24,722,797.01 27,964,933.81 Per:Fci~tin~:uH:t::ntH n+rn:t$;jQ nn::n:,~~3 H1=HH\u0026gt;H$t;iat  Fi)~i~a$.ijij\u0026amp;:~n:\u0026lt;n: n:P.~oD,Q~~ ...... H:::::MJijH =1i\u0026gt;,jiqp~~~ $~rn~N//\\/HH/U//U 2003-04 2003-04 2004-05 State of Arkansas $12,344,676 $12,361 ,345 $13,982,467 LRSD $7,806,773 $7,819,929 $8,842,512 PCSSD $2,960,253 $3,062,183 $3,352,996 NLRSD $1,577,650 $1 ,479,340 $1,786,959 Total Costs $24,689,351 $24,722,797 $27,964,934 MagnetBudgeto203MAGBK05 . ' CERTIFIED 01 Principal 1.0 $79,168 $81,376 1.0 $94,335 STAFF 02 Asst. Prin. 3.0 $163,308 $168,580 3.0 $190,292 03 Specialists 3.4 $145,369 $130,614 3.4 $135,869 04 Counselors 3.0 $152,084 $156,281 3.0 $172,922 05 Media Spec. 1.0 $54,599 $56,124 1.0 $61,583 06 Art-Perf./Prod. 0.0 $0 $0 0.0 $0 07 Music 0.0 $0 $0 0.0 $0 08 Foreian Lang. 0.0 $0 $0 0.0 $0 09 Vocational 2.6 $149,656 $142,116 2.6 $152,554 10 Special Education 2.0 $71,477 $87,607 2.0 $85,872 11 Gifted 0.0 $0 $0 0.0 $0 12 Classroom 49.8 $2,173,375 $2,229,338 49,8 $2,444,329 13 Substitutes 0.0 $60,000 $60,526 0.0 $64,000 14 Other-Kindergarten 0.0 $0 $0 0.0 $0 TOT AL CERTIFIED SALARY 65.8 $3,049,035 $3,112,562 65.8 $3,401,755 SUPPORT 15 Secretaries , 5.0 $123,104 $117,813 5.0 $135,216 STAFF 16 Nurses 1.0 $34,243 $35,211 1.0 $40,000 17 Custodians 6.0 $89,629 $80,038 6.0 $110,000 18 lnfom,ation Services 0.2 $9,585 $9,775 0.2 $10,918 19 Paraprofessionals-Other 1.0 $34,305 $34,869 1.0 $25,000 20 Other-Aides 2.4 $35,745 $50,412 2.4 $78,162 21 Fringe Benefits(20) ~  $869,280 $845,623 ~  $1,108,720 TOTAL SUPPORT SALARY 15.6 $1,195,891 $1,173,741 15.6 $1,508,016 TOTAL (10-20) ~ ; $4,244,926 $4,286,303 ~  $4,909,771 PURCHASED 22 Utilities .~ : $164,500 $204,925  $197,000 SERVICES 23 Travel ~  $4,500 $6,153 ,,,,;.:-:: : :: :- ~ ; $2,000 (30) 24 Maintenance Aareements :~  $0 $0 ~  $0 25 Other .~ : $62,782 $51,666 ~  $60,735 TOTAL (30) ~ : $231,782 $262,745 ~  $259,735 MATERIALS, 26 Principal's Office ~  $0 $0  $0 SUPPLIES 27 Reaular Classroom ~ $183,616 $199,455 ~ . $129,600 (40) 28 Media ~  $11 ,675 $3,613  $6,000 29 Other ~  $6,638 $5,943 ~ : $6,000 TOTAL (40) ~  $201,929 $209,011 -. -: -:- :-:. :- : -:-:-: ~ ; $141 ,600 CAPITAL 30 Eauipment ~  $206,526 $208,208 ~  $26,000 OUTLAY 31 Buildina Repair, etc. ~ ; $0 $0 ~  $0 (50) 32 Other ~  $0 $0 ~  $0 TOTAL(50) ~  $206,526 $208,208 ~  $26,000 OTHER 33 Dues and Fees $600 $1,516 ~  $3,000 (60) 34 Other ..##= $0 $0 ~  $0 TOTAL (60) .~ $600 $1,516 ~  $3,000 TOTAL (30-60) .~ : $640,837 $681,480 ~  $430,335 TOTAL (10-60) 81.4 $4,885,763 $4,967,784 81.4 $5,340,106 TOTAL LINE ITEMS - (SECOND PAGE) ~  $416,479 $436,139 ~  $469,490  :=:GMNPt:O.tAL:= H'   ib.txib.txit 4$.031i2Wi4t JHJ:=$S.4\u0026lt;l3(9Z3 ib.txib.td: ?\\ ) $$)80!t$9ij) UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION RECEIVED ~....,r~.;',;) 1 -- 2004 OFFICE Of DESEGREGATION\\1 10MITORIMG LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al DEFENDANTS NOTICE OF FILING In accordance with the Court's Order of December 10, 1993, the Arkansas Department of Education hereby gives notice of the filing of the ADE's Project Management Tool for August 2004. Respectfully Submitted, cott Smith, Bar General Counsel, Arkansas Department of Education #4 Capitol Mall, Room 404-A Little Rock, AR 72201 501-682-422 7 CERTIFICATE OF SERVICE I, Scott Smith, certify that on August 31, 2004, I caused the foregoing document to be served by depositing a copy in the United States mail, postage prepaid, addressed to each of the following: Mr. M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 200 West Capitol, Suite 2000 Little Rock, AR 72201 Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Mark Burnette Mitchell, Blackstock, Barnes Wagoner, Ivers \u0026amp; Sneddon P. 0. Box 1510 Little Rock, AR 72203-151 O Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 West Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 West Capitol, Suite 3400 Little Rock, AR 72201 Office of Desegregation Monitoring One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 I trSm~:h- IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE W. KNIGHT, ET AL INTERVENORS ADE'S PROJECT MANAGEMENT TOOL In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the ADE's progress against timelines presented in the Plan. IMPLEMENTATION PHASE ACTIVITY I. FINANCIAL OBLIGATIONS A. Use the previous year's three quarter average daily membership to calculate MFPA (State Equalization) for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of August 31, 2004 Based on the information available at July 31, 2004, the ADE calculated the Equalization Funding fo_r FY 03/04; subject to periodic adjustments. B. Include all Magnet students in the resident District's average daily membership for calculation. 1. Projected Ending Date Last day of each month, August - June.    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_669","title":"M to M (Majority to Minority) transfers","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":["1991/1996"],"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 management and organization","Educational statistics","Educational law and legislation","School enrollment"],"dcterms_title":["M to M (Majority to Minority) transfers"],"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/669"],"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":["61 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\nSUMMARY EVALUATIONS OF LITTLE ROCK SCHOOL BUILDINGS (cont'd) Site Gen'l Sup- Struc- Alarms/ Site p)ort ture S M Safety HPGC Office Principals Custo- dial Cafeteria/ Library Auditorium/ Gym Center Media Special Stor- Toilets/ Rooms age Sinks Overall Notes Junior High Schools Cloverdale Dunbar Forest Heights Henderson Mabelvale Jr. Mann Magnet Pulaski Hts. Jr. Southwest 6 4+ 8 8 7 7 5+ 5 8 6 7+ 6+ 5- 4 8 7+ 6 6 6 8 6- 6- 6+ 6 8 6+ 6 5 5 8 5+ 6 + 7 1 8 5- 6 10 8 9+ 8 6 7 8 8 6- 4 6- 4 6+ 6 8 6- Undergoing major renovations 3 4- 6- 5+ 5- 8- 6+ 8+ 4+ 5 CT) 6 + 5 4 4 7 1 2 6 6 4 6 6 4 4 4 + 6 4 4 4 6 1 7+ 5 6 4 6 3 3 3 8 Notes 7 - Very excellent plant, very poorly utilized. 8 - Overall estimate when renovations completed. Value Scale 10 - Excellent 8 - Very Good 6 - Average, acceptable 4 - Fair 2 - Poor 0 - No good or non-existent ______A An M-to-M (Majority -to -Minority) transfer occurs when a student transfers from a district and school where his/her race is in the majority to a district and school where his or her race is in the minority. Q Who is eligible? A Students who reside in Little Rock, North Little Rock, and Pulaski County Special School Districts are eligible to apply for an M-to-M transfer. Q When do I apply for an M-to-Ml A Students may apply for first semester M-to-M transfer through October 1st\nsecond semester students may apply through February 1st. Q How do I get an M-to-M transfer application? A An M-to-M application will be mailed to you if you request one from the Magnet Review Committee Office - (501) 758-0156. Upon completion, form must be returned to student's resident school district. Eligible Pre-Kindergarten through 6th Grade students from Pulaski County Special School District, and eligible 6th-12tli grade students from both North Little Kock and Pulaski County Special School Districts, may apply for a Majority-to-Minority (M-to-M) tran.sfer to the following Little Rock School District schools: Q Is transportation provided? A Transportation is provided for students who live more than two miles from their assigned school. Q Why do students make M-to-M transfers? Badgett* Bale* Baseline* Brady* Chicot* Cloverdale* David O. Dodd Fair Park* Forest Park Franklin Incentive* Fulbright Garland Incentive* Geyer Springs* Ish Incentive* Jefferson King Interdislrict* Mabelvale McDermott Meadowcliff Mitchell Incentive* Otter Creek Pulaski Heights Rightsell Incentive* Rockefeller Incentive* Romine Interdislrict* Stephens Incentive* Terry Wakefield Washington Magnet Watson* Western Hills Wilson* Woodruff* t* A The reasons are as varied as the students! However, listed below is a sample of responses received when we surveyed M-to-M transfer students and parents\nJUNIOR HIGH SCHOOLS - To attend a school closer to parents' workplace\nCloverdale Forest Heights Dunbar Magnet Henderson Magnet Mabelvale Pulaski Heights Southwest SENIOR HIGH SCHOOLS - To go to school where a relative or friend teaches/attends\n- To participate in the Talented and Gifted Program (TAG) in Pulaski County, or Quest Program in North Little Rock, or the Enhance the Chance (ETC) Program in Little Rock School District\nCentral McClellan Magnet Hall J. A. Fair Eligible Kindergarten through 6th Grade students from Little Rock School District may apply for a Majority-to-Minority (M-to-M) transfer to the following Pulaski County Special School District schools: - To continue enrollment at same school after moving to another district\n- To take advantage of programs not offered in the resident district\nArnold Drive Baker Bayou Meto Cato Crystal Hill Communications Magnet* Jacksonville JoeT. Robinson Lawson Murrell Taylor Oakbrooke Oak Grove* Pine Forest Pinewood Sherwood Sylvan Hills Tolleson Warren Dupree - (For high school students), to attend a school near afterschool job\nEligible 7th through 12th grade students from Little Rock School District may apply for an M-to-M transfer to the following North Little Rock or Pulaski County Special School District schools: Ridgeroad (7th-8lh graders) Lakewood (7Ui-8lh graders) Ncnh Little Rock High-East Campus (9th -10th graders) NcHlh Little Rock High-West Campus (11th -12tli graders) - To attend a school near after-school activities (scouting, piano/dance lessons, etc.) Pulaski County Special School District PURSUE THE POSSIBILITY OF MAKING AN M-TO-M TRANSFER Jacksonville Ncxthside (7-9) Robinson Junior (7-9) Robinson High (10-12) Sylvan Hills Junior (7-9) Jacksonville High (10-12) Sylvan Hills High (10-12) Northwood Junior (7-9) Oak Grove High (7-12) Nwth Pulaski High (10-12) * 4 YEAR OLD PROGRAM AVAILABLEOf Dec 17.91 12:38 No .003 P.01 OmCE OF DESEGREGATION .MONlTORLNO 291 EAST MARKWl, SUITE 510 herhage WaSt building LITTLE ROCK, ARKAN.5A.S 72201 TO\n' \u0026lt;irr James Jennings, .Associate Superiiiieiidcnt for Desegregniinn Monitoring anti Contmunity Sen'ice.s. iJttc Rock Schoo! Disblci 1, Tederai Monitor .\\HO-M Iransfers 15, 1991 nr!'.' requested M to-M transfer information from tlic flrcc school disl.ncts. Vne -^'Ajrcs wc recei.ed from die districts Jo not correlate, however, probably because M-to-M numbers nuct'jate frequenuy as students trensfer back and forth between districts. In order to be prepared for Wednesday's Iicarlng. vve need a unifo\nn\nchart which reMccr-j M-t'-- M intei'y-'-tlob tliat Is 3S current and acc'Jiate as possible, Piease complete the blank .spaces pertsining 1'9 your district on the tbail below, using 12-1-91 as the date of the iiiforrriarion Supplied, and return by fax (371-0100) no later than 9\n00 a.m. tomorrow, 12-17*51, 'ank you vc:y .'noch. ECK r- LRSD SENDING TO: LRSD NUSD PCSSD TOTAL t ~i 'lR5D Rh'CLlVJNG ndOM\ni! NLKS'G PCSSD : xx.xxx V'' xxxxx TOTAL 3 7^ \u0026gt; ij-' : t 'y V 7 NLRSn XXXXX xxxxx x.xxxx xxxxx XXXiKX xxxxx XXXXX xxxxx PCSSD XVVXV xxxxx X-XXiXX xxxxx yvi'y xxxxx xxxxx TOTAL aA, ! i A,-. x.xx\n':x  XXXX.X 11 fixHi xx'':\u0026lt;x xxxxx J xxxx.x A \u0026gt; t il\u0026gt;. 1OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services, Little Rock School District FROM\nBrown, Federal Monitor RE: M-to-M Transfers DATE: December 16, 1991 Our office recently requested M-to-M transfer information from the three school districts. The figures we received from the districts do not correlate, however, probably because M-to-M numbers fluctuate frequently as students transfer back and forth between districts. In order to be prepared for Wednesdays hearing, we need a uniform chart which reflects M-to- M interaction that is as current and accurate as possible. Please complete the blank spaces pertaining to your district on the chart below, using 12-1-91 as the date of the information supplied, and return by fax (371-0100) no later than 9:00 a.m. tomorrow, 12-17-91. Thank you very much. SENDING TO: RECEIVING FROM: LRSD NLRSD PCSSD TOTAL LRSD NLRSD PCSSD TOTAL LRSD XXXXX XXXXX NLRSD XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX PCSSD XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX TOTAL XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX08/04/92 13:28 0301 324 2032 L R School Dlst ODM 002/002 Little Rock School District NEWS RELEASE August 4,1992 For more information: Dianne Woodruff, 324-2020 TRANSPORTATION INFORMATION FOR M-TO-M TRANS^R STUDENTS Transportation for Little Rock School District students involved in majority to minority transfers may be arranged for the 1992-1993 school year by contacting the LRSD Student Assignment Office at 324-2272, Transportation for all extracurricular activities outside of regular class times will be handled by the individual schools' activity sponsors. Transportation assignment information concerning M-to-M transfer students will be mailed to parents by August 21. Parents with questions about transportation arrangements may contact either Mike Whalen of the LRSD Transportation Department, telephone 570-4000, or their child's building principal. // II08/04/92 13:26 301 324 2032 L R School Dlst ODM 0002/002 Little Rock School District NEWS RELEASE / - August 4,1992 For more information\nDianne Woodruff, 324-2020 ZRANSPORTATTON information for M-to-M trans^r stitdents Transportanou for Little Rock School District students involved in majority to minority transfers may be arranged for the 1992-1993 school year by contacting the LRSD Student Assignment Office at 324-2272, Transportation for aU extracunicular activities outside of regular class times will be handled by the individual schools' activity   -   , sponsors. Transportation assignment information concerning M-to-M transfer students will be mailed, to parents by August 21. Parents with questions about transportation arrangements may contact either Mike Whalen of the LRSD Transportation Department, telephone 570-4000, or their child's building principaL Il II FTOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date\nOctober 29, 1993 To: Sue Pederson From: Connie Hickman Tanner Subject: M-to-M and private school recruitment data request As we discussed today, I anticipate receiving the following information, as of October 1, 1993, from you by Monday, November 15,1993: The total number of M-to-M students that transferred to LRSD from NLRSD and PCSSD organized by the receiving school and race of each student The number of new M-to-M students that transferred to LRSD this school year from NLRSD and PCSSD organized by the receiving school and race of each student The total number of M-to-M students that LRSD transferred to NLRSD and PCSSD organized by the sending school and race of each student The number of new M-to-M students that LRSD transferred this school year to NLRSD and PCSSD organized by the sending school and race of each student I would also like the number of private school students who transferred to the LRSD, resulting from the districts recruitment efforts during the 1992-93 school year, as of October 1,1993. Please organize this information by school including each students race by grade. I understand that you have not tracked this information in the past, and that you do not know if or how long it will take to retrieve this data. Please let me know when is a reasonable time that I can expect to receive your private school data, if it is available. If you have any questions, do not hesitate to call me at 376-6200.PCSSD November 1 5, 1993 PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Sox 8601 Little Rock. Arkansas 72216-3601 (501) 490-2000 11=? n '-'SB*' Mr. Mark Milhotlen, Controller Little Rock School District 810 West Markham Little Rock, AR 72201 Ci :f Desegrsga:\nn i/ic uing NOV 1 6 1593 Dear Mark: \\Ne3re in receipt ot Dr. Williams' letter of October 20, 1993, regarding the pooling of funds paid to the school districts by the State of Arkansas on behalf of interdistrict school M-to-M students as called for in the Settlement Agreement. He states that the Littie Rock School District (LRSD) has serious concerns and that in the next few days. After repeated telephone calls to LRSD attorneys and staff regarding those concerns, we have to date received no specifics from anyone on this issue. We believe the relationship between the school districts in Pulaski County is critical t.o the successful implementation of t-h e-- --d--e--s-e-ag r-eGg-a--t-io--n- plans. The Settlement Agreernent was entered in good faith by the parties, and I believe its provisions should e implemented. We remain willing to review any legitimate concerns that LRSD may have regarding this issue, but to do nothing is not acceptable. Please let me know if 1 can provide additional information. Sincerely, Donald M. Stewart, Ed.D. Assistant Superintendent - Business Affairs bay cc\nBobby G. Lester Billy Bowles Chris Heller Sam Jones Bob Morgan noy 15 ' 12 zs p.l ri \u0026amp; il rschvsd Little Rock School District OFFICE OF THE SUPERINTENDENT NOV 1 5 1V93 Office of DesegregaSon Mcr:iici:na: October 20, 1993 deceived Pos^' brandjax transmittal memo 7^ TTi Mr. Bobby Lester Superintendent of Schools Pulaski County Special School 925 East Dixon Road P.O.-Bo.x 8601 Little Rock, AR 72216-8601 District Co. Oapt. PtxT Co. Phone t# I Pax fF c. 1^. b ' - i WSSCfl.-\n-.-.. \u0026lt;wiw,abi Dear Mr. Lester: This communication is a response to your letter received October 11, 1993, in which you requested that the Little Rock School District pay the Pulaski County Soecial School District S167,113 for the 1992-93 school year. Your request was based on the pooling provision in e Desegregation Settlement Agreement. ' Recently, I met with several members of our staff and two of our attorneys, Chris Heller and Jerry Malone, to review this matter. The Desegregation Settlement A^eement was negotiated in good faith, and we would like to continue along those lines. However, you must remember there are numerous components of this provision. For the parties to deal with a specific component in isolation appears to minimize the intent and spirit of the pooling provision. We have some serious concerns regarding the financial and educational impact of this request on our students. Therefore, I have directed our attorneys to consult with you and your attorneys regarding all of the components of the pooling provision in lieu of merely focusing on one area of the agreemenT, I agree with you that it is best when the parties can reach accord without outside mvolvement. Our attorneys will make contact within the next few days to discuss our concerns. Sincerely, I Henry P/Williams Superintendent HP^/lks 810 West Mailkhain Street  Little Rock, Arkansas 72201  (301) 3^000 DEC 08 '93 16:07 1993-94 M-TO-M TRANSFERS LRSD TO PCSSD (Black Students) receiveo DEC Q 1993 P.l Receiving School Total Number Baker 65 Cato 4 Flit *Assigned 1993-94 25 1 College Station Crystal Hill 12 2 341 88 Dupree Fuller 1 1 3 0 Jacksonville 2 0 Lawson 25 15 Oak Grove 16 11 Oakbrooke 7 1 Pine Forest 3 0 Pinewood 4 1 Robinson 59 19 Sherwood 4 4 Sylvan Hills Taylor Tolleson 21 18 4 2 6 5 Total Elementary 577 88 Fuller Jr. High Jacksonville Northside 6 S Jacksonville Southside Jacksonville High North Pulaski Northwood Oak Grove High Robinson Jr. High Robinson High Scott Alternative Sylvan Hills Jr. High Sylvan Hills High Total Secondary GRAND TOTAL *Included in total number NOTE: 4 5 9 12 6 47 71 59 1 59 44 323 900 9 o   1 03 c 2 s *0 c 2 I  a 9 fe Q 5 1 2 2 c 5 2 9 4 32 28 20 c o u \u0026amp; o O 0 32 19 151 344 We do not have M-to-M transfers between NLRSD and PCSSD.1993-94 DESEGREGATION TRANSFER APPLICATIONS Senior High: Total applications received 12th grade 11th grade 10th grade SUMMARY 3 30 214 247 12th grade: TO W FROM W 11th grade: 10 14 10 25 30 Central Hall - Fair - McClellan Central Hall Fair McClellan 10 25 1- 12 11 30 B T B T 1 1 1 2 3 3 3 1 1 1 2 1 2 1 3 2 1 3 3 2 4 3 3 1 5 3 4 4 8 3 5 10th grade: 44 17 61 Central 46 30 76 51 24 75 Hall 13 22 47 20 67 Fair 17 23 10 11 McClellan 80 13 93 152 62 214 152 62 214 9 6 1 Racial % Impact if all applications are granted/lOth grade Before After Central Hall Fair McClellan 587 260 295 425 64.4% 59.6% 67.5% 80.0% 572 313 339 343 66.9% 62.9% 67.5% 78.7%10th grade Deseg Transfer Applications: to Central T W B from Hall 12 19 from Fair 11 14 from McClel 26 28 44 17 61 7 3 2 to Hall from Central 19 21 39 from Fair 5 2 6 from McClel 27 28 51 24 75 1 to Fair from Central 18 26 9 from Hall 3 1 2 from McClel 27 10 37 47 20 67 to McClellan from Central 9 9 from Hall from Fair 1 1 2 10 1 11McClellan High School/1993-94 Assignments 10th grade 3-9-93 5-21-93 T i,21 339 B 336 2^1 88 69 NB 91 72 19 13 - Desegregation Transfers 4 - moved out of LRSD 17 11th grade 3-9-93 5-21-93 341 327 14 254 243 11 sr- - 84 \" 3 3 - Desegregation Transfer 12th grade 3-9-93 5-21-93 236 234 2 163 162 1 13 12 17 :nO3L : 1933/03/02 3-:00L ft. te \". ltd T C u d X xcL^ale ft' ite\n'\u0026lt;ax e ,aie other Count aCk white Percent othei rercent Percent Min Eiack Max 1 Slack He?. CapaJ-ty H fl -I t ves-a \"1 i 12 1 1.1 Tt 5 i s? 10 5 204 0 177 5 331  3 89 ------G- 0 107 ----1 3 196 0 -fr 0 5 e- 0 6 i ij TO'Eai Tsttv Tjtrt- IrgTT -31 686 24- 4T : to in ''2 19 20 21 ? 23 t ? W tf ' r * .21 t-l r?* 28 I : :3O 31 32 33: i I 1 39- ! i_ 39 39 \"to 2 - JJ\n,SSi*  trrrr- i- u 41 I 42 ' 48 -----O 8 583 7 06 -te3 gg.-Sl 62.5% 65.4% 60.2% ~t o .5 ei.ct 16.71 37.5% 33.6% 3 o . 8 % 38.3% 3e^^ 1 W 0% 0% S-rS^ 59.st  .0% .Ot 45.0% 67,5% 45.01 57.57, 0 661 rcr  7\u0026lt;, T] toi tli n-r^ .\\*\n\\ -*s-,\u0026gt; T.. -.v\u0026lt;..xr\u0026lt;*%rfWW \u0026lt;,lB\u0026lt; .3fl\u0026lt; i\u0026gt;-.SSl,MX.-7t J0A- - -\u0026gt; 7x-^ gjss\u0026gt;gt-^'in..-aiaaag^-.s^i^i^^gSSgsiT\ni\ngfe\nj^ 21 21 22 23 22. 29 29 27 2 SO 03 8 OTTT CLN I HAL Hl-3pr'cCH0UI7 Cldss Black Slack TcTinaTtr^TT Total White 1 J White vr C HOOl Total Other ytfflaie Whiteha'l e LHOQL Other Jotal Total \"Femalt' ' Other IcuhT Black Pe'f'Sijht 1993/05/21 White Other pc?tfrhT pgreeriT Min % 31 ask Max % BlACk PAGE I, 10 \u0026amp; M A \u0026lt;\u0026gt;\u0026gt; P I  4 2 \u0026gt; I il \u0026gt;ao 7?--J\" c I e r* l Sso \u0026gt;i 5Tl [ r : i34  - i I: |3 \u0026lt;4 ISO i 53 . 10 1 1 3- 187 193 192 225 ~T^/' T- ------5- 379 618 1 n Max X'iipacltv Total 529 1 1A6 ? 90 1 16 TOT 105 160 T25 1 r 195 256 22b 0 tr 10 F 0 Cr 1 1 TT 0 -v 10 17 Tar 5 r 586 691 * 335------ 80.0% * sr. n 66.9% 60.5% 3'8.'3%------ 20.0% 62.9% 33.6% 37.0% 38.8% .0% ---0% 1.7% 2.5% 3: 1% 59.5% ------ror 65,0% 65.0% '63. U% 75.0% ------rtrtr 67.5% 67.5% B7.b% 50 ------0~ 667 66? 666  311 370 581 18 07 k3 1872 61.2% 36.6% 2.6% c  ! 18 ' '4\n. -' - C .6Xk \u0026gt;e 20 I 21 I 22 2S ze IT \u0026gt;0 91 c 7| sa 9 C 41 42 41 ' 4\u0026gt;^ 1 IL' esl se- 671 80i  I s\nJ 41 e-si 8 4^ *l 681rsf z..\nil 49 SP \ni0 Tot^i aC 5 82 .05 a. y te White  ife Tot Gt?. Kl.iLe Mc.i = rxer iOtc.1 rer.-.ale Other Count Ferceiit 5 1 .11 72. -154 104 79 213 156 1 48 61 5 47 63 12 3 95 107 113 0 0 - 344 0  0 4  ' 24 ^' 0 7_ 6 8 TJ 14 256 326 283 78.6% 60.2% 65.3% 55.1% 33T TT TO- TT 557 wliite J / 0 J / 01' Other Percent Percent ^3V 21.4% 37.1% 32.8% 42.0% 3T .1^ \"'i- ?5.'- Min Elack Ma\n-: % Slac.k Ka\n-. Capacity 70% 40.0% 75.0% .0% 2,1% 1.8% 2.8%\nv  .0% 4S.0% 45.0% 45.0% .0% 51. 51.0^ 51 .S'i ~7Tr 0. 400 400 400 I ? ! ? h r\n10 12 \u0026gt;3 \nBi J\u0026gt;- Ss i . iS. 21 22 23 , u. u ** it aKhS^ XL ze M \\ at 3B 30 40 42 43 i* 01 Lr.20 SCIIOQLl 002 KAuL UXOH OClIOut:- NEXT YEZ'\nhool counts iCriOC'L 1993/05/21 PAGE I 2 Bladkp BiacR' \u0026lt; Jotaj Whjte White eeniatf Total Other'/O^her . Total Total . P\"g Hld lg O tb* C T Cuurrt Black pyruerit White Other Per i.en t Per cert' Min % -e^hJrck- Max % ClBck- Max Capj-crtv NB ! S:- B i' B i- .- I?\u0026gt; - I -i -i K gh 0 0 0 9 -t-c V* Q e 0 e to at  90 at 82 33 36  3S I' !} 40 !*' 42 4S S 47 4 40  ^50 161 11 3Q7/ .\nS3 107 202  ^\"8 2147. Tea'. r**- tris- 61 47: -e\u0026lt;r 109 109 119 ' ii 'S-' 1 -e 3 '^5 ?  -tr 1 . 5 '\u0026lt; 5 15 +5- 316 328 .0% * 00.0% . 63.9% \u0026lt; B5.2% '' 'Sg-et 93.3% 20.0% 34.5% 33-2%. 4 1 5% 6.7% .0%- 1.6% 1.5% 2.-^^ 40.0% ------ rev 45.0% 45.0% 75.0% ------ re%- 67.5% 67.0% '97 .'5%- 2Q -----  AGO 400 400\"\"-- I I Total 300 293 593 166 19/. 350 9 9 19 951 61.3% 36.8% 1,9% Jii StI.'SaS j .\u0026gt;!- .e\"\"\" ^iStfs-eS^iShW\nMrt. g 'S :aw. t*..- Si jp' 12 jz4- 128 2B 80 81 97  3 40 42 44 I 461 46!^ ii\"\"!! hii I4' la * 85 66 88 98 60 t 09 04 05 ee f  r t^.\nj. r! r e 2 s 1 r . c IO tai w: ack M White  eiiiale White Male Sthei \u0026gt;tal Total xemale Other Count B13 c h Percent White Other Percent Percent Min % Black Max -t Black Ka?. Capacity  e 12 19 s T la ao a\n? is.. I s s i\u0026gt;- \u0026lt;1- -5\"/\n. o a 20 \u0026gt;0 3? 82 93 134 \"'1 I oli ? r  cl i: \u0026lt; Ci t. 140\ni t o !*'- \u0026lt;2 43 146  Ci.7 !*^{ Toj  Cisoi sr 10 11 (T 5 86 ~Ty 10 113 100 SI 15 199 201 153 7 4S  0 2 47 53 40 S' -1 95 IOS 92 ff 0 0 TT Q 1 1 3 ly 0 i. 5 if 22 295 312 * 266 .OT 68.2% 67.5% 64 . 63.5% :is^- 31.8% 32.2% 34.6% 34.6% TiT? 40.0% TKITJV .0% .0% .0% .3% 45.0%. 67.5% 1.0% 1.9% 45.0% 45.0% 67.5% 67.5% 0 306 305 305 tel 276 534 160 142 5 9 .. 895 65.3% 33.7% 1.0% 12 13 te ,. X . .S. VX * J, . s _ ~z s 1 17 la 2S. 21 22 23 1 i I W w 20 27 Uj s^ \"'t k ''ts**!*^*.-.- xtiel z\u0026gt; BO st iSfesE^S: \"St 94 88 at 87 98 9B 40 41 ie 43l 46| 46\n47 49 40 SC 51 52 Cf ! I .SSI 3e sal i\u0026lt;p 60 \"eil \"-1 63: 64 I 6f\n4- i'- e r I  j: no eb' i. %3 01 LRSD bCHUULfOOS FAIR HibH ScHUOC Class BTaok Black Total White Ma Ie [ eifia is Si acl'v I e NEXT YEAR SCHOOL COUNTS SY SCHOOL 1993/05/21 PAGE 7 Whi te Total Other rema'le ' Wh te Ha le Other- Total Total Perna Ie other CdtniT BT ack Percent White - Other , Min % Percent percent B1 ack Max %%: \"Max Bl acRT capacity -SP- 10 11 Total 1B t3 1 st  i  SB Z1 20 !* fw I \u0026gt; s C, 3 ,*\u0026lt;0 4S 45 !\" 0 ------6 106 97 82 \" 0 nr 112 103 TT 0 ns\" 218 200 THT Q -------5\" 60 55'- 0 ~3 52-.\nso ' 0 8\" 112 105 89- 0 IT 0 0 O o 1 T 0 CT 0 3 S 0 25------ 330 * .0% * 66.7% 66.1% 308 * ? Si*.91 291 310 601 170 1/*/* 3Ut 4 e TTBT 923 gz^'\noT 65.1% \u0026amp; 45?* *5 *i**. 'Li\"\" 4..-1- ?r a. jwr fras\nt t- .0% 33:3T- 33.9% 35.1% 35. TV 3Z*.O1 \u0026lt;v-* *** .0% Tor .0% 1.01- TTST .9% 50.0% Tor TTSTOT *t.V 'e ** 75.0% Tor 67.5% 20 ------0- 306 67.5%.' 305 67:5r 3TIT SP *2 f I .3S. !=' :2  ! I I*  = -. t 1- t I* J 40 I -rtei Hi# i \u0026gt;l\u0026gt; J 49! 90-^ I fti 1 ! ! 60 St 2 6S  cs^ -i^r r 01 LRSD SCHOOL\n01 HC CLCLLAH HIGit i K NEXT YEAR SCHOOL COUNTS SY SCHOOL T 1993/05/21 PAGE 1 1 \u0026lt; -'if - fil aik -.,. el ack- ' Totq.^,\nwh2 te ^yhi te Total Other . Other Hat'C 0 rs-io - i ciii\u0026lt;il e E i t\" 'ha tv' epifl.jle Other Total .Total , trooiTt Black.:- PyT'vg'rrt~~ White Pei'TTgTT'L Pai'ueiit Other , , Hin $ Hax % Max^ el J01'. elai-k 'Capac Tty \u0026lt; I 6  0 -r 126 0 tr n 0 * 139 ' 2i3 -257,^\" 35\n0 *5- 0 0 -Q- 0 -0- 0 .0% * t\u0026lt;0  ^1*0 ..SBs oc S.^2. UX\u0026lt;.Ss. V *-**- 69\" \"-------------- ?9-3t .0% go.\u0026amp;% \u0026lt; 75.0% ------rev AO.0% ------rev .0% vOV S-BVt*. 22O0..4i\u0026lt;1V4^- .^- ^-99%% --..--2255..O01%k 67*^%^ 20 e- In'*  I..: TT W TT T 99.5% 39.9% \" -t-rW 69'. Ot\ncy.S^. e- 10 Total 3A0 351 691 115 109 223 6 10 92A 7A.8% 2A. 1% 1.1% 12 !\u0026lt; '\"i S3t^ 20 \u0026lt; 1 \u0026lt; 31 32 23 20 SO c c 94 3S 33 i. n 33 so 2*' 42 h-^ c. 4S 4? rt 3 4 so SI \u0026lt; u e r 2 r c e  i6\u0026gt;st.. n *.4 S'usaii.-^aefr.P^'z- 1 10 12 1 01 LRSD SCHOOL: 01g WC CLLLLAN HIGH 5CHQQL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1993/05/21 PAGE 1 1 \u0026lt; n w 6 a Class Black ---------------MOlg\" fi 1 ack r v 111 d Tt-  Total White White Total Other White Other Total Total eptmt' Black Percent\" White Other 'PuruyiTt 'Peruent' Min t el dck Max % 8 lack Max Capac ! ty \u0026lt; \u0026lt; K 10 11 TT 0 ro- 139 10A '\"'82' Q -----IT 128 139 0 r 267 2^*3 0 0 0 s- 0 -e- Total 30 351 691 ---- -- Ss Ca e ' 9 a 27 29 a 90 'U' 3\u0026amp;\n' iiO -rr 115 c 91 32 89 i. 9S 30 t I f 3B 30 *' 42 49 40 c t SO SI AO -32- 108  80 6tr ^1  ----- 0 e f 3 i'-u-y-v 6 0 3 if 10 iK K. 0 24 339 32? '234\" .0% * ?9.-2t------ 78.8% * 'lk,3% 89.2% '*' .0% 20.81 20.At 24.5t 29.8t .0% -rOV .9% 1.2t tryt 40. Ot -------rW 45. Ot 43. Gt 45.01 75.0% ------rOV- 67.5% 67.5t\" 87 rV^'- 20 -----------e 3@A -.'393  ------390 iu.'\u0026lt; i . !13 14 \u0026lt; 92A -7tK.e% 2U. 1% 1 . 1% 41 1_ -z3 F \u0026lt; ji. ixss-i 20 121 22 28 24 2B t . '^t-. -3^/ i.1 f 20 80 t \u0026lt; SB ai   C SB I 40' ei 62 i 03 ' t f:kool NLZT 0- 1993/03/09 Blsck Kale Black Bemale Total White Elack Kale White Total Other Other Total Total 4 r 2 C ii I' 'f  9 ftIg g 1i I  Female White Male Female Other Count Black Percent White Other Min Max Max Percent Percent Elack Black Capacity K SF ,10. 11 V 15 164. S4 0 s\n111 147 79 0 5M. 254 02 42 33 03 Ji 41 32 05 83 70 0 0 JL 0 0 J. 1 2 0 0 _2. 4 3 0 25 A22. 3-41 236 .0% 80.0% 7.8, IX li.5^^ 69.1% * .0% 20.0% 2p.....6,a. 24.3% 29.7% .0% 40.0% .0% .5% 1.2% 1.3% .0% 75.0% .0% 45.0^ 67.5% 45.0% 45.0% 67.5% 67.5% 20 0 393 393 Total 370 403 77,3 123 lie 247 3 6 9 1029 15.li 24.0% ,9% 10 11 12 19 12 10 24 I  'i I 20 20 27 29 SO I 32 1 t9 3S M 35 se ^^1X4 i 4O' t  I?\n* ! li-e.! J\nie ! 6t ! 56 { 56: i 60^ I 61 1 ! TEL: 8:43 No .001 P.Ol 1 Nov 22,93  1 UTTLS KOCK SCHOOL DISWCT OmCB OF DBSBOHBOATIOH Ml ManMa UtU Mack, AX 73M\u0026gt; FAX (501) 324-2281 DATX TO g- TA n p  Y? r*OM S u p.rA e \u0026lt;\\ SENDER'S PHONE # 324-2271 SUBJECT Special Instructions Nwakw PaM (imAwU \u0026gt;*\u0026lt;- rax PtwBC Mwater LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 November 18, 1993 TO: Ann Brown, Melissa Guldin, Bob Morgan, Margie Powell, Horace Smith, and Connie Hickman Tanner Office of Desegregation Monitoring FROM: Russell Mayo, Associate Superintendent for //Vt Desegregation C. SUBJECT: Request for Information for Monitoring the Elementary Interdistrict .Schools Per your request of October 27, 1993, the following information is provided: 1) The number of M-to-M transfers to each interdislrict school by school year, race, gender, and sending school. TO BAKER INTERDISTRICT SCHOOL 1989-90 Information Not Available 1990-91 Information Not Available 1991-92 A total of 59 students were as sending schools not available. igned to Baker. Gender and 1992-93 Sending School Number Male Ferna1e Badgett Bale Baseline Brady Chicot Cloverdale Dodd Franklin 4 1 1 6 3 5 5 5 3 3 1 2 1 1 1 5 1 4 2 4 4Fulbright Geyer Springs Jefferson Meadowcliff Otter Creek Rightsell Romine Terry Washington Wilson 4 1 1 3 2 2 3 2 3 14 2 1 1 1 1 2 1 1 7 II TOTAL 1993-94 Badgett Bale Baseline Brady Chicot Cloverdale Dodd Franklin Fulbright Geyer Springe Jefferson McDermott Meadowcliff Mitchell Otter Creek Romine Terry Wakefield Washington Wilson TOTAL 2 2 1 3 1 2 7 65 32 33 Number Male Female 3 3 2 2 5 3 9 4 3 1 1 2 1 1 7 2 2 8 13 79 TO CRYSTAL HILL INTERDlSTRICT SCHOOL 1992-93 Sendincr School Badgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Number 1 13 10 11 16 9 16 8 2 2 1 3 1 2 8 3 1 1 1 1 2 1 1 7 37 Male 1 6 8 5 8 10 3 1 1 1 4 2 4 1 1 1 3 1 1 5 1 2 1 6 42 Female 7 2 6 8 4 6 5TEL: Nov 22,93 8:45 No .002 P.Ol 3 Number Male Female Forest Park Franklin Fulbright Garland Geyer Springs ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Wilson Woodruff 3 18 16 10 5 3 3 9 12 8 11 .3 8 6 18 2 9 5 17 18 4 28 5 2 12 8 7 2 7 6 4 7 2 5 3 8 ] 3 2 9 6 2 15 4 1 6 8 3 5 3 1 2 6 4 4 1 3 3 10 1 6 3 8 12 2 13 1 TOTAL 305 161 144 1993-94 Number Male Female Badgett' Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller' 1 12 12 14 16 11 22 7 4 20 16 7 5 9 6 11 16 12 17 1 3 5 7 1 3 10 7 9 \u0026amp; 13 4 3 12 9 5 1 3 2 8 10 8 10 1 2 1 3 9 2 7 7 5 9 3 1 8 7 2 4 6 4 3 6 4 7 1 4 4TEL: Nov 22.93 8:45 No.002 P.02 Number Male Female Romine Stephens Terry Wakefield Washington Watson Western Kills Wilson Woodruf 17 3 8 7 6 21 9 28 6 7 1 2 1 6 6 5 16 4 10 2 6 6 15 4 12 2 TOTAL 339 179 150 2) Ths number of students from outside Pulaski County enrolled at each interdistrict school. TO KING 1993-94 Sending District Number Race Male Ferna1e Benton Bryant Conway England Lonoke 1 1 1 1 2 W W W w w 1 1 1 1 1 1 TOTAL 6 5 1 TO ROMINE 1991-92 None 1992-93 None 1993-94 None TO WASHINGTON 1991-92 None 1992-93 None 1993-94 None3} 'Hie number of intradi ftbrict trancfexs to each intcrdictrict school. TO KING 1993-94 Sending School- Number Male Black Female Ma] e Nonblack Female Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Jefferson McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Washington Watson Wilson 5 5 1 5 7 1 2 11 3 1 5 10 4 2 12 15 5 4 2 1 2 11 3 1 TOTAL 127 TO ROMINE 1991-92 Sending School Number 2 1 1 1 1 2 1 3. 1 1 2 1 1 6 4 7 7 6 3 1 3 6 1 1 53 Black Male 2 2 1 2 2 3 2 1 4 7 1 1 2 1 4 1 33 Female 2 4 1 3 1 1 3 1 1 22 Nonblack Male 3 1 1 1 1 1 1 2 1 1 19 FeiTial e Badgett Bale Baseline Brady Chi cot Cloverdale Dodd Fair Park 2 11 5 16 3 3 15 5 1 5 2 8 1 1 6 2 1 5 2 Q 2 2 5 3 1 1 2 2I 1 11 Number Black Male Female Male Nonblack Female Forest Park Franklin Fulbright Garland Geyer Springs Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightaell Rockefeller Stephens Terry Wakefield Washington Watson Western Hills Wilson Woodruff 2 7 20 2 1 2 8 5 11 4 1 1 3 2 1 1 6 1 3 5 10 29 1 1 4 9 1 3 8 2 1 2 TOTAL 186 1992-93 Badgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs King Mabelvale McDermott Meadowcliff Otter Creek Pulaski Heights Rightsell Rockefeller Stephens Terry 2 17 4 11 2 3 20 6 2 8 21 2 1 12 3 13 5 1 3 1 1 1 6 1 1 4 2 5 2 1 1 1 1 1 4 3 3 2 2 1 1 1 2 1 2 3 1 3 7 3 3 10 1 3 3 3 8 76 75 21 .1 1 1 4 14 1 4 1 7 1 5 3 4 4 4 1 1 1 6 2 1 4  11 2 5 3 1 3 8 2 4 1 5 1 1 1 1 3 3 3 1 1 6 1 3 2 1 1 4 2 1 1 1 2 1 1 2 37 TEL: Nov 22,93 8:49 No .003 P.Ol Wakefield Washington Watson Western Hills Wilson Woodruff Number 1 2 11 8 26 2 Male 1 2 4 1 4 1 Black Female Male Nonblack Female TOTAL 195 65 1993-94 Badgett Hale Baseline Brady- Chicot Cloverdale Dodd Fair Park Franklin Fulbright Garland Geyer Springs Mabelvale McDermott Meadowcliff Otter Creek Pulaski Heights Terry- Wakefield Washington Watson Western Hills Wilson Woodruff 1 14 2 13 1 1 21 2 7 22 2 1 4 7 4 2 3 2 1 1 6 6 24 2 1 1 1 7 4 1 4 10 1 2 2 1 1 1 1 1 1 2 1 TOTAL 149 43 TO WASHINGTON 1991-92 Badgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park 4 9 9 26 14 16 5 13 3 3 6 2 1 3 7 2 5 1 3 10 2 I sa 32 30 3 1 2 1 4 1 3 7 2 1 2 1 5 1 4 1 41 2 1 2 3 4 3 1 3 3 6 2 2 2 1 1 2 11 33 1 5 3 11 6 2 2 7 1 1 7 3 1 3 2 1 32 2 2 1 3 9 4Number Male Black Ferna1e Male Nonblack Female. Forest Park Franklin Fulbright Garland Geyer Springs Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Watson Western Hills WjIson Woodruff 14 9 38 8 10 30 13 9 29 10 6 9 8 14 20 6 4 16 13 7 G 23 2 4 3 6 3 3 10 5 1 2 2 3 2 4 7 6 1 3 4 1 1 3 1 5 5 10 5 2 9 8 1 3 2 3 4 2 6 12 4 3 1 1 4 3 2 3 1 12 2 8 3 13 1 2 2 1 2 1 10 5 1 1 8 2 10 3 3 4 11 5 1 3 2 3 1 1 10 1 TOTAL 400 93 111 111 85 1992-93 Badgett Bale Baseline Brady- Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell 5 11 7 28 10 17 6 3 13 5 30 8 8 32 9 9 29 9 5 9 7 13 4 1 1 6 3 3 2 4 4 2 3 3 14 4 1 2 3 3 2 2 6 1 2 1 2 2 3 3 1 4 1 9 5 1 12 h 1 3 1 2 4 6 5 3 14 3 4 3 2 G 2 7 3 3 2 14 1 4 4 12 2 2 1 1 5 3 2 3 1 2 3 1 3Rockefeller Romine Stephens Terry Wakefield Watson Western Hills Wilson Woodruff Number 21 6 1 IG 10 6 3 29 1 Male 9 Black Female 10 Male 2 4 Nonblack Female 2 TOTAL 373 1993-94 Badgett Bale Baseine Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Jefferson King Mabelvale McDexmaott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Watson Western Hills Wilson Woodruff 2 10 7 24 13 15 4 18 13 3 22 7 3 27 6 9 18 7 4 11 7 12 19 5 1 15 7 8 2 33 ] NOTE: TOTAL 333 Information concerning 2 2 1 3 1 1 1 5 1 1 9 5 1 4 2 12 1 13 1 90 90 109 84 1 1 1 6 3 2 2 5 2 2 3 2 12 3 1 1 3 2 2 4 6 8 1 2 1 2 1 3 2 1 4 1 1 4 1 11 3 1 2 1 2 5 1 6 2 9 5 4 2 6 3 1 3 7 4 e 9 1 8 5 2 2 2 2 1 5 9 2 1 2 1 4 2 80 78 interdistrict and 3 9 1 3 2 1 2 1 8 3 1 13 95 4 6 2 1 1 1 3 1 2 2 18 1 80 intradietriCt transfers is based on the students' current address. We do not have address files reflecting the students' address at the time they were assigned./iu-ao/aa 15:1? QSUl 3:4 :\nU31 L R School Dlst --- ODM 002/004 RECEn/EO OCT 2 6 1993 Qffic it Monitoring LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH Ain\u0026gt;.,EVALUATION DEPARTMENT Date\nOctober 26, 1993 To: From\nConnie Tanner, Associate Monitor Office of Desegregation Monitoring Sterling IngraJ^^irector Planning, Research and Evaluation Re: Interdistrict Transfers - 1992-93 School Year Attached you will find information for the 1992-93 school year student transfers to Crystal Hill Magnet School, Baker Interdistrict School and Romine Interdistrict School., Please feel free to contact me if you have any questions or require further information. bjgiU-' io - MJ io\ni I j\n4 2UJ\nL K scnooi uist oca 1^003. 004 LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN STREET LITTLE ROCK, ARKANSAS ' 72201 1 9 9 2 - 9 3 tjaSD aTTOBNTS ASSIGNED TO CRYSTAL HTLI. SENDING SCHOOLi NUMBER OF STUDENTS Badgeti: Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Wilson Woodruff TOTAL 1 13 10 11 16 9 16 8 3 18 16 10 5 3 3 9 12 8 11 3 8 6 18 2 9 5 17 18 4 28 5 30S..iu- -u, X J . xo UJUl jx-i U K 3CI1OOX vise --- uux lg|UU4/(J(J4 I LRSD 8TUDBST8 ASSIgWBD TP BAKER I i SENDDTG SCHOOL: NUMBER OF STUDENTS Badgett Bale Baseline Brady Chicot Cloverdale Dodd Franklin Fulbright Geyer Springs Jefferson Meadowcliff Otter Creek Rightsell RoBiine Terry Washington Wilson TOTAL ,4 1 1 3 's 5 4 il 1 3 2 2 3 2 3 14 i 5 i INTRA-DISTRICT TRANSFERS TO ROMIMB SENDING SCHOOL: NUMBER OF STUDENTS BLACK NON-BLACK Bale Baseline Brady Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garlamd Ish Jefferson McDermott Meadowcliff Mitchell Rightsell Stephens Terry Wakefield Washington Watson Western Hills Wilson Woodruff TOTAL 10 5 15 2 23 5 3 '3 22 2 3 14 8 1 i 3 i 2 I ,3 9 31 i i 175 2 4 IS 2 11 5 3 3 21 2 3 11 3 1 1 3 1 1 4 2 3 6 8 1 8 1 0 0 12 0 0 0 1 0 3 5 0 0 0 0 3 0 0 0 3 23 0 ! I I I f I 1X$ 59INTER- and INTRADISTRICT TRANSFERS to the ELEMENTARY INTERDISTRICT SCHOOLS Prepared by the Office of Desegregation Monitoring February 1994 Receiving Schools Sending District LRSD NLRSD PCSSD 196990 199991 1991-92 1992-93 199394 196990 199991 1991-92 1992-93 199394 198990 199991 1991-92 1992-93 199394 Baker Crystal Hill King Romine Washington B W B VI B 59 VI 0 B W B VI B B W B W 6 W B W B W B VI B VI B VI B VI N/A N/A 165 261 N/A N/A 60 11  Informalion not available NIA N/A 155 210 N/A N/A 34 203 NIA N/A N/A 151 204 N/A 35 196 65 0 79 0 0 0 0 0 0 0 0 0 0 0 0 0 4 0 8 0 6 0 5 2 305 N/A 133 180 0 N/A 62 193 N/A - Not Applicable 339 86 84 158 0 41 65 175 N/A N/A 0 N/A N/A N/A 0 N/A N/A N/A 0 0 N/A NIA 0 73 N/A NIA 0 0 N/A NIA 0 65 0 0 0 0 N/A NIA NIA NIA N/A N/A 0 0 0 0 N/A N/A 0 0 N/A NIA N/A N/A N/A N/A N/A N/A 0 152 0 0 0 0 0 0 4 0 10 0 2 64 0 37 N/A N/A 0 61 0 74 0 65 0 65 Note: Although Washington Magnet is not among the six elementary interdistrict schools named in the desegregation plan, it nonetheless functions as an Interdistrict school under the terms of the settlement agreements and court orders. The chart above is based on the number of students each district sent (not received) to interdistrict schools and is extracted from the most recent information available: LRSD\nMemos dated November 18. 1993 and December 6, 1993 from Russell Mayo, Associate Superintendent for Desegregation. NLRSD\nNovember 26, 1991 memo and June 4,1993 M-to-M transfer listing from Mable Bynum, Assistant Superintendent for Desegregation\ndistrict reports dated October 1, 1992 and October 1, 1993. PCSSD: Memos dated December 11, 1990, December 3,1991, January 12,1993, and December 14, 1993 from Eddie Collins, Assistant Superintendent for Pupil Personnel Services.M-to-M TRANSFERS TO WASHINGTON Washington became an interdistrict magnet school beginning with the 1990-91 school year. Below is Washingtons five year enrollment, based on October 1 enrollment figures. BLACK WHITE OTHER TOTAL % BLACK 1988-89 0 0 0 0 0 1989-90 1990-91 1991-92 1992-93 510 438 480 483 519 98 313 356 332 11 762 841 822 57 57 59 8 1 5 7 As reported by NLRSD and PCSSD, below is the number of students sent to Washington by NLRSD and PCSSD on M-to-M transfers. NLRSD PCSSD TOTAL 1990-91 1991-92 1992-93 73 65 64 61 74 65 134 139 129 As reported by LRSD, below is the number of students Washington received from NLRSD and PCSSD on M-to-M transfers. NLRSD PCSSD TOTAL 1990-91 1991-92 1992-93 57 65 55 43 74 58 100 139 113 Prepared by Office of Desegregation Monitoring June 8, 1993.XESJt TRANS DEPT TEL :570-4009 Nov 2501 17 26 No.019 P.02 *w'  aS 'fi Little Rock School District Transportation Department April 19, 1994 Ms. Melissa R. Guldin Office of Desegregation Monitoring United States District Court Eastern Division of Arkansas 201 E. Markham, Suite 510 LR, AR 72201 Dear Ms. Guldin, With regard, Mr. Montgomery has asked me to respond to your request for information. Whenever there is a new student or an address change for an M-to-M student, a request from the LRSD Student Assignment office is sent to this department by means of phone, mail, and fax. It takes approximately 3 days before a stop goes into effect from the time this information is received in our office. Bub routes are given to the M-to-M Drivers to pass out to the students whenever there is a change in a particular route. This action is because some M-to-M Schools do not feel that it is their students. responsibility to get this information to the This office has always made every effort possible to get current route information to parents/students and will continue to do so. Please feel free to contact this office for any further information or assistance. Sincerely, Jayne Agnes Safety Supervisor 810 West MarkJiani Street  Little Rock, .IrkanSHs 72201  (5oi)aa4-2ooo1 I  VTC . . ,.i SAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION DI 'T LITTLE ROCK SCHOOL DISTRICT Sy: 'jj. :. PLAINTIFF V. LR-C-82866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE F APPEAL Notice is hereby given that the Little Rock School District, the Pulaski County Special School District and the Joshua Intervenors appeal to the United States Court of Appeals for the Eighth Circuit from the order of the district court entered in this action on January 13, 1995 to the extent that order did not provide the full financial and other relief requested by these parties. Respectfully submitted. PULASKI COUNTY SPECIAL SCHOOL DISTRICT LITTLE ROCK SCHOOL DISTRICT WRIGHT, LINDSEY \u0026amp; JENNINGS M. Samuel Jones 2000 Worthen Bank Bldg. 200 West Capitol Little Rock, 72201 (501) 371-0808 FRIDAY, ELDREDGE \u0026amp; CLARK Christopher Heller 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 (501) 376-2011 JOSHUA INTERVENORS JOHN W. WALKER, P.A. John W. Walker 1723 Broadway Little Rock, AR 72206 By: Christopher Hellef^ Bar No. 81083CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Appeal has been served on the following people by depositing copy of same in the United States mail on this 16th day of February, 1995: 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 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Mr. Timothy Gauger Assistant Attorney General 323 Center Street, Suite 200 Little Rock, AR 72201-2610 2 if- received ri DiS- I 'I'RIC' Oilice APR 2 2 1994 01 Deseyregation Monitoring LITTLE ROCK SCHOOL DISTRICT IN THE UNITED STATES DISTRICT COURT APR f 5 JQ04 EASTERN DISTRICT OF ARKANSAS '' WESTERN DIVISION IV. Gy\nl''rcCOniVWCi\u0026lt;, plXent CLEFiK 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 NOTICE OF APPEAL Plaintiff Little Rock School District hereby gives notice of its appeal to the United States Court of Appeals for the Eighth Circuit from the March 16, 1994 Order which requires the Little Rock School District pay the Pulaski County Special School District the sum of $167,113 within sixty days of the date of the entry of the Order. 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 cEristopher Helle^^ Bar No. 81083CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Appeal has been served on the following by depositing copy of same in the United States mail on this 15th day of April, 1994: 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 #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher Helle: 2 REC .1 FEB 2 7 1995 IN THE UNITED STATES DISTRICT COURT . EASTERN DISTRICT OF ARKANSAS EAoTERN district ARKANSAS Office of Desegregation Monitoring WESTERN DIVISION JAMES VV. McCORMACX By:  CLEFiX LITTLE ROCK SCHOOL DISTRICT PLAINTCEPPclerk V. 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 RESPONSE AND BRIEF IN SUPPORT OF JOSHUA, LRSD AND PCSSD'S RESPONSE TO MOTION FOR STAY PENDING APPEAL AND CROSS-MOTION FOR COMPLIANCE Statement of Facts The responding parties do not dispute the statement of facts set forth by the State and ADE. Argument A casual reader of the State's motion for stay would likely form the impression that a stay is sought to suspend collection of a \"mere money judgment\" that has arisen in a routine contract dispute. However, the \"status quo II which the State seeks to FEB 2 4 iAC preserve is a far different thing than that which might be generated between a lender and a borrower who have a dispute concerning the repayment of a note. The unique context of the present dispute arises in the setting of the State, as an adjudicated violator of the Constitution, now having been found guilty of violating a settlement agreement which it promised to uphold as well as state law that it is charged with administering. Indeed, a core portion of the 11 status quo tl which the State seeks to preserve includes judicial findings that the State: \"...is deliberately discriminating against the Districts with respect to the provision of loss funding for a decline in enrollment related to the loss of M-to-M students, H and that the Arkansas Department of Education \"ha determined to discriminate against the three Pulaski County Districts with respect to M-to-M students. II Further, that the State, through the Arkansas Public School Computer Network (APSCN), in pursuing a state-wide computer network system, offered these three Districts implementation options that were \"meaningless, worthless choices. designed for rejection on the part of the three Districts, . tl and that this activity was in violation of the Settlement Agreement. Moreover, the order for which the state now seeks a stay is replete with mandates and injunctive admonitions to recalculate and restore funds due the three Districts dating back to the 1992-93 school year. The State knows as well as any other party to this case the precarious financial condition of these Districts and the recent history of all three in pursuing oftentimes radical and controversial budget cuts necessary for them to remain financially solvent. It thus becomes particularly pernicious for the State to seek a delay in compliance with the 2order of this Court, particularly when its conduct has been so egregious, Recouproent It is ludicrous for the State to compare its ability to recoup monies that should be paid to these three Districts to the situation of the government's inability to recoup payments made to welfare recipients. (See State's brief at page 5). First, in contrast to welfare recipients, the State absolutely controls the flow of millions of dollars a year to these three school Districts and will remain in that position long after the resolution of any appeal in this case. The State is absolutely protected in its ability to recoup any funds it is ordered to pay now. Second, there are only three school districts for which calculations must be paid and to which money must be paid. The burden of paying the Districts and, if necessary, recouping the payments is extremely small compared to the burden of paying hundreds or thousands of welfare recipients. Further, in the unique circumstances of this case. it is appropriate for the District Court to assess the prospects for the likelihood of success of the State's appeal and to take that into account in determining whether to order a stay or whether to order the State to make immediate payment to the Districts.' 'On appeal, the State has the burden of proving both that the District Court abused its discretion in its interpretation of the settlement agreement or was II clearly erroneous fl at its factual findings, including those of deliberate in arriving discrimination against the three districts. These parties submit 3These parties submit that not only should the Court deny the State's stay request out of hand, but that the Court should exercise its equitable and legal authority to order the State to make the calculations it was ordered to make in the Order of January 13, 1995 and to remit the appropriate sums to these three Districts by March 15, 1995. ! Respectfully submitted: Christopher Heller FRIDAY, ELDREDGE \u0026amp; CLARK 400 W. Capitol, Suite 2000 Little Rock, AR 72201 i Attorneys for Little Rock School District John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas 72201 s S Attorneys for Mrs. Lorene Joshua, et al. and Katherine Knight, et al. WRIGHT, LINDSEY \u0026amp; JENNINGS 200 West Capitol Avenue Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 S I ( By. 6 M. Saim Attorfr ji^l eys Special S ones III /(76060) or Pulaski County ool District that the State's prospects for success on appeal are relatively dismal. .atVLMiN JWl' 4On February CERTIFICATE OF SERVICE 1994, a copy of the foregoing was mailed to the following. Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Richard W. Roachell Roachell and Street First Federal Plaza 410 W. Capitol, Suite 504 Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, Arkansas 72201 Mr. Timothy Gauger Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Ms. Ann Brown ODM Heritage West Bldg., Ste. 510 201 East Markham Street Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 M. Sa: el ones, 113 / i k 5! i 09/07/95 12:52 WRIGHT, LINDSEY, 8, JENNINGS NO. 282 P002/010 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION 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 KNIGHT, ET AL. INTERVENORS PCSSD RESPONSE TO LRSD PRETRIAL INFORMATION CONCERNING POOLING OF M-TQ-M FUNDS The PCSSD Offers the following response to the pooling submission submitted by ths LRSD. As explained below, many of the contentions made by the LRSD are simply flat wrong. First, LRSD contends that the pooling provisions create a pool of money \"for the education of all interdistrict school students.\" This leaves the impression that the pooled money is sufficient, on a per student basis, to fund the education of aii the intardistrict school students. However, let us remember that at any particular intardistrict school, the M-to-M students cannot comprise more than 49.99% of the student body. To exceed that number would disqualify the school for M-to-M transfer. Accordingly, at most, the pooled money might provide something slightly more than one-half of the money necessary to educate all the interdistrict school students since the host district will have to fund the shortfall out of its own general revenues.09x07/95 12:53 WRIGHT, LINDSEY, \u0026amp; JENNINGS NO.232 P003/010 Second, the LRSD contends that these provisions \"were intended to require the same expenditure per student for each interdistrict school student. Expenditure per student does not equate to equalizing instructional budgets. Instructional budgets, whatever they may be determined to be by this Court, are necessarily something less than expenditures per student, the latter of which encompasses and allocates a broad array of non-instruotional coats including central administration, transportation, construction and maintenance and debt service. Indeed, after making this assertion, LRSD recognizes, in the next paragraph on page 2 of its submission, that expenditure per student is something different than instructional budgets. Third, the LRSD contends \"if not for the agreement to equalize budgets, the amount spent by PCSSD to educate LRSD M-to- M transfer students would be significantly lower than the amount spent by LRSD to educate PCSSD transfer students.\" Says who? This existential leap of reasoning cannot be supported by any facts. The only significance to the $3600 and $2900 is the fact that when the M-to-M agreement was drafted in 1986, these were the sums each District spent on average in its regular schools. I The Court will recall the charts (attached as Exhibits 10 and 11) prepared by the ODM several months ago which were prompted by an analysis of double funding at the incentive schools. The Court will recall that the highest funded incentive school spent almost $9,000 per student while the lowest funded area school spent just over $2,000 per student. Thus, since the advent of double funding for the incentive schools, LRSD*8 overall average expenditure per student has been consistently skewed and overstated because the incentive school expenditures 2 B09/07/95 12:53 WRIGHT, LINDSEY, 8. JENNINGS NO. 282 P004/010 There were no interdistrict schools then, there were no interdistrict school programs than, and there were no instructional budgets for interdistrict schools. Since the PCSSD has programs and themes at its interdistrict schools that it does not have in its regular schools, it follows that the instructional programs cost more at those schools than at its regular schools. In what may amount to simply transcription errors, the LRSD has suggested a formula at page 3 which is mathematically impossible to implement. In subparagraph (c), the LRSD first proposes that the pooled funds should be divided by the total number of M-to-M transfer students attending interdistrict schools to calculate an amount per student. However, they then suggest that the amount per student as determined be multiplied by the number of students attending the school. Because the number of students attending the interdistrict schools is massively in excess of the number of M-to-M students attending those schools, this formula would outstrip the pool by several multiples. At page 4 of its submission, the LRSD quotes from a Don Stewart to Bobby Lester memo that: It has been observed that equalizing the instructional budgets of all Interdistrict Schools, as called for in the agreement, would not be practical and in fact might cause both districts to make major changes in the instructional programs of these schools solely for the purposes of this agreement rather than for instructional or desegregation reasons. are included to calculate its district-wide average. 309/07/95 12:54 URISHT, LINDSEY. 8. JENNINGS NO. 282 8005/010 Perhaps unbeknownst to the present LRSD administration, the \"observer\" referred to in the Stewart memo is Chip Jonas, the former manager of support services for the Little Rock School District. It was he, not someone from the PCSSD, who \"observed\" that equalizing instructional budgets would not be practical and might cause major changes in the instructional programs solely to comply with the agreement rather than for instructional or desegregation reasons. As the PCSSD observed in its own submission, it agreed to this at the suggestion of the LRSD. Also at page 4, the LRSD sets forth its belief: \"[T]hat it has expended and continues to expand (sic) more money per student to educate PCSSD students in its interdistrict schools than PCSSD spends per student to educate LRSD students and (sic) PCSSD interdistrict schools.\" Nowhere in its submissions to date has the LRSD made any demonstration in support of its \"belief\". In fact, the PCSSD intends to offer proof at the hearing that it is the PCSSD which has the higher instructional budgets in its interdistrict schools. (See Exhibit 9 attached.) As to LRSD's belated counter-claim for $500,000, suffice it to say that LRSD articulates no cognizable legal reason why the PCSSD should ever have to pay the LRSD $.500,000 regardless of which settlement provisions have or may not have been met. ^Because Mr. Jones was, at the time, the Chief Financial Officer of the LRSD, his request, which was acceded to by the PCSSD, constitutes a novation or reformation of the original contract which is binding on the LRSD. 4I 09/07/95 12:55 WRIGHT, LINDSEY, a JENNINGS NO.282 P006/010 Indeed, on the page preceding the counterclaim, the LRSD graciously stated\nLRSD does not believe their (sic) should be any redistribution of the state funds paid to LRSD and PCSSD for M-to-M transfer students who attend the interdistrict schools. The process of desegregation and continued cooperation among the parties would not be advanced by an effort by LRSD to recover the amount of any under-funding of its M-to-M transfer students... Enforcement of the pooling provision as originally proposed by the PCSSD will enhance the desegregation process because it will continue the incentive for both parties to encourage County students to transfer to the LRSD interdistrict schools since that process will both increase the size of the pool and narrow or eliminate the distribution presently owed the PCSSD. To sustain the position of the LRSD would be to discourage further interdistrict movement to the detriment of the ultimate desegregation goals. The position urged by the PCSSD is in fact a reflection of the original incentives built into the M-to-M stipulation. The more students the PCSSD can recruit the greater will be its share of the redistributed pool. This will by itself advance the desegregation goals of all of the parties. 509/07/95 12:56 WRIGHT, LINDSEY, 8. JENNINGS NO. 282 P007/010 The PCSSD motion should be granted. Respectfully submitted\nWRIGHT, LINDSEY \u0026amp; JENNINGS 200 West Capitol Avenue suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 t / By. 'A- M. Samusfl iones III (76060) Attorneys fior Pulaski county speciil SmooI District CERTIFICATE OF SERVICE On September 25, 1994, a copy of the foregoing was hand delivered to the following. Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Richard W. Roachell Roachell and Street First Federal Plaza 410 W, Capitol, Suite 504 Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, Arkansas 72201 Mr, Timothy Gauger Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Ms. Ann Brown ODM Heritage West Bldg 201 East Markham Street Little Rock, Arkansas Ste. 510 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201  I M. SaauellJonas, II I 6[PC55D WIEHDISIHICI SGIKXMS CUNTT^ EtaiENTARY SCHOOL PAGE 1 IWSraUCnOMALBaPPBESIgt-SS TOTAL Otlieft WSt. EXPEWSE -------------aBO ________6S4.67 $53.357-68 n O TI G \\  o CL CRYSTAL ^8LL aaAStTAHY SOIOOL IHSTHUCTOWAL EXPENSES 1984-95 total OIWBTWSr.EXPBISE OTTLD^^EMkPeiAIMl xar 789j00 \u0026lt;81.4 .11 siofiLsr rM\u0026gt; OOI nit d' z BAKBIBJEMBKTAnV^XOOL STRUCTICHALEMPOtSES199-96 TOTAL OTHER 4WST. EXFOCE aTtLBCT.EXP.PgTAia* TMnEE SCHCKA. AVBWOE USS aoeic? m .828.86 $237^12 siiasi SOURCE: DtSTTWCTCOMPUTBR PRHTDUT majuoes EXPCMsra prom opol b oeseg. fdsl a \"Z. I od LHSO INTEROISTBICT SCHOOLS WASHM8TOH ELatENTARY WSTWUCnOWALEXPgiSES 1984-95 TOTAL OniCT8ST.EXFEWSE OTH.IMST.EXP.FB1ACU \"\" ADM 67287 $41.95811 $6236 UJ cn o z. 2j\u0026gt; 4 -1 q: 3 u. l. kmb b^uoitary school MSTRUCTKMALEXFSiSeS 199\u0026lt;-9S TOTAL CnrHEHIHST.EXPOCE OTH. WST. EXP. FBI ADU ~~~ ADM 53848 $40,808^ $78^ o \u0026lt;)\u0026gt;' ins rj '^n n nOUHE ELEUanARV SCHOOL WSTRMCT1OWAL EXPENSES 1994- TOTAL OOHER WST. EXTBtSE OTH. WST. EXP-PER ADM THREE SCHOOL AVawGE MM 344.08 $70.74818 820861 W894 SOURCE: LRSD HNML BUDGET/JULY . 1996 3 \\ Q) O09/07z'95 12:57 WRIGHT. LINDSEY, 8. JENNINGS NO. 282 P009/010 Per Pupil Expenditure by School 10e2-1M3 Actual School Number School Name Actual 91-92 Expenditure Budget 92-93 Actual 92-93 Enrollment Black % Per Pupil Expenditure Oct 1 1992 Oct 1 1892 92-93 Actual 51 47 46 24 33 48 50 31 52 18 20 38 29 37 22 42 30 45 28 32 40 17 44 19 23 25 36 39 34 26 49 41 Wakefield Terry Mablevale Rorest Park Meadowcllff Fullbright Otter Creek Cloverdale Watson Bracy .McDermott Pulaski Heigtita Western Hills Geyer Springs Baseline Washington Jefferson Woodruff Chicot Dodd Romine Bale Wilson Badgett Fair Park Franklin Rockefeller Rightsell Mitchell Garland ISh Steohens 51,080,201.87 51.201,389.07 51,206,535,14 $981,517,03 $1,076,268.43 $1,330,115.51 $851,542.87 $934,944.01 $1,131,45156 $1,041,098.68 $1,317,443.02 $839,547.56 $877,344.34 $707,928.80 $885,849,79 52,162.216.22 51,304.570.79 $649,511.89 $1,486,051.76 $849,570.99 51,103,629.12 $1,013,230.42 $1,111,388.63 $697,035.45 $883,765,97 $1,575,718,57 $1,637,994,32 51,162,902,06 $1,208,845,13 $1,289,211,46 $1,011,279,63 $1,163,545.97 $1,019,654.16 51,160,444.45 $1,147,518.12 $869,050.69 $1,002,625.92 $1,324,804.26 $802,665.92 $923,339.39 $1,112,392.78 $990,898.05 51,222.557.18 5903.190.50 $821,912.41 $719,345.29 $808,448.38 $2,223,513.84 $1,274,108.31 $639,833.62 $1,455,057.31 5809.999.35 51,231.023.03 $1,029,374,87 $1,131,098.45 $641,908.51 $872,728.18 $1,801,195.82 $1,707,964.33 $1,284,635.19 $1,280,639,42 $1,317,330.72 $1,160,352,63 51,274.741.49 $1,041,513.36 $1,175,147.95 $1,127,149.24 $1,009,041.26 $1,051,067.36 $1,317,057.53 $879,354.11 $919,636.35 $1,136,159.29 $1,009,510.96 $1,291,407.38 $969,181.35 $870,983.22 $755,880.79 $915,687.59 $2,242,77297 $1,340,589.71 $669,017.57 $1,532,460.98 $872,46296 $1.1^7,564.73 $1,040,097.06 $1,196,557.69 $724,769.38 $873,357.37 $1,733,066.35 $1,758,362,40 $1,238,081.45 $1,319,496.71 $1,384,930.53 $1,021,284.19 $1,255,977.41 500 541 500 444 440 530 3S3 366 451 398 509 379 335 282 339 822 483 234 535 304 361 321 355 202 243 411 361 249 264 256 187 209 69 44 56 45 66 42 41 80 74 69 54 52 62 63 77 59 42 63 65 60 77 77 75 76 79 86 69 96 88 91 97 97 $2,083.03 $2,172.18 $2,254.30 52,272.62 $2,388.79 $2,485.01 $2,491.09 $2,512.67 $2,519.20 $2,536.46 $2,537 15 $2,557.21 $2.599 95 $2,679.72 $2,701.14 $2,728.43 $2,775.55 $2,859.05 $2,364.41 $2,369.94 $3,178.85 $3,240.18 $3,370.59 $3,537.97 $3,594.06 $4,216.71 $4,870.81 $4,972.21 $4,998.09 $5,409.88 $5,461.41 $6,009.46 Note: FTE Ie from the 1993-1994 budget and does not reflect ohangee due to enrollment losses rto\u0026lt;i 0/ th* Cflte# of DMflrotKin Motwomfl Smm uoan infbfmilion SuppM bK i\"Sctwoi Nmnber Scttool Name Actual 91-92 Expetxfitwe Budget 92-93 Per Pupil Expendifure by School 1993-1994 Budget Actual 92-93 Enrollment Black % Per Ptgyil Budget 93-94 Expenditure Oct 1 1992 Oct 1 1992 FTE 92 93 Actual EnroVment BJack % Per p^pji Oct 11993 Oct 1 1993 O tn \\ o \\ to Ln 47 24 46 33 51 20 38 50 48 29 30 52 37 18 31 45 35 22 32 28 42 44 23 17 19 40 25 36 34 39 20 41 49 Terry Fores* Park MaMevate MearkarcW WakeiieU McOermoB Pifaski Hek^rts OUet Creek Fidbo^ Western Hs -Jefferson Watson Geyer Sfeings Brwly Clowericble WooAvifl M.L. King Basefrre Dodd Chicot Washargton Wfeon Fair Park Bate Badgett Rcarahe Fivildki Rockefeter Mlthel Rigirtsell Garland Stephens hh $1,201.38907 $981,517.03 $1206,53514 $1.076269 43 $1.080201 67 $1,317.44302 $839.547 56 $851.54207 $1,330,115.51 $877.344 34 $1204.570 79 $1,131.45256 $707.92800 $1,041,090 68 $934.94401 $649,51189 $1,160.444 45 $869.05069 $1,147.510 12 $1,002,62592 $1,019,65416 $1,222,557 10 $903,19050 $00266592 $1,324,804 26 $821.91241 $1,274.108 81 $1.11239278 $719.345 29 $990,890 05 $923,33989 $639.83362 93-94 Budgeied $885.849 79 $849.570 99 $1,406,061.76 $2,162.21622 $1.111J88 63 $083,76597 $1,013.230 42 $697.035 45 $1,103.62912 $1,575,718.57 $1,637.994 32 $1,208,845 13 $1.16290206 $1,289.21146 $1,163.545 97 $1,011.27963 $008.448 36 $809.99985 $1,455.05731 $2223.513 84 $1,131,098 45 $872,728.18 $1,029.374 87 $641.90851 $1,231,028.03 $1,801,195.82 $1,707.964 33 $1,280.639 42 $1204.635 19 $1,317.830 72 $1,274,741 49 $1,160.35263 $1,175,147.95 $1,009.04126 $1,127.14924 $1,051.067 36 $1,041.51336 $1,291,407.88 $969,18135 $879,354 11 $1317,057,53 $870,983.22 $1,340,989.71 $1,136.159 29 $755.600 79 $1,009.51096 $919.63635 $669,017.57 $25,501.31 $915.687 59 $872.46296 $1.53246058 $2.24277297 $1,196.557 69 $873.35737 $1,040,097 06 $724,769 38 $1,147,564.73 $1,733.06685 $1,758,362 40 $1319,49671 $1,238,081.45 $1,384.93053 $1356.97741 $1.021384 19 541 444 500 440 500 509 379 353 S30 336 483 451 282 398 366 234 339 304 535 822 356 243 321 202 361 411 361 204 249 256 209 187 7^***\"\" \u0026lt;fcwno \u0026lt;fc 1o nrefcwm lossas 44 45 56 66 69 54 52 41 42 62 42 74 63 69 00 63 77 60 65 59 75 79 77 76 77 86 69 08 96 91 97 97 $2.17210 $1,2O1\n97891 iZ2r2e2 $1,034.064 02 $225430 $1,149,041.07 $2.388 79 $1,044.33695 $208303 $1,101,790.19 $253715 $1.31425617 $2,557 21 $2491 09 $240501 $2,599.95 $1,049.04032 $911.09287 $1.39296559 $894.63277 $2,775.55 $1,360.88752 $251920 $1,195,073.02 $^679.72 3781,275 30 $2.53646 $1,090.13640 $251267 $2059 05 $1,091,282.28 $687.64224 O $1,658,064.16 $2701.14 $1,031,401.06 $2.06994 $880.21587 $2.864 41 $1,617.84551 $272843 52.389.30033 $3.37059 $1200.69651 $3.594 06 $918.16206 $3,240.18 $1,158,843.33 $3,587.97 $737.55185 $3,178.85 $1,329.91136 $421671 $1,636,195.14 $4,870 81 $1,877.36519 $4.99809 $1,370,625.10 $4.97221 $1278.75459 $5,409.88 $1,444.866 58 $6,009.46 $1,318.56268 $5,461 41 $70.411J25 45 37 46 33 41 42 40 30 47 34 45 43 34 43 42 27 4 41 35 64 90 40 32 43 28 45 62 72 50 44 50 46 561 458 488 434 447 509 390 341 520 332 504 442 288 397 306 236 553 343 292 509 721 354 263 303 189 334 345 340 230 109 205 145 43 44 64 71 75 51 48 41 45 66 42 00 72 66 79 62 65 es 70 63 74 76 74 70 74 87 71 93 97 08 97 $2.14256 $2257 78  $2354.59 $2406.31 $2464 86 $258204 $2635.70 $2,671,83 $2678.78 $2.69460 $2700.17 $2703 79 $272318 $2745.34 $282716 $2913.74 $2999 75 $3,007.00 $3.014 44 $3,178.48 $3,286.13 $3.39100 $3,491.11 $3.82457 $3.90239 $3,981.77 $4.74259 $5,521 66 $5.9^24 $6.76590 $7.04013 $9.09354 UKMdhlf IO U, CO s tn I r z o tn m po 01 z -Z. tn co Z p IvJ CO w \"0 Q O \\ O O 09/07x95 12:51 WRIGHT, LINDSEY, i JENNINGS dM -ft. NO. 232 P001/010 WRIGHT, LINDSEY \u0026amp; JENNINGS 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3689 (501) 371-0808 Facsimile Cover Sheet PLEASE DELIVER IMMEDIATELY TO: Ann Brown Data: September 7, 1995 12:37 pm Fax No.: 371-0100 FROM: M. Samuel Jones, III Our Fax No.: (501) 376-9442 TOTAL PAGES INCLUDING THIS PAGE: 10 REMARKS: Confirmation:  by Regular Mail Q by Expedited Mail  None DOCUMENT TRANSMITTED: Response regarding pooling Ref. No. 5406-14007 If all pages not received, please contact: Joanne at 371-0808, Ext. 293. Intended only for the use of the addressseis). It contains Information which Is confidential - ttof'^V-cHent pnvilage or otherwise not subject to disclosure. If you are not the Intended recipient  ** ' ssponsible for deliverino the message to the intended recipient, any use of this distribution or copying of this communication, Is strictly prohibited. If you have In Pf8e notify us Immediately by telephone and return the original message to us at the above address via the U.S. Postal Service, Thank You.r Memo To: From: Subject: Date: Mr. Larry Robertson Gene Jones Secondary Schools with Magnet Programs Report January 8, 1996 As a result of our conversation last Thursday, I am limiting my request for student discipline information to the current M-to-M magnet students at Central, Dunbar, Henderson, and McClellan. The names and ID numbers are listed below. Central 914776 McElderry, Jac 918071 Feldman, Jonat 934872 Batton, John 896275 Chidambaram,V 966053 Diblasi, Monica 966047 Boehm, Ellen 914786 Sanders, Janet 933787 Belotti, Leah 933813 Hollman, Virgin 933809 Penn, Michael 933788 Rawn, Jeremy 903566 Santini, James 913726 McElderry, Jos 957775 Holcomb, Jared 923081 Littlepage, Jon 918857 Young, Seth 918087 Rawn, Jason 914775 McElderry, Rob 918695 Parker, Wesley Dunbar 974390 Berry, Kath 974388 Berry, Kimberl 972777 Ryan, Eimear 972591 Carter, Sarah 969948 Proctor, Rebec 917606 Vinsant, Stevi 972953 Mathews, Hilla 933852 Johnson, Rober 928213 Morris, Ryan 932013 Anderson, DaviMr. Larry Robertson Page 2 January 8, 1996 Dunbar, contd 973678 Bassett, Matth 908271 Elfstrom, Caro 925340 Bowman, Lindsa 914798 Dowell, Jenife 900252 Grady, Natasha 968852 Heavener, Crist 973711 Pitchford, Meli 926423 Barlow, Clare 908226 Thomasson, Mel 959893 Brown, Jason 958889 Ebbs, Daniel 923067 Dorfman, Micha 908089 Webb, Justin 936999 Fraser, Daniel 895218 Wheat, Christo 894431 Perritt, Samuel 918823 Young, miranda 958445 Page, Lorita 929962 Burchfield, Eli 957783 Tricot, Karen 950448 Barlow, Kimber 967591 Grossman, Eliz 896280 Daniel, Jess 969532 McNeill, Russell 912915 Owers, Roderic Henderson 958254 Froehlich, Kell 972587 Blom, Erna 972589 Graham, Zacha 960400 Qualls, Kevin 973128 Vaughn, Jason 910212 Johnson, Jennif 957788 Droptiny, Aman 896105 Moore, Samuel 923134 Wofford, John 935323 Bell, Galen 936643 Ward, Harley 956343 Burrell, Joshua McClellan 973003 Waller, WendiMr. Larry Robertson Page 3 January 8, 1996 McClellan, contd. 160742 Perritt, Benjam 899622 Dyson, Misti 904292 Thomas, Kristy 966033 Baldy, Brandon 904246 Taylor, Susan Thank you for the help and cooperation you have extended to me.f FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRfOAV (1 922-1 984) 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. BUTTRV. P.A. FREDERICK S. URSERY, P.A. H.T. LARZELERE. 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. MEREDITH P. CATLETT, P.A. JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL III, P.A. DONALD H. BACON, P.A. WILLIAM THOMAS BAXTER, P.A. WALTER A. PAULSON II, 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 UI. 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. A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201*3493 TELEPHONE 501*376*2011 FAX NO. 501*376*2147 January 26, 1996 RECBWO 2 9 1996 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.CHARLES08CHWEN0.JR..P.A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER, P.A. JOHN CLAYTON RANDOLPH, P.A. GUY ALTON WADE. P.A. PRICE C. GARDNER. P.A. J. MICHAEL PICKENS. P.A. TONIA P. JONES. P.A. DAVID D. WILSON. P.A. JEFFREY H. MOORE, P.A. ANDREW T. TURNER DAVID M. GRAF CARLA G . SPAINHOUR JOHN C. FENDLEY. JR. ALLISON GRAVES JONANN C. ROOSEVELT R. CHRISTOPHER LAWSON GREGORY 0. TAYLOR TONY L. WILCOX FRAN C. HICKMAN BETTY J. OEMORY BARBARA J. RAND JAMES W. SMITH CLIFFORD W. PLUNKETT WILL BOND DANIEL L. HERRINGTON Office of Desegregation Monitoring COUNCCl WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR.. P.A. B.S. CLARK WILLIAM L. TERRY, P.A. WILLIAM L. PATTON. JR.. P.A.  RlTIB't DIRECT NO. Hon. James W. McCormack Clerk of Court United States District Court Eastern District of Arkansas 600 W. Capitol, Suite 402 Little Rock, AR 72201-3325 (501) 370-3323 Re: Little Rock School District, et al vs. Pulaski County Special School District, et al USDC No. LR-C-82-866 Dear Mr. McCormack Enclosed herewith please find an original and three copies of the Little Rock School District's Proposed Findings and Fact and Conclusions of Law Regarding the Pooling Agreement with regard to the above-captioned matter. Please file same and return a file marked copy to us. counsel of record. By copy of this letter we are serving all Sincerely, J^n C. Fendley, Jr. JCFjr/cf Enclosures cc: Mr. Mr. Mr. Mr. Ms. John Walker (w/encl.) Sam Jones (w/encl.) Steve Jones (w/encl.) Richard Roachell )(w/encl.) Ann Brown (w/encl.) Mr. Timothy G. Gauger (w/encl.)Hon. Susan Webber Wright (w/encl.)IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-O82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL .Mw 2 9 1995 INTERVENORS KATHERINE KNIGHT, ET AL Office of desegregation ^^onitoring INTERVENORS LRSD'S PROPOSED FINDINGS AND FACT . AND CONCLUSIONS OF LAW REGARDING THE POOLING AGREEMENT INTRODUCTION This action concerns implementation of the September 1989 Settlement Agreement (\"Settlement Agreement\") in the above-styled case. The Pulaski County Special School District (\"PCSSD\") moved for an order requiring the Little Rock School District (\"LRSD\") to pay PCSSD $167,113.00 in majority-to-minority (\"M-to-M\") payments received by LRSD from the State of Arkansas based on Section II, Paragraph O of the Settlement Agreement (the \"Pooling Agreement\"). LRSD responded to PCSSD's motion alleging that LRSD was released from its pooling obligations by PCSSD's anticipatory breach. Based on the party's pleadings, this Court ruled that. even assuming PCSSD was in breach, the clauses of the Pooling Agreement at issue were unrelated and ordered LRSD to pay PCSSD $167,113.00. LRSD appealed. On appeal, the Eighth Circuit vacated this Court's order and directed it to \"take evidence regarding the purposes of the clausesat issue.\" See Little Rock School District v. Pulaski County Special School District, 60 F.3d 435, 436 (Sth Cir. 1995). The Eighth Circuit specifically identified the following issues to be addressed on remand: (1) Was equalization\nthe Pooling Agreement means to facilitate a (2) What was meant by the term \"equalize\"\n(3) Whether the schools are equalized\nand, \"instructional budgets\" of interdistrict (4) Why is there no central account into which pooled moneys are deposited? Id., at 436-37. Following hearings during which both parties presented evidence. this Court makes the following findings of fact and conclusions of law as required by Fed. R. Civ. P. 52. Any other statement in this opinion which may be deemed a finding of fact is also adopted as such. FINDINGS OF FACT A. Background. 1. The Pooling Agreement resolved two disputes between LRSD and PCSSD. The first dispute concerned $2 million to be paid by the State of Arkansas as a part of the Settlement Agreement. The original version of the Settlement Agreement contained formulas by which the State would make payments to LRSD and PCSSD. The final version of the Settlement Agreement converted those formulas to a fixed stream of payments. This conversion resulted in $2 million in State settlement funds to which both LRSD and PCSSD claimed entitlement. 23 . The second dispute related to M-to-M payments from the State. The M-to-M Stipulation provides, \"The state shall pay the costs for full-time equivalent students who have been transferred to the host district. tl [Docket No. 706]. PCSSD argued that this provision required the State to pay the host district the home district's average per student cost. This would have increased the amount of M-to-M payments to PCSSD because LRSD's average per student cost was greater than PCSSD's. 4. PCSSD's argument was inconsistent with the State's interpretation of the M-to-M Stipulation and its practice of paying the host district its average per student cost. [Transcript, v. I*, p. 114-15\nTranscript, v. II, p. 125]. Dr. Donald Stewart, PCSSD's Chief Financial Officer, testified: I supported Mr. Sam Jones' . . argument that we really should be receiving [LRSD's] average cost for educating a student because  based on the theory  well, I'm not sure based on what. would have given us more money. It was a good argument because it [Transcript, v. I, p. 115].^ 5. The Pooling Agreement provides: 1) In any application for aid pursuant to Section 6 of *The transcript of the September 9, 1995, hearing is cited as volume I, and the transcript of the December 14, 1995, hearing is cited as volume II. ^Dr. Stewart later offered as a basis for PCSSD's argument that LRSD students are more expensive to educate. However, Dr. Stewart admitted that he was not aware of any evidence that LRSD M-to-M transfer students would be more expensive to educate than PCSSD students. [Transcript, v. II, p. 123]. Dr. Stewart further admitted that even assuming PCSSD was spending a little more on LRSD M-to-M transfer students, PCSSD was not spending as much per student as LRSD. [Transcript, v. II, p. 124]. 3Act 24 of the 1989 Regular Session of the Arkansas General Assembly, the receiving district for M to M students may include in such application any M to M students it hosts who are eligible for participation pursuant to section 6(A) of said Act. 2) The State shall continue to make payments under the August 26, 1986 M to M stipulation so that the host district receives its average cost of educating a student for each M to M transfer student enrolled in the host district. 3) When at least one Interdistrict School is operating in LRSD and PCSSD, all M to M payments generated by Interdistrict School students paid by the State to LRSD and PCSSD (including payment to each district as sending district and receiving district), except transportation payments, will be pooled for the education of all Interdistrict School students. The instructional budgets of the Interdistrict Schools will be equalized. This provision does not change each district's obligation to construct and maintain the Interdistrict Schools within its boundaries. The State payments for M to M students not enrolled in Interdistrict Schools will continue in accordance with paragraph (2) above. 4) Beginning the first year an Interdistrict School is operating in LRSD and PCSSD, PCSSD will contribute $200,000 per year for five years to the pool of funds to be used by both districts Schools. to operate Interdistrict [Settlement Agreement  2, 5 0]. 6. Both LRSD (Romine and Washington) and PCSSD (Baker) had interdistrict schools operating in the 1991-92 school year. [Transcript, v. I, p. 97]. B. Was the Pooling Agreement a means to facilitate equalization? 7. Although PCSSD originally contended that the sentences in paragraph three of the Pooling Agreement concerning pooling and equalization were unrelated and \"simply happen to appear in the same section of the Settlement Agreement,\" [Docket No. 2101], PCSSD's own witnesses testified at trial that the provisions are 4related. Dr. Stewart testified: Q: resolve And section \"O\" is all part of one agreement made to settlement? those issues that arose after the March A. That is correct. Q. And the component related to each other? parts of section \"O\" are all A. Yes. [Transcript, v. II, p. 11]. PCSSD Superintendent Bobby Lester's testimony was identical to that of Dr. Stewart. [Lester Depo., p. The fact that pooling and equalization are described in consecutive sentences in the same paragraph of the Pooling 6] . 8. Agreement also indicates that the provisions are related. This conclusion is further supported by the fact that the final sentence in that paragraph begins, \"This provision . . II referring to the entire paragraph. [Settlement Agreement  II, 5 0(3)]. 9. How the provisions are related was explained by Dr. Ruth Steele who was LRSD Superintendent from July of 1989 through June 30, 1992, [Steele Depo., p. 4], and who was involved in negotiating the Pooling Agreement. [S^ Steele Depo., p. 6-7]. Dr. Steele testified that the funds in the pool were to II be used for the education of students attending the interdistrict schools\" and that \"the amount that would be spent would be equalized so that no students from either district would be penalized in terms of a per pupil expenditure . . II [Steele Depo., p. 7]. 10. PCSSD came forward with no evidence which contradicted the testimony of Dr. Steele. Even assuming such evidence exists. 5this Court finds Dr. Steele's testimony to be credible and gives it substantial weight. Accordingly, this Court finds that the Pooling Agreement was a means to facilitate equalization. B. What is meant by the term \"equalize\"? 11. Both LRSD and PCSSD agree (and this Court finds) that the term \"equalize\" means an equal per pupil expenditure. 12. The only contemporaneous explanation of the meaning of the Pooling Agreement was made by Chris Heller, Attorney for LRSD, during hearings before Special Master Aubrey McCutcheon on September 26 and 27, 1989. [Transcript, v. I, p. 124\nTranscript V. II, p. 14]. In explaining the Pooling Agreement to the Special Master, Heller stated: Another issue that has been resolved is that once interdistrict schools are operating in both Little Rock and Pulaski County, the state funding generated by those interdistrict[] students'* would be pooled and the operation budgets for those two schools or whatever number of schools would be interdistrict students, equalized so whether attending school that in Pulaski County or Little Rock, would have the same amount spent for their education. [Transcript, v. II, p. 13 (emphasis supplied)]. 13. Dr. Stewart agreed that the Pooling Agreement, as explained by Heller, required an equal per pupil expenditure: Q. Now, if we assume that equalizing instructional At these hearings, the parties were seeking approval of the Settlement Agreement, and the Special Master was attempting to determine whether there was, in fact, an agreement among the parties. [Transcript, v. II, p. 12]. lRSD and PCSSD agree that only M-to-M payments are to be pooled and not all state funding generated by interdistrict school students. [Transcript, v. II, p. 43-44]. 6budgets means that the same amount is going to be spent for the education of students, whether they go to school in the Pulaski County School District or the Little Rock School District, doesn't that mean you would have to build your budget based on an agreed upon equal per student expenditure? A. Under that assumption, yes. * * * Q. In order to have the same amount spent for their education, don't you have to develop a budget based on an equal per pupil expenditure? A. Technically, yes. [Transcript, V. II/ P- 43-44]. Dr. Stewart admitted that the \"assumption\" made in the above question was exactly what Heller reported to the Special Master was the intent of the Pooling Agreement. [Transcript, V. 11/ P- 43-44]. Dr. Stewart also admitted that a budget can be prepared based on a predetermined per pupil amount. [Transcript, V. II, P- 39] . An interdistrict school's budget could then be calculated by multiplying the number of students by the established per pupil budget. [Transcript, v. II, p. 44-45]. 14. The parties agree that the funds from the pool should be distributed on a per student basis but disagree as to which students should be counted for the purpose of distribution. r See Transcript, v. II, p. 41-42]. PCSSD contends that only M-to-M transfer students attending interdistrict schools should be considered. LRSD argues that all interdistrict school students should be considered. The Pooling Agreement is unambiguous in this regard. It provides. \"[A]11 M-to-M payments generated by Interdistrict School students . will be pooled for the 7education of all Interdistrict School students.\" [Settlement Agreement  II, 1 0(3) (emphasis supplied)]. Thus, the plain language of the Pooling Agreement states that the relevant student population for distribution of the pool is \"all Interdistrict School Students. 15. Even assuming the Pooling Agreement to be ambiguous in this regard, the evidence presented a trial further supports the conclusion that the parties intended the pool to be distributed based on the total number of interdistrict school students. 16. In addition to resolving the disputes noted above, the Pooling Agreement served two additional purposes. First, both districts were concerned that the M-to-M Stipulation would work to the advantage of the other and viewed pooling as a hedge against this possibility. [Transcript, v. I, p. 10, 11 and 2 0\nLester Depo., p. 7]. Second, LRSD was concerned that LRSD students n attending PCSSD interdistrict schools would not have resources spent for their education equivalent to what would be spent on the students if they remained in LRSD. At the time of the agreement. LRSD was spending on average $800.00 to $900.00 more per student than PCSSD. [Transcript, v. I, p. 10]. 17. Dr. Steele testified: [M]y concern was always that you make sure that the students who move from our district to Pulaski County are not shortchanged in terms of any per pupil expenditure that [would be] spent for them\nand that the pattern of ^John Walker, attorney for the Joshua Intervenors, shared LRSD'S concern because it would be his clients transferring from LRSD to PCSSD. [Transcript, v. I, p. 25-26]. 8funding for the interdistrict schools would be similar to that of the magnet schools, not necessarily in terms of the exact amount [spent per pupil], but that there would be an amount identified that would be spent for the students who attended those schools. [Steele Depo., p. 11]. Dr. Steele explained that the Pooling Agreement contemplated that II [tjhere would be a per pupil amount established\" to equalize funding for the education of \"the total student population in the interdistrict school.\" [Steele Depo., p. 9 (emphasis supplied)\nsee also Steele Depo, p. 15-16 and 23]. 18. Similarly, Earl Jones, who was LRSD Manager of Support Services from July of 1989 through June of 1991 and who was also present during the negotiation of the Pooling Agreement, [Transcript, v. II, p. 156 and 158], testified that the Pooling Agreement contemplated that LRSD and PCSSD would agree to a per pupil budget for all interdistrict school students. [Transcript, V. II, p. 159]. Jones explained that the requirement that the budgets of the interdistrict schools be equalized was important to LRSD because LRSD was concerned that students would not \"enjoy the same type education\" in PCSSD interdistrict schools and that equalization was a means \"to help guarantee that that [would] happen. II [Transcript, V. II/ P- 178] . Jones noted that the ^Similarly, Dr. Steele testified that the funds in the pool were to \"be used for the education of students attending the interdistrict schools\" and that \"the amount that would be spent would be equalized so that no students from either district would be penalized in terms of a per pupil expenditure . . II Depo., p. 7]. [Steele Dr. Steele stated that the Pooling Agreement was \"based on the magnet school model. II Steele Depo., p. 8-9]. [Steele Depo., p. 7\nsee also Finally, Dr. Steele testified that PCSSD's interpretation of the Pooling Agreement was inconsistent with the intent of the parties. [Steele Depo., p. 15 and 16.] 9process by which the per pupil budget for the original magnet schools was established \"could easily be used II to implement the Pooling Agreement. [Transcript, v. II, p. 159]. 19. PCSSD presented no evidence that the intent of the Pooling Agreement was to distribute the pool based on the number of M-to-M students in interdistrict schools. To the contrary, in a memo to Lester dated September 2, 1992, Dr. Stewart stated: I would suggest that the proper procedure [to implement the Pooling Agreement] would be to pool all funds. including PCSSD's $200,000.00 as called for in the agreement and then to divide these funds equally based on the number of students actually enrolled (three-quarter averaqe daily membership) in all Interdistrict Schools. [Exhibit 343 (emphasis supplied)\nTranscript, v. I, p. 29]. With regard to Dr. Stewart's memo, Lester testified: Q. So if you're going to implement what Dr. Stewart said in [his September 2, 1992] memo, then we would take the total pool of M to M funds. plus the county's $200,000 and divide by the total number of interdistrict school students, third quarter enrollment, right? A. Right. [Lester Depo., p. 24 (emphasis supplied)]. Dr. Stewart agreed that his methodology fails to take into account two requirements of the Pooling Agreement: (1) that instructional budgets be equalized. and (2) that the funds be pooled for the benefit of all interdistrict school students. [Transcript, v. II, p. 42-43]. On the contrary. Dr. Stewart acknowledged that the interpretation of the Pooling Agreement urged by LRSD is entirely consistent with the language of the agreement. [Transcript, v. II, p. 44-45]. 20. On the bottom half of Exhibit 382, Dr. Stewart demonstrated the results if the pool was divided based on the total 10number of interdistrict school students. Dr. Stewart conceded that the methodology applied on the bottom half of Exhibit 382 was the only methodology which complied with the Pooling Agreement: Q. The point is, Doctor Stewart, that the only way we have talked about in court today or last time to implement the language in Section \"O\" is the way that is set forth on the bottom half of Court's exhibit 382? A. I would agree with that. [Transcript, v. II, p. 140]. 21. PCSSD argues that dividing the pool based only on the number of M-to-M students would create an incentive for the districts to recruit M-to-M transfers from the other district so they could receive a greater proportion of the pool. There are two flaws in PCSSD's argument. First, it fails to take into account the concomitant obligation of the districts to recruit their own students to become M-to-M transfers. g-q-, LRSD r See. Desegregation Plan, p. 144 (\"The NLRSD and PCSSD will actively recruit students who are eligible for M-to-M transfers.\")\nsee also Transcript, v. II, p. 143]. 22. Although dividing the pool based on the number of M-to-M Jones agreed that the methodology employed on the bottom half of Exhibit 382 correctly distributes funds from the pool. [Transcript V. II, p. 141]. Although PCSSD has more M-to-M transfers in its interdistrict schools, PCSSD came forward with no evidence that LRSD has not aggressively recruited PCSSD students to attend LRSD interdistrict schools. [S^ Transcript, v. II, p. 145 and 149]. PCSSD had a greater incentive than LRSD to send M-to-M transfer students under the M-to-M stipulation before the Pooling Agreement because it had a higher table rate, p. 40]. [Transcript, v. II, 11students would create an financial incentive for the districts to recruit students from the other district, it would create a financial disincentive for the districts to recruit their own students. 10 [Transcript, v, II, p. 67]. Dr. Stewart testified: Q. Under your original proposal for distributing funds from the pool [based on the number of M-to-M students in interdistrict schools], isn't there financial disincentive for Pulaski County to send students to Little Rock interdistrict schools? A. Well, yeah, I think we testified to that. I think we submitted evidence at the earlier hearing to that effect. [Transcript, v. II, p. 67]. Therefore, there is no net benefit to recruitment by dividing the pool based on only M-to-M students. [See Transcript, v. II, p. 172]. 23. Second, PCSSD's argument fails to recognize that the districts have limited control over parents' decisions to send children to an interdistrict school as an M-to-M transfer. r See Transcript, v. II, p. 172]. The record in this case is replete a with evidence of \"white flight.\" As sad as it may be, there are still white parents who refuse to send their children to schools where white students are not a substantial majority. It would be unfair to interpret the Pooling Agreement in such a manner as to penalize LRSD because lingering racial prejudice makes it more difficult for it to recruit white PCSSD students than it is for 'Dr. Stewart testified that the M-to-M stipulation was designed to be an incentive to the sending district to recruit its own students to become M-to-M transfers. [Transcript, v. I, p. 116] . Thus, to the extent PCSSD's interpretation creates a disincentive, it is inconsistent with the intent of the M to M stipulation. 12PCSSD to recruit African-American LRSD students seeking an integrated education. 24. PCSSD also argues that LRSD agreed that funds in the pool should be divided based on M-to-M students rather than all interdistrict school students. Dr. Stewart testified that an LRSD employee told him that LRSD was going to send PCSSD a check based on calculations prepared by Stewart which divided the fund based on M-to-M students. [Transcript, V. I, p. 32]. However, subsequent correspondence between LRSD and PCSSD demonstrates that an agreement was never reached. Following the June, 1993 meeting during which Dr. Stewart claims he was told that LRSD would send PCSSD check. Dr. Stewart wrote LRSD and stated. \"[I]f an a acceptable solution is not reached soon, we will have no choice but to involve the Office of Desegregation Monitoring and the Court. [Exhibit 350] Thus, Stewart acknowledged that no agreement had been reached. LRSD's formal response'* to PCSSD's demand was contained in LRSD Superintendent Dr. Henry Williams' October 20, 1993, letter to PCSSD. [Exhibit 380]. In that letter. Dr. Williams refused to pay PCSSD because PCSSD had failed to take into account all of the provisions of the Pooling Agreement. [Exhibit 380] . Accordingly, this Court finds that LRSD never agreed that the pool should be divided based on the number of M-to-M students. 25. Therefore, this Court finds that the funds in the pool '*Dr. Stewart initially testified that PCSSD never received and response from LRSD. [Transcript, v. I, p. 87]. stipulated that Dr. Stewart's testimony was erroneous. [Transcript, v. II, p. 51]. PCSSD later 13should be divided based on the total number of students in interdistrict schools. To determine the total number of students in interdistrict schools, this Court must decide when LRSD's Washington Elementary became an interdistrict school. 26. Under the Tri-District Plan, Washington Elementary was an interdistrict magnet school. [Docket No. 1291]. By stipulation dated February 12, 1991, it was agreed that Washington would continue to operate in this capacity. [Docket No. 1434]. The LRSD Desegregation Plan adopted April 29, 1992, provided that Washington would continue to be operated consistent with the \"Interdistrict H Plan. [LRSD Desegregation Plan, p. 144]. Accordingly, this Court assigned Washington the racial balance requirements of an interdistrict school in its May 1, 1992 Order approving the LRSD Desegregation Plan. [Docket No. 1587]. In recognition of the fact that Washington was operating as an interdistrict school. this Court released LRSD from it obligation to build Stephens Interdistrict School. [Docket No. 2351]. Hence, Washington has been an interdistrict school since at least the 1991-92 school year. and Washington's students should be considered in distributing the pool. 27. Therefore, this Court finds the funds in the pool should be distributed based on the total number of interdistrict school students. In determining each district's distribution from the pool, the total pool should be divided by the total number of interdistrict school students to determine a per student amount. This per student amount should then be multiplied by each 14district's total number of interdistrict school students such that each district receives funds from the pool equivalent to its proportion of the total number of interdistrict school students. D. Whether the \"instructional budgets\" of interdistrict schools are equalized? 28, To determine whether the II instructional budgets\" of the interdistrict schools have been equalized, this Court must first decide what constitutes an \"instructional budget. II \"Instructional budget\" is not a term of art in school finance, and it is not expressly defined in the Settlement Agreement. 29. With regard to the meaning of the phrase II instructional budget. II Dr. Stewart testified. II I don't know where the language came from[\n] I don't know what it meant then, and I don't know what it means now. II [Transcript, v. II, p. 17\nsee also Transcript, v. P- 15-16] Dr. Stewart acknowledged that \"[r]easonable 11/ people should be able to reach a reasonable decision about what it means. II [Transcript, v.II, p. 46]. Dr. Stewart agreed that once It instructional budget\" is defined, there was no reason a per pupil amount could not be established for interdistrict school students: Q. Now, however[] we agreed to define \"instructional budget\", there is no reason we couldn't determine per student amount to agree and be spent for instructional budgets at each interdistrict school, is there? A. No. a [Transcript, v. II, p. 50-51]. '^Similarly, Lester testified he had no recollection of why the clause regarding equalizing instructional budgets was in the Pooling Agreement. [Lester Depo., p. 23]. 1530. There appears to be no dispute that the \"instructional budget\" does not include transportation costs and capital costs. [S^ Steele Depo., p. 12 and 13]. The language of the Pooling Agreement suggests that the phrase \"instructional budget\" was intended to exclude these costs. Transportation money received by the districts is specifically excluded from the pool. [Settlement Agreement,  II, 0(3)]. Because transportation funds are not part of the pool, it follows that transportation costs should not be included in the \"instructional budget.\" Similarly, the Pooling Agreement provides that it \"does not change each district's obligation to construct and maintain the Interdistrict Schools in its boundaries. [Settlement Agreement,  II, 5 O (3)]. Because H the Pooling Agreement has no impact on the districts' obligations to make capital expenditures, it follows that those costs should not be included in the II instructional budget.\" 31. PCSSD argues that personnel should not be included as part of the \"instructional budget\" because the per pupil cost of personnel varies from school to school.* [Transcript, v. I, p. 57- 58\nsee Lester Depo., P- 15]. In negotiating the Pooling Agreement, LRSD recognized that it would not guarantee that 'Dr. Stewart also identified as a problem any cost which will be incurred by a school regardless of the number of students in a building, [Transcript, v. I, p. 73]\nthe cost of ancillary programs such as music and physical education\nand the cost of specialty programs. [Transcript, v. I, p. 75-76]. As with personnel costs. there is no way to account for the variation in fixed cost among schools. With regard to ancillary and specialty programs. equalization was intended to insure (at least to some degree) that these type programs in PCSSD interdistrict school were equivalent to the programs available in LRSD interdistrict schools. 16exactly the same amount of money would be spent for the education of every interdistrict school student. Even so, LRSD viewed equalization as means \"to help guarantee that that [would] a happen. If [Transcript, v. II, p. 178]. The parties may disagree as to the extent that equalization will achieve LRSD's objective, but that is no basis for this Court to deny LRSD the benefit of its agreement. 32. Although PCSSD argues that personnel should not be included in the \"instructional budget,\" Lester testified that \"teachers II are an instructional cost. [Lester Depo, p. 12]. Lester further testified that PCSSD's largest instructional expense was personnel. [Lester Depo., p. 19]. Likewise, LRSD's largest instructional expense is personnel. If the parties had intended to exclude the largest instructional expense from the \"instructional budget,\" they would have said so. Therefore, this Court finds that \"instructional budget\" includes all costs incurred at interdistrict schools except transportation costs and capital costs. [S^ Steele Depo., p. 12]. 33. Having defined \"instructional budget\" to include all costs except transportation and capital costs, this Court must now determine whether the II instructional budgets II of the interdistrict schools have been equalized. The answer to this question is no. **PCSSD also argues that the amount of money spent has little relationship to the quality of education provided. [Transcript, v. II, p. 93]. Although to some extent this may be true, this Court and the Eighth Circuit have recognized in the context of the incentive schools that the amount of money spent has a direct relationship to the type of educational services being provided. 1734. LRSD contends that the Pooling Agreement contemplated that a per pupil amount would be established for the \"instructional budget\" at all interdistrict schools by a process analogous to the magnet school model. [Steele Depo., p. 7-8, 8-9 and 11\nTranscript V. II, p. 159]. PCSSD has not proposed a methodology to implement the requirement of the Pooling Agreement that instructional budgets be equalized. [Transcript, v. II, p. 42]. Lester testified that at the time the Pooling Agreement was reached the magnet school model was the only model for the districts to pool funds to operate the interdistrict schools. [Lester Depo., p. 26]. Therefore, this Court finds that the Pooling Agreement contemplated that a per pupil amount would be established for the \"instructional budget\" at all interdistrict schools by a process analogous to the magnet school model. This Court directs the parties to agree on a per pupil instructional budget for all interdistrict schools for the 1996-97 school year so that instructional budgets of the interdistrict schools will be equalized beginning that school year. 35. Although the instructional budgets of the interdistrict schools have not been \"equalized. II PCSSD remains obligated to LRSD for its proportion of the pool. LRSD's overall average per pupil expenditures now exceed and always have exceeded that of PCSSD, [S^ Exhibit 345\nTranscript, v. I, p. 43\nand, Lester Depo., p. 13], and LRSD on average spends more per pupil than PCSSD in its interdistrict schools. [Transcript, v. II, p. 119\nSee Exhibit 381] . Because LRSD has spent more than PCSSD in its interdistrict schools. this Court finds that LRSD should not be barred from 18recovering under the Pooling Agreement based on the failure to \"equalize. II E. Why is there no central account into which pooled moneys are deposited? 36. No central account was ever established, apparently, because no agreement was ever reached with regard to equalizing instructional budgets. Even so, this Court finds that a central pooling account is not essential to the functioning of the Pooling Agreement. The worksheets presented by Dr. Stewart at trial demonstrate that the Pooling Agreement can easily be administered by payments between the districts. This Court leaves it to the parties to determine the most efficient means of implementing this aspect of the agreement. 37. The overall cost of the Pooling Agreement is equally divided among LRSD and PCSSD. For example, although for the 1994- 95 school year PCSSD owes LRSD $520,512.00 [Exhibit 382], LRSD lost approximately $1.6 million in state aid it otherwise would have received. whereas PCSSD lost only approximately $600,000.00. 15 Thus, the payment of $520,512.00 to LRSD works to equalize to costs between the districts. [Transcript, v. II, p. 141-42]. CONCLUSIONS OF LAW 1. The present case concerns interpretation of a judicially approved settlement agreement which has been incorporated into a consent decree. For the purpose of interpretation. \"consent ^The exact amount may be calculated by multiplying the loss in ADM by the SBER. [Transcript, v. II, p. 141]. 19decrees are to be construed as contracts. 11 United States v. City of Fort Smith. 760 F.2d 231, 233-34 (Sth Cir. 1985). \"Therefore, fundamental principles of contract interpretation under relevant state law apply when a court is presented with the task of interpreting the provisions of a consent decree.\" United States v. City of Northlake. 942 F.2d 1164, 1167 (7th Cir. 1991). However, II [t]he interpretation of a consent decree should be a practical enterprise. influenced. perhaps, by technical rules of construction, but not controlled by them. II Little Rock School District V. Pulaski County Special School District, 60 F.3d 435, 436 (Sth Cir. 1995) . 2. Where a consent decree is free from ambiguity. its construction is a matter of law for the Court. See Floyd v. Otter Creek Homeowners's Ass'n. 742 S.W.2d 120, 123 (Ark. App. 1988)\nsee also San Francisco NAACP v. State Dept, of Educ.. 869 F.2d 412, 413 (9th Cir. 1990)(\"The scope of a consent decree must be discerned within its four corners, and not by reference to what might satisfy the purpose of one of the parties . . .\") quoting. United States v. Armour \u0026amp; Co.. 402 U.S. 673, 682 (1971). This Court finds the Pooling Agreement is unambiguous with regard to the relevant population for dividing the pooled funds. The Pooling Agreement clearly states that the funds are to be pooled \"for the education of all Interdistrict School students.\" [Settlement Agreement  2, 5 0(3)]. Therefore, the relevant population for dividing the pool is the total number of students attending interdistrict schools. PCSSD argues that a LRSD employee agreed that the pool 20 3.should be divided based on the number of M-to-M students. Even assuming this to be true, this argument fails for two reasons. First, it is well-settled under Arkansas law that only a school district's board of directors has authority to enter into contracts on behalf of the school district. See Responsive Environments Corp. V. Pulaski County Special School District. 366 F.Supp. 241, 245 (E.D.Ark. 1973)\nsee also Hart v. Bridges, 786 S.W.2d 589 (Ark. App. 1990). The LRSD Board of Directors never voted to modify the Pooling Agreement as suggested by PCSSD. Second, modification an agreement requires consideration other than the consideration involved in the existing agreement. Sorrells v. Bailey Cattle Co.. 595 S.W.2d 950, 956 (Ark. App. 1980). There is no consideration which would support modifying the Pooling Agreement to benefit only M-to-M students. Therefore, this Court rejects PCSSD's argument that LRSD agreed to any modification the Pooling Agreement. 4. Where the plain language of consent decree IS ambiguous. extrinsic or parol evidence must be considered to determine the intent of the parties at the time they entered into the agreement. Dodson V. Dodson, 825 S,W.2d 608, 610-11 (Ark. App. 1992)\nsee also Northlake. 942 F.2d at 1167\nSan Francisco NAACP. 869 F.2d at 413. This Court finds the Pooling Agreement to be ambiguous with regard to two issues. 5. First, was the Pooling Agreement a means to facilitate equalization? For the reasons set forth above, this Court finds that it was. 6. Second, what is an \"instructional budget\"? For the 21 areasons set forth above, this Court finds that \"instructional budget\" was intended to include all costs incurred at interdistrict schools except transportation costs and capital costs. 7. Because of the ambiguity related to the above issues, it has been suggested that there was never any \"meeting of the minds,\" and therefore, never a binding agreement. This is not so. A \"meeting of the minds\" requires merely \"objective indicators of agreement. II Crain Industries, Inc, V. Cass, 810 S.W.2d 910, 916 (Ark. 1991). The Arkansas Court of Appeals has explained: Although it is essential to the finality and completeness of assent that all terms should be definitely agreed upon. [citation omitted] , it does not follow that the parties must share identical subjective opinions as to the meaning of those terms before a valid contract can be formed. Dziqa v. Muradian Business Brokers. 773 S.W.2d 106, 107 (Ark. App. 1989) . Therefore, a II meeting of the minds II requires only that the parties assent to the terms of the agreement and evidence an intent to be bound by those terms. 8. Heller described the terms of the Pooling Agreement to the Special Master, and counsel for both parties indicated their intent to be bound by those terms. [Transcript, v. I, p. 122-125]. Accordingly, this Court finds that there was a \"meeting of the minds II sufficient to create a binding agreement. WHEREFORE, IT IS HEREBY ORDERED AND ADJUDGED: 1. That the pool be distributed consistent with this Order for the 1991-92 school year to the present\nand. 2. That the parties to agree on a per pupil instructional budget for the all interdistrict schools for the 1996-97 school 22year so that instructional budgets of the interdistrict schools will be equalized beginning that school year. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT Christopher Heller John C. Pendley, Jr. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By:. L.:( 0 Christophe (^r No. 8: J. leTf^ Heller / I 1083 23CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the followir^ by depositing copy of same in the United States mail on this of January, 1996: 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 #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown 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 istopher her Heller] 24FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY (I922-Ie4) ROBERT V. LIOHT. P.A. WILLIAM H. SUTTON. P.A. JAMES W. MOORE BYRON M. EISEMAN. JR.. P.A JOE 0. 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. OAVIS. 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. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III. P.A. 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 ROBBEN MURRAY. 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. A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX NO. 601-376*2147 January 26, 1996 JSN 2 9 1996 CLYDE 'TAI* TURNER. P.A. CALVIN J. HALL, P.A. SCOTT 3. LANCASTER, P.A. JERRY L. MALONE, P.A. M. OAYLE CORLEY. P.A. ROBERT B. BEACH. JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. H. CHARLES OSCHWENO, JR., P.A. HARRY A. LIOHT. P.A. SCOTT H. TUCKER. P.A. JOHN CLAYTON RANDOLPH, P.A. GUY ALTON WADE, P.A. PRICE C. GARDNER, P.A. J. MICHAEL PICKENS, P.A. TONIA P. JONES, P.A. DAVID 0. WILSON. P.A. JEFFREY H. MOORE. P.A. ANDREW T. TURNER DAVID M. GRAF CARLA G. SPAINHOUR JOHN C. FENDLEY. JR. ALLISON GRAVES JONANN C. ROOSEVELT R. CHRISTOPHER LAWSON GREGORY 0. TAYLOR TONY L. WILCOX FRAN C . HICKMAN SETTY J. OEMORY BARBARA J. RAND JAMES W . SMITH CLIFFORD W. PLUNKETT WILL BONO DANIEL L. HERRINGTON Office of Desegregation Monitonng cauMiu WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR., P B.S. CLARK WILLIAM L. TERRY. P.A. WILLIAM L. PATTON. JR.. P.A. TRITCR'S birsct mo. Hon. James W. McCormack Clerk of Court United States District Court Eastern District of Arkansas 600 W. Capitol, Suite 402 Little Rock, AR 72201-3325 (601) 370*3323 Re: Little Rock School District, et al vs. Pulaski County Special School District, et al USDC No. LR-C-82-866 Dear Mr. McCormack Enclosed herewith please find an original and three copies of the Little Rock School District's Notice of Filing of Depositions of Dr. Ruth Steele and Bobby Lester with regard to the above- captioned matter. to us. record. Please file same and return a file marked copy By copy of this letter we are serving all counsel of Sincerely, Ji in C./ Fendley, Jr I U 3 u -iCT JCFjr/cf Enclosures cc: Mr. Mr. Mr. Mr. John Walker (w/encl.) Sam Jones (w/encl.) Steve Jones (w/encl.) Richard Roachell )(w/encl.) Ann Brown (w/encl.) Mr. Timothy G. Gauger (w/encl.)I IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS V, NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS NOTICE OF FILING OF DEPOSITIONS OF DR. RUTH STEELE AND BOBBY LESTER Little Rock School District, for its Notice of Filing, states: 1. The following documents are being filed and made a part of the record in the above-styled case: (a) Deposition of Dr. Ruth Steele, taken December 8, 1995\n(b) Deposition of Bobby Lester, taken December 8, 1995 Respectfully submitted. Christopher Heller John C. Fendley, Jr. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building 400 West Capitol Avenue Little Rock, Arkansas 501/376-2011 72201-3493 Attorneys for LRSD By: / \u0026lt;\nf:\\hcxDB\\laodlayMnd\\lnd-puljial CERTIFICATE OF SERVICE I certify that a copy of the foregoing pleadini served on the following counsel on this day of has been 54 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 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 f:\\hoin6\\fcndiey'J/d'Jnd-pul jw IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, et. al. PIAIUTIEFS V. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT DEFEZCANTS LORENE JOSHUA, et.al. INTERVENORS KATHERINE W. KNIGHT, et.al. INTERVENORS APPEARANCES DEPOSITION OF DR. RUTH STEELE TAKEN IN LITTLE ROCK, ARKANSAS FRIDAY, DECEMBER 8, 1995 AT INSTANCE OF DEFENDANTS  ON BEHALF OF THE PLAINTIFF: CHRIS HELLER, ESQ. CLAY FENDLEY, ESQ. Friday, Eldredge and Clark 400 West Capitol AV Little Rock, AR 72201 ON BEHALF OF THE DEFENDANT: M. SAMUEL JONES, ESQ. Wright, Lindsey and Jennings 200 West Capitol AV Little Rock, AR 72201 COPY I irieieieificie'itieir GIBSON^RANTON REPORTING SERVICE2 APPEARANCES STIPULATIONS WITNESS SWORN EXAMINATION BY MR. JONES CONTENTS PAGE 1 3 4 4 COURT REPORTER'S CERTIFICATE 27 GIBSON-BRANTON REPORTING SERVICE fc\nn.'3 STIPULATIONS The deposition of DR. RUTH STEELE, produced, sworn and examined in the offices of Wright, Lindsey and Jennings, 200 West Capitol Avenue, Little Rock, Arkansas, commencing at 10:10 a.m. on Friday, December 8, 1995 in the captioned cause at the instance of the counsel for the Defendants, said deposition being taken according to the terms and provisions of the Federal Rules of Civil Procedure. It is stipulated and agreed that all forms and formalities in the taking, transcribing, forwarding and filing of said deposition are hereby waived by the parties. the right being expressly reserved to object to the testimony of the witness at the time of trial as to responsiveness. competency, relevancy and materiality, other than those with respect to the form of the questions as propounded to the witness. GIBSON-BRANTON REPORTING SERVICE4 1 2 THEREUPON, DR. RUTH STEELE 3 having been called to testify, was duly sworn and testified 4 as follows: 5 EXAMINATION 6 BY MR. JONES: 7 Q Who are you? 8 A Ruth Steele. 9 Ruth, help me. Q Can you give me the dates in which you 10 became the Little Rock superintendent, and the date that you 11 left? 12 A In July of 1989 and to June 30, 1992. 13 Q And I trust Chris has told you why you're here? 14 A Yes . 15 Q Okay. Before I get into the obvious questions, have you 16 had occasion to review anything in writing to help you get 17 ready for the deposition today? 18 A A little bit of the settlement agreement, and some 19 factual information that showed some budget figures, and 20 things of that nature. 21 Q Can you be more specific on the latter? 22 A I think it was a work-up sheet that was produced by 23 someone at the Pulaski County School District, showing a 24 scenario of M to M payments, and that sort of thing. 25 Q Before you reviewed that recently, had you ever seen it GIBSON-BRANTON REPORTING SERVICE r5011 22M91 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 5 or something like it? A Q No, I had not seen anything like that. Okay. reviewed? A Q A Q A No. Anything else that you can recall that you Any -- did you review anybody's testimony? No. Did Chris or anyone else summarize that for you? He talked a little bit about the not about anybody's testimony. Q A no, I don't think Or anybody's position, or anything like that? We just reviewed some general types of ideas, thoughts. comments from that Don had made, that Chip had made just to kind of help me to recollect some of the things that were occurring around the time frame that we're talking about. Q What I want to ask you to do -- understanding that we're going to get down to late September of 1989 -- can you capsule for me your recollection of what was still an issue regarding the financial settlement with the state as we entered those hearings before Mr. McCutcheon in late September of '89? A One of the issues had to do with the methods of funding for the interdistrict schools, and the problems about the actual payments, and how those would be handled. There had been a lot of prior issues over the release of GIBSON-BRANTON REPORTING SERVICE1 6 funds -- whether or not there was actually an agreement that 2 could be acted upon, based on the problems with the -- that 3 we had with the legislature first approving it, and then the 4 appropriations bill being struck, and then Nap Murphy losing 5 his key, and then the third and final decision from the 6 legislature about the capping the amount of money, and not 7 really agreeing in substance to anything other than a cap, in 8 terms of the money, except for those things which had already 9 been agreed to, like the M to M money, and transportation. 10 and that kind of thing. 11 And as the hearings began, do you have a recollection of 12 any issues that were still out there between the parties -- 13 particularly the county and Little Rock? 14 15 16 17 18 19 20 21 22 23 The discussions about the interdistrict schools. was one of the things discussed. with the That And then the discussion with McCutcheon over whether or not there was an executable agreement, it seems to me were those were primarily the things that I remember being an issue then. Do you remember anything occurring during the course of those hearings that prompted the parties to engage in further negotiations? I remember there was a there was a room that we several of us were coming in and out. There was an issue Q A Q A 24 over the funding of the interdistrict schools and the poolinc 25 of the how that would work. And there were some GIBSON-8RANTON REPORTING SERVICE7 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 discussions between Chris and you, and others that you were engaged in some discussion around, around that. And the -- primarily that's what I recall was going on at that particular time. Q Do you recall any specifics at all about pooling -- where the term came from, what it meant -- anything like that? A be What I understood that it meant was that the money would that would be forthcoming from the state in terms of the sending and receiving districts, and the amount that would be contributed, that would be pooled\nand that that would be used -- that pooled money would be used for the education of students attending the interdistrict schools. And that's what and that the amount that would be spent would be equalized so that no students from either district would be penalized in terms of a per pupil expenditure that would be identified for them as they attended those schools, in the event that two were eventually established -- one in Little Rock and one in Pulaski County. Q Do you have any recollection of why pooling came into existence? A It's -- my recollection is that it came into existence because we were attempting to establish, based on the magnet school model, that there would be an equitable, same amount of money that would be spent in the interests of furthering GIBS0N-8RANT0N REPORTING SERVICE1 8 desegregation to those types of schools. 2 That's what I recall. 3 Q I take it, then, that you do not have any recollection 4 that would involve settling an issue, like who got what part 5 of the funds the state was willing to provide? 6 A Well, the sending district was to receive --or was to 7 contribute half its table rate. And the host district was to 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 receive the full cost of educating the child, is what I remember about the distribution of the money\nand that the $200,000 per year that Pulaski County was going to get for a five-year period would be contributed toward that pool. Do you have any recollection of why the county was going to contribute $200,000 a year? The only thing that I remember is that there were some difference in the amount of money per pupil that the county expended in educating its students, as compared with what Little Rock was spending to educate students\nand that that amount of money was perhaps going to be used for that purpose -- to equalize all of that, as a part of that. Let me just try kind of a general question. Is there anything else that you can recall being either debated or resolved in that room outside of the court room during the course of those hearings? There were, as I recall from the discussions, there were -- there was agreement as to the fact that the interdistrict GIBSON-BRANTON REPORTING SERUICE 8 9 Q A Q A -501^'224^4099 10 11 12 13 14 15 16 17 schools would be funded along the same general types of procedures as the magnet schools. amount established. There would be a per pupil There would be equalized funding, which would come from the pool that was generated through funds from Little Rock and from Pulaski County. And that the application of that would be for all of the students that were attending the interdistrict schools, not simply those sent or received\nbut that that would apply to the total student population in the interdistrict school.\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":"gych_rbrl1750ohd_002","title":"A life of public service : a conversation with Judge Griffin B. Bell, 15 June 2004.","collection_id":"gych_rbrl1750ohd","collection_title":"Richard B. Russell Library Oral History Documentary collection, 1986-2006","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["Bell, Griffin B., 1918-2009","Shipp, Bill"],"dc_date":["2004-06-15"],"dcterms_description":["Griffin Boyette Bell was born October 31, 1918, in Sumter County, Georgia. After attending Georgia Southwestern College for a time, Bell left to work in his father's tire store in Americus. He was drafted in 1942, serving in the Army Quartermaster Corps and the Transportation Corps at Fort Lee, Virginia. Upon his discharge in 1946, he enrolled in Mercer University Law School, and became city attorney of Warner Robins before graduating or passing the Georgia bar exam. Following his graduation he worked in Savannah and Rome before joining in 1953 the law firm that would become King and Spalding in Atlanta. His interest in politics led to his appointment to chief of staff for Governor Ernest Vandiver and his subsequent involvement with the Sibley Commission, organized to oversee desegregation of Georgia's public schools. In 1961 President John F. Kennedy appointed Bell to the Fifth U.S. Circuit Court of Appeals, and he spent 14 years on the bench, returning to King and Spalding only to be nominated U.S. Attorney General by Jimmy Carter in 1976. He served in that position from 1977 to 1979, returning to Atlanta to practice law. He led investigations of E.F. Hutton in 1985 and the Exxon Valdez oil spill in 1989, and also served on the Commission of Federal Ethics Law Reform at the request of President George H.W. Bush.","Interviewed by Bill Shipp.","Bill Shipp interviews Griffin Bell about his career and his tenure as U.S. Attorney General (1977-1979). Bell comments on the integration of Georgia schools and the University of Georgia, the Kennedy presidential campaign in Georgia, and Martin Luther King's releases from jail in Georgia. Griffin discusses the abolished county unit system and on the E.F. Hutton and Exxon Valdez cases. Bell recalls his time as an attorney supporting the civil rights movement, his relationship with Charlie Block, and the confirmation of Judge Alex Lawrence. He reflects on the estrangement between President Johnson and Richard B. Russell and his own confirmation as attorney general. Bell discusses his time as attorney general under President Carter, attending the Conference on Security and Cooperation in Europe, and his support of President George H.W. Bush. Bell also weighs in on the Iran-Contra affair, his role in the Florida Election Controversy, and the Watergate source Deep Throat.","Related collections in the repository: Richard B. Russell Library Oral History Collection; Reflections on Georgia Politics Oral History Collection (ROGP 015) Griffin Bell; Harold Paulk (Hal) Henderson, Sr. Oral History Collection (OHVAN07) Griffin Bell."],"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Richard B. Russell Library Oral History Documentary collection, 1986-2006","http://russelldoc.galib.uga.edu/russell/view?docId=ead/RBRL175OHD-ead.xml"],"dcterms_subject":["College integration","Civil rights movements--United States--History","Iran-Contra Affair, 1985-1990","United States","Civil rights movements","Attorneys general--United States--Interviews","University of Georgia","Georgia--Athens","Presidents--Elections","Judges--Georgia--Interviews","College integration--Georgia--Athens--History","Political campaigns--United States","Attorneys general","School integration--Georgia--History","Judges","Georgia","Political campaigns","School integration","Watergate Affair, 1972-1974"],"dcterms_title":["A life of public service : a conversation with Judge Griffin B. Bell, 15 June 2004."],"dcterms_type":["MovingImage"],"dcterms_provenance":["Richard B. Russell Library for Political Research and Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://purl.libs.uga.edu/russell/RBRL175OHD-002/ohms"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Richard B. Russell Library Oral History Documentary Collection, OHD 002, Richard B. Russell Library for Political Research and Studies, University of Georgia Libraries, Athens, Georgia, 30602-1641."],"dlg_local_right":["Resources may be used under the guidelines described by the U.S. Copyright Office in Section 107, Title 17, United States Code (Fair use). Parties interested in production or commercial use of the resources should contact the Russell Library for a fee schedule."],"dcterms_medium":["interviews","oral histories (literary works)","histories (literary works)"],"dcterms_extent":["1 interview (84 min.) : sd., col."],"dlg_subject_personal":["Kennedy, John F. (John Fitzgerald), 1917-1963","Carter, Jimmy, 1924-","King, Martin Luther, Jr., 1929-1968","Bush, George, 1924-2018","Felt, W. Mark, 1913-2008","Bell, Griffin B., 1918-2009"],"dcterms_subject_fast":null,"fulltext":"SHIPP: We're pleased and honored to talk this morning with Judge Griffin B. Bell who's public and private career spans more than a half century and who has seen and participated in more Georgia history than anyone I can think of. A native of Americus, he recently retired from the prestigious King and Spalding law firm where he handled numerous internationally important cases. He has served as a United States appellate judge, attorney general of the United States, and advisor to both democratic and republican presidents not to mention to several Georgia governors. In my judgment, he ranks high among the most influential Georgians of the twentieth century. Almost from the beginning of his career he was recognized as a skilled political operative. Judge, we won't start from the very beginning just yet, but let's go back to 1959 when you were chief of staff to Governor Ernie Vandiver. Those are very tense times and Georgia was at a crossroads. Let's talk about that time and your role in what happened. \r\nBELL: Well, Ernie was elected and he had promised that there'd be no school integration. After he was elected but before he took office the Supreme Court handed down the second Little Rock case in which it said among other things that even violence was not an excuse not to integrate the schools. It became clear then to several of us that he couldn't carry out his pledge, that there would be no integration. So, he appointed me his chairman of a lawyer committee of five lawyers including me to see what they were doing in the other southeastern states. We went to several other states, talked with the governors and attorney generals. I came back and reported to him that they--none of them had any better plan than we had, which is none. No one had the answer. You either had to follow the Supreme Court decision or we'd have chaos. Many people wanted to close the schools, said, \"Just go out of the education business.\" But that it was some thought that you could do that. Just a short time after that the Supreme Court held on a case in Virginia that had to open the schools. They had closed the schools. So that would not have worked but we didn't know that at the time. So there was a good deal of agitation in places like Atlanta where they wanted to save the public schools--had something called \"Save the Public Schools\" even though they were going to integrate. And state law prohibited that. \r\nSHIPP: And Vandiver was stuck with a \"No, not one\" promise, right? \r\nBELL: Not only a promise but during the Marvin Griffin administration we had passed all these laws including a new flag to keep down any kind of integration so schools could not integrate they would--it's against the state law. So we came to the conclusion that we either had to keep the schools open or close them, at the time we thought we could. So I suggested to the governor that we appoint a commission to have hearings, public hearings and let the people speak to see what the people wanted to do. So we thought of something called A Sibley Commission which has a story in itself. Mr. John Sibley was chosen by Governor Vandiver to be the Chairman. I drew it up and he said he'd agree to it if he could get the right chairman. And I said, \"Who do you want?\" And he said, \"John Sibley.\" So I spoke with Mr. Sibley and he said he wanted to talk to the governor, he wanted to be sure this was not a sham or some sort, that it was genuine effort to solve a problem. So he and Ernie met and Ernie reassured him and so he agreed to be the chairman and the members of the commission were picked by heads of organizations all over the state, like Farm Bureau and some from the Senate, some from the House. We didn't have an organization for Mr. Sibley but we found out he was President of the University of Georgia Alumni society so we put that in his resolution. \r\nSHIPP: (laughter) To qualify him. \r\nBELL: To qualify him. And he became the chairman and they had ten hearings, ten congressional districts and ten hearings. They were very tumultuous; some more so than others. But people spoke, it was an amazing thing in a democracy why people get stirred up they'll speak. And they were speaking both ways. And it became clear then we had to do something and we had to get rid of the laws and let the local control take over. And so Ernie, the governor, decided that he would have a special session of the legislature and he addressed the legislature at night, the first night and told them we had to repeal all these laws that had just been passed a few years earlier and let people do whatever they wanted to do on a local level. And that's what happened. We appealed all the laws. It was an amazing defeat actually that--change public opinion that fast. \r\nSHIPP: Wasn't there a fire storm in controversy that Vandiver betrayed what he said he would do--? \r\nBELL: Oh yeah, about like the flag fight? \r\nSHIPP: Right. \r\nBELL: In recent days. But he just had to do that. It came to a head with Judge Bootle ordered the University of Georgia integrated, that's what broke the dam. And Vandiver either had to close the University of Georgia or let the two students in. That's when he had the famous meeting at the mansion. \r\nSHIPP: Tell us about that. \r\nBELL: Well, he called--in the old governor's mansion--he called all the leaders, all his supporters, Mr. Jim Gillis, Dixon Knox who's from the Highway Department, the speaker of the house, the floor leader and president of the Senate, he had them all there. I think it was twenty three people; I was there just as his Chief of Staff. So I witnessed this. And he told a group that he came to tell them that he was not going to--he couldn't bring himself to close the University of Georgia. And he said, \"I have to carry out the court order and I know you're disappointed in me and I called the meeting to tell you all goodbye. I know you want to resign.\" And he told Mr. Gillis, starting with Mr. Gillis and thanked him for all he'd done for him, helped him get elected, told him he'd miss him and he kept going down the line. Finally he hit Frank Twitty. And Twitty says, \"Governor, don't tell me goodbye. I'm not going anywhere.\" Then the next one was Carl Sanders and he said the same thing. Before it was over no one left. \r\nSHIPP: Including Gillis? \r\nBELL: Not one left. It was an amazing feat. \r\nSHIPP: Let me add an editorial comment here Judge. I think you are more responsible than anyone for making, pulling Georgia ahead of Alabama and Mississippi by seeing that Sibley Commission got off the ground and saved the public schools. \r\nBELL: That and the University of Georgia. \r\nSHIPP: And the University of Georgia. We did not have chaos. \r\nBELL: That's right. Those two things changed the course of history in Georgia and got us ahead of the rest of the Southeast. \r\nSHIPP: And I think you deserve much credit for that. Let's move up to 1960 and you were co-chair of the Kennedy Campaign in Georgia and I believe that was a high water mark for the Democratic Party in this state. Tell everybody that and then your chair, the other co-chair was Taxi Smith, right? \r\nBELL: No, it was George L. Smith, speaker of the House. \r\nSHIPP: George L. Smith, right. \r\nBELL: Well, George L. was, you know, George L. left the campaign after Governor Vandiver was able to get Martin Luther King out of jail. At that point, that was a very unpopular thing for Vandiver to do. \r\nSHIPP: Okay, we need to put that in kind of context. At one point King was leading demonstrations--tell about that episode, \r\nBELL: Well, King had become a Civil Rights leader of the highest order. And he had some traffic charges in DeKalb County--he'd been probated--so he was arrested for violating his probation and the judge sent him to Reidsville, didn't leave him in the DeKalb County Jail. \r\nSHIPP: Judge Oscar Mitchell, wasn't it? \r\nBELL: Yeah, sent him to Reidsville. So President Kennedy called Governor Vandiver and asked him--suggested to him that maybe he could get him out of jail. And so Governor Vandiver arranged that and had him released. He had to--the condition to getting him out was that Judge Mitchell said the President hd to call him, ask him. Well Bobby Kennedy called him, actually and got the job done. Got Dr. King released. But this was not well received in Georgia amongst a lot of people and George L. thought he might lose his seat in the legislature so he returned to Swainsboro. \r\nSHIPP: And left you holding the Kennedy bag, right? [Shipp chuckles] \r\nBELL: Right. Left me with it. \r\nSHIPP: How did you manage, as I recall, Kennedy swept Georgia by a huge margin. \r\nBELL: Well, we had it organized. We got--all our congressmen were democrats. Both senators were democrats so I was able to get their list of key supporters, from every one of them. And so we organized every county, every town of any size. We had committees. And Georgia never been organized like that before or since I don't believe. \r\nSHIPP: But he was a catholic from New England who didn't have a great deal in common with the average. \r\nBELL: No, but we had the whole--at that time the Democratic Party in Georgia was strong. And if you got all these key people you could carry anything. And that's what happened. And we carried Georgia by the greatest majority of any state in the nation for candidate. It was really another thing that happened that was I think had a lot to do with it, we had this--Nixon came to Atlanta and had a huge crowd. We were worried that we couldn't get that many people to the Kennedy rally so we decided to have it at Warm Springs. And the Governor had a speech writer named Ed Lynn Bridges who was--lived during Roosevelt's time. He wrote a speech that sounded exactly like Roosevelt for Vandiver to deliver and he delivered it when he introduced Kennedy. And they let all the schools turn out in that area of Georgia so wherever the motorcade went there were school children. And there's a huge crowd of people there and it was like Roosevelt running again, and that turned it right there. \r\nSHIPP: Was Nixon being totally rejected and the people that swept--went for Kennedy? \r\nBELL: Yeah. But if we'd had to rally in Atlanta we couldn't be certain we'd have a big crowd like that. And we never could have got another [unintelligible] of Roosevelt. \r\nSHIPP: I'm right. That was a high watermark for the Democrats up until Carter ran the first time. \r\nBELL: Oh, no question about it. I think the majority then was a larger than the Carter election even. I'm not certain of that but it was a high watermark. \r\nSHIPP: Well, partly-- \r\nBELL: We had ten Georgia congressmen and two Senators, all Democratic Party. \r\nSHIPP: Partly as a reward for that and partly because of your great legal talents you went to the 5th Circuit Court of Appeals which turn out to be another battle ground of integration and-- \r\nBELL: Well, I'd got with it being a battle ground. (laughter) \r\nSHIPP: How about the-- \r\nBELL: While I was on the court about a week before President Kennedy was assassinated Bobby Kennedy came through Atlanta and I went to lunch with him at the Capital City Club and President Kennedy called at me. He went outside to take the call out in the hall, came back and said President wants to speak to you. So I went out there and he said, \"Are you bored with your new job?\" I said, \"No, I couldn't stand any more excitement than we're having.\" He said, \"Well, if you get bored get in touch with me I'll get you another job.\" \r\nSHIPP: But talk about some of the cases. Didn't you hand down the opinion on the United States or the order United States v. Ross Barnett in the Meredith--? \r\nBELL: I did. Also I had to--I wrote the opinion in the county unit decision. \r\nSHIPP: Oh, the county unit system--handed down in 1962. A lot of our viewers may not know how what a significant--that changed everything in Georgia politics. \r\nBELL: It changed politics, right. \r\nSHIPP: Describe that for us and what the significance of that. \r\nBELL: There'd been many cases attacking the Georgia county unit system which was totally unfair. Had units for all the unpopular vote and the largest county, Fulton, got six units and the smallest county, Echols, got two. That gives you an idea how unfair it was. It was patterned after the Electoral College but it was not geared to population. \r\nSHIPP: (laughter) One small difference. \r\nBELL: One small difference. So, there had been many suits before attacking the county unit system but the Supreme Court had always held that it was a political question over which the federal courts had no jurisdiction. In 1962 they handed down a case called Baker v. Carr in which they said the courts had jurisdiction. So somebody made it a file or a suit attacking the county unit system. That meant that we could decide the case; the court had jurisdiction. It had to be decided. Well it was a slam dunk when you think about how unfair it was. It had to be adjusted to the population. And we said they could have something commensurate with the Electoral College but it had to be geared to the population. And the Supreme Court even knocked that out, they said you couldn't expand it Electoral College to the states. That that was peculiar to the federal system and said you just had to have one person one vote, that's when the one person, one vote started. \r\nSHIPP: So the legislature did try to adjust the county unit system. \r\nBELL: Yep. They never-- \r\nSHIPP: And was not able to do it? \r\nBELL: Well, they didn't get around to it because it took an appeal of our decision and they were waiting and when the Supreme Court final decision had to be one person one vote they had to do away with it. They had a popular election and that was when I think got Callaway-Maddox time was-- \r\nSHIPP: But that ended the rural domination of the State House in Georgia? \r\nBELL: It did, yeah. Right. \r\nSHIPP: Was that a good thing? \r\nBELL: I think it was. I think it, you can't ever argue against fairness. It was unfair. Now, we turned the election--we turned the apparatus, the political apparatus over to people who were not experienced. That was not a good thing. You have to learn about politics and how to manage power. And we--I'm not certain we've learned it yet but we're struggling, we're working on it. \r\nSHIPP: But you have some other tough decisions, what with Heinz County big school desegregation thing? \r\nBELL: Yeah. \r\nSHIPP: And then we got into busing. Talk a little about that. \r\nBELL: I had more school cases than any judge, I think's ever had. I had 140 separate school districts and Judge Tuttle would send me to these hard cases like Augusta where they hang the District Judge in effigy and he recused himself and wouldn't go back over there. Judge Tuttle said for some reason people don't get as mad with you as they do with the rest of us. So, I'd get more cases than my share. And, but I never entered a busing order. I was totally opposed to busing to get a racial balance because I thought it was a disadvantage to the children. I thought children ought to have a guardian ad litem against the courts. Because it was almost like punishment, make them get up early in the morning, haul them off somewhere. \r\nSHIPP: But now some of your colleagues on the 5th District did have-- \r\nBELL: Oh, yeah. We had some buses-- \r\nSHIPP: Up in Charlotte, wasn't there a big bussing decision? \r\nBELL: Well, the bussed to get a racial balance in Charlotte. And the Supreme Court upheld that. And then at that time it was thought that the 5th Circuit judges would have to do the same thing. And they did to some extent. But by that time I left the bench. \r\nSHIPP: And you-- \r\nBELL: I never entered a bussing order. \r\nSHIPP: You resigned and you went back to King and Spalding, but during your time on the--the fourteen years and later you were on the short list for the Supreme Court under Kennedy, Nixon, Carter, and Reagan. Do you have any regrets you didn't go to the Supreme's Judge? \r\nBELL: None. None. And when Carter was there I never thought about going because I would have had to give him the recommendation for people to go on the court and people joked me about that and said you were supposed to get him on Attorney General and he ended up with the job. But, I had a list of people that I would have recommended to President Carter if he had a vacancy. \r\nSHIPP: Well you did-- \r\nBELL: I wouldn't recommend myself. \r\nSHIPP: Well you did select 150 new judges under Carter and up until that time more Hispanics and more blacks than ever before. \r\nBELL: And more women. \r\nSHIPP: And more women. \r\nBELL: Yeah. Well that was President Carter wanted to get that done and I was able to get it done. \r\nSHIPP: But that was not a completely happy marriage in the Carter Administration. \r\nBELL: No, but it took a lot of trade wood Senators too, to get some of those judges through. \r\nSHIPP: You resigned in 1979 and then-- \r\nBELL: '76. '79 I left the Justice Department. \r\nSHIPP: And came back to King and Spalding again. \r\nBELL: Right. \r\nSHIPP: And then you started handling some famous, very famous, legal cases. E.F. Hutton was one, the-- \r\nBELL: Exxon Valdez. \r\nSHIPP: Exxon Valdez. The DOW Corning. \r\nBELL: Yeah. \r\nSHIPP: Tell us about the E.F Hutton decision. That was the case. \r\nBELL: Well, there's a formal kiting. Some of the branches were kiting up on banks and a postal inspector in Harrisburg, Pennsylvania found--started the case. And Hutton eventually pleaded guilty, they had New York lawyers and they plead guilty to 2,000 felony counts, all having to do with the kiting. And at the time it looked like Hutton was on the rocks and they thought they ought to have an investigation by somebody to find out exactly what did happen so they could have a public showing of what happened and how they had cured it. So I was employed to do the investigation. It was one of the first big corporate investigations. It led us, in the law firm, to form a new section of the law firm called \"Special Matters\" that we still have that and it's, as you know, a private business. There's all sorts of corporate investigations going on in the country. \r\nSHIPP: All patterned after that E.F. Hutton investigation, right? \r\nBELL: Yeah. Yeah. \r\nSHIPP: You came out with a finding, almost like a court, right? \r\nBELL: I did, yeah. And had a press conference and announced--they asked me to make it public, have a press conference. Some of them didn't want to have any, publicity to what you find but most of them they will, they don't mind it. Dow Corning was one. Exxon Valdez was a big one. \r\nSHIPP: So, Exxon Valdez, there is still a ripple effect from that case going on. \r\nBELL: There're still arguing about the punitive damages verdict. That's still going on. \r\nSHIPP: And you were representing Exxon and-- \r\nBELL: I was representing to do the investigation, not in the litigation, subsequent litigation. My role was to find out what happened. And they had 14 shareholder suits pending against them and based on my investigation all of them were dismissed. So that part of it, that phase of it ended. \r\nSHIPP: Tolliver County, tell us about what happened there. \r\nBELL: Tolliver County was a small rural county near Augusta and it was a set up there. The Vice President of the Confederacy, Stevens home-- \r\nSHIPP: Little Alex. \r\nBELL: Yeah, Liberty Hall is in the capital of the -- I mean the county seat. And they had a swimming pool, there was a state park. Liberty Hall is in a state park. So the blacks wanted to use the swimming pool and they did. They gathered and had a march and used the swimming pool and this started--I was not present of course when this happened. I was down in Jacksonville holding court--I'll get to that in a minute. But this led to the school--they found out while they were there that they had been busing all of the white children over into the other adjoining counties and just left the public school black. So among other things Dr. King went over and he was, at one point, on the ground under a school bus so they couldn't move it. And they organized a move to get all the school children between Augusta and Atlanta to march on the capital. Judge Morgan and I were sitting on the bench in Jacksonville along with some other judge and Governor Sanders called me down there and said that they had a bad problem in Atlanta. He said the school children are about to march on the capital and there'd be thousands of people marching and he said, \"Arthur Bolden's here in my office and he tells me that there's a 3-judge district court case pending in Augusta arriving out of this controversy in Tolliver County.\" I said, \"I don't know anything about that.\" He said, \"Well you're the chairman of the court.\" I said, \"Well, the papers haven't reached me.\" He said, \"Well, we'd like to get an injunction against the march.\" I said, \"Governor, anything you want you'll have to file a motion.\" He said, \"Oh, we don't want to file a motion.\" I said, \"Well, you can't get any relief of that kind unless you file a motion.\" So that was the end of the thing. Well that day or the next day we got the papers on that case. And Judge Morgan and I both were assigned to Augusta. And they said they had an emergency because they'd put this twelve year old boy in jail for disturbing a worship and it moved him to Wilkes County for safe keeping. He's twelve years old. So the other Judge was Judge Scarlett, who was notoriously conservative as you remember. So, I called Judge Scarlett and said, \"Do you know the Sheriff of Wilkes County?\" He said he did. I said, \"Well, call him and tell him to transfer this prisoner back over there to Tolliver County. He's twelve years old, so he can get out on bond.\" Well he said, \"I couldn't do that.\" I said, \"Well then, meet us in Augusta in the morning.\" He said, \"I can't do that either.\" I said, \"Well, do one or the other. You either got to come to Augusta or you got to get him out of jail.\" So he got him out. And we got over to Augusta about a week or ten days later and started this hearing and the courthouse was full of people and they brought the twelve year old over and the sheriff and we started the hearing and it turned out to be a hearing about the schools. A real complaint was hauling these white children out of the county and leaving the schools black. So they had Charlie Block and Roy Harris and other--I've forgotten the other lawyers. But they all are great constitutional lawyers. And the case went on for about a week. Hollowell was there and Howard Moore. \r\nSHIPP: Who were black attorneys for the Civil Rights Movement? \r\nBELL: Yeah, right. The national press was there. Just scores of reporters, Reggie Murphy was a political reporter for the Constitution and he was there. And it finally dawned on me on what was going on. This was a setup where they were going to force us to put Mrs. Williams in jail. She was a school superintendent, a nice looking woman who was Judge Osgood Williams's sister-in-law here who was a judge in Atlanta. Her husband ran a drug store in this county. And so that was the plan. They were going to--we're going to order the children back, say they had to go to their own school and couldn't go to the next county. She was going to refuse that and then we'd have to put her in jail. And this was like a trap. So I sensed that and I during the night I woke up thinking what are we going to do here about this--have to do something. So I came up with the idea of putting the school board in the--the school system in receivership, making the state school superintendent the receiver. I asked Judge Morgan-- Judge Morgan and--Judge Carlton never did want to meet with Judge Morgan because he said he was a Disciple of Judge Tuttle who was another federal judge. \r\nSHIPP: Was that a way to say he was too liberal? \r\nBELL: Yeah. Meet with them separately. So Judge Morgan agreed to it and then I talked to Judge Scarlett and he said, \"I said I didn't want to put her in jail. And so I don't agree to it.\" So we entered an order, turned the school system over to the state school superintendent. Next morning in Savannah Morning News had an editorial in which they said that we were dictators. Judge Scarlett called me and said he wanted to get off the order. I said, \"It's too late. The order's been published and you can't get off after it's been published.\" So, that's the way they thing ended. And the state school superintendent took over and solved it. Now, never again was a school system put in receivership. But I'll bet you fifty times it was threatened. \r\nSHIPP: But that set the precedent and they knew what would happen. \r\nBELL: Yeah, they knew it could be done. When he got us out of there--later on Roy Harris, I saw Roy Harris at a meeting of the bar association and Roy said, \"Who's bright idea was it to put the school board in receivership?\" I said, \"Well, I had something to do with it.\" He said, \"I knew that. I knew you were going to figure that out.\" \r\nSHIPP: Now Roy Harris had been former Speaker of the House and was a big political king maker in the state and was one of the founders of the White Citizens Council. \r\nBELL: Right. Anyway, that was--and the whole thing finally wound down and ended in a-- I don't know what's ever become of the school system but the county's ninety-five percent black. \r\nSHIPP: Crawfordville, the county seat. \r\nBELL: The most humorous thing that happened in the trial was they brought an elderly colored man, a witness for some reason, and I asked him if he saw anyone disturbing the worship. Said he didn't. I said, \"Did you see any worship?\" He said, \"I never did.\" He said, \"There was a man there reading the bible.\" Said, \"He was a sign painter and he was standing out in the park reading the bible and that's the only religious thing I saw happening.\" I said, \"Is he in the courtroom? That man?\" He said, \"He's back there on the back row.\" I said, \"Which one is he?\" Said, \"The one with the shades on.\" (Shipp laughs) Fellow had dark glasses on sitting back there. That was a worship for which they had put the twelve year old boy in jail and sent him to the next county for safe keeping. \r\nSHIPP: Did you ever meet with Dr. King? \r\nBELL: I never did. \r\nSHIPP: You've never met Dr. King? You met with Hollowell and his attorneys? \r\nBELL: I just met with the lawyers, C. B. King from Albany was another one that was always coming to the office with some kind of paper. \r\nSHIPP: Who later ran for governor. \r\nBELL: Yeah. \r\nSHIPP: In 1970-- \r\nBELL: And Drew Days, that I appointed head of Civil Rights division at the Department of Justice was with the Ink Fund and he had more school cases than any lawyer in all the cases I had which is about 140. \r\nSHIPP: And the Ink Fund was the NAACP's legal defense fund, right? \r\nBELL: He was a fine young lawyer. And I settled a lot of cases between the school board lawyers and Drew. So I picked him out to run the Civil Rights Division and did a great job. He's teaching at Yale Law School now. \r\nSHIPP: Judge, we spoke earlier about Charlie Block who was a notable constitutional lawyer from Macon and also represented I think Southern Railroad. Tell us a little bit about Mr. Block and your relationship with him and (unintelligible). \r\nBELL: Well, he's a much older person than me, at the time, but he was a very respected lawyer that had a long distinguished career and he'd gotten off representing the governor in some of these--Governor Griffin and Governor Talmadge, was a big Talmadge supporter. And he became what we called a constitutional lawyer on the integration matters. And he was a great states writer and he thought that the states had retained more power than it turns out they had. And that was his philosophy. And he was also the General State Council for the Southern Railroad. And he had a wide litigation practice on that account; Southern Railroad did a lot of litigating in those days. So he was in the Tolliver County case, he's in many cases but I haven't--I was a judge in that case. And--along with Roy Harris and some other lawyers that I told you earlier. He also once came to see me to complain about Judge Morgan, a federal district judge and one of my colleagues. He said Judge Morgan had made the statement that, \"Southern Railroad ought to pay more than their share of the taxes because they were using up more than their share of the courts with their litigation stance.\" And I told him I was glad to talk with him but I hated to disappoint him but I agreed with Judge Morgan. I thought maybe they should. \r\nSHIPP: Because at that time Southern Railroad didn't settle any case. \r\nBELL: They never did settle any case and wanted to put everything in the court. That was just a light moment. But he was quite serious about his complaint, but I made a light moment out of it. \r\nSHIPP: How about telling us about the controversy of the confirmation of Judge Alex Lawrence and the estrangement that occurred, apparently, between Senator Russell and President Johnson. \r\nBELL: Judge Lawrence was probably among the top ten lawyers in Georgia. And he was nominated by Senator Russell to be a district judge--he was recommended as a [unintelligible] for nomination to be a district judge in Southern district of Georgia, Savannah. And Ramsey Clark was opposed to him-- \r\nSHIPP: Who was the attorney general? \r\nBELL: He was attorney general. He was opposed to him on account of a speech he made shortly after the Brown decision, many years before to the Daughters of the American Revolution in which he as speaking of the Brown decision said, \"Tyranny now comes--wears black robes.\" And Russell was pushing the nomination and went to see Johnson and finally, about it, and finally President Johnson overruled Ramsey and appointed Judge Lawrence. But the American Bar had turned him down. He was one of the best qualified judges there's ever been but the American Barr somehow noticed, committee they had, found him unqualified. So, the American Bar was asked to reinvestigate him and the lawyer from Chicago that they appointed somehow or another mysteriously came to my office at the court house and asked me if I knew Judge Lawrence and so forth and asked me to tell him--give him some names of people to talk to about Judge Lawrence. I said, \"Well, then tell me who was in interviewed the last time by the ABA.\" And he did. So I gave him some more names. And at that time he got well qualified. \r\nSHIPP: Had the right names that time. \r\nBELL: Yeah, but anyway, that just caused an estrangement between Russell and Johnson. There's been a book written about it and Russell was embarrassed by the way he was treated and told Johnson so and said he'd embarrassed him before the people of Georgia. So when the Abe Fortas Department Chief Justice came up Russell blocked it. And I was talking to Senator Eastland who's chairman of the Judicial Committee and he said that Johnson called him to eat breakfast at the White House and told him that he'd talked with everybody and said everything's all set and I'm going to make Porter chief justice. Eastland said he talked to Dick Russell. He said, \"Oh yeah, there's no problem with him.\" He said, \"There was this morning before I--saw him later this morning and he was very much against him.\" And it was all tied to this event of blocking Judge Lawrence. \r\nSHIPP: And he did in fact block him? \r\nBELL: He did block him, yeah. Fortas didn't get to be the chief justice and that knocked out Homer Thornberry who was judge on the 5th Circuit from Texas who was one of Johnson's little friends. He was going to take Fortas's place. So he didn't get on the Supreme Court. All this happened, and to confirm that, Gene Patterson who used to be editor of the Constitution went to the Washington Post as one of the editors. He told me that after Johnson got out of office he had a meeting with the editors. Happened to be in Washington, and he told them one of the most disappointing things happened to him because of one obscure federal district judge appointment and he recited all of this to the editors. And that's the end of the story but that's a historic event in the way the nomination and confirmation process operates. \r\nSHIPP: Well, you ought to know something about that. When you came up for Attorney General you were not exactly treated with kid gloves before the judiciary committee. Talk a little bit about that confirmation process. \r\nBELL: That was one of the most disappointing things I've ever had to endure and I never--I've always said I'd never stand for confirmation in any other office. The Senate has no due process. And they just grill you and grill you. Grilled me for two weeks. At the end of the first week Senator Byrd called me to his office and told me he wanted me to get rid of--to save the FBI job, keep the man in there who had it. I said, \"President's already told me to replace that man.\" He said, \"Well, I'm telling you don't replace him.\" I said, \"I have to do what the President says.\" He said, \"Well, I'll tell you what I'm going to extend your hearing for another week and everybody in the country will come out of the woodwork and testify against you.\" I said, \"Well, you do what you have to do because I'm going to do what I have to do.\" And that's what he did. \r\nSHIPP: And in fact a large number of people did testify. \r\nBELL: Right. Including Julian Bond and a number of people they found here in Atlanta. And they--after one day of that I asked Senator Eastland who was Chairman if I could be excused so I left and I didn't stay in the Senate the last four days. I didn't want to sit there and have these people--I went back then to see if they had any questions they wanted to ask me. \r\nSHIPP: We spoke earlier about you being on the short list for the Supreme Court several times. Do you think you would have had to endure that same kind of grilling? \r\nBELL: Oh, absolutely. That was--until the Boyt and Thomas hearings I think mine was one of the worst. \r\nSHIPP: And you were not represented by counsel? \r\nBELL: I didn't have any lawyer. I just sat there by myself. I didn't have any dolts and didn't have anyone sitting with me. \r\nSHIPP: And you had no security. \r\nBELL: No security. \r\nSHIPP: Tell me why you had no security, not much while you were Attorney General, tell me why you-- \r\nBELL: I had a car, and I had a driver. And that's all. And somebody asked me why I didn't want security and I said, \"Well, I've been a federal judge in the south and I've spent many hearing days in Mississippi and Alabama and places like that. Nobody's ever bothered me yet so I don't believe I'm going to be bothered in Washington.\" And so I never did have any security. \r\nSHIPP: It's my understanding, you tell me whether I'm accurate or not, but the entire Georgia delegation with one exception, supported you for Attorney General-- \r\nBELL: Right-- \r\nSHIPP: And Congressman Carl Vinson had some reluctance? \r\nBELL: He had his own candidate. And he was holding out. I think it was first--the senators recommended three of us and they told me that they told Bobby Kennedy, the Attorney General, to take their recommendation in alphabetical order but they were for the first name, that's me. So nine members of the House were asked by the Justice Department which one they favored and nine of them voted for me. Senator Vinson, Congressman Vinson voted for another man from Macon and it looked like he was going to block me after he didn't get it. He got upset about it, apparently. So Mr. John Sibley came into my office at the law firm said, \"I'm going to ride the train. I'm going to get the train, go up there and talk to Carl Vinson about this.\" And he said, \"He shouldn't be holding you up.\" They were friends from Milledgeville. Mr. Sibley moved to Atlanta from Milledgeville. And he came back and said he's going to withdraw his objection, he's going to support you too. So I finally ended up--but ordinarily you don't ask House members. This is unprecedented at the time. \r\nSHIPP: But Vinson had been there so long that he was the Dean of Washington. \r\nBELL: And President Kennedy's been on his committee when he was in the congress, in the House. And he was a father-figure to a lot of these people. He's a man of great influence. And he probably, if he hadn't withdrawn his objection I probably wouldn't have gotten that appointment. \r\nSHIPP: Moving back again, tell me a little bit about your association with Frank Myers in your native Americus when you-- \r\nBELL: Frank is a lawyer in Americus; he's retired now. We grew up together. He was a Navy pilot during World War II and when we got back a lot of us decided we'd go to law school. And I was going to Georgia, he went to Georgia, and I was on the way to Georgia and on the way there--I had planned to go to Mercer before the war. I stopped in Macon to see if and ask the Dean if he could get me a job in a law firm while I was going to school. And he said if I made good grades the first quarter he'd guarantee me a job. At the time I didn't realize how many -- they hadn't reduced any lawyers during World War II so everybody needed a lawyer but I didn't know that. And he got me a job; he was true to his word. Frank went on to Georgia and we kept up with each other and then at one point we decided we'd open a law office together in Americus. And Frank is a person I admire greatly because when he opened his office he said that, \"I'm going to never turn anybody down who needed representation.\" And he took some of the worst cases and he's almost like the lawyer in To Kill a Mockingbird. I mean, he took cases that you can't imagine what some of them were like, you know, representing a black who was accused of raping a deputy sheriff's daughter and he got an acquittal. That kind of a case. \r\nSHIPP: In South Georgia? \r\nBELL: Yeah. He just had a successful life and his health finally failed and so he'd been up to Duke two or three times and they told him he had to retire so he retired. But he was--he defended [unintelligible], some of the people out there. He'd take on popular causes. Not too many lawyers in small towns want to do things like that. \r\nSHIPP: Going back to the early part of your-- \r\nBELL: You have to admire--I really admire lawyers who do things like that, who will take on popular causes. Mr. Hughes Spalding would do the same thing in Atlanta. He took the case of Dr. Clements when he was elected to the school board and the city Democratic Committee claimed he was a communist. \r\nSHIPP: I remember that. \r\nBELL: Yeah. Judge Walden, Colonel Walden came up there to see Mr. Spalding said, \"I need you to help me.\" He took the case. He'd do things like that. He thought it was part of a lawyer's duty and Frank Myers is a lawyer that cut. \r\nSHIPP: When you went to Mercer you went four quarters passed the Bar and started practicing, is that correct? \r\nBELL: Yeah. Well I also continue to go to school. \r\nSHIPP: And you were with the City Attorney at Warner Robbins at the same time? \r\nBELL: I was but I had to get me a degree. \r\nSHIPP: Fast forward again to the time you were Attorney General with Carter. During that three of three and a half years you served in that administration. What was the most difficult thing you faced during that time? \r\nBELL: I really never had a case that I thought was all that difficult. I guess it's because I'd had all these hard cases as a Federal Judge. By comparison, I never ran across anything quite--that was any tougher than what I'd already been used to. But I found the morale of the department was so low. It was shortly after Watergate and I perceived that my highest and best use would be to restore the morale of the department. So I spent a lot of time doing that. I created a special office for improvements in the administration of justice. Brought some professors in to work on that and we were able to get a lot of things done that couldn't do. The courts can't lobby. The Congress frowns very much on a judge lobbying. And so a lot of the things that we did in that office the Supreme Court would ask us to do, or the Judicial Council of the United States--or conference, judicial conference of the United States which is headed by the chief justice and some lower court judges. \r\nBELL:--and some lower court judges. And we reformed the bankruptcy laws and we created a magistrate and made that into a more meaningful office. Created a court in Washington, special court of appeals that handles patent cases. Did a lot of things like that. And then I was able to get a recruit, Judge William Webster to run to the FBI, got the FBI in good shape. Changed the mission of the FBI, stop chasing car thieves and bank robbers and started getting into more sophisticated things. And it just a period of time where things needed change and we were able to make changes and restore the morale; morale went way up. \r\nSHIPP: In 1980 you led the American Delegation to the Conference on Security and Cooperation in Europe and you served as co-chairman of the Attorney General's national task force on violent crime? \r\nBELL: Right. \r\nSHIPP: At that time did you have any idea that we would be facing the kind of international terrorism that we face now? What were the matters that you dealt with mostly? \r\nBELL: No, never could--we had all these, we had thirty-four nations represented at this conference in Madrid. And nobody thought anything about any terrorism. And we had spirited debates and I had to make a speech against Soviet Union, course that was what's going on those days. They made one against us. Every head of delegation made a speech. In fact, one of my most humorous stories that happened happened at that meeting. The--we had simultaneous translation. The head of the British Delegation told me he couldn't understand a thing I was saying on account of my accent. So he switched to the French channel and had no problem after that [BOTH laugh]. But terrorism was not mentioned. We couldn't start the meeting because it--a continuation of the meeting, I think the last one was at Helsinki and Parliamentary devices of the Soviets kept us from starting the meeting. And finally the Prime Minister of Spain had us come over to his office, it's 4 o'clock in the morning. We'd been up all night trying to start the meeting and broke the log jam and we got started at 5 a.m. My wife was with me and when I got back to the hotel she said, \"Have you gone crazy? Where have you been?\" [SHIPP laughs] But there wasn't any terrorism in the air then. Nobody thought anything like that. \r\nSHIPP: Cold War still going on. \r\nBELL: Cold War was it. We seem to have to have a preoccupation with something. Right now terrorism is a big thing. \r\nSHIPP: You were a life-long democrat, very active democrat. Very enthusiastic and very successful democrat yet when President Bush the elder started running for office you supported him and you were a key advisor to him and you had represented him in Iran Contra. Would you talk about that relationship some? \r\nBELL: Yeah. I've forgotten, who'd he run against? Dukakis. \r\nSHIPP: He ran against Dukakis and he ran against Mondale. \r\nBELL: Yeah. The first time -- no Mondale ran against Reagan. \r\nSHIPP: That's right. Right. He ran against Dukakis in '88. \r\nBELL: Yeah, that's when I voted for President Bush but I didn't take any active role. I don't think I told anybody I voted for him. Didn't--made no public announcement of it. But I met President Bush when he was head of the CIA and I was Attorney General. And he called me to ask me to get him relieved because he was embarrassed to be up there with all the democrats. Said, \"All my friends are gone and I'm still stuck out here at the CIA. See if you can't get something done.\" Well, we'd had a delay in picking the head of the CIA because President Carter had in mind a man who it turned out was a conscientious objector in World War II and ten senators called me over to the meeting and told me to tell President Carter they didn't want to embarrass him but they couldn't confirm him. So he had to find somebody else then. So there was a delay. So that's when I met President Bush the first time, and I liked him. And then while he was President I happened to be in Washington for some reason and I was in the White House and I was told that President Bush wanted to see me. He knew I was in the White House. So I went up to his office, the oval office and he started he said, \"Where'd you get such a sun tan?\" I said, \"Well, I've got a house at Sea Island, I've been out in the sun playing golf down there.\" He said, \"I went there on my honeymoon. I never have been back. I'd like to go back.\" Said, \"Get me up a golf game and I'll stop there on a trip somewhere.\" Well it turned out he and Barbara finally decided they'd come down for the weekend. So they came down and stayed at the hotel and first time they'd been back since their honeymoon. And then one other time I did something with him-- \r\nSHIPP: How'd you get involved in the Iran Contra? \r\nBELL: I'm going to tell you. I was playing golf. I'd been reading about it in the newspaper and I was down at Sea Island playing golf and I got a call and a messenger came out on the golf course and said, \"The White House is calling you.\" And I said, \"Well, hit the ball, let's go. I don't ever respond to the White House. They got to have a name before I'll call back. Hundreds of people working at the White House.\" So these guys I was playing golf with sort of startled that I didn't rush in. Well we got in about 45 minutes later and I returned the call and said, \"President Bush is looking for you. He wants to talk to you.\" Of course I felt terrible then. Still I hadn't called in to begin with. But he said, \"I've got a problem here. Iran Contra--the special prosecutor Judge Walsh has named me now as a subject of his investigation after I gave these pardons and I'd like to get you to represent me.\" Said, \"I've been using Boyden Gray because he was the White House counsel but I need some outside advice.\" So I went on up there and started representing him and we got, found a way out of it. Turned out he had a diary that he'd been producing all these records he forgot to produce a diary that he'd kept a short period of time, two-three years earlier when he was Vice President. That got to be a big point of controversy with Ward and had some personal references in it. I wouldn't produce it unless he'd let me redact those things and he wouldn't do it and I finally compromised it by letting Ward read it and then he gave up, we got that part of it settled. And then he dropped the charges later. \r\nSHIPP: Well, now, when President Bush the elder ran against Bill Clinton, where were your support and sympathies? \r\nBELL: Oh, I supported President Bush by that time. I did it for a simple reason, I didn't think Clinton was qualified. He'd only been the governor of Arkansas. He never worked in Washington a single day and it blew my mind that he could be as qualified as Bush was who had all this foreign policy experience, CIA experience, and whatnot. It turned out Clinton had been studying all his life, I guess to be President and he knew a lot about Washington even though he hadn't been there. But, I didn't support it. \r\nSHIPP: But then four years into that he ran against Senator Dole-- \r\nBELL: And I represented Dole. \r\nSHIPP: You represented Dole? \r\nBELL: I didn't represent him, I helped him. \r\nSHIPP: So you, by that time, had pretty well left the Democratic Party? \r\nBELL: Yeah, I introduced Senator Dole to the students at Georgia Tech the weekend before the election. \r\nSHIPP: And then-- \r\nBELL: Told them if they would elect him they would have a drug-free White House. [That] got the biggest hand of the night. Bigger hand than he got. (Shipp laughs). \r\nSHIPP: Then you represented George W. Bush when he was elected and you were involved in the Florida election controversy. Tell us about that. \r\nBELL: Well I didn't do much down there. Jim Baker was actually the lawyer in charge of all the other lawyers. And they assigned me to go watch the ballot counting in Palm Beach, which I did. It seemed to me that they were doing a pretty good job at Palm Beach and so I reported back and I went in to talk with the three election officials. First thing they wanted to do was get my autograph. \r\nSHIPP: Must have made the other side a little nervous. \r\nBELL: Yeah. We were--anyway, we had a nice visit. They showed me what they were doing if a ballot had any votes where the hole was punched all the way through they counted that ballot because that indicated to them the person knew how to vote and that the machine was working. I thought that was the way they should have been doing it in Fort Lauderdale and these other places, which they weren't doing because we sent people to Fort Lauderdale and they were not doing that. And then I went over to Tallahassee later on and met with Jim Baker and went over some briefs that were being filed and then I--when the case got in the Supreme Court I represented some think tank, I've forgotten who it was, I think it was maybe one run by-- \r\nSHIPP: Who--it wasn't Hudson or Kato? \r\nBELL: No, it was another one. What's the preachers name down there? Robertson? \r\nSHIPP: Robertson, right. \r\nBELL: Robertson, it's one they back. I've forgotten what it is, anyway they employed me to file amicus briefs and we had a young lawyer in the Washington office that did most of the work on the briefs and he's a young man now who's a Deputy Solicitor General, argues in the Supreme Court all the time. But we filed two or three different briefs for that group. That was a client. \r\nSHIPP: Coming forward a little bit, you also were an advisor to Defense Secretary Rumsfeld on military tribunals and of course-- \r\nBELL: On the rules. \r\nSHIPP: On the rules and of course that is suddenly back in the news big time, military tribunals and the treatment of prisoners and everything. Discuss your role in that matter and discuss your views. \r\nBELL: Well we made the rules for the military tribunal and so far they have not had a single trial and it's designed for the Guantanamo prisoners about--I don't think there's any complaints about them. And I've now been appointed to the review panel of the military tribunal which is like the court of appeals, the same work I used to do. \r\nSHIPP: Right. \r\nBELL: For those same Guantanamo cases whenever they're tried. They haven't been tried yet, so there's nothing to do and I have not been sworn in but when I am sworn in I told them I'd be glad to do this as a volunteer, you know, not charge the government for doing it. They said, No, this was a military tribunal. You had to be an officer in the military to serve on the review panel. So I'm going to be made a Major General, commissioned as a Major General to just to do this appellate review work. \r\nSHIPP: Well you served in the army you came out a Major, is that right? \r\nBELL: Major. Right. \r\nSHIPP: In World War II? \r\nBELL: It's a big jump in rank. (BOTH laugh) I recently had to go to Walter Reid Hospital to get examined. \r\nSHIPP: To go back to the military (Shipp laughs). \r\nBELL: I think--I'm sure they had to give me some waivers on many of my ailments, but I don't think it's going to take more than two or three months to do this. Once they have a trial. They never have had a trial yet. \r\nSHIPP: What's your view of all the controversy going on now about the treatment of prisoners and talk about the Geneva Convention and-- \r\nBELL: Well, you know, I don't really want to say much about that because I'm not--I haven't studied the law of war yet and I have to get up to date on all those things. But the rules that were made up for the Guantanamo prisoners are good rules. They're almost the same, almost as good as soldiers get, our own soldiers get. And the review tribunal I've seen those rules and we can actually reduce sentences. We can't increase them but we can reduce sentences. And then we can be overruled by the President and I'm assuming that means the Secretary of Defense as well since he works for the President. So it seems to me that's a good system. Now those people over their--they're holding in Iraq, some of those people will be released, some of them will be tried by the new Iraqi government. I haven't heard anything about any of them being tried by the U.S., same with Afghanistan. The only one I've heard anything about being tried are the ones in Guantanamo. Now running those prisoners overseas that's a whole different story there, trying to get information out of them and what they did to them. \r\nSHIPP: The other big major recent controversy you were involved in was a committee that studied what happened in the Robert Hanssen case. Robert Hanssen being the chief FBI counterintelligence man who turned out to be a Russian spy. \r\nBELL: Not only was he a spy, he caused several Russian people that were helping us in Russia to be put to death. He should have got the death penalty himself. \r\nSHIPP: What did you determine in investigating--the method of handling that case? \r\nBELL: Well, there's a written report so I'm not telling anything I shouldn't tell, a public report that we made, the seven of us under Director Webster who was the Chairman. All of us had experience in this sort of thing. This man was paid to be a Russian spy. His wife found out about it and objected and made him go to a priest. And this was over a ten year period. He went to the priest and confessed and the priest told him just don't spy anymore but give the money they paid you, you've got to give that to charity. That's all that happened. Wife went and told a brother who was an agent about it. And the brother reported it to the special agent in charge in this particular office which I think was in Chicago as I remember it. And they did nothing about it. This man, he was in the intelligence end of the FBI and he was seeing all the secrets and knew who all our people were who had given us information. He had access too all that kind of information and he's feeding it back to them, so he quit spying for about three years. But of course they knew him and knew how to get in touch with him. They got in touch with him again and he decided he'd start again and he by that time he had a wife and seven or eight children but he had a girlfriend and he was getting money for her. And they finally caught him, but it was a lack of controls. \r\nSHIPP: Judge, a few years ago and I believe it was in the Reagan Administration or the first Bush Administration the CIA operative named Eugene Hasenfus fell into the hands of the communist regime in Nicaragua and they were about to shoot him and you wound up representing him in his trial. Tell us about those harrowing days. \r\nBELL: Well the, one of assistant Secretaries of State, well--earlier than Hasenfus was from Wisconsin, I've forgotten the name of the smaller town but not Milwaukee but he had a lawyer up there. His family got a lawyer after he was captured and the state department, assistant secretary for Inter-American Affairs, Latin American Affairs was in the matter and there's two of them. One or the other called me at my house at Sea Island to see if I would take the case and go down there and get him out. I recommended they get former Vice President Mondale of Cyrus Vance. Mondale told them that it wasn't his type case. And Vance told them he had to go to Europe. So he called me back and they said they're getting ready to try him for Kangaroo court, probably going to execute him. So I said, \"Okay, I'll go. I'll do it.\" My wife heard all this. She thought I'd gone crazy. And so I did and you know [unintelligible] went with us. And I got one lawyer from the law firm and then a young lawyer in Atlanta named Taylor Boone was in church at Sunday and the preacher was preaching a sermon on something to help other people so he was sitting there and he thought, \"Well, you know I ought to go help on the Hasenfus case because I speak fluent Spanish. Probably Judge Bell can't speak Spanish and I might be of some help.\" And he had some experience in foreign law practice. So he volunteered to go so that was a team, plus a lawyer from Milwaukee. And we all went down there and we did pretty well the first week as you recall. They--we stayed in the hotel. Didn't get shot although there was young people with AK-47's all over the place. We were trying the case to some extent in the media, particularly television. And Ortega, the dictator, while we were there went out to the Coca-Cola plant which they'd taken over but this was symbolic. Made a speech about Senor Bell being there to represent Hasenfus. Said, \"Senor Bell is a rich lawyer. Hasenfus is a poor man. Who's paying Senor Bell?\" And the crowd would shout, \"Reagan, Reagan [with Spanish accent pronounced Ree-gen]\" meaning President Reagan. Course I wasn't being paid at all. Never was paid. But it was a volunteer thing. But Ramsey Clark had gone down there and gotten there ahead of me and they put him up in the finest suite in the hotel and he told them that I was working for the CIA. And of course that poisoned the water before I could even get started down there. And then they set the trial for maybe two weeks later, something like that. When I got back down there the second time they took my luggage and I didn't have any clothes for three days. They wouldn't let me use the hotel. I had to go stay with the Ambassador to Ambassadors residence and we went to the trial, I can't remember, we went to trial the first trip or the second trip but it was bad. Anyway, they never did execute him. They had him--convicted him, had him in jail. Wouldn't let us talk to him and I came back home thinking this was just a failure. Senator Dodd from Connecticut called me up and said he was going down there that as a young man he was in the Peace Corps in Nicaragua and he wanted to know if I would object to him interviewing Hasenfus. He was going to ask Ortega to go to prisoner and interview Hasenfus. And I said, \"No, that'll be fine. I hope you can interview him.\" But I said, \"While you're down there if you'll tell them you need him as a witness against, in the Iran Contra investigation they might let him go.\" So he said he'd try that. And that's how he got out. And then never used him as a witness. It turned out in the hearing they didn't need him. But he did--they did release him and we had--I sent a lawyer to Miami to meet him when they brought him into Miami. \r\nSHIPP: And he later returned home and had more children, one of whom he named for you. \r\nBELL: Name, well, for the three of us: Warner Hayes, Taylor Boone, and me. He was--he's got three names, three given names. It's an exciting thing and one of the interesting side stories is Dr. Lowery who is head of the Southern Christian Leadership Conference was invited to come down to witness the trial. Ortega called him and said they needed somebody to come who would testify that the trial was fair, that sort of thing. So Dr. Lowery, unbeknownst to Ortega Dr. Lowery called me to see if he ought to go. So I suggested he go. And then they put him in the hotel but they wouldn't let me meet with him. That was the second week. But he had Reverend Oswell with him who was Mrs. King's first cousin. He worked for SCLC as well. And he would meet with me and tell me what was going on. And that was quite helpful. Dr. Lowery was helpful and when he was released I gave Senator Dodd and Reverend Lowery all the credit for getting him released. And Dr. Lowery called me and asked me if I wanted to run for office. I told him I did not and he said, \"Well, if you do I can get you lots of votes.\" Said, \"You're the first person that's ever given me credit for anything.\" (laughter) \r\nSHIPP: You mentioned Dr. King and before we started the tape here you mentioned two of the great national mysteries, one being the assassination of President Kennedy that Senator Russell certainly had some doubts about the conclusion and I believe you said that--when you were I the Justice Department as Attorney General you reopened or had reinvestigated the assassination of Dr. Martin Luther King, Jr. \r\nBELL: I did, yeah. It had been, I think it had been investigated twice before but I ordered them to reinvestigate because I could not believe that a person who had been at school through third grade, been in prison most of his life could escape from prison, end up with an automobile and a rifle and have a passport. He could go to Canada and ended up in London. How all that could be done by one man who just escaped prison. So I thought there was somebody else in it. Well we never found out who it was. And that, to this day, nobody knows who it was. \r\nSHIPP: Same conclusion. \r\nBELL: Yeah. \r\nSHIPP: Is there anything-- \r\nBELL: One more great mystery to me is Deep Throat. I always had an idea that somehow or another Russians were mixed up with the Deep Throat. \r\nSHIPP: Deep Throat was the confidential source of the Washington Post who broke Water Gate. Who do you think Deep Throat was? \r\nBELL: Well, I suggested to the CIA that the Russians may have been tapping the phone lines and picking up the recording since Nixon was recording everything. And they said, \"Oh, that's impossible. That didn't happen.\" But I believe it could have happened and I thought maybe they were feeding the information back out. \r\nSHIPP: To the Washington Post. \r\nBELL: Yeah. \r\nSHIPP: And those two reporters are still famous and became millionaires or multi-millionaires on the basis of that. \r\nBELL: Yeah. And nobody knows yet who Deep Throat was. Never have told, but if it was the Russians it was the greatest foreign intelligence cue in the history of the world. They broke down the government of this country. \r\nSHIPP: Couldn't you also argue that terrorist were largely responsible for ending Carter's political career also? \r\nBELL: Oh yeah. The Iranians. \r\nSHIPP: You're an old Mercer man but in 1998 you were the 73rd recipient of an honorary Doctor of Laws degree at the University of Georgia. I'd like to mention that since we're doing this under the auspices of the University of Georgia and then earlier this year you received the Atlanta Bar Associations highest honor. In looking back over your very distinguished career and having seen so much history. What do you think was the high point and the low point of some of--where did things really change and where did we start into the modern era we are now? \r\nBELL: I think in my generation I feel like I was born with one foot in the old South and one foot in the new South and I think that was the dividing line. And it probably came from people who served in World War II. We frequently we're called the Greatest Generation but we were the first generation of Americans that got college degrees. And I think that had something to do with it. And the generation before me just couldn't handle the changes that we had to go through. It was too much for them. And I think it was my own generation that had brought about the changes. I think of all the people who were in the Vandiver Administration, all the young people, we were young then, and how we saw things differently. I know the first time I ever reflected on the fact that--of the kind of school we gave the blacks it struck me that this kind of thing can't last. They're really getting a second-rate education while the whites are getting much better education. And once you start seeing things like that, you know, you know what's going to change. And the question is how do you change? How can you bring about change? How can you adjust to change? And I think amongst the greatest things my own generation has done is adjusted to the change and lead into change. That would be the way I'd come out. \r\nSHIPP: Well, we've moved now into a generation very few of whom have had any military experience or traveled as widely as your generation. We seem to be--some people say we're sliding back into a very conservative, maybe even towards an isolationist era in public opinion, what do you think of that? \r\nBELL: I think, well, I think the way we're reacting to Iraq we got two things going on at the same time. We got terrorism in the background but we're trying to spread democracy, spread human rights and there's a price you have to pay to do that. And we're paying the price in Iraq. But Iraq is, on a grand scale, maybe one of the most important things ever done because if we could settle out the problems of the Middle East the terrorism problem would go away. The Palestinian-Israeli problem would be solved and all that part of the world, given the fact that modern communication, is like being next door. We have to deal with those sorts of things. I think Iraq is a key and but it has to be done successfully. We have to have the staying power. We just can't cut and run every time we have a problem. And we got in there now we need to stay in there until we get it straightened out. I went back and was reading a biography of General McArthur and they brought up in the beginning the fact that his father failed in the Philippines after--the Spanish gave us the Philippines in the Spanish-American war. Course they had so much problem with the natives, former terrorism and sent General McArthur's father there to command it, straighten it out. He failed. In two years he hadn't straightened it out. They then sent William Howard Taft who later became President but at that time was a U.S. Circuit judge over there as a Civilian Administrator. Took three more years, took five years to ever get the Philippines straightened out. It may take that long in Iraq and we have to have the patience to do that and I'm not certain the younger generation is for that. I don't know if they have that much staying power. Course, they haven't had that much experience. They don't think in long term ways and I think even the television has something to do with that. We have instant news. We don't have any reflection. We don't think deeply. We don't read deeply. And I think that is all bad. \r\nSHIPP: Are you optimistic about the future? \r\nBELL: I am. \r\nSHIPP: Are you optimistic about the South? \r\nBELL: I'm optimistic about the South particularly and I see part of the country almost socialist way taking care of people. But I think the South and the West are the great hopes. And I think we'll find some leaders. I think we don't have as many leaders as we should. For some reason, I don't understand why we don't have more leaders. I think polling has something to do with it. Polling keeps you from leading. It gets you where you won't take a risk. And big business people that start new business, that sort of thing. They take risk. You take--we're taking a risk in Iraq. And it's costing a lot. But I think you have to have somebody that has a vision to see those sorts of things. And we have certain institutions that are ineffective. United Nations is ineffective. It's good for some thing but it's certainly not good as a peacekeeper. It's not good as somebody to keep order. And NATO should be expanded I think. I think the President may be working in that direction. But you don't just have to have European countries. There's other countries that we ought to get into something like NATO and they ought to be people who will help with the hard things and then we ought to have somebody that maintains the peace. We ought not to have to do both. And we need to work toward that way. Another thing I don't think we're doing is I had high hopes that President Bush and Putin would get together and deal with the Israeli-Palestinian problem. The Russians have great influence in the Middle East. They're not doing anything. They need to be brought into the equation. If you had Bush and Putin cooperating on the same problem we'd get it solved. \r\nSHIPP: Going back to your days as a young man in the Vandiver Administration with a solid south, solid democrats. Did you ever think you'd see the day we were the solid again and a solid republican? \r\nBELL: No I never did. You know, Reggie Murphy's got in his biography of me the story of my mother when I went to see her about--to tell her I was going to be the Kennedy Campaign manager and that he was a Roman Catholic. She's granddaughter of a Baptist preacher and I was worried about what she says and what she thought about it. And she said, \"I already knew about it. I read it in the newspaper.\" And said, \"I thought about it a lot and I'd rather you support a Roman Catholic than a Republican.\" (Shipp laughs) \r\nSHIPP: Our very patient and gracious guests today has been Judge Griffin B. Bell who is one of the more remarkable citizens to be produced in the Georgia political arena and in his 50 years of practicing law in public and private life who has probably seen more and participated in more history than any other Georgian that I know. Thank you very much Judge Bell. \r\nBELL: Good. I've enjoyed it. \r\n[End of Interview]  \r\n "},{"id":"bcas_bcmss0837_312","title":"Compliance 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":["1998/2000"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Education--Evaluation","Educational law and legislation","School administrators","Educational statistics"],"dcterms_title":["Compliance correspondence"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/312"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["correspondence"],"dcterms_extent":["341 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  \n\nLITTLE ROCK SCHOOL DISTRICT REVISED DESEGREGATION AND EDUCATION PLAN January 16, 1998 Section 1: Prior Agreements and Orders 1.1 Prior agreements and orders 1.2 Interdistrict Plan with PCSSD and NLRSD 1.3 Relationship with PCSSD and NLRSD Section 2: Obligations 2.1 Discrimination 2.1.1 Desegregation Expert 2.2 Staffing 2.2.1 2.2.2 2.2.3 2.2.4 2.2.5 2.2.6 2.2.7 Recruitment Increase numbers of minority teachers Uniform salary schedule Centralized hiring Notification Similar teaching staffs Mandatory reassignment 2.3 Student assignment programs 2.4 Special education 2.5 Student discipline 2.5.1 2.5.2 2.5.3 2.5.4 Fair and equitable Purge records Ombudsman Behavior modification plans 2.6 Extracurricular activities, AP, honors, and G/T 2.6.1 Teacher identification training 2.6.2 Programs 2.6.3 Transportation 2.7 Academic achievement 2.7.1 Assessment 2.8 Parental and community involvement2.9 Resource allocation 2.9.1 Assessment 2.9.2 Reporting 2.10 Facilities 2.11 Guidance and counseling 2.11.1 Equity 2.12 Learning environment 2.12.1 Prejudice reduction and cultural sensitivity training 2.12.2 Investigate and develop 2.13 Compliance 2.13.1 Responsiblility Section 3: Student Assignments 3.1 Attendance zones 3.1.1 3.1.2 3.1.3 3.1.4 Satellite zones Neighborhood schools Exceptions High schools 3.2 Voluntary student transfers 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 3.2.6 3.2.7 Desegregation transfers Racial isolation transfer Magnet program transfer Employees child transfer Special circumstances transfer Outside students Transportation 3.3 Magnet programs 3.4 Middle schools 3.5 Ninth grade schools 3.6 School construction/closing 3.7 Modification standard 3.7.1 Further desegregation or past discrimination 3.7.2 Benefits outweigh effects, no alternative, counteract adverse affects 3.8 Racial balance 3.9 Housing Page 2 Section 4: Interdistrict Schools 4.1 PCSSD interdistrict schools 4.2 LRSD interdistrict schools 4.3 Racial composition 4.4 Reserved seats 4.5 Recruitment 4.6 Students outside Pulaski County 4.7 Transportation Section 5: Student Achievement 5.1 Early childhood education 5.2 Reading/Language Arts 5.2.1 Primary grades 5.2.2 Intermediate grades 5.2.3 Secondary schools 5.3 Mathematics 5.3.1 5.3.2 5.3.3 5.3.4 5.3.5 Curriculum and teacher training Assessment Early intervention /Mgebra I and higher level courses By the end of 11grade 5.4 Computer literacy 5.5 Incentive schools: double funding, renamed and refocused, physical equality 5.6 Alternative education 5.6.1 Opportunities 5.6.2 Equity 5.7 Parental and community involvement 5.8 Scholarships Page 3 Section 6: LRSD Compliance Program 6.1 Reduce noncompliance 6.2 Oversight 6.3 Communication 6.4 Monitor 6.5 Report 6.6 Enforce 6.7 Correct and prevent noncomplinace Section 7: Plan Modification Process 7.1 Notice 7.2 Comment period 7.3 Recommendation and respond 7.4 Hearing Section 8: Continuing Jurisdiction 8.1 General rule 8.2 Process for raising compliance issues 8.2.1 8.2.2 8.2.3 8.2.4 8.2.5 8.2.6 Written notice Assessment Investigate and respond ODM facilitate District court intervention Implementation 8.3 Failure Section 9: Term Section 10: Transition Section 11: Unitary Status Page 4LITTLE ROCK SCHOOL DISTRICT REVISED DESEGREGATION AND EDUCATION PLAN January 16,1998 Section 1: Prior Agreements and Orders 1.1 Prior agreements and orders 1.2 Interdistrict Plan with PCSSD and NLRSD 1.3 Relationship with PCSSD and NLRSD Section 2: Obligations '2.1 Discrimination 1-2.1.1 Desegregation Expert u-2.2 Staffing ^2.2.1 - 2.2.2 \u0026gt;-2.2.3 ^2.2.4 -2.2.5 -2.2.6 ^2.2.1 Recruitment Hiring Uniform salary schedule Centralization Notification Similar teaching staffs Mandatory reassignment u2.3 Student assignment programs *'2.4 Special education 3 / v2.5 Student discipline / 4 3 \u0026lt;6 v2.7 ^2\n'8 -2.5.1 *^.5.2 *^.5.4 Fair and equitable Purge records Ombudsman Behavior modification plans Extracurricular activities, AP, honors, and G/T *^.6.1 T eacher training -2.6.2 Programs \u0026gt;-2:6.3 Transportation Academic achievement '^.7.1 Assessment Parental and community involvement 3 / 5 /\u0026gt;' \u0026gt;- Resource allocation 2.9.1 Assessment 2.9.2 Reporting v2.l0 Facilities .2.11 Guidance and counseling 12.11.1 Equity 3/ S?- ^.12 Learning environment .................. -2.12.1 Prejudice reduction and cultural sensitivity training Investigate and develop '2.13 Compliance 2.13.1 Responsiblility Section 3: Student Assignments 3.1 Attendance zones 3.1.1 Satellite zones 3.1.2 Neighborhood schools 3.1.3 Exceptions 3.1.4 Highschools 3.2 Voluntary student transfers 3.2.1 Desegregation transfers 3.2.2 Racial isolation transfer 3.2.3 Magnet program transfer 3.2.4 Employeeschild transfer 3.2.5 Special circumstances transfer 3.2.6 Outside students 3.2.7 Transportation 3.3 Magnet programs ^.4 Middle schools 3.5 Ninth grade schools t School construction/closing 3.7 Modification standard 3.7.1 Further desegregation or past discrimination 3.7.2 Benefits outweigh effects, no alternative, counteract adverse affects 3.8 Racial balance 3.9 Housing Paue 2Section 4: Interdistrict Schools 4.1 4.2 PCSSD interdistrict schools LRSD interdistrict schools 4.3 Racial composition 4.4 Reserved seats 4.5 Recruitment 4.6 Students outside Pulaski County 4.7 Transportation Section 5: Student Achievement vS-.l Early childhood education V5.2 Reading/Language Arts '^.2.1 Primary grades / Intermediate grades '^.2.3 Secondary schools '^.3 Mathematics ^.3.1 '5.3.2 ^5.3.3 '^.3.4 v5'\n3.5 Curriculum and teacher training Assessment Early intervention Algebra I and higher level courses By the end of 11' grade 2 y/L, y/ *5.4 Computer literacy / 5.5 Incentive schools: double funding, renamed and refocused, physical equality 5.6 Alternative education *5^6.1 Opportunities Equity 5.7 Parental and community involvement ^.8 Scholarships Page 3Section 6: LRSD Compliance Program 6.1 Reduce 6.2 Oversight 6.3 Communication 6.4 Monitoring 6.5 Report 6.6 Enforce 6.7 Correct and prevent Section 7: Plan Modification Process 7.1 Notice 7.2 Comment period 7.3 Recommendation and respond 7.4 Hearing Section 8: Continuing Jurisdiction 8.1 General rule 8.2 Process for raising compliance issues 8.2.1 8.2.2 8.2.3 8.2.4 8.2.5 8.2.6 Written notice Assessment Investigate and respond ODM facilitate District court intervention Implementation 8.3 Failure Section 9: Term Section 10: Transition Section 11: Unitary Status Page 4RECEsD JUN 8 1993 OftiCEOF SRESATION MONITORING 6-1-98 ARKANSAS STATE UNIVERSITY COLLEGE OF EDUCATION POST OFFICE BOX 940 STATE UNIVERSITY, ARKANSAS 72467-0940 (TELEPHONE 501/972-3057 JONESBORO) (FAX 501/972-3828) Mr. N.W. Skip Marshall Associate Monitor, Office of Desegregation Monitoring United States District Court, Eastern District of Arkansas 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Dear Mr. Marshall, As requested and on behalf of Dr. Dave Holman, Associate Professor of Education and Dr. Craig Jones, Professor of Psychology and Counseling, please accept this correspondence as our acknowledgment and support for your interpretation of the achievement disparity data we discussed and reviewed May 27th in Jonesboro. Your use, description, and interpretation of the percentage relationship appears to be valid with regard to the test score data evaluated. Your criteria of a change of 10 percent, however, appeared to be too arbitrary at this point in time, but such a criteria could be established by studying longitudinal data in this manner. If we can be of any further service or support, please dont hesitate to contact us. Sini Kent Associate Dean Attachment 4 1999-00 (DRAFT 2/7/00) Relationship Between Total Scores and Percent of African-American Students Correlations Total Score: 1999 Percent of African-American Students\n1999 Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) Total Score\n1999 Togo 48 -.046 .758 48 Percent of African-Americ an Students\n1999 7046\" .758 48 1.000 48 N 100  05 05 05 90 CD a  E     o 80  c      o c C3 o s  \u0026lt; c ro o 70' 60. 50 5 o  c. 40 4 30 20 30 40 50 60 70 \u0026lt; o  Q 0 3 C  o    a c  0  0 a a 0  C 3 c  Q  a s Total Score\n1999Attachment 3 1998-99 (DRAFT Relationship Between Total Scores and Percent of African Atmerican Students Correlations Total Score: 1998 Pearson Correlation Total Score: 1998 1.000 Percent of African-Americ an Students: 1998 TsF Sig. (2-tailed) N ,285 48 48 Percent of African-American Students: 1998 Pearson Correlation Sig. {2-tailed) N 100 .158 .285 48 1.000 48 CO CD cn 90   Q c C   to c CD o 55 z TO CD E \u0026lt; c s 80 70 60 a a 0   a B S  O o  a  c   \u0026lt; o c o E 0) CL 50. 40 30 Q  o   Q  40 a s  s  Q a Q 50 60 70 Total Score: 1998Attachment 2 Stringfield, S., \u0026amp; Ross, S.M. (1997). A reflection at time three of marathon: The Memphis restructuring initiative in mid-stride. School Effectiveness and School Improvement. 8. 151-161. Ross, S. \u0026amp; Smith, L.J. (1997). Improving the academic success of disadvantaged children: An examination of Success for All. Psychology in the Schools, 3 4. 171-180. Jayasinghe, M.G. Morrison, G.R. \u0026amp;. Ross, S.M. (1997). The effect of distance learning classroom design on student perceptions. Educational Technology Research and Development. 4 5, 5-20. Ross, S.M., \u0026amp; Smith, L.J. (in press). Improving school achievement and inter-group relations for children placed at risk. European Journal of Intercultural Education. Smith, L.J., Ross, S.M., McNelis, M., Squires, M., and others (1998), The Memphis restructuring initiative: Analysis of activities and outcomes that impact implementation success. Education and Urban Society, 3 0 (3), 326- 357. Stringfield, S., Datnow, A., Ross, S., \u0026amp; Snively, F. (1998). Scaling up school restructuring in multicultural multilingual contexts: Early observations from Sunland County. Education and Urban Society. 3 0 (3), 326-357. Ross, S.M., Smith, L.J. \u0026amp; Casey, J.P. (in press). Bridging the Gap: The effects of the Success for All Programs on elementary school reading achievement as a function of student ethnicity and ability level. School Effectiveness and School Improvement. Summary of Interests During the past ten years, I have worked extensively with school districts, both regionally and locally, to develop and evaluate programs for improving student achievement. The primary focus of these studies has been schools predominantly serving disadvantaged inner-city minority children. In 1992,1 was the lead researcher for the school equity study for the State of Alabama Financial Equity Case and am currently lead researcher on a comparable study in Louisiana. Additional ongoing research projects are studies of school restructuring designs as they are implemented in Memphis City Schools and Dade County (FL) schools and of professional development schools in seven national sites as part of the NEA Teacher Education Initiative (NEA-TEI).Attachment 2 HONORS AND DISTINCTIONS 1. 2. 3. 4. 5. 6. 7. 8. 9. NDEA Fellowship for graduate study at the Pennsylvania State Universitv 1971-1973. Graduate Student Associate, Southwest Regional Laboratory, Summer, 1971. Distinguished Teaching Service Award, University of Memphis, 1980. Phi Delta Kappa Professional Research Award, Memphis Chapter, 1983. Elected Fellow, Division 15, American Psychological Association, 1986. Visiting Scholar, National Center for Research on Improving Postsecondary Teaching and Learning. University of Memphis, 1987. Distinguished Research Award, University of Memphis, 1987. Distinguished Teacher Service Award, University of Memphis, 1988. (First eligibility since 1980\nno longer eligible) Memphis State University nominee, CASE Professor of the Year Award, 1989. 10. Superior Performance in University Research (SPUR) Award, University of Memphis, 1990,1991, 1992 11. Distinguished Research Award, University of Memphis, 1993. 12. Board of Visitors Eminent Faculty Award, University of Memphis (first recipient), 1993 13. Editor, Educational Technology Research and Development, 1993-present 14. Editorial Board, Journal of Education for Students Placed at Risk, 1995- present 15. Editorial Board, Computers and Human Behavior, 1994-present SCHOLARSHIP Publications in Refereed Journals: Books Book Chapters Papers Presented at Professional Meetings 115 6 16 170 SELECTED RECENT PUBLICATIONS Ross, S.M., Henry D., Phillipsen, L., Evans, K., Smith, L., \u0026amp; Buggey, T. (1997). Matching restructuring programs to schools: Selection, negotiation, and preparation. School Effectiveness and School Improvement. 8, 45-71. Ross, S.M., Troutman, A., Horgan, D., Maxwell, S., Laitinen, R., \u0026amp; Lowther, D. The success of schools in implementing eight restructuring o designs: A synthesis of first-year evaluation outcomes. School Effectiveness and School Improvement, 8, 95-124. Ross, S.M., Smith, L.J. \u0026amp; Casey, J. (1997). Preventing early school failure: Impacts of Success for all on standardized test outcomes, minority group performance, and school effectiveness. Journal for Research on Students Placed at Risk, 2, 29-54.Attachment 2 BRIEF VITA PERSONAL DATA Steven M. Ross EDUCATION Institution Pennsylvania State University Degree-Year BA. 1969 M.S. 1972 Ph.D. 1974 Undergraduate Major: Graduate Major\nPsychology Educational Psychology PROFESSIONAL ASSOCIATIONS American Psychological Association, Fellow American Educational Research Association, Member Mid-South Educational Research Association, Member Association for Educational Communications \u0026amp; Technology, Member International Congress for School Effectiveness and School Improvements, Member EXPERIENCE Instructor, Continuing Education, 1973-74, Pennsylvania State University Instructor, Psychology, Spring Semester, 1974, Lock Haven State College Lock Haven, Pennsylvania Evaluator, Summer, 1974, Mitre Corporation, McLean, Virginia Assistant Professor, Educational Psychology, 1974-79, University of Memphis Associate Professor, Educationtd Psychology, 1980-1985 Professor, Educational Psychology, 1-985 - Present Senior Researcher, Center for Research in Education Policy, Univ, of Memphis, 1995-Present COURSES RECENTLY TAUGHT Theories of Learning (Undergraduate) Individual Differences and Learning (Graduate) Educational Statistics (Undergraduate and Graduate) Educational Research (Graduate) Computers in Education (Graduate and Undergraduate) Thesis Writing (Graduate) Educational Assessment (Graduate) activities designed to enhance the quality of the program and to maintain connections with psychology programs at schools in the southern California area. Assistant Dean, Student Services UCLA School of Social Welfare 1985 - 1993 Responsible for overall direction of student services including recruitment, admissions, retention, financial aid, student government, and coordination of both MSW and Ph.D. candidate programs. Supervisory responsibilities for student services assistant and student workers. Classroom teaching responsibilities included preparation and delivery of courses in cross-cultural awareness and group conflict and change. Director, Mental Health Services St. Helena Hospital and Health Center Deer Park, CA. 1975 - 1985 General administrative responsibility for seventeen bed acute care mental health unit. Duties included staffing, program development, budget allocation, staff development, quality control, coordination of ancillary services, and other related tasks. Served also as \"troubles-shooter\" for other units in the hospital providing assessment and consultation around changes in procedures and personnel. Lectured and led groups in Health Center programs including cardiac, alcohol, and pulmonary rehabilitation\nsmoking cessation\nweight management\nand eating disorders. Program Director, Social Work Pacific Union College Angwin, CA 1975- 1978 Responsible for development of social work curriculum and coordination of program within a behavioral science department. Instructor, Social Work Southern Illinois University Carbondale, Illinois 1972 - 1975 Taught courses and advised majors in undergraduate social work program. Los Angeles County Children's Service 1. 2. Staff Development Specialist: 1970 - 1972 Child Welfare Worker: 1967 - 1970Consultation services provided to: California Attorneys for Criminal Justice California Medical Center Cedars Sinai Hospital  Children's Bureau of Southern California ' Claremont Graduate School Cleveland College of Chiropractic Coca-Cola, Mid-Atlantic Division Crown City Medical Episcopal Diocese, Los Angeles Fairfield Community Hospital Heller, Ehrman, White \u0026amp; McAuliffe Internal Revenue Service, Los Angeles Kaiser Foundation King-Drew Medical Center, Los Angeles Los Angeles County Department of Children's Services o Oskar J's Sightseeing Tours, Inc. Pacific Union College Pasadena Community College Pasadena Tournament of Roses Pepperdine University Pomona College , Redwood Empire Central Service Association Riverside County Children's Services Department Santa Clara Valley Medical Center The Fielding Institute The March of Dimes Foundation TRW University of California, (Davis, Los Angeles, San Diego) Chair, Master's in Psychology Antioch University, Los Angeles 1993 - present :eing curriculum, coordinating student Responsibilities of the Chair include of the Uwversity, ftU Ldsuff mowed in the job description programs, creating and hiring and supervising :pi as well areAward commemorating twenty-fifth anniversary of \"Little Rock Nine's\" integration of Central High School in Little Rock, Arkansas. Southern Christian Leadership Conference Women Martin Luther King, Jr. \"Drum Major for Justice\" Award, 1995 Presented in Atlanta, Georgia. REFERENCES: Available upon request.Created training programs and materials for employees in the department. Participated in program delivery, evaluation and revision. Provided social welfare services to children and families in the child welfare division. CONSULTATIONXPSYCHOLOGICAL SERVICES General psychology and consultation practice office in Pasadena, Ca. Practice includes psychological assessment, psychotherapy for individuals, families, and groups, and psychological consultation to education, business and industry. MEMBERSHIPS: Member, American Psychological Association Board Member, African American Cultural Institute Board Member, Eisenhower World Affairs Institute Board Member, Economic Resources Corporation PUBLICATIONS: \"Managing Trial Stress,\" in Jonathan M. Purver, Douglas R. Young, and James J. Davis HI, Trial Handbook For California Lawvers. Bancroft-Whimey Co., 1987. \"Understanding Choice: Gateway to Sound Mental Health,\" Journal of Mental Health Administration. Vol.9. No.l. 1978. \"Social Welfare in Black America,\" in Cox, et al, eds. Introduction to Black America:A Cultural Perspective, Southern Illinois University Press, 1974. AWARDS: Spingam Medal, 1957 Annual award presented by NAACP to that person or persons making outstanding contributions to the area of human rights. Robert S. Abbott Memorial Award, 1958 Annual award presented to those who do most to extend the frontiers of democracy. Outstanding Teacher of the Year, College of Human Resources Southern Illinois University, 1974. NAACP Legal Defense and Education Fund, Inc. Award, 1982Attachment 1 VITAE TERRENCE J. ROBERTS, Ph.D. Clinical Psychology RECEIVED EDUCATION: APR 19 2000 OFrlCEOF desegregation MOHITORIHS Ph.D. MSW BA - Southern Illinois University, 1976, Psychology - University of California, Los Angeles, 1970 - California State University, Los Angeles, 1967 LICENSING AND CERTIFICATION: California State Licensed Psychologist, Lie. #PSY8892 California State Licensed Social Worker, Lie. #5600 EXPERIENCE: Chief executive officer for Terrence J. Roberts \u0026amp; Associates, a management consultation firm active in California since 1975. A dynamic group with a wide range of skills and professional abilities. Workshops and Seminars in the areas of: Stress Management Effective Communication Managing Human Relationships Employment Transition Team Building Management Skills Managing Racial and Ethnic Diversity Self Growth and Development Conflict Resolution Developing Multicultural Awareness Employee Evaluation Staff DevelopmentHERSCHEL H. FRIDAY (1922-1994) WILLIAM H. SUTTON. P A BYRON M. EtSEMAN. JR.. P.A. JOE D. BELL. P.A. JAMBS A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. OSCAR E. DAVIS, JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III. P.A. LARRY W. BURKS. P.A. A WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL HI. P.A, DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. BARRY E. COPLIN. P.A. RICHARD D. TAYLOR. P.A. JOSEPH B. HURST. JR,. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN III. P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A SCOTT J. LANCASTER. P.A. M. GAYLE CORLEY. P.A. ROBERT 8. BEACH. JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. HARRY A. LIGHT. P.A. FRIDAY, ELDREDGE \u0026amp; CLARK A LIMITED LIABILITY PARTNERSHIP ATTORNEYS AT LAW 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX NO. 501-376-2147 April 18, APR 15 IlTiCi\nOf DESEfiRBii'CNMOMING SCOTT H. TUCKER. P.A. GUY ALTON WAOE. P.A. PRICE C. GARDNER, P.A. TONIA P. JONES. P.A. DAVID D. WILSON. P.A. JEFFREY H. MOORE. P.A. DAVID M. GRAF. P.A. CARLA GUNNELS SPAINHOUR. P.A. JOHN C. FENDLEY. JR.. P.A. JONANN CONIGLIO FLEISCHAUER. P.A. R. CHRISTOPHER LAWSON. P.A. GREGORY D. TAYLOR. P.A. TONY L. WILCOX. P.A. FRAN C. HICKMAN, P.A. BETTY J. DEMORY, P.A. LYNDA M. JOHNSON, P.A. JAMES W. SMITH CLIFFORD W. PLUNKETT DANIEL L. HERRINGTON K. COLEMAN WESTBROOK, JR. ALLISON J. CORNWELL ELLEN M. OWENS HELENE N. RAYOER JASON 8. HENDREN BRUCE B. TIDWELL CHRIS A. AVERITT KELLY MURPHY MCQUEEN JOSEPH P. MCKAY ALEXANDRA A. IFRAH JAY T. TAYLOR MARTIN A. KASTEN ROBERT T. SMITH OF COUNSEL WILLIAM J. SMITH B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR. H.T. LARZELERE. P.A. JOHN C. ECHOLS. P.A. WRITER'S DIRECT NO ItelVED (501)370-3323 Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 425 West Capitol, Suite 3400 Little Rock, AR 72201-3472 Ms. Ann Brown - Hand Delivered Desegration Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, AR 72222 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 RE: LRSD vs. Pulaski County Special School District No. 1, et. al.\nMrs. Lorene Joshua, et. al.\nKatherine Knight, et. al. USDC. Eastern District. Western Division No. LR-C-82-866 ______________ Dear Ms. Brown \u0026amp; Gentlemen: Enclosed please find a Motion to Substitute a Complete Copy of LRSDs Interim Compliance Report which we are filing today. As indicated in the motion, attachments 1 - 4 of LRSDs interim compliance report were inadvertently omitted during the printing process. We are enclosing attachments 1-4 which you can insert in the original copy of the report served on you. F '\u0026gt;HOME\\FENDLEY\\LRSD\\pcssd-brown et al h.wpd Office oi Desegregation Monitoring RLE COPYMs. Brown \u0026amp; Gentlemen April 18,2000 Page 2 If you would rather receive a second and complete copy of the report, please do not hesitate to call, and we will try to provide one. Sincerely, John C. Fendley, Jr. JCF/bgb enclosure(s) FAHOMPJrENDLEYXLRSDVpcssd-brown et ai h.wpdftpR 18 MS) IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION TO SUBSTITUTE A COMPLETE COPY OF LRSD'S INTERIM COMPLIANCE REPORT The Little Rock School District (LRSD) for its Motion to Substitute A Complete Copy of LRSD's Interim Compliance Report states: 1. On March 15, 2000, LRSD filed its Interim Compliance Report outlining the programs, policies and procedures implemented in accordance with LRSD's Revised Desegregation and Education Plan. 2 . Since that time, it has come to LRSD's attention that attachments 1 through 4 of the Interim Compliance Report were inadvertently omitted from the report during printing. 3 . A complete copy of the report, including attachments 1 through 4, are attached to this Motion. LRSD respectfully requests that this report be substituted for the one filed March 15, 2000. WHEREFORE, LRSD prays that the complete copy of LRSD's Interim Compliance Report attached hereto be substituted for the one filed March 15, 2000.Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 BY: 2182) 2 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on this 18th day of April, 2000. Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, AR 72222 Ms. Ann Brown HAND DELIVERED Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 3 EASTl U.S. i-snr icr lie Melissa Guldin Associate Monitor Norman Marshall Associate Monitor Horace Smith Associate Monitor Report on the Little Rock School Districts JAMES Preparations for Implementation of its Revised Desegregation and Education Plan August 11, 1999 Office of Desegregation Monitoring U.S. District Court Little Rock, Arkansas Ann S. Brown Federal Monitor ALi'd -I J COi.-RT 1393 -K CSEHK if Gene Jones Associate Monitor Margie Powell Associate Monitor Polly Ranier Office ManagerOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 3710100 Date: October?, 1999 To: Dr. Bonnie Lesley Dr. Kathy Lease Dr. Ed Williams From: N.W. Skip Marshall Subject: Draft Report on Achievement Disparity Between the Races in the LRSD Enclosed is a preliminary draft of the introduction, background, and findings sections of our report An tho n An, AX f ___ .1 * , on the achievement disparity between the races in the LRSD for 1991-1992 throuah 1998-1999. The copy we are providing is a draft and wiU be edited further for format and syntax, but the factual information is complete. Please read the report carefully, checking for accuracy. If you beheve any item is inaccurate or if some areas need clarification, please summarize your comments in writing by no later than 4:00 p.m. on Friday, October 8, 1999. Feel free to make your comments in the margins of the report, or you mav write them in a memo An ODM staff member wiU come by your office by 4:00 p.m. on Friday to pick up the draft and your written comments. If you do not furnish ODM with your written comments, your input wiil not be considered for our final report. I will contact you early next week to discuss of course, call our office earlier if you have any questions. any comments youve made. You may. Because this Is a draft, we ask you not to make copies of it or distribute it to others. ^er the review process is completed, the full report, including a summary and conclusions, will be filed with the Court. We will send you a copy of that complete report. We appreciate the cooperation of the Planning/Research \u0026amp; Evaluation staff, especiaUy that of Irma TmiAi* J._:__xl______,__ . r J Truett, during the monitoring process. Thank you for taking the time to review the attached draft.October 11,1999 Planning, Research, \u0026amp; Evaluation Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 ?ISCaVED OCT 11 iS99 Mr. N. W. Marshall, Associate Monitor Office of Desegregation Monitoring 201 E. Markham Heritage West Building, Ste 510 Little Rock, AR 72201 OfRCEOf desegregation MOHITS Dear Mr. Marshall: It is our After careful review of the Office of Desegregation Monitoring report on Achievement there is one major concern that needs to be addressed. The statistical measure used in the report is the Normal Curve Equivalent (NCE). It is our onderstanding that both Dr. Doug Reeves, Arkansas Department of Education consultant, and Dr. Steve Ross, one or our Revised Desegregation and Education Plan X^nn !!:? measure the progress that our district is making in th^ Z!? ?^P- According to Dr. Ross, the consultants are meeting to discuss the use of multiple indicators to measure the progress of our district in decreasing the disparity between the races. consultants, In a recent conversation with Dr. Ross, he expressed grave concern about using NCEs for e purpose of measuring progress toward closing the achievement gap. He stated that the k tn^feii disadvantaged students are, the more likely the district H on norm-referenced tests. Since these tests are designed to insure Seaccurately reflect the growth of individual students. reasons that the Little Rock School District redesigned its testing program was to aX individual student regardless of gender, ethnicity, or afnw  th^ coHimitment, a criterion-referenced test was selected that will whTrpT'^'rH of rsetsupdeencttsto n trhme arettqeurired where they started on the learning continuum. Growth scores also allow us to develop students who are not growing at the expected rate. For many of must be certain that our curriculum and instruction mnnitnr faster than the national average. The only way that we can truly monitor this rate of learning is by using scaled scores, which measure growth. 2 I am confident that once our assessment experts, Dr. Reeves and Dr. Ross, complete their work on multiple criteria for measuring achievement, we will be able to have a much clearer picture of the true achievement of students in our district. In the interim, I encourage you to not rely solely on NCEs as a measure of the districts ability to close the achievement gap between the races. The use of scaled scores more accurately reflects the growth of our students. The following information is contained in the Raw to Scaled Score Conversion Tables of the Middle Level Benchmark ExaminationGrade 8 February 1999 Administration (p. 1): Scaled scores are used as a common comparison across different forms of a test, providing a useful measurement tool for various assessment programs. Scaled scores are used in numerous national testing programs. Perhaps the most widely known use of scaled scores is with the ACT and SAT examinations, which are typically part of the admissions process for colleges and universities. Scaled scores are also routinely used within many other statewide testing programs, providing the basis for long-term, meaningful comparisons of students results. According to the Stanford Achievement Test Series Technical Data Report (p 32) Scaled Farol ocnoriQlhi .iinkU X____ _ I. vr- scores [are] especially suitable for comparing results when different forms have been administered and for studying change in performance over  In a letter written on March 30, 1998, to Mr. Frank Anthony, ADE, from Thomas Manager of Applied Research at Harcourt Brace, Dr. Brooks stated: E. Brooks, The advantage that Scaled Scores would have over NCEs is that they offer finer distinctions among students whose percentile ranks are at the extreme end of the score range, i.e. either 1 or 99. If we were reporting data for a group that inr I iHoH amor .i ____i________x . _ . ... . included larger than usual numbers of students with very low achievement levels Scaled Scores could make finer distinctions and allow us to measure gams for students who score in the 1 percentile. Scaled Scores then only appropriate, but may also be a preferred measure for reporting dis-^*^^ aggregated scores for African-American and White students. In my opinion tho\\/ a cn oro ...uu i_________ r* they also are consistent with the language of the desegregation decree under whirn vni i oro  which you are operating. With the input from all of our experts, I would ask that ODM measure used to report our test results to the Court. Sincerely, reconsider the statistical Katherine R. Lease, Ed. D. Assistant Superintendent Cc: Dr. Les Gamine, Superintendent Dr. Bonnie Lesley, Associate SuperintendentGrade Race Black 02 White Percent* Black 03 White Percent* Black 04 White Percent* Black 05 White Percent* Black 06 White Percent* # Tested 1231 550 1143 507 1040 511 994 537 964 483 jS  Penenl is defined as biack student Little Rock School District 1997-98 Stanford Achievement Test Scaled Score, Percentile, Normal Courve Equivalent Comparisons for Total Reading, Total Math, Language Total Reading Scaled Score 531.9 571.3 93.1% 565.9 609.9 92.8% 593.7 637.6 93.1% 621.3 671.7 92.5% 636.6 676.2 94.1% Total Math Percentile Rank 32 60 53.3% 27 63 42.9% 20 57 35.1% 24 70 34.3% 27 66 40.9% Normal Curve 40.1 55.2 72.6% 37.1 56.9 65.2% 32.5 53.8 60.4% 35.5 61.3 57.9% 37.2 58.9 63.2% scones expressed as a percent of white student scores. # Tested 1263 560 1227 524 1068 514 O5S 1022 544 980 485 Scaled Score 518.3 545.9 94.9% 552.1 587.6 94.0% 595.1 634.5 93.8% 612.8 652.4 93.9% 630.3 665.1 94.8% Percentile Rank 25 53 47.2% 23 57 40.4% 30 66 45.5% 25 64 39.1% 32 67 47.8% Normal Curve 35.8 51.8 69.1% 34.2 53.5 63.9% 39.3 58.9 66.7% 35.6 57.6 61.8% 40.4 59.2 68.2% It.. # Tested 1250 556 RECBWD OCT 1 i i ,9 OFFIGLu, Scaled Score 551.1 583.6 1220 521 .L,. 1067 513 1018 543 980 485 94.4% 574.8 609.3 94.3% 601.0 617.5 97.3% 620.4 652.3 95.1% 629.4 656.1 95.9% Percentile Rank 31 63 49.2% 26 62 41.9% 37 51 72.5% 34 65 52.3% 37 62 59.7% Normal Curve 39.8 56.8 70.1% 36.2 56.7 63.8% 42.8 50.7 84.4% 41.4 57.9 71.5% 42.9 56.7 75.7%Grade Race # Tested 07 08 09 10 11 Black White Percent* Black White Percent* Black White Percent* Black White Percent* Black White Percent* 1074 447 1071 445 1065 445 1125 478 4\n. 932 463  Percent is defined as btack student Little Rock School District 1997-98 Stanford Achievement Test Scaled Score, Percenlile, Normal Courve Equivalent Comparisons for Total Reading, Total Math, Language Total Reading Scaled Score 647.3 690.2 93.8% 659.5 702.4 93.9% 675.1 713.5 94.6% 677.6 713.7 94.9% 692.2 727.3 95.1% Total Math Percentile Rank 25 68 36.8% 24 66 36.4% 31 70 44.3% 26 61 42.6% 33 71 46.5% Normal Curve 36.0 60.1 59.9% 35.4 58.5 60.5% 39.6 60.8 65.1% 36.3 56.2 64.6% 40.9 61.5 66.5% scores expressed as a percent of white student scores. # Tested Scaled Score Percenlile Rank Normal Curve ft Tested 1089 642.2 29 38.5 1077 450 1081 448 1072 444 1144 475 934 468 684.4 93.8% 646.2 686.4 94.1% 656.3 693.6 94.6% 656.8 690.9 95.1% 668.6 702.0 95.2% 71 61.9 448 40.8% 26 65 40.0% 28 66 42.4% 28 62 45.2% 35 69 50.7% 62.2% 36.7 58.2 63.1% 37.6 58.5 64.3% 37.6 56.3 66.8% 42.2 60.6 69.6% 1077 447\n5e. 1070 447 1143 475 i!\n940 472 Language/English Scaled Score 635.4 667.1 95.2% 646.1 676.3 95.5% 654.8 689.2 95.0% 681.9 710.3 96.0% 697.3 716.2 97.4% Percenlile Rank 31 63 49.2% 34 62 54.8% 37 67 55.2% 34 61 55.7% 42 61 68.9% Normal Curve 39.4 57.2 68.9% 41.2 56.7 121^^ 43.0 59.5 72.3% 41.1 55.8 73.7% 45.6 55.7 81.9%10 Black White Percent* 1067 467 677.0 717.0 94.4% 25 65 38.5% 35.8 58.1 61.6% 1066 468 677.0 704.0 96.2% 33 65 50.8% 40.9 57.9 70.6% 1066 471 657.0 697.0 94.3% 28 67 41.8% 37.7 59.4 63.5% * Percent is defined as black student scores expressed as a percent of white student scores. iSlUUUiSffiBSS Office of Desegregation Monitoring United Slates District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: October 15, 1999 To: From: Re: Bonnie Lesley Ann Brown Review of ODM Drafts I couldnt miss your frustration in our giving you little time to go over the draft of our report findings, most recently Skip s report on achievement. I know that your schedule is always full and can understand your consternation about another to do beina dropped on you. Let me explain the reasons behind our procedure and why it may not be as user-unfriendly as it seems. Since we first started producing reports, its been our practice to ask the individuals who gave us information for each report to review our findings for errors, misunderstandings, omissions, etc. W e know we re not perfect and appreciate help in producing documents that possible. are as accurate as But we learned that if we didn't attach a very limited time to this review process, the findings didn't get a timely examination and return. Without a tight deadline, folks just didnt get a round tuit.  Also, we learned not to set a date certain by which we promised delivery of the findings. First, we couldnt be precise about our own crowded schedules, which were constantly being modified by unexpected events. Secondly, we found that even if we tried to let the reviewers know in advance that the findings were on the way, that didnt seem to help, as their schedules were as crowded as ours and also subject to the same type of unforeseen events. In addition. felt a shorter lead time would promote the focused individual review that we desire, while 1, we deflecting any inclination toward orchestrating a mass reaction to the findings Now here s the part that may give you some consolation in the future: to compensate for the short lead time, we always allow more review time for anyone who asks for it. Which is what Kathy Lease did with our achievement report, and we were happy to comply with her request. We don t offer an extension of weeks, but were comfortable with a few days more. All one has lO do is ask. And of course, we 11 always provide adequate time for any discussion thats needed as part of the findings review process. 1 hope this explanation provides both some relief and reassurance. If youd like to talk it please give me a call. over,Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 October 22, 1999 Katherine R. Lease LRSD Instructional Resource Center 3001 So. Pulaski Street Little Rock, AR 72206 Dear Dr. Lease: Thank you for the time you devoted to reviewing the draft findings of our monitoring report on the LRSD achievement disparity between the races. We especially appreciate your written comments. As we understand your response, your position is that using scaled scores, rather than NCEs, is a more appropriate method to measure the achievement growth of individual students. While scaled scores may be valid for the use you define, our report is not intended to measure the growth in the achievement levels of individual students\nrather, it is intended to measure the proportional differences between the achievement levels of groups of black students as compared to white students over time. Our current report conforms to the practice and precedent of basing our findings on Normal Curve Equivalents that we established in our first report on achievement disparity in the three county districts, which was published in June 1995, as well as in our second report on achievement disparity, which was on the Pulaski County Special School District, published in October 1998. For us to use other than NCEs in the upcoming report would be inconsistent with our established precedent. However, based reference to the position you have taken. on your comments, we did include within our report a Again, we appreciate your assistance and thank you for your efforts. Sincerely yours. N.W. Marshall Associate Monitor cc: Dr. Les Camine Dr. Bonnie Lesley II ACHIEVEMENT DISPARITY BETWEEN THE RACES IN THE LITTLE ROCK SCHOOL DISTRICT OCT 2 6 1999 I October 26, 1999 JAMES W. McCORMACK, CLERK By:__________________ DEPTTERR Ann S. Brown Federal Monitor Office of Desegregation Monitoring United States District Court Little Rock, Arkansas Norman W. Marshall Associate Monitor Polly Ramer Office Manager I i 1fa. '^1 lai 'S'' An Individual Approach to a World of Knowledge February 21, 2000 Ms. Ann Brown ODM 201 E. Markham, Ste. 510 Little Rock, AR 72201 rECBVED MM 1S) OHSESf____ Dear Ann: l am sending to you a bundle of recent LRSD publications that 1 know youll be interested in. Also, I hope youll share them with your staff. K-8 Refrigerator Curriculum (Grade-Level and Course Benchmarks for Parents) Middle School Curriculum Catalog Middle School Student/Parent Guide High School Curriculum Catalog High School Student/Parent Guide to Course Selection and Graduation Requirements Please call if you have questions or feedback for improvement. Sincerely, Bonnie A. Lesley, Ed.D /rem Cc\nJunious Babbs Brady Gad berry 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032/'/'i-oc Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 April 13, 2000 Dr. Bonnie A. Lesley Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Bonnie: This note is to let you know that we received your Februaiy 21, 2000 letter and attachments (various LRSD curriculum guides and catalogs) on March 10, 2000. We thank you very much for sharing the documents and inviting our feedback. Well be glad to look them over. As you know, I was involved in a car accident on March 7. I returned to work for the first time yesterday, so please forgive me for just now acknowledging your correspondence. I havent found the bottom of my desk yet and am slowing working my way through the accumulated piles. Please give me a call when you can and lets schedule some time to spend together catching up Sincerely yours, Ann S. Brown I' icj at- Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: April 25, 2000 To: Bonnie Lesley From: Ann Bro\nRe: Feedback on LRSD Curriculum Documents I took you at your word when you invited our feedback on the various curriculum documents you kindly sent us last month. I asked my staff to look them over, and their responses are attached Their comnients ^e unvarnished and strictly FYI, so take them ofc, but please accept them in the spirit of collegiality in which we offer them. Listed below are the questions I asked the staff to use as their guide in reviewing the documents. By the way, weve have gotten several calls from frustrated parents wanting to know, Whats a  ----------------LU IVIUJW VV ildU  d Evidently that undefined phrase appears in a recent district publication on behalf of the millage, and perhaps elsewhere on parent-directed documents. We tell them a refrigerator cumculum enables them to leam how to fix their refrigerator, or in the alternative we say It s a cumculum their refrigerator can study in order to become a smart refiigerator. No, we dont! (Just kidding.) Actually, we have to tell them the truth: In-house education-speak is one of lifes continuing mysteries, and none of us at ODM know what a refiigerator curriculum is either. Another point of bewilderment has knows, maybe teachers too) are come to our attention. Many parents and students (and who very confused about the difference between standards and benchmarks. We think we know how to define those words, but maybe the district needs to take care to ditterenuate between the two terms and to widely broadcast definitions that will enable to work from the same understanding. everyone Review Questions 1. For which audience is the publication intended? 2. What is the stated purpose of the publication? 3. List the documents strengths in relation to its purpose. 4. List the documents weaknesses in relation to its purpose. 5. Overall, how well do you think the publication fulfills its purpose? Why? 6. What suggestions do you have for improving the publication so that it can better fulfill its purpose 7. Additional comments.Comments regarding LRSDs High School Student and Parent Guide to Course Selection and Graduation Requirements, 2000-2001 1. For which audience is the publication intended? The guide is directed at high school students and their parents. Though the document does not explicitly say so, it would be useful also to middle school students as they decide whether or not to take high school courses as 8* graders. For example, students who wish to take calculus in high school must take algebra I in grade 8 as explained in the guide. 2. What is the stated purpose of publication? A convoluted sentence on page 2 in a section captioned Where do I start? says the guide is intended to assist students and parents by providing information that will help them to plan next years courses, meet graduation requirements, and to know college admission requirements. 3. List the documents strengths in relation to its purpose. It is complete. Few details regarding student placement have been omitted. 4. List the documents weaknesses in relation to its purpose. The guide is not clear enough for its intended audience because the language is garbled and the layout is inconsistent. For example, the table of contents lists Purpose for Guide and indicates it is on page 1. No heading on page 1 says Purpose. Instead there is a two-paragraph section titled Where do I start? in which the first paragraph extols the quality of LRSD. The second paragraph contains three items, not parallel, in what could be called a statement of purpose. Language used in the curriculum discussions is often vague. For example, the Unconditional Admission section on page 2 does not state a requirement and then list the courses by number and title which could fulfill it. Instead, for example, the natural science admission requirement section says, Three units, with laboratories, chosen from Physical Science, Biology, Chemistry, or physics. Only one unit may come from a life science. Few students could complete the course selection sheet accurately from this information, and the guide is full of examples similar to this. Frequently, supplemental information is included with course requirement listings and is introduced by a question. Page five has the question, What may I take to satisfy the technology requirement? The first paragraph following explains that the keyboarding class will not count. The second paragraph explains that students can test out of keyboarding, and the third explains something else. Nowhere, in this section, is the question answered clearly.a The document is spnnkled with items enclosed in boxes but the boxes do not signify single and consistent purpose. Some enclose quotes while others enclose significant information in thumbnail fashion, but the reader cannot tell the difference without close reading. The layout should help the reader focus on the key elements quickly. 5. Overall, how well do you think the publication fulfills its purpose^ Why? because of the weaknesses described in section 4 above. As it is rewritten and republished the mistakes will be taken care of. 6. Suggestions! Clean up the language with clear declarative sentences that avoid ambiguity. Courses should be identified by name and number. The layout should help readers find information quickly and easily by using symbols consistently for information types. For example, if J  J- .\nLjyvo. i UI cAaniuic, 11 bold type indicates a particular meaning in one place, it should do the same in every place. Rhetorical questions used to draw attention to certain types of information should be answered directly and in sensible fashion. '5 7. Additional comments The guide is a useful publication that meets an important need. LRSD should be commended for the effort. J I IComments Regarding LRSDs High School Curriculum Catalog 1. For which audience is the publication intended' Apparently, the catalog is intended for staff use in assisting students with course selection. Some directives are clearly intended for staff, but students could use the catalog with little assistance fi-om staff members. 2. What is the stated purpose of the publication? The purpose is not explicitly stated, but its title, Curriculum Catalog, probably makes a statement of purpose unnecessary. 3. List the documents strengths in relation to its purpose. The catalog is detailed. It includes information for every circumstance imaginable from specialty courses in unique schools to correspondence courses available for dual credit, high school credit, or college credit. The only observable omissions are the regulations for administration. These omissions are explained in a foreword. 4. List the documents weaknesses in relation to its purpose. Other than the occasional typographical error or missed heading (Board Policy), the catalog appears to be accurate and to offer everything needed for general student assignment. It does not include special education student assignment procedures, but they probably should not be contained in this catalog. 5. Overall, how well do you think the publication fulfills its purpose? Why? The Curriculum Catalog fulfills its purpose completely. Except for the omission explained in the foreword, it contains everything the school staffs need for student placement. 6. Suggestions! The format could be spiffed up with illustrations or humor. 7. Comments! LRSD s instructional department is making good progress in formalizing its curriculum. The ill-defined courses and arbitrary student placements seem to be disappearing.LRSD 6'**, 7'^, 8\", Grade Standards, Benchmarks Audience: Parents or Guardians Purpose: To help parents or guardians to monitor student progress in learning and to help reinforce at home what the students are leamina at school. Strengths: Various guides are color coded. For parents with more than one child, this makes it easier to differentiate the guides. The general layout of the document makes it easy to use and attractive without being overly simplistic or juvenile. The explanatory cover memo from Bonnie is detailed enough to clearly state the purpose of the document, but also avoids excessive details which might lose the attention of the reader. For the most part, the benchmarks within subject areas are brief and relatively self-explanatory to even the reader with a very basic level of knowledge in various curriculum areas. Weaknesses: I may be confused, but where are the standards? Somewhere, the documents need to differentiate standards and benchmarks. Some benchmarks are not clearly expressed. In some cases, I got the impression that some benchmarks were condensed in order to keep the documents brief. However, condensing seems to have made some statements confusing or tremendously vague. Fulfills Purpose: Generally, these documents fulfill the purpose of being simple and informative. It is quite a task to write an informative document that will inform a broad spectrum of individuals without being either insultingly simplistic or confusingly pedantic. I feel that the writers avoided the extremes in most cases. Suggestions: Define and give examples of standards. Parenthetical examples would have helped clarify some of the benchmarks. Are the curriculum documents printed in any other language other than English? IA Parent and Student Guide to Learning in Middle School LRSD 2000-2001 Audience: Purpose: Middle school students and their parents To explain the progression of required and elective middle school courses. Strengths: The guide is less formally formatted than the curriculum answer arrangement should make the guide more user-friendly. catalog. The question and Weaknesses: The pages arent numbered! It seems that if you were discussing the content with a teacher or counselor, you would have difficulty with references. as it should be The guide should have followed the format consistently rather than varying off into sp^ific course desmptions. The more specific descriptions might have been more appropriate as a reference to the rear of the document. Also, the questions arent answered directly. Often, the real answer questions aren t comes only after a lengthy explanation. The document places the notice to non-English speaking parents at the end - and T? r ri T  .  UiUC in English. In addition, the notice only offers oral translation than a written version. as an option rather The guide deals less with the middle school it should. concept and environment than I thought Fulfills Purpose: The guide does fulfill the requirements. Im not so purpose of clearly describing course offerings and sure It IS students to make practical use of it. user-friendly enough for many parents and Suggestions: Although the guide does not claim to do so, I would still like to explanation of the benefits of middle school. see more of an The guide does give a description of interdisciplinary teaming, but it seems that the district should explain those explanations near the beginning of the guide rather than more and place near the end. Additionally, the guide should follow were visiting a school counselor and discussing the school. a conversational format fully as if the reader scheduling options. course requirements, and A minor visual suggestion - on the front cover, separate the title A Parem and Sludem Omde ta Learning in Middle School from LRSD with a space.Middle School (Grades 6-8) Curriculum Guide 2000-2001 Audience: LRSD staff I assume. However, I think I did school parent. receive a copy of this as a middle Purpose: A reference guide to the middle school mission, policies, structure, and curriculum. Strengths: One-stop shoppmg. This document includes all relevant info fairly quick reference. on middle schools for Weaknesses: Minor point, but why are the page number positions alternated? At first fnP hnnUjaf n/no __i___j  the booklet was only numbered on every other page. I thought Fulfills Purpose: ntembers-and possibly parents who know exactly th^p?^ imfonnation they are seeking or choose to use this as a supplement to the Parent and Student Guide to Learning in the Middle School.I Language Arts READING  Practice reading individually and in groups.  Recognize and determine main idea and details in reading selections.  Identify different purposes of reading and writing.  identify styles of authors.  Follow written directions.  Recognize difference between fact and opinion.  Use word-attack skills to read accurately and to understand information.  Determine word meaning from clues in reading material.  Use information from previously learned information to evaluate new information.  Use headings, italics, footnotes, and other printed features to sort and organize information.\" cxrJi  Identify and compare elements of reading such as setting and characterization.  Select reading materials representing a variety of cultures.  Read orally with expression and ease.  Increase vocabulary from reading.  Use reference aids such as a dictionary, thesaurus, and computer.  Select reading materials appropriate for reading for pleasure, finding information, and for use to helo in writing.  Use predicting, putting events in order, and skimming to increase understanding of reading material.  Use examples to support opinions and conclusions about reading material.  Use computers and library skills to find information.  Read graphs, tables, maps, and diagrams. WRITING  Write in personal journals for specific periods of time.  Write about real world, personal, and classroom experiences, a Writo hnmria+o _i__i?__  Write in complete sentences using vaned patterns^including simple, complex, and compound.  Use prewriting and beginning activities.  Explain through writing what is learned in all subjects by use of outlines, categorizing and writinq directions.  Create a first draft with paragraphs containing a topic sentence, supporting details and logical organization.  Use appropriate skills in mechanics, spelling, and usage in writing. * and ^PP'^^P^^te resources to correct spelling, grammar, punctuation,  Use computer and human resources to collect and organize information for writing.  Edit and correct error?? with .^noll Pha/'U onH i.________________ errors Spell Check and Grammar Check on computers.PHYSICAL SCIENCE  Investigate the effects of magnets on each other.  Know that the Earth is a magnet.  Understand the operation of a compass. .1  Use a coil of wire and an electric current to produce magnetism  Build a simple motor. : from using a coll of wire and a magnet List the matenals from which paper is made.  Describe properties of paper and how they relate to its use.  Make paper using the steps in papermaking.  Identify paper as a major renewable resource, nc4  Describe the steps in designing different types of paper. *  \"  V1 ni prcc^ucA,  P\u0026gt;--pc r , - LIFE SCIENCE  Describe the basic needs of plants.  Identify the things that affect plant growth.  Describe how plants reproduce.  Describe how light and gravity affect the growth of a plant  Plant and care for plants. . Confrol the environment and conditions when the seeds are planted and the plants are growing  Observe, measure, describe, and record changes in plant growth. EARTH SCIENCE  Understand that time can be measured using the natural cycles of the sun and moon.  Descnbe how shadows from the sun a day. can be used to measure and predict the passage of time during  Descnbe how the phases of the moon can be used to predict the passage of time during  I JnnarQTanri ____________ , . . 3 Understand that mechanical clocks can be constructed and used to time consistently. a month. measure specific intervals of Social Studies CITIZENSHIP  Describe political patterns in ancient civilizations.  Describe the development of Greek and Roman democracies.  Explain Greek and Roman citizenship and its significance. INTERDEPENDENCE  Explain the interdependence of ancient people with their environment  Locate and describe ancient and early civilizations in Africa and Asia.  Locate and describe life in ancient and early America.  Analyze the impact of trade in ancient/early civilizations.  Locate and describe the way of life in early Europe such as Greece, Rome and Russia  Analyze the structure of feudalism.  Explore current event issues in lands of ancient and early civilizations. * dvi^zati^'^^ rnethods and processes to explore the interdependence of people of ancient and early CONTINUITY AND CHANGE 4-.T  Explain hew the development of agriculture impaa^ andent and early people. Use various methods and processes to explore and explain changes in andent and eariv civilizations.  Describe the impact of the rise and fall of ancient and early civilizations such as Egypt Rome and Meso America.  Evaluate the impact of change over time.  Investigate how political events have affected the way people live, such as their literature and language. cJTetkCL ICULTURAL PERSPECTIVES iI . SmnTrP /nH r PP' transmitted their cultures Cornpare and contrast vanous and diverse cultures of ancient and early people tocation, place, region, and how they interacted with each other and their e Compare and contrast the ways ancient and early people met their basic ssociate ancient and early group leaders with places of origin and belie Uescnbe contributions of ancient and early groups and individual: environment with respect to needs.  Describe the roie of the church in early Europe. Msociety.\noixc cujTeri-V 5500 Read literature about people/events of ancient and early civiiizations. SCARCITY AND CHOICE  Describe and analyze the economic patterns of early people.  Analyze how ancient and early societies dealt with scarcity.  Relate factors associated with economic development, such resources. as technology, population growth, and COOPERATION AND CONFLICT  fnd Christians, and Christians aniong ancient and early groups 4 o Z Q 2 J \"512 7b \"T-* 37l5 lOlluzj Language Arts READING  Practice reading individually and in groups.  Gain information from reading.  Put material read into own words. Draw conclusions and make inferences in regard to reading material.  IIddeennttiiffyy ddiiffffAerre^nntt pniu irrnpro\u0026gt;scQesc of reading and writing.  Identify styles of authors.  Use logic to follow directions.  Use word-attack skills to read accurately and to understand information  Determine word meaning from clues in the reading material.  Use information from previously learned information to evaluate r i.  Use headings, italics, footnotes, and other printed features to sonrte awn dinformation. wLa -A ?  ,  reatures to sort and organize information. Identify and compare elements of reading such as setting and characterization.  Select reading materials representing a variety of cultures.  Read orally with expression and ease.  Increase vocabulary from reading.  Use reference aids such as a dictionary, thesaurus, and computer. wXg appropnate for reading for pleasure, finding information, and for use to help in  Use compare and contrast skills in reading.  Understand metaphor, simile, personification, and other figurative language techniques.  Use examples to support opinions and conclusions about reading material  RReeaadd garraapnhhss, ttaabhlleosc, mmaanpes, aannda daiiaagnrra-mm.s.. V \u0026amp; 10 I die'tion-ary 'lii II Social Studies CITIZENSHIP Descnbe the difference between democracy and other forms of world governments. ornpare and contrast the rights, privileges, and responsibilities of citizens in diverse political svstPm Analyze the characteristics of citizenship as it relates to different countries.  Identify and describe the qualities of citizenship needed to solve todays global problems and issues. INTERDEPENDENCE  and reference matenals to acquire, organize, analyze, andfnterpret geographic inrormation and issues. ____  Ampnr regions,(^^s and majordti1?i^ U.SJC'Canada Latin Amenca, Europe, Rj^ia, Southwest and East Asia, Africa, and Australia ~  Wentify continents by outlines and compare and contrast physical fe^res of continents.  Descnbe ways people and nations interact with each other and with ' Read, and a^lyze current event global issues and problems. the environment. CONTINUITY AND CHANGE  Describe and analyze the impact of human changes to the environment  an understanding of technological changes and the impacton how people  Re ate sn pvpnt m hic+no/ pn/-*!***! Relate an event in history with social change.  Use a variety of processes and appropriate methods and tools and change in the global society. live. to explore and understand continuity CULTURAL PERSPECTIVES  Describe the elements and factors that distinguish cultures.  Compare and contrast cultural features of regions.  Identify and describe the major cultural regions of the U.S.A. Canada Southwest and East Asia, Africa, and Australia. G_rec-s ? Latin America, Europe, Russia, Determ me ways that culture influences peoples perceptions of places and regions  Wentify and evaluate different viewpoints regarding the use of resources. famine the relationship between historical events and cultural development  Demonstrate  rocno/^+...IX._____ a respect for different cultural perspectives. C.c-r\\ tAO. zir coi'i'Vi\u0026lt;^ti ICOOPERATION AND CONFLICT Examine effects of prejudice and discrimination against racial, cultural, ethnic, and religious qrouos of the world.  Examine ways people attempt to combat world prejudice and discrimination.  Identify and explain reasons for conflict within and between regions and countries.  Give examples of global conflicts and cooperation.  Relate competition for resources to conflict and cooperation between regions and countries.  Draw conclusions about how regional differences or similarities may lead to cooperation and conflict. SCARCITY AND CHOICE  Explore how factors such as technology, population growth, and resources are related to economic development of nations.  Analyze the distribution of goods and resources among nations of the world.  Describe major industries and businesses in the United States.  Describe and compare the economic systems of the world.  Use various methods, tools, and resources to understand, explain, and analyze scarcity in the world. Arkansas Studies CITIZENSHIP  Identify and explain the purposes of Arkansas government.  Discuss and evaluate the concepts of good citizenship, and practice forms of civic participation.  Explain the historical and current-impact of American public policy on Arkansas racial, religious geographic, ethnic, economic, anttlinguistic diversiti^ ?  Know and understand the organization, function, and operation of local, county, and state governments, and examine methods of influencing policy in a democratic government.  Analyze the characteristics of effective leadership in Arkansas today and in the past  Analyze and compare opposing viewpoints in creating and effectively communicating solutions to public issues in Arkansas.  Describe and analyze the use, abuse, and limits of power and authority in Arkansas.  Demonstrate a sound knowledge of the geography of Arkansas as it relates to politics. SCARCITY AND CHOICE  Describe the various Arkansas institutions at local, state, and national levels that make up economic systems, such as households, business firms, banks, government agencies, labor unions, and corporations.  Examine existing data and research from various viewpoints showing how technology, population growth, resource use, and environmental quality are related to economic development within the state.  Describe the role that location, supply and demand, prices, incentives, and profits play in determining what is produced and distributed by Arkansas companies in a competitive market system.  Propose and evaluate alternative uses of environments and resources in Arkansas.  Analyze and explain how choices made with respect to scarcity in the past have profound influences on choices available today.COOPERATION AND CONFLICT 1 i  Demonstrate areas of inequity and discrimination based socioeconomic status in Arkansas. on race, sex, age, physical condition, and Examine the contnbution of the arts, literature, media, technology, and languages in fostering COODArafjnn anH in raneinn _______  a cooperation and causing conflict in Arkansas.  Analyze how disparities in power and economic status lead to conflict  Compare and contrast the causes and consequences of conflict within the world. state, the nation, and the  Identify, explore, and analyze conflict among individuals and groups as well as various methods used to resolve conflict.  Evaluate the role of technology in contributing to the creation and resolution of conflict in Arkansas. INTERDEPENDENCE  Analyze how decisions and events in Arkansas and the world affect each other. * interactions between the people of Arkansas and their environment  Relate the evidence of historical and cultural languages to the development of the state v -  Analyze and evaluate the history, causes, consequences, and possible solutions to presen?-dav issues and emerging global issues, such as health, security, resource distribution, economic development, and environmental quality.  Understand spatial relationships and locate places on Arkansas, U.S., and world maps.  Describe and evaluate the role of Arkansas in the global arena. CONTINUITY AND CHANGE  Investigate the processes and evaluate the impact of change over time in Arkansas. Explore and explain the changes in developments such as technology, transportation, agriculture and communications that affect Arkansas social and economic activity.  Investigate how political events, technological changes, and cultural diffusion have affected literature languages, and arts overtime in Arkansas.  Analyze continuity and change in concepts of individual rights (race, ethnic, and gender issues) and rp^nnncihilifiae ni/ar responsibilities overtime in the state. Explore, interpret, analyze, and evaluate various viewpoints within and across cultures related to events and issues. CULTURAL PERSPECTIVES  Examine information and developments in Arkansas and explain how they may be viewed differently bv people from diverse cultures.  Ariaiyze the historical perspectives that contribute to the development and transmission of Arkansas' cultures through language, literature, the arts, architecture, traditions, beliefs, and values.  Compare and contrast various cultures in Arkansas. Describe the ways family, religion, gender, ethnicity, socioeconomic status, and other qrouo -J-.. .^i____:_____________________ ... .. . S characteristics contribute to developing an appreciation of Arkansas heritage.  Identify and descnbe the various movements or periods of significant historical change within and across cultures.  Explore ways that Arkansas natural and built environments interact with culture.  Analyze and demonstrate the value of both cultural diversity and cohesion within and  Examine and explain belief systems underlying Arkansas traditions and laws. across groups.LIFE SCIENCE  Describe the major characteristics S' Classify animals using their characteristics.  Explain the differences between sexual and asexual reproductions.  ^pfein^h' ''\"h \" animal Explain how changes within animals help them  List the characteristics of plants. Describe the structure and function of egg-caterpiilar-butterfly and egg-tadpole-froq) survive on Earth (give specific examples). uie Siruciure and function of roots stems leav  Descnbe methods of reproduction in plants   Understand how plants m--a--k- e fWoWoMd UaInIMd oxygen through photosynthesis and  Classify plants based on their characteristics  Know how the ecology of the environment is organized such population\u0026gt;community\u0026gt;ecosystem\u0026gt;biosphere  Descrihp hni tho ._.k -x c____, use oxygen during respiration. as Describe how the amount of food, eat the , , I ------- III dll aicd UV Identify the different types of relationships between commensalism, parasitism).  Describe the process of color vision. PHYSICAL SCIENCE Understand time, distance, and displacement form  Distinguish between velocity and speed. Distinguish between velocity and acceleration.  Understand acceleration along curves.  Calculate the acceleration of a falling object.  DDsessncrriihboe projectile motion. Describe how a satellite is a projectile in free-fell.  Understand factors related to the  Describe the characteristics of organisms. plants and animals in an environment (such as mutualism. motion of a pendulum. waves.  eSh fee and longitudinal). Exp am the relationship between frequency, wavelength, and speed ii Explain constnjctive and destnjctive wave interference the basis for motion. in a wave.  1D1 eJs cribXe how sound waves are formed, transmitted, and received  Understand the Doppler Effect (such you). as how the sound changes as it comes towards Describe the waves caused by earthquakes.  dentifv hnix/ li/nhi you or goes away from Identify how light travels. Describe reflection and refraction of light Distinguish between physical and chemical Understand solutions and factors that affect Describe the properties of acid and base. Explain how a reaction between an acid and a base produces a salt. changes and properties, solubility. I I I Language Arts J READING  Practice reading individually and in groups.  Gain information from reading. Draw conclusions and make inferences in regard to reading material.  Judge, cntique, and defend opinions of reading selections.  Identify different purposes of reading and writing.  Identify styles of authors.  Identify kinds of literature and their purposes.  Follow written directions with increasing difficulty and complexitv  Use logic to follow directions.  Use word-attack skills to read accurately and to understand information  Determine word meaning from clues in the reading material. Use information from previously learned information to evaluate  Use headings, italics, footnotes, and other printed features to new information. -D'-  luuuiuBi. ano oinerpnnted features to sort and organize information  Identify and compare elements of reading such as setting and characterization.  oelect reading materials representing a variety of cultures.  Increase vocabulary from reading.  Use reference aids such as a dictionary, thesaurus, and computer hip h wning^ materials appropnate for reading for pleasure, finding information I, and for use to  Use compare and contrast skills in reading.  Use predicting, sequencing, and skimming to increase  Read graphs, tables, maps, and diagrams. understanding of reading. WRITING uOqI^I ill ICi ll?3i  l topics : beginning M. Create a first draft with a central idea and with details, and a closing sentence. paragraphs containing a topic sentence, supporting * onn organization and details concentrating on a central theme Use appropnate outlines and organizing methods to practice thinking and analyzing skills  Use appropnate skills in mechanics, spelling, and usage in writing  Vary sentence styles to include simple, complex, and compound  Proofread writing in peer groups and with teacher for information  Use a dictionary, thesaurus, and other resources to organization, and style. usage. correct spelling, grammar, punctuation, and . ProdX nSkh H ^atenals, and personal interviews to collect information oduce polished pieces of writing to be shared or published and collected in a writing portfolio  Express awareness of vaned cultures and universal issues in wnting. 1:  Relate elements, atoms, molecules, and compounds.  Explain the behavior of gases in terms of the particle theory of matter.  Find the relationships involving pressure, volume, and temperature of a gas.  Distinguish among metals, nonmetals, and metalloids.  List elements that are classified as metals, nonmetais, and metalloids and give their uses.  Recognize when chemical reactions have taken place.  Write word equations for reactions.  Describe how energy is involved in chemical reactions.  Classify energy resources as either renewable or nonrenewable.  Compare and contrast types of fossil fuels.  Describe the benefits and drawbacks of using different energy resources.  Describe the operation of a steam generator electric power plant. EARTH SCIENCE  Name conditions that define minerals.  List and describe identifying characteristics of minerals (such as hardness, color, streak, cleavage, and fracture).  Test minerals to identify them.  Descnbe the value of minerals.  Distinguish between a rock and a mineral.  Understand the rock cycle.  Identify rocks based on their characteristics. United States History Exploration to 1914 CITIZENSHIP  Explain the philosophy of government expressed in the Declaration of Independence.  Analyze foundations of the U.S. Constitution andiffssignificance.  Pynlain th a mainrHoKatac II____I____i2_--L Explain the major debates, compromises, and resolutions during the development of the Constitution.  Describe the development of the two-party system.  Outline the principles of federalism.  Compare and contrast powers in the U.S. Constitution given Congress, the President, the Supreme Court, and the states.  Explain the responsibility of a free press and give examples.  Practice the roles, rights, and responsibilities as participating citizens in a democracy.  Participate in a project designed to serve the community. 1r# r INTERDEPENDENCE f  aT' 3-n -'Oration associated wte, ,e grown, and  Interpret various timelines related to American/U.S. history. * documents and narratives of American/U.S. I.iou^.y uu lu  toentify, analyze, and interpret primary sources and historical and editorial  Summanze the Exploration and Colonization Periods . Describe the role of early ZC\" century U.S. in world and domestic affairs . Wentfy major events in American/U.S. history up to 1914 and evaluate the  Read, interpret, and analyze current events. history upto 1914. cartoons. causes, costs, and benefits. CONTINUITY AND CHANGE  Descnbe the impact of change on places and the movements of people and goods  UUnnddeerrSsttaanndri tthoep ttrraanncsffnorrmmtaattiiroinr, and r__e_s__p_o__n_s_e_. tor the Industrial Revolution.  Use various methods and tools to explore and understand changes in the nation over time. CULTURAL PERSPECTIVES ractors that influenced them.  Compare and contrast diverse cultures in American and U.S. history. Analyze the significance of the issue of slavery to society, politics, and economy  Outline the development and growth ofthe American education system. aSS* ntributions of diverse individuals and groups such as African Americans and women to Mrnsnc3n urs. COOPERATION AND CONFLICT  Analyze the causes and consequences of wars involving the U.S. to 1914.  Describe the critical developments during the Civil War and their impact  Outline the causes ofWorid War I. or Review of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: K ALTDENCE: parents PLT\u0026lt;POSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand an. educational standard. FLLFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under the geometry subsection, specify which geometric shapes In life science, specify which body parts In the citizenship subsection, define state symbol ADDITIONAL COMMENTS: This document, and all the others designed for grades 1-5, were distributed to parents in November 1999. I cant see what our feedback accomplishes at this late date. There is no mention of these guides being available in languages other than English. IReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: First ALTDEENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PL^RPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: In the writing section, substitute a term such as commonly used words for high frequency words ADDITIONAL COMMENTS: none IReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE\nSecond AUDIENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS\nIt is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WE.AKNESSES\nThere is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under the section on data, probability and statistics, define Venn diagram or use alternate language In earth and space science, place a list the steps of the water cycle in order, in parentheses Under citizenship, explain whetheridentify leaders means by such as president or proper name ADDITIONAL COMMENTS\nnone iReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: Third AUDIENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the district s curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand eveiy item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: In the language arts section, the phrase large core of high frequency words will not have much meaning to parents. It needs to be translated to laymens terms. In the writing section, it is not clear what express cultural diversity in writing means. Does this mean that students are to spontaneously include characters from a variety of cultures in their writing or does it mean that they can respond in writing to an assignment such as, Write five important facts about Kwanza. Under mathematics, two items are confusing. Realize that fractional parts must be equal means? I guess this is in reference to common denominators, but Im not sure. Also, the item that talks about becoming familiar with grouping fractions with numerators of one and the same denominators needs a parenthetical example in order to be understood. In the life science subsection, the five main kingdoms of living organisms should be listed. In the citizenship subsection, list the three branches ofthe U.S. government. IReview of LRSD Elementary Standards and Benchmarks Document for Parents GR.WE: Fourth AUDIENCE: Parents PURPOSE\nTo explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional lookina. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under earth and space science, the rock cycle needs further explanation. The subsection on number sense states that, division notation represents a variety of situations. It is not at all clear what this means. ADDITIONAL COMMENTS: noneReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE\nFifth AUDIENCE\nParents PURPOSE\nTo explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. * STRENGTHS\nIt is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the district s curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: The final item under the Social Studies subheading cultural perspective makes reference to demonstrating ways to interact with diverse cultures. Is demonstrate really the best verb' Wouldnt explain better describe the behavior expected of the child? ADDITIONAL COMMENTS: none ADDITIONAL COMMENTS\nnone i i\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1227","title":"Oral deposition of Jim Burgett","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":["Bushman Court Reporting"],"dc_date":["1992-07-25"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Educational law and legislation","Court records","School board members","School management and organization"],"dcterms_title":["Oral deposition of Jim Burgett"],"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/1227"],"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":["filing"],"dcterms_extent":["60 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  \n\nDeposition taken at Wright, Lindsey and Jennings, Little Rock, Arkansas\nLittle Rock School District, plaintiff vs. Pulaski County Special School District, defendant\nThis transcript was created using Optical Character Recognition and may contain some errors.\n Ll'I'lLE Ct {-1  vs. OCK SCHCOL D1S'!flC~, PltdntlffE LR-c-e~-66 * PULASKI CCtlNJ. SPECIAL SC COL DISTBICT 0. l, ct  * UNITED S'IATES DIS'IRICT COUF 1t * EAS1ER DISTPICT CF AFRANSAS D f ncantc WESTEF OIVlSlO MFS. LCP-ENE JCSHUI,, ct ~l. * nt tVEnorr\n* Y..A'IHHU E KNIGHT, t t tl. lnt:1:venorE, * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *  * * TUE OAAL DEPOSITlC' OF JlM BUFGETT APPEARANCES: Z..B. SAMUEL JONES, III, E .... c._., Wn t.t, Lincl ... ey 6 Jcnningc, 20CD Wcrthen Bank Buildjng, ~co west Ccpitol Avenue, L1ttl ~eek, AtkBnE\u0026amp;C 7~2Cl Z..ESSRS. JO NW. WALKER \u0026amp; NARI\u0026lt; DUFNf/l.'TE, Et\nE., 1723 Bt:0.dwc.y, Littl!' lxCick, Atk,,ntu: 7,\nc6 ALSO PFiESEN'I': rm. BOBBY LES'JER, Supu intt.nclc.r,t * * * * * * * BUSfW.AN CCUF.T FEPOf'IING, INC. 201 Etst Sixth Stieet Little Beck, Atkc.nr\u0026amp;\u0026amp; 7,~c2 ( ! 01\u0026gt; zn-~11s 'IHE C~AL DEPOSlTlCN CF JU. BUFGE'lT, , wj tnU, pru:tUCEC c:t the re~uiet cf the Int rvenort, t~kcn in the ~bcvc-Ltylca ,no nu~berca c~use on the ~!th a~y cf June, lS2, bcfort Jeff Bennett, CC, LS tl9, a Nct,ry Public in tnd fer White County, Arkt:nsu\n, t Wright, Lindsey \u0026amp; JEnn nst, aco Wottl'ien Btnk Bujl61n9, Litll~ Beck, AtkEnStE, rt !:20 p.fu. pur~u~nt tc the S'Il PULJ\\'I IC't'S IT IS S'IIPULATED AND AGREED by Hid bet EErl the p~rtic:t thtough their reEpectiv~ c~uns~l thtt the 6 pcsiticn cf JlM BUF.GETT mt.y be tiken Lt the tlnic ~nd pl E.Ce !er the purpu\ncE. of di~ccvc1y, pure ~nt to the Fea1r1l toles ~f Civil Pr~ccdurc, and thc:.t .11 forir.~lHiu with reg,ac to the t.iking of st.id depccition ire r,u.Eby \\v~ivcil including ptu:er.t,ticn, tt!t,ding, subscription by thE: witneu,, nctic~ of filing, tHing, C:lc.\nu.a tht ~ll objecticn st le rEl V6ncy, mct~,lelity, ,ne competency so of!tted ,t the trlCl ot thjr C~S(. the \\t.ilnccs heieinbEfc,re n,meci, being first cluly ci.uticnE:\u0026lt;l cr,d swotn, er eftirKed, to tell tte truth, tle wt~lc truth, ~na nothing but the truth, teEt1f1ed \u0026amp;s fellow: BUSIW:.AN COUR'I f.EPCF('J n:G, INC. 201 East Sixth Str~ct Little Fock, r~rk~r.~es 7ViC2 (!.01) ~72-~115  1 2 .., .:\u0026gt; 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 - 3 MR. JONES: I woula ~ake the some nototicn that I aid 1n Mr. Matthews' deposition. irn. WALKER: That'E fine . EXAMINAT::iCN BY MR. WALKER: Q. What i your n~rne, please? A. Jim Burgett. Q. Are you a member of the Board of Pulaski County? A. Yes, I am. Q. Mr. Bursett, ar you f~mjl1~r with the proposed budget cuts? A. Which ones? Q. Tht.t were c.ooptea on March 17? A. I recollect, list of those, yes, sir. Q. You're \u0026amp;lso familiEr with the reorgtnization plan that goes with it? A. Yee. Q. It has been suggested by einother Boc:.10 member that you m6y have been one of the persons to propose budget cuts and the reorganjzation, that you rooy have been one of the persons on the Board that arguea strongest for the budget cuts and the proposed reorgonization\nwould that be a fair statement? A. I dont know about any other Board members. Q. I see. A. If you want to ask me directly about tbet I ctin answer you. BUSH~!AN COURT REPORTING, INC. (501) 372-5115  1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 4 Q. Did you hvve a rnejcr role in proposing the budget cuts? A. I don't know if I had a major role, but I did argue strongly for them, yes. Q. Do you know any Board member who in your presence a1guea rnor strongly than you for them? A. All I can say is that on different items there was st1ong feelings about one ~na not so strong feeljng~ on another. Fer example, I would say when it came to athletics and extre curricular activities I argued very strongly a91nst those, whereas I djdn't argue as strong against others. Q. I'm asking you now about the concept of budget cuts to begin with. Were you the pe1Son saying before the budget cuts were undertaken in March of 1S92, were you the person who argued for what you may call fiscal responsibility in the form of the budget cuts before the millage was submitted? A. Yeah, I think th~t would be a fajr Et~tement. Q. Now, what was jt that you were trying to accompliEh by the budget cuts? A. Whet WGE it I was trying tc accomplish? Q. What did you ~rgue that you would accomplish by reducing thE budget from one year to the next, what was it you were accomplishing? A. It was my impression from our business mGn\u0026amp;9er that we didn't have enough money to operate for the next school yEsr, and thst without r~ducing the budget and saving some money thet BUSHMAN COURT FEPOR'lING, INC. ( 501) 372-5115  1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 li 16 19 20 21 22 23 24 25 we wouldn 1 t be able to operate. It's as simple as that. Q. I see. Dia he tell you th6t that would be amelioretEd at all in the event that the millage passed? A. He didn't put it that way. He said that, as far as I can recell, thGt just because we passed the millage didn't mean that we'd be out of the woodE entirely. That we had a greGt deal more work to do in the long run. Q. Did he tell you how far out of the woods you would come by the millage prssing? A. I don't recall right off-band how far. Q. Did he give you a written ststerncnt of how far you would come with the millage passing before you undertook to cut the budget? A. No, I don't believe we did that. I believe we looked ~t budget cuts before we oiscussea it. Q. Since the millage has pas~ed, do you know wh~t the irnp~ct the rnill~ge passing will have upon the projected buaget cuts? A. I can't say thtt in any detail, because I have been unQble to ettend the ltst two Boarc meeting. Q. Is there~ reoon you cculan't attend the l~st two meetings? A. Q. A. Q. Yes, sir, of cours the1e's been a re~son. What 1s the re~son? The f1rst reason w,s I had my sall bladder cut. So you were ill? BUSW:AN COURT REPORTING, INC. (5Cl) 372-5115  1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 1E lS 20 21 22 22 25 6 A. Yes. Q. Whet w,s the second reason? A. The second I w~s out-of-state. Q. I didn't mean to offena you ana meke you upset. A. You didn 1 t. I would heve a reason. I've ettended evry other Board meeting since I wos elected. Q. I just wante.d to know what the re,son was. You voted on each one of these items one-by-one th,t wre recommended by Mr. Lester? A. Yes, WE did. Q. Diel you also make some. recommended buciget cuts of your own, did you mak some p1oposea cuts yourself? A. As part of the workshop thot we did over a year ego, I submitted a list of things, yes. Q. Did ,ny of those things that you suggested coree within thSs list cf 27? A. May I see that? (Witness viewing document.) Yes, I believe some of these were on my list. Q. A. Which one.s were on your list? I hate to say exactly which onN: were on my list without n,y list being here. Q. A. Q. A. Do you hEve your list? Do I h~V 0 list? YS. I'm sure jt's in my records ~thorn~. BUSfil:AN COURT REPORTING, INC. (501) 372.-51]5  1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 - 7 Q. Did you ever make that a part of the aistrict's records? A. Yes, I did. It was a tot,l th0l we all submitted. So I know they bad a copy of it, because it was in a packet, I'm sure. Q. Did you recommend that the desegregc,tion office be reorganized? A. I didn't recommend that, sir. I believe thc.1t my recommendation that I suppo1.te:d was to reorgt.niz1: the central administration staff, and that WE employ a professional to do that and put that off on him to do. Q. Did you employ a professional to de that? A. Yes, we have employed a professional. And th~t's Mr. Lester. Q. Did you u:commend the reduction in the number of alpha pos1tions which is item lC before you? A. I believe I supported that, yes. Q. Did you recommend it? A. Recommend it, no, sir, I didn't. Q. Did you reconm.end B reduction in the number of coordinators? A. I dont believe that was one of mine, no. Q. Did you reccmffiend a reduction in all out of district tr~vel? A. Let roe cl~rify scn,ething here. Are wt tolking about c.S of the BoQrd meeting where we did these cuts, or ere you talking BUSHMAN COURT REPORTING, INC. (501) 372-::115  1 2 2 4 5 6 7 8 9 10 11 12 13 14 15 16 17 10 19 20 21 23 24 25 8 obout my or1ginal list? Q. I'm saying as of the time preceding Merch 17, 1992, in thet intense period when you all were trying to reorganize in order to decide to submit a mill\u0026amp;ge to the people. A. Q. A. Q. A. Q. I understond. Which one did you ask ~e about? Out of district travel. Yes, I supported that. Is that one of your recommendations? That's one that I supported, yes. Why would you recommend cutting out all out of distrjct trc::vel? A. Because I felt that out of district trevel was something that we could sEve money on. It wes not a necessary expnse. Q. Did you h~ve an idea of what the out of distr1ct travel was in the past used for? A. Q, for? A. Q. A. I think so. What is your understand1ng of what that travel wes used You mean for Board rr.embers? Thit says all out of district trovel. Most of the out of district trovel that I am awere of 1s done for professionol reascn6. Q. I understand. You wanted it all cut out. So what w~s the reason that you wanted out of 6istrict trevel for staff members cut out? BUSHr.AN CCURT REPORTING, INC. (501) 372-E.llE  1 2 3 4 5 6 7 8 9 10 11 12 13 H 15 16 17 ]6 19 20 21 22 23 24 25 Q. That's the only reeson? A. I would rather have tht cut out then have the reeding program cut. Q. Let me ask you this. Dia you perceive thot the out of district travel w~s for the purpose of obteining further trajning for the steff development? A. I'm sure thel everyone who trevels toe professionzl meeting c,n gt.thet -- you come c.Wi.Y with something. Q. Do you knew whether the desegregation plan commits the district to st,ff development? A. I'm sure the desegregation plan does commit the district to staff development. Q. Befot e you voted upon this particular 1 tem, a 1d you esk Mr. Lester what effect this cutting out all out of district travel would have upon the desegregation plan? A. Mr. Welker, I don't believe I c:sktd Mr. Lester any spec1fic item that way. I believe that whet I did ask w~s th,t how would all these things go together. How could they be taken care of in relation to the desegregation plan. Q. Did you do that in a public meeting or in executive sessjon? A. I don't remember whether I've done it in a public meeting or not. I haven't discussed it in executive sersion with him. I have discussed it one-on-one in his office. BUSHMAN COUR'I REPORTING, INC. (501) 372-5115  1 2 3 4 5 6 7 8 9 10 11 12 13 14 1.S 16 17 18 19 20 21 22 23 24 n 10 Q. Wes e.ny other Board men,ber preEent when you a iscussec it with hlm in hlE office? Q. Now, have you reao the des gregation plan? A. Well, I've tried to get through the whole thing, yes, sir. I heve over the years. Q. Over the years? A. Yes. Q. H\u0026amp;ve you read the desegregetJon plan since it WES fine.lly approved by Judge Wright? A. Yes, I h~ve gotten through that. Q. Do you knew whot the district's ccmmitment is tc staff development in that plan? A. Specifically? Q. Yes. A. No, I cannot recoll that right off-hena. Q. Do you have a staff development officer here on your staff? A. Yes, we ao, A. Mr. Jim Herring, I believe. Q. Mr. Jim Herring has a staff of how rr.any people? A. Two or three, I woulo think. I don't know. Q. And how many staff members do you ell have in the district? A. How many stdf members do we have in the district? Q. Yes, sir. BUSHMAN COURT REPORTING, INC. (501) 372-~115  1 3 4 5 7 8 9 10 11 12 12 14 15 16 17 1E 19 20 21 22 23 24 25 A. Q. A. Q. We're telking about teachers and Yes. Whoever you call st~ff. Somewhere between 13 ana 1,500. 11 So Mr. Herring ana his two staff member ~re responsible for the staff development for a whole year for these 1,500 people? A. I guess he js, Q. Now, are they supposed to -- tell me what his office does? Just tell me what he does in steff dEvelcprnent to your knowlEdge? A. Well, to rr.y knowledge he has developed plans for cl,sses that ore held and are taught, thet teachers ana administrators cen take to upgrade their skills and be higher on the pay scale. we have varjous people who -- teachers and coordinators who teach those, administrators who teach those. Coordinates the well, I know I was involved with him this year on the Site-Based Sh~re Decision Making Commjttee amongst othe1 things. Q. Well, now, ao you find any incongruity in him conducting staff development for those purposes and his not de.veloping or heving staff development fer aesegregatj.on purposeE? MR. JONES: He never said he didn't have staff development for desegregation. Q. All right. Well, let me ask you this. You're sayJng th,t one of the reasons that he conducts sttff development is to afford people an opportunity to get pay raises by, cf course, BUSr~lAN COURT REPORTING, INC. ( 501) 372-5115  1 2 3 4 6 7 e 9 10 11 12 13 14. 15 16 17 16 19 20 21 22 23 24 25 A. Q. 12 That's: dght. Do you fine any congruity 1n trying to find ways to get ycur st\u0026amp;ff rnerebers highet up en the pay reiwe at a tirn when you're trying to cut cos:tE? A. No, I acn't. Q. I see. So you're trying to give these teachers s many raises as poEsible while you're trying to have budget cuts? A. No, sir. I didn't s\u0026amp;y tht. Is id tht people are trying to raise their skills profeEEionally as well as be on th pay scale. I me,m Q. Tell me, ao you knew Mt. Don Stewart? A. Yes, sir. Q. Can you tell me why Mr. Den Stewart would be in one of these classes? A. Q. A. To be in one of them? Yes. I didn't know he was in one of them. I know he teaches one, or maybe more than one. I hcven't read the curriculum. Q. I see. All right. Is it your position that Mt. Stewart is not trying to -- is not in one cf these classes as~ student trying to obtain higher pay himself? A. I wouldn't know about that. I don't know if it applies to him at that level. Q. okay. I'm trying to find out just e little bit about thiE BUSHMAN COURT REPORTIKG, INC. (501) 372-5115  1 2 3 4 5 6 7 6 9 10 11 12 J 3 14 15 J6 17 18 lS 20 21 22 23 24 25 st~ff devlopmnt. Do you have anybody who is primarily responsible for desegregation staff development? A. I would presume that would come und~r his office. Q. Have you ever asked Mr. Lester whether it did? A. No, I did not. 13 Q. Do you know what the rc:.ce of the pE:rsons who work with him, the other two perscns, is? A. I think they' le one iE blEck and one is white. Q. What's the name of the black person that works with him? A. Is that Brenda. I don't know. Q. You don't know? A. I don't know. Q. You thought it was Brenda Spriggs? A. Yes. Q. I thought she was in multicultural educ6t1on, and there was a special position, somewhat over my objection, cre~ted for her as a directive of thot? MR. LESTER: I've been trying to stay out of this. But Mary Mcclendon 1s a black lady i~ under him, coordinator, and Brenda Spriggs is multicultur~l. MF. JONES: And you didn't object to it. Q. And Ms. Mcclendon h~s no expertise in oescgregetion st~ff development, h~s she? A. 1 don't know. Q. Okay. Is Ms. McClenaon the ltdy who used tc be a BUSIW.J\\N COURT FEPOR~ING, INC. \u0026lt;!i0l) 3n-s115  1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1 'i 1 19 20 21 22 vice-principal out at -I don't know. Q. A. Q. -- the Air BaEe Elementary School? I don't know. Okay. 14 MR. JONES: I thought you wanted to ~sk about budget cuts. MR. WALKER: I em. I'm just trying to find out what this man knows about what he was acing. Q. (BY MR. WALKER) You did rEcommEnd that some teacher positions be eliminated, didn't you? A. Q. A. Q. A. Q. In the lest budget cuts? Yes. Yes. How many d1a you recomrnena be el jminE.tea? Oh, gosh. I'm esking about your recommendation now, not whet action you took. But hew rn~ny did you recommend be cut? A. Q. A. Q. I don't know exactly. Did you reco1r.me:na thet \" number of cooraint.tors be cut? I supportecl thst recommendcit :ion. Woula this have a tendency -- well, first of ~11, were the ccordin~tors necesssry in the first place? A. Are you asking me pexscnelly wh6t I think about ccordinE.tors? BUSHMAN COURT REPORTING, INC. (501) 272-fll:  1 2 3 4 5 6 7 8 9 10 ll 1~ 13 14 1~ 16 17 18 19 20 21 22 23 ~4 25 I - 15 Q. Yes. A. Yeah, I think personally th\u0026amp;t coordinators are necessary. I sure ao. Q. Now, by cutting them out, does that diminish the quality of the course offerings? A. I would say th\u0026amp;t the -- Q. Listen to my question. Does th\u0026amp;t diminish the quality of the course offerings in the programs which they c0ordinttea ana participated in? A. If the teachers themselves took up the sl6ck, I don't think it would diminish the quality of the course offerings. I don't know why the course offerings would be dependent on the coordinators being there. Q. I see. So ifi the teachers took up the slack. How would the teachers take up the sl~ck? How could the teachers take up the slack? A. Well, basically to keep on doing the same thing thet they're alr ady doing. Q. I see. So they would be ooing the sarre things that they were doing without 6irection and ccoperation and Eupporl of the ,dministt\u0026amp;tive staff of the centr\u0026amp;l office to the same extent as A. To the same extent, th6t's correct. Q. so this re6lly will dim1niEh the qu\u0026amp;lity of the progrms and evaluation and other things r.ext year -- BUSHMAN COUR'I REPORTING, INC. (501) 372-5115  l 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 22 24 16 A. I can't say that for sure, Mr. Welker, whEther it would diminish it or not. Q. A. Q. A. Q. I see. Are you a former educotor? Yes. Whet is your field? I was a band director, sir. Now, you dJd understand as a teacher that one reason for getting speci~l treining, or having coordinators, or directors was to strenghten the quality of thE progrsms that those persons supervised or coordinated? A. Yes, I co. Q. So would it not be logic~l that jf you intend to strenghten the progr~rns by adding specialty persons to them, that you would correspondingly weaken programs by taking people oway from those programs\nisn't that lcgicel? A. Well, I would disagree with that somewhat. Because, whilE not maybe progressing os much and having that ability to take from the coordinators those things which they can do, that dcetn't necessarily mean that what you 1ve tlready eccoropljshed is going to dimlniEh. I woula say it wouldn't grow. Q. I see. Aren't you ccmroitted to having a program, ot l~ast e desegregation prcgrare, which 1s at least as eff~ctive in the future ~sit has been 1n the psst? A. Q. I would hope so, yes, sir. And if you cut out statf, don't you diminish the ability cf BUSHMAN COURT REPORTING, INC. (501) 372-5115  1 2 3 4 -C: 6 7 e 9 10 ll 12 13 14 l~ 16 17 1 19 20 21 22 23 24 2-5 - 17 the d1strict to m~int,in at least grcwth in the continuum cf educational progress from year to yer thit you hao prcmiEed the ccUJ: t tbot you would be implen,enting? A. My problEm as a Boara member lE making a chcice. I was net the one who decided to put the ccordinators on the blcck. Q. No, listen to my question. A. I unoerstana your question. Q. I'm asking just about the effect. I'm not asking about you as a Board merob~r in charge. In terms of the effect, you understand that you've indicatea to the court that these programs sre working, and that they will work, and that they will work in part because you have these staff members in place. Now, when you say that you h~ve them in place, de ycu not thereby represent to the court th,t yo~1c going to keep thefu in place? A. Not necessarily. Q. All right. Now, you ao recall that there has been some problm with the court, and you're saying that you Ell put things in your plan that you dian't necessarily rne~n or need. I mean, bow are you going to go -- and I'm being very explicit. How ere you gojng to -- and I'm surE that that is th case, don't misunderste.na me. This is a deposition, so I can say that. But how are you going to let your lawyer get in a position where he hes to defend that position one more time? A. Which position are you talking about? BUSHMAN COURT REPORTING, INC. (501) 372-5115  l 2 -:, ~ 4 ~ 6 7 8 9 10 11 12 13 14 15 16 17 16 19 2C 21 22 23 24 25 H, Q. Which is that you put things in \u0026amp; program, in other words, you presented things to the court that you didn't necess\u0026amp;rjly need? A. Th\u0026amp;t we necesssrily didn't need? Q. That you didn't necess\u0026amp;rily need and, therefore, you coulo re.duce them without sny impi.ct upon the dee:egregation plan? MR. JONES: I object to the form of the question. I don't think we've ever Eaia that we put things in the plan that we didn't need as a district. I have said there were things in the. plan that weren't directly relate.a to desegregation, th\u0026amp;t certain jobs were described fut re~sons I never fully understood. If tliet helps any. I don't think I ever said these people weren't needed, John. MR. JONES: And, of course., this w1tne.ss h0sn't indicated he relished making any of these cuts. A. To the contrary. (Off-the-record.) Q. were any of these coordinators th~t were cut jnvolvea in either gifted and talented educ~t1on, or guidance and counseling Eervices, or the Division of Instruction? A. I thought ,11 of them were patt of the divlsion of instruction. instruction. MR. JONES: Everybody you just named falls under BUSH.MAN COURT REPORTING, INC. (50]) 372-5115  1 2 3 4 C 6 7 8 9 10 11 12 13 14 16 17 1 19 20 21 22 23 24 25 19 ~R. WALKER: I thought so. Q. (BY MR. WALKER) Now, there were -- in the pl~n there's \u0026amp;n ind1c\u0026amp;tion that s\u0026amp;id, \"CCffipleting the stEff of the Division of Instruction are six secondBry curriculum coordinators representing the verious disciplines.\" Have these persons been cut by this pl\u0026amp;n? A. Would y-0u re\u0026amp;d that st-tement agaJn, please? Q. \"Completing the st\u0026amp;ff of the Division of Instruction ere six secondary curriculum coordln\u0026amp;tors representing the var3ous disciplines.\" Have those persons been cut or will those persons b cut? A. I think some of those persons have been cut, probably not all cf them. I know we retained mvth and science. Q. This is on p\u0026amp;ge 22 cf the pl\u0026amp;n. \"It 1s not enough to be concerned only the pupil assignment plans that in~ure segreg\u0026amp;ted schools. To be effective, the instructional progr\u0026amp;m must respond to the educution\u0026amp;l and sociQl needs of all students.\" Now, it goes on to say, \"Elementc.ry teachers are ai\nsisted by assistant principal/instructionel specialist and $condcry teachers receive aid from jnstructional curriculum coordinators. The presence of these resource people help the clesErcoffi teacher to meet the diverse needE of students in desegregcted clu\nsrooms.\" Now, why would you, after just put ting something in and having the court approve it right before this happ~ned, why BUSHMAN COURT REPORTING, INC. (5Cl) 272-!,115  l 2 3 4 5 6 7 8 s 10 11 12 1::, 14 15 16 17 )6 19 20 a 22 23 24 25 ,e 20 woula you cut them out? A. Well, actually I just followed the recommenaat ons thtt we get from our professionil. Q. But now, you all were pressuring the profesEionels to come up with the budget cuts of the. Boc:.ro, weren't you? I mean, they weren't operating in a vacuum? A. I don't think it was just the fact that we were pressuting anybcdy. we were all under ptessure to get something done. The end of the schocl year was rBpidly approaching. Many things were happening. We were trying to get our mHl,ge through. My point is that only very reluctantly, Mr. Walker, did I support these. Q. All right. Now, in this it is cltar that you represented to the court that you would have these coorc11n~tors. At least, that's the way I read it on pages 23 and 24. Did you reaa -did you all consioer this plan, and especjally pages 23 ana ~4, before you made the decision lo cut these ccorc1inotots? A. I think that that was probebly mentioned, yes, s1r. Q. All right. A. But we didn't know whether it would work or not. Q. You knew, if you mention something, just to mention it doesn't mean anything. Did you aEEEES it? Did you \u0026amp;SSCEE th impact of it in the light of the ccmrnitme.nts that you hid mz.de to the court? A. I think that we left that up to the superintendent to BUSHMAN COURT REPORTING, INC. (501) 372-511~  1 ,\"t, 3 4 5 6 7 8 9 lO 11 ]2 13 14 ]5 16 17 1 19 20 n 22 23 24 25 recommend to us. Q. So you're putting this bee bock on the bock of the superintendent? A. Right. 21 Q. All right. Well, I want you to know th~t I'm going to be not UEing -- relying so much on the superintendent this time es I am on you Boara members to justify these things. A. Well, fine. Q. And 1 woula like for you tc tell me whether you have any other rEEEon, other than prcjectea ccst savings, for knocking out something that had be.en included in the aesegregatlon pl,n, other than the cost sc:.vings? A. Other than the cost savings? Q. Yes, sir. A. I don't think there was any. Q. All right. Now, you were ,wtre thEt. the court hc:.s t 1a you repeetedly that. financial considerationc c~nnot be uEed to oirr.inist. the 6e.~ gresc:.tion ccrr.mitme.nt~ rn this dHtuct? Q. I see. Well, why would you do something thot was contrary to your cesegre9c:t1on p1osrarr, or comrr.itroc.nt. .. ? A. Well, at this point in time I'n. not sure that it wos. Q. Well, you say -- you understond how the ccurt ch~st1sed us obout being lDte in the proposals, ~nd bow she insisted on us getting things in, ~nd then how she took tim to study BUSHMAN COURT :REPORTING, INC. (5Cl) 27Z-5ll5  1 3 4 5 6 7 s 9 10 11 12 13 14 15 16 17 18 19 20 21 23 24 25 22 everything, ana then bow she approvea thiE, I think, the early port of thiE year. Do you think that she would go through all of this, ano we would go through ell of this, if these wordE meant nothing? A. Q. Well, I don't th1nk tb~t we think th~t they megn nothing. Well, why is it that you're going to cut out these coord1noto1s if you've ccmroitteo to the. ccurt to ht.ve them? A. Q. Well, whet elEe were we going tc cut cut. well, th~ts not for rr.e to say. rm just saying now why did you -- . JONES: Well, I mean, I know 1ttE not your deposition, but it's \u0026amp; question we all wonder ebcut. You know, what elEe would we do? Q. Well A. I mean, I'm faced with a cho1ce. I either vote for this or don't vote for it. Q. Well, you -- let me ask you this. Did you vote to give were you preeent when the vote weE taken tc give Mr. GoEE' wjfe A. Q. A. Q. A. Q. No, I Wc.S not. Did you ,ppr ove that? Do you eppr eve of it? I was not thre. Did you apprcve it? I don't know wht the circumstnces on tht rais ~r. Wll, you h d 11 the backup a,ta from the Bo~rd -- from BUSHMAN COURT REPOR'l'ING, INC. (5.Cl) 272-5115  1 2 3 4 5 6 7 8 9 10 ll 12 13 14 15 16 17 18 19 20 21 22 23 24 23 Mr. Lester, djdn't you? He gave you the backup datt, didn't he? A. Q. A. Q. A. Q. A. Q. A. Q. It 'E probably in my p\"cket. You haven't read it? I haven't read that portion of it, because 1 Wc.En't there. You and Mr. Gess \u0026amp;re friends, tren't you? Friends? Perscnel friends? No. You tren't? We're just acguaintanceE. Okc.y. You ana he have not hc.d E discussjon tbout that subject st all? A. Q. A. No, Slt. Okay. Absolutely not. As E rec.ttet of fact, when it firEt come up he recused hims~lt, he wasn't even tround the Board. Q. A. Q. Why would he vote on it when it came up the lc:.st tiree? Well, I don't knew. I wtsn't here. Do ya'll have e policy that matterE affecting a family member are acteo upon, thc.t the person in the fan:Hy who's on the Beare should recuse themself? A. one. Q. A. I don't recall reading thtt specific policy, if there is Do you hc:.ve a nepotiEm policy? I believe there 1s one, yes, sir. BUSHrl.AN COUtT REPORTING, INC. (~Cl) 372-~115  1 2 3 4 6 7 8 9 10 11 12 13 14 15 16 17 1 19 20 21 22 2-:- 24 24 Q. What's difference in what I just asked the first time and what I asked in te1ms of the nepotism policy? A. I think it w~s a place where there wcs employment involvea, two teacherE, or one teacher w~snt to be eroplcyed at a schcol where another one wE.s mployea or e1E a supervisor. Where one would have supervisory consideration over the other. Q. Have you seen any document thjs yEar shewing the progress that the oit.tlict hes mace toward meeting the district 1 s desegregation go~ls and objectives? A. Any? Q. Have you seen a document which is an \u0026amp;nalysis of the progress being made toward achieving the ditrict's desegregaticn -- A. Q. A. Q. We received one from Mr. Bowles, I believe. When did you get that? I think it wis tometin.e t.fter Janu\"ry. Now, ao you con1der it to be, change in the pl~n to combine the Office cf Pupil Personnel a~6 the Office of Desegregat1cn? A. Do I consider it a change in the plan? Q. Yes. A. Ne. Q. would you m1na looking et this organiz~tion chart that you presented to th~ court? A. (Witness viewing document.) BUS!Wi.AN COURT REPORTING, INC. (~CJ) 372-5115  1 2 3 4 r: ~ 6 7 6 9 10 11 12 13 14 lS 16 17 18 19 20 21 22 23 24 ~-i:: \"-~ 25 MR. JONES: We'll stipulete the chirt chnges. MR. WALKER: That's what I 'n. showing you. Q. (BY MR. WALKER) Leck at that, plecse? Now, on this chart that was presentea to the court the desegreg~ticn projection was off to the Eide and directly related to the superintendent. And the only section that related to every department wes the desegregation cffjce, other than the superjntendcnt's office, of course. And new you've put desegregation and pupjl personnel together. Does that represent a functional change? A. Well, I'm not sure -- I understand whEt you're driving at. I see htre a direct line between the superintendent and pupil personnel and desegregation, and I see ljnes of consultation and cooperation between the schools ano personnel and instruction and business affajrs and support services. Now -- Q. Well, you're saying here that it's pretty eviaent that the Pupil Personnel Department had no direct supervis1on over anybody in the first place. So by combining those two departments, nothing w~s changed\nis that right? A. You mean, we're talking about sol1a lines new of airect authority? Q. Yes, solio lines. A. Well, no, they don't. Q. Okay. Now, tell me, why was it neceE-sary to reduce the number of asE.ist superintendents\nwas that for financial retsons or what other reason? BUSH~AN COURT REPORTING, INC. (501) 372-Ell!:  1 3 4 6 i e 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 2(\nA. I think it wo~ tin~nciel re~scns. Q. How much money did you seve -- well, let n.e get some understanaing of that. W know that you h\u0026amp;ve bss1c\u0026amp;lly net cut anybody out of Mr. Collins' department\nisn't thet correct? All the people are still there? A. A fr as I know. Q. All are still there. So thst means they're all there with the SQroe sal~ry except for the 8 percent rcducticn in the raise propcrt1on of Mr. Collins' s~lary? A. Right. Q. All right. And we know that sll the people in Mr. Bow lei:' office ere still there. And the only thing that's htppened is that Mr. Bowles has suffered er had a reauction of 8 percent of the raise that he got. So are we to believe th\u0026amp;t the only sav1n9s to be effectuated is 8 percent of two 13 percent raises? ~R. JONES: I object to th6 form ct the question. It ignores the elimination of, I think, two directors' positions, at l~ost one, Director of Athletic\u0026amp; \"na Director of Activities . MR. WALKER: Are those under the Pupil Personnel Dep\"rtment? MR. JONES: I think both of them were. Q. (BY MR. WALKER) All right. Now, those persont who -- the Directer of Athletics and the Director of what else, whatever it is, those people dia not suffer p~y decreases, though, did they? BUSHMAN COURT REPORTING, INC, ( 501) 372-51J 5  1 2 3 4 5 6 7 8 9 10 Jl 12 13 14 15 16 17 16 19 20 21 22 23 24 25 A. I don't know whre they would fall. Q. Who were those people? 27 A. The Director of Athletics was Ron Higgins, Whet the other director? MR. JONES: That's all. Q. All right. Is Mr. Higgins still working for the district? A. As far .as I know he is going to be. Q. Has he had a p~y reauction for this ye~r, for this next ye~r over last year? A. I aon't know what his pay is going to be. It depends on what his job is, I would presume. Q. Well, so we have e pay reduction for Mr. Higgins, possibly, and Mr. Collins has a pay reductJon of approximately $4,500, and Mr. Bowles has~ pay reduction of approximately $2,9C0. MR. JONES: If the newspapEr article is accurate, and I'm not going to stipulate that a newspape1 article is accurate. Q. Do you h~ve any reason to believe thmt Mr. Bowles is well, let roe say something. If Mr. Lestr says that it's 8 percent, the aifference is S percent of a pay raice MR. JONES: 8 percentage points. Q. percentoge points of the pay rajse of 13 percent -- MR. JONES: Right. Q. -- that roeQns then that if Mr. Collins wa~ making $64,500 l~st year, I'll figure that out. B percent of the ra1se that he BUSHMAN COURT REPORTING, INC. ( 501) '.:72-5115  ] 2 4 6 7 8 9 10 11 12 13 14 15 16 17 le 19 20 21 22 23 24 25 28 got -- MR. JONES: Not 8 percent, about 70 percent. Q. 70 percent cf the roise th~t he got would be appro~imotely $4,000. So I E.ssume thc.t he h~o a reduction of $4,00C, and Mr. Bowles had c: reduction of $3,000, and let's E.Ssume thcit r. Higgins h~d one Else cf $3,000. Th1s is $10,000 reduction or sevings. And ere you oll s~ying thE.t E.t least for the Desegregation Deportment c.nd the Pupil Personnel Dep,rtment, thal sc.vings is significant? A. Q. Well, I think c.nything that we can save was significant. But you're going to reduce the status of the desegregation office in the process, are yoti not? A, I don't know what your definition of st~tus is. Q. Well, you comffiitted to the court that there woulo be an assistant superintendent for desegregation. MR. JONES: There still is. Q. You said that there was an assistant superjntendent for desegregation, and you said that there will be ,n assistant superintendent for pupil personnel. MR, JONES: There still is. It happens to be teh same person. Q. If you're going to ao those things, why don't you tell the court th1t you're going to combine -- or propoEe to combine the positions and put ~11 the responsibility in one person? A, Why don't -- BUSHMAN COURT REPORTING, INC, (501) 372-511=  1 .... ~ 3 4 5 6 7 e 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 ~4 25 29 Q. Why didn't you tell the court you were going to do this before you actually did it? A. I think all of the cuts thQt were mace end all the changes that were made and approved by our School Board were made with the idea that all of them would be meae as far as the court would allow. And at the time thQt we were making decisions, wc didn't know which tbjngs that the court would allow and would not ~llow. Q. Have you voted as a Board to ask the court to allow these cuts in a formal rEsolution? A. In a formal resolution? Q. Yes, sir. A. Not th~t I recall. Q. This was done in M rch? A. These were, yes. Q. Why haven't you for~ed why haven't you t~ken up the matter by resolution or motion since March to submit it to the court? A. I don 1 t know that it hasn't been proposed. I haven't been there. Q. I see. Now, is there any particular reason that you all did not -- well, first of all, did you 11 diECUES these budget cuts before you made them with the Joshua Intervcnors? A. I personally didn't discuss it with the -- Q. Dia the Board do so? BUSHMAN COURT REPORTING, INC. (:Cl) 372-511~  1 2 3 4 5 6 7 9 10 11 12 13 14 15 16 17 lE 19 21 22 23 24 30 A. Not es i Bo~ra. But I think we hed rngny opportunities for anybody to come\nworkshops, and budget meetings, and -- Q. So you ere putting us in the position of eny member of the public when it comes to participeting in decisions and deliberations of the Board\nis th\u0026amp;t correct? A. Q. A. As any member of the public? Yes. Well, I don't know what I'm -- I'm not trying to put you in any position. Q. Are you aware that the Joshua Intervenors have special status as a result of this Settlement Agreement? A. Oh, yes. Q. Have you all ever sought to involve us, you as a Board, ever sought to involve us in any decision meking cf th school district before the decisions were mode? A. As fer as I know th t we rely on our profeEsionol staff to tell us when nd if that's needed. I don't have direct crder, that I know of, to do that. MR. JONES: I mean, John, I cen't imogine your going to court next Thursday and representing thEt thiE was all a secret to you. MR. WALKER: We're not talking about secret. I would certainly fe~l that if they're tElking about doing somethjng, befcrc they do 1t, o sit down, cs we ,gr ea, and go ever the desegregEt1on tE~ifications cf it End try to reach En BUSHliAN COURT REPORTING, INC. (~Cl) 272-~115  1 2 2 4 .\"..', 6 7 8 9 10 11 12 13 14 l!: 16 17 1 19 20 21 22 23 :24 2!.: - 31 agreement, and then make a joint recornrnndaticn to the court fer approval instead of putting us in an aover~etial situation. Q. (BY MR. WALKER) Now, did you conEider the desegregation impact formelly in a public Board :meeting of c\n:ny e,f these particular items in Exhibit Number 1? A. As far as any one of these 27 things, I don't believe any of them were ever taken up in a public Board meeting specifically with the quection of the desegregation impact in mind for each one of them. A. I do know that in my own mind th0t all of the :impacts were there. Q. Well, what is the desegregation impact of item number 10, \"The alpha positions, fivfc-day stude\nnt load,\" whctever that meanc, in your own mind? A. Well, that means that there was less lime for the alphg teachers to teech, and they had to teach regular clEEses. Q. Does not this say th6t five alpha -- no, that ~lpha positions, , number of alpha positions Qre being cut out? A. I dcn 1 t know that thic says that they're being cut out. I think those teachers re being reassigned to regular classes rather than be tEken away. Q. Well, how did you save onything by re ssigning these teachers tc regular cl~sses\nwhere is the savings? A. In teach rs needed over,11. BUSHMAN COURT REPORTING, INC. (!:Cl) 37:2-~11~  l 2 3 4 6 7 8 s 10 11 12 13 14 16 17 1 19 20 21 22 23 24 32 Q. So you won't neea as many teachers? A. That's the same thing, if I might add, about Mr. Higgins being removed from the directorship that he was remcvea of and being placed somewhe~e el~e and that position not be1n9 ref illea. MR. WALKER: While I 1m at it, Ssm, would you asking -- bringing Mr. Higgins to court? Do I need E\u0026lt; subpoena for that purpose? Q. MR. JONES: I don't have e clue. MR. WALKER: Okay. (BY MR. WALKER) Now, are you saying that you didn't elimjnLte these positions and\ntherefore, nothing has changed from last year to this next year? A. Well, obviously, jf we're going to have a $90,000 savings, something has changed. Mr. Lester, perhaps you could -- Q. Well, no. You're going to have to take thE stand yourself, not Mr. Lester. Mr. Lester will have his turn. I wsnt you to tell me A. Well, I can't at thiE time. Q. All right. Well, tell me, what is the dsegregst1 n 1mpc.ct of having -- let me b~ck up. Isn't it true that the Boera b,s sought to relate to desegreg~ting th schools in the southe~st quaaront in p~rt by having TAG type clQsseE concentr~ted there more sc than other parts of the district? A. H~ve we sought to do what? BUSHMAN COURT REPORTING, INC. (501) 372-115  l 2 ...,, 4 6 7 8 9 10 11 12 13 14 15 16 17 18 19 .2 0 21 22 23 24 .33 Q. To desegreg\"te s.ome of the so-celled ht.rd to dcegregete schools in the southeast quadrant of the district by having TAG type programs in those schools? A. Q. A. Q. TAG type programs? Yes. I'm sure that there's been an enrichment in those, yes. All right. Now, if you take away the enrichment, does net this hav a tendency to impact desegregation? MR. JONES: He didn't sE.y cny enrichment wes taken awey. Q. All right. Well, if you have -- you've sajd that at least something happened, if you don't have E.S much money devoted to it next year E.S you had this yeLr? A. That's true. MR. JONES: He's talking e.bout the totc\nil .\nmount of money, John, ana not all of that has to do with TAG. Q. Well, number 10 is the ten \"lphe positions, what does that mean to you, Mr. Burgett? A. I presumed that it meant thet there would be alpha teachers that were teaching regular clesses . Q. In ether words, those alpha teachers would no longer be teaching alpha classes? A. Q. Not as many of them. And if you had used -- relied upon alpha teachers to teach students who were being ttractea into aesegregatea -- into BUSHMAN COURT BEPORTING, INC. (.=Cl) 372-~ll 5  l 2 3 4 5 6 7 8 9 10 11 J 2 13 14 15 16 17 18 19 20 21 22 23 24 25 34 schools for desegregetion purposes, ana they were going to be teaching special classes. By putting them beck into regular clsses, that would mean that you woula heve fewer people to tetch those specialty classes, acesn't jt? A. Thet might mean thet. But I also, in th positioning where they might be, sey, on the north side of the river, be taken out of cl~sses there ana not b taken out of ones over on the south side of the river. Q. So yo dcn't know where these positions were? A. No, sir, I don't. Q. Did you ask Mr. Lester where they bed been taken from? A. No, I have not. Q. All right. New, how ro,ny secondary TAG positions were being removed? A. I don't know. Q. Did you esk Mr. Lester? That's in number 11. Did you ask Mr. Lei::ter? A. No, I don't believe I askea him personelly. Q. Did you ask him whether or not this would have adverse aesegregati ve impact? A. I think that we, as I indicated before, that we talked ,bout ell of this as having ~ny kind of impact. Q. Where did this discussion take place? A. In his office. Q. I see. Dio you ever have thjs discussion in a public Board BUSHMAN COUFT FEPORTING, INC. (501) 372-5115  1 2 3 4 5 6 7 9 10 11 12 13 14 15 16 17 19 20 21 22 23 24 meeting? A. I don't recall if we did or not. 1 1a have to check the minutes. Q. Did Mr. Lester specifically tell you that none of this would have any adverse desegregotive impact? A. No, he's never sai6 that. Q. Did he .ever s~y that it would h,ve adverse desegregctive imp\"ct? A. He said that it was possible that some of it would. Q. And you went ehead, after he told ycu that it was po-sible that it would? A. Well, we didn't know whether it might be or not and so, therefore, we were g~ing to see. Q. All right. But you knew from Mr. Lester -- how were you going to see if it had desegregative impact? A. We would have to have it analyzed ,fter it was done and put in place. Q. Oh. So, ~fter it was done, you would have the analysis. Why djdn't you have the analysis rnede before it was done? A. As I stated before, we relied on our professional staff to recommend this. Q. But Mr. Lester told you tht it may have ~averse desegreg~tive effect and, nonetheless, ya'll went bhead and votea for it? A. That's possible. BUSHMAN COURT REPORTING, INC. (EOl) 372-511~ l 2 4 6 7 e 9 10 11 12 13 14 15 16 17 18 19 20 21 22 24 Q. A. Q. A. Q. A. All right. Well, now, why would you ac th~t? Becau~e of financial crunch. Without having the analysis rncae first? I acnt have an answer. Thsts wonderful. You'll be my first witness. Fine. 36 MR. JONES: Now, this i~ the third person you've said js going to be your first witness. MR. WALKER: Each time it get better. I cou dn't imagine Mr. Goss being 50 gooa. But I think this 1s my witness. Q. (BY ~.iR. WALKER) Tell me, did you vote to freeze: sll sslaries, no steps? A. Yes, I did. Q. Well, now, tell me, why sre you going to Mr. Herring out here giving these pecple in-service training for purposes of getting salary increases and ~tep increases A. Q. That'~ not the only reason I sajd that he aid that. That's one reason. When these people get this training, end they go through these workshop, they're going to expect their money. so why would you cut -- vote to cut out step increases it the same time you 1re encouraging peopl~ to qualify to get step incresses? Why would you ao thot? A. Well, hopefully some day those will be able to be reinstatea. BUSHMAN COURT REPORTING, INC. (E0l) 372-5115  l 2 3 4 5 6 7 e 9 10 Jl 12 13 14 15 16 17 18 19 20 21 22 22 24 37 Q. A. I mean, if you're going to shut the doer on people's profession~l growth period, why that's -- I didn't see that as D possibility at all. Q. they? A. Q. A. Q. But, now, they're entitled to their step increases, aren't Under normal circumstances, I would s~y yes. What makes the circumstanceE here abnormal? Money problems. Well, now, you did give a number of people this last year step increases, didn't you? A. Q. A. Q. A. we? Q. Yesh, we did. How can you give it to some end not to ~,11? Now, wait a minute. Let's go backtrack. Okay. We did not deny step increases to anybody last year, did All right. Do you propose to deny step incieases this year to inybody? A. I think that I voted to freeze all salaries and deny any step increase this ye,r. Q. So whatever training people receive during this surrroer or during the fall, they will be den1ed step increases? A. I don't know. I don't know how the Pcisonnel Dep~rtment handles that, if you are eljgible to be on~ higher because of BUSHMAN COURT REPORTING, INC. (501) 272-:JJ5  l 2 3 4 5 6 7 8 9 10 ll 12 13 14 15 16 17 16 19 20 21 22 23 24 ~~ ~v 38 mote increaseo educational things, whether or not -- I'm talkjng about step increases in a person who is here from yea1 to year and is eligible to be moved down from an experience increment. Q. So you're cutting out step increases that are experience related? A. Right. Q. But not education related? A. I'm not sure that we maae that distinction. Q. Okay. A. Well, I mean Q. That's fine. Now, what's the desegregation jropact of that? A. I don't know. Q. Did you ask that question of Mr. Lester? A. No. Q. Tell me, look down at the exhibit, tell me what is meant by the \"Specialty Fuller Junior High Program\" er th \"Futures Program at Fuller Junior High\" and those savings estimated tc be a totcl of $72,7~0? Are you going to save some ~oney by cutting those programs out? MR. JONES: They didn't cut it. MR. WALKER: Sam, this is my deposition. MR. JONES: Well, if you're just trying to trick the witness -- ~R. WALKER: No, I w nt to know what he thinks he rney hove sorr~ other opinion, beceuse thre ,re d'ff~r~nces of BUSHMAN COURT FEPORTING, INC. (5Cl) ~72-~115  1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 24 39 opinion. Q. A. (BY MR. WALKER) Did you all -- Frankly, I didn't know what I was coming down hEre for to begin with, so I -- Q. Ok~y. Well, do you want to terminate the deposition so you can go home and get prepared? A. Well, I don't -- no, I don't want to terminate it, sir. I'm glad -- I'm here freely and cooperstively tc do my best fer you. That'$ all. Q. All right. Did you -- what do you unden:tand these items down at the bottom to mean, under periods 9, and JS, and 15? Does that mean that you're gcing to affect a savings of some kind? A. Well, it looks to me, looking at this at this point in time, that this says thst there will be 9 priods seved at Fuller for secondary instructional coordinelors. Or does thet come from number 9 up above? I don't know. Q. You don't know. That's fine. I want th~t on the record, too. Now, number 15, the period 15, Futures Prograrr - Fuller Junior High School, what does that mean? Hew do you read th,t? A. Q. A. Well, this just says th~t it costs $~5,4EO for 15 petiods. So you're 901n9 to save th~t much? The same thing up there, th~t Specialty Fuller, ~t 9 periocls, it costs $27,270. Q. So that's going to be an estirn6ted savings? BUSHMAN COURT REPORTING, INC. (ECl) 372-Ell5  1 2 3 4 6 7 8 9 10 11 12 13 14 15 16 17 16 l9 20 21 22 23 24 25 4C A. I don't know if that's a sevings or whether thE.t ju\u0026amp;t says this is a breakdown by category. Q. Is it a fair statement to say that you don't know wh6t these items mean in the: bottorr. of the pt:ge cf Exhibit l beginning at \"Breakdown by CEtegory?\" A. This shows apparently what it costs. I don't know what the total of these items i~ here now. Q. No. I'm asking what these items mean? What doeE it mean when you say \"Futures Program - Fuller Junior High Scheel, $45,000 and 15 periods,\" what does th\u0026amp;t mean? A. Q. A. Q. Well, 1 hesitate to s,y right now. You don't know what it me6ns, do you? I don't remember what it means. All right. You don't know wh t any of these things mean, do you? A. Q. I wouldn't say that. Well, t 11 me -- lf you wculdn't say thEt, tell me what they rrean? What do any of them mean? What do they mean? A. Q. Well, I don't know what the periods mean. That's fine. N w, did you ever know what th periods mei!nt? A. Q. A. App rently not. All right. Now, what doe~ \"breEkdown by category\" mean? I think thE.t, c.s I recdl this now, wb-t it n,eans js thE.t, for inst~nce, like we had a coach who was given on extr~ per1oa BUSHMAN COUFT F.EPCFTING, INC. (!:01) 372-5115  1 2 3 4 C ~ 6 7 s 9 10 11 1\n12 14 15 16 l7 1e 19 20 21 22 23 24 25 - 41 off to coordinate athletics, that he was going to have to go back into the classroom, and thEt he wcula be utilized as a teacher. And that when ell those variouE things were done like that, that rother thon having to employ more personnel, as we have right now, they could do it with less personnel, to that would be a gvings. Under where jt says, \"Athl~tic coordinEtors at various schools,\" that by placing them back in the cl~ssrccrn, that this is the type of savings that woulo be with the others. the saroe wey Q. I see. Well, let's look at the special ed coordinators in various $Chools. Don't those coordinators have a respon$ibility for working with parents? A. I'm sure they do. Q. Haven't you all represented to the ccurt that you all have a strong parent contact program, and that you will seek to promote parental cont~ct? A. Yes, ir. Q. Why wou1a you cut back on special ea coordinators at the various schools, cooraination of that function at the vtrious schools? A. I don't know exactly how that WQS going to be efiected. Q. I see. But you're cutting jt back, aren't you, after you say to the court that's a major thjng and it has desegregative impact, doesn't it? A. I tell you what, when we're hunting around trying to find BUSHMAN COURT REPORTING, INC. (501) 372-5115  l 2 3 4 5 6 7 e g 10 ll 12 13 14 15 16 17 18 19 20 21 ~2 23 24 25 42 w~ys to s\u0026amp;ve money, everything is jrnportant, Mr. Walker. Q. Wh\"t's the rr.\"jority race of the persons in special ea in the district? A. I don't know. Q. You h0ve not resa the A. Well, I tell you what now, I didn't come down here to be tested over every specific item. I don't know. I can't give you ~n idea. I'm sure thet they're mixed. Q. Aren't you tware thot blacks are in speci1 ed Jn disproport1onat numbers? A. You're talking ebout students now? Q. Yes, sir. A. Yes. Q. All right. And does not this mean that if you cut out th coordin~tors 01 the coordjnation at the various schools, thot thiE m Ens that you'll h\u0026amp;ve  disproportiontte effect upon bltck A. I don't know. Q. You've never thought about that before now? A. Well, actually I've thought obout it~ lot. Q. Well, did you think about the adverse effect tht it would have A. I mean, not necessorily Q. Did you think that this would have ~n adverse effect upon the black chjldren, their eoucation? BUSHMAN COURT REPO~TING, INC. ( 501) 3 72-5115  1 2 3 4 6 7 8 9 10 Jl 12 13 14 15 16 17 18 19 20 21 23 24 25 43 A. PerEonally speaking, Mr. Walker, that cutting back on any of these people has an cdverse effect on the entire education~l program of the district, which is very distB$teful to me. Q. Did you feel that cutting back en the coordin~tors, the secondary instructional coordinators will have an B~verse effect upon the qualjty of education that those persons supervise and coordinste? MR. JCNES: You've\n.lret.dy asked hrn1 that. MR. WALKER: I understand tht..t. But now he's making a statement that he didn't make before. He SE.id it wouldn't have an effect before. So now you're saying it does. I'm saying to get him to say which posit1on he's going to take ultimately. Q. (BY MR. WALKER) Does it or doesn't it have an effect? You say now that all of it will have an effect, and earlier you said it wouldn't have an effect. Which is correct? A. I don't know. When did I say earlier -- what did I say earlier? Q. You said that you're shifting the responsibility and the function to the teachers by cutting out the second6ry instructional coordin~tors and the other coordinators, and you'll be able to have as good a program if the teachers pick up the sleek next year as you had last year, do you recall that? Q. I said I hoped that we would, that's correct. But it's not logical that you would, is it? BUSH~!AN COURT REPORTING, INC. (501) 372-5115  1 2 3 4 6 7 8 9 10 ll 12 13 14 15 16 17 18 19 20 21 23 24 25 44 I sticl that I -- I believe I said that ~s far as growth w,s concernea, it wouldn't be as good. Q. All right. Do you net comrni t to the dish :ict eono to the court that there will be continual grcwth\nand, thus, remediation of ach1evement disp~rit1es between black and white youngsters? A. Q. Sc.y thet again? All right. Let me put it this way. Ya'll have said thet one of your goals is to rerneditte achievement d1fferences between black and white students, right? A. Q. That means that there ha~ to be a growth factor for minority achievement, doesn't it? A. I would think so. Q. All r1ght. Now, growth is going to be st~gnited, how is the gap going to be rerneoiated or eliminated? A. I don't know. Q. All right. Just a few more questions. Did you seek legal counsel before rraking the budget cuts? A. Q. Did I seek legal counsel? Did you or the Board? We weren't involved. So, I rneen, I'm now asking if Mr. JoneE ~na his office to your re.collection were involved? A. Q. I don't remember discussing thc.t, no. BUSHMAN COURT REPORTING, INC. (5Cl) 372-~ll.5  1 2 3 4 s 6 7 8 9 10 Jl 12 13 14 1~ )6 J7 18 19 20 21 22 23 24 2!\n- 45 A. As far as requesting legal counsel. Q. Did you ask legal counsel to give you on opinion as to hew this would impact upon the desegregation plan? A. Net in a formal resolution, no. Q. In any way? A. Not that I recall. Q. Who ran with this the most on the Boardi wos it the President of the Bo~rd, ot A. Who ran with what? Q. The idea to go and ao these things without getting the advice of counsel, or the approvel of court, or the participation of the Joshua Intervenors, 01 the other parties to this lc.wsuit? A. I don't know that any one specific person did. Q. All right. Do you know how rr,uch was actut1lly saved with the budget cuts and the rEorganizaticn? D you have a document which you can point us to? A. Do I have one? Q. Yes, sir, that we ccn present to the court. If the court asked you how much was actually s~vea, wb~t can you tell her? A. I don't know the exact figure, no. Q. All right. If she says, do you hav a document which h~s which demonst1ateE the exact figure, hat would you say? A. I'd say I'd have to go ask for one. Q. Have you ever seen one? BUSHMAN COURT REPORTING, INC. (EOl) 272-ElE  1 2 3 4 5 6 7 8 9 10 11 12 13 14 16 17 16 19 20 21 25 46 A. I've seen so many documents, that I don't know -- rec\u0026amp;ll which one it would be. Q. A. Q. A. Have you ever seen a document which does that? I don't recall st this particulor time. All right. There have been also very many revisions to all cf the cost estirn\u0026amp;tes costing out, savings involved, meny, m\u0026amp;ny times. Q. I see. So you were forced jnto these budget cuts. Did you all consider any othtr \u0026amp;lternotives besides budget cuts? A. Q. A. Q. I think we had voted to reduce the school year. That's a budget cut, isn't it? But that's not reducing staff er any other kind of a I see. Well, you could have reduced the school year by two or three days anc1 not hod any stsff cuts, couldn't you? A. Q. Q. A. MR. JONES: They did reduce the school year. We reduced it five days. Yeah, but you reinsteted that, didn't you? MF. JONES: When the millage passed. Now, you could h~ve -- I have not been -- I heard that it was, rec:.d that it wai\n. But I was not present. Q. You could still close school Early by one cay and keep all the staff memb rs, couldn't you? Let me put it another way. If the savings for five days is $1,500,000, my arthritic sc:.ys that BUSHMAN COUFT FEPOFiING, INC. (501) 372-5]1!:  l 2 3 4 .s.\n,: 6 7 8 9 10 Jl 12 13 14 15 16 17 lE 19 20 21 22 23 24 2~ - 4.7 that's $300,0C0 a day. For $300,C0O you cen keep froffi reducing anybody for the next year, can't you? A. It would seem th~t that might be a w~y. Q. One aay, and ye'll never considered that option? A. Well, Eis a matter of fact, I think I discussed the option of, since there was some other things involved in cutting back on five days, I th ink it wes a FICA p~yment that we would be saving that we could not have tc cut five, but we could only cut four, save the same amount of money. Q. Are you all trying to, as far as you know, put more money into your contJngency fund for operating costs during 1SS2-93? A. More money than what? Q. Than you had last year. Is that one of the aim~ that you Eought to accompljsh by the budget cut? A. I don't believe the,t tbe contingency funds was what we were worrJed ebout. I believe it was having enough money to complete this year and fund the next year. Q. Was the contingency fund~ consideraticn ot all 1n the planning with respect to the budget cut -- budget reduction consideration, ~es that a factor atoll? A. As I recall, it would -- the discussion on the contingency funds were that it would not be a good idea to h~ve o neg~tlve one, be in the hole. Q. I ~ee. That's the only discussion you recall obout it? A. I'm net sure. I'm thinking of sorre other numbers, and I'm BUSHMAN COURT REPORTING, INC. (~Cl) 372-:11   1 2 3 4 .IC., 6 7 8 9 10 11 12 13 14. 15 16 17 1 19 21 22 23 25 not sure the context in which they came up, whether it was contingency fund or not. Q. Do you know anything ~bout having a deo1re to h~ve a contingency fund of 2 1/2 milllon collo1s? A  Q. A. Q. A. A specific oreount like that, no, sir, I dontt. Hove you ever heard any discussion like th,t? No. You were at all Board meet1ngs until l\\!arch 17th? That's correct. 48 Q. Did you ev r oiscuss this budget in executive sessions, a proposed budget dilemma cf the -- the budget dilemma of the district? A. Q. A. Q. The budget dilemma of the district? Yes. In regard to personnel, I think we did. Well, any particular perscnc reg,rding -- were any particul0r persons, personnel ccnsiderations under discussion in those meetings? A. Q. A. Particular ones? Yes, sir. I don't think so. I think that it wos stated that since the district's finances were driv n 70 or ED percent by s~l r1 s, that that eeroed to be the only plac where we could go and get money, is by saving positions. MR. JONES: John, I repreEentea to each of these BUSHMAN COURT EEPOP.TING, INC. (501) 372-5115  l 2 3 4 6 7 C 9 10 11 12 13 14 15 16 17 1e 19 21 22 23 24 49 witnesses, is you had told roe, thet these depositions would be approximately 30 minutes. MR. WALKER: All r1ght. You're right. And I think I've gotten -- I'm fine. I think th~t you 1re tight, and I ~pologize. We can go off the record now. (WHEREUPON, it 6~30 p.m., the tiking of the above-entitled deposition wcs concluded.) * * * * * * * * * BUSHMAN COURT REPORTING, INC. (:01) 372-511~ S'I1,'IE OF AFKANS S} }t:. COUNTY OF WHI 'IE } C E F I F ! C A 'l E E: 'l'IlE OPAL D POSl'!.iCN OF Jll-1 BUFG TT: 1, JFFF BE1'Nt'IT, CC11, LS us, iJ 'e:ti:ry Publjc lfl t.r) f~I While County, Arkon~~ tru\nnd th~t th forc_oin epcsiti~n w~E tr~nEcribcc by ne, or un ~r ThY supet ition, en thE Cirrtrcn lil Cc~p tczi~cd Tt enscr ipticn SyE tern tron. n.y 1u:_chin \"horth~na nctee. tc:k n ~t th~ tiae tnd p ~ct cet out en th ctpt1cn heretc, the WJtneEe bern'\" fHt duly C:Ut:ic.ned i,.nd rworn, er tffnn:eo, to t 11 the truth, the wh le truth, tn nothing but the truth. I FtJI:'nlER CERTIFY U-,\"t I lm n i tl tr c\u0026lt;.,uru ..  l for, rclEted tc, nor employed by \u0026amp;ny oi tbc prtiEE tc tte ,ctjon in which this depcEitlcn west ken\ntna fu1ther, th~t l ,n net t relc t1v o.i: empltycE cf cny ,ttcnncy er cC\nunetl cniployeo by tl:e pi.trticE, beutc, ncr flnt-nci lly intertctec., or otherwie, in tht outcC\nn,e of thi t.cticn. GIVEN UNDER MY ey of June, 1S!2. JEFF Bttrn ,J 9, tote Cc.unty, A My coromiscjon X~jrE JJ-\n~-\ncc BUSHMA~' COURT REPORTING, lNC. ~Cl Ettl Sixth Street LittlE Rock, Ark n~,e 7~202 (!Cl) :27~-DH\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eBushman Court Reporting\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_530","title":"Little Rock Schools: Booker Arts Magnet","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":["1992/2002"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Booker T. Washington Elementary School (Little Rock, Ark.)"],"dcterms_title":["Little Rock Schools: Booker Arts Magnet"],"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/530"],"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":["259 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\nBooker Arts Magnet School offers students an environment for growing - an environment of spontaneity, freedom of expression, individuality, and creativity. While encouraging self-expression, the Booker staff emphasizes that freedom brings responsibility to develop self-discipline. Within the context of respect for one another, Booker students express their individuality. Booker offers a unique educational program, a program that provides opportunities for students to grow and develop their fullest potential. Booker Arts Magnet School is a good place for your child to grow, to reach higher and farther, to enjoy adventures and new experiences, to learn, to imagine and create, to explore and discover. 'Booker Arts Magnet School is a good place for growingl The Philosophy of Booker Arts Magnet School Booker Arts Magnet School will provide those educational experiences that will help each student develop to his or her highest potential. Emphasizing the interrelationship of the elementary curriculum and the arts, Booker Arts Magnet School will provide an education that fosters academic and aesthetic growth of students who express an interest and/or a need in the arts. The Goals of Booker Arts Magnet School *The goals of Booker Arts Magnet School are to nurturethe students learning, to encourage personal expression, to use the arts to motivate student achievement, to foster self-discipline inherent in artistic achievement, and to instill within students a lifetime understanding of the relationship of the arts to their daily lives. Faculty and Staff *The faculty of Booker Arts Magnet School challenges your child to grow, to strive for excellence, to express individuality, to cultivate creativity, to expand horizons. Booker educators celebrate your child's potential and nurture your child's development. They observe students as they grow and mature, and welcome each developmental stage as an exciting opportunity and challenge. The faculty of Booker Arts Magnet School includes 49 certified personnel, each playing an integral role in the unique educational program at Booker. The principal and assistant principal work with the carefully selected faculty: two arts curriculum specialists, two counselors, a speech and language pathologist, two special education resource specialists, two reading specialists, two math specialists, 1.5 library media specialists, two visual art specialists, two orchestra specialists, two music specialists, two creative movement specialists, a computer lab specialist, two gifted specialists, and 28 classroom specialists. Ninety percent of the certified personnel has had educational training above the Bachelor Degree. Many Booker staff members serve on various district-wide committees, as well as on national textbook advisory committees. The Booker faculty receives additional professional training, enabling them to provide learning experiences in the arts as they teach basic curriculum. Booker's support staff includestwo office secretaries, a media secretary, a nurse, a computer lab attendant, six supervision aides, four custodians, and six cafeteria personnel. The Booker faculty and staff cultivates your child's growth and strives to make Booker Arts Magnet School a good place for growing. For growth does not simply happen. It is facilitated by providing an environment of spontaneity within a climate of discipline. Opportunities for Learning Booker students growthrough learning. In addition to the prescribed grade level courses which a student should master with 85/o accuracy, special classes such as visual art, creative movement, instrumental and choral music, computer, photography, calligraphy, illumination, and creative writing are offered. Students benefit from unique facilities and equipment at Booker including a gymnasium, running track, and playing field: a mirrored dance studio equipped with ballet barres\nprops and costumes for performances\na performance stage\na four-track recording studio with computers and synthesizers\na photographic darkroom\na potter's wheel and kiln\nand calligraphy pens, inks, and graphic art materials. The music department enhances learning through a variety of instruments including guitars, snare drums, recorders, resonator bells, and an 18-station keyboard lab. An elaborate sound system enhances all of the student musical performances at Booker. Booker has two full-time, fully certified gifted specialists to serve K-6. These specialists use the Observe and Enrich Program in Grades K-2. In Grades three through six, identified students are pulled out 2.5 hours a week to work on appropriate activities. The computer lab provides learning experiences for every student from kindergarten to grade six. The lab consists of 32 Commodore computers, 15 disk drives, an extensive software library, and a 28-inch teaching monitor. Every student attends the lab at least once a week. The computer program has several objectives for the students: to become comfortable using computers\nto practice basic skills in reading, math, language arts, science, and social studies\nto learn to use word processing programs in orderto facilitate creative writing projects in all grades\ntodevelop keyboarding techniques\ntodevelopand expand problem solving skills\nto have fun. Continued...In addition, students benefit from two Program for Accelerated Learning academic labs. These labs, supported by a computer lab, provide reinforcement of basic reading and math skills. Booker Arts Magnet School offers every student opportunities to flourish by providing individualized learning. By being alert and sensitive to every students strengths and weaknesses, the Booker faculty helps each child to grow. Academics and the Arts earning at Booker Arts Magnet School means growing in many areas. Booker offers a strong emphasis on the arts, coupled with high academic standards maintained in the basic courses. Booker students not only master the curriculum, they experience it. Reading, writing, grammar, spelling, math, social studies and science are enhanced with a fine arts emphasis. Students learn by experiencing creative movement, by hearing and performing music, by creating and seeing art. Booker teachers are distinguished by a personal commitment to the arts, and by professional training in providing creative experiences in the classroom. Basic academic requirements are enhanced by emphases in visual arts, music, drama, and creative movement. Visual art, music, and creative movement specialists on the Booker staff offer additional creative opportunities in choral music, woodwind, percussion, keyboard instruments, orchestra, songwriting, creative movement, gymnastics, drama, and art. In addition, Booker students have opportunities to study with various artists-in-residence. Through this unique program, Booker students have enjoyed workingwith a photographer, acalligrapher.acreative writer, asculptor, aquilt maker, adancer, a juggler, a cartoonist, and a muralist. These residencies have also exposed students to varied creative disciplines and career paths such as commercial art and graphic design, illustration, drama, and audio-visual production. Commu nity resou rces of visual and performing artists further enhance the fine arts emphasis. Booker greatly benefits from a partnership with the University of Arkansas at Little Rock Fine Arts Department. Booker students also enjoy visits from guest artists, art collections at the Arkansas Arts Center, field trips to art museums, and a variety of artistic performances. Part of growing for Booker students is expanding their horizons by broadening their appreciation of the arts, and by developing their skills within these arts. BOOKER School nA Place For Growing 2016 Barber Little Rock, AR 72206 324-2482 It Dr. Cheryl Simmons, Principal TO: FROM: THROUGH: SUBJECT: SLIP SHEET FOR REGULAR BOARD MEETING ON NOVEMBER 19, 1991 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECEIVED JAN 6IS92 December 19, 1991 Board of Directors Office of Desegregation Monitoring Ruth S. Steele, Superintendent of School T Tony Wood, Deputy Superintendent -im Ivey, Manager of Support Services NEW PARTNERSHIP: Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant I recommend that the partnership between Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant be approved as follows: Booker T. Washington Math/Science Magnet and The Olive Garden Restuarant have united as Partners in Education for the 1991- 92 school year. The students at Washington Math/Science Magnet School will provide art displays for all the major holidays. They will also send homemade birthday cards to the employees of The Olive Garden. The Olive Garden will sponsor field trips to demonstrate to the students how pasta is made. They will also provide resource speakers for various subject areas and events. In addition, The Olive Garden will participate in the cafeteria behavior incentive program in cooperation with the LRSD Food Service Department and in accordance with federal. state, and District guidelines governing school lunch programs. The school has been very pleased with the positive improvements in students' behavior while in the cafeteria and the students are eager to demonstrate appropriate table manners and noise level because they are eager to receive the Olive Garden's incentives.Expressions 19 9 4 Literary Arts Magazine WHATS INSIDE 3 POETRY PAGE...... .2 SEASONS PAGE......... .3 MEMORIES PAGE............0 POETRY \u0026amp; ARTWORK PAGE. 16 HUMOR PAGE.... .18 ART GALLERY PAGE .20 POETRY PAGE...... .20 ESSAYS PAGE..... .28 p-726 c 1986 3M Booker Arts Magnet School Little Rock Public School District Little Rock, Arkansas Volume One, Number One Dr. Cheryl A. Simmons, Principal Dr. Henry P. Williams, Superintendent Susan Coif ord. Language Arts Instructor Nancy Weir, Language Arts Instructor Tom Sarlo, Art Specialist Brian Kinder, Art Specialist Sue Ann Perry, Ar list-in-Residence C. Bruce Watterson, Magazine Designer-Mentor Printed by Prestige Press, N. Little Rock, Arkansas Expressions - page 1 [ Haiku are seventeen syllable Japanese forms using an image of nature. Deer Hiding in winter Dodging bullets left and right - A beautiful sight Jeremy Newkirk Rainbow of colors shining so bright in the sky - Fill the earth tonight Brandy Loring A squirrel gliding from tree to tree like a leaf flowing in the wind Matthew Cook Stars Diamonds in the sky at night glitter like flashlights in the darkened night Christopher Taulbee -Artwork by Chris Dor er Couplets are two rhyming lines of equal length A tree grows, a tree dies. But another tree is going to rise Martinza Lea 1 see poor people out on the street, It makes me want to give them something to eat. Opio Hardin A shih is a Chinese poem of rhymed couplets revealing an intense view of the world Three years ago my friend passed away But still it seems only yesterday. I miss her, she was a sister to me, But God won't bring her back, despite my plea. Ashlee Jones Pollution is tearing us apart Pollution is breaking people's hearts Everyone's dying because of our earth Please let everyone live to enjoy their birth Derrick Williams There is no lake with shining water With a home for the otter, There is no more White Way Delight, Everything's disappeared into the night. Sarah Ratliff PAGE 2 - Expressions Summer Hurray, hurray, school's out Now every day I'm out and about Going to camp, playing sports No more dull book reports. Lying in the sun, swimming in a pool Feeling sorry for the kids in summer school. Going to the beach, getting a tan Cooling myself with a fan Walking on the beach on the sand With the sun so bright 1 wish somehow 1 was there tonight. Summer Standing on the front porch of my grandparents farm I see cotton in the fields. Trees with green leaves are rustling in the wind. Green grass is swaying around. Charlotte Lindeman A Sense of Season SUMMER -Artwork by Antonio Ferguson Summer As 1 run in the yard 1 hear birds chirping. 1 feel the soft grass beneath my feet. I see blossoms blooming. I smell the sweet aroma of the flowers. 1 feel my mouth watering for the taste of honeysuckles. I feel the hot sun on my back. It is wonderful. Sarah Ratliff Summer Senses Don't you just love the smell of fresh morning dew? Waking up to the sounds of birds chirping? And tasting the fresh morning honey that the bees made just for you? I know I do! Joi Tate Sxunmer \"My favorite season is summer. To me summer smells hot and stuffy, and with the fact that I'm always by a pool, it smells like chlorine. Summer tastes like chlorine after you get in the water, and tastes like all that extra water 1 must drink because of the extreme heat. To me summer feels not Africa hot but not Antarctica cold either, so 1 guess it feels just right. It sounds like water splashing and kids and grown-ups having lots of fun. Last but not least, summer looks like everybody is not ashamed of their bodies, but just having a great time.\" Blossoming fruit on apple trees, Now and then a light, cool breeze. It's time for swimming and fun. Stuffy, hot air and shade when you're done. Hoses spraying throughout the day For the season of summer, I feel that way. It sounds like water gushing with might But the best thing about summer is the cool, clear nights. Will Vancuren Monique Ford Expressions - page 3 \"Summer is the best time of year because you can go outside and you don't have to worry about going to school the next day. The temperature is always the way you like it and the birds are always in a good mood. Summer is the best time of year because my birthday is in the summer, and also one of the greatest things of all - there are parties every day and since you don't have to go to school, you can stay out long as you want. And if you don't think that's fun, I don't know what is.\" Patrice Lannette Austin A Sense of Season SUMMER \"Summer looks like camp and the lake. It sounds like a big party and the road sizzles. Summer feels Artwork by. Antonio Ferguson \"I love summer. I see kids playing, like the Sahara and ice. It smells kids swimming and kidsbeing happy. like horses and sea air. It tastes like camp food and ice cream.\" Laura Sessoms \"Summertime means fun time. Every summer we go to Wild River I smell fresh air, pool water, and flowers. I hear laughing and shrieking. I also hear water splashing and birds chirping. I feel happy, but sad at the same time because I'm not seeing my school friends. I feel nervous about Country. The weather is great and going to a new school or new class. 1 the days are longer. We are also tastestrawberries, watermelons,can-out of school. Something else important that goes on during sum-mer is the newborn baby. I can't April Cruce wait.\" Jessica Johnston taloupe, and tomatoes. Strawberries are my favorite.\" \"I like summer a lot. I like to go outside and ride my bike and go swimming. I like to play basketball and fish and play Sega Genesis and go to the YMCA.\" Marcus Abraham \"In the summer time you see people cutting yards, playing, swimming and just having a good time. In the summer time you smell food cooking when people grill ribs and barbeque chicken. On the beach you will feel sand, sea shells, and maybe a bug or two. In the summertime you hear people talking and if you live in a bad neighborhood you hear gun shots.\" Deidre Hampton PAGE 4 - Expressions -Artwork by Antonio Ferguson \"My favorite season is summer. I like to hear the sounds of loud speakers with bass, people having fun, the sound of the rush at the mall and I like to hear the sounds of people begging for my food. Summer smells like fruit, peaches, plums, strawberries, grapes, and many other wild fruits. It looks like crowded streets, and hot wet fun. Summer tastes like diet time for me, but yet still, I love summer.\" Amber McCuien \"In summer I feel water from swimming. I see fish from fishing and I see the sun. I hear birds. I hear people talking. I smell cooking from cookouts. I taste grilled hamburgers.\" Laura Bell \"My favorite season is summer. In the summer you feel pool water, warm weather, and you also feelgood. I taste fresh fruit, candy and honeysuckles. I hear children playing and pool water running. I see baseball games and basketball games and me in summer clothes.\" Sharonda Williams \"First, we get out of school. You hear children laughingand friends gossiping. It's hot and humid and your clothes cling to you, but you're free! You have cookouts, burgers, hot dogs, and ice cream. It is very sunny and bright. At night you can smell the aroma of the barbeque and cook-outs. You can't stay out late though, because there are bugs that bite! I enjoy it though, because school will start back in no time!\" T. J. Connor \"My favorite season is summer because you get to go swimming at Wild River Country. It looks crowded and it sounds noisy and loud because everybody is outside. My season feels good and warm and cozy.\" Tamara Butler 7 IJ \"My favorite season is spring. I like the smell of the spring flowers. The sweet odor fills the air. I love the sight of the cute little bunnies. As I walk I can feel the grass on my bare feet. I hear a bird chirping in a tree nearby. But best of all, I can taste a cool glass of lemonade.\" Katie Roddy i \u0026lt;' 1 \"I like spring the most of all four seasons. I like the sight of blooming flowers, trees, and grass. 1 like to hear cars passing, birds chirping, tree leaves brushing in the wind, and children playing at school and at home. 1 like to feel the cool air blowing through my hair and clothes and the cool green grass rubbing my hands and feet. I like to smell fresh rain shower scents and fresh plant life. I like the taste of Mom's ice tea, chicken, ice cream, chips, candy and delicious, buttery pound cake.\" Tiffany B. Keown ? \"My favorite season is spring. I like the smells of spring. The flowers have a sweet scent and the smell of the air - I just love it. I also like the taste of spring. What I mean is, what I can eat in spring, like ice cream lemonade, etc. My favorite is how spring looks. It is so pretty, the flowers blooming, the sun shining on lakes, and children swimming. There are two more things I like about spring - how it feels and sounds. It sounds really great. I like to He in my backyard in the soft grass and listen to the birds. Also when it gets warm enough, we get to open the pool. And that is why I like spring.\" Katie Blakely \"Springtime is nice. The weather is warm but not hot. Spring looks like heaven, somewhat. Spring has flowers growing, people playing, and men and their sons fishing. Spring sounds like children swinging and dogs barking. I women whistling and singing. It smells like cakes cooking, like flowers blooming, and like fresh, sweet air. It feels warm, but yet not hot, cool, but yet not cold. It feels like the perfect season.\" Lauren Engle I I \u0026gt;- I is tiw season whtfr everything grows. There are ripe apples on the trees that are juicy and tweet. ThereareWbyatjimaUeverywhere, ' And a mother horse with a baby mre. Th are fluffy clouds in the sky, floating by. tbert ate bhds in the iteee talking t*tth the There are daffodils on the gronnd Where the butferftlea are f loafing round. Clare Barlow s I \"My favorite season is spring when the air is fresh and the blossoms, with their soft petals and sweet scent, are blooming. The birds are chirping and the sky above is bright blue. All of the children go ou t and frolic and play. Everyone is happy, everyone is gay. \"But then the rain comes down and turns the beauty of nature gray. Now all the children run in and the sky turns cloudy. The birds stop singing, the blossoms stop blooming. Oh man, what a bummer, but at least we still have summer.\" Ashlee Jones Expressions - page 5 Fall Fall is beautiful leaves falling down very colorful all over the ground Lori Vesole iFall \"Fall is a time when you hear all of the leaves blowing around. When fall comes, there are a lot of pumpkins to taste. When the leaves blow down, and you jump in them, they feel rough. The smell you smell in the fall is the smell of the leaves blowing. When you look out the window, you see that the wind is really blowing and leaves are everywhere.\" Jonathan Benecke L Artwork by Claudia A. Rodgers \"Winter is my favorite time of the year. It brings joy and happiness to me. When it snows it makes me think of peace. It seems so calm and quiet because snow is as light as a feather. During winter I see rain, sleet, ice, icicles, and snow. I see everyone wearing winter clothes and everything around us is white. I hear children outside playing in the snow and sometimes you can hear it sleeting. I feel the wind blowing and cold snow falling, softly and slowly.\" Lauren Hatfield Winter Outside in the cold and frosty air It seems that snow is everywhere. The streets are very icy. And the wind is very windy. All the trees are bare With nothing left to spare. The snow out there is very white. For many people it is some delight. The taste of snow is cold, The snow is also fun to hold. Oceanna Kuonen PAGE 6 - Expressions \"In winter I feel the icy winds cutting through my warm jacket and stabbing me with coldness. I always hear the wind moving what's left of the leaves down the street. I can also hear the wind knocking trees against windows - tap, tap, tap - and howling through the trees. Then I see all these things moving and happening. I see the snow drifting down slowly. I see the sleet coming down fast and cold, nonstop. I see people sledding down snow-covered hills. I touch the snow as if it were a fragile rose. I feel its stabbing cold as it numbs my hand. And the glorious smell! It smells so clean as does every thing else after a rain or snow. It feels as though Jack Frost wants to freeze the smell into our memories forever. And he does! I shall always remember winter as a wild animal, kind at times, but rambunctious at other times.\" Jamie Hartman \"I will always remember Booker as a great school. I know that I will miss all the great teachers and their classes. I will try not to think of lunch! If it weren't for this school I wouldn't be going to Horace Mann. I can't think of any other elementary I would like to have gone to. Memories of Booker will always be {in my heart}.\" Hannah Manire \"I will always remember my first day at Booker! I walked in this huge school and my eyes got big. I thought I was so special because I had some markers, a mat, and a big box of crayons. I was looking lost so somebody told me where I was. I will never forget.\" Cameo Crawford 'The thing I will remember about Booker is Mr. Dorer. He was the nicest teacher. I will also remember you, Mrs. Colford. You're nice and have more patience than me. I will remember everything. Don't forget the boys.\" Jessica Smith \"1 will not forget Dr. Simmons. The other thing I will not forget: these teachers. 1 will never forget the people in the office.\" Deidre Hampton \"I will miss the teachers because they taught me well. I will miss the girls. I will miss my locker, the nurse, Mrs. Johns first, Mrs. L. Kelley second, Mrs. Colford the most.\" Keith Harris PAGE 8 - Expressions MEMORIES What I Will Miss What I will miss the most about Booker is my very best friends, And I will not forget the ones who stuck with me till the end. I will also miss the teachers who told me what to do, Andi will also miss the times when they helped me through. These things I will remember about this school, All these wonderful things were really really cool. Jamesia Givan I 1 t Artvarkby Clare BOf law \"The one thing I will remember about Booker, my elementary school, is my friends. I will miss my friends so much 1 don't even want to leave. I am not only going to miss my friends. I'm going to miss my teachers. 1 hope to get to see my other friends after junior high, that aren't going to Horace Mann.\" Sherra Dunklin \"1 remember Booker by the strict teachers and the awful lunches that they have been serving but 1 got to get them credit about some of the things they serve. But anyway I would also remember it because every time when 1 see Ms. Tisa she's always trying to do a dance but when 1 talk about it she would always tell me to get out of her face.\" Crystal Johnson \"The thing 1'11 miss about Booker is the strict teachers and some of the girls. 1'11 definitely miss Mrs. Colford and Dr. Lacy. 1 will also miss my friends that are going to a different junior high.\" Jesse Jackson \"One thing 1 will remember about Booker is a good gym teacher. 1 like the music teacher. 1 like the stuff that we have in Sth and 6th grade. 1 love our vacations that we have over the summer. 1 wish 1 could stay in the 6th grade.\" Antonio Ferguson \"One thing 1 would remember about Booker is the parties. The parties are fun. They have music and refreshments. When 1 get out of school there will still be parties. But when 1 go the the 7th grade, there will not be parties.\" Natasha Scott Artwork by Coree Garman \"One thing 1 will always remember about Booker Arts Magnet is the friends 1 met here. When 1 get older and see a former classmate retire out of a successful job or maybe go into a successful job, 1 can say 1 went to school at Booker Arts Magnet with him/her. 1 will also remember the great teachers that have taught me, the teachers that really made it hard on me when 1 talked improper English or helped me when 1 seemed to be the only one that didn't understand.\" Monique Ford \"One thing I'm gonna miss about this school is my friends. They might not be in my school next year. All the fun and every thing else we did. And the girls most of all. And if 1 do become a famous writer, 1 won't forget you, Mrs. Colford, and Mrs. Hampton...all that homework you gave me. Who could forget.\" Ricardo Aaron \"The thing 1 would miss most of all is my friends, teachers, and classmates. The reason why is because 1 may never see them again. 1 will miss the teachers because they are nice and they taught me a lot of stuff. I hope some of them go to Henderson. 1 am also going to miss the familiar school.\" Amanda Leonard \"The things 1 will miss most about Booker are the girls, basket ball game, the girls, the food, girls, the teachers, girls, friends since kindergarten, and last but not least, uh, did I mention the girls?\" Bryant Young \"I've been at Booker for almost 7 years. 1 will miss my friends. My friends are very important to me. I'm going to Fuller. Everyone will be split up. 1 hope to see them again.\" Lacy Barnes \"1 will remember the special classes we got to take. 1 will remember orchestra, art, singing, and P.E. In junior high 1 know 1 will have a lot of privileges, but we won't have each one of our special classes we have now. Rachel Byrd \"1 will remember a lot. One thing I will remember is the teachers. Second the events and how big the school was. Most of all 1 will remember my classmates, and 1'11 miss how much fun we had. There were some times when 1 liked the school and some 1 didn't. But now 1 will be off to junior high, and now 1 like the school. Claudia Rodgers Expressions - page 9 M ' \u0026gt; nV J -Artwork by Rhonda Jarrtes \"1 will remember all of my friends at this school. I'll remember how all my friends won't be going to the same school as I will. I'll remember all of my teachers. I had all the nicest teachers ever since I came here.\" Jessica James \"When I go on to junior high next year, even though I've only been here a year, there are many things I'll miss. The one thing I'll miss the most would have to be friends, including the teachers. Everyone was pretty much willing to be my friend when I came here. The teachers were very helpful. What I like about the teachers was that they wanted to be more like they're friends. I will miss Booker a lot.\" Charlotte Lindeman \"The one thing that I can remember Booker by is the Arkansas Arts Center. I would always remember that because we go every month almost. I don't like going to the Arts Center, but I do like going to the Arts Center. I don't like going because we see nothing but pictures and I want to touch them but you can't. 1 like going because we get out of class for at least an hour. But then when I get in junior high I probably don't get a chance to go anymore. But it was great. I will never forget. I'll miss it. So long, wonderful Arkansas Arts Center.\" Patrice Jones \"One thing I will always remember is my teachers, especially my 2nd and 6th grade teachers, because you all were my first and last teachers at Booker. Mrs. Dooley was my second grade teacher. 1 will also remember D.A.R.E. and Officer Temple. I like D.A.R.E a lot. It is fun to me.\" Stephanie Milton \"I will always remember that at Halloween was the best time of the year at Booker Arts Magnet. We all got to dress-up and we all had a good time. You could be anything, anyone and not get laughed at. That was the best time for me.\" Angy Thennes \"I will always remember my teachers. Miss L. Kelly was nice and never yelled. Miss Ellington was sweet and she was so nice. Miss Armstrong was always perky with energy. Miss Harding -1 can't say much about her because she didn't like me and I didn\"t like her. Miss Clark was OK for a teacher and also nice. Miss Johnson was very strict but nice. Miss Hampton -1 could probably write a paragraph about her. She has been my favorite teacher ever. I think I've learned more from her than from any other teacher. I think I'll mail her some peanut butter and jelly sandwiches. Mrs. Col ford is strict but she is a good teacher!\" Amber Smith \"The one thing I will remember about this school is Mr. White. He gave me two D-halls. No one else had. I was shaky. But 1 got over it.\" Manoa Smith PAGE 10 - Expressions \u0026gt;3^ Bn I. v! MEMORIES jatjyyi  5' ^fZ^j *3 kW .1-: !w y\u0026gt; ?H ' n'/* !-XiptS -Artwork by Heather Lubansky -45, I r ^^'i * a?K    M? i '*^X\u0026gt;  w \"I could never forget Booker. I spent most of my life here. And the teachers I could never forget. Mrs. Colford, yes, you most of all, all the Creative Comers and oral language. But the things I got into. Boy, what a time we had. So much I want to say but I can't say it...but I can. 1 will never forget Booker.\" Chris Walls \"One thing I'll always remember about Booker is the first day of school in kindergarten. I started crying following my Mom. She kept trying to put me in class but I would not go. So, I finally stopped and went to class. But when 1 got in I started crying again. I looked around and I was not the only one. So I finally sat down.\" Karen Gaynor \"Memories of Booker\nbasketball, football. Mr. Dorer was our teacher. Races with scooters. The basketball tournament was fun: Mrs. Hampton's class came in last.\" Ted Carroll \" One thing I will always remember about Booker Arts is all of the teachers and staff. Booker is a good school 1 like everybody in my class. Sometimes the work is very difficult but sometimes it is easy. It is a nice school. I really like it. It is my first year here. I can get along with almost everybody.\" Melissa Perkins Farewell It's about time for me to leave this old school of mine Leaving lots of friends and memories behind. I hope this will not break us apart But all things will still be in my heart. Nia Bledsoe \"The thing I will miss Booker most for is all of the great times my classmates and 1 have had throughout these seven long years. 1 will also miss my friends - actually that's probably what 1 will miss most. I will also miss the many teachers who taught me over the years. And let me tell you 1 definitely will never forget that nasty old food. I will never forget the basketball tournament. I also won't forget D.A.R.E. and all the parties we've had. 1 will never forget the first time Mr. Kinder put \"BAABABA\" into Booker's theme song. \"All of these memories will remind us of our good and bad days at this place. 1 think Booker should honor us like no other class in Booker's history. I will also never forget the terrible times like when my best friend Micheal Hudson was killed in first grade. Right now all my memories are of Booker. Next year 1 have to start new ones. I hope when I'm old and gray that 1 can come back and visit. 1 probably will.\" Chris Dorer Expressions - page 11 IJ \"The people were the things that made Booker fun. I know we all had some ups and downs, but we all have to admit Booker can be fun. Some friends I have lost, but more I have gained. Booker was and still can be the best elementary school in the state of Arkansas.\" Diamond Evans \"Booker means a lot of things to me. The teachers are great and I have learned a lot. The specialist classes are lots of fun. In the orchestra I learned to play the viola. In band I learned how to play flute. I have attended two schools, but Booker is my favorite. I've had fun at this school and the teachers have prepared me well for junior high.\" Heather Lubansky \"What I like best is that we won the #1 championship basketball tournament. I will also miss field day and recess. Field trips were fun.\" Curtis Spaight \"I don't have a lot to say because this is my first year going to this school. I like my first teacher, Mrs. Newcomb, because she educates me in math, social studies, and science. I like my second teacher, Mrs. Weir, because she educates me in English, spelling, and writing. I love my principal because she is really nice. All of the school's workers are really nice, and I love this school.\" Jenny Lewis \"I like friends, basketball, bad lunches, P.E., Mrs. Weir, Ms. Kelley, Mrs. White, and Mr. Dorer.\" Bruce Evans \"I like the teachers at Booker. Especially my teachers. They are so nice. They help me with my work. I appreciate that. 1 wish I had them next year.\" Jamie Jackson \"I wish I could stay at Booker but 1 don't want to put trouble on you teachers, so 1'11 just leave. We have had so much fun. I like Mrs. Abbott, my 3rd grade teacheer, she is special. Then there's Mrs. Harding, she's okay, but I like Mrs. Clark best. We always played games and learned at the same time. I can't forget Mrs. Newcomb or Weir, they're cool. We've done so much\nwe've had a dance, award assembly, parties, summer and winter festivals and a whole lot more. I'm going to miss all my friends.. In my book, Booker is okay.\" Miriam Wilson V \"What 1 like best about Booker is when we get to play basketball when it is raining. Something else about Booker is the students. Some of them are nice and some are mean. They have lots of things for people to do if we have nothing else to do. That's exactly what I like about Booker! P. S. I also like it at the end of school year we get to play the teachers in a basketball game. P.S.S. They have something for us all the time.\" Recco Bennett MEM OKIES Artwork by.Vernee Peasier PAGE 12 - Expressions a \"When I first got here I felt very comfortable and welcome. When some kids go to a new school and they have been to so many, they feel uncomfortable, but not at Booker. Everybody was very nice and caring and I appreciate that. When I first came to Booker, everybody would say, \"Hi, welcome to Booker.\" That made me feel great.\" Amanda Norris \"I've been at Booker since I was in the 2nd grade. I love the teachers here. They're great. Two reasons I like Booker is that we have a large size gym and we have computers in the school. Most schools don't have computers. We are very lucky. Booker has a fair staff. Even when you get in the 6th grade you will play in a basketball tournament if you're good. Booker has holiday parties. Go, Booker!\" Vemee Peaster \"What I like about Booker is some of the teachers and Mr. Dorers class and some of the students. I have been here for six or seven years and I love Booker.\" Derrick Eackles \"I like Booker because we get a locker and most schools have to put their books in their desks! I like Booker because we get to have basketball games and because we have the opportunity to have specialists classes.\" Sarah Clemons \"What I like about Booker is the teachers, students, and friends. But the best things I like are the Just Say Club and D.A.R.E. They are very fun.\" Marjorie York \"When 1 came to Booker in 4th grade, I liked a lot of things. 1 like changing classes, lockers, specialists, that we have a gym, and computer labs. 1 like these things because at my old school 1 never had anything like I have had at Booker.\" Joel Jones \"At Booker I like friends, playtime, parties, specialists, basketball, volleyball, games, free time, kickball, Mrs. Weir, Mrs. Newcomb, projects.\" Anita Donley \" The teachers can get mean sometimes but they do it for a good reason They make sure that you do your work. Also, 1 like the fact that we have a big gym and lockers. I like the staff and the buildings. When I leave here I'll think of all these things, and it will bring a smile to my face. The only thing I wish we could do is have a field trip just for the sixth grade. That would be great.\" Derrick Williams \"Things 1 like are the basketball tournament, lockers, teachers, gym, and principal. Here is something I'd like to say. 1 love Booker, but 1 will have to leave this year to go to junior high. I will always remember Booker.\" Christopher Booth MEMORIES ROMANCE a \u0026lt;  ideasfiWORLD milk chocolate ^^people IQueen .'4' z 'i\u0026amp;C: Artwork by Amanda Norris Expressions - page 13 MEMORIES \"What I like about Booker is we have teachers here that care about what we learn and what we will make of ourselves when we're older. We also have very fun sports that all students can play in. Most of all we have a very special teacher by the name of Mrs. Dooley who is like a mother to us. What I will miss is all the fun things we do here and my little Sth grade friends like Sherrell, Tiffany, Kim, and Kerbie. But when I leave don't feel sad, just think about all the things we had.\" Patrice Austin \"I guess I don't know what I like best about Booker. It couldn't be the work because I would be lying if I said that. It could be the school itself but it's not. It is a combination of things. It's having something to do during the day and not just sitting around being bored. It is also being able to talk to my friends at school and on the bus (also having parties on the bus). It is also teasing my friends.\" Elizabeth Morris \"What I will miss about Booker: All the teachers, specialists. Pal Lab, recess, friends, Mr. Dorer, Mrs. Bishop, Mrs. Dooley and G.T., and Mrs. Huie and D.A.R.E. What I will not miss is our school lunch! What I liked : gym, computer, library, field trips, field day, baseball games, lockers, and a play I was in when I was in 4th grade. What I hated: music, lunch, spelling, English, writing and D-hall. What I will really miss at Booker: Mr. Dorer, Ms. Newcomb, Mrs. Weir, students vs. teachers, D.A.R.E. and all my good and best friends.\" Rhonda James \"I will miss my friends. I will miss the teachers. I will miss all of our activities. I will miss all of the field trips. I will miss bothering people. I will miss being in the highest grade. And I will especially miss the basketball games.\" Kiona Allen \"This year is my last with the class, the last time we play around on the playround. But of of all that I miss, I can't say I will be missing that downhome eating. I will be missing the friendly faces the teachers have when they ask us where's our hall passes. One thing I see I will be missing is a little part of me.\" Joi Tate \"I'll miss my friends, playtime and games, my homeroom teacher (Mrs. Weir), the sixth grade basketball tournament, Mr. Dorer, and Mrs. Newcomb.\" Millicent Eackles \"I will miss all the activities they have at Booker. Also I will miss my friends here. I will miss my grades, because I know I won't have the same grades. I will miss homework because I know 1 will have a lot next year. I will miss Booker.\" Kellee Mitchell \"1 will miss my friends the most. Most of them are going to different schools. I will miss them very much. I wish all of my friends could come with me to Horace Mann.\" Isaac Senior \"1 will miss Mrs. Weir, Mrs. Newcomb, Mr. Pleasant, Mr. Dorer, recess!!!!, the basketball tournament, Lauren, and everybody in my class.\" Sally Grimmett \"The things I will miss the most about Booker are recess and the basketball tournament. In junior high I hear that you don't get to have recess, and I don't think I can live without recess. And I will miss my friends, too. And the last thing I will miss is the activities they do here.\" Sharreka McCoy a \"What 1'11 miss the most about Booker is Booker. I'll miss the teachers and seeing my friends everyday. I'll even miss the work (Just a little bit though.) I'll miss going to specialist class. I'll miss recess, and talking with my friends, and watching my class winning the basketball tournament. I'll miss everything. (Except the cafeteria food.) But when I leave I'll take a lot of happy memories with me. Sarah RatliJJ \"There are many things I will miss about Booker Arts. Even though I haven't been here for very long, I have grown attached to many things. I will miss all the bright banners in the hall, having recess, and all the people and teachers I've met here. I'll miss the cafeteria food (surprising, isn't it?), also. One of the best times at Booker was winning the basketball tournament. I like to think about all the great field trips and how everyone made it so fun to learn. Goodbye, Booker Arts Magnet School, I'll miss you.\" Ashlee Jones \"What I like most about Booker is the teachers and the creative things we do. I think it is a good school because we have a gym, track, band, and advanced classes. There are also some PAGE 14 - Expressionsgreat friends here to support you. When I leave to go to junior high, I will miss everybody and everything. I also like the wonderful education you get here. I will never forget the special teachers that helped me through all of it.\" Lauren Hatfield \"I\"ll miss my friends, Mrs. Weir, Mrs. Newcomb, basketball tournaments, recess, P.E., dance class, art, our parties, free time and playing games, sitting at the lunch table with Clare, Mrs. Harding, Mrs. Armstrong, Mrs. Johnson, Mrs. Clark.\" Lauren Engle \"The things 1 like most are my friends, my teachers and of course, the basketball tournaments! I like the field trips and a few subjects or so. I'm going to miss Booker. 1 don't want to go. I'm going to miss everything! (almost)\" Clare Barlow \"What 1 like about Booker the best in my seven years here is my friends. Next, I'll have to say the teachers have been a big help to me because they've taught me to try my best, even when 1 thought it was impossible. It's good that most of my friends will be with me next year.\" Amber McCuien \"Something 1 will never forget about Booker Arts Magnet is all the things we get to do there. I will also never forget the good teachers. None of the teachers in junior high will bring treats as Mrs. Colford does. And also, how nice Mrs. Hampton is. 1 am very lucky to have such good teachers. P.S. About the good teachers business. NOT! P.S.S. Just joking!!! Jonathan Benecke Artwork by Amanda Leonard Expressions - page 15 I love hot dogs, Even though they look like logs. Lori Vesole Poetry \u0026amp; Art Artwork by Brian Rainbolt 1 / Fall I don't like fall because it's not fun. I've never liked it. This is the reason, It's not the best season. That is all I can say, so that is it. Except that fall is not a big hit. Patrick Parkinson \\ PAGE 16 - Expressions Two couplets, with a proper name in the first line. J Little Mary Doodle Had a little poodle, It was really small. So it couldn't go to the Mall. Sally Grimmett Poetry \u0026amp; Art Little Betty B Sitting in a tree didn't pick an apple so she picked on me. Patrice Austin Two turquoise tigers took ten tall turkeys. The ticked-off turkeys tacked the Terrified tigers to a timebomb by their tails. The tigers are tame and tactful today. Carol Mullins Seven swimming swans slowly sipped seven 7 Up sodas and slyly spied on Cynthia. Jamie Jackson -Artwork by. Jessica K. Smith Alliteration: ^Repetition of a single consonant sound. Five famous females fed on fried fish While fighting for funny friends. Kellee Mitchell Expressions - page 17 nOKt/nD Dream Vacation \"Two weeks before my trip to Disney World, somewhere around my tenth birthday, my bags were packed. My hopes were high and I was ready to a be on my way. And as it goes, wouldn't you know my mom's dreams came true. She got a note in the mail with a job from A.S.U. Coincidence wouldn't you say...her job started June 6th. That was the day we were going away. Can you imagine? (We're on again and I can't wait. We are leaving March Sth. My Mom is off. Dad's schedule is clear, Disney World is near.) I was all packed again and ready when, oh, bummer, it flopped again. I was expecting to hear someone say 4 \", sick,\" but oh, no, the air line was on strike. I heard those discouraging words, \"Don't worry, dear, have no fear, there will always be a next year.\" Sherra Dunklin 'm ij '5StS K '^7 PAGE 18 - Expressions \u0026gt;.' a .^i ik it I* laJ w ?\n3et- 5^'W. w  A ... \\  \\ A ' Artwork, by Charlotte LindemanHjaMGR THANKS-CIVINO: \"I CET TO BE CALLED THE BIRD. I CET TOBECALLEDTHEMAINCOURSE. MY FAVORITE IS MR. BUTTERBALL.\" When the Thanksgiving tradition of having turkeys for dinner started, I wasn't too thrilled. Would you like it if you were hunted? Most turkeys don't. Well, I'm not most turkeys. I actually enjoy Thanksgiving. Yes, me, a turkey, I like Thanksgiving. Thanksgiving does have many good things to it. Everyone is happy. Everyone is happy about me, the turkey. I like making people happy. I do think about more than just \"gobble, gobble.\" I even get to be called neat names. I get to be called \"the Bird.\" I get to be called \"the Main Course.\" My favorite is \"Mr. Butterball.\" Where did they get that name? I like being called names. I am also very popular. I can be found in almost every grocery around Thanksgiving. Hunters talk about me. Even little school kids have pictures of me. Around Thanksgiving time I am more popular than Bill Clinton. My favorite part is where I'm stuffed. Boy, does it tickle. I'd laugh, but my head was cut off. When your head gets cut off, it doesn't tickle. You get stuffed with nice smelling dressing. It smells so good that it makes you forget that you're dinner, not the eater. It is very fun when you are at the dinner table. You get to listen to people talk. Whether it's Uncle Bob or Micheal Jordan, the conversations are fun to listen to. They think you're dead. But really, your soul will always live on. Christopher Taulbe Artwork by Charlotte Lindeman Expressions - page 19 Poetry \u0026amp; Art j Chjdii aootj Clc'ad c '\u0026gt;-\u0026gt; = c-\\eu:i '*\u0026lt;*1 C\\c\u0026gt;'\u0026lt;jAk- e,\nc\\ovKi'c' Ooyd* 5 ^'c ort\u0026lt;' ^'' e\\cc d cV 'cVc Qf,'.  t.\\ct.\nr-  , dr\nc . Ue I, n Tl' ^\u0026lt;***0, \\1 _s Sb\\ d (' b. wcHr , *oi^ ^wAr vjoAtr vJoAar vJoJwnMoSer mow *io4er ctor_ . vJ^iw \u0026gt;10^ *10^ ikoAqjc vjb^ Moirer \u0026gt;Nadir v4o?er \u0026gt;JSSer voSr \u0026gt; okr vjo^ Wo.A MoAejc vlaVer mJO.^ woAw xo*cr yjcAar vin^ vioJor vsioJtr vOaAGf wodter vloit^r water viii\u0026gt;Ar water vkAw woAcc vtaiar ubodror woAw uboAr uoft^er v)o9er WoAw Wflir^r water Water water vdaJr^ wocter woAtr wodteC *Jater Motet Wetter vdodtel wo:^' Yio-ter vnoMt woctef vioJtC-r Wkt^ wndW tiater woAftX vioter woacT yjoAer wtxter wo3 yjoAreT. woter wodter wetter vda^w wocteeT wud yioAw \u0026gt;Kioar udtMT vo^r nmocV^T viojk^t tKkVw vJoAftX vkxMjC woaa *io?per Mooef yJoAw c k,\u0026lt;\u0026lt;' t 'c. 5 w a -Artwork by Sarah Ratliff Outdoors (A Sijo is a Korean form, containing nature references, opposition and symbolism) I watch the land racing With the sky to see who shall Win the race to the ocean. The birds are singing softly. The trees are stretching toward the sun. I run and play with my friends. Carol Mullins PAGE 20 - Expressions Artwork by Elizabeth Morris PAGE 22 - Expressions Artwor^\u0026lt;^ Kellee Mitchell Sijo All things must come to pass. I look around the world I see nothing but segregation. I wonder why this world is this way. If I can change it, it will be a blessing. Miriam Wilson Ebony people Are people from Africa They are beautiful Nia Bledsoe Haiku are seventeen syllable Japanese forms using an image of nature. I like the sparkle of dew as it sits on the old oak tree and the shine of the sun glowing as it rises over the horizon. I feel the sparkle of my eyes from the sun hitting them. Brian Rainbolt Poetry \u0026amp; Art Clouds White and fluffy cloud Looking like an animal Lying in the sky Rachel Byrd Expressions \u0026gt; page 23 Artwork by Jessica James A Cool Walk Walking through the woods I hear trees swaying with birds And 1 see the sun Tiffany B. Keown Friends, enemies, me. All of these people 1 see All around the world Hannah Manire Beach Yellowish, golden Good for hot summer weekends And nice cool breezes Manoa Smith PAGE 24 - Expressions Crucifixion On the cross he lay The unfair cruelty of death With the blood of life Charlotte Lindeman The thunder rolls, distant at first, then closer, voice of angry souls Laura Sessoms Rocks A rock collection Bumpy or smooth at the start Broken with one drop Monique Ford He's always gone And always wants to watch James Bond, He always has a gun And watches for the rising sun. Ronald Sanders II Poetry \u0026amp; Art Guns horrible and bad shooting, killing, dying. Oh, wish there were no Guns Rhonda fames -Artwork by Keith Harris Expressions \u0026gt; page 25 Yummy Smashing special fruit For our delightful jelly, Then eat it on bread. Katie Roddy PAGE 26 - Expressions May 1 sit here now Now with the trees around me With you by my side? Jamie Hartman A single red light slowly falling from the sky creeping towards its end Rhonda James Cats Sharonda Williams The past is what is left behind We must never think of it when we dine When you go those goodies 1'11 miss But every now and then 1'11 send a kiss! Amelia Jackson Expressions \u0026gt; page 27 Essays Our Capital Is our capital a place of fear and crime? That's what I'd like to know. 1 mean with all the gangs and things like that, what are we supposed to think? Our schools aren't the safest thing in the world and neither are our neighborhoods. What are we going to do about it? We can't just sit around getting shot at or watch the news and think: \"It won't happen to us. Our neighborhood isn't as bad as that.\" But it really is something that can happen to you. And when it does, you just become another victim, and victims aren't remembered very long usually. Only paying a reporter's salary.\" So as soon as we realize it could happen to us, the sooner we can help do something about it. Jamie Hartman Friends \"Don't walk in front of me - I may not follow, Don't walk behind me - I might not lead, Walk beside me - And just be my friend\" To me, this quote means, \"I don't want to be a leader or a follower. 1 just want to be a friend.\" It also means that friendship shouldn't be an uneven partnership. For a friend, 1 look for a kind person. A friend should be thoughtful, loyal, and truthful. A friend should also be smart. He/she should have a good sense of humor and should be fun to be with and someone who'll stick by you. People become friends because (hopefully) they get along well together. They also become friends for companionship. People should become friends if they trust each other, too. From a friend I need someone who'll stand by me. 1 also need someone who'll try to cheer me up when I'm mad or down. I need a friend who would try to help me through hard times. 1 think that friendship should be 50/50. A lot of times, though, it's more like 60/40 or 70/30. One of my friends goes to another school. She's pretty popular at her school. Sometimes, I feel like I'm at the short end of our friendship. Our friendship is 60/40 at the most. (In favor of her, of course.) Carol Mullins PAGE 28 - ExpressionsAcrostic Popping in pan Oily and buttery Popping like fireworks Crispy and crunchy Oily and greasy like Rocks hitting a car or roller coaster No, jxipping out of pan Melissa Perkins \"It was like a white volcano trying to get out. I thought I heard an earthquake! I smelled something buttery. It was like touching clouds. I tasted something heavenly, crunchy. As I did all this I wondered, \"What could this be?\" Then I knew. Popcorn!\" Hannah Manire \"Once upon a time a lady named Sady Perry came to the castle and popped some white fluffy popcorn. It smelled burnt at first, and then when it was served it smelled good. This fresh smell ran through the walls of the castle, and when it was cooking, the cooks got jealous. It sounded like fireworksand they thought Lady Perry was harming their com popper. But then they tasted it to see if it could be served to their king, and that yummy warm taste left them with their mouths wide open. It looked like neatly fluffed pillows.\" Monique \"The Princess\" Ford Popcorn, popcorn, light and yummy It really, really fills my tummy Sometimes it's cold, sometimes it's not But I really, really like it a lot It looks soft, it looks round When it sits there, it doesn't make a sound But in the pan when it starts to pop You never ever want it to stop When it's done it smells real good I would eat it up if only I could Rachel Byrd Pop Corn crunchy, bumpy smelly, yummy, fluffy It is very good for you Tasty Martinza Lea \"My mouth began to water as 1 smelled it. It smelled like a movie concession stand. It felt warm and oily in my hand and tasted satisfying in my mouth. As 1 chewed 1 heard crunch, crunch, squeak, crunch. It felt soothing and filling. Oh, Mrs. Perry, won't you give us some more popcorn? It looks soooo good!\" Laura Sessoms PAGE 30 * Expressions[ In Retrospect... Teachers nice, mean caring, shouting, teaching help us all our lives People Lori Vesole Star A twinkling star Hangs in the dark shady sky Watching the shy moon Oceanna Kuonen There is a star that shines bright in a room...this is a small spark of hope Stephanie Milton Autographs... Oi ver y 5 c a r V' c l 3 fgc 4-  P\nh 3 on 6 vT Q\u0026lt;b d4 I I ^5 on4-o 4-ht Concrete Poem by Sarah Clemons PAGE 32 - Expressions Magnet Review Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 received Jill Z 1995 Donna Grady Creer Executive Director Office of Desegregation Monitoring (501) 758-0156 TO: Dr. Cheryl Simmons, Principal Booker Magnet ia FROM: Donna Grady Cree: Magnet Review Coi j^xecutive Director ittee SUBJ: Proposal for Music Specialist at Booker DATE: July 21, 1995 Thank you for forwarding to the Magnet Review Committee your proposal on the need for a onehalf time music specialist to accommodate the number of Booker students needing orchestra. The Magnet Review Committee, at its July 11, 1995 meeting, fully endorsed your proposal. This action will enable Booker students to participate in the orchestra program that is unique to Booker, drawing students from all three Pulaski County districts. We appreciate your efforts to assure access and quality of Booker's arts program. Best wishes for a safe and productive 1995-96 school year. D GC : s 1 cc: Ann Brown, Federal Monitor - ODM Sadie Mitchell, Assistant Superintendent - LRSD Dr. Henry Williams, Superintendent - LRSDaS rl / k 1 I I 1 J OZBBBB LITTLE ROCK SCHOOL^ d'iSTRICT SI Booker Arts Magnet School 2018 Barbar Strati Phona 324-2482  Lima Rock, Arkansas 72308 Arkansas Public Schools t i V:- ( The Natural Place to Learn p f. (. i. ! .i'i ARKANSAS PUBLIC SCHOOLS WEEK j OefOBER 1 - T. 1995  I 4 I  I I /1 'I s ' I i 1\ni 1 1 I il^^l H I I  i i I I I 1 I Please joih us in celebrating Arkansas Public Schools Week. We\nwill hold'an Open House i ! I J 00 KC-  t t I, I 5 t 1.1 - I I lUacuAiuio (time) H I I I i  I.' I I I  I i i I  I 1 I I ! II I Come anc see for yourself why our I schools, are . . . The NdtUKdl PIdCG to LSdrK)! I I I I i  I J [ I s 1 - I I I LR?l  ra: 1 -501 1 F'. Ol/'O! Little Rock Schoo! District 810 West Markham Little Rock AR 72201 Phone: Fax: (501)324-2020 (501)324-2032 DA IE\nSeptember 26, 1997 TO\nCentral Arkansas Media Bi.LDIMj 16 FROM: Suellen Vann, Director of Communications SUBJECT: Booker Arts Students Create Cards for First Lady MESSAGE: Third grade students at Booker Arts Magnet Elementary will climb aboard the Canon Computer .Systems traveling van on Monday to design birthday cards for First Lady Hillary' Clinton's 50th birthday. The cards will be designed and printed on Canon equipment. Canon, in turn, will donate 10 Canon printers to Booker Elementary. Who\nBooker Arts Elementary 3rd grade students What: Design birthday cards on Canon computer van for First Lady Hillary Clinton and the school receives 10 Canon printers - a stop on the 'Create a Card for the First L.ady Tour. Where: Booker Arts Magnet Elementary, 2016 Barber When: Monday, September 29, 1997, 8:30 - 10:30 a m. # Pages (tncludrng cover) 1 To Fax # Speed Dial____ Preparing studetits for success eveiy day J i\n09/04/1998 08:4? 501-324-2023 LRSD COMMUNICATIONS (S'- OtA-PAGE 01/01 Fax\nhrtp://ww'w.Irsd.k12.ar.L!S Office of Communications 810 West Markham Little Rock, AR 72201 Phone: (501)324-2020 (501)324'2023 DATE: __ September 4, 1998 FROM: LOCAL MEDIA/JOHN SyKES_ Zeornee' Herts FAX SUBJECT\nCamp-out at Booker PHONE#\n501-324-2020- # OF PAGES (incL cover): i. b. TO: _ MEMO I I Second arade students ot Booker Arts Magnet wilt ____ -I .-- - ------ I lUIII*  - ----- - -- II i ! I I cornpl^their^ck-^chqol_^jj^on^r^^^ with a cani^^outpjcnicaUhe s^ol b^nni^^ ap_ 9:30 a.m. Ten^ have been set upandpa^pp^t!_ helpservefood and drinks. -Students will go fish- . inppnd then close up camp around 11:15 a.m. I 1' rS r'^i 5^^ r T 310 West Marttfiafn Litfle Rock. AR 72201 Little Rock School District Office (501)324-2020 Fax (501)324-2023 Tb: Central Arkansas Media From: Communications Dept Fax\nPages: 1 Phone: Date: January 28,2002 Re: School Closing CC: Q Urgent  For Review  Please Comment  Please Reply  Please Recycle Booker Arts and Science Magnet Elementary School will be closed today due to a broken water pipe inside the school. Repair work is underway. School will be open tomonrow. THURSDAY, FEBRUARY 24,1994 Black History Month essay winners named Students at Booker Arts Magnet Elementary School in Little Rock, Southeast Junior High School in Pine Bluff and North Pulaski High School in Jacksonville won $100 U.S. Savings Bonds VVVX4 4JJ.VU v.o. oavmgs nono for their winning entries in McDonalds Black History Month Essay Contest. The Central Arkansas McDonalds Cooperative sponsored the competition. Winners were Lori Vesole of Little Rock, elementary division\nJonathan Chism of Pine Bluff, junior high division\nand Brandon Wheeler of Jacksonville, high school division.Arkansas Democrat (gazette  WFDNESDAY, NOVEMBER 18,1998 ____ Booker Arts Magnet teacher wins vice presidency of union   ARKANSAS DEMOCRAT-GAZETTE\n_ Clementine Kelley, a fifth-grade tpacher at Booker Arts Magnet Elementary School, is the new vice president of the Little Rock Classroom Teachers Association after an \"injection conducted Nov. 9 -13.  *5 Votes were tallied Tuesday. \"'Kelley, 56, won a three-person bace to fill the vacancy created in Sepfember when former union Vice I^gident Willie Givens, the head custodian at Central High School, gicceeded Grainger Ledbetter as president of the union, Ledbetter, who\nhad held the position since JulyT997, resigned to become a spe- cjalrst in the Labor Education pro-am in the Institute for Economic Advancement at the University of  Arkansas at Little Rock, ' *Givens, a union member since . 1683 and one of several hundred educational support employees in the _^ociation, is the first non-teacher to hold the presidents position. The union has about 1,800 members. Besides Kelley, others seeking the vice presidency were Deborah Desjardin, a math teacher at Mann Magnet Junior High, and Cornelius Roberts, a civics teacher at Forest Heights Junior High. Kelley said Tuesday night that she will serve as vice president until the term expires Jime 30. New elections for both president and vice president are scheduled for March. Officers elected then will serve two-year terms starting July 1. Kelley said she was undecided about running for an office in March. She sought the presidency against Ledbetter in 1997. She served for more than a decade on the teacher contract negotiating team for the association and has been union treasurer as well as chairman of the membership and election committees.Arkansas Democrat ^C^azette [ ________ THURSDAY, NOVEMBER 4,1999 A juggler and a scholar 4 .rAWu ^:asgis\n^ 'X ia z S\" ^'S' ti, ' '2 I. 3jL*^ * X '^ A y 1% 'x - -i Arkansas Democrai-Gazsrte.'FlCK /cF-r-LA.\\: Seeker Magnei Arts Eiemeniary School fifth-grader Rakeem Coucn jjggiei Wednesday for srudents at Mann Magnet Junior High School in Little Rock. -jis classmates Cari Robertson (left) and Melissa Mitchell watch. The thre\nare In Robert Doerrs juggling class at Booker. jden:\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_716","title":"Restructuring","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":["1990/1999"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","Educational law and legislation","School improvement programs"],"dcterms_title":["Restructuring"],"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/716"],"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":["194 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\nLittle Rock School District New Futures Restructured Schools CIJH FHJH PHJH SWJH Building Structures For Student Success Why Is Restructuring Occurring In LRSD? .The pu^ose of the junior high school restructuring initiative is to establish a school climate, culture, and curriculum that is responsive to the developmental needs of early adolescent youth and the particular needs of at-risk students. These schools are committed to the development of students by honoring achievement through the united efforts of parents, teachers, students, and administrators. Restructuring schools create cultures whereby all individuals shall experience of belonging and community, team leadership, and open communication conducive to innovative inteirventions which ensure a sense student success. A more effective transition in the school experience is needed between elementary and high schools. These needs will be flexible addressed through the process of whole school restructuring which will include organizational changes such as teaming, flexible scheduling, emphasis on cross curriculum and interdisciplinary planning, attention to relationships of academic units to real experiences, increased use of cooperative learning techniques, reduction of frontal teaching practices, student team projects, and class discussion. Teachers will be encouraged to engage students in the learning process. The intention of restructuring is that the education intervention component be owned and operated by teachers. Which schools will be'involved during the 1990-91 school year? During this year, Cloverdale, Forest Heights, Pulaski Heights, and Southwest Junior High Schools will begin the first year of whole school restructuring. Pulaski process began in the Fall, 1989. Intense preparation for this Preparation has taken place in both the mechanical and philosophical areas as related to restructuring issues. It should be stressed that this restructuring initiative will involve the total school conununity.2 This includes both certified and non-certified staff, parents, and students. What structural and Organizational Technicrues will be evident this year?  A program designed to ease student transition from elementary to junior high school including building on the successes of elementary education. A comprehensive orientation program for 7th grade students and their parents held on the evening of August 23, with transportation provided.  Teachers organized into interdisciplinary teaching teams. Each grade level composed of two heterogeneous teams of 120-140 students served by a core team of teachers. A common group of students will share a common group of teachers, common space, and common blocks of instructional time. Bells will be used only to indicate beginning and ending of school day.  Academic day consisting of seven blocks of instructional Students' time allowing for flexible scheduling techniques, schedule composed of five core subjects (English, math, science, social studies, and Learning Foundations), and two related arts courses.  Two planning periods daily (one team planning period and personal planning period) for all teachers. one _. Thinking and reasoning strategies, study and learning skills, test-taking strategies, special reading strategies, communication skills and technological applications incorporated into the curriculum for all students through a core course, reading/writing process, and team learning stressed through an interdisciplinary approach characterizes Learning Foundations.  Consulting teacher model utilized to mainstream resource students onto interdisciplinary teams. . Heterogeneous grouping utilized in science, social studies, and Learning Foundations. Designated gifted and talented staff development training provided to all core teachers.  School management system functions in an organizational style that utilizes school based management/improvement and shared decision making techniques.  Additional guidance counseling services provided through expanded staffing.  ' Each grade level served by a designated counselor who moves with class each year, in team meetings. Counselor participates  Guidance and counseling function of each staff member emphasized.3  On-going process of school based self-assessment continue at each school.  Extended day component operational three days each week. Component to enhance academic achievement, reduce disparities among subgroups, improve student attendance, and promote social development. homework and tutorial Activities to include: assistance, high career explorations, and health/fitness/nutrition programs. provided. Transportation will be  Development of organizational and management techniques involving an emphasis on student accountability and responsibility implemented for all 7th and Sth graders through the student progress monitoring component. Also designed to strength communication and cooperation between parents, teachers and students.  In-school suspension programs operational in all restructured schools.  Initiate planning toward development of an outcome-based process for assessment of student achievement. . Review of existing remediation/accelerated learning program for at-risk youth and development of appropriate recommended strategies for local accelerated programming.  Frecpient monitoring of total school environment and programming by school staff regularly making adjustments and changes to meet student needs through various methods including school improvement teams, school management teams, and school based assessment processes. What are some Characteristics of a Restructured School? (1) Features a program designed to ease student transition from elementary to junior high school including building on the successes of elementary education and preparing students for a successful experience in the high school. (2) Utilized educational programming techniques that respond to the physical, intellectual, and social-emotional needs of the early adolescent learner. (3) Organizes teachers into interdisciplinary teaching teams using block time or flexible scheduling techniques to best deliver the instructional program. (4) Employees, teachers, and staff members who focus on the learning needs of students by using a variety of teaching techniques that actively involve students in the learning process andiemphasize the development of students' higher order thinking4 (5) Emphasizes the guidance and counseling function of each staff member by demonstrating genuine concern for the welfare of each student. (6) Recognizes the importance of effective education by providing for a home-base or teacher/advisory program stressing the importance of self-concept in the curriculum and working as a staff to foster a positive climate for learning. skills, and personal (7) Utilizes a curriculum plan that includes factual information or organized knowledge, skills, and personal development activities that can be correlated with each other and related to real life experiences. (8) Provides access to increased support services that are available for at-risk youth. (9) Functions in an organizational style that utilize school based management/improvement and shared decision making techniques. (10) Evaluates total school environment and programming, regularly making adjustments and changes to meet student needs through various methods including school improvement teams and school based assessment processes. (11) Involves parents actively in program planning and implementation. Is the Restructuring Process Completed in one year? No, the restructuring process is an evolving process that continues to develop and grow while continually improving program strategies and making needed adjustments according to student needs. Restructuring is not a \"quick fix\" solution to the educational challenges that face our school district. It is, however, an effective and well substantiated process to be used creating school environments that insure student success. It is, What is the Learning Foundations Course? Specific areas of the The Learning Foundations Course is designed to help students increase their success as learners. Emphasis is on application of thinking, study, and learning skills. Specific areas of the curriculum include learning foundations and communication skills\nstudy and learning skills\nthinking and reasoning strategies\ntest-taking strategies\nspecial reading strategies such as\nskimming/scanning, improved reading rate, identifying individual reading and learning styles\nand technological applications in these broad areas. In order for students to achieve their full potential as learners, instruction in these skill areas is necessary. Opportunity to apply these skills in content area classes is also critical. Direct application in content area materials, then, is another important area of the Learning5 Foundation Course. The integration of skills, the reading/writing process, and team learning are stressed. Students are encouraged and supported as they apply these skills using regular content area material. Students at all levels of achievement must be taught to maximize successful learning in all areas of their lives--in school now and later as they enter college or pursue a career. The Learning Foundations Course directly addresses these goals and objectives. Individual learning plans will be developed for each student, will be reviewed with all parents. These plansi 1 Stale of Arkansas I. 3 4 5 6 I IJJ I As Engrossed: 2!22I9I 7Sth General Assembly Regular Session, 1991 By: Senators Russ, Malone and Hardin A Bill SENATE BILL 264 I I I f 7 8 1. i' . 9 10 11 For An Act To Be Entitled \"AN ACT TO AMEND ARKANSAS CODE:ANNOTATED TITLE 6, CHAPTER 11, BY ADDING A SOBCHAPTER TWO TO DIRECT THE STATE BOARD OF EDUCATION TO DETERMINE WHAT ARKANSAS SCHOOLS MUST DO TO MEET THE NATIONAL EDUCATION GOALS\n12 , AND FOR OTHER PURPOSES.\" 13 14 BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF ARKANSAS: f. h- 15 16 SECTION 1. Arkansas Code of 1987 Annotated is hereby amended to 17 f1t iS 18 19 20 21 22 f 23 24 25 26 27 I 28 their minds well, further learning. 33 add the following: \"6-11-201. ]POPULAR NAME. the National Education Goals: This subchapter may be cited as Schools for Arkansas' Future'. 'Meeting 6-11-202. PREAMBLE. One year ago the President and the nations Governors (1) adopted the following national education goals: By the year 2000, all children in America will start school ready to learn. (2) By the yejir 2000, the high school graduation rate-will be increased to at least 90 percent. (3) By the year 2000, American students will leave grades four. eight and twelve having demonstrated competency over challenging subject matter Including English, mathematics, and every school in America will ensure science, history, and geography. that all students learn to use so they may be prepared for responsible citizenship, and productive employment in our modern economy. (4) By the year 2000, U.S. students will be first in the world In mathematics and science achievement. t S. (5) By the year 2000, every adult American will be literate and will possess the knowledge and skills necessary co compete economy and exercise the rights and responsibilities in a global of citizenship. 49 I (6) By che year 2000, every school in America will be free f o r ) 3 drugs and violence and will offer conducive to learning. a. disciplined learning envlronmenc 4 These goals are ambitious, but they can and must be achieved. sc 264 They 5 6 set standards for student performance that Arkansas schools , those in every other state, are far from achieving. as well a s 1 Achieving these goals will require a serious reexamination of every 8 aspect of Arkansas' education -systemy and fundamental changes in our 9 schools . The State of Arkansas, through the State Board of Education, 10 and the General Education Division of the Department of Education, mus t 11 determine what students must know and ba able to do in order to meet che 12 goals . Thia will not simply require more students to learn what is 13 already taught. Instead, it will require 14' curriculum that places greater emphasis on teaching students to think. 15 are appropriate to ensure that all students will and to apply methods that master the more 16 challenging curriculum. 17 In order to achieve these new IS and limited levels of performance within existing resources, Arkansas must fundamentally restructure its 19 education system. This means providing educators in every school with 20 che flexibility and tools they need to determine the best 21 the goals with their students. way to achieve 22 they need to teach new materials in It means providing them with the training 23 ocher new ways, and with leadership and skills they need to work together in new ways and succeed in 24 education environment. a new 25 themselves to Institutions of higher education must commit effectively providing new teachers with the 26 knowledge and pedagogical content 27 the goals . skills required to help all students achieve Arkansas schools need new student performance 28 tools that are well matched to asses sment 0 29 schools Q 34 chat accurately measure what is taught. new standards for student performance, The results of these assessment tools must be incorporated into school parents and che general public will be informed expected co know and are and performance report cards so that as to what students are Co be able co do and how well Arkansas public performing. 6-11-203. DEFINITIOH OF LEARNER OUTCOMES. ^5 Education The State Board of 3 Arkansas students shall, by July 1, 1991, adopt learner outcomes that define vhac must know, and be able to do In order to be cn Q c 2 competitive 50 1 nat iona lly and internationally, in the context of the T Coals . The learner outcomes should also 3 4 in college . from higher 5 6 7 8 9 10 11 12 13 14 15 16 17 IS 19 20 21 22 23 24 SU ZC4 Nacional Education link to expectations for success and should include the implementation of feedback mechanisms education institutions 6-11-204 . PREPARATION AND (a) Department to public schools . LINKING CURRICULUM, ASSESSMENT AND PROFESSIONAL DEVELOPMENT TO LEARNER OUTCOMES. By July 1, 1991, the General Education of Education vith the assiatance Restructuring Education, Education Division of the of the National Alliaxice Jor shall develop and..present to  proposed plan for working towa curriculum frameworks, student performance professional development programs to education system. The Director of the Education shall appoint a Division the State Board of rd integrating state-wide , assessment tools, and support restructuring the Arkansas General Education Division of the Department o 4 task force to advise the General Education in the development of this plan. force shall include curriculum experts experts, staff developers, restructuring schools, shall be faculty members plan has been developed. .The fifteen (15) member task , assessment experts, discipline nd teachers and administrators At least three (3) members from of the task force of institutions of higher education. Once a the advise the Director on its task force shall remain in existence to implementation on The State Board of Education proposed plan an ongoing basis. shall accept written comments from July 1, through August 1, 1991. on the The State Boarif of 25 Higher Education shall review the proposed plan during the comment 26 period and provide appropriate comments and recommendations regarding 27 those components of the plan which relate to the responsibilities of 28 institutions of higher education. (b)(1) Curriculum frameworks will define the broad themes and I 0 I J 29 topics 31 establish currently these new for Instruction that will prepare students to demonstrate the learner outcomes. (2) New learner outcomes and curriculum frameworks will S new and higher standards for student performance. Tests in use will not be adequate to Judge student learning against t tand ards. Therefore, new student performance assessment tools, not limited to standardited tests, will be used to judge student 3 5 1 1 1 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 As Engrossed 2/22/91 progress . sn : As more appropriate assessment tools become available, they will be phased in to replace teat currently in use. (3) Professional development programs will include, but no be limited to, providing teachers, principals and other adminlatrators , with content knowledge and pedagogical skills required to help all students achieve the learner outcomes. (c) By July 1, 1992, the State Board of Education shall submit a report to the Governor and the Legislature, that describes the -- implementation of the activities contained in the plan,* and identifies any legislation which may be needed in order to continue to link curriculum, assessment, and professional development to the learner outcomes, in order to achieve the national education goals. 6-11-205. TEACHER LICENSURE STANDARDS. The Director of the General Education Division of the Department of Education shall appoint a task force to recommend how to design and implement outcome-hased licensure of teachers and administrators. system of The task force shall be composed of not more than seventeen (17) persons and shall Include teachers, and administrators from restructuring schools, subjec matter experts, higher education faculty and administrators, and public and business representatives. At least three (3) members shall be high education faculty or administrators who shall be nominated by the Director of the Department of Higher Education. The Director of the Department of Higher Education shall also serve as an ex-officio member of the task force.' The task force shall:  25 (1) Define standards for what beginning teachers and 26 27 administrators must know and be able to do, with specific reference content knowledge and pedagogical skills, and the knowledge, skills to anc 29 30 31 32 3 34 28 capacity to assume beginning professional roles and responsibilities it restructured schools. (2) Determine the assessment systems and tools required assess the performance of candidates. tc Such tools shall not be limited pencil and paper tests\nthey must Include performance and demonstratio' of the ability to apply knowledge and skills to real or simulated educational settings. The task force shall submit its recommendations to the State Boat of Education by January 1, 1992. The State Board of Education shall 4 52 r ns Engrossed 2/22/91 1 T 3 sn 264 adopt the recommendations of the task force or make such modification in the recommendations as the Board deems appropriate consistent with this mandate that the licensure standards be outcome based. 4 (b) The licensure standards and assessment tools developed 5 6 through this process and adopted by the State Board of Education shall be applied in the same fashion to candidates for licensure who have 7 8 completed conventional teacher preparation programs have prepared themselves through altarnative routes- 9 well as those who 10 11 12 13 14 15 16 17 IS 6-11-206, SUPPORT FOR THE RESTRUCTURING SCHOOLS PROCESS. (a) The General Education Division of the Department of Education ahall, with the assistance of the Education Commission of the States and the Coalition of Essential Schools, make available to all schools and school districts involved in a restructuring process the training, technical assistance, networking and other support they require. shall designate not less The Director than ten (10) nor more than twenty-five (25) schools or school districts which have begun the restructuring to serve (b) proces s examples for other schools and school districts. The General Education Division of the Department of Education a s 19 20 shall provide workshops, seminars, visits to schools Involved in restructuring, summer programs, and other means of learning so that 21 schools not yet Involved in the restructuring process can cake informed 22 determinations about the requirements and expectations of involvement. 23 (c) The General Education Division of the Department of 24 Education, from funds appropriated for such purposes, may provide grants 25 ot up to $20,000 to schools and school districts involved in the 26 restructuring process. The grants shall be provided on a competitive 27 basis for the purposes of: 28 (1) Planning and/or professional development activitiea to 29 30 31 32 33 accelerate the restructuring process within a school or dlstrictj (2) restructuring. (d) or 34 35 Assisting other schools to learn about school Schools and school districts participating in the restructuring process shall be given priority by the General Education / J Division in the allocation of federal funds provided to the Division fory improvement of math and science education. V 6- 1 1 -207 . ACADEflY FOR LEADERSHIP TPjMNING AND SCHOOL BOARD 5 53 I 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 sc 26-4 MAMACEKENT. There is hereby established the Academy for Leadership Training and School Based Management. The Academy will provide a variety of training programs and opportunities to develop the knowledg leadership skills of school principals, as well as teachers, e base and superintendents and other administrators, and school board members. Academy need not be located in may b e The Ingle institution or organization: it consortia of institutions of higher education, local school districts and other education institutions or organizations. By September 1, 1991, the General Education Division shall develop and publish a request for proposals for the Initial structure and operation of the Academy, its initial term shall be than January 1, 1992. IS o o CT cn A.n award for the operation, of the Academy for made by the State Board of Education not later The State Board of Education shall have the authority to issue subsequent requests for proposals if the Board should determine to change 6-11-208. the operator or the location of the Academy. REORIENTING THE GENERAL EDUCATION DIVISION OF THE ARKANSAS DEPARTMENT OF EDUCATION TO SUPPORT RESTRUCTURING. (a) The 18 leadership and support of the General Education Division of the 19 Department of Education is essential to facilitat 20 21 22 23 24 25 26 27 28 29 ?50 31 ^2 33 36 e the process of rueturing the Arkansas education system. function, the role, mission. In order to fulfill this operations and resources of the division need to be substantially reoriented and the staff need training and supports Education, With the assistance of the National Alliance for Restructuring the General Education Division of the Department of Education s hall develop a plan, by July 1, 1991, to accomplish this. This plan shall address support and assistance reallocation of the increased importance of providing to schools and districts, the allocation and resources, the establishment of comprehensive data for planning and monitoring, the need to shift from discreet programmatic efforts to supportive of the goals more integrated and cohesive strategies for education, staff roles organizational structure, needs, and other topics deemed implementing this bases and responsibilities. and training and professional development neces sary. In developing and plan, the General Education Division must model the types o.. changes required by schools in the restructuring proce s s . (b) Upon determination by the Director of the General Education 6 54 fSf. i I ! I i 17 t::- I / S' I 1- 8iI. *c sn 264 1 Division of che Department of Educacion ChaC a reallocation of che 2 resources of che Division is necessary co provide supporc and assisCance 3 Co schools and school discrlccs in rescruccuring and in meecing che goals 4' of Chis subchapcer, che Dlreccor, afcer receiving approval of che 5 6 Governor, shall request from the Chief Fiscal Officer of the State a transfer of positions, appropriations, and/or funds within or between 1 appropriacions or programs of Che General Educacion Diviaion. Prior Co 8 9 acting on Che requesced Cransfer, che Chief Fiscal Officer shall submic che Cransfer requesC wich his recommendaCion Co che Logislacive Council. 10 If Che Chief Fiacal Officer approval che requaaCed Cranafer, he 11 shall iniciace che neceaaary cranafer documeaCa co reflecc che Cranafer 12 on Che fiacal records of che SCaCe AudiCor, che Scace Treasurer, che 13 Chief Fiscal Officer, and che General Educacion Division of che 14 Deparcmenc of Educacion. 15 6-11-209. DEVELOPMENT OF A LONG TERM PLAN FOR RESTRDCTUKING 16 ARKANSAS' EDUCATION SYSTEM. The General-Educaclon Division of che 17 Deparcmenc of Educacion shall develop and submic co che Scace Board of 18 19 Educacion a proposed Cen (10) year plan for rescruccuring che Arkans educacion syscem in order Co achieve che nacional educacion goals. as The 20 proposed plan shall include provisions for managing che change process 21 and monlcoring progress cowards che goals. The definitions of learner  22 23 outcomes adopced pursuanc Co A.C.A. 6-11-203\nche plan for linking curriculum. 24 assessmenc and professional preparacion and develop learner ouccomes adopCed pursuanc co A.C.A. menc co 25 6~11-20Aj che ouccome-hased syscem of ceacher and adminisCracor licensure adopced 26 27 9 28 29 33 6-11-205\nand the plan for reallocation of the Education Division adopted pursuant to A.C.A. pursuanc Co A.C.A. resources of che General 6-11-208 shall be componencs of che long cerm plan. ' The proposed plan shall cake inco accounc needed policy and adminiscracive chang levels co provide e s ac discricc and fltace supporcive envlronmenc for schools co and be presenced co che ScaCe Board of Educacion rescruccure 1, 1992. shall adopt The Board, after soliciting and reviewing written noc laCer chan January comments, a 6-11-210. long term restructuring plan noc lacer chan April 1, ADVICE FROM EDUCATORS. advisory committee 1992 . The Director shall appoint an comprised of individuals from organizations rep.esencing teachers, administrators, school board members and ocher 7 55 sn 2C4 1 educators in Arkantas, to provide ongoing advice to the State Board of a'r , 2 Education and the Director, regarding the development and Implementation 3 of each of the plans required by the above aectlons.\" 4 5 1, SECTION 2. CODE. All provisions of this Act of general and 6 6\n1 8 permanent nature are amendatory to tha Arkaaaaa Code of 1987 Annotated and the Arkansas Code Kevialon Commission shall Incorporate the sama in the Code. K k 9 10 SECTION 3. SEVERABILITY. If any provision o thia Act or tha 11 application thereof to any person or circumstance is held invalid, such 12 invalidity shall not affect other provisions or applications of tha Act 13 14 which can be given effect without the Invalid provision or application, and to this end the provisions of this Act are declared to be severable. 15 I16 SECTION 4. GENERAL REPEALER. All lavs and parts of lavs in bS'i .v 17 conflict vith this Act are hereby repealed. 18 t.' hT 19 /s/Raes ec al 20 21 'H:- 22 23 24 25 26 27 28 29 IW 30 31 a w\\j Q.  3 32 approved governor 34 fD CO o CD Q 3 wB 5 V t s 55 . Update on LRSD/New Futures Restructuring Initiative L I The purpose of the junior high school restructuring initiative is to establish a school climate, culture, and curriculum that is responsive to the developmental needs of early adolescent youth and the particular needs of at-risk students. These schools are committed to the development of students by honoring achievement through the united efforts of parents, teachers, students, and administrators. Restructuring schools create cultures whereby all individuals shall experience a sense of belonging and community, team leadership, and open communication conducive to innovative interventions which ensure student success. A more effective transition in the school experience is needed between elementary and high schools. These needs are addressed through the process of whole school restructuring which will include organizational changes such as teaming, flexible scheduling, emphasis on cross curriculum and interdisciplinary planning, attention to relationships of academic units to real experiences, increased use of cooperative learning techniques. reduction of frontal teaching practices, student team projects and class discussion. the learning process. Teachers are encouraged to engage students in The intention of restructuring is that the education intervention component be owned and operated by teachers. Structural implemented are described below. and organizational techniques that have been A program designed to ease student transition from elementary to junior high school including building on the successes of elementary education. A comprehensive orientation program for 7th grade students and their parents took place the evening of August 22. Teachers organized into interdisciplinary teaching teams. Each grade level composed of two heterogeneous teams of 120-140 students served by a core team of teachers. A common group of students will share a common group of teachers, common space. and common blocks of instructional time. Bells will be used only to indicate beginning and ending of school day. Academic day consisting of seven blocks of instructional time allowing for flexible scheduling techniques. Students' schedule composed of five core subjects, (English, math, science, social studies, and Learning Foundations) and two related arts courses at the 7th and Sth grade levels. Ninth grade students' schedule is composed of English, math, science, social studies and either health/PE or Computer technology, and two related arts courses. . Two planning periods daily (one team planning period and one personal planning period) for all teachers. The daily team planning period provides teachers the opportunity to plan together as a group, develop interdisciplinary units, plan incentive programs, discuss individual student needs, hold joint parent conferences, discuss instructional issues, establish cross curricular connections between subject areas, and provide collegial support opportunities. . Thinking and reasoning strategies, study and learning skills, test-taking strategies, special reading strategies, communication skills and technological applications incorporated into the curriculum for all students through a core course, reading/writing process, and team learning stressed through an interdisciplinary approach characterizes Learning Foundations at the 7th and Sth grade levels. School management system functions in an organizational style that utilizes school based management/improvement and shared decision making techniques. Additional guidance counseling services provided through expanded staffing. Each grade level served by a designated counselor who moves with class each year. Counselor participates in team meetings. Guidance and counseling function of each staff member emphasized. On-going process of school based self-assessment continue at each school. Extended day component operational three days each week. Component to enhance academic achievement. reduce disparities among subgroups, improve student attendance, and promote social development. Activities to include: homework and tutorial assistance, high career explorations, and health/fitness/nutrition programs. and a nutritious snack provided. Transportation In-school suspension programs operational in all restructured schools. Initiate planning toward development of an outcomebased process for assessment of student achievement.. Review of existing remediation/accelerated learning program for at-risk youth and development of appropriate recommended strategies for local accelerated programming. Frequent monitoring of total school environment and programming by school staff regularly making adjustments and changes to meet student needs through various methods including school improvement teams, school management teams, and school based assessment processes. Restructured schools have common characteristics. These characterics provide a focus for the restructuring initiative in the LRSD. (1) (2) (3) (4) (5) (6) (7) (8) Features a program designed to ease student transition from elementary to junior high school including building on the successes of elementary education and preparing students for a successful experience in the high school. Utilizes educational programming techniques that respond to the physical, intellectual, and social- emotional needs of the early adolescent learner. Organizes teachers into interdisciplinary teaching teams using block time or flexible scheduling techniques to best deliver the instructional program. Employees, teachers, and staff members who focus on the learning needs of students by using a variety of teaching techniques that actively involve students in the learning process and emphasize the development of students higher order thinking skills. Emphasizes the guidance and counseling function of each staff member by demonstrating genuine concern for the welfare of each student. Recognizes the importance of affective education by providing for a home-base of teacher/advisory program stressing the importance of self-concept in the curriculum and working as a staff to foster a positive climate for learning. Utilizes a curriculum plan that includes factual information or organized knowledge, skills, and personal development activities that can be correlated with each other and related to real life experiences. Provides access to increased support services that are available for at-risk youth.(9) Functions in an organizational style that utilizes school based management/improvement and shared decision making techniques. (10) Evaluates total school environment and programming, regularly making adjustment and changes to meet student needs through various methods including school improvement teams and school based assessment processes. (11) Involves parents actively in program planning and implementation. The restructuring process is an evolving process that continues to develop and grow while continually improving program strategies and making needed adjustments according to student needs. Restructuring is not \"quick fix\" educational challenges that face our school district. solution to the It is, however, an effective and well substantiated process to be used in creating school environments that insure student success. Recognizing that restructuring is a process that is ongoing, the most critical factor in the process is that everyone at every level must understand the direction that we are moving and be committed to the process. on the vision for This requires a constant sense of focus each individual school. Discussions and decisions must be based on the established vision of the school. Local schools must be empowered and supported as they proceed through this process. a To provide a guide for the restructuring initiative, these schools have \"bought into\" certain strategic imperatives that were developed by the Center for Leadership in School Reform. These imperatives provide a framework for schools to undertake the process of self-examination and self-direction. They help provide a sound philosophical base from which schools restructuring process. can begin the Attached is a description of these strategic imperatives.. The strategic imperatives are listed below with specific activities and programs that have been developed and implemented in these schools that address these imperatives. Shared Vision Participation in the CLSR self- assessment process Development of a shared vision at each school. Staff development activities have served tocreate a common understanding of the issues and practices for effective junior high instruction. Participatory Leadership Steering committees composed of team leaders and principals. This committee proyides the process for collaboratiye decision making at the local level. Leadership training for principals. . Assistant Principals' collegiality support group. Team leader training. Organizing teaching staff into teams. The teams provide the structure for collaborative decision making for student based teams. Management by Results Student-centered learning focus. Staff development to support development of teaching strategies that engage students in the learning process. Through team planning and discussions, individual student needs are identified and addressed by the team. Exploring and implementing alternative methods of discipline to prevent suspensions and expulsions (e.g. ISSP, lunch detention, student contracts, peer mediation.) Increased parental involyement through joint parent conferences often adjusting parent conference times to accommodate working parents. Specific staff development focused on increased teacher understanding of the student population. Incentive programs to reward student success. Staff development opportunities for teachers to listen to \"student perceptions\" of schools and teaching practices.Staff development opportunities for teachers to better understand the high-risk student population. Innovation and Improvement Through staff development activities teachers are provided information on new ideas and practices that have proven to bring about student success and are encouraged to try innovative techniques and strategies and evaluate them based on the results they produce for students. Case management service teams at each school. Enhanced health services at each school. Specific programming for at-risk youth: - Teacher Advisor Program - After school programming - Summer experiential program Development and training on authentic assessment strategies. Emphasis on increased parental involvement Truancy Review Committee Advisor/Advisee programming Staff development on cross-curricular instructional strategies. Continuity and Institutionalization Continue reassessment toward established goals. CTA/LRSD/NF Joint Committee on School Restructuring. Collaboration between LRSD Board of Directors and New Futures Board of Directors. Flexibility Stated commitment exists in these schools by building principals to permit changes in the rules, roles and relationships that govern the local schools to allow for growth, build capacity, and encourage innovation. Support . Local business support through mentoring programs. Through the New Futures grant, certain resources have been available to support innovative teaching. High quality staff development opportunities that are shaped in response to teacher requests. schools. The restructuring process has moved rapidly in these four The staff development has been intense but critical in order to provide a foundation of knowledge that is necessary to empower teachers and local administrators. Building a sense of trust that the system will support local decision making has been an on-going challenge. The leadership and courage demonstrated by all the principals has been the key factor in the achieved thus far. successes There also exists a large cadre of very committed teachers in each school that continue to go \"the extra mile\" to ensure the forward movement of the process. When these teachers speak of restructuring it is clear that the owner ship of the process belongs to them and others at the local school level. These teachers say \"we'll never go back to the old ways.\" They are fully committed to the premise that educators must keep moving forward, taking risks and continually challenging each other to develop new and innovative ways to conduct school business, schools are \"alive\" and \"growing.\" These However, if the work of these four schools is to be anything other than a pilot project affecting a limited population in the school district, then strategies in these areas must be developed system wide. The experience of these past three years has provided invaluable learning for this process. The task ahead is to use this learning to expand restructuring throughout the Little Rock School District.MEMORANDUM TO: Ira FROM: iam RE: Little Rock program activities DATE: January 8, 1992 This memo seeks to outline for you the current program activities sponsored by New Futures for Little Rock Youth. The emphasis here is on present interventions that directly affect youth, as distinct from the development and exercise of political will. I have kept the focus on current activity rather than overall strategy or historical development (except where there have been significant changes in program characteristics). One major change which is reflected in each of the major program areas is NFLRY's decision to extend their base grant through 1995. In order to realize this decision, existing program activities were assessed and restructured in order to concentrate most interventions on students attending four of the citys junior high schools. SCHOOL RESTRUCTURING Four junior high schools with a combined enrollment of 2900 students have restructured their school environment through the intervention of NFLRY. All students now are members of student clusters\" served by a team of teachers. This school-within-a-school concept allows for more cross-disciplinary teaching and a greater sense of belonging and engagement by students. Teachers know their students better and see themselves as better able to understand and marshal the resources to meet students needs. The environment fosters more creative and responsive approaches to teaching and learning. These changes have been accomplished through a comprehensive strategy which has several important program components, examples of which are highlighted below. Except where noted, the costs of these programs are covered by the Little Rock School District as part of the local match. Some of the funds the District uses to support these programs come from state desegregation program funding. Mini-Grants for Planning. A key element in the Little Rock restructuring effort is site-based management. In this approach, the principal and teachers in each school are encouraged to take greater responsibility for establishing an educational program that suits their students. To facilitate each schools ability to act on their decisions, a discretionary account of $1000 in AECF funds is provided to each one. In-School Suspension. At the inception of New Futures, one of the problems identified locally was the high number of at-risk students who were continually being suspended from school. NFLRY wanted to provide an alternative to this practice which seemed to exacerbate rather than help the academic and behavior difficulties of these students. Through New Futures, a new policy of in-school suspension has been established in all of the districts junior high schools. AECF funds supported the development of the space for these programs and initial staffing costs\non-going support is now provided by the school district. Truancy Program. A way to intervene more positively in the lives of students with excessive school absences was developed through a collaborative effort of the schools, the juvenile court, community service providers and New Futures. After twelve unexcused absences, students are referred to a review committee which seeks to identify why the student is truant. Depending on the needs identified, students are referred to resources both within and outside of the school. Previously, these students would have been expelled from school and/or brought into the juvenile justice system. This program also provides psychological assessment and counseling where appropriate. The program serves the four target junior high schools. Last year 58 students were served, increasing to 100 this year. The cost is approximately $50,000 per year, about half of which comes from the state Department of Human Services as part of the local match and half from AECF funds. After-School Program. Three of the four junior highs offer a structured afterschool program to a total of 200 students. Activities include a homework center, \"academic acceleration\" classes and activity clubs. Students typically attend several days per week, dividing their time between structured academic remediation or homework support and club activities such as computers, broadcasting or jazz. One teacher in each school coordinates the program and teachers in each building volunteer to sponsor a club or teach in a subject area. Each school determines what special subjects and activity clubs to offer. The cost of the program is $20,500 per school and includes salary stipends for the program coordinators and teachers, money for snacks and after hours student transportation. The program is supported primarily by the school district as part of the local match. AECF funds provide a small discretionary fund to each school to be used for special equipment or supplies not normally available through the district. Teacher Advisor Program. Two of the junior high schools have a mentoring program through which teachers serve as adjunct advisors to a group of 12-15 at-risk students. Mentors befriend students in order to assist them with adjustment to junior high school and to increase their sense of engagement in the school. Teachers who participate in the program receive stipends of $1000 and a discretionary fund of $500 for special student needs or recreational outings. Currently, 233 students are enrolled in the program at a total cost of $27,000 per year. Parent Leadership Training. This is a non-traditional approach to increasing the involvement of parents in the schools and increasing their peer support. A small group of parents is recruited for training in general leadership skills and in a specific approach to leading parent support groups. Under the supervision of a staff social worker, they then organize and lead support groups for parents in their neighborhoods. Peer Facilitation. Developed and currently being piloted by the team of teachers in one of the junior high school clusters, peer facilitation is being tested as a way to motivate at-risk students. In addition to contributing to their self-esteem and school engagement, it is effective at improving their skills. A group of low-achieving seventh-grade math students is paired with a group of third grade students from a neighboring school. The older students tutor the younger ones in basic math skills. Young Professionals Club. As teachers at one of the junior high schools began to see their role as extending beyond students purely academic skills, they reached out to the community and engaged employees of a local utility in a volunteer mentoring program. The program of group and individual activities is intended to increase positive self-concepts, academic performance and behavior among the students. Currently, 80 seventh graders participate in the program which is entirely funded through mentors' contributions and a small grant from their employer. CASE MANAGEMENT Currently, the second version of a case management system is being implemented in Little Rock. Previously, the case management program was a direct service provided by NFLRY and all youth specialists were employees. This system has been replaced by a partnership approach through which five community agencies are contracted to provide staff members to case management service teams\" (CMSTs). NFLRY employs a coordinator for each team and a manager who oversees the operation of the system. There now is a four-member CMST in each of the four target junior highs. Team members represent agencies with expertise in health, substance abuse, counseling, mental health and neighborhood services. During the first half of the current school year, 279 students were participating. During this period, case managers logged 5281 interactions with students and their families in the course of helping to arrange to meet such needs as clothing, food and utilities\nemployment preparation and job referrals\ntransportation\ntutoring\ncounseling, psychological evaluation or drug and alcohol treatment\nchild protection\nphysical health\nand mentorship. The cost of each team is approximately $150,000 per year. This includes direct and contracted personnel costs, discretionary funds for client services and training. Most of the program is supported by AECF funds but NFLRY also arranged for several of the contracted positions to be supported directly by the state social services (Title XX) program as part of the local match. DAY CARE To permit teen-age mothers to stay in school, NFLRY established a program which currently supports 65 mothers of 75 children. Vouchers are issued directly to students by New Futures personnel who also assist students in identifying and evaluating day care resources. The vouchers are presented directly to the state office of social services which covers the cost ($70,000 per year) through Title XX funds. The staff position is also provided by the Division of Children and Family Services as part of their New Futures match. The state is now implementing the new Child Care Block Grant and has used the experience with the New Futures voucher program to design a similar approach for statewide use. The new CCBG program will absorb the costs previously paid through Title XX. The previously allocated Title XX funds will remain available to New Futures as matching funds to be reprogrammed for other purposes. In addition, the experience with earmarking funds for teen mothers in Little Rock has convinced the state to make these clients high priority for vouchers across the state. YOUTH INITIATIVE PROGRAM Last Spring, New Futures provided crisis intervention with members of rival gangs that were involved in a local murder. That brief intervention has become permanent and now provides direct services to approximately 30 young black men. The program is intended to provide alternatives to gang affiliation and to demonstrate to the community how further gang development can be diminished. Activities include group counseling, group community service projects such as presenting Christmas gifts to younger children in a special school program, focus groups with members of the media and local community leaders, a parent support group and individual interventions. In addition, the students have their own regular TV show on a local public access cable channel. The experiences with this cohort of students provides the basis for extensive indirect work developing the capacity of other local resources. Recently, a second staff member was hired and a new school-based program working the 30 males at one of the junior high schools was initiated. The $70,000 annual cost of the program is paid by funds from the City of Little Rock as part of the local match. YOUTH EMPLOYABILITY Summer Youth Programs. There are two programs that offer summer jobs to at-risk youth. Through an agreement with the JTPA program, summer jobs are reserved for students aged 14 and older who participate in the New Futures case management program. New Futures recruits and places students in the available jobs. Last summer, 56 New Futures students were placed in JTPA jobs. The City of Little Rock, through JTPA, covers $45,000 in student salaries and administrative expenses. The State Summer Jobs Program provides jobs in state agencies to 45 students. Students are recruited and screened for the jobs through a collaborative effort of New Futures and school district staff. Student salaries of approximately $70,000 are paid by the employing agency as part of the local match. Youth Development Mini-Grants. This program, funded through a grant from the state Office of Alcohol and Drug Abuse Prevention and administered by New Futures, is intended to help community agencies provide youth enrichment programs, especially during the summer. Local churches and youth organizations apply for a share of the $14,000 available. Priority is given to programs serving black males in the citys most disadvantaged neighborhoods. TEEN HEALTH Family Life Education. As a part of New Futures, a new curriculum has been implemented for students in grades K-6 in 13 elementary schools and for all 7th graders. In sequenced units, students are exposed to age-appropriateinformation about drugs, sexuality, violence, self-responsibility, decision-making, etc. The courses are taught by specially-trained teachers who are supported by a professional social worker who provides individual contact to students and families when issues arise through the FLE. New Futures has provided training to the family life educators and school nurses who are responsible for teaching . the program\nall other costs are covered by the school district as part of the local match. School Health Clinics. Through New Futures, health clinics have been established in two secondary schools and planning has been completed for a third program. At the senior high school, a full range of health services is provided, including contraceptive health care and dispensing of contraceptives. Last year, the clinics five programs served from 12 to 257 students. At the junior high school, medical services are provided but family planning services are not. New Futures has provided the developmental funding and coordination for these programs (i.e. space renovation, equipment purchases, training)\noperational costs are covered by the state department of health and the school district. Coordination and consultation is provided by a staff member loaned to New Futures by a local mental health service provider. Mental Health Players. As a way to sensitize the public to the issues in teen life, and to give teens a way to develop life skills, a mental health counselor employed by one of the clinics organizes students into a performance group that presents skits to various audiences. After the skits, which illustrate various issues and dilemmas faced by teens, the students discuss questions and reactions with the audience. The third group of Players is now in rehearsals. EPSDT Screening. NFLRYs committee on health concerns has recommended to the school district that the number of school nurses be expanded and their roles enhanced. New Futures identified a way to fund this expansion through certifying the nurses as providers in the state-federal health screening program. This makes it possible for the school district to be paid by the state for assessments the nurses do of students who are enrolled in the state Medicaid program. These revenues are expected to be earmarked to support expansion of the school health program. New Futures arranged the training and provided the equipment required for certification.'Z C  Donna Grady Creer Executive Director Magnet Reviezu Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 (501} 756-0156 received April 28, 1999 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 MAY 3 1999 OfFICECF DESKRfaTOMOKlTQfiJ/fG Dear Judge Wright\nOver the course of the past two years, LRSD has entered into a grade level reorganization to change the grade configuratioriof LRSD from a K-6 elementary, 7-9 junior high, and 10-12 senior high to a K-5 elementary, 6-8 middle school, and 9-12 senior high. The LRSD, through its representatives to the MRC and middle school-related district personnel, conferred with the MRC regarding the inclusion of magnets in this grade configuration change. After examining the documentation, having representation in the Middle School Steering Committee and subcommittee meetings, and conferring with original magnet school principals, the MRC supported the movement to this grade configuration which is scheduled to begin with the 1999-2000 school year. This change impacts all six original magnet schools, particularly the four magnet elementaries and the magnet high school. The overall reconfiguration results in an increase of the total number of magnet seats available\nhowever, seats available at each of the magnet schools now varies from previous seats available. The MRC sought ways to better utilize the building space available in magnet schools to maximize educational opportunities and to provide more program participation in magnet schools. These changes will make programs available to a larger number of students while still retaining quality of programs and quality of instruction. In reaching its decision, the Magnet Review Committee looked at the need to maintain an overall prescribed number of students and to maximize opportunities to gain access to magnet programs. At its December 15,1998 meeting, by formal motion and unanimous vote, the MRC approved the addition/reconfiguration of magnet school seats.RECEIVED The Honorable Susan Webber Wright HAY 3 1999 Page 2 OFFICE OF OESEGREGAIlOHWQMlTQRttB The following chart reflects the decisions made by the MRC after receiving input from LRSD Central Office staff, magnet school principals, and curriculum specialists. SCHOOL CURRENT NUMBER OF SEATS VACATED Booker Arts Magnet Four 6th Grade Classes  25 = 100 seats NUMBER OF SEATS RECONFIGURED Kg -1 Class  20 1st Grade - 1 Class  23 2nd Grade - 1 Class  23 3rd Grade - 1 Class  23 Total = 89 seats Carver Basic Skills/Math- Science Magnet Four 6th Grade Classes  25 = 100 seats (Vacant classrooms will be used for parent and academic activities) Kg -1 Class  20 1st Grade -1 Class  23 Total = 43 seats Gibbs International Studies Magnet Two 6th Grade Classes  25 = 50 Kg - 1 Class  20 1st Grade -1 Class 23 Total = 43 seats Williams Basic Skills Magnet Three 6th Grade Classes  25 = 75 seats 3rd Grade -1 Class @ 23 4th Grade - 1 Class  25 Sth Grade - 1 Class  25 Total = 73 seats Mann Arts/Science Magnet No overall change in the number of seats Add Grade 6 Delete Grade 9 Parkview Arts and Science Magnet None 9th Grade Added Total = 209 seats In each instance, the MRC looked at the immediate and long-term impacts of grade level reconfiguration on the particular magnet school program. Under the proposed middle school structure, the budget for the six interdistrict magnet schools would be impacted as follows in order to continue instruction and delivery of services to magnet schools by the beginning of the 1999-2000 school year. MAGNET SCHOOL FUNDING State of Arkansas NLR5D PC5SD LRSD Total Current Funding S 9,079,698 1,193,239 2,206,042 5.680.226 $18,159,205 Proposed Funding Proposed Increase S 9,646,968 1,267,612 2,344,213 6.035.143 $19,293,936 567,270 74,373 138,171 354.917 $ 1,134,731 5The Honorable Susan Webber Wright Page 3 Using the 1998-99 magnet school budget per pupil expenditure amount of 54,654, the costs associated with changes in seating will create an increase of SI29 per student above the current funding level. This projected calculation reflects only the changes attendant to the reconfiguration of grades, and does not reflect any probable changes in salaries and basiC operating costs which may arise due to inflation, etc. The MRC acknowledges that there may be additional costs associated with what has been approved. Should those costs occur, they will be built into the 1999-2000 magnet school budget. LRSD, through its representatives to the MRC, has already indicated that many items necessary for start-up of these new grade configurations will not result in new purchases. The MRC has been advised that certain supplies, equipment and materials will be redistributed throughout the district, including the magnet schools. With the 1999-2000 school year rapidly approaching, and with all parties in agreement to grade level reconfiguration of the LRSD, the MRC respectfully requests the Court's approval of these changes. The MRC will continue to work cooperatively in fulfilling its oversight responsibility and will make findings and recommendations as may be necessary to effect the efficient operation and administration of the interdistrict magnet school program. Sincerely, b  Sadie Mitchell, Chairperson Magnet Review Committee SM/DGC:sl tc Ann Brown, Federal Monitor - ODMMagnet Review Conwiittee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 721 N Donna Grady Greer Executive Director May 7, 1999 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: RECEIVED MAY 1 0 19SS OFFICEOF DESEGREGATION MONITORING At its December 15, 1998 meeting, the Magnet Review Committee ('MRC') approved a change in the grade structure and number of seats at the magnet schools for the 1999-2000 school year. This letter is a request for Court approval of this MRC action. The changes approved by the MRC result from the restructuring of schools in the Little Rock School District ('LRSD') to accommodate middle schools rather than the traditional grade arrangements in elementary, junior high, and senior high schools. The Mcanet School Stipulation, dated February 27,1987, and the March 1989 Settlement Agreem.ent, cs revised September 28, 1989, describe the magnet schools structure and establish the enrollment at each. Because the MRC's action alters the terms of those agreements and adds 132 seats to the K-12 magnet program, the Magnet Review Committee requests your approval of the changes described below. The LRSD Revised Desegregation and Education Plan calls for the reconfiguration of arade structure from the traditional elementary, junior high, and senior high to allow for mfddle schools to house grades 6, 7, and 8. If the magnet schools are to conform to the administrative structure of other LRSD schools, the four elementary magnets must serve grades K-5, the middle school magnet school must serve grades 6-8, and the high school rnagnet must serve grades 9-12. The results of moving the sixth grade to middle school and the ninth grade to high school in the magnet program as approved by the MRC are described below for each school. Booker Arts Magnet\nBooker Arts Magnet School had 660 allocated seats under the original plan, with 100 of them in the four sections of sixth grade. When those 100 seats are vacated by 6th grade students, they will be distributed over the lower grades by adding a classroom at each of grades 2,3,4, and 5. However, only 89 seats can be used because the class size regulation allows only 23 students in grades 2 and 3. The result will be a net loss of 11 available seats at Booker and a school capacity of 649. Carver Basic Skills/Math-Science Magnet: There are 100 seats allocated to the four sections of sixth grade at Carver Basic Skills/Math-Science Magnet under the original plan.The Honorable Susan Webber Wright -2- May7, 1999 Twenty of those seats will be used for one additional kindergarten classroom, and twenty- three will be allocated to one additional first grade classroom. The principal and the MRC agreed that two of the four rooms formerly used for sixth graders should be used for auxiliary purposes. The result will be a decrease of 57 available seats at Carver and a capacity of 556. The number of seats in the original plan for Carver was 613. Gibbs International Studies and Foreign Languages Magnet\nMoving the sixth grade from Gibbs means the equivalent of two sections of 6th graders, 50 seats, will be reallocated to the lower grades. The result is one additional kindergarten class and an additional first grade class using 43 of the 50 seats. Gibbs' capacity will be 344, a decrease of seven seats from the original seat allocation of 351. Williams Basic Skills Magnet\nThe original seat allocation at Williams was 515, of which 75 seats were used for the three sections of 6th graders. The principal and the MRC opted to redistribute those seats by creating an additional class at each of grades 3, 4, and 5. The result is a decrease of two seats because of doss size regulations. Williams' capacity will be 513 in the new Pion. Mann Arts and Science Magnet\nChanging Mann's grade configuration from grades 7, 8, and 9 to grades 6, 7 and 8 will not change building capacity. Mann's capacity will remain at 935. Parkview Arts and Science Magnet\nThe middle school initiative will reauire that Parkview be changed from grades 10-12 to grades 9-12, beginning with the 1999-2000 school year. The seat allocation for grades 10-12 has been 991 (330 average per grade) and will become 1,200 for grades 9-12 (300 average per grade level). The realignment of grades and enrollment will mean a reduction of allocated seats for grades 10, 11, and 12 at Parkview. However, no student will be forced to transfer out because of overall changes in seat allocation. The revised seat allocation results in an increase of 209 seats at Parkview. The chart below displays the proposed changes in the grade structure end number of seats in the six interdisfrict magnet schools. SCHOOL STIPULATED GRADES REVISED GRADES STIPULATED SEATS REVISED SEATS SEAT CHANGES  -i-OR - Booker Carver Gibbs Williams Mann Parkview Total K-6 K-6 K-6 K-6 7-9 10-12 N/A K-5 K-5 K-5 K-5 6-8 9-12 N/A 660 613 351 515 935 649 556 344 513 935 -11 -57 -7 -2 991 4,065 1,200 4,197 +209 + 132 0The Honorable Susan Webber Wright -3- May 7, 1999 MRC calculated the budget impacts of the revised plan by using the 1998-99 magnet schools budget per-pupil expenditure amount of $4,654 as a baseline. The costs associated with changes in seating will create an initial increase of $129 per student above the current funding level. Each party's share is calculated below. State of Arkansas NLRSD PCSSD LRSD Total Current Funding 5 9,079,698 1,193,239 2,206,042 5,680,226 $18,159,205 Proposed Funding $ 9,646,968 1,267,612 2,344,213 6,035,143 $19,293,936 Proposed Increase S 567,270 74,373 138,171 354,917 $1,134,731 This projected calculation does not take into account LRSD's 7.25 percent increase in salaries given in March 1999. These changeswill be added to the 1998-99 budget to be presented to the Court at the end of the school year. Neither does the calculation estimate possible changes in salaries and basic operating costs for the 1999-2000 school year. Should changes occur, they will be built into the 1999-2000 magnet school budget to be presented to the Court by June 1999. LRSD, through its representative to the MRC, has already indicated that many items necessary for starf-up of these new grade configurations will not result in new purchases. The MRC has been advised that certain supplies, equipment, and materials will be redistributed throughout the district, including the magnet schools. All MRC members agree to the described changes, and the MRC respectfully requests the Court's approval of these changes. The MRC will continue to work cooperatively in fulfilling its oversight responsibility and will moke findings and recommendations as may be necessary to the efficient operation and administration of the interdistrict magnet school program. Sincerely, Sadie Mitchell, Chairperson^ Magnet Review Committee CQ: ^AnriiBrowh,FedefarMonitof-ODMArkansas Democrat (gazette FRIDAY, APRIL 15,1994 Junior highs all on par despite tack School chief would go beyond restructuring BY CYNTHIA HOWELL Democrat-Gazette Education Writer student performance in Little Rocks four restructured junior high schools is not significantly different from that at other junior high schools, Superintendent Henry Williams said Thursday as he called for more dramatic changes in the way the district teaches younger teen-agers. Williams made the comments during a joint meeting Thursday of the Little Rock School Board and the board of New Futures for Little Rock Youth. New Futures is a collaboration of agencies working to fight teen-age pregnancy and dropping out of school. New Futures and the district have worked together the past three years to provide special academic and social support to students at Forest Heights, Cloverdale, Pulaski Heights and Southwest junior high schools. Williams said test scores, as well as attendance and suspension rates, at the four schools are not much different from those at the districts other junior high schools. Little Rock board member Linda Pondexter said the similarity in the factors might reflect students at the restructured schools starting out with greater academic and social needs than students at other schools. Williams suggested a middle school concept for pupils in grades six through eight that .would provide more nurturing, more adult contact and more ap-\npropriate instructional methods. If a school system has middle schools, elementary schools gen- erally consist of kindergarten through fifth grades. High schools would include the ninth through 12th grades.\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":19,"next_page":20,"prev_page":18,"total_pages":27,"limit_value":12,"offset_value":216,"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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