{"response":{"docs":[{"id":"bcas_bcmss0837_482","title":"Incentive Schools: Extended Day-Year Program","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"],"dcterms_title":["Incentive Schools: Extended Day-Year Program"],"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/482"],"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":["100 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\nOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 (501) 376-6200 FAX LINE (501) 371-0100 TO: FROM: f Number of pages including cover Off 18,X M?? * )K )K X X )K )K :K DATE START MAR-27 15:58 COURT TRANSACTION REPORT P.Ol MAR-27-91 WED 16:11 RECEIVER TX TIME PAGES 13'47\" 14 SEND TYPE NOTE OK )K )K X )i( X I )K E )K I -r^\"5i}iir.'^frj.Mi'T-n'mTr'''-:-\\'TrniTimwr\n'\"\"\n\"T-'iriirrBiii:f iWmmjwr'MTTiii II 11 .ui jlinii iiih imi '|llhllllllll iiHi iwiiiHiiii iiiWW'ilOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 (501) 376-6200 FAX LINE (501) 371-0100 TO: FROM: Number of pages including cover pp I ,o |O A 0TWiwm )K * :k )K % )K\nK X DATE START NAR-27 15:45 COURT TRANSACTION REPORT P.Ol IiAR-27-91 WED 15:47 RECEIVER TX TINE PAGES 1'50'' 1 SEND TYPE NOTE OK X I * I * I * I * I * B * I :K I Kiv'j CTwiriMAR 25 '91 15=36 P.l I March 26, 1991 Dear Parents, Beginning Monday, April 1 - ^^^i^^i/^ewillimoleTnsrit cnanges to our incentive school extended day program. These chances a-e a * =^xoenaea cay llV/e iMngVs =ur stuiint\" the school year for the extended day 'A  year effect during the remainder The changes are: program. of sSSe:~.\"sr.V' '^.1!!.''*' extended' day^  Thursday? n? 35 p.m. . to 5:30 p.m. for buses normally ride the CARE will ba available fmr o.ik w, .. Fridays and on the first P'' who need CARE. each month for students All students must be registered for the CARE order to participate If vou n7T t  program in rS^nthsJa^^^\"-  oth/rX'dant?OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 March 26, 1991 James Jennings Little Rock School District 501 Sherman Street Little Rock, AR 72202 Dear Mr. Jennings: It was brought to the attention of this office yesterday that the LRSD has decided to shortened the student-teacher contact time for the Extended Day Program for Incentive Schools for the balance of the school year based upon your evaluation of the program. forward me educational Please copy of the program evaluation results and the rational for this desegregation plan. decision in light of the a Also, have the other parties in the case been contacted? what were their responses? If so, Let me hear from you. Sincerely, Arma Hart Associate DirectorOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 TO: Chris K Heller FROM: ,rt RE: Shortening the Incentive Day and Week DATE: March 26, 1991 These are questions that came to my mind after reading your memo to parents about shortening the Incentive Day and Week: 1. What are the educational benefits for children? 2 . Who were the persons involved in making the decision to change the time? (e.g., parents?) Was a committee formed representative of parents to help provide rational for this decision? 3. Were the academic, social, and emotional needs of all the students considered? 4 . What programs will/will not be offered to students as a result of this change? 5. Has the present Extended Day Program been evaluated to determine its strengths or weaknesses at each building site? 6 . Has the present program had ample time to become a success during the short time since the Court 7. 8. 9. Settlement Plan? approved the Have teachers been inserviced and/or been actively involved in the decisions of programs and activities that are in the Settlement Plan? Has a survey been done to determine whether parents are agreeable to having their child/children go to CARE, rather than stay longer in an Extended Day Program with certified personnel? Is there a possibility that after the Incentive Program has been carefully reviewed, you might desire to increase the time back to 5:30 p.m. next year?Chris Heller page 2 continued 10. Will there be a cut-off period for entrance of students who may later decide they want to go to CARE? 11. Does the following sentence have reference to Dunbar and the Incentive Schools? \"Federal or state mandated programs (remedial reading, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through extended day. week, or year programs. \" Settlement Plan, Volume II, March 23, 1989) (page 02239, #18 of the LRSD 12. Will a bus be provided for capable students who may choose to stay until 3:30 for enrichment on activities in the specialized programs only? reinforcement 13. Will the CARE Program be physically able to accommodate all the children who may want to stay from 2:30-3:30 or possibly from 3:30-4:30? 14. Since CARE is a part of the Incentive Schools, will it address the special needs of children and not become babysitting service?\" \"a It seems to me that sending a letter \"cold\" to parents after selling them last year on the merits of Extended Day Programs, without discussing the pros and cons at a PTA meeting is risking losing positive school community relations. I would proceed cautiously with appropriate answers to these questions. 7' have already entertained them, I need to know what your answers If you are. Remember, the goal of the Incentive School Program is to raise student achievement. is to raise the level One of the objectives in reaching that goal of community. If the programs trust between the school and the are well planned. exciting. and stimulating, I dare say that no one child would not want to be there. If parents believed that their children wanted to be there and were getting high quality programs that met their needs, they would not be amenable to shortening the time agreed upon. Let me hear from you.OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SHITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 (501) 376-6200 FAX LINE (501) 371-0100 TO: FROM: Niimber of pages including cover X X X X X X X X DATE START RECEIVER MAR-26 11:02 FRIDAY, ELDREDGE8\u0026lt;CLAR P.Ol TRANSACTION REPORT MAR-26-91 TUE 11:04 TX TIME PAGES TYPE NOTE X )K X X X 1'55'' 3 SEND OK -------- )K )i: XOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 (501) 376-6200 FAX LINE (501) 371-0100 TO: FROM: Number of pages including cover a X X X X X X X X DATE START NAR-27 14:51 COURT P.Ol RECEIVER TRANSACTION REPORT MAR-27-91 WED 14:58 TX TIME PAGES r 12\" 7 SEND TYPE NOTE OK X X X X X X X X aERLjgxaMjLaftaaaiaifeaaii^TO: FROM: RE: DATE: OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 James Jennings Meeting on Extended Day March 28, 1991 This letter is a follow-up to the meeting held in my office regarding the change in time for the Extended Day Program proposed by LRSD in a letter to Incentive School parents on 3/26/91. The purpose of the meeting, as you know, was to hear responses from you and Mrs. Matthis to questions that I submitted to you and Chris Heller on March 26, 1991, regarding the educational benefits for shortening the Incentive School day and whether the decision was consistent with the Settlement Plan. As agreed, I will anticipate written responses to these questions in the near future. Do keep this office and the Court apprised of potential problems and/or anticipated changes in the future.u MAR 29 '91 11:40 P. 1 MERftCHlL H. FRi Dat, FA,  , 0. CLARK hobertv. l'Oht, Fa. W-LIAM H. auTTOM, Ra. OCDRGt \u0026lt; RIKE. P,A. uAMBB Vt. MDORE ftVRON M. CiACMAN, JR.. FA. JOE B\u0026lt; BELL, FA. MICHAEL a. tk0mR0n, fa, JOHN Q, EChOLB, fa. jAMSa A. ftUTRY, FA. rRCBCRICAB, URBCRT. FA, H. T. LAMZEuBRC. fa. OSCAR  OAVIft, JR jAMtS C- CLARK. JR., FA. THOMAE F LtOatTT, FA. JOHN DEWEY WATftON, R.A- LEWIE MA*HiB, FA. RAUL . BENHAM Hi, FA. larry w, bwrkR. fa. A. WYCKLIF* NiftBET, JR.. .A. JAMES EDWARD HARRIS, P.A, J, PHlLiR MALCQM, 0 A. JAMES M. fllMREON. FA. MEREDITH F CATLETT, FA JAMES M. SAXTON, FA, J. *hERhCRD RUaSCUL 'll donalO h. bacon, p,a. WILLIAM Thomas bakteo, fa. WALTEN A lAULION H, P.A. Barry \u0026lt;. coruim, fa. R'CHARD o- Taylor, fa, jOSERHB hj RftT, JR., FA. EL'EaRETH J. ROSBEN, fa, CHRiSTORHER heller, FA. FEIDaY, ELDHEDGE e CLARK A PARTNCRBHIP OF !NOVIduals and RROFtBSlONAU ASSOCIATIONS ATTORNSVS AT LAW aooo FIRST COMMERCIAL SUILDlNO CAFTOL LlTTLC ROCK, ARKANttAB 7aaOt-3A3 TeuciMONC 9O''37e-2Oll UAURA R.A. nOftCR^a. 8MArCR, P-A, WILLIAM M. GRIFFIN Nl -*, THOMAB N. flOeC. FA. MICHAEU a, mOORE DIANE a. MACKCV WALYCR M, BBEL III. fa. KEVIN A. CRAaa WILLIAM A. WaOOElL. ClTBE \"TAft\" TURNER CALVIN J- HALL  COTT J. NC*r Fax No, 50i376'ai a? jcnnv L. MALONE M. OATLC CCRlCY ROBERT O. BCACW, ft. RANBOLRH lOONKY u. LSK brown ^AMEB G. BAKCR. JR\u0026gt; H. CHARLES G8CHWCNQ, JR. KARMV A, L'ftHT ftSOTT H. TUCXER JOHN CLAYTON KANDO. OUT ALTON WADS PRiCe O' DARONCR THOMAft r. MEEKB J, MIOMACL RiCKENS tCnIA , JONC8 DAVID O- WikfiON JEPFRCY H. mODRC cdunskl Wl LLIAM J, SM ITH WILLIAM A. ELDREDGE, JR-,. WILLIAM L- terry WILLIAM L. PATTON, R., FA. TELECOPY TO FOLLOWING NUMBER! 371-0100 THE FOLLOWING PAGES ARE FOR: *.\u0026gt;nT nB. TO: Ann Brown and Arma Hart. FIRM NAME: OFFICE OF DESEGREGATION MONITORING FROM: Chris Heller. MESSAGE! TOTAL NO. OF PAGES: THIS INFORMATION SHEET PLUS PAGES DATE! March 29, 19\u0026amp;L TIME: A.M./P.M. IP YOU DO NOT RECEIVE ALL THE PAGES PLEASE CALL 501/376-2011 ASAP TRANSMITTING FROM! AUTOMATIC FAX RAPICOM 200 - 501/376-2147 TELECOPY OPERATOR! FOR OFFICE USE ONLY: -jLmp_______ CLIENT NUMBER SQ__________ MATTER NUMBER CONFIDENTIALITY NOTE: The information in this facsimile transmittal is legaify priviles/ed and conMential Information Intended onbi for the use of the individual or entity named above. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copy of the transmittal is strictly prohibited, If you receive this transmittal in error, please immediately notify ts by telephone, and return the original transmittal to us at the above address via the United States Postal Service. Thank you,MAR 29 91 11:41 P.2 FRIDAY, BLDRBDGE A CLaHK MCASCaEI. H. PRIBAY, *.A. B. S. CLARK ROBCRT V, klCHT. S.A. WILLIAM H. BUTTON, B.A. OCOROE B. PIKC, JR., R.A, JAMES W. mOORB BYRON M. BiBCmaN, JR., R,A, JOE O. BClu, MICMAEl 0. tmOhpbon, p.a. JOHN 0. CCHOLB, P,A. JAMES A BUTTRy, ra, PREOBRiCKS, ijRBBRV, P,A. H. T. lARZEuCRE, RA. OACAR B. OAViB. JR, JAMBA e. Clark, jr., r.a. THCMaB p, LC9OSTT, P,A. JOHN 9BWEV WATSON, AA. LCWIB MATHIS, B.A. PAUL A. BENHAM m, P.A. LARRY W. BVRKB, P.A. A. WTCKLirr NIBBET, JR,, P.A, JAMES Coward harrib, p.a. J. Phillip malcdh, p.a. JAMBS M, SIMPSON, AA. MCRCDITH P. CATLETT. P.A. JAMBS M. SAXTON, P.A. J. BHBPHBRO RUBACuL 111 DONALD H, BACON, P.A, WILLIAM ThOmaS SAKTCR, P a. WALTER A. Paulson 41, P.A. A PARTNERSHIP OF INOiVlpUAtS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW CODD FIRST COMMERCfAU BUIUOINQ AOO WEST CARITOL LITTLE ROCK, ARKANSAS FEEOHSASS Telcphone SOi3?e\u0026gt;3oii Fax No. SOi-aTS-Sia? March 29, 1991 LAURA hEnSlEy smith, p.a. ROBERT S. BMACtR, P.A. WILLIAM M. ORiPPlN th, P.A. ThOmaB n. RDSK, P.a, miCmaku S, MOORE oiAM S. MACKCT WALTCR M. CSBL III, P.A. KEVIN A. CRASS WILLIAM A. WADDELL, JR., P.\u0026gt; CLYDE *TAS*' TURNER CALVIN J. HALL SCOTT J. LANCASTER JERRY L. MALONC M. DAYLG CORLEY ROSBRT S. BEACH, JR. a. RANDOLPH LOONEY J. LEE BROWN JAMES C. BAKER, JR. H. CHARLES DSCHWENO, JU. HARRY A. klOHT SCOTT H. TUCKER JOHN CLAYTON RANDOLPM OUV ALTON WADE PRICE C. OaRDNER THOMAS P. MEEKS J. micnaEl Pickens TONIA P. JONES OAVID D. WILSON JEPFREY M. MOORE BARRY B. COPuiN, R.A. R CHARO O. tAVLOR, P. JOfiBBM *, MVRBT, JR., A A. CLISAftCtH nOBICN, AA. ewHiSTOPHKR MKbLCR. AA. ePVHPBh WILLIAM J. SMITH WILLJAM A. ELDPBDOC, jH., P, WILLIAM L. TERRY WILLIAM L. PaTTCn, JR., P.A. WRITKfl't OIRKO* HO. Mr. John Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 370-1506 Re: Extended Day Program in Incentive Schools Dear John: I propose the following as an outline of the understandings and agreements reached thia morning among LRSD, Joshua and the Office of Desegregation Monitoring: 1. Beginning Monday, April 15, 1991, Extended Day Program will be 2:35 p.m. to 4:30 p.m. Monday through Thursday. There will be no extended day on Fridays, the time for the p.m. 2. 3. CARE will be available from 4:30 p.m. to 5:30 p.m. for students who need care following extended day. There will no extended day on the first Monday of each month. CARE will be available from 2:35 p.m. to 5:30 p.m. on the first Monday of each month for students who need CARE. 4 . Buses will run at 2:35 p.m. participate in extended day activities and at 4:30 p.m. for students enrolled in extended day who normally ride On Fridays and on the first Monday of each month, buses will run at 2:35 p.m. for all students who normally ride the bus. for students who do not p.m. the bus home. MRP 29 91 11:42 P.3 5. CARE will be made available without charge to those students who enroll in the CARE program because of the shortening of the Extended Day Program, All students must be registered for the CARE Program in order to participate. 6. The time between now and April 15/ 177 wm ca usea lo inform parents about these changes and to explain to parents why the changes are being made and the options available to them as a result of the changes. 1991 will be used to 7. The time before implementation of the changes will also be used to make the necessary preparations for the expected increase in participation in the CARE Program, Please let me know whether you believe this letter fairly presents our agreements and understandings. Yours very trul Christopher Heller CJH/k co: Office of Desegregation MonitoringI X X X X X X DATE START MAR-29 11:41 G3 TRANSACTION REPORT P.Ol MAR-29-91 FRI 11:43 SENDER RX TIME PAGES 2'01\" TYPE NOTE 3 RECEIVE OK )K * )K  )K )K X )KJohn W. walker, p.a. ArroKNRY At Law 1723 Broadway Little Rook, Arkansa.^\n722(! TelepjKWE {501) 37 {3758 FAX (50!) 374 4187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A, BRANTON, JR \"Alw* to f*rarli(* n Grcnri* A the DiiHrirt \u0026lt;ff ('dumbii. TO\nFACSIMILE COVER FAX NO.: Ms. LAZAR M PALNICK LAW * H.NANCE BLIXI. SUITE IW2 429 FOURTH AVENUE PITIBBURGH, PA 15219 (4l2)28R-92) i-QtoQ FROM: n ri.(C^c. DATE\nRE: MESSAGE: THIS FAX CONSISTS OF PAGE(S), INCLUDING THIS COVER PAGE. I 0  d OUR FAX NUMBER IS: (501) 374-4187 00T0I22 Oi bd d3\u0026gt;nan(i NHor wodd 3S:St 1661/6Z/20MAR 29 '91 iiJ39 HCttSCHSb H. XRiBA*, AA. B. \u0026gt; CLARM SOBCBT W. SA. 3PRIDAY, BLOHEDOB \u0026amp; OLAHK A PARTNERSHIP OP INDTVIOUAlS MQ PROTCSSIONAU ASSOCIATIONS ATTORNtva AT LAW AIhLiAM H. BUTTAN, B.A. BtAAAt e, AtKC. JA., AA. ^amCS w. MO9AC BVWAN M, tlBCHAH, UA., AA. ZOC 0. SBbt, P A. MICHAKUS. TMOmpSOm, AA. ,\u0026gt;OHM C. CCHObS, AA. ,|AH\u0026lt;BA. AVTTAV, A A. MCBCaiCaB. uBBSSv, S.A.  T. CAAXvCAC, AA. 9SQAA C, OaWS, dtt. aooo r(i4Br edMH\u0026lt;Re\u0026lt;AL iiu\u0026gt;lo!no 400 weat CAPirou LITTLC ROCK, ARKAHSA* 7ttO)\u0026gt;\u0026gt;A9 tKbBAnONc aoi-ara-ton Tax no. eoi-37e*ei47 AMt\u0026lt; C. CI.AXK, r,, P.\u0026lt;. HOMAS P, LCOSCTT, AA. 'OHN S6WCT WATBOM, AA. CWie MATHIB, AA. AVL . RtNriAH Ml, AA, March 29, 1991 ,ARMV W, au***, WVCKVI^r NltlKL^A., R,A. 'AMt* COWARO HARe, P.A-PHtbkiP MAVeOM, lAMta H. AlMP*\u0026amp;N, P-A. 4RtaTH . eAtWktt. AA. FAX M. AXTQH, AA. SMCRHCRB RUCL ill lONALO M. BACOH, AA, vIULiAM TwaMA* BAXTCR, AA, \u0026gt;AkT\u0026lt;A A. PaVuBON tl, AA. KAAB* . COPI-IN, kieMAAO O. TAVLOA, A.A, \u0026gt;OAH B. X*' CUtXABCTH J, ROBBBN. AA\u0026lt;\nRI7O?WK HtULCR, Mr. John Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rook, AR 7220S Res Extended Day Program in Incentive Schools Dear John: bAURA HCNSbCY BHITH, P.A. AOBCAT B. SHAFCA, AA. WILLIAM M, aRIFFIN HI) P.A. THOMAS N. AOC, A A. S. OiANC S. MAOAEY NBVIN A. CRABS WlkUtAM A. WAPOCtU, \u0026lt;.\u0026lt;A-, A^ 6U*BC 'tab\" turner CAbVIN J. HAbb SCOTTI. bANgABTftR JCRPT b. MAbONil H. BAVbC COAbST ROBERT S. SfiACH, J. B, RAMOOtPP (.OONCV J. bCB BROWN JAMES e. BARCA, jA-H. CMARtCB dBCMWCNft, JR. HARR* A. blQHT SeOTT H, TUCMBR JOHN CbAYTOM AANBObPH BUY AUTON WABC  Nice 0. OAROMCA THOMAS A HCCAB MlCMAEL AlOKCNS TON.A A JONCA OAVIP 0. WluBON JETFRE* ** MOORE cdw*kk WILLIAM J. SMITH WibLtAM A. CbOASOOC. JR.. AA. WibtlAH L. YBRRV WILLIAM L. PATTON, JR., P.A. wR'Tia'* siMcCr we. 370-1506 I propose the following as an outline of the understandings and agreements reached this morning among LRSD, Joshua and the Office of Desegregation Monitoring: 1* Beginning Monday, April 15, 1991, the time for the Extended Day Program will be 2:35 p.m. f Monday through Thursday. There will ba no extended day to 4530 p.m. on Fridays. CARB will be available from 4:30 p.m. to 5:30 p.m. for ^udents who.nesd CARE ^following, extended day. , .. , _____ ____ no extended day on the first Monday of each ^Xonth. ^.CARB will be available from 2:35 p.m. to 5:30 pTlKu^n the first Monday of each month for students who 3.\\. There will\nE. f'' 4. Buses will run at 2:35 p.m. fox students who do not participate in extended day activities and at 4:30 p.m. for students enrolled in extended day who normally ride the bus home, '^n Fridays,\"aha~^ the T 1-rstrMon^yJof each month, buses will run at 2:35 p.m. for^WTstudents who normally ride the bus. 30  d 0 0 I 0 I Z  0 J. U'd daMiBn'M NHor wodd S!SI 1661/63/0 2 0d THiOi r. o B. CARE will ba made available V ---without charge to those enroll m ths CARE program because of the shortening of the Extended Day Program, must be registered for the CARE participate. All students Program in order to 6. 7. The tine between now and April IS, 1991 will be used to inform parents about these changes and to explain to parents why the changes are being made and the options available to them as a result of the changes. The time before implementation of the changes will also be used to make the necessary preparations for the expected increase in participation in the CARB Program. Please let me know whether you believe this letter fairly presents our agreements and understandings. Yours very trul Christopher Heller CJH/k co: Office of Desegregation Monitoring L [I( _ __' __ (i 0 d 0010TZ2 01 Wd d3\u0026gt;ntinn NHOf wodj ^S:ST T66T/62/20 w *1^ 'X )K )K X :K * * % A DATE START SENDER MAR-29 15:02 501 374 4187 TRANSACTION REPORT RX TINE PAGES TYPE P.Ol MAR-29-91 FRI 15:05 NOTE 3' 05\" 3 RECEIVE OK )K )K )K :K )K * X % SESfiU aiMAR 29 '91 15:46 P.l hBRGCACl H. P ri bay, a.A. A. I. CLARK AOBCRr V.. biSHT, Ra. WluLiAM H. SUYTiGN, Ra. OCOROK t. 01 KI. JR., p.a.  AMCfl W. MOORI BVRON M. tlBlMAH, JR. P.A. jOt 0. PILL, 0-A. MiCTASL a HOMASOn, fa JOHN e. te*OL8, P.A, JAMIA A BuT*PY, P.A. FPIOCPiCK A UPAiRV, P.A. K. Ti uaAIIlIPI, p a OACaA I. OaViA. jp. uAhca e. Clark, jr., p.a. THOMA* P. LCO9ETT. ft.A. JOHN oswcr WATAON, P.A. LBiAia MATH.A, P.A. PAUL B. BInhaM III, AA, LAPPy W. BJPKB, f*,A. A.wrCKL\u0026gt;r NIBBBT, JP., P. .^AMAB Cev/AMS HAPPIB, P. \u0026lt; A. J PH I Lbi P M ALCOM, P A. JAU M. AImBAOn, P.a, M|P|DTr P. CATLSFT, P.A, JAMC0 M. SAXTON, P.A. J. BHCPHCPO PjAACl. Ill eONALQ H. BACON, P,A WiLUiAM ThomAB BAXTIR, P.A. WAcTfP A. PAIJtBON II, P.A. BARRV  COPLIN, P,A. RtCKARO 0. TAVLOR. P.A. JOBCPM B. HUPflT, uP . P.A. BLiSABKTH J. POBBlN, P.A. CHPiBTOPmIP MCbtCR. ^A. FHIDaY, ELDfiEDGE tk CLJxlRK A sartncRSmip of individuals and profsSSional associations ATTORN CVS AT LAW aooo FIRST commcrcial BuiLQiNa  OO WEST CAPITOL LITTLE ROCK. ARKANSAS TtIQI-S4B3 TELipmoVE SOI-378-COil fAx NO, SOI-STS aiAT LAURA H(N*LCVSMifH. P. A. ROBIPT B. ShAFSP, P.a WILLIAM M. OPiPPiN III, BA. THOMA* N. AOBC, P.A. MIChABL 8. MOOPC eiAN* a. MAOKCY WAtTCR H. BBCU IH, P.A kCvin a. cbabb William a. wapocll, JP., p.a. tuvOB tab\" TUBNtP Calvin j, hall  COTT J. LANOABTcp jCRPY L. MAtONC M. dAVLC CORLEY ROBERT 8, BEACH, JR. *. aanoolph looney J. uCE BROWN JAMC* o. BAKER, JR. H, 0HARLE8 oeCHWCND, JR. HARRY A. LICHT BCOTT H. TUCKER JOHN Clayton ranoolph OMY ALTON WABE PRiCB C, BARONC* THOMAS P. MCCkS d. MICHAEL RICKEN\u0026amp; TONIA P. JONBS BAVie B. Yi uSOn JERFRer H. MQOPC COVMBBk WILLIAM J. SHI Th WILLIAM A. C.OreBOC, JPi| P.A WILLIAM L. Terry WILLIAM L. PATTON, JR., P.A. TELECOPY TO FOLLOWING NUMBER: 124-4187 - 371-0100 THE FOLLOWING PAGES ARE FOR: TO: Jphn WfliXeg__and Arma Hart FIRM NAME: FROM: Chris Heller MESSAGE: I have enclosed a second draft of my letter which has been revised to address the concerns expressed about the first draft. Please let me know if this is acceptable. TOTAL NO. OP PAGES\nTHIS INFORMATION SHEET PLUS PAGES date\nMarch 29, 1991 TIME: .A.M./P.M. 3 2 IP YOU DO NOT RECBIVB ALL THE PAGES PLEASE CALL 501/376-2011 ASAP TRANSMITTING FROM\nAUTOMATIC FAX RAPICOM 200 - 501/376-2147 TELECOPY OPERATOR\nFOR OFFICE USE ONLY\n- LI23Q CLIENT NUMBER _____92___________ MATTER NUMBER CONFIDENTULiTT NOTE: The ir/ormatton in thie facsimile transmittal is legally orMleted and confidential inftrmaHm intended o^lyfor the use of the individual or entity named above. If the reader of this message is not the intended recipietu, you are hereby notified that any dissemination, distribution or copy of the transmittal is strictly prohibited. If you receive this transmittal in error, please immediately notify us by telephone, and return the original transmittal to us at the above address via the United States Postal Service. Thank you.- I'lAR 29 '91 15:47 P.3 ME*0CCV H. PSA B. B. CUARK i r-? I I I t' I I tf I It I AOfiCRT V. tidMt, P.A. wiukiAH H, Button, aa. OCORBC C PIRC, JR., AA JAMSe M*. MOQRK BVRON M, CIfiCMAN, JR., -OS 0. asut, AA. MiaMAKk a. THOMPSON, P.A JOHN C. BGHOkB, JAmBB a. BUTTRr, AA, FRcOCRIGHB. URBCRV, P.A. H. T. LAMZCkSRC, B.A. OBCaR E. OAViB, JR. JAMKB C. ekARH, JR , p. A. TmOmaI R. naSSTT, AA. O6WBV \u0026lt;A/AT*QN, P. LEWIB MATHiB, R.A. FAUL B. BCnmaM ill, Aa. LARRY W. BURKB. RA, A. WVeXLIFF NIBBBT. JR., P.A JAMKB COWARD HARRIB, f.A. RHILLIP MALCOM, R. A JAMSS M. BIMPBOn, P.A. MBRIBITH 9. CaTLBTT, P.A. JAMKB H. BaxtON, P,A. J BHBPhKRO RUBBBLL ill DONAlD H, BACONi r.a. William thqmab baxycr, p.a, WALTCR A. PAULBON |I, RA. BARRr B. CORhIN. r.a, Richard D. TaYLOR, p.a. jOBCPH B. HURBT, JR., AA. CklXABCTh J. RORBCN. PA. CHRIBTOPNCR HELLER, R.A. FBIDAY, ELDKEDOE \u0026amp; CLARK A PARTNtRSMIP OF INDIVIDUALS ANO PHOFtSSIONAL ASSOCIATIONS ATTORNEYS AT LAW 100a FIRST eOMMERGIAU SUILDiNa 400 WEST CARJTOU kITTUe ROCK, ARKANSAS 7aOI-3.4ad Mr. John Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Ra: Dear Johns tcucpmonb BOH37e\u0026gt;scu Fax No. SOI-17B il7 March 29, 1991 FAX Extended Day Program in Incentive Schools I propose the following and agreements reached this LAURA HBNBLCV BmiTm, P.A. ROBERT B. BHAFCR, a.A, WILLIAM M. am IN III, A THOMAS N. ROBE, PA. MICHACl B, MOORE OIANC B. MACXSV WALTCR M, BBBL lfl, PA, KBVIN A CRABB WILLIAM A, WAODBLL, JR., P . CLVOC *'TA' TURNER CALVIN J. HALL BSOTT J. LANCABTCR JERRY L. MALONE M. OAYut CORLEY ROBERT B, BEACH, J*. B. RANDOLPH LOONEY J- LEE BROWN JAMtl e, BAKER, JR. H. CHARLCB SBChwENO, JR. HARRY A. LIBhT SCOTT H. TUCKER JOHN CLAYTON RANDOLPH OUT ALTON WADE PRICC C. GARDNER TmOMAB F. MKEKB J. MICHAEL PtCKENB TONIA P JOnKB DaUiO O. WILSON JEPFRer H. MOORE COUHBU WILLIAM J. BHITH WILLIAM A. ILOREDae, JR,, RA. WILLIAM L. TERRY WILLIAM L. RATTON, JR., P.A. aiwccT HO. 370-1506 an outline of the understandings ---- morning among LRSD, Joshua and the Office of Desegregation Monitoring\nas 1, Beginning Monday, April 15, 1991, Extended Day Program will be 2:35 p.m. to 4:30 p.m. Monday through Thursday. There will be no extended dav on Fridays. the time for the p.m. 2. CARE will be available from 4:30 . J ,  ..... p.m. to 5:30 p.m. for students who need CARE following extended day. LRSD will steps to ensure adequate staff and sufficient space for the expected increased participation in the CARE Program. 3. Buses will run at 2:35 , , , , ---- P-M- for students who do not participate in extended day activities and at 4:30 p.m. for students enrolled in extended day who normally ride the bus home. On Fridays, buses will run at 2:35 for all students who normally ride the bus. and at 4:30 p.m. p.m.MAR 29 '91 15:46 P.2 4. CARE will be made available w  students who enroll in the CARE shortening of the Extended Day Program, must be registered for the participate. without charge to those program because of the All students CARE Program in order to 5. The time between now and April 15, 1991 will be used to uaJenL changes uv are being made and the options available to them as a result of the changes. and to explain to available to them 6. The time before implementation of the changes will also necessary preparations for the expected increase in participation in the CARE Program. Please let me know whether you believe this latter fairly oresents our agreements and understandings. rainy presents Yours vi .r Christdphe: Heller t CJH/k co: Office of Desegregation MonitoringI 8 K- * * X :K )K X X P.Ol TRANSACTION REPORT MAR-29-91 ERI 15:48 DATE START MAR-29 15:46 G3 SENDER RX TIME PAGES TYPE NOTE 1'59\" 3 RECEIVE OK X * )t( )K X )K )KLITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 June 6, 1994 MEMORANDUM TO\nParents of Summer Enrichment School Students - Incentive Schools FROM: Principal of SUBJECT: Summer Enrichment Program - Incentive Schools Your child has been assigned to the Enrichment Summer School Program at: ANDREW J. BROUN SITE: Penick Boys C. The program begins on Monday, June 20, 1994, and ends on July 25, 1994. July 4 is a holiday. The location, date, and time for incentive schools enrichment programs are indicated below: ACTIVTTY LOCATION DATE TIME G.W. Carver YMCA 1116 West 14th June 20 - July 25, 1994 8:00 A.M. to 4:00 P.M. Arkansas Art Center MacArthur Park June 20 - July 25, 1994 9:00 A.M. to 12:00 P.M. James Penick Boys Club 1201 Leisure Lane William Thrasher Boys Club 3301 South State June 20 - July 25, 1994 June 20 - July 25, 1994 8:00 A.M. to 4:00 P.M. 8:00 A.M. to 4:00 P.M. Transportation wiU be provided by Little Rock School District. Your child will be picked up at his/her currently assigned Incentive School at 7:45 AM. They will arrive back at then- assigned incentive school by 4:30 P.M. Students attending the Arkansas Art Center will arrive at their assigned incentive school by 12:30 P.M. Your cooperation is needed. Please contact Larry S. Robertson at 324-2013, if additional information is needed.JAMES H. PEMICX aOTS CLUB EaSHIP APPt.lCATIOB 3CYS club OF UT7L5 accx Mesoership # PLEASE PPI MT AMO CHECT APPQBPPIATE AMSUEP TO ALL 0UE5TTOIS Appticacion Oats Census TracT S Pace: White Slack Hispanic Other Previous Memoer: Tes No Prior Uni t Membership fee S Fee Fully Paid: Tes No NAME: FIRST MIOOLE LAST ADDRESS: CITY: STATE: ZIP\nPHONE (H) (0) Birthday Birth City State Tears at this address\nDo you live with your\n(Check one) Do you belong to\n(Check one) Both Mother S Father Boys/Girls Scouts Mother Only Church Club Grandparents TMCA/TUCA Father Only School Club Other Other None How many live in your house? _______ Number of Brothers: Hinber of Sisters: I will attend James H. Penick Boys Club: Current Job: (check one) Simmer Tear-Around Tear-Around Part-time Part-time Only during the School Tear Full-time Full-time Only during Holidays None Sumner JAKES H. PEXICX aOTS CUJ8 MEJABERSHIP APPl.JCATIOB 3CYS CLUB OF UITTLS accx MMoership it Pt SASS PPTMT ATO CHECr APPggpPIATE AMSUgP TO ALL OUESTTOWS Applicacion Oats Census Tract S Pace: Uhi ce Slack _Hispanic Other Previous Memoer: Tes No Prior Unit Memoership Fee S Fee Fully Paid: Tes No NAME\nFIRST MIOOtE LAST ADDRESS: CITT: STATE: ZIP: PHONE CO) Birthday Birth City State Tears at this address: Do you live with your\n(Check one) Do you belong co\n(Check one) Both Mother \u0026amp; Father Boys/Girls Scouts Mother Only Church Club Grandparents TMCA/TUCA Father Only School Club Other Other None How many live in your house? Htmber of Brothers\nNtnber of Sisters: I will attend James H. Penick Soys Club: Current Job: (check one) Sunner Tear-Around Tear-Around Part-time Part-time Only during the School Tear Full-time Full-time Only during Holidays None Summer cF EXTENDED DAY Student Name: Andrew Brown RECEIVED Grade: 2nd Teacher: BURROUGHS JAN 51995 Dear Parents: Office of Desegregation Monitoring Extended day for second semester begins on Tuesday, January 10, 1995. We are going to try a different procedure for extended day activities. We want to focus heavily on reading and math instruction and work toward academic improvement of all students. Homework center will be in the classroom on Tuesdays, Wednesdays, and Thursdays between 2:35 - 3:05 p.m. On Tuesdays and Thursdays, the children will remain in their classroom for reading and math remediation and enrichment with equal time spent on each subject. Instruction will be determined by student needs as developed in the individual Student Education Plans. The Tuesday session will be from 3:05-4:30 p.m. and the Thursday session will be from 3:05-3:50 p.m. Wednesdays will be devoted to activities only. There will be two 45 minute sessions and students will be assigned activities according to their requests on a survey conducted earlier in the year. Wednesday activities will be from 3:05-4:30 p.m. Your child chose the following activities for the 1994-95 school year: FIRST SEMESTER : TUESDAY\nGAMES WEDNESDAY:COMPUTER SECOND SEMESTER: 1st ACTIVITY\nSPANISH 2nd ACTIVITY: SCIENCE I hope you will be pleased with the new program format and the assigned activities. We strongly encourage you to have your child attend extended day, especially on the academic enrichment/remediation days (Tuesdays and Thursdays). We know that this will help to boost achievement and raise individual test scores. We hope you will be cooperative as we implement the new schedule. \u0026lt;f:n ATTEND ACNE FOR EXTENDED WEEK MAR 8 1995 Office of Desegr i^kicn LAMAN LIBRARY October 15, 1994 19BF 9BM WILDWOOD October 18, 1994 56BF 26BM MIDAMERICA MUSEUM November 19, 1994 58BF 54BM IWF IWM Blanchard Springs Caverns January 28, 1995 53BF 44BM CURTIS TATE February 11, 1995 17BF 18BM Mazzios Pizza February 25, 1995 17BF 18BMf 7.'5r^. FRANKLIN INCENTIVE SCHOOL M\u0026amp;R 8 1995 0t!ic8 of Des^i S' 'if-' EXTENDED DAY ATTENDANCE 1ST SEMESTER 1994-95 Tuesday Average Daily Attendance 160/out of 210 - 77% participation Wednesday Average Daily Attendance 178/out of 210 - 85% participation Thursday Average Daily Attendance 165/out of 210 - 79% participation{ // 0 a ^iAS 8 (Please number 1st, 2nd and 3rd choice) Office Ct [lesQ' i'iy.i.\n____Brownies {lst-3rd only) ____Newspaper Publishing ____Speech Debate Team Music ____Girl Scout (4th-6th only) ____Young Authors Choir Book Club Pen Pals Aerobics Art ____Spanish Club Book Club ____Cub Scouts (lst-3rd only) ____Boy Scouts (4th-6th only) Basketball ____Sign Language Cheerleader Odyssey of the Mind Drama Dance ____Book Making Gentleman Club Ladies Club ____Competion Bees My student is enrolled in the CARE PROGRAM and wUl go directly to Care after Extended Day. I will pick my child up at 4:30 I want my child to ride the bus I want my child to walk home Teachers Name Parents Signature Students Name Grade Address Phone numberTO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 September 14, 1995 Margie Powell, Associate Monitor - ODM Gene Jones, Associate Monitor - ODM Sadie Mitchell, y^sistant Superintendent Elementary Education Sterling Ingran^feirector of Staff Development 1995 Extended Year Information Attached are narratives of the Little Rock School Districts Extended Year Program, Incentive School Summer Enrichment Program, as well as, agendas and other information that document our efforts related to the extended year program for 1995. If you require additional information, do not hesitate to contact us. /adg Attachments cc: Dr. Henry Williams Chris HellerLITTLE ROCK SCHOOL DISTRICT EXTENDED YEAR PROGRAM SUMMER 1995 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72206 STERLING INGRAM, DIRECTOR OF STAFF DEVELOPMENT SADIE MITCHELL, ASSISTANT SUPERINTENDENT - ELEMENTARY SCHOOLS LILLIE CARTER, SUMMER SCHOOL PRINCIPAL SEPTEMBER 13, 1995LITTLE ROCK SCHOOL DISTRICT EXTENDED YEAR PROGRAM Strengths The 1995 extended year academic program at Rockefeller Incentive was successful in several ways. A well qualified, dedicated, and committed certified and non-certified staff worked diligently to meet the needs of all students. Curriculum supervisors from the reading and math department provided inservice training for the staff prior to the beginning of summer school. Assistance was provided by the Assistant Superintendent during registration and throughout the duration of summer school. The office of Safety and Security provided two resource officers for 4 weeks. Remediation, reinforcement, and enrichment was provided for students in the areas of Reading, Language Arts, and.Math. The principal and assistant principal were highly visible and provided assistance to the staff... The transportation department did an outstanding job transporting students to and from their destination. The food service department provided nutritional snacks and lunch. Each classroom teacher sent home a weekly progress report in addition to interim reports and scheduled parent conferences. There was weekly communication from the school to all parents. Weaknesses  Poor attendance for Incentive School students  Poor attendance at Open House  Lack of parental involvementEnrollment Total number of students enrolled: 168 Total number of Incentive School students based on pre-enrollment: 197 Total number of Incentive School students: 108 Total percent attending: 52% BM\n32% BF\n10% WF\n7% WM BM BF WM WF Franklin 16 5 1 Garland 20 18 2 2 1 Mitchell 15 Rightsell Rockefeller 10 4 2 9 1 2 Total 64 36 3 5 Total number of students attending from other LRSD schools 50 Total number of students attending from Private Schools 10 Teaching Strategies: Whole Group Instruction Small Group Instruction Individual Instruction Individual Tutoring (Instructional Aides) Principal and Assistant Principal read to small groups Parental Involvement: Open House (Transportation provided) Required Parent Conferences Weekly Progress Reports Interim Reports Phone Calls to ParentsParent Volunteers: Most of the parents work and are unable to be actively involved. Type of Assessment used: 1. Reading Assessment (HBJ) 2. Math Skills Test (HBJ) 3. SEPS 4. Reading/Math records from home school 5. Computer Lab (Reading and Math skills)LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL SUMMER ENRICHMENT The Little Rock School District Summer Enrichment Program provides a variety of multicultural experiences and activities designed to meet the needs and interest of Incentive School students. Parents were involved in the planning and development of this program. Every student received a survey to take home for parents to complete and return to their home school. The survey listed a variety of activities and provided space for parents to recommend activities not listed on the survey. The survey results from all Incentive schools were compiled and then used to determine the Summer Enrichment activities that would be provided to Incentive School students. The City of Little Rock Parks and Recreation had existing programs and activities in place that matched the needs and interests of many Incentive School students. The City Parks and Recreation cooperated with the Little Rock School District in efforts to place Incentive School students in appropriate existing programs at six sites. These sites were Bale Elementary School, Baseline Elementary School, Fair Park Elementary School, Romine Elementary School, Penick Boys Club, and Thrasher Boys and Girls Club. Other components of the Summer Enrichment Program for Incentive School students were provided at Rockefeller Incentive School. Enrichment in the areas of reading, math, music and art was provided at the Rockefeller site. Parents, students, site directors, and site teachers participated in the evaluation of the summer enrichment program. Interviews and questionnaires were utilized to collect data needed to evaluate the program. Evaluation results will be used to improve the quality of future summer enrichment programs. Please find attached a list of students who participated at each site by race, gender, and home school.Page 1 of 3 BAiE Student Name Thomas Akins Mashati Walker Ashley White Erica Cotton Sending School Franklin Franklin Franklin Franklin R/G BM BF BF BF Grade 2 5 5 4 BASELINE_________ Student Name Shannon Agnew Brandy Weyand April Weyand Tabithia Basinger Jeremy Harris Jessica Harris Nicholas Williams Brittany Berry Markel Ricks Sending School Rockefeller R/G WF WF WF WF BM BF BM BF BF Grade 2 1 2 2 2 1 2 1 1 FAIR PARK________ Dana'Zaire Snow Rashany Pittman Pecola Richardson Franklin BM BF BF 2 9 2 PENICK BOYS CLUB Rodney Jackson Jonathon Philllips Robert Scott John Phillips Jason Miller Kirkland Litzsey Elijah Jones______ Freddie Carroll Nelson Terry Derek Terry Franklin Mitchell Rightsell Rockefeller BM BM BM BM BM BM BM BM 5 6 3 3 1 2 4 5 ROCKEFELLER ART\u0026amp;MUSIC Jamaal Bosley Ivan Allen Robert Enlow Dedrick Logan Steven Lindsey Rhiana Cobb Rightsell Franklin Franklin Rightsell Garland Rockefeller BM BM BM BM BM BM BM WF 4 4 3 2 2 4Page 2 of 3 Michelle Butler Gabrielle Edwards Pjnber Missouri Sindy Thomas_____ Beattie Scott Lacretia Montgomery Jazzman Trice Troy Thomas Jonas Brewster Donte Howard Roosevelt Blackmon Ashley Kelley Alvictor Denton Melinda Simmons Kelsey Watson Christina Atkins Whitney Albert_____ Jamille Ticey James Ticey Michelle King______ Nick Spencer Leon Trice_______ Jessica Dirden_____ Calvin Hedgewood DeShonda Ellis_____ Sharonda Ellis Yolanda Criswell Darren Bond Vanita Lindsey Marie Giason VerySpecial Simmons Bradford Pippen____ Chris Hurvey Brandale Teasley Ashley Gilbert Reyone Snow Jasmine Dandridge Amanda Morgan Joe Wright Dara Mathi.s Rockefeller Franklin Franklin Garland Rockefeller Garland____ Garland Garland Mitchell Rockefeller Rightsell Mitchell Garland Mitchell Rockefeller Rockefeller Rockefeller Rockefeller Rockefeller Franklin ' Rockefeller ... Garland Rockefeller Garland Rockefeller Rockefeller Rightsell Mitchell Garland Mitchell____ Garland Franklin Franklin Rockefeller Rockefeller Rockefeller Mitchell Rightsell Garland Mitchell BF BF BF BF MM BF BF BM BM BM BM BF BM BF BM BF BF BF BM MF VjM BM BF BM BF BF BF BM BF BF BF BM BM BM BF BF BF BF BM BF 4 2 2 4 2 1 3 6 3 5 4 3 4 1 2 3 2 5 3 2 3 3 3 1 1 1 1 2 2 2 3 3 3 3 2 1 1 5 1Page 3 of 3 ROMINE______________ Brittany Tate______ Tiffany Johnson Erica Galmore Melvin Bullock Ebony Galmore Justin T. Dickerson Wnitney Dickerson Garland Mitchell BF BF BF BM BF BM BF 2 2 2 2 2 2 1 THRASHER BOYS CLUB Barry Campbell Donald Jaggar Dolly Redman Teddy Redman Antonio Bland Julius Bland Ashley Cole Mavis Robinson Rachel Robinson David Robinson____ Derek Bunch Shantia Wilson Sherman Wilson Takisha Bunting Conelius Hunter Kenneth Patterson Franklin Mitchell Rightsell Rockefeller. BM BM BF BM BM BM BF BF BF BM BM BF BM BF BM BM 2 2 3 2 5 2 2 2 2 2 2 2 2 2 4 T JI. II. III. IV. V. VI. VII. AGENDA INCENTIVE SCHOOL PRINCIPALS MEETING DECEMBER 14,1994 3:00 P.M. Monitoring - Program Accountability Extended Day/Extended Week  Current Status  Potential Changes Program Deletions and Modifications  Incentive School Staffing Field Trips Recruitment Plans Theme Implementation Extended Year Survey IX. OtherINCENTIVE SCHOOL PRINCIPALS JANUARY 12, 1995 1:00 P.M. AGENDA 1. MONITORING REPORT II. INCENTIVE SCHOOL STAFFING COMMITTEE III. 1995-96 BUDGET TV. SUMMER SCHOOL SURVEY V. ODM MONITORING VISITLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: FROM: All Incentive School Principals Sterling Ingram, Associate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed please find three separate surveys regarding the Extended Year Program. The blue survey is to be given to the indicated student regarding their participation in the program. The pink survey is to be given to all students in 2nd - 6th grade regarding reasons for non-participation. These two surveys should be completed jointly by students and parents. The yellow survey is for all certified staff members in your building regarding suggestions for Extended Year offerings that might increase participation. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK/ ARKANSAS 72201 January 12, 1995 TO: FROM: Johnny Neeley, Principal Southwest Jr. High Sterling Ingram,^^ociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: Willie Morris, Principal Wakefield Elementary FROM: Sterling IngrantTAssociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: FROM: Barbara Anderson, Principal Bale Elementary Sterling IngranifAssociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: Betty Raper, Principal Brady Elementary FROM: Sterling Ingram^^sociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: Jerry Worm, Principal Meadowcliff Elementary FROM: Sterling IngramTSssociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresTO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS January 12, 1995 72201 Lillie Carter, Principal Pulaski Heights Elementary Sterling Ingram^^sociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: FROM: Gwen Ziegler, Principal Washington Magnet Sterling Ingram^^sociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresTO\nFROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS January 12, 1995 72201 Theresa Courtney, Principal Watson Elementary Sterling Ingram, Associate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you wiU find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: Nancy Acre, Principal Dunbar Magnet FROM: Sterling IngramTAssociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresTO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS January 12, 1995 72201 Duane Benage, Principal Forest Heights Jr. High Sterling IngranifAssociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1995 TO: FROM: Gayle Bradford, Principal Mabelvale Jr. High Sterling Ingrani,^sociate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these surveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresTO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS January 12, 1995 72201 Mona Briggs, Principal Pulaski Heights Jr. High Sterling Ingram,Associate to the Deputy Superintendent SUBJECT: Extended Year Surveys Enclosed you will find surveys to be distributed to the students at your school who participated in the Extended Year Program this past summer. These surveys should be sent home with the students as there are sections for both students and parents to complete. Thank you for your help with these ^rveys. PLEASE RETURN TO MY OFFICE BY THURSDAY, JANUARY 19, 1995. Sl/adg EnclosuresSUMMER ENRICHMENT PROGRAM SURVEY PLEASE COMPLETE THIS SURVEY TO HELP US PLAN AND FAdUTATE THIS PROGRAM NEXT YEAR.  STUDENT NAME: PROGRAM ATTENDED: SCHOOL ATTENDED DURING 1993-94 SCHOOL YEAR GRADE STUDENT WAS IN DURING 1993-94 SCHOOL YEAR TO BE COMPLEIED BY THE STUDENT 1. 2. What activities did you like most? What activities did you like least? 3. Was transportation adequate? YES___ NO If no why not? 4. If you could change the program for next year, what changes would you make? 5. Wha t would you like to see offered next year? TO BE COMPLETED BY THE PARENTS: 1. Whatdid you like most about the program? 2. What did you like least about the program? 3. Was transportation adequate? YES____ NO If no why not? 4. If you could change the program for next year, what changes would you make? COMMENTS: * Student's Name is optional.SUMMER ENRICHMENT PROGRAM SURVEY TEACHER NAME: (optional) SCHOOL: Please list any ideas, concerns, activities or programs that you feel would be beneficial to the Summer Enrichment Program. This survey is to help in planning the 1995 Summer Enrichment Program. Your input is greatly appreciated. COMMENTS: - . . * Return completed form to Sterling Ingram, Associate to the Deputy Superintendent, Central Office.SUMMER ENRICHMENT PROGRAM SURVEY SURVEY FOR STUDENTS/PARENTS WHO DID NOT ATTEND THE SUMMER ENRICHMENT PROGRAM. Please complete this survey to help us plan and facilitate this progreun next year. A**************************************************************** STUDENT NAME\nGRADE STUDENT WAS IN DURING 1993-94 SCHOOL YEAR 1. Why did you not participate in the summer enrichment program? 2 . What would most likely encourage you to attend the summer enrichment program? 3. What activities/programs would you like to see offered? COMMENTS: * Student's Name is optional.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 March 14, 1995 TO: FROM: All Incentive School Principals Sterling Ingram, Associate to the Deputy Superintendent SUBJECT: Extended Year Surveys In some instances we had a poor response in the return of the Extended Year Surveys  especially from the staff. Please check with your staff to see if they have any suggestions regarding the Extended Year Program. Sl/adgINCENTIVE SCHOOL PRINCIPALS MEETING AGENDA April 12,1995 1130 p.m. Extended Year Recommendations Summer Enrichment Program Record Keeping Forms Staffing Budget Saturday School Survey Parent Council Visits/Monitoring Reports OtherLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 April 13, 1995 TO: Principals, Supervisors, and Instructional Staff FROM: Margaret Gremill, Sterling Ingra\nnT'^ssistant Superintendent ssociate to the Deputy Superintendent THROUGH: Tste 'stelle Matthis, Deputy Superintendent SUBJECT: Extended Year Program for Incentive School Students 1. The extended year remediation and enrichment program will be offered at Rockefeller School, Rock. 700 E, 17th Street, Little Teachers will need to identify students in grades one through six who may benefit from attending the extended year program for remediation. the Special K-4 Summer School. K-4 eligible students should attend The extended year program schedule dates are June 14 through July 19, 1995 to 11:30 a.m. - Monday through Friday. 8:15 a.m. The Rockefeller- program is for all students in grades 1-6 who attend the Incentive Schools and who may attending the extended year program for remediation. benefit from Students in grades 5-6 who have failed a subject or who will be retained may also attend Rockefeller. However, the K-4 students from the Incentive Schools who were placed on retention lists must attend one of the K-4 special summer schools. These students will be assigned to the K-4 schools from the central office. The following criteria should be considered when recommending a child for the extended year program in remediation: 2.  Failure - retention of students grades 5-6  Near Failure - failure in one subject (not retained)  Difficulty with Stanford 8 - need remediation in Language Arts (following direction, etc.)  Additional time needed for completion of SEP  Other (justification needed) - enrichment, etc. 3 . Please sign the Preliminary Enrollment Survey Form, duplicate and distribute copies to students who have been identified for the extended year program. 4. 5. The survey foirms are to be sent home on May 1, returned immediately. 1995, and After you receive the signed survey forms, please complete the P^sliminary Enrollment Survey Report and forward to us before May 12, 1995. Sl/adgPRELIMINARY ENROLLMENT SURVEY FORM LITTLE ROCK SCHOOL DISTRICT EXTENDED YEAR PROGRAM FOR INCENTIVE SCHOOLS STUDENTS (1995) STUDENT SEX RACE I.D. # CURRENT GRADE TEACHER Dear Parent/Guardian: The Little Rock School District Desegregation Plan provides for a tuition free extended year program in the areas of remediation and enrichment for students in the incentive schools. The remediation program this year will be held at Rockefeller Incentive School at 700 E. 17th Street. 19, 1995 The schedule dates are June 14 through July 8:15 a.m. to 11:30 a.m. - Monday through Friday. We are contacting you because we believe your child will benefit from- attending the extended year program, to assist us and your child. Your support is needed If you would like to have this opportunity for your child, please sign below and return' to my office by . V'.. Sincerely, Principal NOTE: PLEASE RETURN THIS LETTER WHETHER YOUR ANSWER IS YES OR NO. YES, I would like my child to attend the Little Rock School District School. Extended Year Incentive Program at Rockefeller YES, I can bring him/her to Rockefeller School for the Extended Year Program. YES, I will need TRANSPORTATION for may child. NO, my child will not attend the Little Rock School District Extended Year Program at Rockefeller School. Parent/Guardian Signature THANK YOU FOR YOUR HELP!PRELIMINARY ENROLLMENT SURVEY FORM REPORT SCHOOL PRINCIPAL YearProaram'^ grade level who will be participating in the Extended year program. (Attach copies of student oreliminarv enmllmprit \\ (Attach copies of student preliminary enrollment forms.) GRADE K 1 2 3 4 5 6 Black Males Black Females White Males White Females Other Males Other Females TOTAL T 1TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 May 12, 1995 Incentive School Principals Sterling Ingran5*fesociate to the Deputy Superintendent Incentive-Schools Summer Enrichment Program Enclosed are copies of the Incentive Schools Summer Enrichment Program forms to be sent home to parents/guardians immediately. These forms must be completed by the parent/guardian and returned to my office after school on Friday, May 19, 1995. Remember that only students who These forms must be completed by the school year may attend. are completing the first through the sixth grade this Also enclosed are copies of information regarding the summer programs available at the Little Rock Boys Club and the Little Rock Parks and Recreation Summer Program. There is no charge to the students for these programs.i INCENTIVE SCHOOLS SUMMER ENRICHMENT PROGRAM JUNE 14 - JULY 19,1995 CHILDS NAME: NAME OF CHILDS SCHOOL: PRESENT GRADE: I.D. NUMBER: During this past winter a survey related to the Summer Enrichment Program was conducted. Based on the results of the survey we have developed our program for the upcoming summer. Extended Year Enrichment Programs are provided for students who attend the incentive schools. There is no cost for these programs and transportation will be provided. Following is a list of programs. Select in order of preference (1st, 2nd, 3rd) your childs choices by placing a number (1 2 3) in the blank spaces. An alternate assignment may be given if sufficient space is not available at your first choice. Place only one number per space. Students required to attend summer school in the morning may attend enrichment activities at the conclusion of the summer school session each day. A. Little Rock Parks and Recreation Summer Playground Program (8:00-4:00) (Your child will be assigned to one of the following sites.) Bale Fair Park Baseline Romine B. William Thrasher Boys and Girls Club (8:00-4:00) 3301 State Street C. John Penick Boys Club [Girls may not enroll at this site] 8:00-4:00 1201 Leisure Place D. Integrated Arts Program - Rockefeller - Hours 12:00-3:00 (Art and Music interaction with aArts presentation at the conclusion of the summer session.) My Child will need transportation. YES NO k  Please return this form to your school no later than May 19, 1995.City of Little Rock Parks and Recreation Department 1955 SUMMER PLAYGROUND .PRO GRAM staff Supervision Most of the summer playground staff is comprised of bdividualswho have been employed by Iha f Parks and Recreation Department for several years, and who have received a 'good' or caccllenl  , . evaluation. These individuals are part-time, seasonal employees who may be employed full-time as teachers, coaches or recreation majors in college. We seek individuals who have bad . experience in working with children. Proirixn Supervisor Lenglh of Program Tele. No.: 371-44U Begloalog Dale: Ending Date: Eight (8) Weeks Monday, June 12, 1995 Thursday, August 4, 1995 There are al least two (2) staff members assigned Io each site. Guidelines require one (1) staff per IwcDly-fivc (75) regisicred participants. Adequate staff will accompany the children Io the *away-sile' activity while the remaining staff will supervise chlidrcn who elect not to participate in that activity. Keslroom end Water Facilities Rcglslralion for children between the ages of 6 and 15 years Is conducted at the site where the child will allcod. There Is no pre-regislraiioo for this program. A child may register anytime during the summer providing that location has not exceeded licensing requirements. Restroom facilities and drinking fountains are available at ail sites.  For sites which do not have adequate accommodallons, based on licensing requirements, porta-toilets and water coolers are provided. ' Inclement Weather Playground Locations (Tentative) z/1 event Inclement weather develops during the day which prohibits normal programming, outdoor 'ou-slle* and 'away-sile' activities may be canceled. All sites , have access tIoo an Indoor facility (classroom. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.. Bale Elementary School Baseline Elementary School Dunbar Community Center East Little Rock Community Centef Fair Park Elementary School Granite Mountain Community Center McDermott Elementary School Meadowcliff Elementary School Mitchell Elementary School Oitcoheimer Community Center Romine Elementary School South Little Rock Community Cenler 6501 West 32nd Street 3623 Baseline Road 1001 West 16th Street 2500 East 6lh Street 626 North Harrison 1 Granite Mountain Circle 1200 Reservoir Road 25 Sheraton Drive 2410 Battery Street 7201 Dahlia Road . 3400 Romine Road 2701 South Main Street gymnasium, activity room etc.) where activities can be moved temporarily. Please call Frank J. Boyle at 371-6358 for additional Information prior Io lune 17. 1995.  Scheduled \"Away-Slte\" Activities Bocce Skating Movies Muu Derby Fishing Bowling Everything Goes Basketball Swimming Wild River Country L. R. Zoo Softball Tournament LITTLE ROCK BOYS CLUB / 1. 2. 3. 4. Transportation will be provided by the Little Rock School District Buses. Other transportation is prohibited. There Is a separate admission fee for each activity. A dally schedule will be given Io the parent when the child registers. This schedule will reflect the day, dale, lime and fee schedule for each activity. .Activity limes are normally 9:15 - 11:15 for the morning and 2:15 - 4:15 for the afternoon sessions. WILLIAM E, THRASHER BOYS CLUB 3301 Stale Street JAMES H. PENICK BOYS CLUB 1201 Leisure Place Activities offered arc swimming, swimming lessons, table games, softball, tutoring, reading, basketball, baseball, field trips, gym activities and lou of outdoor fun. Breakfast, lunch, and snack are free each day. Scheduled on-site activities Include various playground games and Arts and Humanities classes which relate to Music, Draiha, Dance and Creative Writing. 1 1 Lunch Each playground site is supervised by a staff member from 7:30 a.m..through 6:00 p.m. Lunches and snacks will be provided to all participants according Io licensing requirements. OBHH Little Rock School District April 12, 1995 Mr. Greg Morris James H. Penick Boys Club 1201 Leisure Place Little Rock, AR 72204 RE: Little Rock School District Summer Program Dear Mr. Morris: I would like to take this opportunity to thank the Penick Boys Club for its involvement with\nthe Little Rock School District's effort to provide a quality summer program for our Incentive School students. We expect the program to start on June 14, 1995 and end on July 19, 1995. We want to provide a similar experience this year as was provided last year. frame. We could start as I need help with determining the daily time early as 8:00 a.m. transporting the students home as early as 3:00 p.m. and can begin We want a quality program but we must be cost effective. With this in mind, I would like to request the information listed below from you:  Estimates related to cost  Activities  Restrictions  Problems from last year that we can correct Again, thank you for your involvement with our students. Sincerely, Sterling Ingram Associate to the Deputy Superintendent Sl/adg 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 Little Rock School District April 12, 1995 Mr. Luther P. Armstrong William E. Thrasher Boys Club 3301 State Street Little Rock, AR 72206 RE: Little Rock School District Summer Program Dear Mr. Armstrong: I would like to take this opportunity to thank Thrasher Boys Club for its involvement with the Little Rock School District's effort to provide a quality summer program for our Incentive School students. We expect the program to start on June 14, 1995 and end on July 19 1995. rW-e want to provi d e a si mi -lar experience this year as was provided last year. I need- -h el- p wi t- h- d- etermining the daily time frame. We could start as early as 8:00 a.m. and can begin transporting the students home as early as 3:00 p.m. a.m. We want a quality program but we must be cost effective. WWiitthh tthhiiss in mind, I would like to request the information listed below from you:  Estimates related to cost  Activities  Restrictions  Problems from last year that we can correct Again, thank you for your involvement with our students. Sincerely, Sterling Ingra: Associate to the Deputy Superintendent Sl/adg 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 unndiw \u0026lt;ye/ie- -Jore^ I II I Krom J__ r.ri.\u0026lt;s. Jr. s Date: Fax mo.\u0026gt; J?/\u0026gt;0/6 0 Paoe total:, cn u I COMMENTS: \u0026lt; I I Contact IN case of problems: ^^4 -OS/3 h ..Iff i(501S) 3f2S4?^*S iiiiiiiiniiiiiiiiiii TO'd 200 ON 6T:t7T S6.02 f^ON 17020-1732-102:131 Odl K-4 summer school STUDENT DATA FORM DISTRICT LEA# DIST.PROVIDING SERVICE W=WHITE B-^BLACK HHISPANIC A=ASIAN N==NATIVE AMERICAN INDIAN K-W KB K-H K-A K-N 1-W l-B l-H 1-A 1-N 2.W # Served # Retained Attended SS* If Retained Did not Attend SS* Special d If Limited English Proficient # Chapter I K PT.Sehbol Expetienoe S / '2\u0026gt; 2-H 2-k 2-N 3-Vf 3-B 3-H 3-A 3-N 4.W 4-8 4.H 4-A 4.N TOTAL _L  # RETAINED COLUMS SHOULD BE UNDUPUCATED COUNTS. 9O'd 200- ON 32:t7T S6.02 rtON 17020-1732-102:131 Odl 1 I 0 1  M- M F M F M F M F M F M F M F 2-^ 2. 2. 1 / I 3 X I 3 1 3 I I I 2.II K-4 SUMMER SCHOOL STUDENT DATA FORM DISTRICT LEA# pIST.PROVIDINO SERVICE W=WKITE B-BLACK HHlSPAJ\u0026lt;nC A=ASIAN N-NATIVE AMERICAN INDIAN # Served tl Retained Attended SS* # Retained Did not Attend SS* especial Ed # Limited English Proficient # ChaptET J #pT.Selicxd Et^erienee iA M F M F M F M F M F M 7 7 K-W Co K-B a.- K-H K-A K-N 1-W l-B l-H 1-A 1-N 2.W 2-B 2-H 2-A 2-N 2-Vf 3-3 3.H 3.A 3-tf 4-W 4-B re 4-H 4-A 4-N TOTAI,  K RETAINED COLUMS SHOULD BE UNDUPUCATED COUNTS. SO'd 00'ON TS:FT S6.0 /\\0N F0S0-F32-T0S:131 BI N\u0026lt;\n-n7-n'i_nn\nOdl 4 I 5.   I I 3 7 1 Ipr\\I'VcVid I K-4 SUMMER SCHOOL STUDENT DATA FORM DISTRICT LEAW PIST.PROVIDING SERVICE W-WHITE B-BLACK H-HISPANIC A^ASIAN N^NATIVE AMERICAN INDIAN M Served * Retained Attended SS\" # Retained Did not Attend SS* # Special Ed * Limited Engiieh Proficient # Clupterl # Pip-Sehisol Experience K-W K-3 K-H K-A K-N bW 1-B 1-H 1-A 1-N 2-W 2-B 2-H 2-A 2-N 3-W 3-B 3-H 3-A 3-N 4-W 4-B 4.H 4-A 4-N TOTAL   retained colxjms should be unduplicated counts. tzOd 00' ON T3:t7T 56,02 '^ON t7OSO-t73-lOS: 131 3d I 1 M F M F M F M F M F M F M F \\  I 1 I I BI M\u0026lt;\n-n7-ni-nn'? Gra.'r/a^^ k-4 summer school student data form DISTRICT LEA# dist.providing service W^WHITE S*BLACK H=HISPANIC A-ASIAN N-NATIVE AMERICAN INDIAN Served # Retained Attended SS* # Retained Did not Attend SS\" It Special Ed it Limited Englbh Profloient Chapter I # PrB.Shdqi Experience K-W K-B K-H K-A K-N l-W 1-B l-H 1-A 1-N 2-W 2-B 2-H 2-A 2-N 3-W 3-B 3-H 3-A 341 4-W 4-8 4-H 4-A 4-N TOTAL * # retained COLUMS SHOULD BE UNDUFUCATED COUNTS. 2Od 200' ON 03:|7T 26.02 ^ON 17020-1762-102:131 RI N.s-n7-n'\n-nn5 Odl M K M F M F M F M F M F M F ( 1 I 2 (  1 2 5. L I J  I LDISTRICT K-4 SUMMER SCHOOL STUDENT DATA FORM LEA# DIST.PROVIDING SERVICE WWHITE B-BLACK H-HISPANIC A=ASIAN N^NATIVE AMERICAN INDIAN # Served it Retained Attended SS* # Retained Did not Attend SS * Special Ed # Limited English Proficient # Chapter I # Pre-Sohbol Experience K-W K-B K-H K-A K-N 1-W l-B /J (o 1-H I-A l-N 2-W 2-B 2-A 2-N 3-W 3-B /4- 3-H C, M F M F M F M F M F M F M F / / 7 3-N 4-W 4-B / 3\" d-H 4-A 4-N TOTAL  # RETAINED COLUMS SHOULD BE UNDUPLICATED COUNTS. I SO'd 200' ON 03:t7i: 26.02 rtON 17020-1732-102: Hdi RINS-07-05-005 DdlU E D Cl 1 Ph-* U A R L H N ri Cl 1 6 T 1 * 5 5 F' . 1 A   J ^\u0026gt;65:: e ''5 .*!t X j\nw-: date:|yy?^ S' ? \u0026lt; t 1 *5' Office u i rt- # fM \u0026lt;* \" 9 .ffl xs- c- \\ i I iE ^1996 XH \u0026lt; MiMxaak. (wHiiiwi, AI n H WMCUMtMIML J \u0026lt; ''sb i(a'*n \u0026amp; i  t a I. \u0026lt;-.r*iMii\u0026gt; \"\u0026lt;*** c L.1 liiMnw_f uim gyi^jjEcT? u  / Q'J. /'C- Q, \u0026gt;** rlipiy .    . .*s . b ' 1 BaaiHiBsai i\nISffl^B MmnwmM***** 'W'W*M*4' -. \u0026lt;\u0026gt;\u0026gt; ^-\u0026gt;r^b^L\u0026gt;e'C r.^/- S . '.'.^iW =* Nis'i 471?295 fox ih.L'l E Ti RM La in F' L A N  R . G 2 GARL AND INCENTIVE SCHOOL EXl ENDED DAY SATURDAY SEX/RACE BREAKDOWN Bate j ActiviQ Ts Sponsor Total I \u0026amp;\u0026gt;n Qctoisor 21, '995 ' IM.AX Theater Kovembcr 18. 95 i Mid-.Amer Museutn I Rockefeller 92 IP 42 BF II 44 WM T \"0  \\VF i o.mTof 0 I 2 rr5 2 3 _Hi)H Springs_____ Jaouarv 20, 1996 j FiaidJin Tech I Febrnan 21. _C?96_______ Aorill't 14^6 _ _2 EAUas^anza____ I rrarikiiii \"7--- 72 28 41 0 0 0 3 I .1 i AR Ans Center and Gariand 67 34 30 0 C 1 2 I Sciei'xe Miiseuni Pariv ij, the Park I XCtchell i^. c 0 I 3T  f  I \u0026lt; t  -f n H- X /f. fi i:!'. 1 n 'I 'I '\u0026gt;! *'. X 4 \u0026gt; X +. .11 :i' 4' 114 4 4 i X X X X i 4 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X  i 1 . report MAY- P.Ol 1-96 NED 14:14 5016711 SENDER RX TIME PAGES TYPE NOTE ft ? PECEi\nOK X X X X X X X 1' 1 X \u0026lt; X. X X !! X X  X X X. X % X X * X X X i X M X X X X ,X X X X: X X X X X X1X X X X X X .X X X X X. .X X X X X X X X X X X X X X X X * X X X. X 4 X X X X X * \\X X X X X X X ,X X EOffice of Desegregation Monitoring Unrted States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor June 12, 1996 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Mr. Sterling Ingram Little Rock School District 810 West Markham Little Rock, Ar. 72201 Dear Sterling\nAs is our custom, ODM is monitoring the extended year program of the incentive schools, and I am writing to request your help with data collection and with scheduling the monitoring visits. You indicated in our telephone conversation Monday that the format of extended year is being altered this year so that all remedial activities for incentive school students will be conducted at Franklin and King Elementary. You also indicated that all enrichment activities wilt be at Franklin. With that in mind, 1 have developed two data collection charts that may be helpful in reporting. If these do not fit our data collection needs, we can amend them in our meeting Thursday morning. Please provide us the data itemized below. 1. The number of incentive school students attending extended year remediation by sending school, race, and gender. 2. The number of incentive school students attending state-mandated summer school (K-5) by site, sending school, race, and gender. 3. The number of incentive school students attending extended year enrichment programs by activity, sending school, race, and gender. 4. The number of staff in the incentive school extended year program by activity, race, and gender. 5. A description of recruitment and enrollment activities with copies of letters, materials, brochures, and forms used in the process. 6. A copy of parent surveys or correspondence used in planning the extended year program. 7. A copy of the evaluation plan and a copy of the completed evaluation document when available. It may be that some of this information can be dealt with during our visit Thursday morning. Thank you for the cooperative manner shown ODM in these matters. Sincerely, ^6^ Gene Jones, Associate MonitorJune 20, 1996 r' 7t LriTLE Rock School District fasa .* 2 0 1996 Office of Desegregation Monitoring Gene Jones and Margie Powell, Associate Monitors Office of Desegregation Monitoring 201 East Markham, Suite 501 Eleritage West Building Little Rock, Arkansas 72201 Dear Margie and Gene: As per your June 12, 1996 letter, I have attached information relative to the Incentive School Extended Year Program. Items 1-4 will be provided by the summer school site principals. Information for items 5 and 6 is attached. Our tentative evaluation concept is as follows: Extended Year/State Mandated K-5 A pre-test and post-test will be given to each student. Based on the results of the post-test, the number of students achieving reasonable progress will be determined. Enrichment Program Teachers, parents, and students will be surveyed to determine effectiveness of program. In addition, students not enrolling will be surveyed to determine the reasons for the non attendance. This information will be summarized to determine the effectiveness of the program design and delivery. Sincerely, Sterling Ingram, Director Staff Development Sl/adg Attachments 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 r 'x k LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS RECEIVED JUN 2 0 19961 April 11, 1996 Office of Desegregation Monitoring TO: Incentive School Principals FROM: Sterling Ingramf Director of Staff Development SUBJECT: Summer Enrichment Program Survey We need your help. Enclosed are surveys for the Summer Enrichment Program. Please distribute the surveys to all students in grades 1-6. Surveys should be returned to my office on or before April 24, 1996. Each students I.D. Number must be entered on the survey. We appreciate your assistance. cc: Margaret Gremillion Sadie Mitchell Sl/adgINCENTIVE SCHOOLS SUMMER ENRICHMENT PROGRAM June 12 - July 19, 1996 Childs Name: Name of Childs School: Present Grade: I.D. Number. The following Summer Enrichment Program has been developed for Incentive School students ONLY. -Parents Need To Know- * * There is no cost. Transportation will be provided. Students required to attend the K-5 Summer Program may participate in enrichment activities in the afternoon. Students NOT required to attend the K-5 Summer Program may attend the enrichment program all day. Math Enrichment and Science Experiences are both required by students attending In the morning. MORNING 8:15 a.m. - 11:30 a.m. AFTERNOON 12:00 p.m. - 3:00 p.m. Math Enrichment (required) Science Experience (required) Select 1, 2, 3 in order of preference (Select one of the three below) ___Art ___Music Creative Dramatics Art Music Creative Movement Recreational Activities My child will need transportation. YES NO Please return this form to your school no later than April 24,1996I I 5 Little Rock School District 810 West Markham Little Rock, AR 72201 May 24, 1996 TO: THE PARENT/GUARDIAN OF ________________ /. D. # FROM: PRINCIPAL OF ELEMENTARY SUBJECT: Special Summer School Registration Form for Kindergarten through Fifth Grade Students Your child has been selected to attend the LRSD Special Summer School session at. All K-5 students recommended by their school staff to attend summer school will be provided a challenging program based on hands-on activities that will meet their educational needs in a different and exciting school environment. SPECIAL SUMMER SCHOOL SESSION: GRADES K-5 Date: Time: Tuition: June 12 - July 19, 1996 (July 3, 4, and 5 Holiday] 8:30 a.m. - 11:30 a.m. Free Transportation will be furnished and morning snack provided. Class size will be limited to 12 students. Please provide the following emergency information: Parent Name: Telephone: Emergency: Home: Work: Who should be contacted if parenf/guardian is not available? Contact Hospital Prefence: Telephone: PLEASE COMPLETE THIS REGISTRATION FORM AND RETURN TO YOUR CHILD'S SCHOOL BY Tuesday, May 29, 1996.TO: FROM: SUBJECT: Little Rock School District 810 West Markham Little Rock, AR 72201 May29, 1996 THE PARENT/CUARDIAN OF INCENTIVE SCHOOL SUMMER ENRICHMENT STUDENTS INCENTIVE SCHOOL PRINCIPALS Incentive Schoo! Summer Enrichment Program Your child has elected to attend the Summer Enn'chment session at Franklin Incentive School. Your child has also been recommended to attend the Special K-5 Summer School: therefore, he/she has been assigned to the Enrichment Program for the afternoon session. INCENTIVE SCHOOL SUMMER ENRICHMENT PROGRAM Date: Time: Tuition: June 12-July 19, 1996 (July 3, 4, and 5 Holiday) 12:00 noon - 3:00p.m. Free Transportation will be furnished. Students will be transported from the K-5 school to Franklin and home at the end of the school day. You will receive bus stop information through the mail from Laidlaw Transportation. A lunch will be provided. Because of space and the number of requests for some activities, substitute selections were made for some students. Please provide the following emergency information: Parent Name: Telephone: Emergency: Home: Work: Who should be contacted if parenf/guardian is not available? Contact: Hospital Preference: Telephone: PLEASE COMPLETE THIS REGISTRA PON FORM AND RETURN TO FRANKLIN SCHOOL B Y Wednesday, June 12, 1996.TO: FROM: SUBJECT: 5 Little Rock School District 810 West Markham Little Rock, AR 72201 May29, 1996 THE PARENT/GUARDIAN OF INCENTIVE SCHOOL SUMMER ENRICHMENT STUDENTS INCENTIVE SCHOOL PRINCIPALS Incentive Schoo! Summer Enrichment Program Your child has elected to attend the Summer Enrichment session at Franklin Incentive School. INCENTIVE SCHOOL SUMMER ENRICHMENT PROGRAM Date: Time: Tuition: June 12 - July 19, 1996 (July 3, 4, and 5 Hobday) 8:30 a.m. - 3:00p.m. Free Transportation will be furnished. You will receive bus stop information through the mail from Laidlaw Transportation. A morning snack and lunch will be provided. Because of space and the number of requests for some activities, substitute selections were made for some students. Please provide the following emergency information: Parent Name: Telephone: Emergency: Home: Work: Who should be contacted if parent/guardian is not available? Contact:___________ Hospital Preference: Telephone: PLEASE COMPLETE THIS REGISTRA PON FORM AND RETURN TO FRANKLIN SCHOOL B Y Wednesday, June 12, 1996.4 SUMMER ENRICHMENT PROGRAM SURVEY PLEASE COMPLETE THIS SURVEY TO HELP US PLAN AND FACILITATE THIS PROGRAM NEXT YEAR. STUDENT NAME: PROGRAM ATTENDED: (circle one) (DPENICK (2)THRASHER (3)BALE C4)BASELINE (5)FAIR PARK (6) ROMINE \u0026lt;7)ROCKEFELLER MORNING PROGRAM (8)ROCKEFELLER AFTERNOON PROGRAM SCHOOL ATTENDED DURING 1994-95 SCHOOL YEAR GRADE STUDENT WAS IN DURING 1994-95 SCHOOL YEAR TO BE COMPLETED BY THE STUDENT 1. 2. What activities did you like most? What activities did you like least? 3. Was transportation adequate? YES NO _____ If no, why not? 4. If you could change the program for next year, what changes would you make? 5. What would you like to see offered next year? TO BE COMPLETED BY THE PARENTS 1. What did you like most about the program? 2. What did you like least about the program? 3. Was transportation adequate? YES NO If no, why not? 4. If you could change the program for next year, what changes would you make? COMMENTS: * Student's Name is optional.nonn Little Rock School District January 16, 1996 To the Parents/Guardians of: Ebony S. Robinson - 970350 1321 S. Harrison St- Little Rock, AR. Dear Parents/Guardians: It is again time to consider the programs available through the Little Rock School District for our children during the summer of 1996. In examining the 1995 summer programs your childs name appeared as one who was recommended for the Extended Year Program (Grades 1-6), but for some reason did not attend. Please help us make the Little Rock School Districts Extended Year Program more advantageous for our 179^6^^'^ completing the bottom portion of this letter and returning it to your school byJanuary 26. Sincerely, Sterling Ingram, Director Staff Development ***************** STUDENTS NAME Ebony S. Robinson STUDENTS GR4DE 02 ATTENDING SCHOOL Franklin Incentive School My child did not attend the Little Rock School Districts Extended Year Program because: PLEASE RETURN THIS PORTION TO YOUR CHILDS SCHOOL BY JANUARY 26, 1996. THANK YOU FOR YOUR ASSISTANCE. 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 January 12, 1996 Incentive Schools Principals and Selected Area School Principals Sterling Ingrai^^irector of Staff Development Extended Year Summer Program Follow-Up We need your assistance. In order to improve our summer programs, we need to obtain information from the parents or guardians of students who did not attend the summer programs. Please distribute to the identified students and return the completed forms to me bv Januarv 26, 1996. Sl/adg Enclosures cc: Margaret Gremillion, Assistant Superintendent - Elementary Sadie Mitchell, Assistant Superintendent - Elementary  Dr. Vic Anderson, Assistant Superinendent - SecondaryLittle Rock School District January 16, 1996 To the Parents/Guardians of: William T. Robinson - 928360 3200 Center St._________ Little Rock, AR Dear Parents/Guardians: It is again time to consider the programs available through the Little Rock School District for our children during the summer of 1996. In examining the 1995 summer programs your childs name appeared as one who had registered but for some reason did not attend. Please help us make the Little Rock School Districts Summer Programs more advantageous for our students by completing the bottom portion of this letter and returning it to your school by .Tanuarv 26, 1996, Sincerely, 1 Sterling Ingram, Dire^r Staff Development *********************************************************************************************** STUDENTS NAME William T. Robinson STUDENTS GRADE 04 ATTENDING SCHOOL Rockefeller Incentive School My child did not attend the Little Rock School Districts Summer Program because: PLEASE RETURN THIS PORTION TO YOUR CHILDS SCHOOL BY .TANUARY 26, 1996. THANK YOU FOR YOUR ASSISTANCE. 810 West Markham Street  Little Rock, Arkansas 72201  (301)324-2000TO: FROM\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS September 27, 1996 Gene Jones, Associate Monitor, ODM Sterling Ingram, Director of Staff Development SUBJECT: 1996 Summer Enrichment Assessment RECEfven' SEP 0 0 1995 Office Of Desegregation Mon,onug Attached you will find a copy of our 1996 Summer Enrichment Assessment. If you have any questions you may call Sadie Mitchell regarding this. Sl/adg AttachmentLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS a a2=a^j y I September 25, 1996 SEP J 0 1996 Office of Desegregation Moniionng TO: FROM: Incentive School Principals and Selected Junior High Principals Sterling Ingram/Director of Staff Development SUBJECT: Extended Year Surveys Enclosed please find surveys regarding the Summer Enrichment Program. These surveys are to be given to the indicated students regarding their participation in the program. PLEASE RETURN THESE SURVEYS TO MY OFFICE BY OCTOBER 14,1996. Thank you for your help with these surveys. Sl/adg EnclosuresL ii 8 i ..HUSKtiaK^..'SSST: LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 South Harrison Phone 671-6380 Little Rock, Arkansas 72204 TO: Mr. Sterling Ingram SEP 3 0 1996 FROM:'2cZLillie Carter Ollice cf Desegregation Monitoring  DATE: 8-26-96 RE: Summer School Report RECt AUG 8 7 ,-s 1  LITTLE ROCK SCHOOL DISTRICT REGEiVgn 0 1996 Franklin Incentive School* \" -\"i. 1701 South Harrison Phone 671-6380  Little Rock, Arkansas 72204 1996 K/5 INCENTIVE SCHOOL SUMMER ENRICHMENT PROGRAM STRENGTHS: Incentive School students with the most critical need participated in the K/5 program that is mandated and funded by the State Department of Education. The pupil teacher ratio at Franklin was 9-1. The criteria for selection was based on teacher recommendation. Weekly progress reports were sent home to parents. Volunteers participated in the summer program as well as resource speakers. Laidlaw transit provided transportation and Safety and Security provided a full time security guard to monitor the building and grounds. The central office administrative staff was very supportive during the five week period. Parent conferences were held with all parents and a final progress report was forwarded to the home school. WEAKNESSES: The summer school administrative staff was not informed that several students had LE.Ps and also had special needs. STRENGTHS: Students who were not enrolled in the morning K/5 summer program participated in the Incentive School summer enrichment program. The following courses were offered: Hands-On Science, Hands-On Math, Music, Art, and Creative Dramatics. All students had the opportunity to select the course of their choice prior to the beginning of summer school. However, due to an overwhelming response in the area of art, it was necessary to develop a schedule that would provide enrichment in every area. Therefore, all students enrolled in the morning enrichment program participated in all courses. Consequently, this gave students an opportunity to participate in a full day of school from 8:00-3:00 five days per week. Students who were enrolled in the K/5 program, participated in the Incentive School afternoon enrichment program. It consisted of the following courses: Art, Music, Recreation, and Creative Movement, afternoon courses. The students thoroughly enjoyed the I LITTLE ROCK SCHOOL * '' \\ \\\\ DISTRICT SEP 0 0 1996 Franklin Incentive School\" \"9 1701 South Harrison Phone 671-6380  Little Rock, Arkansas 72204 ... Several field trips were taken during this time. Students went to Kidsport a recreation facility in West Little Rock. They also had the opportunity to participate in a technology field trip sponsored by Southwestern Bell at the State House Convention Center. The students communicated with a scientist and an astronaut on the internet. The program ended on Friday, July 19. An end of the summer program presented by the music teacher in the auditorium. was Throughout the summer students art work was displayed in the art gallery and corridors. WEAKNESSES: There is a need for a program of this magnitude to have increased participation from all Incentive Schools..saMnaniew*^. LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 South Harrison Phone 671-6380 Little Rock, Arkansas 72204 ENRICHMENT ACTIVTTY MORNING d II ?iT3 -ac  o' iiSia (izy TOTAL STUDENTS SEP 0 0 1996 franklin-------- 16 Office of Desegregauon Moniionng GARLAND- 14 MITCHELL 23 RIGHTSELL----------5 ROCKEFELLER17 TOTAL----- ----- 75 ENRICHMENT ACTIVITY AFTERNOON FRANKLIN-GARLAND- -21 19 MITCHELL- ----- 19 RIGHTSELL- 14 ROCKEFELLER- 17 TOTAL- -90 GRAND TOTAL ENRICHMENT 165 These figures reflect the number of students who attended the full five weeks. K/5 Totals FRANKL IN- -25 BM- -24 BF- -48 TOTAL istxi\u0026amp;fseilii^ w \\ LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 South Harrison Phone 671-6380  Little Rock, Arkansas 72204 OAKLAND-------- ----- 23 BM- 11 BF 34 TOTAL MITCHELL-- 14BM- 9 BF- 23 TOTAL -^0 J996 Oifice ot GRAND TOTAL FOR K/5 PROGRAiM 105 Oesegregahon Momtonn^ Enrichment Activity P.M. Sending Incentive School Enrollment from Incentive Schools Black White Total Franklin Recreati\u0026lt;H=' Garland Mitchell Rightsell Rockefeller Sub Total Franklin M 2 3 J.  F 1 1 1 1 2 9 M F Percent Black Creative Garland 3 3 Movement Mitchell Rightsell Rockefeller A 3 2 1 1 2. Sub Total Franklin 12 _2 12 Garland 1 4 5 3 3 MUSIC Mitchell 2. 4 2. 1 Rightsell 3 3 Rockefeller Sub Total Franklin 11. 2 10 2 ART Garland 2 i Total Mitchell Rightsell Rockefeller Sub Total Franklin Garland Mitchell Rightsell Rockefeller Sub Total Franklin Garland Mitchell Rightsell Rockefeller Sub Total 39 1 2. 2 4 4 3 1 2 12 7 2 39 8 5 2 4 7 6 20 tx 9 2 4 3 26 6 4 1 6 2 24 V' 4 4 -s- ? 21 9 1I Enrichment Activity Creative Dramatics Hands-On Math Hands-On Science ART MUSIC Total Sending Incentive School Franklin Garland Mitchell Rightsell Rockefeller Sub Total Franklin Garland Mitchell Rightsail Rockefeller Sub Total Franklin Garland Mitchell Rightsell RockefellGr Sub Total Franklin Garland Mitchell Rightsell Rockefeller Sub Total Franklin Garland Mitchell Rightsell Rockefeller Sub Total Franklin ' ' Garland Mitchell Rightsell Rockefeller Sub Total Enrollment from Incantiva Schools Black White Total M 1 4^ 5. 6 2 1 9 2, I 3 1 2 2 4 la 3 1 1 2 F 4 2 X Q 4 1 2 1 2. 2 2 14 2 1 2 1 1 - 1 1 2 M F 4 3 I a 2 2 1 1 1 1 2 1 10 3 1_ 18 9 7 2 17 3 3 5 22 22 2 3 2 2 8 12 1 2 3 10 75 Percent BlackAZa- OCT 1 5 1996 Office of Desegrogaiion MoiiiuiCiilig October 11, 1996 Ann Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ann: It was a pleasure to see you and your staff at the 1996 Region VI Summit of the National Committee for School Desegregation in Dallas. As we discussed, I have enclosed the newspaper article spotlighting the after-school programs of Voyager Expanded Learning in Dallas and in other major cities. Perhaps the information which it contains will be of some benefit to the LRSD Incentive Schools Extended-Day Program. Again, kudos to you for conducting such efficient and effective facilitation sessions. I look forward to receiving the information which we generated, as well as a copy of the book, Winning Through Participation by Laura J. Spencer. Very truly yours, Paula Grier Intercultural Relations Specialist Dallas Public Schools Yvonne Gonzalez Acting General Superintendent 3700 Ross Avenue Dallas, Texas 75204-5491 (214) 989-8000 Sunday Chance of storms High 92, low 74 Details on Page 44A Spiderman How comics took over pop culture POW! The Arts, Page IC Rantas broadcaster Marit Hute Section E The voice behind Hello, Win Column Sports Day A guide to the NBA salary cap Rangers lose, lead Mariners by 6 games Aggies QB hailed as hero before first snap Section B Texas Leading Newspaper e 14N, TT DtUts Uonlai New, Dallas, Texas, Sunday, August 18, 1996 32 Sections H $1.50 Workers comp changes help stem insurers losses but raise objections By Richard A. Oppe! Jr. AustAin USoSraToaIN The IDnal la1s9 M8o9r,a iangsN Tevesxas lawsmtaatkee wrso srktreurgsg' lceodm tpoe nosvaetirohna uinl stuheraronscuer gseysotne mE, drewsipne cBteuds tAeru sctihne enreeudtheWmo ornk.ers' comp, designed to foot jtohbe, bwialls f oorn etmhep lovyeeregse houf rct oollnap tshee. rLiagwhty earnsd wleefrte, asnudi nings uermerpsl owyeerres lwoassin ag t rmemoneenyd hoaunsd a omvoeurn fits ot.f f\"aTth aenrde Process now profitable for firms\ncritics say injured left to suffer B Insurance company profits. 28A nweawst el,a\" wre cwaallss Dhra. mBmusetreerd. Aoftuetr, thbee ceivaelsn fjiugmurpee do uint h toow hteol pa psptalyte i t.offisecToondda tyh, oDurg. hBtsu.ster is having some While some elements of the sys-tweornrs ea.r eT hbee tnteerw, hlaew s ahyass, ointhcerersa saerde thhaes sbleu rfeaacutocrra cfyo ra nmda innyc rienajusreyd vthicetmimesn. t sb ea rsea ydse. laOyfetedn ,w nheileed epda ttireenatst\" jusInt csriet aasrionugnlyd, ainnjdu rheudr te.mployees raenfdo rdmoc atodrvso, cinactelus dsiuncgh saosm De rf.o rBmusetremra. ya hrea vew oorvreyridnogn et hiat.t trlaawdimnga koenres meIsns juforry avnicottihmesr.' complaints of cor- Please see WORKERS on Page 28A. .41 Perot wins Reforms nomination SpecUI u The DoQa\nIfcntliu Nev\n.toodaied Preu oAvuesrthina unlienugr owsourrkgeerosn cEomdwpeinn sBatuiosnte, rb ulot bhbeiesd c rfiotir- J cwahl iolef spoamtieen cthsa nsgiet sa.r oOuftnedn ,a tnreda htmuertn,ts h aer es adyesl.a yed ] Mexico fights its own police in drug war Many officers closely tied to the cartels, some say By Tracey Eaton Uuiu City Bureau ef tbe Dallas Ifoniiag Non etnMa EThXe IDCalOlas tCtoIsTUYig Nev sCorrupt police officials domitnhaete m Muerdxeicroous sa cnatir-tderlus gt hfaort cfeloso, dg itvhineg U fnreitee dr eSitnat etos wlicieth c oilmlicmita nddruegrss ,s cayu.rrent and former Mexican poFridTahye wurhgeenn cMy eoxfi ctahne Aptrtoobrnleemy wGaesn eurnadl eArsnctoorneiod aLgoezanntso, nGeraarclyia aa fnifntohu onfc ethde tfheed emraals sp ofliircien gfo rocfe .737 thaFt ocrrmooekr eodff iacgeersn tssa ny octo orrnulpy tieosnc ohrats d groutgte cno suor ibeards tahnrde agteuna rdtr asffhicipkmeersn tsin tbeuret satsls.o spy on those who par\"tFmeednetr aolf pInotleiclleig aecntc eas a tnhde Qduruaglit ytr Cafofinctkroelr,s ' sDaiedPJuleaans eJ soese6 MTaEfXoIyCaO G oonn zPAalgeez , 3a0 Av.eteran police com- Woolery hiring puts program in spotlight Voyager praised as day'care alternative, but licensing, ties to (trials concern some By Stephen Power and Alexei Barrionuevo sun Wrilenal TtK Delias Hsntlsg News thaEnv eISryO dcalya sasrfoteorm ssc hnoaotli,o 5n,w00i0d ec hgiladtrheenr into mpoicrek stocks, hunt bugs or mold sculptures. Ten-year-olds B Where Voyager operates. B Profile of founder. 32A 32A npoomndicesr ecboygets. Eight-year-olds learn science byf oursminign gh oht-uadir- balTlohoen ss.t udents arent overachievers  theyre custwoemeekr, st ihne airn puanruesnutas l apfatey r-as cDhaololal sp-rboagsreadm e. Fduocr a$t4io5 na choomurpsa fnivy eto d aeyxste an dw etheke.ir school day an extra three PleSaosem ese pea CreOnMtsP sAaNidY tohne yP cahgoes 3e2 AV.oyager Expanded INSIDE improbable victory RCuhsescihaenn a rrmebye lfsro wme rGer oazbnley btoe cdaruivsee tthhee tRhues ssiaonld iearrsm ayr ele addeemrso raalrizee dc,o rorbuspet rvaenrds say. Page ISA. Lotto winners divorce tLhyen efitrtset a1n5d Jyiemamrsy oNf icthhoelisr smtraurgrgialegde ftoor ims aakt ea e sntdrasi nmeede et.n Nd,o ww.W thi eoinr ep aerxtntrearosrhdipitnSavroyr cdesif:f eTrehnecye p afrrto ams lorrtdtellroyn ms iloliof naoitrhees.r PageSSA. Underage drivers_____ Unicensed, inderage drivers remain a problem in rural Texas. Page IF. Annlaiideis . .2F BocAs. .8-lOJ Busioess . , Sec.H CSassiOed . .Sect) Oceswotds. .i?P Dear Abby .. .fiP Editorials . .2J Electioas %. . . Heloise .23-26A , . .6P Homes . .SecOff Horoscope . . .(F IntematiMial ... Letters. .lU6-2iA . . . .54J Metropolitan ... ..........3$3g.43A Movies ... .2SC Nauonal.. .4-13A Obituaries .4243A OvenU^t.. . A Sunday Reader . . ............... SecJ Televiac......... - . -TVMagazine Texas !(S\u0026gt;est .. .37331,41.45^ Texas Watch .ISA Today - -. -SetF Travel-.. .Sec.G 83,97 00002 Lamm backers express surprise at low turnout By Lori Stahl and George Rodrigue Sun Writers of The Dellu Uomlig Nev\nforVmAeLr LCEoYl oFrOadRoG EG, oPva. . Ric hRaorsds PLearmomt t rofourn ctehde dRaeyf,o prmro vPinagrt yhse rpermesaiidnesn thtiael pnicokm oinf tahteio pna Srtayt hurespeRnet fSo6r.m2 mPiallritoyn o tfofi cciraelast es.aid Mr. Perot got 65 tpheerc evnot teo,f cwoimthp aMrerd. pLearmcemn'st. 35 Of the LKCnOHS 96 77w race fty prss/dsnt B Lamm reaction, B More political news. 2SA 23-28A 419.1, 2m66 ilwlioerne breatlluortnse sde.nt to party members, only stuSnonmede boyf tMher . loLwam tumrn'so uatid.es said they were theBiru tn peawr tmy leetahdoedr so sfa vido ttihnegy bwye rmea nilo, tt seulerpphriosened sopro ensleecst. ronic mail produced relat_ively few reber, W\" ne abteiolineavle c tohoartd 5in0a,0t0o0r iRs uas sveeltl ?V leamrgeey nsuamid.l iTtihciasl ifsie ald borfa ndrde-anmews. process creating the poPleBasoet hs eceo PnEteRnOdeT ros nw Piallg esp 2eSaAk. Sunday to party Another tough climb Dallas doctor wants to be fully engaged in life after close call on Mount Everest By Pete Slover Writer af Tbe DdlB UxniDg Nevs to dTeharethe imn oan tHhsi after Beck Weathersh nee satrUlyl ffirnodzes ahiimr asteolpf tMraonusnpto Ertveedr ebsatck to that terrifyingly thin fail,I cthliem bD athllaast mpaotuhnotloaginis te vsearidy nlaitgeh lta sWt itwheoeukt rdouormin.g  TaHn bien ftearirvliye wha pinp y bthise Nfirosrtth d aDya tlhlaast Il igvoin tgo slee\"pA ta snodm Ie a pmo innto tth iant twhiallt osctocrumr,. he said, with the rdeecUobveerrayt es otrpatimtais. m that is central' to his mental to bOonu nthcee bpahcyks ifcroaml s itdhee. nDera. rW-teoatathl leorsss, o49f h, iiss thraynindgs sainndc es ehvise rree sfaccuiea il nd imsfiidg-uMraeym. ent that he's Uved with amOonng t haeb oauftte IrSnOo ocnli mofb Merasy s1p0r,e Dadr. uWpe aatnhde rds owwans tEhvee rheisgthse 2s9t ,0c2a8m-fpo oat nsdu mtomp oit fW thhee nm hoeu nwtaasin b, eatw feereonciouEsig shtot rcmlim bbleewrs i,n i.ncluding experienced guides, Pdlieeadse sae ree cSoUrRd VoInVeO-dRa yo lno sPsa ogne t h33eA w.orld's highest The Recycling Business Old 7'Eleven sites add up to hot property for entrepreneurs in a variety of ventures By Sherry Jacobson sun toiler of Tt Dallas Uonuo\nNevs FSorlugrepte tery, sinwge etot rboulyl oar acrossg farosomli nLea kaet tCheli fof lPda 7r-kE ilenv en norBthu tO ifa yko Cul inffe.ed a casket, you're in lTuhciks. is the age of the creative rceocnyvcelniniegn ocfe 7 s-tEolerevse nmsa. yG doioed, but their old buildings live on to eavtteranc at feuvneeryra iml cahgaipneal.ble business, GuIlpnss,t ecaadn doyf dainsdp ecnigsainregt tBeisg, dDoazlleanss a oref fao nrmowe ro 7ff-eErle hvaeinrcsu ints t, he fnreewshly f lpoawwenrse,d i nesleucrtarnocneic c goovoedras,g e, ttahme aploesst beyri othr efo dro tzheen or shots in lesSs-itnhcaen 1-h9e86a,l Sthoyu.thland Corp., the Please see FORMER on Page 33A.  1 I Dallas Uaminj Nevs\nItilun HinnaRl TChliifsf fFournmeerra l7 -CEhIeavpeenl, sdietec ohraast ebde ewni tthra onvseforsrmtueffde din ftuor nthiteu Orea.k t r  32 A r lir/331lnif^ornitiJTEluM Sunday, August 18, H Voyagers founder a lifelong entrepreneur By Alexei Barrionuevo and Stephen Power SU/i Wrfttn^ HieDilUslfcniiiigKtws VoyagerS founder and chief promoter ofiuntdsitnagn driensgo puercoepsle a.\"nd bringing together mWonheeyn aan dp etrhseo np ahsassio nth eit sisk ihllas rda nndo tt htoe iVso yaabgoeurt bsyu ac cbeososkf ucla lpleedo pHleo ls/Ttoimppein, wg haicnhd hasV polyaaygeedr 'sa nc riintisctsr uamnde nsutaplp roorltee risn s abiud iblde- ain gveoosdt winitvhe shtimme. nTth. aYtosu t hbee itn ognr esdoimenetbso fdoyr, igsi vninowg bfoaccuks. eHde ohno paeftse rh-issc phrooogl rhaomu,r sw, hwicihll ' irse pae adteyds lethxeic s ewchoond dgisralidkee da ntda khiansg ntoe setsx,ing Voyager, a for-profit company that of- not just on some product. Pv^oyager students] are , experiencing p erIinesntceea da,s Ra atenadyc heBre.st, 53, is a lifelong efrnotmre par erninegu r.m Haisn ucfoamcptuarneier sh hea svtea rrtaendg eind cchoelleegrlee atod inagn oauptpfiatsre. lI nm tahkee r3 1t hyaeta rdse ssiingcnes Mr. Best graduated from college, be esti-fsecrhso oalsft enr-astciohnowoli dper.o gVroaymasg earls acboorpuot raIStOe whGerreo whiinsg mupo tihne Br ewaausm oan tp aunbdl icH osucshtoonol, cdautrAcinhm goe nrtih caean 'dsre ecgvlaueslnastrruo soacmlhlyso b,o ehl edu asseya.did b, ya srech aonoxls- alivdevi soof rLyo cbkohaerde di nMclaurdtiens C tohrep .c, hthiee fd eexaenc ou-f tsetoarceh, eMr ra.n Bde bsti ss afaidt hheer wowasn endo ta a hlwaardysw athree ipolaucse pdl aocne sg rwadheesr.e too much emphasis is Ttheex aesd uact aAtiouns tsinc haonodl aat thfoer mUenriv ecrhsieityf ooff best student. operations for the U8. Navy. Mr. Best also has consulted well-known \"I vprv Ih fldiv \" hp \"I Grades, grades, gradesIs, tshaaidt wMhr.a Bt ewset. terribly dyslexic. I still am. ........... amnadte sse slltianrgti nISg. more than 30 businesses  figures in education and politics, such as He said he plans to stay with Voyager fHoarmmeiltro Rno Jsos rPdaenro.t advisers Tom Luce and lelsM hr.i sB ecsotms paapnpyr'osa. cVho tyoa geedru cpaatriotinc ippaain atsl-should be focusing on? do not take .t est.s or g.e t g rades\nins.t ead, leaVrnoiynagg ienr asnt uednevnirtosn maeren t ethxapte thrieeyn casinsog-fnoiers a t le aabsot uats 1lo0 nyge aarss .he has most compa Voyager is a really big commitment in ttuhxeeys apnedrf ocrrmea tee xspmearilml beunstsin,e smseosld. sculp- sdiatttien gw oitnh t hpela fylo,\"o hr eo f sPaliadn oresc Jeanctklys,o wn hEillee-learning in an ijllt that they associate with play. And if they leave Voyager thinking that that is what learning should be like . . . mission accomplished! They become lifelong learners! his l.i fe, sai_d _Ch_arle,s Mil_ler_, a_ V_oy_ager me\"aWsuer eju scot mfeperle thheenrsei oanr ea bnde ttreer tewnatyios nt,o\" mtheinnktainryg. th\"aAtn tdh ati fis twhheayt lleeaarvnei nVg osyhaogueldr sa.id.I. '.m\".1 .nt.oh.ti na. .kg. oIo md a gdrmeain-t isa-ttr ac-too-nr,-ce- Mp-trs-. B-aen-sd t ifnovrcee-s to-or-h w hsco'h hoaosl lreed'f o-trh-me sata'n tde wf-iidnea ntnac.s ek. hMe rs. aBide.s t said he was inspired to launch bebceo mliek eli fe.l.o.n gm ilsesaironne rasc!complish^! They Company stakes claim in booming \u0026gt; afterschool niche K 1* LCeoanrtnininuge dn ofrto smo mPuacgeh floAr its claims What you want tO be is tboe cbaouosest t hsetu pdreongtr apme rofoffremrsa annc ea ltbeurt' . native to traditional day care. In this context, there's an em-a brand name within your business. Maybe, someday, we will be the  Randy Best, founder and board chairman of Voyager ( qpuhea sSlsa notno sc, rae aPtliavneo p alattyo,r\"n seayid w Ehonsrie-   ,, daughter. Marcie, 6. attends a VoyMicrosoft of education. rayg eSr cphroco^l.a mIt sa tv Jearcyk soorgn aEnleizmeedn..t.a.Ibtasb yn-soitt. just hiring somebody to  Charles Miller, Voyager in vesior LeaInrn tiwngo hyaesa rssp.r eVaody afrgoemr E 1x1p Daanldlaesd- trend others will try to emulate. s.a.o.r.em.Aae .sa.c.sth ,f.ao.-or.! l.as,w taoy l1ae5sn0 S enaatttileo.n Awnid aed di. A lot of parents have concluded stiiognna nl e1x0t0 msochnotho.ls are expected to conUdnuctitle dtw iots wbeueskinse sasg oin. Vreolyaatgiveer socbhsocoulsri tSyu. pBeruint tebnyd ehnitr iCnhga dD Walolaosllearsyt. wweheok q. Vuoity haigse $r1 h9a4s.1 d74ra-aw-yne acr rjoitbicgirsomup sa nadn ds scormutein syta tfero lemg isdlaayto-crsa.re ageSro tmriee sd atyo- csakriert p srtoavteid reergsu slaayti oVnosy:spoamnye sl etigeiss latoto lrosc aqlu secshtiooonl tohffeic ciaolms.tthear ta rt ahtohmere tchhaenw hinagv inggu ma tbhaabty ysoiutcgaranm psu wt htheerem thine raef tiesr -ssocmhoeo lv aplruoeaadudtheodr.\" o sf aai db oCorka oign pEr. ivRaicteh amrdasn,a gceoamree nwt iollfin pgu btoli cp asyc hfooor lsth. atA.nd they , chaViormyaagne, rsR afnoduyn dBeers ta, nsda idb otahred cMorm. pBaensyt shaaids hyee ta tnod tau rgnro au pp orof fIitS. Barrett Reynolds, 9, crafts a bug after school Thursday in sininvcees toVrosy ahgaevres pfuotu unpd in$g3..5 Omniell ioinna Voyager class at Jackson Elementary School in Plano. vestor, Stephen Feinberg, said the The DoUoi Ibmant Nevs: tdefcord Mcltsel Fnia dSitruedcetn htse lpa refr oemn ctoeuarcahgeersd. to work on projects without State Rep. Fred Hill, R-Richard- tinjiavens t$m3.e5n tm Isil laio ng oboudt ddeeacl lhinigehde tro sinogun . o-s fafiidci ahels htaos laosokke dIn Ttoe xVaos- yliac-ge en.r ssgivMer .a Bfiegsut rsea.id he has told Voyager dheea loinbgjesc wtsi thn olot catol dVisotryicatgse. rHse sparoid- investors they may hav.e .to. .w.ai.t 10 WHERE VOYAGER OPERATES VSoeyaattglee, rA Elbxupqaunedreqdu Lee, Nar.nMin.,g H oopuesrtaotne,s A auftsetirn-s, cDheonovl eprr oagnrda mInsd iiann Dapaollaliss,, according to the company. Area schools with Voyager programs: lcioennssi nign dDiraellcatso,r .according to its li- tnieys's tpor esschidoeonl t oaffnicdi aclhs.i eTf heex eccoumtipvaeglorcaaml . sbcuhot otol oitfsfi cpiaralsc tiacned otfe ahcirhienrgs yceoamrsp atnoy siese s ea erkeintugr tno. rHaeis es aeidn rtohleland efforts to avoid regulation menWwt teeovv e1e0 p,0u0t0 a n llaoottii ooonif wmiodnee.y iinntioo nit,. worh ailte r uesdiuncge pdu cbhlaicr gfaesc.i lities for free mone(fyg, \"m Mosr.t lyB ebsete ns adide.v elFooprm eitn ttaol Mr.W Hhiillle s asyusp spoomrtein dgi slotrcicatls cmoanytr oble, swoomrke , pito ihnat.s to be self-sustaining at trhealut cotaffnetr ttoo tpuaryn t eaawcahye rcso amnp aenxiteras seeImn ssiommilea r wtoay tsh. e VYoMyaCgAe ra nmd ipghrit$ 48\" Iat dwaoyu. ld be very difficult to cut vkaidtes pdlaayy-c agraem ecso,m bpuainldie ss. cVulopytuargeesr sbiamckp lyo nb ecaa upsreo gsroa mm anliky ee mVpoloyyaegeesr kaindds gion o outtshiedre pfororg reracmesss. Thjuesy tlaiklseo CBaayslae sV iEelwem Eelenmtaeiyn tary CDoelaolneiya Ml Loenatrensisnogr iC enter KHieexstte Er lEelmemenetnatrayr y LPareksetwoon oHdo Ellolewm entary RReeiinllyh aErldetm Eelenmtaeryn tary SRaombe Hrt oEu. sLtoene EElleemmeennttaarryy Withers Elementary SMmeritrhif ieEllde mEleenmtaernytary FRISCO ACcukrtesri nEgleemr Eelnetmareyn tary Rogers Elementary IRVING Manes Elementary \"bIelnse af ivt efirnya unnchiaelalylt,h yM srit. uHatiilol nsa..id... iucsse caonmd phuotet-ras itro bleaallomo nasb otuot rsotbuodty- dIfi stthreicyt sc ionn Ttienxuaes , tIo w doiusrldunp'tt bsech souor-l sgcraiednecse.. No one takes tests or gets ARLINGTON Berry Elementary ICARROLLTON/FARM6RS BRANCHj pthriisnegd l eifg sisolmateivoenley .t\"ried to do someLook at business subIjne cstos mteh ecya skesn,o iwns ltirtutlceto arsb oteuat,c ha setnycleo utrhagee sc om\"tepaamny s lefoaurnnidnegr. sTahyes ageAr ltfhoor uitgsh a fsfuoprdpoarbteilritsy parnadis aep Vpeoay-l caoromupnadn tyh epmreesse.n Itns leDsrsaognos nwflrya,p psetud- tmoo crhe iladtr eitsn , bsuosminee sosb saecruvmeresn m. arvel fdoern gtsra csosmhobp ppaerrkss a anndd o fitehledrs f oloromksin ogf like It hdiso nin't Tkenxoaws ,o sf aaidn yT . pDroogurgalams lfioferm. Ibnu s\"Sinuecscseesss a Cndit ys,e Ull 3go.Ao.d,s sthuechy TSeaxnadse rDs,e plicaertnmseinngt odf iPreroctteocr tifvoer athnde as cVoooykaiegse.r pays public school lRaetegsu alaftteorr-ys cSheorovli cperso,g rwamhisc.h  Sroemgue-- tdeaayc. haenrsd $u1s6e as np huobulirc, tshcrheoeo hl ofaucrsil ia- ones putting in a lot of money and ties, in some cases for free. Unlike Thompson Elementary ABmeltb Uern Tee Errlaecmee Innttaerrym ediate CMoocakteresl l EHleilmt Eelnetmareyn tary RNuobityh sYidoeun Egl eEmleemnetanrtya ry The Meadows Intermediate DUNCANVILLE CAcetnotnra El Elelmemenetnatrayr y Fairmeadows Elementary SFhloarenndcse E Elelemmeenntataryr y TThisoinmgpesr oEnl eEmleemnteanrytary FBoarrmroann E Elelemmeenntataryry JRaacskosro En leEmleemnetanrtya ry TWheoamthaesr fEolredm Eelenmtaeryn tary RICHARDSON ABiokwinie E Elelemmeenntataryr y FHoeriegshttrsid Eglee mEelenmtaerny tary MMearrrki mTwana iPn aErlke mEleenmtaernyt ary TSeprrriancge V Eallelemy eEnlteamrye ntary Wallace Elementary The Dellas Uorninf Nevs gra\"mO,u r scaoidn ctehren iosf nfiocita wl,i tMh rt.h eS apnrod-- omffeicr eRri.c hVaerrdnsoonn Jsochhnosoolsn ,c hisie af wfohro- egrrsa.m \". ItB umta wy eb eh aavne etox cfeolllleonwt poruor- bweagsa snu bpuesriinnetesnsd tehnetr ew lhaesnt yVeoayr.a gDer.r resVpooynasgibeirl itiaensd u nlodcearl lascwh.o\"ol offi- Jeoighhnts mono nqtuhist hagiso $a1m2Sid,0 c00ri-taic-yiesamr J boyb scpiaelsci asal yb tehnee fciotsm. pAaltnhyo duogehs nVooyt asegeekr saopmpeea praanrecnet so ft himatp hreo phraied tcyr.e Hatee ds aaidn issc hnooot ll iccelanssserodo amn du dsoee sin n oDta pllaays foorr hwiass mtoo htiveelp fcohr illdearevnin go nR aic nhaartidosnoanl \"Rinic-hkainrdds ocno, ntthrieb uctioomnsp atnoy s cmhaokoelss, sVcoaylea,g aenr ds ahlaer yd.eclined to reveal his sMurc. hB eass t nseaiwd . cHoem opbujetecrtse da tnod sbuogogkess.- Mr.D aWlloaosl eoruyt, ghoainsg a slsuop edreinctleinnedde ntot. lgioent as ltihceant sVeo. yaWgeerr es hnoout ldda hy acvaer et,o\" rVeovyeaagle br'iss nsoanlapryro ffoitr fhoiusn ndeawtio jonb b iunt bpero gsraaimd. .\"Were a developmental has said there is no conflict of inter- ageSro mhaes c rsittircosn hga vpeo sliutigcgael stceodn Vnoeyc-- fersot.mOn t hMeo bnodaaryd, s tThuee sddisaytr aicgte npduall eadn tionTsh.e company received a glowing $a8te7 ,1in00 ncoinnetr asccht fooorls V oaypapgaerer ntotl oy pbeer-- aesn dEodrusceamtieonnt Aing eJnacnyu Caroym wmhiesnsi oTneexr- fclaicust eo of fi nthteer e\"aspt pteoa rsacnhcoeol otrfu ast ecoens-, iMngik eV oMyoasgeesr wasr o\"tteh ea mleotstet ro udtesstacnridb-- sMari.d Kbeoeavredr hParse ssiadiedn tth Bati ltlh eKreee vwears, ibneg d eoxnaem ipnle a I hqauvaeli stye eenx otefn wdheadt cdaany vnoot ec oonnf ltihcet acnodn ttrhaactt tnheex bt omaordn twh.ill proMgrra. mM.oses boss, Texas Gov. sonM ar,n dB eMstr .s aWido ohlee rhyi rneodt Dfor.r Jtohhenir- pGoeloitrigcea lW .c Bounstrhib, ruetcioenivse di n$1 01,090904 -i9n5 sbtuatt ubse caasu ssec thhoeoyl asruep \"eprrinotveennd leenatds- tforor,m s tMater. eMleilcletior,n t hreec Voordysa sgheor win.v Mesr.- ers.It wasn't something where we MMailrlechr atoc ctohmep aNnaietido nMalr .E Bduucsaht ioinn \"wIet nwt oasu tj ulosotk ionugt foorf thcoenmv,e\" rbsea tsioanids. energy and effort into developing most day-care providers, the compa- we will be the Microsoft of educa- mately be the one that shows the SumMmr. itB iuns hN ealwso Y roercke.ived $2,000 in ewxitchit ethmeemn,t .t.h..e Tirh eenseth museians amre, tohpeerir- thisV opyroaggerar mo.ff icials say their mis- nscyh boiolllss ,it sseulfp apsl eam peanrttinnge rslohcipal w ditish- tionM.r , ptiounb,lic Mserc, tMori lhleowr s taoi dim. prove educa- 1th9i9s4 yfreoamr aTttoemnd eLdu cae , Pwlahnoo esachrloieorl abieotrtse.r Taht ecsoen cmepetns. run things. I'm tSioionna ils a sftiemrp-slech: otoo lp prorovgidrea ma nfo erd cuhcial-- trictscurricula. VoyagIe*r *w ont supclacguumebd too tthheer p prorbi-- VOmpiainlS boardb omaerde tianpgp oronv Vedo yV^oeyra'sg ebresh arelf-. year, at least one sch.o.o.l .h.a.s p- ul\u0026gt;led d- ren-\n ma ny \"o f whom* might NaThileO cnomapi angyo aalsioS h as national vparotev ec poumbpliacn siechso oalstt.e mpts seeDkas y-ucnarfea icro madpvaannietas gseasy. VUoynaligkeer tqruuesstet eto s aoipde hraet ew ains hPolannoore adf t\"ejur sotn toe obuutr,n epda rotluyt fbreocmau wseo rtkeiancgh tehres ewxetrrae TV. The company has started pro- ambitions. The two most notable expert- many private companies that offer be jn tbe same room with Mr. hours. Richardsons Yale Elementa- Mr, Best and his investors say tion, Mr. Miller said. otherwise be left at home to watch lVeomysa gtehra wt ohnavt es upclcaugmuebd t oo tthhee rp rporbivate companies' attempts to im- Despite Voyager's success last tgararym csa amt pmuoseres tihna tnh ea dlaoszte tnw eole ymeeanrs- tesMtinr.g BVeosyt asgaeidr hdeu rpinlagn sth toe prerogpuolsaer nmeeunrt sC hhraivse W bheiettnle 'ms Eeddiias oenn Ptrreopjerec-t tahftaetr -ist cshhoooul lpdr ongorta bmes c, Vlaosysaifgieedr saasy as LuceH.es [Mr. Best] put together a ryye adre. cided not to sign up again this -- --- , --- ---- -T-h-e- E-d-is-on- -P-ro-je-c-t,- w h-i-ch- w on doaffyic-ciaalrse sparyo. vViodyearg. eIrf wito wuledr eh,a vseta ttoe pmreert tSy taintefl uSeenn.t iJaol hgnr oNu.p L,e esdaoidm f. oRr-- out\",T sai d John Phillips. Yales .p.r.i.n_- ccoourdpllnegs atore c tewnos-uisn cfiogmuree sfa. mMiolisets V, oayc-- cVoomyapgaenry owno au lpde ar-sdka yd,i spterirc-tcsh tiold pbaay- ittaskfeir osvt ecro snctrhaocotl sin fr 1o9m94 ,l oisc atrly sinchgo tool gtheet an ulimcebnesre o afn cdh piladyr efene isn b tahsee dp roon- EDdaullacsa,t iwonh oA gine nMcayy t oa slkoeodk tihnet oT eVxoays- ceinpta flr. omIl wwhasant yt oau wahreo dleo linogt dinif ftehre- athgreoru sgthu dthenet ss ixatrhe ginra dkein. dergarten sliass, tM arb. oBuets at nsa hido. uEra acnhd c laa shs awlfo aunldd Idisis etraicrtlys aenffdo rrtusn, itnhcelmud iitns go wonn ew ainy . gramV. oyager gets a free ride,\" said sacgheorosl ddeiasltirnicgts. wIitnh tehdeu Rcaictihoanr dcsior-n irneteggurlaatre cdla csusrroriocmul uifm y aonud a prero dboleinmg RusTsheelly, rae fsotuudrtehn-gtsr asduechr aast PPalatnriocks siunbvjoelcvtes ahsa nadsst-roonn olmesys,o nthse ine csouncoh- SheErmduacna, thioanv eA hltaedrn matiixveeds sIunccc.e msse. t cKheilnd -Hcaorbeb lcee, notewrns earn odf e migehmt bDearl loasf desD. hr.e Mso dsoens ea nad g Moord. Ljoubce.\" s ay their solvMinrg. , Bliekset wsaei da rcer.iticisms of his Jackson ..E.l ementa-r-y- -w-ho-se- mom my, Tmheed oicbijneec t awnodu tlhde b ae rttos .e nergize wofiftihci arless. iAstta onncee pfrooinmt, EloAcIa hl asdc hcoono-l tchiaet Tioenx,a sw Lihciecnhs erde pCrheislde nCtasr ea Absosuo-t eonnd oerxsaemmiennintsg o fV Vooyayaggeerrs aprero bgarsaemd scoomcieptayn syh aorueld uennfcoouunrdaegde. eHnter espareid- than regular sc. ho ol. he said as he aobr omuot tilveaatern cinhgil.dr eMn rt.o Bbee set xcsiateidd, tsrcahcotso ltso Imn aBnaaglteim oorr aed avnisde fXi2v epu pbulibc- 8te,0n0s0i odna yo-fc athree csecnhtoeorsl .d \"aIyt, sa nand eitxs- satnudd esenetsin. g firsthand its benefits for nWehuersn taos kteadk et or ispkrso vfiodre esdtuactiasttiiocna,l tshaet obnu iltdhien gfl.o oI rw disrha wI icnogu lad mdoa pth oisf t\"oP uab lmicu ecdhu cmaotiroen iinst ienr aac ttrivaen seitniovni- lFiee bsrcuhaoroyl sE iAnI Hhaadrt fnoord c,o Cnotrnanc.t sA.s of anoAthfteerr aofrteigr-inscahlloyo gl rparnogtinragm V.o yag- alterFnraotmiv e3 ttoo 6V o[ypa.mge.]r st hperoregrsa mno, edveindte tnecset socfo Vreosy aogre grrsa edeffse,c Mt or.n B setus-t ronOmneen tV.o yager investor said the canN emitahkeer cao mpproanfiyt hbays mshaonwagni nfgt etior nasn, eTxeexamsp otifofnic ifarolsm s asyta tthee rye ghualvae- Mthre. reL uwcoe uslda idb.e eIvt ebnl oaw hsi nmt yo fm cionnd- rloemciteers sua rvceoym apnadn ya-nsuepcdpootretesd a bcouus-t iwnh eDreal laast , leRaiscth haradlsf oonf aalnl dm Parlarineod, smcohsoto ll idkaeyly n eoxutt yseidaer ionf fiTveex sacsh. oTohlse, and Education Alternatives Inc. last about an hour and a half and Its early efforts, including one in Education Alternatives Inc. met child-care centers and a member of \"The teachers were kind of worn daofteesrn 5t pg.met. Vboaycakg ferro \"mis aw loortk buetntetirl all Vdoayya.\"ger is trying to stake out a ftohre- pbroofoitm niincgh e mthaartk ecat pfitoarli zeasft eorn- choomwp iat neyx'sp asnudcsc.e ss may depend on schTohoalst. doesn't concern Mr. Miller\nldiceecnidseed Itno orneeq uciirtey Vo yPalgaenro t o g aent da troversy about this. s.i ncgh ofaoml pirl.yo gdreammosg rcar.ep ahticesd. Sboym ceh aednug-nam We hwaitt hyoinu ywoaunrt tbou bsien eiss sa, b rsaanidd wheit hsa sidc htohoel sc om npoant yta wkea nthtse mto owvoerrk, ototh ienrv, esRtiicghaaterd istso no. pTehraet ioangse nincy a nis- cators say the cotflpany is setting a Charles Miller. \"^Maybe, someday, The nrivate'sector will nltl- also considerine Vjtvaeers onera- Ties to officials hap\"pTyh ipsa irse nat sfu ann da csttiuvditeyn,ts .be said. -.. ------ ----- - ~o~.r -s In local districts. Voyager has en- dIrfe np airne ntthse w parnotg rtaom p,u wt thhye sirh ocuhlidl- private 'Sector ultl- considering V^agers opera- dured additional criticism for its we not benefit from that?\" INCENTIVE SCHOOLS SCHOOL ADMINISTRATION The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support\nindividualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, demic perspectives. kill based and aca- SUPPORT PROGRAMS The following items will be components of every incentive school: A. HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. tq ^\n30 Homework Centers should be extant In each s^'ool at p.m. , least two (2) days per week to assist students who in need of specific help with class material. are (Some school communities, i.e., parents, staff and students may opt for more days per week for students who are not otherwise involved in activities during the last two (2) hours of the day, Monday-Thursday). It will be necessary to provide transportation home for students who remain at the Homework Center so that stu- dents whose parents cannot supply transportation and/or who live outside of the area which is reasonable walking distance may avail themselves of the Center. If stu- dents choose not to attend Homework Centers, other options for student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a \"volunteer\" rotating basis, community volunteers and Staff will be compensated. peer tutors. Homework Centers will have a certified teacher working. If the number of students reaches 25, an instructional aide shall be added to assist students. when the number of students attending regularly reaches 50, an additional certified teacher will be hired. Thereafter, as each additional increment of students attends, certified instructional aides and teachers will be added on an alternating basis. B. HOMEWORK HOTLINE - Homework Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will be staffed by teachers on a rotating basis such that each incentive teacher will provide one (1) evening's service approximately every 45 .  Staff will be paid for this time. class days. 02267 64* *  * *  a museum of nature science and history three previous state/territorial capltols a planetarium at UALR a zoo a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center \"^'^nts including, but limited to, banks, stock/bond houses, hospitals ana a law school. I.  Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building. Explorer post access/membership will also be as noted earlier. available J. SPECIAL SKILLS PROGRAMS - During the 3:00 - 5:30 p.m. time period (or whatever the designated 'time ?or extended day activities), scheduling should be provided not only for the Homework Center and ~ ' vities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, the campus with a parent or guardian Peer Tutoring acti-to CARE or leave These skills shall be defined ticipate in: as the opportunity to par- * * choir (voice) music (instrumental) dance Assistance will be colleges and university schools of fine at^no P^ovide these services h\\  ? I ^5 child (and hopefully to the program), bUw certainly at minimal cost to the  ' school. SCHOOL ADMINISTRATION A. STAFF RECRUITMENT .. - - Staff recruit.nent and certain specific experience will be desired of all staff at the out-urban setting with at risk youth)\nand ongoing training will be provided on lar basis for all staff at each school. a regu- 1. A nationwide search will beconducted for staff. Principal and staff will be asked to who documented evidence of commitment to working in an urban with youth at risk and to committing the time necessary to provide the kinds of support and services provided at incentive schools. 67 02270 ZL continued - Incentive Schools page 5 perfcrrr.ancs and tns sued SS '-working wind sdudenps and pre contracdual feature will also de individual in Thi s one year , . , - -- JCOiy to the positions of aides, clerical and custodial workers. edures. Successful completion of tne year may lead to a long-term contract with the District. S. SPEC r staf .L TRAINING- Ongoing training will be provided for in areas like human relations skills\nlearning and interactive styles\nTE5A\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. C. All Staff, including support sta training. Patrons also will receive in working with tneir students, ass nutrition and human growth and dev will be involved in ass special training\ng with homework. lents. PARENTAL INVOLVEMENT - Parents will be aosoluta partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis, r..,,?,. _____ will take place, both through written and oral means. Regular communication Day visits for parents will be arranged to come to school to volunteer for the day and to work wit.h students as well as to visit their childrens classes. Regular meetings, monthly, will be held at the school. Parental access will be provided for identified pick-up points within the school community. Parents will be encouraged to provide classroom support in the form of tutoring, storytelling, general assistance and mav be paid a stipend for this. D. LEARNING TIME SCHEDULES - Daily schedules for 3:00 - 5:30 will be set to meet the needs of students to include\" the Homework Center, special skills training and leisure time activities, for example\n* Homework Center - Monday-Thursday * Special Skills - Tuesday  Leisure Activities - Thursday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) _ * Clubs, Extra Curriculars - Wednesday E. HOME/SCHCOL COMMUNICATION - Monthly retorting to parents will take place. Early indicator and early intervention programs will be formulated with \"alert\" and \"success\" cards to be sent to parents to update them on their student's needs and achievements.   _ BS 02272\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_658","title":"Monitoring","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":["1990/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning","Educational statistics"],"dcterms_title":["Monitoring"],"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/658"],"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":["79 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 EDUCATIONAL EQUITY MONITORING' PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1990 TABLE OF CONTENTS EDUCATIONAL EQUITY MONITORING PAGE 1.0 Separation by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees I 5 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 8 11.0 Student Discipline 9 12.0 Building Leadership/Management 10 KEY: SP I o D School Profile Interview Observe DocumentSCHOOL PRINCIPAL MONITO: S) LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1990-91 Grade Level(s) DATE NUMBER OF CLASSES VISITED t PL po L\\ease /p^nt obs^ 3S^^t^e pXactic^ chcr^ r^ations and evides^ s andXareas in need jCe in suffffcient de^ \\of improvement. / il to indicate Observers should review e ichool Profile prior to completing this form. SP 1.1 SP 1.2 SP 1.3 in S\u0026lt;fhQol The composition of the school staff ensures that students have access to, and contac with, staff of certified and non-certified personnel. COMMENTS: a varied School enrollment reflects the racial/ethnic composition prescribed by the court order. COMMENTS: Class/course enrollments generally reflect the racial/ethnic composition of the school. COMMENTS: CIRiCLB O^ YES 'N9 i/ r YHS YES XT NO NO Educational Equity Monitoring Page 2 SP 1.4 Participation in extended educational programs (i.e. Governor's School, Academic Enrichment for the Gifted in the Summer (AEGIS), Boys'/Girls' State summer laureate, Odyssey of the Mind, Olympiad, and Alternative School or classes) generally reflect, racial/ethnic composition of the school. COMMENTS: the O 1.5 As you walk through the building, do you see any one- race classes. If yes, indicate specific subject. (math, science, language, etc.) room number, and approximate number of students. Rm#___Appx. # of students___Race Time Subject YE YES NO NO 2.0 O/I O/I Rm#___Appx. Rm#___Appx.  Rm#___Appx. Curriculum JI IT JI V of students of students of students Race Race Race Time Time Time Subject Subj ect Subject The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multi-cultural content in all curriculum areas. 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. COMMENTS: YE NO 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner, (i.e. grade books, reading folders, math folders, PRC's, interim reports, report cards, student educational plans and ASDP's) COMMENTS: YE NOEducational Equity Monitoring Page 3 O 2.3 All students are actively involved in classroom instruction. COMMENTS: _____________ ______________ _____ Y / NO O 2.4 Classroom seating patterns promote interaction among students of varying racial/ethnic backgrounds. COMMENTS: Y^\\ NO 2.5 There is evidence that the multicultural curriculum is being implemented. O/D 2.5.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the racial/ethnic and gender differences of the student body. COMMENTS : . ________________________________________ YE, NO O/D 2.5.2 Bulletin boards, publications, and productions in the classroom reflect the racial/ethnic and gender differences of the student body. COMMENTS: ____________________________ ES NO O 2.5.3 Evidence of student achievement which reflects varying teaching strategies is widely displayed. COMMENTS: ______ ___________________ YES I/O 2.5.4 Teachers have and use multicultural curriculum guides. COMMENTS: ___. YES T NO oEducational Equity Monitoring Page 4 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and NO 3,2 3.3 community service, choral and instrumental music, attendance, clubs, and organizations. COMMENTS: Procedures are evident to assure that students are apprised of requirements governing honors and awards. COMMENTS: YES NO Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs (i.e.. Governor's School, Girls'/Boys' State, etc.) COMMENTS: YE, NO 3.1 D D 7 I/D 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. COMMENTS: YES 0 0 3.5 The attention, visibility and publicity given athletic and non-athletic honors and awards are comparable. COMMENTS: YE, NOEducational Equity Monitoring Page 5 4.0 Committees SP The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational programs for a varied student population. COMMENTS: _____ Y YES / YES NO YES NO Educational Equity Monitoring Page 6 SP 6.3 When graduation rates are examined and compared, no differences are evident between identifiable groups of students. COMMENTS: _____________________________________________ YE, 7.0 Special Education YE, NO YES NO YES NO Y' NO YES NOEducational Equity Monitoring Page 7 8.0 Gifted and Talented Education I/SP 8 . O O 8.2 YES NO O 8.3 YES Nj O 8.4 YES y NO O 8.5 YES 0 Educational Equity Monitoring Page 8 9.0 staff Development SP/I The staff development plan for the school demonstrates commitment to educational equity through ensuring that school personnel have been provided: 9.1 general knowledge based on training related to educational equity YES /NO COMMENTS: 9.2 training related to equitable staffing practices YES NO COMMENTS: 9.3 training in teaching strategies related to . multi-cultural 'curriculum delivery and NO I I 10.0 COMMENTS: 9.4 training related to effective strategies to enhance the achievement of diverse student populations COMMENTS: NO Parental Involvement The school provides equitable opportunities for parental involvement in the district. SP 10.1 Y' NO Educational Equity Monitoring Page 9 r\u0026gt;/l SP 11.0 D/I D/0 D/1 Educational Equity Monitoring Page 10 SP 11.2 Suspension and expulsion rates are generally representative of the student population. COMMENTS: YES 0 11.3 Classroom instiruction proceeds in an orderly manner. COMMENTS: Y^S NO 0 11.4 How visible are the following persons in directing/ controlling students? following for each person(s). Indicate one of the I/P 11.5 A. B. C. Very active/visible ^Somewhat active/somewhat visible Not active/not visible Principal: Teachers: Security (if applicable): COMMENTS: I 1 Strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. COMMENTS: YES NO 12.0 Building Leadershio/Manaoement SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals. COMMENTS: YES NyEducational Equity Monitoring Page 11 SP 12.2 The school has appropriate strategies for attaining improvement goals. COMMENTS: ____________ _______ YES SP 12.3 The school has an effective home/school communication program. COMMENTS: ES NO D 12.4 The school has published clear statements of expectations for student conduct. COMMENTS: ES NO O 12.5 The campus and building are clean and free of debris and graffiti. COMMENTS: / YES /NO / 0 12.6 Hallways are orderly. COMMENTS: YE NO O 12.7 The school office has friendly and helpful personnel. COMMENTS: ______ ______ YESi NO D 12.8 Where one-race classes exist, strategies to prevent or eliminate one-race classes are evident. COMMENTS: ____________ ____________ YES NOEducational Equity Monitoring Page 12 D/1 12.9 There is evidence that curriculum monitoring occurs. COMMENTS: YES NO D 12.10 Strategies to increase the number of minority students enrolled in upper level courses are evident. COMMENTS: YES NO O/I 12.11 There is evidence that the guidance program provides equitahle services to all groups of students. COMMENTS: YES NO D/I 12.12 Information from former students is effectively used to improve guidance and other educational services. COMMENTS: YES NO Is there anything unusual or of interest or concern which you want to report? COMMENTS: YES NO Send completed document to: Planning, Research, and Evaluation   810 West Markham Street Little Rock, AR 72201I Little Rock School District February 1, 1991 ti TO: Ann Brown, Office of Desegregation Monitoring Arma Hart, Office of Desegregation Monitoring FROM: THROUGH: (M James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools iODr. Herb Cleek, Deputy Superintendent SUBJECT: Semi-annual Monitoring Report According to the Tri-District Desegregation Plan, the Little Rock School District was required to provide a written monitoring report to the court on a semi-annual schedule (February 1, or the nearest work day, and July 15, or the nearest work day). Although the Tri-District Desegregation Plan is no longer in effect, the Little Rock School District is still in the process of preparing a semi-annual monitoring report. This report should be completed for submission on or before February 28, 1991. cc: Chris Heller Sterling Ingram 810 West Markham Street Little Rock, Arkansas 72201  (501)374-33615 s: Little Rock School District February 6, 1991 Ms. Ann Brown Ms. Arma Hart Office of Desegregation Monitoring Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AP. 72201 1 Re: Monitoring of Desegregation Plan in LRSD Dear Ann and Arma: Now that we are certain there will be no further appeals of the Court of Appeals December 12, 1990 order, I believe we should establish, to the extent possible, a systematic approach to compiling and sharing the information necessary for you to monitor the implementation of the approved desegregation plan. Two of the most important functions of the Office of Desegregation Monitoring are to gather the information necessary to determine whether the desegregation plan is being properly implemented and to establish a means by which implementation problems can be quickly resolved. We want to provide necessary information to you in a timely manner and to act quickly to resolve implementation problems. We believe there are two ways we can help you get the information you need to effectively monitor desegregation implementation in the District. First, once you have determined what information you will need on a regular basis (monthly, quarterly, annually), we will establish a system to provide you that information on the dates requested. Second, we will designate one person at LRSD who has sufficient authority to provide any information requested by your office to serve as the person responsible for insuring that you get a prompt response to any ad hoc information request. We believe it will be helpful to both LRSD and ODM if we could establish a calendar of information which will be necessary on a regular basis and designate a person who is responsible to insure that all other information requests receive a prompt response from LRSD. We understand that regular reports and ad hoc information requests will not provide you with all of the information you need for effective monitoring and that there is no substitute for visiting the schools and talking with teachers, parents, and students. We will assist you in whatever way 810 West Markham Street o Little Rock, Arkansas 72201  (501)324-2000Ms. Ann Brown and Ms. Arma Hart February 6, 1991 Page Two we can or in whatever way you would find helpful to facilitate this aspect of your work. We are committed to the successful implementation of our desegregation plan and will work quickly to resolve any problems which are brought to our attention. I urge you to make us aware immediately of problems you find concerning the implementation or operation of our desegregation plan. We want to be able to respond quickly and effectively in resolving whatever problems exist and to work cooperatively with you in addressing them. You may already have some ideas about how we can work cooperatively to insure that our desegregation plan is successful. We would be happy to meet with you to discuss any of the proposals set out in this letter or any other steps we can take to insure that our efforts are successful. Sincerely, Ruth S. Steele Superintendent of Schools RSS/pkk 3 Little Rock School District February 25, 1991 n 2^ O\\Ve TO\nLRSD Board of Directors FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development THROUGH: /Dr. Ruth Steele, Superintendent of Sci Dr. Herb Cleek, Deputy Superintendent Dr. Schools SUBJECT: Monitoring Report on Incentive Schools Please find attached the Educational Equity Monitoring Report for the Incentive Schools. The report summarizes the findings from the first monitoring visits to the incentive schools. Each incentive school principal was asked to respond to the concerns listed in the monitoring report. review. No concerns were listed for Rightsell. The responses are attached for your 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361 ' t !Xijr*v0i / 12- LITTLE ROCK SCHOOL DISTRICT kiWi 'l. l:'. . - ri   . i J I  I- t-l t., r INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Prepared By PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas December 1990\nV' :t 5nr- A il\ni^,i I ft INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 .i/Ciii.-rt?,'   jiv\n! a-*' }\u0026lt; Ob i'^\" t-- '.I, c:.  The Little Rock School District Desegregation Plan requires monitoring of the Incentive Schools by the Little Rock School District Biracial Committee. The committee is required to monitor each incentive school once each quarter. Using a monitoring form developed by the Planning, Research, and Evaluation Department, the Biracial Committee conducted school visits during October 1990 and November 1990. ------------ Each team reviewed a school profile which contained basic information related to current conditions in the schools. 'f This report is a summary of the school visits conducted by the LRSD Biracial Committee. 1.0 Separation by Race/Gender in School Programs At each school the monitors expected to see: * Racially balanced staff which reflects appropriate percentages * Racial/gender balance in staff assignments, content areas, and grade level programs, * School enrollment to be within the appropriate racial/ethnic range prescribed by the court order * Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school 1 '4' M t * Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school f: Findings: ux\nr \u0026amp; JA All schools were within appropriate percentages for certified staff, although the Rockefeller team noted the low number of black teachers assigned to Rockefeller. Noncertified staff percentages extend from 71% black at Stephens to.100% black at Ish and Rightsell. Non- A scarcity of \n' '  \u0026gt;1\nINCENTIVE SCHOOLS .^EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 WO^Page 2 black and white male teacher role models for students at the elementary level was evident. TABLE 1 INCENTIVE SCHOOL STAFF BY RACE 1990-91 Teachers Garland Ish Mitchell Rightsell Rockefeller Stephens Black #/% White #/% Other #/% Total Non Certified Black White U / 5- 1t/ 'o Total 14/50% 14/50% 0/0% 28 9/53 8/47 17 12/57 9/43% 0/0 '6 21 13/93% 1/7 14 15/60% 11/52% 9/30% 14/52% 10/40% 10/48% 20/67% 13/48% 0/0 0/0 1/3% 0/0% 25 21 30 27 14/100 15/100% 33/83 12/71 0/0% 0/0% 7/17% 5/29 Q, *0 14 15 40 17 *0 'b \"b \"b Black Teachers may constitute 25-50% of the certified staff 1 TABLE 2 INCENTIVE SCHOOL ENROLLMENT COMPARISON BY RACE (10-31-90) 1990-91 Pre-K K -6 '! fc mi- Garland a Mitchell sell)i\n4i/ U.-.-n in Ji.- Rocke-zV. feller Stephens Black 11/ 58% 13/ 93% White 7/ 37% No Program : No Program 58/ 58% -11/ 41% Other 5% 0/ 0% 1/ 1% Total 19 14 100 13/ 68% 6/ 32% 0/ 0% 19 Black / 16/ 84% 16/ 100% 31/ 86% 3 2/ 97% 33/ 56% 2Z/ 90% White #/^ 3/ 16% 0/ 0% 5/ 14% 1/ 3% 2 6/ 44% 2/ Other /% 0/ 0% 0/ 0% 0/ 0% 0/ 0% 0/ 0% 1/ 3% Total 19 16 36 33 59 31 Black 192/ 90% 124/ 98% 153/ 88% 158/ 99% 159/ 163/ 95% white 13/ 6% 3/ 2% 3\\/ 12% 0/ 0% -15/ 22% 8/ 5% Other /t 4% 0/ 0% 0/ 0% 1/ 1% 3/ 2% 6/ 4% Total 214 127 174 159 209 171 Grand Total 252 157 210 192 368 221 1/ . The acceptable range for black student enrollment (K-6) in area schools is 51 percent  76.5 percent. All schools exceeded the acceptable range for area school student enrollment except Rockefeller. ' The student enrollment at Rockefeller is 68t black, 30% white, and 2% other.W ^INCENTIVE SCHOOLS i^EDUCATIONAL EQUITY MONITORING Jr g-FIRST QUARTER REPORT 1990-91 Responses from Principal(s): The principal at Ish School understood that one of her roles was to recruit white students. she has tried to do so with little She said that success. The school biracial committee was devising a plan to sell the school to white families. ' 2.0 Curriculum At each school the monitors expected to see: * A culturally diverse curriculum that mirrors the student population i * A scoped, sequenced, multicultural, interdisciplinary and bias free curriculum * An adequacy of materials and equipment to support the curriculum * Varied teaching strategies that match the learning styles of the students * Current and accurate documentation of student progress * Teachers demonstrating an understanding of multiculturally infused curriculum a  Displays, bulletin boards, materials, and publications that reflect the cultural diversity of the student population Findings: The Garland Biracial Committee visited five classrooms and responded positively to all items in this area. Additional comments from teachers Additional comments from teachers interviewed indicated they had adequate materials, including multicultural curriculum guides. student work, bulletin boards and teachers plan books verified the implementation of the multicultural Displays of curriculum. Monitors observed students actively engaged in classroom instruction. e. At all incentive schools, the seating patterns in the classrooms observed, promoted interaction among students of varying racial/ethnic backgrounds to the degree possibl Total realization of this goal was hampered by the low enrollment of white students.^^incentive schools ^^EDUCATIONAL EQUITY MONITORING ^^FIRST QUARTER REPORT 1990-91 ^^^Page 4 r student records at Garland, Rightsell and Stephens were current and complete. However, it was reported that Academic Skills Development Plans (ASDPs) at Ish and Mitchell were not available in all observed classrooms. At Mitchell, an ASDP located in the student's permanent record folder did not show documentation of mastered skills. At '..Y h'V I. Reports from Garland, Ish, Mitchell, Rightsell Ksporus rrom Garland, Ish, Mitchell, Rightsell, and Stephens indicated that the Student Educational Plans (SEPs) developed for each student. The Rockefeller team reported 'that in most classrooms visited student Individual Education Plans (lEPs) and Academic Skills Development Plans were not current or complete. were The Ish team reported that materials and equipment were excellent, that the multicultural guides were in every classroom visited, and that all children were pai'ticipating in classroom activities. However, a need for more black publications on natural sciences was noted. Mitchell the team reported that multicultural guides were visibly in use and that teachers and students expressed pride in the content.  At The team believed the bulletin boards and displays in the school and classrooms were excellent reflections of the implementation of the multicultural curriculum and various teaching strategies to accommodate different learning styles. The Rockefeller staff members reported having adequate materials to deliver the curriculum. During the team's classroom visits, students were very actively involved in classroom instruction with a great deal of student interaction occurring. The team reported a variety of materials reflecting the racial/gender difference of the student population. The team reported a variety of Monitors noted that teachers observed at Stephens had and were using the multicultural curriculum guides. Mu^^^^'^^tural materials were in use in most classrooms visited, and a wide variety of ethnic and multicultural art was displayed throughout the school. These displays were representative of the racial/ethnic and gender differences of the student body. The classroom seating provided for racial/ethnic interaction, and while students were involved in classroom instruction, monitors noted that \"some\" were more actively involved than others. The majority of teachers visited maintained current and complete student records. tests were unavailable. However, some student magazine Short term goals were listed on the Student Educational Plans (SEPs) in all monitored class- rooms. - . 1,'S a' INCENTIVE SCHOOLS EDijCATIONAL EQUITY MONITORING ^glRST QUARTER REPORT 1990-91 Page 5 Responses from Principal(s):  1' f     -.n'- i J 1^\nThe principal at Ish reported that fifty students attended the LRSD summer school for either enrichment or to maintain skills. The tuition for these students was paid by the LRSD and was included in the school budget. Saturday school serves only a few children because the District does not provide transportation. Therefore, practically all of the children who attend ' are ones who can walk to school. On Saturday, November 3, thirty-one children attended\nfewer than thirty-one attended on previous Saturdays. School/District Initiated Honors and Awards At each school the monitors expected to see: * A variety of awards and honors * Written procedures and requirements governing honors and awards * Methods for communicating requirement to all students * A process to evaluate the honors and awards program * Plans to eliminate any racial/gender inequities * Visible evidence that non-athletic awards and honors are valued as much as athletic awards and honors (secondary schools) Findings: All teams reported that a variety of awards and honors were provided for academic achievement and citizenship. The Stephens team reported that a variety of simpleincentive programs were used to ensure wide participation of most students. It was reported by the Rockefeller team that awards could be encouraged. more It was reported by all teams that procedures evident to ensure that students were apprised of requirements governing honors and awards, principal made personal announcements and conducted meeting to inform students about award opportuniti were The Rockefeller -p 7 - 3.0 \u0026gt;3' es. s % J j' '-i 0^0 ! '0'' ^INCENTIVE SCHOOLS ^EDUCATIONAL EQUITY MONITORING BFIRST QUARTER REPORT 1990-91 fiPage 6 cV 't' Il I The Stephens team reported that students were aware of and knew the requirements for academic and behavior honor rolls. .r'i 4 According to the Stephens team, procedures were evident to assure that students were apprised of information regarding the various opportunities in educational programs\nthe school initiates its own -academic competitions based upon the philosophy of the principal. Responses from Principal(s): The principal at Ish commented that in order for the more students to be eligible for an award, the principal awarded certificates to those students who had been present ninety-five (95%) percent of the time. 4.0 Committees At each school the monitors expected to see: * Racial/gender composition of committees generally reflects the school community i  i-   .*..  Findings: population. As evidenced by information listed in the school profiles, committees appointments reflected that members had knowledge of educational programs for a varied student Committee members were selected on a voluntary basis and by request, according to interviewed staff at schools.  h v jS I u\na5.0 Responses from Principal(s)\n(None given) Extracurricular Activities some i At each school the monitors expected to see: * Extracurricular activities generally balanced by gender race and * Leadership positions generally balanced by race and gender when appropriate * Recruitment practices to promote participation of all races in extracurricular activities.Vj.\nj^\n^^| INCENTIVE SCHOOLS CATIONAL EQUITY MONITORING QUARTER REPORT 1990-91 Findings: i-ir ! I- Five of the six monitored schools (Ish, Garland, Rightsell, Rockefeller and Stephens) reported that participation in extracurricular activities included activity in a Host and Hostess Club and a Just Say No Club. These activities generally reflected the schools' population. The Mitchell staff reported to the monitoring team that an adequate job was being done in the area of ' student participation in extracurricular activities, and that by the next monitoring visit, additional activities would be developed. and h Responses from Principal(s): .1 It was also reported by the principal at Ish that the Incentive schools were in the process of developing an athletic program where skills could be learned in sports such as tennis, and schools would compete against There were no other team comments regarding each other. this area. 'Xi 6.0 Student Achievement/Assessment At each school the monitors expected to * All students' strengths and weaknesses assessed and their educational programs planned accordingly * Evidence that graduation/prorootion/retention rates monitored and analyzed to reduce disparities in achievement. Strategies to close the disparity in test scores identifiable groups Findings: are among When test results were examined for the visited schools, evidence was not available in the monitoring reports that the achievement of white students remained stable or increased as black student achievement improved. Monitors reported that data to compare students, year to year, was not readily available at some schools. Some monitors stated that a comparison couldn't be made until the 1991 test scores available. were see: } 'I' ?^'i\n.INCENTIVE SCHOOLS ^EDUCATIONAL EQUITY MONITORING ^FIRST QUARTER REPORT 199 0-91 ^Page 8 j'.sfeiyfc'? ?r,' j\n( J. J 'A' 'I Goals and strategies were developed to decrease the achievement differences between black and white students at most of the monitored schools. Achievement strategies, as documented in the school profiles, given for the norm referenced test, the Arkansas' Minimum Performance Test. Strategies for improving student achievement were described for various subjects and grade levels in the Annual School Improvement Plans. were When retention rates were examined and compared, no differences were evident between identifiable of students at some of the schools visited. groups _ . -------- Very few students were retained at some schools as evidenced in the school profiles. in schools where differences were , - _ _ _ In schools where differences evident, the identifiable groups were most often black males and/or first grade students. Responses from Principal(s): The principal of Ish reported that an intense effort was being made to work individually with at-risk students to remediate necessary skills and to get them on level, both relative to test scores and grade level work. ' Students who needadditional assistance are identified\nthe teachers provide appropriate teaching strategies\nare aides work with the students, and if indications observedthat this is not providing necessary instruction, the Pupil Services Team considers the student's situation and appropriate actions are taken by the team. 7.0 Special Education At each school the monitors expected to * Clear, well-defined referral, procedures assessment and placement Special Education facilities that , . ------- ----are comparable to other educational programs on the campus and integrated into the total school environment * Sufficient textbooks, materials, and equipment available ror all students to participate in classroom learnino experiences see: * * Strategies to decrease minorities any overrepresentation ofSV A*? ^INCENTIVE SCHOOLS [educational equity monitoring [j.IRST QUARTER REPORT 199 0-91 :Page 9 ^tS Findings: 1^ t\nj Monitoring reports from Ish and Mitchell schools e, I .. ci* J vf i'  reflected all positive responses in this area. In theseschools monitors noted that the special education facilities were comparable to other classrooms, were appropriately located in regard to the total school environment and were adequately furnished with materials and equipment. Teachers at these schools i reported that the referral system involved the Pupil Services Team (PST) and other teachers who monitored and assessed student needs. At Ish, teachers interviewed believed that there were no students with special needs that were not being served. 3j There is no special education classroom at Rightsell. The special resource teacher is assigned to Rightsell and nearby elementary school on half-time basis. a At Garland, the self-contained classrooms were well integrated into the total school (located on different levels). The special resource teacher was not interviewed because the half-time schedule provided for these services in the afternoon only. -- All other responses were positive. The special resource teacher at Rockefeller was not interviewed, but the monitors responded positively to all items in this area. one comment. The committee report for Stephens contained only This was in regard to strategies to eliminate disproportionate student assignment to special education. They reported that, according to the principal, students were carefully screened before being placed in special resource classes. 3- if- I- j\n'' Jr\"- itV.- r I .V Responses from Principal(s)\nThe principal at Garland indicated to the monitors that resource students and Community-Based Instruction (CBI) students participated in several activities such as: collatingand stapling materials and newsletters for distribution, awards for most improvement, the KGAR radio station and other school functions. $ The principal at Ish said that students in the self-contained class participated in many programs including art, music, and assemblies. I 7 I*'-' -.NINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING tA^^^W^FIRST QUARTER REPORT 1990-91  Page 10 ) 8.0 Gifted and Talented Education At each school the monitors expected to see: * Students identified through referral, standardized test results, academic performance, and other criteria deemed appropriate by the scnool staff * A planned and organized strategy to address any problem of underrepresentation of minorities in gifted and talented programs * Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class * Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Findings: I The team monitoring Rightsell neither visited the classroom for gifted and talented students, nor the teacher\ntherefore, no responses are available concerning the Gifted and Talented (G/T) Program at that school. \\T' ri' In all of the incentive schools, except Stephens and Rightsell, monitors reported that strategies to eliminate disproportionate student assignment to G/T programs are evident. However, teams from Mitchell, Stephens, and Garland were the only ones that reported the enrollment of white students in the G/T program. Three of the eleven students in the G/T class at Ish are male. I c\nThe monitors at Stephens indicated that although all students are screened on the same basis for entrance into the G/T Program, the low white population makes it difficult to draw a conclusion relative to eliminating disproportionate student assignment to that program. rA'\u0026gt;. v/t. I -T v .A-'- All monitored G/T classrooms have adequate materials and equipment to deliver the curriculum, according to observations reported by the monitoring The facilities for G/T students are comparable to those of the campuses in general and are designed to meet the needs of the students served. teams. \u0026gt; r'INCENTIVE SCHOOLS A^(\u0026lt;EDUCATIONAL equity MONITORING feiwfejFIRST QUARTER REPORT 1990-91 Wfew.______ X V '7^ with the exception of the G/T classroom at   j Mitchell, monitors considered the classrooms integrated into the total school environment. as The facility at Mitchell is housed in an extension to the building and is separated from the other classrooms in the main building and from the ones located in a separate building on the campus. Responses from Principal(s): (None given) 9.0 Staff Development At each school the monitors expected to see: * Staff development programs designed to enable staff members to fulfill the school mission and purpose * Staff development provided at a variety of places and times  Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan * Documentation of staff development participation Findings: The monitoring reports revealed that staff development related to educational eguity had been provided. However, the monitoring reports did not indicate how many staff members were involved in the training, nor the kinds of staff development that had been made available. At Rockefeller the teachers expressed a need for more training in the use of the multicultural curriculum guides. Responses were limited regarding staff development activities related to eguitable staffing practices. __ Mitchell i't was shared that staff development in this area was sufficient, but at Garland evidence was nonexistent. At Responses from Principal(s): The principal of Ish reported that in addition to the twenty days of staff development and the District-wide Desegregation Inservice days, staff development inseirvices were presented at each monthly staff meeting, which included but was not limited to, testing preparation and conflictMl -M :i? f-k-: iX-INCENTIVE SCHOOLS ^EDUCATIONAL EQUITY MONITORING ^^IRST QUARTER REPORT 1990-91 Page 12 A Cl management. It was shared that the topics selected were the results of a survey conducted by the Director of Staff Development in the spring of 1990. The principal of Rockefeller expressed concern that time was not available for staff development activities related to equitable staffing practices, and that there were no plans to include these activities into the schedules. Garland the principal stated that she had no control over hiring. At 10.0 Parental Involvement At each school the monitors expected to see: * Evidence that the school reaches out to all segments of the total parent population * The school provides a continuous flow of information to parents regarding all aspects of their child's school performance. * School functions scheduled to accommodate all parent groups  Opportunities to develop leadership skills among all parent groups * Transportation provided for parents who need the service when financially possible * Documented evidence showing how all identifiable groups of parents have been actively solicited i * School functions scheduled in community facilities near identifiable groups of parents Findings: '-tf  Overall parental involvement of all identifiable The groups of parents at the incentive schools was limited. The major concerns were more involvement from black and non-black parents, lack of transportation for working parents, and an inactive or unorganized PTA.  Stephens' team indicated that many strategies were being used to solicit parent participation, but the process had produced very little success.,1, I?.INCENTIVE SCHOOLS Ji tu ^EDUCATIONAL EQUITY MONITORING gFIRST QUARTER REPORT 1990-91 fjPage 13 W Documentation regarding methods to encourage parents in school and in home supported educational activities was evident at all incentive schools All schools reported that some contact was made with parents to communicate positive as well as negative information related to student achievement and/or behavior. At Garland the teachers stated that they were making an attempt to make positive as well as negative contacts related to student behavior. At Mitchell a procedure had been established that required each teacher to make two positive calls before any negative calls could be made. encourage According to the reports of Ish, Garland, Rockefeller, patrons and/or parents of ... schools did actively participate in the writing of the local school plans. Mitchell, and the incentive Responses from Principal(s): The principal of Ish indicated that each teacher make one positive phone call to student achievement/behavior. letter or bulletin that was to a parent each week regarding It was also shared that was sent home was numbered with tear-off section at the bottom for students to return. every a When this section was returned, it was kept on file documentation. The principal further reported that Ish had established a parent center that is utilized by all Identifiable groups of parents.  tutor, serve as room parents, and - - ----- She also shared that there was 100% participation on student conference day. identifiable participate in PTA. f I \u0026gt;1= as These same parents serve as room parents School profile from Stephens suggested little parental involvement was apparent. The principal was apparent. that very expressed in the report that he did not believe in \"holdinq the hands n-F _______ ____, iiuiuiny the hands of parents\" _____ that parents should be responsible on their to encourage involvement. He feels own. He stated opportunity for involvement is always present, but the patrons and parents of that particular school community were not responsive. 11.0 student Discipline r .i-i :r is f ^ch school the monitors expected to see: * No disproportionality among identifiable students when discipline sanctions groups of are analyzed \u0026gt;1 rF 4 iW'?:INCENTIVE SCHOOLS Vs^Z^W/feEDUCATIONAL EQUITY MONITORING .^i^l^^iFIRST QUARTER REPORT 19 9 0-91 Page 14 * Teachers receiving staff development and training to become more effective in discipline management and classroom management * The discipline program monitored, evaluated and updated to decrease any disproportionality among identifiable groups of students by race and gender Findings: Monitors of all incentive schools indicated that information related to student disciplinary policies ha been distributed to parents and students. Garland School sent a handbook to each parent. signed by parents and students indicating receipt hcndbcckc. At each incentive school classroom rules are Ish School has on of handbooks. posted in most rooms. s The Suspension and. expulsion rates are generally representative of the student population, according to the monitors at all incentive schools except Rightsell, team at Rightsell felt that the school enrollment should be considered and did not draw any conclusions regarding these rates. ish and Garland reported no suspensions or expulsions. Monitors indicated that classroom instruction in all incentive schools proceeded in an orderly manner. However, the team at Stephens considered the observation time too short to allow the monitors to fully observe the progress of instruction. 1 P' In.all of the incentive schools except Stephens, the monitoring teams indicated that the teachers were very active and visible in directing/controlling The team that visited Stephens stated that it needed to return to the school for further students. observation. With the exception of Garland and Ish, where the principals intentionally stayed out of the halls to allow the monitors free access to classrooms, all teams indicated that the principals \\____1___ active and visible in directing/controlling students.\" were also very s\nStrategies to eliminate disproportionate sanctions among identifiable student groups are evident at Rightsell, Garland, Rockefeller, and Ish, according to the monitors. The teams at Mitchell and Stephens declined to draw conclusions relative to the evidence of such strategies.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING ^^/i\n^^FIRST QUARTER REPORT 1990-91 k- .I: ' 'if/' Responses from Principal(s): .!* The principal at Ish reported that all referred discipline problems are handled via a conference with the parent, oftentimes with the parent, student, and principal participating together. 12.0 Building Leadership/Management At each school the monitors expect to see: * Clear, concise and well-written improvement goals * Evidence that a handbook/policy clearly states expectations and norms for student conduct and that these policies are distributed and explained * Documentation of school-home communication and contact * Parents from all identifiable groups active in the decision making process * Evidence that an on-going review of procedures regarding expectations for student conduct occurs * A physical environment that supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti Strategies established to prevent onerace classes and a review of the strategies to determine effectiveness * Evidence that the principal monitors the curriculum Strategies to increase the number of minority students in upper level courses/class groups * Evidence which indicates that all students the guidance program are served by * A system to receive information from former students ai.d patrons regarding the guality/needs of the total program and Findings: All six teams responded positively that the schools had concise, well-written statements of specific improvement goals. One monitoring team said that more specifics regarding inservice for added to the school improvement goals. clear, new staff could be * r INCENTIVE SCHOOLS /^EDUCATIONAL EQUITY MONITORING bpIRST QUARTER REPORT 1990-91 pipage 16 .0-3 All monitoring teams reported that the schools :a ? js: V *** \u0026lt;! had appropriate strategies for attaining improvement Although the Ish team members said that this was difficult to measure at this time. goals. iS: i Five positive responses were made regarding the schools having an effective home/school communication i r f- V t ir' program. At Ish school a memorandum was sent home with children each week\nand at this school, a parent survey was conducted at the end of the first nine weeks. Rockefeller the team said that the staff effort to At communicate was commendable. At this school notes were sen-t home about open house\nnumerous letters went home from individual teachers, and special announcements were sent home telling parents about the awards assembly and criteria for awards. At Stephens there was no apparent two-way feedback between staff and parents. There also was no effort to assess the effectiveness of the communication process prior to this monitoring visit. All monitored schools had available student handbooks which published clear statements of expectations for student conduct. ----- At one school there was evidence that students and parents had signed a form stating that they had read and understood the student handbook. Evidence was seen at two schools that expectations for student conduct were posted in the classrooms. Comments about the campus and buildings were very \"Very pleasant,\" \"cheerful,\" \"colorful,\" \"beau'tiful\" and \"excellently maintained\" were used to describe the campuses and buildings. positive. n cheerful, It The hallways were orderly and the students were well behaved. All positive responses were recorded related to the friendliness and helpfulness of the office staff. Inschools where one-race classes existed, strategies to prevent or eliminate one-race classes were evident. Some reports mentioned impetus from the Little Rock School District central office staff was needed to eliminate one-race classes. J was Three school All six monitoring teams reported that there evidence curriculum monitoring occurred. Tl____________ reports indica'ted that the principals had made specific to monitor in the classrooms. I Vra. -i.u^i^INCENTIVE SCHOOLS '.SSfea^afeEbUCATIONAL EQUITY MONITORING jsr ^FIRST QUARTER REPORT 1990-91 fPage 17 .W-Ij Ki*: :^- ij The Garland team members said that strategies to increase the number of minority students enrolled in upper level courses were evident if you consider the extended day and Saturday activities as enrichment. Regarding this issue, the Ish Principal reported that the staff tries to inspire students to prepare so that they will be able to take upper level courses as they progress in school from grade level to grade level. The Ish staff also encourages students to participate in the Mathematics Olympiad and gifted programs.   The team consensus for Mitchell School said that this item was not applicable to the school. Rightsell monitoring team reacted positively to this issue\nbut they made no comment on this item. The Stephens team members gave no positive nor negative response to the item\ninstead they wrote not applicable. The The Rockefeller team members reacted positively to the item, but they also wrote not applicable unless you include gifted in which case there was good evidence. but they also wrote At Mitchell school the counselor was not available on the day of the visit. Other teachers mentioned that the counselor visited all classrooms and worked with students help. out of the classrooms when they needed individual One team mentioned that one counselor to three hundred student ratio was a problem.\n _____ the counselor was unable to take students from class for At Rockefeller school iff. one-on-one help. pullouts. The Incentive School Plan calls for According to the monitoring team, it was difficult for the counselor to do with the children. no one-on-one and group work The counselor is assigned to Rockefeller School three days per week. Most staff monitored were unaware of the availability of information from former students to improve the program. At Ish school the parent surveys helped with a little data for this area. Responses from Principal(s): k. h Principals identified the following monitoring activities: review of plan book review of grade distribution at the end of each grading period conferences with students and teachers 'l i 1 A The Ish principal reported that the Ish teachers had a major role in setting the goals of the school. r I-INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING \u0026gt; j^m^^jFIRST QUARTER REPORT 199 0-91 18 Si I: 'r She also said that when a student had a discipline problem and was sent to the school office, she reviewed the appropriate part of the discipline policy alleqedlv violated. v j The parent surveys at the end of the first nine weeks at Ish School included some items relative to curriculum monitoring. She did not say specifically what data was collected relative to this issue. All Ish staff, according to the principal, try to inspire students to prepare for upper level courses. Ish staff also encouraged students to participate in the Mathematics Olympiad and gifted and talented program. The Ish principal also has plans to generate a survey that will obtain information from former students. She has quite a few former students who come by the school to discuss their education at Ish School, did not report specific data collected from former students. She Other Concerns/Comments: The school teams identified other concerns that were not related to specific items on the monitoring form, concerns are as follows: Those . i'feji-. MA 'V\u0026lt; There is a need for direct recruitment of white students by central office personnel. Although no incidents have been reported, safety concerns for students and staff because___ dismissal time for the extended day during the central standard time period because it is dark when the students leave. there are of the There was concern for teachers and principals in all incentive schools \"holding up\" and Saturday activities. under demands of extended day The team for Mitchell stated: \"The environment at Mitchell is very positive and effective.We cannot help but say if other schools were like Mitchell, it would have a positive effect on teaching and learning and narrow the racial imbalance.\" I\\ INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT PRINCIPALS' RESPONSES Ilb' K' ,su: To: :From: ect K' ir-iS' \u0026lt;- 'I I J?':\n'.a X. 0, it I. Mr. James Jennings, Cheryl A. Simmons, Associate Superintendent for Desegregation Principal Response to Concern Identified During November 0th Monitoring Visit . November 30, 1990 Please find the identified response following. concern listed below with the 10.1 Parent involvement is on a limited basis. utilize PTA Council to get PTA organized. Garland's Will parents are involved in their children's education through working cooperatively with teachers in formulating Student Education Plans. serve on its Bi-racial Advisory Committ Garland's parents also ee, School Improvement Committee, Guidance Committee, and Discipline Management Committee. Parents have also been trained and will be leading APPLE workshops this year. parents have attended Parent Center Mrs. holding a as APPLE facilitators Several Garland workshops. Essie, Middleton, of the Little Rock PTA Council, 6:00-7:00 P.M. is workshop/planning session for Garland parents from on Tuesday, December Ath to for Garland's PTA for the 1990-91 assistance of Mrs. Middleton and Mrs. parents will devleop a plan to organiz will provide valuable tool In communication. organize and plan school year. With the Delores Egeston, Garland's e a strong PTA which continuity from year to year and serve as a recruiting parental involvement and improving'f**^*)* Ir -5^1 SISH\n INCENTIVE SCHOOL ^^OOi-S\nPulaski Street ^ock, AR 3, 1990 Jf rvi: TOi Mr. James Jennings, Monitoring and Program Development Associate Superintendent for Desegregation I I\nFROM '1 RE ' 1.0 i.2 1.4 2.2 2.5 8.1 f 'r.- Li I Mi i A. i- ri: f.' Lonnie S. Dean, Principal Monitoring Team Visit - Response(s) Non-certified staff has been were allowed.to remain when try to fill vacant positions as needed with The Bi-Racial Team is students. 1 all black since Ish School opened. They all other positions were vacated. non-blacks. I will working on strategies to recruit We have enrolled two (2) white visit. (We now have thirty five black more white students since the team's a total of five white students and one-hundred students in Grades K-6). The enrollment for Extended Day classes is one-hundred ten (110) , n 1 , twenty three (123) students enrolled in Extended Day , of a total of one-hundred grades 1-6. Friday. Our Saturday enrollment represents 83Z of our walking students, not provide transportation for District does represents 83Z of Saturday classes. out Our All ASDP's are available in each classroom now, Grades 4, 5, and 6. medical field, lawyers. pictures in the educator, eeleutist. politicians. We are in the Talented ses. process of adding two (2) black males program. All paper work is completed. to the Gifted andSi- li. .1 LITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School \u0026amp; Battery Street* .Ji TO: FROM: SUBJECT: Phone 375-6931 memorandum December 3, 1990 Little Rock, Arkantai 72206 James Jennings, Associate Superintendent for Desegregation Monitoring and nita Hudspeth, Principal tchell Elementary Program Development Response to Monitoring Concerns of November 8 First, I would like to the comments registered always room for improvement, nova 4 m .1___-  express my appreciation for in this report. have in place. The written I am proud of the While there is program we requested arp education plans in the format requested e new for most teachers. I am continuing to 1 staff members individually and  . \"3 are relevant and helpful, mi vary depending on the student and teach work with most teachers. that the plans could in groups to ensure Initiation dates teachers, however, Should be docZntJng when All tSe^sSnd!\"-y^n I working ceacners individual 1 v. Par-h n____ t students indlvidually:p\nt oFtheDecemb addrLs these concLns? involvement 1 as a dramatic increase 1 we have made improvement, area.  The need for We have increased er s ongoing, at meetings this year as well in volunteer hours thus far. While , we will continue to work in this : r j .5'r 2^' :^!i LITTLE ROCK 5CLIOOL DISTRICT Rockefeller Elementary School ' \u0026gt;^ 700 Has, 17lh Phone 374-1226 Lillie Rock, Arkonsos 72206 : i -U f i\" I NDvembur 2/, 19'70  Toi J T f \u0026lt;7allies (Jenning Fronii dames .Jennings, Assodate fJuperintendenh Ilonitoring and Program AAnne Mangan',' Prindpal , DgvgIopment for IJosegregat 1 on Rocks fol 1 er Sclwol Subjset 1 Response to conct?rn of tlia Little Rock nioni taring visit front Coinini ttee Scliool District Bl racial fklvisory tJri November 7, vlBlt from the 1990, Rockefeller Gchool had the fir conf er'ent\nR, Nineteen cl LRSD Di racial there was only Advieory Committee. nt monitoring did one area of On till? asses were visited not have records current or Educational understanding. on records concern eiipressed and I was told that Equity Monitoring tf ley n I report - ns I read the report I all answers which were incomplete. further Ri! 11 to me. four teachere eijcept the one mentioned items and a concern only request to comiiient would have BOR that verifies on the indicated we received H .J. :r 1 lie that yet\n\" a positive response \u0026lt;^2). mere were comments at the end of the Til ere on several that the materials needed to was sent to the school This was not enough time You have been selective Would like for me to . for me to dutermi report. There is concern regarding safety or he prepared for the only four days before the\nne CDinments were selected itemss aass requested. 1*0 The staff interviewing team. intervi ewl decided that they Were no on the fact monitoring team 1t.o _ adJ equa, te ly compile aiBl cdlieodcuulm ede nvtaitsioint,. rn.,-r the criteria items that iRspond to in this report. Itow they chosen you at arid others not. Roc kef e11 er p 1 n c e I will It is difficult some areas wl th respond to those School was selected by an went through an ejitensive the original staff not commit to the incentive new black teachers r specialists Lach staff member ng- process. bl ack. could Two of by selected to be Seven teacher or members who school plan balance the staff, i B my understanding that iS In tin Acrrnn F i  _____ wi til The result i an acceptable many black applicants vacancy. Of the were seven new to. B a rad ally staff which Is 29-/. black. It thl 5 percentage -I though not desirable, - are ava^ 1 :h 1 interview as 1 dost? contact with . that he or Human r a n g e. . I have kept in , every applicant mE in the past. I have as a Robert Robi teach1 ng ns on Resources has and sent f-'? i  b'i B'*'- li fF' J 1 t 2. 1 about The comment made the neighborhood need for by hindergarten and and community younger children to Tirnh grade teaeliere he taught more about V:  about the wor_ldJ was the They are required to foil however and do awareness before being expected L general feeling of those teachers. \"\u0026gt;lticultural curriculum guides to AJp-i.riowever and do so as directed. about using the required materials. They lust agreement of its appropriateness for the they teach. -  materials. They have had adequate iriser'vice are not in total very young children that before school plu 2.2 I. am, Twenty days of inservice have already been provided P'ts one other additional day. at the present determine if any are Mastery dates will be not time, checking all teacher checked current, on up-dated, a regular basis. an d records to complete. 2.5xf I fiavB suggested that to better plan lessons a would be desirable. , very helpful If the the material in different subject staff development inservir.- v... huw using the multicultural curriculum guides stated that I think it would be curriculum supervisors could cros ce on how '  f-1.1 ,   W1.1U jiitc aarreeaass.. It is r ref erence my understanding ! ? H'  PH ij. teachers to . feel to be their turn In needs suggestions which will greatest need. ve schools will for the school. indicate what I have asked they 3. 1 More awards, than we have ro^fcfce-,r ed_I to studeunJts, atnta nR ocwke ehfeavllee r eSvcehr oooivle'n year. Students with strainhf a'., -^onoox ,.ivvu-vi cralght A s and honor roll students grading period have their names boldlv displayed A reception in their honor ' 4 ... first nine weeks. r were invited to attend and a large number achievement ribbons before, have Student 3 for- the 1990-91 been first nine weeks on the front h---a---l-l wall. .week following the end Btudents Tha students school Student and h were presented f-.T.A.), a \"Principal's stlcker/badge. Award school for the was held the Parents o-f these.. were present. their parents-chlldren were honored, students will be were Thi Refreshments followed (purchased by the pencil aanndd aa \"Guper activity Plans to was very repeated at the end I good citizen of the Monday morning, receiving a gold students are A for all students have a well received. reception 07 each star The to be of each nine weeks, week is announced for honor wi th a II at lunch students further recognir.ed worn during chosen over the intercom the Super Cltiz tliat day. Clasnes that the playground all en II on period at the end , SSttuuddeennttss,, in behavior chart for trays to the cl by having a sign and helium balloon display good behavi week are of the contest tl honored by day/week. are a special table The set s as a centerpiece or in the awarded an e:itra cafeteria and 3 oni f? c 1 js a (2 3 , the week. me. who have no 15 minutes checks on recess are allowed to bring tlieir assroom and have lunch with thei Plans have been made with to take the r teacher. 1 unch the 6th grade honor our partner, the Arkans veir -Trn..- . ----- students to the Gazette y ar for a tour and liinrli. Gar et te, at the end of i: .U- it/^i S' 'c- 1\u0026gt; * j iA I.U* ? V.1!\n1 The Hrkansats DazEktr? make picture badej es for the will cnine to tlin honored students. help by providing some of 'the refreshments? to get special T-shirts for the checks ntudent*!) on end of the can ar tin rncRptlnn and They will a 1 so traight A students. who have proven (\no citizenship on ths report year. Perfect attendance The monitors Grades They are also trying bn good citi:ienn by having no cards will be honored at the will not be awards will also bn given. suggested long from businesses. considered in thio area. term incentives such I believe that this date. I persona?TrhX 'nn\"w' ^^his one^^f\"the^non^t'\"\"l\"\"'^''^ \"^\"h^i^rships^^har'eourS monitoring team members or - o-ffmr^d JS'ijJ\" 7\"\"\"\"\" t t't it very costly. proposal 5 7.5 left I come of the monitoring such an I am not been approved by the as scholarships is one of the controversial way of offering such an incentive. i ncenti students members but feel offered by suggest!ons about how on an equitable basis would have to and it might to be be Roc kef el 1 er special educati aware or of any student - white or black leave for plans to on needs met, members mentioned this have not been able team 10. 1 to Identify I as any reasons of think that one of the being a student uch student. Teachers simply finrZ?\"' P^rt^nts . being abfe functions was limited. jhig and stated that was 1i mi ted. families have both to away volunteer transportatl ~ who has not having moni tori ng In speech but I parent participation to participat e i n in the , , , .------- -\" school  . partly due to the fact that parents working and they in the uransportation problems but whenever\"\"'' has been offered t^the n-,. MiSt\n!\n'. planned. Actlvlt\u0026lt;on i \" the parent i^\u0026lt;:'Sftnr r^.T.A. and pi anned. been offered es are borne this problem J* 'sS? 2. MS\" W v..:\n^\u0026lt;4 after regular working such hours'. as many unable to get parents do have or open houses is identified, a home visit is are held 10.2 the Whenever a home vi si t visit is are Immediately etaJed?\"'' 'P'' our ^total Huescion the purpose, total concern and interest in the come to thtj unable to '.the parent. .ft fe# 7. question There 1s A home absolutely vi si t reason for no reason school, the school students. We never try there is -''^^^'-.nced is 12. 1 be to make can can reinforce If a parent is certainly come to a surprise visit and the no phone. if there is a only great need and .J. . Inservice members. on W SJre B-^neral informati assisted .i *4\nfn.indlvldual ba.ia i given as ra group but teachers J level and instructed assignment. on i s i s held f or a all on theI V t t- 5 I little ROCK SCHOOL V A k if district Stephens Elementary School 3700 West 18  Phone 663-0374  Little Rock, Arkansas 72204 December 3, 1990 TO: FROM: SUBJECT: 1.1. 2.3. 3.2. James Jennings, Associate Monitoring and Program Development Superintendent for Desegregation Stanton L. Strauss, Principal, Stephens Incentive School RESPONSE TO CONCERNS FOR FIRST monitoring visit There are five black males on the staff: substitute, one instructional aide, the interview one P.E. teacher, one music . and two custodians, process as established by LRSD as well personnel files in the department of Human Resources. ' has hired a full time employee I followed ' reviewing The District of lack of black males as well to rectify the recruitment problem as black females in the Distri All students are involved through dire and independent practice. IL.,., 'actively' involved... than others, teacher is to be done ct. Ct questioning, guided practl More explanation is needed for Consideration also needs to be observers were \"actively and what teaching II 11 ce. ..-more Communication between student and according to individual learning styles. given to the amount of time the observing whole classroom Instruction strategies were being used. report Stephens.is in compliance with article 2.3. According to the According to the appraisal form Stephens's ments for academic and behavior I don't understand these to promote academic success. Steps toward achievement students do know the require-honors, yet this still is conflicting statements. a concern. I see this The entire focus is art hot. th. students can get all students working must be taken as a very positive goal. Teachers must we want them to be. accomplishment. Then we can gaot ugpr adfreo mle vtheel,r e.that will be quite an If we. 3.. 4. Here again I difficult. reading conflicting ssttaatteemmeennttss.. Responding to this is with articlejhe monitoring report Stephens is in statement reads that recognition of .as many students II 13 doL both pStisrsi can more effort be given. attention is given to as possible.\" If we  success, behavior compliance as much This I 1'.,/.'Jfonitoting . Concerns 1990 Is' I 6.3. Stephens graduation rate is excellent. ,1 .sr 'I- f /Ai xh:\n1 :S. 5 $5 V 8.5. 10.1. 10.2. 10.5. 11.2. 12.3. 12.12. L \u0026gt;! the LRSD policy. grades K-1. males. retained. Our promotion policy follows Stephens does have most of its Unfortunately most of those being rententions falling in retained are'black As long as there is a graded system some students will be There are virtually no retentions beyond first grade. The retained students have successful second as leaders. years and are emerging According to the monitoring report Stephens is in compliance article 8.5. with Facilities for the G/T teacher does not need to be In the incentive schools, half of the contact time is performed during Extended Day. G/T student at the same time. expanded. The G/T Teacher does not see every Numbers do not exceed the size of The G/T. teacher also make excellent use of the media center. not attending Extended Day, (which is not many), they are pulled out of the classroom and G/T room. the classroom. For those students , ----- are serviced in the Again, I feel that the facility is adequate. Stephens parental involvement has increased from 1989-90 to th This should be seen as a positive, involvement that we desire. 'Holding parents hands I do believe that the school should make communicate with parents and I feel that context. article 10.2. notebook. e present. I know we are not at the level of we do. was taken out of every effort to monitoring report Stephens is in compliance with Staff can communicate daily through the assignment Many conferences have been scheduled. Stephens is in compliance with k 4 strategies for parental involvement are always eing discussed. As stated previously, oarental article 10.5. increasing. According to the monitoring Article 11.2. The school has previously, parental involvement is report Stephens is in compliance with ' sent many communications to the of newsletters, letters, points of interest J A _ If ..* * calendars, and invitations. . letters from teachers, and good news as well as interim from the office, I shall offer There has been notes. parents in the form school information, 1 reports, weekly On the next newsletter a space for parent feedback. no information provided for principals about former Students, ic IS not that I am not aware of the availability there just IS no information made available once students leave Stephens. It is f A i12.3 Every effort is iiindcj to provide .sn communication program at Pockefeller School. laffective hoine/nchooi . will have to further The monitoring team explain I low our efforts dates constantly notifying parents of up-coming events, \u0026gt;Canab^e \"\"Ta\"\"  ^o attend, parent \"seminars Jet iit Zs '\"'^^tings and entertainment, and any other Tni It f Interest. In addition, news bulletins with fP^m articles are sent to parents and numerous letters every ThurZdZ\nm  behavior report on their child anything but'nrn \\ these things could do anytning but promote good home to to We are constantly notifying remember, activities to P'.T.A. meetings attend, of interest. articles Parents are are I fail to are entertainment, add!tlon, failing to meet parent and news parents and any bul1eti ns any of these things could school communication. V 1LITTLE ROCK SCHOOL DISTRICT 810 REST MARKHAM LITTLE ROCK, AR 72201 October 16, 1991 TO: Elementary Principals FROMMargaret Gremillira, Assistant Superintendent Larry RobertsonT^Bsistant Superintendent SUBJECT: 1. 2. 3. 4. Request for Information to Complete for the Office of Desegregation Monitoring (Immediately) Monitoring Sheet Nutcracker Ballet Fund-Raising Activities 1. We have received from the Office of Desegregation Monitoring a comprehensive list of basic information needed for monitoring purposes. Attached are forms for additional information required that is not in your school profile packet. 2. A monitoring sheet is attached for you to copy and distribute to your Please check to make store that all items are completed.  staff. Do not use the old forms. Return the forms to our office each nine weeks following Teacher Record Day. \"The Nutcracker Ballet\" will be limited this year to 3. 4. Attendance to ---------  grades 4-6. Please contact Lee .Ann Matson (324-2295) for assistance with busses and early reservations. Patrons are calling Central Office ccmiplaining about students of all ages ccaning to their doors selling products for their schools. Please be reminded that the LRSD Board policy clearly states,\"Elementary schools shall not have any fund-raising activities that will involve any students in door-to-door solicitations.\" Let us advise our PTA again of this policy in order to prevent any serious incidents. Please know that we are working to avoid any unnecessary paper work on your part. Call if you have any questions. Thanks. /laj AttachmentsLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 School Principal 1. PTA Officers Name Race Gender 2. PTA Committee Members Name ComtTC Pace 3. PTA total membership (approximate\nto date by race, future meetings. Keep records on Black VJhite Other (Please spec. ly) (over)LITTLE ROCK SCHOOL DISTRICT I i I ( EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas December 1991 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 11.0 12.0 TABLE OF CONTENTS Equitable Placement by Race/Gender in School Programs Curriculum School/District Initiated Honors and Awards Committees Extended Day Program Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/Management Page 2 3 7 8 9 11 13 14 15 17 18 19LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT The Little Rock School District Desegregation Plan requires monitoring for educational equity in all schools in the District. The monitoring is conducted by the LRSD Districtwide Biracial Committee and Planning, Research and Evaluation staff. Each team conducts one school visit each quarter using a monitoring instrument developed by the Biracial Committee, the three school districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio, Texas. I The monitoring instrument and Standard Operating Procedures for Monitoring are provided to principals prior to the visits with instructions for these instruments to be shared with their school staffs. Visits by the Planning, Research and Evaluation staff are scheduled cooperatively with each principal. Visits by the Biracial Committee are scheduled by the Office of Desegregation. The teams report quarterly to the superintendent the progress or lack of progress in the following areas: Separation of Races in School Programs Curriculum School/District Initiated Honors/Awards Committees Extended Day Educational Opportunities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/ManagementEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMllARY REPORT Page 2 Each team, using race and gender as the unit of analysis, reviews a school profile which contains basic information related to current -conditions in the monitored areas. The school profile information is verified through the school visit and interviews with school personnel. This report is a summary of the first quarter visits conducted between October 7 and November 20, 1991. The school reports identify conditions that were evident on the day of the visit. Many acceptable conditions were observed by the monitors during the visits. However, the intent of this -report is to identify the degree to which each school is progressing towards the goals of desegregation.' At the conclusion of each visit, a conference is held with the building principal or designee to review the findings of the team. The principal's comments from this conference are included in the reports for clarification. In addition, the Office of Desegregation requires a written response from each principal detailing a plan to eliminate any identified problems. Therefore, current conditions may be different. 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS At each school the monitors expected to find: * Racially balanced staff which reflects appropriate percentages as established by the Court * Racial/gender balance in staff assignments, programs, content areas, and grade levelEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 3 FINDINGS: Monitored by Little Rock School District/Biracial Team Members Three of the LRSD biracial teams monitoring reported a negative reaction to the item dealing with acceptable staffing range. The Mitchell biracial team indicated that there were only three male certified teachers. The Mitchell team also said that the support staff was black, except for one person (perpetrating stereotypical black roles). The Rockefeller biracial monitoring team identified a lack of males in the teaching staff at the school. The Stephens biracial monitoring team saw no black certified males, no white instructional aides, and stereotypical black non-certified staff. Response from Principal(s): None. Monitored by Little Rock School District Planning, Research, and Evaluation Specialists LRSD/PRE Specialists reported that all of the incentive schools were within the acceptable staffing range. 2.0 CURRICULUM At each school the monitors expected to find:  A culturally diverse curriculum * A scoped, sequenced, multicultural, interdisciplinary and bias free curriculum  An adequacy of materials and equipment to support the curriculum  Varied teaching strategies that match the learning styles of the studentsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 4  Current and accurate documentation of student progress  Teachers demonstrating an understanding of a multiculturally infused curriculum  Students participating in heterogeneous groups that utilize peer tutoring  Displays of bulletin boards, materials, and publications that reflect the multicultural curriculum  Use of hands-on discovery and exploration teaching strategies * Academic program enhanced by extracurricular activities FINDINGS\nMonitored by Little Rock School District/Biracial Team Members Deficiencies in record keeping were noted by the LRSD Biracial Committee (BRC) monitors at five of the seven incentive schools. Student records were reported as not current and complete in some classrooms visited at Franklin, Garland, Rightsell, Rockefeller, and Stephens. Other deficits noted follow. Franklin (10-8-91) Some SEPs did not have dates initiated or evaluation procedures. Some ASDPs did not have strategies to address deficit skills. Garland (10-9-91) Most SEPs reviewed lacked parent signatures, instructional strategies and evaluation procedures. No instructional strategies were listed on any of the ASDPs that were reviewed. Ish (10-10-91) Some signatures were missing on some student records. Mitchell (10-24-91) Some SEPs did not include evaluation procedures and/or initiation dates. One ASDP did not have instructional strategies.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 5 Rightsell (10-6-91) In two classrooms, all of the SEPs were the same with one minor exception. Some SEPs lacked evaluation procedures and some ASDPs lacked instructional strategies. Rockefeller (11-14-91) SEPs were not found in some files. Stephens (10-28-91) Dates initiated needed to be added to SEPs at the first and third grades. Two of the six ASDPs reviewed did not have instructional strategies. The Biracial Committee monitors indicated that at Rockefeller there was no evidence that teachers had adequate materials and equipment to deliver and use the multicultural curriculum. The report stated that the multicultural guides seemed too complicated and that there was no tool to show how to use the multicultural guides. All students were not actively involved in classroom instruction at Rockefeller. Monitors observed some students' who were \"listless\" and/or inattentive. At Rightsell, the Biracial Committee monitors noted that while exhibits in the halls were very good, most classrooms did not have displays that reflected the multicultural curriculum. Monitors found that the displays of student work did not reflect varying teaching strategies. Displays were of workbooks, basals, paperwork with no hands-on or innovative strategies evident. Some classrooms did not have science resources in evidence. No classes were observed working on science. Most teachers visited had not taken their studentsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 6 on field trips to reinforce the academic program and some had not yet planned field trips. The sixth grade teachers at Stephens did not have the district's multicultural curriculum guides. Monitors found that grades 4 through 6 had very little, if any, student work displayed. Also, teachers visited indicated a need for more science equipment, some of which had been ordered. Response from Principal(s): The Stephens principal stated that she was monitoring records and she would take care of all students' records. Monitored by Little Rock School District Planning, Research, and Evaluation Specialists The Planning, Research, and Evaluation monitoring team found the following deficiencies at the incentive schools related to curriculum. In every incentive school, in some classrooms visited, student records were reported to be not current and complete. Additional findings related to teacher/student records follow. Franklin (11-4-91) Reading magazine tests had not been given in two classrooms. Mathematics tests, ASDPs, and parent/student discipline contracts were not available in some classrooms. There were no displays of student work in some classrooms visited. Garland (11-5-91) Some SEPs and ASDPs lacked parent signatures. A grade book was not available in one visited classroom. Grades were available for only one subject area in another classroom. Ish (11-6-91) Parent notifications were not available in PAL folders. Some SEPs lacked parentEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 7 signatures. Interim reports and parent/student discipline contracts were not sent home in one classroom visited. 3.0 Mitchell (11-11-91) Rightsell (11-12-91) Rockefeller (11-13-91) Stephens ((11-14-91) Reading folders were not available in one monitored classroom. signatures in one classroom. ASDPs lacked parent Some parent notifications were not signed or available in a PAL classroom. Some ASDPs and SEPs lacked parent signature. In PAL classes, some parent notifications were not signed and available. Reading magazine tests and mathematics tests had not been administered for the first nine weeks in one monitored classroom. Student/Parent discipline contracts were not available in one monitored classroom. Reading magazine tests had not been administered and recorded on reading folders in some monitored classrooms. Some ASDPs did not have parent signatures. In some classrooms visited at Franklin, there were no displays of student work reflecting varying teaching strategies. Although instruction proceeded in an orderly manner in the monitored classrooms at Garland, some students displayed disruptive behavior, therefore, they were not involved in the instruction. SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find: A A variety of awards and honors  Written procedures and requirements governing honors and awardsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 8  Methods for communicating requirements for receiving honors/awards to all students * A process to evaluate the honors and awards program * Plans to eliminate any gender/grade level inequities relative to distribution of honors and awards FINDINGS: Monitored by Little Rock School District/Biracial Team Members The Biracial Committee team reported that four of the seven incentive schools had no available evidence for distribution of honors or awards. Procedures for apprising students of the requirements and of information regarding various opportunities in educational programs was in place as observed by Biracial Committee team and PRE monitors. Monitored by Little Rock School District/Planninc, Research, and Evaluation Specialists The PRE monitors indicated that all information for this area would be available after the first nine weeks for all seven schools. However, procedures for apprising students of the requirements governing honors and awards and of information regarding opportunities in educational programs were in place at each school. 4.0 COMMITTEES At each school the monitors expected to find: Racial/gender composition of committees generally reflects the school populationEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 9 FINDINGS\nMonitored by Little Rock School District/Biracial Team Members Members of the LRSD Biracial Team reported that the composition of each school based committee generally reflected the staff/parent population in six of the incentive schools. Although the school based committees at Garland generally reflected the staff/parent population, there was limited parent involvement and participation. At Rockefeller, school based committees did not reflect the staff/parent population. Monitors said there were no parents on the Biracial Committee and only two parents on the Parent Advisory Committee for this school. Monitored by Little Rock School District/Plannincr, Research, and Evaluation Specialists The composition of each school-based committee generally reflected the staff/parent population in each of the monitored incentive schools. 5.0 EXTENDED DAY PROGRAM At each school the monitors expected to find:  Provides parents with adequate information regarding extended day activities * Recruitment practices to promote participation of all students in extended day activities  Meets the individual needs of the students (SEPs)EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 10 FINDINGS\nMonitored by Little Rock School District/Biracial Team Members The Biracial Committee teams reported that all seven schools informed parents of the extended day activities by sending surveys, fliers, and parent-teacher conferences. Six of seven schools informed the Biracial Committee teams that the majority (3/4 - 80 percent and over) participated in extended day activities. These six schools also indicated to the Biracial Committee teams that the extended day activities were adjusted to meet the needs of all students. Only one school (Rockefeller) reported that less than one-third of the students participated in the extended day activities. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The PRE monitors reported that all seven schools informed parents during registration and at PTA meetings. Fliers and survey forms were also sent to parents to be signed and returned to each school. The PRE monitors reports indicated that the majority of the seven schools student population participated in extended day activities ranging from 52-71 percent (according to each schools' student population). The PRE monitors also reported that all seven schools extended day activities were related to the objectives of each SEP and adjusted to meet the needs of the students.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 11 6.0 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to find:  All students' strengths and weaknesses assessed and their educational programs planned accordingly * Evidence that promotion/retention rates are monitored and analyzed to reduce disparities in achievement  Test results used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents  Strategies to close the disparity in test scores among identifiable groups FINDINGS: Monitored by Little Rock School District/Biracial Team Members When test results were examined, overall achievement of students did not remain stable or improve at most of the incentive schools. Two of the incentive schools, Ish and Mitchell, demonstrated improved test results for overall student achievement. Goals and strategies were developed and are being implemented at most of the incentive schools to improve student achievement. Monitors at Rightsell reported that no evidence was provided on goals and strategies to improve student achievement. Promotion/retention rates reflected the school population at five of the incentive schools. At Rockefeller, the promotion/retention rates did not reflect the school population, according to monitors. The monitoring team forEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 12 Rightsell said that data was not provided on the promotion/ retention rates. Monitored by Little Rock School District/Planning, Research, and Evaluation Specialists Most of the incentive schools did not demonstrate stable or improved test results overall for student achievement. At Franklin, there was improvement on the Minimum Perfoirmance Test (MPT), but three grade levels had decreased scores on the Metropolitan Achievement Test-Sixth Edition (MAT-6). There was an overall decrease in student achievement on the MPT and MAT-6 at Garland and Ish. Although there was an increase in student achievement scores on the MPT at Rightsell, there was an overall decrease on MAT-6 scores. Monitors at Rockefeller reported that third grade students demonstrated improved scores on the MPT, while sixth graders had decreased scores. On the MAT-6, there was an overall decrease in test scores at Rockefeller. Two of the incentive schools, Mitchell and Stephens, demonstrated improved scores overall on the MPT and MAT-6. All of the incentive schools had developed goals and were implementing strategies to improve student achievement. The retention rate reflected the school population at each of the incentive schools, except Franklin. The monitors reported that the retention rateat Franklin, 16 males and 1 female, did not reflect the school population according to gender.EDUCATIONAL EQUITY MONITORING FIRST QUARTER 1991-92 INCENTIVE SCHOOLS SUMMARY REPORT Page 13 7.0 SPECIAL EDUCATION At each school the monitors expected to find:  clear, well-defined referral, assessment and placement procedures  Sufficient textbooks, materials, and equipment available for all students to participate in classroom learning experiences  Strategies to ensure equitable services by gender and grade level * Adequate facilities to meet the needs of the students served FINDINGS: Monitored by Little Rock School District/Biracial Team Members There were no areas of concern regarding special education reported by the Biracial Committee monitors at Franklin, Garland, Ish, or Stephens. No observations were made at Mitchell, Rightsell or. Rockefeller. The special education teacher was not available at Rightsell and the teacher at Mitchell was absent on the day of the visit. Monitored by Little Rock School District Planninc, Research, and Evaluation Specialists The PRE monitors found no areas of concern regarding special education at Garland, Ish, Rightsell, or Stephens. The Franklin report noted that materials and equipment were not adequate to deliver the curriculum in the special education classroom. The monitors observed that the number of male students enrolled in special education at Mitchell was disproportionateEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 14 to the school enrollment. Strategies to eliminate such disproportionality were not available in the School Profile. Monitors observed special education facilities at Rockefeller to be adequate\nhowever, the staff reported that the facilities were not adequate for the needs of the students served. Response from Principal(s): The Franklin principal stated that there was a new teacher in special education. There had been some concern about how pull-outs for special education would be handled since Franklin was an incentive school. He said he,was working on this situation along with the Special Education Department. 8.0 GIFTED AND TALENTED EDUCATION At each school the monitors expected to find: * Students identified through referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff  A planned and organized strategy to address any problem of underrepresentation of identifiable groups in gifted and talented programs  Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class * Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment  Adequate facilities to meet the needs of the students servedEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 15 FINDINGS: Monitored by Little Rock School District/Biracial Team Members There is not a teacher for gifted and talented (G/T) students assigned to Ish, according to the report submitted by the LRSD Biracial Committee. The report also indicated that the principal is attempting to locate a teacher for this position. No observation of the G/T programs at either Mitchell or Rockefeller was conducted by the monitors. Monitored by Little Rock School District/Planninc, Research, and Evaluation Specialists Students in the G/T program at Ish were not serviced during the first nine weeks.because there was no teacher for G/T education. At Rockefeller, the student enrollment in G/T was disproportionate to the school population\nfemales comprised 73 percent of the students assigned to the program. Response from Principal(s)\nThe principal at Ish reported that there was a teacher for G/T students during the first three weeks of school, and G/T services were provided to students. At Rockefeller, the principal stated that additional students have been recommended, but approval for assignment to the program must come from the G/T central office. 9.0 STAFF DEVELOPMENT At each school the monitors expected to find: Staff development programs designed to enable staff members to fulfill the district/school mission and purposeEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 16 A Staff development provided at a variety of places and times  Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan  Documentation of staff development participation FINDINGS\nMonitored by Little Rock School District/Biracial Team Members The data from the Ish report revealed that strategies for multicultural curriculum delivery and training related to educational equity had not been provided during the first nine weeks. The report from Stephens reported that less than half of the certified teachers had taken advantage of staff development activities to enhance teaching strategies for multicultural curriculum delivery, and only three teachers had received training in educational equity. Some monitored staff members at Rockefeller indicated that their staff development plan did not provide for development to increase the achievement of a diverse student population. There were no areas of concern at the remaining schools. Monitored by Little Rock School District/Biracial Team Members According to monitored teachers, the staff development plans demonstrated a commitment to equity by providing the appropriate and/or selected inservices. There were no areas of concern.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 17 10.0 PARENTAL INVOLVEMENT At each school the monitors expected to find:  Documentation of school-home communication and contact * Documented evidence showing how all identifiable groups of parents have been actively solicited  When financially possible, transportation provided for parents who need the service  School functions conducted in community facilities near identifiable groups of parents  School functions scheduled to accommodate all parent groups * Provision for regularly informing parents regarding all aspects of their child's school performance * Opportunities to develop leadership skills among all parent groups FINDINGS\nMonitored by Little Rock School District/Biracial Team Members The reports from Ish and Rockefeller showed that there was no evidence to' support that parents had participated in the development of the School Improvement Plan. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The team from Mitchell indicated that monitored teachers expressed that actual parent involvement was extremely limited, but emphasized that all parent groups had been adequately informed.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 18 11.0 STUDENT DISCIPLINE At each school the monitors expected to find: * No disproportionality among identifiable groups of students when discipline sanctions are analyzed * Teachers receiving staff development and training to become more effective in discipline management and classroom management * Discipline program monitored, evaluated, and updated  Community based support programs Mentoring program  Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained FINDINGS: Monitored by Little Rock School District/Biracial Team Members At Ish, the LRSD Biracial Committee was not able to determine from a review of the School Profile if strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions and/or disciplinary referrals involving identifiable groups. These same strategies were not included in the School Profiles of Rightsell or Rockefeller, according to the reports submitted. At Rockefeller, the Biracial Committee determined that there was no evidence that all students and parents had been given information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding studentdisciplinary policies. The committee that monitored Rockefeller reported that there wasEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 19 no mentoring program established to meet the needs of at-risk students, nor was there evidence that students have access to community based support programs. The report did not specify if strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions and/or disciplinary referrals involving identifiable groups. Response from Principal(s): The principal at Ish stated that the plan was in place. but he has not had a need to suspend or expel any students. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The parent/student contracts in the discipline handbooks were either unsigned or unavailable in some of the monitored classrooms at Rightsell, according to the monitoring report. 12.0 BUILDING LEADERSHIP/MANAGEMENT At each school the monitors expected to find:  Clear, concise and well-written improvement goals * Physical environment supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti * Evidence that the principal monitors the curriculum * Strategies to increase participation in upper level class groups  Evidence which indicates that all students are served by the guidance program * A system to receive information from former students and patrons regarding the quality/needs of the total program * A safe and secure campus for all students, LRSD employees, and visitorsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 20 FINDINGS\nMonitored by Little Rock School District/Biracial Teaun Members The LRSD biracial monitoring teams from Garland and Rockefeller reported no written, clear, concise statements of specific improvement goals. The LRSD biracial team reported that the Garland Counselor was on an extended leave with no replacement. The biracial team from Stephens School said that the office media center needed new carpeting. There were loose wires hanging inside and outside the Stephens building. Stephens also had a broken fence along the playground area. The biracial monitoring team from Rightsell found that the office staff rather than being friendly and helpful. seemed \"on edge.\" The biracial team from Rockefeller found no form for use in monitoring the curriculum or any other evidence that curriculum monitoring occurred. The Ish, Rightsell, and Rockefeller biracial monitoring committees could find no evidence that strategies were developed to increase the number of minority students in upper level classes. The Rightsell and Rockefeller biracial teams found some problems with security at the schools. At Rockefeller, the visitors were able to walk around without name tags. At Rightsell, a student opened the outside door to let the monitor (stranger) into the school.EDUCATIONAL EQUITY MONI^ORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 21 Response from Principal(s): The Ish principal stated that the item dealing with strategies to increase the number of minority students enrolled in upper level courses/class groups did not apply to the -elementary level. Monitored by Little Rock School District/Plannincr, Research, and Evaluation Specialists A few security problems were found at some of these schools by the LRSD/PRE program monitoring team. At Mitchell School, all the visited classroom doors were unlocked. At Rightsell, one outside double door was found unlocked. This was a rear entrance double door between the library and the annex classroom for four year olds. At Rockefeller, three outside doors were unlocked. At Stephens School, two outside entrance doors were unlocked. Also the back door to the girls' restroom was open. Some graffiti was observed on the wall of a portable building at Stephens. Response from Principal(s): The Rockefeller principal said that the outside doors near the cafeteria, were unlocked for a short time during lunch when students go outdoors and back inside with adult supervision. The Stephens principal said that she would have the graffiti removed. She also said that she monitors the building throughout the school day to keep the doors locked. Some students and staff continued to leave doors open. The school staff was working to correct the problem.TO\nFROM: LITTLE ROCK SCHOOL DISTRICT 501 Sherman Little Rock, AR 72202 October 22 1991 Franklin Davis, Principal, Franklin School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services THROUGH: \"\"^ony Wood, Deputy Superintendent, LRSD SUBJECT\nFirst Monitoring Visits - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 8, 1991, F---- respond to the concem(s) listed below by Friday, November 1, 1991. Please be specific as to how and when the concern(s) Your response(s) should be Please listed below will be addressed, forwarded to my office. 2.2 Some of the SEP's did not have dates initiated, evaluation procedures, and/or parent signatures. Some of the ASDP s did not have instructional strategies to address deficit areas. cc\ntarry Robertson Arma HartFRANKLIN INCENTIVE SCHOOL 1701 South Harrison TO\nFROM:' SUBJECT: Little Rock, AR 72204 December 13, 1991 James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Franklin Davis, Principal, Franklin School First Monitoring Visit - Concerns A copy of the attached memo was sent to all teachers whose SEPs were found to have areas of deficit. I personally reviewed each found to have areas of deficit. teacher's SEPs and I have a copy of what was given to each teacher in his/her file.TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 7 2201 Robert Brown, Principal, Garland Incentive School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSD First Monitoring Visits - Concerns Your school was monitored by a team, from the Little Rock School District Biracial Advisory Committee on October 9, 1991. respond to the concern(s) listed below by November 1, 1991. Please be specific as to how and when the concern(s) listed below Your response(s) should be forwarded to my Please will be addressed, office. 2.1 Some teachers would like to have an additional Black History course. 2.2 Most Sep's did Interim reports appeared to be in order, not have parent signatures or dates of initiation, most SEP'S did not have evaluation procedures. There were no instructional strategies listed on any of the Also, 12.1 Gc: ASDP's that were reviewed. 2.4.1 3.2 4.1 5.1 10.1 10.4 10.6 Media center needs more bulletin board space. Library needs remodeling. Did not see evidence of requirements in profile. Limited parent involvement and participation. Students must remain during the full extended day. Limited parent involvement. Not reflected in profile. Not at this time. However, in discussion with Not in profile. _ . principal, he has very definite goals for this school. Larry Robertson Arma Hart* 'a' 'a* *A* Garland 3615 W. 25 th Uttie Rock. AR 72204 Incentive Mr. Robert L. Brown, Jr., Principal 0 A Phone: {501)671-6275 W 'Simply Truntfonnational'' TO: a' 4% .A* December 5, 1991 James Jennings, AAssssoocciiaattee SSuuppeerriinntteennddeenntt ftoorr Desegregation Monitoring and Community Services FROM:fA^^obert L. Brown, Jr., Principal, Garland Incentive School SUB J: Response to First Monitoring Visit Concerns The following responses reflect an update of what has occurred since the Biracial Advisory Committee's monitoring visit. 2.1 An attempt was made to assess staff support for the purchase of an African American Video Encyclopedia Program. staff vote produced only three (3) responses in favor of purchasing the program. The staff feels that the Little Rock School District does not approve of, or support those programs recommended by this administrator\ntherefore they express discomfort in supporting that which they feel that The 2.2 the District does not support. A few books have been ordered that will provide teachers with access to some information that has been suppressed concerning the African/African American struggles. SEP'S were not completed or properly initiated and still reflect serious deficits to this date. Teachers have been informed of their requirements to meet the obligations stated in the Desegregation Plan. Providing an adequate assessment of SEP'S by this administrator is hampered by a lack of inservice time needed to fully understand the essential components of a proper SEP. Some ASDP's contained instructional strategies from the previous year, but strategies developed by the current teachers had not been done, The teachers have been made aware of the concerns. Garland 3615 W. 25th UaleRodc AR 72204 Bobcats Incentive Mr. Robert L. Brouir). Jr. Principal l^yone: 1501) 671-6275 2.4.1 3.2 4.1 5.1 10.1 10.4 10.6 12.1 cc: School The needs of the Library are correct, small to conduct a full size staff mee setting. The facility is too ting with an appropriate The individual in charge of awards had not communicated the requirements to the students. and the situation is being corrected. The concern has been shared There is limited parent involvement and participation. Parent involvement, has been significant at three events. PTA Meetings are held each month, but the attendance has been low. Students were required to remain during the full extended day program. Thi s requirement has been eased since it doesn't meet the approval of the team. Equitable opportunities exist for parents to be involved in school activities, but few parents choose to become involved. Some of the school patrons reflected on the profile are also employed in various capacities within the school. community church. Wltii partfULa have been held at a local Documentation and dates are available. Although the school's plan does not reflect specific improvements in line with the Incentive School plan, recommendations for programs that would address several aspects of educational equity has been made by this administration. HHoowweevveerr,, those recommendations have not been approved by Central Office Administration. Larry Robertson Arma Hart Tony Wood LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street TO: FROM: THROUGH: SUBJECT: Little Rock, Arkansas 72202 November 11, 1991 Stan Strauss, Principal, Ish School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSD First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 10, 1991. Please respond to the concern(s) listed below by Friday, November 29, 1991, Please be specific as to how and when the concern(s) listed below will be addressed, forwarded to my office. Your response(s) should be 3.2 No evidence of the procedures found in the school profile. 3.4 No evidence is offered in the school profile showing that honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. Cannot be determined from the school profile. 9.1 The staff development program participation level of certified staff does not demonstrate commitment to district desegregation education plan. 9.2 A very few of total certified staff have completed multicultural curriculum which is designed to help staff implement the districtwide desegregation plan. 3.5Ish School First Monitoring Visit-Concerns Page -2- 10.4 10.6 After reviewing school plan, was not able to see evidence of parent participation in developing local school plan. Records at school did not reflect that parents participated in school meetings at local churches, community or recreation centers, etc.ISH INCENTIVE SCHOOL 3001 S. Pulaski Street Little Rock, AR TO: FROM:^ James Jennings, Associate Superintendent for Desegregation Monitoring and Comnunity Services Stan Strauss, Principal DATE: December 2, 199 1 RE: First Monitoring Visit - Concerns 3.2 The Parent/student Handbook is being revised to include honor requirements. At the first honors program, requirements for academic honor roll, academic achievement award, behavior honor roll, and perfect attendance award were explained verbally to all students. 3.4 Honor awards are checked each nine weeks by the principal and are recorded in the School Profile. the first nine weeks was October 31. The monitoring team came October 10. The end of All students, those working at or above grade level and those working below grade level have the opportunity to achieve at least one of the awards mentioned in 3,2. In addition to the school awards, individual classroom teachers have been instructed to present classroom awards in order to provide a greater opportunity for a student to be presented with an award. 3.5 Honor awards are recorded in the School Profile each nine weeks. The monitoring team visited October 10. was October 31. The end of the first nine weeks 9.1 All certified staff participate in two building level staff development meetings. One meeting is addressed to the entire staff and focuses on an area of instruction based on teachers individual improvement plans. The second meeting focuses on instruction and methodology, but is directed at primary teachers one time and intermediate teachers another time, second meetings also discuss current concerns and issues dealing with curriculum and instruction. These 9.2 All certified staff members have participated in District meetings concerning content and delivery of the multi-cultural curriculum guides. 10.4 The School Improvement Plan for Ish was written by the staff and the previous administration. When the new administration took office, the plan was reviewed and revised by the principal and the staff. It was important for the staff and administration to understand each other and the plan before parents were brought in to help write. Parents will be included on any future revisions and the writing of the plan for next year. 10.6 At this time no meetings have been held at community locations outside the school.LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street Little Rock, Arkansas 72202 October 31, 1991 TO: Donita Hudspeth, Principal, Mitchell chool FROM: James Jennings, Associate Superintendent for -J IT Desegregation Monitoring and Community Services THROUGH: Tony Wood, Deputy Superintendent, LRSD SUBJECT: First Monitoring Visit -Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 24, 1991. respond to the concern(s) listed.below by Friday, November 15, 1991. Please Please be specific as to how and when the concern(s) listed below will be addressed, forwarded to my office. Your response(s) should be c 1.1 Support staff is black except for one person (perpetuating stereotypical .black roles). q 2.2 Most of the SEP'S were in excellent shape. There were a few cases, however, where SEP's did not include evaluation procedures and/or initiation dates. the ASDP' did not have instructional strategies. One of cc: Arma Hart Larry RobertsonLITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School 2410 \u0026amp; Battery Street Phone (501) 375-6931 Little Rock, Arkansas 72206 TO: FROM: SUBJECT: 1.1 2.2 November 18, 1991 James Jennings, Associate Superintendent for Desegration Mon^oring and Community Services ita Hudspeth, Principal, Mitchell School First Monitoring Visit - Concerns The number of black support staff, to be sure represents an imbalance. Since I was already cognizant of this situation, I attempted to recruit white applicants for the additional instructional aides position. I did recruit two (2) white appliants, but was only able to recommend one for employment. Other positions/personnel have been in place for some time. Many staff members assume initiation dates for strategies written are the beginning of school. - - and/or initiation dates will be added. Evaluation procedures - -- ------ Two students' records who now have ASDP's did not arrive until early October. Their plans were completed in their entirety by Mitchell School. Those plans now have instructional strategies. TO\nFROM: THROUGH: SUBJECT\nLITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR .72201 October 29, 1991 Bobbie Goodwin, Principal, Rightsell School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services '?ony Wood, Deputy Superintendent, LRSD First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 15, 1991. Please respond to the concern(s) listed below by November 11, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, office. Your response(s) should be forwarded to my 2.2 Most of the SEP'S were in excellent shape. In two of the classrooms reviewed, however, all of the SEP's were the same (one minor exception), tain evaluation procedures. have instructional strategies. Some SEP's did not con- A couple of ASDP's did not 3.3 6.2 6.3 2.4.1 2.4.2 2.4.3 2.5 Several did not. lassrooms had excellent evidence. Hall exhibits were very All classrooms did not reflect. Most good. All workbooks, basal, paperwork (all books). No hands-on or innovative strategies evident. Some classrooms didn't even have science resources in evidence, science. No classes observed working on Not in school profile. No evidence provided. Net provided.Incentive Schools Monitoring page 2 10.5 I i i The principal did not provide evidence of outreach to parents in this area. 10.6 Principal said no. 11.2 Not available in school profile. 12.3 Not available. 12.6 Seemed on edge. Didn't bend over to help. 1 f 12.s 'Not in school profile. 12.10 Student opened outside door to let stranger in. classrooms unlocked. Several ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: Appalling lack of emohasis evidenced in test scores. ExampI lack of student j--- plaved showe es. Not enough writing practices science and'social studies of writing skills dis^ facility with the language.^ Look temporary. net ^'Trailers lack adequate bulletin boards. ---------------- rnnHnnive to learning. Ghild\nr9n b.-ing away from ma\n.n ayea Oa conducive to learning-,. . Ck school not good. j i I cc: Larry Robertson Arma Hartx/.... LITTLE J ROCK SCHOOL DISTRICT Rightsell Elementary School TO: 911 West 19 Street Phone 324-2430 November 11, 1991 FROM: RF: 2.2 Little Rock, Arkansas 72206 Mr. James Jennings - Associate Superintendent Mrs. Bobbie H. Goodwin, Principal First Monitoring Visit Concerns Concerns are being shared with staff. students, with a few exceptions, are the same. Usually, the needs of Primary I Teachers have been instructed to list instructional strategies, if needed on ASDPs. 2.4.1 All teachers have been requested to show evidence that the multi-cultural cur- and 2.4.2 riculum is being implemented by bulletin boards or other displays in the classroom. 2.4.3 Concern is being shared with staff. display hands-on-materials used, and/or Language Arts. Staff has been encouraged to use and The observation occurred during Reading 2.5 One classroom at each level (3-6) is receiving materials and supplies for a science lab. Science classes are scheduled after lunch. 3.3 Extended Educational Programs are listed in the school profile. Students and parents are apprised of this information through oral and written communication from the staff. 6.2 Our school improvement plan is in the folder with the School Profile. Goals and strategies are listed to improve -student achievement using the measures listed. 6.3 Students retained are listed by grade, race, and sex in the School Profile. 10.5 I shared with the team that every effort is made to ensure communication with all parents. Our staff utilizes written correspondence, telephone calls, home visits, early arrivals and late departures to accomodate parents. 10.6 The team was made aware of meetings coordinated last year by the Incentive Schools Parent Coordinator. We also shared with them that surveys were being made by our Incentive School Services Coordinator and meetings/workshops would be planned and implemented this school year.I LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street Little Rock, Arkansas October 31, 1991 TO: FROM: THROUGH: SUBJECT: 72202 Ann Mangan, Principal, Rockefeller James Jennings, Associate Superintendent for 715 Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSp First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 14, 1991. Please respond to the concern(s) listed below by Tuesday, November 12, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, warded to my office. Your response(s) should be for- 1.1 The student profile reflects that there is a lack of African males. ' Also, European American males. Only staff American male. custodian (1) European male (1) African 2.1 There is no tool to show how multicultural guide is used. 2.2 No SEP' found in some files. 2.3 ome students seemed II 1istless It and/or inattentive. All students should participate in class or be made to participate. 2,4.1 But doesn't reflect student population. Should be more reflective of African American com-  munity. 2.4.2 Yes, hut should be more reflective of the student population.I I Rockefeller Page -2- Concerns 3.1 No, program needs to be started. 3.3 No evidence. 3.4 No evidence. 3.5 No evidence. 4.1 No parents on biracial committee. parental participation. There is a lack of No evidence of involvement. 5.1 No evidence, one flier. 5.2 No, less than one-third. 9.3 10.1 Plan doesn't address diversity issue. No evidence of staff and parent interaction. I 10.5 No evidence. 10.6 No evidence. 11.1 No evidence. ! I 11.4 Working on it, right now only African American woman. 11.5 No evidence. 12.1 No evidence. 12.7 No form or evidence that curriculum monitoring occurs. 12.8 No evidence. cc: Arma Hart Larry RobertsonTO: FROM: JAMES JENNINGS, ASSOCIATE SUPERINTENDENT FOR DESEGREGATION MONITORING AND COMMUNITY SERVICES ANNE MANGAN h^RINCIPAL, ROCKEFELLER INCENTIVE SCHOOL RE: RESPONSE TO FIRST MONITORING CONCERNS AS REPORTED BY THE DISTRICT BIRACIAL ADVISORY COMMITTEE/ OCTOBER 14,1991 VISIT DATE: NOVEMBER 18, 1991 The first visit of the Bi-Racial Monitoring Team was held on A copy of the responses made by the team was October 14, 1991. delivered to my office on Friday, November 15, 1991. An exit conference was held with me at the end of the visit and only a few serious concerns were reported to me at that time. The only two things that I felt would be addressed was the lack of male staff members and the fact that a mentoring program had not been fully implemented at that time. To have twenty-three concerns and twelve of those responses listed with \"no evidence fl was a shock and If the team assigned to monitor Rockefeller totally beyond reason. School saw no evidence, I would have certainly expected them to ask for it from a staff member or the administration. During the exit conference, the team appeared to be rushed and in a hurry to leave. I feel that if there had been that many serious concerns - and only a few were mentioned to me - they should have been made known to me at that time. I keep accurate and up-to-date records and all documentation was available for inspection. I have notebooks, files, and documentation in my office or with the teachers in every area being monitored. clarify anything questionable. If any part was unclear, I was available to In response to the concerns: 1.1 There are three African American males - custodians (3) There is one African American male - instructional aide (1) There is one European American male - certified teacher (1) I will continue to search for additional males to add to the staff and interview any who have applied for positions with LRSD. 2.1 The tool used to determine if the multicultural guide is being used by the teachers is to monitor the lesson plan book. The teacher plans instruction with the textbook and the multicultural materials as a guide. Plans are monitored by the administration. The comment on the report that the multicultural guide appearing to be too complicated should not be a negative response about the program at Rockefeller but rather a comment made to those that have supplied the guide to all teachers in the district and directed all teachers to use it on a regular basis. We also should not be held responsible for the fact that the textbooks do not reflect enough about African Americans. 2.2 ' their This is an absolutely false statement. All teachers have in possession the SEPS prepared for each student and I personally have copies of those SEPs in my office.2.3 I f some students seemed, \"listless\" or i nat tent i ve, have been being referred an underlying reason. Not knowing which children there may I to in this report, i t 13 very difficult to we re say. There are some children who are allowed to stay up until all hours of the night and we sometimes have to do everything possible to keep them awake. There are other extenuating circumstances but teachers do everything keep students on tasks. 2.4.1 and 2.4.2 change as the in their power to stimulate interest and The bulletin boards and the school and classroom focus of study changes. They do reflect the multicultural curriculum as well as all aspects of the curriculum being studied -art work from all cultures, handwriting, language arts, science, social studies, math. etc. 3.1 All children who were good citizens during the month of September were honored with a special sticker and a popcycle. same reward was given at the end of October. Reception n The There is an \"Honors at the end of each nine week period. The first of Parents of these receptions was held on Friday, November 15, 1991. students making either all As or the A/B honor roll were invited Students to the reception and approximately 50 parents attended. making straight As were awarded a \"I am a STAR at Rockefeller School\" tee shirt, a bumper sticker and a coupon for a kids meal at a local restaurant. tf The A/B Honor students were given a bumper sticker and a coupon for the Jr. Frosty at Wendys. A large sheet The cake, cookies, and punch was served to those attending. --- students with perfect attendance for the first nine weeks received cookies a coupon from McDonalds. Parents and students had been made aware of the awards that would be provided at the beginning of the year during meetings with the students and also explained fully at Parents Night and P.T.A. 3.3 I believe. if one were to check, Rockefeller was the only incentive school to provide an information sheet for parents during registration for the past two years. It fully outlined the educational opportunities that would be provided during extended for the past two years. day. Then, a survey was developed, listing possible selections. to determine interest in the various offerings. After this survey was completed, the programs most frequently chosen were offered during the extended day. 3.4 and 3.5 At the time of the monitoring visit. the list of for honors and awards had not even been turned in. recipients As soon as they were submitted to the office, an evaluation for equity No new awards are necessary since most definitely was conducted. the numbers population. of those awarded were reflective of the student 4.1 There IS Rather, there no are school bi-racial two parents on committee the Incentive set up this year. School Advisory Committee as directed by the district. It is beyond me how could report that there is a lack of parental participation when we have a very active P.T.A. and the executive board meets anyone regularly once a month. There is a listing of volunteers on in the office. There was approximately 275 parents in attendance. Parent Night that was very well attended. a highly successful Parent Night file with We had an Early Childhood 50 parents attended the awards reception. comment of It I certainly do not think that this merits No evidence of involvement.\" a 5.1 If a member of the monitoring team had asked for evidence of information sent home to parents about the extended day activities, they would have seen that we began giving them information during registration and continued to keep them informed up until time of implementation. The information included offerings, hours, registration for the number of days they wanted their children to attend, bus schedules, procedure for registration for CARE if they needed to stay beyond the ending time for extended day, etc. is more than enough evidence to substantiate this statement. There 5.2 the There are approximatel\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_965","title":"Framework for Excellence: Plans for implementing Educational Priorities in the North Little Rock School District, 1989-90","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989-07"],"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","North Little Rock School District","Education--Arkansas","Educational planning","Educational law and legislation","School improvement programs","Student assistance programs"],"dcterms_title":["Framework for Excellence: Plans for implementing Educational Priorities in the North Little Rock School District, 1989-90"],"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/965"],"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":["240 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\nfifth year of six year plan (1985-1991),\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n~ramewori or 'E~e{{ence PLANS FOR IMPLEMENTING EDUCATIONAL PRIORITIES INTHE NORTH LITTLE ROCK SCHOOL DISTRICT 1989-90 Fifth Year of Six-Year Plan (1985-1991) July, 1989 J' ramework._, for 'E~e[fence Plans for Implementing Educational Priorities in the North Little Rock School District Mr. James Smith Superintendento f Schools July, 1989 Introduction ..... Task Force Membership. TABLE OF CONTENTS Task Force Steering Committee. Act 7 of 1983 ... Goals for Arkansas Educdtion. Philosophy .... Student Learning Goals Prioritization of Needs .. District Improvement Plans .. PRIORITY #1: To better meet the needs of . minority children. Priority #2: The implementation of ...... . compensatory education programs. Priority #3: The development of a written, sequential curriculum for language arts and mathematics. Priority i4: The planning for implementatiun of 7-8, 9-10 and 11-12 secondary programs at the beginning of the 1990-91 school year. Page i ii iii iv V 2 3 4 6 7 23 36 42 School Improvement Plans . Northeast Senior High School. Ole Main Senior High School Central Junior High School .. Lakewood Junior High School Ridgeroad Junior High School .. Rose City Junior High School .. Skills Center ..... Amboy Elementary School . Argenta Elementary School Belwood Elementary School . Boone Park Elementary School .. Crestwood Elementary School Glenview Elementary School. Indian Hills Elementdry School. Lakewood Elementary School .. Lynch Drive Elementary School . Meadow Park Elementary School . North Heights Elementary School Park Hill Elementary School . Pike View Elementary School Pine Elementary School .. Redwood Elementary School Rose City Elementary School Seventh Street Elementary School. Baring Cross Center ......  . . 46 47 50 53 57 60 71 76 79 s4 . . . 88 91 97 101 106 111 122 126 129 136 141 147 153 159 163 166 INTRODUCTION The Six-Year Educational Plan for the North Little Rock School District for 1985-1990 was developed in response to Act 7 of 1983, an act to provide for planning for educational improvement by local school districts, The planning process was directed by a Planning Task Force which was made up of citizens, students, school board members, teachers, and administrators. The process, following state guidelines for the implementation of Act 7, included: gathering information concerning District needs and learner goals from parents, students, and educators\nanalyzing this information in conjunction with other appropriate data\nestablishing Student Learning Goals\nidentifying District Priorities\nand formulating District Improvement Plans, This document covers the fifth year of the District's Six-Year Plan, It contains District Improvement Plans for 1989-90 and School Improvement Plans for 1989-90, The School Improvement Plans have been developed by each school. Parents, educators, and students (if appropriate) were involved in the process of gathering data concerning the school's programs, analyzing the data, identifying needs, setting priorities, and formulating school improvement plans. Systematic planning for educational improvement has made a positive impact during the four years of the implementation of the Six-Year Plan, Students, parents, and educators have carefully studied the results of the work done this year and have used this information in planning for improved learning opportunities for the students of North Little Rock during 1989-90. i Lajuana Lovelace Leigh Anna Gosser Leon Barnes Shirley Cleek TommGy aither Wanda Taylor Vicki Stephens Joe Austin Doyle Crownover Pat Siegel Russell Hawkins Saundra Harris Thelma Banks Kathy Turner Ozy Murphey Earnest Ford Virginia Wallace Leon Wilson Marilyn Whee1 e r Cynthia Mel ton Debbie Austin Jo Stewart Esther Crawford Fran Jackson Margaret Pope Anita Smith NORTLHI TTLER OCKPU BLICS CHOOLS Framework for Excellence TASKF ORCEM EMBERSHIP STUDENTS Jon Jones Roderick Thomas CITIZENS Carol Wilson Terrance Renaud Bob Russell Jane Davidson Jack Ruggles EDUCATORS Jess Walker Andrew Power Bert Watson Bill Garvin Winnie Talley James Smith Gale Bossier Al ice Stovall Kathy Morledge Kay Johns Portia Power George Condray Jane Ford Doyne Ward Jeff Huddleston Mary Worley Judy Binz Mable Bynum ii Suzanne Stephens Christy Godwin A 11 an Tegethoff Shirley Stancil Phoebe Adams Lillian Ross Jim Wetherington Bill Ballard Margaret Glover Jim Morris Mary Carolyn East James Zeigler Diane Zook Ken Brooks W. A. Tucker Jerry Massey Johnny Kellar Holly Ha 11 Bettye Balmaz Betty Murray Diane Crites Susie Jackson Linda Wi1 s on Jim Dyer Linda Elliott NORTH LITTLE ROCK PUBLIC SCHOOLS Framework for Excellence TASK FORCE STEERING COMMITTEE Dr. Joe Austin, Chairman Mr. Leon Barnes, Board Member Dr. Jess Walker, Elementary Principal Mr. Bill Ballard, Secondary Principal Mrs. Carol Wilson, Parent Mr. Jon Jones, Student iii ACT 7 of 1983 1ST EXTRAORDINARSYE SSION \"AN ACT TO PROVIDE FOR PLANNINGF OR EDUCATIONAILM PROVEMENBTY THE LOCAL SCHOOLD ISTRICTS OF THE STATE OF ARKANSASA\nNDF OR OTHER PURPOSES.\" BE IT ENACTEDB Y THE GENERALA SSEMBLYO F THE STATE OF ARKANSAS: Act ofS E1C9T8I3O.\"N 1. The Title of this Act shall be \"The Educational Planning SECTION 2. (a) Each school district in this State shall, by July 1, 1985, develop and file with the Department of Education a six-year plan for improving its educational programs. This plan shall be developed with both staff and community input, be compatible with statewide educational goals and reflect the specific needs of the local community, and be reviewed and updated every two years. The updated plan shall be filed with the Department upon adoption. (b) By October l of each school year, each school district shall repo~t to its patrons on the district's progress toward realizing the goals and noobtjeedc tivepsr oblemse t aroeuats . in its long range plan and on proposals for correcting (c) In addition to the districtwide educational plan, each school ~ithin the district shall annually develop, with staff and community input, a plan for improving its educational programs. (d) The State Department of Education shall adopt guidelines for the implementation of the Act and shall provide school districts with such oasf sistthains ce Act. as may be needed to enable each district to meet the requirements iv NORTH LITTLE ROCK PUBLIC SCHOOLS Framework for Excellence GOALSF OR ARKANSAESD UCATION GOALI : HELP EACHL EARNERM ASTERB ASIC SKILLS IN: a. Reading--providing students with the necessary basic reading skills in order for them to function at their maximum potential. b. Basic math skills--providing students with the necessary basic skills in mathematics in order for them to function at their maximum potential. c. Communication (speaking, listening, writing, and body language)-developing skills to enable students to effectively use all models of expression including listening. d. Problem solving--developing skills to enable students to function effectively in dealing with problem solving situations of the present, as well as the future. GOALI I: HELP LEARNERSA CHIEVEF UNCTIONAULN DERSTANDINOGF ECONOMIAC ND OCCUPATIONASLK ILLS ANDO PTIONS, TO INCLUDE: a. Providing career information with emphasis on the respect for the dignity of work. b. Providing opportunity to develop job entry skills. c. Understanding of economic concepts with special emphasis on how they relate to management of time, money, and personal resources. GOALI II: HELP EACHL EARNERD EVELOPT O THE FULL RANGEO F HIS/HER POTENTIALB Y: I a. Fostering and encouraging creativity through the Arts (Music, Art, ~rama, etc.). b. Developing specific learning skills including critical thinking, decision-making and the use of scientific methods to facilitate independent lifelong learning. GOALIV : HELP LEARNERPSR OGRESST OWARBDE COMINHGE ALTHYR, ESPONSIBLE,A ND HUMANCEIT IZENS THROUGH: a. Understanding levels of government and the need for individuQl participation. b. Developing a sense of personal and civic responsibility. c. Understanding, stewardship, appreciation, and awareness of our natural, social, economic, and political heritage. d. Understanding world cultures. e. Developing self-discipline, moral values, and a respect for the rights and property of others, including those who think and act differently. V (Goals for Arkansas Education continued) GOALV : HELPL EARNERMS AINTAINH EALTHFULLI VING THROUGH: a. Maintaining good physical and mental health. b. Developing the capacity for creative use of leisure time. c. Developing positive and realistic self-concept and family living skills. vi PHILOSOPHY The North Little Rock School District assumes the responsibility of providing its students with an opportunity to develop into fullyfunctioning, contributing, productive members of a democratic society. We believe that when individuals take advantage of this opportunity, they will grow to have an acceptance of self and others, will be equipped to make decisions, think critically, solve problems, and respond appropriately to experiences and life-situations. It is the intent of the North Little Rock School District to provide the human resources, programs, facilities, equipment, and materials that, in concert with the home and community, will enable this growth. The students who depend on the North Little Rock School District for providing their opportunity for formal education and training are the central focus of all efforts and decisions of the District. -2- NORTH LITTLE ROCK PUBLIC SCHOOLS STUDENTL EARNINGG OALS 1. Each student develops communication skills necessary to function successfully in society. 2. Each student develops high ethical and moral standards for dealing with others. 2. Each student develops skills and practices of responsible citizenship. 2. Each student develops proper respect for the rights, feelings, and opinions of others. 5. Each student develops a sense of responsibility for his/her own personal actions and behaviors. 6. Each student develops the desire for lifelong learning. 7. Each student develops sound techniques for decision-making and problem-solving. 8. Each student develops the practices of good consumerism. 9. Each student develops a feeling of self-worth and dignity. 10. Each student develops skills and attitudes necessary to enter an occupation or continued education. 11. Each student develops understanding of the concepts and principles of science and mathematics. 12. Each student develops an appreciation for the American heritage. 13. Esyascthe msst.u dent develops an understanding of governmental and political 14. Each student develops knowledge of our economic system. 15. Each student develops proper attitudes toward resource, conservation, and the natural environment. 16. Each student develops sound practices of mental and physical health. 17. Each student develops the ability to adjust to a changing world. 18. Each student develops abilities and attitudes for the proper use of leisure time. 19. Each student develops an appreciation for art, music, drama, and other cultural arts. -3- NORTH LITTLE ROCK PUBLIC SCHOOLS PRIORITIZATION OF NEEDS 1. The improvement of programs that teach basic communications skills. 2. The development of a written sequential curriculum for all subjects in grades K-12. 3. The development of programs for the improvement of study skills. 4. The development/improvement of programs that teach decisionmaking/ problem-solving. 5. The improvement of programs that teach basic computation and other math skills. 6. The development/improvement of remedial programs for slow learners. 7. The improvement of programs/operations that lead to better student behavior. 8. The addition of professional support staff such as counselors, nurses, attendance officers. 9. The development of preschool learning experiences for youngsters who are educationally/economically/socially deprived. 10. The development/improvement of programs that foster responsible citizenship. 11. The development of programs that foster improved student a~tendance. 11. The provision of instructional specialists to provide support to the teaching staff. 13. The development/improvement of programs that prepare students for employment upon graduation. 14. The development/improvement of programs that motivate students to be lifelong learners. 15. Development/improvement of programs that teach students to get along with each other. 16. Development/implementation of a comprehensive staff evaluation system. 17. Improvement of attitudes and morale of North Little Rock staff members. -4- 18. Improvement of communications between schools and community. 19. Improvement of school environment in order that students enjoy school more. 20. Improvement in quality of the school food services. 21. Development/improvement of programs that teach students to be good consumers. 22. Development of a comprehensive study for utilization of school buildings. -5- DISTRICITM PROVEMPELNATN S FOR 1989-1990 ,, ___ N_o_r-th--L~i_t_t_l_e_R_o_c--:k-S,--c D_l,__1i-0s_~oti--rcl -t----,DcciccSccTR ICT Fil'E- YEAR UPDATE TO SIX-YEAR PLAN--~--- Advisory Committee:------Sha ron Williams _I _, I Pu la ski County 1989-1990 July, 1989 Educ at ionn I Priority 1/_1 __ Goal: To better meet the needs of minority children Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Staltt or lncl CoI No. I. Pre-referral activities A. Gather data on special education membership by race/sex/handicap/school to determine the extent of over-representation of minority children. B. Report findings to District's staff. C. Conduct mini-in-service sessions on pre-referral activities with faculty of schools where data reflects overrepresentation oroblems. llupon1lblllty (!Jho will coorJlnul:!7) Dr. Stephen Phaup Dr. Stephen Phaup Dr. Stephen Phaup D. Develop plans for imple- Principals menting pre-referral activities in schools special education exists. E. Implement pre-referral Principals activities and monitor for effectiveness. where overrcpresentatiol of minority children in --~----------------_,___ ---------- lnservlce Activity None Preschool inservice with staff Mini-in service programs on pre-referrol activities Eva)u  tJon of Activity (Evahution ln1tn.1.,1tnt, teat Ing d,ua, flnhhrd product, appropriate othrr) Statistical report Inservice feedback compilation Inservice feedback compilation Completed plans Written reports on activities and effectiveness Conclu1lon1, flndll\\Jr.l or Statu o( Activity I 00 I North Little Rock School District Pulaski County DISTRICT FIVE-Yl:AR UPDATE TO SIX-YEAR PLAN l'J89-l 9'J0 Advisory Committee: Sharon Williams Steve Phaup July, l989 Educiltion~l Priority II l Go.il: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Object Ive: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. StI or Loe.al CuI No, - --- --- -------T-\"------,--- -----------------------------, v1luatlon o( Activity ([v1lu  tlon l,urruaet\\t, A,ct lvhy or TIM Line 91upon  lblllly testing dt, flnhh.:d (llho 1.1111 coorJlnatcJ) tnser-v1ce Activity ------ ------------~-------- F. Dc,velop Teacher Assistance Teams (TAT). I. Consult with Directot of the Arkansas Special Education Resource Center (ASERC) and arrange TAT training. 2. 3. Select and train TAT coordinator and key administrative personnel. Pilot TAT program in one elementary school a. Select school for pilot program b. Train staff of pilot school Dr. John Moore Dr. Stephen Phaup Esther Crawford Jane Brown . one Dr. John Moore TAT training Dr. Stephen Phaup Esther Crawford Jane Brown Dr. John Moore Dr. Jone Moore Dr. Stephen Phaup Esther Crawford Jane Brown District trainer TAT training product,  rprorrlte other) Record of meeting Inservice feedback compilation Inservice feedback compilation ConcluatoC'I  , rlndln or St.alu  of Act tvlty 1 ' I v:, I NortlJ Lictle Rock School Di.strict ?ulaski County DISTRICT P IVE-YEAR UPDATE TO SIX-YEAR PLAN 198')-1')90 Advisorv Committee Sharon Williams July, 1989 Steve Phaup Educntinnnl Priority~-- Goal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Object ivc: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Stal or loc,l CoI Ho. Act,vlty or Tl- Lin Ae  pon  lblllty (IJho will coorJln.atc1) lnservlce Actlvlty c. Monitor and assist, District None with implementa- trainer tion of TAT program d. Evaluate pilot effort Dr. John Moore None II. Multicultural Education A. Phase I AWARENESS I. Identify eight people Dr. John Moore to attend training sessions on multi-cultural education conducted by Dr. Jame, Banks. 2. Attend the Multicultural Training Program conducted by James Banks. Dr. John Moor\u0026lt; Same as activity John Moore committee. 3. Appoint a dist~ict Dr. multicultural -------~ [v  lu  tton of Act lvlty (Evaluation ln  tn.i.,ent, teat Ing dt, I lnl  hed product, rprorrhu other) Anecdatol records Evaluation report People identified Record of attendance Committee members identified Conclu  lon  , Flndln,.1 or Statu  of Act lvlty -------- - i !. 0 I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989- I Y'JO Advisory Committee: Sharon Williams Steve Phaup Esther Crawford Jane Brown July, l 989 bluc.ll ional Priori Ly II l c\n0 ,1 I: To better meet tl,eneeds of minority children John Moore Objective: By May l990, the District will have implemented strategies/programs to better meet the needs of minority children. State Of local Coal filo. Act lvh)' or TJ- Line Kupon,lbtl lty (Uho wlll coorJlnateJ) lnservlcr Act1vltJ [valu,tton of Activity {[Y1lu1tton lnatru  ent, tntlng d,1t1, flnl,hed p1oduct, rprorrl.ate other) ------------f---------1------------L---------- 4. Schedule mi,etings with Esther the multicultural Crawford committee, to view a Jane Brown video tape by Dr. Banks, discuss multiculticultural education, and dev.,lop a district plan. 5. Meet with representatives from Little Rock and Pulaski County to discuss their plans for multicultural education. Dr. John Moore Est her Crawford Jane Brown 6. Meet with Director of Dr. John Moore the Pulaski County Educational Cooper-ative Service Center to discuss ways the Coop will assist and coordinate training of leaders from the three districts. Record of meetings Record of meetings Record of meetings Conclu  lon,, Flndlni,\n, or Statu1 of Act lvlty Norch Little Rock School District PulJ~ki Countv DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN I 989- I 9'JU Advisory Committee: July, 1989 Educ,1tion,li Priority /I l Coal: To better meet the---\n-eeds of minority children Sharon Williams Steve Phaup Esther Crawford Jane Brown John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. [Ylu1tlon of Activity Sttt, or Jluponlbll lty (Ev1lu1tlon JnatruMent, Loc,l Act f111ty or TJ9tC Line In.service Acttvlty Cone I ua ton,, Find In~ te,tlng dua, rlnhheJ or Statu  o( Activity CoI Ho. (Uho will coorJlnatc:1) product, rprorrl,te otl1er) --- \u0026gt;-- 7. Identify two people to Dr. John Moore Record of meetings meet in Seattle, Washington with James and Cherry Banks. 8. Meet with deans of the Dr. John Moore Record of meetings various colleges in central Arkansas to determine what is available now or will be available in the near future in multi-cultural education college courses. 9. Identify existing Jo Stewart Books and materials multicultural profes- identified sional books and materials in each school's media center. lO. Conduct a multicultur- Dr. John Moore Record of meetings al information meeting with Dr. James Banks. ------ - ---- - - ,..-.'..,. I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-19')0 Advisory Committee Sharon Williams Steve Phaup July, 1989 Educ.iLional PrinriLy /i_l __ Coul: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Obj eel ive: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. - --- -- Cvluuton of Activity St  tir or upon,Jblllty (Ev  lu  tlon ln1lru.,ent, Loc1I Acttvlty or n- Line Inser-vlce Activity Conclu  lon, flndlnJ. te1tlng dt, flnl1h~d or Statu of Act hlty Co.al Ho, (llho \"'111 coorJlnue?) product, rprorrhte other) --- ---- - 11. Conduct a district- Esthrr Same as activity Record of meetings level multicultural Crawford orientation for Jane Brown administrators. The session wil 1 include viewing and discuss in! video tape by Dr. Banks, \"An Intro-duction to Multi-cultural Education. \" 12. Conduct building-level Building Same as activity Record of meetings multicultural orienta principals tion in service sessions for staff. The sessions, which will be conducted by principals, will include viewing and discussing Dr. Bank's video tape, \"An Intor-duction to Multi-cultural Education. \" -I w I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAP PLAN 1989-1990 Advisory Committee: Sharon Williams Steve Phaup S1ale Loc.11 Co.11 July, 1989 Educ.1tion,1I Priority II I Coal: To better meetui\"eneeds of minority children Jane Brown Esther Crawford John Moore Objective: By May I 990, the District will have implemented strategies/programs to better meet the needs of minority children. Evaluation of Acttvlty ., Reponalbtllty (Ev,luat Ion lnt ruMent, Act lvt ty or TIMt: Line- lnservlce A.cttvlty Conclu  lona, flndln~ teat Ing data, rtnhhtd or Statua o( Act lvlty Ho, (11110 wf11 coorJlnucl) product, rprorrhtt other) 13. Conduct a multi cul- Jo Stewart Same as activity Materials fair held tural materials fair for principals, teachers, and media specialists. 14. Inform textbook Esther Committees informed adoption committees Crawford of the need to care- Jane Brown fully evaluate the quality of multicul-tural and ethnic view points presented in textbooks. 15. Attend workshops on Jane Brown multicultural Record of meetings 16. Disseminate in forma- Jo Stewart Information dissemi- . tion related to nated current research on multicultural educa- ~j tion, learning styles, and teaching strategies. - - -- ------ --- North Little Rock School District Pulaski County DISTRICT PIVE-YMK UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: Sharon Williams July, 1989 Steve Phaup Ec.luc.1t ional Priority II I Go.11: To better meet tne needs of minority children Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. ----------,-------------- ------~------------,------------, State or Local Co,1 Ho. ,kttvlt)' or TJ- line leron, lbl 11 ty (llho wlll coorJln.ate1) lnae.rvlce. ActJvlty - -- ---- ---------------+--------t----------- B. Phase I I IJEVEJ.OPMENT I. Define multicultural education as it will be used districtwide. Jo Stewart 2. Develop district goal, Jo Stewart for multicultural education. 3. Begin to identify Jo Stewart the major multicul tur-al concepts that will be taught. 4. Identify stories in Jo Stewart the newly-adopted basal readers that lend themselves to the teaching of multicultural concepts and code these in the books. tv,lu1tlon of Activity (11,luat Ion Jn1tru.-e.nt, te.1tfng d,ua, rtnhh1,d p,oduct, rprorrhte otl,er) Definition written Coals developed Concepts identified Stories identified Conclualon, rlndlnJt or Sttu of Acthlty l -I '-\" I TO SI -YEAR PLAN======::.::.::\nAdvisory Committee: ___ ~-- Pulaski County 1989-1990 July, 1989 /:\u0026lt;Juc,H ion.,J Priority 1/_L_ Goal: To better meet the needs of minority children Sharon Williams Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Stal\" or Evaluuion of Activity Loc.11 Activity or TIM LJnt, Rupon,Jblllty Inservlc.e Activity (Ev.1l uat Ion ln,t Tu.,ent  Conclu,lon,, flndln1t, Co.al No. (Uho \"Ill coocJln.1tc7) te,tlng d.ata, flnl,hed or Statua of Act lvlty product, rprorrl.a1e other) s. Communicate to Jo Stewart Books coded principals and teach-ers findings regard-ing multicultural stories. Teachers will code these in the books. 6. Identify library books Jo Stewart List distributed listed in the basal readers which lend themselves to the teaching of multi-cultural concepts. Distribute lists to each teacher. 7. Purchase a copy of Dr. John Moore Books purchased Dr. Banks' mul ticul-tural training manual for each building. 8. Purchase selected ! Jo Stewart Books purchased multicultural pro- 1.Principals fessional books and encourage principals to purchas additional books. -- - ----- -- North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: July, 1989 f::\u0026lt;luca t iona I Priority fl l Goal: To better meettrieneeds of minority children Sharon Williams Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Evalu.atlon of Actlvlcy Stale or Activity or Tl111e Line Rupon,jbtl lty ([valuation Jn.cruin~nt, Locl ln,ervtce A\u0026lt;:t!vlty Conclualons, FlndlnR tettlng d_.ta, (lnhhed or Slatu  of Activity Co.11 No. (Uho will coocJln-'tc1} product, rprorrl.ite other) 9. Develop a plan for Jo Stewart Plan developed using literature to Nova Staggs teach multicultural Esther concepts. Specific Crawford books will be identi- Jane Brown fied for each grade level and content area. Strategies for using the books as teaching tools will be developed. 10. Provide grade level Esther Sessions conducted and departmental Crawford discussion sessions or Jane Brown multicultural educa-tion. Demonstration less ions may be included in the sessions. 11. Provide district and lJo Stewart Same as activity Sessions conducted building level ins er- Esther vice sessions on any Crawford aspect of multi- Jane Brown cultural education. -I \"I North Little Rock School District PJlaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 AJvisory Committee: Sharon Williams Steve Phaup Stte loc.11 Co.1I July, 1989 Educntlon~J Priority I Goal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Obj cc t Ive: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. ., Activity or Tle Ltne No. 12. Identify existing student multicultural books and materials in each school's media center and develop a bibliog-raphy of multicultural books and materials appropriate for students. 13. lnco rpora te mul ci-cultural education into Teacher Expecta-tion and Student Achievement, Program for Effective Teach-ing, and Classroom Management staff development models. 14. Develop sample ele-mentary and secondary multicultural lessons. Mupon1lbll lty (llho \"Ill coorJlnatc7) Jo Stewart Esther Crawford Jane Brown Jo Stewart Esther Crawford Jane Brown lnservlce Activity Ev,luatlon of Activity (Ev1lu1t Ion ln,t ru.,ent  te,t Ing d,t,, finished product, rprorrhte other) Bibliography completed Content incorporated Lessons completed Conclu,lon,, flndlni-. or Statue of Act lvlty ---------------------\u0026lt;-------~ -------------\"------------'----------~ -I 00 I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee Sharon Williams Steve Phaup July, 1989 Educationnl Priority ll_ _ l _ Goal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. vlu.1t1on of Act lvHy SI It: or Ruponlblllty (Evlu  tlon tn1truinent 0 Conclu,ton, flndl111t1J locI Aeltvlty or Thie LJne lnservlce A.cc1vlty te~I Ing dat 11, f lnlehcd or Statu1 of Act lvlty Co.al No. (Uho will coorJlr,atc1) product, rpror,d.ue other) C. Phase III IMPLEMENTATION 1. Include examples Building Examples included which reflect cultural principals diversity in all instructional lessons. 2. Identify appropriate Jo Stewart Literature multicultural litera- Nova Staggs identified ture for teaching selected PAC IR obj ec-tives in language arts and reading. 3. Cooperate with the Esther Sessions completed. Pulaski County and Crawford Little Rock School Jane Brown Districts to provide Dr. Jess training in using Walker math manipulatives. 4: Provide staff train- Dr. Jess Same as activity Sessions conducted ing on teaching Walker strategies which appeal to all learning styles when teaching math PACIR objectives. I -I \"I ' North Little Rock School District 0 ulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEJIR PLAN 1989-1990 Advisory Committee: July, 1989 Educational Priority f_l __ Goa 1: To better meet the needs of minority children Sharon Williams Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Evluat!on o( Act Iv tty State or LocJil ActJvlly or 11.,, Ll\"r lupo\"1Jbllhy lnsrrvtce Activity (Ev1lutlon l\"ltruMrnt, Conclu1lon1, fl\"dln1t1 lr:11 In\u0026amp; dt, flnllhrd or S1atu1 o( Activity CoJil No, (llho will coorJlnatc7) product, Jirprorrhtr othrr) 5. Conduct building-level Building Same as activity Sessions completed in service sessions on principals student participation Jo Stewart with sponsors of all extracurricular activity groups in the secondary schools. 6. Study multicultural curriculum units Jo Stewart Programs assessed developed in other school districts for possible district use. 7. Obtain multicultural Jo Stewart Unit collected units of study in language arts and math which can be infused into the regular curriculum. 8. Utilize resource Jo Stewart Record of resource people who represent Ann Kincl people on file diverse cultures. Building principals -- .___ --- I N 0 I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPUATE TU SIX-YEAR PLAN 1989-1990 Advisory Committee Sharon Williams Steve Phaup F.dur,nional Priority 11_ 1_ _ Coal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. StI or loc,l Coal No. --- 9. Incorporate multicultural literature into appropriate content areas. JO. Keep a record of all multicultural education activities at each building level. II. Inform parents and other conmunity members of the District's involvement in multicultural education. luponelblllty (Uho wit I coorJ1natel) Jo Stewart Nova Staggs Building principals Jo Stewart Scha rmel Bolling III. At-risk programs A. To review the District's Dr. John Moore None strategies for dealing with at-risk youth through committee meetings by September 30, 1989. lnservtce Activity [valuation o( Activity (t'.,,1elu11lon ln  rrucnt, tutlng data, flnhhcd product, rprorrhte other) Multicultural literature utilized Record of activities on file Con tac ts made Committee Reports Conclualon, rtndln~ or Statu or Activity I N. ,. North Little Rock School District Pul,iski County DISTRICT ~rvE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 \\dvisory Committee: July, 1989 Educational Priority // l Goal: To better meettneneeds of minority children Sharon Williams Steve Phaup Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. [Yh,.tlon of Acthlty Stte or leponlbll lty (Evlut Ion lnt ruent  Cone lu Ion,, Find lo,_, local Acthlty or Tl- Line lnservlce A.c:tlvlty test1n1 dat, flnhhed or Statu or Act IYlty Coal Ho. (Uho will coonJlnatef) product, rprorrhte other) B. To continue the role of Sharon None Trained staff person the at-risk youth Williams person in place coordinator in each secondary school. C. To continue and refine Sharon None Team reports the role of the early Williams identification/inter-vent ion teams (IMPACT) in the six secondary schools and to expand the work of the school-based prevention teams in the six secondary schools and the six elementary schools with teams. D. To expand the School- Sharon School-based Pre- In service feedback based prevention Team Williams vention Team Train- compilation P,ogram into five addi- Cycle tional elementary I schools ,,,~::] __ - ------- -~ I N N I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: Sharon Williams Steve Phaup July, 1989 Educational Priority il Goal: To better meet the needs of minority children Jane Brown Esther Crawford John Moore Objective: By May 1990, the District will have implemented strategies/programs to better meet the needs of minority children. Stale: or Local Co.al Ho. E. To provide on-going training to at-risk youth coordinators and personnel trained in IMPACT, School-based Teams, and Refusal Skill! Training. F. To supervise the activities of Student Assistance Counselor Rupon1Jblllty (llho wll l coorJlnatcl) Sharon Williams Sharon Williams lnservlce A.ctivt1y On-going inservice determined through needs assessment None EvalunJon of Activity (Evaluation lntrusient, re,tlng data, rtnhhed product, rprorrlare other) lnservice feedback compilation Student Assistance Counselor/District Staff feed back Conclu  lona, flndln,t  or St.atu1 of A.ct tvlty I N w I North Little Rock School District Pulaski Countv Educational Priority U 2 DISTRICT FIVE-YEAR UPDATE TO SIX-YTAR PLAN 1989-1990 July, 1989 Advisory Committee: Esther Crawford. Bill Ballard Letitia Martin Barbara Gilkey Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or [valuation ot Activity Local Activity or Thie Llne .. ponJblllt)' Inservlce A.ct1vlty (v,luatton lnuru .. ent, Conclulon,, flndlnR Co.al No. (Who will coorJlna1c?) te,tlng dao, flnhhed or Statu o( Activity product, rprorrh111 oth11r) Local 1. Chapter I Program A. Determine the schools Director of Names of schools that will receive Elementary presented to the Chapter I services. Education, Assistant Superin- Coordinator- tendent for Instruc- Instructional tion. Services B. Determine the Chapter I Director of Plan submitted to services in selected Elementary Assistant Superin-schools. Education, tendent for [nstruc- Coordinator- tion. Instructional Services C. Determine locations for Director of Information presence, three additional Elementary to the Assistant computer labs. Education, Superintendent for Coordinator- Instruction. Instructional Services I I N \"I ' North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee : Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey July, 1989 Educational Priority ll_2 __ Coal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State oir Local Coal No. D. E. F. C. Acthlt)' or 11- ltnt Decide on a tutorial program to use in grades one and two. Confer with Chapter I Advisory Board regarding proposed program. Write Chapter I applica-tion for District ap-proval. Present application to the Arkansas Department of Education. lluporulblllty (llho vlll coorJlnue?) Di,\n,.:Ctor of Elementary Education, CoordinatorInstructional Services Coordinator- Instructional Services, Parent Coordinator Coordinator- Instructional Services Coordinator- Instructional Services lnstrvice Activity C...aluat1on o( Activity (Evaluation lnatruent, teat ln1 data, ffnhhed product, rprorrlue other) Tutorial program in place. Meetings conducted. Application submitted to the Assistant Superintendent for Instruction. ~pplication submitted Concl,,nlon  , Flndln111,  or SUllH of Activity I North Little Rock School District \"ulaski County Educational Priority D 2 DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July, 1989 Goal: The implementation of compensatory education programs. 1 Advisory Commiccee: Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Seate or Louil Cu,1I No. Acthlty or Thie Linc Kuponalblllty (llho wlll c:oorJlnatc1) Inservtce Ac.ttvlty h.tuuJon of Activity (f:valuuton lnatrucnt. teu Ing dua, finished product, rprorrtuc otl,cr) Conch1alona, FlndlnR or Statu of Activity r----ir-----------------t-------+----------1---- I N Ln I ,.- l H. Order equipment and materials. I. Determine staff needs and make any staff changes. J. Expand the computer labs at Boone Park. CoordinatorInstructional Services, CoordinatorInstructional Computers Assistant SuperintendenlePersonnal, Director of Elementary Education, CoordinatorInstructional Services Director of Elementary Education, CoordinatorInstructional Services, CoordinatorInstructional Computers Purcha~~ orders on file. Staff assignments on file. Expansion completed. I N a, I North Little Rock School District P11l11ski Countv DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Commitlee: Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey Educational Priority ll __ 2 __ July, 1989 Coal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Stt\" or Loe.al Co.ti Mo. ActhJty or TJ..c Lin lupon1JblJlcy (Ul,o wJIJ coorJJnatel) lnurvlce Activity K. Install computer labs in Coordinatorthree additional schools. Instructional Computers L. Share program information Director of with elementary princi-pals. M. Share program information with Chapter I Staff. N. Confer with staff about any changes in assignments. Elementary Education, Coordinator- Instructional Services Coordinator- Instructional Services Assistant Superintendent Personnel, Director of Elementary Education, CoordinatorInstructional Services 111formation session will be conducted in July, 1989. Information session wi 11 he conducted in August, 1989. hluulon of ActJvlt)' (Ev1lu1tton ln  cru ent, tot ln1 d.tt.t, ftnhhtd product, rprorrl.1u other) Labs installed. Meeting conducted. Meeting conducted. Conferences held. Conclu1lon, Flndlntt or Stuu, or Acl lvlty I -\".J ' I School District Educational Priority U_ _ 2_ _ DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July, 1989 ~dvisory Committee: Esther Crawford. Bill Ballard Letitia Martin Barbara Gilkey Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. State or [uluatton of Actlvtty local Acth1t)' or Tl- Linc llupon  lb111ty ln.tervice Activity (Evaluation ln1tru111cnt 0 Conclualona, rtndlnA Coa I No. (llho wtll coorJlnateT) t1ut Ing data, ftnhhcd or Statua of Acthlty product, rprorrl,tc other) o. Conduct training sessions Director of Sessions will be Sessions conducted. for principals and com- Elementary conducted in August puter lab aides. Education, and September, 1989. Coordinator- Instructional Services, Coordinator- Instructional Computers P. Conduct training sessions Director of Sessions will be Sessions conducted. for principals and staff Elementary conducted in August involved in tutoring. Education,\n1ncl September, 1989. Coordinator- Instructional Services, Coordinator- Language Arts Q. Inform District Staff Building Building level meet- Meetings conducted. about Chapter l programs. Principals ings will be con-ducted. R. Implement the program. Building Program implemented. Principals I I N 0, I Nurtli Little Rock School District Pulaski County Educational Priority O 2 DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July, 1989 Advisory Committee: Goal: The implementation of compensatory education programs. Esther Crawford. Bil 1 Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Stitt or loc,t co.,I No. Acthlty or TIM Line S. Monitor the program. T. Evaluate the program. luponalbfl lty (lllto vii I coorJln1tel) Building Principals, Director of Elementary Education, CoordinatorInstructional Services, CoordinatorInstructional Computers Assistant Superintendent Instruction, Director of Elementary Education, CoordinatorInstructional Services lnurvtce Acttvlly [uluuton of Activity (v1lu1t Ion 11,.t ruent, tt:1tln1 d1t1, flnhht-d product, rprorrlue other) Monitoring reports on file. Utilize annual Chapter l evaluations Conclu1lon1, flndln1111 or Sutu1 of Activity I I I I I N \"I ' \\ \\ I I :vu, t.l1 Llttlt:' Rock Sc/1001 Dl:aitrlct Pulaski Count_v DISTRICTP'IV '-YEAR UPDATE TO SIX-YE.OR PLAN 1989-1990 Advisory Couunitt.~~: Esther CratN'ford Bil 1 Balla rd Letitia Martin Barbara Gilkey Educational Priority U __ 2 __ July, 1989 Goal: The implementation of compensatory education programs. Objective: To improve student achievement through compensatory education programs. Sttc or loc.111 CoI Ho. ActlYlty or TJ111c Linc lcpon1lbl I tty (llho 111) I coorJlnuel) U. Determine Chapter I needs Assistant for 1990-91. Superintendent Instruction, Director of Elementary Education, CoordinatorInstructional Services In.service Activity I EvluacJon of Activity (Evalut Ion lnu ru .. cnt, testln1 du1, (lnlshcd product, rprorrluc otl,cr) Conduct a needs assessment. Conclu1lon1, flndln~ or St.1tu1 of Acthlty I I w 0 I North Little Rock School District Pulaski County Educational Priority U 2 DISTRICT FIVE-Yl:J\\K UPUATE TO SIX-YEAR PLAN 1989-1990 July, 1989 Advisory Cor.unittee: Goal: The implementation of compensatory education programs. Esther Crawford Bi 11 Bal la rd Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensalory education programs. Stc .. or Loc,l Co41 No. Acttvtcy or Tlc Linc II. Summer School A. Dvelop criLcria for student selection. B. Develop program guidelines. C. Hire staff. luponelbll lty (Uho vJII coorJlnatd) Director of Elementary Education, CoordinatorInstruclional Services Director of Elementary Education, CoordinatorInstructional Services Assistant Superintendent Personnel, Director of Elementary Education, CoordinatorInstructional Services lnservtce A.cttvtty [valu,tton of Acttvlty {Evaluat Ion lnat ruacnt  teltlng d.-r,, flnhhcd product, rprorrluc other) Submit criteria Lo Assistant Superintendent for fnstruction. Submit program guidelines to Assistant Superintendent for Instruction. Staff hired. Conclualoru, flndln~ or Statu, of Activity ---,,L--T .-.: ..-:..-:..-::...-~-----_-_~-r ' I I w i . Aav..1.sory ...o. mm:a:~tec: Pula:-:,J...i County 1989-1990 Esther Crawford Bill Bal lard Letitia Martin Barbara Gilkey Educational Priority U 2 July, 1989 Goal: The implementat~ compensatory education programs. Objective: To improve student achievement through compensatory education programs. Co.11 No. Ruron,lbll lty (11110 will coorJlnlt(!f) lnservlce Act lvlty Ev1lu1tJon ol Activity (Ev1luat Ion lnttru\"'ent, te1tl111 du1, (lnhhrd D. Communicate with patents Director of E. F. G. about the program. Elementary Compile a list of students to be served. Order materials and supplies. Train summer school staff. Education, Coo..-dinatorInstructional Services, Supervisory Staff Coordinator- Instructional Services Coordinator-lnstructio, w l Services, Summer School Principal Director of Elementary Education, CoordinatorInstructional Services, Summer School Principal, Supervisory product, rprorrhtt other) Communication data on file. List of students on file. Purchase orders on file. Conduct sessions Record of inservice prior to the heginninJschedule on file. of summer school and l throughout the summer as needed. Conch,nlon,, r1ndln1t oc Su,tu, of Activity I I w N I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YMR PLAN 1989-1990 July, 1989 Advisory Committee: Educational Priority #_2 __ Coal: The implementation of compensatory education programs. Esther Crawford. Bil 1 Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Stet, or Loe el Au lttlty or 11 .. , Line Coel Ho. H. Imp) ement th\" program. I. Monitor the program. J. Conduct program evalu-ation activities. Re1pon1lbl I lty (llho .,Ill c:oorJln,1ef) Summer School Principal Director of Elementary Education, Coordinator- Instructional Services, Summer School Principal Coordinator- Inst ructiona I Services, Summer School Principal In.service Act1vlty [v1llutton of Activity (veJvuJon lnuru1r1rnt, te1tln1 du, flnhhed product, rprorrluc otl1er) ll'rogram implemented. ~onitoring visits conducted. Evaluation reports on file. Concl, ... ton,, rlndlri1111 or sruv, of Activity I w w I Pulaski County Educational Priority U 2 July, 1989 Coal: The implementat~ compensatory education programs. Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Stal t or hluatJo\" of Activity (Ev1lu1tlon ln1tru.,,nt. loc,l ActJvlty or Th1t Lint Ruron,tblltty In.service Activity testll'I\u0026amp; du. fJ,.hh,d Co~ I No. Conclr,ulon,, rt\"dln,ta (llho wilt coorJJna1el} product, rprorrl.ut other) or Stltua of Activity III. Early Prevention of School Failure A. Develop a program Director of Submit program pro- proposal for the 1989- Elementary posal to Assistant 90 school year. Education Superintendent for I. Continue program in five schools. Instruction. 2. Expand program to five additional schools. B. Determine costs and Assistant Information on file. identify funding Superintenden~ sources. Instruction, Director of Elementary Education, Coordinator- Instructional Services C. Confer with principals Director of Conferences conducted. and staff regarding Elementary program and training. Education t I w ~ I North little Rock School District Pulaski C\"inty DISTRICT FIVE-YEAR UPDATt,\n'f U SIX-HAR PLAN 1989-1990 July, 1989 Advisory Committee: Educational Priority U __ 2 __ Goal: The implementation of compensatory education programs. Esther Crawford Bill Ballard Letitia Martin Barbara Gilkey Objective: To improve student achievement through compensatory education programs. Stal, or Loe, I co .. 1 Ho. Activity or Tlc Linc D. Order training and program materials. E. Conduct training sessions. F. G. Implement the program ten schools. Monitor the program. Jtupon,lbl I Icy (llho will coorJln,1el) Director of Elementary Education, CoordinatorInstructional Services lnnrvlce Activity haluttlon ot Activity (valuation lnurucnt, te1t1n1 dua, flnhhcd product, rprorrl,1c ocher) Pl1rcl1ase orders 011 file. Director of Elementary Education Two days of inservice Sessions conducted. will be conducted in Director of Elementary Education, Building Principals Director of Elementary Education, Building Principals prior to the begin-ning of school, and a one day session will be conducted during 1 ht vear. Program implemented. Monitoring reports on file. Conc:lualon,, rlnJlo,:, or Statue of Actlvl1y I I w V, I Educational Priority fl 2 July, 1989 Coal: The implementation--\nr compensatory education programs. Letitia Martin Barbara Gilkey Objective: To improve student achievement through compens ory education programs. Slle or [v1lu\u0026amp;tlon of Activity Activity or Tl.,e Line Rur,on,Jblllty (E-.,,lu1tlon ln,tru .. ent, Conct..ulon,, Flndln11,1 Loc,I lnservtce A.ctlvlty te.11tlng d,lta, flnhhed Co.ii Ho. (llho wJII coorJfntc7) product, rprorr hte otl1er) or Sc1Cu1 of Activity H. Evaluate the program. Director of Evaluation reports Elementary submitted to Assis- Education, Lant Superintendent Building for rnstruction. Principals, Coordinator- Instructional Computers I w al - North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Educational Priority# 3 July 1989 Goal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for language arts. ltue or Loul CHI No. SECONDARAYC TIVITIES Ac:thll)' or r, .. LJH Complete final draft of curriculum guides for grades 7 and 8. Fall, 1989. Provide inservice for 7-8 grade teachers on implementation of curriculum guides. Fall, 1989. Finalize work on curriculum guides for grades 9-12 (begun in summer of 1989). Spring, 1990. Code textbooks to objectives for grades 9-12. Spring, 1990. Develop a plan to use literature to teach multicultural concepts. Spring, 1990. luponlliltl lty (Who vtll coor.tlneld) Language Arts Coordinator, members of Language Ar ts Commit tee Language Arts Coordinator Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator, Directors, Coordinator of Instructional Materials -~ lnurvtcc Activity Inservice on implementation of the guides. haluutol'I of Acrtvll1 {[1i1luuJon lnI ru-..nt  Ult ln1 du. tint.hid product, rprorrhu ocher) Distribute guides. Inservice conducted. Final drafts prepared. Plan developed. Advisory Co1111ittee: John Moore Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker Concht  ln. rtft41n or lcat1H of Au hltJ a------...~---- ...........=..=...=. ==--..--:-=-=-===:=-=-=-:\\1'.:'.\"':\"::-::-:--_:- : - :- :-- -= - -_ =---_-= ---~-=- -- =, --===-==-=:. :.:.:.:..:..-:-.----,- 0 ohn Moor--:_-:_~_~ ___ _ I w -..J I North Ltttfo Rock School Distr1ct PL.1 1::\nki County July 1989 Educatlonal Priority I_\n__ Coal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for language arts. SECONDARYA CTIVITIES St or Loul Coal No. Acttvtty or ti .. Un IHponalbllll)' {Uho viii coordlnate1) lnaervtcc Act1v1ty Develop reading pretests for Language Arts grades 7 and 8\nlanguage arts Coordinator, pretest for grade 7. Summer, members of 1990. Language Arts Committee Develop pretest bank items for Language Arts grades 9-12. Summer, 1990. Coordinator, members of Language Ar ts Committee Distribute curriculum guides for Language Arts grades 9-12. Fall, 1990. Coordinator, members of Language Ar ts Committee Continue to work on Middle Language Arts School and Secondary Coordinator Restructuring Committees. 1989- 1990. Provide inservice and any other Language Arts I nserv ice on assistance to principals and Coordinator improving language teachers on improving arts instruction. instruction in the language arts program. On-going. Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker haluuton of Actlv1t1 ([valuation Jntru-nt. Concluln fh1dlna Uttn1 d ttnhhd or Stuua of ActhJty product. rpco(lrh1c other) Pretests developed. Pretests developed. Guides distributed. Inservice provided. ' I w co I .. \\ North Little Rock School District DISTRICT FIVE-YEAK Ul'IJA'fl,\nlO SIX-YEAR PLAN 1989-1990 Pulaski County Educational Priority l____i_ July 1989 Coal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for language arts. State or Local Coal No. 2 K-6 ACTIVITIES\n.utwlty or Tl .. Line Distribute remaining objectives in language, literature, listening, speaking, and learning strategies, K-6. Fall, 1989. Distribute D.C. lleaLh textbook coding sheets for all objectives for grades 1-6. Fall, 1989. Develop group and individual checklists for basic objectives. Fall, 1989. Finalize work of reading pretests for grades K-2 and 4. Fall, 1989. Finalize work on language arts pretests for grades 4 and 5. Fall, 1989. luponelblllty (Uho will coordlnuo?) Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator Language Arts Coordinator, members of Language Arts Committee Language Arts Coordinator, members of Language Arts CommiLt:.ee lnuf'Vlcc Activlcy DistribuLe and review language arts objectives, K-6. Study D.C. Heath codings for language arts objectives. h1luatlon of Actlvtty ([oh1UJon ln1tru .. nt. 01tln1 duo, flnhhtd product, rprorrhc ocli,c) Objectives for remaining areas included in guides along with objectives from the fall of 1987 and 1988. Inservice conducted. Checklists developed, distributed, and implemented. Final draft of reading pretests. Final drafts of language arts pretests for grades 4 and 5. Advisory Committee: John Moore Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker Conclu  Jon  , fh1dl11a or ltatua of Actlvlq, I w \"I ' North LJttl Rock School D1str1ct Pula ,kl County July 1989 Educational Priority 1 __ 3 __ Coal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for language arts, Stat or Local CoI No. K-6 ACTIVITIES Ac:tl\"lt)' or Tl .. Una ... ,onalblllt)' (Uho viii coordinate?) Identify D.C. Heath selections Language Arts for use in teaching multicultural Coordinator, concepts. Fall, 1989. committee of Monitor use of curriculum guides, pretests, other test results, and school improvement plans. Ongoing. teachers and Media Specialists Language Arts Coordinator, Principals Provide intensive staff Language Arts development training and Coordinator, assistance to individual teachers Principals and principals in selected buildings to assist in improving instruction in areas of concern. On-going. Develop a plan to use literature to teach multicultural concepts. Spring, 1990 and On-going. Language Arts Coordinator, Di rec tors, Coordinator of Instructional Materials Inservice and assistance for improving instruction in language arts. l\"luuton of A\u0026lt;thlt)' ([\"aluatlon lnatru  ant. tut1111 data. ftnhhed produc:t  rprorrlata other) Selections identified. Inservice conducted and assistance provided. Plan developed. J hn Moor Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs Jess Walker Conclualon fl11dln11 or IUtu of Ac:t hhy , 0 I North Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: Educational Priority ll 3 Goal: The development ofawritten, sequential curriculum for language arts and mathematics. Object fve: St r lo\u0026lt;al CoI .... To design and implement a curriculum for mathematics luponelltl Illy (Uho viii coorJfnl1) July 1989 lnurvtce Actlvtt1 John Moore Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs. Co-Chairman Jess Walker, Co-Chairman [uluatlo111 or Acthlt)' ([welual Ion fnll n,eftt, te  t ln1 d  t  , flnhhrd ,,oduct, rprorrhtr other) Conch,elon  , rlndll'IK  or sutu  of A\u0026lt;thlty --------1---------+--------------i Publish and distribute the revised Math curriculum guides for grades K-6 Coordinator during Fall of 1989-90 Continue training for the use of math curriculum components Continue to place special emphasis ,n teaching an objective based ~urriculum by working directly ~ith principals and teachers ~uring 1989-90 school year \\ Math Coordinator/ Elementary Principals Math !coordinator \\ Inservice elementary principals and K-6 teachers on how to interpret the coding in he revised guides ~uring 1989-90 school vear ~rovide inservice to eachers K-8 on the se of manipulatives o teach math concepts ~uring 1989-90 school r,,ear \\ Completed guides K-6 Evaluation instrument Dates of visits to schools J I .I. ,_ ..... I North little Rock School District Pulaski County /JISTRLCT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 Advisory Committee: Educational Priority H 3 Goal: The development of a written, sequential curriculum for language arts and mathematics. Objective: To design and implement a curriculum for mathematics Stt or local Coal No. Activity or Tl...e LI,,., hpontlbl I tty (llho will coonJlnue1) Assist principals and teachers Math with school improvement plans and Coordinator with the implementation of the plans during 1989-90 school year. Purchase computer software for Computer curriculum management during 1989- Services 90 school year. Department Continue to test to determine Math mastery of objectives and to Coordinator determine learner needs and District needs during the 1989-90 school year. Continue to revise and update the math curriculum guides for secondary schools during the 1989-90 ~chool year. Begin compiling math objectives and test items on computer for curriculum management during the summer of 1990 Begin developing PACIR tests for secondary math courses during 1989-90 school year. Math Coordinator and Math Committees Math Coordinator/ Computer Services Dept. M-ath Committees M-ath l'\"\"'oordinator July 1989 lnservice A.ctfvlty John Moore Esther Crawford Steve Phaup Marsha Paul Jane Brown Eugene Wise Katherine Harvey Nova Staggs, Co-Chairman Jess Walker, Co-Chairman valuation or Activity {Evaluation lnUruent, te  tlng data, flnhhrd Conclu .. on FlndlnJI: or Statua of Acttvltr product, rprorrhte othl'r) Dates of visits Purchased products Testing dates Revised Guides Data entered on computer Draft copies of test ' I .tN I \\ North Little Roe~ School Oistrict Pulaski County Educational Priority U 4 DISTRICT FIVE-YEAR UPDATE TO SIY-YEAR PLAN 1989-199D July 1989 A~visory Committee: John Moore Jane Brown Coal: The planning for implementation of 7-8, 9-10, 11-12 secondary programs at the beginning of the 1990-91 school year. James Morris Ginny Wiseman Billie Jo White Anita Cameron Objective: To plan specific steps for the implementation of the proposed reorganization of secondary schools 7-8, 9-10, 11-12, in August, 1990. Stt or local Coal No, \\ Acthlt)' or ri- Lin I. Preliminary Report~ A. Each High School Committee will submit a preliminary report to the High School General Committee- June 9, 1989 B. Each Middle School committee will submit a preliminary report to the Middle School General CommitteeJune 9, 1989 C. High School General Committee will review all preliminary reports and respond to the coonnittee with approval and/or concernsJune- August, 1989 D. Middle School General Coonnittee will review all preliminary reports and respond to appropriate committees with a~~TovaL and/or concerns-lupo\" 9lblllty (Uho will coorJlnau:1) High School General Committee Chairmen Middle School Committee Chairmen High School General Committee Middle School General Committee lnscrvice Activity haluuton ot ActJvtty ([valuatlon Jn  tn,nt, tut ln1 data, f!nhhird product, rprorrlat other) Preliminary Plan submitted to High School General Committee Preliminary Plan submitted to Middle School General Committee Responses to each High School and General Committee on file Responses to each Middle School Committee on file Conclwatona, rlndlna  or Sutua of Activity ' ' ,I, . w I Norch Little Rock School District Pulaski County DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July 1989 Advisory Committee: John Moore Jane Brown Educational Priority U __ 4 __ Coal: The planning for implementation of 7-8, 9-10, 11-12 secondary programs at the James Morris Ginny Wiseman Billie Jo White Anita Cameron beginning of the 1990-91 school year. Objective: To plan specific steps for the implementation of the proposed reorganization of secondary schools 7-8, 9-10, 11-12, in August, 1990. State or haluatlon of Acthtty local Act hit)' or TiM Line lupon1Jblllly In.,ervice Act1v1t)' (Ev1lu1tlon ln1truent 0 Coal No. (Yho vtll coorJlnate1) tut ln1 dat1 0 (tnhhed product, rprorrlate other) II. Report to Secondary Staff Content area Reports completed A. High school content chairmen areas will report to the appropriate department- August, 1989 B. Middle school content Content area Reports completed areas will report to the chairmen appropriate departments- August, 1989 c. High school general High School Reports completed committees will report general to high school staff committee members- chairmen August, 1989 D. Middle School general Middle School Reports completed committees will report general to Middle School staff committee members- chairmen August\u0026gt; 1989 ' Conch11ton1, findln,i.1 or St1tu1 of Activity ' ,,I,, .. I l ~orth Little Rock School 01Rtrict Pulaski County Educational Priority 0 __ 4_ DISTRICT FIVE-YEAR UPDATE TO sr:\n-YEAR PLAN 1989-1990 July 1989 Advisory Committee: John Moore Jane Brown Coal: fhe planning for implementation of 7-8, 9-10, 11-12 secondary programs at the beginning of the 1990-91 school year. James Morris Ginny Wiseman Billie Jo White Anita Cameron Objective: To plan specific steps for the implementation of the proposed reorganization of secondary schools 7-8, 9-10, 11-12, in August, 1990. St or Loe.al Activity or TtN Linc CoI No. III. Finalizing Recommendations A. Each committee will meet to finalize recommendations- September, 1989 B. Final reports will be submitted to the High School and Middle School General Committees- October 9, 1989 IV. Recommendations will be made to the Restructuring Task Force- November 15, 1989 V. Recommendations will be submitted to the Superin-tendent- December 15, 1989 VI. Board of Education will receive all recommendations A. Recommendations to Board of Education B. Board will act on _\\ ,:e.commendati.ons 1-  po,ulbtllt)' (Uho will coorJlna1ci1) Convnittee Chairmen Convnittee Chairmen High School and Middle School Gen-eral Connnitte Restructuring Task Force Chairman Superinten-dent of Schools Board of Education tnurv1ce A.ccivlty CvaluatJon of Actlvtty ([val uat ton lnat ruaent  tutln1 d.-ta, flnhhed product, rprorrhtc other) Minutes of meetings on file Final reports on file Recommendations on file Recommendations on file Recommendations on file Minutes of Board Meeting Concluaton  , flndln~ or Sutua of Act lvJty .I. ,. u, I .Vorch Little Rock School District Pulaski County Educational Priority II 4 DISTRICT FIVE-YEAR UPDATE TO SIX-YEAR PLAN 1989-1990 July 1989 Goal: The planning for implementation of 7-8, 9-10, 11-12 secondary programs at the beginning of the 1990-91 school year. Objective: To plan specific steps for the implementation of the proposed reorganization of secondary schools 7-8, 9-10, 11-12, in August, 1990. Advisory Coflll\"nittee: John Moore Jane Brown James Morris Ginny Wiseman Billie Jo White Anita Cameron Stat or [vduation or Activity locI Act lvity or Ti- Line lltuponlblllty In  ervlce Activity (Evalu  C Ion int rurnt  Conch,alon  , flndlna Co,11 No. (l4ho wtll coorJJnatc1) testln1 data, flnhhrd or StUu of Acclvll)' product, rprorrlU other) VII. District personnel will District Plans completed plan for the implement a- Administra-tion of recommendations- tors February-August, 1990 VIII. Implementation of plans District Plans implemented for reorganization- personnel August, 1990 SCHOOIML PROVEMPELNATN S FOR 1989-1990 ..I.. .,,. I l'I N l1w.it io11.d 1'1 iorit.v II_!_ _ The improvement of programs that teach basic lani\nuage arts skills. 1m!! Ill, Sue Beach, Chairperson Jerry Copeland Debbie Cornwell Mary Beth Cox Jim Gray Cricket Hicks Pl,jlct ivl': To i\u0026lt;lcntif) arp\nis of weakness. To implement teaching strategies that will improve skills and test scores m\"Jsured by MAT6 in the spring of 1990. Ann McCollum :,1 .. 1 r or I or,1 c,.J I N..i. ALt lvll)' or Tl- Lina State There will be an evaluation of l the findings of the sophomore teachers. (January, 1990) nronetblllty (111.o viii coorJlnteP) Sophomore Teachers ParcntH of studenls who score Sophomore below tlte 25th percentile in 2 or T~~chcr~ more areas will be notified. (March, 1990) Jn1er-vtc:e Activity heluetlon of Activity ((veluetlon lnlrucnt, tr1tlng dt, flnhhrd product, rJ1rl'lr1 IJte other) Teachers will compare MAT6 results and share successes. Lnvite pare11ts to a inscrvice activity. MAT6 Con\u0026lt;lu1lon1, flnJln111 or Sttu of Ac! 1\"11)' I ,I, _ 00 I I Norlin: 1.,l lligh School /\\~HJll,\\I. ~\\l'll1llll. Pl.AN c's,.j,1\n111)- -- l 1JH1J-l'lfl() rl11.1_l1 I ii I I,_ l~~-~~~~12 lli.tri~ t J'd1w:1t inn\n1l Prinrily 0_ _ 2_ _ Cn.11: To address discrepancies between scores of black and white students on basic computation and other math skills. Dinah K~nn~\u0026lt;ly, Cl1Jirp~rs011 Ron Brown Jon Robbins John Narkinsky Kay Ewart Clhjl'CL iv\u0026lt;': To decrease the disparity between the scores of black .1nd white students on the Mathematics MAT6 by increasing the black students' scores 3%. Brenda Sullivan Sue Bledsoe ~I I II' Of lut.11 t .... , , ... An Iv Icy or 11- I.J11e luron,lblllty (Uho .. ,11 c.-.o,.Jlnlcl) [Yaluulon o( AcflYICy ([..,aluac Ion lnat rurnt, 1r1111 ln1 d.ua, flnlht'J prnJ11r1. rJH1\u0026gt;rrl.011 011,rr) Cun.lu1l1\u0026gt;n1. rtt1.Jl\"a or s, .. , .. , of Actl.,lly -- ------------..---------+------------ ---------- -- --- -------- Local 5 A computer listing will be done to show 10th gr~de students who ~corPd in the lower quartile on tit, 1989 MAT6, the areas of wcal,ncss, and the current te:1chcr A practice test will be given early first semester Computer assisted instruction will be used in the classroom and computer lab Students will use skill maintenance worksheets in the multiple-choice format Teat taking techniques will be taught prior to the MAlb Math teachers of 10th grade students Principal, Math Dept. Chairperson, and Committee Chairperson Principal, Math Dept. Chairperson, and Committee Chairperson Principal Math Dept. Chairperson, land Commit tee Chairperson Principal, Math Dept. Chairperson, ~n~\\ (\".On\"\\,..'\\ t I.:._,,.. Math department meetings - one per month will be used to share information with teachers of sophomores Practice test Computer assisted instruction Worksheets - an activity in class Worksheets on test taking techniques MAT6 given to all 10th graders in April 1990 MAT6 given to all 10th graders in April 1990 MAT6 given to all 10th graders in April 1990 MAT6 given to all 10th graders in April 1990 MAT6 given to all 10th graders in Apri.l 1990 I ~ \"I ' Northeast lll8h_Scl10(,}l _ _ _ (.'i1 /1.,11 I) tJ.,, 1 I, 1 ii I I U,~,_I _f\n, l~1~n1 __ 1Ji.:_t ri_,,_r Fd11r,1tin11:d Priority II 3 ANNIIAI. SCllfllll r1 ,\\N l'JR'J-1 'J')O Gocil: The continued development of programs, policies, and practices that lead to better student behavior in school. Ohj\u0026lt;'cLivc: To improve programs that promote better student behavior. SI I I 01\" I oc .a I c .... 1 t1,J. Local 7 August 1989 - June 1990 ltron1Jbl I hr (lllio wlll coocdlnuar) Glen Amis Terry Laughinghouse ln.tervlce Activity To facilitate cooperation between the two high schools, joint meetings will be held at least once each semester between similar groups at Ole Main and Northeast. (This is for a smooth transition with the merger of the two schools in 1990.) Patsy Pearson, Chairperson Glen Amis Peggy Clemons Marilyn Grymes Patrina Greenway Terry Laughinghouse Gretchen Watson [v1luulon of Activity ([v1lutlon ln1t1\"uaent. tetlna d.-11, flnhhtJ Conclulon1, rlnJln or St .atu1 ol ACI lvll )' pl\"oduct, rprorrt..11 otl,er) By Committee , ,I. ,, 0 I _Ole Maio HJ\u0026amp;h School (School) NnrLh l,i ll le Rock School Jlislricl F.ducational l'riorlty P __ 1 __ i\\Nf'UAL SCIJOOI, PLAN 1989-1990 Goal: The improvement of programs that teach basic Language Arts skills. Objective: To idenlify those tenth grade students scoring below average and help them to improve in this area. Sll or Loc.1l Co.al Ho. RuponJbll ltJ (Ul.o wlll cooirdJ\"cof) I. Designate a committee to 1. Principal coordinale thls learning goal. 2. By the end of September the 2. CommitteP committee will have received chair and a list of students that computer scored below average on the services last MAT-6 test. 3. By the end of the first .1. Committee grading period a suggested chairperson remediation plan will be presented to the staff. 4. The outlined activities 4. Department will be presented to the chairperson targeted students. 5. The MAT-6 test scores will be 5, Commit tee individually compared with previous test scores. lnoervlcc Acthll7 1. None 2. Committee planning time 3. Staff meeting 4. None 5. None School Advisory Committee: Jim Morris Sue Perry Jackie Ryan Linda Fuller Nova Staggs Kathy Gault - PTA President [valuation o( Acthlt7 (Cvaluotlon ln1tn1-nt. tot Ina dato 0 flnhh.,4 product rprorrhto other) Conclualono, rlfldlnK or Stotu ol Acthlt7 I. Committee list 2. Computer list of designated students 3. Written plan of suggested activi-ties 4. Documentation of class activities 5. The results of the test scores com-parision will be presented to the staff\nI V\u0026gt; ' \\ \\ \\ ~ ---~---------.,~-----1\\NNUI\\L SCIIOOL l 0 t.l\\l'I (ScJ,oul) 1989-1990 North LI l c Jc Rock Sc:honl Dlst,lct: Educational l'rlority 1 __ 2_ Coal: The improvement of programs that teach Basic Computation and other Math skills Objective: To identify those tenth grade students scoring below average and help them improve their math skills. S1 t or Local CoI No, 5 Ac:t lwlt)' or Tt- Lin, 1. Designate a committee to coordinate this learning lupon lld 1 It r (Uho vlll uorJlnatof) ln  rvlce ActJvlty IJ.. Principal 1. None I '~ Sc.:hoo.1 J\\dvlHory Com,nLLLc.c.: Jim Morris, Principa1 Roy Spradlin Quilla Lanes Jo Lynda Hoggard Jess Walker Rita Murchinson [Yalu.clon of Activity ([v  lu  t Jo\" ln1C f'u nt  tntlna dat. 0 flf,t.h,J Con,du  lon  , rlflJlna,  or Stuu, of Act tvlty produc:1,  rp1orrh1  other) 1. Committee list 2. By the end of September the ~committee will have received Committee chair and computer services 2. Committee planning 2. Computer list of 3. 4. 5. a list of students that scorec below average on the last MAT-6 test. By the end of the first grading period a suggested remediation plan will be presented to the staff. The outlined activities will be presented to the targeted students. The MAT-6 test scores will be individually compared with previous test scores. 13. 4. 5. time designated student~ Committee 3. Staff meeting 3. Written plan of Chairperson suggested activit-ies Department 4. None 4. Documentation of chairperson class activities Committee s. None s. The results of the test scores com-parison will be presented to the staff , I V, \"I ' Ole Main High School (School) North Little Rock School District Educational l'riorlty D ___ 3_. Coal: To help identified at-risk students and problem-solving skills. /\\NNU/\\L SCIIOOJ. PLAN 1989-1990 increase decision-making School Advisory Cmnmlttee: Jim Morris, Chainnan Linda Fuller Marjorie Kirby Quilla Lanes Nonnan Denney, Phyllis Doer Parent Ben Harper Monica Davis Objective: Through Core-Team process, identify at-risk students and direct to proper support facilitators co increase decision-making, problem and Mildred Standley Natalie Porter Darlene Little s, .,  , local Co.11I No. 4 solving skills. Act hltJ or TJ .. LI\" 1. Use Student Referral to Core Team and Teacher Response forms to identify at-risk students. 2. Use Peer-Referral Box for student referrals by peers. lupouUdlllJ ln  ervlcc A.ctJvltJ (llho wlll uorJlneteJ) b.. Principal 1. Staff meeting 2. Staff 2. Staff meeting 3. Complete Core Team Process to 3. Administra- 3. Training sessions refer student to proper ion facilitator for help 4. At-risk students participate 4. Family Ser- 4. None in counseling vices and District Staff Carl Moore [.,.hutlon of ActlvltJ (Cv  h1atlo111 llru-ftl 0 teatl1  fh1hheJ proJ1.c:t, r,,orrhu other) 1. Identified students 2. Referral box 3. Maintain log of contacts and group membership 4. Improvement in grades, or attentl ance, or behavior of participants over prior grading periods Coftch1aloft FJ,.J111~ or Sltu of ActhllJ I V, w I r H1gh_,._.h (Sch,H\u0026gt;l) Nore.It l.ilth. R,,ck School Vl_~tricL Educational Priority II _l_ School Advisory Commlttce: Debbie Hardison, Chairman Ellen Brown Rose Christian Coal: Olivette Dettor The improvement of programs/operations that lead to improved student behavior. Jean Crumby Pat Havlin Objective:To develop strategies to decrease inappropriate student behavior. Shedrick Warren State or Loe.al Coal No. Local 117 - Activity or Tlae Un 1. Continue to assign lockers next to first period teachers' room at the beginning of the school year. 2.Conduct locker checks at least once during each grading period. ~- Teach hallway behavior at beginning of school year and as needed throughout the year, with strict and consistent enforcement. 4. Strict, consistent enforcement of all handbook rules and procedures. 5. Teachers assign detention hall for infraction of classroom rulei 6. Inform the faculty, student body, and parents about IMPACT team at the beginning of the year. ponlbl 1 lty (Uho wtll coordlnete7) Administration Admin/Staff Admin/Staff Staff/ Admin. Committee to .meet with Mrs. Morledge IMPACTT eam Inservlce Actlvlty None Ev.aluatton of Activity (valuat ton Inst ru-nt  test Ing d.ata, f lnhhed product, rprorrlau, other) Locker list on file ~ritten locker check Calendar of locker guidelines/procedures lists on file. Conc:luton, flndlnR or Stuu of Activity I.Review lesson strategy at preschool inservice. 2.Consistent visibilit~ of staff/Admin. in 1allways \u0026amp; outside. Thorough observa ton of hallway behav or. Lesson strategy en file. Teach handbook at the beginning of each semester. Preschool workshop None Maintain discipline referrals and follow up Maintain D----Hall records and followup Maintain records on students referred to IMPACTan d follow-up activities. , I ,V,, .. I Central Junior High School __ _ (School) NorLh Litt le Rock Sehool Dist_ri_1:_ Educational Priority #___1._ ANNUALSC llOOLP LAN 1989-1990 School Advisory Committee: Debbie Hardison, Chairman Ellen Brown Rose Christian Goal: The improvement of programs/operations thakt lead to improved student behavior. Olivette Dettor Jean Crumby Pat Havlin Objective: To develop strategies to decrease inappropriate student behavior. Shedrick Warren Stace or Local CoI No. 117 Activity or TIM Line Local 7. SAC class to begin at 8: 15 and end at 3:20 8. Alternative plan to be developed after 2 SAC assignments lupon  lblllty (Uho wfll coordlnue1) Conrnittee to meet with Mrs. Morledge and District Admin CO!TITiittee to meet with Mrs. Morledge. lnerv1ce Activity None None [uluuton of Activity (Ev  luatton lnatruaent, te  t Ing data, Unl  hed product, rprorrt.ua other) Maintain SAC record Maintain discipline SAC records. Conclualona, Ftndln1. or Statua of Act lvl t)' I\n-:::==================-.--,-n-,-):-:_-:_-:_-:_-:_-:_-:_-:_-:_-:_-:_-::_-=_.-_=_.-=_-_=_-_=_-=:._-= -=-=-=-=_- =-=-=-=-=-=-=-=-=---:':.:.-:-':':\"\"-:-:-::() uI , u, I Snr th l,il_l ':._c:__Rc1_c_k_.:,c\nc\n,.!,.!li!s_t\u0026lt;ri.yl\u0026lt;L) I Educational Priority P_ .2 Coal: Margaret Moore, Chair Joyce Lymna Nancy Sheehan John Tate To address discrepancies between scores of black and white students on Science MAT-6, Carolyn Millican Phil Lee Objective: To decrease the disparity between the scores of black and white students on the Science MAT-6 by increasing the black students' scores 3%. Esther Beavers Sttc or Loot Co,.1 No. State l Local 5 Act Jvlty or Tl- Llrie 1. By September of 1989 a vocabulary list of important scientific terms will be developed in the areas of disparity. 2. Beginning in Septembec of 1989 there will be a \"science word of the week\" listed and read on the daily student announcements. 3. Beginning in Sept. 1989, all subject aceas will emphasize the use of gcaphs and charts in gathering data where appropciate 4. Continue to emphasize co-operative learning in the classroom. h,pon  lbl I lty (Uho \"'11 coorJlnue1) Corrmittee Principal will choose a word from the list to be typed on announcements. All staff members. Science staff. lnservlce Activity EveluatJon of Act lvlty (valu1tlon lnuru.,ent, test Ing d.1t1, finished product, rprorrluc other) List developed during List distributed to preschool inservice all teachers. in August 1989. None MAT-6 test scores of 1990. None MAT-6 Test scores of 1990. Inservice by Pat MAT-6 Test Scores of Havlin (or other 1990. staff) on coopecative learning. Conclu1lon1, flndln11,1 or Statu o( Activity ___ L_ _____________ --1------~-----------'----------'--------~ I I V, a, I ____ Centr:al Junio_r:_f! i_g_h (Schoo 1) .S c-h-o--ol North Little Rock ~-_h..co_o_l_:L::..lt::.:s::.:LrJ:E_L_ Educational Priority ll 3 /INNU/IL SCHOOL PL/1:-1 [989-[990 School Advisory Committee: Laura McGhee, Chair Marti Thompson Drew Mashburn Coal: Address discr:epancies between Social Studies MAT-6. the scores of black and white students on Cindy Schilb Cindy London Reva Battles Leon Davis Objective: To r:educe dispar:ity between social studies test scor:es of black and white sLudents by raising black student grade equivalency 3% S1 1 e or ,, C.0 .. 1 t,10. ILocal 5 -- - - ------r---- AcllVlly or Tl- Line 1. In August, 1989, develop specific sLrategies to alleviate disparaties of scores between white students and black studenti in strands in which the disparit: is 15 percent or greater. 2. In September 1989 begin implementation of the strategies 3. Evaluate the strategies per:iodically throughout the school year. 4. Conduct an inservice activity in cooperative learning by October 31, 1989. - - Repon  lbl I lty (Uho vii I coorJln,11tt'l) Social Studies department Social Studiei Dept. Staff Staff l ----- --- lnservlce Acttvlty None None None Staff Workshop - - - [v  luetton of Activity (Ev,hutlon ln1tru.,ent, te,tln1 d_.t,, flnhhed product, rprorrl,.u other) April 1990 MAT-6 Objectives on file. Teacher made assessment tools. Evaluation Survey -- CcH1clu1lon1, rlndtn~ or Statu  o( Act lvlty ' I I V_, _, I t A~Fwnnn _VI f',I I 01? HI nH ~ Hnnt (.\"frho1d) Nc,rth Little Rock 8clic\u0026gt;ol District Educational Priority II J Coal: To improve programs/operations that lead to better student behavior. Objective: To decrease the number of referrals to the office b\u0026gt; 15\"/.. State or Local Coal t'o. Local 7 Act tvt ty or TIM Line Di sc i p 1 i n e comm i t tee w i 1 1 me e t throughout school year to maintain focus on improving disc ipl 1ne. Rules and procedures to be presented to students in class level assemblies and English classes. Students will be given handbook test. b. Increase recognition of responsible student behavior. Rupon  lbtllty (Who will coordinate?) Assistant Principal Principal Assistant Principal ~- P.A.W.S. School-based team Principal to work on positive self-esteem Donna Hall of students. ,. Recognize students with 'Outstanding Citizenship each nine weeks. Newl et ters to parents and posted 1n halls. ~- Work w1 th students that are assigned to the SAC class on expected behavior. Donna Hal 1 Assistant Pr1nc1pal Cindy Quarry Insuvlce Activity irst meetino will be l!ur i ng pre-s~hool ~ctivities and then bn monthly basis. !'ldministrators. to meet with English eachers during prel\nchool week. P.A.W.S. will develop brograms for student ecognition. Present inservice on how to promote selfesteem. ~r1ter1a for giving itizensh1p grades to presented during preschool activities. SAC supervisor w i 11 be given tra1n1ng in t,ow to deal with !students 1n SAC. ~-~~--------------------'-------- chool Adv lRor Jim Oyer, Pr1nc1pal Jeff Huddleston, English Faith Burke, Special Education Judy Dace, Career Orientation Kay Ramey, Mathematics Shannon Hamilton, Counselor Billie Jo White, Media Specialist Roy Bishop, Social Studies Lucy Stephens, Parent/PtA President Ev.tuation of Actlvlty (Evaluation lnatruent. testing data, (lnhhed product, approrrhte other) Minutes of meetings  i 11 be on f i 1 e . Student test results ~ill be placed in their folders. Newsletters will t,e sent to parents with 1 ist of students. District personnel to be invited. Newsletters and announcements ,oi 11 be on f i 1 e. Statistics will be Ion f i 1 e. Conclualona, finding or Status of Activity _J ' I u, 00 I U\u0026gt;KEWOOJDl-\" IIOR HIGH SCHOOL (Scho\n-ff -- -- - ~ Little Rock School District J\\NNll/\\LS CIIOOLP LAN 1989-1990 2 Edu cat ii9,ia be\\:.'e~'Hr,Wn{ ,..pP-\u0026lt;Wemetn of remed 1 a I programs for Goal: slow learners. Objective: To decrease the number of students scoring below average on the ~T-6 test by 101/., Stt or locI CoI No. Acth1ty or Tl\" Line Jlupon1Jbllhy (Uho viii coordinate?) b\ni :~\nA.tr.S:---scnoo1 oasea team uonna Hal 1 will sponsor peer-tutoring for slow learners. Inservlce. Activity None Jim Oyer, Pr,ncip~,hool Advisory Committee: Jeff Huddleston, English Faith BurKe, Special Education Judy Dace, Career Orientation Kay Ramey, Mathematics Shannon Hamilton, Counselor Bi 1 1 i e Jo Wh i t e , Hedi a Spec i a I i st Roy Bishop, Social Studies Lucy Stephens, Parent/PIA President EvaluatJon of Activity ([valuuton ln1truent. test Ing dta, (lnhhed product. rprorrhte other)\n:,cneau, e or peer-tu tor Ing techniques w I I I be on f i I e . Conclu1lon1, Flndtn~ or Statu of Acllvlty 2. Present inservice on webbing techniques for teachers of all classes. Susan Fendley Susan Fendley will D1str1ct personnel 3. Use computer software to encourage slow learners and improve basic sK1lls. Pr Inc I pa 1 4. Invite minority race speakers Kay Ramey from business coownunity to speaK to basic classes. 5. Inservice by special education Faith Burke teachers on techniques to use Pam Turpin with slow learners. 6. Establ 1sh parent group to Principal provide tutoring for students. 7. Success of objective will be Principal evaluated on ~T-6 test to be given April 1990. present 1 nserv Ice wi 11 be Inv I ted to on webbing techniques attend inservice. None None lnserv1ce by Sp Ed teachers. None None Schedule of classes using computer lab will be av\u0026amp;ilable. Records of Volunteer! will be available. District personnel will be invited to attend inservice. Records of tutoring sessions will be on f i 1 e. HAT-6 scores will be avai !able for statistics. I I I , I V, 'I LAKEJn~o fNIO\" HI H (Sclu\u0026gt;ol) H'D=-.o-i----------\"'ANNOAL=..C,i:UofJT PI..I\\H----- . hnol l\\dvl 1989- /\u0026lt;)\u0026lt;JO Jim Dyer, Pr1nc1paf Nnrch Litt le Rc\u0026gt;ck 8C\"h\u0026lt;\u0026gt;c\u0026gt;l District Educational Priority // 3 Goal: The development of programs for the improvement of stud)' ski I ls. Objective: To increase the number of black students passing all areas of of the MPT by 101/.. Jeff Huddleston, English Faith Burke, Special Education Judy Dace, Career Orientation Kay Ramey, Mathematics Shannon Hamilton, Counselor Billie Jo White, Media Special Roy Bishop, Social Studies Lucy Stephens, Parent/PIA Pres Evaluation of Acthlt)' Comm lt tC\u0026lt;\": ReeponJbtltty lnservlce Activity (Evluuion lnitruent, Conclualon  , rlndlnR {llho will coorJJnatC!l) teSllng dt  , finh hed or Statu  of Activity State or Local Act lvlty or Tt- Line \"-\"-t------------------f,--------jf-------------1-__:_'_'o__\"'_'.:__.:_r:_.:_o:_r'_:':_:'_:'__:o:_:\u0026lt;.:_l:_:\":_\u0026gt;~-----------...J Coal No. Jeff None Minutes c,f the meetings ,., i 11 be on f i 1 e 3 1. Committee will meet through-out school year to focus on improving study ski I Is of sfoo, 1 earners. 2. Provide unit in each class on techniques of learning strategies and study skills of SQ3R. 3. Inservice on attitudes of teachers towards working with minority students and slow 1 earners. 4. Computer software on study skills will be used with sloo, learners. 5. Develop study sheets to correlate obJectives. 6. Success of objective will be evaluated on MPT to be given in March 1990. Huddleston Pam Turpin Faith Burke Shannon Hami 1 ton Principal Inservice by SP Educ de par tmen t. Cooperative Learning Inserv1ce Director of Secondar Education will be invited to in-servic,. District personnel will be invited to inservice. In-s.ervice on how to District pers.onnel use the computer lab. will be invited to attend inservice and observe operation of the lab. Cindy Quarry None Copies of study shee s will be available. Pr1nc1pal None MPT results wi 11 be available. i I , I ?\"' RIDGEROADJ UNIOR HIGH (School) North Little Rock School District Educational Priority O_i__ ANNUAL SCHOOL PLAN 1989-1990 School Advisory Coonnittee: Kathy Burris Jennifer Bishop Vicki Dokes Mrs. Linda Huey Bonnie Moody Linda Chancellor Roy Watts Gregg Thompson I Goal: To attain improved basic skills for the 1989-90 school year test scores in the area of science Debra Butler I Nannette Howell Louis Odom Objective: To increase the number of students achieving basic skills competency in the area of science by three (J) percent, as measured by the Minimum Performanc~ Tests to be administered in March, 1990 Dorothy Williams Ruth Clinton Jane Jackson Marilyn Scott ltau r Local c\n.0.1 ... I Ar:UwUp er T.t UN \u0026amp;.a,oHIIIIJlty (Wllo wlll coori0Mte1) Sample questions, similar to Science Depart those on the MPT will be included ment Faculty, in class work, homework, and on Administration chapter and unit tests. Higher and District order thinking skills will be Personnel promoted by questioning technique,. luervtc ktblty Pre-school in-service in higher order think ing skill questioning techniques will be conducted. Faculty conferences will be !held as needed. 1 .. 1.,,.ttoa ef Ac:Uvttr (lwla,aU .. tnae  t. ttta 4t ftahh.. pr .. uct. rprorrlt etlNr) Copies of sample questions will be on file. Test taking skills will be addressed across the curriculum. School Faculty ~est taking skills in ~eacher lesson plans and Administra-~ervice early in the will reflect test Keyword identification will be addressed in each area of the school curriculum. tion ~chool year will be taking skill lessons. \"'aculty onducted. ~uilding level coprdination meetings petween core departments OCeacher lesson plans ~ill reflect keyword ~dentification being ~ddressed. ~ common method for teaching transSchool Faculty rore department ex- eacher lesson plans ~er of learning will be incorpor- and Administra- hange of ideas to .111 reflect teaching ated into the curriculum. ion ~each definition part 9of transfer skills. ~ocabulary and spell-ng rules across the urriculum will be ~ngoing C:O..Ch1alou. flNla er ltah1a el kl htty \\. \\ Rl.DGE..ROAD JUNlOX lllCfl (School.) ANNUAL SCHOOL PLAN 1989-1990 North Little Rock School District Educational Priority 6 l Goal: To attain improved basic skills test scores in the area of science for the 1989-90 school year Schoo1 Advisory Comm~ttee: Ka thy Burris Vicki Dokes Bonnie Moody Roy Watts Marilyn Scott Tennifer Bishop Linda Huey Linda Chancellor Gregg Thompson Objective: To increase the number of students achieving basic skills competency in the area of science by three (3) percent, as measured by the Minimum Performance Tests to be administered in March, 1990 Debra Butler Nannette Howell Louise Odom Dorothy Williams Ruth Clinton Jane Jackson State oC\" Local Coal No. Acthtt, or TJM Lh leaponaJbU tty (Yho viii coordtnaut) Special materials will be utilizedScience Departin presenting the specific objec- ~enc and Facultives not mastered O'll the 1988-89 y MPT. Those objectives are: 7-2.l 8-5.2 8-6.2 8-2.l 8-5 .1 8-7.l Define cell terms Identify weather instrumenti Identify water cycle Define earth history terms Define meterology terms Define universe/astronomy terms ~-8.l Define energy/natural resource terms 8-4.2 Recognize agents of erosion omputer assisted instruction in specific science objectives will ~e made available to students to ~einforce the material presented n class. Teachers will be able o provide individualized assisance in the above listed objecives. School Administration and Science Depart ment Faculty lnaarvice Act1v1ty Worksheets, diagrams, transparancies, tape recordings, review games, and vocabulary flash cards will be developed by the science department and shared in departmental meetings. Teachers will receive proper instruction in the use of computers and software by district/ building computer service personnel. !lvation. of \u0026amp;ctlvttr ([valu.uto h1atruaen1:, taat1n1 data, ftahtM:d product, rprorrlata other) Copies of materials will be kept on file Records will be kept by teachers of the progress made by students receiving computer assisted instruction. Condualona, flndlna or Stah1  of Acthtty l--- __ _,__ _______________ __._ ______ .., __________ __.___ ________ ~--------~ , l I a- \"I ' North RIDGEROADJU NIOR HIGH (School) Little Rock School District Educational Priority 1_1__ ANNUAL SCHOOL PLAN 1989-1990 Goal: To attain improved basic skills test scores in the area of science for the 1989-90 school year School Advisory Cononittee: Kathy Burris Jennifer Bishop Vicki Dokes Linda Huey Bonnie Moody Linda Chancellor Roy Watts Gregg Thompson Debra Butler Nannette Howell Louise Odom Objective: To increase the number of students achieving basic skills competency in the area of science by three (3) percent, as measured by the Minimum Performance Tests to be administered in March, 1990 Dorothy Williams Ruth Clinton l.tet. .e.r . Goel ... I ActhltJ er Ti LIM Department head meetings will be lteld as needed to ~oordinate materials and skill development instruction between Ridgeroad and Central Junior High. I ... ,_.u.utt, ( ... wtll CNdJ .. teT) School Administration and Department Heads laaenlc lcth'ltJ None Jane Jackson Marilyn Scott lwalvatlH ef kllU:J (hel..aU lt,,_ ,. Utl I .. ,., ll  t.a.. ... O.YCl 0 .., .......... tMr) Records kept in Department Head files C..C:lualon  Fladla er Ital  el kthltJ I \"w' I (School) ANNUAL SCHOOL PLAN 1989-1990 School Adv1sory Comm1ccee\nMary Taylor John Jeu North Little Rock School District Wilene Rigsby Linda Chancellor Susan Miller Educational Priority I 2 Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 achievement test to be administered in April, 1990 Steve Duke Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Wayne Thompson Pat Morris Sharon Kimbrell ,,.,. ., Loc:al Coal llo. a.po-  t~U ltJ (.,._ wlll CNr4lutet) lwal.,..t1ott er AcUvUJ ftvalwaUN taat....,.  t, 1-  t11 ,.,  Uaht.. pr .. uct  rp.-oprlau titer) c:a.c:, , .... ,. ...... er ltH el kt hltJ I The language arts department will L.A. Classroom utilize the following recommend- Teachers ation in \"Tips.for Teaching\" from the MAT-6 Teacher's Manual to increase reading comprehension: l) Provide reading experiences at both the instructional and independent reading levels of students 2) Establish purposes for reading 3) Build on the reading interests nf students and use those in-tere8CS to improve reading comprehension 4) Increase the background for reading 5) Enhance the motivation to read School Admin-istration and L.A. Classroom Teachers L.A. Classroom Teachers The language arts department will L.A. Classroom utilize the following recommenda- Teachers tion in \"Tips for Teaching\" from the MAT-6 Teacher's Manual to im-prove vocabulary development: l) Students will select the word .A. Classroom in a sentence that agrees with Teachers the meaning of the sentence. Review of previous inservice and subsequent departmental meetings Guest Speakers Review of previous inservice and subsequent departmental meetings Teacher lesson plans will reflect teaching comprehension skills Teacher lesson plans will reflect teaching vocabulary skills ' I f\" ' RIDGEROADJ UNIOR HIGH (School) ANNUALS CHOOLP LAN 1989-1990 School Advisory Committee: North Little Rock School District Mary Taylor Wilene Rigsby Susan Miller Sharon Kimbrell John Jeu \\ Educational Priority f 2 Goal: To attain improvedachievement scores in the area of reading for the 1989-90 school year Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 achievement test to be administered in April, 1990 Steve Duke Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Way.,e Thompson Pat Morris Linda Chan-cellor AcctdtJ w 'II. u .. a..,-.n11tt, ,.._ will eeer1u1t) tuentce Acthlty ...... , .... , Actlwl1, Ctwaluatt- leat,...t , .. u .. .. , .......... . .., ... ,  .,..,.,.,hH et111,n) C:O.CI- fl .. laa er ltat I \u0026amp;c:tlllf 2) Students will determine if meaningful sentence words agree with the meaning of the story. 3) Students will read stories that relate a number of words to a particular topic 4) Students will locate and classify selected words from stories being read 5) Students will identify and provide synonyms for words or expressions that take on a special mea~ing in a particular story content. L.A. Classroon Teachers The language arts department will L.A. Classroom utilize the following recommenda- Teachers tion in \"Tips for Teaching\" from the MAT-6 Teacher's Manual to im-prove spelling skills. 1) Students will be taught the study method: \"Look at the word. Say the word, close your eyes and try to see the word. Write the word. Check the wot:d 11  Review of previous inservice and subsequent departmental meetings Teacher lesson plan, will reflect teaching spelling skills i I ANHIJAL SCHOOL PLAN 1989-1990 -----Schooi Adv1sory Mary Tay1or Wilene Rigsby Susan Miller CoUDD::1.t::tee: Educational Priority I 2 Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 achievement test to be administered in April, 1990 Steve Duke Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Wayne Thompson Pat Morris Sharon Kimbrell llatl- f Actt.hr John Jeu Linda Chan-cellor ltt  Local Goal ... .......,,. .... (.._viii uotutet) INnlce ActhltJ (r.-.1 .... ,,_ 1  , ....... 1  , .. u .. ... , ......... . ~, ........ ...... 2) Students will be challenged to locate and correct mispelled words in passage,\nthat have been deliberately copied incorrectly. 3) Students will be grouped for a cooperative effort to write a paragraph or short essay using their spelling words. L.A. Classroom Teachers The language arts department will L.A. Classroom Review of previous specifically address reducing the Teachers study disparity in MAT-6 Test ~~or~s in the following areas, as outlined in the Ridgeroad School Improve~ e)lt Plan: H-3 Usage (8th and 9th) ~0-01 Subjects and Predicates (8th and 9th) ~0-02 Adjectives and Adverbs (8th and 9th) ~0-03 Direct Objects (8th and 9th) 4-012 Sequencing (8th and 9th) ~4-02 I~ferential Comprehension (8th and 9th) 4-021 Inferred Meaning (8th and 9th) ~4-023 Main Idea (8th and 9th) Progress meetings as needed throughout the year fl'N11c:t  -,,ropl\"lete t\"'-r) Teacher lesson plans !will reflect specific 1idstruction to the strands addressed in the School Improvehnent Plan t-lAT-6 test scores ... t- f ac., .. u, , I a, a, I RIDGEROADJ UNIOR HIGH (School) North Little Rock School District ANNUAL SCHOOL PLAN 1989-1990 School Advisory Committee: Mary Taylor John Jeu Wilene Rigsby Linda Chancellor Susan Miller Educational Priority I 2 Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Steve Duke Yvonne Whalen Renee Nelson Clancy Mdlwell Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 achievement test to be administered in April, 1990 Richard Alexander ltt er Local C.OI ... AtU..ttr ..- l'J UN C4-03 Critical Analysis (8th and 9th) C4-031 Drawing-Con~lusions (8th and 9th) C4-0l Literal Comprehension (8th) C4-0ll Detail (8th) The language arts department will utilize MAT-6 test format in vocabulary, reading comprehension and spelling, as illustrated in the administrator's manual, whenever appropriate throughout the year. Students in the reading program will be remediated specifically in reading passages at the 5-6 and 7-8 levels, as outlined in the School Improvement Plan. Co~puter assisted instruction at the appropriate level will be given a~l students enrolled in the reading program. ... ,.. .... 1.,, (.,._ wUl c..dlMt  I) tuant.c. Actblt7 L.A. class- Review of previous room teachers inservice Reading None teacher Reading Review of previous teacher and inservice Computer lab assistant Way,ne Thompson Pat Morris Sharon Kimbrell lal...aUoa f ActtllJ (twali.att .. tlr-- t IHUa .. ,  flhM. ,.. ... ,  .,.-.,r-lau  t.,.r) Teacher lesson plans will reflect teacher use of MAT-6 format Teacher made tests and worksheets Student records kept by reading department MAT-6 test scores Student records kept ~y lab assistant C...Cl  I.-, ,. .. , ... er ltat .. el kthltJ I I .e.r_, , I HIVCEROAJJ JUNIOR HICill (School) North Little Rock School District Educational Priority 6 __ 2_ ANNUAL SCHOOL PLAN 1989-1990 School Adv~sory Comm~ttee: Mary Taylor Wilene Rigsby Susan Miller Steve Duke Sharon Kimbrell Jnhn Jeu Linda Chancel-lor Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Waype Thompson Objective: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 tes~ to be administe.-ed in April, 1990 Pat Morris Suu r Local Coal No. ... po .. 1ti,t1tt, (Ullo Ill coor41lftAtd) Activities in other areas of the Classroom curriculum, as follow, will be teachers implemented to reinforce reading skills: 1. 2. Test taking skills, including pretest orientation, time management, problem-solving and anxiety reduction will be taught in core subjects. Students in math will be given word problems to practice transfer of reading comprehension skills. Core subject teachers Math teachers luervice ktbtty Test taking skills inservice early in 1989-90 school year Department meetings 3. Students in history will read Social Studies Department meetings and select important facts in teachers a paragraph to practice trans fer of reading for purpose skills. 4. Students in science will Science Department meetings practice vocabulary words using definition parts to reinforce definition instruction in language arts. As the middle school reading ~rogram is restructured, building ~evel meetings will be held to ~oordinate materials and skill eachers Reading teacher None laluaitto ef ActbltJ (t,,.luaitloa t Hnae  t. teatla 41ata, fl  lat..4 ro41uct, pprotrlate tMr) Test taking skills handouts and overhead transparancies on file Classroom observations Classroom observations Classroom observations Minutes of meetings C:O.dualNa, fla4la~ r Statue f Act hltJ , I a, co I RIDGEROADJU NIOR HIGH (School) North Little Rock School District Educational Priority 1 __ 2 __ ANNUALS CHOOLP LAN 1989-1990 School Advisory Coounittee: Mary Taylor Wilene Rigsby Susan Miller Steve Duke Sharon Kimbrell John Jeu Linda Chancellor Goal: To attain improved achievement scores in the area of reading for the 1989-90 school year Yvonne Whalen Renee Nelson Clancy McDowell Richard Alexander Wayne Thompson Obj~ctive: To improve total reading scores by three (3) percentile rank points, as measured by the MAT-6 test to be administered in April, 1990 State or Local Co.I No. I At:UltJ or t1M Lh development plans for the 1990-91 program. Reading department meetings will be held between Ridgeroad and Central Junior High as needed throughout the year to coordinate materials and skill development instruction. leponiblllty (Who ttlll coordl-tel) lnaervice Activity School admini- None stration and reading teachers Pat Morris ,--~uo  , AcU.1tU:y ([valuattoa laatruaent  Uat h\u0026amp; data Unhhed product. rprorrlata otl .. r) Record kept in reading department files Cone ha- FI..S In~ or ltatua of Acthlty i I \\_ ~lf~ROA t fl r1R /lLJ'll r.-~~ ~chooi~)~==---- AN'NUAL H L PLAH----------- School Advisory Penny Beasl.ey Shirley Bowers Brian Breeding Comm.1.t:t:ee: 1989-1990 North L1ttle Rock School D1str1ct Educational Priority I __ J_ _ Goal: To improve programs and operations that lead to better student behavior Objective: To reduce the total number of students displaying inappropriate behavior by three (3) percent Sue Brummett Curt Derden Mark Hays Linda Hazelwood Carol Hicks Sally Huey-student Co,\n_nie McCann Suzie Ritchie Richard Woods Gregg Thompsbn .,.,. ... Local Coal ... Acthf.lJ  II u .. ... ,..  ~uo, (Ilia will caortutO luen1ce Ac.ti.tty lalYoatlM ., Ac:UUr (llwat ... u- ltruaet , .. u  ,u . ,. ... ._.. fro4uct. appropriate ether) C..Clud ... , rt .. l\u0026amp; H ltat..a al Ac.tlttr I. IV I \"\"I '' Develop a test covering expected ntudent behavior and administer it to all students during the first week of 1989-90 school year School Administration and Staff To have staff members select in- IMPACT Team dividual students of their choic, for implementation of a positive reinforcement program for target ed students To further develop classroom and School Adminbuilding- wide student recognitior istration and and reward programs Staff Improve consistency from room to room on targeted student behaviors (class rules) Cooperatively develop individual behavior plans for students who chronically display inappropriat, behavior (involving staff and peers) Building Discipline Committee School Administration and staff Discussed in preschool in-service Copy on file, record, on file Selections to be Records on file conducted during pre-school in-servic and throughout the year. To be discussed throughout the year as needed August of 1989 Selections of team members to be made in September of 1989 Records on file Records on file Behavior records on 'ile '-------'-------------------'-------...J------------'----- -------~---------~ I RIDGEROADJU NIOR HIGH (School) North Little Rock School District Educational Priority 1 __ 3 __ ANNUAL SCHOOL PLAN 1989-1990 School Advisory Committee: Penny Beasley Suzie Ritchie Shirley Bowers Richard Woods Brian Breeding Gregg Thompson Sue Brummett Goal: To improve programs and operations that lead to better student behavior Curt Derden Mark Hays Objective: To reduce the total number of students displaying imappropriate behavior by three (3) percent Linda Hazelwood Carol Hicks State r Local Coel ... kthltJ or IJM UM Evaluate the overall success at the conclusion of the 1989-90 school year le,oen111,, (.._ vUl coorlutet) luenic ictbltJ School Advisor August of 1989 Committee for Priority 113 Sally Huey-student Connie McCann tnh,ntoa of \u0026amp;cl lwltr (hlu.aUo l.rn-. t u., .... ... , . ,. ....... product appropriate otller) Behavior records on on file c .. dwalona. flodln11, or ltalY  of kt htcr 1 ' : I --.J I Educational Priority U_1 __ r..: SCHOOi~ 1989-1990 Goal: The continued development of programs, policies, and practices that lead to better student behavior at school and related activities. ~ Schoo1 Advisory Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Ken Kirspel Objective: The number of referrals to the office by teachers for disruptive behavior (excluding referrals for tardies) will be decreased by five percent. State or Local Coal No. Lo~al :~::~t~~~eac::~~~~eb~~a:!:~/ throughout the school year to maintain focus on improved behavior/discipline. Explain handbook, building policy, classroom rules, and evaluate content by the testing of each student at the beginning of the school year. Conferences will be called for the teachers, counselors, administrators, and parents of the students who are demonstrating chronic behavior problems and/or assigned to SAC. Establish a committee and a system to reward students for good citizenship. leepone1bll lty (llho vJll coordlnte?) Administration and Staff Administration and Staff Administration and Counselor Student Behavior/ Discipline Committee lnaervice Activity Inservice will be presented at the beginning of the school year and throughout the year. Report to faculty on reward system. [valuation of Actlvlty (Evaluation lnatruNnt teatln1 data. flnlahed product, rprorrhu other) Report on file. Test on file. Documentation of conference record. Records of students receiving rewards. Conclusions, Flndlnll or Sotua or Act lv1tJ .I. ... N I Rose City Junior High School (School) North Little Rock School District ANNUALS CHOOLP LAN 1989-1990 Educational Priority O_j__ Goal: The continued development of programs, policies, and practices that lead to better student behavior at school and related activities. School Advisory Committee: Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Ken Kirspel Objective: The number of referrals to the office by teachers for disruptive behavior (excluding referrals for tardies) will be decreased by five percent. Stat or Local Coal No. Actlwilf or T1 .. LlM ... po.-Jlttlity (W'ho will coordt-ul) Periodically schedule small Administration student group meetings to and Counselor emphasize expected behavior and/or to explain school policies as well as to motivate students. Develop packet of materials to assist students assigned to SAC in understanding expected school behavior. Administration Counselor, and SAC Supervisor lnervice Activity twaluaU.o of Actlvt.ty ([valuatioa laauuaent. uatl\u0026amp; data, fl\"tahed product, rprorrlata other) Schedule of meetings on file. Packet of materials on file. C.O.c::lualoaa, Ftndlna  or Statua of Act tvtty I -..J w I Educational Priority U 2 ANNUAL. SCUOOI~ PLAN 1989-1990 School Advisory Committee: Goal: The development and implementation of programs and activities designed to enhance minority students' learning skills in orrler to raise scores on standardized tests. Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Ken Kirspel Objective: By April 1990, in MAT-6 test strands with a disparity rate of 15 percent or greater in 1989, the number of black students scoring below average will be decreased by ten percent. Stal or Local Co.-1 No. 5 Activity or TJM Lln Send results of the MAT 6 and Local MPT (showing the disparties between test scores of black students and white students) to parents/cover letter. Develop better methods of communication between the school and the parents {possible by adding an additional phone). Form a committee of minority teachers to discuss areas of concern with parents. Develop study materials and sample tests in each department (which would address disparties). a.pondbJl tty (\"ho will coordtnato7) Committee Counselor All Teachers Minority Teachers Develop small groups (minority) Teachers to work on attitudes, morale, Counselor test taking skills and study skills with parent participation. lnrvice Activity ..,aluuioit of Acthlty (Evaluattoa lntruMnl, testtna data, rtnhhed pl\"oduct, rpl\"orrt.t other) Test results on file in the counselor's office A list of parent conferences/contact placed in the Guidance Office. Participant evaluation strategie Department meetings Check list of mastered skills Concludon. Flndlna or Sutu of Acthlty , l \\ Rose City Junior High School (School) North Little Rock School District Educational Priori ll_2 __ ANNUALS CHOOLP LAN 1989-1990 School Advisory Committee: Goal: The development and implementation of programs and activities designed to enhance minority students' learning skills in order to raise scores on standardized test. Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Ken Kirspel Objective: By April 1990, the MAT-6 test strands with a disparity rate of 15% or greater in 1989 will be increased by ten percent. State or Local Coal Ho. \\ ActhHy or TJM Line luponeJ.bU Uy (Uho vtll coordinate?) Develop and set up programs with Counselor community organizations (churches  Teacher/ civic organizations, ect ... ) Coordinator to create study groups and tutoring programs. lnserv1ce Act1vity Evaluation of Acthlty (Evaluation lnatruMnt, tuttna data, ftnhhitd product, arprorrbte other) Number of students using the study group and tutoring other students. Concludona, rtndlnA or Statu of Acthtcy I I I -.J V, I (School) North Little Rock School District Educational Priority #_J __ ANNUAL SCIIOOL PLAN 1989-1990 School Adv~sory Committee: Goal: The development and implementation students improve MPT scores. of school-wide strategies to help Patty Kaiser Phyllis Janssen Carolyn Warren Steve Garrison Donna Bradshaw Mandy Waldorf Objective: By the end of the 1989-90 school year, students will exhibit an Ken Kirspel improvement of MPT scores in comparison with 1988-89 MPT test results. Slat or Local eo.1 No. I A \u0026amp; B State Activity or TiM Line lupon  Jbtl ity (l,lho wUl coordtnta1) Generate a letter expressing Committee/ concern about improving test Secretary scores, to be mailed to parents prior to the 1989-90 school year. Expand use of sample tests and the All teachers use of practice questions in test format in each department. Incorporate test-taking skills All teachers into lessons throughout the year. Require all 8th grade students to complete computer diskette \"Test Taking Skills Made Easy.\" Teachers and Chapter 1 aide Develop and use educational games All teachers and exercises in each department to help review knowledge in each content area. Require all 8th grade students to All MPT core see video \"Making the Grade.\" teachers Recognize student achievement of Counselor and improvement goals with awards and PTA activities. In  ervice Activity hluUon of Acth,ity (Evalutton lnatruNnt, uatlna dat flniahed product, rprorrlau other) Letter on file in Counselor's office Departmental meetings Completed checklist of skills taught Printout of results List submitted by departments to be kept on file in the library. List of all students who have viewed the film. MPT scores on file. Condusiona. find lnA or Statue of Actlvlty _I _, I Skills Center IINNU/\\LS CIIOOLP L/IN 1989-1990 School Advisory Committee: (School) North Little Rock School District Educational Priority U__1_ Goal: DEVELOPMENT/IMPROVEMOEFN T STUDENTST O GET ALONGW ITH PROGRAMTSH ATT EIICH EACH OTHER, Objective: TO PROVIDEP OSITIVE REINFORCEMENATC TIVITIES WHICHW ILL INCREASE APPROPRIATES OCIAL ANDA CADEMICB EHAVIORS. Sllt or (valuttJon of Actlvlcy ((.,aluatJon ln,tru.,tnt, lncI Activity or Tl.,, Lint Rtaponalbl I lty Inser-vlce Ac:tlvlty testing dt, !lnhhtd Co.111 No. (Uho \"'111 coorJln.itcl) product, rprorrl.u, other) 15 1) Positive reward system for Skills Social \u0026amp; Prevoca-exemplary behavior. Center Staff tional Information Battery. Sub-Test 2) Send letter by mail Skills Job Related Behavior to parents. Center Staff 3) Separate statement at Skills Count to see mid-term about conduct. Center Staff decrease in di sci-pline slips 4) Citizen nf the week on Skills Friday from each class. Center Staff Posted with picture in hall. 5) Tangible reward at the end Skills of each month. Center Staff Pattie Benight Anita McJunkins Bell Russell Hawkins Loretta Schnarr Jimmie Smith Sara McCormack Brenda Holt Dorothy Mosley Conclu1lon1, flndln,., or St.uu, of Act !,,,tty ..I_ , .._, I ----_::_::_::_::_::.::.::.::.::.::.::.::.::.::.::--=--1,1 ..s,r.,NrnNnrU~ A PL/\\~N\n::=============--s:'c::':hoo 1 Adv f..s o r y Comm 1 t: t: e e : --~\"'fktT _T___ . __gj-i-:~c'~-'e~~,r-,,- 0 - 1 ,,-),---------- 1989-1 990 Nor:th Litcle Rock Sclluol District Educational Priority 1 __ 2 __ Coal: THE DEVELOPMENT/IMPROVEMEONFT P ROGRAMTS HAT PREPARE STUDENTS UPON GRADUATION Objective: TO DEVELOPA VOCATIONALP LACEMENTPR OGRAMF OR 11TH ANO 12TH GRADES( IMPLEMENTED1 988-89). State or loc,11 Activity or TJme Lint Rt1pon111bll lty Inservtce Activity Co,11 ~o. (11110 ulll coor\u0026lt;.llnatc7) 13 l) Train students in Skills maintenance, clerical and Center food service. Staff 2) Place students in Job Skills Training Partnership Act Center contracted jobs when Staff work-ready . I Evaluulon of ActtYlty ((valuat Ion ln  tru,.,tnt, test Ing data, ! lnlshtd product, arprorrl.ue other) (Pre \u0026amp; Post) Pre-employment Test \u0026amp; job search (CAPDD monitored) (Pre c, Post) Pre-employment Test \u0026amp; job search (CAPDD monitored) Pattie Benight Anita McJunkins Bell Russell Hawkins Loretta Schnarr Jimmie Smith Sara McCormack Brenda Holt Dorothy Mosley Conclualon , r Ind In~ or St,1tua or Act lvlty , .I. ., CX) I L. skn 1 s Center (School) ANNUALS CIIOOLP LAN 1989-1990 North Little Rock ,chool District Educational Priority O 3 Goal: DEVELOPMENT/IMPROVEMOEFN PTR OGRAMS STUDENTST O BE GOODC ONSlJMERS THAT TEACH Objective: TO SEE THAT STUDENTSG ET THE MOSTF OR THEIR MONEYW HENS PENDING. Sl1 or Local Activity or TJ,-lt Lin Jlupon  lblllty (Uho ,.,111 coorJlnatc:1) Coal Ho. 21 I) Coupons Skills Center Staff 2) Checks (fake) Skills Center Staff 3) Comparison shopping Skills Center Staff 4) Group shoppin!\\ for Skills identical items with Center Staff same amount of money. 5) In-House Bakery Skills to be purchased with Center Staff coupons for Behavior. \\ \\ \\ I lnser-vlce Activity School Advisory Committee: [nlunlon of Ace lvlty ([v1luulon ln1tru111ent. c  atln1 datl, flnhhed product, appl\"orrl.ate other) Social \u0026amp; Prevocational Information Battery. Sub-Test 1. Purchasing Habits 2. Budgeting 3. Banking Pattie Benight Anita McJunkins Bell Russell Hawkins Loretta Schnarr Jimmie Smith Sara McCormack Brenda Holt Dorothy Mosley Coflclu  lon  , rtndlnJ. or Statu1 ol Act lvlty .I. ... \"' I '\"'''' ,t ry School ,.\\NNl1Al Sl'l/001. 11 ... \\N (Sc:lu,ol) 1989 I 990 Nnrt II J,i t l le Roe k 8c:ltool DJt.\nr_r_~:_!_ Educational Priority # __ 1 __ Coal: The improvement of programs/operations that lead to better student behavior. Objective: By April, 19QO, students will improve behavior through oositive reinforcement. local Coal No. Local H7 State q4 Activity or- T1M Un 1. Praise cal ls wi 11 be made to parents from classrooms with the use of cordless phones. 2, A \"Behavior Drill\" will be periorlically announced by the Principal. Awards wi 11 be presented to students for exemplary and/or improved behavior. 11:epontbt I tty (Uho wtll coordinate!?) Staff Principal 1. Hall passes will he issued Staff to control movement between classrooms. lnservlce Activity Schnul /\\\u0026lt;lvl.!--tnry CnmmfLtc~: Tammy Collier Tami Eggensperger Jeni fer Faught Terrie Gipson Kay Hogan Mandy Hyatt Kathryne Jordan Darlene Kelley C i ndy Me J ton Nancy Porter Michel le \\.lard Janet \\.la rren Jane Ford Evaluulon of Activity (valuation lnHruent. tf!stlng data, (tnhhed product, rprorrlate other-) Conclulona, rtndlnR or Statu of Activity Student behavior wil be man i to red for improvement. Improve ments will be recorded during a staff meeting each nine weeks. Positive responses from students will be recorded during a staff meeting each nine weeks. Improvement in ti me on task and unnecessary disruptions wi 11 be noted during a staff meeting each nine weeks. 4. Ideas will be shared on posi- Staff tive reinforcement and student Two staff members per Ideas will be record month will share at ed and given to each responsibi 1 i ty. least two ideas on staff member. positive reinforce-ment and/or minimizinq unnecessary movement in the ha 11 s . ~ -----------------'----------'---------------''-------------'----------~ , l I 00 0 I Amboy Elementary Schoel ANNUALS CIIOOLP LAN 1989-1990 School Advisory CommiLtee: -- (Seho-~) ------- NnrLh LiLtle Rork School DisLrict F.ducational Priority II 2 Coal: The improvement of programs that increase reading comprehension, ObjecL ive: Faye Ashberry Susan Branch Lee Annette Buck Kim Gore Ashley Ingalls Norma Morrow Rebecca Richman Suzie Shaunfield Sandra Thompson Jane Ford By the end of the 19q9-90 school year, activities will be developed and implemented to improve targeted skills of sequence, main idea, drawing conclusions and using synonyms, antonyms, homoPyms and _ ~ ___ c:,:o~.!.!n:.t-=e~x_.,_tc__ !cc:~..~'1--.!-u--~-e-,:-.-.\n-s-!-.-c-.-,-_--. ---------------,-------------, Stte or Loc:.111 CoI No. Act lvlt)' or Thoe Lin Local 1. Lessons on specific skills QJ will be identified and highlightec State in the basal teacher's edition for #l each grade level at the beginning of the school year. 2. A Hake and Take \\forks hop wi 11 be conducted by the end of the second nine weeks to develop activities for specific skills at each grade level. 3, A resource file of additional ~ctivities will be compiled and stored in the media center by the end of the t~ird nine weeks. 4. HECC software programs wi 11 be used to provide student applicatioh of reading skills. Appropriate ltupon  lbl l lty (Who vii I coordlntcl) Reading Cammi ttee Reading Cammi ttee Reading Cammi ttee Media Spec i a 1 is t and Gifted/ ~oftware wi 11 be reviewed and l Talented ~opied for a 11 grade levels. Resource Teacher p. Addi ti ona 1 materials wi 11 be Principal Durchased to reinforce specific and Media ,ki11s. Spec i a 1 i st \\ Inu,rv1ce Activity Sta ff Media Specialist and Gifted/Talented Resource Teacher I uluatlon or Activity (vlut Ion lnu ruaent, teUlna dat, flnlahed product, rprorrl.lte other) 19~8-89 HAT6 test scores will be compared with scores for 19~9-90 to deter mine overall effectiveness of these activities. Same Same Same Purchase orders wi 11 be on file. Concluatona, flndln11, or Statu of Act lvlt)' i I (X) ' Aml..!.!.?r_/~_~fr y ~~!.!_po I (Sc/Jool) ANNt.lAli sc11on1. l'l.AN 1989-1990 School Advisory Commiccee: North Little Rock School District Faye Ashberry Susan Branch Lee Buck Educational Priority U 2 Goal: The improvement of programs that increase reading comprehension Objective: By the end of the 1989-90 school year, activities will be developed and implemented to improve targeted skills of sequence, main idea, drawing conclusions and using synonyms, antonyms, homonyms and context clues. Kim Gore Ashley Ingalls Norma Morrow Rebecca Richman Suzie Shaunfield Sandra Thompson Jane Ford State or [v.tuation of Acth1t)' (Evluatlon lntruent, Louil Act ivlty or Tl- Linc \"-eponalbl 1 lty Inservice Activity Conclulon, Flndlnit Co.11 No. (1'ho wlll coordinate?) teiitlng d.at  , flnhhed or Statu  of Activity product, rprorrhte other) 6. Book Swaps. On the first Hrs. Inga 11 s A sign-in sheet for Tuesday of each month starting in and P.T.A. each class wi 11 be October, students wi 11 bring volunteers kept during book books from home to swap for a swaps. book of their choice. Books wi 11 be provided for students 1-iho do not have books at home. , I 00 N I ___ Amboy Elemen1:__?ry School (School) /\\NNU/\\L SCIIOOL PL/IN 1989-1990 School Adv Lsory Committee: North Little Rock School District Nancy Mars~all, Chairperson Carolyn Allen Educational Priority #_ _ 3 Goal: The improvement of programs that teach language and writing. Objective: Ry April, 1990, students will improve MAT6/MPT scores in the area of language. Activities will be developed and implemented to help students uti 1 ize language ski 1 ls in their writing. Ruponlbllity lnaervlce Activity Christie Hunter Lois Latting Jill Lawhon Kathy Ridgeway Judy Wa 11 ace Evaluation of Acthlty (Evaluation lnatruent. reulng dal  , ftnt  hed Stce or local CoI No. (Uho will coordinate?) prCJduct, rprorrhu other) Conclulions, Flndh1~ or Stat1..1 of Activity  Local 1. Al 1 language teachers wi 11 Teachers 19q8-g9 MAT6 and MPT test scores will be compared with scores for l9R9-90 to deter mine the overall effectiveness of these activities. \\ QI teach a unit of writinq after ead State skill unit. This will be evalu- #I ated by notations in lesson plans which indicate \"Writing Unit.\" 2. Each teacher will select two papers per month to honor students who use capita 1 i za ti on ski 11 s in the content areas. These papers ~ill be displayed in the media on the \"Capita 1 i ze It Roa rd.\" 3. Each language teacher will select two students each nine :weeks to receive 11Gramrnar-Grams: 11 one student whose written work demonstrates mastery of language objectives, and one student whose written work shows greatest im- l provement in language objectives. \\ Teachers Same Teachers Same I 00 w I \\ L -'lmboy fcmc-ntc1ry School (.5c:lmal) Norl11 Little Rock 8c:hool Distri t Educational Pciority # __ 3 __ /\\NNUAI, SCl/001,,, PI./\\N 1989-1990 Coal: The improvement of programs that teach language and writing. School AdvLsory Comm.i.t:tee: Nancy Marshall, Chairperson Carolyn Allen Christie Hunter Lois Latting Jill Lawhon Kathy Ridgeway Objective: By Apri 1, l'l\u0026lt;JO, students wi 11 improve MAT6/MPT scores in the area of language. Activities will be developed and implemented to help students utilize language skills in their writing. Judy Wallace State or Locl Coa I No. Act hlty or TfM Line 4. A school-wide essay contest will be held once each semester ~irst week of December and Hf March.) The essays will be judged by a selected school committee. (This committee will be randomly chosen and will represent upper and lower grades.) Skills to be judged are: capitalization, ending punctuation, commas, pronoun usage, verb usage, usage of contractions and usage of a and an. One winner from eachgrade\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_653","title":"Little Rock Schools: McClellan Community High","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1994"],"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","McClellan Magnet High School (Little Rock, Ark.)","School management and organization","School enrollment","Magnet schools"],"dcterms_title":["Little Rock Schools: McClellan Community High"],"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/653"],"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":["169 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\nNCCE Community The Education Leadership Training Opportunities National Center for Community Education 1 Welcome! All people, professional and non-professional, are welcome to attend a NCCE workshop. Typical workshop participants may include advisory council members, volunteers, educators, government officials, parents, business people, or anyone else interested in community betterment. The primary role o1 the NCCE is to assist groups and individuals in developing approaches for more effectively working within their communities. We invite your inquiries and comments. For more information on particular NCCE offerings  or if we may be of service to you  please write oibcall\nNCCE 1017 Avon Street Flint, Ml 48503 (313) 238 0463 NCCENCCE Ja The NCCE provides free lodging, meal allowance, materials and instruction. Participants are responsible for transportation and a nominal registration fee. Three basic types of workshops are offered: The National Center The National Center for Community Education (NCCE) in Flint, Michigan is uniquely qualified to promote the i development of community education by offering leadership training opportunities. These sessions provide participants from across the United States, Canada, and other parts of the world a chance to: Ji Lite  Formulate a conceptual framework for community education I Ji DExplore a variety of community education models ^falk with outstanding community education practitioners CDevelop skills related to successful community education practices CSearch through a variety of community education films and video tapes, written and other materials. Ten-Day Community Education Orientation Workshops are for those people new or relatively new to the idea of community education (former participants not eligible a second time). The design of these sessions gives participants a comprehensive overview of community education from both conceptual and practical perspectives. 2 Intaet Sessions are composed of people from one locale: city, state, school system, foreign country, etc. The essence of such groups is that they come together with a common agenda which they had a part in planning. It is an excellent way of building a network by establishing communication and leadership within the group. Special Topic \u0026amp; Skill-Building Sessions focus on topics and/or skills that have implications for the advancement of community education and the community educator. In the past, workshops on such topics as marketing, telecommunications, group facilitating, school/business partnerships, and interpersonal communication have been conducted. NCCE T Little Rock School District McClellan Community High's Business/Communications Magnet Is First Of Its Kind In Arkansas \"Award-VJinning Departments at McClellan Make Magnet Site A Natural\" I\\AcClellan High School was chosen as the site for a new Business/Communications Magnet program because of its outstanding programs. Students and faculty members have been recipients of local, state, and national awards. Opportunities at McClellan include a school store operated by marketing education students, Food/Restaurant Management Program, lunior Executive Training, Future Business Leaders of America, Distributive Education Clubs of America, Youth in Government, Speech and Drama, Quill and Scroll, Computer Club, foreign language clubs. Graphic Arts, math technology organizations, a comprehensive Advanced Placement Program, physics and science-related clubs, and awardwinning music and athletic departments. Locating an innovative business/communi-cations magnet school at McClellan is a natural because all of the necessary resources are in place to expand the emphasis on corporate, economic and mass media education. The magnet program will establish an educational partnership which involves the corporate and media communities, higher education, and the school district. Educational experiences in the business/ communications magnet program at McClellan will launch students to success in international entrepreneurship, communications, and all related fields. 7S o 73 fD 3 z.   r. E2 fD* 73 O cn o c o in ET era m o 2 0) 3 o era 0)  n' O) 3o 73 a n 7s n o p  CZ) -i 2 n H oz o McClellan Business/ ommunicatioris Magnet Program New in '92 First Class Schools For World Class Kids Business/Communications Program Provides Multiple Benefits McClellan High School's Business/Communications Magnet Program has a dual focus, and is the first of its kind in Arkansas. It will provide a solid college prep business/ communications program and prepare students for the world of work. Ongoing collaboration with the University of Arkansas at Little Rock and other nearby institutions of higher education includes proiects directed by guest instructors, shadowing experiences, leadership development workshops, and more. Expanding McClellan's campus throughout the community will allow students to experience the worlds of corporate managers, college professors, and media professionals. A comprehensive business/communica- tions curriculum and the opportunity to network with professionals bring the corporate and mass media worlds to the classroom in a special way. The three areas of study are: Business Principles and Management, Market- ing/Advertising, and Economics and Finance. An interdisciplinary approach adds dimension to McClellan's business/communications magnet program. In addition to the core programs offered by the business and communications areas, related courses and experiences are interwoven throughout the various subject areas. Specialized Courses Include: Food/ Restaurant Management, Business Finance, Business Etiquette, Introduction to Mass Media, Advertising, Radio \u0026amp; Television Production, Advanced Foreign Language, Computer Programming, Economics, Entrepreneurship, and Business Statistics. SPECIAL ATTRACTIONS  College Preparatory And Advanced Placement Courses Across The Curriculum  Hands-On Learning Opportunities - Science and Math technology and research centers - Writing labs - Computerized Business and Graphic Arts labs - Restaurant management  National And International Field Trips  Modeled After The Most Successful Business/Communications Programs In The Country.  Business Partnerships - Local television, radio and newspaper professionals - Small Business Development Center - Local business firms - Advertising agencies  Award-Winning Business Program And National Business Teacher Of The Year  Opportunities For Entrance And Scholarships To Outstanding Universities, $415,000 Awarded in 1990-91  Highly Qualified Staff Of Professional Educators.  Curriculum Enhanced 'Through Community Education  Solid Academic Background In The Basics: English, History, Math, And Science  Interdisciplinary Approach To Learning  Seven-period day McClellan Business/Communications Magnet Program 9417 Geyer Springs Little Rock, AR 72209 570-4100 For Additional Information, Call or Visit The Little Rock School District Student Assignment Office 501 Sherman, Little Rock Call 324-2285ejBQ puB ejnjBuSis COSSt IN luiid isajjs uoav Zl-Ok 3OON :oi uoiiejjsiBaj puB jspjo X0uolu/\u0026gt;|39HO iiblu puB uoi)63np3 Ajiunujuioo joj jBjuBQ |BUO!)BN 01 aiQBABd japjo Xauouj jo \u0026gt;(oaqo 00'001$ o\u0026gt;1BN doqs\u0026gt;)jOM sqi Buunp puB luojj oi uoijEpodsuBj) UMo Xlu opiAOJd oj S3 J 6b I juoissas leuii. aq} qSnojq) ujeuiaj puB su|^q uiejBojd atp uaqjw luasaid eq o) eejBB  pejdeooB n e\u0026gt;|0Lus-u0N/e\u0026gt;|0Lus aieLUdj/9|ev^ ___ :siuauiuBisse jno UI d|aq oj puiAftoiioj eqj ejBoipui esBeij 'sisenbej (ubluuBissb luooj jouoq lou op e/7\\ soibluluooj \nb suBissb 300n 3Mi isiON d!z ------------------------------------------------------------------------------------------------------------------------------------- ---------------------------------- SS8JPPV pUB 8UJBN SSBUfSng SIBJS yeuoMd sseutsng A)!O UOlJISOd T 7 auoMd d!Z SSQJppV ~ 8LUBN 0661 9 ipdv  LZ qOJBK doqs5f4OM uoijBjuouo uoijBonpa Xiiunuiuioa XBa-uoi liuOd UOIJBJJSlgOH (lUIJd SSBSId) e058t' ueBiqoiiAi 'juiid lasjlS UOAV 21.01. uopconpa XjiunuiuiOD JOJ J9JU93 IBUOpBM i' P-O. JU-, r K \"Voyr* '5^ bT b* NCCE National Center NCCE Provides: Welcome! The National Center for Community Education Announces a T\u0026amp;n-Day Community Education Orientation Workshop, March 27  Apr a 6,1990. The National Center for Community Education (NCCE) in Flint, Michigan is uniquely qualified to promote the development of community education by offering leadership training opportunities. These sessions provide participants from across the United States, Canada, and other parts of the world a chance to: I * Formulate a conceptual framework for community education * Explore a variety of community education models * Talk with outstanding community education practitioners * Develop skills related to successful community education practices JV Search through a variety of community education films and video tapes, written, and other materials * Ten days of intensive exploration of community education processes and programs * Free lodging (double occupancy only) at the Hyatt Regency Hotel W $15.00 per day toward meal costs (some deductions are made for planned meals) * Community Education materials and notebook Each Participant Provides: * $100 registration fee (non- refundab Ie) W Transportation costs to, from, and within Flint * Commitment to learn about community education * Return travel arrangements may be made for any time on the 2nd Friday All people, professional and nonprofessional, are welcome to attend. This Ten-Day Community Education Orientation Workshop is designed for those people new or relatively new to the idea of community education (neither spouses nor former participants are eligible to attend). The design of these sessions gives participants a comprehensive overview of community education for both a conceptual and a practical perspective. Registration It is important that you register now! Each workshop is limited to 35 persons. The first 35 who are fully registered (fee paid) will be accepted. However, you may telephone (313) 238-0463 to hold a tentative place for yourself. If you previously have been a participant in a Ten-Day Workshop, PLEASE PASS THIS BROCHURE ON TO SOMEONE WHO MAY BE INTERESTED IN ATTENDING. NCCE aElectronics Health Occupations  Beglnnirrg Health Occupations  Advanced Industrial Controls (Prerequisite Basic Electronics or teacher recommendation! Metal Fabrication - Welding Radio Broadcasting iCood reading skills are desirablel Residential Construction Television Produaion (Good reading skills are desirablel SludenIs wlta cirri Io allend Melropofflan wllldote lor one-kailday and will earn oneand one-kallll l/2|unllsafrrr\u0026lt;fllicfiseffleslerorliirc(|3i unlit lorlkei/earuponiucceislul (omolallon olIke(ourte. Stadenlswlllallendlkelr keinet{kool\"lkeolkereae-kallda!i. Courses ore also aoallakle In Etlended Dag. altered alter regular sckaol ftours (see \"Eslended Dag Courses'!. 'Reading/Engllsh Assistance is required lor students reading below a specllled grade level. TWELFTH GRADE EMCUSH English R English (API CT/H English IS iCeniral onlyl Creative Writing MATHEMj9U.CS Intermediate Algebra IPrerequisite, Algebra II Algebra II R IPrerequisite- Algebra II Geometry R IPrerequisite. Algebra II Trig/Advanced Algebra R (Prerequisite: Geometry and Algebra III Concepts of Geometry (Prerequisite' Intermediate Algebral AP Calculus lABl (Prerequisite: Trig/Advanced Algebral APCalculus IBCl (Prerequisite: Calculus lABII Statistics IPrerequisite Algebra II) Biology Science/Technology IPrerequisite Biology) Chemistry (Prerequisite: Completion ol/or concurrent enrollment in Algebra II is recommended) Chemlech (Prerequisite, Biolab. completion ol/or concurrent enrollment in Algebra II is recommendedl Human Physiology IPrerequisite. Biology or Biolabl - 1/2 unit /idvanced Biology CT/AP IPrerequisite, Exceptional achievement In biology and chemistry) Physics IPrerequisite Completion of/or concurrent enrollment In Algebra III Physical Geology/Envlronmental Science iCentral onlyl Advanced Science/Theoretical Research (Prerequisite: Teacher recommendation and completion of Iwo science courses 9-12 and completion of/or concurrent enrollment in a third science coursellCentral and Hall onlyl Unified Physics tl GT/AP IPrerequisite: Unified Physics II SQCIAU.STiiPlES American History R American History GT/AP American History IS (Central onlyl Contemporary American History IPrerequisite: Americart History! -1/2 unit American Government Comparative Government IS ICentral only) European History GT/AP World Cultures GT (Hall only) World Geography World History Global Studies Econoi'':cs- 1/2 unit Psychology * 1/2 unit Sociology -1/2 unit Independent Study American Studies Seminar GT ICentral onlyl International Studies/Contemporary Issues IS (Central onlyl Arkansas Studies SPEECH Communication I Communication II IPrerequisite: Communication II Interpretative Communication IPrerequisite: Communication II Debate IPrerequisite: Communication l| Drama (Prerequisite: Communication 1) Drama IS ICentral onlyl Stagecraft (Prerequisite: Communication I) FOREIGN LANGUAGE Spanish I. II. III. IV (GT/APl. V ICT/AP). VIICT/AP) French I. II, 111, IV (CT/API, V ICT/API, VI (CT/AP) German I, II. Ill, IV (GT/AP)', V (GT/AP)'. VI (GT/APr ('Central and Parkview onlyl Latin I. II. Ill (CT/APi*, IV ICT/API' ('Centra! only! Creek I, II. Ill ICentral only! Russian I. II ICentral only) lapanese I. II ICentral only) ART Introduction to Art Art - Design Graphic Design Introduction to Painting Art - Watercolor Creative An An - Crafts Fine Ans Survey MUSIC Choir I. II. Ill Band I, II, III Stage Band String Orchestra Madrigals Fine Ans Survey lOURNALISM loumalism I loumalism II (Prerequisite: loumalism li loumalism II (YearbookI IPrerequisite: loumalism II loumalism II iNewspaperl IPrerequisite: loumalism II PHYSICAL EDUCATION AND HEALTH Physical Education Health - 1/2 unit ROTC Aerospace Science I, II, III, IV ICentral only) Naval Science I, li. III (Parkview only) VOCATIONAL-TECHNICAL EDUCATION - HOME.SCHC)OL Business Education Keyboarding- 1/2 unit KeyboardIngApplicatlons I IPrerequisite: Keyboardingl - 1/2 unit KeyboardingApplicalions II IPrerequisite: Keyboarding Applications I or Exploratory Business) -1/2 unit Word Processing I (Prerequisite: KeyboardIngApplicatlons I or Exploratory Business! - 1/2 unit Word Processing II (Prerequisite: Word Processing 1)  1/2 unit Computerized Accounting I IPrerequisite: Overall 'C' averagel Computerized Accounting II IPrerequisite: Computerized Accounting 1) Computer Technology Introduction -1/2 unit Computer Programming. Advanced BASIC (Prerequisite: Computer Technology Introduction)  1/2 unit Computer Technology: Business Applications (Prerequisite: Keyboarding or Exploratory Business) -1/2 unit Computer Applications: Data Base MgmiTSpreadsheet Analysis IPrerequisite: Keyboarding or Exploratory Business! -1/2 unit Superwrite -1/2 unit Business Law Office Technology Lab (Prerequisite: Keyboardingl Junior Executive Training Cooperative Office Education ICOEl iCoop) (Prerequisite: Keyboarding plus one additional credit in Business EducationI - 3 units Home Economies Housing Management - 1/2 unit Human Development  1/2 unit Consumer Education -1/2 unit Food Production, Mgmt., and Sen/ice (McClellan only) Foods and Nutrition -1/2 unit Clothing and Textiles -1/2 unit Independent Living Child Development/Parenting (Kindeiganen) - 2 units Trade and Industrial Basic Mechanical Drawing (Central, Fair, and McClellan onlyl Advanced Mechanical Drafting IPrerequisite: Basic Mechanical Drawingl (Central, Fair, and McClellan only) Carpentiy Exploration ICentral and McClellan only) Coordinated Career Education I (Coop) - 3 units Coordinated Career Educat ion II ICoop) IPrerequisite:CCE II-3 units Architectural Drafting l2-hour block) (Prerequisite: Basic Mechanical Drawingl -2 units (Central. Fair, and McClellan onlyl Engineering Drafting 12-hour blocki (Prerequisite: Basic Mechanical Drawingl -2 units ICentral, Fair, and McClellan onlyl Industrial Cooperative Training I (Coop) - 3 units Industrial Cooperative Training II (Coop! (Prerequisite: ICT I) - 3 units Marketing Education I (CoopI  3 units Marketing Education II (Coopi (Preiequisite: Marketing Ed. II - 3 units RESOURCE COURSES English Business Math Physical Science Health American History American Government World History Reading Learning Strategies SELF-CONTAINED SPECIAL COURSES METROPOLITAN VOCATIONAL-TECHNICAL EDUCATION CENTER AB(ourtes three 13) utils unless otherwise designated tBealnnbif and Adianeedi Air Conditioning and Heating Technology Auto Body and Paint Technology Automotive Technology Commercial Foods Computerized Word Processing IPrerequisite: Keyboarding) ComputerCraphics/Commercial Art Computer-Aided Drafting (CADI Computer Programming IPrerequisite: Algebra I) Computer Graphics/Printing Technology Computer RepairTechnology Cosmetology - Advanced IPrerequisite: Beginnint Electronics Health Occupations - Beginning Health Occupations - Advanced ogy) Industrial Controls IPrerequisite: Basic Electronics or teacher recommendation) Metal Fabrication - Welding Radio Broadcasting (Good reading skills are desirable) Residential Construction Television Production (Good reading skills are desirablel Sluifcrrts tv ko elect to attend Metropolitan will do so lor one-kail dag and will earn one and one-kail 11 1/2) units ol credit eack semester or three (3) units lor the gear upon successlul completion oftkecourse. Students will attend tkelr'kome school\" tkeotkerone-kalldag. Seniors mag elect Io lake one gear of training In ang course offered eccepl cosmelologg. Courses are also avallakle In Extended Dag. offered alter regular sckool hours tsee \"Extended Day Caurses). Reading/Engllsh Assistance Is required forstudertts reading below a specified grade level. EXTENDED DAY COURSES Extended Day courses are one semester in length for one III unit of credit and are offered both semesters. Extended Day classes meet after regular school hours (3:55 - 6 p.m.l four |4| days per week. Monday through Thursday. Bus transportation Is provided from home schools to Metropolitan, then to vicinity of students' homes following classes. These classes offer the opponunity for motivated students, who might otherwise be unable to work It into their schedule, to participate In technical training after regular school hours. Air Conditioning and Heating Technology AutoBody/PaInt Technology Automobile Technology Commercial Foods Computer Aided Drafting Computer GraphlcsCommerdal Art Computer Graphics/Printing Technology Computeriied Construction Tethnology Computer Programming Computer Tech/Basic Electronics Computer Word Processing Health Occupations Metal Fabrication - Welding Radio Broadcasting Television Production GRADUATION REQUIREMENTS The (ollowing minimum requirements must be met by all students: English Class of 1993 Classes of 1994,1995 .....4 units Social Studies lOne unit each of 9th grade civics, high school American History, and either World History, World Geography, Global Studies, AP European History, World Cultures, Global Insights, or International Relatlons/Contemporary Issues.l Mathematics . 2 or 3 units. Science .2 or 3 units. (Physical Science must be taken in the 9th grade. Biology Is required in senior high.I Physical Education ........ (Only one unit of P.E. may i 1/2 unit. 1/2 unit each must be earned In P.E. and Health. Pupllsexcused from P, E. lormedical reasons must take an additional 1/2 unit of Human Physiology.I Health . . 1/2 unit. Vocational Education. nne Arts... Required Units. Electives... Total Units I unit 15 units. IS units ,20 units. .20 units $ i 5 5 s S J S S 5 Little Rock School District 1992-93 COURSE OFFERINGS S J 5 s J s S 9 5 5 i First Class Schools For World Class KidsNINTH GRADE ENGLISH English R English CT/E MATHEMATICS Pie-Algebra Algebra I R IPrerequlsite Reg Sth Grade Math or Pre-Algebral Algebra II CT/H (Prerequisite: Enriched Algebra I) SCIENCE Physical Science R Physical Science CT/E SOCIAL SIU GIES Civics R Civics CT/E FOREIGN LANGUAGE French I. II. Ill Spanish I. ll. Ill German. I. II (Pulaski Hgis If. High only) ART Art I. II. Ill MUSIS Choral Music Beginning Band Band 3 Band 2 Band I Beginning String Orchestra (Henderson and Mann onlyl 2nd and 3rd String Orchestra (Henderson and Mann only) PKtSLSAkEOUOAUON Physical Education Health -1/2 unit VOCATIONAL-TECHNICALEDUCATION - HOME SCHOOL Exploratory Business \u0026amp; Typewriting Computer Technology: Intro. 1/2 unit Computer Technology Basic Programming IPrerequlsite- Computer Technology: Intro I - 1/2 unit Home Economics Home Economics IlSdSAQSUjUluSfdA] Exploring Industrial Technology Education II BESQURSE.SSURSES English Reading Civics Math Learning Strategies SELF-CONTAINED SPECIAL PROGRAMS Readirtg/Engllsh Assistance* Reading/Engiish Assistance Is required for students reading below a specified grade level. TENTH GRADE ENGLISH English R English CT/H MAIHEMAUfiS Algebra I Algebra II R IPierequlsile Ceomeiryl Intermediate Algebra IPrerequlsite Algebra I) Algebra II GT/H IPrerequlsite: Algebra I and Geometry'\"I Geometry R IPrerequlsite: Algebra I) Geometry GT/H IPrerequlsite: Honors Algebra II or Algebra I with teacher recommendatloni SCIENCE Biology Biolab (Prerequisite: Teacher recommendation and satisfactory grades in 9th grade Physical Sclencel Unified Physics 11 in Algebra III I oC/or concurrent enrollment Physical Ceology/Environmental Science ICentral onlyl SOCIAL STUDIES American History American Government World Geography World History Independent Study Arkansas Studies Global Insights IS ICentral only) SPEECH Communication I Fine Arts Surrey FOREIGN LANGUAGE Spanish I. II. III. IV (CT/AP) French I. II. III. IV iCT/API German I. II. Ill Latin I. II Greek I ICentral only) lapanese I. II iCentral onlyl Russian I. II (Central onlyl ART Introduction to Art Art-Design Fine Arts Survey MUSIC Choir I. II. Ill Band I. II. Ill Stage Band String Orchestra Madrigals Fine Arts Survey Music Appreciation lOURNALISM lournalism I PHYSICAL EDUCATION AND HEALTH Physical Education Health -1/2 unit ROTC Aerospace Science I (Central only) Naval Science I (Parkview only) VOCATIONM--TECHNICAL EDUCATION - HOME SCHOOL Business Education Word Processing l (Prerequisite: Exploratory Business or Keyboarding Appl. II -1/2 unit Keyboarding - 1/2 unit Keyboarding Applications I (Prerequisite: Keyboardingl -1/2 unit Keyboarding Applications II iPcerequisIte: Exploratory Business or Keyboarding Applications II -1/2 unit Computerized Accounting I (Prerequisite: Overall 'C' averagei Superwrite-1/2 unit Computer Technology Intro. -1/2 unit Computer Programming- Adv BASIC (Prerequisite: Computer Technology Intro.l -1/2 unit Computer Technology: Business Applications IPrerequlsite: Keyboarding or Exploratory Business) -1/2 unit Computer Applications: Data Base Management/Spreadsheet Analysis (Prerequisite: Keyboarding or Exploratory Business) -1/2 unit Home Economics Human Development -1/2 unit Housing Management - 1/2 unit Consumer Education -1/2 unit Foods and Nutrition -1/2 unit Clothing and Textiles - 1/2 unit Trade and Industrial Coordinated Career Education Exploration Basic Mechanical Drawing ICentral. Fair, and McClellan only) Carpentry Exploration (Central and McClellan only) RESOURCE COURSES English Reading General Math Biology American Government American History Learning Strategies SPECIAL PROGRAMS Reading/Engiish Assistance METROPOLITAN VOCATIONAL-TECHNICAL EDUCATION CENTER A/f courses tHw (3) units unless et^envlse ifesIffnateJ. Air Conditioning and Hearing Technology Auto Body and Paint Technology Automotive Technology Commercial Foods Computerized Word Processing (Prerequisite: Keyboardingl Computer Graphics/Commercial Art Computer-Aided Drafting (CADI Computer Programming (Prerequisite: Algebra 1) Computer Graphics/Printing Technology Computer Repair Technology Cosmetology - Beginning (Prerequisite: Min. of lOth grade reading levell Electronics Health Occupations Education Metal Fabrication - Welding Radio Broadcasting (Good reading skills are desirablel Residential Construction Television Production (Good reading skills are desirablel Students wits elect teettend Metrepofften ivllldesoferMe'hattdaiiandwIllearn one and one-fialfll 1/2) units of credit encli semester ertfiree (3) units far lAe year upen successful campletlaneflkecaurse. SludentsH'flla(tend(Ae)r'hanescltaal'fhealfierane-ftnlfday. Courses are atsa available In Extended Day. offered after regular sefiool hours tsee 'Extended Day Caurses\"). Reading/Engiish Assistance is required for students reading below a specified grade level. Ceometty may be taken concurrently with Algebra II with teacher recommendation. ELEVENTH GRADE ENGLISH English R English CT/H MATHEMATICS Algebra I Intermediate Algebra IPrerequlsite: Algebra II Geometry R IPrerequlsite: Algebra II Algeijra II R (Prerequisite: Algebra I and Ceometryl Trig/Advanced Algebra R (Prerequisite: Geometry and Algebra III Trig/Advanced Algebra GT/H (Prerequisite: Geometry and Algebra III Concepts of Geometry IPrerequlsite: Int. Algebra) Calculus CT/AP (Prerequisite: Trig/Adv. Algebra) SCIENCE Biology Blolab (Prerequisite: Teacher recommendation and satisfactory grades in 9th grade Physical Sclencel Chemistry (Prerequisite: Completion of/or concurrent enrollment In Algebra II is recommended) Physics IPrerequlsite: Completion of/or concurrent enrollment in Algebra III Unified Physics I (Prerequisite: Completion of/or concurrent enrollment in Algebra III Unified Physics II CT/AP (Prerequisite: Unified Physics 1) Science/Technology IPrerequlsite: Biology) Human Physiology (Prerequisite: Biology or Biolab) - 1/2 unit Chemtech (Prerequisite: Biolab: completion of/or concurrent enrollment in Algebra II is recommendedl Physical Ceology/Environmental Science (Central only) Advanced Science/Theoretical Research (Prerequisite: Teacher recommendation and completion of two (2) science courses 9-12 and completion ol/or concurrent enrollment Ina third science coursel (Central and Hall only) SOCIAL STUDIES American History R American History CT/AP American History IS (Central only) American Government Comparative Government IS (Central only) Economics -1/2 unit World Geography World History Independent Study Arkansas Studies SPEECH Communication I Communication II (Prerequisite: Communication II Interpretative Comr\nCommunication II Debate IPrerequlsite: Communication II Drama (Prerequisite: Communication 1) Drama IS (Central only! Stagecraft (Prerequisite: Communication II FOREIGN LANGUAGE Spanish I. II. III. IV ICT/API. V IGT/AP) French I. II. III. IV ICT/API. V iCT/API German I. II. III. IV ICT/API* (Central onlyl Latin. I. II. Ill (CT/AP)' (Central only) Greek I. II iCentral only) lapanese I. II ICentral only) Russian I. II ICentral only) ART Introduction to Art Art - Design Graphic Design Introduction to Painting Art - Watercolor Fine Arts Survey MUSIC Choir I. II. Ill Band I. II. 111 Stage Band String Orchestra Madrigals Fine Arts Survey Music Appreciation lOURNALISM lournalism I lournalism II (Prerequisite: lournalism II lournalism II (Yearbook) (Prerequisite: lournalism l| lournalism II (Newspaper) (Prerequisite: lournalism II PHYSICAL EDUCATION AND HEALTH Physical Education Health - 1/2 unit ROTC Aerospace Science I or II (Central only) Naval Science lor II (Parkviewonly! VQCATIQNAL-JECHNICAL EDUCATION - HOME SCHOOL Business Education Keyboarding - 1/2 unit Keyboarding Applications I (Prerequisite: Keyboardingl -1/2 unit Keyboarding Applications II (Prerequisite: Keyboarding Appl. 1 or Exploratory Business) - 1/2 unit Word Processing I (Prerequisite: Keyboarding Appl. Il - 1/2 unit Word Processing II (Prerequisite. Word Processing I) - 1/2 unit Computerized Accounting I (Prerequisite: Overall 'C' averagei Computerized Accounting II (Prerequisite: Computerized Accounting II -ComputerTechnology Introduction - 1/2 unit Computer Programming: Advanced BASIC (Prerequisite: Computet Technology Introduction!  1/2 unit site: Key- boarding or Exploratory Businessl - 1/2 unit Computer Applications: Data Base Mgmt/Spreadsheet Analysis (Prerequisite: Keyboarding or Exploratory Businessl - 1/2 unit Superwrite - 1/2 unit Business Law Office Technology Lab (Prerequisite. Keyboarding) lunior Executive Training Housing Management -1/2 unit Human Development - 1/2 unit Consumer Education - 1/2 unit Food Production. Mgmt, and Service IMcClellan onlyl Foods and Nutrition -1/2 unit Clothing and Textiles- 1/2 unit Independent Living Trade and Industrial Basic Mechanical Drawing (Central. Fair, and McClellan only) Advanced Mechanical Drafting (Prerequisite: Basic Mechanical Drawing! (Central. Fair, and McClellan onlyl Carpentry Exploration (Central and McClellan onlyl Coordinated Career Education I (Coop) - 3 units Architectural Drafting (2-hour block) i Prerequisite: Basic Mechanical Drawing) -2 units (Central. Fair, and McClellan onlyl Engineering Drafting (2-hour block) (Prerequisite: Basic Mechanical Drawing) - 2 units ICentral. Fall, and McClellan onlyl Industrial Coop. Training I (Coop) - 3 units Marketing Education I (Coopl - 3 units RESOURCE COURSES English Reading Business Math Earth Science American History World Geography Learning Strategies SELF-CONTAINED Reading/Engiish Assistance* Alrearses Uttre I3| units uirfessgllKnriudrsjgiialed IBefiiiKing ar AdvaKredi Air Conditioning and Heating Technology Auto Body and Paint Technology Automotive Technology Commercial Foods Computerized Word Processing IPrerequlsite: Keyboarding) Computer GraphicsrCommercial Art Computer-Aided Drafting ICAOl Computer Programming IPrerequlsite: Algebra II Computer Graphics/Printlng Technology Computer Repair Technology Cosmetology - Beginning IPrerequlsite: Min of IQthgrade reading levell Cosmetology - Advanced IPrerequlsite: Beginning Cosmetology)McClellan Business/ Communications Magnet High School 9417 Geyer Springs Road Little Rock, Arkansas Business Department Courses I Advertising* Grades: 10,11,12 t Business Law Grades:! 1,12 Advertising is a one-semester course designed to focus on the competencies needed for the planni ng and i mplementation of a successful advertising program. Students are exposed to media, methods of research, budgets, and evaluations which are used to sell a product,service, or business. Hands- on experience is given in copy writing, layout, and production in various media. . , Desktop publishing should be introduced. 1 1 Business Etiquette/ Leadership* Grades: 10,11,12 Business Etiquette/Leaders hip is a one- semester course which teaches students how to refine their manners for the world of work. Proper etiquette, personality development, proper speaking, and dress for success will be discussed. The course is designed to build self-esteem and to motivate students as potential leaders. The \"I Can\" Program will be used. Business Finance* Grade: 12 Prerequisite: Economics Business Finance is a two-semester course which places emphasis on the modern corporation, methods of securing and managing assets, problems of bankruptcy, insurance, and investment in stocks and bonds. I Business Law is a two-semester course designed to acquaint the student with some of the legal problems and rights encountered in business transactions. This course will include law and the judicial systems, laws relati ng to mi nors, consumers, and the business firm: elements of contracts, credit\nsales contracts\nemployment laws, commercial paper\ninsurance and property rights. Business Statistics* Grade: 12 Prerequisite: Economics Business Statistics is a two-semester course which introduces statistical methods from an economic and business perspective, including descriptive statistics, index numbers, probability theory, and an introduction to hypothesis testing. I ( CT: Advanced Basic Grades: 10,11,12 Prerequisite: Keyboarding Advanced basic programming is a one- semester course designed to teach the basic language using programming concepts and techniques for practical business applicationsi A strong emphasis is placed on developing a high level of skill. The course is designed to provide students with the necessary skills to document, code, enter, and execute a well-designed basic program.t CT\nAdvanced Desktop Publishing* Grades: 11,12 Prerequisite: CT: Desktop Publishing I Advanced desktop publishing is a one-semester course designed to study the process of anal yz! ng i nformation and audience and choosing the appropriate visual signals to communicate the desired message effectively. Applied principles are used to analyze and organize information, set up a design structure, and produce special visual expressions. CT\nBusiness Applications Grades: 10, 11, 12 Prerequisite. Keyboarding Computer Technology\nBusiness Applications is a two-semester course designed to prepare students with an introduction to business applications which are necessary to live and work in a technological society. Emphasis is given to hardware, concepts. and business uses of applications. The bus! ness applications covered are word process! ng, database, spreadsheet, graphics, integrated software, electronic mail, management-support software, and image process!ng. CT\nDatabase Management* Grades: 10,11,12 P re req ui si te: Ke y boa rd! ng Database Management is a one-semester course that establishes the val ue of data as an asset that is essential for organizations. It is a computer applications program used by business and industry to manage and keep track of i nterrelated i nformation i n an organized fashion and is designed for students who have had some previous computer experience. The course provides students with the concepts of database management, design, and data model! ng. Students gain hands-on experience using database applications program and study database - related careers and the role and res pons! bi 1! ties of a database ad mi nistrator. CT\nDesktop Publishing* Grades: 11,12 Prerequisite: Keyboarding I i 1 Desktop Publish! ng is a one-semester course that combi nes the versatility of the microcomputer with page design software enabling students to produce materials of near photo-typed quality. The course i nd Udes page composition, layout, design, editing functions, and a variety of printing .i, options. \u0026lt;5 MWWWWWWV IuJcBnRRmRi 6 t CT: Introduction Grade: 10 P re req u! si te\nKe y boa rd! ng Computer Technology: I ntroduction is a one-semester course designed to prepare students with an introduction to computers and business applications which are 7^ necessary to live and work in a technological society. Emphasis is given to data entry, computer concepts and operations, pro- grammi ng and design, computer software, implications of technology in society, and ethics. CT: RPG* Grades: 10, 11, 12 P re r eq u! si te: Ke y boa rd! ng It is a one-semester course designed to acquai nt students with the techniques of writing business data processing applications using RPG. The student completing this course will have the entrylevel skills for programmer trainee, or the foundation for advanced studies in computer technologies. CT: Spreadsheet* Grades: 10,11,12 Prerequisite: Keyboarding 4* Computerized Accounting I Grades: 10, 1 1, 12 Computerized Accounting I is a two- semester course with emphasis on basic accounting principles as they relate to both manual and computerized financial systems. Instructionisonanintegrated basis using computers and electronic calculators as the relationships and processes of manual and computerized accounting are presented. A knowledge of programming is not necessary for enroll ment. Entry-level skills i n the accounting occupations can be attained. Computerized Accounting II Grades: 11,12 Prerequisite: Computerized Accounting I Computerized Account! ng 11 is a two- semester course designed to provide students with knowledge, understanding, and skill necessary for successful careers in accounting. Partnerships as well as departmental, corporate, and cost account! ng systems are components of the course. Emphasis is given to the comp uteri zed/auto mated functions in account! ng. CT: Spreadsheet is a one-semester course that teaches students to use a computer program to anal yze numeric data through spreadsheets. Students gain hands-on experience using, developing, and modifying spreadsheets. Ell oCooperative Office Education (COE) Grades\n11,12 ' Prerequisite\nKeyboardihg ) ) small business ownership and management. The student should be introduced to microcomputer software that is used as a tool for management functions. Cooperative Office Education (COE) is a .. two-semester course designed for junior and senior business students. This is a supervised learni ng experience where advanced business education students attend school one-half day and work in a business office a minimum of 270 hours per semester. A related class is required as part of the one-half day school work. One unit of credit is given for the related class and two credits for on-the-job training. Economics* Grades: 11,12 Economics is a two-semester course designed to teach students about economic p ro bl e ms a nd si t uati o ns of co ns u me r s, b usi ness, a nd gove r n me nt. T he mo neta r y system, employment price level, business fluctuations, and inter national trade are also discussed. Fashion Merchandising* Grades: 10, 11, 12 Fashion Merchandisi ng is a one-semester course designed to offer an overview of the fashion industry. It provides the foundation in preparing students for a wide range of careers available in the different levels of the fashion industry. Emphasis is given to hi sto r i cal de vel 0 p me nt, text! 1 es, manufacturers, merchandising, domestic and foreign markets, accessories, and retailing. Insurance* Grades\n11, J2 Insurance is a one-semester course designed to teach students principles and functions of property, casualty and life i nsurance with applications in both personal and business situations. x\".-\n \\ Entrepreneurship* Grades: 11, 12 International Business* Grades: 11, 1 2 Entrepreneurship is a one-semester course designed to offer an overview of the American business enterprise system. A study is made of various forms of ownership, internal organization, management functions, and financing as they relate to business. The course content focuses on the concepts and practices of. \u0026gt; . ) 1 nte r nati o nal B usi ness i s a o ne - se meste r course that presents a global perspective on busi ness activities of private or public enterprises involving movement across ., national boundaries of resources, goods, services, and skills. Emphasis is on raw materials, capital, technology, market! ng. economics, accounting,legal and banking. M-'f. ftI Junior Executive Training (JET) Grades: 11,12 Prerequisite: Accounting I Keyboarding Applications I Grades: 10, 11, 12 Prerequisite: Keyboarding ! I 1 i JET is a two-semester course designed to focus on small business ownership and management. Units of instruction should include business and its environment, social and economic implications of business, business decision making, business planning, legal aspects of business ownership, legal issues of small business, obtaining initial capital and credit, protecting assets, management functions, controlling, personnel management, financial management, marketing management, business taxes and government regulations, and community relations.The Business Executive Game, with emphasis on managerial decision making, is an integral part of the course. I Keyboarding Grades: 10, 11, 12 Keyboarding is a one-semester course designed to help students develop speed and accuracy by learning the touch operation of alphanUmeric/keyboard characters. Emphasis is placed on the following: maste r y of t he ke y boa rd wi t h desi ra bl e keyboarding techniques\nbasic problemsol vi ng applications of centering and arranging reports, letters, and tables\nproofreading\nformatting\nand proper care of the equipment. Keyboarding is a foundation for developing entry-level skills for business careers. Keyboarding Applications I is a one- semester course designed to further develop keyboarding skills. Emphasis is placed on the followi ng: speed and accuracy\nproofreading\nproducing mailable copy from rough draft\nhandwritten and statistical documenta\nand i mprovi ng production of various types of business communications. Keyboarding Applications I provides the skills and knowledge necessary for entrylevel employment for business careers. Keyboarding Applications 11 Grades: 10, 11, 12 Prerequisite: Keyboarding Applications I Keyboarding Applications II is a one- semester course designed to continue speed and accuracy development, to improve production of busi ness communications, to develop composition skills, to supplement knowledge of typing special business forms and tables, to organize material and set work priorities, and to refine efficient work habits. Instruction in reprographics may be included which provides specific instruction in typestyles, supplies, copy preparation, and duplication processes. Keyboarding Applications 11 provides the skills and knowledge necessary for entrylevel employment in many office positions.Marketing Grades\n11,12 Marketi ng is a two-semester course designed to provide students with the fundamental concepts, principles, skills, and attitudes common to the field of marketing. Instruction will focus on market types, market anal ysis, consumer types, planning, promotion, buying, pricing, distribution, finance, trends, and careers. Marketing Management Grade: 12 Prerequisite\nMarketing Marketing Management is a two-semester course designed to develop decision making skills through the application of market! ng and management principles. Competencies win be accomplished by utilizing various instructional methods, resources, and direct involvement with marketing businesses. The course will focus on organization, finance, risks, credit, technology, and social aspects. Many students benefit from the on-the-job trai ning component of this course. Money and Banking* Grades\n11,12 Money and Banking is a one-semester course designed to provide a study of the management problems encountered in banking. The emphasis is upon the application of analysis and problem solving techniques to the solution of realistic problems and opportunities of individual banking institutions. Office Technology Laboratory Grades: 11,12 Prerequisite: Keyboarding Applications I Office Technology Laboratory is a two- semester course designed to provide opportunities for students to develop advanced office skills. Units of i nstruction should include the role of administrative support personnel, human relations, office maintenance, reprographics, business machines and mathematics, business communications, transmittal services, records management, research, travel and conferences, reports, banking, payroll, taxes, legal procedures, professional placement and advancement, and introduction to word processing. A flow of work simulation is required for a minimum of three weeks as a cul minati ng experience. Retailing* Grades: 11,12 Retailing is a one-semester course designed to offer an overview of the retailing industry in the United States. A study is made of the types of retail marketing, organization, personnel, merchandising, pi'omotion, selling, operations, and control. T he course focuses on the concepts and practices of retail business operations.Salesmanship* Grades: 10, 11, 12 Salesmanship is a one-semester course designed to inform students about specific selling techniques and attitudes necessary to become a successful salesperson. Emphasi\nis placed on the importance of human relations in selling, the functions performed by salespeople, development of personality traits needed by salespeople, and the buyi ng/selli ng process. I 3 SuperWrite I Grades: 10,11,12 Prerequisite\nKeyboarding SuperWrite lisa one-semester course i n the alphabetic writing system designed to make note taking easier, faster, and more efficient. Emphasis is placed on theory, speed, reinforcement, transcription skills, spel 1 ing, punctuation, and vocabulary. The course is designed for anyone wishing to take notes for educational, business, and personal use. I I SuperWrite li Grades: 10,11,12 Prerequisite\nSuperWrite I Word Processing I Grades: 10, 11, 12 Prerequisite: Keyboarding Word Processing I is a one-semester course designed to provide students with entry level skills in word processing concepts, operations, text manipulations,and production of business documents using an intermediate or advanced level software program. In addition, training in basic word vocabulary skills\nmechanics of punctuation and grammar\nformat and style\nand proofreading, editing, and reviewing b usi ness doc u me nts i s i nd uded i n t he course. Word Processing II Grades: 10, 1 1, 12 Prerequisite: Word Processing I 11 V/ord Processing II is a one-semester course designed to provide students with competencies i n word process! ng concepts. Emphasis is on production of business documents and applications incl uding formats, creati ng and mai ntai ni ng files, repetitive documents, revising and printing. SuperWnte II is designed for the student who wishes to become more proficient in the art of note taki ng. It is a conti n.uation of SuperWrite I and emphasizes spesd, transcription skills, effective listening skills, spelling, vocabulary, mechanics of grammar, and note taking applications. What is FBLA? Future Business Leaders of America is the national organization for all students enrolled in business programs in junior and senior high schools. The organization operates as an integral part of the educational program under the guidance of business teachers. FBLA activities\nMonthly FBLA days, Christmas Party, Free Enterprise Day, March of Dimes, Arkansas Children's Hospital, Coats for Kids, Southwest Nursing Home, District, State and National Leadership Conferences and Competitions, and much more. McClellan FBLA is one of the largest chapters in the stats We have won more awards than any school in the state for the past eight years. FBLA is the largest and most active organization at McClellan. Join the fun, get involved\njoin FBLA!SES McCLELLRN COMMUNI TV HIGH SCHOOL RNNOUNCE S ITS N E UI \u0026gt; I NNOURTIME BUSI NESSzCOMMUNI CAT I ONS magnet PROGRAM BEGINNING THE 1992x1993 SCHOOL YEAR FOR MORE INFORMATION* CALL 570-41 00. mSHflUH I I Little Rock School District McClellan Community Highs Business/communications Magnet Is First Of Its Kind In Arkansas \"Kward-V^inning Departments at McClellan Ma^e Magnet Site A Natural\" jMlcClellan High School was chosen as the site for a new Business/Communications Magnet program because of its outstanding programs. Students and faculty members have been recipients of local, state, and national awards. Opportunities at McClellan include a school store operated by marketing education students, Food/Restaurant Management Program, |unior Executive Training, Future Business Leaders of America, Distributive Education Clubs of America, Youth in Government, Speech and Drama, Quill and Scroll, Computer Club, foreign language clubs. Graphic Arts, math technology organizations, a comprehensive Advanced Placement Program, physics and science-related clubs, and awardwinning music and athletic departments. Locating an innovative business/communications magnet school at McClellan is a natural because all of the necessary resources are in place to expand the emphasis on corporate, economic and mass media education. The magnet program will establish an educational partnership which involves the corporate and media communities, higher education, and the school district. Educational experiences In the business/ communications magnet program at McClellan will launch students to success in international entrepreneurship, communications, and all related fields. (T\u0026gt; 7O3 73 O) -z. p oOO  o o n\u0026gt; CD H m XI On 7^ McClellan Business/ 3 V) NJ o iyi oV) CSfQT O 3- -n CD 3 n z o O  zn -i 2 n I Communicatiors Magnet Program New in '92 o era OJ 3 n OJ o 3 Z o o First Class Schools For World Class Kids Business/Communications Program Provides Multiple Benefits McClellan High School's Business/Communications Magnet Program has a dual focus, and is the first of its kind in Arkansas. It will provide a solid college prep business/ communications program and prepare students for the world of work. Ongoing collaboration with the University of Arkansas at Little Rock and other nearby institutions of higher education includes projects directed by guest instructors, shadowing experiences, leadership development workshops, and more. Expanding McClellans campus throughout the community will allow students to experience the worlds of corporate managers, college professors, and media professionals. A comprehensive business/communica- tions curriculum and the opportunity to network with professionals bring the corporate and mass media worlds to the classroom in a special way. The three areas of study are: Business Principles and Management, Market- ing/Advertising, and Economics and Finance. An interdisciplinary approach adds dimension to McClellans business/communications magnet program. In addition to the core programs offered by the business and communications areas, related courses and experiences are interwoven throughout the various subject areas. Specialized Courses Include: Food/ Restaurant Management, Business Finance, Business Etiquette, Introduction to Mass Media, Advertising, Radio \u0026amp; Television Production, Advanced Foreign Language, Computer Programming, Economics, Entrepreneurship, and Business Statistics. SPECIAL ATTRACTIONS  College Preparatory And Advanced Placement Courses Across The Curriculum  Hands-On Learning Opportunities - Science and Math technology and research centers - Writing labs - Computerized Business and Graphic Arts labs - Restaurant management  National And International Field Trips  Modeled After The Most Successful . Business/Communications Programs In The Country.  Business Partnerships - Local television, radio and newspaper professionals - Small Business Development Center - Local business firms - Advertising agencies  Award-Winning Business Program And National Business Teacher Of The Year  Opportunities For Entrance And Scholarships To Outstanding Universities, $415,000 Awarded in 1990-91  Highly Qualified Staff Of Professional Educators.  Curriculum Enhanced Through Community Education  Solid Academic Background In The Basics: English, History, Math, And Science  Interdisciplinary Approach To Learning  Seven-period day McClellan Business/Communications Magnet Program 9417 Geyer Springs Little Rock, AR 72209 570-4100 For Additional Information, Call or Visit The Little Rock School District Student Assignment Office 501 Sherman, Little Rock Call 324-2285/Jt\" ( ^\u0026gt;1' Septemter 21, 1989 Dear Dr. Reville, Please take, time to look over the enclosed information before Tuesday's meeting at McClellan High School. The model for multicultural awareness was developed by four of our faculty members who participated in the Atlas Project Summer Institute for Global Studies sponsored by the Arkansas International Center and funded by the Rockefeller Foundation. One of the aims of the project is to assist teachers in broadening the scope of international education. We have included a recent article from the Arkansas Gazette which features the Atlas Project and explains the summers activities. Our overall goal for McClellan's three year -plan is to develop unity within the student body, faculty, and community through the implementation of activities designed to increase a multicultural perspective. More than forty faculty members have expressed an interest in joining our interdisciplinary networking, and we believe you will be very interested in what we will be proposing on Tuesday evening. Sincerely, McClellan Atlas Team ftS* it J S::JJbBSS^X^BfLJlQDEL FOR JIUIJ^ AWARENESS z:^z:xsx~4::su:::ss by McClellan Atlas Team August 1989 INTRODUCTIONS Developing new body of knowledge and way of approaching world events is necessary in order to better educate and prepare students for the next generation. The past generation has seen the world change in many ways. Since man began his venture into space the world has appeared to grow smaller and smaller. As a result of increasing interaction among world powers it appears one country can no longer make policy independently. States have even expanded into the world trade markets by developing trade offices around the world, for instance, Arkansas has three offices located in Belgium, Japan, and Brazil. Even independent businesses have felt the necessity to expand worldwide (Graham Catlett, a Little Rock attorney, maintains an office in Moscow). For the first time in history people are involved in a group in which all human beings are members the global society. Its members have a need for a the knowledge, attitudes. and skills that will enable them to make and implement decisions in a world increasingly involved in international business. increasingly interested in transnational trade and travel,, and increasingly concerned about global resources and environmental quality. The emergence of this global society represents afundamental innovation in the human condition and thus has far reaching consequences for education. A global perspective must be introduced to students in order to prepare them for the future. Whether it be an understanding of complex global problems or local problems affected by global forces, students today must be prepared to meet the challenges of the next generation. With rapidly increasing technology and skills used in the world today, it is obvious that it is impossible for any one person or country to master all aspects of this knowledge. It is clear a new way of approaching learning and handling knowledge is essential. ne of the schools major responsibilities is to prepare the student to live in the many groups in which they are or will be members. By developing curriculum using the multiple perspectives and reinforcement approach, students will learn skills which help them analyze complex global issues more effectively. This curriculum will provide them with skills which can be used daily in their own homes, neighborhoods, and schools. They will also develop respect for other nations as well as other cultures, and develop an appreciation for the similarities and differences of mankind.GOAL: To develop unity within the student body faculty. * and community through the implementation of activities designed to increase a multicultural perspective. In order to achieve this goal, a 3 year plan has been proposed. OBJECTIVES! 1. To involve the faculty in the implementation of the multicultural awareness program. METHODS a. Inservice b. d. Interdisciplinary Networking Cross Teaching with Central High Cooperative Learning e. In-house field trips to emphasize multicultural understanding Team Teaching g* International Speakers h. Teachers Newsletter c. f. a. To stimulate student participation in the multicultural awareness program.METHODS a. Global art exchange b. Christmas Around the World Assembly International Week c. d. Cultural style show e. Literary Magazine f. Environment improvements of school g- World Map display h. Student letter exchange 1. Hosting Guatemala teacher to visit Arkansas j. Peer teaching 3. To expand the multicultural awareness program to the community. METHODS a. Environmental Awareness Awards b. Solicit PTA Participation Solicit Local Business Participation d. Solicit Local Clubs (Rotary) for support and aid. e. Solicit newspaper support and attention Procedural Prospectus for Interdisciplinary Networking 1. After the teacher inservice, an invitation will be extended to the teachers who are interested in taking an c.S. active part in McClellan's multicultural Those teachers movement. will then further develop and coordinate McClellan's plan. The three year prospectus is designed to focus all disciplines at McClellan on one cultural region in the fall and another in the spring. Example: during the month of November 9 all the departments will be asked to give emphasis to Latin America and then during February, 3. 4. they will be asked to give emphasis to Africa. study of two different cultural zones each The year for a three year period will give the McClellan student intensive study of every part of the his/her three The first an years. world during year of implementation will be designated to Latin America and Africa, the second year Western Europe and South and East Asia and Orient, the third year to the Middle East and Eastern Europe and the Soviet Union. In addition to cultural regions, students will study World Hunger and the Environment the first year\nstudents will study Political Leaders and Government Models the second year\nstudents will -r study Economic Systems and World Relations the third year. These will serve as the focal point for the six cultural regions. 5. In a three year period a student will have had an opportunity to develop a multicultural perspective and approach toward community and world involvement. (Intensified by course selection) QBDr. April 26, 1990 Ruth Steele, Superintendent Little Rock School District 810 West Markham Little Rock, Arkansas 72201 Dear Dr. Steele, We applaud dissatlsf action your recent of policies of southwest expressions Little of concern about the the Little Rock that this there is also Rock School District. patrons with area . There a degree of dissatisfaction You may be the aware are a number of among teachers in have been loyal teachers here us years of for at McClellan High School who 153 years.) the problems experience of the eleven At some point at our of a situation that school\nwe hope many years. (The combined of us writing this letter is to share our concerns about has but we first want to make you overshadowed our attitude aware Little Rock School District for almost three years. toward the When McClellan District in 1987, was a few annexed veteran to the remain here McClelIan Little teachers Rock School decided to and continue the programs and traditions that we had helped develop through the years. We did this after receiving numerous reassurances would be given full credit on the salary schedule for all our years of experience. Following are those reassurances! some of 1) 2) 3) 4) These that we years. We did of experience. CTA and PACT joint committees wrote a proposal during the 1985-86 school year which was posted in our bulIdIng. It stated LRSD must be guaranteed . that PCSSD teachers annexed to experience on the salary schedule.\" . accumulated years of In the spring of 1987, Dr. Kelly held public meeting at various schools end stated that pay for annexed s PCSSD teachers would be equal for equivalent and education. experience In phone conversations with on July 6 and August 28, that annexed PCSSD teachers 1987, Grainger Ledbetter logged he gave oral assurances would be paid the same as LRSD teachers for equivalent education and experience. During the strike. a \"PN Update\" flyer distributed on September 23 put Mr. Ledbetter's assurances in writing. assurances, administration and the CTA, both oral and written. from both the LRSD became the basis for our decision to stay at McClellan and become a part of the LRSD.However, on October announced, education. 4, 1987, when we did not receive equal pay for the settlement was level. We were put three steps behind our actual equal experience and You can Imagine the disbelief and frustration experience we we realized felt as we had been administration and the CTA. lied We to and side were with teachers of would now betrayed be teaching by both the making almost two thousand dollars equal experience and education, how our employment with the LRSD began. more than we. side by but who This was Since that time. the School campaign by annexed PCSSD teachers. to seven Board, voted to after a hard-fought years of experience on grant that still meant that many of us. the salary schedule. credit for up However, were to be approximately three steps. the veteran McClellan teachers. equals here In the same school. or about SISOO, behind our Then In November of 1988, a federal mediator annexed PCSSD teachers would receive one-third of their after working In the LRSD for two ruled that seniority years, another one-third after four years, and the final one-third after five years In the LRSD. This decision. placement on though, the salary only applies to equal seniority, but not schedule. equal pay? seniority not to Where la the logic In having We ask the hope you can following of see you: the Inequity In thia situation. and we 1 \u0026gt; Consider that the teachers signing this letter of the leaders of McClellan, are some Award coaches, winners, three Including two Stephens a work department program development of McClellan as director, heads, two 'head a leader In the a members of the Atlas multi-cultural employees of studies. the Little Project Team community school, and two We are 2) 3) to see an Seriously for development of serious. dedicated unfair situation corrected. Rock School District who want look Into this matter. We will gladly provide additional Information that you may need. Give us a prompt reply. matter behind We are anxious to put this Thank us. you very much for your time and consideration. We hope this will be a first step In bringing us, our school, and all of southwest Little Rock Into the Little Rock School District step In bringing us. family! Sincerely, Steve Geurln Social Studies ChairpersonKen Davis Special Education, Head Coach, Track Anita Henson Math Department, Honors Geometry English Department Chairperson, AP/GT English -^3rl Bob King COE Director 'A6^ Becky McKinney English Department, AP/GT English Tom McKinney Head Coach, Besketbai1 Blenda Mosley Social Studies Department, AP/GT American History Susie Paul Foreign Languages Phy 13 Smith Business Department Chairperson r Adeal Williams Math Department cc: Katherine Mitchell Bill Hamilton Skip Rutherford Robin Armstrong Mac Faulkner Patricia Gee Oma JacovelllApril 28, 1990 To: The Office of -the Metropolitan Supervisor From: McClellan High School Community Education Biracial Planning Committee and The Community Education Advisory Council Pursuant to the direction of the \"Tri-Distrlct Desegregation Plan for the Little Rock School District, the North Little Rock School District, and the Pulaski County Special School District\" submitted by Eugene T. Reville on January 2, 1990 the McClellan High School Community Education Biracial Planning Committee was formed under the direction of the Office of the Metropolitan Supervisor. This planning committee has begun formation of the Community Education Advisory Council in order to establish a pilot Community Education program at McClellan High School beginning in school year 19901991. After attending the two week Community Education training session in Flint, Michigan at the National Center for Community Education, we were enthused and prepared to initiate the program in the manner suggested by the NCCE, however, upon our return from Flint we were confronted with actions by the Little Rock School District which jeopardize the successful implementation of this facet of the Tri-Distrlct Desegregation plan. It is our purpose with this communication to alert the Office of the Metropolitan Supervisor and the Court of this jeopardy and to suggest possible remedies. A successful implementation of the Community Education Program at McClellan High School will require total commitment from every member of the school's staff. This has already begun to happen. Ue learned, at the NCCE in Flint, that the Business and Home Economics departments in other successful Community Education Programs provide many resources, and further, are responsible for bringing in up to SOX of the subsidiary funding. McClellan High School has one of the top Cif not the top\u0026gt; rated Business Education department in the state, and its Home Economic department has the strongest program in the Little Rock School District. These two departments are successful because of the personnel who have devoted many years to development of these programs. It was anticipated that they would form the core of the Community Education Program at McClellan High School, possible unless Immediate action is taken. This will no longer be The Little Rock School District, in its latest reduction of teaching staff, has notified vital members of these two departments that they will not have contracts for the 19901991 school year. This virtually guts the resources of the Community Education Program at McClellan HighSchool. One of the affected teachers is a member of the Biracial Planning Committee in whom the Office of the Metropolitan Supervisor has invested scarce tax dollars for training. In order to insure the successful implementation of the Community Education facet of the TriDistrict Desegregation plan the Biracial Planning Committee and the Community Advisory Council offer the following recommendations and urge immediate action to avoid jeopardizing any possibility of implementation for the 1SS0-1S91 school year. * As a short term, stop gap measure dedicate sufficient funds from the desegregation settlement to insure that the Business education and Home Economic education staffs at McClellan High School remain stable.  Since the effectiveness of the Community School concept depends entirely upon \"buy-in by the school staff, and since instability in that staff will adversely affect the start up phase of the Community School at McClellan, we strongly urge that the staff of McClellan High School be exempted from the \"Movement of Personnel\" sections of the agreement between the LRSD and the CTA for the next three years. Control of staff at McClellan should reside with the building principal. Ue believe that these two recommendations should receive the highest priority. After attending the National Center for Community Education training session in Flint, we believe that we understand why Mr. Reville selected McClellan High School as the pilot for implementation of a community school. Ue are totally dedicated to insuring successful implementation of this program. and believe it will lead to a significant improvement in the total quality of education in our community as well as contributing to the desegregation of the Little Rock School District. the Office of the Metropolitan Supervisor pursue our Ue urge that recommendations or any other appropriate action to assure stability of the McClellan staff and thus the successful implementation of the Community Education facet of the TriDistrict Desegregation Plan . McClellan Biracial Community Education Planning Committee: 0. 6. Jacovelli Rose Bogan Carter Anir^a Henson Advisory Council Members: Shirley B. Atkins Sherry Melton Chris R. Carnahan Nancy Reedy Wendell Jones Danny Sullivan Gwen Efird Sharon Priest Norma Carnahan Dennis McDowell Dave Mills Allen Rolf Jerry Tipton Ann Bailey Shannon Sullivan Ray E. Carnahan Patsy McDowell Urenne Yarres Toni Sullivan Mattie Ruth Tipton Jack PercifulOFFICE OF THE METROPOLITAN SUPERVISOR 201 E. MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK. AR 72201 May 2, 1990 Members of the McClellan High School Community Education Biracial Planning Committee and the Community Education Advisory Council McClellan High School Community Little Rock, Arkansas Dear Friends: Thank you for visiting with me last Monday to share your concerns about McClellan High School and its growth into a community school. I continue to share Mr. Reville's high regard for McClellan and his confidence that the community school concept will florish in the caring and nurturing environment of Southwest Little Rock. As I promised when we met, I have talked with Dr. Ruth Steele about your requests for dedication of desegregation funds and your desire to seek an exemption from the Professional Negotiations Agreement. I will share with you, as I did with her, my assessment of the options and responsibilities of the Office of the Metropolitan Supervisor in this situation. You requested that we allocate desegregation funds to ensure \"that the business education and home economic education staffs at McClellan High School remain stable. Even if we might desire or, absent a Metropolitan Supervisor, have the authority to release settlement funds for any reason, there is currently no money in the desegregation escrow account, at least several more weeks. The balance is zero and will remain so for Your second request was that \"the staff of McClellan High School be exempted from the 'Movement of Personnel' sections of the agreement between the LRSD and the CTA for the next three years.\" The PN Agreement between the District and the Classroom Teachers Association is a legal document. negotiated in good faith and, in some instances, litigated. Its provisions have been While we certainly understand your desire for the McClellan staff to remain unchanged, personnel matters are the responsibility of the District, and it would be inappropriate for us to intervene.McClellan High School Committee and Council Page 2 convictions. Your intense interest in McClellan and its future is admirable and you are to be commended for your willingness to speak out on behalf of your concerns and cti. However, I believe that the requests you have made of this office are matters which the Little Rock School District must resolve within its own framework of priorities, values, and policies. I hope you will not be discouraged, keeping in mind that the concept of McClellan as a community school is part of the court-approved plan for the Little Rock School District. I have every confidence that the Plan will be fully implemented in both letter and spirit. You may also be assured that the entire settlement amount will be spent to help implement the Desegregation Plan. Thank you each one for the energy and devotion you are bringing to bear on the metamorphosis of McClellan High School. No matter what difficulties may be encountered, your spirit of comraderie and cooperation will surely triumph for a school-community partnership which will be the pride of Pulaski County. Sincerely yours, tX/V Ann S. Brown Associate Metropolitan SupervisorLittle Rock School District Hay 4, 1990 Mrs. Ann S. Brown Associate Metropolitan Supervisor Office of the Metropolitan Supervisor 201 East Markham Street, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Mrs. Brown: I have reviewed all the information provided to me in regards to concerns of the McClellan High School Community Education Biracial Planning Committee Education Advisory Council related to Business Education and Home Economics McClellan High School remain stable. and the Community ensuring that the Education staffs at In accordance with your telephone call to me on May 2, 1990 and your May 2 letter to the Committee and the Council, the Little Rock School District is taking actions to resolve the matter within our framework of priorities, values, and policies. The Little Rock School District is implementation of the Plan in both committed to the full letter and spirit. In particular, LRSD's Board of Directors and administration are very much McClellan, implement Committee in support of the community school concept for Accordingly, I have developed and plan to measures in response to the request of the and the Council and in fulfilling our responsibilities to personnel. An amount of $80,000 will be temporarily allocated in LRSD's 1990-91 desegregation fund budget as an estimated that will guarantee the continuation of positions by Zanya Clarkson, Rose Bogan, and Robin Barnum. Thomasson will remain at McClellan through recall result of an employee transfer. This approach is with our understanding of the request made by the amount now held Barbara as a in keeping Committee and their \"stop gap measure\" to ensure stability of the staff at McClellan High School. In our discussions with representatives of the Committee and the Council, we never had any indication that their request would require the release of funds from the desegregation escrow account, understood it was the intent of the Committee and the We 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 Council for the Office of the Metropolitan Supervisor to concur with LRSD in its planned use of its desegregation moneyeither from local revenues or from settlement monies or a combination of those sources--based on recommendations of the Committee and the Council. In the final analysis, it is highly probable that little or none of the $80,000 allocation will be actually expended for the sole purpose of guaranteeing continued employment of any individual teachers. Rather, the allocated funds in the amount of $80,000 will be re-allocated into budget accounts that will represent the functions performed at the time of the actual expenditure by the teachers who have been continued in their present employment. With the anticipated expansion of programs and services that will be necessary to support the community school concept. and based on discussion with the Committee and the Council, we are confident that the qualifications and credentials of the teachers involved in this matter will be compatible with the types of services that will be offered in the community school plan for McClellan. In summary, I plan to: (1) temporarily designate $80,000 in LRSD's desegregation budget for the continuation of the employment of the three named teachers at McClellan\n(2) notify Zanya Clarkson, Rose Bogan, Robin Barnum, and Barbara Thomasson that they will be employed at McClellan for the 1990-91 school year. Barbara Thomasson will be funded from the Operating Fund, and the remaining three teachers salaries and related costs will be charged to the LRSD Desegregation Fund until such time as their functions might be identified otherwise\nand (3) notify the Committee and the Council that the aforementioned actions are being taken. Since the successful implementation of the McClellan Community School is. in my opinion, a vital part of the court approved plan for LRSD, I trust that you will agree with our prioritization of the request of the Committee and the Council. If for any reason you do not concur with our planned approach, please advise me promptly so that I might advise the Committee and the Council. Sincerely, Ruth S. Steele Superintendent'Mi* MEMORANDUM '^HL 3) ISfi DATE: TO: FROM: SUBJECT: July 28, 1992 Honorable Judge Susan Webber Wright Parents, Teachers, Business People, Citizens, Students Petition to support seven-period day for McClellan Business Communications Magnet j:,. In two days, we have gathered 603 signatures of citizens, parents, teachers, business people and students who implore you to approve a seven-period day for McClellan's magnet program. We are people who are dedicated to our children and our community\nwho recognize the potential impact of the McClellan magnet initiative\nand who want to continue our momentum of moving forward in Southwest Little Rock. The McClellan Community Education program has been an impetus for much positive action in McClellan and our community. We are building our future. However, given the economic decline and the negative image of our area, we need to build even faster. The Business/communications Magnet can contribute greatly to our efforts if it is successful. The six-period day threatens that success since it will force the closing of classes and will prevent many students from participating. Please support McClellan and our community by supporting a seven-period day. Thank you so much for your time.i PETITION TO SUPPORT A 7-PERIOD DAY AT MCCLELLAN BUSINESS/COMMUNICATIONS MAGNET PROGRAM July 28, 1992 My signature marks my steadfast support of McClellan iness/Communications Magnet program having versus a six-period day. a seven-period While the LRSD Board's proposal allows for start-up of the McClellan Business/Communications Magnet program, the proposed six period day will destroy the academic content and continuity of the program making McClellan a magnet school in name only. The seven-period day will allow for\n1. the same number of teaching hours as in the six-period day with no teacher salary compensation needed from the district. With a six period day, teachers have one preparatory period and teach five classes. With a seven period day, teachers have two preparatory periods and teach five classes. 2. Vocational Education funding would address LRSD budget cutbacks. The Arkansas Department of Education, Vocational Education will allocate $43,000 in start-up monies and an annual allotment of $200 per student per class for vocational courses. This could amount to as much as $83,000 in new monies for the Little Rock School District 1992-93. 3. the possibility of any additional teaching positions to be filled from intra-district transfers. 4. bringing McClellan's student ratio into compliance with desegregation guidelines. offerings are attracting white students. The additional magnet course 5. continuity in course work that can be seguenced according to the originally planned magnet course strands and to the6. 7 . 8. 9 , 10. individual student's needs, course scheduling. broader class offerings. Six class periods limit flexibility Although McClellan's magnet program seeks interdisciplinary education, its foundation lies in elective courses. Without the additional class period, student enrollment in magnet courses would decrease resulting in the elimination of several magnet electives. building public confidence and trust by following through on the original magnet plan. efforts and student schedules have been based period day. All advertisements, rer:ruitment on a seven-continuation of the heightened spirit and loyalty of the McClellan faculty who agreed to a lengthened daily schedule. an enhanced image of McClellan and Southwest Little Rock which would indirectly support the community' s future growth and the success of our schools. added resources and equipment that can be extended to the community at-large via community education classes . SIGNATURES NAME DESIGNATION DATE Vp jLoWs?l^_Lrn^ _ .S.\u0026lt;^.j2-\u0026lt;:--^Zj?Afy -^.....^fL^. 7-.XV -1 sJ^ _::tY'4. .vZvsIl.'l -^f Z:^:^ :iLi3ti'^ jid^itsxiJLmJL 1:^1-. 'i 7-^.S':7^ \u0026gt;t^- I ______ A? 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'^^ry- eye  ! , ^~7 .. / ) c . a ( H-A''b'y-~y f\n\u0026gt; ') I ijAbz:b- biyb-l-  \\ . \u0026gt;6 / V _ t _\u0026lt;- y c I, /) ---------------______________________________________ A y y I Z I \" / \u0026lt;\u0026gt; (y Kia.A''.cl GciLLTAO.._0UPiA.. ^L - PF / AMcClellan Business/Communications Magnet High School 570-4100 Community Education 570-4149 9417 Geyer Springs Road  Little Rock  AR  72209 \u0026gt;98 -J Date: May 17, 1993 From: Bob \u0026amp; Polly MEMORANDUM To: Subject: Ann McClellans Enrollment for 1993-94 Below are the highlights of a telephone conversation between Polly and Mattie Ruth Tipton, McClellans registrar, on May 17,1993 about McClellans 1993-94 enrollment and the loss of 109 students. On March 11, one day after all assignments had been made and letters mailed to parents, Mattie Ruth pulled up on the terminal McClellans enrollment: 1,029 students (not including kindergarten students) 75.1% total black population 427 tenth graders 336 black 91 white 78.7% black 213% white All other high schools were eight to ten percentage points higher than McClellans black percentage. On April 23, Mattie Ruth pulled up on the terminal McClellans enrollment: 929 students (not including kindergarten students) 75.4% total black population 336 tenth graders 268 black 68 white 79.8% black 202% white McClellan had lost 100 students, 91 of which were tenth graders, between March 11 and April 23. Mattie Ruth and Mr. Carter met with Marie Parker on the 23rd to find out why McClellan had lost so many tenth graders. Reason given: student assignment had \"worked the deseg transfers\".2\u0026gt;2^ I On May 10, Mattie Ruth pulled up on the terminal McClellans enrollment: 920 students I 755% total black population No tenth graders transferred 9 eleventh and twelfth graders transferred out 5 black 4 white This information was given to Marie Parker during a meeting on April 23, Dr. Bernd during a meeting on May 10, and the Biracial Monitoring Team last week during a monitoring visit. Both Mattie Ruth and Mr. Carter attended the meetings with Marie Parker and Dr. Bernd. Reported incidents: Dr. Stanford from UALR wanted to enroll a child in McClellan. At the Student Assignment Office, Dr. Stanford was discouraged about enrolling in McClellan: no magnet seats, lives in Central attendance zone, really does not want to send child to McClellan. Enrolled at Central Another person wanting a McClellan assignment was told by the Student Assignment Office they would have to be put on a waiting list. Enrolled in another district high school. A tenth grader wanted to be assigned to Fair where her boyfriend attended. She received a deseg transfer to Fair. A parent was dissatisfied with the McClellan baseball coach. Student Assignment granted a deseg transfer. McClellan has a 100% black satellite attendance zone. We requested and Bob picked up from Mattie Ruth the attached copies of the enrollment print-out for the above dates.General Information: McClellans Enrollment 1988-89 1989-90 1990-91 1991-92 1992-93 1993-94 Black 615 634 613 640 638 710 White 576 447 390 340 328 230 Total 1,191 1,081 1,003 980 966 940 % Black 52% 59% 61% 65% 66% 76% Dexff^gfUicm Transfers 1. Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available... The minimum and maximum black percentages constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegregation requirement in secondary schools is that all schools will remain within a range of 12-1/2 percent above to 25 percent below the district-wide percentage of black students at each organizational level (i.e., high school and junior high school). Desegregation Plan, page 140 LRSD For the 1992-93 school year, the acceptable maximum for a desegregation transfer on the senior high level was 6750% black. Questions: With McClellans black enrollment, why were deseg transfers permitted after March 11? According to our information, McClellans magnet program has never been full. Why were parents told either there were no seats or they would have to be put on a waiting list? Why are personnel in the LRSD Student Assignment Office discouraging parents to enroll their children at McClellan? What recruitment efforts have been made this year to recruit white students to McClellan? Why did not a \"red flag\" appear in student assignment when McClellans black enrollment increased 10 percentage points since last school year? How does LRSD plan to correct the increasing black enrollment at McClellan? Why can parents so easily get deseg transfers from McClellan?MEMORANDUM Date: From: May 18, 1993 Am Brown To: Marie Parker Subject: McClellans Enrollment for 1993-94 Im concerned about reports Ive received regarding student assignments to McClellan. Below are some comments and information to set the context of my concerns about McClellan and the crucial pre-school recruitment and registration period. They are followed by some specific questions about enrollment, magnet seats, parent complaints, desegregation transfers, and recruitment. As you know, McClellans white enrollment has been steadily declining for a number of years. Since the 1989-90 academic year, the schools black enrollment has been higher than any other LRSD high school. The McClellan community school program and business/communications magnet program are very well-thought-out (and expensive) attempts to improve the schools racial balance. The district has invested considerable resources in the McClellan specialties and, with proper management and intensive recruitment, these programs hold great promise for improving desegregation at McClellan. The chart below depicts McClellans annual enrollment since 1988-89. The figures for 1993-94 reflect the schools enrollment according to information available May 10,1993: 1988-39 1989-90 1990-91 1991-92 1992-93 1993-94 Black White Total % Black 615 634 613 640 638 576 447 390 340 328 1,191 52% 1,081 59% 1,003 61% 980 966 65% 66% (710) (230) (940) (76%) The following provision regarding desegregation transfers appears at page 140 of the LRSD Desegregation Plan: Deseffvgatum Transfers 1. Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available... The minimum and maximum black percentages constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegregation requirement in secondary schools is that all schools will remain within a range of 12-1/2 percent above to 25 percent below the district-wide percentage of black students at each organizational level (i.e., high school and Junior high school). Secondary enrollment for the 1992-93 school year determined that the acceptable maximum for a desegregation transfer on the senior high level was 675% black. Please answer the attached questions as soon as possible. If youd like to arrange a time for us to talk over these items. Ill be happy to meet with you. Thanks so much for your help. cc: Mac Bernd1. March enrollment On March 10, 1993, school assignment letters were mailed to parents. At that time, what was McClellans total enrollment (excluding kindergarten)? What was the black percentage of that number? How many of that number were 10th, 11th, and 12th graders? How many of the children in each grade were black and what percentage of each grades enrollment did that number represent? What were the comparable enrollment figures at the other LRSD high schools at that time? 2. Current enrollment What is the current enrollment of McClellan (excluding kindergarten)? What is the black percentage of that number? How many of them are 10th, 11th, and 12th graders? How many of the children in each grade are black and what percentage of each grades enrollment does that number represent? Currently, what are the comparable enrollment figures at the other LRSD high schools? 3. Magnet seats and enrollment What is the number of total magnet seats at McClellan by grade level and race? During 1992-93, how many of those seats were filled (by grade level and race)? By grade level and race, how many of the magnet seats are currently filled? 4. Parent complaints Some parents have told ODM that, according to Student Assignment, there are presently no McClellan magnet seats available and their children would have to be put on a waiting list. Is this information correct? One parent complained that someone in the LRSD Student Assignment Office discouraged him from enrolling his child at McClellan. What could account for this parents impression? 5. Desegregation transfers By grade and by race, how many desegregation transfers have been permitted from McClellan so far during the current pre-school registration period? To which schools were these transfers made? What criteria are being use to grant desegregation transfers from McClellan? 6. Recruitment What recruitment efforts have been made this year to recruit white students to McClellan? What recruitment efforts are still to be implemented to increase white enrollment at McClellan? When are these efforts scheduled?122 P02 SEP 03 93 13:013 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 MEMORANDUM DATE\nTO\nFROM\nSUBJEC July 29, 1993 A K Estelle Mathis, Interim Superintendent, LRSD TOItela 9 Daggett, Conanunity Education 93-94 Budget\"Cuts Thank you for recjuesting my input and for your willingness to negotiate regarding the aoouint of cuts in the Community Education 93-94 budget. As I explained over the phone, we have planned our 93-94 programs' in relation to our originally budgeted amount of $220,000. For that reason, I wanted to talk with the CE staff to determine whether or not we would need to cut programs if we cut $50,000 as you requested. 1 reported to you that we could probably make it fine If the cuts ranged from $30,000-$40,000. However, we discovered just yesterday afternoon that about $14,000 worth of purchase orders approved in 92-93 have been charged to our 93-94 budget. I have spoken with Marx Milhollen regarding these charges, and he assured me as did you that you all would cover us on these shortfalls. I appreciate your support. cc: McClellan Community High School Advisoiry Council Jodie Carter, McClellan PrincipalI LITTLE i: P03 SEP 03 93 13:09 ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road  Phono 570-4100 Little Rock, Arkansas 72209 memorandum DATE\nTO\nFROM\nSUBJECT\nSeptember 1, 1993 Estelle Mathis, Interim Superintendent McClellan Advisory Board Interim Community Education Director On August 31, Mala Daggett presented a letter of resignation to the McClellan Advisory Board with her last full-time day projected to be September 24. After much.discussion and thought, the Advisory Board unanimously voted to ask Mala to stay with us on a part-time basis until the position can be filled, rW-e h- ave all work.e.d. hard to establish the McClellan Community Education program and want to insure a smooth transition. Cur recommendation and request is that Mala work one day per week at a rate of pay ranging from $250- $300 per day. We anticipate that the position would be filled by Decemoer, .ISS3, tu.. if not, wish for her part-time support to continue until tne position is filled. S3, tu.. We also ask that the search for a new Director be national as well as local given the national pool of trained, experienced community education professionals. Th. Board looks forward to working witn Mala to help with the search and with Jodie Carter and Mala to conduct interviews The Advisory and recommend a professional of high caliber to the Superintendent and LRSD Soard. We are proud of rhe McCielidn Community Education program. as is the District. Although we greatly regret Mala's departure we earnestly seek the opportunity for the Advisory Board to be involved i.n and learn vet another comoonent of our responsibil  ti es in f- i l this position. We look forward to your positive reception of our proposal as we believe Mala's continueii O'^e\nduring this tr: program's succm tio., is a.-I abso ight of the program e essential to the s given the timeirame Wo also hope to have a response soon feel that Maia a 1 under. In other words, we do McClellan CommLulcy Ecluo.3tio i ut departure ou tiepten.Jer 24 will place a plan in place soon. risk and hope to have 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: September 29, 1993 To: From: Subject: Jodi Carter and Steve Garrett Horace Smith and Connie Hickman Tanner, ODM Associate Monitors McClellan Enrollment and Recruitment This memo is to confirm our meeting on Thursday, October 7, 1993 at 1:30 p.m. We are very interested in your magnet programs success, since it was designed to help desegregate McClellan. At this time we will be looking for answers to a variety of questions regarding your recruitment efforts and results. We will also need certain documentation. If you have any questions, please do not hesitate to contact us. Please bring copies of the following information to our meeting on the 7th. Enrollment Data:  October 1 total school enrollment by grade, including race and gender, for the 1992-93 school year  October 1 magnet program enrollment by grade, including race and gender, for e 1992- 93 school year  October 1 total school enrollment by grade, including race and gender, for the 1993-94 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1993- 94 school year  The number of new students by grade, including race and gender, enrolled in your program for the 93-94 school year  The number of students by grade, including race and gender, who withdrew from the magnet program since the 1992-93 school yearRecruitment Data:  The recruitment committee roster by race, gender, and position  Recruitment committee agenda and minutes  A list of all recommended recruitment strategies developed and implemented by the recruitment committee  Recruitment training documentation,including the person(s) responsible, topic,location, time, sign-in sheets, and evaluation criteria  The number of students recruited who live in McClellans attendance zone by grade, including race and gender, during the 1992-93 school year  The number of private school students recruited by grade, including race and gender, during the 1992-93 school year  The number of PCSSD students recruited by grade, including race and gender, during the 1992-93 school year  The number of any additional students recruited by grade, including race and gender, and where they were recruited during the 1992-93 school year  Documentation of all recruitment strategies and activities - For example, if you developed a brochure name the person(s) responsible for the brochure, identify your targeted audience (all white PCSSD junior high students, private school students, and LRSD junior high students), state the date it was distributed, report how much was budgeted for the brochure and distribution and how much it actually cost, and explain how you tracked your results. If you made a presentation, include the person responsible, type of presentation, date, location, sign-in sheets and explain how you tracked your results.ESbSES ROCK SCHOOL DISTRICT IC f/ L\u0026gt; John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100 Little Rock, Arkansas 72209 September 29, 1993 Dear Magnet Parents: We missed you at the Magnet Parents meeting last night! meeting was very successful, with about 25 parents attending. The The food, prepared by our Food Production/Restaurant Management class. was great. All the parents seemed receptive to our ideas about improving McClellan's public image, items the parents received last night. I am enclosing some of the Please read through the enclosed materials. The main point I am trying to get across to our parents is that McClellan has so much to offer: so many courses that no other school in central Arkansas offers, so much state-of-the-art equipment, so many award-winning teachers! We must get out there and tell the city what McClellan is really like so that 1) your child will feel good about attending and graduating from a school with a great reputation, and 2) so that we can draw other good students like your child to our school. After reading the materials, please sign the PARENTAL INVOLVEMENT CONTRACT and tear at the dotted line. Also, sign the McPARENTS SIGN-UP FORM. to commit to do something. I am asking you, as I did at the meeting last night. It may be that all you can do is spread good news about McClellan at your job or at church, etc., but that is a very important role. form. If you can do more, let me know on the If you have any other ideas for boosting McClellan's reputation or recruiting more students to our school, please share those with me. Please send me the two signed forms. by, or send them with your child to school. You may mail them, bring them and efforts to help your child's school, or concerns, please call me at 570-4121. I appreciate your time If you have any questions Thank you very much! Sincerely, Steve Geurin Curriculum Coordinator A Business/Communications Magnet MAGNET PARENTS MEETING September 28, 1993 1. WHAT WE WILL DO FOR YOU: A. Designate your child as a magnet graduate on transcript and diploma. B. Better prepare your child for college, vo-tech, career, work, everyday life. C. Offer a wider range of business \u0026amp; communications courses than other schools. ONLY McClellan offers the following\nAdvertising Basic Computer Graphics Business Etiquette/Leadership Business Finance Business Statistics CT: Desktop Publishing CT: Advanced Desktop Publishing CT\nRPG Economics I \u0026amp; II Entrepreneurship Environmental Science Fashion Merchandising Insurance International Business \u0026amp; Banking Interpersonal Skills/Group Dynamics Introduction to Business Mass Media Mass Media Independent Project Money \u0026amp; Banking Public Speaking/Business Comm. Retailing Salesmanship Screen Printing/Airbrush Techniques Superwrite II Food Production/Restaurant Management Technical Writing D. Provide a state-of-the-art computer lab, unequalled in central Arkansas! E. Set up a portfolio for each magnet student. F. Encourage magnet students to take the ACT. G. Work closely with your childs counselor to schedule magnet courses and to handle any problems involving magnet courses. H. Work hard to improve the public perception of McClellan. I. Provide shadowing experiences if requested. J. Provide excellent guest speakers for magnet courses. II. WHAT WE ASK OF YOU: Parental Involvement ContractPARENTAL INVOLVEMENT CONTRACT Parent interest, involvement and support are key factors in building successful students and successful schools. We expect that parents of students in the Business/Communications Magnet Program at McClellan Community High School will do the following: 1) Be responsive to school communications and requests\nget involved! 2) Join PTSA and get others to join\nparticipate in PTSA activities. 3) Ensure prompt and regular student attendance\nnotify the school when an absence occurs. 4) Monitor your childs study habits and inquire about their progress. 5) Support your childs endeavors and attend their recognition activities. 6) Have high (but reasonable) expectations of your child. 7) Call or schedule conferences when concerns arise. 8) Support school policies and cooperate if disciplinary actions are necessary. 9) Encourage your child to take the A.C.T. and other exams related to post- high school education. 10) Spread good news about McClellan!III. WHAT ELSE DO WE ASK OF YOU? A. Join the Magnet Parents Recruitment Team, or McParents 1. Goals\nGeneral Goal: to improve the public perception of McClellan. Specific Goal\nto draw more students to McClellan, especially students into the magnet program. 2. Sample strategies that McParents could use to meet these goals: Put bumper stickers on your cars, \"My child is a magnet student at McClellan.\" Wear a button, \"Ask me about the McClellan Magnet FTogram.\" Put information about our magnet program in your company, church, or club newsletter. \"Sell\" McClellans magnet program at church, work, beauty/barber shop, health club, ball games, civic clubs, scout meetings, etc. Call or send letters/cards to people you know who have prospective McClellan students in their family, church group, etc. Call or send letters/cards to all parents of prospective McClellan students from the Student Assignment lists of all three school districts. Bring guests to open house, ball games, homecoming, other McClellan events to show off good things about McClellan. Put up posters (that we have professionally printed) in stores, schools, churches, etc. Do clerical work, such as make copies, stuff packets, run errands, etc. Use the phone-master at McClellan to contact parents of prospective students with a recorded message, including the McParents phone number. Make home visits in pairs, maybe with a faculty member, to parents of prospective students, armed with packets and information. Meet with parents of new students at new student orientation.Deliver gifts and information to junior high counselors. Make presentations to junior high PTA meetings, other meetings, and talk to their counselors, administrators, etc. Make presentations to church groups, clubs (Lions, Rotary, Kiwanis, etc.), or bring groups for tour of McClellan. Make TV/radio public service spots. Do TV/radio interviews: talk shows, noon shows, morning shows, etc.MY CHILD IS A MAGNET STUDENT McClellan high schoolMY CHILD IS A MAGNET STUDENT McClellan high schoolHi LITTLE 'If' ' ' ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100 Little Rock, Arkansas 72209 Guidance Office 4^5  U d urm FEB 1 7 1994 February 16, 1994 \u0026gt; Connie Hickman Tanner, Associate Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 Dear Ms. Tanner: I am enclosing information concerning an issue to be discussed by e Little Rock Planning Commission on February 22, 1994. The G.Y.S.T. House, a drug and alcohol treatment center, is trying to relocate in our area. We fear it will further damage the reputation of our area and our schools. Enclosed is an information sheet from one of our neighborhood associations along with a letter 1 have sent to the Commission. This may not be an issue on which you can have an impact\nI just wanted to make you aware of a possible problem for us. Thanks! Sincerely, Steve Geurin A Business/communications Magnet S. LITTLE I'M \u0026lt;\u0026gt; ROCK SCHOOL DISTRICT J John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100 Little Rock, Arkansas 72209 Guidance Office February 16, 1994 Little Rock Planning Commission City of Little Rock 723 West Markham Street Little Rock, AR 72201 Dear Commissioners: 1 am writing to strongly object to the rezoning of a piece of property at Mitchell Drive and Frenchmans Lane. The G.Y.S.T. House has requested the rezoning so that they can relocate a drug and alcohol treatment center. My biggest concern is the effects it will have on the public schools in the area. McClellan High School and Cloverdale Junior High School are already fighting to improve their image and thus draw more students, especially white students, into their programs. Each school is struggling to meet the desegregation guidelines. The addition of a drug treatment center less than a mile from each school would add to the image problem and possibly make it more difficult for the schools to desegregate their populations. With so many neighborhood people working to improve the image of our area, it seems a shame to take action such as this that will make Southwest Little Rock appear undesirable. Please consider our fight to save our neighborhood and our schools - do not rezone this property. Thank you for your consideration. Sincerely, \u0026lt; T Steve Geurin Curriculum Coordinator 4 Business/Communications Magnet LITTLE \u0026gt; ROCK SCHOOL DISTRICT John L. McClellan Community High School 9417 Geyer Springs Road Phone 570-4100 Little Rock, Arkansas 72209 February 23, 1994 Ann S. Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 QrJics FEB 2 4 1994 Dear Ms. Brown\nI am writing to make you aware of a situation that we feel may be desegregation goals. Next month the Little Rock School District will detrimental to our print the brochure containing the 1994-95 course offerings for grades 9-12. (lam enclosing a copy of the 1993-94 brochure.) We have been notified by Estelle Matthis that approximately 25 magnet courses at McClellan High School will again not be included in this brochure. The reason given by Ms. Matthis is that \"there are too many courses for the districts course offerings brochure to include magnet programs. It is very voluminous and costly in its present format.\" While it is true that the 1993-94 brochure did not include magnet courses from McClellan or Parkview, at least six magnet courses were listed from the other LRSD high school with a magnet program, Central. We ask you to look at the following factors and to consider requesting that ail LRSD secondary courses be placed in the brochure. This brochure is the only document that students, especially 9th grade students, use when scheduling their courses. It is also a document seen by people considering entering the district. As such, we feel that every course available to secondary students in the Little Rock School District should be printed in the brochure. Students looking at the brochure would see interesting courses offered at Parkview or McClellan and then perhaps consider enrolling in those schools, possibly increasing white enrollment there. If this brochure is to be the districts course offerings brochure, then it seems fitting that all district secondary courses be included. The argument that Parkview is a true magnet school may seem to justify their omission from the brochure. After all, their counselors go to the junior high schools and register their own incoming sophomores. Even so, it seems that inclusion in this brochure would benefit Parkview as well as McClellan by spreading the word about the wonderful programs available at the two schools, especially at a time when enrollment at both schools is down. A Business/Communicavons Magnet Ms. Matthis suggested that we have our own course offerings brochures printed\nshe offered to distribute these with the LRSD course offerings brochures. We see several problems with this plan. First, this second brochure would be costly\nwhy not apply this cost to the inclusion of the McClellan and Parkview courses in the district brochure? Second, students consider the LRSD brochure as the primary source of course information. They might look at the individual school brochures, but the district brochure will be the one they keep and use as a reference for decision-making. Third, assuming that the district removes the Central magnet courses from the new district brochure, 9th grade students will be given four different brochures-LRSD, Central, McClellan, and Parkview-to help them select their courses\nthis would be terribly confusing for them as well as their parents. Finally, we feel that inclusion in the district brochure gives credibility to the magnet courses at all three high schools. Inclusion in the brochure says to everyone that these magnet high schools are a viable choice for all students. We at McClellan feel that it is imperative that all courses be included in the district course offerings brochure. We appreciate your consideration in this matter. Sincerely, Steve Geurin Curriculum Coordinator Enclosure McClellan high school A ROARING SUCCESS! The McClellan Lions recently completed the 1994 Football Season as AAAA State Champion Runners-Up! The Southwest Little Rock Community congratulates McClellan on this great accomplishment! But this first class football program is only one of the reasons we believe in McClellan High School. Take a look: Enrollment in McClellans Business/Communications Magnet Program has doubled for I the current school year. Facilities for the Business Magnet Program include 6 computer labs with CD-ROM, color laser printers, and many other features. The 1994 McClellan faculty has received nine state, regional, and national teacher of the year awards, as well as five Stephens Awards. McClellans Community Education Program offers tutoring, night and summer classes, a summer camp for children, and much more. 1994 AAAA South Conference championships were won by the Lion Football Team, Lady Lion Volleyball Team, Lion Basketball Team, and Lady Lion Track Team. The following members of the Southwest Little Rock Community are proud to salute McClellan High School. We invite you to call 570-4121 for more information about McClellans many strong programs. Alyce-Francis Cleaners Barley \u0026amp; Bailey Tax Accountants BFI Waste Disposal Donnie Black Service Company Blockbuster Video Dr. Henty Button Business Executives of Little Rock Century 21 Pro Realty Inc. Cloveidale Florist Cobb Dental Qinic First Environmental Services Inc. Fred \u0026amp; Jack Trailer Sales -. Audrianna Grisham Guardtronic. Inc. Landmark Graphics Dick Layton Buick-GMC Truck Laha Engineers. Inc. Martin's Computer Services. Inc. Matson Insurance Agency Modem Image Systems M.D. Nash. Inc. New Budget Inn Oller Creek Animal Hospital Professional Communication Pulaski Bank and Trust Company Quality Temporary Service Richards Honda-Yamaha J.A. Riggs Tractor Company Ryans Family Steak House. Haley Chiropractic Life Center Jace Gasaway, Manager Hall Plumbing. Inc. Santa Monica Neighborhood Bill Hinson Insurance Association Jackman Chiropractic Service Chevrolet Kerr Paper \u0026amp; Supply Company St. Andrew United Methodist KITA Radio Church Southwest Family Clinic. Thomas L. Eans. MD Southwest Hospital Southwest Little Rock United For Progress Southwest Office Supply Southwest Radiator Shop. Inc. Bert Sparks Amway Styers Electric Company. Inc. Superior Paint \u0026amp; Body Service Terry Auto Care Tires for Less Jim Viner Locksmiths Wendy's Western Sizzlin Steak House. Geyer Springs Windamere Neighborhood Association Yorkweod Neighborhood Association Youngland Children's Shop Joan Adcock Gu.s Albright Scott Allen Susan Allen Randy Blue Susan Blue Ed Caplinger Vel Caplinger Bonnie Carter Gene Carter Gale Davis Andy Derrick Barbara Detrick Harvey Derrick Harvey Derrick II Jack Derrick Dorothy Dixon Henry Dreher Jean Dreher Marianne Flammang Thomas Flammang J.C. Franks Jim Garrett Margaret Garrett Alice Ann Gee Brett Gee Pat Gree Steven Gee Zachary Gee Hazel Grable Weldon Grable Curtis Granger Diane Granger Doug Hardin Sharon Hardin Mable House Joa Humphrey Erica Jacovelli Jason Jacovelli Oma Jacovelli Paul Jacovelli Carolyn Lamb John Lamb Eva Lammers M.E. Lammers Dot Lanham Gayla Lanham Jack Lee Rila Lee Buddy Maison Margaret Matson Tracy Matson Andy Miller Brenda Miller Maxine Perry Austin Porter Jr. Claud Rankin Loti Rayburn Pat Rayburn Mildred Scroggs Walter Scroggs Curtis Smith Jan Smith Mary Ann Smith Muiray Smith Don Sugg Norma Sugg Danny Sullivan Toni Sullivan Linda Thompson Jerry Thompson Paula Thompson Jerry Tipton Mattie Ruth Tipton Lonzell Walker Bonnie Williams Pat Williams Earlene Windsor Ann Marie Worthington Brent Worthington Scot Worthington McClellan high school I*'- J A ROARING SUCCESS! The McClellan Lions recently completed the 1994 Football Season as AAAA State Champion Runners-Up! The Southwest Little Rock Community congratulates McClellan on this great accomplishment! But this first class football program is only one of the reasons we believe in McClellan High School. Take a look: Enrollment in McClellans Business/Communications Magnet Program has doubled for the current school year. Facilities for the Business Magnet Program include 6 computer labs with CD-ROM, color laser printers, and many other features. The 1994 McClellan faculty has received nine state, regional, and national teacher of the year awards, as well as five Stephens Awards. McClellans Community Education Program offers tutoring, night and summer classes, a summer camp for children, and much more. 1994 AAAA South Conference championships were won by the Lion Football Team, Lady Lion Volleyball Team, Lion Basketball Team, and Lady Lion IVack Team. The following members of the Southwest Little Rock Community are proud to salute McClellan High School. We invite you to call 570-4121 for more information about McClellans many strong programs. Alyce-Francis Cleaners Bailey \u0026amp; Bailey Tax Accountants BFI Waste Disposal Donnie Black Service Company Blockbuster Video Dr. Henry Burton Business Executives of Little Rock Century 21 Pro Realty Inc. Cloverdale Rorist Cobb Dental Clinic First Environmental Services Inc. Fred \u0026amp; Jack Trailer Sales - Audrianna Grisham Guardtronic, Inc. Haley Chirr^ractic Life Center Jace Gasaway, Manager Hall Plumbing, Inc. Santa Monica Neighborhood Bill Hinson Insurance Association Jackman Chiropractic Service Chevrolet Kerr Paper \u0026amp; Supply Company St. Andrew United .Methodist KITA Radio Church Landmark Graphics Dick Layton Buick-GMC Truck Laha Engineers. Inc. Manin's Computer Services. Inc. Matson Insurance Agency Modem Image Systems M.D. Nash. Inc. New Budget Inn Otter Creek Animal Hospital Professional Communication Pulaski Bank and Trust Company Quality Temporary Service Richards Honda-Yamaha J.A. Riggs Tractor Company Ryans Family Steak House. Southwest Family Clinic, Thomas L. Eans. MD Southwest Hospital Southwest Little Rock United For Progress Southwest Office Supply Southwest Radiator Shop, Inc. Ben Sparks Amway Styers Electric Company, Inc. Superior Paint \u0026amp; Body Service Terry Auto Care Tires for Less Jim Viner Locksmiths Wendys Western SizzHn Steak House. Geyer Springs Windamere Neighborhood Association Yorkwcod Neighborhood Association Youngland Childrens Shop Joan Adcock Gus Albright Scott Allen Susan Allen Randy Blue Susan Blue Ed Caplinger Vel Caplinger Bonnie Carter Gene Carter Gale Davis Andy Derrick Barbara Derrick Harvey Derrick Harvey Derrick II Jack Derrick Dorothy Dixon Henry Dreher Jean Dreher Marianne Flammang Thomas Flammang J.C. Franks Jim Garrett Margaret Garrett Alice Ann Gee Brett Gee Pal Gree Steven Gee Zachary Gee Hazel Grable Weldon Grable Curtis Granger Diane Granger Doug Hardin Sharon Hardin Mable House Joa Humphrey Erica Jacovelli Jason Jacovelli Oma Jacovelli Paul Jacovelli Carolyn Lamb John Lamb Eva Lammers M.E. Lammers Dot Lanham Gayla Lanham Jack Lee Rita Lee Buddy Matson Margaret Maison Tracy Matson Andy Miller Brenda Miller Maxine Perry Austin Poner Jr. Claud Rankin Lori Raybum Pat Raybum Mildred Scroggs Waller Scroggs Curtis Smith Jan Smith Mary Ann Smith Murray Smith Don Sugg Norma Sugg Danny Sullivan Toni Sullivan Linda Thompson Jerry Thompson Paula Thompson Jerry Tipton Mattie Ruth Tipton Lonzell Walker Bonnie Williams Pat Williams Earlene Windsor Ann Marie Worthington Brent Worthington Scot WorthingtonCOAAUNITQ EDUCATION / J fZ.l' A WA.WA HAS A07ED. OUR fJECi LOCATWH JS B-(\"ING lEU\u0026amp;t doon. on the. te./it}. OUR HEW RHONE HUMBER IS 565r^37g3: OB2 3 B e 8 0 10 12 IS 1S 17 IS 20 2t 22 23 24 28 28 27 28 29 so 31 32 33 34 3B 3 37 38 30 40 4! 42 43 44 48 48 A.1 48 40 80 61 82 BB 64 68 88 87 School: Term: Teacher -BAEMUM- H. F T Teacher BASKIN M X T 012 MC CLELLAN HIGH SCHOOL 1 Period 00 Period 01 B U 0 T B WOT Period 00 Period 01 032040-101 BUS ETTOllFT: B W 0 T B 1 7 8 w 2 X 3 0 T 3 ____a 11 Suaaary Master/Teacher Srhgdule/Race \u0026amp; Sex Period 02 090600-101__ FDS \u0026amp; NUTRI: 6 W 0 .6... .1-------- 12 18 1 T -X 12 19 Period 02 010001-101 CCE REL I B 4 A u 1 X 0 T 5 -SUMMAS Pa9e: X 8 2 10 TtchTPTiod 00 BATTER BUST Period 01 Period 02 M072S1-101 J__U__0 . . .T M F X Teacher BENTZ Period 00 Period 01 E42501-101 JOURN II SP B W 0 T B W 0 K F T 2 A 6 3 8 9 T 9 Teacher BILBRE Period 00 Period 01 K0501i-101 AIGFBBA T 8 B W 0 T M . T B 7 WOT 1 8 13 4 20 5 1 26 Teacher BLAKNE Period 00------- E06111-101 ENG 12 AP EB B M 0 T Period 01------- E06101-101 ENC 12 GT/AP B H_DX. H F 2 4 9 7 XIXXX Teacher 6 I 1 23 4 8 4 5 X2__a. 8 13 2X Period 00 Period 01 Period 03 090600-103- FDS 6 NUTRI: B U 0 T Per i od 04 106501-102__ FD PROD MGTI Period 05 106501-101___ FD PROD MGTI Period 06 Period 07 090600-105 - FDS 1 NUTRI: Period 08 Period 09 J AO2- 9 i 19 3 X2 10 22 B U 0 -4----- 14 3 18 3 T -X 17 21 B -X 10 16 WOT B W 0 T B 1 1 -X 11 17 -X2 6 2 13 4\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_531","title":"Job descriptions","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":["1980/1991"],"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 employees","Teachers","School administrators","School improvement programs"],"dcterms_title":["Job descriptions"],"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/531"],"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":["2 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 PUBLIC SCHOOLS WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS July 28, 1980 VACANCY ANNOUNCEMENT The Little Rock Public School District announces the following teacher vacancies for the 1980-81 school year: Band Director - Booker Length of Contract: 9^ months Salary: Placement on the teacher's salary schedule according to degree and experience, plus band director's stipend. Journalism Teacher - Parkview Contract Length: 9^ months Salary: Duties: Placement on the teacher's salary schedule according to degree and experience. Teach photography and mass media, and to supervise production of the year book. Letters of application should be sent to: Director of Personnel Little Rock School District West Markham and Izard Little Rock, Arkansas 72201 DEADLINE DATE FOR RECEIPT OF LETTERS OF APPLICATION: August 8, 1980#5- * Little Kock Public Schools TO: All Certified Personnel FROM:  E. Thrasher, Jr., Director of Personnel DATE: January 23, 1981 SUBJECT: Vacancy Announcement - Henderson'Junior High School The Little Rock School District announces the following vacancy for the 1980-81 school year: Girls' P. E. Teacher/Volleyball \u0026amp; Gymnastics Coach Minimum Qualifications: Bachelor's Degree. Arkansas as a P. E. Teacher, athletics at college level. Eligible for certification in Active participant in Evidence of ability to teach fundamentals in sport for which application is made. Evidence of a strong commitment to quality integrated education. Contract Length: 9 1/A Months. Salary: 9 1/4 Teacher Salary Schedule, plus stipend for Coaching. Deadline for receipt of letters of application: February 3, 1981. NOTE: ALTHOUGH YOU MAY PRESENTLY HAVE AN APPLICATION ON FILE, PLEASE CONTACT THE PERSONNEL OFFICE WITHIN THE DESIGNATED TIME PERIOD TO ENSURE THAT YOUR APPLICATION WILL NOT BE OVERLOOKED. M\n'kh3r\u0026lt;n .anH liHcPnH,. U ? 74 - A 1 LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 August 2, 1982 The Little Rock School District School ''^ar. announces the following vacancies for the 1982-8: TITLE: Band Director - Henderson Director - Hall, Pulaski Heights, Forest Heights QUALIFICATIONS: 1. 2. 3. A Bachelor's Degree (Minimum) Must meet Arkansas Certification requirements Evidence of\u0026gt;a strong commitment to quality integrated education REPORTS TO: Principal JOB GOAL: To help students learn subject matter and skills that will contribute to their development as mature, able, and responsible men and women. \"RFORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes in the location and at the times designated 2. 3. 4. 5. 6. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior Encourages students to set and maintain standards of classroom behavior Guides the learning process toward the achievement of curriculum goals and--in harmony with the goals--establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students 7. Employs a variety of instructional techiques and instructional media, consistent with the physical limitations of the location provided and the needsand capabilities of the individuals or student groups involved Page two PERFORMANCE RESPONSIBILITIES: (Continued) - 8. Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives 9. Assesses the accomplishments of students on a regular basis and provides progress reports as required 10. Takes all necessary and reasonable precautions to. protect students, equipment, materials, and facilities 11. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation 12. Assists the adminsitration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner 13. Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms 14. Strives to maintain and improve professional competence Attends staff meetings and serves on staff committees as required OF EMPLOYMENT: Nine and one/fourth SALARY: EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel DEADLINE FOR RECEIPT OF LETTERS AND/OR APPLICATION: August 10, 1982 Letters and/or applications should be sent to: Dr. Robert E. urner iO . J Mwnc^zzxeiwe Little Rock School District West Markham and Izard Little Rock, Arkansas 72201LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND-IZARD LITTLE ROCK, ARKANSAS 72201 August 19, 1983 The Little Rock School District announces the following vacancy for the 1983-84 school year: TITLE: English Teacher (Southwest) QUALIFICATIONS: 1. A bachelor's Degree (Minimum) 2. Must meet Arkansas Certification requirements 3. Evidence of a strong commitment to quality integrated education NOTE: Applicants should be prepared to show evidence of these qualifications in the initial screening interview. bASIC PERFORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes in the location and at the times designated. 2. Plans a program of study that, as much as possible, meets the individual needs. interests, and abilities of the students. 3. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interest of the students. 4. Prepares for classes assigned, and shows written evidence preparation upon request of immediate superior. 5. Encourages students to set and maintain standards of classroom behavior. 6. Guides the learning process toward the achievement of curriculujn goals, andin harmony with the goals--establishes clea\nobjectives for all lessons, units, projects and the like to communicate these objectives to students. 7. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Page 2 - Job Announcement - Teachers (Transition School) PERFORMANCE RESPONSIBILITIES: Continued 8. Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives. 9. Assesses the accomplishments of students on a regular basis and provides progress reports as required. 10. Takes all necessary and reasonable precautions to protect students, equipment, materials-, and facilities. 11. Maintains accurate, complete, and correct records as reouired by law, district policy, and administrative regulations. 12. Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 13. Makes provision for being available to students and parents for education- related purposes outside the instructional day when required or requested to do so under reasonable terms. 14. Strives to maintain and improve professional competence. 15. Attends staff meetings and serves on staff committees as required. '^GANIZATIONAL RELATIONSHIP: Reports to the Director of Adult Education JOB GOAL: To help students learn subject matter and skills that will contribute to their development as mature, and responsible men and women. SALARY CLASSIFICATION: EVALUATION: Performance of this job will evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE: October 25, 1983 Letters of inquiry should be sent to: Mr. Richard Maple Director of Personnel Little Rock School District West. Markham and Izard Streets Little Rock, Arkansas 72201LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 October 18, 1983 The Little Rock School District is now accepting applications for the following certified positions for the Transition School, Adult Education/Community Education Building, 14th \u0026amp; Scott, Little Rock, Arkansas. POSITIONS: English, Math, Science and Social Studies Teachers QUALIFICATIONS: 1. Minimum of a Bachelor's Degree from an accredited institution. 2. Must meet Arkansas Certification requirements. 3. Evidence of successful experience in dealing with students, parents, administrators, and staff in decision making. 4. Evidence of knowledge of basic techniques necessary for helping students make adequate educational and career choices. 5. NOTE: Evidence of a strong commitment to quality integrated education. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. BASIC PERFORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes in the location and at the time designated. 2. a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. Plans 3, Creates a classroom environment that is conducive to learning and appro-priate to the maturity and interests of the_ students. 4. 5. 6. 7. Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior. Encourages students to set and maintain standards of classroom behavior. Guides the learning process toward the achievement of curriculum goals-- and in harmony with the goals--estab1ishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student oroups involved. English Teacher - Page 2 BASIC PERFORMANCE RESPONSIBILITIES: Continued Assesses the accomplishments of students on a regular basis and provides progress reports as required. ..-+0T Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. . Maintains accurate, complete, and correct records as required by law. District policy, and administrative regulations. Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 17, Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms. ? Strives to maintain and improve professional competence. JOB GOAL: To help students learn subject matter and skills that will contribute to their development as mature, able, and responsible men and women. CRMS OF EMPLOYMENT: T Nine and one-fourth montfisT?- SALARY: 13,183 minimum EVALUATION: performance of this job will be evaluated in uccordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF LETTERS AND/OR APPLICATIONS: August 26, 1983 LETTERS AND/OR APPLICATIONS TO: Richard Maple Director of Personnel Little Rock School District West Markham and Izard Little Rock, Arkansas 72201PLEASE POST LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 May 16, 1985 The Little Rock School District announces the following vacancies for the 1985'86 school year: POSITIONS: Booker Magnet School 2 - Intermediate IV 2 - Intermediate V 2 - Intermediate VI QUALIFICATIONS: 1. A bachelor's degree (minimum) 2. Must meet Arkansas certification requirements 3. Evidence of successful teaching experience 4. Endorses concept of all the arts for every Child 5. Willing to work in collaborative team approach to program planning and delivery of service 6. Demonstrates concern with one of the arts as a personal concern or hobby 7. Evidence of successful experience with, parent, student and staff involvement in decision making 8. Evidence of strong interpersonal skills 9. Evidence of a strong comnitment to quality integrated education note: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. PERFORMANCE RESPONSIBILITIES: 1. fleets and instructs assigned classes in the location and at the times designated. 2. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. 3. Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students. 4. Utilizes weekly t^am meetings and planning time to develop curricula and to plan the delivery of services. 5. Incorporates the arts and humanities in the total instructional program. inC OPENINGS (Booker Magnet School) Page 2 PERFORMANCE RESPONSIBILITIES, Cont'd: 6. Assist in identifying and utilizing community resources for the arts magnet school program. 7. Fosters in students the self-discipline inherent in artistic and academic achievement. 8. Facilitates the development of special events held to recognize student achievement and attends school functions. 9. Willingness to participate in inservice activities for personal and professional growth. 10. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation. 11. Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 12. Makes provision for being available to students and parents for education- related purposes outside the instructional day when required or requested to do so under reasonable terms. 13. Strives to maintain and improve professipnal competence. 14. Attends staff meetings and serves on staff committees as required. ORGANIZATIONAL RELATIONSHIP: Reports to the principal SALARY AND TERM OF EMPLOYMENT: EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE: / May 24, 1985 LETTERS OF INTEREST: Richard Maple Personnel Director Little Rock School District West Markham and Izard, LR 72201V ^0 LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 Announcement of Vacancy The Little Rock School District is now accepting applications for a creative movement teacher at the Booker Arts Magnet for 1983-84 school year. TITLE: Creative Movement Teacher - Booker Arts Magnet QUALIFICATIONS: 1. A Bachelor's Degree (minimum). 2. Must meet elementary certification requirements. 3. Evidence of successful teaching experiences. 4. Demonstrated concern with dance, creative movement and/or mime. 5. Willing to work in collaborative team approach to program planning and delivery of services. Certified to teach physical education. 7. Evidence of strong interpersonal skills. 8. Evidence of strong commitment to quality integrated education. REPORTS TO: Principal GOAL: To nurture and motivate student achievement and self-discipline through the inclusion of the arcs and humanities'in the delivery of tne instruction program. PERFORMANCE RESPONSIBILITIES: 1. Utilizes weekly team meetings and,planning time to develop curricula and to plan the delivery of services. 2. Incorporates the arts and humanities in the total instructional program.Page Two (2) PERFORMANCE RESPONSIBILITIES. CONT. 3. 4. Assist in identifying and utilizing community resources for the arts magnet school program. Fosters in students the self-discipline inherent in artistic and academic achievement. 5. Facilitates the development of special events held to student achievement and attends school functions. recognize 6. 7. Willingness to participate in inservice activities for personal and professional growth. Conducts evening and/or weekend field trips, a maximum of four times a year at the rate of $30 per day or prorated on hourly scale. SALARY: ^P1 SEemeniPofi Teacher' S\" Sal arj^cal TERM OF EMPLOYMENT: Nine and one-fourth months EVALUATION: Performance of this job will be evaluated in accordance with pro- visions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF LETTER OF APPLICATION: May 20, 1983 Letter of inquiry and/or application should be sent to: Mary Jane Cheatham Acting Personnel Director Little Rock School District West Markham and Izard Little Rock, AR 72201PLEASE POST LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 May 16, 1985 The Little Rock School District announces the following vacancy for the 1985-86 school year: POSITION: Biology Teacher/Kead Track Coach (Hall High School) QUALIFICATIONS: 1. A bachelor's degree (minimum) 2. Must meet Arkansas certification requirements in biology 3. Must meet State Department of Education requirement for coaching endorsement 4. 5. Must meet Arkansas Activities Association requirement for coaches Evidence strong commitment to quality integrated education NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. - ---------------- 1. Meets and instructs assigned classes in the location and at the times designated. 2. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. J. Creates a classroom environment that in conducive to learning and appropriate to the maturity and interests of the students. 4. Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior. 5. Encourages students to set and maintain standards of classroom behavior. 6. Guides the learning process toward the achievement of curriculum goals andin harmony with the goalsestablishes clear objectives for all lessons, to students. units, projects and the like to communicate these objectives 7. 8. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Strives to imolement by instruction and action the district's philosophy of education and instructional goals and objectives. Vflcanc'/ - Rioloo'/ Teachcr/Head Track Coach (Hall Hinh School) Page 2 PERFORMANCE RESPONSIBILITIES, Cont'd: 9. Assesses the accomplishments of students on a regular basis and provides progress reports as required. 10. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. 11. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations. 12. Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 13. Makes provision for being available to students and parents for education- related purposes outside the instructional day when required or requested to do so under reasonable terms. 14. Strives to maintain and improve professional comnetence. 15. Attends staff meetings and serves on staff committees as required. 16. Coaches individual participants in the skills necessary for excellent achievement in sport involved. SmRY AND TERM: Salary-wi 11-be based on teacher's nine and one fourth month salary scale plus\" rcoaching stipend EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE: May 24, 1985 LETTERS OF APPLICATION TO: Richard Maple Director of Personnel Little Rock School District West Markham and Izard Little Rock, Arkansas 72201May 2, 1985 LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD little ROCK, ARKANSAS PLEASE POST Announcement of Vacancy The Little Rock School District 1985-86 school year. TITLE: announces the following vacancies for the High School Band Director - Parkview Senior High QUALIFICATIONS: 1. Master's Degree in Music Education or related area preferred. 2. Must meet Arkansas certification requirements. 3. Evidence knowledge of appropriate pedagogy for percussion instruments. wind and 4. . Evidence of skills in the area, of classroom management. 5. Evidence of strong interpersonal skills. 6. knowledge and success of appropriate pedagogy for stage band instruct! on. 7. Evidence of a strong conmitment to quality integrated educati on. APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE REPORTS TO: OF THESE QUALIFICATION IN THE INTERVIEW Principal JOB GOAL: maintain, according to the Little Rock an instrumental and School District Music Department s instructional goals and obiectives an instrumental program consisting of brass, woodwinds, an\nperiossiin Ss. PERFORMANCE RESPONSIBILITIES: 1. To provide music instruction through the concert band and the t-aditional stage band. marching band 2. 3. Concert performance experience for students, enrolled in the concert and stage bands. t?youtr\"^^^^ prepare students for the regional and all-state band 4. To provide a marching band consisting'of students enrolled in the band program for all home football games and selected games scheduled PERFORMANCE GOALS: (cont'd) outside of the Little Rock School District. 5. To supervise student behavior at concerts, football games, senior clinic tryouts, senior clinic, concert-contest, and other related events involving his/her students. games, 6. 7. To insure the proper care and maintenance of the band equipment, supplies and materials assigned to his/her school. To provide reasonable music support for school assemblies. SALARY: Appropriate placement on Teacher's Salary Scale TERM OF EMPLOYMENT: tKlne.'and one-fourth months\u0026lt; EVALUATION: Performance of this30b willx^e evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT LETTER OF APPLICATION: May 10, 1985 / Letter of inquiry and/or application should-be sent to: Richard Maple, Personnel Director Little Rock School District West Markham and Izard Streets Little Rock, AR 72201( Announcement of Administrative Vacancy Little Rock School District West Markham and Izard Little Rock, Arkansas July 2, 1985 The Little Rock School District announces the following administrative vacancy for the 1985-86 school year: POSITION: Supervisor - Libraries QUALIFICATIONS: ' 1. 'Atleast five (5) years' successful experience as a librarian. 2. 3. A Master's Degree (minimum) with Arkansas certification as Librarian K-12 and/or Media Specialist K-12. Holds or is eligible for Arkansas Certification as a Supervisor. 4. Shows evidence of strong writing and organizational skills. 5. Evidence of a strong commitment to quality integrated education. 6. Evidence of successful experience with parent and staff involvement. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. ~ REPORTS TO\nAssigned Associate Superintendent - Curriculum and Instruction SUPERVISES: Librarians JOB GOAL: To assist the assigned Associate Superintendent, building principals, and librarians in curriculum activities, training, and other logistical and consultative support in the area of library services. PERFORMANCE RESPONSIBILITIES\n1. Coordinates the process whereby the library program is developed to meet the school district's goals and priorities. 2. Familiarizes her/himself with recent trends, developments, publications, and instructional management and supervision pertaining to the library program. I 3. 4. 5. 6. 7. -2- Coordinates the development of training programs designed to better enable the district and school-level staff to effectively implement the district's approved library program. Assists in the development of sections of the budget that pertain to the Library Program. Assists principals in obtaining improvement in individual library staff competencies. Assumes responsibility for seeing that community, staff, and, where appropriate, students are involved in the development of curriculum and other planning responsibilities assigned. Strives to maintain and improve professional competencies. *8,' Attends staff meetings and serves^ on staff committees as required. 9. Performs other duties as assigned. EVALUATION: Performance of this position will be evaluated with provisions of the Board's policy on Evaluation of Professional Personnel. SALARY AND TERMS: $23,736 - $29,336 plus car allowance $688 and Benefit Package\n11 Months PLEASE NOTE\nIndividuals who are interested in the above position must complete a very rigorous selection process. Therefore, because an individual applies for the position does not mean that he/she will be considered for an interview. LETTERS OF INQUIRY SHOULD BE SENT TO: Richard Maple, Personnel Director Little Rock School District West Markham and Izard Little Rock, Arkansas 72201 DEADLINE FOR RECEIPT OF LETTERS OF APPLICATION\nJuly 15, 1985PLEASE POST LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 June 3, 1985 The Little Rock School District announces the following vacancy for the 1985-86 school year: POSITION: P.E./Head Football Coach (Henderson Junior High) QUALIFICATIONS: 1. A bachelor's degree (minimum) NOTE: 2. 3. 4. 5. Must meet Arkansas certification requirements in biology Must meet State Department of Education requirement for coaching endorsement Must meet Arkansas Activities Association requirement for coaches Evidence strong conmitment to quality integrated education APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. 1. Meets and instructs assigned classes in the location and at the times designated. 2. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. 3. Creates a classroom environment that in conducive to learning and appropriate to the maturity and interests of the students. 4, Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior. 5. Encourages students to set and maintain standards of classroom behavior. 6. Guides the learning process toward the achievement of curriculum goals andin harmony with the goa1s--establishes clear objectives for all lessons, . units, projects and the like to communicate these objectives to students. 7. 8. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student gr'oups involved. Strives to imolement by instruction and action the district's philosophy of education and instructional goals and objectives. VacancV - P.E./Head Football Coach (Henderson Junior High) Page 2 PERFORMANCE RESPONSIBILITIES, Cont'd: 9. 10. 11. Assesses the accomplishments of students on a regular ba.sis and provides progress reports as required. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulations. 12. Assists the administration in implementing all policies and/or rules qoverninq student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 13. Makes provision for being available to students and parents for education- related purposes outside the instructional day when required or requested to do so under reasonable teniis. H. 15. Strives to maintain and improve professional comoetence. Attends staff meetings and serves on staff committees as required. 16. Coaches individual participants in the skills necessary for excellent achievement in sport involved. SALARY AND TERM: Salary will be based on teacher's nine and one fourth month salary scale plus coaching stipend EVAL^TJON: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE\nJune 11, 1985 LETTERS or APPHCMJDN TO\nRichard Maple Director of Personnel Little Rock School District West Markham and Izard Little Rock, Arkansas 72201LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 November 1, 1985 The Little Rock School District is now accepting applications for an interim Science Specialist for the 1985-86 school year: QUALIFICATIONS 1. Must meet Arkansas Elementary Certification requirement. 2. Evidence of knowledge of science. 3. Evidence of experience in using activity oriented science instruction. 4. 5. Evidence of knowledge of successful teaching strategies. Evidence of strong interpersonal skills and a record of successful interaction with students, parents, peers, and supervisory personnel. 6. 7. Evidence of knowledge of the District's science program is desirable. Evidence of teaching experiences covering all levels (ages) of elementary students is desirable. 8. NOTE\nEvidence of a strong commitment to quality integrated education. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Science Supervisor JOB GOAL: To assume the responsibility of liason between the elementary science teachers and Supervisor of Science and continue the programs at the Science Resource Center. BASIC PERFORMANCE RESPONSIBILITIES: 1. 2. 3. 4. Prepares and distributes science loan box materials requested by elementary teachers. Serves as a liason between the elementary science teachers and the supervisor of science. Assumes the responsibility for maintaining the necessary supplies for the Science Resource Center. Helps to organize and conduct inservice sessions for elementary science teachers. 5. Develops science curriculum materials. VACANCY ANNOUNCEMENT CONTINUED - Science Specialist BASIC PERFORMANCE RESPONSIBILITIES, Cont'd 6. Provides demonstration lessons to illustrate effective techniques for teaching science. 7. Works with teachers who request assistance in planning science centers, activities, or experiments. 8. Other duties as assigned. SALAPY AND TERM: *TearherSa 1 ary' Schedul en i ne*an\u0026lt;l\u0026lt;e=fourJthLSSSS^[^EbW^3^a214cge' EVALUATION: Performance of this job will be evaluated in accordance with the provisions of the Board policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: November 11, 1985 SEND LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW.TITLE: Music Specialist (Piano/Harmony) - Parkview QUALIFICATIONS: 1. 2. 3. 4. 5. 6. 7. Master's Degree in Music Education or related area preferred. Must meet Arkansas Certification requirements. Evidence knowledge of class piano pedagogy. Evidence of skills in the area of classroom management. Evidence of strong interpersonal ski n a. Evidence knowledge of appropriate pedagogy for music theory instruction. Evidence of a strong conmitment to quality integrated education. APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INlkRVitW  ------------------------------------- REPORTS TO: Principal JOB GOAL: To establish and maintain, according to the Little Rock School District Music Department's instructional go^s and objectives, class piano instruction and appropriate music theory instruction. PERFORMANCE RESPONSIBILITIES: 1. To provide music instruction through class piano. 2. To provide appropriate music theory instruction. 3. To provide reasonable support for the arts, magnet program. 4. Willingness to participate in inservice for personal and professional growth. 5. To work in collaboration with other arts staff members in the delivery of the magnet program. SALARY: Placement on Teacher's Salary Scale SALARY: Placement on teacher's-salaryrschedule plus benef. TERM OF EMPLOYMENT: rNine and\none\"quarter-(9.25)months__ EVALUATION: Performance of this job will be evaluated in accordance with pro-visions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF LETTER OF APPLICATION: June 1, 1987 Letter of inquiry and/or application should be sent to: Richard Maple Personnel Director Little Rock School District 810 West Markham Street Little Rock, Arkansas -72201 MOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW, /TITLE: Drama Specialist/Stage Manager - Mann Magnet QUALIFICATIONS\n1. Masters Degree preferred. 2. Must meet Arkansas Certification requirements. 3. 4. 5. Evidence proficiency in creative drama and improvisation. Evidence skills in theater management and play production. Evidence knowledge of acting, directing, stagecraft, and management pedagogy. APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INTERVIEW =  REPORTS TO: Principal JOB GOAL: To provide instruction in drama and related fields of study and maintain the auditorium for performances and classroom learning activities. P^TORMANCE RESPONSIBILITIES: 1. To provide drama and stage management instruction. 2. Maintain the auditorium for performances and classroom learning activities. 3. To provide reasonable support for the arts magnet program. 4. Willingness to participate in inservice for personal and professional growth. 5. To work in collaboration with other arts staff members in the delivery of the magnet program. SALARY: Placement on Teacher's Salary Scale ' TERM OF EMPLOYMENT: Nine and one-fourth (9.25) months LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 November 1, 1985 The Little Rock School District is now accepting applications for the following vacancy for the 1985-86 school year: POSITION:- Interim Instructional Supervisor (Science) QUALIFICATIONS: 1. 2. 3. 4. 5. 6. Must have five (5) years' successful teaching experience in the area of science. Master's Degree (Minimum) Eligible for Arkansas certification as a supervisor. Evidence of knowledge of successful teaching strategies. Evidence of strong interpersonal skills and a record of successful interaction with students, parents, peers, and supervisory personnel. Evidence of a strong commitment to quality integrated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. BASIC PERFORMANCE RESPONSIBILITIES: Assists in the development, implementation, and evaluation of curriculum and instructional services. 2. Guides the development, implementation, and evaluation of staff training and inservice programs for professional personnel. 3. Assists principals in obtaining improvement in individual staff competencies in the area of instructional effectiveness. 4. Assists in the development of sections of the budget that pertains to curriculum and instruction. 5. Assists in-explaining and interpreting the curriculum and its philosophy to the Board, the Administration, the Staff, and the general public. 6. Assists teachers in organizing classrooms for effective learning. 7. Serves as consultant and/or advisor in the selection of text-' books and other instructional materials within a specific area. 8. Coordinates the revision and rewriting of curriculum guides and programs of study. 9. Performs demonstration lessons with students in classroom situations for observation by teachers. 10. Prepares special reports, upon request by the Associate Superintendents, to the Superintendent and Board on the status of 1. Job Vacancy - interim i cructionai supervisor lif nee) Page two BASIC PERFORMANCE RESPONSIBILITIES, con regular and special programs in the assigned curricular area. 11. Supervises and coordinates the ordering'and utilization of departmental instructional aids and materials for the assigned curricular area. 12. Keeps abreast of all new developments in his/her field and disseminates information about them on a regular basis to teachers in the assigned curricular area. 13. Evaluates student achievement in the assigned curricular area on a district-wide basis and recommends changes or adjustments in the curriculum as seem advisable. 14. Engages in an ongoing evaluation of the effectiveness of the instructional program. 15. Assists in providing a program of orientation and inservice for teachers new to the District. 16. Provides teachers with counsel and assistance toward the solution of instructionalproblems. 17. Regularly observes instruction in classrooms, and, upon request of principals, helps teachers improve their performance. 18. Assists in interpreting achievement test data to the staff and public at large. 19. Schedules and coordinates district-wide programs requiring deployment of specialized personnel (e.g., music teachers, art teachers, special reading teachers, special math teachers.) ' 20. Assumes the responsibility for seeing that community, staff, and. where appropriate, students are involved in the development of curriculum and other planning responsibilities assigned to her/him. REPORTS TO: Appropriate Associate Superintendent JOB GOAL: To provide technical assistance to principals, teachers, and other staff members in implementing the District's approved science curriculum and achieving District goals related to science curriculum and instruction. EVALUATION : Performance of this job will be evaluated in accordance with the provisions of the Board's policy on evaluation of Professional personnel.Job Vacancy { Interim Instructional Supervisor (Science)). Page three SALARY AND TERM: Administrative salary scale -Ml months Iowa nr o pl us, Benell tj\u0026gt;ackagie. DEADLINE: November 11, 1985 SEND LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: Individuals who are interested in the above position must complete a very rigorous selection process. Therefore, because an indivi- dual applies for a position does not necessarily mean that person will be considered for an interview.TITLE\nSupervisor of Special Education QUALIFICATIONS: 1. 2. 3. 4. 5. 89 At least five (5) years successful teaching experience. A Master's Degree (Minimum). Eligible for Arkansas certification as a Supervisor. Evidence of a strong comnitment to quality integrated education. Evidence of successful experience with parent and staff involvement. REPORTS TO: Director of Pupil Services JOB GOAL: To assist the Director of Pupil Services and the building principals in special education and other logistical and consultative support services provided to principals and special education teaching staff. PERFORMANCE RESPONSIBILITIES\nThe Supervisor of Special Education will have the responsibility for the development and supervision of a program of education for the pupils who need special instruction because of their intellectual or physical dif-ferences. Specific responsibilities are as follows: 1. 2. 3. Serves as the chief advisor to the Director of Pupil Services and the building principals on matters pertaining to curriculum development, education, logistical and consultative support to schools in the area of special education. Serves as a member of various district advisory committees - and task forces as assigned by the Director of Pupil Services. Coordinates the process whereby special education curriculum is developed to meet the school district's goals and priorities, and the needs of the children. I 4. Coordinates the development of educational programs designed to better enable the district and school level staffs to effectively implement the district approved special education curriculum. Page Two (2) 90 PERFORMANCE RESPONSIBILITIES: (Continued) 5. Coordinates the activities of any personnel reporting to her/him who are providing logistical and/or consultative support to building principals and teaching staff. 6. Monitors the processes of implementing special education curriculum development, training, logistical and/or consultative support. 7. Assumes the responsibility for conducting the personnel evaluation of those staff reporting to her/him. 8. Assumes responsibility for seeing that evaluation results are utilized to improve the quality of special education instruction in the schools. 9. Assumes the responsibility for seeing that community, staff and where appropriate, students are involved in the development of special education curriculum and other planning responsibilities assigned to her/him. 10. Works cooperatively with other district personnel to develop federal programs and programs requiring inter-disciplinary and inter-departmental cooperation. 11. Familiarizes her/himself with recent trends, developments and publications in special education and instructional management and supervision. 12. To supervise the home-teacher program. 13. To direct in-service programs for professional growth of special education personnel and arrange visitation and observation for new teachers. 14. Keeps informed of the state of financial aid for special education. 15. Assists in developing plans for physical facilities in establishing building eligibility, and makes recommendations on design, furnishings, and equipment. 16. To perform other duties as assigned. TERM OF EMPLOYMENT: Eleven Months EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 July 17, 1986 The Little Rock School District is now accepting applications for the following position for the 1986-87 school year: POSITION:' Teacher (Science)/Assistant Football Coach - Central High School QUALIFICATIONS: 1. A Bachelors Degree (Minimum). 2. Must meet Arkansas Certification requirements. 3. Evidence of a strong commitment to quality integrated education. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. BASIC PERFORMANCE RESPONSIBILITIES: 1. 2. Meets and instructs assigned classes in the location and at the times designated. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students. 3. Creates a classroom environment that is conductive to learning and appropriate to the maturity and interests of the students. 4. Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior. 5. 6. Encourages students to set and maintain standards of classroom behavior. Guides the learning process toward the achievement of curriculum goals andin harmony with the goalsestablishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students. 7. 8. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Strives to implement by instruction and action the district's philisophy of education and instructional goals and objectives. 9. 10. Assesses the accomplishments of students on a regular basis and provides progress reports as required. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. Page Two (2) BASIC PERFROKANCE RESPONSIBILITIES: (Continued) 11. Maintains accurate, complete,, and correct records as required by law, district policy, and administrative regulations. 12. Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 13. Makes provision for being available to students and parents for education- related purposes outside the instructional day when required or requested to do so under resonable terms. 14. Strives to maintain and improve professional competence. 15. Attends staff meetings and serves on staff committees as required. 16. Coaches individual participants in the skills necessary for excellent achievement in sport involved. SALARY AND TERM: Ta I ffpy^tiased'on'' teacher * s nine and one fourth month salary scale. EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: July 29, 1986 SEND WRITTEN LETTERS OF APPLICATION TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 PLEASE POST May 22. 1987 The Little Rock School District is now accepting applications for the following positions for the 1987-88 school year. POSITIONS: Reading/Learning Lab Teacher (eight (8) positions) Locations: Cloverdale Junior High School (three (3) positions) Mabelvale Junior High School (three (3) positions) Fair High School (one (1) position) McClellan High School (one (1) position) QUALIFICATIONS: 1. Certified Education. in reading as required by the State Department of 2. Evidence of mastery of effective teaching techniques. 3. Evidence in the belief that all students can learn. 4. Evidence of a strong commitment to quality integrated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREEENING INTERVIEW. REPORTS TO: Principal JOB GOAL: To develop and implement a structured individualized approach to learning for critical needs students in the area of reading. BASIC PERFORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes in the location and at the designated time. 2. Cooperates with core area teachers and plans an individualized program of study that provides reading remediation. reinforcement and/or maintenance of skills for students. 3. Utilizes the profile information to identify student strengths and weaknesses and to develop an Academic Skills Improvement Plan based on assessed needs. Reading/Learning Lab Teacher Page 2 BASIC PERFORMANCE RESPONSIBILITIES\ncontinued 4. environment where each student can experience needed for Creates an _ acadanic success and develop the competencies functioning effectively in the regular classroom. 5 Prepares for classes assign^, and shows written evidence of preparation upon request of inmediate superior. 6. Encourages students to set behavior. and maintain standards of classroom -1 instructional objectives which provide for individualized, diagnostic remediation of learning deficits. 7. Establishes clear 8. 9. Employs a variety of instructional techniques and instructional media consistent with the needs ana capabilities of the individual or groups. Utilizes learning strategies to improve study skills and thinking skills. 10. Provides ongoing assessments to ensure movanent of student in meeting the expectations of the Academic Skills Improvement 11. 12. Plan. Maintains accurate, complete, and correct records for the program as required by law, administrative regulations. District Policy, Makes provision for being for education-related purposes available to students and parents outside the instructional day when required or requested to do so under reasonable terms. EVALUATION: accordance with Performance of this job will be evaluated in FeL-uLiuau\u0026lt;,\u0026lt;= J _ ,.,...4...^ Qf Professional provisions of the Board's policy on Evaluation Personnel. SALARY AND TERMS: acement 'on~ TeacherrNfneana\"0ne9uarteritS\n25')^ Scale -plusr^enefixs-PackageReadingAeai^ning Lab Teacher Page 3 SEND WRITTEN LETTERS OF INQUIRY TO: Little Rock School District Reading Department Attention: Dr. Mary H. Mosley 1201 South Pine Little Rock, Arkansas 72204 DEADLINE FOR RECEIPT OF LETTERS OR APPLICATIONS\nJune 2, 1987 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. INDIVIDUALS WHO APPLY FOR A POSITION WILL NOT NECESSARILY BE CONSIDERED FOR AN INTERVIEW.LITTLE ROCK SCHOTL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 July 1, 1987 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 1987-88 school year: POSITION: Parent Coordinator QUALIFICATIONS: 1. Must meet Arkansas Elementary/Secondary Teacher and/or Administrator certification requirements. 2. 3. A bachelor's degree or higher from an accredited college or university. Knowledge of the district's desegregation plan. 4. Some experience with conmunity and civic groups. 5. 6. Evidence of a strong commitment to quality integrated education. Demonstrates the conviction that all children can and will learn in the Little Rock School District, 7. Evidence of successful experience with parents. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. , REPORTS TO: Associate Superintendent - Desegregation JOB GOAL: To assist parents in the process of selecting appropriate schools within the constraints imposed by the desegregation plan. BASIC PERFORMANCE RESPONSIBILITIES: 1. Facilitates school visits by parents. 2. Dispenses information and advice to parents in seeking the appropriate school setting for their children. 3, Assumes the responsibility of establishing support systems among parent, community, and civic groups. 4, Assists in disseminating information to parents about school activities and programs. '.Parent Coordinator BASIC PERFORMANCE RESPOMS13ILITIES: (Cont.) 5. Serves as a liasion between the Little Rock School District and community organizations. various 6. Assists in the implementation of student assignment and transfer pro- Lvuur 7. Other duties as assigned. SALARY AND TERMS: Anriua1Eleven^fl-D-Month\nContract pl StinAnH RonoPn-t- uti__________ _ . r ax.... Stipend, Benefit Package, and Car Allowance?\" EVALUATION: Performance ol\" this position will be evaluated annually in accordance with provisions of the Board s policy on Evaluation of Administrative Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: July 15, 1987 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE: INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR FORa5\"'iStERVI^?^ necessarily mean that that PERSON WIU\nBE SnSIDEReT1987-88 Vacancies (Cont.): TITLE: Parent Coordinator QUALIFICATIONS: 1. Must meet Arkansas Elementary/Secondary Teacher and/or Administrator certification requirements. 2. A bachelor's degree or higher from an accredited college or university. 3. Knowledge of the district's desegregation plan. 4. Some experience with community and civic groups. 5. Evidence of a strong commitment to quality integrated education. 6. Demonstrates the conviction that all children can and will learn in the Little Rock School District. 7. Evidence of successful experience with parents. REPORTS TO: Associate Superintendent - Desegregation JOB GOAL: I  To assist parents in the process of selecting appropriate schools within the constraints imposed by the desegregation plan. SALARY AND TERMS: ^f6'7047'2'$20\n101\"Annual Eleven (11) Mdhth Contract plupESucatfonal Stipend, Benefits Package, and Car \u0026lt;ance. 1 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 July 1, 1987 PLEASE POST  The Little Rock School District announces the following vacancies for the 1987-88 school year: TITLE: /Elementary- Reading .Teachers^Accel era ted Learning Program - Thirty-Seven (37) Positions QUALIFICATIONS: 1. Bachelor's Degree (minimum). 2. Valid Arkansas elementary teacher's certification with reading endorsement. 3. Evidence of a strong commitment to quality integrated education. REPORTS TO: Principal JOB GOAL: To help underachieving students master subject matter in areas of deficiency and gain skills that will contribute to their development as mature, able, and responsible men and women. SALARY AND TERMS: ^9.25 Months-^-Teachers Salary Schdeule- TITLE: .-rjunior High'School 'AcceleratedLearnlngtieachej^- Two (2) English and Two (2) Mathematics for each Junior High School - Thirty-Two (32) Positions QUALIFICATIONS: 1. Bachelor's Degree (minimum). 2. Valid Arkansas secondary teacher's certificate. 3. Preference of English/Social Studies and'Math/Science certification. 4. Evidence of a strong commitment to quality integrated education. JOB GOAL-To help underachieving students master subject matter in areas of deficiency and gain skills that will contribute to their development as mature, able, and responsible men and women. REPORTS TO: Principal SALARY AND TERMS: j^dj.'25iMonths =\"7 ea'chers Sa 1ary^'Cheduie\"\n, I LITTLE ROCK SCHOOL DISTRICT - 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 PLEASE POST July 0, 1987 The Little Rock School District.is now accepting applications for the followinq positions for the 1987-88 school year: POSITIONS-Health Teacher/Head Football Coach - McClellan High School Physical Education Teacher/Head Basketball Coach - J.A. Fair High School QUALIFICATIONS: 1. 2. 3. Bachelor's Degree (minimum) from an accredited institution. Must meet Arkansas Certification requirements for a teacher other than Physical Education. Must meet State Department of Education requirements for coaching endorsement. 4. 5. NOTE: Must meet Arkansas Activities Association requirements for coaches. Evidence of a strong commitment to quality integrated education. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW^ BASIC PERFORMANCE RESPONSIBILITIES: 1. 2. 3. 4. Coaches individual participants in the skills necessary for excellent achievement in the sport involved. Conducts team tryouts to select team members. Arranges for and supervises students during the physical examination clinic. Develops a schedule of competition in cooperation with the principal, athletic director and other coaches. 5. 6. Assumes responsibility for issuing and maintaining a current inventory of uniforms and equipment. Plans and schedules a regular program of practices during the regular season program within the confines of the time specified by the principal and athletic director. 7. Assumes the responsibility for striving to build good sportsmanship and developing good public relations in the school community. Page 2 Health Teacher/Head Football Coach -McClellan High School Physical Education Teacher/Head Basketball Coach - J.A. Fair Hinh School BASIC PERFORMANCE RESPONSIBILITIES: (Cont.) 8. Assumes the responsibility for explaining all district policies. i.ivluJiuM the grade point average and citizenship requirements to all members of the team. including 9. Takes all necessary and reasonable precautions to protect students, ment, materials, and facilities. equip- 10. Oversees the safety conditions of the facility or area in which assianed sport IS conducted at all times that students are present. 11. Assumes responsibility for arranging transportati on. 12. Assumes responsibility for keeping records as required and requested by the principal and athletic director. 13. 14. Assigns assistant coaches their coaching assignments. Attends coaching meetings, conferences, district and local meetings. 15. Assumes responsibility for assisting in-district track meets. JOB GOAL: To provide leadership and coordination of the assigned sport program at the school level and to teach those skills and strategies necessary for students to derive maximum benefit from participation in the football program. organizational RELATIONSHIP: Reports to the principal EVALUATION: Performance of this job will be evaluated in accordance with the the Board's policy on Evaluation of Professional Personnel. SALARY AND TERMS: provisions of *^st^Us DEADLINE FOR RECEIPT OF APPLICATIONS: July 22, 1987 z SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham St. Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROU.S SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW.1987-83 Vacancies (Cont.): TITLE: *:S?rrior-High-School-Accelerated LearningtTeachersr- One (1) Each - English , Mathematics, Science and Social Studies for each'Senior High School - twenty-four (24) Positions QUALIFICATIONS: 1. Bachelor's Decree (minimum). 2. Valid Arkansas secondary teacher'.s certificate with subject area endorsement English, Mathematics, Science or Social Studies. 3. Evidence of a strong commitment to quality integrated education. REPORTS TO: Principal JOB GOAL: To help underachieving students, master subject matter in areas of deficiency and gain skills that will contribute to their development as mature, able, and resDonsible men and women. SALARY AND TERMS: \"9.25 Months - Teacher Salary Schedule TITLE: ^fComputerScience/Computer-Literacy.Jnst^tor Two (2) each Junior High School, Eight (8) Positions ' \" OUALIFI CATIONS: 1. Bachelor's Degree (minimum). 2. Valid Arkansas secondary teachers certificate (ANY AREA). 3. Strong mathematics background in Algebra and Geometry. 4. 5. Willingness to attend weekly training sessions during the initial year of course implementation. Willingness to attend special inservice/curriculum design sessions prior to the beginning of the 1987-88 school year. 6. Expertise or interest in specializing in one or more of the following computer areas: Base Programming, LOGO Programming, Interorated Software Applications^ Telecommunications and B.B.S. Operations, Information Search and Retrieval Techniques/ Systems, and/or Robotics. 7. Evi de:,re of a stro.ig commitment to quality integrated education. PLEASE POST . LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 July 29. 1987 PLEASE POST The Little Rock School District is now accepting applications for the following positions for the 1987-88 school year: POSITIONS: Computer Specialists - Computer :Specialty Schools - Four (4) Schools, Two (2) Positions: Baseline Elementary Franklin Elementary Rockefeller Elementary Terry Elementary QUALIFICATIONS: 1. Bachelor's degree (minimum). 2. Valid Arkansas elementary teacher's certification. 3. Background in educational Computer classroom applications, curriculum development and inservice. 4. Willingness to attend special inservice/curriculum design sessions prior to the beginning of the 1987-88 school year. 5. Willingness to attend weekly training sessions during the initial year of the specialty school implementation process. 6. Evidence of a strong comnitment to quality integrated education. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Principal JOB GOAL: To coordinate the computer program to be offered at the District's Computer Specialty Schools. BASIC PERFORMANCE RESPONSIBILITIES: 1. Aid classroom teachers in effectively using computers to promote student gains through on-the-job-training, individualized instruction, inservijce offerings, school wide contests, and the development of classroom curriculum materials. 2. Be responsible for the overall operation of the computer labs at designated schools. 3. Coordinate with Principal, staff and computer lab attendants to assigned schools to schedule classes and ALP students into the computer labs as Page Two (2) Computer Specialists - Computer Specialty Schools Positions (Cont.) BASIC PERFORMANCE RESPONSIBILITIES: (Cont.) efficiently as possible. 4. Coordinate with Principal and staff in designated schools to identify the most useful student data needed by classroom teachers and to see that the computer lab/system provides as much of that data as possible in a timely fashion. 5. Conduct special student computer classes/projects beyond the scope of the average classroom teacher, eg. programming in BASIC or LOGOWRITER. 6. Be responsible for troubleshooting minor computer problems at designated schools. 7. Cooperate with the librarians to establish, support, publicize, and optimize a software lending library designed to support the schools curriculum. 8. Conduct special parent inservice classes after school and at night. 9. Conduct inservice training for teachers in other District schools after school and at night. 10. Coordinate with local computer clubs, etc. via VIPS to promote a computer club within designated schools. 11. 12. Be responsible for working with each school's gifted and talented personnel to develop and implement appropriate computer units. Coordinate with the District's 9th grade computer instructors. 13. Other duties as assigned by the Principal in cooperation with the District's Supervisor of Instructional Technology. SALARY AND TERMS: ff9^25*Mon'th^-Teacher-3alary3aedin:^^^s\n^iene^itsTpac^e^ EVALUATION: Performance of the job will be evaluated in accordance with the provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: August 10, 1987 t SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Little Rock, Ar. 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEWPLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM little rock, ARKANSAS 72201 PLEASE POST AUGUST 10, 1987 Inr School District is now accepting applications for the following positions for the 1987-88 school year:  POSITIONS: Elementary Math Teachers - Accelerated Learnino Program - Thirty-Seven (371 Positions ' QUALIFICATIONS: 1. Bachelor's Degree (minimum). 2. Valid Arkansas elementary teacher's certification. 3. Interest in mathematics. 4. Evidence of a strong comnitment to quality integrated educati on. REPORTS TO: Principal JOB GOAL: To help underachieving^students master subject matter in areas of deficiency and gam skills that will contribute to their development as mature, able, and responsible men and women. EVALUATION: Performance of the job will be evaluated in accordance with the the Board's policy on Evaluation of Professional Personnel. SALARY AND TERMS: provisions of r-9.25 Months\"-Teachers^Sartary-Srhedtrie'^ DEADLINE FOR RECEIPT OF APPLICATIONS: August 19, 1987 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Street NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROUS SELEC-TION PROCESS. THEREFORE, BE-Little Rock, Ar. 72201 CAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW. PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 October 12, 1987 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 1987-88 school year: POSITION: Student Assignment Officer QUALIFICATIONS: 1. 2. Arkansas Elementary/Secondary Teacher and/or Administrator certification preferred. A Bachelor's degree or higher from an accredited college or university. 3. At least five (5) years successful experience as a teacher and/or administrator in an urban school district setting. 4. Experience in data management and statistical analysis is desirable. 5. 6. 7. Knowledge of the district's desegregation plan. Evidence of a strong commitment to quality integrated education. Demonstrates the conviction that all children can learn and will learn in the Little Rock School District. 8. Evidence of successful experience with parents and staff involvement in decision making and communication. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW: REPORTS TO\nAssociate Superintendent - Desegregation JOB GOAL: To assist the Associate Superintendent - Desegregation in the assignment of students in accordance with the desegregation plan. BASIC PERFORMANCE RESPONSIBILITIES: I. 2. 3. Assumes the responsibility for the implementation of student assignment and transfer procedures. Assumes the responsibility for the maintenance of data, records, and the communication with parents regarding student assignment and transrer policies and procedures. Assumes the responsibility of processing all requests for student transfers from one school to another or one district to another. . ft  1^0 * * s 'Sibil it'.' of recording and referring aopeals from -2- Student Assignment Officer BASIC PERFORMANCE RESPONSIBILITIES (Pont.) 5. 6. 7. 8. Assumes the responsibility of transmitting the decision on appeals to the appellant, and implements that decision. Oversees the registration of new students to see that they are placed in the appropriate schools. Provides reports on student racial composition and processes the data as required for the successful implementation of the plan. Periodically reviews the implementation of data to insure that it is accurate and updated, and reports any and all discrepancies to the Associate Superintendent - Desegregation. 9. Other duties as assigned. SALARY AND TERMS: .*$lBWO^iy^22V534*'^Annu a'lSfl cititinal^ pend ,*^enef i ts' PackageT^nd Car 'Ahl owaric'e. EVALUATION: Performance of this position'wil1 be evaluated annually in accordance with provisions of the Board's policy on Evaluation of Administrative Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: October 21, *1937 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Personnel Director Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE\\POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAl)SL^N_INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW. /LITTLE RO SCHOOL DISTRICT 10 '..'EST WiRKHAM PLEASE POST M,vi\\ , nhkAnSZ*.^ 17 UJ The Li October 27, 19S7 le Rock School District is nov\naccepting applications position for the 19C7-o school 3'ear: '\nr POST for tile follov.'ing I POSITIOfJ: Superintendent of Schools QUALIFICATIONS : 1. Must hold an Administrator's Certificate in school administration the State of Arkansas. from 2. Minimum of a .Master's degree\nterminal degree preferred. 3. High personal and professional integrity. 4. Successful experience as an administrator in an integrated urban setting. 5. Strong management credentials in the area of finance, personnel, and long range planning. operations, 7. Demonstrates an administrative style which is flexible, 07 the viev/s of others. open, and perceptive evidence of a strong conniitment to qualitj' integrated education. REPORTS TO: Board of Education SUPERVISES: D.reculy, or throuc.h delegation, all Little Rock School District employees JOB GOAL: To proviae the best possible educational programs and services for the children in the Little Rock School District. AREAS OF RESPONSISILITY: Provides leadership for the educ 2. In-orms the Board of the needs,- conditions, end accomplishments of all schools in the District. 3. Proposes needed policy and procedure changes for Board consideration. 4. Maintains citizen support for public education in Little Rock.  Maintains communication with the Board, Sta , Students, and Community. 6. I Page Two (2) Superintendent of Schools AREAS OF RESPONSIBILITY: (Cont.) 6. Assures procedures to identify the needs of students. 7. the needs of students. implementation and evaluation of programs to meet 8. Develops and recommends the District. a budget that reflects the needs and priorities of 9. Maintains a highly qualified, dedicated, and effective staff. 10. Generates additional school income through appropriate sources. 11. Little Rock School District. JS!!!? whose aoti.ities affect the 12. Assures effective use of physical, fiscal. and human resources. 13. Performs such other tasks as may from time to time be assigned by the Board. SALARY: Low to mid eighties evaluation: The Board will mutually agreed upon process and Superintendent's performance in accordance with a procedure. DEADLINE FOR RECEIPT OF APPLICATIONS: November 13, 1987 SEND LETTERS OF INQUIRY TQ- Harold Webb Associates 525 Winnetka Avenue Suite 1 Winnetka, Ill. 60093 SPECIAL INSTRUCT!ONS: eXi'enTT LT\"\" QW'WfcaMons. Arrnmnf? ^^ascns for.interest in the position, and most sionificant S  Send current resume' and a list . . our personal reierences who can be contacted includino names, titles Send current resume' and a list addresses and telephone numbers, be sent to Harold Webb Associates. Request that your university credentials /PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS November 6, 1987 PLEASE PO The Little Rock School District announces the following vacancy: POSITION: Supervisor of Social Studies QUALIFICATIONS: 1. At least five (5) years' successful teaching experience. 2. A Master's Degree with graduate hours in one of the social sciences. 3. 4. 5. 6. 7. Eligible for Arkansas certification as a Supervisor. Evidence of strong commitment to quality integrated education. Evidence of successful professional experiences in dealing with students, parents, and staff. Evidence of organizational and managerial skills. Highly developed oral and written communication skills. 8. Knowledge of recent research and trends in social studies education. note APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS ---------IN THE INITIAL SCREENING INTERVIEW\n' REPORTS TO: Associate Superintendent - Research, Development, and Curriculum SUPERVISES: Staff assigned JOB GOAL: To assist the Associate Superintendent for Research, Development, and Curriculum and the building principals in curriculum development activities, staff development, and other logistical and consultative support services provided to principals and teaching staff in the area of social studies, K-12. PERFORMANCE RESPONSIBILITIES: 1. Serves as chief advisor to the Associate Superintendent for Research, Development, and Curriculum and the building principals on matters Pef-taining to curriculum development, staff development, and logistical and consultative support to schools in the area of social studies, grades K-12. PERFORMANCE RESPONSIBILITIES: continued 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Serves as a member of various district advisory committees and task forces as assigned by the Associate Superintendent for Research, Development, and Curriculum. Coordinates the process whereby the social studies curriculum, K-12, is developed to meet the school district's goals and priorities. Coordinates the development of staff development programs and activities designed to better enable the district and school level staffs, grades K-12, to implement effectively the school district's approved social studies curriculum, K-12. Serves as program advisor for the development and implementation of the Gibbs International Magnet School and the Law/Government/Economics elementary specialty schools. Conducts staff development activities (PET, TESA, Classroom Management, etc.) as needed. Coordinates the activities of any personnel reporting to him/her who are providing logistical and consultative support to building principals and teaching staff. Monitors the processes of implementing curriculum development, training, and logistical and consultative support in the area of social studies, K-12. Assumes the responsibility for conducting the personnel evaluation of those staff reporting to him/her. Also, assists the principal, upon request, as a consultant on matters related to evaluating personnel in the delivery of social studies 'instruction. Assumes responsibility for seeing that community, staff, and (when appropriate) students are involved in the development of curriculum and other planning responsibilities assigned to him/her. Works cooperatively with other district personnel to develop federal programs and inter-disciplinary/inter-departmental programs. Maintains a familiar!ty with recent trends, developments, and publications in social studies education, elementary and secondary education, and instructional management and supervision. TERM OF EMPLOYMENT: E{leveri'(ll) months EVALUATION: Effecti ve Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. SALARY AND TERMS: According to the salary schedule for supervisors, car allowance, educational stipend, and benefits package.DEADLINE FOR RECEIPT OF APPLICATIONS: November 17, 1987 SEND WRITTEN LETTERS OF INQUIRY TO: Mr. Richard Maple Personnel Director Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS~SELECT'ION PROCESS. THEREFORE. BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED\" FOR AN INTERVIEW'.) PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 November 12, 1987 PLEASE POST The Little Rock School District is now accepting applications for the following positions for the 1987-88 school year: POSITIONS: Elementary Art Teachers - Four (4) Positions QUALIFICATIONS: 1. A Bachelor's Degree (Minimum). 2. Must meet Arkansas Certification in Art K-12, 3. Endorses concept of all the arts in every child. 4. Demonstrates expertise in the visual and performing arts. 5. Evidence of strong interpersonal skills. 6. Evidence of a strong commitment to quality integrated education. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Principal JOB GOAL: To nurture and motivate student achievement and self-discipline through the inclusion of the arts and humanities in the delivery of the instruction program. BASIC PERFORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes in the locations and at the times designated. 2. Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of th'e students. 3. Incorporates the arts and humanities in-the total instructional program. 4. Identifies and utilizes community resources for the arts program. 5. Creates a classroom environment that is conducive to leaning and appropriate to the maturity and interests of the students. 6. Fosters in students the self-discipline inherent in artistic and academic achievement. 7. Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior. Page Two (2) Elementary Art Teachers - huur (4) Positions BAS7C PERFORMANCE RESPONSIBILITIES: (Cont.) 8. Encourages students to set and maintain standards of classroom behavior. 9. 10. 11. 12. Guides the learning process toward the achievement of curriculum goals and - in harmony with the goals - establishes clear objectives for all lessons, units, projects, and the like to communicate these objectives to students. Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved. Strives to implement, by instruction and action, the district's philosophy of education and instructional goals and objectives. Assesses the accomplishments of students on a regular basis and provides progress reports as required. 13. Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities. 14. Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation. 15. Assists the administration in implementing all policies and/or rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner. 16. Makes provisions for being available to students and parents for education- related purposes outside the instructional day when required or requested to do so under reasonable terms. 17. to maintain and improve personal and professional competence by demonstrating a willingness to participate in inservice activities. Strives 18. Attends staff meetings and serves on staff committees as required. TERMS OF EMPLOYMENT: f^T^^ment'^ Teachers^''- SaTary^Scales^.25)\nMonths itraveTi? PI 'us^nsaiefl ts-packagewnd EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: / November 20, 1987 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple, Personnel Director, Little Rock School District, 810 W. Markham, Little Rock, Ar. 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED I.'. THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROUS SELECTION PROCES A POSITION DOES NOT NECES rqr an interview. PORE, BECAUSE AN INDIVIDUAL APPLIES FOR HAT THAT PERSON WILL BE CONSIDEREDPLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 PLEASE POST June 2, 1988 The Little Rock School District is now accepting applications for the followinq positions for the 1988-89 school year: POSITIONS: Instructional Specialists - Carver Magnet School - Two (2) Positions - K-3 \u0026amp; 4-6 QUALIFICATIONS: 1. Arkansas elementary certification. 2. 3. 4. 5. 6. Evidence of knowledge of successful teaching strategies. Evidence of knowledge of total Magnet School Concept/Curriculum. Evidence of strong interpersonal skills and a record of successful interaction with students, parents, peers and supervisory personnel. Evidence of extraordinary knowledge of elementary mathematics and science. A willingness to work in a collaborative team approach to program planning with classroom teachers and other magnet specialists. 7. A willingness to participate in PET, TESA, and Discipline inservice. 8. 9. Evidence of knowledge of the LRSD recordkeeping system. Evidence of a strong commitment to quality integrated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE OUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. 1 ' REPORTS TO: Principal JOB fiOAL: To assist classroom teachers in integrating mathematics and science instruction through use of the Young Astronaut Program and the STACs Concepts. BASIC PEP,FORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes as designated. / 2. 3. Orders and catalogs curriculum material from the Young Astronaut Program. Conducts inservice sessions for classroom teachers on use of Young Astronaut curriculum material and competitions. 4. Sets up Field Trips which correlate with the math/science curriculum. Page Two (2) - Two (2) Positions - K-3 and 4-6 5. Coordinates special events held to 6. Assesses the accomplishments of progress reports as required. recognize student achievement. students on a regular basis and provides 7. patrons and assists with orientation 8. Instructs Primary/intermediate 9. science lab classes as required. Pair and mathematicrcompetitiSP\"^\"^ Invention Convent! on, Science 10. Assists classroom and I centers. 11. teaching strategies Any other duties as assigned. application deadline- June 13, 1988 SALARY AND TERfiS: sPlacement on Teachers EVALUATION: Salary Scale\nNine and one-fourth (9.25) months Performance of this inh win policy on Evaluation of Profession] PersonSe?'''*\"'^\" provisions of the Board's SEND WRITTEN LETTERS OF inquiry TO: Richard Maple Personnel Director Little Rock School 810 West Markham Little Rock, Ar. District 72201 NOTE: SsSSgSRgffiBa, DOES/WTLITTLE ROCK SCHOOL DISTRICT 810 West Markham LITTLE ROCK, ARKANSAS 72201 The Little Rock School District is now accepting applications for the following position for the 1987-88 school year: POSITION: Mathematics Specialist - Carver Magnet School QUALIFICATIONS: 1. Arkansas Elementary Certificat''on. 2. Evidence of skills in mathematics, including algebra and geometry. 3. Evidence of knowledge of successful teaching strategies. 4. Evidence of strong interpersonal skills and a record of successful interactionwith students, parents, peers, and supervisory personnel. 5. 6. A willingness to work in a collaborative team approach to program planning and delivery of mathematics instruction. Evidence of teaching experiences covering all levels (ages) of students is desirable. 7. A willingness to participate in PET, TESA, and Assertive Discipline inservice. 8. A willingness to participate in four (4) weeks of inservice and curriculum development - summer, 1987. 9. Evidence of a strong coimitment to quality integrated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Principal of Carver Basic Skil1s/Math-Science Magnet School JOB GOAL: To assume the primary responsibility for teaching mathematics to assigned students and to coach/sponsor math competitions such as Math Olympiads and those designated through the Young Astronauts Program. BASIC PERFORMANCE RESPONSIBILITIES: 1. 2. Plans a program of study in mathematics and instructs designated students. Integrates mathematics and science instruction by illustrating mathematical applications. -2- fVither.atics Specialist - Carver Magnet School BASIC PERFORMANCE RESPONSIBILITIES (Cont.): 3. Facilitates the development of special events held to recognize student achievement. 4. Maintains membership and participates in professional organizations devoted to the advancement of mathematics education. 5. Serves as a liaison between Carver Magnet School staff and the Little Rock School District's Mathematics Department as related to mathematics curriculum development and identification of instructional materials. 6. Provides demonstration lessons to illustrate effective techniques for teaching mathematics concepts. 7. Other duties as assigned. APPLICATION DEADLINE: June 1, 1987 SALARY AND TERMS: ' Placement on Teacher's Salary Scale\n'Nine' and one-fourth (9.25)lii6nths- EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple, Personnel Director Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE. BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW,PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 July 1, 1988 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 1988-89 school year: POSITION: Communications Specialist - Mitchell Elementary (1/2 Time) QUALIFICATIONS: 1. Arkansas Elementary Certification. 2. Evidence of knowledge of successful teaching strategies. 3. Evidence of extraordinary knowledge of specialized communications skills. 4. Evidence of strong interpersonal skills and a record of successful interaction with students, parents, peers and supervisory personnel. 5. 6. A willingness to work in a collaborative team approach to program planning with classroom teachers. A willingness to participate in PET\nTESA, and Communications inservice. t' 7. Demonstrates the conviction that all children can learn and will learn in the Little Rock School District. 8. Evidence of a strong commitment to quality integrated education. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Principal JOB GOAL: To assist classroom teachers in integrating conmunications skills throughout the core curriculum as well as through special activities, (i.e. Reader's Theatre, Drama Club, Storytelling, etc.) BASIC PERFORMANCE RESPONSIBILITIES: 1. Meets and instructs assigned classes as designated. 2. Conducts inservice sessions for classroom teachers on the integration of the core curriculum and communication activities. Page Two (2) BASIC PERFORMANCE RESPONSIBILITIES: (Cont.) 3. Assesses the accomplishments of students on a regular basis and provides progress reports as required. SALARY AND TERMS.- ^^mniitPMeachersE!sfsa7ary^ine^vand.\u0026lt;)ne.,QUl\nd4.^/^ EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board s policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: July 22, 1988 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Director of Human Resources Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: * INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED.PLEASE POST liitll pock school district 810 WEST MARr.HAM little ROCK. ARKANSAS 72201 July 6, 1980 PLEASE POST The Little Rock School District is now accepting applications for the following [)osition for the 1988-39 school year: POS ITI or!: Director of Data Processing QUALIFICATIONS: 1. A minimum of a B.A. degree in computer science, mathematics, or a related field plus six (6) years experience in data processing or an Associate degree and six (6) years experience, or a minimum of eight (8) years experience as a systems analysist or programmer analvsist. 2. Evidence of a strong commitment to quality integrated education. 3. Evidence of successful experience with staff and administrators in decision making. A. Demonstrates the conviction'that all children can learn and will learn in the Little Rock School District.  ' NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS- IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Administrative Manager of Business Operations and Support Services SUPERVISES: All personnel serving in Data Processing Department JOB GOAL: To help the district utilize date processing to increase effectiveness and reduce cost to the ultimate benefit of the educational program. BASIC PERFORMANCE RESPONSIBILITIES: 1. Assumes prime responsibility in the processing of the payroll for all employees. 2. Plans, organizes, and controls the overall activities of electronic data processing, including systems analysis, programming, and computer operatinn activities as related to the district's business operations, instructional programs,'research activities and pupil record keeping. 3. Provides consultant services to those departments whichindicate a need, interest', or desire to develop data processing applications. A. Conducts inservice programs to keep personnel informed as to applications and developments in the field of electronic data processing in education. Tfloe T-.'O (t) Director oi Data Processing BASIC PERFORMANCE RESPQNSIB 1LIT!tS: Cent.) 5. Serves as a consultant to the instructors in data processing in the vocational arts program. 6. Projects data processing resource requirements, including personnel, equipment and housing, with associated costs, and coordinates with the planning and budgeting cycles of the district. 7. Develops, trains, supervises, and evaluates data processing staff. 8. Evaluates regularly the district's use of data procps-tinq tions and expansions as necessary. and recommends altera9. Analyzes, investigates, a..J leasing of suitable equipment. and advises the administration regarding purchase of 10. Maintains a cooperative relationship and o.^Vope.acive relationship and open communication with those holding simlar^positions in other districts in the region and state, to investiaate and implement feasible data processing programs on a multi-district basis. 11. Develops plans and budgets for the data processing activity. 12. Performs such other duties consistent ma}' be assigned from time to time. with his/her professional competence as SALARY AND TERMS: $31,229 position. .SA6,193, plus benefits package and car allowance. A Twelve (12) Month EVALUATION: po1ic\\' on Evaluation of Professional Personnel. bs evaluated in accordance with provisions of the Board s DEADLINE FOR RECEIPT OP APPLICATIONS: July 15 1988 SEND WRITTEN LETT, OP INQUIRY TO\nRichard Maple Director of Human Resources Little Rock School District p 10 West Markham Little Rock, Arkansas. 72201 NOT INDIVIDUALS WHO ARE INTERESTED IN SELECTION PROCESS.. -urnrrnnr - POSITION MUST COMPLETE A VERY RIGOROUS JHEREPORE, BECAUSE AN 'INDIVIDUAL APPLIES FOR A POSITION I necessarily mean that an interview will be conducted. DOES NOTPLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK. ARKANSAS 72201 September 7, 1988 PLEASE POST The Little Rock School District is now accepting applications for the following positions for the 1988-89 school year: POSITIONS\nArts Magnet Curriculum Specialists - Booker Arts Magnet School - Two (2) Positions One (1) - K-3 One (1) - 4-6 QUALIFICATIONS: 1. 2. Arkansas elementary certification. Evidence of skills in curriculum development, organization, and implementation. 3. Evidence of the knowledge of the total arts program and inroads to the total community. 4. Evidence of strong interpersonal skills and a record of successful interaction with students, parents, peers, and supervisory personnel. 5. A willingness to work in a collaborative team approach in curriculum planning, organization and implementation. 6. Evidence of a sensitivity to the needs of the specialist in each area and ability to provide a support system for principals. 7. Possesses the ability to write and obtain grants and other resources available for the magnet program. 8. Evidence of a strong commitment to quality integrated education. 9. Demonstrates the conviction that all children can learn and will learn in the Little Rock School District. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Principal JOB GOAL: To assume the primary responsibility for curriculum development, organization, and coordination in the magnet school, to the total school program. To be a curriculum expert and a positive influence BASIC PERFORMANCE RESPONSIBILITIES\n1. Plans a program of curriculum development in the arts magnet school. Page Two Arts Magnet Curriculum Specialists - Booker Arts Magnet School - Two (2) Positions (K-3) (4-E BASIC PERFORMANCE RESPONSIBILITIES: (Cont.) 2. Writes and secures grants and other available resources for the magnet program. 3. Must be aware of the arts in the greater Little Rock area and surrounding areas which will benefit and complement the arts magnet program. 4. Serves as a liaison between the Arts Center, Arkansas Repertory Theatre and the Arkansas Symphony Orchestra. 5. Serves as a principal designee in the administration of the arts magnet program. 6. Other duties as assigned. SALARY AND TERMS\n\u0026lt;:bnefits package EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: September 15, 1988 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITIONS MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 applications for the following position for the 1987-88 school year:  POSITION: Art Specialist - Gibbs Magnet School QUALIFICATIONS: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. A Bachelor's Degree (minimum). Must meet elementary certification requirements. Evidence of succisssful teaching experiences. Understanding of the goals and purpose of the International Studies Magnet Program. Expression of an interest in international education. Evidence of ability to work cooperatively in developing and implementing an interdisciplinary program. General familiarity with one of three foreign languages. Willingness to participate (with stipend) in staff development activities prior to beginning of contract and throughout school year. Evidence of skills in the area of classroom management. Evidence of strong interpersonal skills. 11. Evidence of a strong commitment to quality integrated educati on. 12. Must be certified in elementary art. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. - -------------------------------------1------------------------- REPORTS TO: Principal JOB GOAL: To help students facilitate the learning of all areas of the curriculum through regular classroom instruction. BASIC PERFORMANCE RESPONSIBILITIES: 1. Utilizes scheduled meetings and planning time to develop currcula for the magnet school. -2- Art Specialist - Gibbs Magnet School BASIC PERFORMANCE RESPONSIBILITIES (Cont.)\n2. Willingness to participate in inservice for personal and professional growth. 3. Assists in identifying and utilizing community resources. 4. Fosters in students the self-discipline inherent in artistic and academic achievement. 5. Facilitates the development of special events held to recognize student achievement, and attends school functions. SALARY AND TERMS: Placement on Teacher's Salary Scale\nNine and one-fourth (9.25) months EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: June 1, 1987 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple, Personnel Director Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT THAT PERSON WILL BE CONSIDERED FOR AN INTERVIEW. /PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 October 27, 1988 PLEASE POST The Little Rock School District is now accepting applications-for the followinq position for the 1988-89 school year:  POSITION: New Futures Liaison QUALIFICATIONS: 1. Master's degree or higher. 2. Minimum of five (5) years experience in education and/or social services. 3. Experience in education and administration. 4. 5. 6. 7. Knowledge of the schools and District policy and procedures. Knowledge of New Futures Initiative and all of its component parts. Awareness of the community and all community groups involved in the grant implementation, either directly or indirectly. Knowledge of grants and grant implementation. 8. Evidence of a strong commitment to quality integrated education. 9. Evidence of successful conmunication skills with adults and children. NOTE: APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. ------------------------------------- REPORTS TO: Associate Superintendent for Schools JOB GOAL: To guide and monitor the implementation of the New Futures for Little Rock Youth (Annie Casey Grant) for the Little Rock School District and to monitor educational programs and services for the Little Rock School District as stated in the New Futures for Little Rock Youth grant. BASIC PERFORMANCE RESPONSIBILITIES: 1. Manages the New Futures Implementation process and taskplan in the targeted schools as stated in the grant. 2. -3. Serves as an advisor for the Associate Superintendent for Schools and the Superintendent regarding implementation and planning relative to New Futures. Aqts as a liaison among the schools, the administration and the New Futures Director relative to grant implementation and modification. A C V- New Futures Liaison BASIC PERFORMANCE RESPONSIBILITIES: (Continued) 5. Manages the monitoring process for grant implementation and recommends modifications in procedure or budget as needed via the development for recommendation for ways to improve both process and outcome relative to \"youth at risk\". 6. Works with the technical advisor and evaluations from The Casey Foundation to facilitate their involvements in the District. 7. Manages matching grant monies and acts to facilitate appropriate staff development for personnel involved in the grant and its implementation. 8. Works as a liaison to all District programs and involvements related to youth \"at risk\". 9. Works to facilitate implementation in the context of site-based management. 10. Attends Board meetings and prepares reports related to grant matters as requested. 11. Establishes procedures required to accomplish school district goals in relationship to other agency efforts on behalf of Little Rock youth. 12. Other duties relative to New Futures in the schools as assigned. SALARY AND TERMS: Salary to be determined - annual twelve (12) month contract, car allowance and benefits. EVALUATION: Performance of this position will be evaluated in accordance with the provisions of the Board's policy on Evaluation of Administrative Personnel. APPLICATION DEADLINE: November 7, 1988 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Director of Human Resources Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED.PLEASE POST LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 February 13, 1989 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 1988-89 school year: POSITION: Drug Abuse Prevention Coordinator QUALIFICATIONS:  1. Master's degree in Social Work or a related field. 2. 3. 4. Minimum of 2-5 years experience working in an educational school setting. Evidence of strong planning and organizational skills. Evidence of successful experiences in designing and implementing drug abuse prevention programs and strategies. 5. Evidence of successful experience in working with youth, community leaders, parents and school personnel. 6. Ability to compile and analyze data necessary to carry out program monitorinq and evaluation functions. 7. Evidence of effective interpersonal skills and strong verbal and written conmuni-cation skills. 8. Evidence of a strong conmitment to quality integrated education. NOTE: APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. ---------------------------------------------------- --------------------------------------------------- - REPORTS TO: Director of Pupil Services JOB GOAL: To work cooperatively with the Little Rock Drug Free Schools Advisory Council and Little Rock School District personnel in the implementation, monitoring and evaluation of specific programs/activities designed to prevent drug/alcohol abuse among Little Rock School District students. BASIC PERFORMANCE RESPONSIBILITIES: 1. Provides day to day oversite and monitoring of all drug/alcohol prevention programs implemented within the Little Rock School District. 2. Ensures that all activities contained in the Drug Free Schools Comprehensive Drug Abuse plan an ce ried out and on time. Drug Abuse Prevention Coordinator BASIC PERFORMANCE RESPONSIBILITIES: (Continued) 3. 4. 5. Provides/coordinates appropriate training for District administrators, counselors, teachers and other staff in methods of detecting and effectively dealing with students who use drugs/alcohol. Coordinates the organization and maintenance of school-based drug/alcohol student assistance teams and other school-based approaches. Assists building staff in obtaining community and other drug education resources for use in schools. 6. 7. Plans and implements training programs for students and parents to develop effective communication and problem-solving skills. Compiles and analyzes pertinent information necessary to carry out program monitoring and evaluation functions. 8. 9. Provides quarterly and annual reports to the Advisory Council and the Little Rock School District Board of Directors relative to financial expenditures and the progress made in implementing its Drug Abuse Prevention Plan. Other duties and responsibilities as assigned. SALARY AND TERMS: travel allowance-and benefits package. An Eleven (11) Month-Contract. EVALUATION: Performance of this job will be evaluated inaccordance with provisions of the Board's policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: February 21, 1989 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Director of Human Resources Little Rock School District 810 West Markham Little Rock, Arkansas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. AN EQUAL OPPORTUNITY EMPLOYERPLEASE POST little rock school 810 W. MARKHAM LITTLE ROCK, AR DISTRICT 72201 May 11, 1989 The Little Rock School 10 beaching 1989-90 school year: District i POSirioNS: the rrtTCra Je~ TeacTiel* /  d^^'fea c fie?: - Tea cheF Sixth-Grade -Teacher^ QUALIFICATIONS: 1. 2. \"?ree (some 3. A. 5. Must meet Arkansas elementary teacher Evidence of the ability to pl units and classroom a' '  Evidence of the abili ' learning styles and Evidence of the certification an activities. 6. ! . mathematics and Evidence of the ment of a wide : Evidence of a NOTE: graduate work preferred) requirements for an and develop interdisciplinary ity to apply skills in in a team teaching en-vito^me^^?^ ability to implement Lnds- c^ence education. ability to stimulate range of classroom Strong commitment on activities in participation in activities. to quality integrated and enjoy-education. REPORTS TO: initial SCREENINGiNrERVIE^.'''^ Principal JOB GOAL: To work in a cooperative relationship with other classroom teachers, every student's maximum development specialists and parents to ot seiKTrth, approbation for others. BASIC PERFORMANCE RESPONSIBILITIES: 1. Demonstrates mastery of the content areas. 2. Demonstrates an understanding and commitment to the goals and purpose of the magnet program. 3. Demonstrates the ability to . for instruction and counseling that will mee plan and implement activities designed * - _\n.  --.-.J.-.  .\n/-/cnni al the acaderaic/social A. 5. 6. 7. 8. needs of individual students. staff development the school year. Demonstrates the ability to interdisciplinary program. implementing an Demonstrates Demonstrates cteristics. work cooperatively in developing and an interest in mathematics and science. the ability to structure lessons to the ability to facilitate learnin Demonstrates -----------. instructional models and implement different ms learned chara- within different itructional formats. o 9. Demonstrates the ability to maintain a all children to pertorm. creating opportunities for high level of participation, the ability to select and use a 10. Demonstrates 1-- , . , . instructional materials and activities J variety of diverse within a class period. 11, Demonstrates a strong commitment to working with at-risk students. 12. Demonstrates a related to: willingness to be a role model for the students as - task commitment - acceptable dress and grooming - social behavior - traditional American values of good manners, responsibility, pride and patriotism. SALARY AND TERMS:EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel. APPLICATION DEADLINE: May Hi , 1989 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Director of Human Service Little Rock School District 810 W. Markham Little Rock, Ar 72201 NOTE : INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. INTERVIEWS WILL BE CONDUCTED BY A SELECTION TEAM COMPOSED OF THE PRINCIPAL, TEACHERS AND PARENTS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. AN EQUAL OPPORTUNITY EMPLOYER /TITLE: Supervisor of Adult Education QUALIFICATIONS: 1. 2, 3. 4. 5. Minimum of a Masters Degree. Must be eligible for certification as an Adult Education Supervisor. Minimum of five years classroom teaching experience. Evidence of a strong commitment for quality, integrated education. Evidence of successful experience in involving adult and staff in decision making. REPORTS TO: Director of Adult Education SUPERVISES^ Staff assigned JOB GOAL To extend the benefits of the districts educational program to as wide a section of the community as is interested and as can benefit from continued exposure to academic, vocational, and avocational courses. PERFORMANCE RESPONSIBILITIES: 1. Assists in the development, implementation, and evaluation of curriculum and Instructional services. 2. Provides such assistance as may be needed in improving the instructional effectiveness of the teachers of adult education classes. 3. Assists Director in obtaining improvement in individual staff competencies in the area of instructional effectiveness. 4. Serves as consultant and/or advisor in the selection of textbooks and other instructional materials within a specific area. 5. Coordinates the revision and rewriting of curriculum guides and programs of study. 6. Maintains complete and accurate records of the program, and from these records prepares such reports as may be required by district personnel or other legal authorities. 7. Participates in county, state, and national activities designed to improve adult education. Page 2 (Cont) I 8. Supervises and coordinates the ordering and utilization of departmental instructional aids and materials for the assigned curricular area. 9. Keeps abreast of all new developments in his/her field and disseminates information about them on a regular basis to teachers in the assigned curricular area. 10. Assists in providing a program of orientation and inservice for teachers new to adult education. 11. Provides teachers with counsel and assistance toward the solution of instructional problems. 12. Assumes the responsibility for seeing that community, staff, and, where appropriate, students are involved in the development of curriculum and other planning responsibilities assigned to her/him. TERMS OF EMPLOYMENT: Ten Months EVALUATION: Performance of this job will be evaluated annually in accordance with provisions of the Boards policy on Evaluation of Administrative Personnel.i Please Post !! I! Administrative Vacancy ?l i I II ilPosition now open I i ii LABOR RELATIONS SPECIALIST Little Rock School District August 3, 1989 I1 IlIi ...IIII QUALIFICATIONS:. 1 . A master's degree or higher with emphasis in Labor Relations, Personnel Management, Educational Administration, or related field. 2. A minimum of five (5) years experience in Labor Relations and/or as a school administrator in a district which has employee bargaining practices. Evidence of a strong conjmitment to quality integrated education. 4. Demonstrates the conviction that all children can and will learn in the Little Rock School District. NOTE: APPLICANTS SHOULD BE PREPARED TQ SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Deputy Superintendent JOB GOAL: To assist in the administration of all union contracts entered into by the district with personnel in such a way as to ensure maximum fairness to all perries, minimum friction, and the ultimate benefit to the students in the Little Rock School District. BASIC PERFORMANCE RESPONS151LITIE 1. 2. Provides assistance to the negotiator for the Little Rock School Disirict in negotiations with recognized bargaining units and meet and confer units to arrive at agreement and proposals for changes in contract language. Assists principals and support services managers in the interpretation of contract language and proposals for changes in contract language. Assists the Director of Human Resources as facilitator at the informal level IO resolve 1 ebor/management problem:ms5 . 4. Serves as the official designee of the Superintendent at appropriate suages of me grievance procedure. r c I C {' Labor Relcticns Speciclist L ASIC PERFOR^^ANCE ftESPO^SIEIL] ! r (Continued): 5. Coordinates f.l I aspects various contracts with employee organizations. f contt-oct odrrinistretion during the term cf C. Coordinates a training program in contract eaministration for all management personnel. Assists the Director of Human Resources in processing reconri'endaLions for termination of employees, assembling substantiating information for dismissal of employees,- and arranging any necessary conferences and hearings. . Prepares information on cases for fact-finding, assists in selection of the fact finder, evaluates fact-finding decisions, and makes recommendations on acceptance or rejection of those decisions. 0 Provides information to the Board of Directors in regard to its responsibilities and roles in personnel actions. 10. Prepares an annual report to the Superintendent on grievances and terminations of employees. SALARY AND TERMS: $36,409 - 51,015 - A Twelve (12) Month Contract plus Educational Stipend, Car Allov/ance, and Benefits Package EVALUATION: Performance of this position will be evaluated annually in accordance with the provisions of the Board's policy on Evaluation of Administrative Personnel. DEADLINE FOR RECEIPT OF APPLICATIONS: August 25, 1989 SEND WRITTEN LETTERS OF INQUIRY TO: Richard Maple Director of Human Resources Little Rock School District SIO West Markham Little Rock, A rkensas 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS A POSITION DOES NOT NECESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR ILY MEAN THAT AN INTERVIEW WILL BE CONDU L. AN EQUAL OPPORTUNITY EMPLOYERLITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS 72201 August 9, 1989 The Little Rock School District is now accepting applications for the following position for the 1989-90 school year\nPOSITION\nSupervisor of CARE Program (School-Age Child Care Program) QUALIFICATIONS\n1. Bachelor's degree or higher with certification as an elementary teacher and experience in an supervisory capacity. administrative or Minimum of one (1) year of successful teaching experience. Evidence of successful experience involving students. paren ts, and school administration. 4. Evidence of strong organizational and educational leadership qualities. 5. Evidence of a strong commitment to quality integrated education. NOTE\nAPPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO\nDirector of Pupil Services SUPERVISES\nCARE Program office staff and CARE school personnel JOB GOALS a The supervisor will\n(1) work cooperatively with principals and CARE workers to provide each student enrolled in the program with educationally and developmentally appropriate experiences that will enhance his/her school day and (2) effectively and efficiently administer the program on a self-supporting 'basis. BASIC PERFORMANCE RESPONSIBILITIES\n1 . Recrui t, screen, interview and orient all CARE staff. Supervise, monitor and evaluate performance of CARE staff on a continuing basis. Provide leadership in planning. initial and ongoing training for CARE staff. implementing and evaluating 4 . Operate the program on a self-supporting basis. a. Prepare annual budget and monitor income and expenditures. b. Supervise billing, collection and depositing of fees. c. Order, purchase and deliver materials and supplies. d. Requisition payments for expenditures. 5. Secure substitutes for CARE Program. 6. Work cooperatively with building principals and Director of Pupil Services in the operation of the CARE program. 7. Plan, implement, monitor and evaluate all activities relating to operation of CARE Program. Design, develop and produce all materials for registration of CARE students. 8. 9. 10. b. c . d. e. f . Assure program food needs are met by working with Pood Service personnel. Coordinate with the Plant Services Department concerning custodial needs. Organize activities. food services, staffing and other arrangements for operation of program on school holidays and early dismissal or inclement weather days. Communicate and interpret the program to staff. patrons, principals and other administrative personnel. Oversee preparation of payroll for CARE employees and report to LRSD Business Office. Develop and keep current public information (brochures, f1 yers, handbooks) for a11'interested persons. Operate program to fulfill Arkansas child care licensing requirements. Other related duties as assigned. EVALl-IAT I ON s Performance will be evaluated in accordance with provisions ofthe Board's policy on evaluation. SALARY AND TEF^NS\nWWW9rTt:h'Con-tr'acrtr'for 1989-90\nsalary range-T\u0026lt;2341ii36t plus insurance and retirement benefits and mileage reimbursement. This position is not a regularly budgeted position. The position is for the contracted period only and continuation will depend on the financial status of the program. DEADLINE FOR RECEIPT OF LETTERS OF APPLICATION\nAugust 16, 1989. SEND WRITTEN LETTERS OF INQUIRY TO\nDirector of Human Resources Little Rock School District West Markham and Izard Little Rock, Arkansas 72201 NOTE: INDIVIDUALS INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, COMPLETION OF AN APPLICATION FORM DOES NOT NECESSARILY MEAN THE PERSON WILL BE CONSIDERED FOR AN INTERVIEW.I i ______________ PJease Post AdministrSTve Vacancy 1 Position now open associate si'fER].Ym\u0026lt;n.?\u0026lt;T or somis Little Rock School District NOTE: August 16, 1989 COMPATABLE POSITION AFTER THREE (3) ITARS. MIGIET BE SUBJECT TO REASSIGNMENT TO A QUALIFICATIONS: 1. isn (10.) years' sjzcessLul least fivffS) and administration, e [j) 01 uluch should have been in administration. at 2. 3. master's degree or higher. f-lisltillit)' [or Arkansas certification as a school administrator. 4. At least three (3) years' successful experience trator in an urban school district setting. as an educational adminis- 5. Evidence of a strong conwitment to quality integrated education. 6. Evidence of successrul experience with parent and sion making and communication. staff involvement in deciNOTE: REPORTS TO: Superintendent of Schools JOS GO.AL: STs-ssuy-iss.^^and services for the Little Rock BASIC performance PFSPQNSITEr rc. / 1. Serves as a member\nthe major responsib\n-- the Superintendent's Administrative Team, u-hich assumes ^luies ror the oay-to-day operations of the school district. which assumes . - Assumes the responsibilitv for evaluation results are used tc eeing that assessments, studies, sur\\^eys, and . improve program development and implementation.  rarticipates in the evaluation of building principals. '/vti (2) P. A Aisoc-ate Superintendenl c\nehools iVASTC PERTORWCE RESPONSIBILrTIES: ('Concinuec) JIGS the boarc of directors' iiiee Boaro' as the Supierintendont iiia) request. tiigs and prepares sucii reports tor the Maintains contact with state and federal officials so statutes, regulations, court decisions, and tl'ie operation of the public schools. le, igal opinions s to keep abreast of ich i\u0026gt;ertain to e. Serves, upwn the designation by the Superintendent, in the absence of the Superintendent. as Acti ~ SupG ntendent, c 1. pecial areas of super^ision will be assigned upon employment. TERM Or EMPL0i'M3\\T: Ti^'elve (12) Months SALARY\nCommensurate with that of other Associate Superintendents. EVALUATION: sions of PefiOrmance of this job will be evaluated annually in accordance with the provi- ---- the Board s policy on evaluation ot Administrative Personnel. DEADLINE FOR RECEIPT Or APPLICATIONS\nAugust 25, 1989 LETTERS OF INQUIRY SHOULD BE S3\\T TO: Richard Maple Director of Human Resources Little Rock School District 810 West Markham Little Rock, Arkansas 72201 . NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST CO''^LET- SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A NOT NECESSARILY MEAN THAT Aj\\' II'TERVIEv? WILL THEREFOj BECAUSE AN TI. TVIDUAl BE CONDUCTED. \\IERY RIGOROUS POSITIO.N DOES AN EOUAi OPPORTUNITl' S'lPLOY'ERI Please Post Administrative Vacancy Position nov/ open DIRECTOR OF PLANKING, RESEARCH AKO\"EVALUAT1 ON Little Rock School District August 31, 1989 QUALIFICATIONS: 1 . 2. At least ten years of successful experience in teaching and administration. A Master's Degree from an accredited college or university. 3. Eligibility for certification, as a teacher and school and/or administrator. supervisor 4. 5. 6. NOTE: Course work in research, testing, and statistics. Evidence or a strong commitment to quality' integrated education. A commitment to parent and staff involvement in decision makina. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. ----------- REPORTS TO: Superintendent of Schools SUPERVISES: Planning and Evaluation Specialists and assigned support personnel assigned to her/his department. JOB GOAL: Clerical and secretarial IO assjSu the Superintendent in providing the Board of Directors with pertinent evaluation data on all programs and services (both educational and supportive) being provided by the school district. BASIC PERFORMANCE RESPONS131LITIES: 1 . To manage the process whereby the Board identifies, on a yearly basis, the programs and services which have priority for evaluation. 2. To supervise the development of an evaluation design for each of the programs and services which have received priority for evaluation. ?e-ge Two (2) Di'^ecter of Planning, .\nearch, and Evaluation BASIC PERFORf\u0026lt;ANCE RESPONSIBILITIES\n(Continued) 3. To supervise the implementation of planning and evaluation design which have been approved by the school district. 4. To supervise the compilation of data, and the organization and reporting of evaluation results and recommendations. 5. To assume responsibility for coordinating the process for selecting outside planners and evaluators when they are needed. 6. To supervise the design and implementation of a district-wide testing program. 7. Serves as a member of the Superintendent's administrative advisory cabinet. o Serves on such patron and staff committees as the Superintendent may direct. 9. Assumes the responsibility for conducting the personnel evaluation of those staff reporting to her/him. 10. Assumes reponsibility for developing such reports as necessary' to keep patrons and sta better informed about school programs and services and to facilitate their participation in planning and decision making. TERMS OF EMPLOYMENT\nTwelve (12) Months SALARY\n532,881 - S47,487 plus educational stipend, benefit package and car allowance EVALUATION\nPerformance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation and Professional Personnel. DEADLINE FOR R I, I PT OF APPLICATIONS\nSeptember 7, 1989 LETTERS OF INQUIRY SHOULD BE SENT TO: Dr. Herbert H. Cleek Deputy Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 NOTE: INDIVIDUALS WHQ ARE INTERESTED IN THE ABQVE PQSITIOK MUST CDMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. AN EQUAL OPPORTUNITY EMPLOYER .I _______________Please Post________ Administrative Vacancy Position now open DIRECTOR OF HUMAN RESOURCES  QUALIFICATIONS: 2. 3. 4. 5. 6. NOTE: Little Rock School District September 7, 1989 At least ten 3'ears of successful experience in teaching and administration. A Mester's Degree or higher from an accredited college or university. Eligibility for certification, in Arkansas, as a teacher, principal and/ or administrator. Evidence of a strong commitment to quality integrated education. A commitment to parent and staff involvement in decision making. Evidence of strong organizational and interpersonal skills. APPLICANTS SHOULD EE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. REPORTS TO: Deputy Superintendent SUPERVISES: All staff members assigned to the Director of Human Resources 005 GOAL: To recruit certificated and non-certificated personnel of the highest caliber available to ensure that district programs and services are implemented efficiently and e actively for the benefit of students, staff, and patrons. BASIC PERFORMANCE RESPONSIEILITIES: Works closely with the departments and schools to assess the personnel needs of the system. 2. Plans, directs, coordinates, end participates in the recruitment of certificated end non-certificated personnel. 1. 1 . f Dire or o\ntiucncir'. i.tS -CS BASIC PERFORHAATE RE^PONSlBlLn \u0026lt;\n (Continued) 5 Plans, directs, coordinates, and participates in the implementation of the school district's affirmative action [irogranr. Maintains an up-to-date application file of prospective candidates for all teaching, administrative, and supervisory positions. 5. Manages the interview process and forwards staff and conmittee recommendations for appointments to the Deputy Superintendent. 6. Screens and processes applications for consideration by personnel committees and administrators. 7. Develops and maintains a system of personnel records for all school employees, in order to provide a comprehensive, efficient, accurate, and current record of all matters pertinent to employment, transfer, tenure, retirement, leave and promotion. 8. Prepares and maintains statistical information on all personnel, and submits the necessary'statistical reports to the State Department of Education and to the Board. SALARY AND TERMS: 536,409 - $51,015 -- A Twelve (12) Month Contract plus Educational Stipend, Car allowance, and Benefits Packaoe. EVALUATION: Performance of this position will be evaluated annually in accordance with the provisions of the Board's policy on Evaluation of Professional Personnel. DEADLINE FOR RECEIPT Or APPLICATIONS: Applications must be received no later than 12:00 Noon on September 14, 1969. SEND WRITTEN LETTERS OF INQUIRY TO: Dr. Herbert Cleek Deput}' Superintendent Little Rock School District 610 West Markham Street Little Rock, AR 72201 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS S CT I ON PROi A POSITION DOES NOT N S. TH Er Or BECAUSE AN INDIVIDUAL APPLIES FOR S5ARILY MEAN THAT AN INTERVIEW WILL EE CONDUCTED. A . AN EQUAL OPPORTUNITY EMPLOYER_______ ______ Please Post Administrative Vacancy Position now open Director of Cbrmunicat ions (Extended) Little Rock Scho\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_30","title":"Arkansas Department of Education's (ADE's) 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"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["2002-06/2002-08"],"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":["Education--Arkansas","Office of Desegregation Monitoring (Little Rock, Ark.)","School integration--Arkansas","Arkansas. Department of Education","Project management"],"dcterms_title":["Arkansas Department of Education's (ADE's) 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/30"],"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":["130 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District, plaintiff vs. Pulaski County Special School District, defendant.\n IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION RECEIVED JUL 8 2002 OFFICEOF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF v. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. I, 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 AD E's Project Management Tool for June 2002. Respectfully Submitted, MARK PRYOR Attorney General DENNIS R. HANSEN,# 97225 Deputy Attorney General 323 Center Street, Suite 300 Little Rock, Arkansas 72201 (501) 682-2586 Attorney for Arkansas Department of Education CERTIFICATE OF SERVICE I, Dennis R. Hansen, certify that on July 2, 2002, 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 W. Capitol, Suite 2000 Little Rock, AR 7220 I Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Richard Roachell Attorney at Law P.O. Box 17388 Little Rock, AR 72222-7388 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 400 W. Capitol, Suite 2000 Little Rock, AR 72201-3493 Mr. Stephen W. Jones Jack, Lyon \u0026amp; Jones 425 W. Capitol, Suite 3400 Little Rock, AR 72201 Ms. Ann Marshall One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 ~f~ Dennis R. Hansen 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 June 28, 2002 Based on the.information .. avajiable atjv1ay :~j{ 2092\n.J6$ AD~(:Mculaled the Equalization Funding for F'(.01102, iUbje~(J8j5'erfodicadjdsfn:ignts'. . 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 I. FINANCIAL OBLIGATIONS (Continued) B. Include all Magnet students in the resident District's average daily membership for calculation. (Continued) 2. Actual as of June 28, 2002 ~:, l~\\~Sies~~{ii'~~~i\nr~i\n~::i~rei~i!~:~ay3T:'2602t}He:'AQ!\n:'~!9I\nJ~t!Jc1:[:E C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of June 28, 2002 ~\n:\n~~wi~:: 2602:' distribGtioHs cS(siateEqlialiZa\"Ho\"ii E:~naihg'fBnEX'EiJJq:'{w\n'r~ rnsb~i41,262,49o NLRSr3 [ $25,470,415 i=icssd! $4.9, 138,06s 1ne allotrr,ents of State Equalization Funding calculated for FY rij'102 at M'ay 3f: 2002\"\nsubject to peri6'dic adjustments, were as follows: LRSb f $5.1,583,043 NLRS[fl $27,862,936 PCSSD .~ $53,735,000 D. Determine the number of Magnet students residing in each District and attending a Magnet School. 1. Projected Ending Date Last day of each month, August - June. 2 Actual as of June 28, 2002 Based On ttie information available, the ADE calcufated at May 31, 2002 for FY 01/02, subject to periodic adjustments. E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. 1. Projected Ending Date Ongoing, as ordered by the Court. 2 I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. (Continued) 2. Actual as of June 28, 2002 tt~'!~~\n:sfiJ6,~\n:)fa!:ri.r(~Il~'~y.i\\_~}i,~'.!!fa~,At\u0026gt; E:caiciate'cJ., at r0..aY 31'{2002:Jo.FE,X QJl92\u0026amp;~Q.bjec,('Jq ' p~rii:id.i\nadjU$.tr.i\\~riW It should be noted that currently the Magnet Review Committee is reporting this information instead of the staff attorney as indicated in the Implementation Plan. F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of June 28, 2002 a'\ntmBh'ffi'\u0026amp;Jhforitikticin avairahle,'thEi\nADE caicuiated at May 31 '. i662foFFY Q]/02, tCibjectfo periodic adjustments. G. Process and distribute state aid for Magnet Operational Charge 1. Projected Ending Date Last day of each month, August - June. 2 Actual as of June 28, 2002 Distributions for FY 01102 at May 31, 2002, totaled $10,181,885. Aliotment 2ai_culatedfor FY 01/02 was $11,204,681 subject to periodic adjustments'. H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of June 28, 2002 Calculated for FY 01/02, subject to periodic adjustments. I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 3 I. FINANCIAL OBLIGATIONS (Continued) I. Process and distribute M-to-M incentive checks . (Continued) 2. Actual as of June 28, 2002 r 'd6~:~J!e:fIDt.:i211I'.:!'.[~jcGiate'd f6r FY.01/02 afMay.31, 2662, sub}ect io 'r5eri~dlc a 1ustmen s\n,:,w~re: P3Q.A::\n~,Jzi1?? .. NLRSDf '.$2\n046,540 PCSSD_TsI(()s3\n41a ., ..... . J. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1. Projected Ending Date Ongoing, December of each year. 2. Actual as of June 28, 2002 In September 2001, the Magnet and M-to-M transportation budgets for FY 01 /02 were submitted to the ADE by the Districts. 4 I. FINANCIAL OBLIGATIONS (Continued) K The Coordinator of School Transportation notifies General Finance to pay districts for the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of June 28, 2002 In September 2001, General Finance was notified to pay the last one-third payment for FY 00/01 to the Districts. It should be noted that the Transportation Coordinator is currently performing this function instead of Reginald Wilson as indicated in the Implementation Plan. L. ADE pays districts three equal installments of their proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of June 28, 2002 In March 2002, General Finance made the second one-third payment to the Districts for their FY 01 /02 transportation budget. The budget is now paid out in three equal installments. At March 31 , 2002, the following had been paid for FY 01 /02 LRSD - $2 ,312,194.00 NLRSD - $423,333.34 PCSSD - $944,264.16 M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually. 2. Actual as of June 28, 2002 In August 1997, the ADE transportation coordinator reviewed each district's Magnet and M-to-M transportation costs for FY 96/97 . In July 1998, each district was asked to submit an estimated budget for the 98/99 school year. 5 I. FINANCIAL OBLIGATIONS (Continued) M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. (Continued) 2. Actual as of June 28, 2002 (Continued) In September 1998, paperwork was generated for the first payment in the 98/99 school year for the Magnet and M-to-M transportation program. School districts should receive payment by October 1, 1998 In July 1999, each district submitted an estimated budget for the 99/00 school year. In September 1999, paperwork was generated for the first payment in the 99/00 school year for the Magnet and M-to-M transportation program In September 2000, paperwork was generated for the first payment in the 00/01 school year for the Magnet and M-to-M transportation program. In September 2001, paperwork was generated for the first payment in the 01 /02 school year for the Magnet and M-to-M transportation program . N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 2. Actual as of June 28, 2002 In FY 94/95, the State purchased 52 buses at a cost of $1,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD - 14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2 ,334,800 in FY 95/96. The buses were distributed accordingly LRSD - 45\nNLRSD - 7\nand PCSSD - 12. In May 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. In July 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $624,879. In July 1998, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $695,235 The buses were distributed accordingly LRSD - 8\nNLRSD - 2\nand PCSSD - 6. 6 -1. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of June 28, 2002 (Continued) Specifications for 16 school buses have been forwarded to state purchasing for bidding in January, 1999 for delivery in July, 1999. The ADE accepted a bid on 16 buses for the Magnet and M/M transportation program. The buses will be delivered after July 1, 1999 and before August 1, 1999. The buses will be distributed accordingly: LRSD - 8\nNLRSD - 2\nPCSSD - 6. In July 1999, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $718,355. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD - 6. In July 2000, the ADE purchased 16 new Magnet and M-to-M buses at a cost of $724,165. The buses were distributed accordingly: LRSD - 8\nNLRSD - 2\nand PCSSD - 6. The bid for 16 new Magnet and M-to-M buses was let by State Purchasing on February 22, 2001. The contract was awarded to Ward Transportation Services, Inc. The buses to be purchased include two type C 47 passenger buses and fourteen type C 65 passenger buses. Prices on these units are $43,426.00 each on the 47 passenger buses, and $44,289.00 each on the 65 passenger buses. The buses will be distributed accordingly: LRSD - 8 of the 65 passenger\nNLRSD - 2 of the 65 passenger\nPCSSD - 2 of the 47 passenger and 4 of the 65 passenger buses. On August 2, 2001, the ADE took possession of 16 new Magnet and M-to-M buses. The total amount paid was $706,898. 0 . Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999 2. Actual as of June 28, 2002 Obligation fulfilled in FY 96/97. 7 I. FINANCIAL OBLIGATIONS (Continued) P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of June 28, 2002 Obligation fulfilled in FY 95/96. Q . Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. R. 1. Projected Ending Date Payment due date and ending July 1, 1994. 2. Actual as of June 28, 2002 Final payment was distributed July 1994. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2 Actual as of June 28, 2002 The LRSD received $3,000,000 on September 10, 1998. As of this reporting date, the LRSD has received $20,000,000 in loan proceeds. S. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of June 28, 2002 Obligation fulfilled in FY 95/96. 8 I. FINANCIAL OBLIGATIONS (Continued) T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of June 28, 2002 Obligation fulfilled in FY 95/96. U. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of June 28, 2002 Distribution in July 1997 for FY 97/98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97/98. Distribution in July 1998 for FY 98/99 was $75,000. This was the total amount due to the Magnet Review Committee for FY 98/99. Distribution in July 1999 for FY 99/00 was $92,500. This was the total amount due to the Magnet Review Committee for FY 99/00. Distribution in July 2000 for FY 00/01 was $92 ,500. This was the total amount due to the Magnet Review Committee for FY 00/01 . Distribution in August 2001 for FY 01/02 was $92,500. This was the total amount due to the Magnet Review Committee for FY 01/02. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of June 28, 2002 Distribution in July 1997 for FY 97/98 was $200,000. This was the total amount due to the ODM for FY 97/98. Distribution in July 1998 for FY 98/99 was $200,000. This was the total amount due to the ODM for FY 98/99. 9 I. FINANCIAL OBLIGATIONS (Continued) V. Process and distribute payments for Office of Desegregation Monitoring (Continued) 2. Actual as of June 28, 2002 (Continued) Distribution in July 1999 for FY 99/00 was $200,000. This was the total amount due to the ODM for FY 99/00. Distribution in July 2000 for FY 00/01 was $200,000. This was the total amount due to the ODM for FY 00/01 . Distribution in August 2001 for FY 01 /02 was $200,000. This was the total amount due to the ODM for FY 01/02. 10 II. MONITORING COMPENSATORY EDUCATION A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1. Projected Ending Date January 15, 1995 2. Actual as of June 28, 2002 In May 1995, monitors completed the unannounced visits of schools in Pulaski County The monitoring process involved a qualitative process of document reviews, interviews, and observations. The monitoring focused on progress made since the announced monitoring visits. In June 1995, monitoring data from unannounced visits was included in the July Semiannual Report. Twenty-five per cent of all classrooms were visited, and all of the schools in Pulaski County were monitored All principals were interviewed to determine any additional progress since the announced visits. The July 1995 Monitoring Report was reviewed by the ADE administrative team, the Arkansas State Board of Education, and the Districts and filed with the Court. The report was formatted in accordance with the Allen Letter. In October 1995, a common terminology was developed by principals from the Districts and the Lead Planning and Desegregation staff to facilitate the monitoring process. The announced monitoring visits began on November 14, 1995 and were completed on January 26, 1996. Copies of the preliminary Semiannual Monitoring Report and its executive summary were provided to the ADE administrative team and the State Board of Education in January 1996. A report on the current status of the Cycle 5 schools in the ECOE process and their school improvement plans was filed with the Court on February 1, 1996. The unannounced monitoring visits began in February 1996 and ended on May 10, 1996. In June 1996, all announced and unannounced monitoring visits were completed, and the data was analyzed using descriptive statistics. The Districts provided data on enrollment in compensatory education programs The Districts and the ADE Desegregation Monitoring staff developed a definition for instructional programs. 11 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of June 28, 2002 (Continued) The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996 with copies distributed to the parties. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and concluded in December 1996. In January 1997, presentations were made to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties to review the draft Semiannual Monitoring Report. The monitoring instrument and process were evaluated for their usefulness in monitoring the impacts of compensatory education programs on achievement disparities. In February 1997, the Semiannual Monitoring Report was filed. Unannounced monitoring visits began on February 3, 1997 and concluded in May 1997. In March 1997, letters were sent to the Districts regarding data requirements for the July 1997 Semiannual Monitoring Report and the additional discipline data element that was requested by the Desegregation Litigation Oversight Subcommittee. Desegregation data collection workshops were conducted in the Districts from March 28, 1997 to April 7, 1997. A meeting was conducted on April 3, 1997 to finalize plans for the July 15, 1997 Semiannual Monitoring Report. Onsite visits were made to Cycle 1 schools who did not submit accurate and timely data on discipline, M-to-M transfers, and policy. The July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized in June 1997. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the court, and the ADE sponsored a School Improvement Conference. On July 10, 1997, copies of the Semiannual Monitoring Report and its executive summary were made available to the Districts for their review prior to filing it with the Court. In August 1997, procedures and schedules were organized for the monitoring of the Cycle 2 schools in FY 97 /98. 12 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of June 28, 2002 (Continued) A Desegregation Monitoring and School Improvement Workshop for the Districts was held on September 10, 1997 to discuss monitoring expectations, instruments, data collection and school improvement visits. On October 9, 1997, a planning meeting was held with the desegregation monitoring staff to discuss deadlines, responsibilities, and strategic planning issues regarding the Semiannual Monitoring Report. Reminder letters were sent to the Cycle 2 principals outlining the data collection deadlines and availability of technical assistance. In October and November 1997, technical assistance visits were conducted, and announced monitoring visits of the Cycle 2 schools were completed. In December 1997 and January 1998, technical assistance visits were conducted regarding team visits, technical review recommendations, and consensus building. Copies of the infusion document and perceptual surveys were provided to schools in the ECOE process. The February 1998 Semiannual Monitoring Report was submitted for review and approval to the State Board of Education, the Director, the Administrative Team, the Attorney General's Office, and the Desegregation Litigation Oversight Subcommittee. Unannounced monitoring visits began in February 1998, and technical assistance was provided on the school improvement process, external team visits and finalizing school improvement plans. On February 18, 1998, the representatives of all parties met to discuss possible revisions to the ADE's monitoring plan and monitoring reports. Additional meetings will be scheduled. Unannounced monitoring visits were conducted in March 1998, and technical assistance was provided on the school improvement process and external team visits. In April 1998, unannounced monitoring visits were conducted, and technical assistance was provided on the school improvement process. 13 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of June 28, 2002 (Continued) In May 1998, unannounced monitoring visits were completed, and technical assistance was provided on the school improvement process. On May 18, 1998, the Court granted the ADE relief from its obligation to file the July 1998 Semiannual Monitoring Report to develop proposed modifications to ADE's monitoring and reporting obligations. In June 1998, monitoring information previously submitted by the districts in the Spring of 1998 was reviewed and prepared for historical files and presentation to the Arkansas State Board. Also, in June the following occurred: a) The Extended COE Team Visit Reports were completed , b) the Semiannual Monitoring COE Data Report was completed, c) progress reports were submitted from previous cycles, and d.) staff development on assessment (SA T-9) and curriculum alignment was conducted with three supervisors. In July, the Lead Planner provided the Desegregation Litigation Oversight Committee with (1) a review of the court Order relieving ADE of its obligation to file a July Semiannual Monitoring Report, and (2) an update of ADE's progress toward work with the parties and ODM to develop proposed revisions to ADE's monitoring and reporting obligations. The Committee encouraged ODM, the parties and the ADE to continue to work toward revision of the monitoring and reporting process. In August 1998, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. The Assistant Attorney General, the Assistant Director for Accountability and the Education Lead Planner updated the group on all relevant desegregation legal issues and proposed revisions to monitoring and reporting activities during the quarter. In September 1998, tentative monitoring dates were established and they will be finalized once proposed revisions to the Desegregation Monitoring Plan are finalized and approved. In September/October 1998, progress was being made on the proposed revisions to the monitoring process by committee representatives of all the Parties in the Pulaski County Settlement Agreement While the revised monitoring plan is finalized and approved, the ADE monitoring staff will continue to provide technical assistance to schools upon request 14 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of June 28, 2002 (Continued) In December 1998, requests were received from schools in PCSSD regarding test score analysis and staff Development. Oak Grove is scheduled for January 21 , 1999 and Lawson Elementary is also tentatively scheduled in January. Staff development regarding test score analysis for Oak Grove and Lawson Elementary in the PCSSD has been rescheduled for April 2000. Staff development regarding test score analysis for Oak Grove and Lawson Elementary in the PCSSD was conducted on May 5, 2000 and May 9, 2000 respectively. Staff development regarding classroom management was provided to the Franklin Elementary School in LRSD on November 8, 2000. Staff development regarding ways to improve academic achievement was presented to College Station Elementary in PCSSD on November 22, 2000. On November 1, 2000, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. The Assistant Director for Accountability updated the group on all relevant desegregation legal issues and discussed revisions to monitoring and reporting activities during the quarter. The next Implementation Phase Working Group Meeting is scheduled for February 27, 2001 in room 201-A at the ADE. The Implementation Phase Working Group meeting that was scheduled for February 27 had to be postponed. It will be rescheduled as soon as possible The quarterly Implementation Phase Working Group meeting is scheduled for June 27, 2001 . The quarterly Implementation Phase Working Group meeting was rescheduled from June 27. It will take place on July 26, 2001 in room 201-A at 1:30 p.m. at the ADE. 15 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of June 28, 2002 (Continued) On July 26, 2001 , the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, and Mr. Scott Smith, ADE Staff Attorney, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for October 11, 2001 in room 201-A at the ADE. On October 11 , 2001 , the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Scott Smith, ADE Staff Attorney, discussed the ADE's intent to take a proactive role in Desegregation Monitoring. The next Implementation Phase Working Group Meeting is scheduled for January 10, 2002 in room 201-A at the ADE. The Implementation Phase Working Group Meeting that was scheduled for January 10 was postponed. It has been rescheduled for February 14, 2002 in room 201-A at the ADE. On February 12, 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for April 11 , 2002 in room 201-A at the ADE. On April 11 , 2002, the ADE Implementation Phase Working group met to review the Implementation Phase activities for the previous quarter. Mr. Willie Morris, ADE Lead Planner for Desegregation, updated the group on all relevant desegregation issues. Mr. Mark Hagemeier, Assistant Attorney General, discussed the court case involving the LRSD seeking unitary status. The next Implementation Phase Working Group Meeting is scheduled for July 11 , 2002 in room 201-A at the ADE. 16 Ill. A PETITION FOR ELECTION FOR LRSD WILL BE SUPPORTED SHOULD A MILLAGE BE REQUIRED A. Monitor court pleadings to determine if LRSD has petitioned the Court for a special election. 1. Projected Ending Date Ongoing 2. Actual as of June 28, 2002 Ongoing All Court pleadings are monitored monthly. B. Draft and file appropriate pleadings if LRSD petitions the Court for a special election. 1. Projected Ending Date Ongoing 2. Actual as of June 28, 2002 To date, no action has been taken by the LRSD. 17 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION A Using a collaborative approach, immediately identify those laws and regulations that appear to impede desegregation. 1. Projected Ending Date December, 1994 2. Actual as of June 28, 2002 The information for this item is detailed under Section IV.E. of this report. B. Conduct a review within ADE of existing legislation and regulations that appear to impede desegregation. 1. Projected Ending Date November, 1994 2. Actual as of June 28, 2002 The information for this item is detailed under Section IV. E. of this report. C. Request of the other parties to the Settlement Agreement that they identify laws and regulations that appear to impede desegregation. 1. Projected Ending Date November, 1994 2. Actual as of June 28, 2002 The information for this item is detailed under Section IV. E. of this report. D. Submit proposals to the State Board of Education for repeal of those regulations that are confirmed to be impediments to desegregation. 1. Projected Ending Date Ongoing 2. Actual as of June 28, 2002 The information for this item is detailed under Section IV. E. of this report. 18 e IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of June 28, 2002 A committee within the ADE was formed in May 1995 to review and collect data on existing legislation and regulations identified by the parties as impediments to desegregation. The committee researched the Districts' concerns to determine if any of the rules, regulations, or legislation cited impede desegregation. The legislation cited by the Districts regarding loss funding and worker's compensation were not reviewed because they had already been litigated. In September 1995, the committee reviewed the following statutes, acts, and regulations: Act 113 of 1993\nADE Director's Communication 93-205\nAct 145 of 1989\nADE Director's Memo 91-67\nADE Program Standards Eligibility Criteria for Special Education\nArkansas Codes 6-18-206, 6-20-307, 6-20-319, and 6-17- 1506. In October 1995, the individual reports prepared by committee members in their areas of expertise and the data used to support their conclusions were submitted to the ADE administrative team for their review. A report was prepared and submitted to the State Board of Education in July 1996. The report concluded that none of the items reviewed impeded desegregation. As of February 3, 1997, no laws or regulations have been determined to impede desegregation efforts. Any new education laws enacted during the Arkansas 81 st Legislative Session will be reviewed at the close of the legislative session to ensure that they do not impede desegregation. In April 1997, copies of all laws passed during the 1997 Regular Session of the 81 st General Assembly were requested from the office of the ADE Liaison to the Legislature for distribution to the Districts for their input and review of possible impediments to their desegregation efforts. In August 1997, a meeting to review the statutes passed in the prior legislative session was scheduled for September 9, 1997. 1 9 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of June 28, 2002 (Continued) On September 9, 1997, a meeting was held to discuss the review of the statutes passed in the prior legislative session and new ADE regulations. The Districts will be contacted in writing for their input regarding any new laws or regulations that they feel may impede desegregation. Additionally, the Districts will be asked to review their regulations to ensure that they do not impede their desegregation efforts The committee will convene on December 1, 1997 to review their findings and finalize their report to the Administrative Team and the State Board of Education. In October 1997, the Districts were asked to review new regulations and statutes for impediments to their desegregation efforts, and advise the ADE, in writing , if they feel a regulation or statute may impede their desegregation efforts. In October 1997, the Districts were requested to advise the ADE, in writing , no later than November 1, 1997 of any new law that might impede their desegregation efforts. As of November 12, 1997, no written responses were received from the Districts. The ADE concludes that the Districts do not feel that any new law negatively impacts their desegregation efforts. The committee met on December 1, 1997 to discuss their findings regarding statutes and regulations that may impede the desegregation efforts of the Districts. The committee concluded that there were no laws or regulations that impede the desegregation efforts of the Districts. It was decided that the committee chair would prepare a report of the committee's findings for the Administrative Team and the State Board of Education. The committee to review statutes and regulations that impede desegregation is now reviewing proposed bills and regulations, as well as laws that are being signed in, for the current 1999 legislative session. They will continue to do so until the session is over. The committee to review statutes and regulations that impede desegregation will meet on April 26, 1999 at the ADE. The committee met on April 26, 1999 at the ADE. The purpose of the meeting was to identify rules and regulations that might impede desegregation, and review within the existing legislation any regulations that might result in an impediment to desegregation. This is a standing committee that is ongoing and a report will be submitted to the State Board of Education once the process is completed 20 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation (Continued) 2. Actual as of June 28, 2002 (Continued) The committee met on May 24, 1999 at the ADE. The committee was asked to review within the existing legislation any regulations that might result in an impediment to desegregation. The committee determined that Mr. Ray Lumpkin would contact the Pulaski County districts to request written response to any rules, regulations or laws that might impede desegregation. The committee would also collect information and data to prepare a report for the State Board. This will be a standing committee. This data gathering will be ongoing until the final report is given to the State Board On July 26, 1999, the committee met at the ADE. The committee did not report any laws or regulations that they currently thought would impede desegregation, and are still waiting for a response from the three districts in Pulaski County. The committee met on August 30, 1999 at the ADE to review rules and regulations that might impede desegregation. At that time, there were no laws under review that appeared to impede desegregation. In November, the three districts sent letters to the ADE stating that they have reviewed the laws passed by the 82nd legislative session as well as current rules \u0026amp; regulations and district policies to ensure that they have no ill effect on desegregation efforts There was some concern from PCSSD concerning a charter school proposal in the Maumelle area. The work of the committee is on-going each month depending on the information that comes before the committee. Any rules, laws or regulations that would impede desegregation will be discussed and reported to the State Board of Education. On October 4, 2000, the ADE presented staff development for assistant superintendents in LRSD, NLRSD and PCSSD regarding school laws of Arkansas. The ADE is in the process of forming a committee to review all Rules and Regulations from the ADE and State Laws that might impede desegregation. The ADE Committee on Statutes and Regulations will review all new laws that might impede desegregation once the 83rd General Assembly has completed this session. The ADE Committee on Statutes and Regulations will meet for the first time on June 11 , 2001 at 9:00 a.m. in room 204-A at the ADE. The committee will review all new laws that might impede desegregation that were passed during the 2001 Legislative Session 21 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of June 28, 2002 (Continued) The ADE Committee on Statutes and Regulations rescheduled the meeting that was planned for June 11, in order to review new regulations proposed to the State Board of Education. The meeting will take place on July 16, 2001 at 9:00 a.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on July 16, 2001 at the ADE. The following Items were discussed: (1) Review of 2001 state laws which appear to impede desegregation. (2) Review of existing ADE regulations which appear to impede desegregation. (3) Report any laws or regulations found to impede desegregation to the Arkansas State Legislature, the ADE and the Pulaski County school districts. The next meeting will take place on August 27, 2001 at 9:00 a m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on August 27, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. The next meeting will take place on September 10, 2001 in Conference Room 204-B at 2 00 p.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on September 10, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. The next meeting will take place on October 24, 2001 in Conference Room 204-B at 2 00 p.m. at the ADE. The ADE Committee to Repeal Statutes and Regulations that Impede Desegregation met on October 24, 2001 at the ADE. The Committee is reviewing all relevant laws or regulations produced by the Arkansas State Legislature, the ADE and the Pulaski County school districts in FY 2000/2001 to determine if they may impede desegregation. On December 17, 2001 , the ADE Committee to Repeal Statutes and Regulations that Impede Desegregation composed letters that will be sent to the school districts in Pulaski County The letters ask for input regarding any new laws or regulations that may impede desegregation. Laws to review include those of the 83rd General Assembly, ADE regulations, and regulations of the Districts. 22 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. (Continued) 2. Actual as of June 28, 2002 (Continued) On January 10, 2002, the ADE Committee to Repeal Statutes and Regulations that Impede Desegregation sent letters to the school districts in Pulaski County. The letters ask for input regarding any new laws or regulations that may impede desegregation. The districts were asked to respond by March 8, 2002. On March 5, 2002, A letter was sent from the LRSD which mentioned Act 17 48 and Act 1667 passed during the 83rd Legislative Session which may impede desegregation. These laws will be researched to determine if changes need to be made. A letter was sent from the N LRSD on March 19, noting that the district did not find any laws which impede desegregation. On April 26, 2002, A letter was sent for the PCSSD to the ADE, noting that the district did not find any laws which impede desegregation except the \"deannexation\" legislation which the District opposed before the Senate committee. 23 V. COMMITMENT TO PRINCIPLES A. Through a preamble to the Implementation Plan, the Board of Education will reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of June 28, 2002 The preamble was contained in the Implementation Plan filed with the Court on March 15, 1994. B. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of June 28, 2002 Ongoing C. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement by actions taken by ADE in response to monitoring results. 1. Projected Ending Date Ongoing 2. Actual as of June 28, 2002 Ongoing D. Through regular oversight of the Implementation Phase's Project ManagementTool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. 1. Projected Ending Date Ongoing 24 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of June 28, 2002 At each regular monthly meeting of the State Board of Education, the Board is provided copies of the most recent Project Management Tool (PMT) and an executive summary of the PMT for their review and approval. Only activities that are in addition to the Board's monthly review of the PMT are detailed below. In May 1995, the State Board of Education was informed of the total number of schools visited during the monitoring phase and the data collection process. Suggestions were presented to the State Board of Education on how recommendations could be presented in the monitoring reports. In June 1995, an update on the status of the pending Semiannual Monitoring Report was provided to the State Board of Education. In July 1995, the July Semiannual Monitoring Report was reviewed by the State Board of Education. On August 14, 1995, the State Board of Education was informed of the need to increase minority participation in the teacher scholarship program and provided tentative monitoring dates to facilitate reporting requests by the ADE administrative team and the Desegregation Litigation Oversight Subcommittee In September 1995, the State Board of Education was advised of a change in the PMT from a table format to a narrative format. The Board was also briefed about a meeting with the Office of Desegregation Monitoring regarding the PMT. In October 1995, the State Board of Education was updated on monitoring timelines. The Board was also informed of a meeting with the parties regarding a review of the Semiannual Monitoring Report and the monitoring process, and the progress of the test validation study. In November 1995, a report was made to the State Board of Education regarding the monitoring schedule and a meeting with the parties concerning the development of a common terminology for monitoring purposes. In December 1995, the State Board of Education was updated regarding announced monitoring visits. In January 1996, copies of the draft February Semiannual Monitoring Report and its executive summary were provided to the State Board of Education 25 V COMMITMENT TO PRINCIPLES (Continued) 0 Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of AOE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of June 28, 2002 (Continued) During the months of February 1996 through May 1996, the PMT report was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. In June 1996, the State Board of Education was updated on the status of the bias review study. In July 1996, the Semiannual Monitoring Report was provided to the Court, the parties, ODM, the State Board of Education, and the Desegregation Litigation Oversight Subcommittee. In August 1996, the State Board of Education and the ADE administrative team were provided with copies of the test validation study prepared by Or. Paul Williams. During the months of September 1996 through December 1996, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. On January 13, 1997, a presentation was made to the State Board of Education regarding the February 1997 Semiannual Monitoring Report, and copies of the report and its executive summary were distributed to all Board members. The Project Management Tool and its executive summary were addressed at the February 10, 1997 State Board of Education meeting regarding the ADE's progress in fulfilling their obligations as set forth in the Implementation Plan. In March 1997, the State Board of Education was notified that historical information in the PMT had been summarized at the direction of the Assistant Attorney General in order to reduce the size and increase the clarity of the report. The Board was updated on the Pulaski County Desegregation Case and reviewed the Memorandum Opinion and Order issued by the Court on February 18, 1997 in response to the Districts' motion for summary judgment on the issue of state funding for teacher retirement matching contributions. During the months of April 1997 through June 1997, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. The State Board of Education received copies of the July 15, 1997 Semiannual Monitoring Report and executive summary at the July Board meeting 26 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement (Continued) 2. Actual as of June 28, 2002 (Continued) The Implementation Phase Working Group held its quarterly meeting on August 4, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. A special report regarding a historical review of the Pulaski County Settlement Agreement and the ADE's role and monitoring obligations were presented to the State Board of Education on September 8, 1997. Additionally, the July 15, 1997 Semiannual Monitoring Report was presented to the Board for their review. In October 1997, a special draft report regarding disparity in achievement was submitted to the State Board Chairman and the Desegregation Litigation Oversight Subcommittee. In November 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. The Implementation Phase Working Group held its quarterly meeting on November 3, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. In December 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. In January 1998, the State Board of Education reviewed and discussed ODM's report on the AD E's monitoring activities and instructed the Director to meet with the parties to discuss revisions to the ADE's monitoring plan and monitoring reports. In February 1998, the State Board of Education reviewed and approved the PMT and discussed the February 1998 Semiannual Monitoring Report. In March 1998, the State Board of Education reviewed and approved the PMT and its executive summary and was provided an update regarding proposed revisions to the monitoring process In April 1998, the State Board of Education reviewed and approved the PMT and its executive summary. In May 1998, the State Board of Education reviewed and approved the PMT and its executive summary. 27 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement (Continued) 2. Actual as of June 28, 2002 (Continued) In June 1998, the State Board of Education reviewed and approved the PMT and its executive summary The State Board of Education also reviewed how the ADE would report progress in the PMT concerning revisions in AD E's Monitoring Plan In July 1998, the State Board of Education reviewed and approved the PMT and its executive summary The State Board of Education also received an update on Test Validation, the Desegregation Litigation Oversight Committee Meeting, and revisions in ADE's Monitoring Plan. In August 1998, the State Board of Education reviewed and approved the PMT and its executive summary. The Board also received an update on the five discussion points regarding the proposed revisions to the monitoring and reporting process . The Board also reviewed the basic goal of the Minority Recruitment Committee. In September 1998, the State Board of Education reviewed the proposed modifications to the Monitoring plans by reviewing the common core of written response received from the districts. The primary commonalities were (1) Staff Development, (2) Achievement Disparity and (3) Disciplinary Disparity. A meeting of the parties is scheduled to be conducted on Thursday, September 17, 1998. The Board encouraged the Department to identify a deadline for Standardized Test Validation and Test Selection. In October 1998, the Board received the progress report on Proposed Revisions to the Desegregation Monitoring and Reporting Process (see XVIII). The Board also reviewed and approved the PMT and its executive summary. In November, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the proposed revisions in the Desegregation monitoring Process and the update on Test validation and Test Selection provisions of the Settlement Agreement The Board was also notified that the Implementation Plan Working Committee held its quarterly meeting to review progress and identify quarterly priorities. In December, the State Board of Education reviewed the PMT and its executive summary The Board also received an update on the joint motion by the ADE, the LRSD, NLRSD, and the PCSSD, to relieve the Department of its obligation to file a February Semiannual Monitoring Report. The Board was also notified that the Joshua lntervenors filed a motion opposing the joint motion. The Board was informed that the ADE was waiting on a response from Court. 28 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement (Continued) 2. Actual as of June 28, 2002 (Continued) In January, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received an update on the joint motion of the ADE, LRSD, PCSSD, and NLRSD for an order relieving the ADE of filing a February 1999 Monitoring Report. The motion was granted subject to the following three conditions (1) notify the Joshua intervenors of all meetings between the parties to discuss proposed changes, (2) file with the Court on or before February 1, 1999, a report detailing the progress made in developing proposed changes and (3) identify ways in which ADE might assist districts in their efforts to improve academic achievement In February, the Arkansas State Board of Education reviewed the PMT and its executive summary The Board was informed that the three conditions: (1) notify the Joshua lntervenors of all meetings between the parties to discuss proposed changes, (2) file with the Court on or before February 1, 1999, a report detailing the progress made in developing proposed changes and (3) identify ways in which ADE might assist districts in their efforts to improve academic achievement had been satisfied . The Joshua lntervenors were invited again to attend the meeting of the parties and they attended on January 13, and January 28, 1999. They are also scheduled to attend on February 17, 1998. The report of progress, a collaborative effort from all parties was presented to court on February 1, 1999. The Board was also informed that additional items were received for inclusion in the revised report, after the deadline for the submission of the progress report and the ADE would (1) check them for feasibility, and fiscal impact if any, and (2) include the items in future drafts of the report. In March, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also received and reviewed the Desegregation Monitoring and Assistance Progress Report submitted to Court on February 1, 1999. On April 12, and May 10, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed , the revised plan would be submitted to the board for approval. On June 14, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. 29 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of June 28, 2002 (Continued) On July 12, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board also was notified that once the financial section of the proposed plan was completed, the revised plan would be submitted to the board for approval. On August 9, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was also notified that the new Desegregation Monitoring and Assistance Plan would be ready to submit to the Board for their review \u0026amp; approval as soon as plans were finalized . On September 13, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary. The Board was also notified that the new Desegregation Monitoring and Assistance Plan would be ready to submit to the Board for their review \u0026amp; approval as soon as plans were finalized . On October 12, 1999, the Arkansas State Board of Education reviewed the PMT and its executive summary The Board was notified that on September 21 , 1999 that the Office of Education Lead Planning and Desegregation Monitoring meet before the Desegregation Litigation Oversight Subcommittee and presented them with the draft version of the new Desegregation Monitoring and Assistance Plan. The State Board was notified that the plan would be submitted for Board review and approval when finalized . On November 8, 1999, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 13, 1999, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 14, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 13, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. 30 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of June 28, 2002 (Continued) On May 8, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 12, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. On July 10, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 14, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 11 , 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 9, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 13, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of October. On December 11, 2000, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November On January 8, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 12, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 12, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February On April 9, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 14, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. On June 11, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of May. 31 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of June 28, 2002 (Continued) On July 9, 2001, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of June. On August 13, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of July. On September 10, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of August. On October 8, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of September. On November 19, 2001, the Arkansas State Board of Education reviewed and.approved the PMT and its executive summary for the month of October. On December 10, 2001 , the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of November. On January 14, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of December. On February 11 , 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of January. On March 11, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of February. On April 8, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of March. On May 13, 2002, the Arkansas State Board of Education reviewed and approved the PMT and its executive summary for the month of April. oR:Oulielmr~JRi2.ftB\n::e.rRansas State Board of Education reviewed and approved the i5MTand lts e{~tuH9e sGmmar/ior.the rTiqrlth of May. 3 2 VI. REMEDIATION A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. 1. Projected Ending Date Ongoing 2. Actual as of June 28, 2002 During May 1995, team visits to Cycle 4 schools were conducted, and plans were developed for reviewing the Cycle 5 schools. In June 1995, the current Extended COE packet was reviewed, and enhancements to the Extended COE packet were prepared. In July 1995, year end reports were finalized by the Pulaski County field service specialists, and plans were finalized for reviewing the draft improvement plans of the Cycle 5 schools. In August 1995, Phase I - Cycle 5 school improvement plans were reviewed. Plans were developed for meeting with the Districts to discuss plans for Phase II - Cycle 1 schools of Extended COE, and a school improvement conference was conducted in Hot Springs. The technical review visits for the FY 95/96 year and the documentation process were also discussed. In October 1995, two computer programs, the Effective Schools Planner and the Effective Schools Research Assistant, were ordered for review, and the first draft of a monitoring checklist for Extended COE was developed. Through the Extended COE process, the field service representatives provided technical assistance based on the needs identified within the Districts from the data gathered. In November 1995, ADE personnel discussed and planned for the FY 95/96 monitoring, and onsite visits were conducted to prepare schools for the FY 95/96 team visits. Technical review visits continued in the Districts. In December 1995, announced monitoring and technical assistance visits were conducted in the Districts. At December 31 , 1995, approximately 59% of the schools in the Districts had been monitored. Technical review visits were conducted during January 1996. In February 1996, announced monitoring visits and midyear monitoring reports were completed, and the field service specialists prepared for the spring NCA/COE peer team visits. 33 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of June 28, 2002 (Continued) In March 1996, unannounced monitoring visits of Cycle 5 schools commenced, and two-day peer team visits of Cycle 5 schools were conducted. Two-day team visit materials, team lists and reports were prepared. Technical assistance was provided to schools in final preparation for team visits and to schools needing any school improvement information. In April and May 1996, the unannounced monitoring visits were completed. The unannounced monitoring forms were reviewed and included in the July monitoring report. The two-day peer team visits were completed, and annual COE monitoring reports were prepared. In June 1996, all announced and unannounced monitoring visits of the Cycle 5 schools were completed, and the data was analyzed. The Districts identified enrollment in compensatory education programs. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996, and copies were distributed to the parties. During August 1996, meetings were held with the Districts to discuss the monitoring requirements. Technical assistance meetings with Cycle 1 schools were planned for 96/97. The Districts were requested to record discipline data in accordance with the Allen Letter. In September 1996, recommendations regarding the ADE monitoring schedule for Cycle 1 schools and content layouts of the semiannual report were submitted to the ADE administrative team for their review. Training materials were developed and schedules outlined for Cycle 1 schools. In October 1996, technical assistance needs were identified and addressed to prepare each school for their team visits. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996. In December 1996, the announced monitoring visits of the Cycle 1 schools were completed , and technical assistance needs were identified from school site visits. In January 1997, the ECOE monitoring section identified technical assistance needs of the Cycle 1 schools, and the data was reviewed when the draft February Semiannual Monitoring Report was presented to the Desegregation Litigation Oversight Subcommittee, the State Board of Education, and the parties 34 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of June 28, 2002 (Continued) In February 1997, field service specialists prepared for the peer team visits of the Cycle 1 schools. NCA accreditation reports were presented to the NCA Committee, and NCA reports were prepared for presentation at the April NCA meeting in Chicago From March to May 1997, 111 visits were made to schools or central offices to work with principals, ECOE steering committees, and designated district personnel concerning school improvement planning. A workshop was conducted on Learning Styles for Geyer Springs Elementary School. A School Improvement Conference was held in Hot Springs on July 15-17, 1997. The conference included information on the process of continuous school improvement, results of the first five years of COE, connecting the mission with the school improvement plan, and improving academic performance . Technical assistance needs were evaluated for the FY 97 /98 school year in August 1997. From October 1997 to February 1998, technical reviews of the ECOE process were conducted by the field service representatives. Technical assistance was provided to the Districts through meetings with the ECOE steering committees, assistance in analyzing perceptual surveys, and by providing samples of school improvement plans , Gold File catalogs, and web site addresses to schools visited. Additional technical assistance was provided to the Districts through discussions with the ECOE committees and chairs about the process. In November 1997, technical reviews of the ECOE process were conducted by the field service representati ves in conjunction with the announced monitoring visits. Workshops on brainstorming and consensus building and asking strategic questions were held in January and February 1998. In March 1998, the field service representatives conducted ECOE team visits and prepared materials for the NCA workshop. Technical assistance was provided in workshops on the ECOE process and team visits. In April 1998, technical assistance was provided on the ECOE process and academically distressed schools. In May 1998, technical assistance was provided on the ECOE process, and team visits were conducted . 35 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of June 28, 2002 (Continued) In June 1998, the Extended COE Team Visit Reports were completed. A School Improvement Conference was held in Hot Springs on July 13-15, 1998. Major conference topics included information on the process of continuous school improvement, curriculum alignment, \"Smart Start,\" Distance Learning, using data to improve academic performance, educational technology, and multicultural education. All school districts in Arkansas were invited and representatives from Pulaski County attended. In September 1998, requests for technical assistance were received, visitation schedules were established, and assistance teams began visiting the Districts. Assistance was provided by telephone and on-site visits. The ADE provided inservice training on \"Using Data to Sharpen the Focus on Student Achievement\" at Gibbs Magnet Elementary school on October 5, 1998 at their request The staff was taught how to increase test scores through data disaggregation, analysis, alignment, longitudinal achievement review, and use of individualized test data by student, teacher, class and content area. Information was also provided regarding the \"Smart Start\" and the \"Academic Distress\" initiatives. On October 20, 1998, ECOE technical assistance was provided to Southwest Jr. High School. B. Identify available resources for providing technical assistance for the specific condition, or circumstances of need, considering resources within ADE and the Districts, and also resources available from outside sources and experts. 1. Projected Ending Date Ongoing 2. Actual as of June 28, 2002 The information for this item is detailed under Section VLF. of this report. C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs 1. Projected Ending Date Ongoing 36 VI. REMEDIATION (Continued) C. D. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. (Continued) 2. Actual as of June 28, 2002 An updated ERIC Search was conducted on May 15, 1995 to locate research on evaluating compensatory education programs. The ADE received the updated ERIC disc that covered material through March 1995. An ERIC search was conducted in September 30, 1996 to identify current research dealing with the evaluation of compensatory education programs, and the articles were reviewed. An ERIC search was conducted in April 1997 to identify current research on compensatory education programs and sent to the Cycle 1 principals and the field service specialists for their use. An Eric search was conducted in October 1998 on the topic of Compensatory Education and related descriptors. The search included articles with publication dates from 1997 through July 1998. Identify and research technical resources available to ADE and the Districts through programs and organizations such as the Desegregation Assistance Center in San Antonio, Texas. 1. Projected Ending Date Summer 1994 2. Actual as of June 28, 2002 The information for this item is detailed under Section VI.F. of this report. E. Solicit, obtain, and use available resources for technical assi stance. 1. Projected Ending Date Ongoing 2. Actual as of June 28, 2002 The information for this item is detailed under Section VI.F. of this report. 37 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of June 28, 2002 From March 1995 through July 1995, technical assistance and resources were obtained from the following sources: the Southwest Regional Cooperative\nUALR regarding training for monitors\nODM on a project management software\nADHE regarding data review and display\nand Phi Delta Kappa , the Desegregation Assistance Center and the Dawson Cooperative regarding perceptual surveys Technical assistance was received on the Microsoft Project software in November 1995, and a draft of the PMT report using the new software package was presented to the ADE administrative team for review In December 1995, a data manager was hired permanently to provide technical assistance with computer software and hardware. In October 1996, the field service specialists conducted workshops in the Districts to address their technical assistance needs and provided assistance for upcoming team visits. In November and December 1996, the field service specialists addressed technical assistance needs of the schools in the Districts as they were identified and continued to provide technical assistance for the upcoming team visits. In January 1997, a draft of the February 1997 Semiannual Monitoring Report was presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties. The ECOE monitoring section of the report included information that identified technical assistance needs and resources available to the Cycle 1 schools. Technical assistance was provided during the January 29-31, 1997 Title I MidWinter Conference. The conference emphasized creating a learning community by building capacity schools to better serve all children and empowering parents to acquire additional skills and knowledge to better support the education of their children. In February 1997, three ADE employees attended the Southeast Regional Conference on Educating Black Children. Participants received training from national experts who outlined specific steps that promote and improve the education of black children. 38 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of June 28, 2002 (Continued) On March 6-9, 1997, three members of the ADE's Technical Assistance Section attended the National Committee for School Desegregation Conference. The participants received training in strategies for Excellence and Equity: Empowerment and Training for the Future. Specific information was received regarding the current status of court-ordered desegregation, unitary status, and resegregation and distributed to the Districts and ADE personnel. The field service specialists attended workshops in March on ACT testing and school improvement to identify technical assistance resources available to the Districts and the ADE that will facilitate desegregation efforts. ADE personnel attended the Eighth Annual Conference on Middle Level Education in Arkansas presented by the Arkansas Association of Middle Level Education on April 6-8, 1997. The theme of the conference was Sailing Toward New Horizons. In May 1997, the field service specialists attended the NCA annual conference and an inservice session with Mutiu Fagbayi An Implementation Oversight Committee member participated in the Consolidated COE Plan in service training. In June and July 1997, field service staff attended an SAT-9 testing workshop and participated in the three-day School Improvement Conference held in Hot Springs. The conference provided the Districts with information on the COE school improvement process, technical assistance on monitoring and assessing achievement, availability of technology for the classroom teacher, and teaching strategies for successful student achievement. In August 1997, field service personnel attended the ASCD Statewide Conference and the AAEA Administrators Conference. On August 18, 1997, the bi-monthly Team V meeting was held and presentations were made on the Early Literacy Learning in Arkansas (ELLA) program and the Schools of the 21st Century program In September 1997, technical assistance was provided to the Cycle 2 principals on data collection for onsite and offsite monitoring. ADE personnel attended the Region VI Desegregation Conference in October 1997. Current desegregation and educational equity cases and unitary status issues were the primary focus of the conference. On October 14, 1997, the bi-monthly Team V meeting was held in Paragould to enable members to observe a 21st Century school and a school that incorporates traditional and multi-age classes in its curriculum. 39 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of June 28, 2002 (Continued) In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. In March 1998, the field service representatives attended a school improvement conference and conducted workshops on team building and ECOE team visits. Staff development seminars on Using Data to Sharpen the Focus on Student Achievement are scheduled for March 23, 1998 and March 27, 1998 for the Districts. In April 1998, the Districts participated in an ADE seminar to aid them in evaluating and improving student achievement. In August 1998, the Field Service Staff attended inservice to provide further assistance to schools, i.e., Title I Summer Planning Session, ADE session on Smart Start, and the School Improvement Workshops. All schools and districts in Pulaski County were invited to attend the \"Smart Start\" Summit November 9, 10, and 11 to learn more about strategies to increase student performance. \"Smart Start\" is a standards-driven educational initiative which emphasizes the articulation of clear standards for student achievement and accurate measures of progress against those standards through assessments, staff development and individual school accountability. The Smart Start Initiative focused on improving reading and mathematics achievement for all students in Grades K-4. Representatives from all three districts attended. On January 21 , 1998, the ADE provided staff development for the staff at Oak Grove Elementary School designed to assist them with their efforts to improve student achievement. Using achievement data from Oak Grove, educators reviewed trends in achievement data, identified areas of greatest need, and reviewed seven steps for improving student performance. On February 24, 1999, the ADE provided staff development for the administrative staff at Clinton Elementary School regarding analysis of achievement data. On February 15, 1999, staff development was rescheduled for Lawson Elementary School. The staff development program was designed to assist them with their efforts to improve student achievement using achievement data from Lawson, educators reviewed the components of the Arkansas Smart Initiative, trends in achievement data, identified areas of greatest need, and reviewed seven steps for improving student performance. Student Achievement Workshops were rescheduled for Southwest Jr. High in the Little Rock School District, and the Oak Grove Elementary School in the Pulaski County School District. 40 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of June 28, 2002 (Continued) On April 30, 1999, a Student Achievement Workshop was conducted for Oak Grove Elementary School in PCSSD. The Student Achievement Workshop for Southwest Jr. High in LRSD has been rescheduled. On June 8, 1999, a workshop was presented to representatives from each of the Arkansas Education Service Cooperatives and representatives from each of the three districts in Pulaski County. The workshop detailed the Arkansas Comprehensive Testing , Assessment and Accountability Program (ACTAAP). On June 18, 1999, a workshop was presented to administrators of the NLRSD. The workshop detailed the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP) . On August 16, 1999, professional development on ways to increase student achievement and the components of the new ACTAAP program was presented during the preschool staff development activities for teaching assistant in the LRSD. On August 20, 1999, professional development on ways to increase student achievement and the components of the new ACTAAP program was presented during the preschool staff development activities for the Accelerated Learning Center in the LRSD On September 13, 1999, professional development on ways to increase student achievement and the components of the new ACTAAP program were presented to the staff at Booker T. Washington Magnet Elementary School. On September 27, 1999, professional development on ways to increase student achievement was presented to the Middle and High School staffs of the NLRSD. The workshop also covered the components of the new ACT AAP program, and ACT 999 of 1999. On October 26, 1999, professional development on ways to increase student achievement was presented to LRSD personnel through a staff development training class. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. On December 7, 1999, professional development on ways to increase student achievement was scheduled for Southwest Middle School in the LRSD. The workshop was also set to cover the components of the new ACTAAP program, and ACT 999 of 1999. However, Southwest Middle School administrators had a need to reschedule, therefore the workshop will be rescheduled. 41 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of June 28, 2002 (Continued) On January 10, 2000, professional development on ways to increase student achievement was conducted for both Dr. Martin Luther King Magnet Elementary School \u0026amp; Little Rock Central High School. The workshops also covered the components of the new ACTAAP program, and ACT 999 of 1999. On March 1, 2000, professional development on ways to increase student achievement was conducted for all principals and district level administrators in the PCSSD. The workshop also covered the components of the new ACTAAP program , and ACT 999 of 1999. On April 12, 2000, professional development on ways to increase student achievement was conducted for the LRSD. The workshop also covered the components of the new ACTAAP program, and ACT 999 of 1999. Targeted staffs from the middle and junior high schools in the three districts in Pulaski County attended the Smart Step Summit on May 1 and May 2. Training was provided regarding the overview of the \"Smart Step\" initiative, \"Standard and Accountability in Action ,\" and \"Creating Learning Environments Through Leadership Teams.\" The ADE provided training on the development of alternative assessment September 12-13, 2000 Information was provided regarding the assessment of Special Education and LEP students. Representatives from each district were provided the opportunity to select a team of educators from each school within the district to participate in professional development regarding Integrating Curriculum and Assessment K-12. The professional development activity was directed by the national consultant, Dr. Heidi Hays Jacobs, on September 14 and 15, 2000. The ADE provided professional development workshops from October2 through October 13, 2000 regarding, \"The Write Stuff: Curriculum Frameworks, Content Standards and Item Development\" Experts from the Data Recognition Corporation provided the training. Representatives from each district were provided the opportunity to select a team of educators from each school within the district to participate The ADE provided training on Alternative Assessment Portfolio Systems by video conference for Special Education and LEP Teachers on November 17, 2000. Also, Alternative Assessment Portfolio System Training was provided for testing coordinators through teleconference broadcast on November 27, 2000. 42 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance (Continued) 2. Actual as of June 28, 2002 (Continued) On December 12, 2000, the ADE provided training for Test Coordinators on end of course assessments in Geometry and Algebra I Pilot examination. Experts from the Data Recognition Corporation conducted the professional development at the Arkansas Teacher Retirement Building. The ADE presented a one-day training session with Dr. Cecil Reynolds on the Behavior Assessment for Children (BASC). This took place on December 7, 2000 at the NLRSD Administrative Annex Dr. Reynolds is a practicing clinical psychologist. He is also a professor at Texas A \u0026amp; M University and a nationally known author. In the training , Dr. Reynolds addressed the following 1) how to use and interpret information obtained on the direct observation form, 2) how to use this information for programming, 3) when to use the BASC, 4) when to refer for more or additional testing or evaluation, 5) who should complete the forms and when, (ie , parents, teachers, students), 6) how to correctly interpret scores. This training was intended to especially benefit School Psychology Specialists, psychologists, psychological examiners, educational examiners and counselors. During January 22-26, 2001 the ADE presented the ACTAAP Intermediate (Grade 6) Benchmark Professional Development Workshop on Item Writing. Experts from the Data Recognition Corporation provided the training. Representatives from each district were invited to attend . On January 12, 2001 the ADE presented test administrators training for mid-year End of Course (Pilot) Algebra I and Geometry exams This was provided for schools with block scheduling . On January 13, 2001 the ADE presented SmartScience Lessons and worked with teachers to produce curriculum This was shared with eight Master Teachers. The SmartScience Lessons were developed by the Arkansas Science Teachers Association in conjunction with the Wilbur Mills Educational Cooperative under an Eisenhower grant provided by the ADE. The purpose of SmartScience is to provide K-6 teachers with activity-oriented science lessons that incorporate reading, writing, and mathematics skills. The following training has been provided for educators in the three districts in Pulaski County by the Division of Special Education at the ADE since January 2000: On January 6, 2000, training was conducted for the Shannon Hills Pre-school Program, entitled \"Things you can do at home to support your child 's learning.\" This was presented by Don Boyd - ASERC and Shelley Weir. The school's director and seven parents attended . 43 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance (Continued) 2. Actual as of June 28, 2002 (Continued) On March 8, 2000, training was conducted for the Southwest Middle School in Little Rock, on ADD. Six people attended the training There was follow-up training on Learning and Reading Styles on March 26. This was presented by Don Boyd - ASERC and Shelley Weir. On September 7, 2000, Autism and Classroom Accommodations for the LRSD at Chicot Elementary School was presented . Bryan Ayres and Shelley Weir were presenters. The participants were Karen Sabo, Kindergarten Teacher\nMelissa Gleason, Paraprofessional\nCurtis Mayfield, PE Teacher\nLisa Poteet, Speech Language Pathologist\nJane Harkey, Principal\nKathy Penn-Norman, Special Education Coordinator\nAlice Phillips, Occupational Therapist. On September 15, 2000, the Governor's Developmental Disability Coalition Conference presented Assistive Technology Devices \u0026amp; Services This was held at the Arlington Hotel in Hot Springs Bryan Ayres was the presenter. On September 19, 2000, Autism and Classroom Accommodations for the LRSD at Jefferson Elementary School was presented. Bryan Ayres and Shelley Weir were presenters. The participants were Melissa Chaney, Special Education Teacher\nBarbara Barnes, Special Education Coordinator\na Principal , a Counselor, a Librarian, and a Paraprofessional. On October 6, 2000, Integrating Assistive Technology Into Curriculum was presented at a conference in the Hot Springs Convention Center. Presenters were: Bryan Ayers and Aleecia Starkey. Speech Language Pathologists from LRSD and NLRSD attended . On October 24, 2000, Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facility in West Little Rock. Bryan Ayres was the presenter. On October 25 and 26, 2000, Alternate Assessment for Students with Severe Disabilities for the LRSD at J. A. Fair High School was presented Bryan Ayres was the presenter. The participants were Susan Chapman, Special Education Coordinator\nMary Steele, Special Education Teacher\nDenise Nesbit, Speech Language Pathologist\nand three Paraprofessionals. On November 14, 2000, Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facility in West Little Rock. Bryan Ayres was the presenter. On November 17, 2000, training was conducted on Autism for the LRSD at the Instructional Resource Center. Bryan Ayres and Shelley Weir were presenters. 44 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of June 28, 2002 (Continued) On December 5, 2000, Access to the Curriculum Via the use of Assistive Technology Computer Lab was presented Bryan Ayres was the presenter of this teleconference. The participants were: Tim Fisk, Speech Language Pathologist from Arch Ford Education Service Cooperative at Plumerville and Patsy Lewis, Special Education Teacher from Mabelvale Middle School in the LRSD. On January 9,2001, Consideration and Assessment of Assistive Technology was presented through Compressed Video-Teleconference at the ADE facility in West Little Rock. Bryan Ayres was the presenter Kathy Brown, a vision consultant from the LRSD, was a participant. On January 23, 2001, Autism and Classroom Modifications for the LRSD at Brady Elementary School was presented. Bryan Ayres and Shelley Weir were presenters The participants were: Beverly Cook, Special Education Teacher\nAmy Littrell, Speech Language Pathologist\nJan Feurjg , Occupational Therapist\nCarolyn James, Paraprofessional\nCindy Kackly, Paraprofessional\nand Rita Deloney, Paraprofessional. The ADE provided training on Alternative Assessment Portfolio Systems for Special Education and Limited English Proficient students through teleconference broadcast on February 5, 2001 . Presenters were: Charlotte Marvel, ADE\nDr. Gayle Potter, ADE\nMarcia Harding, ADE\nLynn Springfield, ASERC\nMary Steele, J. A. Fair High School, LRSD\nBryan Ayres , Easter Seals Outreach. This was provided for Special Education teachers and supervisors in the morning, and Limited English Proficient teachers and supervisors in the afternoon. The Special Education session was attended by 29 teachers/administrators and provided answers to specific questions about the alternate assessment portfolio system and the scoring rubric and points on the rubric to be used to score the portfolios The LEP session was attended by 16 teachers/administrators and disseminated the common tasks to be included in the portfolios: one each in mathematics, writing and reading. On February 12-23, 2001, the ADE and Data Recognition Corporation personnel trained Test Coordinators in the administration of the spring Criterion-Referenced Test. This was provided in 20 sessions at 10 regional sites Testing protocol, released items, and other testing materials were presented and discussed. The sessions provided training for Primary, Intermediate, and Middle Level Benchmark Exams as well as End of Course Literacy, Algebra and Geometry Pilot Tests. The LRSD had 2 in attendance for the End of Course session and 2 for the Benchmark session . The NLRSD had 1 in attendance for the End of Course session and 1 for the Benchmark session . The PCSSD had 1 in attendance for the End of Course session and 1 for the Benchmark session. 45 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of June 28, 2002 (Continued) On March 15, 2001, there was a meeting at the ADE to plan professional development for staff who work with Limited English Proficiency (LEP) students. A $30,000 grant has been created to provide LEP training at Chicot Elementary for a year, starting in April 2001 . A $40,000 grant was created to provide a Summer English as Second Language (ESL) Academy for the LRSD from June 18 through 29, 2001. Andre Guerrero from the ADE Accountability section met with Karen Broadnax, ESL Coordinator at LRSD, Pat Price, Early Childhood Curriculum Supervisor at LRSD, and Jane Harkey, Principal of Chicot Elementary. On March 1-2 and 8-29, 2001, ADE staff performed the following activities processed registration for April 2 and 3 Alternate Portfolio Assessment video conference quarterly meeting\nanswered questions about Individualized Educational Plan (IEP) and LEP Alternate Portfolio Assessment by phone from schools and Education Service Cooperatives\nand signed up students for alternate portfolio assessment from school districts. On March 6, 2001, ADE staff attended a Smart Step Technology Leadership Conference at the State House Convention Center. On March 7, 2001, ADE staff attended a National Assessment of Educational Progress (NAEP) Regional Math Framework Meeting about the Consensus Project 2004. On March 8, 2001, there was a one-on-one conference with Carole Villarreal from Pulaski County at the ADE about the LEP students with portfolios. She was given pertinent data, including all the materials that have been given out at the video conferences. The conference lasted for at least an hour. On March 14, 2001, a Test Administrator's Training Session was presented specifically to LRSD Test Coordinators and Principals About 60 LRSD personnel attended. The following meetings have been conducted with educators in the three districts in Pulaski County since July 2000. On July 10-13, 2000 the ADE provided Smart Step training The sessions covered Standards-based classroom practices. 46 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of June 28, 2002 (Continued) On July 19-21 , 2000 the ADE held the Math/Science Leadership Conference at UCA. This provided services for Arkansas math and science teachers to support systemic reform in math/science and training for 8th grade Benchmark. There were 200 teachers from across the state in attendance. On August 14-31, 2000 the ADE presented Science Smart Start Lessons and worked with teachers to produce curriculum. This will provide K-6 teachers with activity-oriented science lessons that incorporate reading , writing , and mathematics skills. On September 5, 2000 the ADE held an Eisenhower Informational meeting with Teacher Center Coordinators. The purpose of the Eisenhower Professional Development Program is to prepare teachers, school staff, and administrators to help all students meet challenging standards in the core academic subjects A summary of the program was presented at the meeting. On November 2-3, 2000 the ADE held the Arkansas Conference on Teaching. This presented curriculum and activity workshops. More than 1200 attended the conference. On November 6, 2000 there was a review of Science Benchmarks and sample model curriculum. A committee of 6 reviewed and revised a drafted document. The committee was made up of ADE and K-8 teachers. On November 7-10, 2000 the ADE held a meeting of the Benchmark and End of Course Mathematics Content Area Committee. Classroom teachers reviewed items for grades 4, 6, 8 and EOC mathematics assessment. There were 60 participants. On December 4-8, 2000 the ADE conducted grades 4 and 8 Benchmark Scoring for Writing Assessment. This professional development was attended by approximately 750 teachers. On December 8, 2000 the ADE conducted Rubric development for Special Education Portfolio scoring. This was a meeting with special education supervisors to revise rubric and plan for scoring in June. On December 8, 2000 the ADE presented the Transition Mathematics Pilot Training Workshop. This provided follow-up training and activities for fourth-year mathematics professional development. On December 12, 2000 the ADE presented test administrators training for midyear End of Course (Pilot) Algebra I and Geometry exams. This was provided for schools with block scheduling. 47 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of June 28, 2002 (Continued) The ADE provided training on Alternative Assessment Portfolio Systems for Special Education and Limited English Proficient students through teleconference broadcasts on April 2-3, 2001. Administration of the Primary, Intermediate, and Middle Level Benchmark Exams as well as End of Course Literacy took place on April 23-27, 2001 . Administration of the End of Course Algebra and Geometry Exams took place on May 2-3, 2001 . Over 1,100 Arkansas educators attended the Smart Step Growing Smarter Conference on July 10 and 11 , 2001 , at the Little Rock Statehouse Convention Center. Smart Step focuses on improving student achievement for Grades 5-8. The Smart Step effort seeks to provide intense professional development for teachers and administrators at the middle school level, as well as additional materials and assistance to the state's middle school teachers. The event began with opening remarks by Ray Simon, Director of the ADE. Carl Boyd, a longtime educator and staff consultant for Learning 24-7, presented the first keynote address on \"The Character-Centered Teacher\". Debra Pickering, an education consultant from Denver, Colorado, presented the second keynote address on \"Characteristics of Middle Level Education\". Throughout the Smart Step conference, educators attended breakout sessions that were grade-specific and curriculum area-specific. Pat Davenport, an education consultant from Houston, Texas, delivered two addresses. She spoke on \"A Blueprint for Raising Student Achievement\". Representatives from all three districts in Pulaski County attended. Over 1,200 Arkansas teachers and administrators attended the Smart Start Conference on July 12, 2001 , at the Little Rock Statehouse Convention Center. Smart Start is a standards-driven educational initiative which emphasizes the articulation of clear standards for student achievement and accurate measures of progress against those standards through assessments, staff development and individual school accountability. The Smart Start Initiative focused on improving reading and mathematics achievement for all students in Grades K-4. The event began with opening remarks by Ray Simon, Director of the ADE. Carl Boyd, a longtime educator and staff consultant for Learning 24-7, presented the keynote address. The day featured a series of 15 breakout sessions on best classroom practices. Representatives from all three districts in Pulaski County attended. On July 18-20, 2001, the ADE held the Math/Science Leadership Conference at UCA. This provided services for Arkansas math and science teachers to support systemic reform in math/science and training for 8th grade Benchmark. There were approximately 300 teachers from across the state in attendance. 48 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of June 28, 2002 (Continued) The ADE and Harcourt Educational Measurement conducted Stanford 9 test administrator training from August 1-9, 2001. The training was held at Little Rock, Jonesboro, Fort Smith, Forrest City, Springdale, Mountain Home, Prescott, and Monticello. Another session was held at the ADE on August 30, for those who were unable to attend August 1-9. The ADE conducted the Smart Start quarterly meeting by video conference at the Education Service Cooperatives and at the ADE from 9:00 a.m. until 11 :30 a.m. on September 5, 2001. The ADE released the performance of all schools on the Primary and Middle Level Benchmark Exams on September 5, 2001. The ADE conducted Transition Core Teacher In-Service training for Central in the LRSD on September 6, 2001 . The ADE conducted Transition Checklist training for Hall in the LRSD on September 7, 2001 . The ADE conducted Transition Checklist training for McClellan in the LRSD on September 13, 2001. The ADE conducted Basic Co-teaching training for the LRSD on October 9, 2001 . The ADE conducted training on autism spectrum disorder for the PCSSD on October 15, 2001 . Professional Development workshops (1 day in length) in scoring End of Course assessments in algebra, geometry and reading were provided for all districts in the state. Each school was invited to send three representatives (one for each of the sessions) . LRSD, NLRSD, and PCSSD participated. Information and training materials pertaining to the Alternate Portfolio Assessment were provided to all districts in the state and were supplied as requested to LRSD, PCSSD and David 0. Dodd Elementary. On November 1-2, 2001 the ADE held the Arkansas Conference on Teaching at the Excelsior Hotel \u0026amp; Statehouse Convention Center. This presented sessions, workshops and short courses to promote exceptional teaching and learning. Educators could become involved in integrated math, science, English \u0026amp; language arts and social studies learning. The ADE received from the schools selected to participate in the National Assessment of Educational Progress (NAEP), a list of students who will take the test. 49 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of June 28, 2002 (Continued) On December 3-7, 2001 the ADE conducted grade 6 Benchmark scoring training for reading and math. Each school district was invited to send a math and a reading specialist. The training was held at the Holiday Inn Airport in Little Rock. On December 4 and 6, 2001 the ADE conducted Mid-Year Test Administrator Training for Algebra and Geometry. This was held at the Arkansas Activities Association's conference room in North Little Rock. On January 24 , 2002, the ADE conducted the Smart Start quarterly meeting by ADE compressed video with Fred Jones presenting. On January 31, 2002, the ADE conducted the Smart Step quarterly meeting by NSCI satellite with Fred Jones presenting . On February 7, 2002, the ADE Smart Step co-sponsored the AR Association of Middle Level Principal's/ADE curriculum, assessment and instruction workshop with Bena Kallick presenting . On February 11-21 , 2002, the ADE provided training for Test Administrators on the Primary, Intermediate, and Middle Level Benchmark Exams as well as End of Course Literacy, Algebra and Geometry Exams. The sessions took place at Forrest City, Jonesboro, Mountain Home, Springdale, Fort Smith, Monticello, Prescott, Arkadelphia and Little Rock A make-up training broadcast was given at 15 Educational Cooperative Video sites on February 22. During February 2002, the LRSD had two attendees for the Benchmark Exam training and one attendee for the End of Course Exam training The NLRSD and PCSSD each had one attendee at the Benchmark Exam training and one attendee for the End of Course Exam training. The ADE conducted the Smart Start quarterly meeting by compressed interactive video at the South Central Education Service Cooperative from 9 30 a.m. until 11 :30 a.m. on May 2, 2002. Telecast topics included creating a standards-based classroom and a seven-step implementation plan . The principal's role in the process was explained . The ADE conducted the Smart Step quarterly meeting by compressed interactive video at the South Central Education Service Cooperative from 9:30 a.m. until 11 :30 a.m. on May 9, 2002. Telecast topics included creating a standards-based classroom and a seven-step implementation plan . The principal's role in the process was explained. 50 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) ii if l!f !if f:f fr t~~tri:~Jf.~~ ::i\n:~~x thlproficiehnevei 6noheotmore partsof the most recent Benchmark Ei1miriatfofr:\"UfHg '~genda _included presentations On ''The Plan-Do-Check-Act IQ 0 Stfudiof1~1 cY.~igj '.~y'foe.:.d.~tionally known spec1kerPat Davenport. ADE p\\(ffionnei'. provlde'cf '.$ff~xpianation of the MPH point program. Presentations weFe made by'{iali,\"'and uferacy Specialists: Dr, Charity Smith, Assistant oir~cior rdt /42t8tNhabiltty, gave a presentation about ACTAAP. Break out se's'sfons w'ereheid, Tnwhich s'chool districts with h1gh scores on the MPH poiri(program ofr~fed strategies and insights into increasing student iichievement. .The .NLRSD, LRSD, and PCSSD were invited to attend. The NLRSD attended the workshop. 51 VIL TEST VALIDATION A. Using a collaborative approach, the ADE will select and contract with an independent bias review service or expert to evaluate the Stanford 8, or other monitoring instruments used to measure disparities in academic achievement between black students and white students. 1. Projected Ending Date March, 1995 2. Actual as of June 28, 2002 On March 29, 1995, letters were sent to four national experts about conducting a test bias validation of the Stanford Achievement Test, Eighth Edition, Form K (SA T-8). Dr. Paul Williams, Deputy Director of Educational Testing Service (ETS), contacted the ADE in April of 1995 concerning the proposal for validating the SAT-8 test. The ADE requested that Dr. Williams conduct a validity study of test items used in the SA T-8. Dr. Williams submitted a final proposal for his services. The ADE Bias Review Test Committee met Friday, July 7, 1995, and approved Dr. William's contract proposal. The final contract was forwarded to Dr. Williams for his signature. The contract was signed in August 1995, thereby, completing this goal. B. By April 1994, establish a bias review committee to oversee the bias review process, and invite representatives of the Districts and parties to meet with the bias review committee. 1. Projected Ending Date Ongoing 2. Actual as of June 28, 2002 Complete. ADE established a Bias Review Committee in April 1994. In accordance with the Implementation Plan, representatives from the Districts and the parties were invited to attend and participate in this and all meetings of the Bias Review Committee. C. Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. 1. Projected Ending Date March 1995 and ongoing 52 VII. TEST VALIDATION (Continued) C. Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. (Continued) 2. Actual as of June 28, 2002 Dr. Paul Williams met with the staff of the Psychological Corporation to review their methods and procedures. In August 1995, he met with the staff at Georgia State University to review the statistical methods that would be used in the analysis. Dr. Williams reported difficulty with the bias-review study in receiving the names of the bias panel and the complete SAT-8 data set from the Psychological Corporation. Dr. Williams submitted an invoice totaling $8,961 for Task I activities of the SAT-8 validity study for partial fulfillment of the test validation study. On December 6, 1995, a contract extension for Dr. Williams was reviewed by the Legislative Council. In January 1996, he indicated that he was in the final stages of the test validation , and the ADE was presented a draft report in March 1996. In May 1996, Dr. Williams stated that the wrong data sets were sent to him by the Psychological Corporation resulting in Task 3 having to be redone. A new draft of the final report was received by the ADE in July 1996. In August 1996, copies of the test validation report were provided to the State Board of Education and the ADE administrative team for their review. On September 10, 1996, the LRSD notified the ADE that they had reviewed the test validation report and would like to meet with the ADE to discuss the report. The ADE Director indicated that he would schedule a meeting with the LRSD to discuss the report. In October 1996, historical files and data were provided to the ADE Director, the ADE Assistant Director for Technical Services, and the ADE Assistant Director for Planning and Curriculum for their review in preparation for a meeting with the LRSD regarding the validity study. Test validation procedures by the expert have been completed. A recommendation was drafted proposing the use of the SAT-8 by the ADE as the validated test for monitoring The ADE is presently working to arrange a meeting with the Administration of the LRSD to discuss the test validation study. Effective September 22, 1997, the State Board of Education hired a new Director of the General Education Division, which should allow the ADE to move forward in this matter. 53 VII . TEST VALIDATION (Continued) C. Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. (Continued) 2. Actual as of June 28, 2002 (Continued) In October 1997, the GED Director was updated on the history of the test validation process to provide the Director with background information in preparation for a meeting with the LRSD. In February 1998, ADE staff met with senior staff members to discuss the test validation and appropriate test scores for consideration by the LRSD. The ADE Director met with the Superintendent of the LRSD to discuss test validation issues. In June 1998, the ADE Director directed the Assistant Director for Accountability to recommend staff to discuss how the ADE would measure LRSD's progress toward meeting the loan forgiveness thresholds of the Settlement Agreement. Plans were made to meet with the staff Tuesday, June 30, 1998. The Test Validation Committee met on June 30, 1998, and discussed the following: 1. The appropriateness of the use of scaled scores on the SAT-8 test as the metric for assessing LRSD compliance with the loan forgiveness provisions of the Settlement Agreement\nand 2. The need for an independent analysis of LRSD students' test scores to determine compliance or noncompliance with loan forgiveness standard, and who would bear the cost of such an independent analysis. The Test Validation Committee met on September 10, 1998, to review recent correspondence from LRSD and to further discuss issues related to the loan forgiveness provisions of the Settlement Agreement. A follow-up administrative meeting was held on October 13, 1998, to discuss issues related to the test validation process. Participants included Tim Gauger, Assistant Attorney General, Dr. Charity Smith, Lead Planner for Desegregation, and Frank Anthony, Assistant Director for Accountability. A meeting was scheduled with Dr. Les Carnine, LRSD Superintendent and Mr. Ray Simon, ADE Director, regarding Test Validation and loan forgiveness provisions of the Settlement Agreement on May 12, 1999. 54 VII. TEST VALIDATION (Continued) C. Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. (Continued) 2. Actual as of June 28, 2002 (Continued) On June 14, 1999, the State Board of Education was briefed on the status of LRSD's refusal to make principal and interest payments into escrow as required by the loan provisions of the Settlement Agreement and related documents. The Board requested that a draft motion to enforce the Settlement Agreement be prepared and submitted to the Board for review and discussion at the Board's next regularly scheduled meeting. On July 12, 1999, the State Board of Education authorized the filing of a motion to compel LRSD to make interest and principal payments into escrow pursuant to the loan provisions of the Settlement Agreement. The State Board of Education instructed the Attorney General's Office to file a motion by March 1, 2000 if a determination is made that the LRSD is not in compliance with Section 6 B of the Pulaski County Settlement Agreement regarding the establishment and funding of the escrow account in the loan provision section. On May 8, 2000, the Assistant Director of Accountability was directed by the Director of Education to contact Harcourt Brace Educational Measurement Company about the possibility of conducting a research study on the standardized test composite scores from 1990 through 1999 of LRSD (excluding special education students). The Test Selection Committee met on May 23, 2000, at the ADE and discussed ways to measure LRSD's progress toward meeting the loan forgiveness threshold of the Pulaski County Settlement Agreement. An update on the progress with Harcourt Brace was made at that time. Harcourt Brace has been contacted about conducting an initial research report on LRSD's progress toward meeting the loan forgiveness threshold of the settlement agreement. This report will review all composite scores since 1990 of LRSD's black and white students (excluding special education students). The purpose of the report is to determine if at any time from Spring 1990 to Fall 1999 did the composite scores of LRSD's black students (excluding special education students) reach 90% or greater of the composite scores of LRSD's white students (excluding special education students) on the State mandated norm-referenced test. Company representatives will advise the ADE of the cost and feasibility of producing the report by May 31 , 2000. If the report indicates that LRSD has not meet the loan forgiveness requirements of the Pulaski County Settlement Agreement, an additional analysis of the Fall 2000 standardized tests results will be made 55 VII. TEST VALIDATION (Continued) C Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. (Continued) 2. Actual as of June 28, 2002 (Continued) Harcourt Brace indicated that they would be able to provide the data, but indicated that analysis of the data should be done by an independent consultant. The search for an independent consultant has been undertaken. On February 12, 2001 , the ADE Director provided the State Board of Education with a special update on desegregation activities. 56 VIII. IN-SERVICE TRAINING A. Through an interactive process with representatives of desegregating districts, identify in-service training needs. 1. Projected Ending Date Ongoing 2. Actual as of June 28, 2002 The information for this item is detailed under Section VIII. D. of this report. 8. Develop in-service training programs to address in-service training needs of desegregating districts. 1. Projected Ending Date Ongoing 2 Actual as oJ June 28, 2002 The information for this item is detailed under Section VIII.D. of this report. C. Implement in-service training programs to address in-service training needs of desegregating districts. 1. Projected Ending Date Ongoing 2. Actual as of June 28, 2002 The information for this item is detailed under Section VIII.D. of this report. D. Evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. 1. Projected Ending Date Ongoing 2 Actual as of June 28, 2002 In April 1995, the Tri-District Staff Development Committee were provided an overview of the Scott Alternative Learning Center's operation and met with students and staff In May 1995, the Districts were in the process of self-assessment and planning for fall staff development 57 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. (Continued) 2. Actual as of June 28, 2002 (Continued) The Districts worked on staff development to be incorporated into their fall 95/96 preschool calendars. The uniqueness of each district's needs and their schools was considered in the planning by utilizing the results of needs assessment instruments. The Tri-District Staff Development Committee met on September 13, 1995 to plan for an ADE administered Classroom Management grant. The Tri-District Staff Development Committee met on September 19, 1995 to finalize the Classroom Management grant proposal. The Tri-District Staff Development Committee met on October 24, 1995 to discuss program and staff development evaluation models that might be available to the Districts. On November 15, 1995, the ADE met with an ODM representative to discuss the progress the ADE had made in attaining the objectives outlined in the Implementation Plan with regard to inservice training. The Tri-District Staff Development Committee met on November 21, 1995 to discuss upcoming training events and various NLR programs that focus on non-academic needs. A new program consisting of placing a graduate student of social work, a field supervisor, and a OHS worker in the district at no cost to the district was discussed. Additionally, NLR provided an overview of their program for credit deficient students. The Tri-District Staff Development Committee met on December 19, 1995 to discuss information dealing with ways to broaden the perspective of multicultural education. The Tri-District Staff Development Committee met on January 17, 1996 to discuss proposed changes in the standards regarding media centers and NLRSD's staff development strategic planning committee. The committee reviewed a video on diversity produced by the Arkansas Elementary Principals Association. The Tri-District Staff Development Committee met on February 21 , 1996 to discuss the implications of budget cuts on staff development programs and PCSSD's request for unitary status for their staff development program They also discussed the need for computer literacy, technology training, and acquisition of hardware and software by the Districts 58 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. (Continued) 2. Actual as of June 28, 2002 (Continued) The Tri-District Staff Development Committee met on March 27, 1996 to discuss available resources concerning sexual harassment. ADE regulations in relation to staff members attending professional association conferences as wel l as the district staff development and potential sites for training seminars were also discussed. The Tri-District Staff Development Committee met on April 30, 1996 to discuss the reconfiguring of Jacksonville Junior High, PCSSD professional development schedules, and APSCN on-line time lines. A tour of the Washington Magnet school was also conducted. The Tri-District Staff Development Committee received a demonstration of UALR's Baum Decision Support Center's capabilities regarding consensus and planning on May 29, 1996. The Tri-District Staff Development Committee did not meet during September, October, and November 1996 because of scheduling conflicts and the extended medical leave of the ADE liaison. On December 18, 1996, the Tri-District Staff Development Committee met to discuss the linkage between the Implementation Plan , staff development, and student achievement. On January 21 , 1997, the Tri-District Staff Development Committee met and discussed sharing middle school strategies and the Districts' training catalogs. The Tri-District Staff Development Committee met on February 25, 1997 to discuss their current staff development programs and an overview of the relationship of their current programs with their desegregation plans. The Tri-District Staff Development Committee met on March 26, 1997 to observe the Great Expectations Program The principal and mentor teachers provided information on the components and philosophy of the program, and students demonstrated selected components. The PCSSD may adopt the program for selected schools in their district. The committee was provided with an update of pertinent information on resources available to the Districts. The committee decided that the ADE liaison to the committee would gather documentation of completed staff development directly from the Districts, instead of the Districts providing this information at the committee meetings. 59 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. (Continued) 2. Actual as of June 28, 2002 (Continued) New information on teacher licensure and rules and regulations was shared with the Tri-District Staff Development Committee at their April 1997 meeting. A report was presented to the committee on information from the Arkansas Council for Social Studies about an October 1997 meeting on integrated curriculum. The Districts will provide principal retreats this summer as a part of their staff development. The PCSSD will sponsor a renowned speaker on strategies to serve at risk youth in August 1997 in which the committee is invited to attend. The LRSD shared survey results from a pilot administration to four teachers in each district. The survey found the sample to be strong in content but lacking in context and process. Plans to address these needs will be developed. In another survey to certified and non-certified LRSD staff,. stress management was the major concern. The Tri-District Staff Development Committee met on May 14, 1997 to participate in a teleconference with the five 1996 awardees of the National Awards Program for Model for Professional Development. The PCSSD shared their summer and fall staff development catalog with the members. The committee will reconvene in the fall of the 97/98 school year The Tri-District Staff Development Committee is scheduled to meet on September 30, 1997 to discuss collaborative actions for FY 97 /98. The Tri-District Staff Development Committee met on September 30, 1997 to discuss their staff development for the 1997/1998 school year The PCSSD had a pre-school in-service for the faculty, and the LRSD conducted a Principals Academy with an expert on the math and science initiative which lasted several days. The NLRSD is providing staff development by satellite The Tri-District Staff Development Committee met on October 28, 1997. The LRSD and NLRSD shared some of their staff development course offerings with the committee, and the PCSSD discussed ways of optimizing opportunities for staff development with specific emphasis on the junior high school conflict resolution training. In November 1997, the Lead Planner provided technical assistance to Central High School staff regarding data disaggregation, test score analysis and ways to improve student achievement. 60 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. (Continued) 2. Actual as of June 28, 2002 (Continued) The Tri-District Staff Development Committee met on November 25, 1997 to discuss the Standards for Staff Development. The LRSD will begin providing technology training to their employees in January by utilizing business teachers. Additionally, they discussed a collaborative venture of the Districts involving a workshop from Chicago on a program called \"Great Expectations.\" The Tri-District Staff Development Committee met on December 16, 1997 to discuss technology plans, strategies for obtaining information currently being provided to the education cooperatives, scheduling of Arkansas history, and the development of a comprehensive list of locations available for staff development. Members agreed to bring information on available locations to the January meeting and have set a tentative completion date for the project of May 1998. The Tri-District Staff Development Committee met on January 27, 1998 to share information for developing a comprehensive list of locations available for staff development. The Tri-District Staff Development Committee met on February 24, 1998 to work on the development of the list of locations available for staff development. The committee also discussed the meeting on student achievement sponsored by the ADE for the Districts, principals' staff development in the Districts and emphasis on improving achievement as reflected on the SAT-9. The Tri-District Staff Development Committee met on March 19, 1998 to discuss the math and science grant received by the LRSD, the Districts' inservice calendars for August, TESA and Student-Team Learning trainers, and team building for staff. The ADE Deputy Director is scheduled to discuss ways the committee can strengthen their relationship with the regional cooperatives at their May meeting. The Tri-District Staff Development Committee met on April 27, 1998 to discuss their proposal for involvement with the regional cooperatives. The ADE Deputy Director is scheduled to discuss committee's concerns regarding their relationship with the regional cooperatives at their next meeting. 61 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts (Continued) 2. Actual as of June 28, 2002 (Continued) The Tri-District Staff Development Committee met Thursday, May 21 , 1998, in the Instructional Resources Center at Little Rock School District. Dr. Woodrow Cummins, ADE Deputy Dire\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. 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Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","School improvement programs"],"dcterms_title":["Compliance hearing exhibits, 47"],"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/307"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["exhibition (associated concept)"],"dcterms_extent":["110 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\nSchool Improvement Plans Sadie Mitchell, Associate Superintendent Cluster Baseline Elementary Eleanor Cox, Principal Booker Arts Magnet Cheryl Carson. Principal Brady Elementary Ada Keown, Principal Carver Magnet Diane Barksdale. Principal Cloverdale Elementary Eredcrick Reids, Principal Fair Park Elementary Samuel Branch. Principal Geyer Spring Elementary [Sonna Hall, Principal Gibbs Magnet Felicia Hobbs, Principal Jefferson Elementary Roberta Mannon, Principal Ring Interdistrict Tyrong Manis. Principal Meadowefiff Elementary Jerry Worm. Principal Romine Interdstrict Lillie Scull, Principal Terry Elementary Nancy Acre, Principal Washington Magnet Gwen Zeigler. Principal Watson Elementary Mike Oliver. Principal Williams Magnet Mary Menking. Principal Wilson Elementary Beverly Jones. Principal i.' t-t  * t-i *V I J 'Cva % 00 fi\u0026gt; (0  3  BASELINE FAX PARENT NEWSLETTER September 15, 2000 Dear Parents, Listed below are some examples of questions from the Baseline Report Card that you will receive in your mail from the State Department of Education very soon. Below are the most updated facts about our school and a great time to brag about the progress we are making: BASELINE REPORT CARD card From the Principals Desk Eleanor V.L. Cox Nia*' EngVis)' Art Sc(a'^ [school Name: Teachers: 26 Baseline Elemencary I# Support Staff: l ? 2 Attendance: . (% of average daily attendance\nmaximum = 100%) 92.sex lEnroUment: 296 ] Developmental Reading Readiness Assessment - % of students in grades K-2 who have developed appropriate reading readiness skills for their grade level: ] Kindergarten: 51.1 x First Grade: 29.6 x Second Grade: 47.11 of PT A Members Last Year: 296 1% of Teachers with Masters Degree: 38 X ] IVolunteer Hours Last Year: 5012 I ] 1% of Teachers with 9 + Years ofTeaching Experience: 477\n| DiscipUne \u0026amp; Safety - % of students NOT receiving a reportable discipline sanction: (By stale law discipline sanctions must be reported and include acts involving drugs, assaults, alcohol, weapons or gangs\ndistrictwide, fewer than 2% of i ) our students were involved in these types of offenses.) .022 priorities for our school and are included in our school in4)roveinent School Improvement Plans - the following are m improvement plan\nthe complete school improvement plan is available in the office and includes specific actions and resources needed for implementation: i . Students at Baseline Elementary School will perform at an acceptable level In :.2. ma thematics. Students at Baseline Elementary School will perform at an acceptable level in 3. reading and writing. All students at Baseline Elementary School will come to school daily and on time (7:50 a.n.), as well as leave on time (2:35 p.m.).Listed below are the scores children made on the Success for All pre and post assessments for last Spring\nSUCCESS FOR ALL r Basdire a^AAnd/^ssssnHt 100 80 GO a iSeriesI \n:? ay r- 8 aSaies2 I ) I i I 40 1st Qade \u0026gt;^19' Qads ad Qazfe iSaiesI Re 40 50 1 58 iBSaTes2j Rst 81 69 68 i. 11 4th Qacb 40 86 1966-200) Oacte 37 69 0 5* i  s a I J These scores above are two of several instruments (tests) that we use to find out how much progress our students have made, and help identify areas of weakness your child needs to improve upon regarding skills. Membership Dues As you can see from our report card we had a 100% paid memberships last year with an increase in membership of 10%. We want to do just as well, if not better, this year. Please send your $3.00 membership by September 20,2000. We are Proud of: Our new staff members who are doing a great job with your children. They are Ms. R. Dukes (PK), Ms. C. Ross and Ms. A. Outlaw (K), Ms. E. McSpadden (2'* grade), Ms. J. Lester (3* grade), and Ms. C. Rich (4* grade). Ms. S. King, Ms. C. Young, Mr. William Blake, Ms. B. Donald, and Ms. M. Humbert are our new paraprofessionals. Mr. Stubblefield who will be moving to Atlanta, Georgia, to continue his studies in advanced biology at Clark University at the end of the month. We wish him well. Ms. Kelsey Tucker who teaches our students art each day. We look forward to our art fair and displaying the beautiful pictures in our hallways each month. Our New PTA Officers\nRev. R. Bowman, Pres., Ms. Griffin, 1 Vice Pres., Mrs. R. Bowman, 2** Vice Pres., Ms. B. Walton, Rec. Secretary, Mrs. R. Martin, Ms. C. Koehler, Parliamentarian, Ms. D. Jordan, Council RepSchool Baseline Elementary School School Improvement Plan Year 2000-2001 Priority 1 Reading and Writing Literacy Supporting Data\n* SAT9 - Grade 5 Total Reading: 10% at or above the 50th percentile\n20% of African-American females at or above the 50th percentile\n0% of African-American males and Caucasian females at or above the 50th percentile\nno Caucasian males tested. * State Benchmark Exam - Grade 4 Literacy: 22% performing at or above the proficient level\n23% of Afican-Americans at or above proficient\n8% of males at or above proficient. * Achievement Level Test - Grade 2 Reading: 11.1 % at or above the proficient level. * Achievement Level Test - Grade 3 Reading: 19% at or above the proficient level. * Achievement Level Test - Grade 4 Reading: 15% at or above the proficient level. * Achievement Level Test - Grade 5 Reading: 10.8 % at or above the proficient level. * Developmental Reading Assessment - Kindergarten\n51.1% at or above the proficient level. * Developmental Reading Assessment - Grade 1\n29.6% at or above the proficient level. * Developmental Reading Assessment - Grade 2: 47.1% at or above the proficient level. Goal(s)\n* 65% of Baseline Elementary School students in every sub-group of race and gender shall perform at or above the 50th percentile in reading on the SAT9. * 100% of Baseline Elementary School students shall perform at or above the proficient level in grade 4 literacy on the State Benchmark Exam. * 90% of Baseline Elementary School students in grades 2 through 5 in every sub-group of race and gender shall perform at or above the proficient level in Reading of the Achievement Level Test. * 90% of Baseline Elementary School students in grades Kindergarten through 2 in every sub-group of race and gender shall perform at or above the proficient level on the Developmental Reading Assessment.One-Year Benchmark(s): * In 2000-2001, Baseline Elementary School students shall improve 14% points the percentage of students performing at or above the 50th percentile on the grade 5 SAT9 Total Reading test.  In 1999-2000, Baseline Elementary School students shall improve 8 points so that 30% will perform at or above the proficient level on the State Benchmark Exam in grade 4 literacy.  In 2000-2001, Baseline Elementary School grade 2 students shall improve 8.9% so that 20% will be at or above proficient level on the Achievement Level Test.  In 2000-2001, Baseline Elementary School grade 3 students shall improve 8.1% so that 27.1% will be at or above proficient level on the Achievement Level Test.  In 2000-2001, Baseline Elementary School grade 4 students shall improve 7.5% so that 22.5% will be at or above proficient level on the Achievement Level Test. * In 2000-2001, Baseline Elementary School grade 5 students shall improve 8.9% so that 19.7% will be at or above proficient level on the Achievement Level Test. * In 2000-2001, Baseline Elementary School Kindergarten students shall improve 5% so that 56.1% will be at or above the proficient level on the Developmental Reading Assessment. * In 2000-2001, Baseline Elementary School grade 1 students shall improve 7% so that 36.6% will be at or above the proficient level on the Developmental Reading Assessment. * In 2000-2001, Baseline Elementary School grade 2 students shall improve 5.3% so that 52.4% will be at or above the proficient level on the Developmental Reading Assessment.School Baseline Elementary School School Improvement Plan Year 2000-2001 Intervention Reading - Success for All Actions Person(s) Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget Provide additional Success for All training for staff. Continue implementation of Success for All reading program Pre-K - Sth. Align ELLA/ DRA with SFA for instruction. Provide ELLA training for staff. Eleanor Cox Eleanor Cox Mary Jane McDonald Leon Adams Eleanor Cox August 9, 2000 - May 31, 2001 $11,000 for SFA training SFA provided training staff $11,000 August 21, 2000 -May 31,2001 August 21, 2000 -May 31, 2001 August 21, 2000 -May 31,2001 $3,000 for SFA materials 16 classroom teachers ISFA Facilitator. Pat Price Pat Busbea Pat Busbea Ann Freeman $3,000 $3000Intervention Success for All Actions Person(s) Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget Conduct SFA Family Support meetings. Sharra Hampton Mary Jane McDonald August 21, 2000 -May 21.2001 SFA Family Support Manual Family Support In-Service November 30, 2000 Provide Open Parent Forum Meetings. Cathy Koehler Eleanor Cox Aug. 15,2000 Nov. 14-17, 2000 Feb. 20-22, 2001 April 23-26, 2001 Eddie McCoy $100 Provide Homework Without Tears Workshop for parents. Host Parent to Parent meetings. Cathy Koehler Eleanor Cox September 28, 2000 Eddie McCoy $25 Kelli McPhearson Cathy Koehler Oct. 24-26, 2000 Jan. 22-25, 2001 Parent Center Professional Collection $50School Baseline Elementary School School Improvement Plan Year 2000-2001 Priority 1 Mathematics Supporting Data\n* SAT9 - Grade 5 Total Mathematics: 13% at or above the 50th percentile\n20% of African-American females at or above the 50th percentile\n33% of Caucasian females at or above the 50th percentile\n0% of African-American males at or above the 50th percentile\nno Caucasian males tested. * State Benchmark Exam - Grade 4 Mathematics: 11% performing at or above the proficient level\n87% of those not performing at the proficient level are African-Americans\n100% of the males. * Achievement Level Test - Grade 2 Mathematics: 0% at or above the proficient level. * Achievement Level Test - Grade 3 Mathematics: 31.9% at or above the proficient level. * Achievement Level Test - Grade 4 Mathematics\n15% at or above the proficient level. * Achievement Level Test - Grade 5 Mathematics: 5.5% at or above the proficient level. Goal(s): 65% of Baseline Elementary School students in every sub-group of race and gender shall perform at or above the 50% percentile in mathematics on the SAT9. 100% of Baseline Elementary School students shall perform at or above the proficient level in grade 4 mathematics on the State Benchmark Exam. 90% of Baseline Elementary School students at grades 2 though 5 shall perform at or above the proficient level in mathematics on the Achievement Level Test.One-Year Benchmark(s): * In 1999-2000, Baseline Elementary School students exceeded the 12.5% growth points set for students performing at or above the 50th percentile on the grade 5 SAT9 Total Mathematics test. 23% of total females tested at or above the 50th percentile. 0% of total males tested at or above the 50th percentile. In 2000-2001, Baseline Elementary students shall improve 9% points the percent of students performing at or above the 50th percentile on the grade 5 SAT9 Total Mathematics test. 16% of total males shall perform at or above the 50th percentile on the grade 5 SAT9 Total Mathematics test. * In 1999-2000, Baseline Elementary School students shall improve 9% points so that at least 20% of the students will perform at or above the proficient level on the State Benchmark Examination in grade 4 mathematics. * In 2000-2001, Baseline Elementary School grade 2 students shall improve 10% so that 10% wilt be at or above proficient level on the Achievement Level Test. * In 2000-2001, Baseline Elementary School grade 3 students shall improve 6.9% so that 37.9% will be at or above proficient level on the Achievement Level Test. * In 2000-2001, Baseline Elementary School grade 4 students shall improve 8.5% so that 23.5% will be at or above proficient level on the Achievement Level Test. * In 2000-2001, Baseline Elementary School grade 5 students shall improve 9.5% so that 15% will be at or above proficient level on the Achievement Level Test.School Baseline Elementary School School Improvement Plan Year 2000-2001 Intervention Mathematics Actions Person(s) Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget Provide staff development on using literature to teach mathematics. Continue implementation of math manipulative strategies grades K-2. Continue implementation of Arithmetic Developed Daily in grades 1-3. Conduct SFA Family Support Meetings. Brenda Thomas Eleanor Cox Brenda Thomas Darryl Sharp Mary Jane McDonald Shana Hampton Mary Jane McDonald August 21, 2000 -May 31,2001 October, 2000 - May 31,2001 August 21,2000 -May 31,2001 August 21, 2000 -May 31,2001 Eddie McCoy Trade Books 10 classroom teachers $500 for manipulatives K-4 Crusade Materials 7 classroom teachers ADD booklets Darryl Sharp Mary Jane McDonald SFA Family Support Manual Family Support In-Service Novemeber 30, 2000 $250 $500Actions Person(s) Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget Provide Open Parent Forum Meetings. Cathy Koehler Eleanor Cox Aug. 15, 2000 Nov. 14-17, 2000 Feb. 20-22, 2001 April 23-26, 2001 Eddie McCoy PTA $100 Provide Homework Without Tears Workshop for parents. Host Parent to Parent Meetings. Cathy Koehler Eleanor Cox Kelli McPhearson Cathy Koehler September 28, 2000 Eddie McCoy PTA $25 Oct. 24-26, 2000 Jan. 22-25,2001 Parent Center Professional Collection $50School Baseline Elementary School School Improvement Plan Year 2000-2001 Priority 1 Attendance Supporting Data\n* In the 1999-2000 school year the average daily attendance was 92.56%. * In the 1999-2000 school year the tardies were approximately 1,790. * In the 1999-2000 school year the early check-outs were approximately 1,074. Goal(s)\n* The average daily attendance for Baseline Elementary School students will be 98%. * The tardy and early check-out rates will decrease by 50%. One-Year Benchmark(s)\n* In the 2000-2001 school year the average daily attendance will increase to 93.64%. * In the 2000-2001 school year the tardy rate will decrease by 179.  In the 2000-2001 school year the early check-out rate will decrease by 107.School Baseline Elementary School School Improvement Plan Year 2000-2001 Intervention Attendance Actions Person(s) Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget Attendance secretary will identify students who are habitually absent, tardy or early check-outs and notify parents and Family Support Team. SFA Family Support Team will meet with parents of students who are identified by attendance secretary. Identified students will be placed in the SFA Sunshine Club. Kelli McPhearson August 21,2000 -May 31,2001 AS400 Student Check- In/Check-Out Log Sharra Hampton Mary Jane McDonald Sharra Hampton Cathy Koehler August 21,2000 -May 31, 2001 SFA Family Support Manual Family Support In-Service November 30, 2000 October 24, 2000-May 31, 2001 SFA Sunshine Club GuidelinesObjectives 1. Establish LPAC Committee. 2. Encourage Spanish speaking students in acquiring English language skills. Intervention: Improved Achievement of LEP Students Activities 1.1 Principal, counselor, and designated teachers will be trained to establish an LPAC Committee. 1.2 LPAC Committee will be formed with at least one teacher, the counselor, and the principal. 2.1 Purchase Spanish to English software. Person(s) Responsible Karen Broadnax, ESL Office Eleanor Cox, Principal Eleanor Cox, Principal Timeline August, 2000 - May, 2001 August, 2000 - May, 2001 August, 2000 - May, 2001 Budget $2003. Identify allLEP students. 3.1 Ensure that every student in the school has on file a Home Language Survey, signed and dated by parent. Eleanor Cox, Principal Classroom Teachers August, 2000 - May, 2001 3.2 Refer all students who indicate a language other than English is spoken in the home to the ESL Supervisor for testing. 3.3 Convene LPAC to analyze data and determine placement. 3.4 Obtain documentation of LPAC decision and file in student folder. 3.5 Obtain copy of parent permission or parent denial of ESL program and/or services and file in student folder. Gloria DeLoney, Secretary LPAC Chairperson Classroom Teachers LPAC Chairperson Classroom Teachers August, 2000 - May, 2001 August, 2000 - May, 2001 August, 2000 - May, 2001 August, 2000 - May, 20014. Schedule LEP students into appropriate courses or classes. 4.1 Place LEP students clustered with one teacher at each grade level to facilitate communication, professional development, and other compliance issues. Gloria DeLoney, Secretary August, 2000 - May, 2001 4.2 Ensure that all teachers (also counselors, librarians, and other support staff) who are assigned LEP students are informed of their level of English- language proficiency and their identification, as well as the schools responsibilities to provide certain services and to document. 4.3 Inform all staff who are assigned former LEP students and the schools responsibility to monitor and document academic success. LPAC Committee LPAC Committee August, 2000 - May, 2001 August, 2000 - May, 20015. Make sure that all teachers and counselors who serve LEP students are appropriately endorsed or trained. 5.1 Inventory staff to determine who has earned ESL endorsement and what training other staff have had and how much. Eleanor Cox, Principal August, 2000 5.2 Place students, whenever possible, in classrooms where teachers have earned the ESL endorsement to their certificate. 5.3 Alternately, contact the ESL office to ensure that all assigned teachers receive appropriate levels of training. Gloria DeLoney, Secretary LPAC Committee August, 2000 - May, 2001 August, 2000 - May, 2001 5.4 Make sure that all staff understand the OCR requirments, the District policy IHBEA and regulations IHBEA- R, and other information relating to OCR monitoring. Eleanor Cox, Principal Sharra Hampton, Counselor LPAC Committee August, 2000 - May, 20016. Monitor the acadmic achievement of all identified LEP students. 6.1 Monitor (and document that you have done so in the students permanent record folder) each LEP students interim progress reports each quarter. Classroom Teachers August, 2000 - May, 2001 6.2 Monitor (and document that you did so in the students permanent folder) each LEP students grades each quarter. 6.3 Monitor (and document that you did so) each LEP students scores on District Academic Level Tests, State Benchmark or end-of-course, and the SAT9. Classroom Teachers LPAC Committee Sharra Hampton, Counselor August, 2000 - May, 2001 August, 2000 - May, 2001 6.4 Monitor (and document) LEP students attendance and drop-out rates. Gloria DeLoney, Secretary August, 2000 - May, 20016.5 Monitor (and document) LEP students participation in co- and extracurricular activities. 6.6 Monitor (and document) LEP students participation in G/T, Pre-AP, AP, University Studies, academic competitions, etc. Sponsors Classroom Teachers August, 2000 - May, 2001 August, 2000 - May, 20017. Design specfic strategies that may be necessary to improve achievement of LEP students. 7.1 Ensure that all LEP students who are not earning at least Cs' and/or who are not performing at the proficient level on tests has a well-constructed personalized education plan (same as other students, but with attention to language needs.) Eleanor Cox, Principal Classroom Teachers LPAC Committee August, 2000 - May, 2001 7.2 Provide (and document) the necessary support or compensatory services for students who are not earning at least Cs in their course work, such as re-teaching, tutoring, special classes (PLATO lab courses), mentoring, summer school, enrollment in a Newcomer Center (even though previously rejected), etc. Classroom Teachers LPAC Committee August, 2000 - May, 2001 7.3 Be sure that LEP students needs are reflected in the schools Mary Jane McDonald, Title I Facilitator August, 2000 - May, 20018. Ensure that teachers of LEP students are appropriately evaluated. 8.1 Train principal in ESL methods (what to look for in evaluating teachers of LEP students.) ESL Office August, 2000 - May, 2001 8.2 Ensure that teachers of LEP students are informed of and trained in the use of strategies that promote academic achievement of LEP students. 8.3 Provide appropriate levels of support and professional development for teachers of LEP students who do not meet expectations. ESL Office ESL Office Eleanor Cox, Principal LPAC Committee August, 2000 - May, 2001 August, 2000 - May, 20019. Communicate frequently with parents of all LEP students. 9.1 Provide in a language that the parent can understand information about the schools programs that are provided to all students (i.e., handbooks, invitations to participate in PT A, information about GT programs, Pre-AP, and AP courses, registration, discipline notices, open houses, etc.) LRSD Eleanor Cox, Principal August, 2000 - May, 2001 9.2 Document all communication with LEP students parents in the students permanent record. 9.3 Hire, whenever possible, people who speak other languages, especially the predominant languages of the schools LEP students, so that they can assist with translations. Classroom Teachers Eleanor Cox, Principal August, 2000 - May, 2001 August, 2000 - May, 20019.4 Maintain a list of translators to assist in both oral and written communication. 9.5 Encourage and document LEP parent participation in the school. VIPS Classroom Teachers August, 2000 - May, 2001 August, 2000 - May, 2001 10. Ensure at least one review each year of LEP students performance to determine program exit and next years placement. 10.1 Establish procedures and timeline for annual reviews (in collaboration with ESL supervisor). 10.2 Once reviews are complete, convene LPAC to consider necessary interventions, placement in next years classes, and/or program exit. LPAC Committee LPAC Committee August, 2000 - May, 2001 August, 2000 - May, 2001Booker Joseph R. Booker Arts Magnet School 2000 - 2001 School Improvement Plan School Name: Booker Arts Magnet School # Teachers: 51 # Support Staff: 22 Attendance: 96.57% (% of average daily attendance\nmaximum = 100%) Enrollment: 550 Developmental Reading Readiness Assessment - % of students in grades K  2 who have developed appropriate reading readiness skills for their grade level: Kindergarten: 81.0% First Grade: 69,3% Second Grade: 79.8% # of PTA Members Last Year: 622 Volunteer Hours Last Year: 7,710 % of Teachers with Masters Degree: 49% % of Teachers with 9 + Years ofTeaching Experience: 71% Discipline \u0026amp; Safety - % of students NOT receiving a reportable discipline sanction: 99.5% (By state law discipline sanctions must be reported and include acts involving drugs, assaults, alcohol, weapons or gangs\ndistrictwide, fewer than 2% of our students were involved in these types of offenses.) School Improvement Plans - the following are priorities for our school and are included in our school improvement plan\nthe complete school improvement plan is available in the office and includes specific actions and resources needed for implementation: 1. 2. 3. 4. Improve reading achievement by using the Reading Recovery, Accelerated Reader, and Effective Literacy Programs. Improve math achievement by providing real-life math experiences, additional support to teachers, and instruction targeting math procedures. Improve student behavior by using Character-Centered Teaching and an intervention program for students with office or bus referrals. Improve student attendance by using an incentive program and parental involvement to encourage perfect attendance, as well as an intervention program for frequently absent students.TABLE OF CONTENTS Board of birectors 1 Administration 2 Statement of Commitment 3 ACSIP Steering Committee 4 ACSIP Committee Rosters 5 Introduction 7 Review of Data 10 bescription of School ond Community 12 School Population 14 Services 15 Speciol Events/Extracurricular Activities 15 Belief Statements 18 Mission Statement 19 Reoding and Writing Literacy 20 Mothematics 33 Charocter Education 43 Student Attendance 51 Map of School 59 Bibliography 60 Tables 63Little Rock School District Board of Directors Sue H. Strickland, President Or. Katherine Mitchell, Vice-President H. Baker Kurruss, Secretary Larry Berkley Mike Daugherty Mike Kumpuris Judy Magness 1ADMINISTRATION br. Les Carnine, Superintendent Mrs. Sodie Mitchell, Associote Superintendent for School Services br. Bonnie Lesley, Associate Superintendent for Instruction br. Victor Anderson, Associate Superintendent for Operations Mr. Junious Babbs, Associate Superintendent for Administrative Services br. Kathy Lease, Assistant Superintendent of Planning, Research, and Evaluation A^rs. Frances Jones, Assistant Superintendent for Elementary Schools br. Cheryl A, Carson, Principal Mrs. Joyce J. Willingham, Assistant Principal 2STATEMENT OF COMMITMENT The staff of Booker Arts Magnet School believes that all students will learn. Throughout the ACSIP self-evaluation process, our belief in our students and our commitment to help them achieve their fullest academic, social, and emotional potential was evident. The carefully selected target areas, interventions, and actions further reflected the mission of our schoolhigh academic standards, the development of creativity, and the fostering of social/emotlonal growth through integration of the elementary curriculum and the fine arts. The staff of Booker Arts Magnet School willingly accepts responsibility for the educational growth of its students. As instructional leader, I am committed to the full implementation of our school improvement plan. Cheryl A. Carson Principal 3BOOKER ARTS MAGNET SCHOOL ACSIP STEERING COMMITTEE 2000 - 2001 Amy Hallum, Chair Tina Brown Math, Co-Chair Merilyn Burruss Math, Co-Chair Vivian Dooley Character Education, Chair Dixie Fair Data Collection and Disaggregation Darrell Hayden Data Collection and Disaggregation Debbie Hipps Reading, Co-Chair Carolyn Huie Attendance, Chair Vearlon Jeffries Math, Co-Chair Mayrean Johnson Reading, Chair Deborah Ramsey Attendance, Co-Chair Mico Rhines Jan Wolfe Data Collection and Disaggregation Character Education, Co-Chair 4BOOKER ARTS MAGNET SCHOOL ACSIP TARGET COMAMTTEES 2000 - 2001 Amy Hallum, Steering Committee Chair READING Mayrean Johnson, Chair Debbie Hipps, Co-Chair Erma Armstrong Debra Beene, Parent Rita Bledsoe Sadie Burks, Parent Trish Burns Holly Burrough Bob Dorer Amy Friedman, Parent Omar Hayes Brenda Hipp Brian Kinder Susan Mahnken Michelle McGill Patsy Middleton Carolyn Milton Lisa Roderick, Parent Tammy Sexton Sharon Shelton, Parent Brenda Woods MATHEMATICS Tina Brown, Co-Chair Merilyn Burruss, Co-Chair Vearlon Jeffries, Co- Chair Frances Ash,Parent Carol Ballard, Parent Lawrence Brown Jimmy Calhoun Tina Conley, Parent Virginia Curry Yolanda Davis Susan bay. Parent Dixie Fair Patty Jackson Denna Lehnhoff Mary Lofton Steve McGuire Mary McMorran Ken Milton Julie Post Tom Sarlo 5CHARACTER EDUCATION Vivian Dooley, Chair Jan Wolfe, Co-Chair Lou Alley Carol Ballard, Parent Kimberly Bierbaum Santonio Charleston Santi Farmer, Parent Tammy Gingerich Darrell Hayden Tammy Higdon Alicia Jones Kimberly Lang James Marshall Uvita Scott Rebecca Selsor, Parent Lynne Stansbery Cathy Strong Pam Tank, Parent Tracy Tucker Cindy Weaver, Parent Marcia Williams, Parent ATTENDANCE Carolyn Huie, Chair Deborah Ramsey, Co-Chair Martha Armstrong Susan Blue Denise Clark Joe Cripps Carolyn Croswell Loretta Ellington Denecia House, Parent Margaret Howard, Parent Tisa Manley Louise Mayweather Mi co Rhines Margaret Smith, Parent Lynda Spencer Julia Taylor Bobbie Walls Macheryl Washington Jodi Pullen Larry Quattlebaum Joni Thomas 6INTRODUCTION On January 22,1999, the staff of Booker Arts Magnet School began the ACSIP process by selecting Steering Committee members. Representatives from each grade level, fine arts specialists, and instructional specialists were nominated by their peers and agreed to serve as Steering Committee members during the five-year school improvement planning process. The first Steering Committee meeting was held on March 23,1999 for the purpose of identifying the Steering Committee chairperson, target area chairs and co-chairs, and the persons who would assist in data collection and disaggregation. The Steering Committee also developed a draft of Belief Statements. The second Steering Committee meeting was held on April 6,1999 for purpose of refining the Belief Statements draft and to develop a Mission Statement draft. Both the Belief Statements draft and Mission Statement draft were presented to the Booker Arts Magnet School faculty for their consideration on April 12,1999. The staff approved the proposed Belief Statements and Mission Statement. 7On April 20,1999, the third Steering Committee meeting was held for the purpose of reviewing disaggregated data on student achievement\", attendance, suspensions, and the CCOE survey results from the 1996-97, 1997-98, and 1998-99 school years. Tentative target areas were identified. but the selection of target areas was postponed until after a May 17,1999 technical assistance meeting with Mr. David Watts. On May 17,1999, Mr. David Watts, Field Specialist for the Arkansas Department of Education, met with Steering Committee members during their fourth meeting to provide technical assistance. Mr. Watts suggested that the Steering Committee collect additional data on attendance and ! discipline before finalizing the selection of target areas. The first Steering Committee meeting of the 1999-2000 school year was held on September 21,1999. Additional data on attendance and discipline were examined as suggested by Mr. Watts. The areas of improving reading achievement, improving math achievement, implementing a character education program, and improving student attendance were selected as the four target areas for the ACSIP plan. Target area committees were structured to best address the selected areas. New school improvement 8plan forms were presented to the Steering Committee. The second Steering Committee meeting for the 1999-2000 school year was held on September 29,1999. This meeting was a joint meeting of the CCOE Steering Committee and the ACSIP Steering Committee. Specific instructions about conducting target area committee meetings and completion of the school improvement plan forms were given. The dates of October 4.1999 and October 11,1999 were selected as planning meetings for target area committees. Target area committees consisting of faculty members and parents developed goals, interventions, and strategies to address the four target areas. Preliminary plans were presented to the Campus Leadership Team on October 19,1999 for review and revision. A second technical review by Mr. bavid Watts and other AbE staff members was held on November 3,1999. Suggestions for changes identified during the technical review were shared with target area committees. Revisions were made, resulting in the completion of the ACSIP School Improvement Plan. 9REVIEW OF DATA An analysis of the data collected in the AC SIP process assisted faculty members in the selection of target areas for the school improvement plan at Booker Arts Magnet School. The data included archival, achievement. and perceptual information. The archival data were collected through surveys, school records, and district records. This data Included information on faculty members. students, and parents. Additional archival data on attendance and discipline were examined. Achievement data were gathered from the Stanford 9 test. Grade 4 Benchmark Exam, and Little Rock School District Criterion- Referenced Test. Perceptual data were gathered by surveys. Input from parents, teachers, and students was obtained through these surveys. A review of the data indicated several areas of concern. A review of the achievement data indicated concerns about the disparity between the achievement rates of minority and non-minority students. Further analysis indicated areas of need in Reading Vocabulary and Comprehension, as well as Mathematics Problem Solving and Procedures. An analysis of archival data indicated an increase in the suspension rate of students over the last three-year period. The Third Quarter 10Average Attendance had been variable over the same period. An analysi s of the achievement of chronically absent students indicated that a high percentage of these students were below grade level in achievement. This finding confirmed the faculty's belief that attendance greatly impacts student achievement. An examination of the perceptual data indicated concerns about students treating others with respect and students obeying school rules. This perceptual data was gathered from parents, students, and teachers over the last three years. This review of data caused four target areas to be readily apparent. The following four target areas were selected by the Steering Committee and approved by the faculty for the ACSIP School Improvement Plan\nImprove Student Achievement in Reading and Writing Literacy Improve Student Achievement in Mathematics Implement Character Education Increase Student Attendance 11DESCRIPTION OF SCHOOL AND COMMUNITY Booker Arts Magnet School is located in Little Rock, Arkansas. In 1983, the Little Rock School District Board of Directors approved a plan for an arts magnet elementary school. Booker Arts Magnet School operated as a school within a school for two years. In 1986, the Board approved a plan to make Booker Arts Magnet School a full magnet school with grades four through six. In 1987, Booker Arts Magnet School became an elementary school offering its program to kindergarten through sixth grade students in Pulaski County. In 1999, Booker Arts Magnet School was reorganized to serve kindergarten through fifth grade students. Booker Arts Magnet School's location enhances its unique arts magnet theme because of the close proximity,to the Arkansas Arts Center, Museum of Science and Natural History, Decorative Arts Museum, and the surrounding historic Quapaw Quarter of Little Rock. The campus of Booker Arts Magnet School includes one main building. a cafeteria, gymnasium, track, playground, and parking areas. Classrooms are. located in the main building, along with the school office, media center. nurse's office, teachers' lounge, and student restrooms. Fine arts classes, 12gifted class, counselors' offices, and Technology Center are located In the gymnasium area. The building Is a brick structure. All classrooms have central heat/air and are carpeted. Booker Arts Magnet School is handicapped accessible with romps on both exits at the south end of the building. There is also a handicopped lift in the gymnasium area. 13SCHOOL POPULATION There are 552 students currently enrolled at Booker Arts Magnet School with a staff of 27 classroom teachers. The staff also includes a principal, assistant principal, a nurse, two counselors, two technology specialists, a media specialist, a gifted and talented specialist, two art specialists, two music specialists, a music and orchestra specialist, a drama specialist, and two creative movement specialists. The instructional specialists include four Reading Recovery teachers, two math specialists, one resource specialist, one part-time speech therapist, and two curriculum specialists. Support personnel include two secretaries, a library clerk, five supervision aides, four custodians, and six cafeteria workers. The student population has a 50/50 racial composition. It also reflects an equitable sexual, geographic, academic, economic, and cultural composition. The student selections are made by each district's accepted plan. The slots are filled by accepting applications from students in grades kindergarten through five who reside in the Little Rock School District, the North Little Rock School District, and the Pulaski County Special School District. 50% of the student population at Booker Arts Magnet School Is African-American, 44% is European-American, and the remaining percentage is reflective of other ethnic groups such as American Indian, Asian, and Hispanic. 14SERVICES In addition to regular instructional classes\nspeciol services such os speech therapy, special education/resource, Reading Recovery, math support, Technology Center classes, and gifted and talented services are available for students in grades kindergarten through five. Two full time counselors provide classroom and individual guidance services on a regular basis. SPECIAL EVENTS/EXTRACURRICULAR ACTIVITIES A variety of special events are held at Booker Arts Magnet School to enhance the learning process. Field trips are made to the Arkansas Arts Center, Decorative Arts Museum, Little Rock Zoo, Toltec Mounds, University of Arkansas at Little Rock's Art Gallery, and Arkansas State Capitol, the Old State House, Little Rock Library, and various community attractions. Many cultural events at Robinson Auditorium and the UALR Theatre are scheduled throughout the year. Booker Arts Magnet students also attend Little Rock School District fine arts performances. A spelling bee for third through fifth grades is held yearly. Many Booker Arts Magnet School students enter \"Reflections\", a creative expression competition sponsored by the National PTA, each year. Students 15are encouroged to enter various visuol art competitions yearly. Students are also encouraged to enter other contests throughout the year. Each nine-week grading period ends with a special activity for students achieving the Honor Roll, BUS Roll (Bring Up a Grade), and Good Citizenship. Magic shows, game day, talent shows, and other activities ore provided. An awards assembly is held at the end of each school year. Students receive certificates for their accomplishments. Counselors organize a birthday table each month honoring students. Winter and spring performances are held by the fine arts classes. . These performances reflect activities mastered by students. Each grade level performs at the monthly PTA meetings. Arts Fairs are held in the Fall fall and spring. In the spring, students participate in an \"Arts Fest\" activity. Various sports events are organized for student involvement. Other clubs and activities at Booker Arts Magnet School include Just Say No, Peer Helpers, BAMBI-Safety Club, Ambassadors, flag monitors, and fire marshals. Booker Arts Magnet School's Parent Teacher Association is very active and provides a good representation of the parent body. The 16membership is 622. The PT A sponsors fine arts performances such as the Tcll-A-Tale Troupe and provides scholarships to students who are unable to attend cultural activities for financial reasons. The PTA also funds student awards for the Honor Roll, BUG Roll, and Good Citizenship. Teachers receive funds from the PTA to purchase indoor recess activities and teaching aids. Parents are also active participants in committees such as the ACSIP Target Area Committees and School Spirit Committee. Parents frequently volunteer their services as tutors, chaperones for field trips, to make teaching materials, to organize class parties, and to assist with the Arts Fest in May. Booker Arts Magnet School's Partners-in-Education are the Arkansas Department of Education's Communications Department, EMOB A, and the University of Arkansas at Little Rock's College of Fine Arts. 171. 2. 3. BOOKER ARTS MAGNET SCHOOL BELIEF STATEMENTS Every individual can learn. The arts inspire learning and enhance the quality of life. Self-worth allows each Individual to strive for excellence and to develop his/her unique capabilities. 4. Higher expectations coupled with effort stimulate higher levels of performance. 5. Acceptance and utilization of cultural and racial diversity enrich and strengthen the community. 6. Every individual is free to make choices and is responsible for accepting the consequences that follow. 7. The family is the primary influence on most children's lives. Therefore\nIt is necessary that parents, staff, students, and the community share responsibility for a quality education. 18BOOKER ARTS MAGNET SCHOOL MISSION STATEMENT The staff of Booker Arts Magnet School believes that every individual can learn. Our mission is to educate all students to higher levels of academic performance, while developing divergent thinking and creativity, and fostering positive growth in social behaviors through an integration of the curriculum and the fine arts. In partnership with parents and the community, we accept the responsibility to teach all students with the goal of enabling them to achieve their ultimate educational potential. 19READING AND WRITING LITERACy NARRATIVE The Reading and Writing Literacy Committee met for the first time on October 4,1999. During this meeting, the committee disaggregated achievement data, identified achievement disparities between subgroups of students, and discussed areas of the reading curriculum in which students were not performing at the \"proficient\" level. The Reading and Writing Literacy Committee also met on October 11,1999 and November 15,1999. An analysis of the Grade 4 Literacy Benchmark Exam data for the 1997-98 and 1998-99 school years indicated that a significantly lower number of minority students scored at or above the \"proficient\" level than did non-minority students. A significantly higher percentage of black females, white males, white females, and other females scored at or above the \"proficient\" level during the 1998-99 school year than did students in those subgroups during the 1997-98 school year. However, the percentage of black male students scoring at or above the \"proficient\" level in 1998-99 dropped from 1997-98. The percentage of other male students scoring at or above the \"proficient\" level remained the same. In 1997-98, 20% of all students scored at or above the \"proficient\" level on the Grade 4 Literacy Benchmark Exam. In 1998-99, 397o of all students scored at or above the \"proficient\" level, an increase of 197o (See Table 1). The Reading and Writing Literacy Committee recognized that two different groups of students were given the Grade 4 Literacy Benchmark Exam,, and the analysis of test scores did not indicate individual student achievement growth. However, the results did indicate trends in achievement and identify areas of need within the curriculum that should be oddressed. An analysis of the Grade 5 SAT 9 achievement data also indicated that minority students scored significantly lower than non-minority students. A significantly higher percentage of black females, white males, and other females scored at or above the 50^** percentile on the Total Reading score in 1999-2000 than did students in those subgroups during the 1998-99 school year. However, the percentage of black males, white females, and other males scoring at or above the 50^* percentile on the Total Reading score in 1999-2000 dropped from 1998- 99. A comparison of the Total Reading scores for fifth grade students in the 1997-98,1998-99, and 1999-2000 school years revealed a decrease in the percentage of black male and white female students who scored at or above the 2050*** percentile, an increase in the percentage of white male students who scored at or above the 50^* percentile, and no long-term Increases or decreases in the percentage of black female students who scored at or above the 50^*' percentile. The numbers of other male and other female students were so small that a comparison of the percentage of these students who scored at or above the 50 ,th percentile was not statistically significant. In 1997-98,40% of all students scored at or above the SO^** percentile on the Total Reading score. In 1998-99, 35% of all students scored at or above the 50^* percentile on the Total Reading score, a decrease of 5%. In 1999-2000, 37% of all students scored at or above the 50 ith percentile, an increase of 2% over the previous year (See Table 2). Seventy-two percent of all students scored average or above in Vocabulary in the 1997-98, 1998-99, and the 1999-2000 school years. In 1997-98, 65% of all students scored average or above average in Comprehension. In 1998-99, 76% of all students scored average or above in Comprehension, an increase of 11%. In 1999-2000, 667o of all students scored average or above in Comprehension, a decrease of 12% (See Table 3). Upon analyzing this data, the Reading and Writing Literacy Committee recognized that most of Booker's students were scoring in the second quartile on Vocabulary and Comprehension. Attention should be given to address the needs of the \"bubble group\" of students. Once again, the committee recognized that three different groups of students were tested these three years and utilized the data to identify curriculum needs. An analysis of the Fourth Quarter Criterion Reference Test administered in 1998-99 indicated the following percentages of curriculum mastery of all students: Second Grade 66%\nThird Grade 76%\nFourth Grade 727o\nFifth grade 86%\nand Sixth Grade 84% (See Table 4). An examination of Criterion Reference Test results for the second, third, and fourth quarters indicated areas of need in curriculum and instruction, as well as measuring growth in achievement for individual students. An analysis of the spring 2000 ALT Reading scores indicated that second, third, and fifth grade students at Booker Arts Magnet School scored an average of three points higher on their RIT score than did their peers across the Little Rock School District. Likewise, Booker Arts Magnet School's fourth grade students' average RIT score was two points higher than that of fourth graders across the district. It was the consensus of the Reading and Writing Literacy Committee that improving instruction and addressing areas of need within the curriculum would 21 cause student achievement to increase and disparity to decrease. The committee then began to closely examine the reading and writing programs in use at Booker Arts Magnet to determine whether they appropriately addressed the needs of students. Assessing the success of the reading and writing programs at Booker Arts Magnet School actually began during the 1997-98 school year as a part of an annual review in our school improvement process. At that time, the staff recognized the need to provide as much individualized instruction for our low achieving readers as possible while also challenging readers of all reading levels to read a better quality of literature and to develop a life-long love of reading. A team of staff members (primary teachers, intermediate teachers, reading teachers, a curriculum specialist, and the principal) reviewed professional journals and held discussions with colleagues across the Little Rock School District and the state of Arkansas in an effort to find a way to better meet the needs of the students at Booker Arts Magnet. After much discussion and consultation with Little Rock School District reading supervisors, the team agreed to closely examine three programs for possible implementation at Booker Arts Magnet. These programs were the Accelerated Reader program, the Reading Recovery program, and the Success for All program. Next, the team decided to visit schools to observe implementation of the programs. The principal scheduled visits at three schools identified by Little Rock School District reading specialists as successfully implementing the selected programs. Pulaski Heights Elementary (Accelerated Reader), Romine Interdistrict School (Success for All), and Williams Basic Skills Magnet (Reading Recovery) were visited in the winter and spring of 1997-98. After much discussion, the team came to the consensus that the Accelerated Reader program would challenge all students to enjoy reading better literature, and the Reading Recovery program would allow the staff to better meet the needs of low-achieving readers. The team shared its findings and recommendations with the staff during an April 10,1998 staff meeting. The staff endorsed the recommendations of the team, and planning began for full implementation of both programs during the 1998-99 school year. The two reading teachers began Reading Recovery training in August 1998, and the media specialist and a curriculum specialist attended an Accelerated Reader/Reading Renaissance conference in June 1998. Materials and supplies were purchased and received. Three first grade teachers also began Early Literacy Learning in Arkansas (ELLA) training in August 1998. The ELLA program seemed to work hand-in-hand with the Reading Recovery program to meet the needs of beginning first grade readers. By the end 22 of the 1998-99 school year, first grade teachers and Reading Recovery teachers observed significant progress in reading among first grade students. School-wide, staff members observed students experiencing a renewed interest in reading for recreation as result of the Accelerated Reader program. They observed students selecting more challenging literature and taking pride in passing tests designed to check their comprehension of trade books. Because of the success observed during the first year of implementing the Reading Recovery program, the decision was made to request two additional Reading Recovery teachers and to purchase additional materials for the Reading Recovery program and for the ELLA-trained teachers. All kindergarten through second grade teachers who had not received ELLA training were trained in July and August of 1999. The new Reading Recovery teachers began their three-year training in August 1999. The successes observed during the first year of implementing the Accelerated Reader program led to the purchase of additional books, tests, and computers. These computers were placed in fourth and fifth grade classrooms to facilitate comprehension testing. After the Reading and Writing Literacy Committee examined the reading achievement data and current research, they reached a consensus to continue implementation of the Accelerated Reader and Reading Recovery programs as two interventions for the annual School Improvement Plan and the ACSIP School Improvement Plan. In addition, the committee selected Effective Literacy as a third intervention to improve reading and writing achievement among students at Booker Arts Magnet School. Research indicated that children who do not experience success in reading early in their academic life are at a distinct disadvantage when compared to their peers who read successfully. Dorn, French, and Jones stated that children who do not read successfully by the end of their third grade year find it very difficult to catch up with their peers in later years (Dorn, et al. 1998). In fact, the probability that a poor reader in first grade will remain a poor reader by the end of fourth grade is 88 percent (Juel 1988). Barr and Parrett (1995) emphasized the importance of all children learning to read successfully by the end of third grade. Early intervention is crucial to the success of educationally disadvantaged children. The Reading Recovery program was developed by Marie M. Clay as an alternative to traditional reading programs for educationally disadvantaged and learning-disabled children (Lyons 1991). Reading Recovery is based on the belief that early intervention is critical to preventing reading failures (Dorn, et al. 1998). The Reading Recovery program was designed to accelerate learning so that low- 23 achieving readers could catch up with peers on reading achievement. The Reading Recovery program also helped students to develop reading strategies that facilitated further improvement in their reading abilities (Bracey 1996). A study of twelve widely implemented reading reform programs found that the Reading Recovery program provided student-directed learning experiences for low- achieving readers. Teachers developed individual learning plans for students that were tailored to the students' abilities and academic backgrounds. They utilized adaptive instructional strategies to diagnose learning difficulties. The tutoring sessions also allowed for frequent high quality academic and social interactions among teachers and students. Assessments were directly aligned with the curriculum. Teachers involved parents by having them reinforce skills with their children at home. High expectations were evident throughout the program (Pinnell 1995). Research indicated that reading practice has a direct correlation to reading achievement. Reading practice data and standardized achievement test scores were examined in a study of 4,498 students in grades one through nine. Study results indicated, \"Reading practice was found to cause more reading growth for poorer readers than for more advanced readersalthough reading practice improves reading test scores for all ability groups\" (Paul 1992). In addition, increases in reading achievement positively impact performance in other subject areas. In a 1993 study, Paul found that \"increases in reading ability transferred to increased math performance. The reading fallout ratethe improvement in math caused by reading was a very high 68%\" (Paul 1993). The results of recent studies indicated that implementation of the Accelerated Reader program positively impacted student achievement and increased library circulation. A 1998 study in the Cottonwood-Oak Creek School District found significant increases in reading and writing proficiency scores and doubling of the library circulation attributed to the implementation of Accelerated Reader in four elementary and middle schools (Osbourne and Adams 1998). A 1997 study at Grant Elementary School in Muscatine, Iowa indicated that the mean reading comprehension scores increased from the 40^ percentile to the 70^^ percentile, the library circulation increase by 500%, and attendance increased from 92% to 96% as a result of implementation of the Accelerated Reader program (Brooks). Marie M. Clay, the developer of the Reading Recovery program, stated, \"For children who learn to write at the same time they learn to read, writing plays a significant part in the early reading process\" (Clay 1975). Nationwide, educators 24 have recognized that writing instruction is an essential component of a successful language arts program, born, French, and Jones stated, \"Children's cognitive processes are validated and activated during meaningful collaborative writing H (born, et al. 1998). The Reading and Writing Literacy Committee recognized that the improvement of writing skills was essential to the improvement of reading skills. With that in mind, the committee searched for an Intervention that would compliment the other interventions, as well as ELLA and Animated Literacy. Effective Literacy was selected. The Arkansas bepartment of Education Homepage (10-26-98) described Effective Literacy as, \"instruction in the reading and writing processes that provides a balance between explicit instruction of skills and strategies and application of this instruction in reading and writing experiences\" (AbE 1998). Effective Literacy focused upon the instruction of phonetic skills and strategies, decoding high frequency words, word attack skills, word analysis skills, vocabulary development, and comprehension skills and strategics. The writing process was an essential component of Effective Literacy. Frequent assessments, classroom management and organizational skills, and parental involvement were also components of Effective Literacy (AbE 1998). The Reading and Writing Literacy Committee recognized the need for selecting interventions for improving reading and writing literacy that would match the unique needs of Booker Arts Magnet School's students and compliment existing components of the language arts program. The Accelerated Reader program would challenge readers of all ability levels and at all grade levels to select, comprehend, and enjoy quality literature. The Reading Recovery program would focus primarily on meeting the needs of low-achieving first grade readers on an individual and small group basis. Reading Recovery would also be available to low-achieving readers in kindergarten and second grade. Effective Literacy would focus on improving the reading and writing skills of third and fourth grade students. ELLA would be utilized with kindergarten, first, and second grade students. Animated Literacy would be utilized with kindergarten students. With the implementation of these interventions and the continuation of existing programs, the staff at Booker Arts Magnet School has great expectations for the improvement of reading and writing literacy for all students. 25School Joseph R. Booker Arts Magnet School Improvement Plan Year 2000-2001 Priority 1: Improve Student Achievement In Reading and Writing Literacy Supporting Data: In 1998-99, 397o of students scored at or above the \"proficient\" level on the Grade 4 Literacy Benchmark Exam. In 1999-00, 377o of students scored at or above the 50^^ percentile on the Grade 5 SAT 9 Reading Total. 7%. of black males, 24% of black females, 75% of white males, 477o of white females, 07 of other males, and 100% of other females scored at or obove the 50^^ percentile on the grade 5 SAT 9 Reading Total. 72% of students scored at or above average on Vocabulary, and 667o of students scored at or above average on Comprehension on the Grade 5 SAT 9 Reading test. In 1998-99, fourth quarter Criterion-Referenced Test Reading results indicated the following percentages of mastery: grade 2, 66%\ngrade 3, 76%\ngrade 4,grade 5, 86%\nand grade 6, 844. In 1999-00, Spring ALT results indicated the following average RIT scores: grade 2,182\ngrade 3,194\ngrade 4, 201\nand grade 5, 208. Goal(s): 1007o of Booker Arts Magnet School students will perform at or above the \"proficient\" level on the Grade 4 Literacy Benchmark Exam. 2665% of Booker Arts Magnet School students in every subgroup of race and gender will perform at or above the 50^^ percentile on the Grade 5 SAT 9 Reading test. One-Year Benchmarks: At least 45% of Booker Arts Magnet School students (an increase of 6 students) will perform at or above the M proficient\" level on the Grade 4 Literacy Benchmark Exam. At least the following increases in the percentages and numbers of every subgroup of race and gender of students who perform at or above the 50^^ percentile on the Grade 5 SAT 9 Reading test: Black males Black females White males White females Other males Other females Increase to 12.8% (5.8% increase or 2 students) Increase to 28% (4.9% increase or 2 students) Increase to 77% (2% increase or 1 student) Increase to 48.8% (1.8% increase or 1 student) Increase to 7% (7%. increase or 1 student) Maintain 100% 27School Booker Arts Magnet School Improvement Plan Year 2000-2001 Priority 1: Improve Student Achievement in Reading and Writing Literacy Intervention: Implement Reading Recovery ^7' if- 8WW ^Donation/ Grant/PTA ReSdufees Tlihelind\nPersonas) 7. Identify second and third grade students with severe reading deficits for Reading Recovery follow-up. 8. Schedule and conduct conferences, as needed, with parents of Reading Recovery students._____ 9. Provide Reading Recovery and Literacy Groups instruction. 10. Conduct monthly planning meetings. 11. Monitor Reading Recovery students progress throughout the year by reviewing weekly Running Records._____________________ 12. Utilize Reading Recovery postassessments to assess progress of identified students. 13. Conduct summative evaluation of the plans implementation\nmake adjustments for 2001 -2002. 5? .ia -i Reading Recovery Teachers Second and Third Grade Teachers Erma Armstrong Brenda Hipp Susan Mahnken Michelle McGill Erma Armstrong Brenda Hipp Susan Mahnken Michelle McGill Reading Recovery Teachers First Grade Teachers Cheryl Carson Reading Recovery Teachers Erma Armstrong Brenda Hipp Susan Mahnken Michelle McGill Cheryl Carson Reading Committee 3* '.I-'' 8-21-00 to 10-1-00 9-7-00 to 6-1-01 9-7-00 to 6-1-01 9-7-00 to 6-1-01 9-7-00 to 6-1-01 5-1-01 to 5-31-01 6-1-01 to 6-15-01 29 #9? % Pat Busbea Pat Busbea A': ^1 -i*:School Improvement Plan School Booker Arts Magnet Year 2000- 2001 Priority 1: Improve Student Achievement In Reading and Writing Literacy Intervention: Implement Reading Recovery J  1^0 BMI A' -- S- 1. Provide Reading Recovery training for Reading Recovery teachers. 2. Purchase materials for Reading Recovery teachers. Cheryl Carson Cheryl Carson Lou Alley Reading Recovery Teachers si 8-12-00 to 6-1-01 7-1-00 to 10-1-00 3@! H  3. Purchase additional books for use with literacy groups. 4. Apply for a grant to purchase content area books for use with literacy groups. 6. Identify first grade students for Reading Recovery with preassessment. 6. Identify first grade students for literacy groups. Cheryl CarSon Lou Alley Reading Recover Teachers Michelle McGill Reading Recover Teachers First Grade Teachers Reading Recovery Teachers First Grade Teachers 7-1-00 to 10-1-00 10-15-00 to 3-01 8-21-00 to 10-1-00 8-21-00 to 10-1-00 $2,000 for materials Pat Busbea Gail Hester $4,000 for books Pat Busbea Gail Hester Linda Austin $4,000 28 $2,000School Improvement Plan School Booker Arts Magnet Year 2000-2001 Priority 1: Improve Student Achievement in Reading and Writing Literacy Intervention: Implement Accelerated Reader wiS\n-ri- SSS6 A Aimk O I iMa  _ .............-.............\n1. Purchase additional Accelerated Reader books, targeting K-2 students.________________ 2. Purchase additional test discs to accompany new Accelerated Reader books, targeting K-2 students._____ 3. Provide Accelerated Reading training for K-5 teachers. 4. Solicit volunteers to assist with STAR assessments. 5. Utilize STAR Assessment pre-test to place students on appropriate reading levels.__________________ 6. Increase circulation of books by having students set goals for reading. Cheryl Carson Lou Alley Patricia Bums Cheryl Carson Lou Alley Patricia Bums Cheryl Carson Patricia Burns Patricia Burns Patricia Bums First - Fifth Grade Teachers 2:^ 7-1-00 to 10-1-00 7-1-00 to 10-1-00 8-12-00 to 12-15-00 8-21-00 to 10-15-00 8-21-00 to 9-15-00 8-21-00 to 9-15-00 J $5,000 for books Gail Hester $1,500 for test discs Gail Hester Lloyd Harris Perma-Bound Books ViPS Lynne Stansbery $5,000 30 $1,500School Booker Arts Magnet School Improvement Plan Year 2000 - 2001 Priority 1: Improve Student Achievement in Reading and Writing Literacy Intervention: Implement Accelerated Reader Mil' 4^^ 1 .-aMj\n* : * ' i IB w 7. Reinforce student participation by maintaining Accelerated Reader bulletin boards._________________ 8. Provide Accelerated Reader awards on a quarterly basis. 9. Monitor students progress throughout the year by reviewing monthly Accelerated Reader reports. 10. Utilize STAR Assessment posttest to assess student progress towards completion of goal._______ 11. Conduct summative evaluation of the plans implementation: make adjustments for 2001 -2002._______ Reading Committee Cheryl Carson Lou Alley Reading Committee Cheryl Carson Reading Committee Cheryl Carson Patricia Bums Cheryl Carson Reading Committee 11-1-00 to 6-1-01 10-26-00 to 6-1-01 9-30-00 to 6-1-01 5-12-01 to 6-1-01 6-1-01 to 6-15-01 VIPS 31 $1,500 for awards Gail Hester Accelerated Reader Reports Lynne Stansbery $1,500School Booker Arts Magnet School Improvement Plan Year 2000 - 2001 Priority 1: Improve Student Achievement in Reading and Writing Literacy Intervention: Implement Effective Literacy M 1. Provide Effective Literacy Training for third and fourth grade teachers. 2. Purchase sets of levelized books for classroom use. 3. Provide instruction utilizing Effective Literacy. 4. Provide curriculum mapping inservice to K-Fifth grade teachers. 5. Monitor students progress throughout the year by reviewing LRSD criterion-referenced test results.________________________ 6. Utilize the fourth grade benchmark exam to assess student mastery of benchmarks.___________________ 7. Conduct summative evaluation of the plans implementation\nmake adjustments for 2001-2002.________ Per8on(8) Responsibly f Cheryl Carson Cheryl Carson Lou Alley Third and Fourth Grade Teachers Third and Fourth Grade Teachers Cheryl Carson Gail Hester Carolyn Huie Mico Rhines Cheryl Carson Third and Fourth Grade Teachers Cheryl Carson Third and Fourth Grade Teachers Cheryl Carson Reading Committee Timeline\n^ w 8-9-00 to 6-1-01 7-1-00 to 6-1-01 8-21-00 to 6-1-01 6-5-00 to 8-15-00 1-10-00 to 6-1-01 4-10-01 to 6-1-01 6-1-01 to 6-15-01 12 Resources -tiirii. TMir Staff Development $4,000 for books Pat Busbea Gail Hester PRE PRE PRE 5 j'V'' $4,000MATHEMATICS NARRATIVE The first Mathematics Committee meeting was held on October 4,1999. The committee examined disaggregated achievement data from several sources, identified achievement disparities between subgroups of students, and discussed areas of the mathematics curriculum in which students were not performing at the *1 proficient\" level. The Mathematics Committee also met on October 11,1999 and November 18,1999. An analysis of the Grade 4 Mathematics Benchmark Exam data for the 1997-98 and 1998-99 school years indicated that a significantly lower number of minority students scored at or above the \"proficient\" level than did non-minority students. A significantly higher percentage of white males, white females, and other females scored at or above the \"proficient\" level during the 1998-99 school year than did students in those subgroups during the 1997-98 school year. However, the percentage of black males, black females, and other males scoring at or above the \"proficient\" level in 1998-99 dropped from 1997-98. Thus, the achievement gap between minority and non-minority students increased in 1998-99. In 1997-98,17 % of all students scored at or above the \"proficient\" level on the Grade 4 Mathematics Benchmark Exam. In 1998-99, 24% of all students scored at or above the \"proficient\" level, an increase of 7% (See Table 5). As in the area of reading achievement, the Mathematics Committee recognized that the test data was gathered from two different groups of students and did not indicate individual student growth. However, the analysis of data indicated areas of need within the curriculum and instructional methodology. An analysis of the Grade 5 SAT 9 achievement data also indicated that a significantly higher percentage of black females, white males, and other females scored at or above the 50^** percentile on the Total Math score in 1999-2000 than did students in those subgroups during the 1998-99 school year. While not statistically significant, a higher percentage of white females scored at or above the 50^** percentile on the Total Math score in 1999-2000 than did the white females in 1998-99. The achievement rate of black male students remained the same for 1999-2000, and the percentage of other male students scoring at or above the 50^^ percentile on the Total Math score dropped. A comparison of the Total Math scores for fifth grade students in 1997-98,1998-99, and 1999-2000 school years revealed a decrease in the percentage of black male students who 33 scored at or above the 50^** percentile and an increase in the percentage of black female, white male, and white female students who scored at or above the 50^*' percentile. The numbers of other male and other female students were so small that a comparison of the percentage of these students who scored at or above the 50^^ percentile would not be statistically significant. In 1997-98, 20% of all students scored at or above the 50^ percentile on the Total Math score. In 1998- 99,18% of all students scored at or above the 50^*' percentile on the Total Math score. In 1999-2000, 31% of all students scored at or above the 50^^ percentile, an increase of 13% (See Table 6). In 1997-98,73% of all students scored average or above on Problem Solving. Sixty-three percent of all students scored average . or above on Problem Solving in 1998-99, a decrease of 10%. In 1999-2000, 667o of all students scored average or above on Problem Solving, an increase of 37o. In 1997-98, 36% of all students scored average or above on Procedures. In 1998-99, 38% of all students scored average or above on Procedures, an increase of 27o. An increase of 6% occurred in 1999-2000, with 447o of all students scoring average or above on Procedures (See Table 7). Further examination of this data indicated that most of Booker's students were scoring in the second quartile in Problem Solving. Once again, attention should be given to address the needs of this \"bubble\" group of students. While the SAT 9 data from the 1998-99 and 1999- 2000 school years measured the achievement of two different groups of students, it also provided valuable information needed to address curriculum and instructional needs. An analysis of the Fourth Quarter Criterion Reference Test administered in 1998-99 indicated the following percentages of curriculum mastery for all students: Second Grade 87%\nThird Grade 75%\nFourth Grade 18%\nFifth Grade 55%.\nand Sixth Grade 54% (See Table 8). An analysis of the Spring 2000 ALT Math scores indicated that second grade students at Booker Arts Magnet School scored an average of four points higher on their RIT scores than did their peers across the Little Rock School District. Likewise, Booker Arts Magnet School's third and fifth grade students' average RIT scores were two points higher than that of third and fifth graders across the district. Fourth grade students at Booker Arts Magnet School scored an average of one point higher on their RIT score than did fourth graders across the district. It was the consensus of the Mathematics Committee that improving instruction and addressing areas of need within the curriculum would cause student 34 achievement to increase and disparity to decrease. First, the Mathematics Committee examined the existing mathematics program at Booker Arts Magnet School to determine what could be done to increase its effectiveness. The committee members felt that the increase in enrollment of primary students and the Little Rock School District adoption of the TERC mathematics program during the 1999-2000 school year necessitated providing additional support to the classroom teachers. Next, they brainstormed strategies that would provide additional support to classroom teachers. The committee suggested that the part- time mathematics teacher's position be increased to a full-time position. The principal requested that the Magnet Review Committee increase the math teaching positions at Booker Arts Magnet School to two full-time positions. The Magnet Review Committee approved the increase in math teaching positions. The committee then reviewed current research to identify interventions that would positively impact student achievement in the area of mathematics. Zemelman, Daniels, and Hyde reviewed successful mathematics programs across the nation and reported their findings in \"Best Practice: New Standards for Teaching and Learning in America's Schools\". They found that successful mathematics programs, \"frequently utilized manipulatives, concrete materials, and real-world situations for optimal learning. These are the contexts that make understanding of mathematical ideas possible and provide a bridge to the more abstract symbolism that has maximal power and usefulness\n(Zemelman, et al. 1998). They further observed, \"The need to make decisions based on numerical information permeates society and provides motivation for working with real data\", making a strong statement in favor of utilizing more meaningful, real-life problems in mathematics instruction (Zemelman, et al. 1998) The Mathematics Committee surveyed the research concerning the instruction of math procedures in an effort to develop an intervention to address this need. They found that current research in mathematics emphasized the need to focus primarily on problem solving and the development of problem-solving strategies rather than the memorization of facts when providing instruction to students. Issacs and Carroll cautioned educators, \"We must remember that successful education involves both basic skill and higher-order processes\" (Issacs and Carroll 1999). They further stated, \"Helping students make connections between school mathematics and the real world, helping students develop conceptual understanding as well as procedural skills, helping students learn to explain their thinking and to understand others' explanationscan be achieved 35through a program that also leads to fact mastery\" (Issacs and Carroll 1999). Rathmell agreed, \"...teaching children thinking strategies facilitates their learning and retention of basic facts\" (Rathmell 1978). Researchers offered several suggestions for implementing facts-based instruction. Issacs and Carroll recommended asking students to solve a problem without telling them how to solve it (Issacs and Carroll 1999). Carpenter recommended direct modeling (Carpenter, et al., 1993). Oral or mental counting strategies were recommended by several researchers (Resnick 1983, Carpenter and Moser 1984, Baroody and Ginsburg 1986, Siegler and Jenkins 1989). Thornton and Smith recommended asking children to share their problem-solving strategies with each other (Thornton and Smith 1988). Brownlee and Chazal found that delaying drills resulted in better understanding and less need for drill (Brownlee and Chazal 1935). The Mathematics Committee recognized that children enter kindergarten with varying degrees of proficiency in mathematics. This knowledge, coupled with the desire to provide the most relevant learning experiences in mathematics by using real-life experiences, prompted the committee to consider the various ways parents could reinforce mathematics instruction In the classroom by involving children in mathematical experiences at home. The committee then reviewed current research about utilizing parents as resources in mathematics instruction. Zemelman, Daniels, and Hyde suggested having a Parents' Night as a means of informing parents about changes in the mathematics curriculum or program. They also suggested the Parents' Night as a means of helping parents to create materials to work with their children at home and to help them recognize materials they have already have available in their home to work with their children (Zemelman, et al. 1998). They stated, \"Parents and the home environment of children of all ages can provide the richness of materials and opportunities for latent mathematical thinking to flourish\" (Zemelman, et al. 1998). While parents might first feel reluctant to assist their children in mathematical practices at home, Zemelman, Daniels, and Hyde recommend that educators encourage parents to serve as resources to the school. They stated, \"In general, parents need only the desire to involve their children in talking and thinking about the meaningful and relevant mathematics they encounter each day\" (Zemelman, et al. 1998). They further suggest, \"Perhaps the best way for parents to help their children with mathematics is to send the clear message through their words and actions that mathematics is all around us, it is a vital part of our lives, and it is understandable with some effort. Let's do it together\nit can be fun\" (Zemelman, et al. 1998). 36The Mathematics Committee selected providing real-life math experiences, providing additional support for classroom instruction, and providing more effective instruction in the area of math procedures as interventions for improving student achievement in mathematics. The committee recognized the important role that parents play in their child's education and planned to utilize them as resources in mathematics instruction. 37School Joseph R. Booker Arts Magnet School Improvement Plan Year 2000-2001 Priority 2: Improve Student Achievement in Mathematics Supporting Data: In 1998-99,17% of students scored at or above the \"proficient\" level on the Grade 4 Mathematics Benchmark Exam. In 1999-00, 317o of students scored at or above the 50*^ percentile of the Grade 5 SAT 9 Mathematics Total. 14% of black males, 207o of black females, 63% of white males, 31% of white females, 507o of other males, and 100% of other females scored at or above the 50^^ percentile on the grade 5 SAT 9 Mathematics Total. 66 4 of students scored at or above average on Problem Solving, and 44% of students scored at or above average on Procedures on the Grade 5 SAT 9 Mathematics test. In 1998-99, fourth quarter Criterion-Referenced Test Mathematics results indicated the following percentages of mastery, grade 2, 87%\ngrade 3, 75%\ngrade 4,187o\ngrade 5, 55%\nand grade 6, 54%. In 1999-00, Spring ALT results indicated the following average RIT scores: grade 2,185\ngrade 3,195\ngrade 4, 203\nand grade 5, 210. Gool(s): lOOYo of Booker Arts Magnet School students will perform at or above the \"proficient\" level on the Grade 4 Mathematics Benchmark Exam. 3865% of Booker Arts Magnet School students in every subgroup of race and gender will perform at or above the 50^ percentile on the Grade 5 SAT 9 Mathematics test. One-Year Benchmarks: At least 32% of Booker Arts Magnet School students (an increase of 8 students) will perform at or above the M proficient\" level on the Grade 4 Mathematics Benchmark Exam. At least the following increases in the percentages and numbers of every subgroup of race and gender of students who perform at or above the 50^ percentile on the Grade 5 SAT 9 Mathematics test\nBlack males Black females White males White females Other males Other females Increase to 19.1% (5.1% increase or 2 students) Increase to 24.5% (4.5% increase or 2 students) Increase to 63.2% (0.2% increase or 1 student) Increase to 34.4% (3.4% increase or 1 student) Increase to 51.5% (1.5% increase or 1 student) Maintain 100% 39School Booker Arts Magnet Priority 2: Improve Achievement in Mathematics School Improvement Plan Year 2000 - 2001 Intervention: Provide Real-Life Math Experiences 3: : Actions\nPersqn(s) 1. Utilize 100 Days of Math activities. 2. Utilize Math Learning Logs. 3. Integrate math benchmarks into fine arts activities\nexample-Business Unit in Visual Art. 4. Conduct various math-oriented community service projects\nexample-St. Judes Math-a-thon and Pennies for Pasta. 5. Involve students in running school bookstore and Accelerated Reader store. 6. Involve fifth grade GT students in holiday crafts business unit. 7. Conduct math-related field trips to businesses in the communityexample-banks, retail stores, factories. Reap^n^blev * E- K-First Grade Teachers K-Fifth Grade Teachers Fine Arts Specialists Merilyn Burruss Tina Brown Patsy Middleton Reading Committee Carolyn Huie Ken Milton K-Fifth Grade Teachers Timeline 8-24-00 to 6-1-01 8-24-01 to 6-1-02 8-24-00 to 6-1-01 8-24-00 to 6-1-01 8-24-00 to 6-1-01 8-24-00 to 6-1-01 8-24-2000 to 6-1-2001 40 Staff Development Donations VIPS $250 Materials for crafts $750 for Transportation Lee Ann Matson Dtetfict Business s ' Donation/. 6f\u0026amp;nVPTA  Budget : Donations $250 $750School Booker Arts Magnet School Improvement Plan Year 2000 - 2001 Priority 2: Improve Student Achievement in Mathematics Intervention: Provide Real-Life Math Experiences -'***. i*f Aft- s*\n'  '.AV . - ' 8. Monitor student progress throughout the year by utilizing LRSD criterion-referenced tests._________ 9. Conduct summative evaluation of the plans implementation\nmake adjustments for 2001-2002, f^rsoh(s) R^spPhsibie Cheryl Carson Second - Fifth Grade Teachers Cheryl Carson Math Committee nmelirie 1-10-01 to 6-1-01 6-1-01 to 6-15-01 41 ResPdrces  \"i fi' PRE w -\u0026gt;8: k-.vakg IBUBlnes^ Dotifttlon/ SrajigRrA\n?\nyj-.A-gy^^7j   ,5*\n\" lSchool Booker Arts Magnet School Improvement Plan Year 2000 - 2001 Priority 2: Improve Student Achievement in Mathematics Intervention: Provide Additional Support for Classroom Instruction fl*'. * * AciUdhs :V SV fX 1. Purchase and utilize new math software. 2. Provide curriculum mapping inservice to K-Fifth Grade teachers. 3. Utilize Vertical Teaming to close curriculum gaps while planning daily lessons. 4. Utilize parents as tutors when needed. 5. Provide workshops for parents. 6. Monitor student progress throughout the year by utilizing LRSD criterion-referenced tests. 7. Conduct summative evaluation of the plans implementation\nmake adjustments for 2001-2002. ^MpiSnsIhla Lou Alley Cheryl Carson Lynda Spencer Patsy Middleton Cheryl Carson Gall Hester Carolyn Huie MIco Rhines Lou Alley Math Specialists K-Fifth Grade Teachers K-Fifth Grade Teachers Math Committee Cheryl Carson Second-Fifth Grade Teachers Cheryl Carson Math Committee llihdlne 7-1-00 to 6-1-01 6-5-00 to 8-15-00 8-9-00 to 6-1-01 8-21-00 to 6-1-01 September 20000 March 2001 9-15-00 to 6-1-01 6-1-01 to 6-15-01 42 : RewuixeB n $3,666 for software Gail Hester PRE staff Development PRE VIPS poo for materials Gail Hester PRE w 9 kJ ' $3,000 $100School Improvement Plan School Booker Arts Magnet Year 2000 - 2001 Priority 2: Improve Student Achievement in Mathematics intervention: Provide More Effective Instruction in the Area of Math Procedures .-I Actions \u0026gt;1*.: A\n\nP6rsdh{s). Timeline SMI DlStrtct ^4^ Business DpnatiohZ 1. Form a committee to examine student achievement data in the area of math procedures.______________ 2. Disaggregate and analyze 1999-2000 SAT 9, CRT, ALT. and Grade 4 Benchmark Exam results to identify areas of need.___________ 3. Write a plan to improve instruction in the areas of computation, number facts, and rounding.______________ 4. Begin implementation of the plan to improve achievement in math procedures. Cheryl Carson Math Committee 4.\njiixXi 8-9-00 to 10-4-00 8-9-00 to 10-1-00 gg PRE :fiUd(}ei 5I-: GranVPTA budget 5. Utilize weekly Jostens lab reports to monitor student achievement in math procedures. 6. Monitor student progress throughout the year by utilizing LRSD criterion-referenced tests. 7. Conduct sum native evaluation of the plans implementation\nmake adjustments for 2001-2002, Cheryl Carson Math Committee K-Fifth Grade Teachers Math Specialists Cheryl Carson First - Fifth Grade Teachers Cheryl Carson Second-Fifth Grade Teachers Cheryl Carson Math Committee 8-9-00 to 10-1-00 10-1-00 to 6-1-01 8-21-00 to 6-1-01 1-10-01 to 6-1-01 6-1-01 to 6-15-01 43 Math Department Patsy Middleton PRECHARACTER EDUCATION NARRATIVE The Character Education Committee had its first meeting on October 4, 1999. During this meeting, the committee disaggregated suspension data, examined attendance and achievement data of suspended students, and discussed areas of concern identified by parents, students, and teachers on the School Climate Survey. The committee also identified the criteria for a student to be considered at-risk\" for developing behavior problems during a school year. \"At- risk\" was defined as having one or more office referrals during a school year. The Character Education Committee also met on December 13,1999, March 7, 2000, and April 13, 2000. An analysis of the suspension data for the 1996-97,1997-98, and 1998-99 school years indicated an increase in the number of students suspended and a decrease in the total number of suspensions over the three-year period. In 1996- 97, 23 students were suspended for a total of 70 suspensions. In 1997-98, 25 students were suspended for a total of 64 suspensions. In 1998-99, 33 students were suspended for a total of 51 suspensions. However, in 1999-2000, only 14 students were suspended for a total of 15 suspensions. (See Table 9). The data analysis also revealed a decrease in the average number of suspensions per suspended student over the four-year period. In 1996-97, the average number of suspensions per suspended student was 3.4. The number dropped to 2.5 in 1997- 98. In 1998-99, the average number of suspensions per suspended student dropped to 1.5. In 1999-2000, the average number of suspensions per student dropped to 1.1 (See Table 10). Additionally, the committee examined suspension rates for the 1996-97,1997-98,1998-99, and 1999-2000 school years. In 1996- 97, 3.8% of students received suspensions. The number increased to 4.3% in the 1997.98 school year. In 1998-99, 5.4% of students received at least one suspension. In 1999-2000, 2.6% of students received at least one suspension. (See Table 11). This comparison revealed a slight increase in the suspension rate over the first three years and a significant decrease in the fourth year. The Character Education Committee examined attendance and achievement data for each student suspended during the 1996-97,1997-98, and 1998-99 school years. This analysis indicated that 100% of students who had been suspended and who were excessively absent were below grade level. In addition, the Character Education Committee examined School Climate Survey results for the same three-year period\n1996-97,1997-98, and 1998-99. 44The following common areas of concern for parents, students, and teachers were identified\n\"Students treat other students with respect\", \"Students treat teachers with respect\", \"Students take care of and respect their own property and that of other students\", and \"Most students obey the rules\". School Climate Survey results for the 1999-2000 school year indicated that \"Students show concern and respect for each other\" were among the top concerns of students and teachers. The Character Education Committee was pleased that school-wide interventions had resulted in a decrease in the total number of suspensions and a decrease in the average number of suspensions per suspended student over the three-year period. However, the increase in the number of students receiving suspensions (from 23 to 33) during the same time period was identified as an area of concern. The examination of attendance, achievement, and suspension data also indicated another major area of concern. School Climate Survey results from the 1996-97,1997-98,1998-99 and 1999-2000 school years also consistently identified the areas of mutual respect among students, respect for teachers, and compliance with school rules as common concerns among parents, students, and teachers. The committee examined the overall program at Booker Arts Magnet School to determine how to address areas of concern related to school climate and how to continue the trend of decreasing student suspensions. The Character Education Committee then began to examine current research on modifying student behavior and working with \"at-risk\" children. Research confirmed the impact of student behavior on the climate of a school. Langlois and Zales stated, \"...controlling behavior is the first requirement for creating an environment in which instruction could occur\" (Langlois and Zales 1991). Lipsitz described successful schools for young adolescents as being, \"environments that promote social development. They assume social development to include a multitude of characteristics\nself-discipline, industriousness, respect for authority, perserverance, patience, honesty\" (Lipsitz 1984). Societal changes over the last few decades have caused schools to have to reevaluate traditional methods for controlling student behavior. These societal changes have also greatly influenced children. Astin reported, \"over the last two decades, adolescents have become more concerned for their own personal well-being and less concerned for the well-being of others\" (Astin 1987). Lickona defined character education as, \"the deliberate effort to cultivate virtue\" (Lickona 1999). He further stated, \"To be effective, character education 45 must be comprehensive, intentionally making use of every phase of school life as an opportunity to develop good character\" (Lickona 1999). The Character Education committee concurred with Lickona and began looking at character education programs in use across the nation. They began with the premise that they would either select or create a character education program for Booker Arts Magnet. One committee member was enrolled in a graduate course on character education at University of Central Arkansas and shared information gathered from her coursework. The committee also received feedback from two staff members who had attended a Character-Centered Teaching workshop in December 1998. The committee also requested to make site visits at schools that were successfully implementing character education programs. The principal contacted Margaret Crank at the Arkansas Department of Education and asked her to recommend successful programs to visit. Site visits were made to Gardner Primary School in Hot Springs on February 28, 2000 and Lakewood Elementary in North Little Rock on March 1, 2000. The committee quickly reached consensus to implement Character-Centered Teaching beginning in the 2000-2001 school year. The Character Education Committee also felt that additional materials needed to be purchased to support the implementation of Character-Centered Teaching. As a result, increasing the amount of character education materials available to teachers was identified as another intervention. Additionally, the Character Education Committee felt that some direct intervention needed to take place with students identified as at-risk for developing behavior problems. Targeting at-risk students with an intervention program became another intervention for the reduction of suspensions and the improvement of school climate. The Character Education Committee identified tasks to be completed prior to the beginning of the 2000-2001 school year and worked to complete those tasks in July and August 2000. The committee has also requested to have the opportunity to visit Gardner Primary School again at the beginning of the 2000- 2001 school year. 46School Joseph R. Booker Arts Magnet School Improvement Plan Year 2000-2001 Priority 3: Implement Character Education Supporting Dota: In 1996-97, 23 students were suspended for a total of 79 suspensions. In 1997-98, 26 students were suspended for a total of 64 suspensions. In 1998-99, 33 students were suspended for a total of 51 suspensions. In 1999-2000,14 students were suspended for a total of 15 suspensions. In 1996-97, the average number of suspensions per suspended student was 3.4. In 1997-98, the average number decreased to 2.5 suspensions per suspended student. In 1998-99, the average number of suspensions per suspended student dropped to 1.5. In 1999-2000, the average number of suspensions per suspended student dropped to 1.1. In 1998-99, 65% of students who were suspended received more than one suspension. In 1999-2000,7% of students who were suspended received more than one suspension. In 1998-97, 3.8% of Booker Arts Magnet School students received suspensions. In 1997-98, the number increased to 4.3% of students receiving suspensions. In 1998-99, 5.4% of students received at least one suspension. In 1999-2000, 2.6% of students received at least one suspension. In the 1996-97,1997-98, and 1998-99 school years, 100% of students who were chronically absent and who had been suspended from school were below grade level in achievement. 47CCOE survey results for the 1996-97,1997-98, and 1998-99 school years indicated that Students treat other students with respect\", \"Students treat teachers with respect\", \"Students take care of and respect their own property and that of other students\", and Most students obey the rules\" were areas of concern for parents, students, and teachers. Goals: At least 987o of Booker Arts Magnet School's students will be suspension free. At least 95% of Booker Arts Magnet School's suspended students will receive only one suspension per year. One-Year Benchmarks: At least 97.5% of Booker Arts Magnet School students will be suspension-free (an increase of 1 student) during the 2000-2001 school year. At least 93.5% of Booker Arts Magnet School's suspended students (an increase of 1 student) will receive only one suspension during the 2000-2001 school year. 48School Booker Arts Magnet Priority 3: Implement Character Education School improvement Plan Year 2000 - 2001 Intervention: Target At-Risk Students with Intervention Program .f- 'S' 4 Rertori(si) jllmellhe Resources p'L a. 1. Identify at-risk students. ri'? i * 4 '\"S. 2. Involve at-risk students in a mentoring group/club. 3. Provide counselor intervention for at- risk students. 4. Maintain close communication with parents of at-risk students. 5. Develop individual behavior plans for at-risk students, if necessary. 6. Provide incentives for at-risk students exhibiting appropriate behavior. 7. Monitor at-risk students progress on a quarterly basis utilizing referral forms. 8. Conduct summative evaluation of the plans implementation: make adjustments for 2001-2002. Joyce Willingham Cheryl Carson Vivian Dooley Tammy Gingerich Vivian Dooley Tammy Gingerich Joyce Willingham Vivian Dooley Tammy Gingerich K-Fifth Grade Teachers Counselors Character Education Committee Joyce Willingham Cheryl Carson Cheryl Carson Character Education Committee 8-21-00 to 6-1-01 10-4-00 to 6-1-01 8-21-00 to 6-1-01 8-21-00 to 6-1-01 8-21-00 to 6-1-01 8-21-00 to 6-1-01 10-23-00 to 6-1-01 6-1-01 to 6-15-01 49 Parents Incentives Dr. Linda Watson ,ie^ . 2^ as ppnatlon/ ^rant/FIA .lU. DonationsSchool Booker Arts Magnet Priority 3\nImplement Character Education School Improvement Plan Year 2000 - 2001 Intervention: Implement Character-Centered Teaching I?\n.J_-k w \u0026lt; Adildjii t is-.. vM- s/- 1. Develop plan for implementing Character-Centered Teaching. 2. Present plan to staff. 3. Enlist parental support. 4. Enlist community support. 5. Implement plan. 6. Monitor implementation of plan. 7. Conduct summative evaluation of plans implementation\nmake adjustments for 2001-2002.. F^raph(si Character Education Committee Character Education Committee Character Education Committee Character Education Committee Cheryl Carson Character Education Committee Cheryl Carson Character Education Committee Cheryl Carson Character Education Committee .Onieilite/ BS Resources r=^- 1 6-15-00 to 8-9-00 8-9-00 to 8-15-00 8-15-00 to 6-1-01 8-15-00 to 6-1-01 8-21-00 to 6-1-01 8-21-00 to 6-1-01 6-1-01 to 6-15-01 50 SSi Business i Donation/ Orartt/hTA -\u0026lt;Wn' sA-vSchool Booker Arts Magnet Priority 3: Implement Character Education School Improvement Plan Year 2000 - 2001 Intervention: Increase Amount of Character Education Materials .. Acuphs % BySiridsS Resources fiWonW- IWJ!\".' AespBiwiBie. . 's'* 'cs* 1. Examine caxaiogs for Cnaracier  of ( Mi Education materials. 2. Implement Internet search for Character Education materials. 3. Select and purchase Character Education materials. 4. Inservice faculty on the use of Character Education materials. 5. Conduct summative evaluation of the plans implementation\nmake adjustments for 2001-2002. Character Education Committee Character Education Committee Character Education Committee Cheryl Carson Lou Alley Character Education Committee Cheryl Carson Character Education Committee t Jr 6-15-00 to 10-1-00 6-15-00 to 10-1-00 6-15-00 to 10-1-00 8-9-00 to 6-1-01 6-1-01 to 6-15-01 51 S' / .2S_5. J? Dr. Bonnie Lesley Dr. Bonnie Lesley $5,000 for materials Gail Hester ... Donation/ z^ratftfMtA ii $5,000STUOENT ATTENDANCE NARRATIVE The Student Attendance Committee held its first meeting on October 4,1999. During this meeting, the committee examined attendance data for all students, achievement data for excessively absent students, achievement and attendance data for suspended students, and attendance data for staff. The Student Attendance Committee also identified the criteria for a student to be considered excessively absent during a school year. \"Excessively absent\" was defined as being absent 16 or more days during a school year. These absences could be excused absences, uncxcused absences, or a combination of both kinds of absences. The Student Attendance Committee also met on October 11,1999 and November 29, 1999. An analysis of attendance data indicated that 13% of students were excessively absent in 1996-97,11 % of students were excessively absent in 1997-98, and 8% of students were excessively absent in 1998-99 (See Table 12). The Average Daily Attendance for 1996-97 was 578.5 students. The Average Daily Attendance in 1997-98 was 593.6 students. In 1998-99, the Average Daily Attendance was 606.4 students (See Table 13). The percentage of student attendance during the third quarter of 1996-97 was 96.29%. The Third Quarter Average Attendance for 1997-98 was 95.06%. In 1998-99, the Third Quarter Average Attendance was 96.18%. In 1999- 2000, the Third Quarter average attendance was 96.57%. The average Third Quarter average attendance for these years was 96.03. (See Table 12). An examination of the achievement levels of currently enrolled students that were excessively absent during the 1996-97,1997-98, and/or 1998-99 school years indicated that 28% of the students were at or above grade level in achievement. Seventy-two percent of currently enrolled students who were excessively absent one or more of these years were below grade level in achievement. Early Prevention of School Failure scores, SAT 9 Basic Battery scores. Little Rock School District Criterion- Referenced Test scores, and Grade 4 Benchmark Exam scores were utilized to assess achievement. Analysis of the attendance, achievement, and suspension data indicated that 100% of suspended students who were excessively absent were below grade level in achievement. The Student Attendance committee also analyzed data on staff attendance for the 1997-98 and 1998-99 school years. Data for the 1996- 97 school year was not available. The attendance rate was based on the number of sick leave and personal leave days taken per staff member compared to the number of contracted workdays. The analysis for the two- year period indicated a consistent rate of attendance among staff members95% for both the 1997-98 and 1998-99 school years. The data was disaggregated by grade level, subject area, and position to determine whether patterns of absenteeism existed. In summary, the Student Attendance Committee was concerned about the percentage of students who were excessively absent while also recognizing that this percentage had declined each year. The committee felt that improving the attendance of excessively absent students would positively impact their student achievement. The committee also decided to refer the matter of improving staff attendance to the building level and district level administrators for their consideration. The Student Attendance Committee next began to closely examine components of Booker Arts Magnet Schools attendance program to determine how the existing program might be improved to increase student attendance. In order to identify interventions that would most likely be successful in improving student attendance, research was reviewed. The survey of research confirmed the impact of student attendance on academic achievement. Hegner stated, \"The success of the educational process depends on the presence of pupils in the classroom, continuity of instruction, class participation, and well-planned instructional activities under the guidance of a competent insti^uctor\" (Hegner 1987). Ediger concurred, \"When students are tardy or absent.. .sequential learning cannot occur, subject matter and skills cannot be developed, and much student talent is wasted\" (Ediger 1987). Ratigan and Kube stated, \"Students who are absent from class miss out on significant educational opportunities.. .Absenteeism costs billions of dollars due to lost instructional time\" (Ratigan and Kube 1991). Research confirmed that a correlation does exist between student attendance and academic achievement. A study conducted at North Scott High School in Eldridge, Iowa revealed that classroom teachers recognized that their students' academic achievement improved due to increased daily attendance (Ratigan and Kube 1991). Research identified two elements that were common to programs successful in encouraging student attendance. Bolos and Lincoln agreed with 53Kubc and Ratigan that parental involvement was essential to the success of attendance programs (Bolos and Lincoln 1983, Kube and Ratigan 1991). The use of incentives to improve student attendance was determined to be successful according to Bolos, Lincoln, and Goldman (Bolos and Lincoln 1983, Goldman 1989). Goldman reported another significant result of implementing a program to increase student attendance, \"Aside from the obvious benefits of having the kids in school consistently, the notion of heightened awareness about attendance has spread into a more general attitude of improved scholastic achievement\" (Goldman 1989). The Student Attendance Committee selected targeting chronic absentees with an intervention program, providing incentives to students to encourage perfect attendance, and involving parents in encouraging perfect attendance as interventions for improving student attendance. It was the consensus of the committee that students have to be present to maximize learning. Kube and Ratigan summed up the observations of the Student Attendance Committee by saying, \"With absenteeism down, learning can only go up!\" (Kube and Ratigan 1991). 54School Joseph R, Booker Arts Magnet School Improvement Plan Year 2000-2001 Priority 4: Increase Student Attendance Supporting Data: In 1996-97,137o of students (78 of 603) were excessively absent (absent 16 or more days). In 1997-98,11% of students (66 of 597) were excessively absent. In 1998-99, 8% (46 of 606) students were excessively absent. 28% of currently enrolled students who were excessively absent during the 1996-97,1997-98, and/or 1998-99 school years are at or above grade level in achievement. 72% of currently enrolled students who were excessively absent one or more of the three previous years are below grade level in achievement. The daily average attendance for 1996-97 was 578.5, for 1997-98 was 593.57, and for 1998-99 was 606.37, The Third Quarter Average Attendance for 1996-97 was 96.29%, for 1997-98 was 95.06%, and for 1998-99 was 96.18%, and for 1999-00 was 96.57. The four-year average was 96.03%. 6oal(s): The average daily attendance rate of Booker Arts Magnet School students will be at least 984. At least 95% of Booker Arts Magnet School students will attend school regularly. 55One-Year Benchmarks: The average daily attendance rate of Booker Arts Magnet School students will increase by at least 0.16 percent (an increase to 96.73%) during the 2000-2001 school year as measured by Third Quarter Average Attendance. At least 92.3% of Booker Arts Magnet School students (an increase of 2 students) will attend school regularly by accumulating no more than 15 absences during the 2000-2001 school year. 56School Booker Arts Magnet Priority 4: Increase Student Attendance School Improvement Plan Year 2000 - 2001 Intervention: Target Students Who are Excessively Absent with Intervention Program TT-T * hRj \u0026lt; % * _ FjfteXiW)./, ? J V ^nmellrte 1. Identify students who are excessively absent. Cheryl Carson Tisa Manley 'fr.W\u0026gt; District\n2. Identify bubble students (those students who are in danger of being excessively absent.) _______ 3. Provide individual counseling sessions with identified students. Cheryl Carson Tisa Manley 4.Initiate parent contact each time identified student is absent. Vivian Dooley Tammy Gingerich Tisa Manley 5. Provide rewards on a frequent basis for identified students who improve attendance._____________ 6. Conduct summative evaluation of the plans implementation\nmake' adjustments for 2001 -2002. Attendance Committee Cheryl Carson Attendance Committee 8-21-00 to 6-1-01 8-21-00 to 6-1-01 8-21-00 to 6-1-01 8-21-00 to 6-1-01 8-21-00 to 6-1-01 6-1-01 to 6-15-01  Burliness IdUdgU' -I vt ?PuS'. ... Dbhationz,: ..Orantil.TA i 57 Donations DonationsSchool Improvement Plan School Booker Arts Magnet School Year 2000 - 2001 Priority 4: Increase Student Attendance Intervention: Provide Incentives to Encourage Perfect Attendance S?'T 'i i' 3 % tt.: Sr ti- 1. Recognize students and staff monthly with a perfect attendance bulletin board._________________ 2. Provide monthly perfect attendance incentives by grade levels._______________________ 3. Solicit student input in the selection of quarterly school-wide perfect attendance incentives. 4. Provide quarterly school-wide perfect attendance incentives. i /rtV rS: V H: n\u0026gt; Attendance Committee K-Fifth Grade Teachers Attendance Committee Attendance Committee 5. Conduct summative evaluations of the plans implementation\nmake adjustments for 2001-2002.________ Cheryl Carson Attendance Committee 10-2-00 to 6-1-01 10-2-00 to 6-1-01 10-20-00 to 6-1-01 10-20-00 to 6-1-01 6-1-01 to 6-15-01 *\u0026lt; T 1 Z . VIPS 58 Survey $500 for incentives $500 Business. DondtidhA OranVPTA DonationsSchool improvement Plan School Booker Arts Magnet Year 2000 - 2001 Priority 4: Increase Student Attendance Intervention: Involve Parents in Encouraging Perfect Attendance ^.t 11*!  s 1' B Pd^on(a| heapoiisibla Timeline it'y. ResOUrcies Business I*' 1. Inform parents of the impact of attendance on achievement via PTA meetings, newsletters, and memos. 2. Provide incentives to parents to attend student performances and parent conferences. 3. Design logo promoting good attendance to be placed on all communication to parents. 4. Provide information to parents about alternate means of transportation\nexample-bus and taxi. 5. Utilize school directory for carpool information. 6. Conduct summative evaluation of the plans implementation\nmake adjustments for 2001 -2002. Cheryl Carson Attendance Committee PTA Ken Milton Attendance Committee Cheryl Carson Attendance Committee Parents Cheryl Carson Attendance Committee 10-19-00 to 6-1-01 11-18-00 to 6-1-01 11-1-00 to 6-1-01 11-1-00 to 6-2-01 8-5-00 to 6-1-01 6-1-01 to 6-15-01 Donations PTA $50 - Cards  Directory- PTA Budget W iS'-'\n59 $50 Donatioh/ Grdht/PTA , Donations PTAN Hr\u0026gt;2\u0026gt; t w --5 ^0/ '-J -tk 1 1 1 Sx ff^ -h r e e 4D(, to S t mill . ^-Mlll ' tl 11\n'S\u0026gt;- St'dfcujalL /I2. UO 1 III Ifi8 lb'l J03 ID^I IDi\u0026gt; IDS IDZ IDI 1 r s PraLibrOJ \u0026lt;/// j w Hid p-\u0026gt; tint Main Hill bO 310 3/Z Libnjr^ ^o't 311 - \u0026gt; , bJ ffAilujay 1.0^ zdg f4alli^ay' J9\u0026lt;- 3dS y 7 z)s c 2)3\u0026gt; Sor Son s/aewxIR rou^d r-3o 2DS^ ZDI -------\u0026lt; 1J)Z. R C t 3C\u0026gt;% 3o^ 30/ 3d3 5I d e. u) a K 1. 2. 3. 4. 5. 6. 7. 8. 8, 9. BIBLIOGRAPHY Arkansas State Department of Education. 1998. Effective Literacy.\" Available: http: www.arkedu.state.ar.us. Astin, A., K. Green, and W. Zorn. 1987. The American Freshman: 20 Year Trends. Los Angeles, CA: UCLA Higher Education Research Institute. Baroody, A. and H. Ginsburg. 1986. \"The Relationship between Initial Meaning and Mechanical Knowledge of Arithmetic.\" In J. Hievert, ed. Conceptual and Procedural Knowledge: The Case of Mathematics. Hillsdale, NJ: Lawrence Erlbaum. Barr, R., and W. Parrett. 1995. Hope at Last for At-Risk Youth. Needham Heights, MA: Allyn and Bacon. Bracey, G. 1995. Reading Recovery: Is it Effective? Is it Cost- Effective?\" Phi Delta Kappan 76: 493-494. Brooks, P. 1993. Research Summary: Accelerated Reader. Wisconsin Rapids, WI: Advantage Learning Systems. Brownell. W. and C. Chazal. 1935. The Effects of Premature Drill in Third Grade Arithmetic.\" Journal of Educational Research 29:17-28. Carpenter, T, E. Ansell, M. Franke, E. Fennema, and L. Weisbeck. 1993. \"Models of Problem Solving: A Study of Kindergarten Children's Problem-Solving Processes.\" Journal for Research in Mathematics Education 24: 428-441. Carpenter, T. and J. Moser. 1984. The Acquisition of Addition and Subtraction Concepts in Grades One through Three.\" Journal For Research in Mathematics Education 15: 179-202. Clay, M. 1975. What Did I Write?. Auckland, NZ: Heinemann. 6110. Dorn, L, C. french, and T. Jones. 1998. Apprenticeship in Literacy: Transitions Across Reading and Writing. York, ME: Stenhouse. 11. Ediger, M. 1987. School Dropouts, Absenteeism, and Tardiness.\" Viewpoints 87\n13. 12. Goldman, J. 1989. \"Learn to Earn! Growing Number of Schools Offer Cash, Prizes to Spur Students.\" The School Administrator 46:12-14. M 13. Hegner, M. 1987. Absenteeism PreventionA Model for Intervention. NASSP Bulletin 71:125-126. 14. Issacs, A. and W. Carroll. 1999. Strategies for Basic-facts Instruction.\" Teaching Children Mathematics 5: 1-17. 15. Juel, C. 1988. Learning to Read and Write: A Longitudinal Study of fifty-four Children from first Through fourth Grade.\" Journal of Educational Psychology 80: 437-447. 16. Kube, B., and G. Ratigan. 1991. All Present and Accounted for.\" The American School Board Journal 178: 22-23. 17. Langlois, D. and C. Zales. 1991. Anatomy of a Top Teacher. The American School Board Journal 178: 44-46. 18. Lickona, T. 1999. Religion and Character.\" Phi Delta Kappan 81: 21-27. 19. Lipsitz, J. 1984. Successful Schools for Young Adolescents. New Brunswick, NJ: Transaction. w 20. Lyons, C. 1991. Reading Recovery. Questions Classroom Teachers Ask. The Reading Teacher 31: 384-408. 21. Osbourne, P. and E. Adams, 1998. Research Summary: Accelerated Reader. Wisconsin Rapids, WI: Advantage Learning Systems. 22.Paul, T. 1992. National Research Study and Theory of Reading Practices. Madison, WI: The Institute for Academic Excellence. 6223. Paul, T. 1993. National Study of LiteratureBased Reading: How Literature-Based Reading Improves Both Reading and Math Ability. Madison, WI: The Institute for Academic Excellence. 24. Pinnell, G. 1995. Reading Recovery: A Review of Research: Educational Report #23, Special Topics Issue. Columbus, Ohio. Martha L. King Language and Literacy Center. 25. Rathmell, E. 1978. \"Using Thinking Strategies to Teach the Basic Facts.\" In Developing Computational Skills. 1978 Yearbook of the National Council of Teachers of Mathematics. Reston, VA: Nation Council of Teachers of Mathematics. 26. Ratigan, \u0026amp;. and B. Kube. 1991. \"Developing a Student Attendance Policy that Works.\" ERS Spectrum 91: 37-41. 27. Resnick, L 1983. \"A Developmental Theory of Number Understanding.\" In H. Ginsburg, ed. The Development of Mathematical Thinking. New York, NY: Academic Press. 28. Siegler, R. and E. Jenkins. 1989. How Children Discover New Strategies. Hillsdale, NJ: Lawrence Erlbaum. 29. Thornton, C. and P. Smith. 1988. Action Research: Strategies for Learning Subtraction Facts.\" Arithmetic Teacher 35: 8-12. 30. Zemelman, S., H. Daniels, and A. Hyde. 1998. Best Practice: New Standards for Teaching and Learning in America's Schools. Portsmouth, NH: Heinemann. 63BOOKER ARTS MAGNET SCHOOL Percentage of Students Scoring Proficient or Advanced on Fourth Grade Literacy Benchmark Exam 1997-1999 Table 1 1997-98 1998-99 BM BF WM WF OM OF 15% 4% 35% 30% 0% 33% 0% 35% 58% 63% 0% 100% Total 20% 39% BOOKER ARTS MAGNET SCHOOL Percentage of Fifth Grade Students Scoring At or Above the 50^^ Percentile in SAT 9 Total Reading Scores 1997-2000 Table 2 1997-98 1998-99 1999-2000 BM BF WM WF OM OF 16% 27% 43% 61% 100% 67% 15% 15% 50% 62% 100% 33% 7% 24% 75% 47% 07o 100% Total 40% 35% 37% 64BOOKER ARTS MAGNET SCHOOL Percentage of Fifth Grade Students Scoring At or Above Average in SAT 9 Reading Vocabulary and Comprehension Tabic 3 1997-98 1998-99 1999-2000 Vocabulary Comprehension 65% 72% 66%\u0026gt; BOOKER ARTS MAGNET SCHOOL Percentage of Mastery on Fourth Quarter Criterion-Referenced Reading Test 1998 -1999 Table 4 Second Third Fourth Fifth Sixth 66% 727o 867o 847o 65BOOKER ARTS MAGNET SCHOOL Percentage of Students Scoring Proficient or Advanced on Fourth Grade Mathematics Benchmark Exam 1997-1999 Tabic 5 1997-98 1998-99 BM BF WF OF 10% 5% 30% 20% 100% 33% 57a 0% 5Z7a 38% Q7a 100% Total 17% 39% BOOKER ARTS MAGNET SCHOOL Percentage of Fifth Grade Students Scoring At or Above the 50^^ Percentile in SAT 9 Total Math Scores 1997-2000 Table 6 1997-98 1998-99 1999-2000 8M BF WM WF OM OF 14% 47., 337o 23% 100% Z57a 14% 4% 33% 237o 1007o Z57a 147o 207o 63% 317o 50% 1007o Total 18% 18% 31% 66BOOKER ARTS MAGNET SCHOOL Percentage of Students Scoring At or Above Average In SAT 9 Math Problem Solving and Procedures 1997 - 2000 Table 7 1997-98 1998-99 1999-00 Problem Solving Procedures 73% 36% 637o 38% 66%, 44% BOOKER ARTS MAGNET SCHOOL Percentage of Mastery on Fourth Quarter Criterion-Referenced Math Test 1998 -1999 Table 8 Second Third Fourth Fifth Sixth 87% 75% 187o 557o 547o 67BOOKER ARTS MAGNET SCHOOL Number of Students Suspended and Number of Suspensions 1996 - 2000 Table 9 1996-97 1997-98 1998-99 1999-00 Number Of Students Suspended Number Of Suspensions 23 79 26 64 33 51 14 15 BOOKER ARTS MAGNET SCHOOL Average Number of Suspensions Per Suspended Students 1996 - 2000 Table 10 1996-97 1997-98 1998-99 1999-00 Average Number of Suspensions 3.4 2.5 1.5 1.1 BOOKER ARTS MAGNET SCHOOL Percentage of Students Receiving at Least One Suspension Table 11 1996-97 1997-98 1998-99 1999-00 Percentage of Students 3.8 4.3 5.4 2.6 68BOOKER ARTS MAGNET SCHOOL Percentage of Students Absent 16 or More Days 1996 -1999 Tabic 12 1996 - 97 1997 - 98 1998 -99 137o 117o 8% BOOKER ARTS MAGNET SCHOOL Average Daily Attendance 1996 - 1999 Table 13 1996 - 97 1997 - 98 1998 - 99 578.50 593.57 606.37 BOOKER ARTS MAGNET SCHOOL Third Quarter Average Attendance 1996 - 2000 Table 14 1996 - 97 1997-98 1998-99 1999-00 96.29% 95.06% 96.18% 96.57 69BradyL i I 4 II I te .- \u0026gt;1 ' I \"d i*i 4 Ir* !-*JE i^S w I Saaaia^MBjglMiMBMMaftMWMMMMII M IM jL'i^iyrc^ ^EPCQ\u0026lt;iscfKoo. (0X50:^00: I 27zs s-tiuknts, staff, aru I coTn/nz/Tiii^ of I Braxiy E^Cementary SofiooC(iave. I fi-i^fL. e?(pc.ctations. bc-Cicx^c^  tfiat ad students can Become. i successful Cife Cong Ceamers. fwj p Ek*' [iW? L\n-^ K| .9 \u0026gt;1 I  ft * ft ^i k IStudent Test Results Test Type: Stanford Achievement Grade 5 Testing Category: Math Average Scale Score: 650 Median National Percentile: 16 Average NCE Score: 33 Students Tested: 39 Students Not Tested 9 Percent of students scoring in each group 1-25 62 26-50 21 51-75 15 76-99 3LITTLE ROCK SCHOOL DISTRICT BRADY ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000-2001 PRIORITY 1\nTo improve student achievement in literacy. SUPPORTING DATA: State Grade 4 Benchmark ACTAAP Exam SAT 9 Grade 5 Total Reading LRSD Grades 2-5 ALT 19% proficient or above 29% above 50* percentile proficient or above GOAL\nGrade 4 Benchmark ACTAAP Exam SAT 9 Grade 5 Reading LRSD Grades 2-5 ALT 100% proficient or above 65% at or above 50* percentile 100% proficient or above BENCHMARK\nGrade 4 Benchmark ACTAAP 8 points 8.1% or 4 students from basic and below to proficient and advanced. SAT 9 Grade 5 Reading 7 points *27% or 11 students from lowest quartile to 2^ and 3*^ quartile. *9% or 4 students from 2* to 3\"* quartile. *13% or 5 students from 3\"* quartile to highest quartile. LRSD Grade 2-5 ALT INTERVENTION: Success for All Reading Program, Professional Development for teacher Pre-Kindergarten - 5* grades, tutors (peer, after school, volunteers), Family Math-Science-Literacy Nights, Parent Center. Math Investigation In Service for 4* and 5* Grade Parents. _______________________________________________________________BRADY ELEMENTARY SCHOOL IMPROVEMENT PLAN ACTIONS PERSON(S) RESPONSIBLE TIMELINE (STARTING ENDING DATES) SOURCES OF FUNDING District Title 1 RESOURCES 1. Develop an individual education plan for students basic and below,__________ 2. Provide professional development for certified staff in SFA implementation and refresher classes.__________ 3. Provide three Family Math-Science-Literacy Night activities for parents and students._____________ 4. Recruit tutors (peer, volunteers) to assist students.________________ 5. Conduct weekly Family Support Meetings.________ 6. Monitor and adjust plans as needed to ensure increased student achievement. _______ Ada Keown\nClassroom teachers\nAimee Littrell Speech teacher_______ Veta Flanagan Judy Milam August - September 2000 August 2000 - January 2001 N/A N/A APIG OTHER N/A SAT-9 Test Scores ALT Test Scores $13,05 5.00 John Hopkins University Memphis Colette Bell Veta Flanagan Ada Keown Verna Scrubbs Susan Crosby Ada Keown________ Family Support Team Ada Keown Campus Leadership Team February 2001 - April 2001 September 2000 - Ongoing September 2000 - Ongoing September 2000 - Ongoing N/A N/A N/A $300.0 0 N/A N/A N/A i N/A N/A N/A IRC VIPs Office Special Education Department PRE Department\nALT teacher made test\nReport cards.LITTLE ROCK SCHOOL DISTRICT BRADY ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000-2001 PRIORITY 2: To improve student achievement in mathematics SUPPORTING DATA: State Grade 4 Benchmark ACTAAP Exam SAT 9 Grade 5 Total Mathematics LRSD Grade 2-5 ALT Mathematics 6% proficient or above 20% above 50*** percentile proficient or above GOAL: Grade 4 Benchmark ACTAAP Exam SAT 9 Grade 5 Mathematics LRSD Grades 2-5 ALT Mathematics 100% proficient or above 65% at or above 50*** percentile 100% proficient or above BENCHMARK: Grade 4 Benchmark Mathematics SAT 9 Grade 5 Mathematics 9 points 8 points 9.4% or 5 students from basic and below to proficient or above *43% or 18 students form lowest quartile to 2* and 3* quartile. *3% or 1 student from 2* to 3*^ quartile. 25% or 10 students from 3*^ to highest quartile. LRSD Grades 2-5 ALT Mathematics INTERVENTION\nProfessional Development for teachers in Pre-Kindergarten, provide tutors (peer, after school, volunteers). Family Math-Science-Literacy Nights, Parent Center.____________________________________________ACTIONS 1. Select a committee of teacher to explore professional development that would meet the needs of Brady students._________ 2. Develop an individual education plan for students basic and below.__________ 3. Invite District math Specialist to in-service tutors for students basic and below.__________________ 4. Design take-home materials for the parent center in coordination with the District Math Curriculum. BRADY ELEMENTARY SCHOOL IMPROVEMENT PLAN PERSON(S) RESPONSIBLE Ada Keown Campus Leadership Team Mary Wood Colette Bell Ann Harrod Eva Young Ada Keown Colette Bell  Becky Hight TIMELINE (STARTING ENDING DATES) October 2000 August 2000 August 2000 January 2001 - Ongoing SOURCES OF FUNDING RESOURCES District TMel $300.00 APIG OTHER LRSD Staff Developmen PRE Department Math Department IRC Math Department IRC PRE Department Math Department PRE DepartmentLITTLE ROCK SCHOOL DISTRICT BRADY ELEMENTARY SCHOOL IMPROVEMENT PLAN 2000-2001 PRIORITY 3\nTo improve parental/community involvement. SUPPORTING DATA: 1999 - 2000 VIPS Hours Statistics shows Brady had 979 Vt volunteer hours from March 1,1999 - February 28, 2000. GOAL: Brady Elementary will show an increase in parental involvement by 20%. BENCHMARK: 100% of Brady parents will be actively involved in our school activities. Intervention increase parental contact time through expanded participation in academics and/or school activities. INTERVENTION: Family Math/Science Literacy Night, Parent Center - Volunteer tutors. Grandparents Day Fall carnival, PTA Open House, Field Day, PTA Program__________________________________________________________ACTIONS 1. Conduct a preschool parent meeting for PreKindergarten and Kindergarten.____________ 2. Provide PTA Programs with performances by students._________________ 3. Enlist parents and community volunteers as resources speakers._______ 4. Schedule special events:  Science Fair  Book Fair  Juice on the Curve  Open House  Chess club  PTA Program  Fall Carnival  Field Day  Career Day  SECME Club________ 5. Schedule parent inservices on the Benchmark Exam. BRADY ELEMENTARY SCHOOL IMPROVEMENT PLAN PERSON(S) RESPONSIBLE Pre-Kindergarten and Kindergarten\nMs. Daniel\nand Ms. Keown Ms. Crosby Classroom Teachers PTA Board_____________ PTA Board Campus Leadership Team Brady staff Daniel, Young, Scrubbs, and Clifford TIMELINE (STARTING ENDING DATES) August 2000 October 2000 - Ongoing August 2000 September 2000 - May 2000 February 2001 SOURCES OF FUNDING RESOURCES Diitrict $50.00 N/A N/A N/A N/A Title 1 APIG OTHER Parents/T eachers/Counse N/A N/A N/A N/A N/A N/A N/A N/A PTA Board VIPS Office Parents Resource PRECarver ACARVER MAGNET SCHOOL Fax:501-3242421 Sep 2b DU li:3b K. Ul/Ul School Name: Carver Monnet Elementary School Number of Teachers: 44 Number of Support Staff: 26 Attendance: (% of average daily attendance: maximum = 100%) 96 7 Enrollment: 514 Developmental Reading Readiness Assessment - Percent of students in grades K - 2 who have developed appropriate reoding readiness skills for their grade level: Kindergarten: 100% First 6rade: 79% Second Grade: 80% Percent of PTA members last year: 590 Volunteer hours last year: 10,344 Percent of teachers with Masters Degree: 50% Percent of teachers with 9* years of teaching experience: 61V Discipline and Safety - Percent of students NOT receiving o reportable discipline sanction: 100% (By state low, discipline sanctions must be reported and include acts involving drugs, ossoults, alcohol, weapons or gongs.) School Improvement Pions - The following ore priorities for our school and ore included in our School Improvement Plan. The complete School Improvement Plan is ovoiloble in the office and Includes specific actions and resources needed for implementation. MISSION Carver is a school where children come firSt! Caring Staff, parents and community work together to insure a quality academic ond social education for oil students. Our five priorities for school improvement ore: 1. To increase student achievement in reoding/writing literacy. 2. To increase student achievement in mathematics. 3. To improve student discipline. 4. To improve student and Stoff attendance. 5. To increase the number of personal professional development hours.I I. n. Purpose, Core Beliefs, Vision, Mission and Coals School and Community History ( m. Change at Carver IV. ACSIP Priority Team Structure V. /ACSIP Targets I Activities VI. The Plan A. Reading ! Writing Literacy B. Mathematics C. Discipline D. Attendance E. Professional Development it VC.I 4- La / a IVtUIIIZ ft A (V)U^IIC- I I 4. C-!...! Purpose for being here: All children should leave Carver with a sense of value. Core Beliefs 1. 2. 3. 4. All children are teachable and lovable, and it is our job as professionals to find and implement ways each child learns academically and behaviorally. All children learn better in a loving, nurturing, accepting and structured environment. All children and parents should take ownership and personal responsibility for becoming life-long learners. We believe that lead management is necessary and facilitates movement toward the development of a quality school. Shared Vision Carver Magnet Elementary School will be a school characterized by: (  Effective teams composed of staff, students, and parents  Enriched, diverse, spacious, functional, learning environment  Capable students of good character  Enriched, personalized, state-of-the-art educational program that meets both the cognitive and affective needs of all stakeholders  Producing results of high quality Mission Statement Carver is a school where children come first! Caring staff, parents and community work together to insure a quality academic and social education for oil students. Coals: / 1. High expectations: Teachers enthusiastically accept the challenge to teach all students believing that all will learn through active participation in a process-focused curriculum. 2. Monitoring and Assessment: The staff at Carver will strive to improve student performance and reduce achievement disparity through instructional programs, staff development, and multiple assessment techniques. 3. School Climate: Carver radiates a safe, healthy, orderly purposeful atmosphere, conducive to learning, and free from the threat of physical harm. It will have a full enrollment and cohesiveness among diverse groups. 4. Parent and Community Involvement: Parents and other members of the community are involved in significant roles that support the accomplishment of the Carver vision.I C.rl- H r.r. / In 1924, the block citizens of east Little Rock established a four-room school and named it to honor Dr. George Washington Carver, a world-famous inventor, educator, and scientist. Today's east Little Rock's George Washington Carver Magnet Elementary, built in 1988, has evolved into a beautiful facility with twenty - four classrooms and eleven specialty areas. The foresight of the founders and the relevance to our theme of mathematics and science education allowed us to keep the name in honor of Dr. Carver who dedicated his life to serving mankind. Carver Magnet Elementary is located in a lower socioeconomic, predominately black community in the industrial section of east Little Rock. The process of restructuring the original Carver Elementary to the present Carver Magnet Elementary has been a challenging yet rewarding experience for all of those involved. The \"old\" Carver Elementary located on Apperson gained a reputation as the most difficult school to desegregate in Little Rock School Disdrict. An old neglected school building, high susp\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_63","title":"Arkansas Department of Education's (ADE's) 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"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1998-05/1998-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Office of Desegregation Monitoring (Little Rock, Ark.)","School integration--Arkansas","Arkansas. Department of Education","Project management"],"dcterms_title":["Arkansas Department of Education's (ADE's) 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/63"],"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":["289 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District, plaintiff vs. Pulaski County Special School District, defendant.\nIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION RECEIVED JUN 1 1998 OFFICE OF DESEGREGATION MONITORING LITILE 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 ADE's Project Management Tool for May, 1998. Respectfully Submitted, WINSTON BRYANT Attorney General Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 (501) 682-2007 Attorney for Arkansas Department of Education IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION CEIVE 1 N 1 1998 LITTLE ROCK SCHOOL DISTRICT, ET AL PLAINT! OFFICE OF .GREGATIOf. MONITORING V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KA THERINE 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 AD E'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 for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of May 30, 1998 !liiW1if~il~~\n~\n~~lillli1:f ~!~1i~iiaiil~11i~~!*illli\"-11 ~m~igg 15 ! 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. I. FINANCIAL OBLIGATIONS (Continued) 8. Include all Magnet students in the resident District's average daily membership for calculation. (Continued) 2. Actual as of May 30, 1998 {3.~$~C:,.pf.\\]h~inf Pmi~UP.h~v~ilijtil~itAP.d1I~9\u0026amp;1$..$.aDm~:%o.s.~lgp[ij{ijffS.b ~f l$?t.#~1e..ttc5. P.rlfii?#if. ~m4itm~D.Jit C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of May 30, 1998 Alf(pffl l$ss(tjistt\\$~llK~ f$.1ijfe. ~qQ~l1i~lf9QfQtjJ6.{tff tY $.7/.g w.~f~i? fqllows\nLRSO\n$34\n538,824 N.R.$ C\u0026gt;:m i.1~t~?-,~ BCSSDf $45i4J614~1' The\nallo\\ijierifsbf $tijteEqLlaliiali6fiF\n\"qridi/jg \u0026lt;%(tbJ~t$.df.qf f)1$il~$ ij(iA.150\\$0} t$~8, ... ~tlfo~~Jip pe.Qqdic adju~tfuent{/ y.,if\n~.f9./l9w.fo bR$Pt l*g.~??,~ .... NLRSOf $24.\\$5.8}5.\u0026amp;P pcsso }$5$(583,$~8 D. Determine the number of Magnet students residing in each District and attending a Magnet School. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of May 30, 1998 ~is:~ ~~'.8f ~~i~~~iij!@m 1111f\u0026amp;it\\1J Abt\n~ijfi$T~rn:dat@P.nl$.Qi d$.$\u0026amp;.fqf BM 2 I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. 1. Projected Ending Date Ongoing, as ordered by the Court. 2. Actual as of May 30, 1998 F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of May 30, 1998 ~~.Er9 .. 99:Jn:~ jqfpfffi~t!eci !x~ni~)'.g\\ !6i APi~Jf~lglJijJ~q:~J~Pdl~Q}j~$$Jgf 6 ~7/fJ~R~tlPjtmfp$fiqqi:.@igj$.tmgf.\\J${ G. Process and distribute state aid for Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of May 30, 1998 ornrnt5.0ti46$t9.r ty:~11$a: ijf':Apf.lUjo\nJ$$$:Jqt~1.a. :$z~~e.\u0026amp;.:ez1J: 1\n4:Hptm~m s~lcu I~!~~ ~! AprJC~o. 1~$$\\fof FY: $.t.!~ w~{'i$?: $Q$.i:Z@4%$9~fri.VJQ p~ffij1 ijqjq$tfugrj~'.$., H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1. Projected Ending Date Last day of each month, August - June. 3 I. FINANCIAL OBLIGATIONS (Continued) H. Calculate the amount of M-to-M incentive money to which each school district is entitled. (Continued) 2. Actual as of May 30, 1998 Calculated for FY 97/98, subject to periodic adjustments. I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 2. Actual as of May 30, 1998 P.1iVltiill!PhfpflSY $.[lQS. ~{,Apf\\I!~tmct$.~mw~fe.t The. ~Hi:ifrn~mi1 ~~Ic$Ql~t~a:t. pf:FY\n$71$$\\~f AtWl itm: :fi ~ae.i j~jijpt :t6 Pind!. ~~lU(ffigQfsf:w~I~t .~RsPt\n~\n~\\pl9 . . NL'.8$0h$1\\p$.Zi\\3~$ P.$$R S $\n$.O$i2$P J. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1. Projected Ending Date Ongoing, December of each year. 2. Actual as of May 30, 1998 In September 1997, the Magnet and M-to-M transportation budgets for FY 97/98 were submitted to the ADE by the Districts. K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 4 I. FINANCIAL OBLIGATIONS (Continued) K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. (Continued) 2. Actual as of May 30, 1998 In January 1998, General Finance was notified to pay the second one-third payments for FY 97/98 to the Districts. It should be noted that the Transportation Coordinator is currently performing this function. L. ADE pays districts for first two-thirds of their proposed budget. M. 1. Projected Ending Date Ongoing, annually. 2. Actual as of May 30, 1998 In January 1998, General Finance made the second one-third payments to the Districts for their FY 97 /98 transportation budget. At April 1998, the following had been paid for FY 97/98: LRSD - $2,039,722.66 NLRSD - $283,392.00 PCSSD - $1,073,082.00 ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually. 2. Actual as of May 30, 1998 In August 1997, the ADE transportation coordinator reviewed each district's Magnet and M-to-M transportation costs for FY 96/97. N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 5 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of May 30, 1998 In FY 94/95, the State purchased 52 buses at a cost of $1,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD-14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2,334,800 in FY 95/96. The buses were distributed accordingly: LRSD - 45\nNLRSD - 7\nand PCSSD - 12. In May 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. In July 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $624,879. 0 . Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999. 2. Actual as of May 30, 1998 Obligation fulfilled in FY 96/97. P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of May 30, 1998 Obligation fulfilled in FY 95/96. 6 I. FINANCIAL OBLIGATIONS (Continued) Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1994. 2. Actual as of May 30, 1998 Final payment was distributed July 1994. R. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2. Actual as of May 30, 1998 w~,:i~~~i~t!i~,~~gjggJiii18r~ii11i~,~APf!hl!f~pifl.tjg#i\\!t!B!WRS.:g S. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of May 30, 1998 Obligation fulfilled in FY 95/96. T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of May 30, 1998 Obligation fulfilled in FY 95/96. 7 I. FINANCIAL OBLIGATIONS (Continued) u. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of May 30, 1998 Distribution in July 1997 for FY 97/98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97 /98. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of May 30, 1998 Distribution in July 1997 for FY 97/98 was $200,000. This was the total amount due to the ODM for FY 97 /98. 8 II. MONITORING COMPENSATORY EDUCATION A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1. Projected Ending Date January 15, 1995 2. Actual as of May 30, 1998 In May 1995, monitors completed the unannounced visits of schools in Pulaski County. The monitoring process involved a qualitative process of document reviews, interviews, and observations. The monitoring focused on progress made since the announced monitoring visits. In June 1995, monitoring data from unannounced visits was included in the July Semiannual Report. Twenty-five per cent of all classrooms were visited, and all of the schools in Pulaski County were monitored. All principals were interviewed to determine any additional progress since the announced visits. The July 1995 Monitoring Report was reviewed by the ADE administrative team, the Arkansas State Board of Education, and the Districts and filed with the Court. The report was formatted in accordance with the Allen Letter. In October 1995, a common terminology was developed by principals from the Districts and the Lead Planning and Desegregation staff to facilitate the monitoring process. The announced monitoring visits began on November 14, 1995 and were completed on January 26, 1996. Copies of the preliminary Semiannual Monitoring Report and its executive summary were provided to the ADE administrative team and the State Board of Education in January 1996. A report on the current status of the Cycle 5 schools in the ECOE process and their school improvement plans was filed with the Court on February 1, 1996. The unannounced monitoring visits began in February 1996 and ended on May 10, 1996. 9 11. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of May 30, 1998 (Continued) In June 1996, all announced and unannounced monitoring visits were completed, and the data was analyzed using descriptive statistics. The Districts provided data on enrollment in compensatory education programs. The Districts and the ADE Desegregation Monitoring staff developed a definition for instructional programs. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996 with copies distributed to the parties. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and concluded in December 1996. In January 1997, presentations were made to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties to review the draft Semiannual Monitoring Report. The monitoring instrument and process were evaluated for their usefulness in monitoring the impacts of compensatory education programs on achievement disparities. In February 1997, the Semiannual Monitoring Report was filed. Unannounced monitoring visits began on February 3, 1997 and concluded in May 1997. In March 1997, letters were sent to the Districts regarding data requirements for the July 1997 Semiannual Monitoring Report and the additional discipline data element that was requested by the Desegregation Litigation Oversight Subcommittee. Desegregation data collection workshops were conducted in the Districts from March 28, 1997 to April 7, 1997. A meeting was conducted on April 3, 1997 to finalize plans for the July 15, 1997 Semiannual Monitoring Report. Onsite visits were made to Cycle 1 schools who did not submit accurate and timely data on discipline, M-to-M transfers, and policy. The July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized in June 1997. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the court, and the ADE sponsored a School Improvement Conference. On July 10, 1997, copies of the Semiannual Monitoring Report and its executive summary were made available to the Districts for their review prior to filing it with the Court. 10 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of May 30, 1998 (Continued) In August 1997, procedures and schedules were organized for the monitoring of the Cycle 2 schools in FY 97/98. A Desegregation Monitoring and School Improvement Workshop for the Districts was held on September 10, 1997 to discuss monitoring expectations, instruments, data collection and school improvement visits. On October 9, 1997, a planning meeting was held with the desegregation monitoring staff to discuss deadlines, responsibilities, and strategic planning issues regarding the Semiannual Monitoring Report. Reminder letters were sent to the Cycle 2 principals outlining the data collection deadlines and availability of technical assistance. In October and November 1997, technical assistance visits were conducted, and announced monitoring visits of the Cycle 2 schools were completed. In December 1997 and January 1998, technical assistance visits were conducted regarding team visits, technical review recommendations, and consensus building. Copies of the infusion document and perceptual surveys were provided to schools in the ECOE process. The February 1998 Semiannual Monitoring Report was submitted for review and approval to the State Board of Education, the Director, the Administrative Team, the Attorney General's Office, and the Desegregation Litigation Oversight Subcommittee. Unannounced monitoring visits began in February 1998, and technical assistance was provided on the school improvement process, external team visits and finalizing school improvement plans. On February 18, 1998, the representatives of all parties met to discuss possible revisions to the ADE's monitoring plan and monitoring reports. Additional meetings will be scheduled. Unannounced monitoring visits were conducted in March 1998, and technical assistance was provided on the school improvement process and external team visits. 11 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of May 30, 1998 (Continued) In April 1998, unannounced monitoring visits were conducted, and technical assistance was provided on the school improvement process. fj1:\nJXri\n:1~fiI~\niJltiffllllliili ~rnj9r:in.ua1 ... M.9nitp{ing _ R~P?.rt. tq 9$v~Jpp Pf9PP$gq Jrjqqjfi.ijqp$.@tP. .AP!\n.'.$ monitoring and  reporting q_bligahorisJ 12 Ill. A PETITION FOR ELECTION FOR LRSD WILL BE SUPPORTED SHOULD A MILLAGE BE REQUIRED A. Monitor court pleadings to determine if LRSD has petitioned the Court for a special election. 1. Projected Ending Date Ongoing. 2. Actual as of May 30, 1998 Ongoing. All Court pleadings are monitored monthly. B. Draft and file appropriate pleadings if LRSD petitions the Court for a special election. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 To date, no action has been taken by the LRSD. 13 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION A. Using a collaborative approach, immediately identify those laws and regulations that appear to impede desegregation. 1. Projected Ending Date December, 1994 2. Actual as of May 30, 1998 The information for this item is detailed under Section IV.E. of this report. B. Conduct a review within ADE of existing legislation and regulations that appear to impede desegregation. 1. Projected Ending Date November, 1994 2. Actual as of May 30, 1998 The information for this item is detailed under Section IV.E. of this report. C. Request of the other parties to the Settlement Agreement that they identify laws and regulations that appear to impede desegregation. 1. Projected Ending Date November, 1994 2. Actual as of May 30, 1998 The information for this item is detailed under Section IV.E. of this report. D. Submit proposals to the State Board of Education for repeal of those regulations that are confirmed to be impediments to desegregation. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for th is item is detailed under Section IV.E. of this report. 14 IV. REPEAL ST A TUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of May 30, 1998 A committee within the ADE was formed in May 1995 to review and collect data on existing legislation and regulations identified by the parties as impediments to desegregation. The committee researched the Districts' concerns to determine if any of the rules, regulations, or legislation cited impede desegregation. The legislation cited by the Districts regarding loss funding and worker's compensation were not reviewed because they had already been litigated. In September 1995, the committee reviewed the following statutes, acts, and regulations: Act 113 of 1993\nADE Director's Communication 93-205\nAct 145 of 1989\nADE Director's Memo 91-67\nADE Program Standards Eligibility Criteria for Special Education\nArkansas Codes 6-18-206, 6-20-307, 6-20-319, and 6-17- 1506. In October 1995, the individual reports prepared by committee members in their areas of expertise and the data used to support their conclusions were submitted to the ADE administrative team for their review. A report was prepared and submitted to the State Board of Education in July 1996. The report concluded that none of the items reviewed impeded desegregation. As of February 3, 1997, no laws or regulations have been determined to impede desegregation efforts. Any new education laws enacted during the Arkansas 81 st Legislative Session will be reviewed at the close of the legislative session to ensure that they do not impede desegregation. In April 1997, copies of all laws passed during the 1997 Regular Session of the 81st General Assembly were requested from the office of the ADE Liaison to the Legislature for distribution to the Districts for their input and review of possible impediments to their desegregation efforts. In August 1997, a meeting to review the statutes passed in the prior legislative session was scheduled for September 9, 1997. 15 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of May 30, 1998 (Continued) On September 9, 1997, a meeting was held to discuss the review of the statutes passed in the prior legislative session and new ADE regulations. The Districts will be contacted in writing for their input regarding any new laws or regulations that they feel may impede desegregation. Additionally, the Districts will be asked to review their regulations to ensure that they do not impede their desegregation efforts. The committee will convene on December 1, 1997 to review their findings and finalize their report to the Administrative Team and the State Board of Education. In October 1997, the Districts were asked to review new regulations and statutes for impediments to their desegregation efforts, and advise the ADE, in writing, if they feel a regulation or statute may impede their desegregation efforts. In October 1997, the Districts were requested to advise the ADE, in writing, no later than November 1, 1997 of any new law that might impede their desegregation efforts. As of November 12, 1997, no written responses were received from the Districts. The ADE concludes that the Districts do not feel that any new law negatively impacts their desegregation efforts. The committee met on December 1, 1997 to discuss their findings regarding statutes and regulations that may impede the desegregation efforts of the Districts. The committee concluded that there were no laws or regulations that impede the desegregation efforts of the Districts. It was decided that the committee chair would prepare a report of the committee's findings for the Administrative Team and the State Board of Education. 16 V. COMMITMENT TO PRINCIPLES A. Through a preamble to the Implementation Plan, the Board of Education will reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The preamble was contained in the Implementation Plan filed with the Court on March 15, 1994. 8. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 Ongoing C. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement by actions taken by ADE in response to monitoring results. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 Ongoing D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. 1. Projected Ending Date Ongoing 17 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of May 30, 1998 At each regular monthly meeting of the State Board of Education, the Board is provided copies of the most recent Project Management Tool (PMT) and an executive summary of the PMT for their review and approval. Only activities that are in addition to the Board's monthly review of the PMT are detailed below. In May 1995, the State Board of Education was informed of the total number of schools visited during the monitoring phase and the data collection process. Suggestions were presented to the State Board of Education on how recommendations could be presented in the monitoring reports. In June 1995, an update on the status of the pending Semiannual Monitoring Report was provided to the State Board of Education. In July 1995, the July Semiannual Monitoring Report was reviewed by the State Board of Education. On August 14, 1995, the State Board of Education was informed of the need to increase minority participation in the teacher scholarship program and provided tentative monitoring dates to facilitate reporting requests by the ADE administrative team and the Desegregation Litigation Oversight Subcommittee. In September 1995, the State Board of Education was advised of a change in the PMT from a table format to a narrative format. The Board was also briefed about a meeting with the Office of Desegregation Monitoring regarding the PMT. In October 1995, the State Board of Education was updated on monitoring timelines. The Board was also informed of a meeting with the parties regarding a review of the Semiannual Monitoring Report and the monitoring process, and the progress of the test validation study. In November 1995, a report was made to the State Board of Education regarding the monitoring schedule and a meeting with the parties concerning the development of a common terminology for monitoring purposes. In December 1995, the State Board of Education was updated regarding announced monitoring visits. In January 1996, copies of the draft February Semiannual Monitoring Report and its executive summary were provided to the State Board of Education. 18 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of May 30, 1998 (Continued) During the months of February 1996 through May 1996, the PMT report was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. In June 1996, the State Board of Education was updated on the status of the bias review study. In July 1996, the Semiannual Monitoring Report was provided to the Court, the parties, ODM, the State Board of Education, and the Desegregation Litigation Oversight Subcommittee. In August 1996, the State Board of Education and the ADE administrative team were provided with copies of the test validation study prepared by Dr. Paul Williams. During the months of September 1996 through December 1996, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. On January 13, 1997, a presentation was made to the State Board of Education regarding the February 1997 Semiannual Monitoring Report, and copies of the report and its executive summary were distributed to all Board members. The Project Management Tool and its executive summary were addrP.ssed at the February 10, 1997 State Board of Education meeting regarding the AD E's progress in fulfilling their obligations as set forth in the Implementation Plan. In March 1997, the State Board of Education was notified that historical information in the PMT had been summarized at the direction of the Assistant Attorney General in order to reduce the size and increase the clarity of the report. The Board was updated on the Pulaski County Desegregation Case and reviewed the Memorandum Opinion and Order issued by the Court on February 18, 1997 in response to the Districts' motion for summary judgment on the issue of state funding for teacher retirement matching contributions. During the months of April 1997 through June 1997, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. 19 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of May 30, 1998 (Continued) The State Board of Education received copies of the July 15, 1997 Semiannual Monitoring Report and executive summary at the July Board meeting. The Implementation Phase Working Group held its quarterly meeting on August 4, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. A special report regarding a historical review of the Pulaski County Settlement Agreement and the ADE's role and monitoring obligations were presented to the State Board of Education on September 8, 1997. Additionally, the July 15, 1997 Semiannual Monitoring Report was presented to the Board for their review. In October 1997, a special draft report regarding disparity in achievement was submitted to the State Board Chairman and the Desegregation Litigation Oversight Subcommittee. In November 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. The Implementation Phase Working Group held its quarterly meeting on November 3, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and the critical areas for the current quarter. In December 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. In January 1998, the State Board of Education reviewed and discussed ODM's report on the ADE's monitoring activities and instructed the Director to meet with the parties to discuss revisions to the ADE's monitoring plan and monitoring reports. In February 1998, the State Board of Education reviewed and approved the PMT and discussed the February 1998 Semiannual Monitoring Report. In March 1998, the State Board of Education reviewed and approved the PMT and its executive summary and was provided an update regarding proposed revisions to the monitoring process. In April 1998, the State Board of Education reviewed and approved the PMT and its executive summary. 20 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of May 30, 1998 (Continued) iill!~lli~\\~i~illf ijfgpfg~fa~1rn r~vlw~a ijfifJ ilit?.f .v114:m:1:g\u0026amp;11t1ina. 21 Vl. REMEDIATION A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 During May 1995, team visits to Cycle 4 schools were conducted, and plans were developed for reviewing the Cycle 5 schools. In June 1995, the current Extended COE packet was reviewed, and enhancements to the Extended COE packet were prepared. In July 1995, year end reports were finalized by the Pulaski County field service specialists, and plans were finalized for reviewing the draft improvement plans of the Cycle 5 schools. In August 1995, Phase I - Cycle 5 school improvement plans were reviewed. Plans were developed for meeting with the Districts to discuss plans for Phase II - Cycle 1 schools of Extended COE, and a school improvement conference was conducted in Hot Springs. The technical review visits for the FY 95/96 year and the documentation process were also discussed. In October 1995, two computer programs, the Effective Schools Planner and the Effective Schools Research Assistant, were ordered for review, and the first draft of a monitoring checklist for Extended COE was developed. Through the Extended COE process, the field service representatives provided technical assistance based on the needs identified within the Districts from the data gathered. In November 1995, ADE personnel discussed and planned for the FY 95/96 monitoring, and onsite visits were conducted to prepare schools for the FY 95/96 team visits. Technical review visits continued in the Districts. In December 1995, announced monitoring and technical assistance visits were conducted in the Districts. At December 31 , 1995, approximately 59% of the schools in the Districts had been monitored. Technical review visits were conducted during January 1996. In February 1996, announced monitoring visits and midyear monitoring reports were completed, and the field service specialists prepared for the spring NCA/COE peer team visits. 22 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of May 30, 1998 (Continued) In March 1996, unannounced monitoring visits of Cycle 5 schools commenced, and two-day peer team visits of Cycle 5 schools were conducted. Two-day team visit materials, team lists and reports were prepared. Technical assistance was provided to schools in final preparation for team visits and to schools needing any school improvement information. In April and May 1996, the unannounced monitoring visits were completed. The unannounced monitoring forms were reviewed and included in the July monitoring report. The two-day peer team visits were completed, and annual COE monitoring reports were prepared. In June 1996, all announced and unannounced monitoring visits of the Cycle 5 schools were completed, and the data was analyzed. The Districts identified enrollment in compensatory education programs. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996, and copies were distributed to the parties. During August 1996, meetings were held with the Districts to discuss the monitoring requirements. Technical assistance meetings with Cycle 1 schools were planned for 96/97. The Districts were requested to record discipline data in accordance with the Allen Letter. In September 1996, recommendations regarding the ADE monitoring schedule for Cycle 1 schools and content layouts of the semiannual report were submitted to the ADE administrative team for their review. Training materials were developed and schedules outlined for Cycle 1 schools. In October 1996, technical assistance needs were identified and addressed to prepare each school for their team visits. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996. 23 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of May 30, 1998 (Continued) In December 1996, the announced monitoring visits of the Cycle 1 schools were completed, and technical assistance needs were identified from school site visits. In January 1997, the ECOE monitoring section identified technical assistance needs of the Cycle 1 schools, and the data was reviewed when the draft February Semiannual Monitoring Report was presented to the Desegregation Litigation Oversight Subcommittee, the State Board of Education, and the parties. In February 1997, field service specialists prepared for the peer team visits of the Cycle 1 schools. NCA accreditation reports were presented to the NCA Committee, and NCA reports were prepared for presentation at the April NCA meeting in Chicago. From March to May 1997, 111 visits were made to schools or central offices to work with principals, ECOE steering committees, and designated district personnel concerning school improvement planning. A workshop was conducted on Learning Styles for Geyer Springs Elementary School. A School Improvement Conference was held in Hot Springs on July 15-17, 1997. The conference included information on the process of continuous school improvement, results of the first five years of COE, connecting the mission with the school improvement plan, and improving academic performance. Technical assistance needs were evaluated for the FY 97/98 school year in August 1997. From October 1997 to February 1998, technical reviews of the ECOE process were conducted by the field service representatives. Technical assistance was provided to the Districts through meetings with the ECOE steering committees, assistance in analyzing perceptual surveys, and by providing samples of school improvement plans, Gold File catalogs, and web site addresses to schools visited . Additional technical assistance was provided to the Districts through discussions with the ECOE committees and chairs about the process. In November 1997, technical reviews of the ECOE process were conducted by the field service representatives in conjunction with the announced monitoring visits. Workshops on brainstorming and consensus building and asking strategic questions were held in January and February 1998. 24 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of May 30, 1998 (Continued) In March 1998, the field service representatives conducted ECOE team visits and prepared materials for the NCA workshop. Technical assistance was provided in workshops on the ECOE process and team visits. In April 1998, technical assistance was provided on the ECOE process and academically distressed schools. 1n:M~Yil:$.~~j:Jg~o/~ll$.$!.$W.h~wij'$''pfpy.m~a.gfitbiifG.OS :pr.q,ijii.l!nJgijffi vt,tw!fij#po~yft~m 8. Identify available resources for providing technical assistance for the specific condition, or circumstances of need, considering resources within ADE and the Districts, and also resources available from outside sources and experts. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section VI.F. of this report. C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 An updated ERIC Search was conducted on May 15, 1995 to locate research on evaluating compensatory education programs. The ADE received the updated ERIC disc that covered material through March 1995. In August 1995, a new ERIC disc arrived, and an updated search was conducted. These articles were reviewed. 25 VI. REMEDIATION (Continued) C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. (Continued) 2. Actual as of May 30, 1998 (Continued) An ERIC search was conducted in September 30, 1996 to identify current research dealing with the evaluation of compensatory education programs, and the articles were reviewed. An ERIC search was conducted in April 1997 to identify current research on compensatory education programs and sent to the Cycle 1 principals and the field service specialists for their use. D. Identify and research technical resources available to ADE and the Districts through programs and organizations such as the Desegregation Assistance Center in San Antonio, Texas. 1. Projected Ending Date Summer 1994 2. Actual as of May 30, 1998 The information for this item is detailed under Section VI.F. of this report. E. Solicit, obtain, and use available resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section VI.F. of this report. F. Evaluate the impact of the use of resources for technical assistance. 1. Projected Ending Date Ongoing 26 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 30, 1998 From March 1995 through July 1995, technical assistance and resources were obtained from the following sources: the Southwest Regional Cooperative\nUALR regarding training for monitors\nODM on a project management software\nADHE regarding data review and display\nand Phi Delta Kappa, the Desegregation Assistance Center and the Dawson Cooperative regarding perceptual surveys. Technical assistance was received on the Microsoft Project software in November 1995, and a draft of the PMT report using the new software package was presented to the ADE administrative team for review. In December 1995, a data manager was hired permanently to provide technical assistance with computer software and hardware. In October 1996, the field service specialists conducted workshops in the Districts to address their technical assistance needs and provided assistance for upcoming team visits. In November and December 1996, the field service specialists addressed technical assistance needs of the schools in the Districts as they were identified and continued to provide technical assistance for the upcoming team visits. In January 1997, a draft of the February 1997 Semiannual Monitoring Report was presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties. The ECOE monitoring section of the report included information that identified technical assistance needs and resources available to the Cycle 1 schools. Technical assistance was provided during the January 29-31, 1997 Title I MidWinter Conference. The conference emphasized creating a learning community by building capacity schools to better serve all children and empowering parents to acquire additional skills and knowledge to better support the education of their children. In February 1997, three ADE employees attended the Southeast Regional Conference on Educating Black Children. Participants received training from national experts who outlined specific steps that promote and improve the education of black children. 27 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 30, 1998 (Continued) On March 6-9, 1997, three members of the ADE's Technical Assistance Section attended the National Committee for School Desegregation Conference. The participants received training in strategies for Excellence and Equity: Empowerment and Training for the Future. Specific information was received regarding the current status of court-ordered desegregation, unitary status, and resegregation and distributed to the Districts and ADE personnel. The field service specialists attended workshops in March on ACT testing and school improvement to identify technical assistance resources available to the Districts and the ADE that will facilitate desegregation efforts. ADE personnel attended the Eighth Annual Conference on Middle Level Education in Arkansas presented by the Arkansas Association of Middle Level Education on April 6-8, 1997. The theme of the conference was Sailing Toward New Horizons. In May 1997, the field service specialists attended the NCA annual conference and an inservice session with Mutiu Fagbayi. An Implementation Oversight Committee member participated in the Consolidated COE Plan inservice training. In June and July 1997, field service staff attended an SAT-9 testing workshop and participated in the three-day School Improvement Conference held in Hot Springs. The conference provided the Districts with information on the COE school improvement process, technical assistance on monitoring and assessing achievement, availability of technology for the classroom teacher, and teaching strateg ies for successful student achievement. In August 1997, field service personnel attended the ASCD Statewide Conference and the AAEA Administrators Conference. On August 18, 1997, the bi-monthly Team V meeting was held and presentations were made on the Early Literacy Learning in Arkansas (ELLA) program and the Schools of the 21st Century program. In September 1997, technical assistance was provided to the Cycle 2 principals on data collection for onsite and offsite monitoring. ADE personnel attended the Region VI Desegregation Conference in October 1997. Current desegregation and educational equity cases and unitary status issues were the primary focus of the conference. 28 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of May 30, 1998 (Continued) On October 14, 1997, the bi-monthly Team V meeting was held in Paragould to enable members to observe a 21st Century school and a school that incorporates traditional and multi-age classes in its curriculum. In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. In March 1998, the field service representatives attended a school improvement conference and conducted workshops on team building and ECOE team visits. Staff development seminars on Using Data to Sharpen the Focus on Student Achievement are scheduled for March 23, 1998 and March 27, 1998 for the Districts. In April 1998, the Districts participated in an ADE seminar to aid them in evaluating and improving student achievement. 29 VII. TEST VALIDATION A. 8. Using a collaborative approach, the ADE will select and contract with an independent bias review service or expert to evaluate the Stanford 8, or other monitoring instruments used to measure disparities in academic achievement between black students and white students. 1. Projected Ending Date March, 1995 2. Actual as of May 30, 1998 On March 29, 1995, letters were sent to four national experts about conducting a test bias validation of the Stanford Achievement Test, Eighth Edition, Form K (SAT-8). Dr. Paul Williams, Deputy Director of Educational Testing Service (ETS), contacted the ADE in April of 1995 concerning the proposal for validating the SAT-8 test. The ADE requested that Dr. Williams conduct a validity study of test items used in the SA T-8. Dr. Williams submitted a final proposal for his services. The ADE Bias Review Test Committee met Friday, July 7, 1995, and approved Dr. William's contract proposal. The final contract was forwarded to Dr. Williams for his signature. The contract was signed in August 1995, thereby, completing this goal. By April 1994, establish a bias review committee to oversee the bias review process, and invite representatives of the Districts and parties to meet with the bias review committee. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 Complete. ADE established a Bias Review Committee in April 1994. In accordance with the Implementation Plan, representatives from the Districts and the parties were invited to attend and participate in this and all meetings of the Bias Review Committee. 30 VII. TEST VALIDATION (Continued) C. Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. 1. Projected Ending Date March 1995 and ongoing 2. Actual as of May 30, 1998 Dr. Paul Williams met with the staff of the Psychological Corporation to review their methods and procedures. In August 1995, he met with the staff at Georgia State University to review the statistical methods that would be used in the analysis. Dr. Williams reported difficulty with the bias-review study in receiving the names of the bias panel and the complete SAT-8 data set from the Psychological Corporation. Dr. Williams submitted an invoice totaling $8,961 for Task I activities of the SAT-8 validity study for partial fulfillment of the test validation study. On December 6, 1995, a contract extension for Dr. Williams was reviewed by the Legislative Council. In January 1996, he indicated that he was in the final stages of the test validation, and the ADE was presented a draft report in March 1996. In May 1996, Dr. Williams stated that the wrong data sets were sent to him by the Psychological Corporation resulting in Task 3 having to be redone. A new draft of the final report was received by the ADE in July 1996. In August 1996, copies of the test validation report were provided to the State Board of Education and the ADE administrative team for their review. On September 10, 1996, the LRSD notified the ADE that they had reviewed the test validation report and would like to meet with the ADE to discuss the report. The ADE Director indicated that he would schedule a meeting with the LRSD to discuss the report. In October 1996, historical files and data were provided to the ADE Director, the ADE Assistant Director for Technical Services, and the ADE Assistant Director for Planning and Curriculum for their review in preparation for a meeting with the LRSD regarding the validity study. 31 VII. TEST VALIDATION (Continued) C. Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. (Continued) 2. Actual as of May 30, 1998 (Continued) Test validation procedures by the expert have been completed. A recommendation was drafted proposing the use of the SAT-8 by the ADE as the validated test for monitoring. The ADE is presently working to arrange a meeting with the Administration of the LRSD to discuss the test validation study. Effective September 22, 1997, the State Board of Education hired a new Director of the General Education Division, which should allow the ADE to move forward in this matter. In October 1997, the GED Director was updated on the history of the test validation process to provide the Director with background information in preparation for a meeting with the LRSD. In February 1998, ADE staff met with senior staff members to discuss the test validation and appropriate test scores for consideration by the LRSD. The ADE Director met with the Superintendent of the LRSD to discuss test validation issues. 32 VIII. IN-SERVICE TRAINING A. Through an interactive process with representatives of desegregating districts, identify in-service training needs. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section VIII.D. of this report. B. Develop in-service training programs to address in-service training needs of desegregating districts. C. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section VIII.D. of this report. Implement in-service training programs to address in-service training needs of desegregating districts. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section VIII.D. of this report. 0 . Evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. 1. Projected Ending Date Ongoing 33 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. (Continued) 2. Actual as of May 30, 1998 In April 1995, the Tri-District Staff Development Committee were provided an overview of the Scott Alternative Learning Center's operation and met with students and staff. In May 1995, the Districts were in the process of self-assessment and planning for fall staff development. The Districts worked on staff development to be incorporated into their fall 95/96 preschool calendars. The uniqueness of each district's needs and their schools was considered in the planning by utilizing the results of needs assessment instruments. The Tri-District Staff Development Committee met on September 13, 1995 to plan for an ADE administered Classroom Management grant. The Tri-District Staff Development Committee met on September 19, 1995 to finalize the Classroom Management grant proposal. The Tri-District Staff Development Committee met on October 24, 1995 to discuss program and staff development evaluation models that might be available to the Districts. On November 15, 1995, the ADE met with an ODM representative to discuss the progress the ADE had made in attaining the objectives outlined in the Implementation Plan with regard to inservice training. The Tri-District Staff Development Committee met on November 21, 1995 to discuss upcoming training events and various NLR programs that focus on nonacademic needs. A new program consisting of placing a graduate student of social work, a field supervisor, and a DHS worker in the district at no cost to the district was discussed. Additionally, NLR provided an overview of their program for credit deficient students. The Tri-District Staff Development Committee met on December 19, 1995 to discuss infonnation dealing with ways to broaden the perspective of multicultural education. The Tri-District Staff Development Committee met on January 17, 1996 to discuss proposed changes in the standards regarding media centers and NLRSD's staff development strategic planning committee. The committee reviewed a video on diversity produced by the Arkansas Elementary Principals Association. 34 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. (Continued) 2. Actual as of May 30, 1998 (Continued) The Tri-District Staff Development Committee met on February 21, 1996 to discuss the implications of budget cuts on staff development programs and PCSSD's request for unitary status for their staff development program. They also discussed the need for computer literacy, technology training, and acquisition of hardware and software by the Districts. The Tri-District Staff Development Committee met on March 27, 1996 to discuss available resources concerning sexual harassment. ADE regulations in relation to staff members attending professional association conferences as well as the district staff development and potential sites for training seminars were also discussed. The Tri-District Staff Development Committee met on April 30, 1996 to discuss the reconfiguring of Jacksonville Junior High, PCSSD professional development schedules, and APSCN on-line timelines. A tour of the Washington Magnet school was also conducted. The Tri-District Staff Development Committee received a demonstration of UALR's Baum Decision Support Center's capabilities regarding consensus and planning on May 29, 1996. The Tri-District Staff Development Committee did not meet during September, October, and November 1996 because of scheduling conflicts and the extended medical leave of the ADE liaison. On December 18, 1996, the Tri-District Staff Development Commlttee met to discuss the linkage between the Implementation Plan, staff development, and student achievement. On January 21, 1997, the Tri-District Staff Development Committee met and discussed sharing middle school strategies and the Districts' training catalogs. The Tri-District Staff Development Committee met on February 25, 1997 to discuss their current staff development programs and an overview of the relationship of their current programs with their desegregation plans. 35 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. (Continued) 2. Actual as of May 30, 1998 (Continued) The Tri-District Staff Development Committee met on March 26, 1997 to observe the Great Expectations Program. The principal and mentor teachers provided information on the components and philosophy of the program, and students demonstrated selected components. The PCSSD may adopt the program for selected schools in their district. The committee was provided with an update of pertinent information on resources available to the Districts. The committee decided that the ADE liaison to the committee would gather documentation of completed staff development directly from the Districts, instead of the Districts providing this information at the committee meetings. New information on teacher licensure and rules and regulations was shared with the Tri-District Staff Development Committee at their April 1997 meeting. A report was presented to the committee on information from the Arkansas Council for Social Studies about an October 1997 meeting on integrated curriculum. The Districts will provide principal retreats this summer as a part of their staff development. The PCSSD will sponsor a renowned speaker on strategies to serve at risk youth in August 1997 in which the committee is invited to attend. The LRSD shared survey results from a pilot administration to four teachers in each district. The survey found the sample to be strong in content but lacking in context and process. Plans to address these needs will be developed. In another survey to certified and non-certified LRSD staff, stress management was the major concern. The Tri-District Staff Development Committee met on May 14, 1997 to participate in a teleconference with the five 1996 awardees of the National Awards Program for Model for Professional Development. The PCSSD shared their summer and fall staff development catalog with the members. The committee will reconvene in the fall of the 97 /98 school year. The Tri-District Staff Development Committee is scheduled to meet on September 30, 1997 to discuss collaborative actions for FY 97/98. 36 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. (Continued) 2. Actual as of May 30, 1998 (Continued) The Tri-District Staff Development Committee met on September 30, 1997 to discuss their staff development for the 1997 /1998 school year. The PCSSD had a pre-school in-service for the faculty, and the LRSD conducted a Principals Academy with an expert on the math and science initiative which lasted several days. The NLRSD is providing staff development by satellite. The Tri-District Staff Development Committee met on October 28, 1997. The LRSD and NLRSD shared some of their staff development course offerings with the committee, and the PCSSD discussed ways of optimizing opportunities for staff development with specific emphasis on the junior high school conflict resolution training. In November 1997, the Lead Planner provided technical assistance to Central High School staff regarding data disaggregation, test score analysis and ways to improve student achievement. The Tri-District Staff Development Committee met on November 25, 1997 to discuss the Standards for Staff Development. The LRSD will begin providing technology training to their employees in January by utilizing business teachers. Additionally, they discussed a collaborative venture of the Districts involving a workshop from Chicago on a program called \"Great Expectations.\" The Tri-District Staff Development Committee met on December 16, 1997 to discuss technology plans, strategies for obtaining information currently being provided to the education cooperatives, scheduling of Arkansas history, and the development of a comprehensive list of locations available for staff development. Members agreed to bring information on available locations to the January meeting and have set a tentative completion date for the project of May 1998. The Tri-District Staff Development Committee met on January 27, 1998 to share information for developing a comprehensive list of locations available for staff development. The Tri-District Staff Development Committee met on February 24, 1998 to work on the development of the list of locations available for staff development. The committee also discussed the meeting on student achievement sponsored by the ADE for the Districts, principals' staff development in the Districts and emphasis on improving achievement as reflected on the SAT-9. 37 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address in-service training needs of desegregating districts. (Continued) 2. Actual as of May 30, 1998 (Continued) The Tri-District Staff Development Committee met on March 19, 1998 to discuss the math and science grant received by the LRSD, the Districts' in-service calendars for August, TESA and Student-Team Learning trainers, and team building for staff. The ADE Deputy Director is scheduled to discuss ways the committee can strengthen their relationship with the regional cooperatives at their May meeting. 38 IX. RECRUITMENT OF MINORITY TEACHERS A. Facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. 1. Projected Ending Dates (See dates on individual key activities) 2. Actual as of May 30, 1998 A staff member of the ADE's certification department attended all of the college career days in FY 94/95 in Arkansas and one out-of-state. In FY 95/96, ADE certification staff members attended career and job fairs at the following colleges and universities: Philander Smith College\nUAM\nHSU\nATU\nUCA\nASU\nUA-Pine Bluff\nUA-Fayetteville\nHarding University\nSAU\nand Jackson State. ADE certification staff met with representatives from the Districts to ensure they were aware that ADE personnel were available to provide assistance in recruitment and certification of minority teacher candidates. A job fair was conducted at the University of Arkansas at Pine Bluff on December 4 , 1996. The Districts were advised of the ADE's availability for providing assistance in recruitment and certification. tn February 1997, ADE certification staff members attended teacher job fairs at Henderson State University, Arkansas Tech University, and University of Central Arkansas to facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. ADE certification staff members attended teacher job fairs at Harding University, UA-Fayetteville, UA-Pine Bluff, and ASU in April 1997 to facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. From April 16, 1997 through May 6, 1997, ADE certification staff members attended teacher job fairs at Philander Smith College and SAU to facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. Additionally, ADE staff attended an out-of-state teacher job fair at Jackson State University at Jackson, Mississippi. Recruitment activities were suspended for the summer, but they will resume in the later part of September for FY 97 /98. On September 25, 1997, the ADE's Professional Licensure Supervisor attended a career day job fair at Philander Smith College to provide support to the Districts in recruiting teachers. 39 IX. RECRUITMENT OF MINORITY TEACHERS (Continued) A. Facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. 2. Actual as of May 30, 1998 (Continued) On November 6, 1997, the Professional Licensure Supervisor attended a career day job fair at the University of the Ozarks in order to facilitate the Districts' recruitment efforts. Recruitment activities will resume in February 1998. Representatives of the ADE's Professional Licensure Unit attended job fairs at Arkansas Technical University, UCA, ASU and the University of Memphis from February 26, 1998 through March 12, 1998. A representative from the ADE's Professional Licensure Unit attended job fairs at UA-Fayetteville and Harding University on March 30, 1998 and April 2, 1998, respectively. f3ijpf~~~h~#.tiY~~ Jrqrf\\ Jq~\np!:j' Rr9.m~~(pq~f\ng,~p~qr,~ pm~~p~~{(lRP- f~Ri ijfpfilJl6X!~f $rr\\Im\nQql(~g~/AQ ijQi:.f.J:facthE?:~l42.Pl.l?Dijio.iAPfi!!1$.g?k B. Beginning in 1994, by May and November of each year, Districts will supply to the ADE information about shortages of teachers by grade and subject area. 1. Projected Ending Dates Ongoing, as stated. 2. Actual as of May 30, 1998 Letters were sent in May, August, and December 1995 to the Districts requesting information regarding teaching positions available by grade and subject areas. In May and November 1996, the Human Resources offices of the Districts were requested to provide information regarding teaching positions available by grade and subject area. The ADE sent follow-up letters requesting information from the Districts regarding teacher shortages in February 1997. The NLRSD and the PCSSD indicated that they expect teacher shortages in the areas of Special Education, Mathematics, the Sciences, Foreign Language, English as a Second Language and Gifted and Talented Education. On May 20, 1997, information was requested from the Districts regarding teacher shortages. Follow-up letters were sent in July 1997. 40 IX. RECRUITMENT OF MINORITY TEACHERS (Continued) C. D. Beginning in 1994, by May and December of each year, request information from colleges and universities about the numbers and types of minority-teacher graduates. 1. Projected Ending Dates Ongoing, as stated. 2. Actual as of May 30, 1998 In May and December 1995, letters were sent to all Deans and Certifying Officers of Institutions of Higher Education in Arkansas requesting information on minority teacher graduates. Letters were sent to all Deans and Certifying Officers of Institutions of Higher Education in Arkansas in May and November 1996 requesting information on minority teacher graduates. In May and December 1997, letters were sent to all Arkansas colleges and universities with teacher education programs requesting minority teacher graduate information. C?riM~Y 14?11~~Il~fief~ ~~r~ ~~nf,g ~ltAr~~r~~~ SC?H~~~!~q#ipN'.~r~m~~ili t~?t5..t~fJv?t,fipfit?tniX\\iil:iWijffitibJm1ntit9t.?..nttJt~4wn~:inr\u0026amp;rm\u0026amp;tlm Within 30 days of receiving data from colleges and universities provide the Districts data on teacher openings to the colleges and universities on minority graduates to the Districts. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 In June 1995 and January 1996, ADE sent the information received from Arkansas colleges and universities on minority teacher education graduates to the Districts. In July 1996 and January 1997, ADE sent the information received from Deans and Certifying Officers on minority teacher education graduates to the Districts. On February 3, 1997, a list of minority teacher graduates from the University of Arkansas at Fayetteville was forwarded to the Districts as an addendum to the list of graduates compiled on January 16, 1997. 41 IX. RECRUITMENT OF MINORITY TEACHERS (Continued) D. Within 30 days of receiving data from colleges and universities provide the Districts data on teacher openings to the colleges and universities on minority graduates to the Districts. (Continued) 2. Actual as of May 30, 1998 (Continued) The ADE provided the Districts with the Minority Teacher Graduate Report compiled from the minority teacher graduate information received from Arkansas colleges and universities in July 1997 and January 1998. E. Each November, ADE will request information from the Districts on the effectiveness of ADE's minority recruitment assistance, including an assessment of the minority teacher candidates' database. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 On November 30, 1994, letters were sent to the Districts requesting feedback on the effectiveness of the ADE's minority recruitment assistance. Follow-up letters were sent on March 17, 1995 since no responses had been received. Additional follow-up letters were sent to the Districts in August 1995 because the ADE had received no responses from the Districts. A planning and evaluation meeting was scheduled on January 11, 1996 with representatives from the Districts. The Districts did not attend the meeting. In February 1997, letters were sent to the Districts requesting feedback on the effectiveness of ADE's minority recruitment assistance. The NLRSD and the PCSSD submitted favorable evaluations concerning the effectiveness of the ADE's recruitment assistance efforts. The ADE did not received any information from the LRSD regarding this matter. 42 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES A. Assist ADHE in identifying, analyzing, addressing and eliminating racial disparities in the allocation of scholarships. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section X.D. of this report. B. Representatives of the ADE and the ADHE will work together, review ADHE's available data to identify racial disparities in allocation of scholarships. C. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section X.D. of this report. Using its knowledge about public schools, teacher education and certification, and through a collaborative effort with the Districts, ADE will analyze racial disparities in ADHE scholarship allocations. ADE will report its findings, conclusions, and recommendations about racial disparities in allocating scholarships to ADHE. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section X.D. of this report. D. Working with the ADHE, the ADE will use its relationships in the public education institutional settings to assist implementation of measures designed to reduce racial disparities in allocation of scholarships. 1. Projected Ending Date Ongoing 43 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES (Continued) D. Working with the ADHE, the ADE will use its relationships in the public education institutional settings to assist implementation of measures designed to reduce racial disparities in allocation of scholarships. (Continued) 2. Actual as of May 30, 1998 In April 1995, ADE met with representatives of ADHE concerning identification and analysis of possible disparities in scholarship allocations. In June 1995, a collaborative effort was made between the ADE and ADHE to enhance the rate at which minorities were applying for the 1995 teacher scholarships with special emphasis on the areas of science, math, and foreign language through a direct mail program. In July 1995, representatives from the ADE and the Districts met to review the scholarship applications. The Implementation Committee on Financial Assistance to Minority Teacher Candidates discussed ways to increase minority awareness of the scholarships available for minority teacher applicants. The committee agreed to meet quarterly to identify, analyze, and address eliminating racial disparities in scholarships. The committee met in December 1995 to discuss the distribution of scholarships for the 95/96 school year. The committee meets on a continuous basis to review scholarship distributions and discuss ways of improving the pool of applicants for minority teacher scholarships as detailed further in Section X.E. of this report. E. Monitor the allocation of scholarships to minority students by the ADHE\nevaluate the impacts of new approaches and new legislation on an ongoing basis. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 During the May 1995 Legislative session, Acts 188, 189 and 259 regarding scholarships were passed. A meeting to monitor and analyze the distribution of scholarships for the 95/96 school year was held on December 15, 1995. 44 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES (Continued) E. Monitor the allocation of scholarships to minority students by the ADHE\nevaluate the impacts of new approaches and new legislation on an ongoing basis. (Continued) 2. Actual as of May 30, 1998 (Continued) The committee met on June 7, 1996 to review the scholarship applications for minority teacher candidates for the 96/97 school year. Representatives from the ADHE stated that the ADHE expected to have the resources to fund: 56 scholarships under the Emergency Secondary Education Loan Program\n100 scholarships under the Minority Teacher Scholars Program\nand 13 scholarships under the Minority Masters Fellows Program. The committee also discussed ways of increasing the scholarship applicant pools, and a recommendation was made to make scholarships available to part-time students. In September 1996, a proposal was submitted to the Assistant to the Director for Legislative Services recommending the Legislature offer minority teacher scholarships to part-time students. The committee met on October 23, 1996 to review the scholarships awarded for the 96/97 school year. The following scholarships were funded: 60 scholarships totaling $144,266 for the Emergency Secondary Education Loan Program\n20 scholarships totaling $107,500 for the Minority Masters Fellows Program\n109 scholarships totaling $505,093 for the Minority Teacher Scholars Program\nand 258 students in the Freshman/Sophomore Minority Grant Program received scholarships totaling $374,000. In March 1997, information on minority teacher scholarships and how to apply was provided to the Districts and Arkansas colleges and universities. The Districts were informed of ADHE's scholarship promotional efforts and legislative updates. The next meeting of the committee will be in September 1997. On April 8, 1997, notifications were sent to all Arkansas colleges and universities on the Minority Teacher Scholars Program reminding them that the deadline for receiving applications was June 1, 1997. This information was also provided to the Districts. The Minority Teacher Scholarship Committee will meet on October 9, 1997 to discuss the scholarships awarded for FY 97/98. 45 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES (Continued) E. Monitor the allocation of scholarships to minority students by the ADHE\nevaluate the impacts of new approaches and new legislation on an ongoing basis. (Continued) 2. Actual as of May 30, 1998 (Continued) The Minority Teacher Scholarship Recruitment Committee met on October 9, 1997 to discuss the scholarships awarded for FY 97/98. The ADHE Assistant Coordinator for Student Financial Aid provided a comprehensive presentation on scholarships awarded for the 97/98 school year. There were 235 scholarships awarded in the Freshman/Sophomore Minority Scholarship program totaling $344,988. The Emergency Secondary Education Loan program awarded 52 scholarships for a total of $119,370. There were 83 scholarships for $403,520 awarded in the Minority Teachers Scholars program. The Minority Masters Fellows program awarded 20 scholarships for a total of $73,750. The ADHE representative indicated that during the 1997 regular legislative session legislation was passed to allow hispanics and asians to participate in the minority scholarship programs. It was stated that the average GPA for minority teacher scholarship recipients had increased to 3.13, and that the dollars awarded in the Minority Masters Fellows program were down from last year because most of the recipients were part-time students. The committee discussed numerous avenues that might be utilized to inform minority applicants of scholarships available. Communication with the faculty of Arkansas colleges and universities regarding the availability of scholarships was discussed as a way of informing teaching students of possible resources available to them. The next quarterly meeting of the Minority Teacher Scholarship Recruitment Committee will be February 19, 1998. The quarterly meeting of the Minority Teacher Scholarship Recruitment Committee scheduled for February was canceled since only the NLRSD and an ADE representative were present at the scheduled meeting place. The meeting has not been rescheduled at this time. The Minority Teacher Scholarship meeting was rescheduled for March 26, 1998. 46 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES (Continued) E. Monitor the allocation of scholarships to minority students by the ADHE\nevaluate the impacts of new approaches and new legislation on an ongoing basis. (Continued) 2. Actual as of May 30, 1998 (Continued) The Minority Teacher Scholarship Recruitment Committee met on March 26, 1998. The committee was updated on the requirements and application packets were distributed for the Emergency Secondary Education Loan Program (ESELP), Minority Teacher Scholars Program (MTSP), and Minority Masters Fellows Program (MMFP). The deadline for applications was April 1, 1998 for the ESELP and June 1, 1998 for the MTSP and MMFP. The scholarships will be awarded in July 1998. A committee member requested that ADHE send scholarship applications to the schools as well as the district offices to ensure that their teachers and students were apprised of the scholarships available. It was suggested that the colleges submit prospective graduate information for use by the Districts no later than April since the Districts begin the interview process of Spring graduates in May. The ADE Implementation Plan currently requires that the ADE request information on minority teacher graduates in May, and then it is distributed to the Districts in June or July. A representative from the ADE Teacher Licensure Unit was present at the meeting and stated that the ADE would try to accommodate the Districts with this request, but she cautioned that colleges and universities are reluctant to provide tentative graduate information. The next committee meeting is scheduled for July 30, 1998 at the NLRSD offices. 47 XI. MINORITY RECRUITMENT OF ADE STAFF A. Administer the ADE Minority Recruitment Plan developed by the ADE staff and Board of Education and officially adopted by the Board of Education (see Exhibit B for the ADE's Minority Recruitment Plan with specific objectives and timelines). 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The Minority Recruitment Committee met on April 14, 1995. New committee members were assigned tasks and goals to increase the effectiveness of the Minority Recruitment Plan. At the Minority Recruitment Committee meeting on May 18, 1995, the committee was divided into four working sub-teams to update the annual plan. Each team focused on one of the four goals in the Minority Recruitment Plan and monitored specific task completions. From June to October 1995, subcommittees met and worked on monitoring the progress of the ADE in accomplishing the tasks outlined in the Minority Recruitment Plan. In September 1995, the ADE reached an agreement with the Arkansas Statewide Systemic Initiative (ASSI) for conducting an audit of the Minority Recruitment Plan. The committee reviewed the recommendations and comments for updating the plan at the November 1995 meeting and reviewed the final draft at the December meeting. The ASSl's audit findings were presented to the committee on January 16, 1996. It was determined during the initial review that the files were incomplete to the extent that an accurate audit was not possible. The auditor met with the committee in March 1996 to review the additional documentation in the files. The auditor prepared the final report in April 1996 indicating that of the 89 actions contained in the Minority Recruitment Plan, 74 of the items had been completed, nine were in progress, and six had not been started. The audit stated that of the 22 items in Goal 1, 15 were completed, one was in progress, and six had not been started. Goal 2 contained 14 items, 13 of which were completed and one in progress. Goal 3 consisted of 30 items with 29 items completed and one in progress. Goal 4 consisted of 23 items with 17 items completed and six in progress. 4 8 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) A. Administer the ADE Minority Recruitment Plan developed by the ADE staff and Board of Education and officially adopted by the Board of Education (see Exhibit B for the ADE's Minority Recruitment Plan with specific goals, objectives and timelines). (Continued) 2. Actual as of May 30, 1998 (Continued) The Minority Recruitment Committee met on June 6, 1996 to discuss updates and revisions addressed in the audit and the new racial/gender report on Grades 21 and above. Since the completion of the audit, Goals 2.3.4 and 3.3.8 were completed, and a list of recommendations for retention activities was written. Also, a random sample of ADE employees was asked to fill out questionnaires, but only a limited number were returned. In August 1996, the Minority Recruitment Committee met and discussed the actions necessary to complete Goals 1 and 4 contained in the Minority Recruitment Plan. At the September 1996 meeting, the committee was updated on the progress of all four goals in the Minority Recruitment Plan. The committee heard an analysis of application and hiring practices and discussed the relevance of the data. Suggestions made by the State Board of Education regarding the Employee Tracking Data Check Sheet were discussed at the February 1996 meeting of the Minority Recruitment Committee. Goal 1 of the Minority Recruitment Plan will be completed when the employee tracking sheet is finalized. The Minority Recruitment Committee met on March 14, 1997 and March 27, 1997 to discuss the draft Revised Minority Recruitment Plan and progress toward completing Goal 4. The committee passed a motion to omit Section 1.1 from Goal 1 of the draft revised plan. Additionally, the committee suggested that communication be made an integral part of each goal of the revised plan. The committee discussed the need for professional training programs, incentives for educational opportunities, and upward mobility for all staff within the ADE. In an effort to complete Goal 4, a representative from the ADE communication section presented development costs for media materials to the committee. Additionally, a representative from the ADE MIS section discussed the possibility of using the network to disseminate information to employees. It was suggested that the committee continue to receive assistance from MIS ori the orientation video. 49 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) A. Administer the ADE Minority Recruitment Plan developed by the ADE staff and Board of Education and officially adopted by the Board of Education (see Exhibit B for the ADE's Minority Recruitment Plan with specific goals, objectives and timelines). (Continued) 2. Actual as of May 30, 1998 (Continued) In an effort to represent all sections within the ADE, the committee recommended that representatives from the ADE communication and MIS sections be added as members to the committee. Currently, neither section is represented on the committee. The Minority Recruitment Committee met on April 18, 1997 to discuss the need to revise the action steps for each of the committee's four goals. The committee decided to schedule a two-day retreat in an effort to review all goals and actions. The Minority Recruitment Committee met on May 19, 1997 to discuss the agenda for the annual retreat and revisions to the action plan emphasizing recruitment and retention at all grade levels. A two-day annual retreat was held on June 18-19, 1997 at the Teacher Retirement Building. The retreat facilitated the revision of the Minority Recruitment Committee's action plan for their four goals. Dr. Gary Chamberlain, UALR faculty member, served as the facilitator. The revised plan was distributed to the Minority Recruitment Committee at their July 18, 1997 meeting for final approval before it is submitted to the administrative team and the State Board of Education. The Minority Recruitment Committee meeting scheduled for September 12, 1997 was rescheduled for September 30, 1997 due to members scheduling conflicts. The meeting will be reported in the November PMT. The Minority Recruitment Committee met with the ADE Deputy Director in November 1997 to provide him with a copy of the revised plan and receive his input on the plan. The revised Minority Recruitment Committee (MRC) plan was approved at the December 1997 State Board of Education meeting. The MRC met in January 1998 to discuss the implementation of the revised MRC plan. Reports and documentation of progress in completing the components of each goal will be reported at the next meeting. 50 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) 8. Monitor minority representation at all levels of ADE and assess the effectiveness of the ADE Minority Recruitment Plan. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 As of August 1995, the ADE had hired or transferred 38 employees in Grades 21 and above in the General Education Division. This group was composed of 11 black females, 5 black males, 16 white females, 4 white males, 1 other female, and 1 other male. The racial composition of the these employees was 52.6 percent non-minority and 47.4 percent minority. As of October 1995, there were 161 filled positions in the GED in Grades 21 and above. There were 27 minorities or 22.9 percent in Grades 21 and above. An analysis on Goal 1 regarding application and hiring practices was presented at the September 1996 meeting. Samples of graphs and tables for presenting the data were distributed at the meeting. The Minority Recruitment Committee met on December 13, 1996 to discuss the latest draft of the ADE Employee Tracking Data Check Sheet. The committee recommended various fonnat changes including the addition of a table of contents and an executive summary. The committee met on January 17, 1997 to continue the discussion on the draft ADE Employee Tracking Data Check Sheet. The Assistant Director for Planning and Curriculum agreed with all but three of the committee's recommendations for the employee tracking sheet. He requested that the committee continue discussions on this matter. The Minority Recruitment Committee met on February 14, 1997 to discuss the status of the Employee Tracking Data Check Sheet. The committee also discussed the lack of minority employees in some areas and the loss of several minority employees and the possibility of revising the new Minority Recruitment Plan. The committee received information on Arkansas pupil enrollment by race at their March 14, 1997 meeting. Arkansas enrollment figures for October 1, 1996 revealed that 73.7% of all students are white, 23.4% are black, 1.8% are hispanic, 0.7% are asian, and 0.4% are native american. 51 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) B. Monitor minority representation at all levels of ADE and assess the effectiveness of the ADE Minority Recruitment Plan. (Continued) 2. Actual as of May 30, 1998 (Continued) To assess the effectiveness of the action steps for each goal, agenda items were developed for the committee's June retreat. The committee recommended that invitations be sent to Senator Beebe, Julie Cullen, Gene Wilhoit, and all State Board members. At the May 1997 Minority Recruitment Committee meeting, the committee discussed reviewing the most recent quarterly hiring and retention report and revisions to the action plan at the annual retreat. Discussions during the July retreat focused on the current plan, the original purpose of the plan, and necessary changes with input provided by committee members and speakers from the Arkansas Department of Higher Education, Employment Securities, and the ADE. At the January 1998 MRC meeting, it was decided that the chair and secretary would prepare a report on minority representation within each unit and section and present it to the committee at the next meeting. 52 XII. SCHOOL CONSTRUCTION A. Improve the effectiveness of the ADE's existing rules, regulations, and site evaluation form for assessing the desegregation impacts of school construction between school districts. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section XII.C. of this report. 8. Review existing rules, regulations and site evaluation forms and their application to school construction projects within districts and between districts. C. 1. Projected Ending Date October 1994 2. Actual as of May 30, 1998 The information for this item is detailed under Section XII.C. of this report. Amend the rules, regulations and site evaluation forms as they apply to all districts contiguous to the three Pulaski County school districts to assure that the school construction analysis specifically addresses the impacts on racial balances of individual school sites within the three districts. 1. Projected Ending Date October 1994 2. Actual as of May 30, 1998 ADE's School Site Selection Committee met on April 21, 1995 to revise the proposed rules and regulations. The proposed rules and regulations were presented to the State Board of Education on May 8, 1995. The Board voted to table the decision on public comment until the proposed rules and regulations were reviewed by the Attorney General's Office. The Attorney General's Office reviewed the revised school construction draft and provided a letter of approval. 53 XII. SCHOOL CONSTRUCTION (Continued) C. Amend the rules, regulations and site evaluation forms as they apply to all districts contiguous to the three Pulaski County school districts to assure that the school construction analysis specifically addresses the impacts on racial balances of individual school sites within the three districts. (Continued) 2. Actual as of May 30, 1998 (Continued) On June 12, 1995, the State Board of Education voted to place the revised School Site Approval rules and regulations for public comment. The hearing was held on June 19, 1995 in the ADE Auditorium, and a copy of the revised draft was sent to all school districts in an ADE Director's Memo. Proposed rules and regulations underwent a third revision and were presented to the Board in July 1995 with a request for final approval. The revised rules and regulations were approved by the State Board of Education on July 10, 1995. On August 3, 1995, the proposed School Site Approval rules and regulations were reviewed by the Legislative Council. Due to questions raised by the staff attorney for the Legislative Council, the council voted to defer review until their next meeting so that additional information could be obtained to resolve the questioned items. The proposed School Site Approval rules and regulations were reviewed by the Legislative Council on September 7, 1995 and went into effect on September 8, 1995. Goal completed. No additional reporting required. 54 XIII. ASSIST PCSSD A. Determine if the PCSSD wants and needs assistance in lowering the cost of Black History course offerings to its certified staff. 1. Projected Ending Date April, 1994 2. Actual as of May 30, 1998 A letter was mailed to the desegregation director of the PCSSD on March 16, 1995 regarding offering assistance in facilitating a special arrangement with colleges and universities for reducing the cost of a black history course offering to the PCSSD certified staff. In a letter dated April 3, 1995, the PCSSD responded that their staff development director was working with UALR to develop the black history course offerings. No additional assistance was requested of the ADE. Goal completed as of June 1995. 8 . If PCSSD wants assistance, communicate with local colleges and universities to facilitate the Black History course offerings to PCSSD teachers at the lower costs possible. 1. Projected Ending Date September 1994 2. Actual as of May 30, 1998 UALR informed the ADE that they had contacted PCSSD regarding their willingness to provide non-credit black history studies for the PCSSD. UALR indicated that as of November 11 , 1994 they had received no response from the PCSSD. Two universities offered assistance in providing teachers in the PCSSD a black history course. The ADE had not received requests for any assistance with the facilitation of a black history course in the PCSSD as of February 27, 1995. On April 3, 1995, the PCSSD informed ADE that its staff development director was working with UALR to develop the black history course offering. No additional assistance was requested of the ADE. 55 XIV. SCA TIERED SITE HOUSING A. Through Executive Branch communication procedures, ADE will inquire about State land holdings in Pulaski County and about the availability of State land holdings for use as building sites for scattered-site housing. 1. Projected Ending Date Not applicable. 2. Actual as of May 30, 1998 The ADE had previously inquired about State land holdings in Pulaski County and about availability of State land holdings for use as building sites for scattered site housing. All materials were distributed to the appropriate district representatives. There has been no contact with the PCSSD on Scattered Site Housing since July 1995. Goal completed . No additional reporting required. 56 XV. STANDARDIZED TEST SELECTION TO DETERMINE LRSD LOAN FORGIVENESS A. Meet with and propose to the representatives of the LRSD that the current Stanford 8 standardized test, following a bias-free validation study, be used to measure the District's progress toward meeting the loan forgiveness thresholds of the Settlement Agreement. 1. Projected Ending Date May 1994 2. Actual as of May 30, 1998 On April 21, 1995, a letter was sent to the LRSD Superintendent suggesting meeting dates to discuss the variables which affect student achievement. On May 1, 1995, the ADE Director was advised of the need to discuss the selection of the SAT-8 to measure the LRSD's progress toward meeting the loan forgiveness threshold of the Settlement Agreement. On May 21 , 1995, the ADE staff discussed the status of the selection of the test relevant to the ADE's Implementation Plan. The Variables Committee, a subcommittee of the Test Selection Committee, received evaluations on the relationship of the various types of scores that could be used on the SAT-8 Test. The Variables Committee recommended using the state-adopted norm referenced test to determine the achievement levels of black and white students. Based on the evaluations, they indicated that scaled scores or raw scores would appear to be the better metrics to use for this purpose. The recommendation from the Variables Committee was submitted to the Test Selection Committee and the ADE Director on July 28, 1995. Until the test validation has been completed, no additional progress can occur on this objective. For the progress being made on the test validation process see Section VII. of this report. In August 1996, copies of the test validation report were provided to the State Board of Education and the ADE administrative team. Additionally, the LRSD Director of Planning, Research and Evaluation was provided a copy of the test validation report. 57 XV. STANDARDIZED TEST SELECTION TO DETERMINE LRSD LOAN FORGIVENESS (Continued) A. Meet with and propose to the representatives of the LRSD that the current Stanford 8 standardized test, following a bias-free validation study, be used to measure the Districts' progress toward meeting the loan forgiveness thresholds of the Settlement Agreement. (Continued) 2. Actual as of May 30, 1998 (Continued) On September 10, 1996, the LRSD notified the ADE that the district had reviewed the test validation report and would like to meet with the ADE to discuss the report. The Director of the ADE indicated that he would schedule a meeting with the LRSD to discuss the report. In October 1996, historical files and data were provided to the Director of the ADE, ADE Assistant Director of Technical Assistance, and ADE Assistant Director of Planning and Curriculum for their review in preparation for the meeting with the LRSD regarding the validity study. In February 1997, a memorandum was sent to the Assistant Directors of Technical Assistance and Planning and Curriculum which summarized the test validation and variables subcommittee work and outlined the next step of formalizing an agreement with the LRSD on the use of the SAT-8 and the choice of raw or scaled scores as the metric. Effective September 22, 1997, the State Board of Education hired a new Director of the General Education Division, which should allow ADE to move forward in this matter. In October 1997, the GED Director was updated on the history of the test validation process to provide the Director with background information in preparation for a meeting with the LRSD. In February 1998, ADE staff met with senior staff members to discuss the test validation and appropriate test scores for consideration by the LRSD. 58 XVI. MONITOR SCHOOL IMPROVEMENT PLANS A. Fully implement the Extended COE Improvement Plan Process in all schools in the three Pulaski County school districts. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section XVI.D. of this report. 8. Conduct the Extended COE School Improvement Plan peer review process in 20% of the schools each year (every school every five years) and provide peer review team recommendations to the schools reviewed. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section XVI.D. of this report. C. Receive from all schools, annual reports on progress toward meeting recommendations of School Improvement Plans. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 The information for this item is detailed under Section XVI.D. of this report. D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 In June 1995, ADE personnel reviewed the Extended COE packet and prepared for holistic reviews of the Cycle 5 schools. 59 XVI. MONITOR SCHOOL IMPROVEMENT PLANS (Continued) D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. (Continued) 2. Actual as of May 30, 1998 In July 1995, year-end reports were finalized by the field service specialists. Plans to review the draft Cycle 5 school improvement plans, and plans for technical review visits in the 95/96 school year were discussed. In August 1995, holistic reviews of the Cycle 5 school improvement plans were conducted. A school improvement conference was conducted. In October 1995, computer programs used by Effective Schools proponents were ordered for review, and a draft monitoring checklist for ECOE was developed. In November 1995, two meetings were held to plan for 95/96 monitoring. Onsite visits were conducted to prepare schools for the FY 95/96 team visits, and technical review visits continued in the Districts. In December 1995, technical assistance visits were conducted, and monitoring occurred in all schools in the Districts. Technical review visits continued. In February 1996, announced monitoring visits in the Districts were completed. The field service specialists completed the midyear monitoring reports and prepared for the spring NCA/COE peer team visits. In March 1996, unannounced visits and peer team two-day visits of Cycle 5 schools were conducted. Written reports of two-day team visits were prepared, and field service specialists provided assistance to schools on their school improvement plans. In April and May 1996, unannounced monitoring visits were completed, and monitoring fonns were scanned for inclusion in the July monitoring report. Team visits were completed, and the annual COE monitoring reports were prepared. In June 1996, the data from the announced and unannounced monitoring visits of the Cycle 5 schools was analyzed using descriptive statistics. The Semiannual Monitoring Report was filed with the Court, and copies were distributed to the parties. All Cycle 5 school improvement plans were monitored. Team visit reports were included in the Semiannual Monitoring Report. In August 1996, meetings were held with the Districts regarding announced monitoring requirements. Technical assistance meetings with Cycle 1 schools were planned for 96/97. The Districts were requested to record discipline data in accordance with the Allen Letter. 60 XVI. MONITOR SCHOOL IMPROVEMENT PLANS (Continued) D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. (Continued) 2. Actual as of May 30, 1998 (Continued) In September 1996, recommendations on the monitoring schedule and content layouts of the semiannual report were submitted to the ADE administrative team for their review. Training materials were developed with tentative training schedules outlined for Cycle 1 schools. In October 1996, a meeting was held with the Districts to identify, update, and modify the schools in Cycles 1 - 5. Monitoring packets for the Cycle 1 schools were presented during the Principal's Monitoring Workshops. Technical assistance continued to be provided to the Cycle 1 schools regarding their school improvement goals through December 1996. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and were completed in December 1996. The ECOE monitoring reports on the Cycle 1 school improvement plans were included in the Semiannual Monitoring Report and presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties in January 1997. In February 1997, the field service specialists prepared for the spring peer team visits of the Cycle 1 schools and the annual NCA reports. From February through August 1997, technical assistance was provided as progress reports were evaluated and when specific requests were made. The NLRSD Cycle 1 ECOE team visits were completed in March 1997. Cycle 5 schools submitted their progress reports from their FY 95/96 team visits, and the outcomes will be reviewed and compiled for inclusion in the PMT after all have been received. Team visits were completed in April 1997 for the PCSSD. The LRSD prepared for their team visits, and Cycle 5 school progress reports were received. An expanded team meeting of Team V was held on April 7, 1997 to provide training for monitoring activities and evaluating school improvement plans during team visits. A presentation was made on Act 338 of 1991. 61 XVI. MONITOR SCHOOL IMPROVEMENT PLANS (Continued) D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. (Continued) 2. Actual as of May 30, 1998 (Continued) ECOE team visits were scheduled, and all Cycle 1 peer team external visits were conducted as of May 1997. As of June 1997, all Cycle 1 schools had their ECOE team reports provided to them for their review, and information was mailed to the Cycle 5 schools regarding their progress reports. The July 15-17, 1997 School Improvement Conference was held in Hot Springs and emphasized the COE school improvement process. The conference focused on Phase II of COE and the need for the continuation of school improvement. The field service specialists provided technical assistance throughout the conference on school improvement activities and plans and answered questions from delegates. As of August 1997, dates for the ECOE team visits of the Cycle 2 schools were established for FY 97 /98, and progress reports were in the final stages. Technical assistance was provided to the Cycle 2 principals at the Desegregation Monitoring and School Improvement Workshop held on September 10, 1997. In October 1997, technical reviews of the ECOE process were conducted along with the announced monitoring visits of the Cycle 2 schools. The field service representatives discussed the ECOE process with principals, ECOE steering committees, and faculty and worked with teachers on analyzing perceptual surveys. Additionally, the need for a database on achievement was emphasized, and guidance was provided on school improvement plans. In November 1997, technical reviews of the ECOE process were conducted along with the announced monitoring visits of the Cycle 2 schools. In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. Technical assistance visits were also conducted, and copies of the infusion document and perceptual surveys were provided to schools in the ECOE process. In December 1997, technical assistance visits were conducted regarding the school improvement process and consensus building. Additionally, the infusion document and perceptual surveys were provided to schools in the ECOE process. 62 XVI. MONITOR SCHOOL IMPROVEMENT PLANS (Continued) D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. (Continued) 2. Actual as of May 30, 1998 (Continued) Unannounced monitoring visits began in February 1998, and technical assistance visits were conducted on the school improvement process, finalizing school improvement plans, and external team visits. Unannounced monitoring visits were conducted in March 1998, and technical assistance was given regarding the ECOE team visits, team building, and the school improvement process. Unannounced monitoring visits continued in April 1998, and technical assistance was provided to the Districts regarding the ECOE process. g.n~noPf.\\2~~ rnAmt~ur~:vr~1t~ wfti sPmi?!lt~2 :,n fx1ijx 1gg~\n11ng:1~nn1.~1. ~$$ista:ttc$ w~tpt. yicJ.~oJ0JtW#.Oi$.ttit$f~$ri:ltM tne:1\n001\nPt \u0026amp;e$$* 63 XVII. DATA COLLECTION A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. 1. Projected Ending Date Ongoing 2. Actual as of May 30, 1998 Data was collected in May 1995 from all schools during the unannounced visits. Information that was unavailable during the announced visits was collected during the unannounced monitoring visits. In June 1995, data was collected from the Districts and analyzed for inclusion in the July Semiannual Monitoring Report. In July 1995, data from perceptual surveys was reviewed. In August 1995, the data elements to be reviewed and the data collection process for FY 95/96 were articulated to the Districts. In September 1995, the data collection format for the 95/96 school year was distributed to the Districts. Financial information for FY 93/94 and FY 94/95 was requested from the Districts, and principals were given inservice training regarding FY 95/96 monitoring. The Districts provided fourth quarter data on discipline, testing, nonpromotes, and budget for inclusion in the February 1996 Semiannual Monitoring Report. A workshop to develop a common terminology for monitoring purposes was conducted on October 17, 1995 with the Districts. The workshop identified the data available in the Districts to fulfill the requirements of the Allen Letter's 14 elements. The group correlated the data elements to the five monitoring forms. Monitoring data was verified for inclusion in the February Semiannual Monitoring Report. Data on nonpromotes was analyzed for inclusion in the February Semiannual Monitoring Report. Announced monitoring visits began on November 14, 1995. The preliminary February Semiannual Monitoring Report and its executive summary were presented to the ADE administrative team and the State Board of Education. Announced monitoring visits were completed on January 26, 1996. Unannounced monitoring visits began in late February 1996 for the Cycle 5 schools in the Districts and were completed in April 1996. 64 XVII. DATA COLLECTION (Continued) A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. (Continued) 2. Actual as of May 30, 1998 (Continued) A supplemental report to the February 1, 1996 Semiannual Monitoring Report was filed with the Court on April 8, 1996. Data requests for information were forwarded to the Districts. Information was reviewed, analyzed, and formatted for inclusion in the July Semiannual Monitoring Report. The data received from the Districts was analyzed and reviewed. Instructional program reporting was clarified after the Districts and ADE desegregation staff collaboratively established a definition. All data collected for the July 1996 Semiannual Report was disaggregated, analyzed, and displayed in color graphic form for reporting. In August 1996, the Districts were provided with the monitoring requirements and expectations for the 96/97 school year. In September 1996, monitoring formats were revised. Technical assistance was provided to the LRSD on data collection and formatting of certified staffing data. Monitoring packets for the Cycle 1 schools were developed in October 1996 and presented during the Principal's Monitoring Workshops. In November and December 1996, data was received, reviewed, and formatted for the February 1997 Semiannual Monitoring Report. The Semiannual Monitoring Report was finalized in January 1997 and presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee of the Arkansas General Assembly, and the parties. In February 1997, the format for the July 1997 Semiannual Monitoring Report was developed, and Cycle 1 SAT-9 test data was obtained from the ADE's Assessment Section. In March 1997, data forms were sent to the Districts to assist with the submission of information for the July Semiannual Monitoring Report. Data was also collected through existing reports submitted for the annual report. 65 XVII. DATA COLLECTION (Continued) A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31 , 1989 Monitoring Plan. (Continued) 2. Actual as of May 30, 1998 (Continued) In April 1997, the Districts were notified that the deadline for data collection submission was April 24, 1997. As of May 14, 1997, all data was received from the Districts. In June 1997, the July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized and presented to the Desegregation Litigation Oversight Subcommittee on June 25, 1997. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the Court and copies were distributed to the State Board of Education and the parties. In August and September 1997, data requirements for the February 1998 monitoring report were provided to the Districts. In October 1997, the financial information requested for inclusion in the February 1998 monitoring report was received from the Districts. In November 1997, the data requested from the Cycle 2 schools was received. The Desegregation Monitoring staff began the data analysis process in accordance with established ADE guidelines and procedures. In December 1997, the draft February 1998 monitoring report was prepared for review by the Administrative Team and the Attorney General's Office. The February 1998 monitoring report was completed in accordance with the Allen Letter, Implementation Plan, and ADE reporting guidelines and format. On January 23, 1998, district representatives were provided copies of the report to verify data accuracy and evaluate the effectiveness of the announced monitoring visits. On February 18, 1998, the representatives of all parties met to discuss possible revisions to the ADE's monitoring plan and monitoring reports. Additional meetings will be scheduled. The February 1998 Semiannual Monitoring Report was filed with the Court on February 2, 1998. 66 XVII. DATA COLLECTION (Continued) A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. (Continued) 2. Actual as of May 30, 1998 (Continued) During unannounced monitoring visits, the Districts were reminded of the data elements that would be reviewed and collected. In April 1998, the Cycle 2 schools were advised of the data collection items that will need to be reported to the Desegregation Monitoring Unit for inclusion in the July 1998 Semiannual Monitoring Report. 67 XVIII. WORK WITH THE PARTIES AND ODM TO DEVELOP PROPOSED REVISIONS TO ADE'S MONITORING AND REPORTING OBLIGATIONS li[lill1~1~ililil!llllllllll11!llill\\ll,1~rlW.i11\u0026amp;11:1111lr.tr.1~1I ffi\u0026amp;.iittQ.fiog:!~ddlr.ffiftfb!lfi!WIU.ftlJ rn Af\not1~atmi.moe1:P.nia1r:mwilHfiP.fi~ntiuvJi mm.1 artwqtillt#tUtttiir:a.riif!t]61 :t~!.l~~~i:f ~~~!f J!i\\ilW-'116.wn,filJI1fui:1a.s mlfitliiil$.tm~::m,imgi:m:gtt\u0026amp;n1: m on M~Y 1 ~\ni-8\nlb~)Qgqr( inteti!ili~OiPrdff f.fflf\u0026amp;vifig\\ltii@Pe fJt,J !9-ijJiglffpijJ P nU=ta!ij\\y i~~~:~m,~fihY~i: M211~Rfinij B~Rrf~p:Jh~tf~ ~Q:~Hl'rJ9tk iii ffii'Rift1~~\\ln4 ~t?M:fil d~v~Jqp pfqpb$)iid r\u0026amp;vts.itis ffi lb~ A'.Df\n'-((m4mtoog ~hdt~PQffi)\nig QPUQ'fflffi$} onM\ny 1.a:1wij\n1ftters were tent tOtf\\e t5aftle~ loggeiting atf~ewotktarturIB~ra,sgJisRms ~t~a~,-~!il~iHftfj!~~~,11B\n~r~t~Y~i~f.t,1ir~:1\n0:e.rAJg}pfg,yjit~Jqj~ii.,.t!be 68 CERTIFICATE OF SERVICE I, Timothy Gauger, certify that on May 29, 1998, I caused a copy of the foregoing document to be served by U.S. mail, postage prepaid, on the following person(s) at the address(es) indicated: M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 2000 NationsBank Bldg. 200 W. Capitol Little Rock, AR 72201 John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Richard Roachell 401 W. Capitol, Suite 504 Little Rock, AR 72201 Christopher Heller Friday, Eldredge \u0026amp; Oark 2000 First Commercial Bldg. 400 W. Capitol Little Rock, AR 72201 Stephen W. Jones Jack, Lyon \u0026amp; Jones 3400 TCBY Tower 425 W. Capitol Little Rock, AR 72201 Ann Brown 201 E. Markham, Ste. 510 Little Rock, AR 72201 ~I:\n~~ Timothya~ RECE1,,~ t , - IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUL I 1998 LITTLE ROCK SCHOOL DISTRICT OFFICE OF DESEGREGATION MONITORING 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 ADE' s Project Management Tool for June, 1998. Respectfully Submitted, WINSTON BRYANT Attorney General Assistant Att ey General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 (501) 682-2007 Attorney for Arkansas Department of Education IN THE UNITED ST ATES 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 June 30, 1998 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. I. FINANCIAL OBLIGATIONS (Continued) B. Include all Magnet students in the resident District's average daily membership for calculation. (Continued) 2. Actual as of June 30, 1998 C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of June 30, 1998 QnMey\"~9'a~:amrioufl'QnroIID~te ,~cfuaJ1~a)J~nc1ingJ.or~v~1J.9,8  .WeWas @i_ow'fil p~sc:r~!?a7'4Is\n9f1'~ .. NL~~D,\n,,$22,192\nZ2.4 BQD_]l_t~ss~:Z30 D. Determine the number of Magnet students residing in each District and attending a Magnet School. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of June 30, 1998 rnrsearon!tiie:Tnrofma1,on':\navaifa6ie\n?fne':'Aoi=-?carca1area\"1at~rv1~1~fa'rtwE\\7. ~JJfil3:~]J~Pll2~P.!-t@~'~:~!iusi~]f~n=-=\n.'-.=n\"~-=\"'-'=s!Yz~m=\"\"~\"----l\u0026amp;l-l 2 I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. 1. Projected Ending Date Ongoing, as ordered by the Court. 2. Actual as of June 30, 1998 F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of June 30, 1998 G. Process and distribute state aid for Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of June 30, 1998 pisJn15Vt10,n~] tof~B11[9.1i98~~t\n:M~y J:3T\nt9'~is] ff?i~a:\ni~:J(fi] 1\"'94 f~~e~il[~.I~.t.Mav\n3j\n~\n199A8} for~\nFY~97/98: ~a'$! $8,'9,05,76~'.ffli !Jee. 9c\nfJys~r:mmJ~] H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1. Projected Ending Date Last day of each month, August - June. 3 I. FINANCIAL OBLIGATIONS (Continued) H. Calculate the amount of M-to-M incentive money to which each school district is entitled. (Continued) 2. Actual as of June 30, 1998 Calculated for FY 97/98, subject to periodic adjustments. I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 2. Actual as of June 30, 1998 oisfnou\"ffo\"s\"Yor:f'y2911~rs'\"aTtv1a,,.3\"1~{{f99irwe\"re'1  -\"\"\"\"\u0026gt;\"~\"\"'\"\"_.,,,.  .ru~~~,\u0026amp;\nM,,x~\u0026gt;..A\u0026gt;..-\u0026gt;\u0026lt; ... .....,.-\"\"\"..,Y~ .... ,.-,,...,nn,,,,.~- \"\"\"\"-\"il tRS~$3...,.26a~s-32l ~...,,,.%-1 .. ,\n:'\u0026lt;!\"' \u0026gt; i ' ~ J ~ ..... ~ NL8$P ... r.,$1,3,~2,6JQ, P.\u0026amp;.$.Q~ $~~\n~ TI.2l ~fie~ Ufm~nt~~-9M.~teiJT1\u0026amp;.:EYIDa~c:M~~tn 9Qs:~ J\n ~iooic pdjus1ments, w,ec_e\nJ. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1. Projected Ending Date Ongoing, December of each year. 2. Actual as of June 30, 1998 In September 1997, the Magnet and M-to-M transportation budgets for FY 97/98 were submitted to the ADE by the Districts. K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 4 -  I. FINANCIAL OBLIGATIONS (Continued) K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. (Continued) 2. Actual as of June 30, 1998 In January 1998, General Finance was notified to pay the second one-third payments for FY 97/98 to the Districts. It should be noted that the Transportation Coordinator is currently performing this function. L. ADE pays districts for first two-thirds of their proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of June 30, 1998 In January 1998, General Finance made the second one-third payments to the Districts for their FY 97/98 transportation budget. At April 1998, the following had been paid for FY 97/98: LRSD - $2,039,722.66 NLRSD- $283,392.00 PCSSD- $1,073,082.00 M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually. 2. Actual as of June 30, 1998 In August 1997, the ADE transportation coordinator reviewed each district's Magnet and M-to-M transportation costs for FY 96/97. N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 5 _I._ FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of June 30, 1998 In FY 94/95, the State purchased 52 buses at a cost of $1,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD - 14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2,334,800 in FY 95/96. The buses were distributed accordingly: LRSD - 45\nNLRSD - 7\nand PCSSD- 12. In May 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. In July 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $624,879. 0. Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999. 2. Actual as of June 30, 1998 Obligation fulfilled in FY 96/97. P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of June 30, 1998 Obligation fulfilled in FY 95/96. 6 _I._\n. FINANCIAL OBLIGATIONS (Continued) Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1994. 2. Actual as of June 30, 1998 Final payment was distributed July 1994. R. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2. Actual as of June 30, 1998 the'.C\"R-$'tfr~ceiyect $2,000\n900 i6 p.prI(:fggs: 6.?~of .ttii~'rep,2rting jlat~~~:c8s6 h-as_:re-ceivea $17,.9g_q:\n9@.in 1.2.@ .pr9cfids.- S. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of June 30, 1998 Obligation fulfilled in FY 95/96. T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of June 30, 1998 Obligation fulfilled in FY 95/96. 7 I. FINANCIAL OBLIGATIONS (Continued) U. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of June 30, 1998 Distribution in July 1997 for FY 97/98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97/98. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of June 30, 1998 Distribution in July 1997 for FY 97/98 was $200,000. This was the total amount due to the ODM for FY 97/98. 8 11. MONITORING COMPENSATORY EDUCATION A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1. Projected Ending Date January 15, 1995 2. Actual as of June 30, 1998 In May 1995, monitors completed the unannounced visits of schools in Pulaski County. The monitoring process involved a qualitative process of document reviews, interviews, and observations. The monitoring focused on progress made since the announced monitoring visits. In June 1995, monitoring data from unannounced visits was included in the July Semiannual Report. Twenty-five per cent of all classrooms were visited, and all of the schools in Pulaski County were monitored. All principals were interviewed to determine any additional progress since the announced visits. The July 1995 Monitoring Report was reviewed by the ADE administrative team, the Arkansas State Board of Education, and the Districts and filed with the Court. The report was formatted in accordance with the Allen Letter. In October 1995, a common terminology was developed by principals from the Districts and the Lead Planning and Desegregation staff to facilitate the monitoring process. The announced monitoring visits began on November 14, 1995 and were completed on January 26, 1996. Copies of the preliminary Semiannual Monitoring Report and its executive summary were provided to the ADE administrative team and the State Board of Education in January 1996. A report on the current status of the Cycle 5 schools in the ECOE process and their school improvement plans was filed with the Court on February 1, 1996. The unannounced monitoring visits began in February 1996 and ended on May 10, 1996. 9 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of June 30, 1998 (Continued) In June 1996, all announced and unannounced monitoring visits were completed, and the data was analyzed using descriptive statistics. The Districts provided data on enrollment in compensatory education programs. The Districts and the ADE Desegregation Monitoring staff developed a defini\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\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\n\n\n "},{"id":"bcas_bcmss0837_24","title":"Arkansas Department of Education's (ADE's) 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"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1998-01/1998-04"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Office of Desegregation Monitoring (Little Rock, Ark.)","School integration--Arkansas","Arkansas. Department of Education","Project management"],"dcterms_title":["Arkansas Department of Education's (ADE's) 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/24"],"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":["287 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District, plaintiff vs. Pulaski County Special School District, defendant.\nIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION ECEIVED FEB 2 1998 OFFICE OF DESEGREGATION MONITORING 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 ADE's Project Management Tool for January, 1998. Respectfully Submitted, WINSTON BRYANT Attorney General TIMO #95019 Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 (501) 682-2007 Attorney for Arkansas Department of Education IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE W. KNIGHT, ET AL NO. LR-C-82-866 ADE'S PROJECT MANAGEMENT TOOL IVED FEB 2 1998 OFFICE OF DESEGREGATION MONITORING PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS 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 for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of December 31, 1997 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. I. FINANCIAL OBLIGATIONS (Continued) B. Include all Magnet students in the resident District's average daily membership for calculation. (Continued) 2. Actual as of January 30, 1998 ~a~d_piyf ~\nrm ormat,~ ava1_la~l~3'ati5,ecmfiFJ~.\n!I~~ ~lcula~qjor'FY 97/98\" sub'e_gJo_penodic adjustmen s C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of January 30, 1998 ~  c5eceijl6er:_ 1997,Ei~WloO~,QLtat~gi:ializa tig_p'F.,[r\ntdiff g\"lo 'FY. ~J /~8 't\\'.8re as f9llows: ~ SD :\"f19,ff1~874 LRSD - $11,028,421 CSQ -:,..$25,182,36 ~ allotments o(State Equalization F~ ding caTci.ifafe,!~~f~ 7/98 pt December 31, ,1,997, subjegt .!9 ... P~JiQ9Lc=@djustn:ie11~'\nfilw,~ a... fp!lq~s:_ l..RSD -.$42,023, 1'{\u0026gt;7. NLRSD,-' $24,253,364 R~.SD,\n\"~5,31,64? D. Determine the number of Magnet students residing in each District and attending a Magnet School. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of January 30, 1998 ~on-the 1mormatt91\n'1 availab~~t~~c~~c0Ji.J~. ~mft~ ~~9~J orJ~,Y- ~7J9.., e_U~l?j~t t9,peri~at~ QIL!Stlllenfsf 2 I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. 1. Projected Ending Date Ongoing, as ordered by the Court. 2. Actual as of January 30, 1998 lsed on the information \"available, tlie\"\"AOEcalcu ~te at December\n\"1997 for ,D' ~7/98, subject,,to perjodic adjustme-nts. sho,_uld ~~ ted that currently the Magnet Review Committee is\u0026lt;reporting this fnformation -instead of. the taff .,.attorney as indicated n , the m,t-plementation Plan. F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of January 30, 1998 aased on the information available, the ADE calculated at De~mber 31, 1997 for FY 97/98, subject to periodic adjustments. G. Process and distribute state aid for Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of January 30, 1998 Distributions for FY 97/98 at Decembet 31, 1997 totaled $4\n078,329. ft..llotment calculated at December 1997 for FY 97/98 was $8,905,764, subject to periodic adjustments. H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1. Projected Ending Date Last day of each month, August - June. 3 I. FINANCIAL OBLIGATIONS (Continued) H. Calculate the amount of M-to-M incentive money to which each school district is entitled. (Continued) 2. Actual as of January 30, 1998 Calculated for FY 97/98, subject to periodic adjustments. I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 2. Actual as of January 30, 1998 ctmlh'VJ16M:1Rm~1:~ a\"'a1m~~~ --~-('.l '\"\"~~i,1:,,were1 ~ so~~f~\"4T9'7252 ~LR~Di $5?Ef.444 , ~ ,SQ~ 2,ai2,~i f Jle\n'lalloTif ien,t~ ?c3lculatfcJJ for:J:~JL~~1 li!bj~ClJQ,P~illLdJ9\"'agju~J,m~.Q~~ .'~~\nJ:RSD '.'.::$3\n'548, 125 ~LRSD-$1,416,112 2,,C~SD ~J\ni,?22\n~i J. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1. Projected Ending Date Ongoing, December of each year. 2. Actual as of January 30, 1998 In September 1997, the Magnet and M-to-M transportation budgets for FY 97/98 were submitted to the ADE by the Districts. K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 4 I. FINANCIAL OBLIGATIONS (Continued) K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. (Continued) 2. Actual as of January 30, 1998 In September 1997, General Finance was notified to pay the first onethird payments for FY 97/98 to the Districts. It should be noted that the Transportation Coordinator is currently performing this function. L. ADE pays districts for first two-thirds of their proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of January 30, 1998 In, Se pt~ A~er ':t 997'.,~:Generafl\\1fFi~nce1fflia9e~ he ~rf~~ifg [ ayrri_JlJlJ~\ntoJ h~ Distrig,, forJ f1ei~'ti~~ t.@nsppr,t~!i.2.n.Jluflgefi Ft\u0026gt;eceriiPEiL1fil,Jnefol !9wirffi':Hi3~Ji~en 'pjij_dJQr ~ 1 /98? t:Rsb~- f f:\u0026lt;ff9: 861 .33 t,iLRSD -:'$141,696.00 a\u0026lt;\nssD~ A6,~41 ~Q M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually. 2. Actual as of January 30, 1998 In August 1997, the ADE transportation coordinator reviewed each district's Magnet and M-to-M transportation costs for FY 96/97. N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 5 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of January 30, 1998 In FY 94/95, the State purchased 52 buses at a cost of $1 ,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD - 14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2,334,800 in FY 95/96. The buses were distributed accordingly: LRSD - 45\nNLRSD- 7\nand PCSSD- 12. In May 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. In July 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $624,879. 0 . Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999. 2. Actual as of January 30, 1998 Obligation fulfilled in FY 96/97. P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of January 30, 1998 Obligation fulfilled in FY 95/96. 6 I. FINANCIAL OBLIGATIONS (Continued) Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1994. 2. Actual as of January 30, 1998 Final payment was distributed July 1994. R. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2. Actual as of January 30, 1998 The LRSD received $3,000,000 in June 1997. As of this reporting date, the LRSD has received $15,000,000 in loan proceeds. S. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of January 30, 1998 Obligation fulfilled in FY 95/96. T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of January 30, 1998 Obligation fulfilled in FY 95/96. 7 I. FINANCIAL OBLIGATIONS {Continued) U. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of January 30, 1998 Distribution in July 1997 for FY 97/98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97/98. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of January 30, 1998 Distribution in July 1997 for FY 97/98 was $200,000. This was the total amount due to the ODM for FY 97/98. 8 II. MONITORING COMPENSATORY EDUCATION A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1. Projected Ending Date January 15, 1995 2. Actual as of January 30, 1998 In May 1995, monitors completed the unannounced visits of schools in Pulaski County. The monitoring process involved a qualitative process of document reviews, interviews, and observations. The monitoring focused on progress made since the announced monitoring visits. In June 1995, monitoring data from unannounced visits was included in the July Semiannual Report. Twenty-five per cent of all classrooms were visited, and all of the schools in Pulaski County were monitored. All principals were interviewed to determine any additional progress since the announced visits. The July 1995 Monitoring Report was reviewed by the ADE administrative team, the Arkansas State Board of Education, and the Districts and filed with the Court. The report was formatted in accordance with the Allen Letter. In October 1995, a common terminology was developed by principals from the Districts and the Lead Planning and Desegregation staff to facilitate the monitoring process. The announced monitoring visits began on November 14, 1995 and were completed on January 26, 1996. Copies of the preliminary Semiannual Monitoring Report and its executive summary were provided to the ADE administrative team and the State Board of Education in January 1996. A report on the current status of the Cycle 5 schools in the ECOE process and their school improvement plans was filed with the Court on February 1, 1996. The unannounced monitoring visits began in February 1996 and ended on May 10, 1996. 9 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of January 30, 1998 (Continued) In June 1996, all announced and unannounced monitoring visits were completed, and the data was analyzed using descriptive statistics. The Districts provided data on enrollment in compensatory education programs by race, gender, and type of program. The Districts and the ADE Desegregation Monitoring staff developed a definition for instructional programs. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996 with copies distributed to the parties. Quantitative and qualitative indicators were displayed with specific information provided on cost and enrollment in compensatory programs. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and concluded in December 1996. In January 1997, presentations were made to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties to review the draft Semiannual Monitoring Report. The monitoring instrument and process were evaluated for their usefulness in monitoring the impacts of compensatory education programs on achievement disparities. In February 1997, the Semiannual Monitoring Report was filed. Unannounced monitoring visits began on February 3, 1997 and concluded in May 1997. In March 1997, letters were sent to the Districts regarding data requirements for the July 1997 Semiannual Monitoring Report and the additional discipline data element that was requested by the Desegregation Litigation Oversight Subcommittee. Desegregation data collection workshops were conducted in the Districts from March 28, 1997 to April 7, 1997. A meeting was conducted on April 3, 1997 to finalize plans for the July 15, 1997 Semiannual Monitoring Report. Onsite visits were made to 11 Cycle 1 schools who did not submit accurate and timely data on discipline, M-to-M transfers, and policy. 10 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of January 30, 1998 (Continued) As of June 1997, the July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the court, and the ADE sponsored a School Improvement Conference. Copies of the Semiannual Monitoring Report and its executive summary were made available for the Districts to review on July 10, 1997 from 10:00 am to 2:00 pm. The purpose of the review was to provide the Districts an opportunity to review the report prior to submitting it to the Court. Desegregation monitoring staff members were available to answer questions. Representatives from each district participated. In August 1997, procedures and schedules were organized for the monitoring of the Cycle 2 schools in FY 97/98. A Desegregation Monitoring and School Improvement Workshop for 55 educators from the Districts was held September 10, 1997. Monitoring expectations, instruments, data collection and school improvement visits were discussed. As of October 1997, 10 of the Cycle 2 announced monitoring visits were completed, and 36 technical assistance visits were conducted. On October 9, 1997, a planning meeting was held with the desegregation monitoring staff. Deadlines, responsibilities, and strategic planning issues were discussed regarding the completion of the Semiannual Monitoring Report. Reminder letters were sent to the Cycle 2 principals outlining the data collection deadlines and availability of technical assistance. In November 1997, technical assistance visits were conducted, and announced monitoring visits of the Cycle 2 schools were completed. In December 1997, technical assistance visits were conducted regarding team visits and technical review recommendations, and copies of the infusion document and perceptual surveys were provided to schools in the ECOE process. [il January 1998,-the infusion document and perceptual surveys we~re provided to the schools in the ECOE process. \"'Tecnnical assistance ~s proviged regarding t,h\"'\nECOE RrOceS_L,W~.9Q~EtnSl,!S.,Q.UDQin9~ 11 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of January 30, 1998 (Continued) e~~99t $e']Jan.':luaf .  ~ nd aR Pi\n?Jal t~the ~ .. ~- arn1n1strat1ve \\ Tea ~ l iatio1:i,,Litig!.t,,i,o,\"\"n'\"\"\"\"'== '\"\"\"\"\"'===== 12 A PETITION FOR ELECTION FOR LRSD WILL BE SUPPORTED SHOULD A MILLAGE BE REQUIRED A. Monitor court pleadings to determine if LRSD has petitioned the Court for a special election. 1. Projected Ending Date Ongoing. 2. Actual as of January 30, 1998 Ongoing. All Court pleadings are monitored monthly. B. Draft and file appropriate pleadings if LRSD petitions the Court for a special election. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 To date, no action has been taken by the LRSD. 13 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION A. Using a collaborative approach, immediately identify those laws and regulations that appear to impede desegregation. 1. Projected Ending Date December, 1994 2. Actual as of January 30, 1998 The information for this item is detailed under Section IV.E. of this report. B. Conduct a review within ADE of existing legislation and regulations that appear to impede desegregation. C. 1. Projected Ending Date November, 1994 2. Actual as of January 30, 1998 The information for this item is detailed under Section IV.E. of this report. Request of the other parties to the Settlement Agreement that they identify laws and regulations that appear to impede desegregation. 1. Projected Ending Date November, 1994 2. Actual as of January 30, 1998 The information for this item is detailed under Section IV.E. of this report. D. Submit proposals to the State Board of Education for repeal of those regulations that are confirmed to be impediments to desegregation. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section IV.E. of this report. 14 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of January 30, 1998 A committee within the ADE was fonned in May 1995 to review and collect data on existing legislation and regulations identified by the parties as impediments to desegregation. The committee researched the Districts' concerns to detennine if any of the rules, regulations, or legislation cited impede desegregation. The legislation cited by the Districts regarding loss funding and worker's compensation were not reviewed because they had already been litigated. In September 1995, the committee reviewed the following statutes, acts, and regulations: Act 113 of 1993\nADE Director's Communication 93-205\nAct 145 of 1989\nADE Director's Memo 91- 67\nADE Program Standards Eligibility Criteria for Special Education\nArkansas Codes 6-18-206, 6-20-307, 6-20-319, and 6-17-1506. In October 1995, the individual reports prepared by committee members in their areas of expertise and the data used to support their conclusions were submitted to the ADE administrative team for their review. A report was prepared and submitted to the State Board of Education in July 1996. The report concluded that none of the items reviewed impeded desegregation. As of February 3, 1997, no laws or regulations have been detennined to impede desegregation efforts. Any new education laws enacted during the Arkansas 81 st Legislative Session will be reviewed at the close of the legislative session to ensure that they do not impede desegregation. In April 1997, copies of all laws passed during the 1997 Regular Session of the 81 st General Assembly were requested from the office of the ADE Liaison to the Legislature for distribution to the Districts for their input and review of possible impediments to their desegregation efforts. In August 1997, a meeting to review the statutes passed in the prior legislative session was scheduled for September 9, 1997. 15 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of January 30, 1998 (Continued) On September 9, 1997, a meeting was held to discuss the review of the statutes passed in the prior legislative session and new ADE regulations. The Districts will be contacted in writing for their input regarding any new laws or regulations that they feel may impede desegregation. Additionally, the Districts will be asked to review their regulations to ensure that they do not impede their desegregation efforts. The committee will convene on December 1, 1997 to review their findings and finalize their report to the Administrative Team and the State Board of Education. In October 1997, the Districts were asked to review new regulations and statutes for impediments to their desegregation efforts, and advise the ADE, in writing, if they feel a regulation or statute may impede their desegregation efforts. In October 1997, the Districts were requested to advise the ADE, in writing , no later than November 1, 1997 of any new law that might impede their desegregation efforts. As of November 12, 1997, no written responses were received from the Districts. The ADE concludes that the Districts do not feel that any new law negatively impacts their desegregation efforts. The committee met on December 1, 1997 to discuss their findings regarding statutes and regulations that may impede the desegregation efforts of the Districts. The committee concluded that there were no laws or regulations that impede the desegregation efforts of the Districts. It was decided that the committee chair would prepare a report of the committee's findings for the Administrative Team and the State Board of Education. 16 V. COMMITMENT TO PRINCIPLES A Through a preamble to the Implementation Plan, the Board of Education will reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The preamble was contained in the Implementation Plan filed with the Court on March 15, 1994. B. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 Ongoing C. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement by actions taken by ADE in response to monitoring results. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 Ongoing D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. 1. Projected Ending Date Ongoing 17 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of January 30, 1998 At each regular monthly meeting of the State Board of Education, the Board is provided copies of the most recent Project Management Tool (PMT) and an executive summary of the PMT for their review and approval. Only activities that are in addition to the Board's monthly review of the PMT are detailed below. In May 1995, the State Board of Education was informed of the total number of schools visited during the monitoring phase and the data collection process. Suggestions were presented to the State Board of Education on how recommendations could be presented in the monitoring reports. In June 1995, an update on the status of the pending Semiannual Monitoring Report was provided to the State Board of Education. In July 1995, the July Semiannual Monitoring Report was reviewed by the State Board of Education. On August 14, 1995, the State Board of Education was informed of the need to increase minority participation in the teacher scholarship program and provided tentative monitoring dates to facilitate reporting requests by the ADE administrative team and the Desegregation Litigation Oversight Subcommittee. In September 1995, the State Board of Education was advised of a change in the PMT from a table format to a narrative format. The Board was also briefed about a meeting with the Office of Desegregation Monitoring regarding the PMT. In October 1995, the State Board of Education was updated on monitoring timelines. The Board was also informed of a meeting with the parties regarding a review of the Semiannual Monitoring Report and the monitoring process, and the progress of the test validation study. In November 1995, a report was made to the State Board of Education regarding the monitoring schedule and a meeting with the parties concerning the development of a common terminology for monitoring purposes. 18 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of January 30, 1998 (Continued) In December 1995, the State Board of Education was updated regarding announced monitoring visits. In January 1996, copies of the draft February Semiannual Monitoring Report and its executive summary were provided to the State Board of Education. During the months of February 1996 through May 1996, the PMT report was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. In June 1996, the State Board of Education was updated on the status of the bias review study. In July 1996, the Semiannual Monitoring Report was provided to the Court, the parties, ODM, the State Board of Education, and the Desegregation Litigation Oversight Subcommittee. In August 1996, the State Board of Education and the ADE administrative team were provided with copies of the test validation study prepared by Dr. Paul Williams. During the months of September 1996 through December 1996, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. On January 13, 1997, a presentation was made to the State Board of Education regarding the February 1997 Semiannual Monitoring Report, and copies of the report and its executive summary were distributed to all Board members. The Project Management Tool and its executive summary were addressed at the February 10, 1997 State Board of Education meeting regarding the ADE's progress in fulfilling their obligations as set forth in the Implementation Plan. 19 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of January 30, 1998 (Continued) In March 1997, the State Board of Education was notified that historical information in the PMT had been summarized at the direction of the Assistant Attorney General in order to reduce the size and increase the clarity of the report. The Board was updated on the Pulaski County Desegregation Case and reviewed the Memorandum Opinion and Order issued by the Court on February 18, 1997 in response to the Districts' motion for summary judgment on the issue of state funding for teacher retirement matching contributions. During the months of April 1997 through June 1997, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. The State Board of Education received copies of the PMT and its executive summary at the July 14, 1997 board meeting. Additionally, copies of the July 15, 1997 Semiannual Monitoring Report and executive summary were also provided to board members. The State Board of Education received copies of the PMT and its executive summary at the August 11, 1997 board meeting. The Implementation Phase Working Group held its quarterly meeting on August 4, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and to direction regarding the critical areas for the current quarter. A special report regarding a historical review of the Pulaski County Settlement Agreement and the ADE's role and monitoring obligations were presented to the State Board of Education on September 8, 1997. Additionally, the July 15, 1997 Semiannual Monitoring Report was presented to the Board for their review in accordance with the requirements contained in the ADE monitoring documents. In October 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. Additionally, a special draft report regarding disparity in achievement was submitted to the State Board Chairman and the Desegregation Litigation Oversight Subcommittee. 20 V. COMMITMENT TO PRINCIPLES {Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. {Continued) 2. Actual as of January 30, 1998 {Continued) In November 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. The Implementation Phase Working Group held its quarterly meeting on November 3, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and to provide direction regarding the critical areas for the current quarter. In December 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. ::Ja.n uaiy?_JJf.3:'f9' 98, ' thm.t a,: ie\"'Bo\"a::,r.gY\n!\n~\u0026lt; )fW1 ,QE. rn~ti-o~r D.I. e~-~ ~ ~ncl PPEOved the PMT .and,-:the Feprua~ 12 9~ Semi~rin~!l,~\"19~it~nn_g ~eport. -:t'The Board reviewed and d1scussed'ODM's' report on .ttie ~DE's monitoring activities and instructed the Directiio:m,:i et wit the parties to discuss r~visions to thLAQE'..!msiri.iL\u0026lt;?m!9J?!~n.,,an moniton_ng ~polj~, 21 VI. REMEDIATION A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 During May 1995, team visits to Cycle 4 schools were conducted, and plans were developed for reviewing the Cycle 5 schools. In June 1995, the current Extended COE packet was reviewed, and enhancements to the Extended COE packet were prepared. In July 1995, year end reports were finalized by the Pulaski County fiefd service specialists, and plans were finalized for reviewing the draft improvement plans of the Cycle 5 schools. In August 1995, Phase I - Cycle 5 school improvement plans were reviewed. Plans were developed for meeting with the Districts to discuss plans for Phase II - Cycle 1 schools of Extended COE, and a school improvement conference was conducted in Hot Springs. The technical review visits for the FY 95/96 year and the documentation process were also discussed. In October 1995, two computer programs, the Effective Schools Planner and the Effective Schools Research Assistant, were ordered for review, and the first draft of a monitoring checklist for Extended COE was developed. Through the Extended COE process, the field service representatives provided technical assistance based on the needs identified within the Districts from the data gathered. In November 1995, ADE personnel discussed and planned for the FY 95/96 monitoring, and onsite visits were conducted to prepare schools for the FY 95/96 team visits. Technical review visits continued in the Districts. In December 1995, announced monitoring and technical assistance visits were conducted in the Districts. 22 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of January 30, 1998 (Continued) At December 31, 1995, approximately 59% of the schools in the Districts had been monitored. Technical review visits were conducted during January 1996. In February 1996, announced monitoring visits and midyear monitoring reports were completed, and the field service specialists prepared for the spring NCA/COE peer team visits. In March 1996, unannounced monitoring visits of Cycle 5 schools commenced, and two-day peer team visits of Cycle 5 schools were conducted. Team lists and materials for two-day visits were prepared, and written reports of two-day team visits were prepared. Technical assistance was provided to schools in final preparation for team visits and to schools needing any school improvement information. In April and May 1996, the unannounced monitoring visits were completed. The unannounced monitoring forms were reviewed for completeness and included in the July monitoring report. The twoday peer team visits were completed, and annual COE monitoring reports were prepared. In June 1996, all announced and unannounced monitoring visits of the Cycle 5 schools were completed, and the data was analyzed using descriptive statistics. The Districts identified enrollment in compensatory education programs by race, gender, and type of compensatory program. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996, and copies were distributed to the parties. During August 1996, meetings were held with the Districts to discuss the monitoring requirements. Technical assistance meetings with Cycle 1 schools were planned for the 96/97 school year. The Districts were requested to record discipline data in accordance with the Allen Letter and to include the race, gender, and years of experience of the teacher. In September 1996, recommendations regarding the ADE monitoring schedule for Cycle 1 schools and content layouts of the semiannual report were submitted to the ADE administrative team for their review. Training materials were developed with training schedules outlined for Cycle 1 schools. 23 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of January 30, 1998 (Continued) In October 1996, all schools in the Districts identified their technical assistance needs by utilizing their school improvement plans. Technical assistance needs were identified and addressed to prepare each school for their team visits. The announced monitoring visits of the Cycle 1 schools began on October 28, 1996. In December 1996, the announced monitoring visits of the Cycle 1 schools were completed, and technical assistance needs were identified from school site visits. In January 1997, the ECOE monitoring section identified technical assistance needs of the Cycle 1 schools, and the data was reviewed when the draft February Semiannual Monitoring Report was presented to the Desegregation Litigation Oversight Subcommittee, the State Board of Education, and the parties. In February 1997, field service specialists prepared for the peer team visits of the Cycle 1 schools. NCA accreditation reports were presented to the NCA Committee, and NCA reports were prepared for presentation at the April NCA meeting in Chicago. In March and April 1997, 76 visits were made to schools or central offices to work with principals, ECOE steering committees, and designated district personnel concerning school improvement planning. As of May 1997, 111 visits were made to schools or central offices to work with principals, ECOE steering committees, and designated central office staff concerning school improvement planning, and a workshop was conducted on Leaming Styles for Geyer Springs Elementary School. A School Improvement Conference was held in Hot Springs on July 15-17, 1997. The conference included information on the process of continuous school improvement, results of the first five years of COE, connecting the mission with the school improvement plan, and improving academic performance. In August 1997, technical assistance needs were evaluated for the FY 97/98 school year. 24 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of January 30, 1998 (Continued) In October 1997, technical reviews of the ECOE process were conducted by the field service representatives. The field service representatives provided technical assistance to the Districts through meetings with the ECOE steering committees, assistance in analyzing perceptual surveys, and by providing samples of school improvement plans, Gold File catalogs, and web site addresses to schools visited. In November 1997, technical reviews of the ECOE process were conducted by the field service representatives in conjunction with the announced monitoring visits. In December 1997, the field service representatives provided technical assistance to the Districts by providing copies of the infusion document and the perceptual survey and meeting with the ECOE committees and chairs to discuss the process. B. Identify available resources for providing technical assistance for the specific condition, or circumstances of need, considering resources within ADE and the Districts, and also resources available from outside sources and experts. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section VI.F. of this report. C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. 1. Projected Ending Date Ongoing 25 VI. REMEDIATION (Continued) C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. (Continued) D. 2. Actual as of January 30, 1998 An updated ERIC Search was conducted on May 15, 1995 to locate research on evaluating compensatory education programs. The ADE received the updated ERIC disc that covered material through March 1995. In August 1995, a new ERIC disc arrived, and an updated search was conducted. These articles were reviewed. An ERIC search was conducted in September 30, 1996 to identify current research dealing with the evaluation of compensatory education programs, and the articles were reviewed. An ERIC search was conducted in April 1997 to identify current research on compensatory education programs and sent to the Cycle 1 principals and the field service specialists for their use. Identify and research technical resources available to ADE and the Districts through programs and organizations such as the Desegregation Assistance Center in San Antonio, Texas. 1. Projected Ending Date Summer 1994 2. Actual as of January 30, 1998 The information for this item is detailed under Section VI.F. of this report. E. Solicit, obtain, and use available resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section VI.F. of this report. 26 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 From March 1995 through July 1995, technical assistance and resources were obtained from the following sources: the Southwest Regional Cooperative\nUALR regarding training for monitors\nODM on a project management software\nADHE regarding data review and display\nand Phi Delta Kappa, the Desegregation Assistance Center and the Dawson Cooperative regarding perceptual surveys. Technical assistance was received on the Microsoft Project software in November 1995, and a draft of the PMT report using the new software package was presented to the ADE administrative team for review. In December 1995, a data manager was hired permanently to provide technical assistance with computer software and hardware. In October 1996, the field service specialists conducted workshops in the Districts to address their technical assistance needs and provided assistance for upcoming team visits. In November and December 1996, the field service specialists addressed technical assistance needs of the schools in the Districts as they were identified and continued to provide technical assistance for the upcoming team visits. In January 1997, a draft of the February 1997 Semiannual Monitoring Report was presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties. The ECOE monitoring section of the report included information that identified technical assistance needs and resources available to the Cycle 1 schools. Technical assistance was provided during the January 29-31, 1997 Title I Mid-Winter Conference. The theme of the conference centered around the Improving America's Schools Act which emphasizes creating a learning community by building capacity schools to better serve all children and empowering parents to acquire additional skills and knowledge to better support the education of their children. 27 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of January 30, 1998 (Continued) In February 1997, three ADE employees attended the Southeast Regional Conference on Educating Black Children which facilitated the ADE in identifying and obtaining technical assistance resources. The focus of the conference was Excellence Without Excuse - Educating All Children. Participants received training from national experts who outlined specific steps that promote and improve the education of black children. On March 6-9, 1997, three members of the ADE's Technical Assistance Section attended the National Committee for School Desegregation Conference in order to identify and obtain technical assistance resources for use in desegregation efforts. The participants received training in strategies for Excellence and Equity: Empowerment and Training for the Future. Specific information was received regarding the current status of court-ordered desegregation, unitary status, and resegregation and distributed to the Districts and ADE personnel. The field service specialists attended workshops in March on ACT testing and school improvement to identify technical assistance resources available to the Districts and the ADE that will facilitate desegregation efforts. ADE personnel attended the Eighth Annual Conference on Middle Level Education in Arkansas presented by the Arkansas Association of Middle Level Education on April 6-8, 1997 which identified technical assistance resources available to the Districts. The theme of the conference was Sailing Toward New Horizons. In May 1997, the field service specialists attended the NCA annual conference and an inservice session with Mutiu Fagbayi in their continuing efforts of identifying resources for providing technical assistance. An Implementation Oversight Committee member participated in the Consolidated COE Plan inservice training. In June 1997, field service staff attended a SAT-9 testing workshop to facilitate their efforts of identifying resources for providing technical assistance to the Districts. 28 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of January 30, 1998 (Continued) In July 1997, the field service specialists participated in the three-day School Improvement Conference held in Hot Springs. The conference provided the Districts with information on the COE school improvement process, technical assistance on monitoring and assessing achievement, availability of technology for the classroom teacher, and teaching strategies for successful student achievement. In a continuing effort to identify and provide technical assistance resources to the Districts, Field Service personnel attended the ASCD Statewide Conference and the AAEA Administrators Conference in August 1997. On August 18, 1997, the bi-monthly Team V meeting was held and presentations were made on the Early Literacy Leaming in Arkansas (ELLA) program and the Schools of the 21st Century program. The ELLA program provides staff development to classroom teachers with an emphasis on grades K-3. The Schools of the 21st Century program emphasizes a coordination of efforts and resources within the community to prepare children in their early years for school. In September 1997, technical assistance was provided to the Cycle 2 principals on data collection for onsite and offsite monitoring. In an effort to obtain resources for technical assistance, the Lead Planner, the Equity Coordinator, the Reading Specialist, and the Assistant Director for Accountability attended the Region VI Desegregation Conference in October 1997. Current desegregation and educational equity cases and unitary status issues were the primary focus of the conference. On October 14, 1997, the bi-monthly Team V meeting was held in Paragould to enable members to observe a 21st Century school and a school that incorporates traditional and multi-age classes in its curriculum. In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. 29 VII. TEST VALIDATION A. Using a collaborative approach, the ADE will select and contract with an independent bias review service or expert to evaluate the Stanford 8, or other monitoring instruments used to measure disparities in academic achievement between black students and white students. B. 1. Projected Ending Date March, 1995 2. Actual as of January 30, 1998 On March 29, 1995, letters were sent to four national experts about conducting a test bias validation of the Stanford Achievement Test, Eighth Edition, Form K (SAT-8). Dr. Paul Williams, Deputy Director of Educational Testing Service (ETS), contacted the ADE in April of 1995 concerning the proposal for validating the SAT-8 test. The ADE requested that Dr. Williams conduct a validity study of test items used in the SAT-8. Dr. Williams submitted a final proposal for his services. The ADE Bias Review Test Committee met Friday, July 7, 1995, and approved Dr. William's contract proposal. The final contract was forwarded to Dr. Williams for his signature. The contract was signed in August 1995, thereby, completing this goal. By April 1994, establish a bias review committee to oversee the bias review process, and invite representatives of the Districts and parties to meet with the bias review committee. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 Complete. ADE established a Bias Review Committee in April 1994. In accordance with the Implementation Plan, representatives from the Districts and the parties were invited to attend and participate in this and all meetings of the Bias Review Committee. 30 VII. TEST VALIDATION (Continued) C. Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. 1. Projected Ending Date March 1995 and ongoing 2. Actual as of January 30, 1998 Dr. Paul Williams met with the staff of the Psychological Corporation to review their methods and procedures. In August 1995, he met with the staff at Georgia State University to review the statistical methods that would be used in the analysis. Dr. Williams reported difficulty with the bias-review study in receiving the names of the bias panel and the complete SAT-8 data set from the Psychological Corporation. Dr. Williams submitted an invoice totaling $8,961 for Task I activities of the SAT-8 validity study for partial fulfillment of the test validation study. On December 6, 1995, a contract extension for Dr. Williams was reviewed by the Legislative Council. In January 1996, he indicated that he was in the final stages of the test validation, and the ADE was presented a draft report in March 1996. In May 1996, Dr. Williams stated that the wrong data sets were sent to him by the Psychological Corporation resulting in Task 3 having to be redone. A new draft of the final report was received by the ADE in July 1996. In August 1996, copies of the test validation report were provided to the State Board of Education and the ADE administrative team for their review. On September 10, 1996, the LRSD notified the ADE that they had reviewed the test validation report and would like to meet with the ADE to discuss the report. The ADE Director indicated that he would schedule a meeting with the LRSD to discuss the report. In October 1996, historical files and data were provided to the ADE Director, the ADE Assistant Director for Technical Services, and the ADE Assistant Director for Planning and Curriculum for their review in preparation for a meeting with the LRSD regarding the validity study. 31 VII. TEST VALIDATION (Continued) C. Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. (Continued) 2. Actual as of January 30, 1998 (Continued) Test validation procedures by the expert have been completed. A recommendation was drafted proposing the use of the SA T-8 by the ADE as the validated test for monitoring. The ADE is presently working to arrange a meeting with the Administration of the LRSD to discuss the test validation study. Effective September 22, 1997, the State Board of Education hired a new Director of the General Education Division, which should allow the ADE to move forward in this matter. In October 1997, the GED Director was updated on the history of the test validation process to provide the Director with background information in preparation for a meeting with the LRSD. 32 VIII. IN-SERVICE TRAINING A. Through an interactive process with representatives of desegregating districts, identify in-service training needs. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section VIII.D. of this report. 8. Develop in-service training programs to address in-service training needs of desegregating districts. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section VIII.D. of this report. C. Implement in-service training programs to address in-service training needs of desegregating districts. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section VIII.D. of this report. D. Evaluate in-service training programs developed and executed to address inservice training needs of desegregating districts. 1. Projected Ending Date Ongoing 33 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address inservice training needs of desegregating districts. (Continued) 2. Actual as of January 30, 1998 In April 1995, the Tri-District Staff Development Committee were provided an overview of the Scott Alternative Leaming Center's operation and met with students and staff. In May 1995, the Districts were in the process of self-assessment and planning for fall staff development. The Districts worked on staff development to be incorporated into their fall 95/96 preschool calendars. The uniqueness of each district's needs and their schools was considered in the planning by utilizing the results of needs assessment instruments. The Tri-District Staff Development Committee met on September 13, 1995 to plan for an ADE administered Classroom Management grant. The Tri-District Staff Development Committee met on September 19, 1995 to finalize the Classroom Management grant proposal. The Tri-District Staff Development Committee met on October 24, 1995 to discuss program and staff development evaluation models that might be available to the Districts. On November 15, 1995, the ADE met with an ODM representative to discuss the progress the ADE had made in attaining the objectives outlined in the Implementation Plan with regard to inservice training. The Tri-District Staff Development Committee met on November 21, 1995 to discuss upcoming training events and various NLR programs that focus on non-academic needs. A new program consisting of placing a graduate student of social work, a field supervisor, and a OHS worker in the district at no cost to the district was discussed. Additionally, NLR provided an overview of their program for credit deficient students. The Tri-District Staff Development Committee met on December 19, 1995 to discuss information dealing with ways to broaden the perspective of multicultural education. The Tri-District Staff Development Committee met on January 17, 1996 to discuss proposed changes in the standards regarding media centers and NLRSD's staff development strategic planning committee. The committee reviewed a video on diversity produced by the Arkansas Elementary Principals Association. 34 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address inservice training needs of desegregating districts. (Continued) 2. Actual as of January 30, 1998 (Continued) The Tri-District Staff Development Committee met on February 21, 1996 to discuss the implications of budget cuts on staff development programs and PCSSD's request for unitary status for their staff development program. The committee also discussed the need for computer literacy, technology training, and acquisition of hardware and software by the Districts. The Tri-District Staff Development Committee met on March 27, 1996 to discuss available resources concerning sexual harassment. ADE regulations in relation to staff members attending professional association conferences as well as the district staff development and potential sites for training seminars were also discussed. The Tri-District Staff Development Committee met on April 30, 1996 to discuss the reconfiguring of Jacksonville Junior High, PCSSD professional development schedules, and APSCN on-line timelines. A tour of the Washington Magnet school was also conducted. The Tri-District Staff Development Committee received a demonstration of UALR's Baum Decision Support Center's capabilities regarding consensus and planning on May 29, 1996. The Tri-District Staff Development Committee did not meet during September, October, and November 1996 because of scheduling conflicts and the extended medical leave of the ADE liaison. On December 18, 1996, the Tri-District Staff Development Committee met to discuss the linkage between the Implementation Plan, staff development, and student achievement. On January 21, 1997, the Tri-District Staff Development Committee met and discussed sharing middle school strategies and the Districts' training catalogs. The Tri-District Staff Development Committee met on February 25, 1997 to discuss their current staff development programs and an overview of the relationship of their current programs with their desegregation plans. 35 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address inservice training needs of desegregating districts. (Continued) 2. Actual as of January 30, 1998 (Continued) The Tri-District Staff Development Committee met on March 26, 1997 to observe the Great Expectations Program, a program designed to instill confidence and self-esteem in students at Bale Elementary, one of five schools in the LRSD participating in the program. The principal and mentor teachers provided information on the components and philosophy of the program, and students demonstrated selected components. The PCSSD may adopt the program for selected schools in their district. The committee was provided with an update of pertinent information on resources available to the Districts. The committee decided that the ADE liaison to the committee would gather documentation of completed staff development directly from the Districts, instead of the Districts providing this information at the committee meetings. New information on teacher licensure and rules and regulations was shared with the Tri-District Staff Development Committee at their April 1997 meeting. A report was presented to the committee on information from the Arkansas Council for Social Studies about an October 1997 meeting on integrated curriculum. The Districts will provide principal retreats this summer as a part of their staff development. The PCSSD will sponsor a renowned speaker on strategies to serve at risk youth in August 1997 in which the committee is invited to attend. The LRSD shared survey results from a pilot administration to four teachers in each district. The survey found the sample to be strong in content but lacking in context and process. Plans to address these needs will be developed. In another survey to certified and noncertified LRSD staff, stress management was the major concern. The Tri-District Staff Development Committee met on May 14, 1997 to participate in a teleconference with the five 1996 awardees of the National Awards Program for Model for Professional Development. The PCSSD shared their summer and fall staff development catalog with the members. The committee will reconvene in the fall of the 97 /98 school year. The Tri-District Staff Development Committee is scheduled to meet on September 30, 1997 to discuss collaborative actions for FY 97/98. 36 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address inservice training needs of desegregating districts. (Continued) 2. Actual as of January 30, 1998 (Continued) The Tri-District Staff Development Committee met on September 30, 1997 to discuss their staff development for the 1997/1998 school year. The PCSSD had a pre-school in-service for the faculty, and the LRSD conducted a Principals Academy with an expert on the math and science initiative which lasted several days. The NLRSD is providing staff development by satellite. The Tri-District Staff Development Committee met on October 28, 1997. The LRSD and NLRSD shared some of their staff development course offerings with the committee, and the PCSSD discussed ways of optimizing opportunities for staff development with specific emphasis on the junior high school conflict resolution training. In November 1997, the Lead Planner provided technical assistance to the certified staff of Central High School regarding data disaggregation, test score analysis and ways to improve student achievement. The Tri-District Staff Development Committee met on November 25, 1997 to discuss the Standards for Staff Development. It was reported that the LRSD will begin providing technology training to their employees in January by utilizing business teachers. Additionally, the committee discussed a collaborative venture of the Districts involving a worxshop from Chicago on a program called \"Great Expectations.\" '.fhe Tri-District Staff Development Com mil,tee met on Decembe( 16\n) 997 to discuss technology plans, strategies for' obtaining information currently being provlded to the education cooperatives~ scheduling of Arkansas history, and the development of a comprehensive list of L9cations available for staff development:\" Members agreed to bring information on available locations to the January meeting and.hav~\net_ a tentativ~ completion date Jor thej \u0026gt;rojecLq_f l!layj ~98: 37 IX. RECRUITMENT OF MINORITY TEACHERS A. Facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. 1. Projected Ending Dates (See dates on individual key activities) 2. Actual as of January 30, 1998 A staff member of the ADE's certification department attended all of the college career days in FY 94/95 in Arkansas and one out-of-state. In FY 95/96, ADE certification staff members attended career and job fairs at the following colleges and universities: Philander Smith College\nUAM\nHSU\nATU\nUCA\nASU\nUA-Pine Bluff\nUA-Fayetteville\nHarding University\nSAU\nand Jackson State. ADE certification staff met with representatives from the Districts to ensure they were aware that ADE personnel were available to provide assistance in recruitment and certification of minority teacher candidates. A job fair was conducted at the University of Arkansas at Pine Bluff on December 4, 1996. The Districts were advised of the ADE's availability for providing assistance in recruitment and certification. In February 1997, ADE certification staff members attended teacher job fairs at Henderson State University, Arkansas Tech University, and University of Central Arkansas to facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. ADE certification staff members attended teacher job fairs at Harding University, UA-Fayetteville, UA-Pine Bluff, and ASU in April 1997 to facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. From April 16, 1997 through May 6, 1997, ADE certification staff members attended teacher job fairs at Philander Smith College and SAU to facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. Additionally, ADE staff attended an out-of-state teacher job fair at Jackson State University at Jackson, Mississippi. Recruitment activities were suspended for the summer, but they will resume in the later part of September for FY 97/98. On September 25, 1997, the ADE's Professional Licensure Supervisor attended a career day job fair at Philander Smith College to provide support to the Districts in recruiting teachers. 38 IX. RECRUITMENT OF MINORITY TEACHERS (Continued) A. Facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. 2. Actual as of January 30, 1998 (Continued) On November 6, 1997, the Professional Licensure Supervisor attended a career day job fair at the University of the Ozarks in order to facilitate the Districts' recruitment efforts. Recruitment activities will resume in February 1998. B. Beginning in 1994, by May and November of each year, Districts will supply to the ADE information about shortages of teachers by grade and subject area. 1. Projected Ending Dates Ongoing, as stated. 2. Actual as of January 30, 1998 Letters were sent in May, August, and December 1995 to the Districts requesting information regarding teaching positions available by grade and subject areas. In May and November 1996, the Human Resources offices of the Districts were requested to provide information regarding teaching positions available by grade and subject area. On February 4, 1997, the ADE again requested that the Districts provide information to ADE regarding teacher shortages. During February 1997, the NLRSD and the PCSSD responded to the ADE regarding teacher shortages. NLRSD teacher shortages are expected in the areas of Special Education, Mathematics, the Sciences, Foreign Language, and English as a Second Language. PCSSD teacher shortages are anticipated in the areas of Foreign Language, Mathematics, the Sciences, and Gifted and Talented Education. On May 20, 1997, information was requested from the Districts regarding teacher shortages. Follow-up letters were sent to the Districts on July 11, 1997 requesting information on teacher shortages that was initially requested in May. 39 IX. RECRUITMENT OF MINORITY TEACHERS (Continued) C. Beginning in 1994, by May and December of each year, request information from colleges and universities about the numbers and types of minorityteacher graduates. 1. Projected Ending Dates Ongoing, as stated. 2. Actual as of January 30, 1998 In May and December 1995, letters were sent to all Deans and Certifying Officers of Institutions of Higher Education in Arkansas requesting information on minority teacher graduates. Letters were sent to all Deans and Certifying Officers of Institutions of Higher Education in Arkansas in May and November 1996 requesting information on minority teacher graduates. On May 20, 1997, letters were sent to all Arkansas colleges and universities with teacher education programs requesting minority teacher graduate information. Cetters were sent to aff'collegesancf~universities n 1rrf\u0026lt;ansa6s\u0026lt;iwitR tea chef education programs \"\"on :~De~.m.!?~ 17~ 97 \"' egueJJmg rn,inority t~~cher gradu~t~, informa!ion1 D. Within 30 days of receiving data from colleges and universities provide the Districts data on teacher openings to the colleges and universities on minority graduates to the Districts. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 In June 1995 and January 1996, ADE sent the information received from Arkansas colleges and universities on minority teacher education graduates to the Districts. In July 1996 and January 1997, ADE sent the information received from Deans and Certifying Officers on minority teacher education graduates to the Districts. 40 IX. RECRUITMENT OF MINORITY TEACHERS (Continued) D. Within 30 days of receiving data from colleges and universities provide the Districts data on teacher openings to the colleges and universities on minority graduates to the Districts. 2. Actual as of January 30, 1998 (Continued) On February 3, 1997, a list of minority teacher graduates from the University of Arkansas at Fayetteville was forwarded to the Districts. The information on these graduates was received after the initial list was compiled. The addition of these graduates was sent to the Districts as an addendum to the list of graduates compiled on January 16, 1997. The ADE provided the Districts with the Minority Teacher Graduate Report which was compiled from the minority teacher graduate information received from Arkansas colleges and universities in July 1997. E. Each November, ADE will request information from the Districts on the effectiveness of ADE's minority recruitment assistance, including an assessment of the minority teacher candidates' database. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 On November 30, 1994, letters were sent to the Districts requesting feedback on the effectiveness of the ADE's minority recruitment assistance. Follow-up letters were sent on March 17, 1995 since no responses had been received. Additional follow-up letters were sent to the Districts in August 1995 because the ADE had received no responses from the Districts. A planning and evaluation meeting was scheduled on January 11, 1996 with representatives from the Districts. The Districts did not attend the meeting. In February 1997, letters were sent to the Districts requesting feedback on the effectiveness of ADE's minority recruitment assistance. The NLRSD and the PCSSD submitted favorable evaluations concerning the effectiveness of the ADE's recruitment assistance efforts. The ADE did not received any information from the LRSD regarding this matter. 41 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES A. Assist ADHE in identifying, analyzing, addressing and eliminating racial disparities in the allocation of scholarships. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section X.D. of this report. 8. Representatives of the ADE and the ADHE will wori\u0026lt; together, review ADHE's available data to identify racial disparities in allocation of scholarships. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section X.D. of this report. C. Using its knowledge about public schools, teacher education and certification, and through a collaborative effort with the Districts, ADE will analyze racial disparities in ADHE scholarship allocations. ADE will report its findings, conclusions, and recommendations about racial disparities in allocating scholarships to ADHE. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section X.D. of this report. D. Working with the ADHE, the ADE will use its relationships in the public education institutional settings to assist implementation of measures designed to reduce racial disparities in allocation of scholarships. 1. Projected Ending Date Ongoing 42 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES (Continued) D. Working with the ADHE, the ADE will use its relationships in the public education institutional settings to assist implementation of measures designed to reduce racial disparities in allocation of scholarships. (Continued) 2. Actual as of January 30, 1998 In April 1995, ADE met with representatives of ADHE concerning identification and analysis of possible disparities in scholarship allocations. In June 1995, a collaborative effort was made between the ADE and ADHE to enhance the rate at which minorities were applying for the 1995 teacher scholarships with special emphasis on the areas of science, math, and foreign language through a direct mail program. In July 1995, representatives from the ADE and the Districts met to review the scholarship applications. The Implementation Committee on Financial Assistance to Minority Teacher Candidates discussed ways to increase minority awareness of the scholarships available for minority teacher applicants. The committee agreed to meet quarterly to identify, analyze, and address eliminating racial disparities in scholarships. The committee met in December 1995 to discuss the distribution of scholarships for the 95/96 school year. The committee meets on a continuous basis to review scholarship distributions and discuss ways of improving the pool of applicants for minority teacher scholarships as detailed further in Section X.E. of this report. E. Monitor the allocation of scholarships to minority students by the ADHE\nevaluate the impacts of new approaches and new legislation on an ongoing basis. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 During the May 1995 Legislative session, Acts 188, 189 and 259 regarding scholarships were passed. A meeting to monitor and analyze the distribution of scholarships for the 95/96 school year was held on December 15, 1995. 43 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES (Continued) E. Monitor the allocation of scholarships to minority students by the ADHE\nevaluate the impacts of new approaches and new legislation on an ongoing basis. (Continued) 2. Actual as of January 30, 1998 (Continued) The committee met on June 7, 1996 to review the scholarship applications for minority teacher candidates for the 96/97 school year. Representatives from the ADHE stated that the ADHE expected to have the resources to fund: 56 scholarships under the Emergency Secondary Education Loan Program\n100 scholarships under the Minority Teacher Scholars Program\nand 13 scholarships under the Minority Masters Fellows Program. The committee also discussed ways of increasing the scholarship applicant pools, and a recommendation was made to make scholarships available to parttime students. In September 1996, a proposal was submitted to the Assistant to the Director for Legislative Services recommending the Legislature offer minority teacher scholarships to part-time students. The committee met on October 23, 1996 to review the scholarships awarded for the 96/97 school year. The following scholarships were funded: 60 scholarships totaling $144,266 for the Emergency Secondary Education Loan Program\n20 scholarships totaling $107,500 for the Minority Masters Fellows Program\n109 scholarships totaling $505,093 for the Minority Teacher Scholars Program\nand 258 students in the Freshman/Sophomore Minority Grant Program received scholarships totaling $374,000. In March 1997, information on minority teacher scholarships and how to apply was provided to the Districts and Arkansas colleges and universities. The Districts were informed of ADHE's scholarship promotional efforts and legislative updates. The next meeting of the committee will be in September 1997. On April 8, 1997, notifications were sent to all Arkansas colleges and universities on the Minority Teacher Scholars Program reminding them that the deadline for receiving applications was June 1, 1997. This information was also provided to the Districts. The Minority Teacher Scholarship Committee will meet on October 9, 1997 to discuss the scholarships awarded for FY 97/98. 44 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES (Continued) E. Monitor the allocation of scholarships to minority students by the ADHE\nevaluate the impacts of new approaches and new legislation on an ongoing basis. (Continued) 2. Actual as of January 30, 1998 (Continued) The Minority Teacher Scholarship Recruitment Committee met on October 9, 1997 to discuss the scholarships awarded for FY 97/98. The ADHE Assistant Coordinator for Student Financial Aid provided a comprehensive presentation on scholarships awarded for the 97 /98 school year. There were 235 scholarships awarded in the Freshman/Sophomore Minority Scholarship program totaling $344,988. The Emergency Secondary Education Loan program awarded 52 scholarships for a total of $119,370. There were 83 scholarships for $403,520 awarded in the Minority Teachers Scholars program. The Minority Masters Fellows program awarded 20 scholarships for a total of $73,750. The ADHE representative indicated that during the 1997 regular legislative session legislation was passed to allow hispanics and asians to participate in the minority scholarship programs. It was stated that the average GPA for minority teacher scholarship recipients had increased to 3.13, and that the dollars awarded in the Minority Masters Fellows program were down from last year because most of the recipients were part-time students. The committee discussed numerous avenues that might be utilized to inform minority applicants of scholarships available. Communication with the faculty of Arkansas colleges and universities regarding the availability of scholarships was discussed as a way of informing teaching students of possible resources available to them. The next quarterly meeting of the Minority Teacher Scholarship Recruitment Committee will be February 19, 1998. 45 XI. MINORITY RECRUITMENT OF ADE STAFF A. Administer the ADE Minority Recruitment Plan developed by the ADE staff and Board of Education and officially adopted by the Board of Education (see Exhibit B for the ADE's Minority Recruitment Plan with specific objectives and timelines). 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The Minority Recruitment Committee met on Friday, April 14, 1995. New committee members were assigned tasks and goals to increase the effectiveness of the Minority Recruitment Plan. At the Minority Recruitment Committee meeting on May 18, 1995, the committee was divided into four working sub-teams to update the annual plan. Each team focused on one of the four goals in the Minority Recruitment Plan and monitored specific task completions. From June to October 1995, subcommittees met and worked on monitoring the progress of the ADE in accomplishing the tasks outlined in the Minority Recruitment Plan. In September 1995, the ADE reached an agreement with the Arkansas Statewide Systemic Initiative (ASSI) for conducting an audit of the Minority Recruitment Plan. The committee reviewed the recommendations and comments for updating the plan at the November 1995 meeting and reviewed the final draft at the December meeting. The ASSl's audit findings were presented to the committee on January 16, 1996. It was determined during the initial review that the files were incomplete to the extent that an accurate audit was not possible. The auditor met with the committee in March 1996 to review the additional documentation in the files. The auditor prepared the final report in April 1996 indicating that of the 89 actions contained in the Minority Recruitment Plan, 74 of the items had been completed, nine were in progress, and six had not been started. The audit stated that of the 22 items in Goal 1, 15 were completed, one was in progress, and six had not been started. Goal 2 contained 14 items, 13 of which were completed and one in progress. Goal 3 consisted of 30 items with 29 items completed and one in progress. Goal 4 consisted of 23 items with 17 items completed and six in progress. 46 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) A. Administer the ADE Minority Recruitment Plan developed by the ADE staff and Board of Education and officially adopted by the Board of Education (see Exhibit B for the ADE's Minority Recruitment Plan with specific goals, objectives and timelines). (Continued) 2. Actual as of January 30, 1998 (Continued) The Minority Recruitment Committee met on June 6, 1996 to discuss updates and revisions addressed in the audit and the new racial/gender report on Grades 21 and above. Since the completion of the audit, Goals 2.3.4 and 3.3.8 were completed, and a list of recommendations for retention activities was written. Also, a random sample of ADE employees was asked to fill out questionnaires, but only a limited number were returned. In August 1996, the Minority Recruitment Committee met and discussed the actions necessary to complete Goals 1 and 4 contained in the Minority Recruitment Plan. At the September 1996 meeting, the committee was updated on the progress of all four goals in the Minority Recruitment Plan. The committee heard an analysis of application and hiring practices and discussed the relevance of the data. Suggestions made by the State Board of Education regarding the Employee Tracking Data Check Sheet were discussed at the February 1996 meeting of the Minority Recruitment Committee. Goal 1 of the Minority Recruitment Plan will be completed when the employee tracking sheet is finalized. The Minority Recruitment Committee met on March 14, 1997 and March 27, 1997 to discuss the draft Revised Minority Recruitment Plan and progress toward completing Goal 4. The committee passed a motion to omit Section 1. 1 from Goal 1 of the draft revised plan. Additionally, the committee suggested that communication be made an integral part of each goal of the revised plan. The committee discussed the need for professional training programs, incentives for educational opportunities, and upward mobility for all staff within the ADE. In an effort to complete Goal 4, a representative from the ADE communication section presented development costs for media materials to the committee. Additionally, a representative from the ADE MIS section discussed the possibility of using the network to disseminate information to employees. It was suggested that the committee continue to receive assistance from MIS on the orientation video. 47 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) A. Administer the ADE Minority Recruitment Plan developed by the ADE staff and Board of Education and officially adopted by the Board of Education (see Exhibit B for the ADE's Minority Recruitment Plan with specific goals, objectives and timelines). (Continued) 2. Actual as of January 30, 1998 (Continued) In an effort to represent all sections within the ADE, the committee recommended that representatives from the ADE communication and MIS sections be added as members to the committee. Currently, neither section is represented on the committee. The Minority Recruitment Committee met on April 18, 1997 to discuss the need to revise the action steps for each of the committee's four goals. The committee decided to schedule a two-day retreat in an effort to review all goals and actions. The Minority Recruitment Committee met on May 19, 1997 to discuss the agenda for the annual retreat and revisions to the action plan emphasizing recruitment and retention at all grade levels. A two-day annual retreat was held on June 18-19, 1997 at the Teacher Retirement Building. The retreat facilitated the revision of the Minority Recruitment Committee's action plan for their four goals. Dr. Gary Chamberlain, UALR faculty member, served as the facilitator. The revised plan was distributed to the Minority Recruitment Committee at their July 18, 1997 meeting for final approval before it is submitted to the administrative team and the State Board of Education. The Minority Recruitment Committee meeting scheduled for September 12, 1997 was rescheduled for September 30, 1997 due to members scheduling conflicts. The meeting will be reported in the November PMT. The Minority Recruitment Committee met with the ADE Deputy Director in November 1997 to provide him with a copy of the revised plan and receive his input on the plan. B. Monitor minority representation at all levels of ADE and assess the effectiveness of the ADE Minority Recruitment Plan. 1. Projected Ending Date Ongoing 48 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) 8. Monitor minority representation at all levels of ADE and assess the effectiveness of the ADE Minority Recruitment Plan. (Continued) 2. Actual as of January 30, 1998 As of August 1995, the ADE had hired or transferred 38 employees in Grades 21 and above in the General Education Division. This group was composed of 11 black females, 5 black males, 16 white females, 4 white males, 1 other female, and 1 other male. The racial composition of the these employees was 52.6 percent non-minority and 47.4 percent minority. As of October 1995, there were 161 filled positions in the GED in Grades 21 and above. There were 27 minorities or 22.9 percent in Grades 21 and above. An analysis on Goal 1 regarding application and hiring practices was presented at the September 1996 meeting. Samples of graphs and tables for presenting the data were distributed at the meeting. The Minority Recruitment Committee met on December 13, 1996 to discuss the latest draft of the ADE Employee Tracking Data Check Sheet. The committee recommended various format changes including the addition of a table of contents and an executive summary. The committee met on January 17, 1997 to continue the discussion on the draft ADE Employee Tracking Data Check Sheet. The Assistant Director for Planning and Curriculum agreed with all but three of the committee's recommendations for the employee tracking sheet. He requested that the committee continue discussions on this matter. The Minority Recruitment Committee met on February 14, 1997 to discuss the status of the Employee Tracking Data Check Sheet. The employee tracking sheet will enable the committee to monitor the recruitment and retention of minority employees by unit and section at every grade level and monitor minority representation at all grade levels within the ADE. The committee also discussed the lack of minority employees in some areas and the loss of several minority employees. There were also discussions regarding the possibility of revising the new Minority Recruitment Plan that has been submitted to the ADE administrative team. 49 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) B. Monitor minority representation at all levels of ADE and assess the effectiveness of the ADE Minority Recruitment Plan. (Continued) 2. Actual as of January 30, 1998 (Continued) The committee received information on Arkansas pupil enrollment by race at their March 14, 1997 meeting. Arkansas enrollment figures for October 1, 1996 revealed that 73. 7% of all students are white, 23.4% are black, 1.8% are hispanic, 0.7% are asian, and 0.4% are native american. In an effort to assess the effectiveness of the action steps for each goal, agenda items are being developed for the committee's June retreat. The committee recommended that invitations be sent to Senator Beebe, Julie Cullen, Gene Wilhoit, and all State Board members. At the May 1997 Minority Recruitment Committee meeting, the committee discussed reviewing the most recent quarterly hiring and retention report and revisions to the action plan at the annual retreat. Discussions during the July retreat focused on the current plan, the original purpose of the plan, and necessary changes with input provided by committee members and speakers from the Arkansas Department of Higher Education, Employment Securities, and the ADE. 50 XII. SCHOOL CONSTRUCTION A. Improve the effectiveness of the ADE's existing rules, regulations, and site evaluation form for assessing the desegregation impacts of school construction between school districts. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section XII.C. of this report. B. Review existing rules, regulations and site evaluation forms and their application to school construction projects within districts and between districts. 1. Projected Ending Date October 1994 2. Actual as of January 30, 1998 The information for this item is detailed under Section XII.C. of this report. C. Amend the rules, regulations and site evaluation forms as they apply to all districts contiguous to the three Pulaski County school districts to assure that the school construction analysis specifically addresses the impacts on racial balances of individual school sites within the three districts. 1. Projected Ending Date October 1994 2. Actual as of January 30, 1998 ADE's School Site Selection Committee met on April 21 , 1995 to revise the proposed rules and regulations. The proposed rules and regulations were presented to the State Board of Education on May 8, 1995. The Board voted to table the decision on public comment until the proposed rules and regulations were reviewed by the Attorney General's Office. The Attorney General's Office reviewed the revised school construction draft and provided a letter of approval. 51 XII. SCHOOL CONSTRUCTION (Continued) C. Amend the rules, regulations and site evaluation forms as they apply to all districts contiguous to the three Pulaski County school districts to assure that the school construction analysis specifically addresses the impacts on racial balances of individual school sites within the three districts. (Continued) 2. Actual as of January 30, 1998 (Continued) On June 12, 1995, the State Board of Education voted to place the revised School Site Approval rules and regulations for public comment. The hearing was held on June 19, 1995 in the ADE Auditorium, and a copy of the revised draft was sent to all school districts in an ADE Director's Memo. Proposed rules and regulations underwent a third revision and were presented to the Board in July 1995 with a request for final approval. The revised rules and regulations were approved by the State Board of Education on July 10, 1995. On August 3, 1995, the proposed School Site Approval rules and regulations were reviewed by the Legislative Council. Due to questions raised by the staff attorney for the Legislative Council, the council voted to defer review until their next meeting so that additional information could be obtained to resolve the questioned items. The proposed School Site Approval rules and regulations were reviewed by the Legislative Council on September 7, 1995 and went into effect on September 8, 1995. Goal completed. No additional reporting required. 52 XIII. ASSIST PCSSD A Determine if the PCSSD wants and needs assistance in lowering the cost of Black History course offerings to its certified staff. 1. Projected Ending Date April, 1994 2. Actual as of January 30, 1998 A letter was mailed to the desegregation director of the PCSSD on March 16, 1995 regarding offering assistance in facilitating a special arrangement with colleges and universities for reducing the cost of a black history course offering to the PCSSD certified staff. In a letter dated April 3, 1995, the PCSSD responded that their staff development director was working with UALR to develop the black history course offerings. No additional assistance was requested of the ADE. Goal completed as of June 1995. B. If PCSSD wants assistance, communicate with local colleges and universities to facilitate the Black History course offerings to PCSSD teachers at the lower costs possible. 1. Projected Ending Date September 1994 2. Actual as of January 30, 1998 UALR informed the ADE that they had contacted PCSSD regarding their willingness to provide non-credit black history studies for the PCSSD. UALR indicated that as of November 11 , 1994 they had received no response from the PCSSD. Two universities offered assistance in providing teachers in the PCSSD a black history course. The ADE had not received requests for any assistance with the facilitation of a black history course in the PCSSD as of February 27, 1995. On April 3, 1995, the PCSSD informed ADE that its staff development director was working with UALR to develop the black history course offering. No additional assistance was requested of the ADE. 53 XIV. SCATTERED SITE HOUSING A. Through Executive Branch communication procedures, ADE will inquire about State land holdings in Pulaski County and about the availability of State land holdings for use as building sites for scattered-site housing. 1. Projected Ending Date Not applicable. 2. Actual as of January 30, 1998 The ADE had previously inquired about State land holdings in Pulaski County and about availability of State land holdings for use as building sites for scattered site housing. All materials were distributed to the appropriate district representatives. There has been no contact with the PCSSD on Scattered Site Housing since July 1995. Goal completed. No additional reporting required. 54 XV. STANDARDIZED TEST SELECTION TO DETERMINE LRSD LOAN FORGIVENESS A. Meet with and propose to the representatives of the LRSD that the current Stanford 8 standardized test, following a bias-free validation study, be used to measure the District's progress toward meeting the loan forgiveness thresholds of the Settlement Agreement. 1. Projected Ending Date .May 1994 2. Actual as of January 30, 1998 On April 21, 1995, a letter was sent to the LRSD Superintendent suggesting meeting dates to discuss the variables which affect student achievement. On May 1, 1995, the ADE Director was advised of the need to discuss the selection of the SAT-8 to measure the LRSD's progress toward meeting the loan forgiveness threshold of the Settlement Agreement. On May 21, 1995, the ADE staff discussed the status of the selection of the test relevant to the ADE's Implementation Plan. The Variables Committee, a subcommittee of the Test Selection Committee, received evaluations on the relationship of the various types of scores that could be used on the SAT-8 Test. The Variables Committee recommended using the state-adopted norm referenced test to determine the achievement levels of black and white students. Based on the evaluations, they indicated that scaled scores or raw scores would appear to be the better metrics to use for this purpose. The recommendation from the Variables Committee was submitted to the Test Selection Committee and the ADE Director on July 28, 1995. Until the test validation has been completed, no additional progress can occur on this objective. For the progress being made on the test validation process see Section VII. of this report. In August 1996, copies of the test validation report were provided to the State Board of Education and the ADE administrative team. Additionally, the LRSD Director of Planning, Research and Evaluation was provided a copy of the test validation report. 55 XV. STANDARDIZED TEST SELECTION TO DETERMINE LRSD LOAN FORGIVENESS (Continued) A Meet with and propose to the representatives of the LRSD that the current Stanford 8 standardized test, following a bias-free validation study, be used to measure the Districts' progress toward meeting the loan forgiveness thresholds of the Settlement Agreement. (Continued) 2. Actual as of January 30, 1998 (Continued) On September 10, 1996, the LRSD notified the ADE that the district had reviewed the test validation report and would like to meet with the ADE to discuss the report. The Director of the ADE indicated that he would schedule a meeting with the LRSD to discuss the report. In October 1996, historical files and data were provided to the Director of the ADE, ADE Assistant Director of Technical Assistance, and ADE Assistant Director of Planning and Curriculum for their review in preparation for the meeting with the LRSD regarding the validity study. In February 1997, a memorandum was sent to the Assistant Directors of Technical Assistance and Planning and Curriculum which summarized the test validation and variables subcommittee work and outlined the next step of formalizing an agreement with the LRSD on the use of the SAT-8 and the choice of raw or scaled scores as the metric. Effective September 22, 1997, the State Board of Education hired a new Director of the General Education Division, which should allow ADE to move forward in this matter. In October 1997, the GED Director was updated on the history of the test validation process to provide the Director with background information in preparation for a meeting with the LRSD. 56 XVI. MONITOR SCHOOL IMPROVEMENT PLANS A. Fully implement the Extended COE Improvement Plan Process in all schools in the three Pulaski County school districts. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section XVI.D. of this report. 8. Conduct the Extended COE School Improvement Plan peer review process in 20% of the schools each year (every school every five years) and provide peer review team recommendations to the schools reviewed. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section XVI.D. of this report. C. Receive from all schools, annual reports on progress toward meeting recommendations of School Improvement Plans. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section XVI.D. of this report. D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 In June 1995, ADE personnel reviewed the Extended COE packet and prepared for holistic reviews of the Cycle 5 schools. 57 XVI. MONITOR SCHOOL IMPROVEMENT PLANS {Continued) D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. {Continued) 2. Actual as of January 30, 1998 In July 1995, year-end reports were finalized by the field service specialists. Plans to conduct holistic reviews of the draft school improvement plans of the Cycle 5 schools, and plans for the 95/96 school year were discussed. In August 1995, holistic reviews of the Cycle 5 school improvement plans were conducted. A school improvement conference was conducted, and documentation for technical review visits in the 95/96 school year was discussed. In October 1995, computer programs used by Effective Schools proponents were ordered for review, and a draft monitoring checklist for ECOE was developed. In November 1995, two meetings were held to plan for 95/96 monitoring. Onsite visits were conducted to prepare schools for the FY 95/96 team visits, and technical review visits continued in the Districts. In December 1995, technical assistance visits were conducted, and monitoring occurred in all schools in the Districts. As of December 31, 1996, approximately 59% of the schools in the Districts had been monitored, and technical review visits continued. In February 1996, announced monitoring visits in the Districts were completed. The field service specialists completed the midyear monitoring reports and prepared for the spring NCA/COE peer team visits. In March 1996, unannounced visits and peer team two-day visits of Cycle 5 schools were conducted. Written reports of two-day team visits were prepared, and field service specialists provided assistance to schools on their school improvement plans. In April and May 1996, unannounced monitoring visits were completed, and monitoring forms were scanned for inclusion in the July monitoring report. Team visits were completed, and the annual COE monitoring reports were prepared. 58 XVI. MONITOR SCHOOL IMPROVEMENT PLANS (Continued} D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. (Continued} 2. Actual as of January 30, 1998 (Continued} In June 1996, the data from the announced and unannounced monitoring visits of the Cycle 5 schools was analyzed using descriptive statistics. The Semiannual Monitoring Report was filed with the Court, and copies were distributed to the parties. Information was included on cost and enrollment in compensatory programs. All school improvement plans were monitored in the Cycle 5 schools. Reports regarding the two day team visits were included in the Semiannual Monitoring Report. In August 1996, meetings were held with the Districts regarding announced monitoring requirements. Technical assistance meetings with Cycle 1 schools were planned for 96/97. The Districts were requested to record discipline data in accordance with the Allen Letter. In September 1996, recommendations on the monitoring schedule and content layouts of the semiannual report were submitted to the ADE administrative team for their review. Training materials were developed with tentative training schedules outlined for Cycle 1 schools. In October 1996, a meeting was held with the Districts to identify, update, and modify the schools in Cycles 1 - 5. Monitoring packets for the Cycle 1 schools were presented during the Principal's Monitoring Workshops. Technical assistance was provided to the Cycle 1 schools regarding their school improvement goals. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996, and technical assistance was provided to schools in realizing the goals established in their school improvement plans. In December 1996, the field service representatives completed the announced monitoring visits of the Cycle 1 schools and provided assistance to the schools in achieving their school improvement goals. The ECOE monitoring reports on the Cycle 1 school improvement plans were included in the Semiannual Monitoring Report and presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties in January 1997. 59 XVI. MONITOR SCHOOL IMPROVEMENT PLANS (Continued) D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. (Continued) 2. Actual as of January 30, 1998 (Continued) In February 1997, the field service specialists prepared for the spring peer team visits of the Cycle 1 schools and prepared the annual NCA reports. The NLRSD Cycle 1 ECOE team visits were completed in March 1997. Cycle 5 schools submitted their progress reports from their FY 95/96 team visits, and the outcomes will be reviewed and compiled for inclusion in the PMT after all have been received. Assistance was provided to the Districts based on the results of monitoring visits and specific requests. Team visits were completed in April 1997 for the PCSSD. The LRSD prepared for their team visits, and Cycle 5 school progress reports were received. Assistance was provided to the Districts based on the monitoring reports and specific requests. An expanded team meeting of Team V was held on April 7, 1997 to provide training for monitoring activities and evaluating school improvement plans during team visits. A presentation was made on Act 338 of 1991. ECOE team visits were scheduled, and all Cycle 1 peer team external visits were conducted as of May 1997. Assistance was provided based on the results of the monitoring visits and specific requests. As of June 1997, all Cycle 1 schools had their ECOE team reports provided to them for their review, and information was mailed to the Cycle 5 schools regarding their progress reports. Assistance was provided based on information received in progress reports or specific requests. The July 15-17, 1997 School Improvement Conference was held in Hot Springs and emphasized the COE school improvement process. The conference focused on Phase II of COE and the need for the continuation of school improvement. The field service specialists provided technical assistance throughout the conference on school improvement activities and plans and answered questions from delegates. As of August 1997, dates for the ECOE team visits of the Cycle 2 schools were established for FY 97/98, and progress reports were in the final stages. Technical assistance was provided as progress reports were evaluated and when specific requests were made. 60 XVI. MONITOR SCHOOL IMPROVEMENT PLANS (Continued) D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. (Continued) 2. Actual as of January 30, 1998 (Continued) Technical assistance was provided to the Cycle 2 principals at the Desegregation Monitoring and School Improvement Workshop held on September 10, 1997. In October 1997, technical reviews of the ECOE process were conducted along with the announced monitoring visits of the Cycle 2 schools. The field service representatives discussed the ECOE process with principals, ECOE steering committees, and faculty and worked with teachers on analyzing perceptual surveys. Additionally, the field service representatives emphasized the need for a database on achievement and provided guidance regarding their school improvement plans. In November 1997, technical reviews of the ECOE process were conducted along with the announced monitoring visits of the Cycle 2 schools. In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. Technical assistance visits were also conducted regarding team visits and technical review recommendations, and copies of the infusion document and perceptual surveys were provided to schools in the ECOE process. [n ~cemt\u0026gt;.er 1997, technical assista~\n~visit~~wer ncuc(ed tegarding the school, improvemen(prope~f ar\ni9 ~ .nsenstts ,bu,ilding. f,dditionally, the i'2.[usion. docume,:it an~ p~t~P-tu~l\nju~s_y,,e.re provide,d to schools in the ECOE pr(?.~~- 61 e XVII. DATA COLLECTION A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 Data was collected in May 1995 from all schools during the unannounced visits. Information that was unavailable during the announced visits was collected during the unannounced monitoring visits. In June 1995, data was collected from the Districts and analyzed for inclusion in the July Semiannual Monitoring Report. In July 1995, data from perceptual surveys was reviewed. In August 1995, the data elements to be reviewed and the data collection process for FY 95/96 were articulated to the Districts. In September 1995, the data collection format for the 95/96 school year was distributed to the Districts. Financial information for FY 93/94 and FY 94/95 was requested from the Districts, and principals were given inservice training regarding FY 95/96 monitoring. The Districts provided fourth quarter data on discipline, testing, nonpromotes, and budget for inclusion in the February 1996 Semiannual Monitoring Report. A workshop to develop a common terminology for monitoring purposes was conducted on October 17, 1995 with the Districts. The workshop identified the data available in the Districts to fulfill the requirements of the Allen Letter's 14 elements. The group correlated the data elements to the five monitoring forms. Monitoring data was verified for inclusion in the February Semiannual Monitoring Report. Data on nonpromotes was analyzed for inclusion in the February Semiannual Monitoring Report. Announced monitoring visits began on November 14, 1995. The preliminary February Semiannual Monitoring Report and its executive summary were presented to the ADE administrative team and the State Board of Education. Announced monitoring visits were completed on January 26, 1996. Unannounced monitoring visits began in late February 1996 for the Cycle 5 schools in the Districts and were completed in April 1996. 62 XVII. DATA COLLECTION (Continued) A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. (Continued) 2. Actual as of January 30, 1998 (Continued) A supplemental report to the February 1, 1996 Semiannual Monitoring Report was filed with the Court on April 8, 1996. Data requests for information were forwarded to the Districts. Information was reviewed, analyzed, and formatted for inclusion in the July Semiannual Monitoring Report. The data received from the Districts was analyzed and reviewed. Instructional program reporting was clarified after the Districts and ADE desegregation staff collaboratively established a definition. All data collected for the July 1996 Semiannual Report was disaggregated, analyzed, and displayed in color graphic form for reporting.  In August 1996, the Districts were provided with the monitoring requirements and expectations for the 96/97 school year. In September 1996, arrangements were made for data collection, and monitoring fonnats were revised. Technical assistance was provided to the LRSD on data collection and formatting of certified staffing data. Monitoring packets for the Cycle 1 schools were developed in October 1996 and presented during the Principal's Monitoring Workshops. In November 1996, data specified by the Allen Letter was received, reviewed, and formatted for the February 1997 Semiannual Monitoring Report. In December 1996, the remainder of the quantitative data specified in the Allen Letter was reviewed and formatted for inclusion in the February 1997 Semiannual Monitoring Report. The Semiannual Monitoring Report was finalized in January 1997 and presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee of the Arkansas General Assembly, and the parties. In February 1997, the Lead Planning and Desegregation Monitoring Section developed the format for the July 1997 Semiannual Monitoring Report and obtained Cycle 1 SAT-9 test data from the ADE's Assessment Section. 63 XVII. DATA COLLECTION (Continued) A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. (Continued) 2. Actual as of January 30, 1998 (Continued) In March 1997, data forms were sent to the Districts to assist with the submission of information for the July Semiannual Monitoring Report. Some data was collected through existing reports submitted by the Districts for the annual report. In April 1997, the Districts were notified that the deadline for data collection submission was April 24, 1997. ADE desegregation staff received training on software useful in desegregation reporting. As of May 14, 1997, all data was received from the Districts. In June 1997, the July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized and presented to the Desegregation Litigation Oversight Subcommittee on June 25, 1997. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the Court and copies were distributed to the State Board of Education and the parties. In August 1997, data requirements for the February 1998 monitoring report were sent to the Districts. In September 1997, Cycle 2 principals and the Districts' superintendents were provided with the data requirements for monitoring and data analysis. In October 1997, the financial information requested for inclusion in the February 1998 monitoring report was received from the Districts. In November 1997, the data requested from the Cycle 2 schools was received for inclusion in the February 1998 monitoring report. The Desegregation Monitoring staff began the data analysis process in accordance with established ADE guidelines and procedures. In December 1997, the draft February 1998 monitoring report was prepared in accordance with the ADE format and ECOE monitoring criteria for review by the Administrative Team and the Attorney General's Office. 64 ... XVII. DATA COLLECTION (Continued) A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. (Continued) 2. Actual as of January 30, 1998 (Continued) lheFebruary'.f998 monitoringreportwas compleled in accorclance ith the -Allen Letter, lmplementation\u0026lt;\u0026gt;t\u0026lt; Plan, and ADE eporting uidelines-and format.' On January 23, .1998, district representative~ \u0026amp;,ere provided copies of the report .to verify data accur,cy\" Jlnq [val_yaje tt:1e ~ffegive es~ of the announced .. l!l\u0026lt;mito_rin_g v1sU  65 r .. CERTIFICATE OF SERVICE I, Timothy Gauger, certify that a copy of the foregoing document was served by first class mail on this 30th day of January, 1998, on the following person(s) at the address(es) indicated: M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 2000 Boatmen's Bank Bldg. 200 W. Capitol Little Rock, AR 72201 John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Richard Roachell Roachell \u0026amp; Street 401 W. Capitol, Suite 504 Little Rock, AR 72201 Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 First Commercial Bldg. 400 W. Capitol Little Rock, AR 72201 Stephen W. Jones Jack, Lyon \u0026amp; Jones 3400 TCBY Tower 425 W. Capitol Little Rock, AR 72201 Ann Brown ODM 201 E. Markham, Ste. 510 Little Rock, AR 72201 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION FEB 2 7 1998 OFF/Cf OF EfGREGAT!ON MONITOR/NG 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 ADE's Project Management Tool for February, 1998. Respectfully Submitted, WINSTON BRYANT Attorney General TIMO Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 (501) 682-2007 Attorney for Arkansas Department of Education 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 for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of February 27, 1998 Based on the information available at January\"S17'1f998l -,.t e ADE ~lculated the Egualization Funding for F'(9Zf~8~ s!,!l?ject1p: periodic igjustments__, 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. I. FINANCIAL OBLIGATIONS (Continued) B. Include all Magnet students in the resident District's average daily membership for calculation. (Continued) 2. Actual as of February 27, 1998 C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of February 27, 1998 ~t January 7_998, distributjon.s of ~~!~ ~qual~ail\u0026lt;m':f.tmdln_gJorJ,,X @~/~~ wer,e as fo!lo~s~ J,:RSp .:\n~2t930,412 NLRSD .:'$13,232,578 PC~SD- $30,215,720 he allotments of State Equalization Funcfingcalculatearor'FY797/9~8 at January'~1.,J9~8, subjEt~ to,periodic,sdjusJ111~nt~. y,,:~r.,e.,agtgll(t~s: LRSD-$42,023,107 NLRSD - $24,253,364 PCSSD- $55,381,645 D. Determine the number of Magnet students residing in each District and attending a Magnet School. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of February 27, 1998 ~ased on the information available, the ADE calculate~ January S1, 1998,Jgr FY 97/9~, subj~c\ntJsu~eriodic a.Qjustments. 2 I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. 1. Projected Ending Date Ongoing, as ordered by the Court. 2. Actual as of February 27, 1998 F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date 2. Last day of each month, August - June. Actual as of February 27, 1998 Basea on '~iiJeinformat1pp ~v~il~e7fne:Ab~~~~filim [1:'L-1fl9? fgr~f:Y 97L~B./ sume~uo J~enoJi1C:a~JIJ!l'llJ~r,it~ G. Process and distribute state aid for Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of February 27, 1998 H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1. Projected Ending Date Last day of each month, August - June. 3 I. FINANCIAL OBLIGATIONS (Continued) H. Calculate the amount of M-to-M incentive money to which each school district is entitled. (Continued) 2. Actual as of February 27, 1998 Calculated for FY 97/98, subject to periodic adjustments. I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 2. Actual as of February 27, 1998 Oistnb~tiof1sjor F'{ 97/98 aJ J~n1:1~rfj'Jj98_wfil\"~: [ RStf-$-1,789,Tfs NLRSD - $731,691_ f:..C~SD\n,$~,Q75,490 fhe allotme'i'll$ ca cuiated for F'( Ml~B~ finU~ -~rsaL~~ppj~\ngt {o per_iodic~igjustment~. w~1e: l!RSD- $3~63-8,510 NLRSD -'~$1,557,923 gc~st\nf--i 9\naoa,2so J. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1. Projected Ending Date Ongoing, December of each year. 2. Actual as of February 27, 1998 In September 1997, the Magnet and M-to-M transportation budgets for FY 97/98 were submitted to the ADE by the Districts. K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 4 I. FINANCIAL OBLIGATIONS (Continued) K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. (Continued) 2. Actual as of February 27, 1998 ~uafy, M'a, \"General Fina,,p,'ce waJ no ffi~cr o paytne 'seS9na fil'ie.:third payments\"for FY 97/98 to the Districts. mshould,be noted [_fi:at the . 1.f:ansB._orta_fion__QoQr,\u0026lt;iioator~is~.cu.r.moJ)y JJ)erfQnni!lg 11Jl h!ngi9g_, L. ADE pays districts for first two-thirds of their proposed budget. M. 1. Projected Ending Date Ongoing, annually. 2. Actual as of February 27, 1998 As of January 1998\n-Gener~i'PFitianc~:O,aae\"'1ne econcl,\"\"o.ne~t~i~ci Pl:!Y!llents t_g the _Districts f9r j!}eir FY '97/9~ tr@n~pof1c!_tion .:t?.ygget_. ~ Jamjary 1998\nt6~tol~gfil[c[b_tt\"'~orj=D/~ J\nRso - $2:039,722.~ NLRSD' - $283,392:oa ~cssD _it1\no/3,os_t 1ld ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually. 2. Actual as of February 27, 1998 In August 1997, the ADE transportation coordinator reviewed each district's Magnet and M-to-M transportation costs for FY 96/97. N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 5 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of February 27, 1998 In FY 94/95, the State purchased 52 buses at a cost of $1,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD- 14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2,334,800 in FY 95/96. The buses were distributed accordingly: LRSD - 45\nNLRSD - 7\nand PCSSD - 12. In May 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. In July 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $624,879. O. Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999. 2. Actual as of February 27, 1998 Obligation fulfilled in FY 96/97. P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of February 27, 1998 Obligation fulfilled in FY 95/96. 6 I. FINANCIAL OBLIGATIONS (Continued) Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1994. 2. Actual as of February 27, 1998 Final payment was distributed July 1994. R. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. S. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2. Actual as of February 27, 1998 The LRSD received $3,000,000 in June 1997. As of this reporting date, the LRSD has received $15,000,000 in loan proceeds. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of February 27, 1998 Obligation fulfilled in FY 95/96. T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of February 27, 1998 Obligation fulfilled in FY 95/96. 7 I. FINANCIAL OBLIGATIONS (Continued) U. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of February 27, 1998 Distribution in July 1997 for FY 97/98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97/98. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of February 27, 1998 Distribution in July 1997 for FY 97/98 was $200,000. This was the total amount due to the ODM for FY 97/98. 8 II. MONITORING COMPENSATORY EDUCATION A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1. Projected Ending Date January 15, 1995 2. Actual as of February 27, 1998 In May 1995, monitors completed the unannounced visits of schools in Pulaski County. The monitoring process involved a qualitative process of document reviews, interviews, and observations. The monitoring focused on progress made since the announced monitoring visits. In June 1995, monitoring data from unannounced visits was included in the July Semiannual Report. Twenty-five per cent of all classrooms were visited, and all of the schools in Pulaski County were monitored. All principals were interviewed to determine any additional progress since the announced visits. The July 1995 Monitoring Report was reviewed by the ADE administrative team, the Arkansas State Board of Education, and the Districts and filed with the Court. The report was formatted in accordance with the Allen Letter. In October 1995, a common terminology was developed by principals from the Districts and the Lead Planning and Desegregation staff to facilitate the monitoring process. The announced monitoring visits began on November 14, 1995 and were completed on January 26, 1996. Copies of the preliminary Semiannual Monitoring Report and its executive summary were provided to the ADE administrative team and the State Board of Education in January 1996. A report on the current status of the Cycle 5 schools in the ECOE process and their school improvement plans was filed with the Court on February 1, 1996. The unannounced monitoring visits began in February 1996 and ended on May 10, 1996. 9 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of February 27, 1998 (Continued) In June 1996, all announced and unannounced monitoring visits were completed, and the data was analyzed using descriptive statistics. The Districts provided data on enrollment in compensatory education programs by race, gender, and type of program. The Districts and the ADE Desegregation Monitoring staff developed a definition for instructional programs. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996 with copies distributed to the parties. Quantitative and qualitative indicators were displayed with specific information provided on cost and enrollment in compensatory programs. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and concluded in December 1996. In January 1997, presentations were made to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties to review the draft Semiannual Monitoring Report. The monitoring instrument and process were evaluated for their usefulness in monitoring the impacts of compensatory education programs on achievement disparities. In February 1997, the Semiannual Monitoring Report was filed. Unannounced monitoring visits began on February 3, 1997 and concluded in May 1997. In March 1997, letters were sent to the Districts regarding data requirements for the July 1997 Semiannual Monitoring Report and the additional discipline data element that was requested by the Desegregation Litigation Oversight Subcommittee. Desegregation data collection workshops were conducted in the Districts from March 28, 1997 to April 7, 1997. A meeting was conducted on April 3, 1997 to finalize plans for the July 15, 1997 Semiannual Monitoring Report. Onsite visits were made to 11 Cycle 1 schools who did not submit accurate and timely data on discipline, M-to-M transfers, and policy. 10 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of February 27, 1998 (Continued) As of June 1997, the July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the court, and the ADE sponsored a School Improvement Conference. Copies of the Semiannual Monitoring Report and its executive summary were made available\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\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\n\n "},{"id":"bcas_bcmss0837_1209","title":"Little Rock School District Management Services Agreement with ServiceMaster","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1995-09-20"],"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--Economic aspects","School management and organization","School administrators"],"dcterms_title":["Little Rock School District Management Services Agreement with ServiceMaster"],"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/1209"],"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":["143 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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLittle Rock School District Management Services Agreement With ServiceMaster September 20, 1995 tjc3/~5 ~ kv (14-' c~~ daiv ~w\nJku t1J ~~ ~ ve11 i~ ~ ~ ~rU#~ ( CJl_ II II II -\u0026lt;.-t?r..-t./~I -~ J ~ ~JV-S//1 ~~ ~ 11/. l:2 ~ 1:. ISTRICT GREEMENT TS . . . . . . . . . . . . . 1 .... . . . . . . . . . . . . . . . . . 1 . . . . . . . . . . . . . . 1 ' . . .   1 .... . . . . . . . . . . . . . 2 N ..... . . . .     . 2 ..... . . . . . . . . . . . . . . 2 ..... . . . . . . . . . . . . . . . 2 .. .. .. .. .            .  . . 3 .... . . . . . . . . . . . . 3 .. .. .. .. . . . .   4 . . . . ....   4 . . . . ....   4 ..... . . . . . . . . . . . 4 . . . .   4 peratio~               5 I. : : : : : : : : : : : : : : : : : : :\n,t .. . . . : : : : : : : : : : : : : : : : : 66 .... rage In~\ne~~             6 e in Services            6 ......... : : : : : : : : : : : ~ LITTLE ROCK SCHOOL DISTRICT MANAGEMENT SERVICES AGREEMENT TABLE OF CONTENTS RECITALS . . . . . . . . . . . . . . . . . . . . . _. . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1. INTRODUCTION 1.1 Nature and Scope of Employment . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.2 Information Provided by School . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2. SERVICES 2.1 Management Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2.2 Related Administrative Services . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2.3 Training Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 2.4 Permits and Licenses\nCompliance with Law . . . . . . . . . . . . . . . . . . . 2 2.5 Costs To Be Absorbed by ServiceMaster . . . . . . . . . . . . . . . . . . . . . 2 3. PERSONNEL 3. 1 ServiceMaster Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 3.2 School Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 4. MATERIALS AND SUPPLIES 4 .1 Scope of this Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 4.2 Custodial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 4.3 Plant Operations and Maintenance . . . . . . . . . . . . . . . . . . . . . . . . . 4 4.4 Grounds . . . ... . ... . .. .................. .. ... .. .. . 4 5. EQUIPMENT 5 .1 Equipment Provided by ServiceMaster . . . . . . . . . . . . . . . . . . . . . . . 4 5.2 Equipment Provided by School: Custodial . . . . . . . . . . . . . . . . . . . . . 5 5.3 Equipment Provided by the School: Plant Operations and Maintenance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 5.4 Equipment Provided by the School: Grounds . . . . . . . . . . . . . . . . . . . 5 6. COMPENSATION 6.1 School's Agreement to Pay Contract Amount . . . . . . . . . . . . . . . . . . . 6 6.2 Contract Amount ......... ... ..... . ... .... .. .. ....... 6 6.3 Payments of the Contract Amount . . . . . . . . . . . . . . . . . . . . . . . . . 6 6.4 Adjustment of the Contract Amount: Base Wage Increase . . . . . . . . . . . 6 6.5 Adjustment of the Contract Amount: Change in Services . . . . . . . . . . . 6 6.6 ServiceMaster Guarantee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 7. INDEMNIFICATION 7. 1 Insurance and Indemnification of the School . . . . . . . . . . . . . . . . . . . 8 7. 2 Indemnification of ServiceMaster . . . . . . . . . . . . . . . . . . . . . . . . . . 9 7. 3 Indemnification Regarding Asbestos . . . . . . . . . . . . . . . . . . . . . . . . 9 8. AGREEMENTS CONCERNING EMPLOYEES OF A PARTY 8.1 Agreements . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 8.2 Remedies for Breach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 9. TERM 9.1 Initial Term: Renewals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 10. SPACE AND OTHER ACCOMMODATIONS PROVIDED BY THE SCHOOL 10.1 Space and Utilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 11. MONTHLY JOINT REVIEW 11.1 Joint Review Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 12. TERMINATION FOR NON-PERFORMANCE 12.1 Notice of Non-Performance\nGrace Period\nTermination . . . . . . . . . . . 10 12.2 Termination by ServiceMaster Based on the School's Failure to Pay the Net Amount Due . . . . . . . . . . . . . . . . . 11 12.3 Relationship to Section 8.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 13. NOTICES 13 .1 Form of Notice and Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 14. GENERAL PROVISIONS 14.1 Appropriation of Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 14.2 Severability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 14.3 Headings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 14.4 Entire Agreement ......................... : . . . . . . . . 12 14.5 Amendments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 14.6 Management Service (Exhibit D) . . . . . . . . . . . . . . . . . . . . . . . . . 12 14. 7 Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 14.8 Choice of Law and Jurisdiction . . . . . . . . . . . . . . . . . . . . . . . . . . 12 14.9 Attorney's Fees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 14.10 Non-Waiver . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 14.11 Counterparts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 14.12 Pending Litigation .................................... 12 Agreement Page 2 MANAGEMENT SERVICES AGREEMENT THIS AGREEMENT, made this __ day of ________ , 199 _, by and between SERVICEMASTER MANAGEMENT SERVICES L.P., a Delaware limited partnership (\"ServiceMaster\") and Little Rock School District, (the \"School\") W I T N E S S E T H: RECITALS: A. B. C. D. The School operates various departments which provide services in support of the School's principal function\nThe School recognizes that it is important to its overall operations that the employees of its support services departments be well trained and managed to provide a clean, safe environment for students, staff and public and that the materials, supplies and equipment used by such employees in the discharge of their responsibilities be of the proper quality and quantity\nServiceMaster has represented to the School that ServiceMaster has extensive experience in providing management services to support departments of education facilities and in providing certain of the materials and supplies needed by such departments\nThe School wishes to obtain the management services of ServiceMaster for certain of its support departments and ServiceMaster desires to provide such management services for the School. NOW, TIIEREFORE, in consideration of the foregoing and the terms and conditions set fo,:11 ,{ ,f. below the parties agree as follows: ~ ~. 1. INTRODUCTION ~~~ 1.1 Nature and Scope of Employment. The School hereby retains ServiceMaster as the sole, exclusive provider of management services as set forth in section 2 and to make available certain materials, supplies and equipment for the efficient performance of such management services as set forth in sections 4 and 5, and the School agrees to pay the consideration therefor as provided in section 6\nand ServiceMaster accepts such employment and responsibilities and agrees to provide such services and to make available to the School such materials, supplies and equipment, all as set forth herein. 1.2 Information Provided by School and Acquired by ServiceMaster. The program of  l, management services which ServiceMaster is to provide hereunder has been developed based on ~ information provided by the School and upon an independent on-site survey and investigation by ServiceMaster, an inspection of building, equipment and grounds and interviews with administrators, principals and staff of school. 2. SERVICES 2.1 Management Services. (a) ServiceMaster agrees to train, manage and direct the School's employees in the support service departments of School which are identified in section Agreement Page 1 3.2 below (the \"Service Employees\"). Such training, management and direction together with the administrative services related thereto (the \"Management Services\") shall be provided by ServiceMaster in the context of the statements and descriptions of the physical areas, the job descriptions and duties of the Service Employees and the elaborations of ServiceMaster's duties as are set forth in the Exhibits attached hereto and hereby incorporated in this Agreement by reference. (b) The Management Services shall be provided to those departments for which an Exhibit number appears in the following table: Department Support Services Function Custodial Plant Operations and Maintenance Grounds Exhibit A A AB \\ Grounds Equipment . J' 2.2 Related Administrative Services. ServiceMaster agrees that it will perform all~~ administrative responsibilities which relate to the employment of the Service Employees by the School as directed by the School, including maintenance of time records and furnishing to the \\ School the data from which the School can formulate its regular payroll for the Service t Employees should the School so desire. 2.3 Training Materials. ServiceMaster will, at its sole expense, provide and maintain all Management Service related training equipment, films, slides, literature, daily work and project schedules, indices, standard operational procedures, and training manuals used to train the Service Employees. Such materials shall at all times remain the property of ServiceMaster. 2.4 Permits and Licenses\nCompliance with Law. ServiceMaster shall, at its sole expense, procure all licenses and permits which are required for the lawful rendering of the Management Services and ServiceMaster agrees to comply with all statutes, ordinances and regulations which are applicable to the conduct of its services and sales hereunder. 2.5 Costs To Be Absorbed by ServiceMaster. (a) ServiceMaster shall pay all direct operating costs incurred in connection with the Management Services. The term \"direct operating costs\" as used in the preceding sentence means all costs directly attributable to the provision of the Management Services hereunder except that the term does not include those items listed in paragraph (b) below. The term includes (but is not limited to) the following costs: (i) salaries, taxes, benefits and employment-related costs or contributions (i.e., worker's compensation, unemployment, retirement, etc., if any) of ServiceMaster personnel, (ii) all taxes and fees currently imposed by federal, state or local authorities in connection with the provision of the Management Services, and (iii) training materials described in section 2.3. (b) The following costs are not \"direct operating costs\" and are not costs which are to be paid by ServiceMaster as provided in paragraph (a) above: (i) wages and all related payroll taxes of Service Employees and all other employment-related costs or contributions (including all items listed in section 3.2(d))\n(ii) cost of uniforms or other special clothing currently provided to Service Employees\n(iii) maintenance expenses for equipment owned by the School Agreement Page 2 which is made available to ServiceMaster as provided in Section 5\n(iv) repair and maintenance of the space provided to ServiceMaster pursuant to Section 10\n(v) materials and supplies pursuant to Section 4.2(d)\nand, (vi) payroll and employment forms and documents (such as time cards, time sheets, application forms, evaluation forms, etc). 3. PERSONNEL 3 .1 ServiceMaster Personnel. (a) ServiceMaster agrees to furnish no less than five (5) coordinating management personnel which, in ServiceMaster's judgment, are required for the f proper performance of the Management Services as elaborated in the Exhibits attached hereto~ _,A One of such persons shall be a coordinating manager, who shall be ServiceMaster's chie ( \\ representative in connection with the performance of ServiceMaster' s powers and duties under this Agreement. (b) In addition to the management personnel, ServiceMaster will furnish all necessary supervisory, training and technical personnel and special projects personnel as required for the efficient performance of the Management Services. (c) All of the personnel described in paragraphs (a) and (b) will be employees of ServiceMaster. ServiceMaster will pay all of their salaries and all payroll and other taxes, fees, workers ' compensation insurance and other charges or insurance levied or required by any federal , state or local statute in connection with their employment. ( d) If any ServiceMaster management, supervisory, training, technical or special projects personnel are not acceptable to the Superintendent of the School or his or her designee, such person may request, in writing, the removal of such personnel. Upon the receipt by ServiceMaster of such a request, ServiceMaster will provide within a reasonable time a replacement reasonably acceptable to the Superintendent. j 3.2 School Personnel. (a) All persons who were Service Employees on the date of this Agreement shall continue to be employees of the School as opposed to becoming employees of ServiceMaster and all persons employed by School as Service Employees after the date of this Agreement shall be employees of the School. All such persons are subject to discipline, job action and discharge by the School pursuant to applicable practices, polices, procedures, statutes and other laws. (b) ServiceMaster shall not be regarded as a party to any collective bargaining agreement or agreements to which the School was or becomes a party. ServiceMaster will, upon request by the School, make recommendations in connection with wage and wage-related matters, but ServiceMaster shall not make any decisions with respect to wages, hours or other working conditions for Service Employees. ServiceMaster agrees to comply with all collective bargaining agreements, school policies and procedures, and state, local and federal laws. (c) The School shall have the sole responsibility to hire, discipline and discharge Service , Employees. The School states that such matters will be handled in accordance with its established policies and procedures. _ \\ (d) The School shall pay all wages and salaries of the Service Employees and the School V shall pay all payroll and other taxes, fees, and other charges or insurance levied or required by lJ federal, state or local statutes relating to the employment of the Service Employees. The School J ,shall pay all workers compensation insurance. Any claims for the Service Employees injured '\\ 111J,\n/~,w.,:_ ,,A ~reema ee nt ( t~ while working under the direction and supervision of ServiceMaster shall be handled by the ., School. ( e) The School agrees to furnish to ServiceMaster, upon request, certificates of insurance as evidence of the proper employee insurance coverage for the Service Employees and ServiceMaster agrees to furnish to School certificates of insurance as evidence of proper employee insurance coverage for the employees of ServiceMaster, including, but not limited to, workers compensation insurance. 4. MATERIALS AND SUPPLIES 4.1 Scope of this Section. This Section 4 allocates the responsibilities of the parties for the furnishing of the materials and supplies which are required in connection with the performance of the Management Services. If any sub-section in this Section 4 is not applicable because the condition set forth in paragraph (a) thereof is not satisfied, the sub-section shall be considered as deleted from this Agreement. 4.2 Custodial. (a) This Section 4.2 shall be applicable only if the Management Services y to be provided hereunder include services with respect to the School's custodial department. ~ (b) The cost of the materials and supplies (excluding the expendable supplies referred . to in paragraph (d)) which are needed in connection with the performance of the Management~ Services applicable to the Custodial Department is included in the Contract Amount. The materials and supplies purchased by ServiceMaster pursuant to this paragraph (b) are owned as ~ of the date of Purchase by School and upon termination of this Agreement any inventory of unused materials and supplies shall be delivered to School. d(. (c) If the School is an organization which is exempt from state and local sales and use taxes, the School shall furnish to ServiceMaster a Certificate of Tax Exemption upon the commencement of the Management Services. (d) School agrees to provide, at its own expense, the expendable supplies, as such may be defined by agreement of ServiceMaster and School, required in connection with the operation of the School's Custodial department. Such expendable supplies include (but are not limited to) toilet tissue, paper towels, deodorants, washroom soap, plastic container liners, and paint. 4.3 Plant Operations and Maintenance. (a) This section 4.3 shall be applicable only if the Management Services to be provided hereunder include services with respect to School's plant operations and maintenance. (b) The School shall provide, at its own expense, all plant operations and maintenance supp lies, materials, repair parts, purchased services and utilities. 4.4 Grounds. (a) This section 4.4 shall be applicable only if the Management Services to be provided hereunder include services with respect to the School's grounds department. (b) The School shall provide, at its own expense, all grounds supplies, materials, repair parts, and purchased services. 5. EQUIPMENT 5. 1 Equipment Provided by ServiceMaster. All equipment now owned by ServiceMaster and used in connection with the rendering of the Management Services (including computer hardware and software) shall remain the property of ServiceMaster. ServiceMaster shall be Agreement Page 4 responsible for the repair, maintenance and replacement of such equipment, at no additional cost to the School. 5.2 Equipment Provided by the School: Custodial. (a) This section 5.2 shall be applicable only if the Management Services to be provided hereunder include services with respect to the School's custodial department. (b) The School shall make available for use by ServiceMaster the equipment owned by the School and used in the custodial department at the date of this Agreement. Such equipment shall remain the property of the School, and ServiceMaster shall be responsible for the maintenance of the equipment. Additional or replacement equipment needed for the Management Services which are provided to the custodial department shall be provided and maintained by ServiceMaster. The cost of such additional or replacement equipment has been included in the Contract Amount. Equipment purchased by ServiceMaster pursuant to this paragraph (b) is owned by the School. The only additional amounts to be paid to ServiceMaster at the termination of this Agreement being the unamortized book value of said equipment. Equipment purchased hereunder shall be amortized by ServiceMaster over its useful life, not to exceed five years. School is not obligated to pay to ServiceMaster the unamortized book value of any equipment School does not desire to retain. In such an event, title to any equipment not desired by School shall be transferred to ServiceMaster. In the event ServiceMaster has not paid the complete amount owed on the additional equipment at the time the Agreement is terminated, the School may make any payments pursuant to this sub-section directly to the entity owed, rather than to ServiceMaster. 5.3 Equipment Provided By the School: Plant Operations and Maintenance. (a) This section 5. 3 shall be applicable only if the Management Services to be provided hereunder include services with respect to the School's plant operations and maintenance. (b) The School agrees to permit ServiceMaster to utilize the present plant operations and maintenance service equipment. The School agrees to maintain such equipment in an operative, workable and safe condition. The School shall be responsible, at its expense, for the repair of such equipment (including replacement parts) and the provision of additional or replacement maintenance service equipment. 5.4 Equipment Provided by the School: Grounds. (a) This section 5.4 shall be applicable only if the Management Services to be provided hereunder include services with respect to the School's grounds department. (b) The School agrees to permit ServiceMaster to utilize the present grounds equipment. The School shall maintain such equipment, at its expense, in an operable, workable and safe condition. The School shall be responsible, at its expense, for the repair of such equipment (including replacement parts). ServiceMaster shall purchase, within forty-five (45) days of the date of this Agreement, grounds equipment, the purchase price of which has been paid in full, described in Exhibit B. The equipment so described shall be owned by School as of the date of its purchase. The only additional amounts to be paid to ServiceMaster at the termination of this Agreement being the unamortized book value of said equipment. Equipment purchased hereunder shall be amortized by ServiceMaster over its useful life, not to exceed five years. School is not obligated to pay to ServiceMaster the unamortized book value of any equipment School does not desire to retain. In such an event, title to any equipment not desired by School shall be transferred to ServiceMaster. In the event ServiceMaster has not paid the complete Agreement Page 5 amount owed on the additional equipment at the time the Agreement is terminated, the School may make any payments pursuant to this sub-section directly to the entity owed, rather than to ServiceMaster. 6. COMPENSATION 6.1 School's Agreement to Pay Contract Amount. In consideration of the performance by ServiceMaster of the Management Services and in consideration of the transfer of the materials and supplies by ServiceMaster to the School in connection with the performance of the ..-Q Management Services, the School agrees to pay to ServiceMaster, at the times set forth inGJJtl C,~ 1 section 6.3, the Contract Amount as set forth in section 6.2. c11' \\~ 6.2 Contract Amount. Subject to adjustment as provided in subsequent sections of this f'(\"' Section 6, the Contract Amount shall be $98,659.00 per month. If the Management Services commence on a day other than the first day of a month, or if the Management Services terminate on a day other than the last day of a month, the Contract Amount for the first or the last month shall be prorated on the basis of the number of days within such first or last month on which Management Services were provided. It is agreed that of the $1 ,183,908 to be paid annually f p to ServiceMaster pursuant to this Agreement, ServiceMaster will incur not less than an average of $329,347 expense per year for materials, supplies and equipment to be used in its performance of the terms and conditions of this Agreement and title to such material, supplies and equipment will be solely in the name of School. On or before each annual anniversary date of this Agreement, ServiceMaster shall provide invoices, contracts or other written documentation satisfactory to School evidencing that at least an average of $329,347 has been expensed by ServiceMaster toward the purchase of materials, supplies and equipment. 6.3 Payments of the Contract Amount . (a) Commencing on October 15, 1995, and on the fifteenth of each month thereafter, the School shall pay to ServiceMaster the Contract Amount. (b) If any payment of the Contract Amount is not paid in full within fifteen days of the due date, the unpaid portion shall bear interest at the highest rate allowed by the laws of the State of Arkansas . Further, School shall pay all costs and reasonable attorney's fees incurred by ServiceMaster (not to exceed 10% of the amount awarded) in collecting amounts due to ServiceMaster from the School. I 1~/3 'f. I 6- 6 .4 Adjustment of the Contract Amount: Base Wage Increase. On each anniversary of the commencement of services hereunder, the Contract Amount (excluding custodial and grounds capital equipment, computerization and vehicles) ~all be increased by the percentage increase that the ba wa e rate of the Service Em lo es of Sctiool have mere sect for the previous twelve 12 month enod not to excee 2.5%in an given ear. Base wage rate 1s e med as e rate of compensation pa1 to service employees w c s al include the annual raise approved or authorized for the Service Employees of School. This amount does not include any annual step increase or increment given for an additional year of service with the School. 6.5 Adjustment of the Contract Amount: Change in Services. The Contract Amount has been established on the basis of the area, job descriptions and specific duties described in the Exhibits. If the total amount of area or the job descriptions or the duties to be performed by ServiceMaster or the Service Employees is enlarged, reduced or altered in any manner, there shall be an increase or decrease, as the case may be, in the Contract Amount. Such adjustment Agreement Page 6 shall be effective with the first payment to be made immediately following such increase, reduction or alteration. In connection therewith, ServiceMaster and School shall negotiate in good faith and mutually agree upon any enlargement, reduction or alteration of the contract amount. _ 6.6 ServiceMaster Guarantee. ServiceMaster guarantees that the School's costs to perform services for the custodial, maintenance and grounds departments as set forth in Exhibit A attached hereto, including ServiceMaster annual fees, during each year of this agreement, shall not exceed the amount reflected in the applicable portions of the School's 1995-96 fiscal year /\\. budget for such period as reflected in Exhibit C. Should any payment to ServiceMaster for \\~f services provided cause School to exceed the budget as adjusted for fiscal year 1995-96, . ~ ServiceMaster agrees that the School shall not be obligated to make any payment(s) to 1 ServiceMaster which would cause the School to exceed the amount reflected in the applicable \\ portions of the School's 1995-96 fiscal year budget. Rather, the school's liability to ServiceMaster for any remaining amounts owed pursuant to Section 6 would terminate, except to the extent hereinafter provided. As such, the School would not be obligated to pay ~ l ServiceMaster the total annual amount reflected in paragraph 6.2. However, should the School realize sufficient savings in the applicable portions of the School's budget such that the amounts for the 1995-96 school year is less than or equal to the applicable portions of the adjusted budget, 'i .f for the 1995-96 fiscal year, including the amount owed to ServiceMaster, the School shall pay ~ ~ ServiceMaster any remaining amounts owed under paragraph 6.2. It being the intent of the parties that the School shall not incur costs and expenses, including the amounts paid to ServiceMaster, in the applicable portions of the School's budget relating to maintenance and plant operations which would cause the School to exceed the amount budgeted for that area during the 1995-96 fiscal year. For instance, the School's 1995-96 budget for custodians, maintenance and related matters is $10,779,986.00. The ServiceMaster projection for 1995-96 for these same areas, including the annual amount in paragraph 6.2, total $10,621,136.00. If those projections are achieved, ServiceMaster would receive the compensation as provided by this Agreement, assuming all other terms and conditions are met. Should the projections not be achieved, the School would not be obligated to pay ServiceMaster, to the extent the payment(s) would cause the School to exceed the $10,779,986.00 budgeted amount for the 1995-96 fiscal year as pro-rated for the nine (9) months of the shortened initial year. In subsequent years, the School would not be obligated to pay ServiceMaster, to the extent the payments would cause the School to exceed the baseline amount as adjusted pursuant to the provisions of this Agreement. To get the pro-rated baseline and actual amounts for the 1995-96 fiscal year, ServiceMaster and the School shall negotiate and mutually agree in writing within forty (40) calendar days after the October 2, 1995 commencement date. Management fees and amounts to be expended by ServiceMaster on equipment and supplies during the initial year will also need to be pro-rated, as necessary. Likewise, if the operational costs, exclusive of the amounts owed to ServiceMaster, exceed $9,596,086.00 ($10,779,986.00 minus $1,183,908.00), ServiceMaster must refund to the School, dollar for dollar, all such amounts already paid to Service Master which would cause the School to exceed the 1995-96 budgeted amount ($10,779,986.00). However, in no event would ServiceMaster be obligated to refund more than the management fee for the particular year (i.e., $854,561, which will be subject to proration during the initial year.) For example, Agreement Page 7 should the operational costs, exclusive of the amounts owed to ServiceMaster reach $10,300,000 during the school year and the School has already paid ServiceMaster $640,917 ($71,213 x 9), the total in this category so far would be $10,940,917. This exceeds the budgeted amount by $160,931.00. As such, ServiceMaster would be required to refund $160,931.00 to the School and not receive any payments remaining ($71,213 x 3 = $213,639), to honor its guarantee to the School. This same guarantee would apply for each year of this agreement, using the school's 1995-96 budgeted amount as the baseline. However, following the 1995-96 fiscal year, the wage and benefit portion of the baseline will increase each year by the base wage rate as defined in paragraph 6 .4 plus any annual step increase or increment given for an additional year of service with the School. Likewise, the remaining portion including supplies, purchased services and utilities will increase each year by 1.5 % . The amounts not paid from year-to-year, for which the School is not liable, may be determined by the School and ServiceMaster and recorded in a log. Thereafter, should the operational costs for the applicable portions of the School's budget, including the amounts paid to ServiceMaster for the year in consideration, achieve sufficient savings (after all required services, supplies, equipment and other school needs for the year in question have been met), the School may pay ServiceMaster a portion of the amounts reflected in the log, but only to the extent such payment(s) (after determining the actual expenditures for the year in question, including payments to ServiceMaster for the year in question) would not cause the School to exceed the applicable portions of the baseline. Should such savings never be achieved during the term of this Agreement, the School would have no liability whatsoever to ServiceMaster for the amounts reflected in the log. Should ServiceMaster deem it necessary to request that certain expenditures be removed or adjusted to arrive at the actual expenditures for a particular year of this Agreement, upon request by ServiceMaster, ServiceMaster and School shall negotiate in good faith and mutually agree upon any such adjustments. Notwithstanding any of the foregoing, including the possibility that ServiceMaster may either receive less than full payment of the amounts reflected in paragraph 6.2 during one or more years of this Agreement or that ServiceMaster may have to refund monies to the School should sufficient savings not be achieved, ServiceMaster's obligation to perform management services shall not be reduced, abated or otherwise relieved as such constitutes a portion of the guarantee made by ServiceMaster to the School. No party shall have any liability to the other hereunder by reason of any delay or failure to perform any obligation or covenant including ServiceMaster guarantee if the delay or failure to perform is occasioned by force majeure, meaning any act of God, storm, fire, casualty, work stoppage, strike, lockout, civil disturbance, riot, war, national emergency, act of government, act of public enemy, or other cause of similar or dissimilar natu,r,e beyond its control. 7. INDEMNIFICATION Ii. 7 .1 Insurance and Indemnification of the School. ServiceMaster agrees to indemnify and hold the School and its School board members, officers and employees harmless from any liability imposed against the School by reason of the negligent acts or omissions of ServiceMaster or its employees. ServiceMaster shall, at its sole expense, obtain and keep in force during the term of this Agreement, a policy of comprehensive public liability insurance Agreement Page 8 insuring ServiceMaster and School against any liability arising out of the negligent acts or omissions of ServiceMaster or its agents, representatives or employees. Such insurance shall be in an amount of not less than $1,000,000.00 for injury to or death of one person in any one accident or occurrence and in an amount of not less than $20,000,000.00 for injury to or death of more than one person in any one accident or occurrence. Such insurance shall further insure ServiceMaster and the School against liability for property damage of at least $20,000,000.00. The limits of said insurance shall not, however, limit the liability of ServiceMaster hereunder. If ServiceMaster shall fail to procure and maintain said insurance School may, but shall not be required to, procure and maintain the same, but at the expense of ServiceMaster. 7. 2 Indemnification of ServiceMaster. The School shall indemnify and hold ServiceMaster and its partners, directors, officers and employees harmless from any liability imposed against ServiceMaster by reason of the negligent acts or omissions of the School or its employees to the extent that the School is covered by insurance and to the extent that such is permitted by applicable law. Such insurance shall be in an amount of not less than $1,000,000 for injury to or death of one person in any one accident or occurrence and in an amount of not less than $3,000,000 for injury to or death of more than one person in any one accident or occurrence. Further, the school does not, by so agreeing, intend to waive any immunity or other defense to which it may be entitled. Therefore, to the extent such an agreement would jeopardize or otherwise interfere with the School's immunity and other defenses, such indemnity provision becomes null and void. 7 .3 Indemnification Regarding Asbestos. The School acknowledges its obligation to identify the presence, if any, of asbestos material on the School's premises and its responsibility to appoint the Asbestos Hazard Emergency Response Act (AHERA) \"Designated Person.\" ServiceMaster agrees to provide assistance to the School in the form of: (i) support service employee education and training material when ServiceMaster is responsible to train, manage and direct said employees\n(ii) guidance in the fonn of Standard Operating Procedures for smallscale, short-duration operation and maintenance activities as defined by AHERA\nand (iii) other support as determined by ServiceMaster to aid the School in its AHERA-related activities. School agrees that under no circumstance shall a ServiceMaster employee be or act in the capacity of the \"Designated Person.\" School also acknowledges that ServiceMaster has no obligation hereunder to identify or take corrective action by removing or containing asbestos fibers for other than small-scale, short-duration operations and maintenance activities as defined by AHERA, nor does ServiceMaster have any duty to mitigate the hazards from exposure to asbestos fibers. The School agrees to indemnify and hold ServiceMaster harmless from any liability imposed against ServiceMaster, including costs and reasonable attorney's fees (not to exceed 10% of the amount awarded), by reason of the presence of asbestos material on the School's premises or for any actions done or failed to be done by ServiceMaster while acting on School's behalf related to AHERA. (This indemnity agreement is subject to the conditions, restrictions and limitations in paragraph 7. 2.) 8. AGREEMENTS CONCERNING EMPLOYEES OF A PARTY 8.1 Agreements. At no time during the tenn of this Agreement and for a period of one year thereafter will either of the parties call upon any employee of the other party or persons who were employees of the other within the then previous twelve months, to employ, hire or Agreement Page 9 otherwise interfere with the contractual relationships of such employees, without the prior written approval of the other party\nnor will either party directly or indirectly, for itself or on behalf of or in connection with, any other person, firm, partnership, corporation, association or School, solicit, hire, employ or take away any such employee from the other party. The parties agree that this provision is for the protection of their respective legitimate business interests and is not intended to restrict the employment rights of individuals. 8.2 Remedies for Breach. If either party breaches the above covenant, the offended party shall have the right to apply to a court of competent jurisdiction for an injunction to restrain the offending party from employing such employee and for an order to enforce the terms of this section so breached, and the offending party shall be liable to the offended party for all reasonable attorneys' fees , costs and expenses incurred by it to enforce the covenant. 9. TERM 9.1 Terms. The term of this Agreement shall be for a period of five years commencing on October 2, 1995. 10. SPACE AND OTHER ACCOMMODATIONS PROVIDED BY THE SCHOOL 10.1 Space and Utilities. The School shall provide ServiceMaster with reasonable offices, storage space and facilities on the School's premises from which ServiceMaster will conduct the Management Services. Such offices and storage space shall be under the operational control of ServiceMaster. The provision of such space shall include all utilities (including water, sewer, electricity and local telephone service). Such space, local facilities and utilities shall be provided without cost to ServiceMaster. ServiceMaster will insure its interest in any property owned by it located on or about the office and storage space provided to ServiceMaster. ServiceMaster shall vacate the office and storage space upon termination of this Agreement. 11. MONTHLY JOINT REVIEW 11 .1 Joint Review Committee. The parties shall form a Joint Review Committee consisting of at least two persons from the School and two persons from ServiceMaster. The Joint Review Committee will meet on a monthly basis for the purpose of reviewing ServiceMaster' s performance with respect to the Management Services and generally to review the results of operations under this Agreement in comparison with the expectations of the parties. 12. TERMINATION FOR NON-PERFORMANCE 12.1 Notice of Non-Performance: Grace Period: Termination. If one party (the \"Offended Party\") considers the other party (the \"Offending Party\") to have not performed one or more of its obligations hereunder, the Offended Party shall give the Offending Party a written notice which shall specify the nature of the alleged non-performance. The Offending Party shall then have sixty days from the receipt of such notice to remedy the alleged non-performance. If, at the end of such sixty-day period, the Offended Party considers the alleged non performance not to have been cured, the Offended Party may thereupon terminate this Agreement by giving the Offending Party a written notice of termination and, at the expiration of the thirtieth day following the delivery of such notice, the Offended Party shall be relieved from the further performance of its obligations hereunder. The parties understand and agree that the foregoing Agreement Page 10 30-day period is to allow for an orderly transition from the Management Services as provided hereunder to an alternative service mechanism. 12.2 Termination by ServiceMaster Based on the School's Failure to Pay the Net Amount Due. Notwithstanding the provisions of Section 12.1 and 6.3(b), ServiceMaster may terminate this Agreement upon ten days prior written notice if the School fails or refuses to pay ServiceMaster in accordance with the provisions of Sections 6.1, 6.2, 6.3(a) or 6.6. 12.3 Relationship to Section 8.2. This Section 12 shall not affect the covenants and remedies for breach thereof which are set forth in Section 8. 13. NOTICES 13 .1 Form of Notice and Delivery. Any notice required or permitted under this Agreement shall be in writing and shall be delivered by certified or registered mail, with proper postage prepaid If to ServiceMaster, to: ServiceMaster Management Services L. P. ServiceMaster Education Management Services One ServiceMaster Way Downers Grove, IL 60515 Attn: President If to the School, to: Little Rock School District 810 West Markham Street Little Rock, AR 72201 Attn: Superintendent In the event the date of actual receipt of any notice is not recorded, notices shall be deemed to have been received on the third day after post. 14. GENERAL PROVISIONS 14.1 Appropriation of Funds. In the event sufficient funds shall not be appropriated or made available for the funding of operations of the School and School has no funds legally available for the payments due hereunder from other sources, School and ServiceMaster shall review the services provided hereunder and the Contract Amount, in keeping with the then proportionate amount of appropriated funds for the services hereunder, and determine the level of services which can be performed and the method of delivery of such services to School within the level of appropriated funds. In the event ServiceMaster is not able to modify its program to meet the funds appropriated, either party may terminate this Agreement upon giving to the other thirty days prior written notice. 14.2 Severability. If a court holds any part, term or provision of this Agreement to be unenforceable, the validity of the remaining portions or provisions shall not be affected, and the rights and obligations of the parties shall be construed and enforced as if this Agreement did not contain the particular part, term or provision. Agreement Page 11 14.3 Headings. The headings which appear in this Agreement have been inserted for the purpose of convenience and ready reference. They are not intended to, and shall not be deemed to, define, limit or extend the scope or intent of any provision hereof. 14.4 Entire Agreement. This Agreement (including Exhibits A, B, C and Das well as the School's Business Case dated August 24, 1995, all of which are incorporated herein by reference as if included word-for-word) has been negotiated and prepared by and for the parties equally and shall not be construed as having been drafted by one party. When fully executed, it shall supersede any and all prior and existing.Agreements between the parties, either oral or in writing. This Agreement contains the entire agreement between the parties hereto with respect to the subject matter hereof. 14.5 Amendments. Other than for amendments as provided in Section 6.4, any amendment or modification of this Agreement must be made in writing and signed by the parties. 14.6 Management Service (Exhibit D). A proposal detailing ServiceMaster Management Services has been submitted. The said proposal becomes a part of this agreement and is attached hereto as Exhibit D. 14. 7 Assignments. This Agreement is not assignable by either party without the prior written consent of the other party. 1Y 14.8 Choice of Law and Jurisdiction. This Agreement shall be governed by the laws of the State of Arkansas. The parties agree to submit to the jurisdiction of the courts within th~~ State of Arkansas. 14.9 Attorney 's Fees. Except as otherwise specifically provided herein, in any action '~ brought in law or in equity based on this Agreement, each party shall be responsible for its ow ~ ,J costs and attorneys fees .  ..4\n,y,- 14.10 Non-Waiver. No waiver of any default will be construed to be or constitute arr' waiver of any subsequent defaults. 14.11 Counterparts. This Agreement may be executed in one or more counterparts, each of which shall be a separate document but all of which constitute one and the same instrument. 14.12 Pending Litigation. Each of the parties agree that as of the date of the execution of this Agreement a motion to enjoin School from entering into this Agreement with ServiceMaster is now pending in the United States District Court, Eastern District of Arkansas, Western Division, styled Little Rock School District v. Pulaski County Special School District No. I, et al., No. LR-C-82-866. Service Master does hereby release and forever discharge School from any and all actions, causes of action, damages, claims or demands which ServiceMaster may hereafter have, arising out of or in any way relating, directly or indirectly, from orders issued by the United States District Court which may terminate or modify this Agreement. School is under no obligation or duty to appeal any decisions of the United States District Court affecting this Agreement. Further, the School's liability hereunder will be subject to the outcome (through either settlement, order of the Court or otherwise) of that litigation. Agreement Page 12 IN WITNESS WHEREOF, the parties have executed this Agreement the day and year first above written. SERVICEMASTER MANAGEMENT SERVICES Limited Partnership ServiceMaster Management Services, Inc., General Partner Education Management Services, General Partner ATTEST By: By: Kevin L. Creasman, President Assistant Secretary LITTLE ROCK SCHOOL DISTRICT ATTEST By: By: Title: Title: Agreement Page 13 Exhibit \"A\" General Contract Work Specifications I. Buildings, Plant Facilities, and Areas to be serviced: Custodial, Plant Operations and Maintenance, and Grounds. Buildings Central High Hall High Parkview High J. A. Fair High McClellan High Metropolitan Vo Tech Cloverdale Jr. High Dunbar Jr. High Forest Heights Jr. High Henderson Jr. High Mabelvale Jr. High Mann Jr. High Pulaski Heights Jr. High Southwest Jr. High Badgett Elementary Bale Elementary Baseline Elementary Booker Elementary Brady Elementary Carver Magnet Chicot Elementary Cloverdale Elementary David 0. Dodd Elementary Fair Park Elementary Forest Park Elementary Franklin Elementary Fullbright Elementary Garland Elementary Geyer Springs Elementary Gibbs Elementary Oakhurst/Chicot Elementary Jefferson Elementary McDermott Elementary Mabelville Elementary Meadowcliff Elementary Mitchell Elementary Gross Square Feet 262,626 153,916 166,477 133,116 128,203 129,546 81,894 99,397 113,034 103,212 66,673 113,013 76,240 86,064 25,612 36,688 50,455 74,530 38,419 61,695 0 33,263 46,712 31,075 33,450 68,500 66,892 38,632 41,780 38,677 31,955 48,490 48,020 55,568 37,651 39,968 Exhibit \"A\" Page 1 Buildings Otter Creek Elementary Puliski Heights Elementary Rightsell Elementary Rockefeller Elementary Romine Elementary Ish Elementary Terry Elementary Wakefield Elementary Washington Elementary Watson Elementary W estem Hills Elementary Williams Elementary Wilson Elementary Woodruff Elementary ALC Elementary Martin L. King Elementary Administration Admin. Annex Plant Services Transportation IRC Procurement Food Service Safety Security Quigley Stadium Adult Ed. Scott Stadium Cashin Building Total Square Footage Total Acreage: 634 II. SERVICES TO BE PERFORMED Gross Square Feet 37,319 59,652 39,166 64,561 45,098 31,802 46,080 39,699 89,800 55,934 41,991 50,956 38,539 38,000 37,360 76,000 26,790 26,273 22,644 20,414 24,000 20,914 38,456 6,000 30,905 89,133 4,401 6,418 3,769,748 SERVICEMASTER shall provide administration and technical direction in the management of the plant operations and maintenance organiz.ation of the School. In the discharge of its responsibilities, SERVICEMASTER will be guided by the highest professional and technical standards in order to accomplish the following services: A. Professionalized Mana~ement 1. The company resources of SERVICEMASTER shall be applied to serve the custodial and plant operations and maintenance management needs of the School. Counsel shall be made available to the School in Exhibit \"A\" Page 2 B. recommendation and appraisal of functions and services associated with custodial, maintenance and grounds departments. SERVICEMASTER shall seek to enhance interdepartmental coordination and cooperation. 2. SERVICEMASTER shall provide professionally qualified resident and resource management for the direction of custodial, maintenance, and grounds administrative functions. 3. SERVICEMASTER shall make initial and continuing recommendations for the custodial, maintenance, and grounds organizational structure, procedures implementation and resource application. The recommendations will be acted upon only with School concurrence. 4. SERVICEMASTER shall provide the leadership necessary for the effective coordination of custodial, maintenance, and grounds efforts and skills. Personnel Selection and Development 1. SERVICEMASTER and School recognize that the most important element of a ~uccessful custodial, maintenance, and grounds program is people. SERVICEMASTER shall make recommendations in the recruitment, selection and assignment of people for positions in the custodial, maintenance, and grounds department, subject always to the control of School as sole employer of such employees. Concern for the individual shall extend to one-on-one training directed to a sense of professionalism, personal worth, and dignity. 2. Direction - SERVICEMASTER shall encourage employee self-development by establishing clearly defined objectives and uniformity of efforts. All custodial, maintenance and grounds employees will be provided orientation in support of the School and its staff. There shall be a current, written policy and an organization structure approved by School, for coordination within the department and with the other departments of the School. Job descriptions, organizational diagrams, lines of communications, and policies and procedures shall be provided to contribute to employee understanding and teamwork. 3. Training - SERVICEMASTER will offer each employee the individual attention necessary to personal and occupational growth. The program shall include resource material available in multimedia form: the determination of employee qualifications and experience, on-the-job training, educational counseling, and School orientation. A series of self-paced study courses shall be made available to the custodial and Exhibit \"A\" Page 3 c. maintenance employees. Resource material in multimedia form shall be provided by SERVICEMASTER. 4. Administration - SERVICEMASTER shall establish and/or maintain personnel records in accordance with the requirements of the facility and will facilitate the measurement of individual progress and the preparation of required reports. 5. Organizational Level - SERVICEMASTER shall supervise the School employees as shown in the proposed custodial, maintenance, and grounds organization and as reflected in the corresponding contract amount. Standard Operational Procedures 1. Objectives - SERVICEMASTER shall implement, with the concurrence of School, Standard Operational Procedures. The purpose of these procedures shall be to coordinate manpower efforts, skills, and other designated resources through the establishment of clearly defined objectives. The primary objectives shall include a clean, safe 2. 3. 4. environment, conducive for learning, and the ability to provide the designated an.d appropriate levels of plant operations and grounds maintenance. Management Systems - SERVICEMASTER shall provide clearly defined routines, record requirements, tests and inspections, plant operating instructions, and administrative procedures essential to the designated custodial, maintenance, and grounds levels and programs. Research- SERVICEMASTER shall provide the research necessary to design and implement the respective plant operations and maintenance, grounds, as well as the custodial levels and programs. Direction - SERVICEMASTER shall develop and maintain a Departmental Manual containing instructions for implementation and maintenance of the program. D. Fiscal Management 1. Objectives - SERVICEMASTER shall fulfill custodial, maintenance, and grounds management responsibilities with a strong and continued attention to fiscal responsibilities. The objectives of SERVICEMASTER financial and materials management programs are: Exhibit \"A\" Page 4 E. 2. a. To strive for increased effectiveness at less cost through improved management and engineering practices. b. To provide written instructions necessary to the fiscal management of operations, maintenance, equipment and supplies. c. To comply with established School fiscal control systems and directives. Budgets - SERVICEMASTER shall provide custodial, plant operations and maintenance, and grounds financial and statistical data to assist the School in preparation of its budgets. SERVICEMASTER shall monitor expenditures as designated by the School in accordance with the chart of accounts. 3. Cost Accounting - SERVICEMASTER will structure a work order system permitting allocation to designated cost centers as may be desired by School. 4. Purchasing - SERVICEMASTER shall provide written policies and instructions based on School requirements governing the purchase of plant operations and maintenance materials, supplies, equipment and utilities. SERVICEMASTER shall make available consultation in the purchase of mechanical or electrical equipment as may be contemplated by the School. 5. Receipt, Storage and Issue of Materials - SERVICEMASTER shall provide procedures, in accordance with School directives and guidance, necessary for the implementation of programs for the proper inspection, charges, storage, inventory, security and issue of custodial, maintenance, and grounds supplies and equipment. Quality Control of SeCTice The following quality performance reviews will be initiated to insure a high standard of service for the School: I. Weekly inspections will be made by the ServiceMaster Manager in the company of the Superintendent or appointed designee. 2. Daily Journal will be maintained for the use of the Director of Facilities Services and the review by the Superintendent. 3. Preventive Maintenance schedules with notation of performance will be maintained for management control, control inspection, and administrative review. Exhibit \"A\" Page 5 F. 4. Corrective Maintenance Requisition actions will be tabulated by category, resource requirement (cost/time), originator and cost center. 5. A Joint Executive Committee meeting will be held monthly, with at least two representatives from the School and an equal number from SERVICEMASTER. In addition, a monthly summary of custodial, maintenance, and grounds functions, accomplishments and objectives will be prepared and presented for comments, additions, and concurrence of the Superintendent. 6. An annual report will be prepared and submitted to the Superintendent. This report will summarize the activities of the ServiceMaster Managed Departments for the fiscal year. This report includes financial information, training and other areas that are under the responsibility of ServiceMaster. Iechpical Support 1. SERVICEMASTER shall provide professional services and technical resources in support of its field management to: a. Perform research in determination of School custodial, plant operations and grounds management needs, resources, utilization, programs, procedures and systems. b. Implement technical support programs for system implementation, training, control inspection and consultant services relating to School custodial, plant operations and maintenance, and grounds management. 2. It is understood that SERVICEMASTER personnel will provide counsel concerning applicable codes including Life Safety and National Electric Codes, but that official interpretation shall only be made by those authorities having jurisdiction. a. Consult and make recommendations concerning the plant operations and maintenance aspects of architectural and engineering proposals. b. Provide program to follow progress of major modernization and new construction projects as an option available requiring amendment to this Agreement. Exhibit \"A\" Page 6 G. H. Authorized Personnel Structure 1. SERVICEMASTER shall propose the number of personnel necessary to carry out the custodial, maintenance, and grounds program. After initial agreement, any revision to the number of personnel required to carry out the custodial, maintenance, and grounds program will be made in the form of a written amendment, approved and signed by SERVICEMASTER and School. 2. School and SERVICEMASTER recognize that the proposed personnel structure is subject to revision as may be necessary to comply with all federal, state, and municipal laws, rules and regulations that are now or may in the future become applicable to the School and its personnel engaged in custodial, maintenance, and grounds services. School Information 1. The School, after consideration and at discretion, has requested SERVICEMASTER to perform the duties and frequencies as set forth in this Exhibit. To the best of 'sERVICEMASTER's knowledge, the duties and frequenci~s are in compliance with applicable standards or regulations presently in force unless SERVICEMASTER has otherwise advised School. If in the future SERVICEMASTER becomes aware that the School is not in compliance with a standard or regulation, SERVICEMASTER shall notify School of its noncompliance, but will not change the duties or frequencies unless directed to do so by School. School retains the responsibility for any liability arising from noncompliance and agrees to indemnify and hold SERVICEMASTER harmless from any liability imposed on SERVICEMASTER due to the failure of School to comply with applicable standards or regulations. 2. SERVICEMASTER shall provide advice to School regarding School's obligations to comply with applicable federal, state or local building or construction code requirements where known to SERVICEMASTER. Advice in such matters is understood to be supplementary to architects and engineers of School\ntherefore, School agrees to indemnify and hold SERVICEMASTER harmless from any liability imposed on SERVICEMASTER due to any noncompliance or violation of such requirements by School. Exhibit \"A\" Page 7 III. MAINTENANCE DEPARTMENT DUTIES A. B. Responsibilities 1. Preventive Maintenance: Pre-scheduled maintenance designed to maintain equipment and structure in normal operating condition. 2. Corrective Maintenance: Program designed to return equipment or structure to normal operating condition. 3. Casualty Prevention and Control : Safety inspections and tasks designed to minimize and control casualties to structure, equipment and personnel. 4. Minor Construction : Minor changes or additions to facility. 5. Plant Operations : Routine day-to-day operation of environmental systems to include careful control, adjustment, monitoring and recording of equipment functions. 6. Operational Energy Management (OEM): Program designed to minimize energy consumption through personnel education and proper equipment operation, maintenance and control. 7. Computerized Maintenance Management System : ServiceMaster computerized system for maintenance management with 24-hour on-site computer access to complete plant equipment records, personnel records, cost and hours records and energy management information. Resource Management SERVICEMASTER shall advise School of maintenance resource requirements. Maintenance actions shall respond to the School's current designation of priorities for the completion of preventive maintenance, corrective maintenance, and minor construction (additions, alterations, modifications) in consideration of SERVICEMASTER recommendations. SERVICEMASTER shall advise School should priorities require reduced standards of preventive maintenance. SERVICEMASTER shall administer Plant Operations and Maintenance purchased services to include: I. Recommendation of services 2. Control of services for timely completion, satisfactory performance, proper materials, and agreed costs. Exhibit \"A\" Page 8 C. Formalized Maintenance Program SERVICEMASTER shall develop, implement and maintain effective programs for the standardization of maintenance. These programs shall be based on the SERVICEMASTER computer-assisted maintenance scheduling, control and documentation system for maximizing cost and management effectiveness. These programs shall be designed to promote the longevity of equipment and structure, reduce costly breakdowns, control costs and meet emergency requirements. 1. Preventive Maintenance SERVICEMASTER shall implement and manage an ongoing system of periodic maintenance on structures and electromechanical equipment. Preventive maintenance procedures and frequencies shall be based on the Computerized Maintenance Management system and shall meet or exceed minimum regulatory agency and manufacturers' requirements. 2. Corrective Maintenance SERVICEMASTER shall implement a corrective maintenance program to both initiate corrective maintenance and to respond to user initiated maintenance requests. This program shall include a formalized maintenance request system with provisions for prioritization of requests and feedback to the initiator in regard to scheduled repair time. Equipment and structure deficiencies which threaten the safety of building occupants or the primary academic mission of the School shall be responded to on an emergency basis. 3. Casualty Prevention and Control (a) The resident SERVICEMASTER manager will be available to serve as a member of the safety committee if directed by School administration. (b) SERVICEMASTER shall advise and implement to the extent requested and authorized by School, casualty prevention and control programs and measures for custodial and maintenance in contribution to a structurally and functionally safe facility. SERVICEMASTER shall recommend and assist in the administration of casualty prevention and control programs to include: (1) Assistance with written fire programs (2) Assistance with instruction of School staff in emergency responsibilities Exhibit \"A\" Page 9 (3) Assistance in developing the format and content of inspections and tests (4) Liaison with insurance and regulatory organizations (5) Reduction of safety hazards (mechanical and electrical) ( 6) Assistance with the preparation of School's external and internal disaster plan (7) Provisions for emergency services and utilities 4. Minor Construction Minor construction projects are a specifically limited part of the plant operations and maintenance program. Where individual projects exceed 10% of the allocated hours, they shall be considered Facility Improvement Maintenance and will be subject to negotiation to determine the feasibility of accomplishing the project in-house or inviting bids and awarding a contract for accomplishment. It is understood that any authorized expenditure of man-hours over the above agreed upon figure will be at the expense of other programs. SERVICEMASTER personnel shall supervise minor building alterations in accordance with designs originated by others and approved by authorities having jurisdiction. Minor construction requirements .shall be approved by the School. All requisitions requiring the expenditure of materials shall also be approved by School. 5. Plant Operations 6. SERVICEMASTER shall develop, implement and maintain a plant operations program designed to insure an environment conducive to the learning process. School employees shall be trained in the efficient and safe operation of environmental systems Operational Energy Management (OEM) SERVICEMASTER shall design, implement and maintain an operational energy management program. Energy consumption shall be controlled through the proper operation and maintenance of School's environmental systems. D. Property Identification The following Plant Operations and Maintenance materials shall become the property of School. POM02M POM0ID Work Order Summary Sheet and Additional Work Order Sheets and Corrective Maintenance Summary Inventory Edit List Exhibit \"A\" Page JO 73001 Daily Journal 73015 Maintenance and Repair Requisitions 73012 Service Request/f rouble Call Log 73008 Roof Inspection Sheet 73006 Fire Extinguisher Inspection Log 73023 Emergency Generator Log 73029 Automatic Heat, Smoke Detector and Fire Alarm Test Record 73031 Sprinkler Valve Inspection, Fire Drill Log and Sprinkler Drop Test 73018 Filter System Log 73013 Inventory Control Sheet 73017 Water Test Control Log 73055 Contractor Service Log Purchase Order Records (locally reproduced), Valve Schedules and Charts Transportation Log (locally reproduced) All other materials will remain the property of ServiceMaster Management Services Corporation. IV. CUSTODIAL DUTIES TO BE PERFORMED A. GENERAL - Monday through Friday - First/Second/Third Shift 1. Work Schedules The custodial and maintenance employees will be instructed and their schedules will be written so as to be as flexible as possible to meet the many and various requests or needs of the Administration. 2. Outside Grounds Outside grounds of all entrances will be policed daily, five times per week. B. CLASSROOMS AND OFFICES - Monday through Friday - First/Second/Third Shifts 3. Main cleaning of floors - Daily, five days per week Thoroughly clean all traffic areas using a chemically treated dust mop or vacuum where appropriate. 4. Wet cleaning of floors - Weekly, one time per week Wet clean hard surface floors with an appropriate floor chemical designed to extend the life of the floor finish. Provide a schedule to Administration showing which rooms and areas are to be done. The wet cleaning of floors Exhibit \"A\" Page 11 will be provided one time per week, month. Shampoo carpeted floors on a project basis. 5. Spot cleaning of floors Remove spots from spillage on hard surface and carpeted floors as needed. 6. Check and spot clean - Daily, five days per week Spot clean walls, doors and electric switch plates. Clean interior of glass doors and glass partitions. Remove graffiti. Adjust shades or blinds to a uniform height throughout the buildings. 7. Trash Receptacles - Daily, five days per week Empty and clean wastepaper baskets and ashtrays. Wet wipe with an odor controlling solution as needed. Reline wastebaskets where necessary. (Liners to be provided by SCHOOL.) 8. Wet wipe - Weekly/On a Project Basis All office and classroom desks will be dusted and/or wet cleaned once per week when cleared. All desks, including student desks, will be cleaned on a project basis annually. 9. Chalkboards, Chalktrays, Slate Blackboards and Pencil Sharpeners - Weekly Dust and wet clean chalktrays and slate blackboards, empty pencil sharpeners, and erase chalkboards weekly. 10. Laboratories - Biology, Chemistry, (Earth) Science, Physics - Daily, five days per week and/or project Perform points 1 through 7 Equipment, chemical sinks, hoods, shelves and countertops will be cleaned by students or other SCHOOL personnel. 11. Art Rooms - Daily, five days per week and/or project Perform points 1 through 7 Kilns, ovens, countertops and sinks will be cleaned by students or other SCHOOL personnel. 12. Library Daily, Weekly, five times per week Exhibit \"A\" Page 12 Perform points 1 through 7. All book cleaning to be done by students or SCHOOL personnel. 13. Auditoriums, Stages, Music Rooms - Daily and Project Perform points 1 through 7 Cleaning of equipment will be performed by students or other SCHOOL personnel. Refinishing of the stage floor will be the responsibility of the custodial staff. 14. Industrial Arts Department Perform points 1 through 7 in the Industrial Arts classrooms. Students and instructors will perform all shop cleaning. C. NON-CLASSROOM AREAS 1 5. Custodial and Maintenance Closets as required Clean and maintain all custodial and maintenance closets. 16. Metal work-As required/weekly Clean, polish and maintain all bright metal work. 17. Drinking fountain - Daily, five days per week Wet clean and disinfect drinking fountains with a germicidal solution. 18. Public telephones - Daily, five days per week Wet clean and disinfect public telephones with a germicidal solution. 19. Stairways - Daily, five days per week Dust down, dry mop and spot wet mop once per day, five days per week. 20. Corridors - Daily, five days per week Thoroughly dry mop with a chemically treated mop daily, five times per week, and spot wet mop as needed. Wet clean all hard surface corridors thoroughly once per week. Thoroughly vacuum all carpeted corridors five times per week. Remove spots as necessary. Exhibit \"A\" Page 13 21. Public entrances - Daily, five days per week Spot clean glass doors and clean entrance floor area as needed. Vacuum walk off mats. Sweep exterior steps and sidewalk in front of main entrances. Entrance steps and sidewalks will be cleaned by custodial. 22. Kitchen and kitchen storerooms - Daily, five days per week All cleaning of kitchen areas will be by Food Service personnel. Cleaning of floors and equipment will be by Food Service personnel. 23. Cafeteria - Daily, five times per week Thoroughly wet clean floor area once daily, five times per week. Wet wipe all tables and chairs on a project basis. Cleaning of cafeteria floors will be performed by custodial personnel, one time per day. Cleaning of tables and chairs will be by Food Service personnel. Spot cleaning of floors will be done throughout feeding periods. 24. Kitchen - Annually The kitchen floors, walls, vents, hoods, ovens, equipment, and refrigerators will be thoroughly cleaned by food service personnel. All cleaning of food preparation equipment will be the responsibility of Food Service personnel. 25. Bathrooms - Daily, five times per week Completely clean and disinfect washrooms including: a. Wet wipe fixtures, shelves and ledges with a germicidal solution. b. Clean and disinfect both the inside and outside of urinals, toilet bowls and sinks. c. Replenish the supply of dispenser items such as toilet tissue, soap and paper towels. (These items provided by SCHOOL.) d. Wet clean and disinfect floors with a germicidal solution. e. Clean and polish mirrors. f. Provide daily spot checking and cleaning as needed. Exhibit \"A\" Page 14 26. Locker rooms and shower - Daily, five days per week Police areas. Wet clean floor with a gennicidal solution. Daily maintenance of lockers to be done by students or district personnel. Cleaning of inside of lockers to be done annually by custodial personnel. 27. Conditioning area - Weekly Dry and wet mop floors with a germicidal solution. Vacuum carpets and sanitize mats on a scheduled basis. 28. Athletic Program - Daily, five days per week a. Gymnasium, Field House Perform dry mopping and/or sweeping of floors one time per day and prior to as well as following all interscholastic sporting events. Clean bleachers and grandstand areas after use and as needed. Prepare floor surfaces with proven finishes and cleaners on a project basis. b. Wrestling, Gymnastic and Dancing Rooms Dry mop floor daily one time per day and prior to and as well as following all interscholastic sporting events. Clean matting on a weekly basis. Prepare floor surface with specified cleaners as needed. D. OTHER CUSTODIAL/MAINTENANCE DUTIES 29. Cleaning and relamping oflight fixtures - as needed Light fixtures will be cleaned once per year. Some relamping will be provided as needed. 30. Window cleaning - Annually All cleaning of the interior and exterior of all windows up to the second level will be done annually by custodial personnel. 31. Security - As needed The custodial and maintenance employees will have the responsibility of opening buildings per administration's direction. Tum off all lights and Exhibit \"A\" Page I 5 lock all doors and windows at the completion of cleaning each room. Lock all doors after extracurricular activities and provide weekend supervision over community events when assigned by administration. 32. Trash removal - Daily, five times per week Remove trash from all areas of the SCHOOL and take to incinerator, dumpster, compactor area. 33. Floor finishing Follow a carefully planned program of applying correct finishes and maintaining the floor surfaces throughout SCHOOL. Refinish floors on a scheduled program that will take into account the different use conditions, traffic, types of floors and activities in each area of SCHOOL. A floor buffing program one time per week will be established and coordinated with each building administrator. 34. Carpet/furniture cleaning Service carpe~ and furniture on a scheduled program that will take into consideration the different use conditions, traffic, types of floors and activities in each area of SCHOOL. All of these programs will utilize the unique SERVICEMASTER method of carpet care developed by ServiceMaster laboratories. 35. Grounds care and snow removal Scheduled grounds care and snow removal will be provided for the lawns, trees, shrubs, sidewalks, and roadways to provide a safe and attractive environment. This includes cutting grass, trimming and fertilizing of grass and shrubbery. In addition, we will handle the policing of roads, walks, leaves, trimming trees and supervision of contract snow removal. Staffing and expense for these programs will be in line with the SCHOOL's budgets. 36. Transportation and grounds vehicles - As needed All vehicle maintenance cleaning and refueling will be the responsibility of district SCHOOL personnel. 37. Other miscellaneous projects of a cleaning nature will be done such as: a. Removal of graffiti Exhibit \"A\" Page 16 b. Cleaning of grills and vents c. Delivery of general custodial supplies from central warehouse to other FACILITIES. d. Machine scrubbing of all ceramic tile floors in showers and lavatories to remove odors, grease and reduce the possibility of bacterial and fungal growth. e. Minor ceiling repair and replacement will be. done on an as needed basis by maintenance personnel. f. Minor repairs of doors will be the responsibility of the Maintenance Department. g. Minor electrical and plumbing repairs will be the responsibility of the Maintenance Department. h. Minor repair of audiovisual equipment will be coordinated through the Maintenance Department. 1. Custodial service will be provided for community and extracurricular activities on SCHOOL premises as approved by SCHOOL administration. J. Custodians will be responsible to aid in the setting up of chairs and tables for activities on SCHOOL property. 38. Summer Program All facilities used for any approved summer or week-end/after school program will be maintained within the schedule of items A - D and paid for from custodial accounts as per existing practice. V. GROUNDSCARE SERVICEMASTER shall develop, implement and maintain an effective program of grounds maintenance. The program shall be designed to promote the safe and enjoyable use of recreational facilities as well as the overall attractiveness of the School. All equipment and supplies necessary to perform these services, including but not limited to tractors, lawn mowers, edgers, trucks, hand tools, seed, fertilizer, lime, herbicides, mulch, plant material, hoses and sprinklers is the responsibility of the School. Exhibit \"A\" Page I 7 The following services will be perfonned: I. General Turf Maintenance 2. The levels and frequency of turf-care for each site shall be established by mutual agreement between SERVICEMASTER and School and will be based on specific site use, relative impact on overall site appearance and safety factors. Mowing Mowing will be done at regular intervals to conf onn to good turf care practices. Rate of growth, level of care and cultural practices will all influence frequency of mowing. Frequencies in rapid growth seasons will be increased to keep up with needs, conditions pennitting. Frequency will be reduced during dry periods. Mowing height will be detennined by the type of grass present and use of the turf areas. 3. Aeration 4. Core aeration. will be done at least once a year on all lawn and athletic . field areas provided that equipment is supplied by School. Areas of heavy use will receive additional aeration to help promote a soil structure favorable to plant growth. Soil Sampling Within six months of the commencement of this contract, soil samples will be taken from appropriate areas to determine soil nutrient levels. Results of soil sample analysis will be used to determine a proper liming and fertilization program. Expense for the sample analysis will be paid by the School. 5. Liming Application of liming materials will be made based on soil sample results. Materials and equipment necessary to apply liming materials will be supplied by the School. 6. Fertilization Areas to be fertilized will receive treatments based on level of care and soil sample results. Timing and frequency will be based on good turf Exhibit \"A\" Page 18 management practices. Fertilizer and application equipment will be supplied by the School. 7. Turf Repair Seeding or sodding in established turf areas will be performed as needed on damaged areas. Seed or sod best suitable to the climate and use of the turf area will be used. Athletic fields will be overseeded if necessary at the end of the season or in early spring. Seeding will be done with a verticut seeder if available .. Materials and equipment to complete repairs will be supplied by the School. 8. Irrigation Watering of areas of primary concern will be carried out as needed and as equipment permits. Frequency will be based on climatic and turf conditions. A supply of water and equipment for application will be supplied by the School. 9. Weed Control Weeds in turf, paved areas, and along fences, walls and curbs will be controlled as permissible under herbicide application licensing regulations. Materials and equipment for weed control will be supplied by the School. 10. Field Lining 11. 12. 13. Field lining will be done by members of the School Athletic Department, and grounds personnel. Playground Equipment Playground equipment will be inspected annually and repaired as needed during the year. Supplies and parts for repair will be supplied by the School. Shrubs Pruning and shaping will be performed at the appropriate time based on plant growth. Dead, diseased and damaged limbs within easy access of ground will be removed. Appropriate equipment and disposal sites will be supplied by the School. Mulching of Beds Exhibit \"A\" Page 19 Beds to be mulched will be weeded prior to placement of mulch. Application of pre-emergent herbicide will be done in compliance with local herbicide licensing regulations. Mulched areas shall be edged and mulch maintained to an average depth of two inches. Materials and equipment necessary for bed maintenance will be supplied by the School. Exhibit \"A\" Page 20 Exhibit \"B\" The grounds equipment listed below is to be provided by ServiceMaster. Type of Size/ Cost Equip. Equipment M2!!d ~ Q!l:\u0026amp; Eah. ~ Mower Outfront 4x4 72\" 4 $16,000 $64,000 Mower Walk-behind 36\" 5 3,800 19,000 Edger Stickedger 5 300 1,500 Trimmer String 5 300 1,500 Blower Backpack 5 300 1,500 Trimmer Hedge 3 350 1,050 Exhibit \"C\" BUDGET 95/96 SALARIES 2539-120 VO TECH 85,149.00 1199-140 SUBS 200,000.00 FUND 12-2542-120 MAGNET 372,934.00 2542-120 CUST 2,561,168.75 SUBTOTAL 3,219,251.75 2542-121 MAINT 1,109,338.00 2541-120 SER AREA 175,750.00 2548-120 ASB 55,115.43 SUBTOTAL 1,340,203.43 TOTAL SAL 4,559,455.18 210+240 ABOVE FUNCTIONS BENEFITS 720,591.26 TOTAL LABOR 5,280,046.44 SUPPLIES CUST 400,500,600 OBJECTS 2541,2,4,5,8 MAINT 198,641.00 FUND 12 MAGNET 15,000.00 TOTAL 213,641.00 300 OBJECTS 2541,2,4,5 EXCEPT 321-323 PURCH SER 1,035,999.00 UTILITIES FUND 12 MAGNET 576,335.00 2542-322 ELECT 2,791,665.00 2542-321 GAS 698,200.00 2542-323 WATER 184,100.00 TOTAL 4,250,300.00 GRAND TOTAL 10,779,986.44 Executive Overview for Little Rock School District Little Rock, Arkansas ServiceMASTER,  Table of Contents Custodial Services Maintenance Services Grounds Services Technical Support and Resources ServiceMaster, the Company Partial Reference List ServiceMASTER,  Custodial Management Services ServiceMaster manages the cleaning of over 200 million square feet of floors daily. The Objective: ServiceMaster's innovative custodial management programs are designed to work in partnership with you. We specialize in creating and sustaining an attractive, clean and safe environment. Our programs have successfully provided measurable results by improving quality, containing costs, training and motivating support employees and minimizing risks. Our goal is to work with you to provide a customized program which meets your objectives. This is achieved through effective, professional on-site management, combined with proven resources adds up to a program you can depend upon. The primary concern is to enhance the overall quality of your learning environment, while relentlessly seeking cost containment measures. Proven experience has helped us implement quality custodial management programs which have met the demands of over 500 education customers nationwide. A Partnership Designed For Results  Improves Quality  Contains Costs  Trains and Motivates Employees  Minimizes Risks The Value: You can depend on the ServiceMaster Custodial Management Program to: g Provide professional, on-site management. g Improve overall efficiency. g Improve the quality of employee contributions. g Control costs. g Reduce tension and strife among workers caused by uneven work schedules. g Maintain a consistent and high level of quality. g Create a cleaner, more pleasing environment for learning. g Provide a sense of ownership and responsibility for all employees. g Implement training and motivational programs for all support employees. ~ Provide proven expertise in cleaning products and systems for dependable and effective results. g Provide methods to improve response time by accurately assessing tasks accomplished and tasks in need of being completed. ~ Extend the life and improve the appearance of all carpet, hard floors and walls. ~ Provide solutions to your custodial challenges through an extensive technical support network of specialists and systems engineers. IS!r' Provide accurate and timely information on costs for both long-term and short-term budget projections. 1S!r' Provide proven methods and systems to make well-informed decisions regarding costs, people, special projects and day-to-day custodial care. -2- The Specifics: In addition to providing a professionally trained on-site manager, ServiceMaster brings a wealth of proven systems, procedures and equipment. For over a decade we have helped administrators implement comprehensive custodial partnerships. These successful partnerships can be attributed to the specifics of our program including the state-of-the-art systems and procedures ServiceMaster has developed. The following briefly highlights the specifics of the Custodial Management Program that ServiceMaster will provide for your education facility.  Equipment - ServiceMaster provides effective, labor saving equipment, designed specifically to meet the demands of an education environment.  Cleaning Systems - Special cleaning agents, germicides, and floor care products are carefully formulated by ServiceMaster to ensure consistent quality and compatibility with each other.  Effective Procedures - ServiceMaster's laborsaving procedures have been developed by our research experts, field tested and refined to ensure product compatibility, effectiveness and quality control.  Custodial Management Information System  Production Scheduling  Personnel Management  Financial Management  Quality Control  Inventory Management  Employee Work Schedules  Integrated Work Processes for Each Employee  Proven Carpet Cleaning Program  Floor Finishing Program  Wall Cleaning Program -3- The Specifics (continued):  Comprehensive Technical Library including:  Product Safety  Hard Surface Floors  Carpets  Walls  Gymnasium  General Cleaning  Swimming Pool Care  High Dusting Program  Comprehensive Gymnasium Floor Program  Daily Hard Surface Dry Mopping Program  Regular Cleaning of Bathrooms and Lockers  Routine Damp Cleaning of All Window Ledges and Furniture  AHERA Asbestos Training  Public Bathroom Monitoring to Prevent Vandalism  Standard Operating Procedures and Policies Developed to Adhere to State and Federal Regulatory Agencies At ServiceMaster, we believe that your support, commitment and objectives are crucial to a successful program. Our programs are designed to work in collaboration with you to provide results on which yoi.: can depend. -4- Maintenance Management Programs ServiceMaster Plant Operations and Maintenance managers are responsible for over 135 million square feet of structures. The Objective: What separates the ServiceMaster Maintenance Management Program from other programs? Focus. ServiceMaster provides technically trained, on-site managers, tools and supportive resources to focus your maintenance program on achieving planned, quantified results. You can rely on the ServiceMaster Maintenance Management Program to: 1) reduce daily disruptions caused by equipment failure, 2) extend the life of electro-mechanical equipment, 3) minimize risks and liability, 4) improve average response time to mechanical concerns, and 5) control costs in all areas. ServiceMaster offers a proactive solution to managing your physical plant. Our goal is to deliver a program which demonstrates value, effectiveness and cost containment. By implementing effective procedures, resources and management tools, we are confident that together we can provide a program designed for results. A Partnership Designed For Results  Extends Equipment and Building Life  Improves Response Time  Reduces Liability  Controls Costs The Specifics: In addition to providing a professionally trained on-site manager, ServiceMaster brings a wealth of proven systems, procedures and equipment. For over a decade we have helped administrators implement comprehensive custodial partnerships. These successful partnerships can be attributed to the specifics of our program including the state-of-the-art systems and procedures ServiceMaster has developed. The following briefly highlights the specifics of the Custodial Management Program that ServiceMaster will provide for your education facility.  Equipment - ServiceMaster provides effective, labor saving equipment, designed specifically to meet the demands of an education environment.  Cleaning Systems - Special cleaning agents, germicides, and floor care products are carefully formulated by ServiceMaster to ensure consistent quality and compatibility with each other.  Effective Procedures - ServiceMaster's laborsaving procedures have been developed by our research experts, field tested and refined to ensure product compatibility, effectiveness and quality control.  Custodial Management Information System  Production Scheduling  Personnel Management  Financial Management  Quality Control  Inventory Management  Employee Work Schedules  Integrated Work Processes for Each Employee  Proven Carpet Cleaning Program  Floor Finishing Program  Wall Cleaning Program -3- The Specifics (continued):  Comprehensive Technical Library including:  Product Safety  Hard Surface Floors  Carpets  Walls  Gymnasium  General Cleaning  Swimming Pool Care  High Dusting Program  Comprehensive Gymnasium Floor Program  Daily Hard Surface Dry Mopping Program  Regular Cleaning of Bathrooms and Lockers  Routine Damp Cleaning of All Window Ledges and Furniture  AHERA Asbestos Training  Public Bathroom Monitoring to Prevent Vandalism  Standard Operating Procedures and Policies Developed to Adhere to State and Federal Regulatory Agencies At ServiceMaster, we believe that your support, commitment and objectives are crucial to a successfu. program. Our programs are designed to work in collaboration with you to provide results on which yot can depend. -4- Maintenance Management Programs ServiceMaster Plant Operations and Maintenance managers are responsible for over 13 5 million square feet of structures. The Objective: What separates the ServiceMaster Maintenance Management Program from other programs? Focus. ServiceMaster provides technically trained, on-site managers, tools and supportive resources to focus your maintenance program on achieving planned, quantified results. You can rely on the ServiceMaster Maintenance Management Program to: 1) reduce daily disruptions caused by equipment failure, 2) extend the life of electro-mechanical equipment, 3) minimize risks and liability, 4) improve average response time to mechanical concerns, and 5) control costs in all areas. ServiceMaster offers a proactive solution to managing your physical plant. Our goal is to deliver a program which demonstrates value, effectiveness and cost containment. By implementing effective procedures, resources and management tools, we are confident that together we can provide a program designed for results. A Partnership Designed For Results  Extends Equipment and Building Life  Improves Response Time  Reduces Liability  Controls Costs The Value: You can rely on the ServiceMaster Maintenance Management Program to: ~ Provide professional, on-site management. lir Focus on proactive solutions. lir Provide measurable results. lir Give administration accurate, detailed financial information for projecting capital expenditure and replacement. lir Provide proven one-on-one training resources in specific technical areas for all maintenance support employees and supervisors. lir Give administration a clear understanding of the results which have been achieved. lir Reduce the likelihood of emergency breakdowns and repairs. lir Include a complete Technical Resource Library and Manufacturer's Instruction Library for quick access to answers for specific maintenance challenges. 1ir Provide solutions for your maintenance concerns through an extensive network of technical experts and professionals. lir Provide a single source ofresponsibility. [jf' Ensure administrator comfort and peace of mind. The Specifics: Your ServiceMaster Maintenance Management Program is designed to keep your physical plant operating smoothly and efficiently. We have created a program which targets and brings balance to these specific areas of maintenance:  World's Largest Maintenance Data Base  Local Technical Support  Preventive Maintenance  Corrective Maintenance  Casualty Prevention  Minor Construction  Plant Operations  Energy Management  Personnel Information Management A vital component of your ServiceMaster Maintenance Management Program is a computer assisted maintenance information system, developed to improve management control and effectiveness. This ~\"1mputerized system handles: FACT ServiceMaster Manages a Data Base of Over 22 Million Pieces of Electro-Mechanical Equipment Every Day.  Standard operating procedures and life expectancy data  Comprehensive schedules for preventive maintenance tasks  Productivity information for each employee  Specific cost accounting information for labor, parts and service for each building  Up-to-date safety information  Current work order status The Specifics (continued): The ServiceMaster Maintenance Management Program will also take on the following responsibilities and provide you with the comfort of knowing that they are being properly maintained.  Heating, ventilation and air-conditioning systems  All boilers  Hot water systems, portable and other waste systems  Refrigeration  Electrical power and lighting distribution  Local, state, federal code compliance In addition to our management services and on-site comprehensive training programs, ServiceMaster will provide your staff with a variety of technical resources. FACT The ServiceMaster Program Guarantees Total Quality Services for Your Facility -4-  A Technical Resource Library including detailed infonnation on such topics as:  Steam Generation  Electrical Plant Components  Piping, Compressors, Pumps and Lubricants  Refrigeration and Air Conditioning  Steam Power Fundamentals  Structures  Painting and Grounds  Plant Operations Manual  AHERA Asbestos Training The Specifics (continued):  A Manufacturer's Instruction Library will be established and maintained for all equipment. Information will include:  Standard Operating Procedures  Maintenance Programs  Casualty Prevention and Control  Financial and Materials Management  Maintenance and Repair Requisition System  Personnel Selection and Development  Logs documenting locations and work performed will be provided including:  Filter Logs  Electrical Safety  Fire Alarm Systems  Daily Journal of Rounds  Boiler \u0026amp; Chiller Logs FACT ServiceMaster has a 95% Customer RetentionRate Exceptional in the Service Industry ServiceMaster continues to dedicate significant resources each year to develop additional systems, methods and procedures of handling maintenance requirements for you. ServiceMaster is committed to providing you with a program that will meet your needs today, and one that will continue to grow and evolve to meet your needs in the future. Grounds Management Services ServiceMast.er manages over 45,000 acres of grounds for customers throughout the United States. The Objective: In most cases, less than seventy percent of the community will never have the opportunity to walk through your doors to see first-hand the quality educational programs that you are providing. Therefore, Grounds could be one of the most influential fa~tors in determining public image. A strong, positive message is sent to students, parents and community through well maintained grounds and athletic fields. ServiceMaster will help you implement a comprehensive grounds program. We will provide training, motivational programs, technical specialists, cost controlling procedures, and strong leadership. By working in partnership with you, we will deliver measurable results that meet both your long-term and short-term objectives. A Partnership Designed For Results  Enhances Campus Appearance  Trains and Motivates People  Adheres to All Safety Regulations  Controls Costs The Value You can rely on the ServiceMaster Grounds Management Program to: lir' Provide professionally trained, on-site leadership. lir' Enhance the appearance of your campus. lir' Focus on results. g Motivate and train your support employees to work more effectively and conscientiously. g Resolve safety and regulatory challenges. lif\" Utilize environmentally safe procedures and chemicals. g Implement proactive methods and procedures to handle all details. !ir' Respond to your specific needs. lir' Control costs. lir' Provide additional technical resources to address grounds management challenges. g Maintain a consistently high level of quality. -2- The Specifics The ServiceMaster Grounds Management Program concentrates on five important concerns to create an effective and well-balanced program:  Appearance  People Development  Safety + Cost Effectiveness + Environmental Stewardship FACT ServiceMaster Manages Over 45,000 Acres of School Grounds Every Day By providing the following technical resources and procedures, we can provide you with the highest possible quality while operating within your budgetary limits:  Proven System for Grounds Management Based On  Professional departmental operations  Planning and scheduling standards  Technical Expertise  Experienced On-Site Manager  Regional Grounds Specialists  Continuous corporate research and development  Grounds Management Program Materials  Proven Training \u0026amp; Motivational Materials  Department Meetjngs  Self-Development Manual  Audio Visual Library  Winter Seminars  Field Days  One-on-One Training The Specifics (continued):  National Purchasing Agreements  Equipment  Supplies and Materials  Soil Testing  Other Grounds Related Needs ServiceMaster is also able to assist you with your landscape conceptual needs through a variety of methods.  Landscape Design One of our Grounds Management Specialists will visit your site to determine your unique needs. You will then receive a written plan, photos and sketches to assist you in successfully upgrading your existing landscape.  Video-Imaging Through a new process called video-imaging, we can use computer images to transform a photograph of an existing landscape. The resulting picture will show you how the completed landscape project will appear. ServiceMaster has successfully provided grounds management programs to customers for many years. We currently manage over 45,000 acres of grounds for over 500 customers throughout the United States. By providing proactive solutions and measurable results, we have helped our customers enhance their public image, train and motivate their employees, and operate within their budgetary constraints. -4- Operational Energy Management The Objective ServiceMaster is pleased to present to you an Operational Energy Management Program. This unique program is structured to protect your school from unnecessary energy consumption resulting in excessive expenditures. The Operational Energy Management Program provides additional value when combined with the Plant Operations and Maintenance Program offered by ServiceMaster. Through these two programs, the daily operations of your physical plant are ensured to be in harmony with your goals for a comprehensive energy conservation program. Both programs will focus on comfort requirements, operational management, energy conservation, and cost reductions. This provides for a highly coordinated and sophisticated approach for managing the physical assets of your plant. ServiceMaster will provide you with a dependable, single source of responsibility, along with the peace of mind that the job will be handled properly and efficiently. A Partnership Designed For Results  Reduces Consumption  Reduces Costs  Integrates Operations  Assures Comfort The Value You can depend on the ServiceMaster Operational Energy Management Technology Program to: lit\" Operate a more efficient plant system that reduces energy consumption. ~ Provide documented cost information for each unit of energy consumed. lit\" Provide necessary information for developing budgets on projected energy use and costs. lit\" Provide additional engineering and training support over the term of the agreement. lit\" Provide easy-to-read, understandable reports regarding overall energy consumption. ~ Provide historical records of energy consumption and costs. lit\" Provide on-going documentation regarding the success and progress of the program. -?.- The Specifics The ServiceMaster Operational Energy Management Program is a concept intended to help management analyze the energy usage in their facility and gain involvement of all facility personnel in conserving energy. Designed to work in conjW1ction with our computerized maintenance system, this energy program will help you target specific areas and methods of conserving energy, thus reducing your overall costs. At the beginning of the program, all preventive maintenance actions that have a direct bearing on energy conservation and management are coded into the computer system through the use of a special \"E\" symbol. This coding alerts the director and maintenance service partners to the special significance of these energy related tasks. Each task results in a specific conservation step, method to increase equipment efficiency, or plan to increase the equipment's life cycle. All measures are directed at being cost effective. ServiceMaster Has Provided Energy Savings of Over $75,000,000 ServiceMaster is the Only Sole Source Provider of Energy and Operational Management Programs In addition, the ServiceMaster program provides a set of specific monthly assignments created to improve overall energy management. These assignments cover a ten month period. which allows two months for internal flexibility, seasonal shut down, and operational requirements. ServiceMaster provides comprehensive resource and reference materials which cover a wide range of energy conservation and related functions. ServiceMaster will seek to implement all appropriate low cost/no cost measures. The program also includes a complete analysis of energy consumption and cost in comparison to actual results over three years of energy history for a facility. By normalizing for weather and square footage changes from year to year, actual results of energy conservation efforts can be measured, and new programs for operation and equipment change can be introduced. -3- Additional Resources ServiceMaster is currently the only management services company with an entire division dedicated to energy management. Over the past fifteen years, ServiceMaster Energy Management (SEM) has completed over 3,000 energy management programs ranging from simple energy audits to large, long-term performance based programs where SEM assumed financial liability. SEM currently has over $20 million invested in facilities throughout the United States and is generating over $5 million of utility savings each year. On a portfolio basis, the actual annual energy savings achieved has been ten percent greater than projected during the initial estimate. SEM programs include a variety of flexible financing options. Customers are not required to use dollars provided by SEM. In fact, customers are encouraged to use owner funds in order to talce advantage oflower interest rates. SEM will then provide customers with risk protection from owner funds through debt service or equivalent guarantees. SEM engineers specialize in producing cost-effective capital investment programs for customers across the United States. Since SEM does not manufacture equipment or represent specific vendors, designs are typically completed generically and then bid competitively with local contractors. -4- The ServiceMaster Difference ... Technical Support and Resources As the leading provider of management support programs, ServiceMaster has committed a substantial amount of resources to providing local, regional and national technical support and expertise to our customers. These resources, along with a commitment to technical excellence, allow ServiceMaster to provide a consistent quality of service unmatched by our competitors. The following are some of the support programs and resources available to ServiceMaster customers: [) Quality Assurance Prop-am The ServiceMaster Quality Assurance Program is designed to motivate and encourage all members of the support team to strive for continuous quality improvement. Through recognition and praise for a job well done, support team members learn the value of their individual contributions and take pride in a job done right the first time. The Quality Assurance Program also encourages feedback and participation from school administration and faculty. This teamwork and mutual cooperation provides a framework for fostering an environment dedicated to both quality and productivity. [) Customer Support Center {1-800-SM-KNOWS) The Customer Support Center provides your ServiceMaster on-site manager with additional technical support to solve your facilities management challenges quickly and efficiently. By dialing 1-800-SM-KNOWS, managers can immediately access the right person to gain powerful insights on regulations, finances, personnel, purchasing decisions and a host of other topics. @J National Discount Proeram Customer Supoort Center (continued) The ServiceMaster Customer Support Center specialists take pride in:  Providing immediate support.  Handling all calls to the satisfaction of the caller.  Providing immediate access to experts.  Providing proactive solutions.  Giving consistent, authoritative answers designed for results. As a result of providing facilities management to over 1600 education, healthcare and industrial facilities, ServiceMaster is able to take advantage of national discount agreements based on volume buying. This enables ServiceMaster education customers to realize savings on products and equipment that they would otherwise be unable to achieve. [!} Local Vendor Partnenhips Supporting your community is central to your mission as a school. ServiceMaster understands and supports your desire to give business to local vendors. As a result, for many of our customers, partnerships have been developed with local vendors to continue providing specific products and services. -.., - @J Minority Partnerships As an Equal Opportunity Employer, ServiceMaster continues to support and work in partnership with qualified minority service providers and vendors. @] Quality Assurance and Research Development ServiceMaster is dedicated to providing the highest quality systems and procedures to all of our customers. As a result, we continue to invest in state-of-the-art research and development practices. In addition to product and system development and testing, the ServiceMaster research and development department supports our on-site managers with technical updates and new federal, state and local mandate information. The Research and Development Department also assists on-site managers with any needs related to special problem solving. For example, additional research can be done on specific stain removal, cleaning processes or fabric analysis. This support is provided at no additional cost and is available only through ServiceMaster. To keep up with the growing needs of our customers, ServiceMaster recently opened four new quality assurance and research labs at our training and development center. 12] Prouam \u0026amp; Service Development Departments In addition to the Research and Development Department, ServiceMaster employs specific teams of specialists whose sole function is to update and expand our current level of support programs in each discipline of facilities management. From our plant operations and management development team, to people services development. to market development, ServiceMaster has committed the resources and time to provide you with state-of-the-art programs and services in all areas. -3- [TI Recycline Prouam [!) Nonna \u0026amp; Ken Wessner Leamine Center The new Leaming Center provides expanded facilities for manager training classes. This new center focuses on providing additional opportunities for growth and development. The Leaming Center is equipped with the latest in video and communication technology and further enhances our current programs. In addition to our standard programs, ServiceMaster has developed and implemented a comprehensive recycling program which is available to all of our customers. This recycling program is based on cost-effective and efficiency measures and has been successful in schools throughout the country. [I} Leeal Resources ~ Extensive Electro-Mechanical Equipment Database ServiceMaster maintains historical, maintenance and warranty information on over 22 million pieces of electro- mechanical equipment. Access to this database provides your ServiceMaster on-site manager with crucial technical information needed to make decisions regarding proper preventive and corrective maintenance procedures, warranty protections and replacement assessments. ServiceMaster legal counsel provides support to customers in the areas of labor relations, risk management and other liability issues. These attorneys do not represent the school, but can offer valuable advice and counsel in a variety of matters. -4- [!I) Relocation Program [!I} Unif onn Program ServiceMaster can provide a flexible uniform program to meet your needs. A complete program can be offered including shirts, pants, lightweight and heavyweight jackets. In addition, uniforms can be customized to include your school's name. Because ServiceMaster provides uniforms to customers throughout the country, we can provide valuable savings by qualifying for volume discounts. ServiceMaster provides a comprehensive relocation program for our managers and your requested educational administrators. This program makes relocation simple and efficient. ServiceMaster takes care of many of the administrative details such as selecting a moving carrier, arranging packing and moving dates and unpacking upon arrival. This allows managers more time to concentrate on your goals and objectives and provides minimal disruption. -5- Training \u0026amp; People Development ServiceMaster firmly believes that people are an organization's most valuable resource. As a result, it is our commitment to provide the very finest education and development programs for both ServiceMaster managers and support employees. Support Employees: Service Partners The attitudes and performance of support employees are crucial to the overall success of a facilities management program. It is the support employees, or Service Partners, who will make the most significant difference . in the quality of your learning environment. For that reason, we have created the ServiceMaster Partner Development Program designed to provide orientation, training, personal development and continuing education opportunities for each Service Partner we have the privilege to lead. g g g g g g g g g g g You can depend on the ServiceMaster Partner Development Program to: Motivate \u0026amp; Encourage Your Service Partners Provide Personal Growth Increase Productivity Reduce Absenteeism Improve Morale Increase Quality of Performance Provide a Team Environment Reduce Employee Turnover Build Employee Confidence Demonstrate the High Value of Service Partners Give Well-Earned Recognition L Orientation \u0026amp; Initial Trair.i1ig One-on-one orientation training is the cornerstone of your quality performance effort. With ServiceMaster, both the learner and the instructor gain the benefit of immediate feedback\nand thus, experience the rewards oflearning, growing and contributing to their work environment. Experience has shown, in many cases, one of the major obstacles to learning and incorporating new procedures is a poor self-image. By recognizing worth and performance, ServiceMaster is able to help Service Partners feel good about themselves and their contributions. Our program is unique. It is based on a holistic approach which concentrates on the total person rather than just the \"work\" person. We raise a person's self-image by teaching them to always strive for excellence and making quality a habit ServiceMaster is able to instill values that will enhance the Service Partner's whole life. It is our commitment to people, their dignity and growth. Step 1. Step 2. Step 3. Step 4. Step 5. One-on-One Training TELL THEM. Explain the process to be learned. Use \"keys\" - the essential points of the content that will form a memory structure for future reference. SHOW THEM. Actually demonstrate the process stressing the procedure keys. Emphasize the main points and answer questions. Stress the benefits ofusing the \"best way\" to get things done. This builds credibility for you, the process and the total system. HA VE THEM SHOW BACK. Have the employee demonstrate the process. This provides the opportunity for innnediate feedback. HAVE THEM TEACH BACK. Have the employee repeat the process and actually teach it back to you. This provides assurances that they understand the \"what\" and \"why\" of the process and builds commitment to properly execute the task. We learn best by teaching. As the employee teaches you, it further locks the learning into his or her mind. TEACH THEM HOW TO EVALUATE FOR QUALITY. Show the employee what results are expected and checked. Encourage the employee to do his/her own quality evaluation and be accountable for his/her own work. Use this opportunity to be a \"coach\" and praise those parts of the task which were done well. Let them know we want to catch them doing things the right way. ') - IL Personal Development By directly focusing on the Service Partner, Personal Development will open new doors of information, concern and help. Central to this strategy are monthly Team Meetings. One out of three Team Meetings each quarter will be dedicated to a specific topic such as benefits, self-development, personal finance or total health. In addition, ServiceMaster will also coordinate a week long celebration called Partners Week to recognize Service Partners. This week will focus on creatively recognizing individuals for their specific accomplishments, special service contributions, length of service, attendance, and improved safety records. It promises to be a time of fun, inspiration and reinforcement for developing quality work attitudes. Service Partners Ill Continuing Education Training and Development Program Modules Sharpening individual skills is essential to achieving excellence. Continuing education supplements one-on-one training and is designed to improve both productivity and performance through learning. ServiceMaster offers a comprehensive Leadership Development Program which includes interaction, media and teaching resources. It provides even greater flexibility in teaching Service Partners who desire more responsibility as well as continuing to bring added value.             Service Partner Perceiver Testing Technical Skills Assessment New Employee Orientation and Training Safety Techniques and Procedures On-Going Retraining Monthly Employee Inscrvices Individual and Group Technical Training Cros.s Training Recognition and Motivational Programs Basic Leadership Training Supervisory Development Management Development In addition, Job Skill Videos provide Service Partners the additional opportunity for postskill review and procedure reinforcement. ServiceMaster Management Development ServiceMaster is committed to the growth and development of your on-site manager. We provide our managers with continuous learning experiences beginning with our New Manager Orientation seminar, and continuing with special Management Development seminars held at various points throughout the manager's career. The ServiceMaster New Manager Orientation seminar is a vital component of our training and development program. This seminar helps new managers focus on specific leadership principles, as well as giving them the framework for understanding ServiceMaster culture, resources and various business segments. ServiceMaster strives to help our managers achieve their highest career and personal goals. By providing education resources and development tools, we encourage all of our managers to continually deliver the highest level of service quality, pursue excellence and continue to challenge themselves and those they lead. Manager Training and Development Modules  Orientation Day  Training Academy  Field Training Program  New Manager Orientation  Management Review Program  Management Development Seminar II - Management Styles  Management Development Seminar ill - Excellence  Management Development Seminar IV - Career Planning  Effective Public Speaking and Presentatiom  Courtesy Ambassador Program Implementation  Reauitment Strategies Training  Management Skills Program  Financial Skills Seminar  Leadership Development Program Certification  Annual Fall Conferences  Grounds Care Seminar  Plant Operations and Maintenance Seminar  Tune Management Seminar  Computer Training Program  Technical Specialists Seminars  Partnership Video Series  Plant Operations and Maintenance Career Development Program  Award of Excellence Program Why ServiceMaster? ServiceMaster is the: Only company successfully providing management services for over a quarter of a century. Only management services company to be named by Fortune Magazine as THE top service company in America. Only company that develops chemicals and equipment exclusively for education environments. Only company that provides its customers the advantages of research and development laboratories rather than relying solely on consultants. Only company that offers a total program to provide support in the areas of asbestos, lead in drinking water, roofs, hazardous waste, radon, fiberglass, AHERA and ADA. Only company that has built a sizeable base of custodial, maintenance and grounds management customers through performance rather than through acquisition. Only company offering regional skills certification programs. Only company with a specific division dedicated to energy management. Only company offering staff college credit for on-site work. Only company working in partnership with SRI Gallup to implement the service worker perceivers. Only company employing full-time grounds horticulturists. ServiceMaster The Company Pursuing quality and excellence ... Treating people with dignity and pride ... Being driven by service to our customers ... Growing profitably ... these are all part of the goals and objectives of ServiceMaster. ServiceMaster continues to expand our technical resources and customer base in an atmosphere that fosters innovation, creativity and development. Long before the concept of \"total quality management\" was fervently discussed among businesses and learning institutions, ServiceMaster had committed itself to the objective of \"Pursuing Excellence.\" In the early 1970's, Kenneth T. Wessner, then Chairman of the Board of Directors, wrote: \"Our company accepts the responsibility to continually seek better methods to render current and new services to its' customers at a better value. Our trademarks and service marks stand for excellence ... The pursuit of excellence is a never-ending process, the continuing search for a better way. It requires a strong commitment and an understanding that a job, a career - life itself- is never completed, but is in a continual stage of change and growth.\" It is this philosophy that has continued to guide management and support employees. By listening to customers' needs and remaining focused on the business of providing quality services, ServiceMaster has grown from a small mothproofing business in the early 1940's to a $3.0 billion international company that provides a network of services to consumers, businesses, health care systems and education customers. In 1962, at the request of hospital administrators, the first Housekeeping Management Support Program was introduced. Based on findings from the American Hospital Association, health care professionals and additional research, ServiceMaster designed a program to improve overall cleanliness while reducing costs and management burdens. In 1971, through a series of discussions with school administrators, the company learned of the unique demands and challenges encountered in maintaining school buildings and grounds. As a result, a separate division of the company was started in order to better focus on the specific concerns of educators. Now. over 20 years later, ServiceMaster education resources include four specific divisions nationwide, staffed with operations, sales and support professionals dedicated to handle all aspects of school and college facilities management. In addition, corporate resources are committed to technical research and development. management and support employee training, motivational program development, and hiring professional~ with expertise in the education market. ServiceMaster The Company (continued): Today, as the world's leading provider of support management services to education customers, ServiceMaster continues to serve our first education customer as well as 500 additional colleges, universities and school districts. ServiceMaster is the only company in the world that can provide maintenance, custodial, grounds, energy management, food service, pest control, capital retrofit and asbestos programs all through a single source provider. ServiceMaster Sponsored Programs ServiceMaster continues to demonstrate our education commitment by providing corporate sponsorship and leadership support to a number of different education organizations and programs including:  The AASA National Superintendent of the Year Program - ServiceMaster is proud to have initiated, funded and developed, along with the American Association of School Administrators, this prestigious program. The National Superintendent of the Year recognizes and honors the important contribution that superintendents of America's public schools make to our youth and the preservation of our society.  Education Research and Development Institute (ERDI) - ERDI is a unique organization whose goal is to bring together innovative leadership in education and business from around the country. Initiated, funded and developed by ServiceMaster, ERDI provides a \"think tank\" atmosphere for Fortune 500 companies .... a forum for progressive educators to share and exchange ideas, and funding for education research and development.  Flag of Learning and Liberty -The Flag of Learning and Liberty, developed in 1985 by the National School Public Relations Association (NSPRA), symbolizes the link between education and the American democratic way of life. ServiceMaster continues to provide funding and support to promote this important educa-tion symbol.  ASBO International Eagle Service Award Program - The Eagle Service Award was developed by ServiceMaster and the Association of School Business Officials International to recognize business officials who demonstrate outstanding service to their school, community and the profession. In addition, ServiceMaster was named as one of President Bush's 1,000 Points of Light for providing the opportunity and funding for over 200 ServiceMaster employees to mentor elementary students. ServiceMaster also provides funding and support for the Council of Great City Schools and sponsors over 100 student scholarships nationwide. REFERENCE School District Name of Client: Richardson Independent School District Location: Richardson, Texas Services Provided: Maintenance, Custodial, Grounds, Technology Management Employees on payroll of: District Contract Start Date: October 1990 Total Square Feet/Sites: 5,008,318 sq. ft./63 Buildings Students: 33,000 Contact Person(s)/Phone: Mr. Vernon Johnson, Superintendent Mr. Jack Huffman*, Director of Physical Plant Services 214/301-3333 * Reference Contact ServiceMASTER~.  REFERENCE School District Name of Client: Polk County Schools Location: Bartow, Florida Services Provided: Custodial Management Employees on payroll of: District Contract Start Date: November 1986 Total Square Feet/Sites: 7,828,000 sq. ft./109 Buildings Students: 68,000 Contact Person(s)/Phone: Dr. John A. Stewart, Superintendent * Reference Contact Mr. Denny Dunn*, Deputy Superintendent 813/534-0500 ServiceMASTER~.  Name of Client: Location: Services Provided: REFERENCE School District Memphis City Schools Memphis, Tennessee Custodial, Maintenance, Grounds Management, Energy Employees on payroll of: District Contract Start Date: June 1993 Total Square Feet/Sites: 16,000,000 sq. ftJl,884 Acres Students: 106,000 Contact Person(s)/Phone: Dr. Geny House, Superintendent 901/325-5444 ServiceMASTER, ..  REFERENCE School District Name of Client: Kansas City Missouri School District Location: Kansas City, Missouri Services Provided: Maintenance, Custodial, Grounds Management Employees on payroll of: District Contract Start Date: August 1991 Total Square Feet/Sites: 7,629,101 sq. ft./102 Buildings Students: 35,000 Contact Person(s)/Phone: Dr. Walter Marks, Superintendent Mr. William M. Threatt*, Associate Superintendent 816/871-7814 * Reference Contact ServiceMASTER~.  REFERENCE School District Name of Client: District of Colwnbia Public Schools Location: Washington, D.C. Services Provided: Custodial, Preventive Maintenance Management Employees on payroll of: District Contract Start Date: January 1993 To\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\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_559","title":"Priorities","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":["1995/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Office of Desegregation Monitoring (Little Rock, Ark.)","Educational planning","School integration"],"dcterms_title":["Priorities"],"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/559"],"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":["63 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\nOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building LtUe Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: Novembers, 1995 To: From: Subject: Bobby Lester, James Smi, Hank Williams * C^'^frknn Brown ODM 1995-96 Monitoring Priorities and Procedures My staff and I have identified our monitoring priorities for the 1995-96 school year, which are listed on e enclosure. As is our custom, we identified our monitoring emphasis by reviewing the desegregation plans and mandates from bo the circuit and district courts. We also noted court orders and directives issued during hearings that require ODM to review certain desegregation activities or to scrutinize specific provisions of the plans or court orders. It is possible that some of the attached topics will change depending upon unforeseen events that may develop, such as new court orders. Some of our monitoring will be in the nature of a follow-up on previous reports, such as those on the alternative schools, racial balance in school enrollment and the LRSD incentive schools. A few of the topics we will address appeared on our monitoring list for the last school year, but we are not initiating them until this year, such as the specialty programs in the PCSSD and the secondary LRSD schools with magnet programs. At the conclusion of each monitoring project, we will summarize our findings to the Court in some type of written report. Some of our reports will be brief and limited in scope, such as double finding of the incentive schools\nothers, such as that on the secondary interdistrict schools, will be more comprehensive and, therefore, lengthier. You can expect our monitoring procedures to remain essentially unchanged from previous years, continuing to include review of records and other written information, interviews with principals and other administrators, and visits to schools. Our observations will be guided by a written monitoring guide, the same type of instrument we've used in the past. As usual, we will review e guide with your staff before beginning formal monitoring so you'll know what we are looking for.November 8, 1995 As our monitoring timetable develops, we will notify you so you can plan accordingly. We are trying to establish a schedule that avoids dates which would conflict with the schedule of other monitoring groups, such as the Btracial Committees. As you're aware, some of our monitoring guides include charts that reflect various data, such as school enrollment and staffing. Because ODM monitors gather this date from the annual school profiles, rather than asking school staff to fill out forms or charts, please send the 1995-96 profiles QUall schools to ODM by November 22. 1995 if you have not yet forwarded that information to my office. If you have any questions or comments, please call me. We're looking forward to being in your schools during the year ahead. cc: Bobby Acklin Bill Bowles Russ Mayo Counsel of Record1995-96 ODM Monitoring Priorities  Radal balance in student enrollment within individual schools  Staffing patterns and staff recruitment for racial balance among administrators, non-certified personnel, and secondary teachers  Academic achievement and closing disparity in achievement between the races  The alternative learning centers in the three districts  Recruitment for the four-year-old program to promote desegregation  Facilities, with emphasis on schools having an enrollment outside the racial balance guidelines  M-to-M transfers of special education students among the three school districts  Finance: assuring that settlement money use is consistent with the desegregation plans and court orders\ndetermining that the districts exercise fiscal responsibility such that they can fulfill their plan obligations\nwhether money is being wasted  Incentive schools, with emphasis on facilities, theme implementation, programs and those aspects of the schools that previously have been cited as needing improvement  Staffing in the incentive schools to determine the extent of racial balance within employee categories  Double funding of the incentive schools  The extended year program for incentive schools during the summer of 1995  Secondary schools with magnet programs: Henderson, Dunbar, Central, and McClellan secondary schools in the LRSD  Specialty programs in the PCSSD at Mills and Sylvan Hills High Schools, Fuller Junior High, and Fuller, Landmark, Bates, and College Station Elementaries and racial integration within those schools  Multicultural education in the PCSSD *\u0026lt; viei^'\"^- *, -Ji? .'. ... -* LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS DATE\nSeptember 24, 1998 TO: Board of Directors FROM: Leslie V. Gamine, Superintendent of Schools RE\nDistrict Priorities I am recommending the Boards approval of the priorities we have discussed and established for the current school year. These are: Desegregation and Education Plan A. B. C. D. Policies Middle School Marketing and Communication Student Assignment (Neighborhood Schools) II. Technology B. C. D. Wide Area Network Technology Labs -Tech 2000 or similar High School, Middle \u0026amp; Elementary School ACC Learning Labs Training III. ClusterCampus Leadership A. B. Quality Index Student Success Model 1. 2. 3. 4. 5. 6. Skills \u0026amp; Knowledge Continuum Personalized Education Staff Development Community Support Assessment Communication IV. Financial Plan A. B. C. D. E. Management Audit Campus and District NeedsCapital Transportation Security Technologyrecewed 00 2^998 06sbwmS**** PRIORITIES 1998-99 Introduction I. II. III. IV. TABLE OF CONTENTS Desegregation and Education Plan A. Policies B. Middle School C. Marketing and Communication D. Student Assignment (Neighborhood Schools) Technology A. B. Wide Area Network Technology Labs - Tech 2000 or similar C. High School, Middle School \u0026amp; Elementary ACC Learning labs D. Training Campus Leadership A. Quality Index 1. 2. 3. 4. 5. Customer Service \u0026amp; Campus Learning Climate Student Achievement - Value Added Incentives Attendance - Teacher/Student and Dropout Guidelines, Administrative Policy \u0026amp; Report Card Planning \u0026amp; Campus goals (COE) B. Student Success Model 1. 2. 3. 4. 5. 6. Skills \u0026amp; Knowledge Continuum Personalized Education Professional development Community Support Communication Assessment Financial Plan A. B. C. D. E. Management Audit Campus and District Needs - - Capital T ransportation Security Technology PAGE 1 3 6 7 9 10 12 14 16 18 20 24 26 29 30 31 33 33 39 40 41INTRODUCTION The 1998-99 District Priorities are an ambitious plan to provide a foundation for achieving the goals of the Strategic Plan. Within the scope of the Strategic Plan are four important systemic initiatives for the Little Rock School District. The following narrative does not list these initiatives in a priority placement, but each is interwoven into the fabric necessary to support a quality public education all children: The first priority is to establish the policies and to implement the major organizational initiatives of the Revised Desegregation and Education Plan. Marketing and communication are emphasized to initially maintain the enrollment but more importantly to establish the base to ensure a balanced growth for the Little Rock School District. The second priority establishes technology as strategic advantage for Little Rock teachers and children. Technology as an integral learning support will be the major contributor to enhanced achievement. Furthermore, students whose education has been enriched with technology will gain a competitive advantage in post secondary education and the work place. The Quality Initiative is the basis for ensuring rigorous world class standards and achievement of those by Little Rock School District students. Campus leadership with campus accountability will be used as the primary energy for determining and accomplishing instructional and institutional quality. The fourth priority is a multi faceted initiative to ensure financial and operational stability for the Little Rock School District. Efficient and effective use of resources will always be a goal of the district.1998-99 Work Plan for LRSD Priorities Priority I: Desegregation and Education Plan / A. Policies Major Tasks/Activities Review and revise Board policy Section A. Foundations Review and revise Board policy Section B. Board By-laws Review and revise Board policy Section C. General Administration Review and revise Board policy Section D. Fiscal Management Review and revise Board policy Section H. Negotiations Review and revise Board policy Section G. Personnel Review and revise Board policy Section E Support Services Reference to Plan(s) Deseg. Plan 2.1. Deseg. Plan 2.1 Deseg. Plan 2.13. Deseg. Plan. 2.9 Strategic Plan (Strategy 9) Deseg. Plan 2.2. Strategic Plan (Strategy 6) Deseg. Plan 2.10. Timeline August 1998 November 1998 November 1998 January 1999 February 1999 March 1999 April 1999 Responsibility Board Linda Young Board Linda Young Board Linda Young, Les Gamine Board Linda Young, Mark Milhollen Board Linda Young, Brady Gadberry Board Linda Young, Dick Hurley Board Linda Young, Vic Anderson Evidence of Success Board review and/or action Board review and/or action Board review and/or action Board review and/or action Board review and/or action Board review and/or action Board review and/or actionMajor Tasks/Activities Review and revise Board policy Section J. Students Review and revise Board policy Section 1. Instruction Review and revise Board policy Section K. Community/School Relations Reference to Plan(s) Deseg. Plan 2.5., 2.12. Deseg. Plan Section 5,2.4., 2.5., 2.6. Strategic Plan (Strategy 1) Strategic Plan (Strategy 4, 5) Timeline May 1999 June 1999 July 1999 Responsibility Board Linda Young, Linda Watson, Jo Evelyn Elston Board Linda Young, Bonnie Leslie Board Linda Young, Debbie Milam, Suellen Vann, Vic Anderson Evidence of Success Board review and/or action Board review and/or action Board review and/or action 21998-99 Work Plan for LRSD Priorities Priority I: Desegregation and Education Plan / B. Middle School Major Tasks/Activities 1. Establish planning committee structure and identify the charge and tasks of each committee 2. Develop District middle school mission statement Submit for Board approval 3. Coordinate planning and implementation issues for middle school transition 4. Steering committee approval of focus committee recommendations on athletic program, curriculum standards, and professional development program 5. Curriculum standards presented for Board approval 6. Brown Bag Lunch session for parents Reference to Plan(s) Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Timeline April 1998 May 1998 August 1999 Oct. 1998 Oct. 1998 Oct. 1998 Responsibility LRSD Administration, Linda Young Steering committee, Linda Young Linda Young, Bonnie Lesley, LRSD Administration Steering committee, focus committee chairpersons (Gene Parker, Ann Blaylock, Wayne Knight) Bonnie Lesley, Linda Young Les Camine, Bonnie Lesley Suellen Vann, Linda Young, LRSD administration Evidence of Success Committee meetings, active involvement of committee members, committee recommendations Board approved middle school mission statement Completed recommendations submitted to Superintendent, task timeline, and completion of tasks Completed focus committee proposals and steering committee approval Board approval Agenda 3JMajor Tasks/Activltles 7. Vacancy letter announcement/opening preferences to teachers 8. Staffing placement and teacher notification 9. Steering committee approval of middle school and 9**' grade curriculum 10. Middle school and 9* grade curriculum submitted for Board approval 11. Steering committee approval of focus committee recommendations on student program and family and community involvement 12. Implementation of professional development program 13. Logistical plan finalized and implemented Reference to Plan($) Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Timeline Nov. 1998 Jan. 1999 Nov. 1998 Nov. 1998 Jan. 1999 Nov. 1998 July 1999 Responsibility Brady Gadberry, Dick Hurley Brady Gadberry, Dick Hurley Steering committee, Bonnie Lesley, Gene Parker, Kathy Lease, LRSD administrators, Linda Young Les Gamine, Bonnie Lesley Steering committee, Jo Evelyn Elston, Liz Lucker, Linda Young LRSD admin., principals, technical assistance team, Linda Young Vic Anderson, LRSD administration Evidence of Success Letter Final staffing assignments and notification to teachers. Board approval Board approval Steering committee approval of focus committee recommendations. Leadership team session agendas, individual building professional development plans and agendas, team leader development agendas, high school professional development agendas Logistical plan, timeline and completion of tasks 4'Major Tasks/Activities te 14. Middle school handbook submitted for Board approval 15, Policy development for middle school program for Board approval Reference to Plan(s) Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Timeline April 1999 May 1999 Responsibility Les Gamine, Linda Watson Les Gamine, Bonnie Lesley, Linda Young Evidence of Success e Board approval of handbook Developed policies and Board approval 51998-99 Work Plan for LRSD Priorities Priority I: Desegregation and Education Plan / C. Marketing and Communication Major Tasks/Activities Implement assignment programs. Conversion to middle schools. Implement programs...designed to improve and remediate the academic achievement of African-American students.... Implement programs, policies and/or procedures.. .to promote and encourage parental and community involvement and support in the operation of LRSD.... School construction/closing. Desegregated housing. Attract/recmit students to Interdistrict schools. Reference to Plan(s) Desegregation: 2.3, 3.1 Desegregation: 3.4 Desegregation: 2.7 Desegregation: 2.8 Strategic Plan: (Strategy 4) Desegregation: 3.6 Desegregation: 3.9 Desegregation: 4.5 Timeline September - October, 1998 July 1998  June 1999 October, 1998 July 1998 - June 1999 July 1998  June 1999 September - October 1998 July 1998 - June 1999 Responsibility Junious Babbs, Suellen Vann Suellen Vann and other district administrators Suellen Vann Dr. Les Camine, Suellen Vann and other district administrators Sadie Mitchell, Suellen Vann, and other district administrators Dr. Les Camine Junious Babbs, Suellen Vann Evidence of Success Copies of meeting notices and newsletters about neighborhood school zones on file. Copies of meeting notices, parent letters and newsletters on file. Copy of front-page story about National Science Foundation grant in Arkansas Democrat-Gazette on file. Development and implementation of communications plan. Copies of newsletters and meeting notices on file. Copies of flyers and meeting notices related to meetings for Stephens community and parents of Garland and Mitchell students. Copy of letter to Little Rock Board of Directors regarding annexation of west Little Rock property. Copies of school calendar and other published information are on file. 61998-99 Work Plan for LRSD Priorities Priority I: Desegregation and Education Plan / D. Student Assignment (Neighborhood Schools) Major Tasks / Activities 1. School attendance zone ! baseline information compiled. 2. LRSD Student Assignment Work Team reconvenes / meets weekly. 3. Proposed attendance zones are approved by the Student Assignment Work Team Committee. 4. Establish 99-2000 data base of proposed attendance zones. 5. Building capacity study review to determine building utilization! capacities at high schools. 6. Educate the community surrounding Mitchell and Garland regarding the scheduled closing for the 2000-2001 school year. 7. Inservice building staff / cabinet on proposed zones Reference to Plan(s) Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Timeline July, Aug. 98 Aug., Sept. 98 Sept. 98 Sept. 98 Sept. 98 Sept. 98 Oct. 98 Responsibility Junious Babbs Julie Wiedower Junious Babbs Julie Wiedower Junious Babbs Julie Wiedower Junious Babbs John Ruffins Julie Wiedower Victor Anderson Junious Babbs Victor Anderson Junious Babbs Sadie Mitchell Junious Babbs Julie Wiedower Evidence of Success T Report generated by Edulog mapping software. Committee agendas! minutes Minutes reflect adoption of proposed attendance zones 99-2000 Data Base Principal agenda / Distribution of capacity recommendations Agendas and meeting dates of community meetings Agendas / Meeting dates for inservice sessions 7SH|3rTMl/Artlvitie8 I RefeTenceta Plan{s) Timeline ResjransibiUiy 8. A series of informational announcements! programs will be provided (i.e. media ! press releases, publications. Town Hall meetings, cable program presentations). 9. Reassessment of magnet seat allocation for elementary / high schools. 10. Survey students and parents to seek input toward the proposed restructing and their 99-2000 intended school assignment. 11. Adopt LRSD attendance zones. 12. Registration for voluntary transfers 13. Notify parents of 1999-2000 school assignment 14. Notify parents of 1999-2000 4-year-old assignment. 15. LRSD will continue to promote and participate in Interdistrict school agreement with PCSSD. Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg. Plan Section 4 Oct., Nov. 98 Oct. 98 Nov. 98 Dec. 98 Feb. 99 March 99 April 99 June 99 Junious Babbs Suellen Vann Julie Wiedower Junious Babbs Sadie Mitchell Julie Wiedower Junious Babbs Julie Wiedower LRSD Board of Directors Junious Babbs Julie Wiedower Junious Babbs Julie Wiedower Junious Babbs Julie Wiedower Junious Babbs Julie Wiedower Publication of informational materials MRC report recommending revised magnet seat allocations Survey Document mailing Board vote / approval of new attendance zones Student / Parent application Parent / Student notification letters Parent! Student notification letters Meeting dates and agendas for work sessions. 8Priority\nIL Technology A-D \nMajoriiTaskaZActivlties - Plan Reference A. Wide Area Network 2.9 5.4 B. Technology Labs 2.9 5.4 1998-99 Work Plan for LRSD Priorities ..Timeline -\nJanuary 1999 Original implementation McClellan 1998-99 Responsibility.\n,i Ruffins/Lyon Lyon/Carter , Evidence of Success , All schools will have minimum Internet access to library and office Lab(s) operational with corresponding levels of student utilization and success. C. ACC Learning Labs 1) Metro-ACC 2) ALC 2.9 5.4 5.6 Original implementation 08-98 Expansion 1999 Ruffins/Lyon/Green/Sain Lower drop out rate D. Training 2.9 5.4 On-going Lyon/Staff % of initially trained staff1998-99 Work Plan for LRSD Priorities Priority: III. Quality Index: 1) Customer Service \u0026amp; Campus Learning Climate Major Tasks/Activities 1) Provide assessment documents to ascertain customer service level of satisfaction based on quality indicators 2) Provide assessment documents to ascertain level of satisfaction of campus learning climate. 3) Recommend and provide for appropriate staff development for increasing levels of satisfaction (quality) for customer service and campus learning climate Plan Reference 2.8 2.12 5.7 6.4 2.5.1-4 2.6 2.7 5.7 6.4 2.12.1 2.13 Timeline June 1999 June 1999 June 1999 Responsibility Lease / Cluster A Lease / Cluster A Lease / Cluster A Evidence of Success a. assessment document b. state approval c. long-term improvement plan a. assessment document b. state approved c. long term improvement plan a. plaiy of communication b. staff development activities JO-CLUSTER A QUALITY INDEX: CUSTOMER SERVICE \u0026amp; SCHOOL CLIMATE 1998-99 MEETING DATES Monday, September 14, 1998 1:30-3:30 p.m. Monday, November 16,1998 1:30-3:30 p.m. Wednesday, February 17, 1999 1:30 - 3:30 p.m. Thursday, May 6, 1999 9:30-11:30 a.m. SCHOOL PRINCIPAL/STAFF REPRESENTATIVE Central Dunbar Henderson Pulaski Heights Jr. Badgett Bale Forest Park Jefferson Mitchell Pulaski Heights ADMINISTRATION Rudolph Howard Betsy Hall-Jones Debbie Berry Julie Western James Washington Kim Dobbins-Owens Nancy Rousseau Janet Buford Mary Golston Janice Gunderman Barbara Anderson Judith Courtney Teresa Courtney Janet Ghant Susan Beard Lucy Rhodes Lillie Scull Margaret Regnier Lillie Carter LauraBeth Arnold Kathy Lease (Lead) Linda Watson Suellen Vann Junious Babbs Debbie Milam Pat Price Doug Eaton Darrel Paradis Mike Martello Morlin McCoy Terrence Roberts IV1998-99 Work Plan for LRSD Priorities Priority: Quality Index: 2) Student Achievement \u0026amp; Value Added Incentives Major Tasks/Activities 1) Identify specific achievement indicators 2) Identify specific standards/ benchmarks 3) Value added indicators Plan Reference 2.7 5.2.1 5.3 2.7 5.2 5.3 5.8 Timeline June 1999 June 1999 June 1999 Responsibility Lesley / Cluster B Lesley / Cluster B Lesley / Cluster B Evidence of Success a. Board approval b. communication plan c. curriculum aligned for improved results a. aligned with state standards b. Board approval c. communication plan a. Board approval b. communication planCLUSTER B QUALITY INDEX: STUDENT ACHIEVEMENT \u0026amp; VALUE ADDES INCENTIVE 1998-99 MEETING DATES SCHOOL PRINCIPAUSTAFF REPRESENTATIVE Fair William Broadnax Rosie Beyah Tuesday, September 15, 1998 1:30 - 3:30 p.m. Friday, November 20, 1998 9:30-11:30 a.m. Thursday, February 18, 1999 9:30-11:30 a.m. Wednesday, May 5, 1999 1:30-3:30 p.m. Mabelvale Jr. Jim Fullerton Dorothy Jones Southwest Jim Mosby Betty Williford Booker Magnet Cheryl Carson Vivian Dooley Garland Lionel Ward King Tyrone Harris Ann Gregory Mabelvale Tab Phillips Marilyn Jacuzzi Meadowcliff Jerry Worm Karen Burgess Otter Creek Janis Tucker Beverly Kinneman Wilson Beverly Jones Susan West ADMINISTRATION Bonnie Lesley (Lead) Gene Parker Yvette Dillingham Marie McNeal John Ruffins Dick Hurley Stephen Ross1998-99 Work Plan for LRSD Priorities Priority: Quality Index: 3) Attendance - Teacher/Student/At Risk Dropout Major Tasks/Activities 1) Identify specific standards for student attendance by grade level 2) Identify specific standards for teacher attendance. 3) Create incentives for 1 \u0026amp; 2 to recognize and create improvement in 1 \u0026amp;2 4) Identify students for at-risk and drop out reduction Plan Reference 2.6 2.9 2.11 2.6 5.8 2.4 2.5.4 2.7 Timeline June 1999 June 1999 June 1999 June 1999 Responsibility Mitchell Mitchell Mitchell Mitchell Evidence of Success Board adopted standards Board adopted standards Budgetary allowances for plan 1999-2000 Reduction in drop-outs ItCLUSTER C QUALITY INDEX: ATTENDANCE \u0026amp; AT-RISK/DROP OUT PREVENTION 1998-99 MEETING DATES SCHOOL PRINCIPAL/STAFF REPRESENTATIVE Hall Gayle Bradford Dennis Brant Wednesday, September 16, 1998 1:30 - 3:30 p.m. Tuesday, November 17,1998 1:30-3:30 p.m. Tuesday, February 16, 1999 9:30-11:30 a.m. Wednesday, May 5,1999 9:30-11:30 am. Forest Heights Vernon Smith Vincent Dodson Brady Carver Magnet Fair Park Franklin Fulbright McDermott Romine Williams Magnet ADMINISTRATION Ada Keown Susanne Gamble Dianne Barksdale Linda Ammel Samuel Branch Lee Etta Lewis Ethel Dunbar Sheryl Jackson Deborah Mitchell Beth Johnson Virginia Ashley Darlene Dial Sharon Davis Mary Menking Nancy Morton Sadie Mitchell (Lead) Jo Evelyn Elston Carol Green Lloyd Sain Bobby Jones Paulette Martin Valerie Hudson Mark Mllhollen Brady Gadberry1998-99 Work Plan for LRSD Priorities Priority: Quality Index: 4) Guidelines, Administrative Policy \u0026amp; Campus Report Card Major TasksZActivities 1) Develop guidelines and administrative policy for campus leadership implementation 2) State developed campus report card is modified to include district quality indicators Plan Reference 6 5 6 Timeline On-going June 1999 June 1999 Responsibility Carnine / Cluster D Carnine / Cluster D Evidence of Success Guidelines and policies are published and communicated. Document and plan for communication complete.CLUSTER D CAMPUS LEADERSHIP: GUIDELINES, ADMINISTRATIVE POLICY \u0026amp; CAMPUS REPORT CARD 1998-99 MEETING DATES SCHOOL PRINCIPAUSTAFF REPRESENTATIVE McClellan Jodie Carter Loretta Davenport Thursday, September 17, 1998 1:30-3:30 p.m. Wednesday, November 18,1998 9:30-11:30 a.m. Tuesday, February 16,1999 1:30 - 3:30 p.m. Thursday, May 6, 1999 1:30 - 3:30 p.m. Cloverdale Jr. Cassandra Norman Fran Ables Chicot Jane Harkey Barbara Williams Cloverdale Elem. Frederick Fields Les Taylor Geyer Springs Donna Hall Evelyn Stubblefield Rightsell Sharon Brooks Delwin Smith Rockefeller Anne Mangan Dana Keller Wakefield Mary Jane Cheatham Gail Washington Washington Gwen Ziegler Rose Barnes Watson Mike Oliver Lisa Maxwell ADMINISTRATION Les Gamine (Lead) Marion Woods Brady Gadberry Dennis Glasgow Patty Kohler Linda Young Mona Briggs in1998-99 Work Plan for LRSD Priorities Priority: Quality Index: 5) Planning and Campus Goals (COE) Major Tasks/Activities Create planning process to support LR charge for Total Quality Schools and state campus accountability Plan Reference 5 6 Timeline June 1999 Responsibility Cawthon/Lacey/Cluster E Evidence of Success Planning documents and procedures ready for campus leadership team implementation.CLUSTER E CAMPUS LEADERSHIP: PLANNING \u0026amp; CAMPUS GOALS 1998-99 MEETING DATES SCHOOL PRINCIPAL/STAFF REPRESENTATIVE Parkview Linda Brown Marcelline Carr Metropolitan Monday, September 21,1998 1:30-3:30 p.m. Wednesday, November 18,1998 1:30-3:30 p.m. Wednesday, February 17, 1999 9:30-11:30 a.m. Tuesday, May 4,1999 1:30-3:30 p.m. ALC Mann Magnet Baseline Dodd Gibbs Magnet Terry Western Hills Woodruff ADMINISTRATION Mike Peterson Darrell Berry Lloyd Sain Brenda James Bonnie Bumpers Eleanor Cox Cathy Koehler Faith Donovan Barbara Kennedy Felicia Hobbs Nancy Mitchell Nancy Acre Margo Rowe Scott Morgan Ruth Schwerin Pat Higginbotham Janice Wilson Marian Lacey (Co-Lead) Frances Cawthon (Co-Lead) Mable Donaldson Lucy Lyon Leon Adams Ed Williams Vanessa CleaverIII. B 1998-99 Work Plan for the Division of Instruction Little Rock School District I) CONTINUUM OF KNOWLEDGE AND SKILLS 1. Review and recommend revisions of the Boards Instruction policies. 2. Complete the 7-12 curriculum standards in English language arts, mathematics, science, and social studies. Revised Desegregation and Education Plan Strategic Plan: Strategy 2 Goals 2000 bTCgyTTBi  April 1999 Jan. 1999 Bonnie Lesley Linda Young A!'-Ri' T -.5^ Report to Dr. Camine of recommended changes. Board approval of recommended changes 3. Construct curriculum maps of LRSD standards/benchmarks with Arkansas standards, SAT9 testing objectives (plus other tests as appropriate), and instructional materials. 4. Review and revise middle and high school Curriculum Catalog: conduct orientation sessions for central office staff, principals, and counselors. Strategic Plan: Strategy 2 Goals 2000 Strategic Plan: Strategy 2 Goals 2000 1 Jan. 1999 Dec. 1998 Gene Parker, Team Leader Dennis Glasgow Vanessa Cleaver Marie McNeal Mable Donaldson Patty Kohler Lucy Lyon ADE___________ Gene Parker, Team Leader Dermis Glasgow Vanessa Cleaver Marie McNeal Mable Donaldson Patty Kohler Lucy Lyon ADE____________ Bonnie Lesley Gene Parker Dennis Glasgow Vanessa Cleaver Marie McNeal Mable Donaldson Patty Kohler Lucy Lyon Carol Green Jo Evelyn Elston Board approval of Standards documents. Publication of curriculum standards. Publication of K-12 curriculum maps. Publication of new K-12 Curriculum Catalog. Agendas and meeting dates for orientation sessions. JO5. Develop specific plan for implementation of K-6 curriculum standards in English language arts and social studies. Strategic Plan: Strategy 2. Feb. 1999 6. Pilot new science curriculum in selected classes at grades K-8. NSF Project. Goals 2000. 1998-99 7. Pilot new mathematics curriculum in selected classes at grades K-8. NSF Project. Goals 2000. 1998-99 8. Complete plan for middle school curriculum for fall 1999. 9. Publish Middle and High School Student/Parent Curriculum Handbooks. 10. Define and establish Delivery Standards. Strategic Plan: Strategy 3. Revised Desegregation and Education Plan. Section 5.4. Goals 2000. Strategic Plan: Strategy 2 and Strategy 3. Revised Desegregation and Education Plan. Goals 2000.____________ Strategic Plan: Strategy 2. Oct. 1998 Jan. 1999 Jan. 1999 Gene Parker Marie McNeal Pat Price Mable Donaldson Patty Kohler Dennis Glasgow Vanessa Cleaver Mable Donaldson Patty Kohler Pat Price Dermis Glasgow Vanessa Cleaver Mable Donaldson Patty Kohler Pat Price Linda Young Gene Parker Bonnie Lesley Jo Evelyn Elston Marian Lacy Bonnie Lesley Gene Parker Professional development agendas and meeting dates. Publication of curriculum documents. Teacher familiarity with K-6 standards as measured on end-of-year survey. Professional development agendas and meeting dates. Publication of curriculum documents. Teacher familiarity of K-8 standards as measured on end-of-year survey. Professional development agendas and meeting dates. Publication of curriculum documents. Teacher familiarity of K-8 standards as measured on end-of-year survey. Publication of committee recommendations. Board approval of recommendations. Publication of Middle and High School Curriculum Catalogs. Publication of Middle and High School Student/Parent Curriculum Handbooks. Agendas and meeting dates for committee meetings. Publication of committee recommendations. Board approval of Delivery Standards. Agendas and meeting dates for professional development sessions for principals.11. Align school schedules, Pre- K12 reading curriculum, instructional strategies, materials, assessment, professional development, monitoring/ coaching, and parent information/ education with Strategic Plan, Desegregation Plan, and Smart Start. 12. Align school schedules, mathematics curriculum, and professional development with Strategic Plan and Desegregation Plan. 13. Develop in collaboration wi Linda Watson a list of behavior standards\nadopt a discipline/ classroom management/ character education program and curriculum for teaching the behavior standards to all students. 14. Propose for Board adoption revised Graduation Standards and revision of the core curriculum requirements to align with new state requirements. Strategic Plan: Strategy 3. abd igaitf^ j. Revised Desegregation and Education Plan: Sections 5.2.1, 5.2.2, and 5.2.3. Revised Desegregation and Education Plan: Sections 5.3, 5.3.1, 5.3.2, 5.3.3, 5.3.4,5.3.5. NSF Project. Strategic Plan: Strategy 10. Goals 2000 State law. Strategic Plan: Strategy 2. Revised Desegregation and Education Plan. Section 5.4. Goals 2000 Nov. 1998 Nov. 1998 Mar. 1999 Nov. 1998 ^SK^SBiSSl^SKSS Gene Parker Pat Price Patty Kohler Mable Donaldson Leon Adams Marion Woods ADE Dennis Glasgow Vanessa Cleaver Leon Adams Patty Kohler Mable Donaldson Pat Price Marion Woods ADE__________ Marie McNeal Jo Evelyn Elston Patty Kohler Linda Watson Bonnie Lesley Frances Cawthon Marian Lacey Terrence Roberts Kathy Lease Jo Evelyn Elston Marian Lacy Report on review of school schedules. Agendas and meeting dates for teacher training. Publication of curriculum documents. Board adoption of proposed Reading Curriculum goals. Report on review of school schedules. Agendas and meeting dates for teacher training. Publication of curriculum documents. Board adoption of proposed Mathematics Curriculum goals. Agendas and dates of committee meetings. Board approval of Behavior Standards. Board approval of character education curriculum. Publication of curriculum documents. Agendas and dates of teacher training during summer 1999. Board adoption of new Graduation Standards. Publication of new requirements in Curriculum Catalog and in the Middle/High School Student/ Parent Curriculum Handbooks.15. Implement Year One of NSF grant project: Extended Year Alg. I\nAP examinations\nnew teacher training\nVital Link\nand Family Math/Science programs. NSF Project Sept. 1999 Dennis Glasgow Vanessa Cleaver Records relating to Extended Year Alg. I. Board adoption of policy relating to AP examinations. Agendas and dates of teacher training. Agendas and dates of meetings with Vertical Teams. Agendas and dates of Family Math/Science meetings. Copy of report submitted to NSF.2) PERSONALIZED EDUCATION 16. Develop Early Childhood Education plan for fall 1999, to include plan to implement any grant-funded early childhood initiatives. 17. Develop K-12 talent development plan to improve G/T, honors, and AP student enrollment and success (e.g.. Project AVID). 18. Review Title I programs and services to align with COE, Smart Start, Campus Leadership Plan, NSF, Strategic Plan, and Desegregation and Education Plan. 19. Complete plaiming for middle schools and smooth transitions from elementary and to high schools. Strategic Plan: Strategy 8. Revised Desegregation and Education Plan. Section 2.7 and 5.1. Goals 2000 Revised Desegregation and Education Plan. Sections 2.6,2.6.1, and 2.6.2. NSF Project Strategic Plan: Strategy 3. Revised Desegregation and Education Plan. Section 2.7. NSF Strategic Plan: Strategy 3. Revised Desegregation and Education Plan. Section 3.4. Goals 2000 Feb. 1999 Nov. 1998 Jan. 1999 Dec. 1998 Pat Price Marian Shead-Jackson Patty Kohler Carol Green Aleecia Starkey Bonnie Lesley Kathy Lease Mable Donaldson Vanessa Cleaver Gene Parker Marie McNeal Dennis Glasgow Mona Gibbs Jo Evelyn Elston Marion Woods Terrence Roberts ADE__________ Bonnie Lesley Leon Adams Kathy Lease Dermis Glasgow Vanessa Cleaver Gene Parker Pat Price Steve Ross Phyllis McClure ADE_______ Kathy Lease Linda Young M.S. Committees Report on current status of Early Childhood programs. Publication of Early Childhood Improvement Plan. Board adoption of Early Childhood Improvement Plan. Publication of reorganization of Early Childhood programs and services as per Plan. Agendas and meeting dates of committee. Publication of recommended revisions to current policies, procedures, and programs. Board adoption of recommended changes. Publication of revised Quality Index that included requirements of Title I Publication of consolidated School Improvement Plan format to include requirements of Title I Report from consultant, Phyllis McClure Documentation of changes in Title I programs and services Publication of committee recommendations Board approval of committee recommendations20. Complete planning for ninth grade curriculum aligned with new graduation requirements and the districts standards. 21. Assess ESL program and services and develop program improvement plan with estimated budget. 22. Review special education programs, policies, and/or procedures to ensure no racial discrimination in referral and placement. 23. Begin needs assessment and initial planning for implementation of Smart Start program from ADE. Strategic Plan\nStrategy 2 and Strategy 3 State laws. Strategic Plan: Strategy! Goals 2000 Revised Desegregation and Education Plan. Section 2.4. Arkansas initiative. Revised Desegregation and Education Plan. Section 2.7. Nov. 1998 June 1998 Dec. 1998 Jan. 1999 Kathy Lease Bonnie Lesley Gene Parker Kathy Lease Bonnie Lesley Patty Kohler Bonnie Lesley Kathy Lease Leon Adams Dennis Glasgow Vanessa Cleaver Gene Parker Pat Price Patty Kohler Publication of committee recommendations. Board approval of committee recommendations. Publication of report and improvement plan. Board approval of plan and budget. Copies of recommended changes in programs, policies, and/or procedures Board approval of recommended changes Dates and agendas of Division and team meetings. Publication of implementation plan Report to Board-minutes3) PROFESSIONAL DEVELOPMENT 24. Complete planning and begin implementation of middle school professional development program. 25. Conduct in collaboration with Sadie Mitchell and her staff the Year One training for Campus Leadership Plan. 26. Restructure the districts professional development program and services so that they build professional learning communities at the district and school levels. 27. Implement Year One of ASCDs UPDI project with focus on school change and improving achievment in reading and mathematics. 28. Provide training in prejudice reduction and cultural sensitivity. 29. Consolidate COE, Campus Leadership, Title I, and Instructional Technology planning requirements in collaboration with cluster assignment\ndesign and plan training for Campus Leadership Teams. Strategic Plan: Strategy 3 Revised Desegregation and Education Plan. Section 2.12. Campus Leadership Plan Goals 2000 Strategic Plan: Strategy 7 Revised Desegregation and Education Plan: Sections 2.6.1,2.12.1, 5.2. Ij, 5.2.2g, 5.2.3e, 5.3.1 Campus Leadership Plan NSF ASCDs UPDI ASCDs UPDI Revised Desegregation and Education Plan. Section 2.12 Revised Desegregation and Education Plan. Section 2.12 and 2.12.1. COE Campus Leadership Plan Title I Instructional Technology Plan Jan. 1999 June 1999 Oct. 1998 June 1999 June 1999 Jan. 1999 Linda Young Marion Woods Mona Briggs Kathy Lease Prof. Dev.Committee Bonnie Lesley Marion Woods Gene Parker Kathy Lease Patty Kohler Boimie Lesley Director, Professional Development Marion Woods Bonnie Lesley Director, Professional Development Marion Woods Marion Woods City of Little Rock Terrence Roberts Bonnie Lesley Sadie Mitchell and her cluster team Leon Adams Lucy Lyon Director, Professional Development Marion Woods Publication of committee recommendations Agendas and meeting dates for professional development sessions Publication of training plan Agendas and meeting dates for sessions Agendas and meeting dates of team meetings Copy of restucturing plan Board approval of plan Agendas and dates of activities Copies of quarterly reports to ASCD Agendas and dates of sessions Copies of new planning format and process Publication of training plan Agendas and dates of training sessions 3-^30. Develop menus of researchbased and approved schoolwide change models and instructional/curriculum interventions to guide schools in improvement efforts. 31. Assemble a library of reference folders on a wide variety of topics related to school improvement to send to schools upon request. 32. Write and prepare for Fall 1999 distribution a Beginning Teachers Handbook. 33. Provide focussed and appropriate training for certified staff in Division of Instruction to improve productivity and leadership. 34. Provide appropriate technology and general training for clerical staff of Division of Instruction to improve productivity and communication. Strategic Plan: Strategy 2 Title I Smart Start COE Campus Leadership Plan Revised Desegregation and Education Plan Strategic Plan: Strategy 2 Title I Smart Start COE Campus Leadership Plan Revised Desegregation and Education Plan Strategic Plan: Strategy 6 Goals 2000 Goals 2000 Campus Leadership Plan Strategic Plan Revised Desegregation and Education Plan Smart Start Title I COE Strategic Plan Feb. 1999 Jan. 1999 May 1999 June 1999 June 1999 Bonnie Lesley Leon Adams Gene Parker Dennis Glasgow Marie McNeal Vanessa Cleaver ' Marion Woods Selma Hobby Marion Woods Bonnie Lesley Kathy Lease Bonnie Lesley Marion Woods Lucy Lyon 'iL Publication of recommended menus. Publication and agendas for training the Campus Leadership Teams. Publication of list of resource topics available and the procedures to access them. Publication of handbook. Agendas and meeting dates for training sessions. Copies of needs assessments Agendas and dates of training sessions35. Provide training for teachers and counselors to improve minority student access and success in Pre-AP and AP courses. Revised Desegregation and Education Plan. Section 2.6.2 NSF Project Nov. 1998 Bonnie Lesley Kathy Lease Mable Donaldson Vanessa Cleaver Gene Parker Marie McNeal Dennis Glasgow Mona Gibbs Jo Evelyn Elston Marion Woods Terrence Roberts ADE Agendas and meeting dates of committee. Publication of recommended revisions to current policies, procedures, and programs. Board adoption of recommended changes.4) BUILDING COMMUNITY SUPPORT 36. Design plan to collaborate with the business community to deliver the Arkansas Scholars program in grade 8 during spring 1999._______________________ 37. Restructure the districts parent/community programs and services to align with the Strategic Plan, the Desegregation and Education Plan, the Campus Leadership Plan, the NSF project. Smart Start, and the requirements of Title 1. Revised Desegregation and Education Plan (sections of enriched, honors, gifted, and advanced placement- courses). Strategic Plan: Strategy 2. Strategy 8. Revised Desegregation and Education Plan. Section 2.8, 5.7. Campus Leadership Plan Goals 2000 Dec. 1999 Dec. 1998 Debbie Milam Linda Young Gene Parker Bonnie Lesley Debbie Milam Leon Adams Catherine Gill Linda Young Patty Kohler Pat Price Paulette Martin Marian Shead-Jackson Marian Baldwin Vanessa Cleaver Terrence Roberts Dates and agendas for meetings. Incorporation in and publication of K-12 Talent Development Plan. Agendas and meeting dates of restructuring team Publication of reorganization and restructuring plan Board approval of reorganization and restructuring plan5) COMMUNICATION . K j\ni C4 j iTF 38. Communicate curriculum standards so that all parents and students understand the expected knowledge and skills by grade level and course. 39. Communicate aspects of middle school planning to students, parents, and community for fall 1999.________________ 40. Provide second-language translations of key documents for students and parents. 41. Implement Learning Links, a weekly publication for principals from the Division of Instruction. 42. Publish at least six issues of a newsletter for teachers from the Division of Instruction. 43. Conduct twice-a-month meetings for staff in the Division of Instruction. 44. Conduct quarterly meetings of all clerical staff in the Division of Instruction. Strategic Plan: Strategy 2. Strategic Plan: Strategy 3. Revised Desegregation and Education Plan Goals 2000 Strategic Plan: Strategy 2 Strategic Plan: Strategy 2 Student Success Model Strategic Plan: Strategy 2 Student Success Model Student Success Model Student Success Model May 1999 May 1999 May 1999 September 1998 June 1999 June 1999 August 1998 June 1999 Bonnie Lesley Suellen Vann Gene Parker Dennis Glasgow Marie McNeal Terrence Roberts Kathy Lease 'Linda Young Terrence Roberts Gene Parker Kathy Lease Bonnie Lesley Anita Gilliam Regina Moore Marian Baldwin Suellen Vann Bonnie Lesley Bonnie Lesley Bonnie Lesley and designated staff Agendas and meeting dates of team Publication of communications plan Agendas and publications to implement plan Agendas and meeting dates of team Publication of communications plan Agendas and publications to implement plan Publication of documents in second languages Copies of weekly publications Copies of publications. Dates and agendas of meetings. Agendas and dates of meetings6) ASSESSMENT 45. Design and administer CRTs for fall 1998 in reading and mathematics. 46. Design refined CRTs for reading, mathematics, science, and social studies for piloting in spring 1999 and for implementation in fall 1999. 47. Establish Performance Standards in reading, writing, mathematics, science, and social studies. 48. Reinvent PRE programs and services to support the Campus Leadership Plan. 49. Refine the Quality Index indicators and develop district and school profiles according to the proposed Quality Index. 50. Embed Title 1 and Smart Start accountability requirements into the Quality Index. Strategic Plan: Strategy 2 Strategic Plan: Strategy 2 Strategic Plan: Strategy 8 Revised Desegregation and Education Plan: Sections 5.2.1g, 5.2.2e,5.2.3r, and 5.3.2 Campus Leadership Plan NSF Title I and Smart Start COE Campus Leadership Plan Campus Leadership Plan Title I requirements Sept. 1998 Dec. 1998 Feb. 1999 Dec. 1998 Feb. 1999 Feb. 1999 Gene Parker Dennis Glasgow Kathy Lease Kathy Lease Gene Parker Dennis Glasgow Vanessa Cleaver Marie McNeal Kathy Lease Dennis Glasgow Gene Parker Vanessa Cleaver Marie McNeal Kathy Lease Bonnie Lesley Steve Ross Bonnie Lesley Cluster B Kathy Lease Steve Ross ADE Bonnie Lesley Cluster B Kathy Lease Leon Adams Steve Ross ADE Publication of CRTs Agendas and dates for training sessions Publication of plan Agendas and dates for training sessions Publication of communications plan for staff, parents, and students Agendas and dates of team meetings Publication of proposed Performance Standards Board approval of proposed Performance Standards Copy of reorganization plan Copy of revised Quality Index Copy of revised Quality Index J51. Begin transition plan for a way of reporting to parents on student progress toward meeting the standards and develop plan to redesign the student grading and reporting system to reflect the standards-based focus of the district. 52. Design waiver form and process for schools seeking waivers from policy relating to Campus Leadership. 53. Redesign end-of-year climate survey to include items relating to measuring progress of reform. 54. Design for Board approval an agenda for evaluation of the Districts academic programs. Strategic Plan: Strategy 2. Campus Leadership Plan Campus Leadership Plan Revised Desegregation and Education Plan. Section 2.7.1 Campus Leadership Plan June 1999 October 1998 Feb. 1999 March 1999 Kathy Lease Gene Parker Dennis Glasgow Vanessa Cleaver Marie McNeal Pat Price Patty Kohler Mable Donaldson Steve Ross Kathy Lease Bonnie Lesley Kathy Lease Bonnie Lesley Sadie Mitchell Kathy Lease Bonnie Lesley Steve Ross Agendas and dates of team meetings Publication of report and recommendations Board approval of changes in grading system and reporting system Plan for teacher/principal training Budget for redesign of report cardsand paper Jectronic Copy of proposed waiver form and process Copy of new survey instruments Agenda item for Board approval. Minutes of the Board meeting.IV. FINANCIAL PLAN A Management Audit Major Tasks/Actlvtties Plan Reference 1. Review and discuss issues among the parties 2. Develop RFP 3. Select vendor 4. Schedule management study activities 5. Conduct stud\\' 6. Implementation of recommendations 7. Public report of implementation results B. Campus and District Needs - Capital 1. Campus Facilities I Major Tasks/Activities 1. Review Facilities Study for recommendations on facilities repair and renovation Plan Reference Facilities Study, Volumes 1-13 Financial Priorities Action Plan - Outline Little Rock School District Timeline July 1998 July 1998 September 19998 October 1998 October 1998- March 1999 March 1999- August 1999 August 1999 Timeline October 1998 - November 1998 Responsibility Alliance Board, LRSD Board, LRSD Administration, Chamber of Commerce and business community rcpreselitatives Victor Anderson, Darial Paradis Alliance Board Chamber of Commerce Victor Anderson, LRSD Administration MGT of America LRSD Administration LRSD Administration, LRSD Board, Alliance Board, Chamber reps, business community reps Responsibffity Victor Anderson, Doug Eaton Evidence of Success Recommendation to proceed with management audit Completed RFP Selection of vendor Time line of activities Completed study Completed implementation report Completed report of implementation results Evidence of Success_________________ List of recommended repairs and renovationsMajor Tisks/Activitics 2. Review Facilities Services current recommendations for facilities repairs, renovations 3. Survey school communities for current recommendations for repairs and renovations 4. Review repairs and renovations lists and determine priorities for projects 5. Determine costs of priority list of repair and renovation projects 6. Form Capital Development Team 7. Capital Development Team reviews recommendations of MGT relative to stmcturing capital campaign, reviews cost data on renovation and repair project list, and designs a strategy for raising the capital necessary for the repair and renovation projects 8. Form Capital Needs Awareness Team Finn Reference Revised Desegregation and Education Plan, Sections 2.9, 5.5 Timeline October 1998 - November 1998 October 1998 - November 1998 January 1999 - February 1999 March 1999 - April 1999 May 1999 May 1999 - June 1999 June 1999 - Responsibility Victor Anderson, Doug Eaton, Sadie Mitchell, Sue Ellen Vann, Frances Cawthon, Marian Lacey, Principals, Campus Leadership Teams, PTAs Evidence of Success List of recommended repairs and renovations Sadie Mitchell, Doug Eaton, Les Camine, Victor Anderson List of recommended repairs and renovations Victor Anderson, Doug Eaton, Morl in McCoy, Sadie Mitchell, Frances Cawthon, Marian Lacey, Principals, Campus Leadership Teams, PTAs Doug Eaton and Facilities Services staff Les Camine, LRSD Board, Alliance Board, Chamber reps, business community reps Capital Development Team, Victor Anderson, Mark Milhollen Les Camine, LRSD Board, Alliance Board, Chamber reps. Business I community reps Completed list of priorities for projects Completed list of costs for projects Team is organized Capital strategy for renovation and repair projects completed Team is organizedMajor Tasks/Activities 9. Capital Needs Awareness Team reviews the renovation and repair project list, and the capital strategy for renovation and repair, and develops an awareness campaign for the community 10. Delivery of the Capital Needs Awareness Campaign 11. Schedule and begin repair and renovation projects Plan Reference Timeline July 1999- August 1999 August 1999 - September 1999 October 1999- June 2000 Campus and District Needs - Capital 2. New Construction Major Tasks/Activities 1. . Review revised Desegregation and Education Plan for direction on new school construction 2. Develop plan for the constmction of Stephens School 3. Begin construction on Stephens school Responsibility Capital Needs Awareness Team, Victor Anderson, Sue Ellen Vann Capital Needs Awareness Team, LRSD Board, LRSD Administration, Victor Anderson, Sue Ellen Vann, Principals, Campus Leadership Teams, PTAs, Alliance Board, Chamber reps. Business community reps Doug Eaton, Darral Paradis, Victor Anderson Evidence of Success Completion of community awareness campaign design Campaign results in positive vote in millage election Completion of repair and renovation projects, improved customer service, increased customer satisfaction, greater public and faculty support Plan Reference Revised Desegregation and Education Plan, Section 3.6 Timeline Spring 1998 May 1998 - September 1998 May 1999 Responsibility__________ LRSD Board, Les Camine, Doug Eaton, Sadie Mitchell LRSD Board, Les Camine, Doug Eaton, Sadie Mitchell, Stephens School community. City of Little Rock reps Construction contractor Evidence of Success Determine plan requirements Plan is completed Regular construction progress reportsMajor Tasks/Activities 4, Order furniture and Plan Reference 5. equipment for Stephens school Provide new construction cost data to MGT for inclusion in management study relative to structuring a capital campaign 6. Develop plan for the construction of a West Little Rock School 7. 8. Determine costs for the West Little Rock School project Provide new construction project list and cost data to Capital Development Team 9. Capital Development Team reviews recommendations of MGT relative to structuring capital campaign, reviews cost data on the new construction project list, and designs a strategy for raising the capital necessary for the new construction projects Timeline December 1999 December 1998 May 1998 - November 1998 May 1999 May 1999 May 1999 - June 1999 Responsibility_______ Sadie Mitchell, Stephens Principal, Stephens faculty, Doug Eaton, Darral Paradis, Victor Anderson Victor Anderson LRSD Board, Les Camine, Doug Eaton'. Sadie Mitchell, Victor Anderson, West Little Rock School community Doug Eaton, architects Victor Anderson, Doug Eaton Capital Development Team, Victor Anderson, Mark Milhollen Evidence of Success Orders processed by the Procurement Department Cost data provided Plan is completed List of project costs determined Team receives list Capital strategy for new construction projects completed 3^Major Tasks/Activities 10. Capital Needs Awareness Team reviews the new construction project list, and the capital strategy for new construction, and develops an awareness campaign for the community 11. Delivery of the Capital Needs Awareness Campaign 12. Complete construction of Stephens school 13. Open new Stephens School 14. Finalize plan for the construction of West Little Rock School 15. Begin construction 16. Complete construction of West Little Rock School 17. Deliver Furniture and other furnishings_____ 18. Open new West Little Rock School Plan Reference Timeline July 1999- August 1999 August 1999 - September 1999 June 2000 August 2000 October 1999- December 1999 May 2000 June 2001 June - July 2001 August 2001 Responsibility Capital Needs Awareness Team, Victor Anderson, Sue Ellen Vann Capital Needs Awareness Team, LRSD Board, LRSD Administration, Victor Anderson, Sue Ellen Vann, Principals, Campus Leadership Teams, PTAs, Alliance Board, Chamber reps. Business community reps Contractor, Doug Eaton, Victor Anderson Sadie Mitchell, Principal, Faculty LRSD Board, Les Camine, Doug Eaton, Sadie Mitchell, West Little Rock community. City of Little Rock reps Building Contractor__________ Contractor, Doug Eaton, Victor Anderson______ Darral Paradis, Victor Anderson Sadie Mitchell, Principal, Faculty Evidence of Success Completion of community awareness campaign design Campaign results in positive vote in millage election Construction completed Occupy the new Stephens building Plan is completed Regular building construction reports Construction completed School ready for opening Occupy the new West Little Rock buildingCampus and District Needs - Capital 3. Planning for Surplus Buildings Major Tasks/Activities I. Review Revised Desegregation and Desegregation Plan for direction on use of surplus buildings. 2. Develop plan for the continuing use of Garland School and Mitchell School after the opening of Stephens in August 2000. 3. Develop action plan for the implementation of the continuing use plan for Garland and Mitchell sites 4. Implement continuing use plan for Mitchell and Garland sites following end of 1999-2000 school year Plan Reference Revised Desegregation and Education Plan, Section 3.6 Revised Desegregation and Education Plan, Section 3.6 Facilities Study, Volumes 1-13 Campus and District Needs-Capital 4. Timeline September 1998 October 1998 - March 1999 October 1999- December 1999 January 2000- June 2000 Planning for Relocation of Administrative Space Major Tasks/Activities 1. Determine need to relocate administrative office space 2. . Assess space needs, determine costs, allocate funding for new site Responsibility Victor Anderson, Doug Eaton, Junious Babbs, Sadie Mitchell Victor Anderson, Doug Eaton, Sadie Mitchell, Junious Babbs, LRSD Board, Les Camine, Garland and Mitchell school communities Doug Eaton, Mark Milhollen, Sadie Mitchell, Victor Anderson Doug Eaton, Mark Milhollen, Sadie Mitchell, Victor Anderson Evidence of Success Determine plan requirements Plan for continuing use developed Completed action plan District houses a program or tenant that is acceptable to the surrounding community in the Garland and Mitchell sites Plan Reference Facilities Study, Volume 13 Timeline September 1998 - June 1999 July 1999 - January 2000 Responsibility Doug Eaton, Victor Anderson Doug Eaton, Mark Milhollen, Victor Anderson Evidence of Success__________ Completion of needs assessment Completed space utilization plan, cost determination, search of comparable available sites, budget allocatedMajor Tasks/Activities Plan Reference 3. Select site for administrative relocation, negotiate lease or purchase 4. Advertise and sell administrative site to be sold 5. Relocate administrative space C. Transportation Major Tasks/Activities 1. Review Revised Desegregation and Education Plan for direction regarding transportation 2. Develop and implement action plan to ensure compliance with plan obligations 3. Negotiate contract with Laidlaw for 1999-2000 school year 4. Develop action plan for Plan Reference Revised Desegregation and education Plan, applicable sections 5. improvement of operations - Transportation Dept. Determine cost and develop the budget for the Transportation Department for the 1999-200 budget year Timeline February 2000 May 2000- February 2000 May 2000 - June 2000-July 2000 Timeline September - October 1998 October 1998- June 1999 November 1998-December 1998 January 1999 January 1999- February 1999 Responsibility Doug Eaton, Mark Milhollen, Victor Anderson, reps of the administrative unit to be relocated Doug Eaton, Victor Anderson Doug Eaton, Victor Anderson Responsibility Victor Anderson Mike Martello, Darral Paradis, Victor Anderson, Junious Babbs, Principals Mike Martello, Darral Paradis, Victor Anderson, Mark Milhollen Mike Martello, Victor Anderson Mike Martello, Darral Paradis, Mark Milhollen, Victor Anderson Evidence of Success Site selection documents, completed lease or purchase documents Property listed with agent, sale closed New administrative space occupied Evidence of Success Completed review Completed action plan, plan obligations regarding transportation are met Negotiated contract Completed action plan Completed Transportation Department budget for 1999-2000Major Tasks/Activities 6. Implement action plan Plan Reference Timeline February 1999- June 1999 Responsibility Mike Martello, Victor Anderson Evidence of Success Improved operational efficiency, improved customer service, greater customer satisfaction and support D. Security Major Tasks/Activities 1. Survey buildings for adequacy of fire and intrusion alarm systems and video surveillance equipment systems Plan Reference Revised Desegregation and Education Plan, Section 2.9 Timeline September 1998- October 1998 Responsibility Bobby Jones and Security staff Evidence of Success Report on system adequacy 2. 3. Determine priorities for system replacement, costs, and develop projects for system replacement Develop funding strategy for projects 4. Implement alarm and video system projects 5. Develop Quality Index relative to school climate - safety and security 6. Implement Quality Index relative to safety and security 7. Develop action plan to address results of Quality Index relative to security 8. Implement action plans November- December 1998 May 1999 October 1999- June 2000 January 1999 - February 1999 March 1999 March-April 1999 May -June 1999 Bobby Jones, Darral Paradis Bobby Jones , Victor Anderson Bobby Jones, Darral Paradis, Mark Milhollen, Victor Anderson Cluster A, Campus Leadership Teams Bobby Jones, Victor Anderson Campus Leadership Teams Campus Leadership Teams, Bobby Jones, Victor Anderson Campus Leadership Teams, Bobby Jones, Victor Anderson Alarm replacement project list completed Funding strategy implemented Alarm and video system upgrades are installed in buildings Quality Index completed Results of Quality Index Completed action plan Improved security conditions, improved customer service, greater patron supportTechnology Major Tasks/Activities 1 Provide technology project list and cost data to Capital Development Team 2. Capital Development Team reviews recommendations of MGT relative to structuring capital campaign, reviews cost data on the technology project list, and designs a strategy for raising the capital necessary for the technology projects 3. Capital Needs Awareness Team reviews the technology project list, and the capital strategy for technology, and develops an awareness campaign for the community 4. Delivery of the Capital Needs Awareness Campaign 5. Implement Technology projects Plan Reference Revised Desegregation and Education Plan, Section 2.9 - Strategic Plan, Strategy 11, Action step 3 Timeline May 1999 May 1999 - June 1999 July 1999 - August 1999 August 1999 - September 1999 October 1999- June 2000 Responsibility Victor Anderson, John Ruffins, Lucy Lyon, Technology Work Team rep Capital Development Team, Victor Anderson, Mark Milhollen Capital Needs Awareness Team, Victor Anderson, Sue Ellen Vann Capital Needs Awareness Team, LRSD Board, LRSD Administration, Victor Anderson, Sue Ellen Vann, Principals, Campus Leadership Teams, PTAs, Alliance Board, Chamber reps. Business community reps John Ruffins, Lucy Lyon, Darral Paradis, Mark Milhollen, Victor Anderson Evidence of Success Team receives list Capital strategy for technology projects completed Completion of community awareness campaign design Campaign results in positive vote in millage election Technology projects implemented in buildingsLITTLE ROCK SCHOOL DISTRICT SUPERINTENDENTS OFFICE RECEWED FEB 3 1999 School Board Presentation February 3, 1999 5:00 P.M. Outline I. Desegregation and Education Plan A. B. Policies: A major effort which continues very close to schedule Middle School I. Curriculum 2. Staffing J. Staff Development c. 4. Budget Communication 1. Neighborhood Schools 2. Middle Schools / 9*^ Grade Transition J. Registration D. 4. StephensGarland / Mitchell Registration 1. Neighborhood Schools 2. Early Childhood II. Technology A. B. Wide Area Net Work Technology Labs I. EASTMcClellan 2. ACCPlato J. ALCJostens C. D. Training Planning for the Future (Lyon memo) III. Campus Leadership A. Quality Index 1. Customer Service \u0026amp; Campus Learning Climate 2. Student Achievement- QUALITY INDICATORS J. Attendance 4. Administrative Regulations \u0026amp; Guidelines 5. Quality Initiative and Planning ModelTechnical Assistance to C.L.T. February 3, 1999 Page 2 Outline B. Student Success Model 1. Knowledge \u0026amp; Skills Continuum a. b. c. d. e. Standards Assessment Graduation Requirements Curriculum Behavior Standards 2. Personalized Education a. b. c. d. e. G/T Early Childhood Title I Special Education ESL J. Staff Development a. b. c. d. Middle School Campus Leadership Urban InitiativeASCD NSF (PreAP \u0026amp; AP) 4. Building Community Support a. b. c. Arkansas Scholars Program Restructure of Community Programs \u0026amp; Services, i.e. CLT, Title 1, NSF Utilization of District Cable Channel and New Outlets 5. CommunicationInstruction a. b. c. d. Learning LinksBuilding Principals CLT Written MaterialsStudents and Parents Staff Newsletter 6. Assessment a. b. c. d. e. CRT Data Analysis Program Standards! Quality Indicators Imbed Title 1, Smart Start Accountability requirements in Quality Index Program Evaluation IV. Financial Plan A. B. C. D. MGT Capital Needs 1. New 2. Renovation Transportation: Contract Technologyreceived FEB 3 ^999 desegrega^ oswwms PRIORITIES MID-YEAR REPORT 1998-99 Introduction I. Desegregation and Education Plan A. B. C. Policies Middle School Marketing and Communication II. III. IV. TABLE OF CONTENTS D. Student Assignment (Neighborhood Schools) Technology A. B. Wide Area Network Technology Labs - Tech 2000 or similar C. High School, Middle School \u0026amp; Elementary ACC Learning labs D. Training Memo to Lucy Lyon Campus Leadership A. Quality Index 1. 2. 3. 4. 5. Customer Service \u0026amp; Campus Learning Climate Student Achievement - Value Added Incentives Attendance - Teacher/Student and Dropout Guidelines. Administrative Policy \u0026amp; Report Card Letter to Senator Argue Planning \u0026amp; Campus goals (COE) B. Student Success Model 1. 2. 3. 4. 5. 6. Skills \u0026amp; Knowledge Continuum Personalized Education Professional development Community Support Communication Assessment Financial Plan A. B. C. D. E. Management Audit Campus and District Needs - - Capital Transportation Security Technology PAGE 1-3 4 6 9 10 12 14 15 15 15 16 47 17 18 25 26 28 30 36 41 44 45 46 48-49 48 \u0026amp; 49 48 \u0026amp; 55 48 \u0026amp; 56 48 \u0026amp; 57INTRODUCTION MID TERM REPORT PRIORITY I: DESEGREGATION AND EDUCATION PLAN A. B. C. POLICIES MIDDLE SCHOOL MARKETING AND COMMUNICATION D. STUDENT ASSIGNMENT (NEIGHBORHOOD SCHOOLS) As you review Priority I, you should note that you have already played a critical role. Much of the background has been set in place by the strategic plan and the working groups that have been championed by Board members. I dont really feel that additional explanation is necessary, but I'm sure that as you review you will note that we are entering a critical stage of the planning and implementation. I predict those areas will also be completed and final implementation will not have significant problems. PRIORITY 2: TECHNOLOGY A. WIDE AREA NETWORK B. TECHNOLOGY LABS c. HIGH SCHOOL, MIDDLE SCHOOL \u0026amp; ELEMENTARY ACC LEARNING LABS D. TRAINING The work that has been completed in this area has been exemplary. The departments met their goal of having all campuses and divisions ready for on-line communication. As noted in the written explanation however, we are stalled momentarily because of Southwestern Bells inability to provide 56Kb line. That problem should be rectified within the next 30 days. Also note that the technology labs and ALC / ACC labs are all on-line and teachers and student have given those facilities excellent marks. If you remember, we were not able to provide all the software or hardware and we hope that the settlement may provide some relief for that effort. Training continues though the recent storm has interrupted the training facilities, which will delay us in the neighborhood of 20 days. On-line communication to all departments and campuses will be a reality and it becomes obvious that we must keep up the training.The future aspect of technology and the campuses is not contained within this priority, but will be addressed under the Financial Priority. Please note the memorandum to Lucy Lyon regarding the report she is preparing with staff for inclusion with Priority IV. PRIORITY 3: CAMPUS LEADERSHIP A. QUALITY INDEX I. CUSTOMER SERVICE AND CAMPUS LEARNING CLIMATE 2. STUDENT ACHIEVEMENTVALUE ADDED INCENTIVES 3. ATTENDANCETEACHER/STUDENT/DROPOUT 4. GUIDELINES, ADMINISTRATIVE POLICY \u0026amp; REPORT CARD 5. PLANNING \u0026amp; CAMPUS GOALS (CCOE) B. STUDENT SUCCESS MODEL 1. 2. 3. 4. 5. 6. SKILLS \u0026amp; KNOWLEDGE CONTINUUM PERSONALIZED EDUCATION PROFESSIONAL DEVELOPMENT COMMUNITY SUPPORT COMMUNICATION ASSESSMENT Please be aware that some of the information which addresses those items noted in A - Quality Index will be discussed in B - Student Success Model. Particularly, Customer Service \u0026amp; Learning Climate are referenced under B. Also, I want you to be aware that we are attempting to coordinate initiatives with the State and National agencies. We are fairly comfortable in the Quality Index arena that the Cluster representatives will be able to have documents for your review by the stated June 1999 completion date. An example of that coordination is that there is a discrepancy in the definitions, i.e. dropout, or an issue which is being currently debated at the Capitol...school safety and how you would quantify? We are very pleased with the progress and see this initiative as way of bringing the district not only in compliance with the campus based accountability initiative but also to focus on improved student achievement. Secondly, we are in the process of designing the training program and timelines. The Brokers have had their initial training and principals are currently being trained. Training for Campus Leadership Teams will begin within 30 to 45 days. The teams have been named and initiation of training and technical assistance is a high priority.The complexity of the efforts in the areas of the Student Success Model is almost mind boggling, yet Dr. Lesley s organizational skills have kept not only the focus but also the productivity has been outstanding. Much of the work in this area is foundational in nature but truly is critical to instructional improvement. There are numerous details and communication gaps that are now being targeted for action. Much of the efforts by the staff in this area interrelate to the Quality Index, which in turn relates to the States initiative Smart Start and campus accountability. Based on the Mid Term Report we not only have made great progress but we are well positioned not only to be in compliance but the student improvement initiative will be in place. FINANCIAL PLAN A. MANAGEMENT AUDIT B. CAMPUS AND DISTRICT NEEDSCAPITAL C. TRANSPORTATION D. SECURITY E. TECHNOLOGY The report indicates major work has not only been completed, but we are well positioned to reach several objectives. First the MGT audit staff should have received all the data requested and they should be in the process of writing their report. In previous communication I noted that we should have a data check, etc. in February or early March. Presently we are not aware of anything that would delay their report to the Board and the Alliance. Currently the staff is preparing a comprehensive review of campus and district requests for facility upgrades. Campuses compiled their recommendations and we hope to have the technology portion within 30 days My thought is that we should have a general understanding developed at a work session on how we should progress from this point. Note the activities involving transportation and security, which were scheduled for resolution, have been completed and those which are scheduled for this spring continue on track for completion. Respectfully Submitted Leslie V. Gamine 2? \u0026lt;1998-99 Work Plan for LRSD Priorities Priority I: Desegregation and Education Plan / A. Policies Major Tasks/Activities Review and revise Board policy Section A. Foundations Review and revise Board policy Section B. Board By-laws Review and revise Board policy Section C. General Administration Review and revise Board policy Section D. Fiscal Management Review and revise Board policy Section H. Negotiations Review and revise Board policy Section G. Personnel Review and revise Board policy Section E Support Services Reference to Plan(s) Deseg. Plan 2.1. Deseg. Plan 2.1 Deseg. Plan 2.13. Deseg. Plan. 2.9 Strategic Plan (Strategy 9) Deseg. Plan 2.2. Strategic Plan (Strategy 6) Deseg. Plan 2.10. Timeline August 1998 November 1998 November 1998 January 1999 February 1999 March 1999 April 1999 Responsibility Board Linda Young Board Linda Young Board Linda Young, Les Camine Board Linda Young, Mark Milhollen Board Linda Young, Brady Gadberry Board Linda Young, Dick Hurley Board Linda Young, Vic Anderson Mid-term Report t x\" Completed and adopted by tlie Board 8/98. Partially completed portions due for adoption on second reading on 2/28/99. Partially completed and due for adoption on second reading 2/28/99. Examples of national policies reviewed and referenced. Scheduled for partial submission February 1999. Examples of national policies reviewed and referenced. Scheduled for partial submission February 1999. Examples of national policies reviewed and referenced. Scheduled for submission March 1999. Examples of national policies reviewed and referenced. Scheduled for submission April 1999. 'VMajor Tasks/Activities Review and revise Board policy Section J. Students Review and revise Board policy Section 1. Instruction Review and revise Board policy Section K. Community/School Relations Reference to Plan(s) Deseg. Plan 2.5., 2.12. Deseg. Plan Section 5, 2.4., 2.5., 2.6. Strategic Plan (Strategy 1) Strategic Plan (Strategy 4, 5) Timeline May 1999 June 1999 July 1999 Responsibility Board Linda Young, Linda Watson, Jo Evelyn Elston Board Linda Young, Bonnie Leslie Board Linda Young, Debbie Milam, Suellen Vann, Vic Anderson Mid-term Report National policies reviewed and referenced. All dept, heads notified to begin reviewing relevant policies and submit on 1/21/99. District-wide committee formed and scheduled to meet last week in Jan. Policies developed on Sex and Child Offender Notification for Board approval Dec., 1998. Enrollment of Foreign Exchange Students policy developed for Board approval July 23, 1998._________________________________________________ National Policies reviewed and referenced. Scheduled for submission June, 1999. Arkansas Accreditation Standards reviewed. Revised graduation policy for Board approval in December. National policies reviewed and referenced. Scheduled for submission June, 1999.1998-99 Work Plan for LRSD Priorities Priority I: Desegregation and Education Plan / B. Middle School Major Tasks/Activities 1. Establish planning committee structure and identify the charge and tasks of each committee 2. Develop District middle school mission statement Submit for Board approval 3. Coordinate planning and implementation issues for middle school transition 4. Steering committee approval of focus committee recommendations on athletic program, curriculum standards, and professional development program 5, Curriculum standards presented for Board approval 6. Brown Bag Lunch session for parents Reference to Plan(s) Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Timeline April 1998 May 1998 August 1999 Oct. 1998 Oct. 1998 Oct. 1998 Responsibility LRSD Administration, Linda Young Steering committee, Linda Young Linda Young, Bonnie Lesley, LRSD Administration Steering committee, focus committee chairpersons (Gene Parker, Ann Blaylock, Wayne Knight) Bonnie Lesley, Linda Young Les Camine, Bonnie Lesley Suellen Vann, Linda Young, LRSD administration Mid-term Report J A Steering committee meeting monthly. Committee forwarded to supt. recommendations in athletics, curriculum, high school transition, and professional development. Focus committees on community/family involvement and student programs scheduled to submit recommendations by February Board approved middle school mission statement May 1998. Developed task timeline and periodically updated timeline. Support Services completed two planning meetings and developed tasks chart and timelines. Identified cross-departmental issues for coordination. Held cross-departmental meetings and developed strategies for identified tasks. Developed summer assistance program for each middle school principal. Obtained grant money to provide 15 days of service by a summer transition teacher for each middle school. Completed. Submitted recommendation to superintendent. Board approved middle school program standards in October 1998. Three Brown Bag Lunch sessions completed in November 1998. All sessions taped and are airing periodically on local access channel.Major Tasks/Activities 7. Vacancy letter announcement/opening preferences to teachers 8. Staffing placement and teacher notification 9. Steering committee approval of middle school and 9\"' grade curriculum 10. Middle school and 9* grade curriculum submitted for Board approval 11. Steering committee approval of focus committee recommendations on student program and family and community involvement Reference to Plan(s) Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Timeline J' Nov. 1998 Jan. 1999 Nov. 1998 Nov. 1998 Jan. 1999 Responsibility J Brady Gadberry, Dick Hurley Brady Gadberry, Dick Hurley Steering committee, Bonnie Lesley, Gene Parker, Kathy Lease, LRSD administrators, Linda Young Les Camine, Bonnie Lesley Steering committee, Jo Evelyn Elston, Liz Lucker, Linda Young Mid-term Report Letter provided to teachers January 1999. High school staffing for displaced 9'*' grade teachers held on January 25, 1999. Middle school staffing for displaced b* grade teachers to be held on January 28, 1999. Approved and submitted to superintendent October 1998. T Board approved curriculum October 1998. Curriculum brochures, course selection sheets, counselor briefings completed and preparations for completion of course selection sheets finalized. Scheduled for presentation February 1999 steering committee meeting. 'I\nMajor TasksZActivities A   :: n,. iyfof' *  12. Implementation of professional development program Reference to Plan(s) 4 [ A\u0026lt; Responsibility\n Mid-term Report k A-'? 13. Logistical plan finalized and implemented 14. Middle school handbook submitted for Board approval 15. Policy development for middle school program for Board approval Desegregation: 3.3.4 Strategic Plan\n3.4 Desegregation: 3.3.4 Strategic Plan: 3.4 Desegregation\n3.3.4 Strategic Plan: 3.4 Desegregation\n3.3.4 Strategic Plan: 3.4 Nov. 1998 July 1999 April 1999 May 1999 LRSD admin., principals, technical assistance team, Linda Young Vic Anderson, LRSD administration Les Camine, Linda Watson Les Carnine, Bonnie Lesley, Linda Young bi 4^^ Secured funding for six days of services from four national consultants. Each consultant will provide services to two middle schools. Developed one day profession development seminar on middle school scheduling to be held on Feb. 1, 1999. Secured funding to provide national expert for scheduling seminar. All middle school principals and a team of 5-6 teachers and registrars will participate as well as representatives from information services, exceptional children and curriculum. Secured agreement from Foundation from the Mid South for all middle schools to participate in the Carnegie self study process over a three year period. Each school will have 3-5 teachers trained to facilitate local school discussions utilizing the data generated from the self study with the objective of developing and reviewing schools practices and programs. This agreement provides of $120,000 of services for the District Coordinated plan and timeline developed, tasks assigned to responsible department heads, cross-departmental tasks identified and assigned. Committee to develop middle school handbook scheduled to begin meeting January 1999. District administrators reviewing policies relevant to their departments. Reviewed existing District policies. Policy development occurring throughout implementation process. Retention and promotion policy developed for new grade level configuration and submitted for Board approval January 1999.1998-99 Work Plan for LRSD Priorities Priority I: Desegregation and Education Plan / C. Marketing and Communication Major Tasks/Activities Implement assignment programs. Conversion to middle schools. Implement programs...designed to improve and remediate the academic achievement of African-American students.... Implement programs, policies and/or procedures...to promote and encourage parental and community involvement and support in the operation of LRSD.... School construction/closing. Desegregated housing. Attract/recruit students to Interdistrict schools. Reference to Plan(s) Desegregation: 2.3, 3.1 Desegregation: 3.4 Desegregation: 2.7 Desegregation: 2.8 Strategic Plan: (Strategy 4) Desegregation: 3.6 Desegregation: 3.9 Desegregation: 4.5 Timeline September - October, 1998 July 1998  June 1999 October, 1998 July 1998- June 1999 July 1998  June 1999 September - October 1998 July 1998 - June 1999 Responsibility Junious Babbs, Suellen Vann Suellen Vann and other district administrators Suellen Vann Dr. Les Camine, Suellen Vann and other district administrators Sadie Mitchell, Suellen Vann, and other district administrators Dr. Les Camine Junious Babbs, Suellen Vann Mid-term Report Completed Ongoing Vann???? Ongoing Ongoing Ongoing Ongoing1998-99 Work Plan for LRSD Priorities Priority I\nDesegregation and Education Plan / D. Student Assignment (Neighborhood Schools)  Major Tasks / Activitin '. - r f School attendance zone / baseline information compiled. 2. LRSD Student Assignment Work Team reconvenes / meets weekly. 3. Proposed attendance zones are approved by the Student Assignment Work Team Committee. 4. Establish 99-2000 data base of proposed attendance zones. 5. Building capacity study review to determine building utilization! capacities at high schools. 6. Educate the community surrounding Mitchell and Garland regarding the scheduled closing for the 2000-2001 school year. 7. Inservice building principals! cabinet on proposed zones Reference to i-Xs  ^Timeline  = 4c4 i ?,. -V'. I. \u0026gt; Responsibility, r- Mid-term Report - \u0026gt; W*. 'V 's .7 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 July, Aug. 98 Aug., Sept. 98 Sept. 98 Sept. 98 Sept. 98 Sept. 98 Oct. 98 r\nJunious Babbs Julie Wiedower Junious Babbs Julie Wiedower Junious Babbs Julie Wiedower Junious Babbs John Ruffins Julie Wiedower Victor Anderson Junious Babbs Victor Anderson Junious Babbs Sadie Mitchell Junious Babbs Julie Wiedower Completed - August 1998 Completed - August, September, October 1998 Completed - October 1998 Completed - October 1998 Completed - September 1998 Completed - October 1998 Completed - October 1998 \\o'Major/Tasks A Activitii\u0026lt;'is\n.'fi Reference to Timeline Plan(s) * i- Responsibility^ Mid-term Report -J.. , 8. A senes of informational announcements / programs will be provided (i.e. media / press releases, publications. Town Hall meetings, cable program presentations). Deseg Plan Section 3 Oct., Nov. 98 Junious Babbs Suellen Vann Julie Wiedower Completed - October 1998 9. Reassessment of magnet seat allocation for elementary ! high schools. 10. Survey students and parents to seek input toward the proposed restructing and their 99-2000 intended school assignment. 11. Adopt LRSD attendance zones. 12. Registration for new students and voluntary transfers 13. Notify parents of 1999-2000 school assignment 14. Notify parents of 1999-2000 4-year-old assignment. 15. LRSD will continue to promote and participate in Interdistrict school agreement with PCSSD. Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg Plan Section 3 Deseg. Plan Section 4 Oct. 98 Nov. 98 Dec. 98 Feb.99 March 99 April 99 June 99 Junious Babbs Sadie Mitchell Julie Wiedower Junious Babbs Julie Wiedower LRSD Board of Directors Junious Babbs Julie Wiedower Junious Babbs Julie Wiedower Junious Babbs Julie Wiedower Junious Babbs Julie Wiedower Completed - December 1998 Completed-November 1998 Completed-November 1998 1Priority: Technology Wide Area Network Since July 1998 more than one third of LRSD sites have been added to the Districts wide area network. In only a few months and with no additional staff (until December) capability for connectivity has been established at sixty District sites. All sites have data wiring to the office and library and all sites have file servers with e-mail capability. Nine sites are ready and waiting for the delivery of phone lines requested through the Arkansas Department of Information Services. When complete connectivity is in place, staff will be able to communicate electronically within the District and throughout the world. Access to the Internet is another key component of the wide area network that is now available in most schools. District technical staff has become more proficient in supporting the complex local and wide area networking architecture. Staff is to be commended for their growing knowledge base needed to support the WAN and for their tireless efforts in seeing that connectivity is achieved as soon as possible. Technology Labs The EAST (Environmental and Spatial Technology) lab at McClellan was installed during the summer of 1998. A cooperative effort with Wellsco Graphics Solutions and Integraph Corporation, this program is part of a larger project begun at Greenbrier High School. Students work through a curriculum that integrates advanced software applications into the learning process. The focal point of this lab is to develop student learning through the use of sophisticated tools, teaming, and real-life situations. Content area cuniculum is supported through the work done on projects. As of January, nineteen students were enrolled in this program. An effort is underway at McClellan to recruit additional students.ACC Learning Labs Metro-ACC In a very short time period in the summer of 1998 the Accelerated Learning Center at Metropolitan was installed. The building was wired, the network installed, the teachers trained and the program was operational. Students registered and were scheduled by August and by December, ten students had earned a diploma. New students are being continually enrolled and there is a waiting list that is growing every day. Students work on curriculum content through the use of computer-based instruction from Plato. Staff at Metro is currently investigating the possibility of expanding the program to a year-round school. The Evening High School continues to be successful. All students who were on the fall waiting list have now earned credits. Approximately 100 students were enrolled in the month of December. ALC The ALC is another example of substantial accomplishment being done in a short period of time. Since last summer a needs assessment of the ALC program was completed, staff was hired and trained and the network installed. Over one hundred students were enrolled first semester and forty-two returned to their schools. Students are actively participating in computerbased instruction daily, using curriculum software from Jostens Learning. Training Technology training for all staff occurs continually both at the central level and at the building level. During the first semester over 600 staff members completed computer training classes. District staff has designed a training program for principals and secretaries that will provide basic computer skills that will enable them to use the Districts network for electronic communication. Specialists in the Department of Instructional Technology have created all the teaching materials required for these classes and trained the instructors who will provide the training. Classes begin February 1 and most of them are filled.Priority: Technology Major Tasks/Activities Wide Area Network Plan Reference 2.9 5.4 1998-99 Work Plan for LRSD Priorities Timeline January 1999 Responsibility Ruffins/Lyon Mid-term Report All LRSD sites are wired for Local Area Network connectivity. All sites have file servers with email capability. Fifty-one of sixty sites now have access to the internet, the other nine sites are waiting for 56Kb line.Priority: TechnoloKV Major Tasks/Activities Technology Labs Plan Reference 2.9 5.4 ACC Learning Labs 2.9 5.4 5.6 Training 2.9 5.4 1998-99 Work Plan for LRSD Priorities Timeline Original implementation McClellan 1998-99 Original implementation 08-98 Expansion 1999 On-going i Responsibility Lyon/Carter Ruffins/Lyon/Green/Sain Lyon/Staff Mid-term Report  All software and hardware installed in McClellan EAST lab by start of school  Teacher hired and trained  19 students enrolled as of 1/99 Metro-ACC  Staff hired (July/August 98)  Hardware installed 8/98  Staff trained 8/98  Students registered and scheduled 8/98  10 students earned diploma by 12/98  All students on EHS waiting list completed credits  Enrollment of new students continuing  Staff development continuing ALC  Needs assessment of ALC program completed  Staff hired  Hardware and software installed  Staff trained  105 students enrolled first semester  42 students returned to their schools  629 staff completed computer training classes between 7/98 and 1/99  Basic technology training for principals/secretaries scheduled to begin February 1  Materials created and instructors trained for principals/secretaries training projectDate: January 12, 1999 To: Lucy Lyon From: Les Camine I enjoyed the visit this morning and following is the outline that I thought we should follow. I. II. III. IV. V. VI. VII. Vision of technology based on the educational benefits, along with a multiyear plan and detailed budget for implemeritation. An implementation plan with infrastructure to support teaching and learning with a reasonable access for all. Focus of integration of technology into curriculum, instruction, and assessment. Develop and maintain administrative leadership and community support for the technology initiative. Modify or restructure the district to gain efficiency and effectiveness, which is possible with the use oHechnology. Develop a training and development plan which will encourage use and develop the benefits of technology. Emphasis on using the tool of technology to enhance teaching and learning. . Develop a plan of technical support to address the ongoing care and feeding of the technology system. The list or outline should not be thought of as a major thesis. Please condense to no more than four pages. Obviously, this should not be narrative form but more an outline or bullets to establish the content. For example in the training (VI) note my thought that the first hurdle is to get people using the technology on a daily basis (email) and direct input for grades at the quarter. Simplify the use of progress reports and with a similar system so that we automate the system. My thought was we should bring secondary up first because we can save the teachers time. The following were the areas that I suggest should be resolved by April 1,1999 I. 2. 3. 4. 5. 6. Note outline for Bond and Levy Issue. List of technology Users by School. Grade Book Package Sufficient terminals for teacher use at each secondary school for direct grade entry. Instructional and Curriculum management system which will support assessment, personalized education plans, and standards based education. {Start meetings with special education, and other parties who need specialized data to unify the system. We need to discuss prior to moving on this issue. Suggest after M.L. King break.)Priority: Quality Index: (2) Student Achievement and Value-Added Incentives Major Tasks/Activities_______ 1. Identify specific achievement indicators. 2. Identify specific standards/ benchmarks. 3. Identify value-added incentives. Plan Reference Revised Desegregation and Education Plan, sections 2.7,5.2.1, and 5.3 Revised Desegregation and Education Plan, sections 2.7, 5.2, and 5.3. Revised Desegregation and Education Plan, sections 5.8 Timeline June 1999 June 1999 June 1999 Responsibility Lesley/Cluster B Lesley/Cluster B Lesley/Cluster B Mid-Term Report______________________________________ Conducted first meeting of Cluster B on Nov. 20, 1998. Reviewed charge, draft of Campus Leadership Plan, and resource documents\ndiscussed and approved proposed work plan for completion of tasks. Conducted Internet search and purchased other resources to determine practices in other states and districts, especially those with value-added approaches. Drafted preliminary list of academic indicators for elementary, middle, and high schools for the Quality Index to use for discussion purposes, Jan. 1999. Met with Dr. Steve Ross of the University of Memphis on Jan. 15, 1999, to discuss Tennessee's value-added accountability system and preliminary LRSD draft of academic indicators. Second meeting of Cluster B scheduled for Feb. 15, 1999. Discussed with Dr. Steve Ross (see #1 above) ways to assign weights of importance and ways to assess progress toward standards at Jan. 15, 1999, meeting. Consulted research documents on practices in other states and districts. Conducted preliminary research on practices in other states and districts. 1'1\\QUALITYIND^ Cluster C Sadie Mitchell January 25, 1999 A. B. C. Student Dropout - Valerie Hudson Teacher Attendance - Carol Green Student Attendance - Jo Evelyn Elston Cluster C has been charged to review Student Attendance, Teacher Attendance and Student Dropout. The Cluster has been divided into three subcommittees who are meeting on a regular basis. The committee feels that the significance of their work is important and will assist in supporting quality schools. It has been critical to identify the personnel and others who are responsible or involved in the three areas. Student Dropout There have been many discussions regarding problems centered around student dropout. Many of these when corrected will have an impact on reducing the Districts dropout rate.  Attendance secretaries not having open access to the LRSD AS400 computer system,  Registrars have open access but debate about whose responsibility it is to track dropouts and change the code in the system. No accountability if it doesnt get done.  In the past, Student Assignment had a central person communicating with the schools continuously tracking students. This person was never replaced.  Sixteen and seventeen year olds obtaining a waiver and not getting their GED. No tracking is done. Can they return to public school after they have dropped out?  The over use of NE code, meaning on record the previous year and not presently enrolled.  Withdrawal codes need to be more clearly defined and become more simplified.  We need to set policies for all students K - 12 who dropout from the LRSD, realizing students in K - 6 are not reported as dropouts. The last time policies were made in regards to dropping out was in 1991.  The termination of 3 truancy positions and the dropout prevention coordinator assuming the responsibility.  Dropout records must be accurate as it affects DFA reporting.  Timeline of reports.The Student Dropout Committee is making recommendations for resolving issues listed above as well as reviewing old Board Policies as they relate to student dropout. Recommendations to provide a central location for secretaries to report will be made from the Student and Teacher Attendance Committee. It will be recommended for the Administrative Services Department to develop/update a Student Attendance Reporting Procedures Manual as a reference for district registrar and attendance secretaries. Teacher Attendance The sub-committee has defined the definition for teacher attendance. Measurements and school rubrics are being established. The majority of the time has been given to addressing incentive programs whether individual or school-wide. The Districts Strategic Plan recommendations for teacher attendance has been a guide. Committee members are securing teacher incentive plans from other school districts. scheduled to complete Board adopted standards. Future meetings have been Student Attendance The Committee has agreed to recommend using the State Department of Educations definition for student attendance. Immediate changes include drafting another student attendance reporting form, which will be simplified. Suggested incentives are still being pursued for schools improving student attendance. (See Attachment)Quality Index Committee: Student Attendance The Quality Index Committee on Student Attendance met five times following its initial organization on November 9, 1998. Meetings were held on November 16'*', December 1\" \u0026amp; 15'*', January 12'*' and 21, 1999. After much discussion, review of district policies and procedures relating to student attendance, and a review of research-based strategies that have proven effective in improving student attendance, the committee submits the following recommendations for consideration. L Student Attendance Definition Bring the student attendance definition used in the Quality Index in line with the definition used by the Arkansas Department of Education. Definition: Student Attendance - The total number of days attended plus the total number of days absent by students in an individual school divided by the number of school days taught in the District during that quarter (Pre-K enrollment totals not included). EL Student Attendance Incentive Plan Establish a district level committee to annually select the school/schools to receive an incentive award for achieving significant irrqjrovement in the annual student attendance rate based on defined criteria. Committee Composition The committee shall be composed of an associate superintendent, community representatives, a representative from the Little Rock Chamber of Commerce and a representative from the Financial Accounting Department of the Little Rock School District. Incentive Categories Awards will be made in four categories: Category I Diamond Superlative Award - Presented to the school that had the greatest percentage increase in student attendance over the previous school year. An additional bonus will be awarded if the increase is 6% or above. Category 2 Gold A ward- Presented to the school (s) whose attendance for the past school year was in the 95-100% range and achieved a 1% increase in the annual student attendance rate. Category 3 Silver Award - Presented to the school (s) whose annual student attendance rate for the past school year was in the 91-94% range and achieved a 2% increase in the annual rate when compared to the previous year. Category 4 Bronze Award -Presented to the school (s) whose annual student attendance rate for the past school year was in the 86-90% range and achieved a 3% increase in the annual student attendance rate when compared to the previous year.Suggested Incentives School Monetary Awards for Exemplary Improvements Free No Student Contact Day School Plaque and Board Recognition Catered Meals on Teacher Workday Full Page Newspaper Ad and Achievement Banner School Van that rotates year to year Complete Landscaping of School Campus Top of the List School for School Improvements Outdoor Recreational Equipment Staff Membership in Fitness Center or equipment placed In building, if space peirmits Individual Bonus for all School Staff III. Implementation Procedures The LRSD Board of Directors will annually establish a Student Attendance Incentive Fund to be awarded to District schools that achieve significant improvements in the annual student attendance rate. it The LRSD superintendent designee shall convene the Student Attendance Incentive Selection Committee to review the district's 3rd quarter attendance report and determine the recipients of the annual Student it it it Attendance Incentive awards. In the event of a tie in the Diamond Category, the percentages will be rounded to three decimal places. One-fourth of the annual Student Attendance Incentive Fund will be aside for the Diamond Category. set A minimum of one-third of the Diamond Category funds will be pledged for the bonus award. - _ - ----- The remaining incentive funds will be divided equally among the Gold, Silver S Bronze Categories. Recipients of the annual Student Attendance Incentive awards will be announced at the April Board of Directors meeting. Procedural guidelines and the awards for each category will be distributed each year to building administrators at the Principals' Institute. The District Student Attendance Incentive Initiative shall be evaluated annually to determine is effectiveness in improving student attendance. In addition to the District level school incentives to improve student attendance,e each school, through its Campus Leadership Team, will implement an incentive plan that rewards/recognizes individual students for exemplary school attendance and/or for significant improvement in school attendance. 2Implementation Timeline Activity Beginning Date End Date Person Responsible 1. Determine Student Attendance Award pool 2. Organize Incentive Committee 3. Convene Incentive Committee to establish awards for each category 4. Distribute Procedural guidelines and award incentive data 5. Prepare announcement S present awards 6. Evaluate effectiveness of Incentive Awards Initiative As important as research-based data confirm, May 1 May 1 June 1 July 1 April 15 May July 1 J une 1 July 15 August 1 Principal's Institute April Board Meeting August LRSD Board of Directors Supt/Designee Committee Chairperson Assoc. Supt. for School Services Assoc. Supt. School Services LRSD Supt. \u0026amp; Incentive Comm. Incentive Comm. \u0026amp; Assoc.Supt. School Services the District-level school incentives are, we believe and that the most significant changes to improve attendance and the schools' holding power can and must occur at each individual school. These efforts should include strategies which enhance academic success, promote membership and belonging by improving school climate so that students will want to come to school and feel welcomed by all staff\nstrategies that involve parents and students in meaningful roles, and strategies that encourage collaboration between the school and community partners. A list of research-based practices which have been shown to improve school attendance are listed below: Research-based Practices Which Increased Attendance Individualization of Teaching Activity Teaching Cooperative Learning Mentoring Peer Tutoring Respect for Students Attention to Learning Styles Reducing Number of Retention Reducing Suspensions Rapport from Staff Safe school Violence Prevention Programs School Transfers Help with Personal Problems Help Making up Work Minimize Punishment S Verbal Reprimands Promote Personal Attention from Teachers Provide Parent Workshops Create Informal Learning Environments Empower Students and Parents 3other Recontmendatlons 1 . Standardize procedures district-wide for recording and reporting student attendance and tardies. 2. Develop an daily absentee report, which could be run by teachers showing only those students who were scanned as absent in class for that day. This report would be similar to the current kdd/Drop Report, which was developed by Information Services. The Attendance Secretary would run this report after completing the scanning each day and teachers would be asked to review it and turn in corrections daily. This would eliminate the Confirming Attendance Reports, which are currently run every two weeks and would provide administrators. a more up-to-date attendance record for use by the 3. Create a Support Staff/Clerical Supervisor position. which would be available for training and supervision of school secretaries, attendance secretaries, and registrars. At present. Information Services trains new personnel in the use of the computers but there is no one available to train new secretaries regarding other procedures or to help with policy questions. As a result, we do not have consistency among the schools with the way things are done. maintaining secretarial/registrar handbooks. This supervisor would also be responsible for 4 . Clearly define to whom the responsibility for attendance reporting is assigned at the local school. what attendance related duties. There appears to be some confusion as to if any. are the registrars and what responsibilities are assigned the attendance secretary/clerk. 5. Consider establishing a board policy that makes three tardies equivalent to an absence. 6. Develop a procedure that is used by the district to drop from the rolls those students who are 18 and older and have quit attending. Since we do not drop for non-attendance, many of these students are carried on roll long after they have attending and we have quit receiving funding from the State. These students are beyond the compulsory attendance age so there is no threat from the law to force them to attend. The district needs a policy that after so many absences that are unexcused, 18 year old students can be dropped from roll. 41998-99 Work Plan for LRSD Priorities Priority: Quality Index: 3) Attendance - Teacher/Student/At Risk Dropout Major Tasks/Activities Plan Reference Timeline Responsibility Mid-term Report 1. Identify specific standards for student attendance by grade level 2.6 2.9 2.11 June 1999 Mitchell Committee reviewing existing policy and guidelines for student attendance 2. Identify specific standards for teacher attendance. June 1999 Mitchell Committee reviewing options for acceptable standards 3. Create incentives for 1 \u0026amp; 2 to recognize and create improvement in 1 \u0026amp; 2 2.6 5.8 June 1999 Mitchell Committees are still meeting and brainstorming guidelines and procedures for incentives 4. Identify students for at- risk and drop out reduction 2.4 2.5.4 2.7 June 1999 Mitchell Counselors and principals are identifying students who are at risk. A schoolbased committee is being organized to review at-risk students as they enter school and attempt to drop out. Committee making efforts to redesign drop out/withdrawal procedure.1998-99 Work Plan for LRSD Priorities Priority: Guidelines, Administrative Policy \u0026amp; Report Card Major Tasks/Activities Develop guidelines and administrative policy for campus leadership implementation State developed campus report card is modified to include quality indicators Plan Reference 6 5 6 Timeline June 1999 June 1999 Responsibility Carnine/Cluster D Carnine/Cluster D Mid-term Report Reviewed current handbook for content Established timeline for additional items for inclusion from clusters A, B, C and E Reviewed report card and proposed legislation Reviewed Smart Start accountability plan Reviewed examples of current application of Smart Start accountability Created report card with Clusters A, B, C indicators Established format for LR report card 3^sSSs*^ Little Rock School District OFFICE OF THE SUPERINTENDENT January 19, 1999 Senator Jim Argue 5905 Forest Place #210 Little Rock, AR 72207 Re: School Report Card Dear Senator: Recommended Indicators: 1. 2. 3. 4. 5. 6. 7. Graduation Rate Dropout Rates ACT (Percentage taking and Average Score) Attendance Rates (Students) Test Scores on Standardized and Norm Referenced Tests Learning Climate (Includes school safety information)* Qualification of teachers There are certainly other indicators that could be used but most of the research suggests parents will only pay attention to a fairly small number and these appear most often in the literature. Comparison Data: 1. 2. 3. 4. District / State / National Test Scores District / Socio economic strata / State Ibid. / National  District /Mobility Factor / State Urban / Urban ** Communication: I suggest that a public meeting be required at the campus not only to explain the report card, but also to gain understanding of the improvement initiative that has been developed by the campus leadership team. Also, mailing after the public meeting or giving out on parent conference day? * Important that this not be an incident report but the combined assessment of teachers, parents and students. \" Socio-economic data for L.R. Public Schools and L.R. has 2.4 times the state average for low income students / educationally disadvantaged. Mobility data for L.R. campuses indicate many have rates exceeding 50%. It is hard to be accountable for children you have not taught. Important to have comparative data with other urban centers since L.R. is the only urban area within the state. 810 West Markham Street Little Rock, Arkansas 72201 (501) 334-2000 January 21, 1999 Page 2 mm Explanation: Comparison data should not be biased based on students' scores. That information should be reported. However, research has indicated that you can get a much better view of a successful school by eliminating bias factors such as socio-economic status, race, gender, education attainment of parents, etc. The recently released U.S. News and World Report, January 18, 1999 on successful high schools used a statistical model to discover and report factors that note schools that do great jobs regardless of the aforementioned bias factors. As noted in the article anyone can come up with a list of Americas best high schools where kids have high SAT scores. Such a list would not reveal much about the quality of the schools, but it would reveal that family circumstances strongly influence achievement in school and that well-to-do kids with college-educated parents tend to do well academically no matter what school they attend. U. S. News and World Report. Furthermore, the educational effectiveness is no longer the score a child makes on a given test but the gain a child achieves from year to year. Utilizing statistical methodology would allow you to take the bias out yet insure the rigor of the programs based on the gains or value added after the child enters the classroom. Tennessees Valued-Added Assessment System The thesis that Im supporting as a report card is then more than just report on family circumstances. It is a school report which not only gives a snap shof but also adjusts the data (academic gains) for comparative purposes on judging the effectiveness of the campus. If the system is not treated in a similar fashion I suspect from past battles in this area that it will become bogged down with charges of economic and racial bias. Secondly, from experience, 1 think you would understand it is much easier to work with the staff to ensure a high quality education is being provided regardless of family circumstances, etc. I have been extremely brief, and Im sure opened up more questions than I have provided answers but given the opportunity, I can produce expert testimony which could be favorable to your indicated policy initiative. Respectfully, Leslie V. Camine Superintendent of Schools cc: Senator John RiggsCluster E Quality Index: 5) Planning and Campus Goals (COE) Cluster E has met twice as a total group and three times in a small group setting to plan for the group meetings. The first meeting was an overview of total Quality schools with focus on its characteristics, the process for integrating Campus Leadership Teams with TQS and its value to student achievement. The second meeting was discussions and modeling of the basic principles of teamwork and developing team plans. Future meetings will undertake the task of developing a document that will outline the planning process and procedures to support Total Quality Schools and campus accountability. Inclusive in the process will be tools to be used in planning at the school level using the criteria based on achieving the overall campus goals. Curriculum, instructional equity, data collection and analysis, accountability, student achievement will be areas considered in developing this instrument.1998-99 Work Plan for LRSD Priorities Priority: Quality Index: 5) Planning and Campus Goals (COE) Major Tasks/Activities 1. Create planning process to support LR charge for Total Quality Schools and state campus accountability Plan Reference 5 6 Timeline June 1999 Responsibility Cawthon/Lacey/Cluster E Mid-term Report Cluster E and subcommittees will continue work on a document for the planning process and procedures for TQS1998-99 Work Plan for LRSD Priorities Priority: III. B (1) Continuum of Knowledge and Skills Major Tasks/Activltles___________ 1. Review and recommend revisions of the Board's Instruction policies. 2. Complete the 7-12 curriculum standards in English language arts, mathematics, science, and social studies. Plan Reference Revised Desegregation and Education Plan Strategic Plan: Strategy 2 Goals 2000 Timeline April 1999 January 1999 Responsibility Bonnie Lesley Linda Young Gene Parker Dennis Glasgow Marie McNeal Vanessa Cleaver Mable Donaldson Patty Kohler Lucy Lyon Mid-Term Report______________________________________ 'Reviewed existing Board policies and Administrative Directives to determine needs for revision and new policy statements. 'Obtained copies of NSBA model policies for curriculum, instruction, and assessment. 'Revised graduation policy for Board approval in December 1998. 'Reviewed 1991 Curriculum Audit for suggestions on necessary curriculum/instruction policies. 'Reviewed Arkansas Accreditation Standards. 'See also Priority I: Desegregation and Education Plan/ A. Policies, #9. 'Drafted a new policy on Credit-by-Examination to be submitted to the Board of Education in February 1999. 'Drafted new regulations on elementary to middle school and from middle school to high school promotion to be submitted to the Board of Education for information at January 1999 meeting. 'Middle school program standards drafted, presented to the Board, and approved for use in developing core curriculum standards in October 1998. 'Teacher committees appointed to complete curriculum/program standards for reading/language arts and tor ESL courses for grades 6-12 (work to be completed by March 1, 1999). 'Social studies curriculum standards drafted for grades 7-12 (work to be completed by March 1999). 'Standards in mathematics and science have been completed for grades 7-8. 'Standards for high school mathematics and science courses are under development.___________________Major Tasks/ActlvItles________ 3. Construct curriculum maps of LRSD standards/benchmarks with Arkansas standards, SAT9 testing objectives (plus other tests as appropriate), and instructional materials. Plan Reference Strategic Plan: Strategy 2 Goals 2000 Timeline January 1999 Responsibility Gene Parker Dennis Glasgow Vanessa Cleaver Marie McNeal Mable Donaldson Patty Kohler Lucy Lyon Mid-Term Report *K-6 language arts curriculum maps drafted, completed, and prepared for publication and dissemination in December 1998. *7-12 reading/language arts curriculum maps drafted, completed, and prepared for publication and dissemination in January 1999. *K-6 social studies curriculum maps drafted, completed, and prepared for publication and dissemination in December 1998. *7-12 social studies curriculum maps drafted, completed, and prepared for publication and dissemination in January 1999. Curriculum maps for science and mathematics, grades K-4, have been completed and submitted to the Assoc. Supt. Curriculum maps for science and mathematics, grades 5-8, are substantially complete and will be submitted by the end of January.Major Tasks/Activities____________ 4. Review and revise middle and high school Curriculum Catalog\nconduct orientation sessions for central office staff, principals, and counselors. 5. Develop specific plan for implementation of K-6 curriculum standards in English language arts and social studies. 6. Pilot new science curriculum in selected classes at grades K-8. Plan Reference_______ Strategic Plan: Strategy Goals 2000 2 Strategic Plan. Strategy 2 NSF Project Goals 2000 Timeline______ December 1998 February 1999 1998-99 Responsibility Bonnie Lesley Gene Parker Dennis Glasgow Vanessa Cleaver Marie McNeal Mable Donaldson Patty Kohler Lucy Lyon Carol Green Jo Evelyn Elston Gene Parker Marie McNeal Pat Price Mable Donaldson Patty Kohler Dennis Glasgow Vanessa Cleaver Mable Donaldson Patty Kohler Pat Price Mid-Term Report_____________________________________ Notified central and school-level staff of deadline of October 16, 1998, for submitting proposed new courses. Worked with school-level staff (teachers, counselors, registrars, principals) and with central curriculum staff in October, November, and early December to ensure accuracy of documented curriculum. Middle school curriculum committee approved proposed new middle school curriculum in November 1998. Middle School Steering Committee approved proposed new middle school curriculum in November 1998. Board approval of new middle school curriculum in November 1998. Published middle school course selection sheets for each of the eight middle schools in December 1998. Decided to publish triple-fold brochure on middle school curriculum for students and parents instead of a curriculum catalog: available in January 1999. Board approval of new high school courses and new high school curriculum in November 1998. Published High School Course Selection, 1999-2000 (tor students and parents) in December 1998\ndistributed to Board members at December meeting. Published high school course selection sheets in December 1998. Published High School Curriculum Catalog, 1999-2000 (for principals, counselors, registrars, and teachers) in December 1998. Submitted new course numbers for middle and high school courses to technology department. Staff orientation meetings scheduled for elementary counselors, middle school principals and counselors, and high school teams during early January 1999.__________________ K-3 reading/language arts curriculum implementation plan drafted and revised. 4-5 reading/language arts curriculum implementation plan drafted in January 1999. Science and Technology for Children kits have been and will continue to be piloted during the remainder of the school year at Rockefeller, Franklin, Wakefield, and Chicot.Major Tasks/Activities___________ 7. Pilot new mathematics curriculum in selected classes at grades K-8. 8. Complete plan for middle school curriculum for fall 1999. 9. Publish Middle and High School Student/Parent Curriculum Handbooks. 10. Define and establish Delivery Standards. 11. Align school schedules, PreK-12 reading curriculum, instructional strategies, materials, assessment, professional development, monitoring/ coaching, and parent information/ education with Strategic Plan, Desegregation Plan, and Smart Start. Plan Reference NSF Project Goals 2000 Strategic Plan: Strategic 3 Revised Desegregation and Education Plan. 5.4 Goals 2000 Strategic Plan: Strategy 2 and 3 Revised Desegregation and Education Plan Goals 2000 Strategic Plan: Strategy 2 Strategic Plan: Strategy Revised Desegregation and Education Plan, sections 521., 5.2.2, and 5.2.3 3. Timeline 1998-99 October 1998 January 1999 January 1999 November 1998 Reeponsibllity Dennis Glasgow Vanessa Cleaver Mable Donaldson Patty Kohler Pat Price Linda Young Gene Parker Bonnie Lesley Bonnie Lesley Jo Evelyn Elston Marian Lacey Suellen Vann Bonnie Lesley Gene Parker Gene Parker Pat Price Patty Kohler Mable Donaldson Leon Adams Marion Woods Mid-Term Report Investigations in Data, Time, and Space have been and will continue to be piloted during the remainder of the school year at Romine, grades K-5. Connected Math Project has been piloted as a replacement module in all grade 6 and 7 classrooms in the District.________ See #4 above. Board approved middle school program standards in October 1998. Board approved new middle school curriculum in November 1999. See also Priority 1. Desegregation and Education Plan/ B. Middle School #4, #5, and #10. See #4 above. High School Course Selection, 1999-2000 (for students and parents) published in December 1998. Middle school curriculum brochure scheduled to be published in January 1999. ____________________________________ Reviewed research syntheses on delivery standards for Far West Lab. Conducted preliminary conversations on what Delivery Standards for LRSD might look like._______________________ K-3 Literacy Committee met on Aug. 31, Sept. 16, Oct. 30, Dec. 17, and Jan. 8. Draft report of recommendations was completed on Dec. 18, 1998. Report includes the following: Review of current District curriculum, assessment, and implementation. Review of Arkansas Smart Start Initiative to identify possible gaps between the Initiative components and the District's curricular focus. Identification of all supplemental \" reading programs currently in use in primary level classrooms and noted compatibility with the goal, the District curriculum, and the Smart Start Initiative. Comparison of District student performance to statewide student performance for the purpose of creating a context for District benchmarking. Summary of key components of best practice efforts in early reading education nationwide. Outline of recommendations. Proposed budget for 1999-2000. ^3Major Tasks/Activltles_________ 12. Align school schedules, mathematics curriculum, and professional development with Strategic Plan and Revised Desegregation and Education Plan. 13. Develop in collaboration with Linda Watson a list of behavior standards\nadopt a discipline/ classroom management/ character education program and curriculum for teaching the behavior standards to all students. 14. Propose for Board adoption revised Graduation Standards and revision of the core curriculum requirements to align with new state requirements. Plan Reference Strategic Plan: Strategy 3 Revised Desegregation and Education Plan, sections 5.3, 5.3.1, 5.3.2, 5.3.3, 5.3.4, 5.3.5 NSF Project Strategic Plan: Strategy 10 Goals 2000 State law Strategy Plan: Strategy 2 Revised Desegregation and Education Plan, section 5.4 Goals 2000 Timeline November 1998 March 1999 November 1998 Responsibility Dennis Glasgow Vanessa Cleaver Leon Adams Patty Kohler Mable Donaldson Pat Price Marion Woods Marie McNeal Jo Evelyn Elson Patty Kohler Linda Watson Bonnie Lesley Frances Cawthon Marian Lacey Kathy Lease Jo Evelyn Elston Marian Lacey Bonnie Lesley Mld'Term Report 'The mathematics curriculum has been revised by a teacher committee to include a smaller number of concepts at each grade level. Training tor teachers on the revised curriculum has begun and continued training will occur as the NSF standards-based math curricula are phased in over the next few years. CRTs are being developed tor use each quarter in grades 2-6 to measure student mastery of the mathematics grade-level standards and benchmarks. NSF grant strategies are underway to improve student performance in Algebra I and to increase enrollment and success rate in upper-level mathematics courses. The extended-year Algebra I program will take place during summer 1999 to help students achieve better in Algebra I. Conducted research on model classroom management programs. Exchanged information with Linda Watson. Scheduled a representative from each school to attend the ADE conference on Character-Center Teaching and Learning on January 26, 1999. Scheduled a meeting with Dr. Terry Roberts to consult with the District on this initiative on January 26, 1999. Board approval of new graduation policy in December 1999. Published new graduation policy in High School Course Selection, 1999-2000 (for students and parents) in December 1998. Published new graduation policy in High School Curriculum Catalog, 1999-2000 (for staff) in December 1998. Conducted orientation meetings on new graduation policy and high school curriculum for staff in early January 1999.Major Tasks/Activltles____________ 15. Implement Year One of NSF grant project: Extended Year Algebra I\nAP examinations\nnew teacher training\nVital Link\nand Family Math/Science programs. Plan Reference NSF Project Timeline September 1999 Responsibility Dennis Glasgow Vanessa Cleaver Mid-Term Report______________________________________ Extended Year Algebra ITimeline has been established and Algebra I teachers will be invited in January to participate in planning the implementation of the Summer 1999 program. A possible collaboration with New Futures is being discussed. Initial meeting was held in December 1998\nanother scheduled in late January. *AP ExamsDrafted proposed new policy in November 1998 to require all students who take AP courses to take the corresponding AP exams. Item was withdrawn for more work. Will be resubmitted in February 1999. New Teacher TrainingFirst-year secondary mathematics and science teachers received two days of training on Oct. 13 and Dec. 10, 1998. Vital LinkPlanning began on January 15 for recruiting additional Vital Link sites that focus on careers in the field of mathematics and science. Family Math/SciencePlanning has occurred for teams of teachers from seven schools to participate in the February 8-9 training. Advisory Committee MeetingsCommittee met on Sept. 22, Oct. 27, and Dec. 8 to review and discuss student performance data and upcoming grant activities. Management Team MeetingsCommittee met monthly with the exception of December. January meeting scheduled. Math/Science Vertical TeamsRegistered teachers for College Board sponsored vertical teams conference on Feb. 5-6 (mathematics) and Feb. 19-20 (science). Two mathematics vertical teams have met monthly. High School VisitsMet with three high schools to review and discuss first quarter data and to set improvement targets. Remaining two high school visits scheduled in late January.Priority III. B. (2): Personalized Education Major Tasks/Activities____________ 16. Develop Early Childhood Education Plan for tall 1999, to include plan to implem\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_1175","title":"Little Rock School District, school board meeting minutes and 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":["Little Rock School District"],"dc_date":["1993-01-14/1993-12-16"],"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 board members","School boards","School management and organization","Meetings"],"dcterms_title":["Little Rock School District, school board meeting minutes and 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/1175"],"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":["109 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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n,____,/    LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting January 14, 1993 RECEl\\/fED OCT 2 7 1995 Office of Desegregation tvioniwtino The Board of Directors of the Little Rock School District met in a lawfully called special meeting at 6: 20 p. m. immediately following the Board agenda review meeting on January 14, 1993. The special meeting was conducted in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The president, Mrs. 0. G. Jacovelli, presided. MEMBERS PRESENT: Mrs. O. G. Jacovelli Mr. John Moore Ms. Pat Gee Dr. Katherine Mitchell Mr. Willie D. (Bill) Hamilton Mr. Dorsey Jackson Mr. John Riggs MEMBERS ABSENT: None ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes Mr. Don Umfleet, Audio Specialist CALL TO ORDER: ROLL CALL: The president called the special meeting to order at 6:20 p.m. The roll call revealed the presence of all seven (7) Board members. PURPOSE OF SPECIAL MEETING: The chair announced that the special meeting was called for the purpose of conducting student disciplinary hearings and to consider reinstatement petitions. NON-CONTESTED EXPULSIONS AND LONG-TERM SUSPENSIONS: Mr. Rudolph Howard directed the Board members' attention to the non-contested expulsion recommendations of Tyrone Banks, Roger Crusterson, Bara Nichols, Phillip Watts, and Timothy White. He also directed the Board members' attention to the non-contested recommendation for the long-term suspension of Brent Armstrong, Derrick Bowman, Quentin Davis, David Faison, Keith Farr, Stacy Givens, Andre Harris, Deshun Hollis, Mervyn Johnson, Kendrick Land, Norman Miles, Shawn Moseley, Bilal Muhammad, Albert Porter, Kevin Pugh, Carlos Reese, and Jerry Roberson. Mr. Dorsey Jackson moved the administration's recommendations on the non-contested expulsions and long-term suspensions. Mr. John Moore seconded the motion, and it carried unanimously. CONTESTED EXPULSIONS: The Board conducted a hearing with regard to the expulsion recommendation for Janice Harris. After hearing all testimony and considering the evidence presented to it, Mr. John Moore moved to long-term suspend Janice Harris and if she comes back to the Board and shows that she has been involved in counseling and that it has had an effect and if Mr. Watts agrees, we will admit her back. Mr. Dorsey Jackson seconded the motion, and it carried with six (6) to one (1). Dr. Katherine Mitchell dissented . . The Board conducted a hearing with regard to the expulsion recommendation of Ronnie Scott. After hearing all testimony and considering the evidence presented to it, Mr. Dorsey Jackson moved that Ronnie Scott be placed back in school on strict probation and if any further incident or violation of any school rules occur in any way, he will be expelled immediately. Mr. Bill Hamil ton seconded the motion, and it carried unanimously. The Board considered the petition of Michael Hornes for reinstatement to school from the Juvenile Justice Center. After hearing all testimony and considering the evidence presented to it, Mr. John Riggs moved to reinstate Michael Hornes preferably to a school other than McClellan, on strict probation. Dr. Katherine Mitchell seconded the motion, and it carried unanimously. The Board considered the petition of Phillip Conway for reinstatement to school. After hearing all testimony and considering the evidence presented to it, Mr. John Moore moved to reinstate Phillip Conway. Mr. John Riggs seconded the motion, and it carried unanimously. The Board considered the petition of Dana Stephens for reinstatement to school. After hearing all testimony and considering the evidence presented to it, Mr. John Moore moved to reinstate Dana Stephens to the Alternative Learning Center and put her on the list for the Elizabeth Mitchell Residential Treatment Program. Mr. Dorsey Jackson seconded the motion, and it carried unanimously. The Board considered reinstatement to school. the petition of Ylanna Value After hearing all testimony for and  considering the evidence presented, Mr. John Moore moved to reinstate Ylanna Value on strict probation for the second semester of the 1992-93 school year. Mr. John Moore moved the Superintendent's recommendation. Dr. Katherine Mitchell seconded the motion, and it carried unanimously. ADJOURNMENT: Mr. Dorsey Jackson moved to adjourn. the motion, and it carried unanimously. business to come within the call for the Board of Directors, the meeting adjourned Mr. John Riggs seconded There being no further special meeting of the at 8:25 p.m. O. G. Jacoveli,President 1~:dfl J!J J-V Pat Gee, Secretary APPROVED: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Regular Meeting January 28, 1993 OCT 2 7 IY~.5 The Board of Directors of the Little Rock School District met in its regularly scheduled monthly meeting at 6:22 p.m. on January 28, 1993, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The president, Mrs. O. G. Jacovelli, presided. MEMBERS PRESENT: Mrs. O. G. Jacovelli Mr. John Moore Ms. Pat Gee Dr. Katherine Mitchell Mr. Willie D. (Bill) Hamilton Mr. Dorsey Jackson Mr. John Riggs MEMBERS ABSENT: None EX OFFICIO MEMBERS PRESENT: Mr. Frederick Fields, Teacher Representative Miss Candace Jones, student Representative ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes Mr. Don Umfleet, Audio Specialist I. CALL TO ORDER: ROLL CALL: The president called the regular meeting to order at 6:22 p.m. The roll call revealed the presence of all seven (7) Board members. II. READING OF THE MINUTES The chair asked for a motion to remove the November 19, 1992 minutes from the table. Dr. Katherine Mitchell moved to remove the November 19, 1992 minutes from the table. Mr. John Moore seconded the motion, and it carried unanimously. Dr. Mitchell moved to approve the November 19, 1992 minutes of the regular meeting of the Board. Ms. Pat Gee seconded the motion, and it carried unanimously. The chair directed the Board members' attention to the minutes of the special meeting on September 16, 1992\nthe special meeting on October 5, 1992\nthe special meeting on October 15, 1992\nthe special meeting on November 5, 1992\nthe special meeting on November 12, 1992\nand the regular meeting on December 17, 1992. Mr. Bill Hamilton moved approval of the minutes. Ms. Pat Gee seconded the motion, and it carried unanimously. III. PRESENTATIONS: A. Superintendent's citations Dr. Bernd presented certificates to the winners of the American Education Week Essay Contest that was sponsored by the Little Rock PTA Council and the Central Arkansas Reading Council. The theme was \"America's Schools: Take a New Look.\" The winners who received certificates were: Primary Level (K-3 Grade): First Place - Danielle Dushkin, Brady Elementary Second Place - Sarah Pollard, Williams Magnet Third Place - Jessica Slaughter, Western Hills Elementary Intermediate Level (4th - 6th) First Place - Jonathan Jones, carver Magnet Second Place - John Crain, Carver Magnet Third Place - Lakeisha Palmer, Cloverdale Elementary Junior High Level (7th - 9th) First Place - Tonya Andrews, Mabelvale Jr. High Second Place - Walter Coleman, Mabelvale Jr. High Third Place - Heather Gregg, Mabelvale Jr. High Senior High Level - 10th - 12th) First Place - Keith Harvey, McClellan High Second Place - James Vardaman, McClellan High Third Place - Amy Ramer, McClellan High. Dr. Bernd also recognized the teachers of the winning students: Becky Dugan, Karen Latch, Shirley Thomas, Betty Glenn, Donna Hall, taking the liberty of making the decision for the Board not to meet with the group. She called for the resignation of Mrs. Jacovelli and Dr. Bernd and urged the remaining members of the Board to act responsibly when the community desires to share its concerns. Mr. \"Say\" McIntosh told the Board that this group are concerned about the safety of their children in the schools. He told the Board that the safety of our children should cause us to get as mad as the suspension of Mr. Hickman. He urged the Board to not let the news media twist them and get them to try the case in the media. He alleged that the news media is trying to cause a riot. A Little Rock Central High School senior (name unknown) questioned the methods of the Board and why things were done like they were. She told the Board that the problem is ignorance, and she feels that her rights have been violated. Mr. Melvin Moss told the Board that the actions taken by the administration and Board are peculiar and has caused students and parents a lot of frustration. He told the Board that the important things are God, the family, and the community, stupid. At this point in the \"Remarks from Citizens\" section on the agenda, Mr. Chris Heller, legal counsel for the District, responded to the unrest in the audience by explaining that it is the Board's responsibility to remain neutral in personnel issues until they hear all evidence in a formal hearing. He told the audience that he had advised the Board not to listen to any comments. Mr. John Riggs asked for a recess. The Board recessed at 7:10 p.m. and reconvened at 7:25 p.m. Upon reconvening, an unidentified speaker urged the Board get its priorities in order. Mr. Ari Merretizon told the Board that there is a lot of tension in the community and asked the Board to instruct Dr. Bernd to engage in discussion about their concerns. He expressed his view that the group would understand the limitations of the discussion. V. ACTION ITEMS: A. Election of Officers Mr. Dorsey Jackson moved to remove from the table the election of officers. Mr. John Riggs seconded the motion, and it carried unanimously. Mr. Jackson moved to elect John Moore as President of the Little Rock School District Board of Directors.by acclamation. Mr. John Riggs seconded the motion, and it carried unanimously. Gloria Russ, Nancy Jones, and Gloria Blakely. The Superintendent also awarded certificates to the winners of the \"My Southwestern Bell Yellow Pages Wish\" program. Honored were: Tequesia Neal, Cloverdale Elementary, $50.00 for Little Caesar's Pizza\nShiree Lawson, Rockefeller Elementary, $100 for Wordsworth Book Stores\nMaquinta Davis, Romine Elementary, $150.00 for Lenderman Paint Company\nErica James, Badgett Elementary, $2 00 for Microcomputer Center\nKrystal Rose Marks, Romine Elementary, $250 for Radio Shack, and the first place winner, Nikkola Hadley, Badgett Elementary, $1000 for ABC Playground Equipment. Patty McNeil, principal at Dodd Elementary School, introduced the winners of the White House Replica Contest held at Dodd School. Ms. Raines' second grade class won the primary division, and Ms. Riddle's sixth grade class won the intermediate division. Dr. Bernd also presented Superintendent's Citations to the ex officio members of the Board for January: Candice Jones, student ex officio from Fair High School\nand Frederick Fields, teacher ex officio from Cloverdale Elementary. He and members of the Board thanked them for their service to the Board. IV. C. Citizens Committees None reporting. D. Board Members None. E. Partnerships None. REMARKS FROM CITIZENS: Dr. Bernd read a statement concerning the Board's policy on receiving information or commenting on pending personnel issues. Mrs. Jacovelli reiterated that it would be inappropriate for the Board to hear comments concerning a personnel issue that might ultimately come before the Board for a hearing. She stated that all of the speakers signed up to address the Board have indicated that the subject of their remarks would be \"Central High School\" or \"John Hickman.\" She told the audience that if the subject of Mr. Hickman comes up during remarks, she would gavel the speaker and the Board would go into recess. Mrs. Hafeeza Majeed asked for the resignation of Mrs. Jacovelli and Dr. Bernd. She told the Board that she had obtained the signature of fifty patrons and voters asking for a meeting with the Board under Arkansas statute. She admonished Dr. Bernd for Mr. John Moore assumed the presidency and opened the floor for nominations for vice president. Mr. Riggs nominated Dorsey Jackson for vice president. Mrs. O. G. Jacovelli seconded the nomination. Mr. Jackson was elected unanimously. Mr. Dorsey Jackson moved to elect Dr. Katherine Mitchell as secretary of the Board by acclamation. Mr. Bill Hamil ton seconded the motion , and it =cc.=a:..:rc..:r,....,1=-e ::.d=-w-=ia.ot:.:.h.o......:s\"\"'1\"\"x =-..(..-.= 6_,_)---=a::..:f:..cf=-=i-=r=m=a\"\"\"'t\"\"'1=-v -'-=e'--'-v-=o:....:t::..:e:.\ns=--=-. Mrs. o. G. Jacovelli abstained. B. Henderson Athletic Field Agreement Dr. Bernd directed the Board members' attention to the maintenance agreement between the District and the City of Little Rock for the maintenance of the athletic field at Henderson Junior High School. He recommended that the Board approve the maintenance agreement as submitted in the printed agenda and to direct the administration to process the necessary documents. Mrs. Jacovelli moved the Superintendent's recommendation. Mr. Riggs seconded the motion, and it carried unanimously. C. Position Paper on School Health The Superintendent recommended that the Board act to support the position as submitted in the printed agenda. Dr. Mitchell moved the Superintendent's recommendation. Mrs. Jacovelli seconded the motion, and it carried unanimously. D. Community Study Center Program Dr. Bernd informed the Board that he had signed a letter of support of the Community Study Center and asked the Board to endorse the concept and support the collaborative effort with the Little Rock Boys Club in the establishment of the Community Study Center, including seeking funds through specific grants to assist with the program. Ms. Linda Young, the District's New Futures Liaison, introduced members of the Hoover Collaborative. Mrs. Jacovelli moved the Superintendent's recommendation for the endorsement of the collaborative efforts with the Little Rock Boys Club in the establishment of the Community study Center including seeking funding through specific grants and the approval of a waiver allowing course credit to be granted for students participating in the Center. Mr. Riggs seconded the motion, and it carried unanimously. E. Personnel Changes Dr. Bernd directed the Board members' attention to the personnel changes in the printed agenda and the slip sheet containing the resignation of Catherine Johnson. He recommended that the Board approve the personnel changes. Mrs. Jacovelli moved the Superintendent's recommendation. Mr. Jackson seconded the motion, and it carried unanimously. F. Financial Reports The Superintendent pointed out the new format. Mr. Gary Jones answered questions from Board members. He told the Board that the new format was the first pass and that revisions and simplification will probably follow. Mr. Jackson moved approval of the financial reports. Mrs. Jacovelli seconded the motion, and it carried unanimously. VI. REPORT AGENDA A. Sibling Transfers Mrs. Marie Parker reported on the requirements of the desegregation plan concerning siblings going to the same schools whether they be attendance zone, non-attendance zone, or magnet schools. Board members asked questions and expressed a desire that every effort be made to get siblings in the same school. B. The Incentive Schools' Master Teacher Program Mrs. Janet Bernard highlighted the report contained in the printed agenda. Board members asked questions. Mrs. Bernard told the Board that these schools will serve as lab schools for student teachers. She also reported that this report will be sent to the Court and to the Desegregation Monitor. C. Educational Programs Report GARLAND INCENTIVE SCHOOL'S EDUCATION BEYOND THE CLASSROOM Mrs. Arma Hart introduced Mr. Robert Brown, principal at Garland Incentive School. Mr. Brown reported on some of the events that are scheduled after school hours to help students learn and to involve parents in the life of their child. Some of the programs are group discussions on social issues within the community, trips to movies and dinner engagements at different ethnic restaurants. He also told the Board that the school had been engaged in many changes, including the lowering of class sizes, obtaining instructional aides and supervision aides, and establishing the Writing to Read labs. They have mentor programs to raise self esteem, the IRC specialists work with new teachers, they have established a staffing committee that includes parents, teachers, and administrators. He reported that the school has began the Effective Schools training for all staff members, including the custodial staff. VII. CONSENT AGENDA Dr. Bernd presented the items for the consent of the Board as follows: Donations of Property A computer disk drive to Fair Park Elementary by Mr. Howard Muldrow\nA scoreboard to Cloverdale Jr. High by Mr. John Twyford/Twin City Bank\n$6,000 to fund an art teacher to Forest Park Elementary by Forest Park PTA\nPea gravel for playground at Fulbright Elementary by Glacial Concrete, Mark \u0026amp; Mary Rose Breckenridge, and Chuck Germer\nComputer equipment to HIPPY Program by IBM/HIPPY USA\n1992 GMC Pickup Truck to Metropolitan Vo-Tech Center by Landers Trucks, Benton\nComputer equipment to Rockefeller Incentive School by Arkansas Power \u0026amp; Light Company\nand Software valued at $1500 to Central High School by Systematics. Lease Agreement - King Elementary School Property A 99-year lease agreement between the District and the City of Little Rock for approximately 3.5 acres of land to be used for the new Martin Luther King School site. The lease is to be $1.00 per year for the 99 years. Air Space Agreement - King Elementary School Property An air space agreement between the District and the Arkansas State Highway Commission to lease approximately three acres of land for the purpose of constructing and maintaining a parking lot for the new Martin Luther King Elementary School. Authorization to Apply for School Assistance in Federally Affected Areas Assurances - P.L. 81-874 A request for authorization and approval of the Resolution from the Board of Directors so the District can submit this year's application in a timely manner. The Superintendent recommended that the Board approve all the items listed in the consent section of the printed agenda. Mr. Dorsey Jackson moved the consent agenda. Mr. John Riggs seconded the motion, and it carried unanimously. VIII. AUDIENCE WITH INDIVIDUALS OR GROUPS None VOTE OF APPRECIATION: Mr. Bill Hamilton moved to give Mrs. Jacovelli a vote of thanks for serving as the Board president and commended her for the manner in which she has served. Mr. Dorsey Jackson seconded the motion, and it carried unanimously. RECESS: The Board recessed at 8:35 p.m. and reconvened at 8:59 p.m. IX. STUDENT DISCIPLINARY RECOMMENDATIONS Mr. Howard directed the Board members' attention to the non-contested expulsions of Tellys Clemmons, Lynn Davis, Shawn Henson, Quawn Marshall, Trimmell McIntosh, William Teague, and Terrance Williams. He asked that the non-contested recommendations include Jason Perkins, who was listed as a contested expulsion recommendation. He also directed the Board members' attention to the non-contested long-term suspensions of Avianca Adrow, Lakeisha Barnes, Antonio Beasley, Chris Bell, Araby Branch, Gailisa Bryant, Timmy Dewitt, Patrick Ellis, Jimmy Frazier, Eric Howard, Tamika Johnson, Lourenco Lee, James May, Wendy Montgomery, Leticia Nelson, Billy Robinson, and Walter Zinamon. Mr. Dorsey Jackson moved approval of all the non-contested expulsions and long-term suspensions. Mr. John Riggs seconded the motion, and it carried with five affirmative votes. Mr. Bill Hamilton and Mrs. O. G. Jacovelli were absent for the vote. The Board considered the reinstatement petition of Eric Allen. After hearing all the testimony and evidence presented to it, Mr. Dorsey Jackson moved to reinstate Eric Allen to Cloverdale Jr. High if that can be accomplished in order to give Eric's father an opportunity to serve as a positive role model and to give Eric a final chance to get an education in the Little Rock School District. Mrs. Jacovelli seconded the motion. After discussion, Mr. Jackson amended his motion to allow for reinstatement to the Alternative Learning Center on strict probation. Mrs. Jacovelli accepted the amended motion. The motion carried unanimously. Mr. Hamilton was absent. The Board considered the reinstatement petition of Eleta Spencer. After hearing all the evidence presented to it and the recommendation of the administration to grant the reinstatement petition, Mrs. 0. G. Jacovelli moved the administration's recommendation that Eleta Spencer be reinstated on strict probation regarding weapons for the balance of the 1992-93 school year. Mr. Jackson seconded the motion, and it carried unanimously. ADJOURNMENT: Mrs. Jacovelli moved to adjourn. Mr. Riggs seconded the motion, and it carried unanimously. There being no further business to come before the regular meeting of the Board, the meeting adjourned at 9:22 p.m. rs. O. G. Jcovelli, President ~JIZJJ~ Ms. Pat Gee, Secretary APPROVED: d-)'f+ 5 ' t} .3 ---'\"\"--i1'--'-\"--=-+, --'-=--- LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting January 28, 1993 REC OCT 2 7 199.5 Office of Oe:::-(lrE-gak,n fl:c1 .. :0.,r J The Board of Directors of the Little Rock School District met in a lawfully-called special meeting at 5:35 p.m. on January 28, 1993, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The president, Mrs. o. G. Jacovelli, presided. MEMBERS PRESENT: Mrs. O. G. Jacovelli Mr. John Moore Ms. Pat Gee Dr. Katherine Mitchell Mr. Willie D. (Bill) Hamilton Mr. Dorsey Jackson Mr. John Riggs MEMBERS ABSENT: None EX OFFICIO MEMBERS PRESENT: Mr. Frederick Fields, Teacher Representative CALL TO ORDER: ROLL CALL: The president called the special meeting to order at 5:35 p.m. The roll call revealed the presence of all seven (7) members of the Board of Directors. PURPOSE OF SPECIAL MEETING: The chair announced that the special meeting was called for the purpose of considering the Aerospace Magnet School. CONSIDERATION OF AEROSPACE MAGNET: Mr. John Riggs expressed the reasons for his initial support of the proposed Aerospace Magnet School and the reason that he has now changed his mind about the viability of the proposal. He cited as major reasons for his change of mind, (1) strong opposition from Board of Directors Special Meeting January 28, 1993 2 the North Little Rock School District, the Pulaski County Special School, and the Magnet Review Committee\n(2) the improbability of the Aerospace Education Committee raising the required $20 million in operating funds within the next five months\nand (3) the wisdom of investing in a declining aerospace industry. Mr. Riggs reiterated his strong support for business and the aerospace industry. He also indicated that he realized the political consequences of his action. Following his statement, Mr. Riggs moved to rescind the Resolution adopted on November 24, 1992 regarding the building of an aerospace senior high school and the offering of companion aerospace courses in junior high schools, and that all work on the aerospace school and grant application cease. Mr. Dorsey Jackson seconded the motion. Discussion on the motion ensued, and Ms. Pat Gee moved to amend the motion to table the aerospace project until the July, 1994 Board meeting. Dr. Katherine Mitchell seconded the amendment. Discussion ensued. Mr. Dick Holbert, representing the Aerospace Education Committee, urged the Board to submit the grant to the U. S. Department of Education and defended the viability of the project. Following Mr. Holbert's address to the Board, further discussion ensued. Mr. John Moore called the question. The amendment to the motion failed three ( 3) to four ( 4) . Dr. Mitchell, Ms. Gee, and Mr. Hamilton voted in favor of the amendment. Mr. Riggs, Mr. Jackson, Mrs. Jacovelli, and Mr. Moore voted in opposition to the amendment. The main motion carried four (4) to three (3). Mr. Riggs, Mr. Jackson, Mrs. Jacovelli, and Mr. Moore voted in favor of the motion. Dr. Mitchell, Ms. Gee, and Mr. Hamilton dissented. ADJOURNMENT: Mr. John Riggs moved to adjourn. Mr. Dorsey Jackson seconded the motion, and it carried unanimously. There being no further business to come within the call for the special meeting, the meeting adjourned at 6:17 p.m. coveiiCPresident Ms. Pat Gee, Secretary APPROVED=----'~~) -\u0026lt;.,.cd-=s:........i)c_.q.._3_ I I LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting February 11, 1993 The Board of Directors of the Little Rock School District met in a lawfully-called special meeting at 6:37 p.m. on February 11, 1993, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The president, Mr. John Moore, presided. MEMBERS PRESENT: Mr. John Moore Mr. Dorsey Jackson Mrs. 0. G. Jacovelli Ms. Pat Gee MEMBERS ABSENT: Dr. Katherine Mitchell Mr. Willie D. (Bill) Hamilton Mr. John Riggs ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes CALL TO ORDER: ROLL CALL: The president called the meeting to order at 6:37 p.m. The roll call revealed the presence of four (4) Board members, which constituted a quorum. PURPOSE OF SPECIAL MEETING: The special meeting was called for the purpose of conducting student disciplinary hearings and considering disciplinary recommendations. Board of Directors Special Meeting February 11, 1993 STUDENT DISCIPLINARY HEARINGS: 2 The Board conducted a hearing on behalf of Marty L. Page. After hearing all testimony and considering the evidence in the case, the Superintendent recommended that Marty Page be expelled from the Little Rock School District\nhowever, noting that he is a senior with good grades, records, etc., and that nothing would be accomplished by having him return next year, the Superintendent recommended that the credit al~eady earned for the first semester be awarded\nthat he enroll in a correspondence course and/or vocational school to earn the needed credit for graduation\nand upon acquisition of the 1 unit that the school award him a diploma. The recommendation included the provision that he not participate in any school activity, inclusive of graduation, while the expulsion is in effect. Mrs. o. G. Jacovelli moved the Superintendent's recommendation. Ms. Gee seconded the motion, and it carried unanimously. The chair directed the Board members' attention to the noncontested expulsion recommendations of Corey Caldwell, Willena Darrough, Michael Monroe, and Angela Redden. Mrs. Jacovelli moved the administration's recommendation for the expulsion of these students. Mr. Jackson seconded the motion, and it carried unanimously. The Board conducted a hearing on behalf of Avery Page. After hearing all testimony and considering the evidence in the case, the Superintendent recommended that Avery Page be assigned to the Juvenile Justice Center Alternative Program for the remainder of the 1992-93 school year and that he receive counseling there on a weekly basis. Mr. Dorsey Jackson moved the Superintendent's recommendation and stated that if Avery and his parents want to make the decision not to go, it is their decision. Mrs. Jacovelli seconded the motion, and it carried unanimously. The Board conducted a hearing on behalf of Briann Guin. After hearing all testimony and considering the evidence in the case, the Superintendent recommended that Brian Guinn be expelled for the designated period of 20 days (1/22/93 to 2/22/93) or time served. Mrs. o. G. Jacovelli moved the Superintendent's recommendation. Mr. Dorsey Jackson seconded the motion, and it carried unanimously. The Board conducted a hearing on behalf of Derrick Galvin. After hearing all testimony and considering the evidence in the case, the Superintendent recommended that Derrick Galvin be Board of Directors Special Meeting February 11, 1993 3 expelled for the remainder of the year\nhowever, if Galvin wants to attend the Juvenile Justice Center, the District will facilitate this. Ms. Pat Gee moved the Superintendent's recommendation. Ms. o. G. Jacovelli seconded the motion, and it carried unanimously. ADJOURNMENT: Mrs. Jacovelli moved to adjourn. Mrs. Pat Gee seconded the motion, and it carried unanimously. There being no further business to come before the special meeting of the Board of Directors, the meeting adjourned at 7 :21 p.m. Mr. hn Moore, President ,i~ Dr:-='Katherine Mitchell, Secretary APPROVED:_---'-/~, _-- _\n_,-' - _~, __\n__ _ LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting February 16, 1993 The Board of Directors of the Little Rock School District met in a lawfully-called special meeting at 5:09 p.m. on February 16, 1993, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The president, Mr. John Moore, presided. MEMBERS PRESENT: Mr. John Moore Mr. Dorsey Jackson Dr. Katherine Mitchell Ms. Pat Gee Mr. Bill Hamilton (joined meeting at 6:05 p.m.) MEMBERS ABSENT: Mrs. O. G. Jacovelli Mr. John Riggs EX OFFICIO MEMBERS PRESENT: Ms. Sue Rogers, Teacher Representative Miss Gillettie Bennett, Student Representative ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes CALL TO ORDER: ROLL CALL: The president called the special meeting to order at 5:09 p.m. The roll call revealed the presence of four (4) Board members, which constituted a quorum. PURPOSE OF SPECIAL MEETING: The chair announced that the special meeting was called to hear from individuals who have petitioned the Board to discuss Little Rock Central High School. The president explained to the audience that the speakers must refrain from speaking to the Board about Mr. John Hickman, suspended principal at Central High. INDIVIDUAL SPEAKERS: Mrs. Hafeeza Majeed led in a silent prayer. She read a letter from Willie Lynch, a slave owner, which was written in 1712 about how to control slaves. She told the Board that our children are being neglected because a superintendent has been brought here to do a job. She compared the Little Rock School District as the plantation and the group, Fifty for the Future, as the overseer. She said the District is making sure that black children don't learn and are pitting black women against black men. She complained about Mrs. Bernard's investigating tactics with students. She asked that an impartial panel be appointed and asked that Mr. Moore resign as president and that Mr. Jackson resign as vice-president because they are insensitive to black children. A member of the audience accused Dr. Bernd of cracking sexual jokes when he spoke to teachers at a pre-school meeting last fall. Ms. Sheila Parker told the Board that the students should be first and called for Dr. Bernd's resignation. Mr. Byron Jenkins told the Board that by taking Mr. Hickman out of the school the students, mostly seniors, have really been hurt. He said there was no loyalty at the building now and that the body can't function without the head. He asked that the Board take into consideration the way students feel. The Board recessed at 5:39 p.m. Upon reconvening, Mr. Moore again asked that the speakers keep their remarks about Central High in general and not about Mr. Hickman. Mr. Say McIntosh told the Board that in 1992 the city had 52 black youngsters killed, and he had not seen the people as mad about these young people being killed as they are over the suspension of Mr. Hickman. He called on black people to stop killing each other. Ms. Bahiyyah Ward told the Board that she is a senior at Central High and that this is the worst year of her life. She said the situation at Central has destroyed the senior class. She told the Board that it underestimates the students and parents of Central are going to bring the truth to the public. Ms. Cory Smith told the Board that the school is just not the same. People are smoking and shooting dice on campus. He said there is no evidence to support what has happened. Ms. Lois Brown said her daughter goes to Central and she does not appreciate Mrs. Bernard asking her questions about her relationship with Mr. Hickman. She said the questioning has caused friction between her and her husband. Rochelle Wells, a sophomore at Central High, said Mr. Hickman treats everyone with respect. She asked the Board why it did not - ask the students what they think. Ms. Susie May, a teacher at Central, expressed concern about some of the comments. She told the Board that morale at Central is high, that the atmosphere is quiet and calm. She said they are no longer interrupted by assemblies and announcements. Ms. Nancy Wilson, an art teacher at Central, said she grew up in Detroit. She assured the Board that Central High is not out of control. She said she had noticed that the number of students in the halls have been reduced as are other incidents. She said teachers feel supported and that morale has improved. Mr. Bill Hamilton joined the meeting at 6:05 p.m. Mr. C. E. McAdoo, pastor of Wesley United Methodist Church, said he was representing the Christian Ministerial Alliance. He said the wind has moved a reed and they will keep hitting the anvil. In allegorical language, Rev. McAdoo expressed that there is a great deal of support in the community for Mr. Hickman. Miss Bahiyyah Ward told the Board that if Mr. Hickman is not returned to Central the (the students) will tear the school apart brick by brick. Mr. Charles Davis told the Board that it had taken away a role model and said they were put on this Board for a reason. He told the Board that the kids in the school are most important. Rev. J. E. Booker, Pastor of Saint Peter's Rock Baptist Church, told the Board that they have created a powder keg and not to call on the black pastors for help. Lawrence Allen, Sr. said one of the ladies caught up in the rumors at Central is his daughter. He said he talked to Mrs. Bernard and tried to stop the allegation. He now knows they are false but a man has been destroyed\nhe has been destroyed\nand he is mad as hell. ADJOURNMENT: Mr. Dorsey Jackson moved to adjourn. Ms. motion, and it carried three (3) to two (2). and Mr. Jackson voted in favor of adjournment\nMitchell voted in opposition to adjournment. The meeting adjourned at 6:37 p.m. Approved: /  ,\nJj , _., _$ Pat Gee seconded the Mr. Moore, Ms. Gee, Mr. Hamilton and Dr. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 JUN 4 1993 Otrice of Desegregation Monitoring Board of Directors Regular Meeting February 25, 1993 The Board of Directors of the Little Rock School District met in its regularly scheduled meeting at 6:10 p.m. on February 25, 1993, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The president, Mr. John Moore, presided. MEMBERS PRESENT: Mr. John Moore Mr. Dorsey Jackson Dr. Katherine Mitchell Mr. John Riggs - MEMBERS ABSENT: Ms. Pat Gee Mr. Willie D. \"Bill\" Hamilton Mrs. o. G. Jacovelli ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Norma Rodgers, Acting Recorder of Minutes Mr. Don Umfleet, Audio Specialist I. ACTION: CALL TO ORDER ROLL CALL The president called the regular Board meeting to order at 6:10 p.m. The roll call revealed the presence of four (4) Board members, which constituted a quorum. II. ACTION: READING OF THE MINUTES Minutes for the Special Meetings on November 24, 1992\nDecember 10, 1992\nJanuary 14, 1993\nJanuary 28, 1993\nand the Regular Meeting on January 28, 1993 were read. Mr. Dorsey Jackson moved approval of the minutes as submitted. Mr. John Riggs seconded the motion, and it carried unanimously. Board of Directors Regular Meeting February 25, 1993 III. REPORT: PRESENTATIONS A. Superintendent's Comments 2 Dr. Bernd presented Mr. Franklin Davis, Principal at Franklin Incentive School who introduced Mr. Billy McFarland, troop leader of the Boy Scouts at Franklin. The Boy Scout Troop presented a reading of Martin Luther King's address entitled, \"I Have a Dream\" in observance of Black History Month. Each troop member recited from memory a portion of King's address. Dr. Bernd presented a citation to Craig O'Neill who has been a very \"creative\" supporter of our District. Mr. O'Neill recently began including a small but significant time slot on his early morning radio show at KURB in which he announces school business. The Ward, Cundiff and Aaron Memorial Recognition Program, sponsored by the Pulaski Heights Lions Club, presented awards to students and teachers who have gone the extra mile in serving their community. Students are selected on the basis of having a grade point average of 3.5 or above, participation in extra-curricular activities and demonstrated community leadership. Teachers were selected on the basis of excellence in teaching, volunteering extra time with students in need and for their community involvement. Four teachers and eight students received the award. The teachers were: Mary Carter - Pulaski Heights Jr. High Geraldine Johnson - McDermott Elementary Joann Williams - Jefferson Elementary Sherrie Snowden - Fair High School Students who received the award were: Christopher Hendrix - Central High School Rob Marus - Central High School Tammi Keeton - McClellan Community School Denise Bauer - McClellan Community School Candice Jones - Fair High School Shaundra Harris - Hall High School Ashley Bailey - Hall High School Susan Russenberger - McClellan Community School The Superintendent presented a citation to Mr. Jimmy Brown who helped organize the mentoring program at Cloverdale Elementary School. The program matches adult mentors with students as a way to provide a positive role model. A citation was presented to the student and teacher ex-officio Board of Directors Regular Meeting February 25, 1993 3 Board Members for the month of February - student Gilettie Bennett, Hall High School and our teacher, Sue Rogers, Dodd Elementary. B. Citizens Committees None reporting C. Board Members Dr. Katherine Mitchell issued congratulations to Coach Charles Ripley, Parkview Magnet School's basketball coach, who has been named to coach the McDonald's All-American basketball team, and also congratulations to Coach Al Flanigan who will serve as the assistant. Dr. Mitchell also thanked New Futures for paying her expenses to attend the conference on \"Effective Schools\" in Phoenix, Arizona. Dorsey Jackson reported he attended an \"Our Town\" Seminar at DeGray Lake sponsored by the Junior Chamber of Commerce during the week-end of February 19. IV. REMARKS FROM CITIZENS: Ms. Shelia Parker asked that consideration be given to the children. She asked that Dr. Bernd step down as Superintendent. Ms. Venessa Frazier stated she is a parent of children in the Little Rock School District. She stated that she had moved to Little Rock from another school district where her child was a 4.0 student. She stated he now has a grade point average of 1.7. She spoke on the loss of the population in Arkansas. She encouraged people not to hate, but rather to encourage our children to love one another. She thinks this has a great deal to do with her child's loss of interest in school. V. ACTION: A. New Partnerships Dr. Bernd directed the Board members' attention to the new partnerships between Dean's Donut Factory and Cloverdale Elementary School. After representatives of the partners were recognized and presented with certificates, Mr. John Riggs moved approval of the partnership, Dr.Mitchell seconded the motion, and it carried unanimously. Board of Directors Regular Meeting February 25, 1993 4 B. Applied Math I - Request for New Math Course Offering for the 1993-94 School Year. Ms. Matthis announced that we were asking the Board for approval to offer Applied Math I for the 1993-94 School Year, and she in turn introduced Dianne Wood, Supervisor of Math, who explained the course. Mr. John Riggs moved the implementation of the new Applied Math I course for the 1993-94 school year, seconded by Mr. Dorsey Jackson, and it carried unanimously. C. Child Care and Development Block Grant Application Mrs. Matthis reported that the Arkansas Early Childhood Commission has announced a grant program available to all registered and licensed child day care providers. The Little Rock School District's grant proposal for the school year 1992-93 is $37,500. These grant proposals are for appropriate playground equipment for pre-kindergarten children. The grants are in the amount of $2,500 per school, and applications are being submitted for the following schools: Badgett Bale Cloverdale Franklin Garland Geyer Springs Ish Mitchell Rightsell Rockefeller Romine Stephens Washington Watson Wilson Mr. Dorsey Jackson moved acceptance of this Block Grant. Dr. Mitchell seconded the motion, and it carried unanimously. D. Policy on Approval of Budget - First Reading There was discussion on this first reading of the policy on Approval of Budget. This policy requires approval by the Board of any transfer in excess of $25,000. Mr. Dorsey Jackson moved approval of this policy on a first reading, seconded by Mr. John Riggs, and it carried unanimously. VI. REPORT AGENDA A. Biracial Committee Incentive Schools Monitoring Report Ms. Shirley Thomas, Chairperson of the Biracial Committee was introduced by Ms. Marie Parker, Associate Superintendent for Organizational and Learning Equity. Ms. Thomas presented the Biracial Committee Incentive Schools' Monitoring Report (printed in Board of Directors Regular Meeting February 25, 1993 5 agenda). Ms. Thomas reported that there is evidence if varying degrees of compliance from school to school reflected in equitable staff composition, student awards and honors, and improvement plans and strategies for the schools as well as students. Ms. Thomas also reported that the Superintendent will make a presentation on Effective Schools at the March 9 Meeting of the Biracial Committee. B. Desegregation Update Dr. Bernd reported that Judge Wright has made it very clear that she wants a budget from LRSD that can be monitored by the Court. A job description is being developed for the budget person to work through the Court with the Little Rock School District in preparing a budget. It has been made very clear that when the budget preparation is accomplished, this person will no longer be employed by the District. During discussion of this report, Mr. Jackson asked the Board if they thought our desegregation plan needed to be overhauled and questioned the need for another budget person to serve at the discretion of the Federal District Court. Mr. Moore expressed his view that Board members are charged with the responsibility of hiring employees. Dr. Mitchell asked if we might just develop a new plan. Additional discussion centered around the concern for focusing our attention and resources on teaching all children instead of programs that don't appear to make a difference. C. Educational Programs Report: J. A. Fair's Mock Trial Team Mrs. Janet Bernard introduced students from Fair High School's Mock Trial Team together with the team's sponsor, Mrs. Gay McDaniel. It was announced that this team won the state competition and went to Harvard University where they competed in the national competition. Ms. McDaniel explained that the team is strictly extracurricular in nature. The students come before school and stay late in order to participate. When the team went to Harvard to participate, the District paid one-half the cost and the team raised funds for the remainder of the trip. The students gave a very interesting presentation on their \"trial\" procedure where some of the students appeared as lawyers and some as witnesses. D. Report on Policies on Suspension of Elementary students Board of Directors Regular Meeting February 25, 1993 6 Mrs. Bernard presented a comparative report on the number of out-of-school suspensions for elementary school students during the first semester of the 1990-91, 1991-92 and 1992-93 school year. The report shows a decline in the number of black students who have been suspended. VII. CONSENT AGENDA Dr. Bernd presented the items for the consent of the Board as follows: Donations of Property Donations to Washington Magnet School: $200 for RIF Program from Twin City Bank $1,300 for RIF Program from Washington Magnet PTA $600 from Levi Strauss Foundation 3 Books for Media Center from Little Rock Wastewater Utility\nTelevision/Videocamcorder to Brady Elementary from Holiday Inn West\n$4,500 from the 1942 Graduating Class to Central High School\nLight Table to Metropolitan Vo-Tech from BEI Motion Systems Company\nWord Processor from Sam's Club to Meadowcliff Elementary School. Youth Apprenticeship/Work-based Learning Grant - Second Year Funding. It has been learned that funding will continue for the existing six demonstration Youth Apprenticeship/Workbased Learning Projects - providing that the projects have met and/or have shown significant progress toward meeting the requirements as outlined in the 1992 RFP (Request for Proposals) and have demonstrated productivity regarding the number of student apprentices participating in the program. Ms. Matthis distributed a corrected budget for this project wherein the corrected amount for 1993-94 should read: $101,186.00 instead of $98,248.00 as printed in the agenda. Financial Reports Financial Reports for the period ended January 31, 1993 were presented along with Bond Account for the period ended Board of Directors Regular Meeting February 25, 1993 January 31, 1993. Personnel Changes 7 Personnel Changes with recommendations for acceptance of resignations/terminations and employment of new staff at the positions, salaries and classifications were presented for consideration and approval. The Superintendent recommended that the Board approve all the items listed in the consent section of the printed agenda. Mr. Dorsey Jackson moved the approval of the consent agenda. Mr. John Riggs seconded the motion, and it carried unanimously. VIII. AUDIENCE WITH INDIVIDUALS OR GROUPS None ADJOURNMENT: Mr. John Riggs moved to adjourn. Dr. Katherine Mitchell seconded the motion, and it carried unanimously. There being no further business to come before the regular meeting of the Board, the meeting adjourned at 9:15 p.m. Mr. Dr. Katherine Mitchell,Secretary APPROVED: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting March 11, 1993 The Board of Directors of the Little Rock School District met in a lawfully-called special meeting at 6:07 p.m. on March 11, 1993, in the Board Room of the Administration Building, 810 West Markham street, Little Rock, Arkansas. The special meeting was called to order immediately following the Board Agenda Review Meeting. The president, Mr. John Moore, presided. MEMBERS PRESENT: Mr. John Moore Mr. Dorsey Jackson Mr. Willie D. (Bill) Hamilton Ms. Pat Gee Mr. John Riggs MEMBERS ABSENT: Dr. Katherine Mitchell Mrs. o. G. Jacovelli ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes Mr. Don Umfleet, Audio Specialist CALL TO ORDER: ROLL CALL: The president called the meeting to order at 6:07 p.m. The roll call revealed the presence of five (5) Board members. PURPOSE OF SPECIAL MEETING: The chair announced that the special meeting was called for the purpose of considering the 1993-94 school calendar, considering the lease agreement for the Parkin Building, and to conduct student hearings. 1992-93 SCHOOL CALENDAR: Dr. Bernd reviewed the proposed school calendar and recommended that the Board approve it for the 1992-93 school year. A Board members asked questions and discussion ensued concerning  various aspects of the calendar. Mr. John Moore moved that the school calendar be amended to include Christmas vacation where it is marked Winter Vacation. Mr. Dorsey Jackson seconded the motion. The motion carried three (3) to two (2). Mr. Jackson, Mr. Riggs, and Mr. Moore voted in favor of the motion. Mr. Hamilton and Ms. Gee voted in opposition to the motion. Mr. John Riggs moved to approve the proposed 1992-93 school calendar as amended. Mr. Dorsey Jackson seconded the motion, and it carried unanimously. LEASE ON PARKIN BUILDING: Mr. Gary Jones explained that approval of the lease is the first step in the process because we are continuing to negotiate for the purchase of the facility, and leasing will give us the opportunity to evaluate the facility. Mr. Dorsey Jackson moved approval of the lease agreement for the Parkin Building. Mr. Bill Hamilton seconded the motion, and it carried unanimously. STUDENT HEARINGS: Mr. Dorsey Jackson presided over the student hearings in the absence of President John Moore. Mr. Rudolph Howard reported that he would like to change his recommendation on Toyia Williams from non-contested expulsion to a long term suspension and reported that the principal concurs with the change in recommendation. Her name was moved to the long-term suspension recommendations list. The chair directed the Board members' attention to the longterm suspensions listed under Part II of the agenda, which now includes the name of Toyia Williams. Mr. John Riggs moved approval of the long-term suspensions. Ms. Pat Gee seconded the motion, and it carried unanimously. Students included in this motion are Sharon Betts, Bridgette Bynum, Katherine Kreech, Darryl Lea, Toyia Williams, and Anthony Smith. REINSTATEMENT PETITIONS: Mr. Howard presented the following students' reinstatement: Darrell Freeman, Tekia Johnson, and Clifton Thomas. Mr. Bill Hamilton moved the reinstatement recommendations. Mr. John Riggs seconded the motion, and it carried unanimously. The Board conducted a hearing in connection with the expulsion recommendation of Delores Hubbert. After hearing all testimony and considering the evidence in the case, Mr. John Riggs moved the administration's recommendation for expulsion for the 1992-93 school year. Ms. Pat Gee seconded the motion, and it carried unanimously. The Board conducted a hearing in connection with the long-term - suspension recommendation of Duane Wilson. After hearing all testimony and considering the evidence in the case, Dr. Bernd recommended that the suspension be for 36 days. Ms. Pat Gee moved the administration's recommendation. Mr. Hamilton seconded the motion, and it carried unanimously. The Board conducted a hearing in connection with the long-term suspension recommendation of Anthony Farissa. After hearing all testimony and considering the evidence in the case, Dr. Bernd recommended that the suspension be for 36 days. Mr. John Riggs moved the Superintendent's recommendation. Ms. Pat Gee seconded the motion, and it carried unanimously. ADJOURNMENT: There being no further business to come before the special meeting of the Board of Directprs, the meeting adjourned at 8:30 p.m. upon motion of Mr. Riggs, a second by Ms. Gee, and unanimous approval of the Board members. :~ore, President ~ APPROVED: ------- LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Regular Meeting March 25, 1993 The Board of Directors of the Little Rock School Districts met in its regularly scheduled meeting at 6:06 p.m. on March 25, 1993, in the Board Room of the Administration Building, 810 West Markham street, Little Rock, Arkansas. The vice-president, Mr. Dorsey Jackson, presided. MEMBERS PRESENT: Mr. Dorsey Jackson Dr. Katherine Mitchell Mr. Willie D. (Bill) Hamilton Ms. Pat Gee Mr. John Riggs - MEMBERS ABSENT: Mr. John Moore Mrs. o. G. Jacovelli ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes Mr. Don Umfleet, Audio Specialist I. CALL TO ORDER ROLL CALL The vice-president called the meeting to order at 6:06 p.m. The roll call revealed the presence of five (5) Board members. II. READING OF THE MINUTES The chair directed the Board members' attention to the minutes of the regular meeting on February 25, 1993. Dr. Katherine Mitchell moved approval of the minutes as submitted. Mr. Bill Hamilton seconded the motion, and it carried unanimously. III. PRESENTATIONS A. Superintendent A Board of Directors W Regular Meeting March 25, 1993 2 Dr. Bernd announced the winners in the \"Pennies for Pasta - Change for Change\" contest as follows: Jefferson Elementary School for raising the most money (2,590.00)\nMs. Becky Ramsey's room at Jefferson for winning the classroom category ($382.00)\nCarver Magnet Elementary School and Central High School for winning second and third place awards, respectively\nWatson Elementary School for winning the second and third place in the classroom divisio~, respectively\nAlso honored for their help in this program was Wendy Salaam, Executive Director of Fighting Back\nTed Jones, General Manager of K-Duck Radio Station\nCindy Watkins, Director of Community Relations for KATV, Channel 7\nCapt. Jean Kozusko, U. s. Air Force\nRoger Marlin, Marketing Director of Metropolitan National Bank\nJohn Pryor, City Finance Director, City of Little Rock\nMary Hunter Wagoner, Chairman, Greater Little Rock Chamber of Commerce Partners in Education. A special thanks was given to Mr. Bruce Thompson, General Manager of The Olive Garden Restaurant, who provided a great spaghetti lunch for the winning classroom and to Mr. Herren Hickingbotham with TCBY Enterprises, who gave the winning school two IBM lap-top computers. Dr. Bernd also presented Superintendent's Citations to the Parkview Debate team that participated at Harvard University recently. Two of the four 2-person teams placed: one in second place and one in ninth place. Representing the Parkview Debate Team were Carmen Korenbandi, Yetu Robinson, Steve Broadnax, Michael Hardin, Shawn Stephens, Laura Sandage, Brandle Stillman, and Tori Humphrey. Citations were also awarded to the student and teacher ex officio Board members for this month: Allison Tedder, a student at McClellan Community High School\nand Coach Ellis Register of McClellan High School. B. Citizens Committees None reporting. c. Board Members Mr. Dorsey Jackson and Mr. John Riggs read prepared statements. The statements were entered into the record and are attached hereto and made a part of these minutes. A Board of Directors W Regular Meeting March 25, 1993 3 Dr. Katherine Mitchell reported that she had a very interesting visit at Watson Elementary School where she spent time with the child she is mentoring. She also recognized Dr. Diana Glaze, who has been selected to participate in the national Principals Hotline program on March 27th and 28th. She explained that this program will put principals in touch with parents so they can answer questions about schools. Dr. Mitchell also commended the students who participated in MATH COUNTS. Fletcher Foti was on the winning team and will represent our District in competition in Washington, D.C. She reported that Dunbar was second overall and that Mann was third. She also commended Michael Carroll and Kimberly Yeargin, who have been selected as National Merit Finalists. Mr. Dorsey Jackson congratulated the basketball teams at Parkview, McClellan, and Fair, for ending the season at number 1, 2, and 5 in the State, respectively. D. Partnerships Dr. Bernd introduced two new partnerships: Back Yard Burgers and Rockefeller Incentive Schools\nand UALR's \"Partners in the Arts\" program and LRSD elementary schools (to be determined). He recommended approval of the partnerships. Ms. Gee moved the recommendation. Mr. Hamilton seconded the motion, and it carried unanimously. Certificates were presented to each partner commemorating the new partnerships. IV. REMARKS FROM CITIZENS Ms. Sheila Parker told the Board that what is going on now in the District is serious\nthat when the head does not function properly, the system will not work. She urged the Board to consider her letter that she wrote last month. Mr. Marcus Eubanks, representing students from Central High School, asked the Board when they were going to meet with the students. Mr. Jackson responded that we are trying to schedule a time when the Board can get a quorum. Mr. Byron Jenkins, reiterated the students' request for a meeting with the Board members. He told the Board that Mr. Freeland had no reason to call Mr. Hickman a thief. Mr. John Walker told the Board that all the parties are tired of conflict and thought we would be able to put conflict behind us when we signed the settlement agreement -- that all parties were victorious. Further, he stated that since the Board has taken the position that the plan should be changed, then there is only one force, Judge Wright, who represents the force of the A Board of Directors W Regular Meeting March 25, 1993 4 Constitution of the United States. He further stated that this litigation is about the Constitutional rights of black children. He explained that he could not allow the Board to chastise him because he would not be equal to them. He said that Judge Wright has found this District to be out of compliance and that public opposition cannot sway decisions on desegregation. He alleged that the administration has spent more time creating conflict than trying to resolve it and unless and until we try to get back on track, it will be that way. He asked Mr. Jackson to re-evaluate his position and accept the notion that the least child in the District is entitled to the same quality of education from a teacher who has only privileged in her classroom. V. ACTION ITEMS A. Hippy-JTPA Proposal Dr. Bernd recommended that the Board approve the request to submit the JTPA-HIPPY Proposal to the City of Little Rock as reflected in the slip-sheeted (corrected) version. Dr. Katherine Mitchell moved the Superintendent's recommendation. Mr. John Riggs seconded the motion, and it carried unanimously. Ms. Gee urged - Board members to attend the HIPPY graduation. B. JTPA Summer Learning Proposal Dr. Bernd directed the Board's attention to the JTPA Summer Learning Program application to the City of Little Rock to provide training for students during the summer of 1993. Mr. Sam Stueart answered questions from Board members and discussion ensued concerning the tracking system which has been included in this year's program as an evaluative tool. Further discussion centered around the advisability of using GPA as an indicator of success. Dr. Mitchell advocated using diagnostic tests to determine what skills the students are lacking. Following discussion, Dr. Bernd recommended that the Board adopt the proposal with the proviso that the administration will explore the possibility of using an instrument more closely aligned with our curriculum. Mr. Bill Hamilton moved the Superintendent's recommendation. Ms. Pat Gee seconded the motion, and it carried unanimously. c. Nurses Agreement Dr. Bernd recommended that the Board approve the 1992-93 agreement reached between the District and the Nurses Association as reflected in the printed agenda. Dr. Mitchell moved the Superintendent's recommendation. Mr. John Riggs seconded the motion, and it carried unanimously. D. Stephens Interdistrict School Site Selection Board of Directors Regular Meeting March 25, 1993 5 Dr. Bernd told the Board that the Committee had broad representation and has given long and careful consideration to the site for the new Stephens Interdistrict School. He commended the commitment of the neighborhood around the current Stephens School. He recommended that the Board approve for submission to the Court the site of the present Stephens School for the construction of the new Stephens Interdistrict School. Mr. Bill Hamilton moved the Superintendent's recommendation. Dr. Mitchell seconded the motion. Discussion ensued. Mr. Sammie Mills spoke in favor of the school being constructed at the present Stephens School site. Mr. Riggs suggested that the District erect a plaque or statue that relates the history of the Stephens School and the significance of that site. Mr. Jackson reminded the Board that we must aggressively recruit students to the interdistrict school and asked that the Board see a specific recruiting plan before this is submitted to the Court. Dr. Bernd assured Mr. Jackson that a recruiting strategy is being developed with the assistance of the Pulaski County Special School District. Ms. Marie Parker told the Board that a recruiting strategy is being planned that addresses the issues of theme and safety. Mr. Jackson further suggested that we target employees at University of Arkansas for Medical Sciences and the Veterans Hospital. Mr. Riggs encouraged the administration to look at some of the other successful schools such as Rockefeller for indicators of what parents want for their children. Ms. Gee commended the Committee for its comprehensive study. Following discussion, the motion carried unanimously. E. Policy on Approval of Budget - Second Reading Dr. Bernd recommended that the Board adopt the Policy on Approval of the Budget on second reading. Mr. John Riggs moved the Superintendent's recommendation. Dr. Mitchell seconded the motion, and it carried unanimously. VI. REPORT AGENDA A. Terry School's Dad's Club Mrs. Margaret Gremillion introduced Mrs. LaDell Looper, Principal of Terry Elementary School. Mrs. Looper reported on the organization of the Dad's Club. Mr. Tyrone Harris, Vice-principal at Terry School, reported on his work with the Dad's Club and introduced Mr. Greg Alagood, who reported that the Club has a speaker's bureau for men to talk to classes\nthat they are organizing a mentor program\nand generally be involved in school activities to provide youngsters a positive male role model. The Board recessed at 8:15 p.m. and reconvened at 8:20 p.m. A Board of Directors  Regular Meeting March 25, 1993 B. Desegregation Update 6 Dr. Bernd reported that the administration has furnished the Court the needs assessment for incentive school staffing, a draft organizational management chart, language on New Futures, the academic support program, and the early childhood report. He reported that we are currently hiring theme specialists, auditing the plan for compliance, and developing evaluation components. He told the Board that the highest priority is to develop an audit on the status of implementation and expressed confidence that the Board will find a high level of compliance once the audit is done. Following the Supeintendent's report, Dr. Mitchell asked that we conduct a work session as to what is in the plan. Mr. Riggs suggested that the new budget ,person talk with the Board at the next Board meeting, and strongly encouraged the administration to meet with the Office of Desegregation Monitoring on the budget cuts. VII. CONSENT AGENDA Dr. Bernd recommended approval of the consent agenda as follows: A. Donations Requests to donate the following: (1) Catalog Files/Catalogs to Metropolitan VocationalTechnical High School by Allied Supply Incorporated\n(2) Ellison Lettering Machine to Wakefield Elementary School by the Wakefield PTA\n(3) $500 toward an art grant match to Watson Elementary School by Lucky B. for Arkansas Children's Fundraisers, Inc.\n(4) a VCR to Terry Elementary School by Linda and Kyle Bunney ( in memory of Krista Ann Bunney\n(5) assistive listening device to the Division of Exceptional Children by Gale Stewart\n(6) an outdoor school sign to Jefferson Elementary School by Janet Jones, Jefferson P.T.A., and O.D. Tucker\n(7) $1000 in teacher grants to McClellan Comunity High School by First Commercial Bank. B. Personnel Changes Approval of resignations/terminations, employment of new staff, deceased and retirees at the positions, salaries, and classifications as reflected in the printed agenda. Also the terminations of Monica Scott, Edward Paige, and William Thomas as indicated on a slip sheet\nand the appointment of Sadie Mitchell as the principal of the new Martin Luther King Elementary School for the 1993-94 school year at an annual salary of $42,881.14 plus a car allowance of $564.00. A Board of Directors  Regular Meeting March 25, 1993 7 c. Financial Reports Approval of the financial reports as reflected in the printed agenda. Mr. John Riggs moved approval of the consent agenda. Ms. Pat Gee seconded the motion, and it carried unanimously. VIII. AUDIENCE WITH INDIVIDUALS OR GROUPS None. IX. STUDENT DISCIPLINARY RECOMMENDATIONS Dr. Mac Bernd recommended that the Board approve the non-contested disciplinary recommendations as follows: Non-contested expulsion of Matthew Gallien, Andre Jennings, Gilbert Jones, Everett Mack, and Laboya Walker\nNon-contested long-term suspensions of Roderick Bradford, Germain Brown, India Brown, Desmond Davis, Preston Flowers, Shajuana Harris, Shade Holley, Carnal Jackson, Orlando Jones, Waverly Jones, Fred Lawrence, Gerald Mayo, Lajessica Mayo, Tiffany Nelson, Carlos Pace, Maxley Parker, Jericho Rideout, Steve Shelton, Jermaine Simmons, Antonio Smith, Candis Thrower, Angela Williams, Racquel Williams, and Kerry Wilson. Mr. recommendation. unanimously. ADJOURNMENT: Bill Hamilton moved the Superintendent's Mr. John Riggs seconded the motion, and it carried Mr. John Riggs moved to adjourn. Dr. Katherine Mitchell seconded the motion, and it carried unanimously. There being no further business to come before the regular meeting of the Board of Directors, the meeting adjourned at 9:35 p.m. Jo Katherine Mitchell, Secretary I \"'I ' (:- \"\n] APPROVED: l{,  2 :.\n_ ' ~ Board Comments by Dorsey Jackson March 25, 1993 Just a few days more than eighteen months ago, I was elected to be the representative of Zone 3 on the Little Rock School Board. I am still moved by the honor and trust bestowed upon me by the YQtm in that Zone. I chose to run for this position because of my strong conviction that a viable public school system is critical to the economic growth of our community. When a person runs for an elected office, they are immediately labeled a \"politician.\" If nothing else, has been accomplished during the last eighteen months, I have, at least, cast doubt on the propriety of that labeling. To perhaps further prove that I am not a typical politician, recent events have caused me to look back at my campaign platform to determine whether I have been performing in the manner in which I indicated I would. Unfortunately, and regrettably, I find tliat my track record is not that outstanding. Accomplishments in two of five objectives particularly give me concern: 1. Ensuring that the District operates in a financially responsible manner through effective management of its limited resources\nand 2. Working with the administration and the Board to see that court-ordered policies are properly and fairly implemented so that the District can get out of the Courtroom. In analyzing my failures in these two areas, I have arrived at a very troubling unfortunate conclusion. The first objective is rendered extremely difficult, if not impossible, to accomplish because of the requirements necessitated by the second objective. My only qualifications for this position, in reality, were a fairly decent financial background and a little bit of common sense. These two qualifications inspire me to try to modify the District's desegregation plan to one that is affordable. Unfortunately, common sense apparently has no place in managing the financial affairs or any other affairs of this district While I will readily admit that the settlement plan and the desegregation plan are the plans of this district, I would like to point out one simple fact that some may be overlooking. I was not on this Board when these plans were approved and originally committed to. I have merely inherited them. Although I am normally proud of my heritage, this bequest is not particularly the best thing that ever happened to me. I am firmly convinced the Desegregation Plan needs to be changed and changed quickly. A reality of our democracy is that we are able to change. Our president recently was elected on a theme of change. The Arkansas Legislature has probably introduced four to five thousand bills during this legislative session. Why? In large part, I am sure, because the individual legislators feel a need to change. Much of the media's attention this past weekend has been devoted to the pending change in the make-up of the U.S. Supreme Court, partially how it will impact previous court decisions on such matters as Roe vs. Wade. Why all the attention, if not for the possibility of change. Earlier this week, the Arkansas House voted to put a constitutional amendment on the ballot dealing with term limitations. This is an attempt to change something just overwhelmingly approved by the voters last November, less than five months ago. - As I mentioned earlier, one of my few qualifications for this job was a little bit of common sense. Realizing that it is stupid to go to a gunfight with only a knife, common sense tells me that I must seek another solution. If by my words and actions I have offended the Court, I apologize. I realize my behavior in the courtroom this past Friday was not exemplary. Just as we expect our teachers and principals to be role models, at all times, for our students, we should expect no less of ourselves. In spite of my philosophical differences with this plan, I intend to use my influence as a Board Member to see that it is implemented. Since so much money and talent is currently being wasted in the courtroom regarding our Plan, I think it is vital that we do all that is humanly possible to expedite the compliance with all aspects of both the Plan and the monumental information requests by Parties to the plan. Implementation and compliance should be our number one objective. This is where I will be focusing my attention. I hope the remainder of the Board will as well. While this will be my focus, I will also be encouraging dialogue between all parties to try to modify the plan. I trust those in higher levels of authority will not try to suppress my rights as a board member to speak out and effect change by placing undue burdens on me or other members of the Board. Finally, I must speak to the African American community. As I mentioned at the beginning of my remarks, a viable school system is critical to economic growth in our community. It is critical not only in attracting businesses, and accordingly jobs, but also in adequately preparing our young people for those jobs. The demands being placed on this administration by the Joshua intervenors are unreasonable. If you truly are interested in a system that educates all children and a system that remains viable, you must insist that your intervenor restrain himself and his personal hostilities. These tactics, and these demands being placed on the administration, while not stealing in the pure legal definition, are nevertheless robbing this district of precious time, time we cannot afford to waste if we are to adequately prepare the children of this district. If your objective is to have total control of this district, as some would suspect, then the district is destined for failure as is the viability of the community. I have previously admitted publicly that one word to sum me up is \"stubborn\". If anyone thinks that making my life less than pleasant through constant subpoenas, forced attendance at court hearings, or other yet to be devised techniques, is going to cause me to resign from this board, you are wrong. Dead wrong. I was elected by the citizens of Zone 3 and I intend to continue to serve them. If they are unhappy, I trust they will let me know soon. Truthfully, I would rather be crappie fishing. I ask that these remarks be made a part of the minutes of this meeting, so that should someone desire to enter them into the Court record, valuable time will not be wasted watching a video. s1TEMENT OF JOHN RIGGS. IV TO THE LITTLE SCHOOL BOARD AND THE EIGHTH CIRCUIT COURT AT THE LITTLE ROCK SCHOOL BOARD MEETING --3/25/93 Last Friday, March 19th, was my first visit to a federal court. I have a few observations on that first visit that I would like to share with our board our administration, and our students and patrons. First, for the mo~ part, people involved in the federal court system are nice folks. Although at times some folks do get a tab over emotional, on the whole I was very well treated. The court folks were kind enough to reserve a nice big chair especially for me that was in front so that I could see the action up close and personal--if the proceedings had been a Razorback basketball game we would have had the equivalent of court side seats. Being fairly naive about courts and lawyers in general, I found the day to be a very interesting civics lesson, much like the civics lesson Dr. Bernd referred to when discussing some of our Central students and our hearing for Mr. Hickman. I would say on the whole, I enjoyed most of the day and look forward to my next indoctrination into how our court system works. I just wish you lawyers would stop suing me for trying to do the best I can in this job. I do feel I did pick the best profession for me by becoming a simple tractor salesman rather than a lawyer or judge While we were in court, the judge was nice enough to give us a report on our conduct and what she expects ofus as the ultimate leaders of the LRSD. Some patrons and citizens I have talked with since Friday think the Judge was way out of line with this document--! do not. Frequently, as a manager, I give folks who work with and for me oral and written evaluations so that they can become better at their jobs by working on weaknesses and emphasizing strengths. Any good manager ( and surly our federal judge would want to be construed as a good manager) does this--so I do not think her actions were out of line.  I concur with Judge Wright that we have a legal if not moral obligation to do everything under our power t sure that the LRSD is pursuing a course of quality desegregated education. I also happen to believe that we should do what ever it takes to comply with Judge Wright's orders--after all, she is a federal judge, makes a hell of a lot more money than we do, and can not be fired or beat in an election. But besides those reasons, I believe we should do what we can to carry out this plan because the Little Rock School District Board of Directors voted to implement it to the best of the school district's ability, and I believe there are parts of it that are effective in achieving the goal of a quality, desegregated educational experience for our students though I again agree with the judge that there are parts of the plan that are expensive and may not be the most economical or effective means to achieve our goals. I do take offense to some of the statements made by Judge Wright in her report to us. First of all, I am not a whiner or a complainer. It offends me that the Judge feels the need to stereotype me for comments that were not made by me nor that reflect the official and stated policy of the LRSD. I would remind the Judge of her own words from the hearing last week \"impressions are important\". I believe that we should not allow ourselves to be involved in name call--it will serve no useful purpose. Again, though I find other areas of agreement with Judge Wright. Her statement that the LRSD acts as if it lost its court case is a dead solid perfect description of how many of the patrons and even this board feels about our current situation. And understandably so, for any time that people lose the right to direct their lives and institutions, then those people have LOST. And in a real sense, the citizens of LR have lost most of the ability to direct the most important institution in our fair city--our schools. The vital, important lesson here is this: do the moral and right thing the first time and hold people accountable so that you do not put yourself in the position where you have to seek help from the federal court system. I also am very concerned about the judge's statements seemingly discouraging discussion by duly elected  lie officials at an official public meeting. Discussion and debate are key elements in a true democracy. ainly public debate over the direction of our most important political entity, our schools, should be enAraged. Again, I am not suggesting in an way that we disregard the federal authorities in this case--we should m!l'every reasonable effort to carry out our desegregation plan and Judge Wright' orders with all deliberate speed. I also have some concerns over Judge Wright's orders in regards to our attendance at court hearings. I chose to believe that Judge Wright is being truthful in her document when she requested our attendance at this particular hearing because she feared we do not understand our obligations or her orders--others in the community believe Judge Wright's actions to be purely punitive and vindictive. I chose to reject this argument. I truly believe the judge is concerned about our understanding of some of the issues and her orders in this case. I would ask, though, that the judge give some considerations to the nature of this board when she requires our attendance at more hearings. The LRSD board is composed of non-paid volunteers who are elected by the ta,\"(payers of the school district. Each of us have a job we are employed at in order that we can pay the rent, cloth and feed our family, and pay our taxes. We serve because we are committed to public service and to quality public education. The court must be mindful of the already countless hours of time that we take away from our jobs to serve our patrons. I believe the judge runs a very real risk of implying that only the independently wealthy who do not have to work can serve on this or any other public board--this is a dangerous and wrong signal to send to our community, and again I will remind the Judge that in her own words that \"impressions are important\". I would contend that if the judge is truthful in her belief that we do not understand her orders ( and again I believe that she is) then I would say that if this board does not understand what Judge Wright expects after Friday's hearing then there is absolutely no hope for us and Judge Wright should go ahead and hold us in contempt and take over complete control of the school district. I believe that this board certainly got the message and that there is no need to continue to require us to attend hearings for the expressed reason of understanding her orders. The judge also expressed concern that our council and superintendent were not relaying to the board the full concern o court. I would suggest that as a compromise, if the judge will cancel her order to require us to attend ha gs, I will agree to attend all hearings in the next year and give a personal report back to the board on just exactly what the court expects. Although I am like the rest of the board with a job outside of my school board activities, I am very fortunate to work for an employer who will allow me to make this time commitment to the court and fortunate to work with very competent and thoughtful co-workers who will take up the slack in my absence. So I believe the judge has accomplished her goal of getting our attention and I will be willing to attend further hearings to ensure the board keeps the message, although I am sure other board members will want from time to time to attend hearings as they can and as they have done in the past. I would like to explain to the judge and our patrons also why sometimes members of this board seemed confused ( as I am most of the time) about our desegregation plan. Partly, and especially as it relates to our budget, we get mixed signals from the court. Ont the one hand the judge and Mr. Morgan at the ODM(and certainly me and rm sure other board members) are insisting that we spend the proceeds of our desegregation settlement wisely and where it will do the most good. Yet, the judge also directs us to fund programs that the school district, this board, perhaps the Joshua Intervenors, and the judge herself feel are ineffective and a waste of money. So here is the great dilemma: we get accused of not spending money wisely by the court and then we are told by the court to spend money on programs that the court feels are wasteful and will not further us on our road to achieve unitary status by having excellent desegregated education in Little Rock. It is no wonder that my wife thinks rm turning into a schizoid. I talked at the February board meeting about how my company produces a marketing document first and then puts the dollars to it, not vice-versa. This statement was made in the context of agreeing with the court for the need to hire someone to assist us with developing a budgeting process along those lines. I would also remind the court that one of the values of a marketing document is that it is flexible and can be changed as market  itions change. An inflexible document or plan is the surest way I know of to send a company or a school ct into bankruptcy. Judge Wright stated in court Friday that we have some latitude to modify this plan. Ta are only a very few provisions of the plan that are sacred according to the 8th Circuit court of appeals. I h9those items and will pass them out to our board in case some of us have forgotten what they were. Anything else is fair game as long as the parties in the case agree that the plan needs to be changed and the changes are not facially unconstitutional. ,\\nd finally, since I have taken up too much time already, let me address some thoughts to the Joshua intervenors. the LRSD administration, this board , the Office of Desegregation Monitoring, the court and most importantly, our patrons. I find it very disheartening that this board and district seem to always find themselves in some sort of battle on a continuing basis. What particularly bothers me is that most times those that we fight have the exact same goals as we do!! And that goal is this: that Little Rock should have the finest desegregated school system that we can afford where fairness and equity are found as the rule and where our patrons and students feel that they are getting the best education possible in our town. As I was leaving the hearing Friday, Iv1r. John Walker was holding the elevator door for me and said, \"come on Ivir. Riggs, as long as you don't mind riding with the enemy.\" Now I know Ivir. Walker said this in jest because he knows that I consider him a friend and have great respect for him, but it is this misconception that since we sometimes do not agree on strategies that we must be enemies that holds this district and even this city back from greatness. We are not the enemy of the Joshua Intervenors\nwe are not the enemy of the Office of Desegregation Monitoring\nwe are not the enemy of Judge Wright and the eighth circuit court\nwe are not the enemy of the patrons of our gifted and talent programs\nwe are not the enemy of the students and parents from Central High\nwe are not the enemy of the Aero Space Education Center advocates. We are the enemy of ignorance\nwe are the enemy of prejudice\nwe are the enemy of inequity in education. I believe all these other groups believe ignorance, prejudice and inequity to be their enemy also. And so instead of enemies, we are allies in this school district's attempt to be an example of excellent desegregated education. It is ~ aradigm that we must go forward with from this day on. This paradigm must have at its core inclusiveness\n- aradigm must go along the lines of this: that to accomplish our ambitious and noble dream YOU AND I , not you OR I, but you AND I must work together, hand in hand to make our dream reality. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting April 1, 1993 The Board of Directors of the Little Rock School District conducted a special meeting at 11:09 a.m. on April 1, 1993, in the employee lounge of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The meeting was hastily called as a result of a group of Central High School students and parents who presented themselves at the AdJninistration Building requesting a meeting. The vice-president, Mr. Dorsey Jackson, presided. MEMBERS PRESENT: Mr. Dorsey Jackson Mr. Willie D. (Bill) Hamilton Ms. Pat Gee Mr. John Riggs - MEMBERS ABSENT: Mr. John Moore Dr. Katherine Mitchell Mrs. o. G. Jacovelli OTHERS PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes CALL TO ORDER: ROLL CALL: The vice-president called the meeting to order at 11:09 a.m. The roll call revealed the presence of four ( 4) Board members, which constituted a quorum. PURPOSE OF SPECIAL MEETING: The vice-president announced that the special meeting was called for the purpose of responding to a petition of citizens which was submitted on March 17, 1993. Extensive discussion ensued regarding whether or not this special meeting is the special meeting asked for in the petition. It was finally decided that the Board would conduct another meeting when all Board members could be present. The students were particularly interested in Mr. John - Moore being present at the next meeting. Board members explained their time constraints and it was decided that the students would share some of their concerns in this meeting but with the understanding that another meeting would be held in response to the petition. The students did not identify themselves, but they shared the following concerns: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. That they were not getting a good education. That teachers are not following the curriculum. There are too many kids outside the building at Central. There is no leadership at the school. Some teachers curse in the classroom. Students who demonstrated are being harassed. People spray MACE in the bathrooms\ntherefore, they can't go to the bathroom. People smoke marijuana in the bathrooms. Teachers do not dress professionally\nthey wear very short skirts or warm-ups. Teachers say things like \"sit your ass down.\" At lunch all white students are in the front and all black students are in back. Black or African history. is not taught and that one month of black history emphasis is insulting, artificial and divisive. There are very few library books on African-Americans. They think that the exclusion of black people is deliberate. Textbooks ignore African-Americans. Teachers wait until you leave their room before writing students up and then the student has D-Hall but doesn't know anything about it. Extensive discussion ensued concerning the students' complaints about the lack of African and African-American history. The students asked that an elective course in African studies be offered and that the curriculum be truly multi-cultural. Mr. Bill Hamilton had to leave the meeting at 11:58 a.m. to attend another meeting. Mrs. Hafeeza Majeed complained that she did not get a reply to her letter which contained the petition asking for a special meeting and that she was directed to go through the chain of command when she complained of the harassment of students. The students pointed out that a great deal of attention is given to the 6 million Jews that were killed by Nazi's in Germany but very little is said about the 100 million African-American slaves that have been killed in the United States. Mrs. Frazier, a parent, complained that there is a complete disregard and respect for citizens as people who can go to Central - and voice their opinions. Mr. Dorsey Jackson left the meeting at 12:50 p.m. because of a prior commitment. After discussion was completed, the special meeting adjourned at 1:02 p.m. John~:esident ,~A,..Jdhll@ Katherine Mitchell, Secretary ( ~- , ,  -, APPROVED: __- '-~----_\n'~- ~- --_\"-~_) _____ LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Regular Meeting April 22, 1993 The Board of Directors of the Little Rock School District met in its regularly scheduled monthly meeting at 6:04 p.m. on April 22, 1993, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The president, Mr. John Moore, presided. MEMBERS PRESENT: Mr. John Moore Mr. Dorsey Jackson Dr. Katherine Mitchell Mrs. 0. G. Jacovelli Ms. Pat Gee Mr. Willie D. (Bill) Hamilton Mr. John Riggs MEMBERS ABSENT: None - EX OFFICIO MEMBERS PRESENT: Ms. Caroline Bryant, Teacher Representative Miss Terry Luster, Student Representative ALSO PRESENT: I. Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes Mr. Don Umfleet, Audio Specialist CALL TO ORDER: ROLL CALL: President John Moore called the meeting to order at 6:04 p.m. The roll call revealed the presence of all seven (7) Board members. II. READING OF THE MINUTES: The chair directed the Board members' attention to the minutes of the special meeting on February 16, 1993\nthe regular meeting on March 25, 1993\nand the special meeting on April 1, 1993. Mrs. o. G. Jacovelli moved approval of the minutes as submitted. Mr. Dorsey Jackson seconded the motion, and it carried unanimously. Board of Directors Regular Meeting April 22, 1993 III. PRESENTATIONS: A. Superintendent 2 Dr. Mac Bernd presented a Superintendent's Citation to Mrs. Mary Guinn, Principal of Carver Magnet Elementary School, in recognition of Carver School being named one of \"America's Best Elementary Schools\" by REDBOOK MAGAZINE. Carver will receive $2,000 from the SEGA Youth Education and Health Foundation as a result of this distinction. Also honored with a Superintendent's Citation was Coach Charles Ripley of Parkview Magnet High School and his 1992-93 basketball team who won the ,l\\rkansas State Championship. Mr. Ripley was also recognized for being named by the Arkansas Democrat-Gazette as the 1993 High School Coach of the Year. Dr. Diana Glaze was presented a Superintendent's Citation in honor of her being chosen as one of 50 educators to receiving training in a National Association of School Principals SAAC workshop held last month in San Francisco. She was also chosen to participate in the convention's Principal' s Hotline, which was organized to offer a toll-free telephone line to parents, students, and educators from throughout the nation giving them the opportunity to ask questions concerning learning problems, interpretation of school policies, and basic parenting. Dr. Glaze also presided at one of the NASP meetings entitled \"Make a Difference in the Lives of Children -- Building a Winning Team.\" Citations were also given to the student and teacher ex officio members of the Board for this month: Ms. Caroline Bryant of Fair Park Elementary, and Miss Terri Luster of Parkview Magnet School. B. Citizens Committees None. c. Board Members Ms. Pat Gee reminded the Board members and audience that this is Arkansas Childrens' Week. Mrs. Gee also asked that the agenda be re-ordered to allow the educational report to be given after the educational partnerships are recognized. The Board approved of the request\ntherefore, Ms. Gee moved to re-order the agenda to allow the educational report to be given after the partnerships on the agenda. Mrs. Jacovelli seconded the motion, and it carried unanimously. Mr. Dorsey Jackson directed the Board members' attention to a Board of Directors Regular Meeting April 22, 1993 3 program called \"Arkansas Designated Driver Highway Hero Program\" and the \"Prom Promise\" program for an alcohol and drug free prom. He expressed appreciation and thanks on behalf of the Board for those fine programs. Mr. Jackson also asked the Board to consider taking the desegregation plan and begin to get regular reports on it at each month's Board meeting. He asked the Board members to begin thinking about the types of reports and information it would like to receive. In addition, Mr. Jackson asked that the administration and Board begin to review Board policies and start revising and updating the policies as necessary. Dr. Katherine Mitchell said she believed the Board should have a work session to find out what is in the desegregation plan and make sure the different school administrators and teachers know what is in the plan. Mr. John Riggs agreed with Mr. Jackson's request to begin receiving regular reports on the desegregation plan. He also told Board members that he found it educational to learn of the concerns of the Judge and of the Office of Desegregation Monitoring but it was heartening to learn that ODM and the administration agreed on many items. Mr. Riggs also announced that he attended the VIPS Evening with the Stars and expressed that he felt the success of individual schools is directly proportionate to the amount of input and time spent in the schools by parents. He also called for the administration and Board to begin strategic planning and to \"create a vision\" for our schools. Mr. John Moore said that he and other Board members who missed Court this week will go back for a private session with the Judge to catch up. Mr. John Moore presented a souvenir gavel to Mrs. o. G. Jacovelli commemorating her service to the Board of Directors as president of the Board. Mrs. Jacovelli thanked everyone for their expressions of good wishes during her recent illness and asked for their continued thoughts and prayers. D. Partnerships Dr. Bernd recommended that the Board approve the following schools and businesses who have completed the requirements necessary to establish a partnership and are actively working together to accomplish their objectives: University of Arkansas at Little Rock College of Arts, Humanities \u0026amp; Social Sciences, and Mann Arts and Math/Science Magnet\nthe Arkansas cattlemen's Association and Romine Interdistrict School\nand the Delta Sigma Theta Sorority, Incorporated, and Wilson Elementary School. Representatives of all partnerhips were introduced and awarded certificates to commemorate the new partnerships. Board of Directors Regular Meeting April 22, 1993 EDUCATIONAL PROGRAMS REPORT 4 Mrs. Janet Bernard introduced Mr. Larry Robertson, Assistant Superintendent. Mr. Larry Robertson introduced Ms. Mary Golston, principal of Badgett Elementary School. Mrs. Golston reported that the \"Operation Excel\" program at Badgett Elementary School was a mentoring program that brings together several advocates of the school, including Dr. Brown from the University of Georgia, and the school's partner in education, Webster University's Jerry Peters. She reviewed some of the volunteer work that is taking place at the school and introduced Mr. Greg Gipson, Youth Minister at First United Methodist Church. Mr. Gipson reported the his church has a program called ASEP (A Student Enrichment Program) to work with at-risk students. Each Tuesday evening church members pick up children at their home and bring them to the church for tutoring and a meal. They also maintain a relationship with the children throughout the school year. Mr. Jerry Peters reported on some of his activities at Badgett, including a contract for good behavior. He also recognized the Rebsamen Golf Association for donating 250 golf clubs for Badgett's golf course. He challenged the Board to be leaders because vision is developed by leaders. IV. REMARKS FROM CITIZENS: Dr. Lloyd Benjamin, representing the Board of Overseers of KLRE/KUAR, reviewed the District's history of support for the radio station and the partnership with UALR. He urged the Board not to cut the District's share of funding for the station. Dr. Tom Munson, representing the Friends of KLRE/KUAR, emphasized the broad educational ventures that the programming at KLRE/KUAR provides. He urged the Board to continue its support of the station. Mr. Somers Matthews spoke in opposition to the use of calculators in grades K-6. He asked the Board to re-visit this practice and abolish the use of calculators in grades K-6. Ms. Sheila Parker told the Board that she is sick of what is going on in the District and asked the Board to bring the evidence before the community. She suggested that if the Board cuts the budget, it should start with the administration. - Mr. Bill Lambright asked the Board to reconsider the decision to change the name of winter vacation to Christmas vacation. Board of Directors Regular Meeting April 22, 1993 RECESS: The Board recessed at 7:22 p.m. and reconvened at 7:55 p.m. v. A. ACTION ITEMS: Proposal for Naming the Mann Magnet Junior High School Gymnasium in Honor of Coach Oliver Elders 5 Mrs. Marion Lacey, principal of Mann Magnet Junior High School, introduced the contingency of alumni who support the naming of the gymnasium at Mann in honor of Coach Oliver Elders. The alumni members present were Mr. Grant Cochran, Mr. Morris Williams, Mrs. Gwen Ziegler, Coach Oliver Elders, and Mr. Sterling Ingram. She also recognized Dr. Katherine Mitchell as an alumnus. Dr. Grant Cochran briefly spoke in favor of the naming of the gymnasium. Dr. Mac Bernd recommended that the Board approve this tribute to Coach Elders by naming the Horace Mann Gymnasium the OLIVER ELDERS GYMNASIUM. Mrs. O. G. Jacovelli moved the recommendation. Mr. Bill Hamilton seconded the motion, and it carried unanimously. B. King Attendance Zones Dr. Bernd introduced Ms. Marie Parker, Associate Superintendent for Organizational and Learning Equity. Mrs. Parker made a presentation concerning the proposed zones, explaining the significance of each zone block. She also reported on her meetings with the parents of Ish Incentive School concerning the possibility of closing the school. Extensive discussion ensued concerning the incentive schools, their purpose, and the need to desegregate the incentive schools. Mrs. Sarah Facen, representing the Ish community, urged the Board to keep Ish Incentive School open and suggested that it not be included in the King attendance boundary. Following discussion, Dr. Bernd recommended that the Board approve the proposed attendance zone for the new Martin Luther King, Jr. Interdistrict School. Mr. John Riggs moved the administration's recommendation. Mrs. Jacovelli seconded the motion, and it carried unanimously. A copy of the attendance zones are attached hereto and made a part of these minutes. VI . REPORT AGENDA: A. Report on 1993-94 Budget A Dr. Bernd told the Board that this report is really a W \"Financial Forecast,\" which is preliminary to proposing a budget. Board of Directors Regular Meeting April 22, 1993 6 He reviewed the process that has been and will be used to develop the final 1993-94 budget which he will present for the Board's adoption in July. He also reviewed the Citizens Budget Report which is attached to the materials forwarded to the Board. Dr. Bernd introduced Mr. Gary Jones, Manager of Resources and School Support. Mr. Jones presented the District's revenue/expense forecast. Using an overhead projector, his presentation included an examination of the budget reduction criteria, which is (a) compliance with the desegregation plan\n(b) minimize impact to programs\nand (c) streamline organizational pyramid. He reviewed the budget recommendations and position reductions, all of which will reduce the growth in the pudget by $7.5 million. Mr. Jones reviewed the reinstatement of programs and the revenue forecast for 1993-94. Board members expressed concern about Mabelvale Junior High being the only junior high with a six period day, the seniority of the former Pulaski County teachers, the impact of the reduction of 50 computer aides, a need to listen to the staff members from the bottom up, and the need for Board members to be provided with an organizational chart and accompanying job descriptions. A copy of the budget presentation is attached to these minutes and made a part hereof. B. Report on Summer School Plans Mrs. Janet Bernard directed the Board members' attention to the report contained in the printed agenda. Board members asked questions. VII. CONSENT AGENDA: Mrs. Jacovelli moved the consent agenda. seconded the motion. The consent agenda included: Dr. Mitchell A. approval of the donations as listed in the printed agenda\nB. approval of the right-of-way at Wakefield Elementary School as described in the printed agenda\ne C. approval of the submission of the Levi Strauss grant as described in the printed agenda\nBoard of Directors Regular Meeting April 22, 1993 7 D. approval of the personnel changes as reflected in the printed agenda: and E. approval of the financial reports as submitted in the printed agenda. The motion to approve the items in the consent agenda carried unanimously. VIII. AUDIENCE WITH INDIVIDUALS OR GROUPS Dr. Selma Hobby suggested that employees have an opportunity to suggest budget cuts. IX. STUDENT AND/OR EMPLOYEE DISCIPLINARY RECOMMENDATIONS Dr. Bernd directed the Board's attention to the noncontested expulsion recommendation of Eric Dailey and the long-term suspensions of the following students. Adrienne Alexander, Bridget Austin, Latisha Austin, Gary Brown, Galisa Bryant, Branden Cage, Rondale Cox, Jalal Dawson, Damien Ellison, Melvin Floyd, Cyrus Gamble, Bobby Harris, Martin Henderson, Leroy Hurd, Kamil Jabara, Mervyn Johnson, Tameka Johnson, Kendall Jones, Naomi Jones, Calvin Long, Owen McMullen, Jermaine Morris, Robert Porter, Marcus Rafter, Bobby Salazar, Shannon Scales, Antwan Scott, DeAngela Staples, Willie Tyler, Shantae Whale, Keenan Wheeler, and Undra Williams. Mr. Dorsey Jackson moved the administration's noncontested recommendations on the above students. Mr. John Riggs seconded the motion, and it carried unanimously. ADJOURNMENT: There being no further business to come before the regular meeting of the Board of Directors, upon motion by Mr. Riggs, a second by Mrs. Jacovelli, and unanimous approval of the Board members, the meeting adjourned at 10:34 p.m. JJ?de]~ Dr. Katherine Mitchell, Secretary APPROVED: 0 _, ru\ni ~ 7 ~ -~---------------- LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting April 28, 1993 The Board of Directors of the Little Rock School District met in a lawfully-called special meeting at 5: 11 p. m. on April 28, 1993, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, ~rkansas. The president, Mr. John Moore, presided. MEMBERS PRESENT: Mr. John Moore Mr. Dorsey Jackson Dr. Katherine Mitchell Mr. Willie D. (Bill) Hamilton Ms. Pat Gee Mr. John Riggs MEMBERS ABSENT: Mrs. O. G. Jacovelli ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes Mr. Don Umfleet, Audio Specialist CALL TO ORDER: ROLL CALL: The president called the meeting to order at 5:11 p.m. The roll call revealed the presence of six (6) Board members. PURPOSE OF SPECIAL MEETING: The chair announced that the special meeting was called for the purpose of considering the District's budget reductions and for the re-election of personnel. CITIZENS COMMENTS: Mr. Michael Nellums spoke in opposition to the recommendation to abolish the position of Minority Recruiter Coordinator. Mr. Eric Coleman spoke in opposition to the recommendation to abolish the position of Minority Recruiter Coordinator. Ms. Stephanie Copes spoke in opposition to the recommendation to abolish the position of Minority Recruiter Coordinator. Ms. Pamela Staton spoke in opposition to the recommendation to abolish the position of Minority Recruiter Coordinator. Ms. Georgia Wells spoke in opposition to the recommendation to reduce the hours of library clerks. Ms. Judith Runyon spoke in opposition to the recommendation to ablish the position of computer lab attendant. Rev. C. E. McAdoo spoke in .opposition to the recommendation to abolish the position of Minority Recruiter Coordinator. Ms. Valarie Scarbrough spoke in opposition to the recommendation to abolish the position of computer lab attendant. Ms. Linda Battisto spoke in opposition to the recommendation to abolish the position of Minority Recruiter Coordinator. Ms. Eleanor Reasoner spoke in opposition to the recommendation to abolish the position of computer lab attendant. Mr. Calvin Carter spoke in opposition to the recommendation to abolish the position of computer lab attendant. Mr. Frank Martin expressed his view that lack of planning and mismanagement has caused the current budget deficit. Ms. Ginny Kurrus spoke in opposition to the recommendation to abolish the position of computer lab attendant. Ms. Susan Hood spoke in opposition to the recommendation to abolish the position of computer lab attendant. Ms. Judith Yeager spoke in opposition to the recommendation to abolish the position of computer lab attendant. Ms. Joyce Lamb spoke in opposition to the recommendation to abolish the position of computer lab attendant. Rev. James Thrower spoke in opposition to the recommendation to abolish the position of Minority Recruitment Coordinator. Mr. Donald Richardson spoke in opposition to the recommendation to abolish the position of Minority Recruitment Coordinator. Mr. Don Umfleet spoke in opposition to the recommendation to - abolish his position. PERSONNEL RENEWALS: Dr. Bernd recommended that the Board approve the personnel actions listed in sections 1 through 5 on the handout given to each Board member. Board members asked questions. Following discussion concerning the recruitment of students for classes at Metropolitan and the method for removing deficiencies in certification, Mr. Dorsey Jackson moved the recommendation of the administration on the staff renewals as presented. Mr. John Riggs seconded the motion, and it carried four (4) to two (2). Dr. Mitchell and Ms. Gee voted in opposition to the motion. PERSONNEL REDUCTIONS: Dr. Bernd directed the ,Board members' attention to the restructuring of the budget reduction in the Volunteers in Public Schools department. He explained that this restructuring will reduce the contract lengths of six (6) VIPS staff members in order to realize the necessary savings. The Board recessed at 6:47 p.m. and reconvened at 7:15 p.m. Upon reconvening, Dr. Bernd presented the remainder of the list of reductions as follows: 1) two driver trainers\n2) two custodial supervisors\n3) one construction manager\n4) one EPA Coordinator\n5) one assistant director for media services\n6) one recruitment coordinator\n7) one communications specialist\n8) onehalf assistant principal at Gibbs Magnet School\n9) one Partners in Education Manager\n10) one secretary in Human Resources\n11) one secretary to an assistant superintendent\n12) one vocational secretary\n13) one plant services secretary\n14) one transportation shop clerk\n15) one food service data entry person\n16) reduction in contract lengths of VIPS staff members\n17) 50 computer aides\n18) reduction of the hours of media clerks\n19) one plant services painter\n20) one plant services stock clerk\n21) one plant services trade helper\nand 22) eight math teachers. Dr. Bernd recommended that the Board approve the personnel reductions and reviewed the process and timeline for approving a tentative budget at the end of May so the tentative budget can be submitted to Judge Wright for approval. Extensive discussion ensued concerning the District's ability to meet its obligations under the Desegregation Plan in light of the budget reduction recommendations. Dr. Mitchell and Ms. Gee indicated that they would like to have a budget work session. Following additional discussion and questions from Board members, Dr. Mitchell moved to table action on the recommendations for budget cuts until the Board has an opportunity to review the District's desegregation plan and the cuts' effect upon it. Mr. John Riggs seconded the motion. After discussion, the motion carried five (5) to one (1). Mr. John Moore voted in opposition to the motion. SUBMISSION OF TENTATIVE BUDGET: Mr. Gary Jones presented the tentative budget document and commended his staff for their hard work in preparing the document in a timely manner. He suggested that the Board schedule individual meetings with him to discuss the format and coding. Mr. Jackson commended Dr. Bernd for fulfilling his promise to get the budget to the Board before May 1. ADJOURNMENT: Mr. Dorsey Jackson moved for adjournment. Mr. John Riggs seconded the motion, and it carried unanimously. There being no further business to come before the special meeting of the Board, the meeting adjourned at 8:30 p.m. Jo] re, President '-~~ Katherine Mitchell, Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting May 3, 1993 The Board of Directors of the Little Rock School District met in a lawfully-called special meeting at 5:08 p.m. on May 3, 1993, in the Roosevelt Thompson Auditorium at Central High School. The meeting was held in response to a petition of fifty (50) citizens requesting a meeting. The pre~ident, Mr. John Moore, presided. MEMBERS PRESENT: Mr. John Moore Mr. Dorsey Jackson Dr. Katherine Mitchell Ms. Pat Gee Mr. Willie D. (Bill) Hamilton Mr. John Riggs MEMBERS ABSENT: Mrs. O. G. Jacovelli ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes Mr. Don Umfleet, Audio Specialist CALL TO ORDER: ROLL CALL: The president called the special meeting to order at 5:08 p.m. The roll call revealed the presence of six (6) Board members. PURPOSE OF SPECIAL MEETING: The chair announced that the special meeting was called in response to a petition signed by fifty (50) citizens. The meeting was held at Central High School at the request of Mrs. Hafeeza Majeed on behalf of Central students. STUDENT COMMENTS: Mr. Reginald Taylor read the \"1993 Little Rock Central High Crisis\" philosophy statement. A copy of the philosophy statement is attached hereto and made a part hereof. Mr. Truman Hardin submitted to the Board two requests: that students be excused from school on May 27 and 28 in order to make a trip to Memphis\nand that Mr. Hickman be allowed to be a part of the 1993 graduation ceremonies. Miss Tenille Mitchell expressed her disappointment in her educational environment and complained about the lack of AfricanAmerican authors on the reading lists. Mr. Reginald Dodson reiterated the students' request to be excused on May 27 and 28. He also expressed disappointment that his previous complaints about harrassment has not been followed up. He told the Board that two of the teachers who are harassing him are Robin Davis and Joe Gray. He also complained about the lack of a multi-cultural curriculum. He complained that the students did not have enough notice on the NCCJ sponsored retreat. Ms. Pat Gee asked Mr. Dodson to send her an itinerary on the trip to Memphis. Willis Bailey asked for fairness and equitable treatment of personnel. He told the Board that he was afraid to come to Central High before Mr. Hickman came. Tracy Oliver expressed disappointment that there are no caucasian students at this meeting. She expressed that she was offended that someone would feel threatened by those who demonstrated and that she felt a strong sense of racism because of it. Naima Majeed told the Board that she wanted Mr. Hickman to get his job back because he is innocent. She expressed her view that Central is a hateful place since Mr. Hickman left and that teachers are not dressing professionally and not coming to school. She said she had been looked at funny, harassed by teachers, and called stupid. Pauline Williams said the students' personal lives have been affected and that the image of the community has been affected by what has happened to Mr. Hickman. She expressed that she is proud of the mature way in which the students have handled the situation. She urged the students to continue to do that. She urged them to search out assistance from adults they respect. She urged the - students to use \"reverse peer pressure.\" Dr. Katherine Mitchell told the students that she applauds their efforts and commended them for the way in which they have conducted themselves. She expressed regret that the students who marched to the Administration Building was not allowed to enter the building. She urged them to continue to stand for what they believe in a peaceful and orderly way. Mr. James H. Powell commended the students for their presentations to the Board. He reviewed his background in the civil rights movement and his work with Reverend Martin Luther King, Jr. He said he had fought for his daughter, who is now a student at Central High School. He suggested that if Mr. Hickman is a criminal he should be prosecuted. He expressed concern that \"droplets\" of 1957 are still here at Central., i.e., students do not intermingle. Ms. Linda Williams expressed concern that the children are hurting. She asked that the school set another date for the NCCJ program and give more notice to the students. Mr. Byron Jenkins, a senior at Central High School, said Mr. Hickman was a great role model. Miss Tenille Mitchell asked if the District administers drug tests to teachers. She said there is a lot of \"stuff\" going on at Central and she doesn't see the Board doing its job. She said education here is a joke. Mr. Akim Majeed told the Board that everyone needs to \"get off their seats downtown\" and find out what is going on. He said he could name people who are under the influence of drugs at Central High School. Mr. Sammy Mills told the Board that the kids are reaching out for help. He urged the Board to find another date for the NCCJ program and offer it again. He expressed disappointment that there are not more parents and students at this meeting. He said there should be white students and parents and teachers here. Mr. Rochelle Webb told the Board that she loves Mr. Hickman and wants him back. Ms. Dorothy Oliver asked if suspension was the only option the administration had or could a less drastic action been taken. She asked why this meeting could not have been scheduled during the day to allow all students, parents, and teachers to attend. Ms. Sheila Parker told the Board that she is trying to get rid of Dr. Bernd. Miss Michelle Wallace complained that Ms. Swain never comes out of her office except when the students are in class. ADJOURNMENT: There being no further business to come before the special meeting, Mr. Dorsey Jackson moved to adjnurn. Ms. Pat Gee seconded the motion, and it carried five (5) to one (1). Dr. Katherine Mitchell voted against adjournment. The meeting adjourned at 7:15 p.m. Jo~e, President 4,,J~ Katherine Mitchell, Secretary PREAMBLE \"1993 LIT'rLE ROCK CENTRAL HIGH CRISIS\" PHILOSOPHY STATEMENT We, the undersigned students of Little Rock Central High School, Little Rock, Arkansas, do hereby adopt the following Philosophy Statement. The groundwork for the development of this statement was achieved by conducting student surveys at LRCH, copies of which are attached . This statement addresses our concerns and resolutions for the current \"crisis\" at our school and the resulting racial polarization of our city and state. This \"crisis\" is the result of the suspension of our principal, Mr. John L. Hickman, Jr., an African American male who, single-handedly, restored a safe educational and social environment to the school. Furthermore, the educational goals and aspirations of many students presently enrolled at Little Rock Central, have been greatly impacted by the sudden loss of this \"Mr. Joe Clark\" personality, because, in the words of many parents and students, \"Mr. Hickman is the only reason that I am attending Little Rock Central High today.\" e we, therefore, submit our names as representation that we believe the time has come for the students of this great and historical institution to begin writing the history of the \"second\" crisis at Little Rock Central High, the \"1993 Crisis of Little Rock Central High.\" STATEMENT During the crisis at Little Rock Central High School in 1957, nine African American students were denied the right to a \"quality\" integrated education . In 1993, we believe that the \"crisis\" at Little Rock Central High still remains the same, because the right to a \"quality\" integrated education for all children continues to be attacked. The education that we seek and the lessons that we are currently learning can no longer be contained within the four walls of the physical building. For many of us, \"learning\" has advanced from the \"pages\" of our textbooks and has spilled over into our city's streets, neighborhoods and communities. Clearly, for many of us, \"education\" has become a lesson about racism, which is alive and well at Little Rock Central High, and throughout our city and state. - The \"one--of-a-kind\" educational environment that Mr. John L. Hickman, Jr. created in our school has been attacked and destroyed by the racist attitudes of the \"leaders\" of our school district. The dominoe effect of this racism is evidenced by the racial polarization that is plagueing our school and our city. LRCH PHILOSOPHY STATEMENT Page 2 As children, we learn from the examples of our parents and other adults. Thus, we have witnessed African American students actively supporting the \"cause'', and Anglo-Saxon students have been absent in expressing support for the safe educational and social environment that was present under the administration of Mr. Hickman. The racial polarization is further evidenced by a majority Caucasian Board of Directors who continue to make decisions based on \"color\" instead of \"content.\" Furthermore, the present \"crisis\" has resulted in a placed on the local media, preventing them from entering to report peaceful assemblies by students who have express themselves through demoristrations. ban being the campus chosen to Inevitably, many students at Little Rock Central High have experienced strained relationships among students, teachers, and other administrative staff. Some students, along with parents, have been arrested, handcuffed and jailed as a result of a March 31 demonstration (\"sit-in\") in the school's cafeteria. The demonstration, ironically, was in protest of the refusal by the Little Rock School District Board of Directors to honor Ark. State - La\\-:, AR Code Annotated 6-13-619, which states that \"School Boards are required to meet with citizens to address the issues of concern to those citizens when the petition is signed by fifty (50) or more registered voters of the school district.\" Thus, the students of Little Rock Central High who, hereby, agree with this philosophy statement, do offer the following resolutions for a peaceful end to the \"1993 Crisis at Little Rock Central High School, Little Rock, AR: 1. We believe that it is fair and rational for the Little Rock School District Board of Directors to immediately reinstate Mr. John L. Hickman, Jr., as the Principal of Little Rock Central High School. 2. In the absence of \"fair and impartial\" conduct by the Little Rock School District Board of Directors, we believe that a thorough investigation must be conducted that will ultimately result in the termination of the contract of Dr. Cloyde \"Mac\" Bernd as Superintendent of the Little Rock Public Schools. 3. We believe that the presence of Associate Superintendent, Ms. Janet Bernard, in our District, has greatly hampered and ultimately destroyed the safe educational and social environment at Little Rock Central High. We further believe that the degrading actions of Ms. Bernard has negatively impacted the lives of many students and parents in our city. We, therefore, appeal to Little Rock residents, and the parents and students of Little Rock Central High to join us in seeking to have the contract of Mrs. Bernard terminated. LRCH PHILOSOPHY STATEMENT Page 3 4. The Ad Hoc Committee for Fairness and Equity in Little Rock Public Schools believe that the members of the Board of Directors should be representative of the majority population of African American students in our District. We, therefore, have agreed to actively participate in seating at least four African American Board members. We, the student representatives of the Ad Hoc Committee For Fairness and Equity in Little Rock Public Schools, and all other students whose names appear below, do invite all members of the community and media representatives to a \"send-off\" ceremony, on Tuesday, May 4, 2:00 p.m., at 1723 S. Broadway, Little Rock, AR. This ceremony will be held to send our Philosophy Statement and the attached signatures, via facsimile and Federal Express, to the following individuals: 1. The Honorable Bill Clinton, President of the United States, Washington, D.C. 2. The Honorable Jim Guy Tucker, Governor, State of Arkansas Little Rock, AR 3. Rev. Jesse L. Jackson, President, National Rainbow Coalition Washington, D.C .  Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting May 13, 1993 The Board of Directors of the Little Rock School District met in a lawfully-called special meeting at 5:22 p.m. on Thursday, May 13, 1993, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The vice-president, Mr. Dorsey Jackson, presided. MEMBERS PRESENT: Mr. Dorsey Jackson Dr. Katherine Mitchell Mrs. o. G. Jacovelli Ms. Pat Gee Mr. John Riggs MEMBERS ABSENT: Mr. John Moore Mr. Willie D. (Bill) Hamilton ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes Mr. Don Umfleet, Audio Specialist CALL TO ORDER: The Vice President called the meeting to order at 5:22 p.m. The roll call revealed the presence of four (4) Board members. Mr. Riggs joined the meeting at 5:35 p.m. APPROVAL OF RESOLUTION ON TRANS: Dr. Bernd explained the Resolution Authorizing the Issuance and Sale of Tax and Revenue Anticipation Promissory notes and Fixing Form and Terms Thereof. Mrs. o. G. Jacovelli moved approval of the Resolution. Dr. Katherine Mitchell seconded the motion, and it carried unanimously. A copy of the Resolution is attached to these minutes and made a part hereof. - ADOPTION OF COMPUTER SCIENCE TEXTBOOK: Board of Directors Special Meeting May 13, 1993 2 Dr. Bernd recommended that the Board approve the Selection Committee's recommendation as shown on the Local Adoption Form furnished to the Board members. Mrs. o. G. Jacovelli moved the Superintendent's recommendation. Ms. Pat Gee seconded the motion, and it carried unanimously. A copy of the Local Adoption Form is attached to these minutes and made a part hereof. ADOPTION OF SECONDARY MATHEMATICS TEXTBOOK: Dr. Bernd recommended th~t the Board approve the Selection Committee's recommendations as shown on the memo from Mrs. Estelle Matthis to the Board members. Mrs. 0. G. Jacovelli moved the Superintendent's recommendation. Dr. Katherine Mitchell seconded the motion, and it carried unanimously. A copy of the memo listing the secondary mathematics textbook recommendations is attached hereto and made a part of these minutes. ABC CONTINUING GRANT: Dr. Bernd directed the Board members' attention to the information previously furnished to them concerning the Arkansas Better Chance (ABC) grant for third-year funding of developmentally appropriate early childhood education programs. Dr. Bernd recommended that the Board approve the submission of the 1993-94 grant application in the amount of $233,992.00. Dr. Katherine Mitchell moved the Superintendent's recommendation. Mrs. o. G. Jacovelli seconded the motion, and it carried unanimously. RECESS: The special meeting was recessed at 6:38 p.m. to convene the regularly scheduled agenda review meeting. Following the agenda review meeting, the special meeting was reconvened. DISCUSSION OF STUDENT REQUESTS: Dr. Bernd reminded the Board members that the Central High School students had made two requests during the meeting with them on May 3. Discussion ensued concerning the requests for excused absences to go on a trip to Memphis and for Mr. Hickman to preside over their graduation. By consensus, the Board decided that the absence request should be handled by the school administrato\"r in compliance with the LRSD Attendance Policy and that the exact rules used in similar cases should be followed. Dr. Bernd also mentioned that Mr. Hickman's attendance at graduation should depend upon his employment status at the time. Board of Directors Special Meeting May 13, 1993 EMPLOYEE HEARING: 3 The Board conducted a closed hearing on behalf of Monica Scott. After hearing all testimony and considering the evidence in the case, Mrs. o. G. Jacovelli moved for an executive session. Ms. Pat Gee seconded the motion, and it carried unanimously. The Board recessed into executive session at 8:20 p.m. and reconvened at 8:31 p. m. Upon reconvening, Dr. Mac Bernd recommended that Ms. Scott be su\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\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "}],"pages":{"current_page":23,"next_page":24,"prev_page":22,"total_pages":27,"limit_value":12,"offset_value":264,"total_count":317,"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":18},{"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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