{"response":{"docs":[{"id":"bcas_bcmss0837_536","title":"Little Rock Schools: Fair Park Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1995/2004"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Fair Park Elementary School (Little Rock, Ark.)","School facilities","Educational planning"],"dcterms_title":["Little Rock Schools: Fair Park Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/536"],"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":["26 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\nMs Linda Leakey L\nitleRock,AR. 72205-3722  01 ' CclirfctfulS NitliohR,! Sl:.'^*\u0026lt;% S F FEB 1 5 1995 Office of Oesegregaiion Little Rock School District Fair Park School Relocation A Business Case January, 1995 Addition Modification Z Deletion $637,000 savings l//'KFair Park School Relocation Business Case 2 Executive Summary For several years, the Little Rock School District (LRSD) has faced Though many strategies were developed to cut costs, most have been \u0026lt; austere budgets. , , * ------------------------- one time cuts. A comparison of the district's total building capacity and total enrollment shows vacant seats. While a larger than normal number of desegregation, the number of vacant seats many seats are necessary for is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, serious consideration must be given to closing some schools. It is a reasonable strategy. e savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. Because it is an emotional i.s.sup. roooarrii ___j __i.-__._ issue, specific research criteria were used in making the decision about which school to close. Fair Park has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are reasons why Fair Park Elementary School is considered for closing: 1. 2. As of October 1,1994, the school was filled to only 80.34% of its capacity\nThe capacity of the school itself (351) is below the district average of 425 for ekmentary schools. Therefore, if the school were at capacity, the size itself is significantly below the average\narea 3. 4. 5. 6. 7. Enrollment since 1989 has declined from 332 to 282 and is expected to continue\nThe school is out of racial balance by 12.34%. It has not been within balance as far back as 1989 in spite of efforts to reverse this\nThe per pupil cost has increased\nOperational costs for the building have increased to make this school as one on the most expensive to operate annually\nThe building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings\nBy the opening of school for 1995-96, Fair Park students will be relocated, faculty wiU be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Plan. Fulfilling this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to securing financial resources necessary to support schools and the desegregation program. The problem will be considered solved if the following list of criteria is met\n1. New attendance zones affected by this relocation will reflect a better racial balance\nSHtomuMK Or Hntn-P **iliT-i TuiirnjiiiTiWiii nr FtnMcrxvFair Park School Relocation Business Case 3 2. 3. 4. The community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and implemented by each new school to make the new students and patrons feel welcomed\n0. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n6. Leaders within tire community are made aware of the relocation plan and have the opportunity for input\ns Immediate cost savings is realized\nand, The relocation of students and staff at will be complete before the opening of school tnr T QQ^ 04. for 1995-96. Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. District officials are aware that the commumty will be concerned about relocating the students. A number of school buddings have been abandoned in the city, piese are of paramount concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will w^t assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way while achieving a better racial balance. Negatives 1. Students and staff will their friends\nexperience some disappointment in being separated from 2. 3. Commumty reaction will be strong against the decision for fear of the impact on the community as mentioned above\nThe building may stand vacant for a period of time if not used by an agency or the community\n4. The general community may react to the redrawing of attendance general area of the city. zones in that Positives 1. Students will receive assignment to schools equal to current programs\n2. Special activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed\nto Swtwmwd tw O Hmvt r Wt oi'Ot'ws R- ranttcoocPair Park School Relocation Business Case 4 3. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n4. Elementary schools in contiguous areas are capable of absorbing the student population of Fair Park\n5. Immediate and year-to-year cost savings will be realized of approximately $637,000\n6. The Fair Park School facility may be available to the community for use pending court approval. risks of not implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. It is critical that the process be complete before the opening of school for 1995-96. H this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. ____________ Milestone _______________ 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Board of Directors for approval_____________ 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers. _______________ 5. Compile list and mailing labels of all students living in the Fair Park School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Fair Park School but live outside of the attendance zone b) those who attend Fair Park School but live in the attendance zone\nand, c) those who do not attend Fair Park School but live in the attendance zone._ 6. Develop notice of relocation and date of community information meeting to send to: a) parents \u0026amp; students: b) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood ___________________ 7. Conduct informational meeting with the principal, faculty, and staff about the process 8. Mail notice of possible relocation and date of community infonnation meeting to: a) parents \u0026amp; students\nb) community groups and churches: c) media (press release)____________________________________ 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting__________________ 10. Conduct community information meetings by___________________ 11. Notify finance person to include this as a budget reduction strategy________ 12. File motion with the U. S. Federal Court to relocate students at Fair Park School Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 2/10/95 2/10/95 212^135 2/22/95 2/28/95 3/3/95 3/15/95 Person Modeste Modeste Williams Modeste Mayo Mayo Modeste Mayo Mayo Williams Williams Williams SoMitMtaM K n HMn r WdliMM. Swiwnniiih^ m OIW'W, K- FwcocrFair Park School Relocation Business Case 3 Milestone 13. Develop letter to parents and students with 14. Inventory building_______ announcement and reassignment. 15. Design plan for new attendance zones in southwest.______ 16. Mail letter to parents and students with announcement and assignment 17. Remove materials and equipment from schSoT ' 18. Reroute transportation of students 19. Secure building 20. Reassign staff 21. Send final assignment notices Date 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Person Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo Background For several years, the Little Rock School District (LRSD) has faced austere budgets. Though many strategies were developed to cut costs, most have been one time cuts. A comparison of the district's total buUding capacity and total enrollment shows vacant seats. While a larger than normal number of many seats are necessary for ^segregation, the number of vacant seats is significant. Said another way, LRSD has too many school buildings. The financing of any school is a major expense. Therefore, ^rious consideration must be given to closing some schools. It is a reasonable strategy' The savings are significant and are repeated from year to year. As attractive as it is to saving money, it is more unattractive to the patrons of the school considered for closing. Because it is an emotional issue, specific research criteria were used in making the decision about which school to close.  Based on the criteria used. Fair Park Elementary School is a school that must be considered for closing. It is located north of 1-630 and just west of University Avenue in the City of Little Rock. See Attachment A. Reasons for this conclusion are explained in this business case. I Problem Definition Fair Park has become expendable as a public school because of its isolation, its declining enrollment, and its increasing costs in per pupil expenditure and in building operation. The following are reasons why Fair Park Elementary School is considered for closing: 1. As of October 1,1994, the school was filled to only 80.34% of its capacity\n2. The capacity of the school itself (351) is below the district average of 425 for area elementary' schools. Therefore, if the school were at capacity, the size itself is . significantly below the average\n3. Enrollment since 1989 has declined from 332 to 282 and is expected to continue\nllllulll il K t\u0026gt; HMn P WiliMm.iwfvnnMaMm rpKriiFair Park School Relocation Business Case 6 4. 5. 6. The school is out of racial balance by 12.34%. back as 1989 in spite of efforts to reverse this\nThe per pupil cost has increased\nIt has not been within balance as far Operational costs for the building have increased to make this school as one most expensive to operate annually\non the 7. The building is in need of renovation and upgrading. Together these costs will exceed $1,000,000, which is considerably more that the average cost of renovation and upgrading needed at other buildings\nFigure I illustrates some of these trends. Figure 1 Fair Park Elementary Enrollment History Criteria Enrollmenfl % Black % Out of Balance Capacity Attnd. Zone TtlF 1989-90 199Q-91 1991-92 1992-93 1993-94 1994-95 AZ % Black 332 72.00 12.00 94.59 345 80.87 20.87 98.29 320 80.31 20.31 91.17 243 79.01 19.01 69.23 263 76.05 16.05 74.93 343 49.27 282 72.34 12.34 80.34 348 53.44 I Analysis of Alternatives Solutions were discussed with a committee representing administrators in the LRSD. Data on attendance zones, enrollment, ethnic makeup of students in the school as well as those in the attendance zone were reviewed. After considerable discussion, it was decided that three things must be addressed for an alternative to be satisfactory. They were age of building, increasing costs, and low capacity. Addressing only one or two and not all three aspects seriously compromises an effective solution. Inherent in the selection of an alternative is the assumption that the problem can be addressed adequately if the alternative offers quality for students and cost efficiency Enrollments are for October of each year. - Attendance zone data is available for two years only. 'oriMHIvdK Of Hf\" r WilliMM SwrjwinMb W miifin tc nruinrFair Park School Relocation . Business Case 7 for tax-payers. To be a good alternative, it must address adequately all concern. The alternative solutions considered are listed below\nareas of 1. Change nothing. This will not address any aspect of the problem and will allow costs to grow annually\n2. Kedrnn, the attendance zone to increase the number of students attending Fair Park School. This reduces the per-pupil costs at Fair Park but will increase costs elsewhere since another attendance zone must be reduced to enlarge Fair Park's. Further, it would impact in negative ways the enrollment of other schools. 3. Relocate students from Fair Park to solve the problem. This alternative addresses all three areas of the problem. a) A plan to relocate students wiU be devised. One possible scenario appears in Attachment C\nb) An immediate savings of approximately $637,000 will be realized by eliminating the need for management staff, food service, building maintenance. and utilities to name a few\nc) Staff win be relocated according to the provisions of the negotiated contract. d) The curriculum offered at Fair Park will be offered at other schools under the program for that particular school. 4. Intensify recruitment efforts. Recruitment has been tried. The results have not been significant. If the enrollment of Fair Park were increased by this effort, it would have a negative impact on neighboring attendance zones. Recommendation Alternative 3 is recommended. 3. Relocate students from Fair Park to solve the problem. This alternative addresses all of the problem areas. I Objective By the opening of school for 1995-96, Fair Park students will be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Fulfilling this proposal will require a modification to the LRSD Desegregation This proposal supports LRSD goals relating to securing financial resources Plan. necessary^ to support schools and the desegregation program. The problem will be considered solved if the following list of criteria is met: Or. Hmm* T WditFair Park School Relocation Business Case 8 1. 2. 3. 4. New attendance zones affected by this relocation will reflect a better racial balance\nThe community is given the opportunity to be heard on the decision\nTransportation is re-routed to accommodate these students\nSpecial activities are planned and implemented by each new school to make the new students and patrons feel welcomed\n5. New patrons are included in appropriate school correspondence and activities with those who have been enrolled\n6. Leaders within the community are made aware of the relocation plan and have the opportunity for input\n7. 8. Immediate cost savings is realized\nand, The relocation of students and staff at will be complete before the opening of school for 1995-96. Most of these benefits will occur when the process concludes. Desegregation Plan goals will not be altered. Parent concerns about the process and their newly assigned school will be minimal. I Impact Analysis The desegregation plan must be modified to accommodate this proposal. District officials are aware that the community will be concerned about relocating the students. A number of school buildings have been abandoned in the city. These are of paramoimt concern to many community members. Some will want to know if a plan exists for use of the building when the students are relocated. Some will want assurance that students will receive equal program quality in the reassigned school. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way while achieving a better racial balance. Negatives 1. Students and staff will experience their friends\nsome disappointment in being separated from 2. 3. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above\nThe building may stand vacant for a period of time if not used by an agency or the community\n4. The general community may react to the redrawing of attendance zones in that general area of the city. DxlaaMUU O Hmrv P w MpK.rr-Fair Park School Relocation Business Case 9 Positives 1. 2. 3. 4. Students will receive assignment to schools equal to current programs\nSpecial activities will be planned and implemented by each newly assigned school make new students and patrons feel welcomed\nto New patrons are included in appropriate school correspondence and activities with those who have been enrolled\nElementary schools in contiguous areas are capable of absorbing the student population of Fair Park\n. Immediate and year-to-year cost savings will be realized of approximately $637,000\n6. The Fair Park School facility may be available to the community for use pending court a T-iT^-r 7 o 1 approval. Risks implementing this solution is increasing district costs thus inhibiting the expected goals of desegregation and responsible fiscal management. The risks of implementation of this solution are several. Some are criticism for abandoning another school building in the community, inconveniencing the students who walk to school, and the possibility that this solution will not realize all of the benefits exactly as anticipated. Timing It is critical that the process be complete before the opening of school for 1995-96. If this solution is to be implemented, patrons will need to know immediately after the Board of Directors decides to pursue this alternative. Awareness and input must be generated in the community through meetings. Eventually, students must be notified of their new assignments, and a number of other tasks as noted in the timeline (later page) must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment. I Resources Analysis Personnel No additional positions are necessary to implement this proposal. Instead, some positions will be eliminated. No one zoill lose his or her job, however. Attrition will be used to eliminate positions. oi/nzt iw- fnK (wFair Park School Relocation Business Case 10 Financial A savings of approximately $637,000 is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment. The savings are year-to-year. Revenue Source A source of revenue is unnecessary. Implementation of this proposal cost-reducing strategy for the district's budget. creates a I Force Field Ana lysis Primary supporters of this proposal will be those who do not have children attending the school. The Board of Directors and adirunistration of the school district are well aware of the improvement this solution wiU bring for student opportunities and for cost savings. Those most opposed to the solution will be those in the immediate area of the school. These include some parents of students attending the school, community groups, and churches. They may argue that too many buildings have been closed, abandoned, and now are eye-sores in communities\nThat a school is the life of a wholesome community. Some say that removing a school from a community removes the last hope for the survival of that community. The negative reaction may be reduced by keeping everyone informed as the decision is made and unplemented. One-to-one meetings with key community people will allow for their questions and an attempt to resolve their concerns. I General Implementation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation. Milestone 1. Develop a list of key people in the community who should be contacted immediately 2. Contact the principals of surrounding schools who may be affected by the relocation 3. Business Case presented to the LRSD Soard of Directors for approval_____________ 4. Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers._______________________ 5. Compile list and mailing labels of all students living in the Fair Park School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Fair Park School but live outside of the attendance zone b) those who attend Fair Park School but live in the attendance zone\nand, c) those who do not attend Fair Park School but live in the attendance zone. Date 1/13/95 1/25/95 1/31/95 2/10/95 2/10/95 Person Modeste Modeste Williams Modeste Mayo Oi RT rwicoccFair Park School Relocation Business Case 11 Milestone 6. Develop notice of relocation and date of community information meeting to send to- a) parents \u0026amp; students: b) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood 2- Conduct informational meeting with the pnncipal, faculty, and staff ahnnt thp nn-pcc Q nnllAx  ---------------_______________ 8. Mail notice of possible relocation and date of a) parents \u0026amp; students\nb) community groups and churches\nc) media (press release) community information meeting to: 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting 10. Conduct community information meetings by ' ------------------- 11. Notify finance person to include this as a budget reduction strategy______ 12. File motion with the U, S. Federal Court to relocate students at Fair Park School .13. Developletter to parents and students with announcement and reassignment 14. Inventory building ' ------------------ 15. Design plan for new attendance zones in southwest._______ 16. Mail letter to parents and students with announcement and assignment_______ 17. Remove materials and equipment from school ----------- 18. Reroute transportation of students  -------------------- 19. Secure building ------------------------ 20. Reassign staff ~ ------------------------------------ 21. Send final assignment notices twMWMM K O Hmn r Date 2/10/95 2/10/95 2/20/95 2/22/95 2/28/95 3/3/95 3/15/95 4/19/95 5/30/95 6/1/95 6/15/95 7/31/95 7/31/95 7/31/95 7/31/95 8/1/95 Person Mayo Modeste Mayo Mayo Williams Williams Williams Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo BT ntntxnnrFair Park School Relocation Business Case 12 Copy of map of Little Rock with Fair Park Elementary and other schools ShMiuiM hv O H*M* F MMIt BC nnuLDor 4 Jefferson School V\\ i I nr Liffie Rock Sc^i \\ \\  \\ ool District t) - urForest Pa ark School \\ \\ X \\ \\ ' \\ \\ \\ kittle S( \\North Little Rock School DistridC:\nA L net SchoolSl LqWil lams Magnet School: A A hall'High'dcho^ 1  . 2.7- I- r AIR PARK SCHOOL XJ I I J, 'School  r High SchooL X t W4 IHE B I- 630  J-kPulaskrHeights ^ulasl\u0026lt;rheights School) School i: tW 7 I LRSD Adm VS . e\nWoodruf \n I JJ School  r -rankkn InceritiveSch^ DrKingJntermsfrra^chow --L.rL. .Dr. King Interdistnc lanc .Qrhnnl-i-----\u0026gt; M I I I phens School LI 1,1 I -J i.rT~rT TTTT Dunbar Junior High School II i-i.i 1.1.j-m-iH I School iljbs Magnet^Fair Park. School Relocation Business Case 13 of pages from 1994-95 Budget relating to the cost of Fair Park Elementary School boMiMMd Or Hmn // RC FWKXXXX JMM 4Mni JMta JMM tMM dMfl Unit Func ObJ * Description Little Rock School District Department Budget 0023 FAIR PARK ELEMENTARY 1105 FOUR YEAR OLD PROGRAM _________________0 j j 0 REGULAR CERTIFICATED________ _________________0120 REGULAR NON CERTIFICATED ________________0210 SOCIAL SECURITY TAX__________ _______________ 0240 INSURANCE____________________ ________________0380 FOOD SERVICES________________ ________________0410 supplIes_____________________ 0416 SUPPLIES - SUPPLY CENTER____ ________________0540 EQUIPMENT-PERSONAL PROPER 0548 EQUIPMENT - SUPPLY CENTER 1105 FOUR YEAR OLD PROGRAM 1110 KINDERGARTEN _______0110 REGULAR CERTIFICATED _______0210 SOCIAL SECURITY TAX_______ _______0240 INSURANCE__________________ _______0410 SUPPLIES____________________ 0412 LOCAL SUPPLIES SP TRACKIN 0416 SUPPLIES  SUPPLY CENTER 1110 KINDERGARTEN 1120 ELEMENTARY________________________ 0110 REGULAR CERTIFICATED 0120 REGULAR NON CERTIFICATED__ 0210 SOCIAL SECURITY TAX 0240 INSURANCE_____________________ 0326 REPAIRS-EQUIPMENT 0342 POSTAGE _______0360 PRINTING 4 BINDING-INTERN _______0410 SUPPLIES_______________________ 04 i 6 SUPPLIES  SUPPLY CENTER ______ 21 TEXTBOOKS - LOCAL SOURCES 0540 EQUIPMENT-PERSONAL PROPER _______0548 EGUIPMENT  SUPPLY CENTER 1120 ELEMENTARY 1124 ELEMENTARY MUSIC_________ 0110 REGULAH CERTIFICATED 0210 SOCIAL SECURITY TAX 0240 INSURANCE Dale\n8/ 5/94 Page: 71 Prog: BUIXH)2 Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 0.00 0.00 0.00 0.00 0.00 'o^bo 0.00 0.00 0.00 0.00 0.00 10,411.00 ___687.75 1,000.68 0.00 1,977.93 0.00 3,600.00 0.00 17,677.36 0.00 9,907^00 745.82 997.20 2^57265 2,849.80 209.03 245.13 918.07 18,444.70 1.00 1.00 24,089.00 20,066.00 3,190.73 3,315.00 5,400.00 3,233.00 0.00 3,600.00 0.00 62,893.73 00 2.00 300 61,488.31 4,703 86 3,081.67 256.47 0.00 0.00 69,530.31 406,546.70 35,187.90 33,793.04 25,237.13 2.84 282.92 109.00 605.15 __3i580,75_ 239^27 1,347.06 469.90 507,401.68 0.00 0.00 0.00 3.00 3.00 12.00 5.00 17.00 68,212.00 4^864.25 2,624.26 212.22 412.00 45.32 76,370.05 68,212.00 5,188.08 2,229.66 436.66 0.00 0.00 76,066.42 2.00 2.00 69.014.00 4,987.08 2,210.00 200.00 200.00 44.00 76,655.08 2.00 2.00 421,628.06 33,567.28 35,039.40 23,663.51 515.00 257.50 257.50 1,414.77 _____1,701.68 _____257^0 772.50 0.00 519,074.70 396,583.85 23,946.98 31,403.34 17,078.75 4.05 163.66 302.80 906.46 ___3,246.62 0.00 472.75 0.00 476,111.48 13.50 4.00 17.50 352,097.00 28,721.70 31,300\n44 17,127,50 300.00 100.00 96.50 ___1^200.00 1,700.00' 257.50 500.00 200.00 433,600.64 10.50 3.00 13.50 15.256.00 1,167.00 592.00 17,233.50 1,318.32 565.96 0.50 17,635.00 1,274.34 552.50 0.50Unit Func Obi ~ Description 1124 ELEMENTARY MUSIC J I 95 ACADEMIC SUPPORT PROGRAM _______0120 REGULAR NON CERTIFICATED _______0210 SOCIAL SECURITY TAX________ _______0240 INSURANCE__________________ 1195 ACADEMIC SUPPORT PROGRAM 1220 RESOURCE ROOM____________ 0110 REGULAR CERTIFtCATED _______0210 SOCIAL SECURITY TAX _______0240 INSURANCE_____________ 1220 RESOURCE ROOM Little Rock School District Department Budget Actual 92/93 0.00 FTE 92/93 Budget 93/94 I 17,015.QQ^T Actual 93/94 19,117.78 FTE 93/94 0.50 Budget 94/95 19,461.84 FTE 94/95 0.00 OOP O.PP o'po too too 10,411.00 796.44 1.292.94 12,500.38 6,246.71 45642 600.11 7,302.94 too too 6.246.6P 451.39 663.PP 7.360.99 0.60 0.60 14.392.56 1,101.13 765.59 16,259.28 tso tso 15,226.00 1,085.78 653.15 16,964.93 -30t452.00 2,046.64 1,117.86 33,616.52 0.50 0.50 -2200t00 1,806.84 1,105.00 27,915.84 t.oo too 1580 ACADEMIC PROGRESS GRANTS _______0117 STIPENDS______________________ _______0210 SOCIAL SECURITY TAX__________ _______0331 PUPIL TRANSPORTATION________ _______0360 FOOD SERVICES________________ _______0410 SUPPLIES______________________ 0540 EQUIPMENT-PERSONAL PROPER 1580 ACADEMIC PROGRESS GRANTS 1910 GIFTED AND TALENTED _______0110 REGULAR CERTIFICATED _______0210 SOCIAL SECURITY TAX _______0240 INSURANCE_____________ 1910 GIFTED AND TALENTED 2120 GUIDANCE SERVICES_______ _______0110 REGULAR CERTIFICATED 0210 SOCIAL SECURITY TAX _______0240 INSURANCE_____________ 2120 GUIDANCE SERVICES 2134 NURSING SERVICES 0120 REGULAR NON-CERTIFICATED ___________0210 SOCIAL SECURITY TAX________ 0240 INSURANCE__________________ 2134 NURSING SERVICES Dale\n8/ 5/94 Page: 12 Prog: BUD002 4,703.31 751.69 ___940.37 ____29.00 2,585.63 1,079.24 10,089.44 18,044.54 1,360.55 84579 20,270.88 26,719.00 2,043.86 1,518.67 30,281.53 12^44,45 1 j58.26 _L273.28 17,575.99 0.50 0.50 0.60 0.60 0.40 0.40 0.00 0.00 0.00 0^00 0.00 0.00 0.00 OOP O.OP ____OjOO 0.00 3,222.67 4.426.44 7.651.11 0.00 0.00 0.00 ooo OOP 0.00 18,438.00 1,314.83 665.41 20,418.24 11,043.59 844.81 356.48 12,246.86 0.50 0.50 18,436.00 1.332.37 ___552.50 20.322.87 0.50 0.50 14,162.00 1,009.90 648.44 15,820.34 14J03,67 t139.61 1,089.98 17,03326 25.557.47 1,604.61 933.42 28,095.50 10^50.49 ___837.66 ___7009 12,489.09 0.60 0.60 0.40 0.40 32.058.00 2'.316.57 1.105.00 35.479.57 J5,432.65 1,115.19 331.50 16,879.34 1.00 too 0.30 0.30Unit Func Obj  Description _______2222 _ SCH^L LIBRARY SERVICES 0 i 10_ REGULA^ 5^'^7nCATEp noncertificated . -23i0_SOCIAL-security TAX _______p240_INSURANCE _______0410 SUPPLIES __________ ______0416 SUPPLIES  SUPPLY CFNTFB 2222 SCHOOL LIBRARY SERVICES -34ip__pFFIC^F THE PRINCIPAL 0116 REGULAR CERTIFICATED _______0120 REGULAR NON-CERTIFICAT^ 0124 CLERICAL OVERTIME_ ________0210 SOCIAL SECURITY TAX 0240 INSURANCE___________ _______0410 SUPPLIES _______0416 SUPPLIES - SUPPLY CENTER 2410 OFFICE OF THE PRINCIPAL 2542 UPKEEP OF BUILDINGS ________0120 REGULAR NON-CERTIFICATFn 012 4 C LERI CAL OVERTIME__ 0210 SOCIAL SECURITY TAX ________0230 PUBLIC EMPLOYEES RETIR^T 02^ INSURANCE 0321 UTILITY SERVICES-NATURAL 0322 UTILITY SERVICES-ELECTRIC _______0323 UTILITY SER-WATER/SEWAGE/ 2542 UPKEEP OF BUILDINGS 25^ OTHER SUPPORT SERVICES-BU 0416 SUPPLIES  SUPPLY CENTER Little Hock School District Department Budget Actual 92/93 FTE 92/93 Budget 93/94 Actual 93/94 FTE 93/94 Budget 94/95 FTE 94/95 40.513.26 12^69.00 -^^-237-^ 2.99007 2.090.80 ____180.95' 62.081.99 44.209.33 16.996.66 _________0.00 _____4^82.36 3.010.54 ________^95 _________0.00 68,925'66 ______0.00 1,964*69 ___698*30 1,686.60 _ 7,304.82 26*673.70 2,327.05 69.022.77  '  ---  . . . tel , _____ 1,9 I / .OO 2590 OTHER SUPPORT SERVICES-BU L9?7 6^ L91Z-66 0023 FAIR PARK ELEMENTARY 873.357.37 Dale\n8/ 5/94 Page. 7.3 Prog: BUD002 J .00 1.00 2.00 1.00 too 2.00 3.00 3.00 31.00 ___4t729.11_ ____6.698.61 ____2.804.26 2,732.79_ _______176.65 ______257.50 56,399.12 ____42,729.iJ ____12,983'00 4,622.20 _____2J75J0 2,043.39- ________184.16- 63.141.98 1.00 2.00 ______41.729.lf ______5J72^4O ______3.403^65' 1.547.00 _______1,141.00 t141.00 54.334.16 1.00 0.40 1.40 47,375.24 16,059.30 0.00 4,621.13 2,566.65 176.85 257.50 71,056.67 21,574.11 ______0^0 1,660.80 394.30 1,202.79 5,500.00 43,500.00 2,000.00 75,832.00 2.000,00 2.000.00 918.162.05 _46J2^9___ 31,731.99__ ____135^2___ 5,966.42 3,136.92 0.00 ______0^0 87,096.34 15,432.56_ ____780.21___ 1.240.28 167.45 1,06462 8,606.37__ 37,247.41 1,682.45_ 66,241.35 2.395.52 2.395.52 910.017.61 1.00 1.00 2.00 2.00 2.00 30.00 47,631.90 17,19465 0.00 4,664.49 2,21000 ____180.00 260.00 72,161.04 22,962.97 ______0.00 1.660*80 0.00 2,210.00 9,000.00 37,000.00 2,50000 75,353.77 2.000.00 2.000.00 904.418.87 too 1.00 2.00 2.00 2.00 27.80Fair Park School Relocation . Business Case 14 A possible scenario for relocating students !i\u0026gt;miiil0*. Hw P. WiMi Rc.ntntKJXv- Fair Park School Relocation Business Case 15 Possible Scenario for Fair Park Relocation 1. four-year-old class must be relocated intact or a plan modification must be submitted to eliminate this class. 2. Reassign the one hundred and thirty-two students (85 black and 47 non-black) who are not living m Fair Park's attendance zone back to their area school. 3. non-blacks) to reassign. blacks and 5 non-blacks) hundred and twenty-one students (99 blacks and 22 4. Encourage twenty-two non-black students to apply interdistrict schools. to magnet schools, or 5. 6. 1. 8. 9. Reassign 22 non-black students to Brady. Offer 99 black students seats in Incentive Schools. Encourage M-to-M transfers. Reassign zone blocks 511, 512, 513, and 554 to McDermott. McDermott current capacity IS 494 however, in past years it has been higher in to warrant an assistant prmcipal. Effect of Racial Balance on receiving schools: 3 a) b) Magnet and Interdistrict school's racial balance will remain the same. Brady's racial makeup will improve. Brady is currently 64% black and 32.2% non-black. The new balance will be 62.2% black and 37.8% non-black. c) McDermott racial balance wiU shift to 69.3 black if all former Fair Park black students transfer to McDermott. Student assignment must assign black students on a matching basis with non-black students to maintain the current racial balance within the affected magnet schools. ?iii\u0026gt;iiiui \u0026lt; W Or. Hrnn f WiUi m/()/ ir FimuniirFEB-21-95 TUE 15:55 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 FAIR PARR ELEMENTARY SCHOOL 6\\6 North Harrison Little Rock, AR 72205 Ph. 671-6260 February 21,1095 U. 5. District Judge Susan Webber Wright 600 West Capitol Little Rock. AR 72201 Dear Ju^l^e Wright: The Faculty at Fair Park School asserts that we function In a highly productive manner and should remain a school family In the Fair Park building for these reasons: 1. We have a stable, Integrated faculty who work well together In academic pursuit. We work well together to solve difficult situations that arise with children. Teachers know the families of our children and provide food, clothing, love and a safe haven from gang threats. There Is camaraderie and we have little faculty turn-over. 2. We have worked toward the court ordered racial balance for years and years only to have the attendance zone redrawn and have our white children lost to magnet programs and adjacent area schools. We are the victim of unfair assignment practices. Over and over we have had to re-establish our credibility with new parents coming from new, sometimes far away, neighborhoods. The neighborhood surrounding Fair Park in Is transition. Older families are selling homes. We have an opportunity, again, to recruit new. young families. We are within 20% of our enrollment capacity. We need less than 60 children to meet our maximum enrollment.fiiti-iirys lut lOJbo bUbHN M WKlliHt t-fiX NU. bUlJ^4bb/b H. U3 if we are closed 2S2 children will be relocated adding to the confusion of the attendance zone charts and busing. Adjacent area school are filled to capacity and our white parent have said they will go to private schools if their children are bused out of the area. 3. We have had parents leave our school who have lost faith In empty promises of administrators to help us achieve racial balance and improve our school facilities. We were promised a new roof for a millage Increase, playground improvement when we were able to attain grant for playground eeiulpment, and a recruitment brochure to help to attract new families. There Is no new roof, parents left in the aftermath of the grant money bungle, and we still await a brochure. After ten year we did get new carpet last summer. 4. We have a faculty attuned to the needs of the many pedal, at risk children that attend Fair Park. We have 2 to 3 children per classroom on medication. This is disproportionate to other schools. Many teacher have advance degrees and pedal training In dealing with children with special needs. All of us accept children where they are academically\nabout one half of our beginner enrollment is below grade level. We work with these students through the grades until they achieve grade-level In sixth grade on standardized tests. In this arena, being a smaller school afford a limited environment that benefits our students. We commend Dr. William on hi choice of a principal for our school. Dr. Branch provides leadership for every facet of our day\nfrom academic through discipline, he Is a strong child advocate. He is a believer In conflict-management. He keep children out of resource placement and centers for the disturbed. He retiulres parents to be responsible for their children and take part In the child's behavioralFEB-21-95 TUE 15:56 SUSAN M WRIGHT FAX NO. 5013246576 P. 04 and learning program. He never raises his voice, he never shows anger\nhe Is a model of decorum. In the short time he has been at Fair Park we see a marked Improvement In our school climate and morale. This year he has been Instrumental In establishing a basketball team with cheer leaders and a Gentlemen's Club for at risk young men. Budget Suggestions The proposed budget says that w-e ivill save 1.1 million dollars by closing Fair Park and Badgett. We feel that is not true because our building contains asbestos that Is encapsulated and deemed safe In its present state. The expense of disposing of these toxic materials will discourage buyers. The renovation of this building for the IRC would rei^uire rewiring and changing the classrooms Into office space. This would not be feasible because of abestos contamination. The playgrounds would have to be converted to parking space since we have virtually none. An empty building or a storage building would encourage unsavory activities in an enduring, crime-free neighborhood. We suggest that In Heu of closing Fair Park, we prove that Abacus does not work and the system be returned for a saving of $500,000 to $\\.000.000 ^tlll owed. have the Josten's computer lab program which teaches and tests math and reading skills for all children In our building. It Is programmed to correlate with our district curriculum and the Stanford S tests. This could be used as a management program at no added expense to the district.FEB-21r95 TUE 15:57 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 Conclusion appreciate that the Little Rock School District must make extensive budget cuts but preying on the most vulnerable schools Is not what the court has mandated and will not provide the necessary budget relief. Sincerely, THE FAIR TARR FACULTY C\u0026lt;4C 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 February 27,1995 Fair Park Elementary School Staff 616 North Harrison Little Rock, AR 72205 Dear Staff Members: I am responding to your letter on behalf of Judge Susan Webber Wright. Although she is sensitive to the concerns community members and educators have about desegregation and other educational issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead she relies on us in her Office of Desegregation Monitoring (ODM) to discuss school matters with individuals and organizations. I am one of the associate monitors working at the ODM. As you are well aware, the administrative decision to recommend closing Fair Park is one part of the districts overall strategy to trim millions from the budget for the 1995-96 school year. While the superintendent has made that recommendation to the Board of Directors, no decision has been reached. The closing of any school requires court approval. Our office and the court will closely monitor developments to ensure that the districts actions comply with the desegregation plan and prior court orders. Thank you for taking the time to share your concerns with the court and this office. Sincerely, Margie Powell Associate Monitor LRSD P^AblT SERUICES TEL:501-570-4027 Mar 03,95 13:00 No .003 P.02 LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 SOUTH BRYANT STREET LITTLE ROCK, ARKANSAS (501) 570-4020 72204 TO: FROM: lol . Russell Mayo, Associate Superintendent 5Jgl^s C. Eaton, Director, Plant Services SUB J: SATE: Support Data I Pair Park \u0026amp; Badgett Elementary Schools March 3, 1995 meeting, please find enclosed the consideration that we used in primary areas of determining the renovation and IBS:! for Pair Park and Vadgett llementaV? support of our school closing initiatives. Schools in Upgrades, as defined for the context of this study, is orimarilv an evaluation based on what this Direetoraf a to :SiS:7?s\":cUS nire^tVrktnZeVs t^ie rch\"oi:S pyogj^am. Most of the upgrades deal with space expansions and administrative and media center areas trailer technology. Renovation is a J^mpUatlon of center areas. Renovation is maintenance and repair and new work items necessa^T to bring the consists, primaril^ .of roofing groSSS^kp^ovem^nt\n\"^^'\"\"\"\"' conservation, asbestos, and aadq^tt Flgpientarv school Upgrade Pro-iectsi 1. Expansion of administrative area $65,000 2. ,3. Expansion of the media center Additional classrooms $85,000 $75,000 TOTAL $215,000 Elgmentarv School Renovation Proients\n1. General grounds work $35,000 2. 3 . Waterproofing Window replacement and in-fill $35,000 $60,000 4 . New classroom lighting $85,000LRSD PLANT SERVICES TEL : 501-570-4027 Mar 03,95 13:02 No .003 P.03 5, Central HVAC 200,000 6. Playground enhancements $15,000 7 . Interior/Exterior painting $23,000 8 . Air conditioner replacement $40,000 9. Asbestos removal $244,000 TOTAL $737,000 FftlX Park Elementary School Upgrade Projects\n1. Fire alarm system $25,000 2. Classroom expansions/replaceraents $200,000 3, Grounds enhancements $$5,000 4. Administrative expansion $70,000 1. 2. 3. 4. 5. 6. TOTAL $360,000 Park Elementary School Renovations\nGeneral work order backlog Roof replacement Boiler replacement Asbestos removal Grounds' enhancements Central HVAC TOTAL DCE/rlh/sd $20,000 $120,000 $85,000 $80,000 $15,000 $280,000 $600,000LRSD. PLANT SERyiCES TEL:501-570-4027 Mar 03,95 13:00 No .003 P.Ol LITTLE ROCK SCHOOL DISTRICT SCHOOL PLANT SERVICES 3601 SOUTH BRYANT STREET LITTLE ROCK, AR 72204 FAX (501) 570-4027 DATE: TO: FROM: Dr.'Rna^ll i^aij .)c\u0026gt;ug SENDER'S PHONE #! 5T0-40\u0026gt;Q SPECIAL INSTRUCTIONS\nNumber of Pages (including this cover page) S Fax Phone Number V/) - 01 So  --- i J JUN- 8-95 THU 16:11 SUSAN W WRIGHT FAX NO. 5013246576 P. 01 June 5.1995 Hon. Susan Webber Wright U.S. District Judge SOO VJest Capitol Little Kock. AR 72205 OS Dear Judge Wright, On Thursday night June 1st, while Fair Park Schools PT A was awarding cert if Icates to parents and other VIPS for volunteer work In our school, the Little Rock School \u0026amp;oard met and discussed closing Badgett and Fair Park again. In February, the parents, the teachers, and the constituents AKA as cltlzens/tax p\u0026amp;nereNotere these two school communities made It very plain to the members of the school board and the superintendent that budget cuts should not Include these small schools. The vote was taken and the parents, the teachers and the constituents AKA as citizens/ tax payers/ voters of these two communities remember very vividly what that vote was: Ms. Linda Poindexter. Mrs. Judy Magness Mrs. Pat Gee Mr. Revin OMally Dr. Katherine Mitchell Mr. John Riggs W \"Yes\" \"No\" \"Yes\" 'Yes\" \"No\" The motion was dead as a result of that vote...and we rushed back to tell the children their schools would not be closed next year. Newsweek magazine. May 29,1995, featured \"WHAT WORKS, an article showing grass-roots solutions to Americas problems. One section. Jk 'Set High Standards,\" says just what parents, teachers and even the kids Kava been saying over and aver to board members and administrators:JUN- 8-95 THU 16:11 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 Th* b*s^ way to impfomont d(p*ct*tions fs to I*t pHncip*fs Mid run thdr Mvn ochools minimal Interference from the central office. And the best way to keep that sens* of community is to keep schools smsn.\" \"difuill schools work bocau** they allow mor* ucc*** for parent*, stay maniigeaM* and thus s*f*r-nd most cruokil'-lot t**ohrs kn^ thoir students ov*r tim*\" \"Thtf inoet ImportuHt: yjirUikId in student nchiayenwit Is th* iz* of th* school,\" Fair Park and \u0026amp;ad^ett are small schools, they are safe schools and they are working.. Let the students have this stability. The boards vote to close. If Implemented, will wipe out many years of community work and dedication at these sites. Flease consider all our children and their schools across the city as the school board seeks budget cuts. Withjust four votes, they can eliminate entire school or^nizatlons. Which schools will they eliminate next? Sincerely, Fair Park Elementary School Faculty ^OtX 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 June 13, 1995 Opal Rice 5013 Stonewall Little Rock, AR 72207 Dear Opal: I am responding to the Fair Park Facultys letter on behalf of Judge Susan Webber Wright. Although she is sensitive to the concerns that community members have about the schools and desegregation, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. Since school had dismissed by the time we received your letter, I am mailing this response to your home. I was present at the school board budget session when the discussion of possible school closings came up once again. As Im sure you read in the newspaper account, the suggestion to revisit the school closing decision did not meet with unanimous acceptance. At this time, no action related to either Badgett or Fair Park is on the agenda for the June meeting of the Board. If the Board of Directors did decide to close Fair Park or Badgett, the district would have to present their justification in federal district court. The Eighth Circuit Court of Appeals has said that a lack of funds alone is not sufficient justification for decision-making. While it is certainly not impossible for the district to close schools, any such decision will be carefully reviewed by the court. Judge Wright has repeatedly admonished the Little Rock School District to remember their promises and commitments to the patrons. Thank you for taking time to share your views with Judge Wright. Please feel free to call me if you have additional questions or concerns. Sincerely, Melissa Guldin Associate MonitorOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 June 13, 1995 Opal Rice 5013 Stonewall Little Rock, AR 72207 Dear Opal: I am responding to the Fair Park Facultys letter on behalf of Judge Susan Webber Wright. Although she is sensitive to the concerns that community members have about the schools and desegregation, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead she relies upon us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. Since school had dismissed by the time we received your letter, I am mailing this response to your home. I was present at the school board budget session when the discussion of possible school closings came up once again. As Im sure you read in the newspaper account, the suggestion to revisit the school closing decision did not meet with unanimous acceptance. At this time, no action related to either Badgett or Fair Park is on the agenda for the June meeting of the Board. If the Board of Directors did decide to close Fair Park or Badgett, the district would have to present their justification in federal district court. The Eighth Circuit Court of Appeals has said that a lack of funds alone is not sufficient justification for decision-making. While it is certainly not impossible for the district to close schools, any such decision will be carefully reviewed by the court. Judge Wright has repeatedly admonished the Little Rock School District to remember their promises and commitments to the patrons. Thank you for taking time to share your views with Judge Wright. Please feel free to call me if you have additional questions or concerns. Sincerely, Melissa Guldin Associate Monitor'Z'I-IS' FROM THE OFFICE OF STUDENT ASSIGNMENT BADGETT AND FAIR PARK INFORMATION On June 22, 1995, the LRSD School Board voted to close both Badgett and Fair Park Schools. Pending court approval, Badgett students, including 4 year olds, will be reassigned to Washington unless they elect other choices. Fair Park students residing north of 1-630 will be reassigned to Brady. Most of Fair Park students living south of 1-630 will be reassigned to Franklin. A portion of students living south of 1-630 will be reassigned to McDermott. Four year old students currently assigned to Fair Park will be reassigned to Bale. Student Assignment Office personnel will conduct a meeting at each school before July 20 to explain other choices students and patrons may make. Letters explaining reassignment and the date of each school meeting will be mailed no later than July 10 if the court has approved the closings. Students assigned to Badgett and Fair Park that do not reside in the attendance zone of Badgett and Fair Park will be reassigned to their attendance zone school.(lap. NOV -2 1995 'J LD Otfice oi Ds5S3rC,ajO:i wi\u0026lt;3r,.icrhii IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION '^^GTc.Rn CJ3' 'iC'AKKy^.'-i'SAS 2 4 1995 LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL., Defendants. * * * * * * * * k * * * No. LR-C-82-866 Sy:_ Vf^^'UHrwACK, CiEnK CLShk J^-McS IV. I, i ! ORDER Before the Court is the motion of the Little Rock School District (\"LRSD) for modification of desegregation plan, filed on June 30, 1995. At that time, the LRSD was seeking the Court's permission to close Fair Park Elementary School and Badgett Elementary School beginning the 1995-96 school year. The motion is now moot, the LRSD having withdrawn the request. Also before the Court is the motion of the Pulaski County Special School District (PCSSD) for approval of new school sites, filed on July 21, 1995. The PCSSD was seeking the Court's permission to build a new Daisy Bates Elementary School and a new junior high school at Crystal Hill. This new construction, as well as the purchase of computers for use by fifth and sixth grade students in the PCSSD, was to be financed from a millage increase the PCSSD intended to ask the voters to approve. Because the PCSSD determined not to ask for a millage increase, the motion for new construction is moot. 2 5 6 6Because these motions (docket entry # the Clerk is directed to 2432 \u0026amp; # 2443) are moot, remove them from the pending motions report. SO ORDERED this day of November 1995. ^iTED States otsTRiM\nIiT JUDGE n-ns DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 56 AND/OR 79(a) FRCP ON lANCE 2 BY_i 2r i'L 53 'i\nc-! 'C I IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION i,: r: LITTLE ROCK SCHOOL DISTRICT PLAINTIFF OS\n- Ci\n-- VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS JOSHUA INTERVENORS' OPPOSITION TO LRSD'S MOTION FOR MODIFICATION OF DESEGREGATION PLAN AND JOSHUA INTERVENORS' MOTION TO SUPPLEMENT THEIR REQUEST FOR THE LRSD TO SHOW CAUSE WHY IT SHOULD NOT BE HELD IN CONTEMPT OF COURT The Joshua Intervenors supplement their inital objections to the proposed 95-96 budget of the Little Rock School District with respect to the closing of Fair Park and Badgett Elementary schools and further reguest that the Court reguire the District to show cause why it should not be held in contempt of court for its June 30, 1995 request herein for modification of the desegregation plan. For its supplemental motion, Joshua states as follows: 1. The motion as made by the District is not in compliance with the Court's order of February 8, 1995. Parent involvement was minuscule. The District failed to \"solicit and sustain community involvement\". See Court's order p. 6. 2. The motion as made by the District is not in compliance with the directives of the Court with respect to involving the Joshua Intervenors in the process. Joshua was not involved inthe process. 3. The motion as made by the District is not in compliance with \"milestones'* of its general implementation schedule. 4. Student assignments have already been made without court review and approval. 5. The implementation activity stands to disrupt student assignments at other schools. 6. The plan forces mandatory attendance zones upon the pupils of the closed schools contrary to the desegregation plan, and it treats them differently from other students who had choices of schools, interdistrict. Incentive and magnet. Wherefore, the Joshua Intervenors move the court to disallow the proposed budget changes which would close Fair Park and Badgett Elementary schools, to require LRSD to show cause why its actions are not contemptuous, and for special enhanced counsel fees for Joshua's counsel for this action. Respectfully submitted. John W. Walker, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 By: CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing was hand delivered to all counsel of record on this 6th day of July, 1995. Jimmie Lou Fisher Treasurer of Sfate State of Arkansas Office of the State Treasurer Telephone: (501) 682-5888 RECESV^n Fox: (501) 682-3820 S. Jill I 0 1995 Ofiics of Desegregation Monitoring The Honorable Susan Webber Wright 600 West Capitol, Room 302 Little Rock, AR 72201 June 27,1995 '-'DDgp- Re: Fair Park and Badgett Elementary Schools Dear Judge Wright: Please accept this letter as a request to give serious consideration to vetoing the Little Rock School Board's recent decision to close Fair Park Elementary School and Badgett Elementary School. My niece attended kindergarten at Fair Park Elementary School during the 1994-95 school year. Her parents, like many others, had several educational options available to them but chose to support neighborhood public schools. I was pleased with their decision and our familys experience was a positive one. As an elected constitutional officer, I am fully aware of the monumental task of balancing constituents needs with fiscal responsibility. Although I have not had the opportunity to fully study the complexities of this issue, I believe closing these schools should be considered only after all other options have been exhausted. Thank you for your time and consideration of this matter. Sincerely, 11 lie Lou Fisher I Treasurer of State 220 state Capitol Building  Little Rock, AR 72201 JIMMIE LOU FISHER TREASURER OF STATE 220 State Capitol LITTLE ROCK, ARKANSAS 72201 P\u0026gt;M i I r\\ V 27 JU I? , I OF 4 eq:- HoiiAirii- The Honorable Susan Webber Wright 600 West Capitol, Room 302 Little Rock, AR 72201 llu.lul,l.,l.lll...........IIIhI.I6-27-95 5L!SAN 'A. jUN 23 1995 Judge Susan Webber Wright 600 W Capitol Room 302 Little Rock, Ark 72201 OlSiGQ Of 0 199S u. S. DISTRICT JUDGE ^^^9regsiio ^oniiorin^ Dear Judge Wright: Since you have heard Fair Park Elementary School is up to be closed for 1995-96 School year. I am a concerned parent of Adrienne Abraham, she entered Fair Park School 19.94-1995 School year. done well at Fair Park. Adrieene has Ms. Lewis really works well withthe children, in a Quiz Bowl held for Kindergarten pupils. Mrs. Lee Lewis, was her Kindergarten teacher. Adrienne won a trophy This was the first time a Quiz Bowl was held for Kindergarten students and I was honored that Adrienne got a chance to participate. Adrienne received 1st place in the Quiz Bowl and a letter from the gifted and Talented teacher thanking us for working with Adrienne. Dr. Samuel Branch is a good Principal and Ms. Baker is a good Secretary at the school. Fair Park teachers are always having good learning material sent home to help the students advance themselves. work close with the children. The teachers really she helped Adrienne a lot. I was really pleased with Ms.Lewis, Adrienne attended to 5 yrs. old. at the age of 2 how to tell between animals. Headstart helped Adrienne a lot too. Headstart from 3 yrs. I taught her her shapes, colors and tell the difference My son Edward Jr. is 4 and just graduated from Headstart and I had enrolled him at Fair Park for Kindergarten and now they are closing the school. We had gotten the assignment that he had been accepted. I hope that we can still get a chance to send our children back to Fair Park School. I really like the location, the security it has for the children. Dr. Branch would greet the children on the parking lot each morning and if he didn't another man would (teacher), just hope something can be done to save the school. I Sincerely, Mrs. Queen Abraham Parent of Adrienne A. Abraham former student of Fair Park Mrs. Queen Abraham 5816 West 14th Street Little Rock, Ark 72204 r  .rM '7 .. usaG PorUS.\u0026lt;Wa\u0026lt;Jy Judge Susan Webber Wright 600 W Capitol Room 302 Little Rock, Ark 72201 72201-3323 01 .....\n\n,ll.l.l.\u0026gt;ll\u0026gt;llt\u0026lt;\u0026gt;llHll\u0026lt;HllRECE'V ID i JUL 1 W5 Office of Desegregi^OT Moniiorinj,! June 27,1995 District Judge Susan Webber Wright Federal Building 600 W. Capitol Little Rock, AR 72201 Dear Judge Wright The ruling of the Little Rock School Board to close Fair Park Elementary School has not only upset me as a teacher in that school, but I feel that the parents of the children have been lead down a path lined with hidden meanings. Our parents have only had one school meeting to voice their concerns and wishes for their children. It was my understanding that the court desegregation plan was to involve the parents at every step of the decision making. Please allow our parents and faculty to continue as one family. We are making such progress with all our children. With the addition of the 4yr. old classes, we have had parents select our school because of this class offering, and the schools central 1ocation. Now these new parents are told the school that they have chosen is closing and they will be sent somewhere else. Maybe to a school that is too far for the parents to provide transportation. Before even entering the Little Rock School System the parents are already met with a change. This is not a good way to build faith and unity with our new parents. I know you have always put the children first. Please do not let the district use the children as a guick fix for their problems. Sincerely Mrs. Valerie Kodell PreK Teacher, Fair Park3 / P-O. 8ox Or. UX21 b /(j ($~q/ '\"tier C/ ' 7 ': '\u0026gt;  J Z-aj') , 1 I cc'fcmf !^(/ Ccypr/^r -^.--) O I 14514 Woodlawn Little Rock, AR 72205 June 25,1905 Honorable Susan Webber Wright U. S. District Judge \u0026amp;00 VJest Capitol Little Rock. AR 72205 RECEIVED JUL 10 1995 ^557? OF JUW 28 J9g^ Dear Judge Wright: Office of Desegregation Monitoring s. Q'Strjct- 1 am a first grade teacher at Fair Park Elementary. 1 could not attend the court session today because of work responsibilities, but 1 have a story for you about the specialness of our school and our principal. As a first grade teacher I keep an eye on the kiddles in the up-coming classes. Last year one of these kindergartners passed me in the hall, running so fast that I saw only flying sneakers as they bounded through the door, out the building, and into the street. His flights became a habit. The principal sent him to a special school where he could receive intensive counseling. When school started in August, the fly-away kid was back and appeared on my class roll. Timothy had not changed. He rackd thrdughthe halls into the street. He circled the classroom, eyeing, hitting, pushing, kicking. He walked on desk tops. He frightened my students. He trashed the room. Sometimes without warning, he was goneinto the hall, out of the building. Our new principal. Dr. Samuel Branch, set up procedures and began working with him. He enlisted help: nurse, counselor, aides, custodians and finally his mother\nshe came to school with him, every day, all day. He continued in therapy. v\u0026gt; Teachers in the north wing, Timothys hall/runway, worked with him. He had to walk the entire length of that long hall after lunch recess to get to our classroom...and eventually he did walk. He stayed in the classroom without his mother at his side, though she was still in the school. He was able to talk about, admit to, and change poor behavior. Sy the end of school, this cooperative effort produced a calmer student who was reading and writing. He was working well in his math class. He took a healthy pride his academic achievement. On the Standford \u0026amp; standardized test, he did well, but scored high above average in decoding words. As he reads his way through the second and third grades with that exceptional decoding ability, his comprehension skills should reach the higher levels. With continued nurturing, this child , a black male, has a future... 1 dare believe, a great future. This is the strength of our faculty. We work together. Many of us have been here a long while\nthere is little teacher turn-over at Fair Park. We respect each other\nwe help each other. This is particularly important since about 70% of our students come from low income homes where their opportunities have been limited. Though Timothys need was is greater, we have other children from the inner-city who need a special touch. Our smallness works for us, not against us, as we reach for de-seg goals. As principal. Dr. Branchs first priority is the child. His leadership provided opportunities for my student to claim his potential in the first grade. Because Timothy lives north of 630, the district plan would place him next year in another area school, with no special services, but with twice the enrollment. Will he have the environment he needs to continue to flourish? The Fair Fark family is a good educational team. Please let us exist. Sincerely, Anne Riley FIRST GRADE TEACHERANNE RILEY 4314 WOODLAWN LITTLE ROCK, AR 72205 t i , E -USA-G --S- FoiU\u0026amp;oUfcaaonlr HON. SUSAN WEBBER WRIGHT U.S. DISTRICT JUDGE 600 WEST CAPITOL LITTLE ROCK, AR 72205 Hill ll.uluhluUlluul.lulHlIe  RECEsVED c ? CHAMSERS CS=' SUSA\u0026gt;^ JUN W'yCHT 1 1995 .'III 1 0 1995 Office of Desegregation Monitoring * U. S. DISTRCT JUDGE ? iLfiJeZz^ 2^ ,?Z2z)L ,. Cf^C/a, f-IL{ i 4 -yj L,/'\nLv-^ JJ' K^ c^ /xii'-fn IU.Q, ?^ /\n. y/iu Xt: ij^/5vUpJp^ J --I_^/ W iua.tUCa4tM*u- ^aa^5V-l) i I R D I K.95 RS RECEIVED Office of Desegregation Monitoring CHA?- =? SA'' JERS-c,.,.,  .SiEP 'VRl---' JUN 30 '995 Jill to 1995 j. s. nu- , n  June 23, 1995 Office of Desegregation Uunnormg district JUDCc I am writing on behalf of my son, Christopher Stron i\u0026gt; \u0026gt; in reg ard to the Fairpark School closing. We are a Caucasian, middle class family with both parents working. Speaking on behalf of myself, I will do whatever it takes to send my son to private school rather than sending him off to wherever! When the rumors started about the cidsing I worked in the back ground calling and writing the Governor, the Superintendant, Vice Superintendant, and School Board members. When I phoned the Superintendant's office to ask about the status of the closings, A woman working under the Superintendant informed me that they handle the majority of situations, and if they could not, lie would. I explained that this was the worst time to threaten a school closing being that it was- registration for private schools and the majority of Caucasian families, like us, would probably pre-register their children for private schooling. She replied that this was probably their purpose of submitting the proposal at that time. We are the last of a dying breed of Caucasian's in LK Public Schools. There aren't probably even 20% Caucasian pupils in Fairpark, but I know for sure after the attitude of LR School District in any number of circumstances, my child will be in Private school. 3o I would assume the purpose of LR School District is to remove the existing Caucasian pupils out of the Public Schools. When you ask someone a question as to \"What is the status of the Fairpark closingi' and the reply is that more than likely itwill close, is aggrevating. And the only reason for its closin 2 is to cut the budget. Our school is in a wonderful neighborhood. These children come into our commumity with absolutely no fears of the outside world, which the majority fear in their own neighborhoods! They can learn and play without thinkin o about o angs and drive-by-shootings, and personally I don't have to worry about my son's well being while he is there. This enables me to perform better at my j ob. My son is two blocks away from my home, if need be, I can be there in a minute. He is an asthmatic and time is everything! Whenever there have been any questions about anything they have always kept me on top of it. I'm a mother who wants to know my child is okay mentally as well as physically and he knows that if he needs us, we're only a phone call away! So please, take into consideration our children and their parents and keep ''Our School Open. Thank You, / Cathy Strong 613 N. Pierce Little Hock, AR 72205 ()I3 W-Pierce /je.nrkS. . E='h^- / } is ) '\nleKoJJ 'BuLGizAft lj\u0026gt;C)O Copt+cUL UZ. Fklc 73SOJRECEiVED JUL 1 0 1995 Office of Desegregation Monitoring \\Jo _t\u0026lt;AKH^ (\u0026gt; CMOti (2CrQAfi: ^395 ________dL'.am n)V^d/Uiv\u0026gt;__ (J)\u0026lt;y\n^ CCC^IU)^d-.UC^ .oatoji.^ Cem de)d _Umt |awtbnb__ bchA)o-|ia%j. to2\u0026gt;. 6p^ 0mxiAc/i Cjno. UTV boiri- iMo iJjIj JoQklW . W..__ ! UOs^Cenc^ do r Clad- QMcU^ _Z]QQn_tdf2dQiC^ -dtu/) (kkKi UviiL. coo^ Cmb kUo LaoC^iM lAH ______ L^vom .dOMlII I I I I I 1 I I i I I I (oCD LC. t.: I i lory I i 1 tCZboto\n^ U3w*2j^ 7226 ( f I I I I I I I IRECEIVED Jill 10 1995 igr@gation Monitorii^ Otfics Of Oessgragation M( 3 0 1995 ^-\u0026gt;1'  Q.CC9. ) ^17U\u0026gt; f // 1 -7 7'n ' 9, 1 I // 0^. y/L L . ft/, A 7. . _________ \u0026lt; m--^i I I I 1 I I I I I C ?' i ' I I t I I u I ^'TcTr V ---------- \\/3S5 I ! j. OIJGlory X\\xSlbH-(\u0026gt; Colk'ctmy ^ N^t(Oh\u0026amp;l St\u0026amp;tic . d'vuaunly qJ- 1REC Si MIL JO 1995 QIS' ^UH 0 'gai: EZCjE-m. cd '1 , ^4(Cbi Cl (O11 laLu-^I l. cn t- eVt C r, f /I -h^ b Ua r \u0026gt; Hr. Os? A L, 0 L \\z( r. .  dtctu dL hod Q du^r^cdim dl. .zrvL..4^iAjZ?L d\u0026lt; bOctV CXjorVynp. SjV CXju^J ^.Ca UO 4v \"tC , td SrLC5uJ-d (Xv^d SJcg_ IO r 4-C/ynp. CLcjz-xAXiaJ SAj ibuL^Aru^ -CS rvcCLb'de ijr Xc t-C yxx^ rdo^ -tkCt. tAjuc- Gd- pooCL. SV Idbe^i +vJci  E SrtZ^ pcvJO v^AUbixi-d (JL Ct-A^A \"''^^cxjrid '-pcx'tbb e4\\^\u0026amp;nKje k\\\u0026lt;iuJr LUi- kj2J43''tV^ SZLmI f tr^ 'ICTTYA R- ip C^WcLc ^lQ- dUudU/vJ\" i34tAA-fi_ CjL CCrr\\ \\/ (sSaAXvU ^1 \u0026lt;O_ ' H uCuJ^ aX^vul^ n\\jJUC\u0026gt;K^ td tzUC\u0026gt;UJV^ \"X VO^^^viici HE^ pX-CbO d^rAJD -J b (q^zT^ ^^Ovc'^uAuc 3 \u0026lt;3.3 ij^aJj 7^^C)\u0026lt;/ / i J \"saSSJ^, C::^ 600 LjO. \u0026gt;a,rece^veb,^ .111 1 0 1995 JLifJ Ci 0 J99!:, Monli^l  Jt lUGE ^bddy AbbcL Azoid . dbud ^0/9^ Mta^sd ''^0 J ! J t J d/ L . /I I .\"] / /1a/ Al JlA d-d/dSil dJiLd. ddaM .LdiLtMjb ib dlUv TgA ddbioA '^9LGJJJ i/lbb^ ______ /xd AtCb d799M d AcbU ^bj7d 4ajo^AA A .do .d^VLidC Mzbibd^ db _ dMcy pod-b-d/PU \\ dl\u0026lt;do j\u0026amp;) ^adC cdc/.\u0026lt;j^ / CM6/ldjLigtd, -6hj^ jbdjoo, ibb dlbud JjOMdl diet Jto^ '7 GjjxjJ - A'^d TAdu/ywndu)ib : diA AnaJd /b\u0026gt;oz -i)wi^ LQ) Jdad)^5 ddJio\u0026amp;J ^WM' (^JidcLuiyd^ ihdd Vujio! dkd -90 'OZIA-^ i 1^blddd(jfifu^^ ddiv3- y^/vud^ (DuAjLL/id \\ . / l\u0026lt;) /I/O (j ,da(A/(/.JIB 1 0 1995 - - wr/ght Office of Desegregation Monitoring  M. JOOGc June 27,1995 The Honorable Susan Webber Wright 600 West Capitol, Room 302 Little Rock, AR 72201 Re: Fair Park and Badgett Elementary Schools Dear Judge Wright: Please accept this letter as a request to give serious consideration to vetoing the Little Rock School Board's recent decision to close Fair Park Elementary School and Badgett Elementary School. During the spring of 1994 our family was recruited by the Little Rock School District and Superintendent Williams to enroll our daughter in the public school system. During this time we were also highly recruited by the staff and parents of Fair Park Elementary. After careful consideration, we decided to enroll our daughter in Fair Park Elementary. Throughout the 1994-95 school year, our experiences with Dr. Samuel Branch (the principal), Mrs. Lee Lewis (our daughter's teacher) and the entire school staff were only positive reinforcement of our decision to place our child in her neighborhood school. She excelled in her first year of school\nin fact, she was one of the seven winners of e Kindergarten Quiz Bowl. You can imagine our dismay when we learned that the School Board had voted to close our school on Thursday, June 22, 1995. We must admit we do not understand the complexities of operating a school district. However, as a family, we do understand a budget and \"living within our means\". The School District contends that it must eliminate a ten million dollar ($10,000,000.00) deficit and that closing Fair Park and Badgett Elementary Schools will save two million dollars ($2,000,000.00). It is tmclear whether this savings is \"gross\" or \"net\", assuming it will cost the surviving schools additional money to accommodate the increase in students. It is also unclear what additional cuts will be made to eliminate the eight million dollar ($8,000,000.00) balance. As a family we have found that we can balance our budget and live within our means without eliminating necessities, or some luxuries, if we will be disciplined in our spending and work toward defined, realistic financial goals. It seems that these principles would work equally well for the School District. The equitable solution is for each school to absorb that portion of the deficit equal to its' percentage of the overall operating expenses of the district.The Honorable Susan Webber Wright June 27, 1995 Page 2 The Little Rock School District caimot expect parents to continue to support the district if it cannot provide a stable learning environment for the students. The Little Rock School District cannot expect taxpayers to continue to support the district if it cannot balance its budget and responsibly manage the resources already available to it. The Little Rock School District can expect voters to reject a school board and administration who are not up to the task of providing a stable learning environment on a balanced budget. Thank you for your time and consideration of this matter. Sincerely, Rhys G. and Debbie Lynn Rogers 7404 M Street Little Rock, Arkansas 72207Mr. and Mrs. Rhys G. Rogers 7404 M Street Little Rock, AR 72207 I The Honorable Susan Webber Wright 600 West Capitol, Room 302 Little Rock, AR 72201 JIIhI.I June 27, 1995 SUSAi CHAN-igEHS J!-' V JUN 30 199 Michael Sewell 905 N. Taylor Little Rock, AR 72205 Susan Webber Wright 600 West Capitol Room #302 D Little Rock, AR 72201 ,1111 1 0 1995 Dear Ms. Wright Oftice of Desegregation Monitoring I am writing to in regard to-the potential closing of Fair Park and Badgett Elementary schools. I am a single parent of a child attending Fair Park and the PTA President for the school year just ending. Of course I am corresponding with you because I do not wish to see Fair Park closed. The school board has given the parents of these two schools the false sense of security that they would be spared at least another year. Doing this by voting against the proposal at least twice during the school year. I feel that it was, to say the least, underhanded that they chose to meet and vote again on this issue after school was dismissed for the summer (less opposition). It is my opinion that our schools were the least likely to cause major repercussions than closing a school with more influential parents. The reasons given to the parents for the proposed closing were basically two reasons: a) Costs to maintain the facility (repair/replace roof and air conditioning) b) Below capacity attendance and low in-zone attendance. As for the two reasons above I respond with these facts / comments: Under the new proposal the Fair Park building will still be utilized for teacher training. that the repairs would still have to be made. This would seem to me Regarding Fair Park being below capacity, this is true\nbut, that is a Selling point for me. I am in the process of trying to acquire information regarding enrollment, at all Little Rock schools and the individual facilities date of construction.Again, I contend that these two schools are targets for cost savings due to the fact they are less volatile in respect to attendees. The below in-zone attendance is in part due to the fact our school is located only a few blocks from a private school. If we were to look into it, I'll bet that the public school attendance in the Pleasant Valley area surely shows similar data due to the private schools in that area. It is very disappointing to me to see our schools closing! The main problem causing the financial woes of the Little Rock School District are plain to see. Declining attendance is the number one cause. fears of big city violence! Why?? Parents the problem is racially motivated. Yes, it's true to that some of Parents are being forced to send their children to schools across town, even though there are schools possibly across the street from their homes, what to do. People do not like to be told The violence found here in our city is frightening, however, it is something that the people of the community will have to face up to. create the gangs. It's our problem. The education system did not In fact I give them credit for trying to make the schools safer through the hiring of security guards. Unfortunately, most of the problem centers around the home. There is a school approximately six blocks from our home\nbut, my daughter will not be allowed to attend this school even though there are students that are considered not to be in-zone attendants going to this school. (Again, not fair.) I do not want to appear so negative, but I am. There are good things that have come from our small schools. A better education. Big is not necessarily better. If our educational test scores were compared with other schools, I think they would prove it. (I'm checking) Fair Park, in case you didn't know, is composed of a seventy- five percent black student body. I am white and this is not a problem for me. Most of the children come from lower to middle class families. white neighborhood, school than others. Our school is located in a mostly This is a more racially integrated I have been told by various members of the faculty that Fair Park has been used as a dumping ground for undesirable children (learning problems) from other schools. Theseteachers have done an outstanding job and I am proud to be a part of the school. If Fair Park is closed, I and my daughter are going to move out of the Little Rock School District. fact. I do not want to do this. This is a simple My daughter is an honor student and enjoys where she is at\nbut, if it's not going to be there next year, neither are we. Please consider all factors carefully before making your decision to close these schools. Thank you for taking the time to listen. Sincerely, Michael Sewell 11 i j I RECEIVED JUL I 0 1995 n 3jg1^ (A\u0026amp;cr\ne of Desegregation Monitoring feCLy U ' CCL^ cWC. 20 MckM \"?9ao) ( RECEIVTED 'J^I~-__3 1995 a DISTRICT judge .? plour {icmr I J f)l^ G^koc J 6:X^- Cc^ C\u0026lt;9y\u0026gt;^^c( Jcj(J i\u0026gt; .. loUj .. GJ /^yA A^cay^jK^-Ata yT^yyo.- A___ re^tii/K . .6d^ t i Ji I - I- / jCb JM... (AcjZlj/j \\ (joh . ........... t _1 f. ~ Z /n( t K . i f K I I , 1 I I t- I Ly.... -. /14J.-h-bA.e^r ____ ^iZrCrdz^ __________' ...hjZ (Stict p-CXt .....GiEsu^dl i'-'C . 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J f \u0026lt;d ,_J Ke4^ .p i i [i \"l ! rCuSl^Y- lo^ ____ ')^^JU.do VjCAjc h /yd dO-Li, GJIa (dc^ 3 d c^d aya^ td.  i(^GA\u0026gt;e^_ , (5^ - '^ - (jJLyKi\\eAji, I A, odnM-J I idP-Sb , / ... y'~^b Cs^cjxr^d ..-Qe bcdlj^c,, Tr ii', (~Pt\u0026gt; a/KyK!i._ _ b culci' -fc^ hcOj-cfc-C' , fr :kfe.3 ...bU'L^iJ.^.RC -^fcCLi--Zh\u0026lt;rS( 2-.__A.idv\\-. J, ,LCt\u0026lt;U=i-cf 7^^ .(\u0026gt;S^..3Z^--i:S^:L:Ck^Q^ .____ AjL^\u0026lt;jWg-r h\\\u0026lt;ao\u0026lt;^ roxCiifit __LtKZfck__ fCf\\QJuO IX. ______ ^ho Vg,^ \u0026amp; ox tk /)r)\u0026lt;xc dbTfr/di-. 1. a 1 .. /.._ 7 L d^ -____^ocd- _____________________________ , [\u0026gt;\u0026amp;Q:'(4X...C'r:r...(j-J'XCh L^CC'^rt^^L. V'J\u0026lt;?'3.. dbsa^c^, J^..b:\u0026gt;di...l ojo-k.^H-jCC^c . T1^ b c.tX-r'd bbxi J L^a/jL\u0026lt;A 6-pr^t Ai' i . dArtkcid bj}, I\\ fKbU a dlttbi i Jc^disLcJ c:^ D_ _ _ dchy^ \"two ZqZ-\u0026amp;^ (X^.\\ichJ- b^ 0\u0026gt;La 'bbot ,^jri-oXi-^r- u\u0026amp;tib bra k? LC f .i^C^Ctn ITJL /^^'p(3b''^ pC^- . ^c-/LCck 1^\nu Jio J^-ix sa.i/e^f) O ! I ZC-fT^f-Zx) --r- 'f/ - -------_ . ...jiQ I i)C^CL\\dc- ZiXiX f -. end ad/xiu /'ZdJ-dbyZ- f I I ,. I,--. i : i I ^-r\u0026gt;..^ dOZ^ Cydl FTA /^Z/ RECB 1 Jill 10 1995 Office of Desegregation Monitoring ''^ Qc 'vfeit \u0026gt; dDor^ 3oX p)ck AF. UcttLT -^/oPOO 79301 .. 3 1995 '^^I^ISTRICTJUDG^ fhjA name fn^ 15 Hid ba S/\u0026lt;^ai3, Aq h (P'f\\dl Oo^joF-c '^l,ZaFd-k CwvvL\u0026gt;n4-^ Obtio/^O {^(/uuc [FrF ((S^e/Q-fcL^  Fcouf Pa^rl\u0026lt; J-'^ /-S Soc/o\u0026lt;^e 'h oar hOu^S '/5 a sma/l ^d^ool c^/H ^oocf S^Carib(^\u0026gt; ^l/Zah^'k teezi h^ lO(2Aej^^6i/d /6aS' Abro^d^ro( Fs^  \\/^wjl g^ctrs. 2^- /)Or hX\\je^ o2 /^/rd a. (AF sdooJi (2coru\u0026lt;sL ^Q^/ OAT/C/ dcF s/} '' ' \u0026gt;0- Sho /s do(F^ l/dM (oao , (^rc\u0026lt;i^S(a.rd (dojos/^ caa\u0026gt;^ /s d-o (2^ Feu^ 2 / ' n. 'WC^ ijOtd^d rndriklj^'^'^t /Ww yJ- dd\\i\u0026amp;i boa/id /Ty^^k-e\niJhu (?^i^i?y'Ci oe. CjciuJ^o^ ipQj-i-ffc/ wv Sl^(J3/U^, fkdlbA S4\u0026lt;i-rri5 ^SIQ^ fWfi-jl^^ Av\u0026lt;\u0026gt; i-^AR -)S-^i)^I ! Fair Park, Badgett at top of the list for possible closing BY CYNTHIA HOWELL Democrat-Gazette Education Writer Fair Park and Badgett elementary schools may close permanently at the end of this year to help the Little Rock School District balance its 1995-96 budget. The district must make S8 million in cuts to balance its budget. Dr. Russ Mayo, rAAansasDemocrat (bazette FRIDAY, JANUARY 27,1995 associate superintendent for desegregation. said Thursday that a number of factors, including enrollment, were considered by administrators in identifying schools that could be See CLOSE, Page 9B | TZTose  Continued from Page 1B shut down. District administrators will discuss the future of the two schools at two upcoming community meetings. The first meeting will be at 7 p.m. Tuesday at Fair Park. 616 N. Harrison St. in the north-cen- trai part of the city. The second meeting is scheduled for 6:30 p.m. Feb. 7 at Badgett. 6900 Pecan Road, near Little Rock Regional Airport. -Adams Field. Badgett and Fair Park are among the smallest of the districts 35 elementary schools, with official student enrollments this year of 177 and 282. respectively. Besides enrollment, other factors considered included the physical conditions of buildings. the cost of potential re- Mayo said. taries are filled to capacity Closing the two schools could Closing Badgett also save the district up to $900,000 creates some reassignment challenges next year, Mayo said. .4 more ac- because the nearby schools are curate estimate will be avail- magnet schools, most of which able once final decisions are are filled by student application made about where students at and not based on attendance the schools would be reas- zones. signed. The savings would come  - ,  -------------- All of our planning to this from reducing the number of point was based on a scientific principals in the district and the approach. Mayo said Thurs- building operating costs. The day. \"From here on out. we will district also may be able to re- duce the number of teaching positions. 'All of our planning to this point was based on a be considering emotions. The final decision on whether to close the two schools will be made by the Little Rock School Board when board members decide this spring on a budget for next year. Mayo said parents SCienttjic approach. From and other community members will have time to make their here on out, we will be considering emotions.  Dr. Russ Mayo feelings known to board members before decisions are made. He said he and other district staff members will be available ~\nto answer questions about the Closing the schools could af- recommendations for closure. pairs and renovations, the feet more than just the families adaptability of buildings to support modern instructional programs, the number of children in a school's attendance zone, the schools racial composition and the ability of the district to successfully recruit children to the school.  When alt the factors were combined. Fair Park and Badgett were at the top of the list, with children in Badgett was one of 14 schools the two transferred to the Little Rock schools, as attendance zone district from the Pulaski Coun- boundary lines for other ty Special School District in schools may have to be modi-  . ------- 1986. as part of a federal court tied, Mayo said. Decisions on order that extended the bound- those possible changes havent aries of the Little Rock district been decided. to the city limits. One of the problems admin- The county district had a istrators face with closing Fair Badgett school for many years. Park is that nearby schools like The school was first named Forest Park, Jefferson, Pulaski Frasier Elementary in honor of Heights and Williams elemen- a former principal. In 1926 it was renamed Badgett for the township where it was. A new Badgett was built at its current site in 1964. The schools capacity is about 250 students, according to a February report from the federal Office of Desegregation Monitoring. This year. Badgetts enrollment is 75 percent black and 25 percent white, which is out of compliance with federal court guidelines calling for a 60- 40 racial ratio. About 64 percent of the Badgett students live in the Badgett attendance zone. Fair Park, which was opened in 1927 and has a capacity of about 350 students, also is out of compliance with the racial balance guidelines. The enrollment is about 72 percent black and 28 percent white this year. The school was expanded in 1951 and renovated and expanded again in 1980. About 57 percent of the Fair Park students actually live in the schools zone. The Little Rock district has closed other schools in recent years. Ish Elementary was closed in 1992-93. Stephens Elementary was closed this year but is to be rebuilt When the new. larger Stephens School is opened in 1996-97, the nearby Garland Elementary will be closed.Arkansas Democrat \"^(azcttc WEDNESDAY, FEBRUARY 8, 1995  3B Parents plead for Badgett school  LRs best-kept secret ( BY CYNTHIA HOWELL community members and stu- boundaries to the city limits. As '  a result. Little Rock got 14 dents was unconvinced. One by one. audience mem- county schools. If you dont want us. Ill bet the county will take us back. Badgett Elementary is the ----------- ------------------------------------ Little Rock School Districts bers described the community . best-kept secret and doesnt school as a place of safety and .--------------------...  deserve to be closed, parents racial harmony, where their said Jodi Crowder, whose chil- ' and community members children are shown love and dren are the fourth generation  pleading for the schools future concern by longtime Principal in her family to attend the i told district administrators Mary Golston and her staff. school. ...................................... \"Tuesday. The parents are pleased The tiny school near Little with this school and feel it is Rock Regional Airport, Adams the districts best-kept secret, ' Field, is one of two elemen- Claude Johnson told district ad-  , taries the district may shut ministrators. If other parents down next year in an effort to knew about this school, we trim $8 million in expenses. wouldnt have any trouble at- Dr. Russ Mayo, associate su- trading students here. perintendent for desegrega- Parents said that parents tion. said at a meeting on Bad- who tried to get their children getts future that closing the into Badgett were told by the school and Fair Park Elemen- districts student assignment Look at downsizing the administrative operation, anoth- er audience member said. Take it off the top. Dont take it from the children. Shiem Swift, a Dunbar Magnet Junior High student who attended Badgett, said the elementary schools teachers are willing to help students  even to walk them home if necessary. Jerry Peters, director of the Little Rock branch of Webster University in St. Louis, accused the district of picking on Badgeit because its in a working-class neighborhood with little political clout. Breaking up a successful team of parents, staff, students and community would be a mistake. Peters said. Webster University is Badgetts business partner No final decision has been made about closing Badgett and Fair Park. That will be left to the seven school board members  four of whom attended the meeting Tuesday  later this spring when the 1995- 96 budget is prepared. No final decisions have been made about where Badgett children might attend school next year. Washington Magnet Elementary and Clinton - Magnet Elementary are possibilities. Mayo said. tary, located in north central office that they couldnt, even Little Rock, could save the if they lived in the schools at- school district about $1.1 mil- tendance zone. lion. Enrollment at the school We have too many schools was 279 tn 1988-89 but is down ,.for too many children, Mayo to 177 this year with only one 'said, adding that the cost of class per grade. renovating Badgett so that it The Little Rock district ac- could support modern educa- quired Badgett in 1986 from the .tional programs would be pro- Pulaski County Special School hibitive. District under an Sth U.S. Cir- . But the crowd of more than cuit Court of Appeals order ex- \"  grandparents, panding the Little Rock district 3 '100 parents,FRIDAY. FEBRUARY 24, 1995 CoovTiBht  Lrttls Rock ifw Backers plead for Hillcrest school 8Y CYNTHIA HOWELL Oefnocrat-Gazette Education Writsf Advocates for Fair Park Elementary School pulled out all the stops in a campaign Thursday night to convince the Little Rock School Board that their Hillcrest neighborhood school shouldnt be shut down. Parents and a student offered testimonials about the scnools importance in their lives. Teacher Opal Rice spoke about staff unity and commitment. Wally Lovelace, a real estate agent, told the board that people ask to buy houses in the neighborhood so their children can attend the Fair Park. And neighbors talked about the hazards an empty building would pose and the school playgrounds conve-r nience as a neighborhood FAIR PARI^ QDISrr c  n r-. Aransas OomocfaiXSazenafOavwj\npark. geta 'sZA^fKn SPIRIT -H Fair Park Element School cheedeade-s An- ' ilarB opalerda sm efrmombe rps ahreenatrsd s^imd- LaSonySa cOhg^lei sBboyi u. - parents and neighbors of Badgett Elementary School, which may also be closed ne.xt year, and from advocates for the district's school nurses program. main open before the Uttle .ro\n^ Sch^TBoarS'^m^Ung^n^^ rtg^ In all. more than 30 people came before the board Thursday night to defend programs rrojeciea cn^nT TI\" 'losing the cut uo the district can--------- projected S9.1 million deficit from its 1995-96 budget. Projected cuts include erase a two schools. Cuts  Continued from Page 10 sharply reducing the early childhood education programs, hiring a private company to run the school buses, eliminating grants to the area schools and cutting 19 nursing positions. Board members made no de- CKions during a lengthy meeting Thursday on the cuts. .Another budget work session is set for 5 p.m. Tuesday. Im here to represent the students' views about Fair Park. fourth-grader Deanna Jones told the school board. .-And we we say keep it open. Our school is not fancy and could use a little fixing up. but we like it just fine.  Diane Nesbitt, a parent at the school, gave the board petitions, signed by 900 people, to keep the school open. She also presented the board with a large red cardboard hean. covered with photographs of Fair Park children. Dont break our heart! Nesbitt told the board. Parents from Badgett Elementary. located in extreme east Little Rock, described the school as a place of comfort, love and safety for generations of children. They said its a school where the principal greets children when they get off the buses and teachers come out of the building to talk to parents who drive up to the school at the end of the day. If its not broke, dont fix it Claude Johnson told the school board, speaking of Badgett. We dont need your help. We are asking you to back off and leave us alone. Were doing just fine. .Also making appeals Thursday were:  Bus drivers who oppose hiring a private company to run the school buses.  Advocates for the 19 school nurse positions.  .A member of the advisory committee for the community education program at .McClellan Community High School. Kelly Tucker asked the board to consider some changes in the program but retain it. Bus driver and parent Michael Campbell told the board that inefficiency in the transportation department is at least partly the result of old. deteriorating buses. In regular business Thursday, the board stopped short of authorizing the formation of committees to research how close the district is to complying with desegregation standards set by the U.S. Supreme Court. See CUTS, Page 90 Superintendent Henry Williams suggested earlier this month paying seven committees of employees and citizens to do the research as a way to accelerate an end to the 12-year-old school desegregation lawsuit Board member John Riggs IV made a motion that e district ask U.S. Di,strict Judge Susan Webber Wright for a conference to determine whether the committee approach was an appropriate way to work the district out of the case. Wright decided earlier this week to call such a conference, .tiu Brown, desegregation monitor. said. Brown had told Riggs of the judges intentions Thursday. The board also:  Gave conditional approval to establishing a city neighborhood alert center at Ish Elementary School.  .Approved eliminating the learning foundations course at Pulaski Heights. Forest Heights. Southwest and Cloverdale junior highs.' Arkansas Democrat 7^ (gazette SUNDAY, MAY 7, 1995 CATwwiaht O I ll Q\u0026lt;v*b NMrtrMTWn I nr Fair Park kindergartners bowl quizzers, parents over BY CYNTHIA HOWELL Democrat-Gazette Education Writer Dont try to sneak anything by the kindergarten pupils at Fair Park Elementary School Theyre small but smart. Just ask their teachers, who staged a quiz bowl Friday for 14 of their young charges. Two hours and 175 questions later seven of the 14 children still standing and had missed a single answer. were not It was amazing, said Nona Whittaker, a teacher of the gifted and talented at the school. We had parents and school board members here to watch, and some of the parents were crying. The seven winners were AdriAbraham, enne Aldridge. Brooke Jordan, Sharon Leakey, Evan Nesbitt, Mattie Rogers and Jessica Webb. The quiz bowl questions in mathematics, science, social studies and trivia were provided by the Little Rock School District s office of gifted and talented education. Do you know which state in the United States is an island? Or how about, which U.S. president freed the slaves? What organ of the body pumps blood? What is the difference between fiction and nonfiction? If you have five pieces of candy and give two away, how many are left? And can you name the individual Ninja Turtles? The Fair Park Seven didnt even break a sweat as they responded to those questions asked by Catherine Gill, the schools former principal, who was serving as moderator. My objective was to teach I the children how to compete J and how to accept winning and 1 losing, Whittaker said Friday : after the contest. The pupils  prepared for the contest for  Qumcy about six weeks. Whittaker worked with them 30 minutes week, and the children practiced at home with their parents and in their classrooms with two teachers, Rebecca Brown and Lee Lewis. a Whittaker learned a few lessons on her own as the result of the quiz bowl. Primarily, don't underestimate children. She did and had to go out Friday afternoon to get more trophies.Letters Arkansas Democrat $azcttCj MONDAY, JUNE \"'2,1995 .--------------------uni.. Rock Inc- Keep Fair Park, Badgett schools I I On Thursday night, June 1, while Fair Park Schools PTA was awarding certificates to parents and other VIPS for volunteer work in our school, the Little Rock School Board met and discussed closing Badgett and Fair Park agcdn. In February, the parents, the teachers and the constituentsa.k.a. citizens, taxpayers and voters of these two school communitiesmade it very plain to the members of the school board and the superintendent that budget cuts should not include these small schools. The vote was taken and the parents, the teachers and the constituents remember very vividly what that vote was\nLinda Pon- dexter, no\nJudy Magness, yes\nPat Gee, no\nKevin OMalley, yes\nKatherine Mitchell, yes\nand John Riggs, no. The motion was dead as a result of that vote, and we rushed back to tell the children their schools would not be closed next year. Newsweek magazine for May 29 featured an article showing grass-roots solutions to Americas problems. One section says just what parents, teachers and even the kids have been saying over and over to board members and administrators: The best way to implement high expectations is to let principals and teachers run their own schools with minimal interference from the central office. And the best way to keep that sense of community is to keep schools small. Small schools work because they allow more access for parents, stay manageable and thus safer, andmost cruciallet teachers know their students over time. The most important variable in student achievement is the size of the school. Fair Park and Badgett are small schools, they are safe schools, and they are working. Let the students have this stability. The boards vote to close, if implement^, will wipe out many years of community work and dedication at these sites. Please consider all our children and their schools across the city as the school board seeks budget cuts. With just four votes, they can eliminate entire school organizations. Which schools will they eliminate next? J OPAL RICE Little RockArkansas Demixrat fSTtOazcltc   WEDNESDAY, JUNE 14, 1995  Transit, fate of schools top agenda BY CYNTHIA HOWELL Democral-ORzette Education Writer After months of discussion, the future of two Little Rock elementary schools and the district's trniisporinlion department could be decided tonight by the Uttle Rock School Board at a special meeting at 5:30. The meeting's agenda says the proposed 1995-90 budget will be discussed. But board members said Tuesday they expect to vote on closing Badgett and Fair Park elementary schools and on hiring a private company to operate most of the school bus system. Those moves are designed to help the financially strapped district cut expenses for the coming school year. Both proposals have been defeated before. The board deadlocked 3-3 in April on a proposal to close Badgett, in extreme east Little Rock, and Fair Park, in central Little Rocks Hillcrest neighborhood. The schools are among the district's smallest, need renovations and are under-enrolled  Badgett with 177 pupils. Fair Park with 282. Closing them could save $1.1 million next year, district officials have said. But staff and parents of children at the schools have begged the board not to close them, saying their smallness means more individual attention for pupils. Earlier, board President Linda Pondexter and members Pat Gee and John Riggs IV voted against closing the schools. Katherine Mitchell, T. Kevin OMalley and Judy Magness voted to close. Afier that, a seventh board member, Stephanie Johnson, was appointed to the board. Johnson has declined to say how she might vole. District administrators are expected to make a presentation tonight about school bus services that Laidlaw Transit Inc. could provide. Last year, the board rejected a proposal for privatizing the bus system but let district officials ask for bids from companies again this spring. District bus drivers oppose privatization and have proposed their own changes in the transportation system to cut costs. The Laidlaw proposal would save the district nearly $700,000 next year and $1.4 million over the three-year contract, according to school district officials summary of the contract provisions. Laidlaw, based in Ontario, Canada, and Cincinnati, Ohio, is the largest transit company in North America. It transports 1.8 million students a day in 40 stales provinces. and five CanadianSATURDAY, APRIL 27, 1996 LRSD board to mull fate of school LRSD  Continued from Page 1B Instiuctioti Resource Center Fair Park Elementary on agenda for Monday BY CYNTHIA HOWELL Democrat-Gazette Education Writer For the second time in as many years, the Little Rock School : Board will consider removing i Fair Park Elementary at 616 N. ! Harrison St, from the districts ranks of regular schools.  ! Board member Judy Magness\nsaid Friday she will propose : transferring Fair Park pupils to ! other schools next fall and using the building to house the Little Rock School Districts Instructional Resource Center. Fair Parks fate is expected to be discussed at a special meeting at 6:30 p.m. Monday. The board also will consider other budgetcutting proposals and could vote on some of them. According to state law. any teachers and administrators who might be laid off or transferred because of budget cuts must be notified by May 1 of potential changes in their jobs. Converting Fair Park to the Instructional Resource Center could leave some children attending schools closer to home. Magness said. Money that would usually be spent at Fair Park could be disbursed to other schools, she added. And rather than being shut down and boarded up, the Fair Park building, in the Hillcrest neighborhood, would be used daily by Instructional Resource Center employees, who include the districts curriculum supervisors. The center now operates in rented space at Sixth and Ringo streets. The board voted earlier this month to move the center to the vacant Ish School at 3001 S, Pulaski St, and to relocate the Little Rock Adult Education Center from East Side School to the vacant Oakhurst School at 4800 W, 26th St. ! Some of the staff members at the Adult Education Center have objected to moving to Oakhurst because of the buildings deteriorating condition and poor access I to public transportation. Magness suggested that if the See LRSD, Fige 7B moves to Fair Park, the Adult Ed ucation Cenler could be put al Ish. At one point last summer the school board voted to close Fair Park and Badgett elementarie,s as a money-saving measure. But the board backed away from that move in a deal with civil rights attorney John Walker. conditioniiig systems. The consultants also found that the cafeteria, kitchen, library and office areas were small and inadequate. Other budget ending strategies to be considered by the board Monday include reorganizing the districts administrative stall, hiring a private company to operate buses for special education students, staggering school starting limes for more efficient use of buses and reducing junior high schools seven period class days to six class periods, which would Walker had threatened to pur sue a contempt of court motion against district olficials for violating their school desegregation plan in planning budget cuts. Fair Park is one of the district'.s smaller schools, with an en rollment of 270 this year. It was built in 1929. A facilities consultant last year ranked the school 33rd out of 35 elementary schools, citing its lack of handicapped accessibility and its need for new interior finishes and plumbing, heating and air reduce personnel costs. Other proposals include reducing administrators annual contracts by one month and eliminating a centrally located truancy center, where Little Rock police officers can deliver truants. The district is projected to generate S148 million in revenues next year, but expenses are projected at $151 million. The board must cut at least $3 million to balance the budget and more than that to give employees a raise.9 ?. 3 s- 5\nP s s-gss^g gftiS'SwS^'fDe sOsihi? B-sg-s u O o 3= fD o Q \u0026amp; g ft ? c = r* (t\u0026gt; 1 o o g\u0026amp;g-g a rt\u0026gt; OQ S' .. w \u0026amp;s v\u0026gt; o o (/) 9 Q 3.2 S- Cl'S 0 8  li? 2- 3 E 3173 \" fe!\" bIsb n-- ES8 w j: o o w 2- S 2 5- 2. g-^Sg.S\n3 w p'S S p  g-R \" CTj? WO g o J\" '\u0026gt; f/j  tr S^s B.'S 3 5 3. g  - I Arkansas l\u0026gt;nuKrat 'arnuclle  TUESDAY, APRIL 30, 1996 Saved again, Fair Park stays open Budget constraints ax 40 Ll\u0026lt; teachers BYCYNIHIAIK)WELL Uonioemt Unzollo EfiuenUon Willot ' Ijittle Hoek's Eair I^ark Elementary tSebou! seems to have almost as many lives as a eat. After a lengthy discussion and pleas from seliool supporters, the Little Hock School Board voted S,,og!5-'^  C- o ='^^gSP-K\nS3,gg.,g-^ 2 V) ft \u0026lt; 3 'IQ n O  i-b -  o 3 3 \u0026amp;  x* i,s.t cn 1^?-? s S- 2 o 8 S S ffi 2 ? ---------------------3 2-3 ! ** s ' dQ. P .. f* a SBe.9SsS-^^ = S|.5' 9 2. ^3 222PPFJ'OPp2. c-B-ffg- G-| g.a P- H c-xa Y- s322,o_cxg-Q . .Saglgg-g\"- so\u0026amp;S.si^ BaSaEo-S ,g  R  s S' fjq 3 . wj ta \u0026gt; ri' cr O S-g s s s w c a o w o o a o a   \u0026gt; d P 3 CT O G. w (t 9 :sa j: CH xJSjq ET'S 32.S 2.3 5  S S o H sBss 3 w a. \u0026gt;5 Q ft - (T\u0026gt; S'^S^-g-gSa 2 o . - 2 w O 2 ST \"g--#. SEB re \u0026amp;^ao.S 2-as-. 5? ^r\n_  ft aj \u0026amp;  3 \u0026amp; 9 o ft O 2 j= 3 S.  2. IS w B 5 c 2 FT ft $0 5 \u0026amp; ft , ft w C/l 2=0 ^5^2,5 o 3 p-aa 2? 3 2. 'P S. P u a unanimously Monday night against closing the small school in Moiidny H ex ft C -rJ O  3 H o ,1= c B g g g ,, Hw'ft cu^'9 ex 5' CTK \u0026amp;5I E \" r- 8 2 9 H r' - \u0026amp; \u0026amp; O n? -a tP E= Ft- ri. OS S CD s a ^90 o 3 ft jq 2 . j: t- o. 3 S-s -^s t/) HO. o- y P - , c* , ro o wS.tawP ?T s-s 51 s etc  a sg O , J . 30 B-S l.fO o O ij. Ct ft -* \u0026lt; w o !9S'g'S'^K'g3n\u0026gt; OSBog.-g s ^S--WWF-p w^ohssL. S =1 5 3 '2. g 5  _  CW a 8-7 3 (Z\u0026gt; B O \u0026gt;4 2E.' 2-2.0 .3 \u0026amp; ff cr !:r 3 rt tj o 3\n w s s.'* B S ft cn o  0-0 ft\u0026gt; 9 cr 3 S'- ft B' P o o- 3 Is gg o B the Hillcrest neighborhood next year, but warned parents and neigliborhood leaders to find ways to increase enrollment. In other business at a budget meeting Monday, the board approved about $1.6 million in cuts for next year to balance (lie districts $146 million budget, 'fhe cuts include\n 40 leaching positions at a savings of $1.1 million.  $200,000 in unspecified administrative costs.  $267,(MK) in student busing costs.  A 20 percent  or $25,0(K) cut -- in employee car allowances. Employees whose jobs will be eliminated or changed will be notified by certified mail by Wednesday, as reiptired by state law. The board voted against making some controversial cuts. Besides choosing not to close Fail- Park, the board voted against hiring a private company to operate its transportation system for handicapped studenis. At SupcMiiiteiulenl Henry Williams recommendation, the board also deeifhd against reducing the seven period class day in secondary schools Io six periods. Such a move would have saved mhney but refluced shident (tp- portunities to take elective courses. ' rhe board also voted against consolidating the administration of (he early childhood program and the Home Instruction Program for l^re-school Youngsters. Both programs serves preschoolers  one at school, the other in the home. 'Hie board s vole on Ealr Parks future was the fourth in two years. Aller school district adminis- Iralors recommended closing the .school last summer, the board voUkI to keep it open, voted a few weeks later to close it and then reversed itself again in a deal with civil rigliLs lawyer John Walker, who was seeking a con- tempt-of court citation against the district in U.S. District Court. Board member.Indy Magnes.s proposed Monday that Fair Park pupils be reassigned to other schools, some of which would be closer to the children's homes. She said the building could be used to bouse the district's In- strudionnl Resnnice (Y'liter, made up of the districts curriculum supcuvisors. file ceuler is now in rented space but is slated to move to the vacant Ish School file father of a Fair Park child S00 ClfTS, Pag 8BArkansas Democrat (i^azette  SATURDAY, MARCH 11,2000 I J Pupils father attacks teacher in classroom Teacher Debbie Cothran told officers that about 2:05 p.m. the father of a student hit her face with his fist. Cothran had a bruise on the right side of her face, police said. The man attacked Cothran and threatened her after getting into an argument with her about her treatment of his daughter, police A parent observing a classroom said. The attack was witnessed by Thursday at Fair Park Elementary, ' ___ 616 N. Harrison St., attacked a the schools principal and an en- teacher, a school employee told tire class of prekindergarten stu- Little Rock police. dents, police said.May 3. 2 0 0 1  FRIDAY, DECEMBER 14, 2001  Parents plead cases, but two schools stay in budget axs reach LR board hears of virtues of smallness, then adds Fair Park to possible closures BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Faced with the possible loss of their neighborhood schools next year to budget cuts, parents and others from the Badgett and David O, Dodd elementary school communities Thursday extolled the virtues of their small schools to the Little Rock School Board. Board members were sympathetic and made no final decisions. However, by the end of the meeting, the School Board not only directed Superintendent Kenneth James to continue planning for the possible closing of Badgett and Dodd as a way to save about $1.7 million, but also asked him to prepare a feasibility study on closing a third small school. Fair Park Elementary at 616 N. Harrison St, where about 200 pupils attend classes. The presidents of the parentteacher associations from both Dodd and Badgett presented the School Board with petitions Thursday pleading to keep then- schools. Were going to refuse to let Dodd close, Tiwana Noon- er, a parent of three Dodd pupils, said. Were going to fight. Dodd parents and community members pointed to the number of grants that the school has received in recent years to restructure the way reading and language arts are taught. Those The district is getting $2.4 - - - million less in state funding this grants and programs may not\nyear than initiaUy budgeted be- all be transferable to other cause of shortfaUs that were announced last month in state tax collections. That loss is expected to be carried forward into the next school year when the dis- schools, they said. Additionally, they argued that the specially trained staff members will be scattered across the district, diluting the effectiveness of their training. Diane Krippendorf, a community member, also pointed out that as many as 200 new homes are planned for the Dodd attendance zone, which should boost the schools enrollment over the next few years. District officials said the new homes might bring in 14 to 20 new children for the school in each of the next two years. James has said that the possible school closings are just one See SCHOOLS, Page 9B Schools  Continued from Page 1B area for potential budget cuts, and that he and his staff are preparing recommendations for more reductions. In response to School Board members who said they cant decide on closing schools without knowing what their other options are, James said he will give them some proposals after the first of the year. James, who has been Little Rocks school superintendent for about six months, just last week raised the issue of closing one or more of the district's smallest schools next fall as a way to help offset escalating costs and a declining revenue forecast that is already affecting the districts $224 million budget. trict must meet contractually obligated teacher pay increases. According to preliminary - - - plans, Badgett pupils would be The School Board must make assigned to Rockefeller and a decision on the school closings Washington elementary schools, by Jan. 10 to be able to notify Charter school pupils, who at- affected parents of the changes tend the school by applying, before registration starts for the would return to the schools that  2002 school year. That regis- serve the attendance zones in i tration period  when parents which they live throughout the can make a variety of school district. choices for their children  begins Jan. 28. As for Dodd pupils, they would be divided among West- James repeatedly acknowl- ern Hills, Romine and Otter edged that the district is decid- Creek elementary schools if their ing the issue on a very fast time school is closed, line that is contrary to districts  Two bands of small children policy that calls for school clos- set the tone for Thursdays meet- ings to be considered for at least ing, marching in two circles on 12 months, except in emergen- the administration buildings front steps, waving posters and James assured the board that chanting in support of their is entering dire financial straits, schools, as board members ar- You dont take the largest cut rived for the meeting. Dont in state aid in the history of the close Dodd school, yelled one state and think it is business as group. usual, he said. Please dont close Badgett Badgett and Dodd are targets school, the others said. for closing because of their small enrollments. Badgett, at 6900 Pecan Road near the citys airport, has 153 students in its regular program and another 80 enrolled in the districts charter program, which is housed in the same building. Dodd, 6423 Stagecoach Road, has 188 pupils, which is 69 percent of the buildings capacity. The average elementary school in the district has about 360 students. The district would save $536,048 by closing the regular Badgett school and another $479,669 by closing the charter program, plus $738,909 by closing Dodd. By closing the schools, the number of teaching positions in the district could be reduced by about 20. A similar number of support staff positions also could be reduced. District officials speculated, however, that most of the people in jobs at the affected schools could be absorbed into other schools as vacancies occur because of retirements and resignations. IGroup sounds cry to protect LR elementary Dodd, 2 other schools futures on line as district makes cuts  MONDAY, DECEMBER 31, 2001  BY AMY SCHLESING ARKANSAS DEMOCRAT-GAZETTE Theres a battle brewing in the Little Rock School District over a proposed death sentence for one of the districts smallest and highest scoring elementary schools. The Little Rock School Board will decide Jan. 10 whether to close David O. Dodd, Fair Park and Badgett elementary schools to help balance an overdrawn budget. While parents of students at all three schools dont want to see the doors close on the neighborhood schools, one - e . u I X rr trict average and have been the group of parents, school staff redpients of several re- and rf-al pcfafp npvf InnArc hac . and real estate developers has launched an organized campaign to keep at least one of them open. Kathy Porfiris, organizer of the letter-writing campaign to save Dodd Elementary School, has rallied the parents, neighboring real estate developers and staff of the school to fight to keep it open. Little Rock School Board member Baker Kurrus said the issue isnt one of conflict  its one of economics. \"Theres not a fight to close Dodd, and there's not a fight to keep it open. Im not going to fight with anyone. Im going I to focus on giving our kids the best education possible, he said. Porfiris said her efforts are on behalf of all three schools proposed for closing, but said her heart stays with Dodd Elementary School, since it has been the education base for all four of her children. Her youngest, Jimmy, is a fourthgrader at the school. Dodd is at 69 percent capacity this year with 188 students studying in classrooms built to hold 271 students. Those students have literacy scores that exceed the discent grants, the largest of which is a $150,000 Comprehensive School Reform Development grant from the Arkansas Department of Education. Judith Yeager and Barbara Kennedy, administrators of the state grant program, wrote a letter to the School Board, praising the achievements of Dodd Elementary School. Dodd has an outstanding [kindergarten-fifth grade] literacy and technology program in place due to the restructuring made possible by the CSRD grant. We do not feel that it is a wise use of taxpayers money to See SCHOOL, Page 2B  I School  Continued from Page 1B spend $150,000 of federal and state funds to successfully restructure a school and then have the Little Rock School District Board decide it should be closed, Yeager and Kennedy said in the letter. When the School Board meets Jan. 10, however, the deciding factor will be money, not test scores. Superintendent Kenneth James said closing Dodd, Fair Park and Badgett elementary schools will help offset a $2.4 million cut in state funding the district had counted on for the coming year. Closing Dodd and Fair Park will each save the district $700,000 annually and Badgetts closing will save another $500,000, James said. The movement of charter students back to their neighborhood schools would save about $480,000, for a total projected savings of $2.4 million. Its always hard to close schools, James said. \"People are very close to their schools and I understand that, but regardless of what happens here, its still my job to bring ideas to the board on how to make cuts and balance the budget. James warned that a larger cut j in state funding could happen after the new year if the economy remains on a path to recession. Couple that with salary obligations, and weve got to make a minimum $6 million cut to balance the budget, he warned. The schools are targets for closing because of their small enrollments and high per-student costs. Badgett, at 6900 Pecan Road near Little Rock National Airport, Adams Field, has 153 students in its regular program and another 80 enrolled in the districts charter program at the site. Dodd, at 6423 Stagecoach Road, has 188 students. Fair Park Elementary, off Kavanaugh Boulevard, has 200 students. Those displaced students will be distributed throughout the district. According to preliminary plans, Badgett students would move to Rockefeller and Washington elementary schools, with the schools charter students returning to the schools in their attendance zones. Dodd students would be divided among Western Hills, Romine and Otter Creek elementary schools. The district has not discussed a moving plan for Fair Park students. Porfiris organization will meet with the School Board Jan. 7 in a last-minute effort to influence their Jan. 10 vote. Tlie board plans to bring the principals from the other schools that would absorb the Dodd, Fair Park and Badgett students if the schools are closed. It almost sounds like they have their minds made up, she said. Id really like to think that we have a chance and not just blowing in the wind. Kurrus said he has gone to great length to inform people that school closure is no more than an option at this point. I dont think anybodys made up their minds. Weve got to do something, we cant just afford to ignore that we will lose revenue while our expenses continue to climb. But were considering different options, not just closing schools, he said. If the schools are closed, it will affect more than the students. Porfiris said new housing developments near Dodd Elementary will suffer with the loss of a neighborhood school. She has recruited Becky Finney, a real estate developer with Rainey Realty to fight the closure of Dodd. Pecan Ridge, Tall Timber and Kenwood subdivisions have expansions in progress. The School Board estimates those growing subdivisions would increase Dodd enrollment by up to 20 students next year and 15 students the following year. Kurrus said nothing is off limits for balancing the budget. The one thing he deems sacred are teacher salaries and raises. To have the best teachers, I feel that we have to reward them financially, he said. Kurrus said streamlining the districts administrative process, ending property tax breaks as corporate incentives and get the district out of court over desegregation are all good options for balancing the budget. Porfiris is banking on alternatives to save Dodd. And if it comes down to fire the caretaker, heck, well come up there and mow the grass ourselves, she said.J a n u a r y 3. 2 0 0 2 District sets sessions on closing 3 schools AKKANSAS DEMOCRAT-GAZETTE The Little Rock School District will hold a series of public meetings, beginning today, at three low-enrollment schools under consideration for closing. The meetings are scheduled at:  Badgett Elementary, 6900 Pecan Road, 6 p.m. today. J  Dodd Element^, 6423 Stagecoach Road, 6 p.m. Monday.  Fair Park Elementary School, 616 N. Harrison St., 6 p.m. Tuesday. The meetings-are open to the public. The district proposes closing schools beginning July 1 because of state budget cuts. The Little Rock School Board will consider the proposal during its regular meeting Jan. 10 at 5 P- p. at the School District headquarters at 810 W. Markham St.H Si 75 LR parents face closing of 3 schools pl hl T Arkansas Democrat-Gazetle/STEPHEN B. THORNTON Badgett Elementary School parent Jerry Peters (left) Zeigler (center left), Rockefeller Elementary Principal asks Little Rock School Superintendent Ken James a Anne Mangan, and Sadie Mitchell (right), the districts question Thursday night during a public hearing at associate superintendent for school services. Mangan Badgett to discuss the school's possible closing. Lis- and Zeigler attended because Bad^tt students tening are Washington Elementary Principal Gwen would attend their schools if Badgett cl^es. Badgett meeting held\n2 more set BY PATRICK HEALY ARKANSAS DEMOCRAT (JAZFITE As solemn-faced parents, teachers and administrators discussed the fate of Badgett Elementary School with urgent voices, the children played. Arm in arm, they pranced across the schools packed gym, inspected TV cameramen and galloped through the banana-yellow hallways while adults discussed shutting down Badgett, in east Little Rock, and two other Little Rock elementary schools. Tlie Tliursday meeting was the first of three meetings scheduled before the School Board votes whether to close Badgett, Dodd and Fair Park elementary schools. Other meetings are scheduled at Dodd on Monday and at Fair See BADGETT,Vage 4B Badgett  Continued from Page 1B Park on Tuesday. The meetings are designed to let school officials explain the shutdown proposal and hear community concerns. We're still in shock, and we .still dont want it to happen,\" said Kim Dunahay, Badgetts Parent Teacher Association president. Even if they vote to close the school, the fights not going to stop. The School Boards vote, rescheduled from Jan. 10 to Jan. 15, comes at a time of financial crisis, said Sadie Mitchell, the districts associate superintendent for school services. In addition to the $2.4 million state funding cut, the school dis-trict must pay $3 million in promised raises. Altogether, the school district must slice $6 million from its annual budget of $220 million. Superintendent Ken James Proposed AUendance Zones Fl  J J Bl Arkansas Democrat-Gazetle/STEPHEN B. THORNTON students if the school is closed. The informational meeting Thursday night al the school was the first of three meetings to discuss potential school closings. said, Were going to have to junious Babbs, associate superintendent for deseg-make some tough decisions. regation for the Little Rock School District, discusses The board is considering clos- proposed attendance zones for Badgett Elementary ing Badgett, Fair Park and Dodd eleinentaries primarily due to nickel-and-dime that to death. applauding when parents praised ular elementary schools, their low enrollments, James Normally, a proposal to close Badgett and spoke against Its Weve tried regular school, said. Tliis year, 153 students at- schools must be announced one closing. said Carrie Igwe, whose fourth-tend Badgett, 188 go to Dodd, and year before the shutdown date. I like it here because most of grade son, Caleb, has attention its tend --------------- 200 attend Fair Park. But with the budget cuts, James the teachers are nice, and they deficit hyperactivity disorder The average Little Rock ele- said, schools must act fast. let you come into their class- and attends the charter school. ' Everybody has to be rooms and they give you treats,\" He has special needs.   *     } Igwe said her son did poorly mentary school has 363 students. ----- If the tliree schools are closed, touched, James told the crowd. 10-year-old Kenetra Lowe said their students would attend dif- \"'rhis is not a win-win situation. after the meeting. Id rather stay in his classes until he came to The one-hour meeting went here. I may be shy to go to an- Badgett. Igwe said she doesnt the next school year. more smoothly than past dis- other school. I wouldnt have any want her son to return to regu- Some teachers would find cussions about closing Badgett, friends on the first day. lar classes, and she balks at pri-   Parents and educators ex- vate school tuition. ferent schools at the start of other jobs in the district, but oth- In 1995, a proposal to close Bad- -------------------------------- _ ers could be laid off, James said, gett met with parents protests pressed concern about the 83 We don't have the kind ol It certainly seemed reason- and a court challenge that forced students who attend Badgett's money to send him to a private able to me, board Vice President the School Board to back down, charter school. The students, school, she said, unless the Lit- But on Thursday, audience many of whom have learning dis- tie Rock School District is going    '   '  ' to pay it for us. Judy Magness said. \"Whenyouve ---- ... . . got to cut $6 million, you cant members listened quietly, tw\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_789","title":"Strategic planning process","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":["1993/2003"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School boards","Educational law and legislation"],"dcterms_title":["Strategic planning process"],"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/789"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["82 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nACTION TEAM VOLUNTEER FORM The Little Rock School District is looking for volunteers to serve as action team members. Name ---- Lutui---- R-mail Address Phone (day) Yig-(p ------- (evening) t\u0026gt;(p3-.4z?7P_______ (FAX) 5'di- ? ?! -6 ICO Please indicate your first, second, third, etc., choice: (These are based on strategies that will require teams to plan action steps.) ___Financial resources  Employee hiring/training  4.' J^Community partnerships Xzuz^u Parent Engagement ---- Instructional strategies/data use ___ Learning environment Please return tn: Ilaiiniiig \u0026amp; Develnpnieiit Little Rock SchunI District 810 W. Markiiani St. Little Rock, AR 72201 To: From: Subject: Little Rock School June 9, 1993 Distric^5^C Mr. Horace Smith, Desegregation Monitoring Office Janet Bernard, Associate Superintendent for School Operations and Climate Long-Range Strategic Plan During our meeting held on May 28, 1993 we discussed a long-range strategic plan to be implemented at each of the Incentive Schools. As Arma Hart mentioned in the meeting, diligently to finalize their plans. principals are trying We would like to have a common format for all the long-range strategic plans. It would be most helpful if you could provide us with a sample format to ensure that we have included all the components necessary for these plans. Your assistance, as always, is greatly appreciated. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Strategic Planning Workbook THE CAMBRIDGE GROUPStrategic Planning Workbook THE CAMBRIDGE GROUP hTHE CAMBRIDGE GROUP INTERNATIONAL \u0026amp; DOMESTIC AFFILIATES William J. Cook, Jr., Ph.D. President, Chairman of the Board Judy Wallace Cook Secretary- Treasurer Vonda C. McLain Vice-President, General Manager Constance Anderson Director of Programs Jill Aubume Cook Director of Publications Hobbie Register Office Manager SENIOR ASSOCIATES Stephen V. Barone Howard}. Feddema, Ed.D. Lawrence W. Huggins ASSOCIATES William D. Breck, Ed.D. Donald D. Burger Suzanne Connelly Mark Fredisdorf, Ed.D. Lisa D. Grant Lindsey Gunn, Ph.D. Veronica Huggins Maureen Innes David R. Jennings, Ph.D. Keith W. Lutz, Ed.D. Stephanie Pace Marshall, Ph.D. Charles G. Mason, Ph.D. Claudia J. Martinez James A. McMurray John Messell Carlene Naylor Glenn M. Pclecky, Ed.D. Kay Psencik, Ed.D. Glenn F. Smartschan, Ed.D. Christopher L. Sny, Ph.D. LaVoneia C. Steele, Ed.D. William M. Stuart Odell Stuckey, Ed.D. George J. Szy'manski, Ph.D. Pat Tillotson, Ed.D, Marcia Venus, Ph.D. Ronald Z. Zook, Ed.D. South East Regional Resource Center, Alaska Association for the Advancement of International Education Association of California School Administrators Canadian Strategic Planning Centre for Education, British Columbia Canadian Strategic Planning Centre for Education, Ontario Canadian Strategic Planning Centre for Education, Saskatchewan Bucks County Intermediate Unit #22, Delaware Illinois Association of School Administrators Central Indiana Education Service Center Iowa Area Education Agencies Kentucky School Boards Association Michigan Institute for Educational Management Minnesota Association of School Administrators Southern Education Consortium, Mississippi Rensselaer-Columbia-Greene Counties Board Of Cooperative Educational Services, New York Buckeye Association of School Administrators, Ohio Bucks County Intermediate Unit #22, Pennsylvania South Carolina School Boards Association Texas Association of School Administrators Wisconsin Association of School Boards Copyright  1993 Colonial-Cambridge Management Group, Inc. All rights reserved. Except as noted below, no part of this publication may be reproduced, transmitted, transcribed, stored in a retrieval system, or translated into any language in any form by any means without the written permission of Colonial-Cambridge Management Group, Inc. Licenses Contents of the section Reproducible Materials are licensed for reproduction only by internal facilitators who are certified by The Cambridge Group. This license allows that these masters may be reproduced to make transparencies and hard copy for the purpose of facilitating strategic planning sessions and/or making informational presentations when the certified facilitator providing such services is a full-time employee of the organization for which the strategic plan is being developed. The reproduction of these materials for sale or loan to others is expressly prohibited. Prohibited also is the use of these materials by independent consultants, facilitators, or other individuals for the purpose of providing strategic planning facilitation, consultation, or other seivices for remuneration to any organization of which they are not a full-time employee. CORPORATE OFFICE 5795 Carmichael Parkway Montgomeiy, Alabama 36117 (205) 279-7150 Facsimile (205) 279-7151 Orders* To order additional copies of the Strategic Planning Workbooks. please contact Hobbie Register at The Cambridge Group by phone 205/279-7150 or fax 205/279-7151. The following information should accompany your order:  Name  Shipping Address  Purchase Order Number  Organization  City/State/Zip  Number of Workbooks  Date Materials are Needed  Certification Program Attended Available to Gradi ates of the Strategic Planning Certification Program I Contents I Definitions 1 Beiiefs 3 Mission 5 Strategic Poiicies (Parameters) 7 Strengths 9 Weaknesses 11 Criticai Anaiysis of Organization 13 Competition 15 Externai Anaiysis 17 Objectives IS Strategies 21 Action Pians 23 Reproducibie Materiais 25 C 1993 Colonial-Cambridge Managemetit Group. Inc.Strategic Planning Workbook DEFINITIONS ^BELIEFS A statement of the organizations fundamental convictions, its values, its character. EMISSION A broad statement of the unique purpose for which the organization exists and the specific function it performs. * STRATEGIC POLICIES (parameters) Management pronouncements that establish the parameters within which the organization will accomplish its mission. STRENGTHS Characteristics which contribute to the ability of the organization to achieve its mission. WEAKNESSES Characteristics that limit the ability of the organization to achieve its mission. ORGANIZATIONAL DESIGN The arrangement of functions and relationships among people within an enterprise. COMPETITION Any entity that successfully attempts to fill the same need as the planning organization. EXTERNAL ANALYSIS An examination of those forces over which an organization has little or no control. External change usually impacts an organization by virtue of its existence in a larger, sometimes more complex situation. ^OBJECTIVES An expression of the desired, measurable end results for the organization. For a school district, objectives are restricted to student success, performance, and/or achievement. ^STRATEGIES The broadly stated means of deploying resources to achieve the organizations objectives. ACTION PLANS The explicit portion of a given strategy that outlines the tasks required to implement the program, the person responsible for each task, the due date for the completion of each task, and an analysis of the benefit and costs for the specific action plan. O 1993 Colonial-C'amhriilge Management Clrottp. Inc. 1 2BELIEFS ) DEFINITION A statement of the organizations fundamental convictions, its values, its character. H 7?r'sr$ {25 IMPORTANCE IN PLANNING The belief statement provides the bedrock values which move the organization to commit itself to a specific mission and objectives. It establishes moral and ethical Lhfc* priorities which serve to guide all the organizations activities. The beliefs should not J be mere observations or statements of fact, but sincere, uncompromising convictions. They should be universal in application, but specific in meaning. i4 JX Tpr^cc^ A EXAMPLES We believe that: r Excellence is achievable and always worth the investment. Each individual has unlimited potential. s\u0026gt; Education is the discovery of truth and the creation of new realities. All people have equal intrinsic worth. All people can learn anything. The family is the primary influence in the development of the individual^ Higher expectations yield higher results. USE THIS SPACE TO DESCRIBE THE BELIEFS OF YOUR ORGANIZATION. O /99J Colonial-Cambruige Management Group. Inc. 3 (Beliefs Continued) 4 Strategic Planning Workbook MISSION DEFINITION A broad statement of the unique purpose for which the organization exists and the specific function it performs. IMPORTANCE IN PLANNING The mission is literally the keystone upon which the entire plan is built. Typically written in one sentence, it provides the primary focus of the organization. The mission statement must emphasize the uniqueness, the distinctiveness, the singularity of the organization. Essentially, it represents the commitment of the organizations resources to one purpose. EXAMPLES The mission of the School District is to guarantee all students 100% success through a network of independent competing instructional services that actualize the unique potential of each person.  The mission of the School District is to produce graduates with unlimited capacity to compete in a superior manner in any challenge they undertake by guaranteeing each individual customized, all-inclusive learning experiences, integrating the unique agricultural, medical, and historical resources of our diverse community. USE THIS SPACE TO DESCRIBE THE MISSION OF YOUR ORGANIZATION.  1993 Coloniat-Camhridge Management Group. Inc. 5 6 (Mission Continued) Strategic Planning Workbook STRATEGIC POLICIES (parameters) DEFINITION Management pronouncements that establish the parameters within which the organization will accomplish its mission. IMPORTANCE IN PLANNING The purpose of the parameters is to place self-imposed limitations on the organization\nthat is, to close doors. As such, they sharpen the mission and eliminate the need for continuously making the same decision. Parameters must be stated in exact terms and, typically, will be written in the negative. EXAMPLES Nothing will take precedence over the Pre K-12 instructional program. We will practice participative management at all levels of the organization. We will not tolerate prejudicial discrimination of any kind. * We will not tolerate ineffective employees. All decisions will be made based strictly on what is best for the individual student. USE THIS SPACE TO DESCRIBE THE PARAMETERS OF YOUR ORGANIZATION.  1993 Colonial-Cambridge Mauagetnent Group, Inc. 7 (Strategic Policies Continued) 8 Strategic Planning Workbook STRENGTHS DEFINITION Characteristics which contribute to the ability of the organization to achieve its mission. IMPORTANCE IN PLANNING Strengths are those present attributes that will be most effective in achieving the mission. Organizations that achieve excellence do so by capitalizing on their strengths\nthat is, doing what they do best. EXAMPLES Movement toward participative management Opportunity for professional growth Ability to cope with change * Innovative programs Leadership development efforts Commitment to scholarship Board of Education committed to quality Counseling program Financial resources USE THIS SPACE TO DESCRIBE THE STRENGTHS OF YOUR ORGANIZATION.  1993 Cotonial-CambruJge .Management Group, Inc. 9 10 (Strengths Continued)Strategic Planning Workbook WEAKNESSES DEFINITION Characteristics that limit the ability of the organization to achieve its mission. IMPORTANCE IN PLANNING The weaknesses are those inadequacies that must be overcome if the organization is to accomplish its mission. EXAMPLES * Staff resistance to innovation and change Poorly defined decision-making process  School to school inequalities Inadequate salaries and competitive salary schedules Testing data available but not usable * Inefficient central office organization Over crowded curriculum (unclear objectives) Inequity of expectations Inefficiency of neighborhood school concept Trying to be everything to everybody * Combination classes and schools Elementary grading system Perception of massive data handling without effective outcomes USE THIS SPACE TO DESCRIBE THE WEAKNESSES OF YOUR ORGANIZATION.  J993 C(\u0026gt;lonial-Camhridf\u0026gt;e.Management Group. Inc. 11 12 (Weaknesses Continued)Strategic Planning Workbook CRITICAL ANALYSIS OF ORGANIZATION DEFINITION The arrangement of accountabilities, authority, and information among people within an enterprise. IMPORTANCE IN PLANNING The organizational design is itself strategic, because it represents commitment of resources toward mission and objectives. A critique of the present organizational design quite often reveals its inappropriateness for the changing strategic direction of the enterprise. EXAMPLE Critique of the Organization Design: Span of Influence Gaps Redundancies (Duplications) Decision-making Implications Formal vs. Informal USE THIS SPACE TO DESCRIBE AND CRITIQUE THE ORGANIZATIONAL DESIGN OF YOUR ORGANIZATION. (dO NOT ATTEMPT TO DRAW AN ORGANIZATIONAL CHART)  1993 Colonial-Cambrid^e Manafienienl Group. Inc. 13 (Critical Analysis of Organization Continued) I 14Strategic Planning Workbook COMPETITION DEFINITION Any entity that successfully attempts to fill the same need as the planning organization. IMPORTANCE IN PLANNING A careful analysis of competition is quite often the most productive way of analyzing the planning organization. Dominant characteristics are both contrasted and compared in order to determine the competitions points of vulnerability. EXAMPLE Privale/Parochial Schools Their Advantages 1. Small classes 2. Snob appeal 3. Discipline control 4. Select students 5. Free from state mandates Our Advantages: 1. Public funding 2. Student diversity 3. Multi-cultural 4. Facilities and equipment 5. Teacher qualification Vulnerability: The question of cost versus quality USE THIS SPACE TO LIST YOUR COMPETITION - ADVANTAGES, DISADVANTAGES, AND VULNERABILITY. C 1995 Colonial-Cambruige Managemetii Group, Inc. 15 (Competition Continued) \u0026lt; 16Strategic Planning Workbook EXTERNAL ANALYSIS DEFINITION An examination of those forces over which an organization has little or no control. External change usually impacts an organization by virtue of its existence in a larger, sometimes more complex situation. IMPORTANCE IN PLANNING External, or environmental changes may present significant opportunities if they are appropriately anticipated and structured into programs to capitalize on them\nor, they may present a threat, making it necessary to alter products or modify methods of doing business. By identifying political, technological, and socioeconomic changes, isolating the significant factors, and determining their probable impact, either offensive or defensive programs can be structured to exploit the potential offered or to soften the total impact. EXAMPLE List each social, political, economic, demographic, technological or educational trend. Develop predictions and probable impacts.  CATEGORY: ECONOMIC FACTOR PREDICTION IMPACT I. Public School Revenue I. A. General fund revenue mandated by formula from state 1. A. 1. 2. 3. 4. 5. 6. B. Board choice to hold budget/bond election B. 1. 2. Limits programs Limits staff Limits supplies/materials Affects class size Possible school closures/ including busing Reduced building maintenance Revenues not guaranteed Polarizes community USE THIS SPACE TO LIST OTHER EXTERNAL FACTORS, PREDICTIONS, AND IMPACTS.  1993 Coionial-Cambridge Management Group, Inc. 17J ll 1/ (External Analysis Continued) i 18 IStrategic Planning Workbook OBJECTIVES DEFINITION An expression of the desired, measurable end results for the organization. For a school district, objectives are restricted to student success, performance, and/or achievement. IMPORTANCE IN PLANNING The objectives are practical, specific manifestations of the mission. They express, in measurable terms (time, money, quality, quantity) the results the organization will achieve as it fulfills its mission. Specifically stated, they must have broad, organization-wide implications. And they are aspirations, not projections. EXAMPLES * To have 100% of our students graduate or successfully complete their individual achievement programs. No later than 1995, 100% of our high school graduates will be in a post-secondary educational program or in an endeavor of their choice within six months of the successful completion of their educational program. USE THIS SPACE TO DESCRIBE THE OBJECTIVES OP YOUR ORGANIZATION. O 1993 Colonial-Cambridfie Management Group. Inc. 19 (Objectives Continued) 20Strategic Planning Workbook STRATEGIES DEFINITION The broadly stated means of deploying resources to achieve the organizations objectives. IMPORTANCE IN PLANNING In the broadest sense strategy comprehends purpose, function, policies, beliefs, objectives, strategies, and concrete action plans\nhence, strategic planning. But the word strategy in this instance is used in a narrower sense and refers to the means used to achieve the objectives in the organization and its major parts. The objectives are the what\nthe strategies are the how. EXAMPLES We will put in place a network of independent, competing instructional services maximizing flexibility, freedom of choice, 100% success rate, contracts between teachers/students, collaboration with community and corporations. We will organize the district strategically, including instruction and support services to concentrate all efforts and resources toward student success. We will develop the character of each student, with emphasis on appreciation of the common core of human values and a respect for our common traditions of excellence. We will energize and integrate all aspects of our diverse community into full support and implementation of the mission and objectives. We will form a lasting partnership with each graduate and maintain knowledge of his/her progress. We will develop and implement a whole-life learning network. USE THIS SPACE TO LIST STRATEGIES FOR YOUR ORGANIZATION.  1993 Coionial-Cambridge iManagement Group. Inc. 21 22 (Strategies Continued)Strategic Planning Workbook ACTION PLANS DEFINITION The explicit portion of a given strategy that outlines the tasks required to implement that program, the person responsible for each task, the due date for the completion of each task, and an analysis of the benefits and costs for the specific action plan. IMPORTANCE IN PLANNING Action plans insure that the strategies are implemented. They allow specific assignments of tasks to individuals within the organization\nthey provide a means for measuring both individual and organizational performance\nand they provide an effective system of accountability. EXAMPLE See the Action Plan form. USE THIS SPACE TO DESCRIBE THE ACTION PLANS OF YOUR ORGANIZATION.  1993 Colonial-Cambruige Management Group. Inc. 23 24 (Action Plans Continued) riStrategic Planning Workbook Reproducible Materials This section contains material designed to be reproduced by you for use with your district. Included are masters for Action Plan and Cost Benefit Analysis forms. They are copyrighted materials for which a limited license is granted to the purchaser of this workbook. LICENSE GRANTED Contents of the section Reproducible Materials are licensed for reproduction only by internal facilitators who are certified by The Cambridge Group. This license allows that these masters may be reproduced to make transparencies and hard copy for the purpose of facilitating strategic planning sessions and/or making informational presentations when the certified facilitator providing such services is a full-time employee of the organization for which the strategic plan is being developed. The reproduction of these materials for sale or loan to others i,s expressly prohibited. Prohibited also i.s the use of these materials by independent consultants, facilitators, or other individuals for the purpose of providing strategic planning facilitation, consultation, or other services for remuneration to any organization of which they are not a full-time employee.  1993 Cdonfal-Cambridge Management Group. Inc. 25 Action Plan Specific Results: Strategy No. Plan No. Date\n# Action Step (Number each one) Assigned To: Starling Date: Due Date: Completed Date: t 26  i993 Colonial-Camhridge Management Group. Inc Responsible: (Shaded areas for management phase)Cost-Benefit Analysis Costs Benefits Tangible: Intangible: Opportunity Costs: O 1993 Colonial Cambridge Management Croup. Inc. Tangible: Intangible: Strategy No. Plan No. Date: Return on Investment: 27 THE CAMBRIDGE GROUP A DIVISION OF COLONIAL-C AM BR 1 DC E MANAGEMENT GROUP. INC. 5796 CARMICHAEL PARKWAY MONTGOMERY, ALABAMA 36117 (205) 279-7150 FAX (205) 279-7151  1993 COLONIAL-CAMBRIDGE MANAGEMENT GROUP. INC. NO PART OF THIS PUBLICATION MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS WITHOUT PRIOR WRITTEN PERMISSION FROM THE PUBLISHER. Page 2 Feel free to invite other memho-rg of your group. Please call Linda Young at 324-2112 to make your reservations so that we can provide adequate seating. Looking forward to working with you. Thanks again. Sincerely, Henry P. illians Superintendent of Schools  die LriTLE Rock School District OFFICE OF THE SUPERINTENDENT January 25, 1995 JAN 3 0 1995 Bill Mooney Office of Desegregation Monitoring 201 East Markham, Suite 510 0f?.'C2 q\nLittle Rock, AR 72201 Dear Mr. Mooney: I am delighted that you have agreed to serve on the strategic planning team for the Little Rock School District. I am certain that this process will help determine the future direction of the district. Dr. Howard Feddema will serve as the facilitator for the strategic planning process. He is associated with the Cambridge Management Group located in Montgomery, Alabama. Listed below is the schedule for the planning sessions, to be held at the Excelsior Hotel. Tuesday, Feb. 14 5:30 - 7:30 p.m. Planning Session (Light supper provided) An Wednesday, Feb. 15 Thursday, Feb. 16 Friday, Feb. 17 informational session 7:30 3:00 a.m. Breakfast 8:00 a.m. - 10:00 p.m. Planning Session 7:30 3:00 a.m. Breakfast 3:00 a.m. - 10:00 p.m. Planning Session 7:30 3:00 a.m. Breakfast 3:00 a.m. - 5:00 p.m. Planning Session for members of the planning team. community organizations, and others will be held on Monday, Feb. 6 from 5:30 7:30 p.m. Building, 310 West Markham. in the Board Room of the Administration Please plan on attending this meeting. 810 West Markham Street  Little Rock, .Arkansas 72201  (501) 324.2000 9 Statement of Intention to Establish Green Factor Research Committees Presented to the LRSD Board of Directors - February 9. 1995 As part of the process for moving the Little Rock School District toward unitary status, the Superintendent intends to implement the following measures: A. Establish, committees to research specific areas, Green Factors, that have potential for achieving unitary status Committees will be established to research the following areas\n1. Student Assignment 2. 3. 4. 5. 6. 7. Faculty Ratios Staff Ratios Transportation Extracurricular Activities Facilities Student Achievement FEB 9 1995 tries Qi L u 4 The work of the committees will be coordinated by Dr. Russ Mayo, Associate Superintendent, and the Student Assignment Office. B. Define the composition of the committees and the structure of their work Each committee will be composed of ten to fifteen people who understand the importance of unitary status in the Little Rock School District. The committees will include persons with appropriate skills in observing, interpreting, and communicating conditions and factors of influence in the topic areas. Committee members will include teachers, administrators, and community members. Each committee will be co-chaired by a LRSD administrator and an individual selected by the Superintendent. Each committee will produce a report that addresses the opportunity for the LRSD to seek unitary status in its respective area. The reports will identify if such action is feasible and provide information to support its findings. C. Identify the funding source for the committees The Green Factor Research Committees will be financed with funds from the LRSD legal fees account. Approximately 512,000 - $15,000 is anticipated for this activity. Project Timeframe: The Superintendent intends to submit a resolution to the Board for action at the next Board meeting on the establishment of Green Factor Research Committees. Each Research Committee will be expected to deliver its report with a six-week period. Assuming project start up by March 1, the Green Factor reports should be available by mid-April./7/\u0026gt;S JOHN w. Walker, P.A. Attorney At Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 FEB 1 5 1995 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER. JR. 05fii t i k-,,. February 13, 1995 Dr. Henry Williams Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Williams: I hope that your visit to New Orleans last week after the agenda session was both professionally and personally rewarding. We missed you at the school board meeting where we represented a series of children who had not only been put out of school, but had been arrested as well. Your perspective regarding that issue would have been useful for posterity if nothing else. I am writing to advise you that the Joshua Intervenors will not participate in the District's latest long range planning process which is scheduled to begin, ironically, on Valentine's. Day. The irony is that the District does not consider Black children, especially boys, as sweethearts\nrather, they are viewed almost universally as hoodlums who lie and have no interest in school other than to be disruptive. We can not participate for a number of reasons some of which I now proceed to set out. The first one is set forth in paragraph two above. undertaking is faulty. The second is that the premise of the It presumes that the existing desegregation plan is unworkable and needs to be changed. I can not agree with this premise because the existing plan is the Board's plan which was arrived at over a lengthy period of time and involved much of the community. It was an ambitious undertaking designed to remediate, desegregate and retain children in school, especially Black children. The Board and successive administrations have manipulated public opinion to the view that the plan is unworkable and that our children are criminals in waiting. Because of that prophesy, administrators and Board members yield to the public mentality calling for public repression and more severe punishment measures for actions that often should be the basis for counseling. Your Board seems to forget that the children have constitutional rights that await vindication and that teachers, principals and even police officers are in the schools to vindicate constitutional rights. You all have subverted the process by reversing the question ofwho the intended beneficiaries point. are. This brings me to my third The desegregation plan calls for reduction of suspensions and expulsions. Rather than reduce suspensions and expulsions, the Board and administration have chosen to increase them. Moreover, it now totally disregards the concept imbedded in the desegregation plan that school staff are in loco parentis status rather than police status. As stand-in parents, it is inconceivable that the District would allow police officers to make school disciplinary judgments and then allow the criminal judicial system to incarcerate juveniles without bail for four days and nights. Yet that is what happened to Mabelvale Junior High School students who were simply involved in a fight, approach allows a principal to abdicate her responsibility for making disciplinary decisions by deferring to police authorities the District placed in the environment. These parents were not on notice that they were sending their children to school to be subjected to nonschool ultimate determinations involving simple The social and economic adversities which conveyance of this discretion to resource officers visit upon Black children is immense and pervasive. Police authorities should be removed from the schools or take their orders from school authorities after As stand-in parents This fights. due consideration of due process considerations and the desegregation plan itself. I remind you that we have repeatedly called to the Board's attention the numerous indiscretions and discriminatory acts of Ms. Gayle Bradford at Cloverdale and Mabelvale Junior High Schools. You, your predecessor and the Board have not taken our monitoring reports and other correspondence seriously. We have advised you that Ms. Bradford's situation appears designed to frustrate the desegregation plan and to deny equal education to Black children. You should also be reminded that a large number of the Black staff members have protested her treatment of them and of students. Contrast, if you will, your reaction to those staff members with your reaction to the white staff members at Mablevale Elementary School to a Black principal. I can provide many more examples for you and have done so in the past, reinforces my fourth point. This The School District takes whatever action necessary to goodwill of white patrons and attendance of their children. The same is true of your white staff. We can not P^^'ticipate in a procedure or process where racial views predominate in a manner contrary to achievement and vindication of constitutional rights. Fifth, we participated in a similar process in 1993. modeled on the Syracuse City School District \"Strategic Plan 1991-1996\". See memo to Estelle Matthis from Rin Mnnnov Ha' It was ---- ----  See memo to Estelle Matthis from Bill Mooney dated 7\"\n- That process was under your aegis although you did not officially come to the District until October of 1993. August 23, 1993. have never received a report of the consequences of our work in I 1993. I request a report at this time on that matter. If ourrevisit the same issue in 1995. work was productive in 1993, why is it necessary for us to In passing, I note that Leon Modeste was involved in the Syracuse plan and I believe that your present consultant, whose name I believe is Howard Feddema, was also. The District seems to continually try to recreate the wheel which brings me to my sixth point. The desegregation plan adopted by the Board has never been implemented in good faith. Look at the various ODM reports, the Joshua reports and the Courts various findings. I would like to be made privy to any session involving the public which has been convened for the purpose of implementing the existing plan since you have been here. nothing. It goes without saying that Dr. Bernd did I must therefore conclude that the Board and administration no longer, if they ever did, intend to implement the court approved plan. This bring me to my final point. Joshua can not participate in a process designated to denigrate the court approved plan where the announced goal is to \"get the District out of Federal Court\", especially where the District's treatment of Black children cries out more than ever before for the protection of the Court. As an African American, you more than any of your predecessors, should be aware that our long, tedious, tortured \"stride toward freedom\" has been secured through legal actions taken through and by the Court. It looks as if that is the only arena where we can at least get a fair hearing in these times and hope to have the interests of our children protected. For these and other reasons, count us out. of the \"Strategic Plannning: Creating the Future\" process. Instead, we ask that you devote as much time in implementing the plan and in treating all children as contemplated by it as you and the Board would devote to its dismantlement. Si\nerely, .n W. Walker JWW:js cc: Ms. Ann Brown C0RR2O Contact Person: Sterling Ingram 324-2124 Date: August 23, 1993 To: Estelle Matthis From: Bill Mooney Subj: Syracuse Strategic Plan and Action Plan Examples Based on our discussions in last Fridays Cabinet meeting, I have made a copy of the Syracuse Strategic Plan and copies of some Action Plan examples. This represents everything I have obtained from Syracuse. I tried to remove any of my working notes from the source document, but please forgive me if I missed some of them. If I can be of any other help, just give me a call. ) zI k JOHN W. Walker, P.A. Attorney At Law 1723 Broadway Litile Rock, Arkansas t2206 Telethone (501) FAX (501) 374-4187 r JOHN W. walker R.ALPH WASHINGTON MARK BURNETTE AUSTIN PORTER. JR. I, February 13, 1995 Dr. Henry Williams Superintendent of Schools Little Rock School District 810 West Harkhaa--- - Little Rock, AR 72201 Dear Dr, Williams! I hope that your visit to New Orleans last week after the agenda session was both professionally and personally rewardi^. We missed you at the school board meeting where we represented a series of children who had not only been put out of school, but had been arrested as well. Your perspective regarding that issue would have been useful for posterity if nothing else. I ironically, on valentine's. I am writing to advise you that the Joshua Intervenors will not participate in the District's latest long range plannii^ process which is scheduled to begin, ironically, on Valer)tine a Day. The irony is that the District does not consider Black children, especially boys, as sweethearts\nrather, they are viewed almost universally as hoodlums who lie and have no interest in school other than to be disruptive. I I I 1 We can not participate for a number of reasons some of which The first one is set forth in I now proceed to set out.  --- The second is that the premise of the paragraph two above. undertaking is faulty. --r----- j t ..--r. desegregation plan is unworkable chang^. I can not agree with this premise because the existing plan is ^e It presumes that the existing and needs to be changed. Board's plan which was arrived at over a lengthy period of tine lived much of the community. It was an ambitious and involved undertaking designed to remediate, desegregate and retain children in school, especially Black children. successive administrations have manipulated public opinion to the view that the plan is unworkable and that our chil^^ are criminals in waiting. Because of that prophesy, administrators and Board members yield to the public mentality calling for public repression and more severe punishment measures for actions that often should be the basis for counseling. Your Board seems to forget that the children have constitutional rights that avait vindication and that teachers, principals and even police officers are in the schools to vindicate constitutional rights. You all have subverted the process by reversing the question of criminals in waiting. JO'd 00I0I2I 01 The Board and fd uHof woaj Z3J3I 2661/21/20who the Intended beneficiaries are. point. This brings ne to sty third i The desegregation plan calls for reduction of suspensions and expulsions. Rather than reduce suspensions and expulsions. the Board and administration have chosen to increase them. Moreover, it now totally disregards the concept imbedded in the desegregation plan that school staff are in loco parentis status rather than police status. As stand-in parents, it is inconceivable that the District would allow police officers to make school disciplinary judgments and then allow the criminal judicial system to incarcerate juveniles without bail for four days and nights. Yet that is what happened to Mabelvale Junior High School students who were simply involved in a fight. This approach allows a principal to abdicate her responsibility for making disciplinary decisions by deferring to police authorities the District placed in the environment. These parents were not on notice that they were sending their children to school to be subjected to nonschool ultimate determinations involving simple The social and economic adversities which conveyance of f ights. tills discretion to resource officers visit upon Black children is immense and pervasive. Police authorities should be removed from the schools or take their orders from school authorities after due consideration of due process considerations and the I remind you that we have repeatedly desegregation plan itself. called to the Board's attention the numerous indiscretions and discriminatory acts of Ms. Gayle Bradford at Cloverdale and Mabelvale Junior High Schools. You, your predecessor and the Board have not taken our monitoring reports and other correspondence seriously. We have advised you that Ms. Bradford's situation appears designed to frustrate the desegregation plan and to deny equal education to Black children. You should also be reminded that a large number of the Black staff members have protested her treatment of them and of students. Contrast, if you will, your reaction to those staff members with your reaction to the white staff members at Mablevale Elementary School to a Black principal. T many more examples for you and have done so in the past. I can provide This reinforces my fourth point. The School District takes whatever action necessary to retain the goodwill of white patrons and attendance of their children. The same is true of your white staff. We can not participate in a procedure or process where racial views predominate in a manner contrary to achievement and vindication of constitutional rights. Fifth, we participated in a similar process in 1993. It was modeled on the Syracuse City School District \"Strategic Plan 1991-1996'. See leuo to Estelle Matthis from Bill Mooney dated August 23, 1993. That process was under your aegis although you did not officially come to the District until October of 1993. I have never received a report of the consequences of our work in 1993. I request a report at this time on that matter. If our C0  d 00IO1ZE Oi H'd aajiitin'n iiHor uoad 21-: a I S64,/I/Z0I productive in 1993, why is it necessary for us to sao passina, L\u0026lt; work was revisit the same issue in 1995. In passing, 1 note that Leon Modeste was Involved in the Syracuse plan and T believe that your present consultant, whose name I believe is Howard Feddema, iw as also. The District seems to continually try to recreate the wheel which brings se to ny sixth point. The desegregation plan adopted by the Board has never been Implemented in good faith. Look at the various ODM reports, the Joshua reports and the Courts various findings. I would like to be made privy to any session involving the public which has been convened for the purpose of implementing the existing plan since you have been here. nothing. It goes without saying that Dr. Bernd did I Bust therefore conclude that the Board and administration no longer, if they ever did, intend to implement the court approved plan. This bring me to my final point. Joshua can not participate in a process designated to denigrate the court approved plan where the announced goal is to \"get the District out of Federal Court\", especially where the District's treatment of Black children cries out more than ever before for the protection of the Court. As an African Anerican, you more than any of your predecessors, should be aware that our long, tedious, tortured \"stride toward freedom\" has been secured through legal actions taken through and by the Court. It looks as if that is the only arena where we can at least get a fair hearing in these times and hope to have the interests of our children protected. For these and other, reasons, count us out of the \"Strategic Plannnlng: Creating the Future\" process. Instead, we ask that you devote as much time in implementing the plan and in treating all children as contemplated by it as you and the Board would devote to Its dlssantlenent. Sincerely, in W. Walker JWW\njs co: Ms. Ann Brown Id ' ' M ut i,-ac. FES 1 'I9\u0026lt;\ns Offics of Dessgregit\na 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 MOTION TO ENJOIN THE LRSD FROM EXPENDING SUBSTANTIAL SCHOOL DISTRICT FUNDS WITHOUT COURT APPROVAL AND FOR OTHER RELIEF The Joshua intervenors respectfully move the Court to enjoin the Little Rock School District from expending unbudgeted, large sums of school district fends without prior court approval. They also ask the Court to require the Little Rock School District to specify what action they have taken during the 1994-95 school year for compliarxie or in order to promote compliance with their own desegregation initiatives. For cause, the Joshua Intervenors respectfully show the Court that 1. The school district administration and school board have embarked upon a course of action to dismantle the court approved desegregation, integration and remediation plans herein. They have done this through, i.e., bad faith disputation of the plan, disregard lor remediation, proliferation of oiscipiinaiy consequences upon Black children, public relations actions designed to misrepresent facts within the schools, proposing to closing more schools in minority and low income areas, increasing rather than decreasing transportation burdens upon minority children, and expending or proposing to expend large sums of district furxjs to supplement salaries of fevered district personnel under trie guise of 'green Factor* resaarcri committees. For trie latter point, please see exhibit A, a statement approved by the LRSO Board of Directors on February 9,1995. For the other points, Joshua respectfully requests leave to take discovery on them prior to a hearing. 2. The school district plarts to engage in a long rang strategic planning conference beginning on February 14, 1995. The District engaged in such a process in August and September, 1993. The purpose of the confererx^e is to find ways to dismantle the court approved desegregation plan. Such plan, if undertaken for trie stated purpose, is not in good feith\ntherefore, the process should not be allowed. If it is allowed, however, we respectfully submit that the Court should not have any official role in the proceeding through ODM or otherwise because such approach is contrary to the interests of Black children in the District WHEREFORE, the Joshua Intervenors respectfully request the Court to allow them to take discovery, set this matter down for early hearing and thereafter enter an Order (a) finding that the districts actions represent bad faith implementation (rf implementation at all) of trie Court approved Desegregation Plan\nand (b) enjoining the district from proceeding with substantial furtding initiatives including school closings wBhout prior Court approval. Respectfully submitted,t- 0  d 1H i 0 i JOHN W. WALKER. PJL 1723 Broadway Little Rock. AR T23X (501) 374-37S8 loKn W. Walker, Bar No. 64046 By: CERTIFICATE OF SERVICE I, John W. Walker, do hereby certify that a copy of the foregoing pleading was fonwarded to all counsel of record, by U.S. Mail, postage prepaid, on this__ day of February, 1995. Johi Walker STRATEGIC PLANNING COMMITTEE NAMES ADDRESS PHONE/FAX Anderson, Dr. Victor 6700 \"H\" Street Little Rock, AR 72205 671-6200 (work) 671-6207 (fax) Beason, David 810 West Markham Little Rock, AR 72201 324-2060 (work) 324-2032 (fax) Briggs, Mona 401 N. Pine Street Little Rock, AR 72205 671-6250 (work) 671-6294 (fax) Coleman, Eleanor 1500 West 4th Street Little Rock, AR 72201 372-3519 (home) 375-4620 (fax) Crary, Don 209 West Capitol, 2nd Floor Little Rock, AR 72201 374-1011 (work) 688-8342 (fax) Dedner, Kevin 3314 Holt Road Little Rock, AR 72204 228-0472 (home) student at Central Frazier, Lee Two SL Vincent Circle Little Rock, AR 72205 660-3000 (work) 660-2329 (fax) Harris, Tyronne 901 Martin L. King Dr. Little Rock, AR 72202 324-2135 (work) Johnson, Brad 12017 Cherrystone Circle Little Rock, AR 72209 455-2068 (home) student at Fair Kennedy, Barbara 6423 Stagecoach Road Little Rock, AR 72204 455-7430 (work) 455-7427 (fax) Kohler, Dr. Patty 100 S. Arch Little Rock, AR 72201 324-2180 (work) 324-2032 (fax) Martin, Mahlon 308 East 8th Street Little Rock, AR 72202 376-6854 (work) 374-4797 (fax) Mason, Jesse 2801 S. University Little Rock, AR 72204 569-3584 (work) 569-3588 (fax) Matthis, Estelle 810 West Markham Little Rock, AR 72201 324-2010 (work) 324-2146 (fax) Mayo, Dr. Russ 501 Sherman Little Rock, AR 72201 324-2271 (work) 324-2281 (fax) Miller, Virgil P.O. Box 1681 Little Rock, AR 72203 378-1251 (work) 378-1146 (fax)Strategic Planning Committee Page 2 Milton, Ken 2410 Battery Street Little Rock, AR 72206 324-2415 (work) 324-2150 (fax) Mooney, Bill 201 East Markham, Suite 510 Little Rock, AR 72201 376-6200 (work) 371-0100 (fax) Moore, Delia P.O. Box 3257 Little Rock, AR 72203 376-4567 (work) 376-7607 (fax) Riggs, John 9125 Interstate 30 Little Rock, AR 72209 570-3528 (work) 570-3525 (fax) Robertson, Zeke P.O. Box 1611 Little Rock, AR 72203 373-3383 (work) 373-3090 (fax) Smith, Carole 5709 Kavanaugh Little Rock, AR 72207 663-4334 (work) Steward, John 924 S. Midland Little Rock, AR 72205 378-2154 (work) Stewart, Hezekiah 3701 Confederate Blvd. Little Rock, AR 72206 378-0176 (work) 378-0432 (fax) Strickland, Carroll 4107 Bruno Little Rock, AR 72209 565-5012 (work) Vibhakar, Diane 3917 S. Lookout Little Rock, AR 72205 661-8030 (home) Walker, John 1723 S. Broadway Little Rock, AR 72206 374-3758 (work) 374-4187 (fax) Warren, Judge Joyce W. 1916 South Pine Street Little Rock, AR 72204 340-6725 (work) 340-6788 (fax) Wells, Kathy 2121 S. Gaines Street Little Rock, AR 72206 374-7269 (home) Williams, Dr. Henry 810 West Markham Little Rock, AR 72201 324-2100 (work) 324-2146 (fax) lisupI REMINDER RECEIVED FEB 1 3 W5 OJfice of Desefife\u0026lt;j2fiy( i- LRSD Strategic Planning Process Begins Tuesday, February 14,1995 5:30 p.m. (Light Dinner Provided) Excelsior Hotel Caraway Boom Valet Parking Provided (Identify yourself as participant in LRSD meeting) Dress Casual! Call 324-2112 if you have any questions. See you there!!!RECF' -WK FEB 1 4 1995 Office of Desegregation Monitoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION UTTLE ROCK SCHOOL DISTRICT. ET AL PLAINTIFFS V. NO. LR-O82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT. ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE W. KNIGHT, ET AL INTERVENORS MOTION TO ENJOIN THE LRSD FROM EXPENDING SUBSTANTIAL SCHOOL DISTRICT FUNDS WITHOUT COURT APPROVAL AND FOR OTHER RELIEF The Joshua Intervenors respectfully move the Court to enjoin the Little Rock School District from expending unbudgeted, large sums of school district fends without prior court approval. They also ask the Court to require the Little Rock School District to specify what action they have taken during the 1994-95 school year for compliance or in order to promote compliance with thar own desegregation initiatives. For cause, the Joshua Intervenors respectfully show the Court that 1. The school district administration and school board have embarked upon a course of action to dismantle the court approved desegregation, integration and remediation plans herein. They have done this through, i.e., bad faith disputation of the plan, disregard for remediation, proliferation of oiscipiinaiy consequences upon Black children, public relations actions designed to misrepresent facts within theschools, proposing to closing nrare schools in minority and low irxxxne areas, increasing rather than decreasing transportation burdens upon minority children, and expending or proposing to expend large sums of district funds to supplement salaries of favored district personnel under the guise of 'green Factor' research committees. For the latter point, please see exhibit A, a statement approved by the LRSD Board of Directors on February 9, 1995. For the other points, Joshua respectfuUy requests leave to take discovery on them prior to a hearing. 2. The school district plarts to engage in a long rang strategic planning confererxje beginning on February 14, 1995. The District engaged in such a process in August and September, 1993. The purpose of the conference is to find ways to dismantle the court approved desegregation plan. Such plan, if undertaken for the stated purpose, is not in good faith\ntherefore, the process should not be allowed. If it is allowed, however, we respectfully submit that the Court should not have any official role in the proceeding through ODM or otherwise because such approach is contrary to the interests of Black children in the District WHEREFORE, the Joshua Intervenors respectfully request the Court to allow them to take discovery, set this matter down for early hearing and thereafter enter an Order (a) finding that the districts actions represent bad faith implementation fif implementation at all) of the Court approved Desegregation Plan\narxl (b) enjoining the district from proceeding with substantial funding initiatives including school closings without prior Court approval. Respectfully submitted,tOd IHiOi JOHN W. WALKER. PJL 1723 Broadway URIo Rook, AR 72206 (501) 374-3758 By. Ib/n W. Walker, Bar No. 64046 CERTIFICATE OF SERVICE I, John W. Walker, do hereby certify that a copy of the foregoing pleading was forwarded to all counsel of record, by U.S. Mail, postage prepaid, on this__ day of February, 1995. Joh] Walker LRSD SUPPORT SERVICES Fax:1-501 \u0026gt;4-2032 Jan 6 95 16:14 P.Ol January 6, 1995 To\nAnn Brown Office of Desegregation Monitoring Fax t 371-0100 From: Linda Young Little Rock School District 324-2112 This is to confirm the meeting on Wednesday, January 11th at 1:30 in your office with Dr. Williams, Leon Modeste and I regarding p.m. the Strategic Planning Process. Attached is a framework of the Strategic Planning Process for your review. Looking forward to our meeting on Wednesday. Thank You, Linda Youngfl jS 1 Confirm commitment and readiness  Conduct basic awareness session(s)  Explore system capacity and design Prepare for planning  Communicate about planning  Collect vital signs data Build strategic planning team .. Conduct first planning session vS * .. \u0026lt;* -i z Develop action plans  10. Action plans Conduct second planning session  Achieve consensus action plans  Affinn consensus strategic plan Prepare implementation sch^ule (with supporting resource plan) Obtain board approval * 1. Beliefs  2. Mission  3. Parameters 4. Internal Analysis 5. External Analysis 6. Competition 7. Critical Issues  8. Objectives  9. Strategies : Develop capacity for implementation  Communicate approved strategic plan  Develop mutual expectations and system design  Systemize site involvement I**' iejff i. 5.*' S*K- *1^ -. Communicate draft plan ''I 7 Validate pians and process continually \u0026lt;. Build action teams  Regular reviews  Periodic updates A ' -J 1 Little Rock School District OFFICE OF THE SUPERINTENDENT - RECEIVF'^ January 25, 1995 JAN 3 0 1995 Bill Mooney Office of Desegregation Monitoring 201 East Markham, Suite 510 Office of Desegrega. . Little Rock, AR 72201 Dear Mr. Mooney: I am delighted that you have agreed to serve on the strategic planning team for the Little Rock School District. I am certain that this process will help determine the future direction of the district. Dr. Howard Feddema will serve as the facilitator for the strategic planning process. He is associated with the Cambridge Management Group located in Montgomery, Alabama. Listed below is the schedule for the planning sessions, to be held at the Excelsior Hotel. Tuesday, Feb. 14 5:30 - 7:30 p.m. Planning Session (Light supper provided) An Wednesday, Feb. 15 Thursday, Feb. 16 Friday, Feb. 17 informational session 7:30 8:00 a.m. Breakfast 8:00 a.m. - 10:00 p.m. Planning Session 7:30 8:00 a.m. Breakfast 8:00 a.m. - 10:00 p.m. Planning Session 7:30 8:00 a.m. Breakfast 8:00 a.m. - 5:00 p.m. Planning Session for members of the planning team. community organizations, and others will be held on Monday, Feb. 6 from 5:30 7:30 p.m. in the Board Room of the Administration Building, 810 West Markham. Please plan on attending this meeting. 810 West Markham Street  Little Rock, Aritansas 72201  (501)824-2000 Page 2 Feel free to invite other members of your group. Please call Linda Young at 324-2112 to make your reservations so that we can provide adequate seating. Looking forward to working with you. Thanks again. Sincerely, Henry P. ] Superintel Schools 'Jr ' I ' f I I s Little Rock School District OFFICE OF THE SUPERINTENDENT M 5 1995 March 30, 1995 Ann Brown ODM 201 E. Markham, Ste. 510 Little Rock, AR 72201 Dear Ms. Brown, The Little Rock School District has begun a Strategic Planning Process. We believe that this is a valuable process for defining the educational future that we want for our children. The Strategic Planning Committee has completed the first planning session. An informational session to share the work of the committee will be held on Wednesday, April 5, 6:00 p.m. in the Board Room of the Administration Building at 810 West Markham. The committee will provide an update on the strategic planning process and share draft materials of the work that has been completed to date with the community. Broad base community participation is needed for the Action Planning phase of the process. Please call Linda Young at 324-2112 if you need further information or assistance. Thanks so much for your continued support of the Little Rock School District. Sincerely, Henry P. Williams 810 West Markham Street  Little Rock, .Arkansas 72201  (501) 324-2000 LRSD SUPPORT SERVICES Fax:1-501-324-2032 fipr 4 95 9:59 P. 02/02 .. - as 73-40] (501)834-3000 SHULTS, BAY \u0026amp; KTJBKVS attornkys at law ISOO WOKTHEN BANK BCIUJINO aOO WEST CAPITOL AVENUE LITT1.E ROCK, ARKANSAS 73201-3037 ROBERT SHULTS THOMAS RAY H. BAKER KLRRUS STEVEN SHULTS DEBORAH K. THUBY TELEPHONE (801) 375-8301 FACSIMILE (501) 375-68! May 22, 1995 Def' 4 '^1 r Mh I 2 2 1995 Ms. Ann Brown Office of Desegregation Monitoring 201 East Markham Little Rock, Arkansas 72201 Oiisce ci Dear Ms. Brown\nAlthough I am the co-chairperson of the Little Rock School District's long-range Although lam the co cna desegregation plan, 1 am writmg in my planning action team dealing individual capacity at this time as  h-  - ~implement member of this community at la g  . effort to achieve unitary parent with children in the district and as a a driving the litigation. and have invested my whole future in Little I have resided here for 15 years and have mvesteu my wnoie iuloiu xxx been committed to Little Rock public schools since I retamedAc^Li^  recruitment and 1 have tirst nanu through when trying to decide Rock. I have------ . . , Rock. I have actively assisted in kindergarten knowledge regarding the process which parents go where their children will attend. latest report caused great damage to the The recent publicity surrounding your Little Rock School District and to its prospects for implementation of the aspects of the plan which seem subscribe to the view that ma V .. , snecial needs which must lower socioeconomic students (regardless of r ) district, sits'\nbuild community support and involvement. equal access to a full measure of the Plan will not be possible unless weSirtrLTS, RAY \u0026amp; KUBRCS Ms. Ann Brown May 22, 1995 Page 2 Great damage has been done to this district by the publicity surrounding your latest report. We are struggling to maintain white enrollment. One of the biggest obstacles in this struggle is the general negative perception which results from damaging articles and media publicity. The result of this damage is that children opt out of the public system and their parents cease to support it. I believe our biggest problem district-wide is the perception that the district is failing. This perception erodes community support for the district. There is no community support for a millage increase, and further cuts in the district's programs will result in more damage, more opting out, and more animosity toward the district, making a millage increase even more difficult. I have worked for years against a dual system, one public and one private. We have been fighting this battle for many years (see enclosed article). I fear that the tide has turned against us. I would like to personally invite you to come to one of our planning meetings and let us know how we can be of assistance in implementing the plan. The only qualification for membership on our committee that you be a person of good will who is willing to work. If you feel that the office of desegregation monitoring is not in a position to participate in this process, I would still ask that you attend one of our meetings and let us know how we can be of assistance. Our next meeting is May 31, 1995, at 6:30 p.m. at Hall High School. Please contact me and let me know whether you or someone from your office would be willing to attend and make a presentation to us regarding your office, the role of your office, and the way that we could be a positive influence in the desegregation process. Sincerely yours, H. Baker Kurrus HBK:rdb rt As I sat on the Main Street Mall basking in the noon sunshine, watching the pedestrians trip on the uneven tiles, and a reading the paper, I was initially amused by the letter from the jovial anarchist. Win Farrell, who was rejoicing in the Little Rock electorate's defeat of the 8 mill tax increase. Upon the second reading, I really couldn't tell whether Mr. Farrell's letter was an honest of his views or a clever piece of journalism designed to point out the myopia of the majority. In either case. my amusement faded as I realized that the views ex- pressed by that writer were shared by the many people who pulled the same lever on election day. Although most of the \"nays\" would probably not admit to II long[ing] for thiG day when the public school system in America is wiped out, \" I'm afraid that the negativists share all isolationistic views. too many of the jovial anarchist's There is no crucial flaw in Farrell's notion that each is responsible for educating his own. If such a commitment did in fact exist, the problems of the Little be greatly diminished. Rock school system would It is, however. naive and unrealistic to believe that each member of the community has the time, resources, and ability to provide a well-rounded education to the young members of his immediate family. Such a belief could.be no more realistically held by a wealthy man than by a man of lesser means. It is also unrealistic and naive in a more fundamental sense to think that 6a well-rounded education can be had in a cloistered environment which is not representative of the community as it exists. If the purpose of education is to prepare one for a productive life in the real world, then that end can be best served by conducting the training process in a microcosm which introduces the student not only to math and English, but also to actual problems in a controlled, but representative, atmosphere. In recognition of some of these realities of education, public schools were born. \"Public schools\" have suffered in the past because they were not truly public, and the public has suffered by learning lessons in the streets which should have been learned in the classrooms. It now appears, though, that the lessons were not learned very well and that we are regurgitating the very bitter pill which presently holds the only hope of curing the pernicious disease. I'm not ready to give up on the idea of community improvement through education, any many of Little Rock's citizens are not giving up, but the help and participation of all segments of the community is essential. One need only glance at the precinct-by- precinct results of the last election to see that the people with the most to give are tired of giving. Those less advantaged are doubtless tired, too. I believe that sooner than later we must all realize that this community and its members will succeed or fail together, and that the good education that all desire cannot be had in a roomful of people who pleasantly deny that their neighbors exist, or in a roomful of people who are not receivingfamilial support, direction and encouragement. I am aware of the fact that many of the lessons now being learned in the public schools are horribly unacceptable, but that only means that there is much hard work to be done in the community. It is time that we put our heads together and set about the task.H. BAKER KUERUS 1600 WORTHEN BANK BUILDING UTTLE ROOK ARKANSAS 72201 / RECFIVO Jill 10 1995 Office of Desegregation Mcniioring /n^dJlud^ I fi i wnii^ l^ Siart' K i /i^ Pa, C\\ROBERT SHULTS THOMAS RAY H. BAKER KURRUS STEVEN SHULTS DEBORAH K. TRUBY SHTJLTS, RAY \u0026amp; KURRUS ,ATTORNEYS AT LAW IQOO BOATMEN S BANK BUILDING 200 WEST CAPITOL AVENUE LITTLE ROCK. ARKANSAS 72201-3637 TELEPHONE (501) 375a3Ol FACSIMILE (501) 376-Q861 July 7, 1995 TO: ACTION TEAM 2 MEMBERS Dear Friends, Our next meeting will be held on July 13 at 6:30 p.m. at Hall High School. Please plan on attending the meeting. I enclose to each of you a summary sheet which shows the results of our brainstorming session during our last meeting. Jerry Osterman deserves our thanks for leading the session and for preparing the first draft of the notes. Also enclosed are copies of the litigation summary which Van Light has prepared and copies of an article she provided which covers current issues in desegregation litigation. The article pre-dates the U.S. Supreme Court decision tn the Kansas City case. Last, but not least, I enclose a copy of an outline which I have prepared. This outline is my view of the desegregation plan status, with a particular emphasis on implementing a beneficial strategy for improved relations among the patrons of the district. At our upcoming meeting I would like to discuss the specific action plans which will address the concerns expressed at our last meeting. I believe we should emphasize inclusion of all parties and cooperation among these parties and all monitoring bodies. Sincerely yours, H. Baker Kurrus HBK:rdb Enclosures 7/7/95 TEAM 2 - LRSD STRATEGIC PLANNING LRSD Strategic Planning Team 2 is charged with developing action plans to implement the following strategy\nII 'Develop the means to successfully implement or modify the desegregation plan in order to achieve unitary status as well as the objectives in the strategic plan.  A brainstorming session, held June 22, 1995, collected ideas from all participants without criticism or judgment. These ideas are grouped into four categories, with clarifications by the authors in brackets. This report is being sent to all participants for their review, constructive criticism, and further suggestions. Please forward your comments to Baker Kurrus (Fax\n375-6861) or to Gerry Osterman at 221-2057. The report will be reviewed at the next committee meeting. Most of the ideas can be grouped under the following headings\n1. 2. 3. 4. Desegregation plan performance and review. Quality education for all students. Public involvement, understanding and support. Optimization of the special programs. The ideas stated by the team members are summarized as follows\nDesegregation plan review 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Implement/modify the plan. Remove all vestiges of segregation. Develop simplified, understandable, focused plan. Develop realistic plan. Consider feasibility of plan components. Consider district revenue. Consider changed circumstances. Meet basic requirement to abolish racial identification (for student bodies, faculty, staff, transportation, extracurricular activities and facilities). Define words in the plan (develop glossary). Consider administrative listing of plan requirements. Tailor the remedy (plan) to the original problem. Involve teachers and administrators in planning.7ni^s [Involve the intervenors and the desegregation plan committees like the magnet review committee and the bi-racial committee early in the process, before suggesting plan revisions and before the decisions are made. We must consult before deciding - and listen. The present process is limited to promoting conflict in court sessions. This damages the district. Failure to improve this process will result in lower education for all Little Rock students] Quality education for all students 1. 2. 3. 4. 5. 6. 7. 8. Student centered plans and programs (Reading Recovery, Great Expectations). Emphasize reading, writing and arithmetic. De-emphasize race (emphasize persons). Provide special teaching for disadvantaged. Use best available teaching methods. Define what is wrong with schools for black students. Get honest about race, class and culture. (Analyze and provide for needs and differences like variations in early exposure to print). Define the public schools' responsibilities and limits. Public involvement, understanding and support 1. 2. 3. 4. 5. 6. 7. Develop community acceptance (of desegregation and the plan). Increase parent involvement. Educate white \"majority\". Reduce flight of white and black families. Develop historical understanding (of public schools). Change attitudes toward education and race. Investigate Parents for Public Schools (national organization). Optimization of special programs (including neighborhood schools, incentive schools, magnet schools, interdistrict schools, special education, vocational education, alternative schools, summer schools and nursery schools) 1. 2. 3. Emphasize neighborhood schools. Improve effectiveness of Incentive Schools. Consider pairing schools. 24. 5. 6. Determine current demographic (and geographic) information and forecast. Consider magnet schools advantages and disadvantages. Look at neighborhood schools' effect on all students. Additional comments Desegregation must be a good faith effort (and competent). Little Rock School District is accountable for results. We have had a relatively short time to change attitudes. We need timeliness of progress (compliance). Improve security (community peace of mind). [The interests of all litigants, and their duty, is to convert to a unitary system in which racial discrimination would be eliminated root and branch and to provide the best practical education for all students. New communications and probably some reorganization and changed emphasis of the parties is required to achieve these interests.] Gerald Osterman Baker Kurrus cc: Committee members Leon Modeste Linda Young Russ Mayo Henry Williams Ann Brown John Walker Eleanor Coleman Grainger Ledbetter 3Status LRSD Desegregation Case as of June 22, 1995 Plan Implementation Process a. Completion Status Russ Mayo's office conducting audit. Audit results in 3 weeks. (2500 compliance tasks, 1718 remaining) b. Compliance is evaluated in terms of I. Showing Good Faith effort. (that is, demonstrating that there is a genuine commitment to operate a unitary system. The school would operate in compliance with the commands of the Equal Protection Clause of the 14th Amendment. The school would not return to its former ways. II. Eliminating all vestages of past discrimination in the school system to the extent practical. Define vestage: a trace\na remnant of the former unconstitutional school system. Green factors Student Assignment Faculty and Staff Facilities Transportation Extra Curricular Activities Availability of equitable (as opposed to equal) education opportunities. Additional Specific harms identified by the District Court specific to the Little Rock case. c. Desegregation Plan Amendment Process (see handout) I. Plan Amendments Pending (at district court) Proposed change to adjust racial balance ratio requirement to match racial balance ratio of affected attendance zone. Proposed changes affecting budget. ii. Plan Amendments Under consideration at LRSD/Deseg Office NONEII. Litigation Affecting Desegregation Plan a. Litigation Currently in Process. i. Claim against State of Arkansas. LRSD Claims that State of Ark. violated Settlement Agreement by way it computes workers' compensation, computers, M to M Transfers. District Court: Sth Circuit: Ruled in favor of LRSD claim. State appealed, Decision pending. i i. Claim against PCSSD. LRSD claims that PCSSD violated Settlement Agreement by way it computes the amount of money to be dispersed to the Interdistrict Schools. District Court: Sth Circuit: Ruled in favor of PCSSD. LRSD appealed, Decision pending. b. Litigation Recently Concluded. i. Joshua Intervenors petitioned Court not to allow the closing of Ish Elementary by LRSD. District Court: Sth Circuit: Ruled in favor of LRSD Upheld District Courts ruling. i i. Joshua Intervenors petitioned Court to create 3 majorityblack school board zones instead of 2. District Court: Sth Circuit: Ruled against petition. Upheld District Court's ruling. HI. Prediction of Completion of Plan Compliance and Release from Court Supervision.2 Lc X 3 co 1) OO s JS  -S 1) Q co (U c^ 3 .3 3 2P w  E 00 x: 3 U 2 G c u o V5 73 73 3 3-0 \u0026lt;U U co U . G. -= I O E CQ o u D 12^ o 03 S oi IZ3 CZ2 O o o 3 O E 3 (D E 3 3 3 O 3 00 o o CT) o O tn tn u o o w 2- CU 3 . 00 3 1) Um co Q 3 hJ .s co (SO 3 3 J= u o o co \"o 13 45 a a\u0026gt; \u0026gt; o _ Q o co 5 u 2 \u0026lt;U CQ fi o bJD fl fl OJD C C3 IS 0^ U) 0) cn IXl o 1) Q 0M CO C P co co 3 \u0026lt;u 73 3 5? .s O o co O 3 co 'S E 73 \u0026lt; co u 0.) U= u 3 (U H VJ 0^ s s o U 73 a\u0026gt; \u0026gt; o Om ex 3 fi m (M 3 CO CU 00 o c 3 .2  G C D G S o X' C cn O T3 \u0026gt; O O 13 gj 3 TS 73 a\u0026gt; \u0026gt; o k a ex 3      s o. 3 CO (U a: 3 c 3 O X) 3 1) s 73 O 33 3 3 \u0026lt;U *3 P . i CO -=i (S co 00 X g .. 2 -2 o o co  4= C tn 5 3 S o CO  M 3 33 r x\u0026gt; 3 \u0026lt;- -s /? C O o a cy e- -z\nCO C/3 CO C \u0026lt;U t) -3 Q Q:^ o cs a. g 3 CZ5 c co u O Q P - Q X t4_ .- o (U 3 j= CQ CZ) 3 .2 3 \"co \u0026gt; w c s A s GO 0^ R tZ! Cj 5 \"S o .u Co -ic u o 05 \u0026lt;uin 195 A. B. I. PLAN IMPLEMENTATION Identify LRSD Plan Obligations. 1. 2. 3. 4. 5. 6. 7. 8. 9. Classify and Group Plan Obligations. (a) (b) (c) (d) (e) (g) (h) (1) Incentive schools Student assignments Interdistrict magnets LRSD magnets Area schools Personnel Transportation Budget Special programs Isolate Goals and Objectives (differentiate from Obligations). Determine and Assign Compliance/Performance Responsibility. Determine Monitoring Responsibility. Consult Joshua Intervenors regarding all of the above. Consult ODM regarding all of the above. Plan and Calendar Regular Meetings with Joshua and ODM regarding all of the above. Seek advice/assistance from Joshua and ODM regarding all of the above. Consult, analyze, discuss, compromise, and seek consensus on all Plan issues. Establish Timetable and Plan for Meeting Unperformed Feasible Obligations.7/7/95 c. Develop Joint (LRSD, ODM, Knight and Joshua) Plan for Release/Recognition of Accomplished Plan Requirements. D. Determine Plan Requirements Which Are No Longer Feasible or Educationally Sound. 1. Consult ODM, Joshua. 2. Use professional educators who recognize LRSD obligations and Joshua goals. 3. Reinvigorate Plan with better, more effective programs which meet the goals. E. Seek Joint (LRSD, Joshua, Knight) Plan Modifications in order to meet goals and objectives. 1. Advise/consult with all parties, including ODM. 2. Consult experts within District and outside to get best educational programs available to meet goals. 3. Address Joshua concerns directly in advance through A. B. C. advice/consult/compromise/consensus process II. ESTABLISH TRUST, CONFIDENCE, AND GOOD FAITH Declare Intention to Cooperate With Knight. Joshua. ODM - reestablish working relationships. Schedule and Follow-up on Cooperative Efforts Outlined in Section I. Cultivate Conununity/Business Support. 2in 195 D. Analyze and Report on Positive Desegregative Results in area schools, interdistrict magnet schools. E. Focus on Rockefeller, and replicate its success in other Incentive Schools. F. Analyze LRSD magnet schools from standpoint of academic performance and desegregation results. G. Publicize Accomplishments. H. Identify Problems and Address Them Cooperatively. III. ARTICULATE LONG-RANGE PLANS FOR LRSD A. Complete Strategic Planning Process. B. Reinvigorate Board of Directors. C. Propose Joint Planning Sessions for Schools (Joshua. ODM, Kmght and LRSD). D. Complete Demographic Study and Use Study in Planning for Growth and Change. E. Outline Budgetary Needs/Examine MiUage/Organize Commitments for Millage. F. Plan for Facilities - Expansion, Reconstruction, and New Construction. G. Exhibit to the Community, Positive, Cooperative Approaches to Problems. H. Concentrate on Recruiting. 3CURRENT ISSUES IN SCHOOL DESEGREGATION LITIGATION Stephen J. Immelt* This presentation addresses litigation issues that arise when school districts attempt to eliminate court supervision under desegregation decrees or when school district actions are challenged on the basis that they produce an impermissible racial impact in terms of the overall operation of the system. (It, therefore, does not address issues of racial discrimination arising solely in an employment context) The presentation begins with a brief overview of the legal issues that shape desegregation cases, with particular emphasis on recent Supreme Court decisions dealing with the termination of judicial supervision. It then discusses practical issues that are likely to arise in such litigation. Forty years ago the Supreme Court issued its monumental decision in Brown v. Board of Education. 347 U.S. 483 (1954). The impact of that decision on American education, and society at large, have been enonnous. A direct consequence of Brown was Stephen J. Immelt is a partner in the law firm Hogan \u0026amp; Hartson. The views and opinions expressed in this article are strictly his own and are not attributable to other lawyers in the firm or its clients. B-1 \\\\\\BA - 80334/1005 - 0004201.01that it injected the Federal judiciary into the operation of public schools in a way that was unprecedented and far-reaching. Although the federal judges who presided over desegregation cases frequently expressed the hope that their involvement with the local schools would be limited and temporary, there was no clear sense of exactly what steps would be necessary to remedy the constitutional violations that were at the heart of Brown and its progeny or how long the process would take. The legal objective, as articulated by the Supreme Court, was disarmingly simple: the elimination of segregation, root and branch, from every facet of school operations. Green v. County School Board. 391 U.S. 430,435,438 (1968). Dismantling the dual school systems that were the product of de jure segregation in the South was a fairly straightforward task, at least legally. Much more complicated was the task nf eliminating the vestiges of those systems. The efforts to create a school system free of the influences of a prior dual system turned out to be a lengthy, frustrating. controversial, and elusive quest, embroiling federal courts in litigation that has often been measured by decades rather than years. This confused state of affairs was partly a function of the peculiar nature of desegregation cases themselves. Although such cases embody some of the most important conceptual principles underlying the Constitution, in practice they are extremely fact intensive. The geography and demographics of the particular community largely drive the legal analysis. To study desegregation cases is to read about routine B-2 \\\\\\BA - 80334/1005 - 0004201.01 operational decisions relating to school locations, school attendance zone boundaries, bus routes and the like. These are cases where the facts matter. These are also cases where the personality and outlook of the assigned judge has had a tremendous impact on the course of the litigation. A review of leading desegregation cases would reveal a wide variety of legal conclusions and remedial schemes in cases that seem ostensibly quite similar. Another important factor was the degree of acrimony that typically infused these cases, at least in their early stages. The issues that these cases present resonate so emotionally that it can be difficult to measure progress or even to agree on what criteria should be used. In many of the cases, the relations between the parties to the litigation have been characterized by a lack of trust and hostility of an intensity that took decades to develop. Also, the institutionalization of some cases (through the appointment of monitors, experts and the like) created a sense of inertia, perhaps even permanence, about judicial oversight. Despite these trends, some districts succeeded in obtaining a declaration that they had achieved unitary status, with the result that active judicial supervision of those districts ceased. In recent years the effort to achieve unitary status has accelerated. Not surprisingly given the history of these cases, the litigation over whether to terminate judicial oversight of desegregation efforts has reflected the same lack of consensus and uniformity that characterized the underlying proceedings. Although most B-3 \\\\\\BA - 80334/1005 - 0004201.01 cases described the legal inquiry in the termination phase as one focused on whether the school district had achieved unitary status, there was little agreement about exactly what was meant by that term or the analysis that should be undertaken to assess whether it had been achieved. There was also confusion about the legal effect of a unitary status determination. Did it mean that the case was over for good or just that active judicial supervision was being terminated? Did it mean that any orders issued in the course of the proceedings had no further force and effect? The answers to these questions had important practical consequences. In most cases the desegregation plans, which commonly dealt with student assignment, teacher assignment, building construction, transportation and related matters, were embodied in court orders. Did a declaration of unitary status and a dismissal of the case mean that those orders had no further application? Were districts then free to abandon or modify the very desegregation plans that had enabled them to achieve unitary status? For example, was a district that had been declared unitary free to return to a system of neighborhood schools even if the effect was to create racially identifiable schools? And if a district were to adopt such a course, what would be the legal standard that would be applied to evaluate its legality? Would the plaintiffs have to prove a fresh constitutional violation under Supreme Court decisions requiring proof of a discriminatory intent or would they be able to rely on the more relaxed standards that apply to districts under a court order? B-4 \\\\\\BA - 80334/1005 - 0004201.01For years the Supreme Court was content to allow the issues surrounding unitary status determinations to remain with the lower courts, notwithstanding the widespread confusion and inconsistency. Finally, in 1991, the Court took up the question of whether. and under what circumstances, a school district could be released from all constraints of a federal court order arising from an earlier finding of a constitutional violation. The case of Board of Education of Oklahoma City v, Dowell. 498 U.S. 237 (1991), arose from a long standing desegregation case in Oklahoma City. That case had a long and acrimonious history. The case had been filed in 1961, and there had been a finding in 1963 that the schools had been intentionally segregated. After voluntary efforts failed to address the problem, the district court entered an order in 1972 mandating a student assignment plan, known as the Finger Plan, that eliminated segregated schools by closing certain segregated elementary schools and converting them to fifth grade centers. Based on the successfill operation of the Finger Plan, the district court entered an order in 1977 declaring the district to be unitary, although the 1972 order was not vacated or modified. When the school district decided to abandon the Finger Plan in 1985, that action was challenged as violative of the 1972 order. The district court held an extensive evidentiary hearing and determined that, notwithstanding the resegregative effect of abandoning the Finger Plan, the school district continued to be unitary and that any segregation in student assignment was a product of demographic changes, not the action of the school district. The 1972 injunction was therefore dissolved. Furthermore, the district court held that the plaintiffs had failed to show that a fresh constitutional violation B-5 \\\\\\BA - 80334/1005 - 0004201.01 had occurred because there was insufficient proof that the system had acted with discriminatory intent. The Tenth Circuit reversed. It held that an equitable decree, such as the 1972 order, should remain in place unless there have been changes in circumstances such that the dangers that the decree was intended to address have become attenuated to a shadow. 890 F.2d 1483,1490 (10th Cir. 1989). Because, under that analysis, the school system had a continuing duty to desegregate, the effects of eliminating the Finger Plan required special scrutiny. The Supreme Court reversed. The Supreme Courts opinion in Dowell emphasized that injunctive decrees in school cases were never intended to be permanent. Once a decree had achieved its purpose of bringing about the transition from a state-sponsored segregated system to a racially nondiscriminatory school system judicial, supervision should cease. To evaluate whether that goal had been achieved, the Dowell Court identified two critical inquiries: 1) had the school system complied in good faith with the court decree since it was entered\nand 2) had the vestiges of past discriminatinn been eliminated to the extent practicable. With regard to the vestiges inquiry, the Court directed that consideration be given not only to student assignments, but to every facet of school operations  faculty, staff, transportation, extra-curricular activities and facilities. 498 U.S. at 250 (quoting Green v. New Kent County School Board. 391 U.S. 430,435 (1968)). Once a school decree was dissolved, the school districts future conduct would remain subject to B-6 \\\\\\BA - 80334/1005 - 0004201.01e Equal Protection Clause, but any such claim would need to establish a discriminatory intent if the moving party were to prevail. hl The Supreme Court soon returned to the issue of unitary status determinations in Freeman v. Pitts. 112 S.Ct. 1430 (1992), a case involving the school system for DeKalb Cormty, Georgia. Freeman reaffirmed the essential holdings of Dowell and embraced the principle that federal court supervision of a school system could be withdrawn incrementally\nin other words, the Court could withdraw supervision over student assignment issues while continuing to monitor other aspects of the system such as faculty assignments. The Freeman Court provided some further elaboration of the analytical framework for withdrawing court supervision. A court should examine whether: 1) the vestiges of past discrimination in a particular area of school operations has been eliminated\n2) the existence of full and satisfactory compliance with the existing decree with regard to those areas where supervision is to be withdrawn\n3) the need for ongoing judicial control over the area sought to be removed to bring about compliance in other areas\nand 4) the defendants good faith commitment to avoiding future violations of the type that gave rise to the original decree. 112 S.Ct. at 1446. In its current term, the Supreme Court is scheduled to hear State of Missouri v. Jenkins. That case, which will likely focus on the vestiges analysis, should provide even further guidance concerning the standards for withdrawing judicial supervision over school systems. B-7 \\\\\\BA - 80334/1005 - 0004201.01With that background in mind, let us turn to practical considerations. Assume that your client has been the subject of a desegregation order at some time in the past It is contemplating changes in some aspect of school operations, a change in attendance boundaries or the construction of a new school, that may be controversial because of a perceived racial impact You are asked to advise the district about the legal standards that would apply to these decisions. Alternatively, your client decides that it is tired of paying for high-priced Washington lawyers and that the time has come to terminate court supervision. You are asked whether that effort will be successful and what issues are likely to come up in the course of the case. Or your client is sued for actions based on their alleged racial impact What legal standard will apply to the determination of the school districts liability? If a party challenges the action of the school district, will they need to prove an intent to discriminate in addition to a racially disparate impact? The touchstone of this analysis will be whether the school district has achieved unitary status. If it has not, its actions will continue to be evaluated based on the impact of its actions in terms of race, regardless of the intent underlying the action. The application of this more rigorous standard may not preclude the school district from taking the desired action, but it will in all likelihood be necessary for the district to show that it has considered all reasonable alternatives and that there are compelling reasons for the chosen course. If, on the other hand, the District can show that it is no longer subject B-8 \\\\\\BA - 80334/1005 - 0004201.01 to judicial supervision, a less rigorous standard would apply and the burden of proof would shift to the party challenging the action. The starting point for addressing any of these issues is to undertake a thorough review of all prior court orders. Are there any orders that have been entered in the case that arguably were intended to terminate judicial oversight? If there has not been active judicial oversight in recent years, there is a good chance that such an order may exist. Whether the order uses the magic words unitary status is not definitive. Indeed, in r Dowell the Supreme Court cautioned against giving terms such as unitary constitutional stature. We think it is a mistake to treat words such as dual and unitary as if they were actually found in the Constitution.... Courts have used the terms dual to denote a school system which has engaged in intentional segregation of students by race, and unitary to describe a school system which has been brought into compliance with the command of the Constitution. We are not sure how useful it is to define these terms more precisely, or to create subclasses within them. 498 U.S. at 245-46. The critical issue was whether the district court has made a finding that the constitutional violation has been eliminated and done so in terms clear enough to put the parties on notice about the intended effect of the order. Since all unitary status orders entered prior to January 1991 were developed without the benefit of the Dowell case, one advocacy issue will be to develop arguments that the earlier order effectively complied with the criteria established in Dowell for dissolving a desegregation decree, even though the earlier order may not have used the B-9 \\\\\\BA - 80334/1005 - 0004201.01 exact language employed in the Dowell opinion. One of the attachments to this presentation is a copy of a unitary status order entered in 1977 that was subjected to a Dowell analysis (the 1977 Order). The issue in that case was whether the district in question had purged itself of any prior constitutional violations so that any new conduct had to be evaluated as a fresh constitutional violation. The plaintiffs argued that the 1977 Order did not use the precise criteria articulated by Dowell and that the School District itself had not considered the order to be definitive because it had continued to operate under the pre-existing desegregation plan. A particular deficiency noted by the plaintiffs was that the 1977 Order had not reviewed the Green factors nor had it made precise findings as to the elimination of vestiges with regard to each aspect of school operations. The School District prevailed on the issue by emphasizing the sweeping nature of the Courts declaration. Because the Court had expressly found that the constitutional violation had been eliminated, the plaintiffs were clearly on notice that the case was coming to an end. In this regard, the 1977 Order complied with the Dowell Courts observation that an order be sufficiently clear that the Plaintiffs could reasonably be expected to take an appeal if they were of the view that judicial supervision should continue. The lesson here is that, while improbable, your client may be unitary but not realize it. Read the .orders. B-10 \\\\\\BA - 80334/1005 - 0004201.01Assuming that there is no magic order hidden in some file cabinet, the next, and probably most critical, step is to conduct a unitary status audit. Counsel needs to sit down with the client and review various aspects of school operations with a view toward the Dowell/Freeman factors. This review must be objective and analytical. It must consider the history of litigation in your district and the likely attitudes and expectations of the presiding judge. Obviously, the Court records should be reviewed, paying particular attention to any reports submitted to the Court by the parties or outside experts or mo]\nors. The more active the level of judicial supervision has been, the more searching the unitary status inquiry must be. The threshold consideration is whether there has been good faith compliance with all court orders. Obviously, part of this inquiry relates to the history of the litigation itself. A district that has consistently resisted efforts to desegregate, that has taken an aggressive and combative approach to the litigation, or that has been ordered to take action because voluntary initiatives were ineffective is likely to encounter resistance and skepticism on this issue. A history of resistance is not necessarily fatal, however, for the Courts have recognized that attitudes change and, even more importantly, that the composition of school boards change. The advocacy issue in dealing with the issue of good faith compliance is to demonstrate that there is genuine commitment to operating a unitary system. As the Dowell Court observed, good faith compliance requires a finding not only that the school B-11 \\\\\\BA - 80334/1005 - 0004201.01 district was being operated in compliance with the commands of the Equal Protection Clause of the Fourteenth Amendment, [but also] that it was unlikely that the school board would return to its former ways. 498 U.S. at 247. In this sense, the good faith compliance analysis does not consist strictly of a retrospective review of the school districts conduct in the litigation. There is also an important predictive element. In assessing the strength of your clients position on this issue, you must go beyond the professed attitudes and intentions of your client. The Courts have generally expressed skepticism about the credibility of self-serving pronouncements by school officials of their good faith intentions. Dowell v. Board of Education of Oklahoma City. 8 F.3d 1501,1513 (10th Cir. 1993). Actions are what matter. Voluntary actions that promote desegregation beyond the strict requirements of the decree may be particularly material to show a strong institutional commitment to operate a system free from unconstitutional conduct. Ii Part of the litigators role, therefore, must be to evaluate critically the evidence that may reflect your clients commitment to desegregate. You should review with your client any significant public controversies affecting schools during the last five years. Opening and closing schools, changing attendance boundaries. allocating resources among schools and the like are the types of issues that generate controversy and that pose a significant risk of creating adverse evidence concerning your clients intentions. Learn the details of these controversies. Transcripts or tapes of public hearings are a source of particular interest. You should also identify all programs that have a bearing on future plans or programs for the school district. The existence of B-12 \\\\\\BA - 80334/1005 - 0004201.01 programs designed to promote desegregation on a voluntary basis such as minority to majority transfers and magnet schools may be given significant weight in assessing a school districts commitment to operate constitutionally and may go a considerable distance to overcome problems of recalcitrance in the past. Some districts have adopted policies that address what actions they intend to take following a declaration of unitary status as a sign of their good faith intentions. The next step in the legal analysis is whether the vestiges of past discrimination in the school system have been eliminated to the extent practicable. This inquiry is central to the whole purpose of school desegregation litigation, for the Supreme Court in GlSSn imposed on school authorities the affirmative duty to take whatever steps might be necessary to convert to a unitary system in which racial discrimination would be eliminated root and branch. 391 U.S. at 439. Conironted with this issue, the logical question that any litigator would ask is what is a vestige? That is a simple enough question but the answer is far from straightforward. In common understanding, a vestige is a trace, in this case a remnant of the former unconstitutional school system. But what does that mean when applied to a constantly changing institution such as a school system? Perhaps the best framework for analyzing the existence of vestiges are the factors identified in Green: student assignment, faculty and staff assignments, transportation. extra-curricular activities and facilities. B-13 \\\\\\BA - 80334/1005 - 0004201.01Student Assignment  Have the districts student assignment policies been designed to foster desegregation and have those policies been successful? Faculty and Staff  Are faculty and staff assigned to schools on an equitable basis? Does the composition of faculty or staff identify the school with a particular race? If there were affirmative action provisions in the Decree, have those been successfully implemented? Transportation  Are the burdens of any mandatory busing for desegregation shared equitably among various racial groups? Extracurricular Activities  Does the District encourage participation in the entire spectrum of extracurricular activities by members of all races and ethnic groups? Facilities  Are the educational facilities available at any predominantly minority schools comparable to those at predominantly majority schools so that all schools are capable of providing a modem educational programs? Consideration must also be given to any factors that may have a bearing on the availability of equal educational opportunities. These would include student achievement, attendance and drop-out rates, student discipline, and placement in special programs such as Special Education or Gifted and Talented programs. Finally, to the extent that the district court in your case has previously identified specific harms attributable to segregation, you must assess whether those issues have been addressed to the extent practicable. Although all of these factors are important, the issue that historically has received the most attention is that of student assignment One of the hallmarks of the B-14 \\\\\\BA - 80334/1005 - 0004201.01 unconstitutional dual systems were schools that were identifiable on the basis of race. An obvious starting point, therefore, in considering whether vestiges remain is the degree of racial imbalance in the school district Freeman. 112 S.Ct. at 1437. But the fact that racial imbalances may exist does not end the inquiry. The Freeman Court emphasized that racial balance is not to be achieved for its own sake. 112 S.Ct. at 1447. The critical issue is whether the existing racial imbalance is attributable, causally, to the prior constitutional violation. Once the racial imbalance due to the de jure violation has been remedied, the school district is under no duty to remedy imbalance that is caused by demographic factors. Freeman. 112 S.Ct. at 1447. In Freeman, the Court held that jurisdiction over a school system could be withdrawn on an incremental basis. For example, student assignment issues might be returned to the schools while other issues. such as faculty assignments, continued to be supervised by the court. The Freeman Court recognized partial withdrawal as a possible outcome even though DeKalb County continued to operate a number of racially identifiable schools and the racial imbalance in some of those schools was becoming increasingly skewed. The Freeman case was remanded to give the school system an opportunity to show that broad population changes in the district, not school policies, were the cause of current racial imbalance in school populations. Another area of controversy relates to the issue of so-called educational vestiges. One of the undeniable legacies of dual school systems was the inferior educational opportunities afforded to minority children. Some of the disparities were quite obvious in B-15 \\\\\\BA - 80334/1005 - 0004201.01 terms of differences in resources and programs but other effects were pernicious precisely because they were so subtle. Assessing the elimination of educational vestiges that may manifest themselves in attitudes toward the capabilities of minority children is challenging and bound to be controversial. See United States v. Yonkers. 833 F.Supp. 214 (S.D. N.Y. 1993). The Supreme Courts decision this term in Jenkins v. Missouri is expected to provide additional guidance concerning the analysis of educational vestiges. Accompanying this presentation are copies of selected pleadings from recent litigation that help illustrate the way in which the educational vestiges issues are being approached currently. From a litigators perspective, the vestiges phase of the analysis requires substantial reliance upon experts. A demographer should be consulted early in the process in order to understand the patterns of student assignment. The fact that particular schools are experiencing increasing racial imbalance may reflect demographic forces that are well beyond the influence of the school system. Several cautions are in order, however, in assessing demographic trends and the relation of those trends to the vestiges analysis. First, it is important to examine whether the school system has taken any steps that counter the trend or, even more important, that exacerbate it. Efforts to avoid imbalance through voluntary programs such as minority to majority transfers would be a positive fact. On the other hand, allowing white students to leave a school through selective application of a transfer policy would be a problem. Second, it is important to explore whether there is evidence that might support an argument that the school B-16 \\\\\\BA - 80334/1005 - 0004201.01 districts policies have themselves shaped demographic trends. For example, in rapidly growing com muni ties there is often pressure from developers for school systems to commit to particular school sites in advance of the construction or the demonstrated need. The sites selected by developers may have the effect of creating racially imbalanced schools. If other sites existed that might serve the expanding school population while preserving better racial balance or if there was a failure even to consider alternative sites, the school district may have a harder time separating itself from demographic trends. The important point is that the attorney must understand the demographic facts early in the case. In many districts, this effort may be facilitated by the growing sophistication of the student information systems that have been developed and installed in many districts. Even before consulting an outside demographer, you should find out what information can be supplied from your own client Once you have gathered the demographic information you need to be in a position to analyze it. Spread sheet programs such as Excel or Lotus 1-2-3 are invaluable tools for analyzing student assignment information. With such programs you can organize school information based on a variety of factors such as student racial composition, faculty racial composition or geography. You can then plot the trends of this information over time. Another important step is to create maps of the district to address important issues such as the relationship between population growth and school expansion or the patterns of minority housing. Such exhibits can demonstrate graphically, and persuasively, the demographic trends that may explain current student assignment patterns. Again, the B-17 \\\\\\BA - 80334/1005 - 0004201.01 crucial legal issue is whether any existing segregation in the schools is the product of residential segregation resulting from private choices of individuals and reflecting economic and social forces over which the schools have no control or, instead, whether current residential patterns continue to be shaped by school policy. This is an intensely factual inquiry. Expert assistance may also be necessary in order to assess the issue of educational vestiges. Are there disparities in achievement affecting minority children that may be attributed to the past violations? As with student assignment, the question is not just whether there are differences but whether the past constitutional violation is the proximate cause of the differences. Other important educational issues may include an analysis of differences on the basis of race in areas such as disciplinary actions, special education referrals, or participation in honors programs and extra-curricular activities. An education expert can help assess the reasons for and significance of such differences. That expert can also provide an opinion regarding whether further efforts to address educational issues are practicable. The issue of practicability is one that is likely to be heavily influenced by the perception of your clients past efforts to deal with issues of race. There will likely be overlap here with the good faith compliance analysis described above. In the area of student assignment, has the district pursued policies that promote desegregation? Are there magnet schools or volimtary transfer programs? Where have new schools been built B-18 \\\\\\BA - 80334/1005 - 0004201.01 and what old schools were closed? Were there alternatives for locating those schools that would have had less impact in terms of racial balance. If so, what was the explanation for the decision that was made. Was there public controversy about these decisions? If so, is there evidence that might suggest that the school district surrendered to the racial attitudes of the community in making the decision? It is not a defense that a school district created segregated schools because that is what the public wanted. A similar analysis should be applied to the question of educational vestiges. Have issues been raised, for example, about minority achievement levels or discipline? If so. were these issues addressed in a serious way, even if the differences remained, or were the concerns dismissed as unfounded, without investigation. What resources have been brought to bear on student achievement? Has there been any recognition of the need for innovative approaches to address different learning styles. These issues require a vigorous review of the historical record and a searching analysis that does not accept your clients explanations at face value. One truism noted above is the crucial importance of the individual judge and that judges personal assessment of the importance and benefits of judicial supervision. What is a vestige to one judge may be a problem with no practicable solution to another. Nevertheless, the judicial latitude that may operate in these cases underscores the need for I I a thorough record. The course of the Dowell opinion on remand illustrates the point. In 1 1 the opinion that was ultimately reversed by the Supreme Court, the Tenth Circuit applied B-19 \\\\\\BA - 80334/1005 - 0004201.01a stringent analysis that reflected some skepticism about the actions of the Oklahoma City school board. Yet when the district court reinstated its findings following remand from the Supreme Court, the Tenth Circuit afiirmed the decision, in large part based upon the factual record and its deference to the lower courts fact finding process. Dowell v. Board of Education of Oklahoma City. 8 F.3d 1501 (10th Cir. 1993). That same circuit struck down a unitariness finding in the Topeka school case that produced the original Supreme Court decision in Brown because of a failure of proof concerning the Districts good faith and the absence of a causal relationship between the racial identifiability of Topekas schools and its prior practice of segregation. Brown v. Board of Education of Topeka. 978 F.2d 585 (10th Cir. 1993). The facts matter. Suppose, then, that you succeed in efforts to have your district declared unitary and all judicial authority with regard to the district ceases. The districts future actions will, of course, remain subject to the Equal Protection Clause. Under that analysis, however, the fact that a school districts actions affect the racial composition of its schools does not, without more, establish liability. The more in question is proof of intent As the Tenth Circuits most recent opinion in Dowell states: Plaintiffs must prove not only that defendants actions created or maintained racial imbalances in the schools, but also that those actions were motivated by segregative intent 8 F.2d at 1518. That case certainly demonstrates that the effect of a school districts actions are not determinative since the result of Oklahoma Citys abandonment of the Finger Plan was to B-20 \\\\\\BA - 80334/1005 - 000420t01 create a group of predominantly African-American schools that mirrored some aspects of the Citys school system before the case was brought in 1961. Although proof of segregative intent imposes a serious burden on any plaintiff, school systems would do well to approach with care and caution decisions that may produce significant differences in terms of their racial impact Determining whether a particular decision was motivated, in part, by segregative intent is an inquiry that depends on the analysis of circumstantial evidence. The same issues discussed above in connection with the vestiges analysis will come into play here. For example, there may be a close examinatinn of the stated basis for the decision, the availability of alternatives and the reasons why those alternatives were not chosen. Statements made by public officials in response to public sentiment may color those decisions. The outcome of these cases may depend in large part on the willingness of the school district to take advice firom counsel as part of the decision making process. (Copies of pleadings from a recent case in which a school system prevailed in a desegregation case through a summary judgment motion accompany this presentation.) Any system that considers itself immune to constitutional scrutiny should consider the recent experience of the Philadelphia, Hartford, and Rockford, Illinois school systems. Each of these systems is currently embroiled in desegregation litigation: a federal court recently found that the Rockford schools were being operated in violation of the Constitution with the result that sweeping relief may be granted\nin Philadelphia the B-21 \\\\\\BA - 80334/1005 - 0004201.01case is in a remedial phase. Although the Rockford case may run counter to the general trend toward releasing federal court supervision of schools, it demonstrates that race continues to be a central concern for American public education. School districts must understand their continuing duties under the Constitution. Counsel play a critical role in fostering decision making that will not subject their school clients to unnecessary litigation risks. Indeed, with a good appreciation of issues that have driven the school desegregation cases, school counsel are in a unique position to guide their clients toward conduct that will be not only defensible but likely to discourage the commencement of litigation at all. B-22 \\\\\\BA - 80334/1005 - 0004201.01?rS5SSiS:x Little Rock School District OFFICE OF THE SUPERINTENDENT July 12, 1995 Mr. Bill Mooney Office of Desegregation Monitoring 201 E. Markham, Suite 510 Little Rock, AR 72201 Dear Mr. Mooney: I would like to extend to you an invitation to attend an exciting community briefing on Wednesday, July 19 at 5:00 p.m. in the Board Room of the Little Rock School District at 810 West Markham. The focus of this briefing is to provide a special report to community leaders regarding the progress of the strategic planning process and the current status of the desegregation plan. Following the special report to the community, a question and answer session will be held. This briefing session will be broadcast live on Channel 4 Cable TV. Thank you for your continued support of the Little Rock School District. Looking forward to seeing you on July 19th. Sincerely, Henry P. Williams Superintendent of Schools 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000'd Uurl i7?:GT AVtl 6* . ' c^ei Fl L'Y .iU Kjv\nk. Arkansas 7-' 17\u0026lt; pi. J 5 (501)3!44 !4000 dNi'Pna 'Miwab asanp IT 08/03/95 18:49 *J I ) /\u0026gt; - 501 324 2023 I.RSD COMMUNICATI --- ODM @001/001 tj S' a''  ! i\u0026gt; August 3. 1995 ^^iw-irirFiinn .sftiak a (1 is Little Rock School District News Release For more information: Linda Young, 324-2112 The Strategic Planning Action Team Representatives will hold C rwuiitng Aciion )eam Hepresentatives will hold a breakfast R\u0026lt;* School OMfer. Board Room. School Board members have been invited to attend. ### Note.- A special meeting situation exists when members attend the same event two or more school board 1 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000 4^ iSHULTS, RAY \u0026amp; KURRUS ATTORNEYS AT LAW 1600 boatmens bank BUILDING 200 WEST CAPITOL AVENUE UTTLE BOCK, ARKANSAS 72201-3637 ROBERT SHULTS THOMAS RAY H. BAKER KURRUS STEVEN SHULTS DEBORAH K. TRUBY TBLEPHONB (501) 375-2301 FACSIMILE (501) 375-0861 July 21, 1995 RECEIV^n Ms. Ann Brown Office of Desegregation Monitoring 201 East Markham Little Rock, Arkansas 72201 Jill 2 4 1995 Office of Dese\nregiion idonitcriMg Mr. John W. Walker Attorney at Law 1723 Broadway Street Little Rock, Arkansas 72206 Dr. Henry Williams Superintendent Little Rock School District 810 West Markham Little Rock, Arkansas 72201 Dear Ann, John and Hank: As you know, I am co-chairing the District's Long-Range Planning Committee which is attempting to come up with strategies to implement or modify the desegregation plan to achieve unitary status. At our last conunittee meeting, the members in attendance asked that I write to you and thank you for your work. The committee specifically asked that I congratulate you on the decision to meet and work cooperatively in an attempt to resolve the problems in our mutual best interests. From my own personal perspective, I believe it is increasingly important that we who are committed to public education pull together and demonstrate to our community that we can construct and operate a public school system which runs smoothly and delivers for everyone. I was very disappointed when I picked up today's paper and saw the articles which reported on the District's community update meeting held last evening. The principal purpose of the meeting was to report on the status of the various long- range planning teams. The general tone of the meetmg was upbeat and positive. The meeting was well attended. The Superintendent gave a nice talk in which heSHULTS, KAY \u0026amp; KUBKUS Ms. Ann Brown Mr. John W. Walker Dr. Henry Williams July 21, 1995 Page 2 spoke optimistically about the prospects for progress through cooperation. Instead of reporting on any of this, the Democrat-Gazette gave a rather mathematical report on the number of specific requirements contained in the desegregation plan. The tone of the article was pessimistic, even though the actual presentation on the desegregation plan focused on performance of feasible requirements, cooperation, advice and mutual consent to determine modifications, and other positive, upbeat developments in the case which benefit us all. I am ready, willing, and I hope able to assist you in any way I can. Please call on me if I can help in any way. Sincerely yours, H. Baker Kurrus HBK:rdbCG - MEMORANDUM DATE: TO: FROM: RE: CC: August 7, 1995 Strategic Planning Team #9 - Establish Financial Stability Organization and Policy Review Sub-Committee John Gardner, Co-Chairman Meeting Reminder Leon Modeste, Special Assistant to the Superintendent Linda Young, New Futures Liaison\nk9 \u0026gt;t3s7 U 'Z t i ir'Z AUG 9 1995 Office of Desegregation Mcniicring The next sub-committee meeting will be held from 5:00 p.m. until 8:00 p.m. on Monday, August 28, 1995, at the Little Rock School District, 810 West Markham, 1st Floor Lounge. \\Ne plan to finish our sub-committees findings and report at the August 28 meeting. Soon thereafter, both Action Team 9 sub-committees will meet to prepare for our final team report. We look forward to seeing you at the meeting on August 28.MEMORANDUM DATE: August 10, 1995 TO: Strategic Planning Team #9 - Establish Financial Stability Revenue and Expenditure Review Sub-Committee FROM:'(^red L. Smith, Manager, Support Services RE: CC: Meeting Reminder Leon Modeste, Special Assistant to the Superintendent Linda Young, New Futures Liaison 4UG / ] 1995 Office of Oesecigqpp'vi -Jnn a ivioniiofinj The next Revenue and Expenditure Review Sub-Committee meeting will be held from 7:30 a.m. until 8:30 a.m. on Tuesday, August 15, 1995, at the Department of Higher Education, 114 East Capitol Avenue, second floor conference room. We hope to finish our findings and report within the next three weeks, so I encourage all sub-committee members to attend future meetings if at all possible. We look forward to seeing you at the meeting on August 15.MEMORANDUM 0 a  u DATE: August 16, 1995 TO: AUG 1 7 1995 Office of Dsssgregaticn Moniiorir 'id Strategic Planning Team #9 - Establish Financial Stability - Revenue and Expenditure Review Sub-Committee FROM: Fred L. Smith, Manager, Support Services RE: CC: Meeting Reminder Leon Modeste, Special Assistant to the Superintendent Linda Young, New Futures Liaison The next Revenue and Expenditure Review Sub-Committee meeting will be held from 7:30 a.m. until 8:30 a.m. on Tuesday, August 22, 1995, at the Little Rock School District Board Room, 810 West Markham Street. We look forward to seeing you there.SHULTS, BAY \u0026amp; KUBRUS ATTORNEYS AT LAW 1600 boatmens bank BUILDING 200 WEST CAPITOL AVENUE LITTLE ROCK, ARKANSAS 73SO1-3637 ROBERT SHULTS THOMAS RAY H. BAKER KURRUS STEVEN SHULTS DEBORAH K. TRUBY TELEPHONE (BOI) 375-2301 FACSIMILE (501) 375-6801 TO: August 25, 1995 RECEIV\"^ sc S' AUG 9 1995 ACTION TEAM 2 MEMBERS Office of Desegregation Monitoring Dear Friends, 4 I Enclosed are three Action Plans which have been compiled from the results of our previous meetings. The Action Plans are basically the result of the process which has been pursued throughout our previous meetings. The Action Plans will be the subject of our next meeting. Please come prepared to discuss these plans and make any changes which are necessary. Planning is sometimes frustrating because we all want to actually solve problems which we perceive. Please keep in mind that whatever plans we propose will, if adopted, require volunteer efforts. We as concerned citizens should be prepared to assist. It is very important that we have good attendance at our next meeting so that these plans can be given a fair review. If we settle on the plans and complete a cost benefit analysis of them, we will have completed our task. I do not know whether we will accomplish these things at the next meeting or whether one additional meeting will be required. If another meeting is required, it will be scheduled for September 7. Sincerely yours. H. Baker Kurrus HBK:rdb Enclosures cc: Mr. Henry Williams Mr. Leon Modeste Ms. Linda Young Mr. Russ Mayo Ms. Ann Brown Mr. John Walker ! I I 1 i Action Plan SPECIFIC RESULTS: # 1. 2. 3. 4. 5. Implement Plan ACTION STEP (Number each one) Identify LRSD obligations Establish Timetable and Plan for Meeting Unperformed Feasible Obligations Develop Joint (LRSD, ODM, Knight and Joshua) Plan for Release/Recognition of Accomplished Plan Requirements Determine Plan Requirements which are no longer feasible or educationally sound Seek joint (LRSD, Knight, Joshua, ODM) plan modifications in order to meet goals and objectives Responsible: Assigned To: Strategy No, Plan No . Date: 2 1 8/31/95 Starting Date: Due Date: Completed Date: I IAction Plan Strategy No., Plan No .__ 2 2 SPECIFIC RESULTS: Date: 8/31/95 Establish Trust, Confidence and Good Faith it ACTION STEP {Number each one) .Assigned To: Starting Date: Due Date: Completed Date: 1. Publicly declare intention to cooperate with Joshua. Knight, ODM and reestablish working relationship 2. Schedule and follow-up on cooperative efforts outlined in Plan 1 3. Cultivate community and business support 4. Analyze and report on positive desegregative results 5. Publicize accomplishments 6. Identify problems and address them cooperatively Responsible:Action Plan Strategy No. Plan No .__ 2 3 SPECIFIC RESULTS: Date: 8/31/95 yVticulate Long-Range Plans for LRSD 1. 2. 3. 4. 5. 6. ACTION STEP {Number each one) Complete Strategic Planning Process Reinvigorate Board of Directors Propose Joint Planning Sessions for Schools (Joshua, Kmght, LRSD \u0026amp; ODM) Complete Demographic Study and Facilities Use Study for planning for growth and change Outline Budgetary Needs\nExamine Millage\nOrganize commitments for millage Plan for facilities-expansion, reconstructions and new construction Assigned To: Starting Date: Due Date: Completed Date: 7. Demonstrate and exhibit to the community positive, cooperative approaches to problems Responsible:SHULTS, SAY \u0026amp; KURRUS ATTOBNBYS AT LAW leoo boatmens bank building SOO WEST CAPITOL AVENUE LITTLB ROCK, ARKANSAS 72201-3637 ROBERT SHULTS THOMAS RAY H. baKer kurrus STEVEN SHULTS DEBORAH K. TRUBY TELEPHONE (BOI) 37B-23O1 FACSIMILE (501) 375-0861 September 1, 1995 TO: ACTION TEAM 2 MEMBERS Dear Friends, Our meeting originally scheduled for September 7 has been rescheduled for September 11 at 6:00 p.m. Please make note of the new time. We want to start this meeting at 6:00 p.m. in the hope of completing our final review of the revised Action Plans which we worked on at our meeting last evening. Enclosed are revised plans. These revisions will provide a more narrow focus to our planning. Several of the other plans were determined last night to be within the purview of other planning teams. Please plan on attending the meeting September 11 at 6:00 p.m. Sincerely yours, H. Baker Kurrus HBK:rdb Enclosures cc: Mr. Henry Williams Mr. Leon Modeste Ms. Linda Young Mr. Russ Mayo Ms. Ann Brown Mr. John Walker f i Action Plan - TO IMPLEMENT THE DESEGREGATION PLAN AS MODIFIED Strategy No, Plan No .__ SPECIFIC RESULTS: Date\n9/11/95 2 1 Identification of LRSD desegregation plan obligations f # 1. 2. 3. 4. 5. 6. 7. ACTION STEP (Number each one) Classify and group plan obligations Isolate goals and objectives Determine and assign compliance/performance responsibility Determine monitoring responsibility Consult with and seek advice from all parties involved (ODM, Joshua Intervenors, Knight Intervenors) Plan regular meetings with ODM, Joshua Intervenors, Knight Intervenors Come to consensus among these groups on the desegregation plan Responsible: Assigned To: starting Date: Due Date: Completed Date:Action Plan - TO IMPLEMENT THE DESEGREGATION PLAN AS MODIFIED Strategy No., Plan No . 2 2 SPECIFIC RESULTS: Date: 9/11/95 Establish a timetable and plan for complying with all obligations # ACTION STEP (Number each one) Assigned To: Starting Date: Due Date: Completed Date: 1. Assign specific Staff to develop a proposed timetable 2. Deliver timetable to ODM, Joshua, Knight 3. Request acknowledgment from ODM, Joshua and Knight Responsible:I i I i Action Plan - SPECIFIC RESULTS: # 1. 2. 3. TO IMPLEMENT THE DESEGREGATION PLAN AS MODIFIED Strategy No, Plan No . Date: 2 3 9/11/95 Determine plan requirements/obligations which are not feasible or educationally sound ACTION STEP {Number each one) Consult ODM, Joshua Intervenors, Knight Intervenors Use professional educators familiar with LRSD obligations and the goals addressed in the desegregation plan Reinvigorate the desegregation plan with better, more effective programs which meet the goal and obligations Responsible: Assigned To: Starting Date: Due Date: Completed Date:Action Plan - TO IMPLEMENT THE DESEGREGATION PLAN AS MODIFIED Strategy No., Plan No .__ 2 4 SPECIFIC RESULTS\nDate:, 9/11/95 _____________Seek joint plan modifications and recognition of completed obligations through consultation with ODM. Joshua Intervenors. Knight Intervenors, all for the purpose of enabling the LRSD to achieve goals and objectives # ACTION STEP {Number each one) Bl Assigned To: Starting Date: Due Date: Completed Date: 1. 2. Advise and consult with all parties Consult with experts within the LRSD and outside resources to provide information about available educational programs to enhance goal achievement 3. Address the concerns of the Joshua Intervenors directly through consulting, advising, compromise, consensus Responsible:Action Plan - TO IMPLEMENT THE DESEGREGATION PLAN AS MODIFIED Strategy No, Plan No .__ 2 5 SPECIFIC RESULTS: Date: 9/1122S. Declare intention to cooperate with and establish working relationships with Joshua Intervenors. Knight Intervenors. ODM # 1. 2. 3. ACTION STEP (Number each one) Assigned To: Starting Date: Due Date: Completed Date: Establish trust, confidence and good faith among parties regarding Plan matters __________________________________ Identify Plan problems and invite parties to address them cooperatively Work together to create solutions that meet children's needs_________ Responsible\nt-acz SHTTLTS, RAY \u0026amp; KUBKUS ATTORNEYS AT LAW 1000 boatmen's BANK BUILDING 800 WEST CAPITOL AVENUE LITTLB ROCK, ARKANSAS 722O1-3Q3T ROBERT SHULTS THOMAS RAY H. BAKER KURRUS STEVEN SHULTS DEBORAH K. TRUBY TELBPHONB (801) 378-8301 FACSIMILE (801) 375-08Q1 September 15, 1995 Ms. Ann Brown Office of Desegregation Monitoring 201 East Markham Little Rock, Arkansas 72201 Mr. John W. Walker Attorney at Law 1723 Broadway Street Little Rock, Arkansas 72206 SEP 1 6 1995 Office of Dessgreiiaiw \u0026gt;4^^ Hi tf Dr. Henry Williams Superintendent Little Rock School District 810 West Markham Little Rock, Arkansas 72201 Dear Ann, Hank and John: Enclosed are the final Action Plans which have been developed by the Little Rock School District planning team which I co-chaired. 1 have been alarmed, but not surprised, by the dramatic decreases in the number of white students in the District for the 1995-96 school year. As I told Ann in the first correspondence which I sent to her in May of this year, great damage was being done to the Little Rock School District and its prospects for implementation of a desegregation plan by the negative publicity which occurred The fact that the major players were publicly and vigorously in the spring. questioning the motives and integrity of the others damaged the District greatly. I was involved in recruitment during this period, and the Little Rock School District lost many students because of the perception of endless turmoil. This type of activity has caused tremendous cumulative damage to the District. To make matters worse, when the initial \"olive branch\" was extended and cooperative meetings were scheduled, the first meetings were non-productive and actually caused additional negative pu\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_431","title":"Election zone","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/1994"],"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","School boards","Educational law and legislation","Elections"],"dcterms_title":["Election zone"],"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/431"],"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\n  \n\nRECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION AUG 3 1592 Office of Desegregation Monitoring DALE CHARLES, ROBERT L. BROWN, SR., GWEN HEVEY JACKSON, DIANE DAVIS, and RAYMOND FRAZIER PLAINTIFFS V. NO. LR-C-92-476 O.G. JACOVELLI, Individually and As President of the Board of Education of the Little Rock School District, PATRICIA GEE, DR. GEORGE CANNON, JOHN MOORE, DORSEY JACKSON, DR'. 'KATHERINE MITCHELL and W.D. \"BILL\" HAMILTON, Individually and In Their Official Capacities as Members of the Board of Education of the Little Rock School District, A Public Body, Individually and In Their Official Capacities and THE LITTLE ROCK SCHOOL DISTRICT, A Public Body Corporate DEFENDANTS MOTION TO DISMISS For their motion, defendants O.G. Jacovelli, Patricia Gee, Dr. George Cannon, John Moore, Dorsey Jackson, Dr. Katherine Mitchell, W.D. \"Bill\" Hamilton and the Little Rock School District (LRSD) state: 1. The stated purpose of this lawsuit is to create new zones from which members of the LRSD Board of Education will be elected \"in accordance with the 'one man one vote' principle and the principles of the Voting Rights Act\". These defendants, however. have no duty and no authority to establish or to reform the boundaries of the zones from which LRSD board members are elected. 'ChMiIcn.MTDThe complaint does not allege that these defendants had a duty or the authority to reform the election zones. 2 . LRSD has an average daily attendance in excess of twenty- four thousand students. Under Arkansas law, it is the duty of the county board of education of each county encompassing a district the size of LRSD to \"divide that school district into zones for the purpose of electing members to that school district's board of directors.\" Ark. Code Ann.  6-13-607. 3 . The present LRSD election zones were established by court order in Little Rock School District v. Pulaski County Special School District, Case No. LR-C-82-866, on December 18, 1986. The plaintiffs should not be allowed to maintain a suit against these defendants which is premised upon defendants' compliance with the December 18, 1986 order of the district court. 4 . In order to resolve all issues concerning the election zones in LRSD expeditiously and in the proper forum, LRSD has filed in Little Rock School District v. Pulaski County Special School District. LR-C-82-866, concurrently with this motion. a motion asking the court to modify its December 18, 1986 order by either relinquishing jurisdiction of this issue so that the Board of Education of Pulaski County can establish appropriate election zones or by establishing a schedule pursuant to which the parties in that case can resolve the issue of appropriate election zones. 5. Both plaintiffs' counsel and the lead plaintiff in this case are also involved in Little Rock School District v. Pulaski County Special School District. LR-C-82-866 and therefore know or kihy\\Charle.MTD 2should know that the present election zones have been established by court order in that prior pending case. Further, an investigation of the facts and the law prior to the filing of this lawsuit would have shown that these defendants are not responsible for redistricting the election zones within LRSD. Plaintiffs have failed to state a claim for which relief can be granted against these defendants and have raised issues which are controlled by a district court order in a prior pending lawsuit. WHEREFORE, for the reason^ set out above, the defendants pray . J \" - for an order dismissing this case with prejudice and for all other proper relief. Respectfully submitted, ( , , O.G. Jacovelli, Patricia Gee, Dr. George Cannon, John Moore, Dorsey Mitchell, Jackson, W.D. Dr. \"Bill Little Rock School District Katherine Hamilton, FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By: Christopher Helle Bar No. 81083 tCHLby t tea. MT D 3 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion to Dismiss has been served on John W. Walker, JOHN W. WALKER, P.A. , 1723 Broadway, Little Rock, AR 72201 by depositing copy of same in the United States mail on this 31st day of July, 1992. --------------- .ristopher Heller / ) !. iaihyXChsrlca.MTO 4U 1 'W '5\nV 5X0 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION AUS 3 1992 Office of Desegregation Moniioriuo DALE CHARLES, ROBERT L. BROWN, SR., GWEN HEVEY JACKSON, DIANE DAVIS, and RAYMOND FRAZIER PLAINTIFFS V. NO. LR-C-92-476 O.G. JACOVELLI, Individually and As President of the Board of Education of the Little Rock School District, PATRICIA GEE, DR. GEORGE CANNON, JOHN MOORE, DORSEY JACKSON, DR,'.-KATHERINE MITCHELL and W.D. \"BILL\" HAMILTON-, Individually and In Their Official Capacities as Members of the Board of Education of the Little Rock School District, A Public Body, Individually and In Their Official Capacities and THE LITTLE ROCK SCHOOL DISTRICT, A Public Body Corporate DEFENDANTS BRIEF IN SUPPORT OF MOTION TO DISMISS The plaintiffs in this case are African-American residents of the Little Rock School District. The defendants are the Little Rock School District and the members of the Board of Education  the Little Rock School District. The stated purpose of this lawsuit is to create new zones from which members of the LRSD Board of Education will be elected \"in accordance with the 'one man - one vote' principle and the principles of the Voting Rights Act.\" Complaint, p. 5. These defendants, however, have no duty and no authority to establish or to reform the boundaries of the zones from which the LRSD board members are elected. The complaint does lui(hy\\Chr\u0026gt;Bri.MTDnot allege that these defendants have the duty or the authority to reform the election zones. The present LRSD election zones were established by district court order in Little Rock School District V. Pulaski County Special School District. Case No. LR-C-82-866, on December 18, 1986 . That case remains pending in the Eastern District of Arkansas. A copy of the Order which established the present LRSD election zones is attached to this brief as Exhibit A. LRSD has an average daily^attendance in excess of twenty-four thousand students. Under Arkansas law, it is the duty of the county board of education of each county encompassing a district with more than twenty-four thousand students to \"divide that school district into zones for the purpose of electing members to that school district's board of directors.\" Ark. Coc^e Ann.  6-13-607. The complaint does not allege that any elections in LRSD have been conducted in violation of the district court order which established the election zones. Even if the issue of LRSD election zones were not controlled by a district court order in a prior pending case, the responsibility for establishing election zones would rest with the Board of Education of Pulaski County and not with the Little Rock School District or the members of its board of directors. These defendants cannot be held responsible for failing to revise election zones which they had no responsibility to revise. McGruder v. Phillips County Election Com'n.. 850 F.2d 406, 410 (Sth Cir. 1988). laihy\\Char-Bri.MTD 2Both plaintiffs' counsel and the lead plaintiff in this case are also involved in Little Rock School District v. Pulaski County Special School District. Case No. LR-C-82-866 and therefore know or should know that the present election zones have been established by court order in that prior pending case. See Exhibit B to this brief. This lawsuit is unnecessary and frivolous, it raises only issues that are controlled by a court order in a prior pending case, and it states no claim for which relief can be granted against these defendants. It should be dismissed with prejudice. Respectfully submitted. O.G. Jacovelli, Patricia Gee, Dr. George Cannon, John Moore, Dorsey Mitchell, Jackson, W.D. Dr. \"Bill\" Little Rock School District Katherine Hamilton, FRIDAY, ELDREDGE CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By: _________ Shristopher Heller Bar No. 81083 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Brief in Support of Motion to Dismiss has been served on John W. WWaallkkeerr,, JOHN W. WALKER, P.A., 1723 Broadway, Little Rock, AR 72201 by depositing copy of same in the United States mail on this 31st, day of July, 1992. Christopher Hell'^r kaihy \\Char* B ri. MTD 3  'i 'i c^Z2 KxiU '} if IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION AUG 3 1992 Cilice of Dessj.'ogation f,\n! IQ LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL DEFENDANTS KATHERINE KNIGHT, ET AL INTERVENORS MOTION TO POSTPONE LITTLE ROCK SCHOOL DISTRICT SCHOOL BOARD ELECTION AND TO REFORM LITTLE ROCK SCHOOL DISTRICT ELECTION ZONES For its motion, the Little Rock School District (LRSD) states: 1. The present LRSD election zones were established by this court on December 18, 1986. The order which established the U a '1 \u0026gt; present zones is attached as Exhibit A to this motion. 2. The LRSD election zones should be reformed on the basis of 1990 census information so that each zone contains a relatively equal population and in a way that does not abridge or deny the right of minorities to vote. 3 . LRSD has an average daily attendance in excess of twenty- four thousand students. Under Arkansas law, the responsibility to divide LRSD into zones for the purpose of electing members to the taihylLRiOVPCSSD.MTPLRSD Board of Education rests with the County Board of Education of Pulaski County. Ark. Code Ann.  6-13-607. 4. The election zones were originally established by this court, but there are no findings in this case concerning any voting rights violations within LRSD. The election zones are not a part of any desegregation plan and the settlement agreement contains no particular requirements concerning election zones. There is no reason that responsibility for redrawing the zones should not now be relinquished to the Board of- Education for Pulaski County pursuant to Arkansas law. 5. In the alternative, the court should establish a schedule for resolution of the LRSD election zone issue in this case. 6. The deadline for filing as a candidate for a position on the LRSD Board of Education is July 31, 1992. The court should therefore order an extension of the filing period and any necessary postponement of the LRSD school board election so that school board members can be elected from zones which have been appropriately adjusted in response to the 1990 census. WHEREFORE, for the reasons set out above, LRSD prays for an order relinquishing responsibility for redrawing the LRSD election zones to the Board of Education for Pulaski County, for any necessary extension of the filing period and postponement of the election so that the next school board election can be conducted 2 k*ihy\\LK5DVPCSSD.MTPwith appropriately adjusted election zones, and for all other proper relief. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 7(501) 376-2011 By:' _ Christopher Heller Bar No. 81083 kihy\\LR5DVPC3SD.MTP 3 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion to Postpone Little Rock School District School Board Election and to Reform Little Rock School District Election Zones has been served on the following by depositing copy of same in the United states mail on this 31st, day of July, 1992: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 zJ. Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Chri^opher Helled kuhyvUUOVKSSD.MTP 4 07/29/92 13:45 URIGHT,LINDSEY\u0026gt;JEN 501/376-9442 NO. 464 R00i I little vs.  EXHIBIT A Filed THE UNITED STATES DISTRICT COUR^ EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION IN THE ROCK SCHOOL DISTRICT NO. LR-C-82-866 COUNTY SPECIAL SCHOOL PULASKI --- district no. 1, et al MRS. LORENE JOSHUA, et al - ORDER Pursuant to the directions of conference Board tion U* OIITWCT COURT OSTCRN OHTRtCT ARMARlAt n\n..',K':=96 carc r. brents, cleric By: PLAINT 3?B^ defendants INTERVENORS the court at the pre-Trial of December 9. 1986 the Little of Directors adopted a I i SSi I I I Rock ^school District proposal for the March, 1987 elec- of school board members. Pursuant to the proposal adopted I by the Little Rock School District Board of Directors, the following order is hereby entered: I I 1. The Little Rock School District at the Juno, 1986 I hearing proposed dividing the district into seven (7) school board election zones with the following populations and black compositions: Zone 1 - 25,399 total population\n81.50 % black zone 2 Zone 3 Zone 4 Zone 5 Zone 6 - 25,295 total population\n- 25,210 total population\n- 24,844 total population\n- 25,016 total population\n- 25,107 total population\n68.90 % black 7.83 % black 2.96 % black 18.30 % black 17.30 % black Zone 7 - 25,043 total population\n14.10  black 2. The Court finds that the seven (7) contiguous xonas07/29/92 13:45 UR IGHT.LINDSEY,JEN 501/576-9442 NC. 464 6005 I with comparable populations comports with the pr l^iple required by the constitution. one-man onevote that the Little Rock School Distri The Court further find^ compliance with the mandate of Cts redistricting plans are 'in Act (codified amended 52 of the Voting Rights  42 U.S.C .51973) and does the right of minorities not abridge or deny ' to vote. 3. It is also the intention of I allow incumbents to the election plan to serve the -fetnainder of thei r terms. for that purpose to be In order the seven (7) 4. realized it will be zone election plan. Zone Four (4) residing within the zone. election in March, 1987. necessary to phase ip presently has four (4) incumbents Two of the incumbents will be up for i These two incumbents will gible to run for re-election. not be eli5. In March, 1987, Zones One (1) and Six (6) will be combined for the purpose of electing one school board member to the Little Rock School District Board of Directors. 6. In March, 1987, Zones Five (5) and Seven combined for the (7) will be the Little Rock : purpose of electing one school board School District Board of Directors. member to 7, In March, 1988, the third incumbent Four (4) will be up for election. residing in Zone This incumbent will eligible to not be I 8. run for re-election in March, 1988. Zone Two (2) presently has two (2) incumbents residing within the zone. One of the incumbents will be election in March, 1988. up for This incumbent for re-election in March, 1988. will not eligible to I ru:| 9. Zone Three (3) presently has one (1) incumbent I I i07/29/92 13:46 URIGHT.LINDSEY.JEN 501/376-9442 NO. 464 P004 I ! I i residing within the zone. The incumbent's terra will expire in March, 1988. I' -Ti The incumbent will be eligible to run for eleJtion because re- no other incumbent presently resides in thi a zone. 10. In March of 1988, whichever zone between the two combined zones of one (1) and six (6) and five (5) and did not elect a school board member, seven {7\u0026gt; an election will be held I in that zone at this time. In other words, if the March, 1987 election provides representative from Zone One (1) an election will be held in Zone six (6) in March, 1988. If the March, 1987 election provides representation from Zone Five (5) an election will be held in Zone Seven (7) in March, 1988. By March, 1988 all seven zones will have duly elected representatives. In March, 1989 the terms of the incumbents in Zones Two (2) and Fou .r (4) will expire. The incumbents will be eligible to run for reelection since no other incumbent will reside in those zones. 11. The board member elected from a particular zone must reside within that zone\nonly the electors within a zone will be eligible to vote for candidates from that zone. 12. Howard Dieraer, the Pulaski county elections coordinator, and the. Pulaski County election commission are directed to implement the necessary voting maps, ballots and other necessary steps to insure the election of school board members ir the Little Rock School District pursuant to this Order. IT IS SO ORDERED this day of December, 1986. HBHRYz' U.S. District Judge This dccuraent entered on docket sheet in compliance with1* i I  I j I I I r 07--31z'92 11:31 UR IGHT.LINDSEY\u0026gt; JEN 501z 376-9442 NO, 4S5 P002  FILED _ (i\u0026gt;a\u0026gt;iMereoHV ::h the united states district could EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION MAIU1989 LITTLE ROCK SCHOOL DISTRICT CMC O Byf OBW F. II V. NO. LR-C-82-86e PULASKI COUNTY SPECIAL SCHOOL DISTRICT, NO. 1, ET AL. defendants , MRS. LORENE JOSHUA, ET AL. INTERVENORS : KATHERINE KNIGHT, ET AL. INTERVENORS STIPULATED AMENDMENT TO COMPLAINT The partiei submit the following stipulation for Court approval: The Complai\nbe amended in on filed by the \"Joshua intervenors\" herein der to: f nay 1. Ac I d Marcellus Person, Parent and Next Friend of Ameerah Person, as a party plaintiff. Aneerah Person is a black school child whi J*-----------* -------------------------s-i. a  is eligible to attend and who attends the public ' iMmw MtiiHcr I I t J I I I schools of the lulaski County Special School District, defendant herein. The parties further stipulate that Marcellus Person, j I parent and next friend of Aneerah Person, may adopt by reference i all allegations Intervenors\"\nan heretofore made in this proceeding by the \"Joshua j d I I 2. Substitute Dale Charles for Reverend Robert Willingham as Pn al Association li esident of the Little Rock Chapter of the Nation- ! or the Advancement of Colored People (NAACP). I EXHIBIT BI 1 I ) 07/29/92 13:45 UR IGHT,LINDSEY,JEN 501/376-9442 Nu. 464 P002 little V3 . . EXHIBIT A FiLtD IN THE UNITED STATES DISTRICT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION COUR?' UA. OHTWCT eOMWT OlTWeT R-o tf.'sses carl r. brents, clerk By\ni i i CT ROCK SCHOOL DISTRICT NO. LR-C-82-866 PLAINTIVE'\"*\" ! I I COUNTY SPECIAL SCHOOL PULASKI --- DISTRICT NO. 1, et al DEFENDANTS I MRS. LORENE JOSHUA, et al  1 INTERVENORS Pursuant conference ORDER to the directions of December 9, 1986, the of the court at the Pre-Trial Little Rock^school District Board of Directors adopted a proposal for the March, 1987 election of school board members. Pursuant to the proposal adopted I by the Little Rock School District Board of Directors, the following Order is hereby entered: 1. The Little Rock School District at the June, 1986 I hearing proposed dividing the district into seven (7) school board election rones with the following populations and black compositions: Zone 1 - 25,399 total population\n81.50 % black zone 2 - 25,295 total population\n68.90 t black Zone 3 Zone 4 Zone 5 zone 6 - 25,210 total population\n- 24,844 total population\n- 25,016 total population\n- 25,107 total population\n7.83 % black 2.96 % black 18.30  black 17.30 % black Zone 7 - 25,043 total population\n14.10 % black 2. The court finds that the seven (7) contiguous zones07/29/92 13: 45 UR IGHT.LINDSEY.JEN 501/376-9442 NG, 454 r00j I with comparable populations comports with the pr H^iple required by the one-man onevote constitution. that the Little Rock School The Court further findls compliance with the mandate of amended 52 of District's redistricting plans are in Act (codified the Voting Rights  42 U.S.C .51973) and does the right of minorities to ,vote. not abridge or deny i 3. It is also the intention allow incumbents to of the election plan to i serve the -remainder of thei for that purpose to be r terms. In order the seven (7) 4. realized it will be zone election plan. Zone Four (4) residing within the zone lotion in March, 1987, gible to\" run for S. t necessary to phase in presently has four (4) incumbents . Two of the incumbei^ts will be up for These two incumbents will not be elire- election. In March, 1987, Zones One (1) and Six combined for the (6) will be purpose of electing one the Little Rock School school board member to 6. District Board of Directo ra, In March, 1987, Zones Five (5) and Seven combined for the (7) will be the Little Rock purpose of electing one school board member to 7, School District Board of Directors. In March, 1988, the third incumbent Four (4) will be up for election. residing in Zone This incumbent will eligible to not be 8. run for re-election in March, 1988. Zone Two (2) presently has two (2) incumbents residing within the zone. One of the incumbents will be election in March, 1988. for re-election in March, This incumbent 1988. 9. Zone Throe (3) up for will not eligible to run Pr..enny one ,1, icu.b.nt 07/29/92 13:46 UR IGHT,L1NDSEY.JEN 501/376-9442 NO. 464 P004 I t i residing within the zone. The incumbent's term will expire in March, 1988. I' -Ti The incumbent will be eligible to elec/tion because no zone. 10. run for re- I I I other incumbent presently resides in thia In Maren of 1988, whichever zone between the two combined zones of did not elect a school board member. one (1) and six (g) and five (5) and seven (7) an election will be held i in that zone at this time. election provides In other words, if the March. 1987 representative from Zone One (1) an election will be held in Zone six (6) in March, 1988. If the March, 1987 election provides representation from Zone Five (5) an election will be held in Zone Seven all seven zones will have . (7) in March, 1988. By March, 1988 ves. In March, 1989 the terms of the incumbents in Zones Two (2) and Pour (4) will expire, election since no The incumbents will be eligibl other incumbent will reside in e to run for re- those zones. 11. The board member elected from a particular zone must reside within that zone\nonly the electors within a zona will be eligible to vote for candidates from that zone. 12. Howard Dieraer, the Pulaski county elections coordinator, and the. Pulaski County election commission are directed to implement the necessary voting maps, ballots and other necessary steps to insure the election of school board members ir the Little Rock School District pursuant to this Order. IT IS SO ORDERED this day of December, 1986. HfiNRy, U.S. District Judge This dccuraent entered on docket sheet In compliance with / J Zif/// iiRECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OP ARKANSAS WESTERN DIVISION AUG 2 1993 Office of Desegregation Moniioring 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 DALE CHARLES, ET AL. V. LITTLE ROCK SCHOOL DISTRICT, ET AL. MOTION REQUESTING SEPARATE ENTRY OP JUDGMENT PURSUANT TO RULES 54(B) AND 58, FED.R.CIV.P., ON CLAIMS THAT WERE SUBJECT TO THE ORDER OF THE COURT ENTERED ON JUNE 21, 1993 Come the Charles Plaintiffs/Intervenors by and through their undersigned counsel, and move the Court to make \"an express determination that there is no just reason for delay\" in having a final judgment entered in this case regarding the statutory and constitutional voting rights claims which were the subject of tho Court's Memorandum Opinion and Order entered on June 21, 1993. Plaintiffs herewith submit a brief more fully explaining the need for such an Order and Judgment. Respectfully submitted, ,1 Mark Burnette, Bar# 88078 JOHN W. WALKER, P.A. 1723 S. Broadway Little Rock, Ar. 72205 (501) 374-3758 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing document was mailed, postage,pre-paid, by regular mail, to all opposing counsel this -^O day of . k i (' \u0026lt;__________/ 1993. Mark Burnette, Bar # 880781^ECEED AUG 2 1V93 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION Office of Desegregation Monitoring 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 DALE CHARLES, ET AL. V. LITTLE ROCK SCHOOL DISTRICT, ET AL. BRIEF IN SUPPORT OF MOTION REQUESTING SEPARATE ENTRY OF JUDGMENT PURSUANT TO RULES 54(B) AND 58, FED.R.CIV.P., ON CLAIMS THAT WERE SUBJECT TO THE ORDER OF THE COURT ENTERED ON JUNE 21, 1993 On June 21, 1993, the Court filed a document entitled \"Memorandum Opinion and Order\" which recited the pleadings and claims of the Charles Plaintiffs, and went on to set out findings of fact and conclusions of law in compliance with Rule 52(a), FRCP, regarding the \"Charles\" Plaintiffs/Intervenors constitutional and statutory voting rights claims. The clerk of the court marked that Mem. Op. and Order as being \"entered on the docket sheet in compliance with Rule 58 and/or 79(a), FRCP. II The I single entry on the docket of that Mem. Op. and Order does not. however, comply with the \"Separate Document\" requirement of Rule 58. See St. Marv's Health Center v. Bowen. 821 F.2d 493, 496 (Sth Cir. 1987)(stating the separate document requirement)\nands^, Moore v. Warwick Public School Dist., 794 F.2d 322, 325 n.1 (Sth Cir. 1986)(\"We previously have stressed to the district judges that the rule is mandatory and is more than a mere formality in that it plays an important role in making a judgment final for purposes of determining when the time for filing ppst- judgment motions or notice of appeal starts to_run Id. (emphasis added)(citations ommitted). Clearly, the single Order entered by the clerk does not constitute a judgment, and does not constitute compliance with Rule 58, 1 although it does comply with Rule 79(a). Entry of a \"Judgment\" is made pursuant to Rule 58. The first sentence in Rule 58 states however that it is \"Subject to the provisions of Rule 54(b).\" The treatment of the June 21, 1993 Mem. Op. and Order is controlled by the language of Rule 54(b). This action was consolidated by the court with LRSD v. PCSSD on motion by the LRSD plaintiffs. The Court had previously made findings on voting rights issues involved in the case prior to the Charles plaintiffs entry into the case, and may well enter further orders on this issue pursuant to its continuing 1 Charles plaintiffs also point out that the Courtis June 21, 1993 Mem. Op. and Order does not comply with the definition  * \"Judgment\" because it includes a and form requirements of a recital of of the claims and is not a final appealable order. II Judgment 11 as used in these rules includes a decree and any order from which an appeal lies. A judgment shall not contain a recital of the pleadings, a report of a master. or the record of prior proceedings. 11 Rule 54(a), FRCP\nand see. St. Marv's Health Center v. Bowen, 821 F.2d 493, 497 (Sth Cir. 1987).jurisdiction. This case is ongoing and the court has certainly not lost jurisdiction over these parties based upon one order issued on June 21, 1993. If that were the case, this Court would have long lost jurisdiction based upon other similarly entered Orders filed and stamped by clerk with the identical language i.e. \"this document entered in compliance with Rule 58 and/or 79(a). II Because the Court clearly has continuing jurisdiction in this case, Rule 54(b) imposes another requirement before an Order which deals with one issue or issues becomes a final appealable order\nspecifically: When more than one claim for relief is presented in an action ... or when multiple parties are involved ... the court may direct the entry of final judgment as to one or more but fewer than all of the claims or parties only upon an express determination that there is no just reason for delay and upon an express direction for the entry of judgment^ In the absence of such determination and direction, an order or other form of decision, however designated which adjudicates fewer than all the claims or rights and liabilities of fewer than all the parties shall not terminate the action as to any of the claims or parties and the order or other form of decision is subject to revision at any time before the entry of judgment adjudicating all the claims and the rights and liabilities of all the parties. This Court has not ruled on all the rights and liabilities of all of the parties in this consolidated case, and no \"order or other form of decision, however designated. II can make the June 21, 1993 Order a final judgment until the Court makes \"an express determination that there is no just reason for delay and upon an express direction for the entry of judgment.\" This Court has not done that yet. Plaintiffs are now seeking such an \"express determination and direction\" by motion so that the order willbecome an appealable order after entry of Judgment. Reading Rule 58 alone, and thus assuming that the Court's Mem. Op. and Order was an adjudication of all claims as to all parties such that Rule 54(b) were not controlling, then \"the clerk, unless the court otherwise orders, shall prepare, sign. and enter the judgment without awaiting any direction by the court\n\" Rule 58, FRCP. Rule 58 is explicit, and requires that \"Every judgment shall be set forth on a separate document. A judgment is effective only when so set forth and when entered as provided in Rule 79(a).\" The district clerk has not done so in this case. The only document recorded on the clerk's docket sheet is the Court's own Mem. Op. and Order. St. Marvs, supra, and Moore, supra. To fully comply with Rule 58 and 54(b), the Court must further direct the clerk as stated above so that a separate entry of judgment can be entered. Respectfully submitted. M^rk Burnette, Bar# 88078 JOHN W. WALKER, P.A. 1723 S. Broadway Little Rock, Ar. 72205 (501) 374-3758 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing document was mailed, postage pre-paid, by regular mail, to all opposing counsel this 30th day of July, 1993. '/J Mark Burnette, Bar # 88078. n (I n:S' TRICT COUR I i', IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION 1 6 1993\n'a:: :-l ?jT CLERK LITTLE ROCK SCHOOL DISTRICT, ET 2^. ISy: \\J . jYa PLAINTIFFS CHP. CL^ V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS HRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS RECEIVED DALE CHARLES, ET AL. V. 4UG 1 7 WJ LITTLE ROCK SCHOOL DISTRICT, ET AL. Office oi Dssegregalion Monitcnng ORDER Defendant, Little Rock School District (\"LRSD\"), has moved for a one week extension of time in which to answer plaintiff's Motion Requesting Separate Entry of Judgment Pursuant to Rule 54 (B) and 58, Fed.R.Civ.P. , on Claims that were Subject to Order of the Court Entered June 21, 1993. Plaintiff has no objection to the Court granting this motion. IT IS THEREFORE ORDERED AND ADJUDGED, that defendant be granted a one week extension of time to answer plaintiff's Motion Requesting Separate Entry of Judgment Pursuant to Rule 54 (B) and 58, Fed.R.Civ.P., on Claims that were Subject to the Order of the Court Entered on June 21, 1993. HONORABLE SUSAN SIGNATURE APPROVED BY: JOHN C. FENDLEY, JR. U' A j THIS DOCUMENT ENTERED ON DOCKET SHEET IN irtMMi lANfc '.vT!-\n\"J' II 1^ c* aNn/OR TWa) FRCP wn\\0orto\\lrW-pcM.er^ ON BY WRIGHT F.Y.I. Date: cs^Ann c/ Bill Boj Connie 53^ Horace Linda Margie Melissa Polly Return to: r TP?.: i!  COUrtV IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION 1 6 1993 /'A y: A 5, CLErK LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS CEP. Gt\nX V. NO. LR\u0026lt;-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS RECEIVED DALE CHARLES, ET AL. V. 4UG I 7 LITTLE ROCK SCHOOL DISTRICT, ET AL. Office of DessyreQSuCii L-jni.c-ios ORDER Defendant, Little Rock School District (\"LRSD), has moved for a one week extension of time in which to answer plaintiff's Motion Requesting Separate Entry of Judgment Pursuant to Rule 54 (B) and 58, Fed.R.Civ.P. , on Claims that were Subject to Order of the Court Entered June 21, 1993. Plaintiff has no objection to the Court granting this motion. IT IS THEREFORE ORDERED AND ADJUDGED, that defendant be granted a one week extension of time to answer plaintiff's Motion Requesting Separate Entry of Judgment Pursuant to Rule 54 (B) and 58, Fed.R.Civ.P., on Claims that were Subject to the Order of the Court Entered on June 21, 1993. HONORABLE SSUUSSAANN WEBBER WRIGHT SIGNATURE APPROVED BY\nJOHN C. FEJIULEY, JR. A J rwis DOCUMENT ENTERED ON DOCKET SHEET IN lANCt: .A/TM n AND/OR 79/Af FRCP ON BY pc wi I AUG-18-92 TUE 15:18 U.S. DIST. CT. LR ARK. FAX NO. 7406096 p.02 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OP ARKANSAS WESTERN DIVISION CAf?, Sy. 1992 DALE CHARLES, ROBERT L. BROWN, SR., GWEN HEVEY JACKSON, DIANE DAVIS, and RAYMOND FRAZIER PLAINTIFFS V. NO. LR-C-92-476 O.G. JACOVELLI, Individually and As President of the Board of Education of the Little Rock School District, PATRICIA GEE, DR. GEORGE CANNON, JOHN MOORE, DORSEY JACKSON, DR. KATHERINE MITCHELL and W.D. \"BILL\" HAMILTON, Individually and In Their Official Capacities as Members of the Board of Education of the Little Rock School District, A Public Body, Individually and In Their Official Capacities and THE LITTLE ROCK SCHOOL DISTRICT, A Public Body Corporate DEFENDANTS The STIPULATION parties hereto are in agreement that it would be 'Jr\u0026gt;r appropriate to defer the forthcoming school election in the Little Rock School District until a date to be determined by the Court after the Pulaski County Board of Education has been added as a party defendant hereto. The parties hereto are also in agreement that the school zone lines presently in use do not conform to the requirement of the \"one man one vote\" principle and that adjustments to the existing zone lines may be required a as consequence of the new census and demographic changes within the commun'ty. Pursuant to their stipulation, the parties or either of them, shall be expected to move in a timely fashion to add the Pulaski BAUG-18-92 TUE 15:19 U.S, DIST. CT. LR ARK. FAX NO. 7406096 County Board of Education as a party defendant herein. P.03 It is therefore the Order of the Court that the election for school directors for the Little Rock School District be stayed pending further orders of this Court. It is also the order of this court that the current directors remain in their present positions until new elections are held. This stipulation is filed simultaneously in Charles Vj Jacovelli. No. LR-C-92-476 and LRSD v, PCSSD, No. LR-C- 82'866, without prejudice to defendants' position that Charles should be dismissed. UNITED STATES DISTRICT/JUDGE Approved: ^ohh W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 (506) 374-3758 THIS DOCUMENT ENTERED ON DOCKET SHEET IN CCOCMMPPLLIIAANNCCEE WWrIIHRULE 58 AND/\u0026lt;------ ON BY '9(aJ FRCP '  .^^r Heller Christopher Heller FRIDAY, ELDREDGE Se CLARK 2000 First Comnercial Bldg. Little Rock, AR 72201 (501) 376-2011 RECEIVED -i X -'5 C'STPiCT cnicr AUG 19 1992 Office of Desegregation Monitoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION m fS92 CARJ. 5v: LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL DEFENDTkNTS KATHERINE KNIGHT, ET AL INTERVENORS STIPULATION The parties hereto are in agreement that it would be ( LERK Cth.-t/'' appropriate to defer the forthcoming school election in the Little Rock School District until a date to be determined by the Court after the Pulaski County Board of Education has been added as a party defendant hereto. The parties hereto are also in agreement that the school zone lines presently in use do not conform to the requirement of the \"one man one vote\" principle and that adjustments to the existing zone lines may be required as a consequence of the new census and demographic changes within the community. Pursuant to their stipulation, the parties or either of them. shall be expected to move in a timely fashion to add the Pulaski County Board of Education as a party defendant herein. It is therefore the Order of the Court that the election for school directors for the Little Rock School District be stayed pending lathy\\P'Electkxx.Sd further orders of this Court. It is also the order of this court that the current directors remain in their present positions until new elections are held. This stipulation is filed simultaneously in Charles v. Jacovelli. No. LR-C-92-476 and LRSD v. PC5SD. No. LR-C- 82-866, without prejudice to defendants' position that Charles should be dismissed. UNITED STATES DISTRICT ZTUDGE Approved: Ji J/ Walker IN W. WALKER, P.A. Broadway Little Rock, AR 122Q6 (506) 374-3758 document a ON - c. BY 1 L.-. Christopher Heller FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. Little Rock, AR 72201 (501) 376-2011 ka(l]y\\P-Elect\u0026gt;on.Sd 2 AUG-18-92 TUE 15:18 U.S, DIST. CT. LR ARK, FAX NO, 7406096 P, 02 EAsie, CCU/?r IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION J 71992 dale CHARLES, ROBERT L. BROWN, SR,, GWEN HEVEY JACKSON, DIANE DAVIS, and RAYMOND FRAZIER oep PLAINTIFFS V. NO. LR-C-92-476 O.G, JACOVELLI, Individually and As President of the Board of Education of the Little Rock School District, PATRICIA GEE, DR. GEORGE CANNON, JOHN MOORE, DORSEY JACKSON, DR. KATHERINE MITCHELL and W.D. \"BILL\" HAMILTON, Individually and In Their Official Capacities as Members of the Board of Education of the Little Rock School District, A Public Body, Individually and In Their Official Capacities and THE LITTLE ROCK SCHOOL DISTRICT, A Public Body Corporate DEFENDANTS The STIPULATION parties hereto are in agreement that it would be appropriate to defer the forthcoiaing school election in the Little Rock School District until a date to be determined by the Court after the Pulaski County Board of Education has been added as a party defendant hereto. The parties hereto are also in agreement that the school zone lines presently in use do not conform to the requirement of the \"one man one vote\" principle and that adjustments to the existing zone lines may be required as a consequence of the new census and demographic changes within the community. Pursuant to their stipulation, the parties or either of them, shall be expected to move in a timely fashion to add the PulaskiAUG-18-92 TUE 15:19 U.S, DIST, CT, LR ARK, FAX NO, 7406096 County Board of Education as a party defendant herein. P. 03 It is therefore the Order of the Court that the election for school directors for the Little Rock School District be stayed pending further orders of this Court. It is also the order of this court that the current directors remain in their present positions until new elections are held. This stipulation is filed simultaneously in Charles v. Jacovelli. No. IiR-C-92-476 and LRSD v, PCSSD, No. LR-C- 82-866, without prejudice to defendants' position that Charles should be dismissed. UNITED STATES DISTRICT/JUDGE Approved: John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 (506) 374-3758 THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE W1 RULE 58 AND/(------ ON BY :9(a) FRCP Chri' stoph .eirx HHeelllleerr  FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Conaaercial Bldg. Little Rock, AR 72201 (501) 376-2011 AUG-18-92 TUE 15:18 U.S. DIST. CT. LR ARK. FAX NO. 7406096 P.02 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS \u0026gt;IS. WESTERN DIVISION CAR, Hy- DALE CHARLES, ROBERT L. BROWN, SR., GWEN HEVEY JACKSON, DIANE DAVIS, and RAYMOND FRAZIER PLAINTIFFS V. NO. LR-C-92-476 O.G. JACOVELLI, Individually and As President of the Board of Education of the Little Rock School District, PATRICIA GEE, DR. GEORGE CANNON, JOHN MOORE, DORSEY JACKSON, DR. KATHERINE MITCHELL and W.D. \"BILL\" HAMILTON, Individually and In Their Official Capacities as Members of the Board of Education of the Little Rock School District, A Public Body, Individually and In Their Official Capacities and THE LITTLE ROCK SCHOOL DISTRICT, A Public Body Corporate DEFENDANTS The STIPULATION parties hereto are in agreement that it would be appropriate to defer the forthcoming school election in the Little Rock School District until a date to be determined by the Court after the Pulaski County Board of Education has been added as a party defendant hereto. The parties hereto are also in agreement that the school zone lines presently in use do not conform to the requirement of the \"one man one vote\" principle and that adjustments to the existing zone lines may be required as a consequence of the new census and demographic changes within the community. Pursuant to their stipulation, the parties or either of them, shall be expected to move in a timely fashion to add the PulaskiAUG-18-92 TUE 15:19 U.S. DIST. CT. LR ARK. FAX NO. 7406096 county Board of Education as a party defendant herein. P. 03 It is therefore the Order of the Court that the election for school directors for the Little Rock School District be stayed pending further orders of this Court. It is also the order of this court that the current directors remain in their present positions until new elections are held. This stipulation is filed simultaneously in Charles v, Jacovelli. No. LR-C-92-476 and LRSD v, PCSSD, No. LR-C- 82-866, without prejudice to defendants' position that Charles should be dismissed. UNITED STATES DISTRICT/JUDGE Approved\n^ohh W.Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 (506) 374-3758 THIS DOCUMENT ENTERED ON DOCKET SHEET W COMPLIANCE WIT^ULE 58 AND/Q^9(a) FRCP ON BBYY vV Chri's toph ^err HHeelllleerr FRIDAY, ELDREDGE Se CLARK 2000 First Comaercial Bldg. Little Rock, AR 72201 (501) 376-2011 RECEIVED tUG 2 4 1993 Ottice o! Dssegregaiion Monitoring 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 NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE W. KNIGHT, ET AL INTERVENORS DALECHARLES, ET AL V. LITTLE ROCK SCHOOL DISTRICT, ET AL. RESPONSE TO MOTION REQUESTING SEPARATE ENTRY OF JUDGMENT PURSUANT TO RULES 54(B) AND 58 FED.R.CIV.P. ON CLAIMS THAT WERE SUBJECT TO THE ORDER OF THE COURT ENTERED ON JUNE 21. 1993 Defendant, Little Rock School District (\"LRSD\"), for its Response to the Charles Plaintiffs/Intervenors' Motion Requesting Separate Entry of Judgment Pursuant to Rules 54(B) and 58 , Fed.R.Civ. P. , on Claims That Were Subject to the Order of the Court Entered June 21, 1993, states: 1. The Charles Plaintiffs/Intervenors have waived any right to request a separate entry of judgment pursuant to Rule 54(B) and 58 by their filing of a Motion to Alter and Amend the Judgment on June 6, 1993 . It is clear from the Court's June 21, 1993 , Order that the Court intended the Order to constitute a final judgment. -1- cvaifcndleyMrud.rtniThe Charles Plaintiffs/Intervenors treated the June 21, 1993, Order as a final judgment in their Motion to Alter or Amend Judgment filed June 6, 1993 . Moreover, in the long history of the litigation between these parties, a separate order of judgment has usually has not been entered, and the parties in earlier appeals have never raised the District Court's failure to enter a separate judgment. 2. The docket sheet for this case indicates that the parties have not before insisted upon separate judgements and have waived the requirement of a separate entry of judgment in prior appeals. WHEREFORE, LRSD prays that the Charles Plaintiffs/Intervenors' Motion Requesting Separate Entry of Judgment Pursuant to Rule 54(B) and 58, Fed.R.Civ.P., On Claims That Were Subject to the Order of the Court Entered June 21, 1993, be denied. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT CHRISTOPHER HELLER JOHN C. FENDLEY, JR. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By: i^r No. 92182 Iz -2- eva \\fend ley M rad. runCERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion has been served the following by depositing copy of same in the United States mail on this , day of August, 1993: on Mr. John W. Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72205 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell 401 W. Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 -3- evaUendfeyUrad.rtm beceiveo ^Ug 2 1993 IN THE UNITED STATES DISTRICT COURT ,Office ot Desegregation Monitoring EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE W. KNIGHT, ET AL INTERVENORS DALECHARLES, ET AL V. LITTLE ROCK SCHOOL DISTRICT, ET AL. BRIEF IN SUPPORT OF LITTLE ROCK SCHOOL DISTRICT'S RESPONSE TO THE CHARLES PLAINTIFFS/INTERVENORS' MOTION REQUESTING SEPARATE ENTRY OF JUDGMENT PURSUANT TO RULES 54(B) AND 58 FED.R.CIV.P. ON CLAIMS THAT WERE SUBJECT TO THE ORDER OF THE COURT ENTERED ON JUNE 21, 1993 In Sanders v. Clemco Industries, 862 F.2d 161 (8th Cir. 1988), the Eighth Circuit Court of Appeals on facts identical to those in the present case held that the Rule 58 separate document requirement had been waived. In that case, the plaintiff, Terry Wayne Sanders, appealed from orders of the District Court granting summary judgment for Clemco Industries and Ingersoll-Rand Company and denying Sanders motion to reconsider and set aside the summary judgment order. -1- eva\\fendleyMnd2.briThe court in Sanders reached the merits of Sanders' appea1 only with regard to the denial of his motion for reconsideration. The court found the appeal with regard to the order of summary judgment was untimely. Although Sanders had filed his notice of appeal with regard to the summary judgment order within thirty days after the District Court had denied his motion for reconsideration, the motion for reconsideration was filed more than ten days after the order for summary judgment, and therefore, that motion did not toll the deadline for the filing of the notice of appeal of the summary judgment order. Sanders. 862 F. 2d at See Fed.R.Civ.P. Rule 59(e) (1993)\nFed.R.App.P. Rule 4(a)(4) (1993)\nSpinar v. South Dakota Board of Regents, 796 F.2d 1060, 1062 (Sth Cir. 1986). In order to preserve his right to appeal the summary judgment order, Sanders had argued that the District Court had never entered a final judgment on a separate document as required by Rule 58 of the Federal Rules of Civil Procedure, and consequently, the time period for filing of a notice of appeal had never begun. The court rejected this argument and determined \"that the parties have waived the separate document requirement.\" Sanders. 862 F.2d at 166. The court identified four factors indicating that the parties waived the separate document requirement during the course of that litigation. One factor was Sanders' motion \"for Reconsideration 164 . and to Set Aside Summary Judgment\" which referred to the District Court's order as \"the court's granting of summary judgment. 11 Likewise in the present case. on June 6, 1993 , the Charles -2- evtifendleyMndZ.briPlaintiffs/Intervenors filed a \"Motion to Alter or Amend Judgment\" referring to the Court's Order entered June 21, 1993. The Charles Plaintiffs/Intervenors in their Brief in Support of the Motion to Alter or Amend Judgment state that \"plaintiffs seek to alter the Judgment\" Brief in Support of Motion to Alter or Amend Judgment, p.l. That the Charles Plaintiffs/Intervenors consider the Court's Order of June 21, 1993, to constitute a final judgment is further evidenced by the fact they requested to be awarded attorneys' fees as prevailing parties based on the Court's Order. See, Motion to Alter or Amend Judgment, p.4. Next, the court in Sanders stated that the trial court's consideration of its summary judgment order as a final judgment provided further support to the conclusion that the parties had waived the separate document requirement. In the present case, the final two paragraphs of this Court's June 21, 1993, Order read as follows: The Court finds that the Complaint should be dismissed and that the proposal adopted by PCBE on December 29, 1992 and submitted to the Court in 1983 should be accepted. and is hereby The Court adopts the plan submitted on January 6, 1993, and sets the election which was postponed from September of 1992 to coincide with the annual school election of September 21, 1993, implemented elections. and for orders that that and the future plan be school Order, June 21, 1993 , p.29. This language clearly evidences the Court's intent that its June 21, 1993 Order constitute the final -3- evaMendfeyUrad2.briX resolution of the claims set forth in the Charles Plaintiffs/Intervenors Complaint. The court in Sanders also found it important that the parties in prior appeals had not raised the District Court's failure to enter a separate judgment. Numerous orders of this Court have been appealed without a separate judgment having been entered or requested in accordance with Rule 58. Hence, the past history of this litigation provides further evidence that the Charles . Plaintiffs/Intervenors waived the separate document requirement of Rule 58. The court in Sanders also noted that neither party had raised the question of noncompliance with Rule 58 prior to the appeal being filed. However, this fact should not distinguish the case at hand. The acts constituting a waiver of the Rule 58 separate document requirement were complete prior to the filing of the Charles Plaintiffs/Intervenors' present Motion. The Charles Plaintiffs/Intervenors should not now be allowed to recover rights already waived. The Charles Plaintiffs/Intervenors will undoubtedly emphasize language from Sanders which indicates that a finding of waiver may be inappropriate when the right of appeal may be lost. However, the Eighth Circuit in Sanders responded to this argument as follows: We recognize that if we remanded for the entry of a separate judgment, Sanders could appeal on the merits of the case, not merely on the question of whether the trial judge abused his discretion in denying reconsideration of his -4- cva\\fendlcy\\lrd2.bri4 order. As we have noted, however, when parties have proceeded in a district court and in this court on two occasions memorandum order constituted as though a as final and appealable judgment, and where the appeal is not entirely lost, we should accept appellate jurisdiction to the extent that we can. Sanders. 862 F.2d at 167. Hence, the court in Sanders recognized that by finding that Sanders had waived the Rule 58 separate document requirement he would be unable to appeal the court's summary judgment order. It noted that Sanders' right to appeal was \"not entirely lost\" because he retained the right to appeal the court's denial of his motion for reconsideration. Similarly, the Charles Plaintiffs/Intervenors could appeal this Court's resolution of its Motion to Alter and Amend Judgment should the Court find that they have waived the separate document requirement of Rule 58. Therefore, it is entirely appropriate that the Court conclude that the Rule 58 separate document requirement has been waived by the Charles Plaintiffs/Intervenors. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT CHRISTOPHER HELLER JOHN C. FENDLEY, JR. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By: CERTIFICATE OF SERVICE -5- ev\\fer)dky\\Jnd2.bn I certify that a copy of the foregoing Brief is Support has been served on the following by depositing copy of same in the United States mail on this day of August, 1993: Mr. John W. Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72205 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell 401 W. Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 L. C. Fendley, Jr. -6- evti\\fendley\\lRd2.bn IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. JUDGMENT h filed CARL R. By: AUG 2^1993 p: I S, CLER NQSKE.ERX DEFENDANTS INTERVENORS INTERVENORS The claims of the Charles plaintiffs that the election zones for members of the Little Rock School District Board of Directors violate the Voting Rights Act of 1964 and the Fourteenth Amendment to the United States Constitution came on for trial before the Court, Honorable Susan Webber Wright, District Judge, presiding. The Court expressly determines that there is no just reason for delay of entry of judgment as to these claims, which are a part of this consolidated case. Fed.R.Civ.P. 54(b)\nFed.R.Civ.P. 58. The issues having been duly tried and a decision having been duly rendered pursuant to the Memorandum Opinion and Order entered in this matter on June 21, 1993, IT IS ORDERED AND ADJUDGED that the Voting Rights Act claims raised in the complaint filed by the Charles plaintiffs, which was consolidated with the above-styled case, be and are hereby, denied. The Clerk is directed to enter the judgment accordingly. DATED this day of August, 1993. V.  UNITED STATES DISTRIOT JJIUDGE THIS DOCUMENT ENTERED ON COMPI ON_^ ULE S Ai EY (OCKET SHEET IN VOR^f^CP 1 9'5 7 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS ' WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. ORDER ',.3 ^L'G o ^993 Sy:. :p. CLep,^ PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Before the Court is the Charles plaintiffs' motion to alter or amend the Court's Memorandum Opinion and Order of June 21, 1993, and their subsequent motion requesting separate entry of judgment pursuant to Fed.R.Civ.P. 54(b) and 58. Defendants have responded to the motions and the Charles' plaintiffs filed a reply to the Little Rock School District's response to their motion to alter or amend. The Court entered its Memorandum Opinion and Order on June 21, 1993, dismissing the Charles plaintiffs' complaint challenging the election zones for the Little Rock School District Board of Directors. The Charles plaintiffs filed a motion to alter or amend on July 6, 1993 but did not serve the defendants until July 9, 1993 . The defendants contend the Charles plaintiffs' motion is untimely according to Fed.R.Civ.P. 59(e), which requires that such motion must be served not later than 10 days after entry of judgment. The defendants also argue that the motion should be denied on the merits. In reply, the Charles plaintiffs assert the motion is not untimely because no final judgment has been entered. On the same day that they filed their reply to the defendants' response to the motion to alter or amend the judgment, the Charles plaintiffs filed a motion requesting separate entry of judgment pursuant to Fed.R.Civ.P. 54(b) and 58. In response, the defendants contend the Charles plaintiffs waived the Rule 58 separate-document requirement. Having considered the motions, responses, and reply. the Court finds that the motion for separate entry of judgment should be granted and the motion to alter or amend should be denied. In support of their argument that the Rule 58 separatedocument requirement was waived, the defendants cite Sanders v. Clemco Industries, 862 F.2d 161 (8th Cir. 1988). In Sanders, the plaintiff appealed from a Memorandum and Order granting summary judgment and an order denying his motion for reconsideration. The appeals court concluded that the parties waived the separatedocument requirement for several reasons. The court noted that neither party raised the issue of non-compliance with Rule 58 and proceeded as if the Memorandum and Order constituted a final judgment. In addition, the court pointed out that the plaintiff labeled his motion as one 11 for reconsideration and to set aside summary judgment\" and referred to the district court's action as \"granting of summary judgment.\" Next, the court stated that the trial court considered the Memorandum and Order as a final judgment when it denied plaintiff's motion to set aside summary judgment. Finally, the court noted that the parties in prior appeals in the -2- case had not raised the district court's failure to enter a separate judgment. In holding the parties waived the separate-document requirement, the Sanders court stated: \"Although we determine that the parties waived the separate-document requirement in this case, we stress that such a determination is not to be made routinely. Waiver may be entirely inappropriate, and the separate-document requirement enforced, when the right to appeal otherwise would be lost. II Sanders, 862 F.2d at 167. Defendants contend this language should not influence the Court's decision whether to enter separate entry of judgment because the Charles plaintiffs could still appeal this Court's resolution of their motion to alter or amend. In this case. No. LR-C-82-866, the Court's orders are typically in the nature of equitable decrees from which the parties may appeal without the entry of judgment pursuant to Rule 58. However, the claims adjudicated in the Charles' complaint address matters that are separate and distinct from those issues about which the Court routinely enters orders, and which the parties almost as routinely appeal, concerning the settlement plans and agreement. The Charles plaintiffs brought their voting rights claims in a separate lawsuit which the Court consolidated with LR- C-82-866. The facts here are not identical to Sanders and the Court cannot find that the parties waived the requirement for a separate document in this instance. The Court therefore determines that the Charles plaintiffs' claims have been adjudicated and that there is no just reason to -3-delay entry of judgment as to these claims. In accordance with Rule 54(b), the motion requesting separate entry of judgment is granted. In their motion to alter or amend judgment, the Charles plaintiffs argue that the Court erred in finding that the plan adopted by the Pulaski County Board of Education did not violate 2 of the Voting Rights Act when viewed in light of the standards set forth in Thornburg v. Gingles, 478 U.S. 30 (1986) or the standards for retrogression set out in Turner v. State of Arkansas, 784 F.Supp. 553 (E.D.Ark. 1991). They contend the PCBE plan is retrogressive because, applying the 65% minority population benchmark for a \"safe\" district, the number of minority districts is reduced from two \"safe\" districts to one. Additionally, the Charles plaintiff argue the Court misapplied the requirements under Thornburg. The Charles plaintiffs also ask the Court to amend its Order and find that they are the prevailing parties on their claim that the 1986 plan violated the one-man one-vote principle. They contend they are the prevailing parties on the other claims as well because as a result of their lawsuit, regardless of the disposition of the motion to amend or alter, they will be better off under the plan approved by the Court because there is less packing and there is a zone established in which they have a stronger impact as well as a clear chance that the zone will become a third majority minority zone in the future. In Hagerman v. Yukon Energy Corp., 839 F.2d 407, 414 (8th Cir. -4-1988), the court cited with approval a Seventh Circuit case which stated\n\"'Motions for reconsideration serve a limited function: to correct manifest errors of law or fact or to present newly discovered evidence. . . . Nor should a motion for reconsideration serve as the occasion to tender new legal theories for the first time.'\" The Court finds that the Charles plaintiffs' motion attempts to re-argue issues already decided by this Court and to raise issues that could have been made at trial. Therefore, it will be denied.* IT IS THEREFORE ORDERED that the Charles plaintiffs' motion for separate entry of judgment [doc. # 1924] is granted. Their motion to amend or alter [doc. # 1885] is hereby denied. DATED this 'day of August, 1993. UNITED STATES DISTRICT JI X.'JMENT c.NTF ON DOCKET SH' M JUDGE W Pi ,1 02^- ON  UY ' The Charles plaintiffs may renew their argument that they are the prevailing parties when they submit a motion for attorneys fees. -5-'Ot t  \u0026lt;  recesved SEP 2 1993 Office of Desegregation Monitoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS SEP 0 1 1993 CARL R.BRENTS, CLERK 8z:. R.,BREN7 DlEE PP. .CCLLEERRKlC-LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER The Clerk is hereby directed to substitute the attached pages. nos. 20, 23, 24, and 26, for the corresponding pages in the Memorandum Opinion and Order entered in this matter on June 21, 1993 as Document No. 1853. The Court directs this action in order to more appropriately cite Thornburg V. Gingles in subsequent references in the opinion. DATED this day of August, 1993. 1 UNITED STAATTEESS DISTRICT' JJUUEDGE rms DOCUMENT ENTERED ON DOCKET SHEET kN COMPLIANCE WITH P ON tE AND/OR 79(a) FRCP ev r' W'W..  been elected to public office in the jurisdiction. Gingles, 478 U.S. at 30, 44-45 (1986). Additional factors that in some cases have had probative value as part of plaintiffs' evidence to establish a violation are unresponsiveness on the part of elected officials to the particularized needs of the members of the minority group and whether the policy underlying the state or political subdivision's use of the contested practice is tenuous. Id. at 45. 9. Consideration of the Senate factors in determining whether a violation of 2 exists has been criticized because the factors often take attention away from the real issue. In this regard, the court in Whitfield v. Democratic Party of Arkansas, 686 F.Supp. 1365 (E.D.Ark. 1988), aff'd 902 F.2d 15 (Sth Cir. 1990) wrote: Having reviewed the Senate Report factors and some of the proof relating thereto, the Court must determine whether its positive findings with respect to many of those factors make it more probably true than not true that the challenged runoff provision makes the political processes not tl equally open to participation\" by blacks in that blacks have \"less opportunity than whites to participate in the political process and to elect representatives of their choice. II It should be apparent by now that most of the positive findings with respect to the Senate Report factors have no tendency to prove, or disprove, that proposition. The truth is that focusing on some of those factors serves more as a distraction than a useful tool for evaluating the cause and effect operation of the challenged runoff laws. Id. at 1386-87. See also, Jeffers, 730 F. Supp. at 232 (federal courts have felt the need to make findings concerning the Senate factors whether or not they have any relevance to the issues at hand). An evaluation of the Senate factors adds little to the -20-to give a remedy solely on the latter basis.\" Jeffers, 730 F. Supp. at 237. Therefore, the Charles plaintiffs have not proved that they have less opportunity to participate in the political process under the districting plan adopted by the PCBE. 11. The second element of a Voting Rights Act claim which the Charles plaintiffs have the burden to establish is that they have less opportunity to elect representatives of their choice under the districting scheme adopted by the PCBE than under the 1986 districting plan. The Supreme Court has identified three \"necessary preconditions\" to a finding that a districting scheme impairs minority voters' ability to elect representatives of their choice: First, that [the minority group] is sufficiently large and geographically compact to constitute a majority in a single-member district. 7\" '' - - - If it is not, as would be the case in a substantially integrated district, the multimember form of the district cannot be responsible for minority voters' inability to elect its candidates. Second, the minority group must be able to show that it is politically cohesive, politically cohesive, it If the minority group is not cannot be said that the selection of a multi-member electoral structure thwarts distinctive minority group interests. Third, the minority must be able to demonstrate that the white majority votes sufficiently as a bloc to enable it  in the absence of special circumstances, such as a minority candidate running unopposed . . . usually to defeat the minority's preferred candidate. In establishing this last circumstance, the minority group demonstrates that submergence in a white multi-member district impedes its ability to elect representation. representatives of its chosen Gingles, 478 U.S. at 50-51. These \"necessary preconditions\" will -23-be discussed in turn.^ 12. More than mere numerical superiority needs to be considered in determining whether the Charles plaintiffs constitute a sufficient majority in a single-member district to elect representatives of their choice. They must constitute more than a simple majority in order to ensure that they have the opportunity to elect candidates of their choice. As the court explained in Smith v. Clinton, 687 F.Supp. 1361, 1363 (E.D.Ark. 1988)\nA guideline of 65% of total population is frequently used, and is derived by supplementing a simple majority with an additional 5% to offset the fact that minority population tends to be younger than that of whites, 5% for the registration, minorities. well-documented and 5% for pattern low voter of low turnout voter among See also Fletcher v. Golder, 959 F.2d 106, 110 (Sth Cir. 1992). Therefore, the minority group must be sufficiently large and geographically compact that one or more zones with at least 65% minority population may be created. The Charles plaintiffs argue that three majority black districts should be created. The zones they propose, however, all fall below the 65% guideline. The Charles plaintiffs' proposed Zone 1 is 64.7% black, but it encompasses an area of declining black population and has an initial population variance of -4.5%. The other two proposed majority black zones are 61.7% and 64% black. The minority group is apparently not sufficiently large and ^Thc Court follows the Gingles preconditions but notes that Gingles addressed alleged voting rights violations in the context of a multi-member structure. In Growe, supra, the Supreme Court held that the Gingles preconditions apply in challenges to single-member districts. -24-In fact, racial polarization may not be shown where, in six of ten races with a black candidate facing a white candidate head to head, the black candidate won. 14. In general, \"a white bloc vote that normally will defeat the combined strength of minority support plus white 'crossover' votes rises to the level of legally significant white bloc voting.\" Gingles, 478 U.S. at 56. This situation simply does not exist in Little Rock. In 1980, Judge Eisele, after careful review of a voluminous amount of data, concluded that Little Rock does not have racially polarized voting. Leadership Roundtable, supra. This Court also concludes that racially polarized voting does not exist in Little Rock. The Court is mindful of Mr. Lynch's testimony that many factors other than race determine the outcomes of elections. This evidence is relevant to determine whether \"bloc voting by white voters will consistently defeat minority candidates.\" Gingles, 478 U.S. at 100 (O'Connor, J., concurring). It also \"would suggest that another candidate, equally preferred by the minority group. might be able to attract greater white support in future elections.\" Id. The Charles plaintiffs have not set forth proof that other factors usually determinative of political success, i.e. the candidates' platforms and policies, their ability as speakers. their II track records\" in the community. their name recognition, their financial support, were not the factors which attracted white voters. See Jeffers, 730 F. Supp at 246 (Eisele, J., concurring and dissenting). -26-SEP-'3-92 THU 10:44 U.S, DIST. CT, LR ARK, FAX NO, 7406096 P, 02 IN THE UNITED STATES DISTRICT COURT' EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION SE^-1 LITTLE ROCK SCHOOL DISTRICT by- V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION TO POSTPONE ELECTION For their motion, the Little Rock School District (LRSD) and the Pulaski County Board of Education (PCBE) state: 1. Members of PCBE are elected both at large and from zones from within the boundaries of the three school districts in Pulaski County, Arkansas. PCBE elections normally coincide with the  wc- r (? regularly scheduled school elections each year. 2. The only PCBE election scheduled for 1992 is in Zone 5, a zone situated entirely within the boundaries of LRSD. The regularly scheduled school elections in LRSD have been postponed by the court. The PCBE . Zone 5 election remains scheduled for September 15, 1992. 3. The incumbent in PCBE Zone 5, Mr. E. Grainger Williams, is unopposed for reelection. He will continue to serve Zone 5 whether or not an election is held on September 15, 1992.SEP- 3-92 THU 10:45 U.S. DIST. CT. LR ARK. FAX NO. 7406096 P. 03 4. LRSD will be required to pay the cost of the PCBE Zone 5 election. There will be no significant additional cost to LRSD if the PCBE Zone 5 election is held at the same time as the LRSD Board of Education election. There will be a significant cost to LRSD if the PCBE election is held as scheduled. The PCBE election should be rescheduled to coincide with the LRSD Board of Education election to avoid a waste of money which will be better spent for education and implementation of LRSD's desegregation plan. WHEREFORE, for the reasons set out above, the Little Rock School District and the Pulaski County Board of Education pray for an order postponing the Pulaski County Board of Education Zone S election until the time of the Little Rock School District 1992 Board of Education election. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By: Christopher Heller Bar No. 81083 PULASKI county BOARD OF EDUCATION PULASKI COUNTY ATTORNEY Pulaski County Courthouse Little Rock, AR 72201 By: L:a.ra\nr?y Vahght kidyVP-PoiipcBB.Eieciiqa 2 SEP- 3-92 THU 10:45 U.S. DIST. CT. LR ARK. FAX NO. 7406096 P. 04 - \\ I CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion to Postpone Election has been served on the following by depositing copy of same in the united states mail on this 1st day of September, 1992\nMr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown Office of Desegregation Monitoring Heritage West Bldg  Suite 510 201 East Markham Street Little Rock, AR 72201 \u0026gt; Christopher Heller 3 F\u0026gt; W.w: V T? C,\"- ii ILse Laan FILED U.S. DISJ-RlCT COURT r .r.n , ni/**! e nu'iMOAe SEP 9 1992 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION SEP 04 1992 CARL R. liritft Office of Desesregation Mcnitoring LITTLE ROCK SCHOOL DISTRICT DEW.tlERK INTIFFS V. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE 'fJOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS ORDER On motion of the Little Rock School District (LRSD) and the Pulaski County Board of Education (PCBE), and without objection from any of the parties to this action, the PCBE Zone 5 election currently scheduled for September 15, 1992, is hereby postponed until the time of the LRSD 1992 Board of Education election. IT IS SO ORDERED this 4th day of September, 1992. UNITED STATES DISTRICT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET IN :OMPU, ON WITH RULE 58 AND/OR 79(a) FRCP BYRECEIVED RLP.0 SEP 1 0 1992 IN THE UNITED STATES DISTRICT Cj Office of Desegregation Moni'^rjfigTERN DISTRICT OF ARKANSAS SEP 09 1992 im 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 RESPONSE TO MOTION TO POSTPONE ELECTION The Little Rock School District and the Pulaski County Board of Education have moved to delay the election for Pulaski County School Board Election Zone 5 until such time as the Court determines Little Rock School Board Elections. The Joshua Intervenors have no objections to an Order granting the requested delay herein. Respectfully submitted. JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 Joli: Bar No. 64046 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon the following, by placing same in U.S. Mail, postage prepaid, on this 9th day September, 1992: of Christopher Heller, Esq. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldq. 400 West Capitol Little Rock, AR 72201 Larry Vauqht Pulaski County Attorney Pulaski County Courthouse Little Rock, AR 72201 Sam Jones, Esq. WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Steve Jones, Esq. JACK, LYON \u0026amp; JONES 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Richard Roachell, Esq. #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown Office of Desegregation Monitoring Heritage West Bldg., Suite 510 201 E. Markham St. Little Rock, AR 72201 ohn W. Walker Jobreceived FILED u e oisrnici COURT eastern OISTRIAT ARKANSAS Office OCT 1 1992 of Desegregation Monitofing IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION SEP 24 1992 CARji Ry^ftENTS, CLERK DEP. CLeSt DALE CHARLES, ET AL. PLAINTIFFS V. NO. LR-C-92-476 O.G. JACOVELLI, ET AL. DEFENDANTS LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866V PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER Pending in both of the above-named cases are motions to consolidate. The motions are granted. The Clerk is directed to close LR-C-92-476 and to transfer any pleadings that are not duplicates to LR-C-82-866. Any further pleadings in LR-C-92-476 should be filed in LR-C-82-866. 1 On August 18,1992, this Court entered a Stipulated Order in LR-C-92-476, postponing the election for school directors for the Little Rock School District (\"LRSD\") until further orders of the Court. The Court also granted the motion of the LRSD and the Pulaski County Board of Education (\"County Board\") to postpone the County Board's Zone 5 election. Upon review of the pleadings filed in both cases concerning the matter of rezoning. the Court The motions to dismiss filed in former Case No. LR-C-92-476 (Doc. HH 3, 11, and 12) arc moot, the case having been consolidated with LR-C-82-866. 0 determines that it is appropriate for the County Board to address the issue of LRSD election zones. By law, the County Board is charged with the responsibility of dividing the LRSD into zones for the purpose of electing members to that District's Board of Directors. Ark. Code Ann. 6-13-607 (Michie 1991). The County Board will determine whether the zones are out of compliance with the \"one mafi* - one vote\" principle, and if they are, will rezone the LRSD accordingly. 3 Should the County Board find it necessary to redraw the zones, the Court asks it to be mindful of LRSD school attendance zones. A IT IS SO ORDERED this / day of September, 1992. UMITOD STATES DISTRICT , JUDGE TMis 00! ON \u0026gt; 1/-C WiTi i Ri 0 ON DOCKET SHENIN 79{a) FRCP BY.______ i: In responseto the LRSDs motion for joinder (Doc. # 1664), the County Board entered an appearancein LR-C-82-866 for the limited purpoic of complying with the orders of this Court to rezone the LRSD. The Court finds this appearance is appropriate and the motion for joinder is granted. in December 1986, the Court approved a proposal adopted by the LRSD dividing the district into seven election zones. Those zones have remained unchanged under the 1986 order of the Court. -2-UNITED STATES DISTRICT COURT Eastern District of Arkansas Office of the Clerk P.O. Box 869 Little Rock, Arkansas 72203-0869 September 30, 1993 Mr. Michael E. Gans, Clerk United States Court of Appeals 1114 Market Street St, Louis, MO 63103 Case No. LR-C-82-866 Re: LITTLE ROCK SCHOOL SPECIAL SCHOOL DISTRICT DISTRICT PULASKI COUNTY vs. Dear Sir: Enclosed please find in duplicate, copies of the following in the above case: Notice of Appeal [certified] Docket Entries [certified] Order filed 8/24/93 Judgment filed 8/24/93 Amended Notice of Appeal Sincerely, Carl R. Brents, Clerk Doris Collins, Deputy Clerk cc: w/encs. All Counsel of Record Lois Lambert-Court ReporterFILED U.S. DISTRICT COURT IN THE UNITED STATES DISTRICT COWF'* district Arkansas EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION ,SFP ? ? 1995 CARL R. BRENTS, CLERK LITTLE ROCK SCHOOL DISTRICT, ET AL By: PT.ATNTTFFS DEP. CLERK V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT DEFENDANTS MRS. LORENE JOSHLA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS DALE CHARLES, ET AL. V. LITTLE ROCK SCHOOL DISTRICT, ET AL. NOTICE OF APPEAL Notice is hereby given that the Plaintiffs and the Joshua Intervenors appeal the Judgment of the Court entered herein on August 24, 1993 to the United States Court of Appeals for the Eighth Circuit. Respectfully submitted. No. 64046 JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed. postage prepaid to the counsel of record listed below on this 22nd day of September, 1993. Larry D. Vaught Pulaski County Attorney 201 So. Broadway, Suite 400 Little Rock, AR 72201 Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, AR 72201 Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Richard Roachell, Esq. #15 Hickory Creek Drive Little Rock, AR 72212 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 IN THE UNITED STATES DISTRICT UOURT p., EASTERN DISTRICT OF ARKANSAS' - WESTERN DIVISION ! LITTLE ROCK SCHOOL DISTRICT, ET AL V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT DEFENDANTS MRS. LORENE JOSHUA, As next Friend of Minors Leslie Joshua, Stacy Joshua\nSARA MATTHEWS\nAs Next Friend of KHAYYAM DAVIS\nALEXA ARMSTRONG\ntARLOS ARMSTRONG\nALVIN HUDSON\nTATIA HUDSON\nMRS. HILTON TAYLOR, As Next Friend of HILTON TAYLOR, JR., PARSHA TAYLOR and BRIAN TAYLOR\nREV. JOHN M. MILES, As Next Friend of JANICE MILES and DERRICK MILES\nNAACP\nand ROBERT WILLINGHAM, Next Friend of TONYA WILLINGHAM INTERVENORS DALE CHARLES, ROBERT L. BROWN, SR., GWEN HEVEY JACKSON, DIANE DAVIS, and RAYMOND FRAZIER PLAINTIFFS V. O.G. JACOVELLI, Individually and As President of the Board of Education of the Little Rock School District, PATRICIA GEE, JOHN RIGGS, III, JOHN MOORE, DORSEY JACKSON, DR. KATHERINE MITCHELL and W.D. \"BILL\" HAMILTON, Individually and In Their Official Capacities as Members of the Board of Education of the Little Rock School District, A Public Body, Individually and in their Official Capacities\nTHE LITTLE ROCK SCHOOL DISTRICT, A Public Body Corporate\nCECIL BAILEY, THOMAS BROUGHTON, DR. GEORGE McCRARY, DR. MARTIN ZOLDESSY, and E. GRAINGER 4 19 8 4 WILLIAMS, Individually and In Their Official Capacities as members of the Pulaski County Board of Education\nand THE PULASKI COUNTY BOARD OF EDUCATION, A Public Corporate DEFENDANTS AMENDED NOTICE OF APPEAL Notice is hereby given that the Plaintiffs, Dale Charles, et al. and the Joshua Intervenors appeal the Judgment of the Court entered herein on August 24, 1993 to the United States Court of Appeals for the Eighth Circuit. Appellants will request the transcript from the Court Reporter and make arrangements for payment therefor within five (5) days. z-n Respectful/ly submitted ) John alker Bar No. 64046 jo: 17, . WALKER, P.A. Broadway Little Rock, AR (501) 374-3758 72206 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage prepaid to the counsel of record listed below on this ___ day of September, 1993. Larry D. Vaught Pulaski County Attorney 201 So. Broadway, Suite 400 Little Rock, AR 72201 Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, AR 72201 Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Richard Roachell, Esq. #15 Hickory Creek Drive Little Rock, AR 72212 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 Johhnn^z^. Walker COUNTY ATTORNEY COUNT PULASKI Pulaski County ADMINISTRATION BUILDING 201 SOUTH BROADWAY Lime ROCK, ARKANSAS 72201 501-377-6285 501-377-6282 FAX RECEfVEo CITIES ALEXANDER CAMMACK VILLAGE JACKSONVILLE LITTLE ROCK MAUMELLE NORTH LITTLE ROCK SHERWOOD WRIGHTSVILLE UNINCORPORATED AREA 600 SQUARE MILES MILITARY BASES LRAFB CAMP ROBINSON October 20, 1993 OCr 2 1 1995 Office of Desegregation c Docket Clerk Eighth Circuit Court of Appeals 1114 Market Street St. Louis, MO 63101 Re: Little Rock School District v. PCSSD Eight Circuit No.: 93-3469 Dear Clerk: Nelwyn Davis and I recently filed f\u0026lt;^on!toring entries of appearance in the above appeal on behalf of the Pulaski County Board of Education, an appellee. We received notice from you that the Board was not listed as an appellee. Since the Board is the body that created the zones that are being attacked, and since we defended them in the District Court, I hereby request that the Pulaski County Board of Education be added as a party appellee and be allowed to participate in the appeal. sincerely, Larry D. Vaught Pulaski County Attorney LDV:sd cc: All Counsel of Record COUNTPULASW CITIES ALEXANDER CAMMACK VILLAGE JACKSONVILLE LITTLEROCK MAUMELLE NORTH LITTLEROCK SHERWOOD WRIGHTSVILLE UNINCORPORATED AREA 600 SOUARE MILES MILITARY BASES LRAFB CAMP ROBINSON Pulaski County COUNH ATTORNEY ADMINISTRATION BUILDING 201 SOUTH BROADWAY LITTLE ROCK, ARKANSAS 72201 501-377-6285 501-377-6282 FAX ED October 20, 1993 OCT 2 J 1993 Of'ics of Desi Docket Clerk Eighth Circuit Court of Appeals 1114 Market Street St. Louis, MO 63101 Re: Little Rock School District v. PCSSD Eight Circuit No-: 93-3469 Dear Clerk: Nelwyn Davis and I recently filed Mcnircring entries of appearance in the above appeal on behalf of the Pulaski County Board of Education, an appellee. We received notice from you that the Board was not listed as an appellee. Since the Board is the body that created the zones that are being attacked, and since we defended them in the District Court, I hereby request that the Pulaski County Board of Education be added as a party appellee and be allowed to participate in the appeal. Sincerely, Larry D. Vaught Pulaski County Attorney LDV:sd cc: All Counsel of Record RECEIVED JiN 2 8 1994 UNITED STATES COURT OF APPEAL FOR THE EIGHTH CIRCUIT Office of Desegregation Monitoring NO. 93-3592 PULASKI CTY. LITTLE ROCK SCHOOL DISTRICT V. SPECIAL SCH. DIST. NO. 93-3469 LORENE JOSHUA V. LITTLE ROCK SCHOOL DIST. NO. 93-3594 LITTLE ROCK SCHOOL DIST. V. LORENE JOSHUA APPEAL FROM THE UNITED STATES DISTRICT COURT FOR THE EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION THE HON. SUSAN WEBBER WRIGHT, DISTRICT JUDGE MOTION TO EXPAND PAGE LIMIT FOR APPELLANTS' BRIEF The Appellants Dale Charles, et al., and the Joshua Intervenors, by and through undersigned counsel, for their Motion to Expand the Page Limit for Appellants' Brief, state as follows: 1. Because the three above-referenced appeals have been consolidated, the 50-page limit may be inadequate to permit the Appellants to adequately brief the issues on appeal. 2. A maximum limit of 75 pages would be sufficient. WHEREFORE, Appellants pray that the page limit be increased to / 75 pages. Respectfully submitted. r / / I. DaVid SchoenDAVID SCHOEN, ESQ. P.O. Box 3483 120 West Spring Fayetteville, AR (501) 444-6200 72702 JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage prepaid to the counsel of record listed below on this day of January, 1994 . Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, 3400 Capitol Towers P.A. Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, AR 72201 Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Richard Roachell, Esq. #15 Hickory Creek Drive Little Rock, AR 72212 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 \\) I / I J' --- David SchoenRECEIVIE?D JAW y 8 1994 UNITED STATES COURT OF APPEAL FOR THE EIGHTH CIRCUIT Office of Desegregation Monitoring NO. 93-3592 PULASKI CTY. LITTLE ROCK SCHOOL DISTRICT SPECIAL SCH. DIST. V. NO. 93-3469 LORENE JOSHUA V. LITTLE ROCK SCHOOL DIST. NO. 93-3594 LITTLE ROCK SCHOOL DIST. JOSHUA V. LORENE APPEAL ] FOR FROM THE UNITED STATES DISTRICT COURT I THE EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION THE HON. SUSAN WEBBER WRIGHT, DISTRICT JUDGE SECOND MOTION FOR APPELLANTS FOR EXTENSION OF TIME TO FILE THEIR BRIEFS The Appellants Dale Charles, et al., and the Joshua Intervenors, for their Motion for an Extension of Time to File Their Briefs, stated that: 1. The Appellants' Briefs in the above referenced consolidated appeals are due on January 27, 1994 . 2. Due to the press of business in counsels' office. an additional extension of time of two weeks is necessary in which to file the briefs for the Appellants. WHEREFORE, Appellants Dale Charles and the Joshua Intervenors request an extension of time to and through Febiuary 10, Respectfully submitted, 1994.c- ( s. David Schoen DAVID SCHOEN, ESQ. P.O. Box 3483 120 West Spring Fayetteville, AR (501) 444-6200 72702 JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage prepaid to the counsel of record listed below on this day of January, 1994. Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, 3400 Capitol Towers P.A. Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, AR 72201 Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Richard Roachell, Esq. #15 Hickory Creek Drive Little Rock, AR 72212 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 / ( } -  David Schoen UNITED STATES COURT OF APPEAL FOR THE EIGHTH CIRCUIT RECE!VFS| lO. 93-3592 LITTLE ROCK SCHOOL DISTRICT V. FEB 1 1994 PULASKI CTY. SPECIAL SCH. DIST. NO. 93-3469 LORENE JOSHUA V. LITTLE ROCK Office of Desegre^. SCHOOL DIST. iioring NO. 93-3594 LITTLE ROCK SCHOOL DIST. V. LORENE JOSHUA APPEAL FROM THE UNITED STATES DISTRICT COURT FOR THE EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION THE HON. SUSAN WEBBER WRIGHT, DISTRICT JUDGE THIRD MOTION FOR APPELLANTS FOR EXTENSION OF TIME TO FILE THEIR BRIEF The Appellants Dale Charles, et al., and the Joshua Intervenors, for their Motion for an Extension of Time to File Their Brief, stated that: 1. The Appellants' Brief in the above referenced consolidated appeals is due on February 10, 1994. This court has previously granted the appellants two extensions. 2. The Appellants Brief is prepared at the office of John W. Walker, one of the counsel for the appellants. A fire at said counsel's office caused the office to be without heat and electricity for a period of one week, created confusion as to the location of documents, and has necessitated noisy and distracting repairs which continue to the present. Such conditions have substantially interfered with completion of the brief.3. The appellants' brief is substantially completed as of the date of this motion, but additional time is needed to prepare the appendix, and to copy, bind and mail the brief and appendix. WHEREFORE, Appellants Dale Charles and the Joshua Intervenors request an extension of time to and through February 15, Respectfully submitted. 1994. David Schoen DAVID SCHOEN, ESQ. P.O. Box 3483 Fayetteville, AR (501) 444-6200 72702 JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed. postage prepaid to the counsel of record listed below on this day of February, 1994. Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, AR 72201 Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Richard Roachell, Esq. #15 Hickory Creek Drive Little Rock, AR 72212 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 J__ David Schoen L Z)ii't'fr-f Clt,t-1~ ^i-lt-f-i IN THE UNITED STATES COURT OF APPEALS RECEIV* No. 93-3592 NO. 93-3469 NO. 93-3594 No. FOR THE EIGHTH CIRCUIT FEB 2 2 1994 Office of Desegregation Mori,iu,...a LITTLE ROCK SCHOOL DISTRICT V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT LORENE JOSHUA V. LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK SCHOOL DISTRICT V. LORENE JOSHUA MOTION FOR PERMISSION TO FILE BRIEF OPT OF TIME For its motion, the Little Rock School District (LRSD) states: 1. The Little Rock School District is an Appellant in Case 93-3592 and an Appellee in the other two of these consolidated cases. 2. LRSD and the Joshua Intervenors both appealed the district court's order of September 27, 1993. LRSD expected to join Joshua's brief in Case No. 93-3592. 3. Upon reviewing Joshua's brief, LRSD determined that its position is somewhat different than that of the Joshua Intervenors and that it would be necessary to file a separate brief. 4 . LRSD has prepared its brief as expeditiously as possible and requests that the clerk file its brief out of time. WHEREFORE, for the reasons set forth above, LRSD moves for permission to file the attached brief out of time. Respectfully submitted. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201(501) 376-2011 Attorneys for Appellants Little Roc: School District B \u0026gt;a: J^topher Heller 4no. 81083 CERTIFICATE T SERVICE I certify that a copy of the foregoing Motion For Permission to File Brief Out of Time been served on the following people by depositing copy of same in the United States mail on this 18th day of February, 1994: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Chri fer Heller ! IN THE UNITED STATES COURT OF APPEALS No. 93-3592 NO. 93-3469 NO. 93-3594 FOR THE EIGHTH CIRCUIT APR 2 0 1994 Cifioa cf Dcsegr\nC.1 LITTLE ROCK SCHOOL DISTRICT V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT LORENE JOSHUA V. LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK SCHOOL DISTRICT V. LORENE JOSHUA Appeals From The United States District Court For the Eastern District of Arkansas Western Division Honorable Susan Webber Wright, District Judge BRIEF FOR APPELLEE LITTLE ROCK SCHOOL DISTRICT IN NOS. 93-3469 AND 93-3594 Christopher Heller John Clayburn Fendley, Jr. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 (501) 37602911 Attorneys for Little Rock School DistrictTable of Contents Statement Of The Case 1 I. The Voting Rights Act Issue 1 II. The Desegregation Plan Modification Issue 3 Summary Of Argument 11 Argument 13 I. The District Court's Finding That The Charles Plaintiffs Failed To Establish A Violation Of The Voting Rights Act, 42 U.S.C.  1973, Is Not Clearly Erroneous And Should Be Affirmed .............................................. 13 II. The District Court Properly Approved The Closing Of Ish School And The Assignment Of Ish Students To The New And Integrated King Interdistrict School..............................38 Conclusion 50 iR J i=i rXTTJ q IN THE UNITED STATES COURT OF APPEALS No. 93-3592 NO. 93-3469 NO. 93-3594 FOR THE EIGHTH CIRCUIT APR 2 0 1994 Cifico cf Dcsegr .uCil LITTLE ROCK SCHOOL DISTRICT V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT LORENE JOSHUA V. LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK SCHOOL DISTRICT V. LORENE JOSHUA Appeals From The United States District Court For the Eastern District of Arkansas Western Division Honorable Susan Webber Wright, District Judge BRIEF FOR APPELLEE LITTLE ROCK SCHOOL DISTRICT IN NOS. 93-3469 AND 93-3594 Christopher Heller John Clayburn Fendley, Jr. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg, 400 West Capitol Little Rock, AR 72201 (501) 37602911 Attorneys for Little Rock School DistrictTable of Contents Statement Of The Case 1 I. The Voting Rights Act Issue 1 II. The Desegregation Plan Modification Issue 3 Summary Of Argument 11 Argument 13 I. The District Court's Finding That The Charles Plaintiffs Failed To Establish A Violation Of The Voting Rights Act, 42 U.S.C.  1973, Is Not Clearly Erroneous And Should Be Affiraed .............................................. 13 II. The District Court Properly Approved The Closing Of Ish School And The Assignment Of Ish Students To The New And Integrated King Interdistrict School 38 Conclusion 50 1^PH 2 2 'W IN THE UNITED STATES COURT OF APPEALS FOR THE EIGHTH CIRCUIT Oliico oS No. 93-3592 LITTLE ROCK SCHOOL DISTRICT V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 93-3469 LORENE JOSHUA V. LITTLE ROCK SCHOOL DISTRICT NO. 93-3594 LITTLE ROCK SCHOOL DISTRICT V. LORENE JOSHUA MOTION TO RE-OPEN AND TO SUPPLEMENT THE RECORD Appellees, Little Rock School District (\"LRSD\") and Pulaski County Board of Education (\"PCBE\"), for their motion to re-open and supplement the record state\n1. This appeal concerns the alleged violation of Section 2 of the Voting Rights Act, 42 U.S.C.  1973 (Supp. 1993). Appellants, the \"Charles Plaintiffs,\" contend that the plan for LRSD election zones adopted by PCBE violates Section 2. A trial was conducted on April 13 and 14, 1993. The district court by Memorandum Opinion and Order dated June 21, 1993, held that the Charles Plaintiffs had failed to establish a violation of Section 2. On August 24, 1993, the district court entered judgment dismissing the Charles Plaintiffs' Amended Complaint from which the Charles Plaintiffs appeal. 2. On September 21, 1993, LRSD elections where conducted under the PCBE plan. In that election, a black candidate was elected from a majority white zone, and a white candidate was elected from a majority black zone. T. Kevin O'Malley, who is white, received a majority of the vote and defeated two black opponents in the LRSD Zone 2 election, and Linda Poindexter, who is black, defeated a white candidate in the LRSD Zone 5 election. Zone 2 is 59.4% black, and Zone 5 is 19.1% black. Certified copies of the election results are attached hereto as Exhibit A. 3. In order to establish a violation of Section 2, a minority group must establish racially polarized voting. Thornburg v. Gingles. 478 U.S. 25, 50-51 (1986). The results of the September 21, 1993, LRSD elections provide further support for the district court's finding that LRSD does not suffer from racially polarized voting. 4. At trial, LRSD entered into evidence without objection by the Charles Plaintiffs certified copies of election results from past LRSD election. WHEREFORE, LRSD and PCBE move that the record in this matter be re-opened and supplemented to include the results from the September 21, 1993, LRSD elections. Respectfully submitted, FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 (501) 376-2011 Attorneys for Appellants Little Rock School District By: Christopher Helle: Bar No. 81083 \u0026lt;CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion to Re-Open and to Supplement the Record has been served on the following people by depositing copy of same in the United States mail on this 20th day of April, 1994: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Ms. Nelwyn Davis Pulaski County Attorney 201 Broadway Little Rock, AR 72201 Christopher Heller I LITTLE ROCK SCHOOL DISTRICT The Pulaski County Election Commission hearby certifies the Election held in Pulaski County on September 21, 1993, i i } SCHOOL BOARD MEMBER, ZONE 5 \"D C LINDA PONDEXTER 191 \u0026lt;/)O co CZ5 m re JIM GONZALES 160 um 47 STATE OF ARKANSAS COUNTY OF PULASKI cn WE, VAUGHN MCQUARY, MARY LOUISE WILLIAMS AND BECKY TERRIEN, THE PULASKI COUNTY ELECTION COMMISSION, WITHIN AND FOR PULASKI COUNTY, ARKANSAS ON THIS DAY DO FIND AND HEREBY CERTIFY THE ABSTRACT OF VOTES CAST IN THE 1993 ELECTION HELD IN PULASKI COUNTY ON SEPTEMBER 21, 1993 AS SHOWN BY THE ATTACHED RETURNS. WITNESS OUR HANDS AS CHAIRMAN AND MEMBERS OF SAID BOARD THIS 24TH DAY OF s: lER, 1993. CHAIRMA MEMBER ^MfeMl^ER SUBSCRIBED AND SWORN BEFORE ME. A NOTARY PUBUC, FOR AND WITHIN THE COUNTY AND OF SEPTEMBER, 1993. zM KES I s ( ! I I X LITTLE ROCK SCHOOL DISTRICT FILS 93SEP 30 PM |: 13 The Pulaski County Election Commission heaiby certifies the Election held in PulasH^County^PY COUHTY CLERK on September 21, 1993, PULASKI COUNTY. ARK SCHOOL BOARD MEMBER, ZONE 2 EMMETT WILLIS uO to I 23 T. KEVIN OMALLEY 3'^ DR. ALDA MOORE STATE OF ARKANSAS COUNTY OF PULASKI WE VAUGHN MCQUARY, MARY LOUISE WILLIAMS AND BECKY TERRIEN, THE PULASKI COUNTY ELECTION COMMISSION, WITHIN AND FOR PULASKI COUNTY, ARKANSAS ON THIS DAY DO FIND AND HEREBY CERTIFY THE ABSTRACT OF .\nVOTES CAST IN THE 1993 ELECTION HELD IN PULASKI COUNTY ON SEPTEMBER 21, 1993 AS SHOWN BY THE ATTACHED RETURNS. WITNESS OUR HANDS AS CHAIRMAN AND MEMBERS OF SAID BOARD THIS 24TH DAY OF S\n, 1993. cha: MEMBER o 3:r IMMX 0 MEWB^  SUBSCRIBED AND SWORN BEFORE ME, A NOTARY PUBLIC, FOR AND WITHIN THE COUNTY AND AFORESAID, THIS 24TH DAY OF SEPTEMBER, 1993. PUBLIC, MY COMMISSION E: I 38t LITTLE ROCK SCHOOL DISTRICT 1 '::n ' w J 93 SEP 30 PH n 13 The PulesU County Election Commission hearty certifies the Election held in PulgM Cju^^l^ on September 21, 1993, COUHTY CLERK PULASKI CCJHTY. AR SCHOOL BOARD MEMBER, ZONE 2 EMMETT WILLIS T. KEVIN OMALLEY DR. ALDA MOORE STATE OF ARKANSAS COUNTY OF PULASKI LOUISE WILLIAMS AND BECKY TERRIEN, THE -lire vATTPTiM MCDTIARY MARY LOUISE WILLIAMS AWU uctM , PuaSKI county ELECTioN CO^SSION 7u?akkac nN THIS DAY DO FIND AND HEREBY CERTIFY THE ABSTRACT OF .\nVOTES CAST IN THE 1993 ELECTION HELD IN PULASKI COUNTY ON SEPTEMB 21, 1993 AS SHOWN BY THE ATTACHED RETURNS. :S OUR HANDS AS WITNESS Ab CH? OF SEPTEMK^, 1993. CHAIRMAN AND MEMBERS OF SAID BOARD THIS 24TH 5 chai: MEMBER . \\ , member SUBSCRIBED AND SWORN BEFORE ME, A NOTARY PUBLIC, FOR AND WITHIN THE COUNTY AND THIS 24TH DAY OF SEPTEMBER, 1993. aforesaid, iX^IRES tfflTARY PUBLIC, MY COMMISSION E: 3eo IN THE UNITED STATES COURT OF APPEALS ..... xsonVwC' \"3 CiViCQ Ct FOR THE EIGHTH CIRCUIT No. 93-3592 LITTLE ROCK SCHOOL DISTRICT V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 93-3469 LORENE JOSHUA V. LITTLE ROCK SCHOOL DISTRICT NO. 93-3594 LITTLE ROCK SCHOOL DISTRICT V. LORENE JOSHUA MOTION TO RE-OPEN AND TO SUPPLEMENT THE RECORD Appellees, Little Rock School District (\"LRSD\") and Pulaski County Board of Education (\"PCBE\"), for their motion to re-open and supplement the record state: 1. This appeal concerns the alleged violation of Section 2 of the Voting Rights Act, 42 U.S.C.  1973 (Supp. 1993). Appellants, the \"Charles Plaintiffs,\" contend that the plan for LRSD election zones adopted by PCBE violates Section 2. A trial was conducted on April 13 and 14, 1993. The district court by Memorandum Opinion and Order dated June 21, 1993, held that the Charles Plaintiffs had failed to establish a violation of Section 2. On August 24, 1993, the district court entered judgment dismissing the Charles Plaintiffs' Amended Complaint from which the Charles Plaintiffs appeal. 2. On September 21, 1993, LRSD elections where conducted under the PCBE plan. In that election, a black candidate was elected from a majority white zone, and a white candidate was elected from a majority black zone. T. Kevin O'Malley, who is white, received a majority of the vote and defeated two blackopponents in the LRSD Zone 2 election, and Linda Poindexter, who is black, defeated a white candidate in the LRSD Zone 5 election. Zone 2 is 59.4% black, and Zone 5 is 19.1% black. Certified copies of the election results are attached hereto as Exhibit A. 3. In order to establish a violation of Section 2, a minority group must establish racially polarized voting. Thornburg v. Gingles. 478 U.S. 25, 50-51 (1986). The results of the September 21, 1993, LRSD elections provide further support for the district court's finding that LRSD does not suffer from racially polarized voting. 4. At trial, LRSD entered into evidence without objection by the Charles Plaintiffs certified copies of election results from past LRSD election. WHEREFORE, LRSD and PCBE move that the record in this matter be re-opened and supplemented to include the results from the September 21, 1993, LRSD elections. Respectfully submitted. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 (501) 376-2011 Attorneys for Appellants Little Rock School District By: Christopher Helle: Bar No. 81083 \u0026lt; CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion to Re-Open and to Supplement the Record has been served on the following people by depositing copy of same in the United States mail on this 20th day of April, 1994: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roache11 and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Ms. Nelwyn Davis Pulaski County Attorney 201 Broadway Little Rock, AR 72201 Christopher Heller !/ t LITTLE ROCK SCHOOL DISTRICT The Pulaski County Election Commission hearby certifies the Election held in Pulaski County on September 21, 1993, I I } SCHOOL BOARD MEMBER, ZONE 5 \"D c: LINDA PONDEXTER 191 t/\u0026gt;O xO co GO m TS JIM GONZALES 160  Cot/'  u C STATE OF ARKANSAS COUNTY OF PULASKI cn WE, VAUGHN MCQUARY, MARY LOUISE WILLIAMS AND BECKY TERRIEN, THE PULASKI COUNTY ELECTION COMMISSION, WITHIN AND FOR PULASKI COUNTY, ARKANSAS ON THIS DAY DO FIND AND HEREBY CERTIFY THE ABSTRACT OF VOTES CAST IN THE 1993 ELECTION HELD IN PULASKI COUNTY ON SEPTEMBER 21, 1993 AS SHOWN BY THE ATTACHED RETURNS. WITNESS OUR HANDS AS CHAIRMAN AND MEMBERS OF SAID BOARD THIS 24TH DAY OF s: ER, 1993. CH ER SUBSCRIBED AND SWORN BEFORE ME, A NOTARY PUBLIC, FOR AND WITHIN THE COUNTY AND .AFORESAID, IN THIS 24TH DAY OF SEPTEMBER, 1993. j s4 ITARY PUBLIC, MY COMMISSION i/9tr r I The Pulaski County little rock school district PI V 5 n 'r 93 SEP 30 Pf\nH 13 Election Commission hearby certifies the Election held in Pulasla^County[_p on September 21, 1993, COUNTY CLERK PULASKI COUNTY. ARK SCHOOL BOARD MEMBER, ZONE 2 c co co EMMETT WILLIS cn2 T. KEVIN OMALLEY 3^ o I DR. ALDA MOORE STATE OF ARKANSAS COUNTY OF PULASKI czrjco 231-- tm \u0026gt; \u0026gt; cn cn WE VAUGHN MCQUARY, MARY LOUISE WILLIAMS AND BECKY TERRIEN, THE PULASKI COUNTY ELECTION COMMISSION, WITHIN AND FOR PULASKI COUNTY, ARKANSAS ON THIS DAY DO FIND AND HEREBY CERTIFY THE ABSTRACT OF .\nVOTES CAST IN THE 1993 ELECTION HELD IN PULASKI COUNTY ON SEPTEMBER 21, 1993 AS SHOWN BY THE ATTACHED RETURNS. WITNESS OUR HANDS AS CHAIRMAN AND MEMBERS OF SAID BOARD THIS 24TH DAY OF S: ., 1993. cha: MEMBER SUBSCRIBED AND SWORN BEFORE ME, A NOTARY PUBLIC, FOR AND WITHIN THE COUNTY AND AFORESAID, THIS 24TH DAY OF SEPTEMBER, 1993. PUBUC, MY COMMISSIOONN EElXPIRES 7 38 The Pulaski County LITTLE ROCK SCHOOL DISTRICT I? V 1  93 SEP 20 PH H 13 Election Commission hearby certifies the Election held in P^^^^Couji^lEY on September 21, 1993, COUHT-Y CLERK PULASKI COUNTY. AR SCHOOL BOARD MEMBER, ZONE 2 EMMETT WILLIS T. KEVIN OMALLEY r S' DR. ALDA MOORE STATE OF ARKANSAS COUNTY OF PULASKI WE, VAUGHN LOWSE Wn^S^^^ PULASKI COUNTY rT .PmON COMMISSION, WITHIN AND FOR PULASKI COUNTY, day do find and hereby certify the abstract of . ARKANSAS ON THIS 1993 ELECTION HELD IN PULASKI COUNTY ON SEPTEMBER VOTES CAST IN THE 21, 1993 AS SHOWN BY THE ATTACHED RETURNS. S OUR HANDS AS CHAIRMAN AND MEMBERS OF SAID BOARD THIS 24TH cha: septPeEmM: B^, 11999933. .N MEMBER z M:^EfeR SUBSCRIBED AND SWORN BEFORE ME, A NOTARY PUBUC, FOR AND ^V^rHIN THE COUNTY AND aforesaid, THIS 24TH DAY OF SEPTEMBER, 1993. Jbhjjr PUBUC, MY COMMISSION E\niXI^IRES 3 /''A Co/Y Jack, Lyon \u0026amp; Jones, p.a. ATTORNEYS AT LAW 3400 TOBY TOWER 425 WEST CAPITOL AVENUE LITTLE ROCK, ARKANSAS 72201 -3472 (501) 375-1 122 TELECOPIER (501) 375-1027 Nashvill* Office *11 Music Circle South Nashville. Tennessee 37203 (615) 259-4664 Telecopier (61S) 259-4668 April 26, 1994 RECEIVED Ms. Mary Loida Deputy Clerk United States Court of Appeal U.S. COURT \u0026amp; CUSTOM HOUSE 1114 Market Street St. Louis, MO 63101 APR 2 8 tW OfJics of Desegregatioi! Moiiiiuiuig\nRE: Little Rock School District v. Pulaski County Special School District, Appeal Nos. 93-3469 and 93-3594 Dear Ms. Loida: In response to your inquiry, neither the North Little Rock School District nor the Pulaski County Special School District intended to enter an appearance as an appellee in the above referenced appeals which involve respectively the election of members of the Board of Education of the Little Rock School District (No. 93-3469) and the closing of Ish Elementary School in the LRSD (No. 93-3594). Rather, it was our mutual intent only to enter an appearance and file a brief in Case No. 93-3592 which involves the District Court's order of September 27, 1993 ruling out the old Stephens Elementary School site as a potential location for construction of a new Stephens interdistrict school. Please be advised that I have been authorized by the attorney for the PCSSD, Sam Jones, to communicate to the Court the position of the Pulaski County Special School District. I hope this resolves any confusion regarding the appearance of the PCSSD or NLRSD in the above referenced appeals, please do not hesitate to contact me. If you have any questions. SWJ:le Very truly yours. cc: Sam Jones Christopher Heller John Walker Ann Brown Richard Roachell James Smith Elizabeth Boyter Jerry Malone JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 DAVID SCHOEN, ESQ. 667 Betty Jo Fayetteville, AR (501) 444-6200 72702 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage prepaid to the counsel of record listed below on this day of April, 1994. Steve Jones, Esq. JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Christopher Heller, Esq. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building Little Rock, AR 72201 Sam Jones, Esq. WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, AR 72201 Richard Roachell, Esq. ROCHELL \u0026amp; STREETT 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 ^rk Burnette M^r' SiLR School Board OKs new election zones As the filing date nears, officials hope redrawn districts will be in place by Sept. 18 BY CHRISTOPHER SPENCER , ' ARKANSAS DEMOCRAT-GAZETTE The Little Rock School Board adopted new election zone boundaries Thursday night, but theres some doubt as to whether the new zones will be in place be-i fore the Sept. 18 School Board elections.  Were operating on the assumption that this process will be complete, based on what our lawyers have told us, Superintendent Ken James said. Redrawing the districts seven election zones is needed so the zones will mirror the demographic data from the 2000 Census, said Clay Fendley, the school districts attorney. Earlier this week, Sandy Dyer, Pulaski County election coordinator, expressed alarm about changing the election zones so close to the Aug. 6 filing date for candidates. I think it will be a very tight squeeze for us to effect all the changes that would be necessary to accomplish a redistricting project six weeks out from a fullblown [School Board] election, Dyer said Tuesday. James told the board he felt the process would work out. During a School Board meeting Thursday night, board member Baker Kurrus questioned Fendley on the status of the by the adoption of the new zones, change. School district officials plan to We have an upcoming elec- contact the Pulaski County Election, I know because Im running. tion Commission today to discuss Do we anticipate these zones be-ing used for the election? Kur- __ _  rus asked. proved the first of three election The election commission is zone plans prepared by the staff responsible for approval. I dont of Metroplan, a council of local know if they anticipate these governments in central Arkansas, changes, Fendley said. in the plan, population loss in Kurrus is an incumbent board 2one 1  the easternmost zone  member running for re-election jg balanced with westward ex-in Zone 4, which encompasses northwest Little Rock. He has become a certified candidate with a petition signed by at least 20 people in his zone, but some of those signatures might be invalidated implementation of the new zones. The board unanimously ap- In pansion. The zone will now take in the Capitol View and Stifft Station neighborhoods. Four of the seven zones will See ZONES, Page 4B Zones  Continued from Page IB be comprised of a majority black population with three majority white zones. The current zone boundaries allow for two majority black zones. Arkansas law requires school districts with black or Hispanic populations of 10 percent or greater to have zoned elections. The plan also calls for the Robinwood and Foxcroft neighborhoods, now in Zone 4, to become part of Zone 3, represented by board member Judy Magness. James said after the meeting that it became apparent soon after he took office in mid-June that the rezoning project, initially begun in April, had become stymied somewhere between the School Board administration and the mayors office. We hit the ground running with this, James said. This needs to be done as soon as possible. Information for this article was contributed by Cynthia Howell of the Arkansas Revised Little Rock School Board Election Zones Little Rock School Board has revised the boundaries of its election zones to make the populations in each of the zones approximately equal based on 2000 U.S. Census data. Population has shifted out of east 3 2 7 6 Little Rock, making it necessary to expand the area encompassed in Zone 1, which set off a \\ chain reaction in the other zones. 1 POPULATION ZOIE Tinu PERCENTAGE 1 3 5 1 24,926 25,994 25,715 26,206 WHTE 22.7% 90.2 71.4 41.3 BUCK 75.1 % 6.7 22.3 ,, 53.5  SATURDAY, MARCH 24, 2001  Gamine told to study census data, need to redraw LR election zones BY CYNTHIA HOWELL before the candidate filing dates ARKANSAS DEMOCRAT-GAZETTE fop the September 2001 school The release of 2000 Census fig- board election. The filing dead- ures means the Little Rock School line is usually in early August. Board election zones may need Sv The seven Little Rock School Board members are elected solely some adjustments. ____________ School Board members this voters who live in the zone week directed Superintendent Les they are running. Gamine and his staff to review the population numbers in each zone to determine whether the zone boundary lines need to be changed to make the populations in each area about the same. There are no at-large positions on i the Little Rock board. The 1992 Little Rock School Board election was delayed a year and combined with the 1993 election after civil rights lawyer John Walker sued in federal court to Early reports from the census show that there has been an in- -------- ------------- .. crease in population in the west- equalize the populations in the ern part of the city and a decline zones. He also asked in the lawsuit in piirts of the citys core. that the zone boundanes be re- Camine said an effort would be drawn so that three of the zones made to complete the review and would have majority black popula- make any necessary recommenda- t----------------------- tions for changes to the board well ed at the time. tions instead of the two that exist-o CM lf\u0026gt; CM Dyer also noted that the filing  deadline for School Board candi- J~ dates is Aug. 6, less than two weeks away, and that the zoning changes could affect who is eligi-oping the boundary proposals. ble to run for two open board seats Walker represented the Nation- in September. .................   ' She said board candidate Bak- Board  Continued from Page 1B Joshua intervenors, before devel- Current Little Rock School District election zones tween Markham Street and Kanis the zones had majority-black popRoad. ulations and five were predomi- D al Association (or the Advance-  ment of Colored People in a 1992 er Kurrus has already become a lawsuit to force changes in the certified candidate on the basis of boundary lines that existed at the a petition signed by at least 20 peo-time. The NAACP had said the pie in his zone. zones should be redrawn on the The candidacy could become basis of updated 1990 population invalid if the zones change and the figures and should in.c..l.u..d..e.. ..t.h ree petition signers no longer live in majority-black election zones instead of two. Kumis zone, she said. Kumis is an incumbent board The lawsuit, which was ulti- m---e-m---b-e--r- r-u--n--n ing for reelection in mately decided by the Sth U.S. Cir- Zone 4, which encompasses north- -cuit Court of Appeals, resulted in west Little Rock. A' one-year delay in what should -A--c-c--o-r-d--i-n-g- to each of the three ive been the 1992 School Board Metroplan proposals, the Robin-lection. News that the School Board is wood and Foxcroft neighborhoods north of Cantrell Road, now in ^7 The Little Rock School Board is considering changes to current School Board election boundaries so that the population in each of the seven zones will be approximately the same. iJbnsidering zone changes for the Zone 4, would become part of Zone , elec.t.i.o..n.. .a..l.a..r..m...e..d.- S an,d y_ D yer, P_u - J 2one 3 is represented on the 'iaski County election coordinator. V I think it will be a very tight ^ueeze for us to effect ^1 the board by Judy Magness. Arkansas law requires school districts that have black or His- Ranges that would be necessary panic populations of 10 percent or Id accomplish a redistricting pro- greater based on the 2000 Census ject six weeks out from a fullblown [school board] election, to have zoned elections. Those new or redrawn zones were sup-ecutive director, said in a letter to Little Rock Superintendent Ken James last week that east Little Rock has lost population over the past decade. As a result, boundaries for Zone 1 which is the school districts eastern most zone  would be expanded westward into the Capitol View or even Stifft Station neighborhoods, setting off a chain reaction of boundary she said Tuesday night posed to be in place by the middle Dyer said neither she nor the of last month. But the law specifi- Pulaski County Election Commis- cally exempts from its require-sion had been approached about ments those school districts such . the possibility of zone changes for as Little Rock that are operating changes tn the other election the election although she believed under federal court desegregation \" \" the Election Commission would orders. have to approve such changes. I Jim McKenzie, Metroplans ex-zones. Zone 2, which encompasses central Little Rock and is repre- Arkansas Democrat-Gazette sented by board member Mike Daugherty, would lose some of its eastern territory to Zone 1. But the western border of Zone 2 would move from Mississippi Street and Boyle Park to Interstate 430 in ail three Metroplan proposals. In two of the three proposals.\nZone 2 would take in the area  north of Markham Street and  south of Rodney Parham Road all I the way to 1-430. In the third proposal, Zone 2 5 would remain south of Markham  Street but extend west to 1-430 be-op \u0026lt;g3 g gc -gS-S si  1 o Ila'S g.-2gg^=l c tfl  mOO*35 a Q Ow Cc/j3 O Besides Kurrus Zone 4 seat, nantly white. The demographic Daughertys Zone 2 seat is the only changes occurred over time in board seat up for election this Zones 8 and 7, which are in south year. Daugherty has not yet filed central and southwestern Little with the Pulaski County clerks of- Rock. The other majority-black flee for re-election but has said he -   -  intends to by the filing deadline. As another example of the changes, the southern border of Zone 5 and the northern border of Zone 7 may be tweaked. In two of the proposals, Zone 5 would take in territory east of Stagecoach Road, almost to Chicot Road, which is contrary to the current zone makeup. zones are 1 and 2. Zones 3,4 and 5 remain predominantly white. The zone populations would range from a low of 24243 to a high of 26,438 depending bn the zone and which of the three plans is selected. Metroplan attempted to balance the populations within an accepted range of plus or minus 5 percent of the average. In each of the three Metroplan The Little Rock district ha.s. .o-p-proposals, four of the seven board erated for about 15 years with a zones would be made up of major- single-member election zone sys-ity black populations and three tent School Board members are would have majority white popula- elected by voters in the zones in tions. When the zones were last re-which they reside. There are no citywide or at-large School Board drawn in the early 1990s, two of positions in Little Rock. 2^ '2.2'2^ I? i.ri.Hri.So 2o *5  (Q g w ojS a i 2 o fl T1 \u0026gt; a \" *9 -n 5 -2 -5 S \u0026lt;3 .. o Ty3 COQ ? MCB b S fl O G fo C3 G W} yoot-'  tfl S fi r* . 2*2 .fl zM cii G -\"M S ^11^ g ^9 W flj  o o .S2-2$SS-2 s g o 73 g a-s I = is I  la \" 0-2 \"S '9  g'-ri'^P g c a SmS -2 - G Q.S 2-5^  y y O 2 d g-G  y G fa \u0026gt;,00 S gy 'aoSG'-\nxs-fi o UnagSea OGyu^ C .2g^x3 -Hy.Otz3s onO.gP coiSyooiao wSSisy 430 \u0026gt;\u0026gt;-.4) 'O --.g' 2 2 w S yni bc Sep Q gyj eg \u0026lt;U t- s .2 -\" e ri 9 if\nS \u0026lt;u a\u0026gt;  2 vi ^5 . o U3 5-. o G g U2 cn c fl \u0026lt;u C \"3 rH O  2 - .99 o OJ CO iX33 Xy5 oO. \u0026lt;O.- QOO .S Si 'o,2i Sis y aj5 S u U O-C gro 6^0 2\n2yfMyOyoo5i ri .G-O S - 2 SS-'s y g g.2 jfl\u0026gt;- G rti a o j3 ts .-^95 S  3 Jh U ^=2 S S \u0026lt;u co 2 S  X3 O 4} - ri g S ri  ffll 2 ..5S3 owt  u G I So^So-hsIs- Saigas! I ssi G .Ss 'isS2  uSuT tSn3 'afl j- . Q) CQ  g S3 cn -ri Si s a-i CQ o 2 cUo. a3 3S iSG' Cco ? 9?   .2 O O M V\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_507","title":"Incentive Schools: Monitoring reports","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":["1991/1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics"],"dcterms_title":["Incentive Schools: Monitoring reports"],"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/507"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["reports"],"dcterms_extent":["83 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 February 25, 1991 TO: LRSD Board of Directors FROM: THROUGH: SUBJECT: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent Monitoring Report on Incentive Schools Pleasefind attached the Educational Equity Monitoring Report for The report summarizes the findings from the first monitoring visits to the incentive schools. Incentive Schools. the Each incentive school principal was asked to respond to the concerns listed in the monitoring report. The responses are attached for your review. -------------     - -  . Ho concerns were listed for Rightsell. The responses are attached for 810 West Markham Street *  Little Rock. Arkan.sas 72201  (.501)3743361LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Prepared By PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas December 1990 INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 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. 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, programs, content areas, and grade level * 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 * Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school Findings: All schools were within appropriate percentages for ertified 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. A scarcity ofINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 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 Non Certified Black White #/% Other #/% Total Black #/% White #/% Total Garland 14/50% 14/50% 0/0% 28 9/53% 8/47% 17 Ish 12/57 9/43 0/0 21 13/93% 1/7% 14 Mitchell . .\nhtsell Rockefeller Stephens 15/60 o. 10/40 0/0% 25 14/100 0/0 14 11/52% 10/48 0/0% 21 15/100% 0/0 'O 15 9/30 20/67 1/3 Q, 8 30 33/83% 7/17% 40 14/52 Q, *8 13/48 0/0% 27 12/71% 5/29% 17 *8 o. *6 Black Teachers may constitute 25-50% of the certified staff TABLE 2 INCENTIVE SCHOOL ENROLLMENT COMPARISON BY RACE (10-31-90) 1990-91 Pre-K K 1216 Garland Ish Mitchell Rightsell P.l ack 11/ 58% 13/ 93% White S/% Other /% Total Black White t/i Other ji/% Total Black White #/% Other Total Grand Total 7/ 37% 5% 19 16/ 84% 3/ 16% 0/ 0% 19 192/ 90% 13/ 9/ 4% 214 252 1/ 7% 0/ 0% 14 16/ 100% 0/ 0% 0/ 0% 16 124/ 98% 2% 0/ 0% 127 157 No Program 31/ 86% 5/ 14% 0/ 0% 36 153/ 88% 21/ 12% 0/ 0% 174 210 No Program 32/ 97% 1/ 3% 0/ 0% 33 158/ 99% 0/ 0% 1/ 1% 159 192 13/ 41/ 41% y-/ 1% 100 3 3/ 56% 2 6/ 44% 0/ 0% 59 159/ 76% 4 5/ 22% 5/ 2% 209 368 6/ 32% 0/ 0% 19 2 8/ 90% 2/ 7% 1/ 3% 31 163/ 95% 8/ 5% 6/ 4% 171 221 I 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 68% black, 30%'white, and 2% other.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 3 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 success. She said that 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  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 a multiculturally infused curriculum * Displays, bulletin boards, materials, and publications that reflect the cultural diversity of the student population r'rndings: The Garland Biracial Committee visited five classrooms and responded positively to all items in this area. Additional comments from teachers interviewed indicated they had adequate materials, including multicultural curriculum guides. Displays of student work, bulletin boards and teachers plan books verified the implementation of the multicultural curriculum. Monitors observed students actively engaged in classroom instruction. At all incentive schools, the seating patterns in the classrooms observed, promoted interaction among students of varying racial/ethnic backgrounds to the degree possible. 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 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. Reports from Garland, Ish, Mitchell, Rightsell, and Stephens indicated that the Student Educational Plans (SEPs) were The Rockefeller team reported developed for each student. that in most classrooms visited student Individual Education Plans (lEPs) and Academic Skills Development Plans were not current or complete. The Ish team reported that materials and equipment were excellent, that the multicultural guides were in every classroom visited, and that all children were participating in classroom activities. more black publications on natural sciences was noted. Mitchell the team reported that multicultural guides were However, a need for At visibly in use and that teachers and students expressed The team believed the bulletin boards pride in the content. 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. Monitors noted that teachers observed at Stephens had and were using the multicultural curriculum guides. Multicultural materials were in use in most classrooms visited, and a wide variety of ethnic and multicultural ' ' These displays art was displayed throughout the school. ^ere representative of the racial/ethnic and gender The classroom seating differences of the student body. and while patterns provided for racial/ethnic interaction, students were involved in classroom instruction, monitors noted that II some\" were more actively involved than others. The majority of teachers visited maintained current and However, some student magazine ...aiplete student records, tests were unavailable. Short term goals were listed on the Student Educational Plans (SEPs) in all monitored classrooms .INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 5 Responses from Principal(s): The 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. 3.0 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 simple incentive programs were used to ensure wide participation of most students. It was reported by the Rockefeller team that more awards could be encouraged. It was reported by all teams that procedures were\nV'ident to ensure that students were apprised of requirements governing honors and awards. The Rockefeller principal made personal announcements and conducted meetings inform students about award opportunities.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 6 The Stephens team reported that students were aware of and knew the requirements for academic and behavior honor rolls. 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 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 Findings: As evidenced by information listed in the school izxofiles, committees appointments reflected that members had knowledge of educational programs for a varied student population. Committee members were selected on a voluntary basis and by request, according to interviewed staff at some schools. Responses from Principal(s): (None given) * 5.0 Extracurricular Activities At each school the monitors expected to see: * Extracurricular activities generally balanced by race and gender leadership positions generally balanced by race and gender when appropriate ' Recruitment practices to promote participation of all races in extracurricular activitiesINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 7 Findings: 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. Responses from Principal(s): 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 each other, this area. There were no other team comments regarding 6.0 Student Achievement/Assessment At each school the monitors expected to' see: * All students' strengths and weaknesses assessed and their educational programs planned accordingly * Evidence that graduation/promotion/retention rates are monitored and analyzed to reduce disparities in achievement. * Strategies to close the disparity in test scores among identifiable groups Findings: 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 \"'me schools. Some monitors stated that a comparison couldn't be made until the 1991 test scores were available.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 8 Goals and strategies were developed to decrease the achievement differences between black and white students at most of the monitored schools. strategies, as documented in the school profiles, given for the norm referenced test, the Arkansas Achievement were Minimum Performance Test. Strategies for improving student achievement were described for various subjects and grade levels in the Annual School Improvement Plans. When retention rates were examined and compared, no differences were evident between identifiable groups of students at some of the schools visited'. Very few students were retained at some schools as evidenced in the school profiles. In schools where differences were 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 need additional assistance are identified\nthe teachers provide appropriate teaching strategies\naides work with the students, and if indications are observed that this is not providing necessary instruction, the Pupil Services Team considers the -.uudent's situation and appropriate actions are taken by the team. 7.0 Special Education At each school the monitors expected to see: * Clear, well-defined referral, assessment and placement procedures * 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 for all students to participate in classroom learning experiences  Strategies to decrease any overrepresentation of minoritiesINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 9 Findings: Monitoring reports from Ish and Mitchell schools reflected all positive responses in this area. In these schools 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 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. There is no special education classroom at Rightsell. The special resource teacher is assigned to Rightsell and a nearby elementary school on half-time basis. 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, responses were positive. All other The special resource teacher at Rockefeller was not interviewed, but the monitors responded positively to all items in this area. The committee report for Stephens contained only one comment. 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. Responses from Principal(s): The principal at Garland indicated to the monitors that resource students and Community-Based Instruction (CBI) students participated in several activities such as: collating and 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.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING 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 school staff * A planned and organized strategy to address any problem of underrepresentation of minorities in gifted and talented programs 1 * 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: 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. 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. The 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. All monitored G/T classrooms have adequate materials and equipment to deliver the curriculum, ording to observations reported by the monitoring . urns. 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.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 11 With the exception of the G/T classroom at Mitchell, monitors considered the classrooms as integrated into the total school environment. ' 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. At Mitchell it was shared that staff development in this area was sufficient, but at Garland evidence was nonexistent. 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 inservices i\nre presented at each monthly staff meeting, which included but was not limited to, testing preparation and conflictINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 12 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 At hiring. 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 * School functions scheduled in community facilities near identifiable groups of parents Findings: Overall parental involvement of all identifiable 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 narents, and an inactive or unorganized PTA. The liens' team indicated that many strategies were being u^cd to solicit parent participation, but the process had produced very little success.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 13 Documentation regarding methods to encourage parents in school and in home supported educational activities was evident at all incentive schools, schools reported that some contact was made with All 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. According to the reports of Ish, Garland, Mitchell, and Rockefeller, patrons and/or parents of the incentive schools did actively participate in the writing of the local school plans. Responses from Principal(s): The principal of Ish indicated that each teacher was to make one positive phone call to a parent each week regarding student achievement/behavior. It was also shared that every letter or bulletin that was sent home was numbered with tear-off section at the bottom for students to return. this section was returned, documentation. it was kept on file as a When The principal further reported that Ish had established a parent center that is utilized by all identifiable groups of parents. These same parents chaperone field trips, tutor, serve as room parents, and participate in PTA. She also shared that there was 100% participation on student conference day. The School profile from Stephens suggested that very little parental involvement was apparent. The principal expressed in the report that he did not believe in It the hands of parents\" to encourage involvement, that parents should be responsible on their own. holding He feels He stated also that the opportunity for involvement is always present, but the patrons and parents of that particular school community were not responsive. 11.0 student Discipline At each school the monitors expected to see: 4\nNo disproportionality among identifiable groups of students when discipline sanctions are analyzedINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 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 has been distributed to parents and students. School sent a handbook to each parent. Garland Ish School has on file forms signed by parents and students indicating receipt hcndbcckc. At each incentive school classroom rules are of handbooks. posted in most rooms. Suspension and expulsion rates are generally representative of the student population, according to the monitors at all incentive schools except Rightsell. The team at Rightsell felt that the school enrollment should be considered and did not draw any conclusions regarding these rates. expulsions. Ish and Garland reported no suspensions or 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. In all of the incentive schools except Stephens, the monitoring teams indicated that the teachers were very active and visible in directing/controlling students. The team that visited Stephens stated that it needed to return to the school for further 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 were also very active and visible in directing/controlling students. Strategies to eliminate disproportionate sanctions among identifiable student groups are evident at \"sell. Garland, Rockefeller, and Ish, according to -.ic monitors. The teams at Mitchell and Stephens declined to draw conclusions relative to the evidence of such strategies.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 15 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 one-race classes and review of the strategies to determine effectiveness a * 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 are served by the guidance program * A system to receive information from former students and patrons regarding the quality/needs of the total program Findings: All six teams responded positively that the schools had clear, concise, well-written statements of specific improvement goals. One monitoring team said that 'ncre specifics regarding inservice for new staff could be added to the school improvement goals.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 16 All monitoring teams reported that the schools had appropriate strategies for attaining improvement goals. Although the Ish team members said that this difficult to measure at this time. was Five positive responses were made regarding the schools having an effective home/school communication 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 nineweeks. Rockefeller the team said that the staff effort to At communicate was commendable. At this school notes were sent 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 positive. \"pleasant,\" \"\"colorful,\" \"beautiful\" and \"excellen-fcly maintained\" were used to II tl Very pleasant, cheerful,\" excellently maintained describe the campuses and buildings. orderly and the students were well behaved. The hallways were i - All positive responses were recorded related to the friendliness and helpfulness of the office staff. In schools 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. All six monitoring teams reported that there was .vidence curriculum monitoring occurred. Three school reports indicated that the principals had made specific efforts to monitor in the classrooms.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 17 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. The 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 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. 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. At Rockefeller school the counselor was unable to take students from class for one-on-one help. The Incentive School Plan calls for no pullouts. According to the monitoring team, it was difficult for the counselor to do one-on-one and group work with the children. School three days per week. The counselor is assigned to Rockefeller' 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): 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 The Ish principal reported that the Ish teachers had a major role in setting the goals of the school.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 18 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 allegedly violated. 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 There is a need for direct recruitment of white students by central office personnel. Although no incidents have been reported, there are safety concerns for students and staff because of the dismissal time for the extended day during the central standard time period because it is dark when the students leave. 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. IfINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT PRINCIPALS' RESPONSES I'To: From: Subject: Mr. James Jennings, Associate Superintendent for Desegregation Cheryl A. Simmons, Principal Date: Response to Concern Identified During November 8th Monitoring Visit November 30, 1990 Please find the identified concern listed below with the response following. 10.1 Parent involvement is on a limited basis. Will utilize PTA Council to get PTA organized. Garland's parents are involved in their children's education through working cooperatively with teachers in formulating Student Education Plans. Garland's parents also serve on its Bi-racial Advisory Committee, School Improvement Committee, Guidance Committee, and Discipline Management Committee. Parents have also been trained as APPLE facilitators and will be leading APPLE workshops this year, parents have attended Parent Center workshops. Several Garland Mrs. Essie Middleton, of the Little Rock PTA Council, is holding a workshop/planning session for Garland parents from 6:00-7:00 P.M. on Tuesday, December 4th to organize and plan for Garland's PTA for the 1990-91 school year. With the assistance of Mrs. Middleton and Mrs. Delores Egeston, Garland's parents will devleop a plan to organize a strong PTA which will provide continuity from year to year and serve as a valuable tool in recruiting parental involvement and improving communication.ISH INCENTIVE SCHOOL 3001 S. Pulaski Street Little Rock, AR December 3, 1990 TO: Mr. James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development FROM: Lonnie S. Dean, Principal RE: Monitoring Team Visit - Response(s) 1.0 Non-certified staff has been all black since Ish School opened. They were allowed to remain when all other positions were vacated, try to fill vacant positions as needed with non-blacks. I will 1.2 The Bi-Racial Team is working on strategies to recruit more white students. We have enrolled two (2) white students since the team's visit. (We now have a total of five white students and one-hundred thirty five black students in Grades K-6). 1.4 The enrollment for Extended Day classes is one-hundred ten (110) out of a total of one-hundred twenty three (123) students enrolled in grades 1-6. Only thirteen (13) students do not participate in the Extended Day classes Monday through Friday. Our Saturday enrollment represents 83% of our walking students. District does not provide transportation for Saturday classes. Our 2.2 All ASDP's are available in each classroom now. Grades 4, 5, and 6. 2.5 Staff have displayed additional pictures in the areas of the sciences:  i.e., medical field, lawyers, engineers, scientist, politicians, educators and businesses. 8.1 We are in the process of adding two (2) black males to the Gifted and Talented program. All paper work is completed.LITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School 24 \u0026amp; Battery Streets Phone 375-6931 Little Rock, Arkansas 72206 MEMORANDUM December 3, 1990 TO: James Jennings. Associate Superintendent for Desegregation Monitoring and Program Development FROM: \"nita Hudspeth, Principal 'tchell Elementary SUBJECT: Response to Monitoring Concerns of November 8 First, I would like to express my appreciation for the comments registered in this report. While there is always room for improvement, I am proud of the program we have in place. The written student education plans in the format requested are new for most teachers. I am continuing to work with staff members individually and in groups to ensure that the plans are relevant and helpful. Initiation dates could vary depending on the student andteachers. All teachers, however, should be documenting when students have completed identified skills. with teachers individually. Again, I am working Part of the December faculty meeting will address these concerns. I The need for increased parental involvement is ongoing. We have increased attendance at meetings this year as well as a dramatic increase in volunteer hours thus far. While we have made improvement, we will continue to work in this area. LITTLE ROCK SCHOOL DISTRICT Rockefeller Elementary School 700 East 1 7th Phone 374-1226 l-iltle Rock, Arkansas 72206 To\n\u0026gt;1 a in G s Jennings, November Assoc: i akt\n27, 1990 I'lcBti tor i ng and Program OevGlopment Superintondent for Desegregation From: Anne Mangan', IP-' K-r 'incipal, Rockefeller School Subject\nResponse to concern of first monitoring visit -from the Little Rock School District biracial Advisory Commi ttee On Novcember visit from the 1990, Rockefel 1 er LRSD Ecir-acial Bcitool had the first, monitorincj con f er enc.e, titercj was on] y Advi sory Commi ttee. On the Nineteen classes werce visited one are.'i\u0026lt; of concern di d not have Edi.icati onal understand!ng. records Equi ty current or' Moni tori ng and I was told that eiipr essed ' ex i t to me. on all answers wliich they report four teachers were incomplete. further As I read the report I woulti ]iave eticept tliB one mentioned (.2.2) . ver i f i es 1 h e that see titat we receivecJ i ndicated a II yes II i terns There were comment positive response and a concern only at the end of Lite on several request to comment on the concern regarding report. There is no tiiat tile materials needeti to safety or on the fact was be prepared for the monitoring team sent to the school only four days before the scheduled visit. This was not enough time to adequately compile all documentation. You have been selective would like for me to f cjr me t o d ti t er nt i n e in choosing the criteria items respond to in this report. that you comments were selected how they were chosen It is difficult since some areas w i 11 \u0026gt; i terns and others not. 1.0 as requested. I will respond to those The i ntervi ewing i ntervi ewi ng staff team. at Rockefel 1 er School was elected E a c h s t a f f fn e m b e r by an process. T wo o f decided that they could the went through an extensive or i g i n a 1 s taf f were bl ack. Seven not commit to Lite incentive new black teachers or elected to be a part, of the Rockefeller staff. sped al i st members vjfio school plan u were b 1 ac li certified staff, f our Of the seven new change to another balance tfie staff. were allowed school The result by Human Resources to with no regard for tfie need to racially i s 3 1 s i s my understand!ng that this percentage, in an aacccceepp ttaabb1lee range. many black applicants as are vacancy. I have kept in interviewed every applicant me in the past. staff will ch is 297. black. It although not desirable, I plan to continue aval 1 abl e whenever to interview as I have a teaching close contact with Robert Robinson that he or Human and Resources has sent 2. 1 about The comment made? the need for by kindergarten and neighborhood and community yoLinejer children to first grade teachers study about the world was the general awareness before? be taught more? about being expected They art? however and do required to follow the feeling of those teachers. to so as about using the required d i rected. materi als. mi.tl ti cul tural They have had agreement of They just curriculum guides adequate inservice are not in total they teach. its appropriateness for the very young children that before school plus twenty days of inservice have one other additional day. already been provided o I am, at. the determine if present any are Mastery dates will not t i me, checking all teacher records to I have be checked current, up-dated, and on a regular basis. complete. uggested that a to better plan lessons would be desirable. usi ng staff development the multicultural I have also inservice on how curriculum guides very helpful i f the curr i culurn tated that I think it would be supervisors could cross reference the material in different subject areas. It is my understanding that the January staff development day for incentive schools will be devoted to the individual needs teachers to feel to be turn in for the school. I 3. 1 More offered to suggestions which their greatest need. awards, than we have ever will g.i ven students at Rockefeller School for indicate before 1 have what have the 1990-91 asked they been school Students with straight A's and honor roll students for the year. first weeks grading period have their names boldly displayed on the front hall wall. A reception in their honor was held the nine week students following the end of the first nine weeks. were invited to attend and Parents of these The students were school Sti.ident P. T.A,\u0026gt; , presented a large number were present. a and sticker/badge. Principal 's achievement ribbons (purchased by the Award n penci 1 Refreshments followed for and al 1 a (I Super students chi 1dren their parents. were honored. This activity Plans to was very have a wel 1 recei ved. S7 recept i on students will he repeated at the end of each nine weeks. for honor each A good Monday citisen of the week 1 s announced over the intercom recei vi ng morning. a gol d star The to be students chosen are honored students are further with a II Super Citizen\" recogni zed at lunch on that day. si gn worn during by having the a Cl asses that the playground all week day/week. and helium balloons as display good behavior are sped al tabi e in the awarded an extra period at the end of the contest time. Students, 1 n behavior chart for some classes, who a the weeh:, have no are allowed to by The set centerp i ece cafeteria and on 15 minutes recess checks bring their on their trays to the classroom and have lunch with their teacher. 1 unch Plans have been made with our partner. the Arkansas Oazette, to take the 6th grade honor students to the (Sazette at the end of the year f or a tour and lunrt,.The Arkansas Bazet.te vn 11 ma|::e picture badges for the rnino to the honored students. aue^rds reception help by providing some of the refreshments, to get special T-shirts for the Straight A They will and al so They are also trying students. ntudents checks on end of the I'itio have proven ho citizenship on the report be grand cards pi tl sen fl by having no year. Grades will not be will be honored at the Perfect attendance awards will also be given. considered in this area. The monitors from businesses. suggested long term incentives such as scholarships proposals that, have not I believe that this is one of the controversial date. I personally have been approved by the courts as of this no would certainly welcome any one of the monitoring team obtain such an i ncenti ve way of offering such an incentive, scholarships that could be offered members or suggestions about how offered to all but -feel that it woul d student on an very CDStly. equitable basis have to and it might I by to be be 7.5 left I am not aware Roc kef el .1 er of any student white nr black or plans to special education needs met. leave for reasons of who has team have member mentioned this I as not having think that one of the monitoring 10. 1 not been able to identify being a student any such student. in speech but I c1assroom functions Teachers simply and was parents limited. stated being t h a t abl e parent partici pation This to participate i n families have both away to volunteer parents working i n t h e partly due to the fact that in the school c1 assroom. and they are Some transportation problems but whenever this problem unable to parents do many get have transportation has been offered i s p 1 armed. Act i vi t i e such as after regular working hours. to the parent i denti f i ed , or a home visit is P. T.A. and open houses are held 10.2 the f or our Whenever a home visit is visit anyone total are immediately stated. made, the purpose and reason for to question the purpose. There is A home absolutely no reason visit can rei nforce concern and unable to the parent. come to th? t i me there it might We never try i nterest school, i n t h e students. the school If a parent i s can be is no phone. 12. 1 member Inservice on 55  General are to make unannounced i s a an certainly come to surprise visit and the i f there only a great need and individual basis is held for i nformati on assisted on their needs a determined by their i s given as a all new staff assigned grade level group but teacher assi gnment. and instructed on the12.3 Every ef-fort is made to provide communication program at Rockefeller School. an effective hoine/school will have to further a goal. dates to eKplain how our The monitoring team efforts are failing to meet We are constantly notifying parents of up-coming events, avai1able, activities informative remember, acti vi t i es F'.T.A. meetings of i nterest. articles are to and In attend, entertainment, sent to addi ti on, parent and news semi nar5 any bul1et i ns other w i t. h from teachers, every Thursday. Parents are sent parents and numerous letters I fail to see a behavior report on their child how any of these things could anything but promote good home to school communication. dog!. LITTLE ROCK SCHOOL DISTRICT Stephens Elementary School 3700 West 18 Phone 663-8374  Little Rock, Arkansas 72204 December 3, 1990 TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development FROM: Stanton L. Strauss, Principal, Stephens Incentive School SUBJECT: RESPONSE TO CONCERNS FOR FIRST MONITORING VISIT 1.1. There are five black males on the staff: one P.E. teacher, one music substitute, one instructional aide, and two custodians. I followed the interview process as established by LRSD as well as reviewing personnel files in the department of Human Resources. The District has hired a full time employee to rectify the recruitment problem of lack of black males as well as black females in the District. 2.3. All students are involved through direct questioning, guided practice. and independent practice. 'actively' involved... than others. More explanation is needed for \"...more Communication between student and teacher is to be done according to individual learning styles. Consideration also needs to be given to the amount of time the observers were tt actively\" observing whole classroom instruction and what teaching strategies were being used. report Stephens is in compliance with article 2.3. According to the 3.2. According to the appraisal form Stephens's students do know the requirements for academic and behavior honors, yet this still is a concern. I don't understand these conflicting statements. The entire focus is to promote academic success. I see this as a very positive goal. Steps toward achievement must be taken one at a time. Teachers must start where the students are and not where we want them to be. If we can get all students working at grade level, that will be quite an accomplishment. Then we can go up from there. 3.4. Here again I am reading conflicting statements. difficult. Responding to this is with article 3.4. According to the monitoring report Stephens is in compliance A statement reads that recognition of as many students as possible.\" attention is given to as possible II how can more effort be given. If we are doing as much Stephens recognlzies students through academic success, behavior success, good deed success, is done both publicly and privately. This Monitoring Concerns December 3, 1990 Page 2 6.3. Stephens graduation rate is excellent. the LRSD policy. Our promotion policy follows 8.5. 10.1. 10.2. 10.5. 11.2. 12.3. 12.12. grades K-1. males. retained. Stephens does have most of its. rententions falling in Unfortunately most of those being 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 years and are emerging as leaders. According to the monitoring report Stephens is in compliance with article 8.5. expanded. 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. The G/T Teacher does not see every Numbers do not exceed the size of the classroom. center. The G/T teacher also make excellent use of the media For those students not attending Extended Day, (which is not many), they are pulled out of the classroom and are serviced in the G/T room. Again, I feel that the facility is adequate. Stephens parental involvement has increased from 1989-90 to the present. This should be seen as a positive. I know we are not at the level of involvement that we desire. \"Holding parents hands was taken out of context. I do believe that the school should make every effort to communicate with parents and I feel that we do. According to the monitoring report Stephens is in compliance with article 10.2. notebook. Staff can communicate daily through the assignment Many conferences have been scheduled. According to the monitoring report Stephens is in compliance with article 10.5. being discussed, increasing. New strategies for parental involvement are always As stated previously, parental involvement is According to the monitoring report Stephens is in compliance with Article 11.2. The school has sent many communications to the parents in the form of newsletters, letters, points of interest. school information, calendars, and invitations, as well as interim reports, weekly letters from teachers, and good news notes. On the next newsletter from the office, I shall offer a space for parent feedback. There has been no information provided for principals about former students. It is not that I am not aware of the availability there just is no information made available once students leave Stephens.OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK ARKANSAS 72201 TO: James Jennings FROM: Hart I RE: Desegregation Monitoring Report on Incentive Schools DATE: March 27, 1991 Thank you for the monitoring information on Incentive Schools. Areas that you did not address were: 1. The scholarship program for incentive schools (p. 32) Field trips (local and national) for incentive schools (p. 42, 66, 73) 3. Foreign Language Programs and science labs at each school 4. Number and percentage of parent involvement in various activities in Incentive Schools (p. 103-104), e.g.: (a) (b) (c) (d) training workshops to develop parenting skills, etc., two way system of communication between the home and the school, parent volunteers and PTA participation, inservice to help parents assist students at home, and (e) training sessions to help parents ideas in decision making. assume active 2 . 5. Statistical data to support the number and percentage of white parents who were recruited during the 1990-91 school year and the recruitment and marketing program presently in effect. These are only a few of the areas that I'm sure you agree should be carefully implemented and monitored since they are vital to the success of the program. Also, your assistance in providing information on the programs presently being implemented during the regular day and during the extended day program in each school would be helpful to this office at this time. _ _________ ___ any changes will be submitted in your final Court submission for I am cocnizant that approval. I appreciate your assistance.3* 7 FYI Ann Bob Connie Horace Linda Melissa Polly Yt Margie I Please return to Im I it K\u0026gt; i '  filed U S DISTRICT COURT eastern DISTRW ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUL 10'1992 CARL Sy: NTS, CLERK OEPCL^^ LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER On June 5, 1992, the Office of Desegregation Monitoring [ODM] filed its 1991-92 Incentive Schools Monitoring Report. The parties filed no objections, and on June 3 0 and July 1, 1992, the Court held hearings to discuss the report. No objections to the report were raised in the hearings. The Court hereby adopts the recommendations of the ODM contained in the Incentive Schools Monitoring Report. These recommendations, which are made in a spirit of support, should help the Little Rock School District achieve the goals of the desegregation plan. DATED this /d day of July, 1992. united states distric:tt/JjUuDdG( E THIS DOCUMENT ENTERED ON DOCKET SHEET M COMPLIANCE WITH RULE 58 AND/OR 79(a) FRCP ON-----0O''1l33^ BY \"A PILED us DISTRICT COURT eastern OISTRlir ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUL 10 1992 LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. ORDER 3y: CARL R. S, N\"S, CLERK L( /\n/yA Py OEP CL^ PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS On June 5, 1992, the Office of Desegregation Monitoring [ODM] filed its 1991-92 Incentive Schools Monitoring Report. The parties filed no objections, and on June 3 0 and July 1, 1992, the Court held hearings to discuss the report. No objections to the report were raised in the hearings. The Court hereby adopts the recommendations of the ODM contained in the Incentive Schools Monitoring Report. These recommendations, which are made in a spirit of support, should help the Little Rock School District achieve the goals of the desegregation plan. DATED this f-u ) day of July, 1992 . UNITED STATES DDIISSTTRRIICCT/JUDGE mis DOCUMENT ENTERED ON DOCKET SHEET W lOMPLIANCE^WITH RULE 58 AND/OR 79{a) FRCP JN 121/5 A BY OFFICE OF DESEGREGATION MONITORING 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 DATE: July 22, 1992 TO: Mac Bernd, Chris Heller, Alston Jennings, Steve Jones, Richard Roachell, and John Walker PROMT nn Brown SUBJECT: Corrections in the 1991-92 ODM Incentive Schools Monitoring Report Please note the following corrections in the June 5, 1992 ODM Incentive Schools Monitoring Report. The affected wording is underlined.  Ish Elementary Incentive School section, page 52, number 53: change the last word in the paragraph from \"Franklin\" to \"Ish\". Original: As of May 27, 1992, no incentive programs had been developed at Franklin. Correction: As of May 27,1992, no incentive programs had been developed at Ish.  Rightsell Elementary Incentive School section, page 44. Original: page omitted. Correction: page attached.  Stephens Elementary Incentive School section, page 37, number 67, second paragraph, second line: delete \"social worker\". Original: Stephens staffing data indicates that recommended full time positions presently unfilled are social worker, alternative classroom specialist, supervision aides, and assistant principal. Correction: Stephens staffing data indicates that recommended full time positions presently unfilled are alternative classroom specialist, supervision aides, and assistant principal.Corrections to 1991-92 Incentive Schools Monitoring Report Page 2  Summary section, page 10, sixth paragraph (first paragraph under Student Grouping): change the first word from \"four\" to \"five\". Original: Four of the seven incentive schools have enrollments that are over 90% black. Correction: Five of the seven incentive schools have enrollments that are over 90% black.  Summary section, page 31: change the wording of the third paragraph. Original: At the time this report was prepared, only the results of the first 1991-92 AMPT test cycle were available. (Students have three chances to pass the elementary level test that is given to third and sixth graders.) Because the 1990-91 AMPT data cited in this report is the final result of the three test-taking cycles, no accurate comparison presently can be made between 1990-91 and 1991-92 test data. However, the preliminary AMPT results are very discouraging: overall performance of incentive school students between last year and this year has dropped significantly. Correction: At the time this report was prepared, results of the 1991-92 AMPT had just been made available to the QDM, leaving monitors insufficient time to analyze the test data for inclusion in this report. However, a preliminary review of the AMPT results is very discouraging: overall performance of incentive school students between last year and this year has dropped significantly. Enclosure cc: Judge Susan Webber WrightMentoring program: According to LRSDs October 24, 1991 Desegregation Status Report, the district is implementing a mentoring program which will serve 10% of the student population at each incentive school. The districts tentative schedule provides that students will be identified, mentors recruited and matched with students, and that orientation for mentors will take place during November. According to the VIPS Incentive School Coordinator, 54 mentors have agreed to participate in the mentoring program and approximately 35 mentors have been trained. A video tape of the training will be available for mentors who could not attend the orientation. An orientation for students, parents, and teachers is scheduled and recognition programs are planned for the Spring of 1992. Mentors will receive training every nine weeks. In addition to the districts mentoring program. Rightsell received a grant from the Arkansas Community Foundation to implement a mentoring project entitled PALS (Partners Are Leading Students.) The project focuses on positive attendance, behavior, and achievement goals for students. According to the principal, 17 mentors have worked with Rightsell students in the PALS Project. Rightsell also has a Career Mentors Program which the school counselor operates. Records indicated that 19 guest career mentors have participated in the program so far this school year. 91. Parent contractual conunitments are signed prior to enrollment. (JDR 2317) STATUS: Review of SEP files indicated that all teachers had parent contracts in their SEP files. A sample review of two class files with a total of 39 students revealed that 30 contracts were signed by a parent, two contracts were filled out but lacked a parent signature, and seven files contained no contracts. 92. Home and school linkage is evident in parenting education classes, evening and Saturday math/science classes, and the school is used as a community center. (JDR 2309, 2318) STATUS: Parenting education: LRSDs October 24,1991 Desegregation Status Report indicates that surveys were distributed to Rightsell parents on Parent Night, September 5, 1991 to determine what workshops the district should offer. Rightsell parents returned 30 surveys. Based on that feedback, workshops on using the computer and helping children with reading have been scheduled for Rightsell and Mitchell during November. Math and science classes: The principal stated that math and science classes and activities are scheduled in the Extended Day Program and the Saturday Programs. School as a community center: An objective of the PALS project is to \"assist students in realizing that the school was a vital neighborhood community center.\" However, there was no evidence of the school being utilized as a community center so far this school year. Page 44RECEIVED JUL 7 mi June 7. 1995 Office of Dessgragation Monitoring TO: Ms. Ann Brown FROM: Steve Anderson SUBJECT: Review of a document entitled Incentive Schools Monitoring Report I marked the Incentive Schools Monitoring Report pretty carefully line-by- line, though I m sure another reading would turn out additional comments. At the sentence level. I see some good writing, but I also see some of the old features that don t make for the best readability: passive voice (in places where the active voice would serve better), use of there are and there is\" constructions, and dreadful noun phrases ( incentive schools staffing needs assessment process'). These features show up in a lot of professional and academic writing, but I know that you want documents that the general citizenry can read. I could comment on other points of usage, but I won't hereI've marked a great number in the manuscript. I believe you would improve the document a great deal by simply accepting my editing. But I've already acknowledged that I probably haven't marked quite everythingso flaw's remainand I know that you want your writers to take care of these features themselves. I'd be happy to discuss with you ways to approach the rewriting. I see problems in other places. The REQUIREMExNT sections seem especially given to passive voice, et al. I did not mark these sections (past the first few ! under the assumption the report is quoting language from other documents. If these statements aren t untouchable quotes, then they need serious attention (actually, they could use attention even if they are quotes-- though some would argue that quoted words must be preserved intact). Further, the REQUIREMENT heading could give more information, but that is an easily remedied point. For me, the tables do not read easily, nor do they easily reflect the material in the body. Perhaps more complete labelling would help. Or you might consider different placement. Arguably, only an expert reader would want the tabular information, an assumption that might justify placing the tables at the back of the sections or. with less justification, in an appendix).Noles\nplural or singular for data? --can enrollment \"see a decline\" figures or words for numbers?-grades 3-6. or grades three through six? slash I/) constructionse/- . Date: July 12, 1993 To: All Associates From: Subject: Incentive School Report Revisions As you know, Steve Anderson has concluded his review of the draft Incentive School Monitoring Report. Attached is a copy of his cover letter for each of you along with one complete copy of the edited report. 1 have scheduled a session with Steve for all of us at 1:30 p.m. on Wednesday, July 21, 1993 to discuss his suggestions and the questions we have about them. There seems to be some confusion about what is standard practice\" or \"ODM style.\" Also, some of the same old mistakes are still cropping up repeatedly. In the meantime, please divide this report up among yourselves in whatever fashion needed in order to get started incorporating Steves changes. While you are not required to take every one of his suggestions, think about it carefully before you reject his marks. As you review the edited document, make a list of whatever you encounter that you want to discuss with Steve when we meet with him. Since vacations are coming up for everyone, dig into this task and get it out of the way. Im well into writing the reports introduction and Bob is working on the double-funding section. Although 1 will still be responsible for the final report edit, each one will have to complete a thorough review of his or her sections and make any needed changes before taking vacation or by luly 29, 1993, whichever comes first. That will give everyone about the same amount of time between now and then even through individual leave periods are not in sync. RECEIVED JUL 7 mi June 7, 1995 Office of Desegregation Monitoring TO: Ms. Ann Brown FROM: Steve Anderson SUBJECT: Review of a document entitled \"Incentive Schools Monitoring Report I marked the ' Incentive Schools Monitoring Report' pretty carefully line-byline, though I'm sure another reading would turn out additional comments. At the sentence level. I see some good writing, but I also see some of the old features that don't make for the best readability: passive voice (in places where the active voice would serve better), use of there are \" and \"there is\" constructions, and dreadful noun phrases ( incentive schools staffing needs assessment process \"). These features show up in a lot of professional and academic writing, but I know that you want documents that the general citizenry can read. I could comment on other points of usage, but I won\"t hereI've marked a great number in the manuscript. I believe you would improve the document a great deal by simply accepting my editing. But I've already acknowledged that I probably haven't marked quite everythingso flaws remainand I know that you want your writers to take care ot these features themselves. Td be happy to discuss with you ways to approach the rewriting. I see problems in other places. The REQUIREMENT sections seem especially given to passive voice, et al. I did not mark these sections (past the first few) under the assumption the report is quoting language from other documents. If these statements aren't untouchable quotes, then they need serious attention (actually, they could use attention even if they are quotes though some would argue that quoted words must be preserved intact). Further, the REQUIREMENT heading could give more information, but that is an easily remedied point. For me, the tables do not read easily, nor do they easily reflect the material in the body. Perhaps more complete labelling would help. Or you might consider different placement. Arguably, only an expert reader would want the tabular information, an assumption that might justify placing the tables at the back of the sections (or. with less justification, in an appendix).Notes: plural or singular for data? can enrollment \"see a decline\" figures or words for numbers?grades 3-6, or grades three through six? slash (/) constructionsOffice 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 June 2, 1994 FitBD u s. OISTKlUi '-W- eastcrndisirictaw- The Honorable Susan Webber Wright U.S. District Court, Eastern District of Arkansas P.O. 3316 Little Rock, AR 72201 JUM - 21394 By:. 0P CLa!\u0026lt; Dear Judge Wright: During the process of monitoring the six incentive schools in the Little Rock School District (LRSD) this year, we recently concluded visits to Franklin, Garland, Mitchell, Rightsell, Stephens, and Rockefeller. We are presentiy preparing a comprehensive incentive school monitoring report that will include findings based upon these on-site inspections. During our May visits to the incentive schools, we noted problems with the Franklin and Mitchell facilities that alarm us. Because our complete report will not be published until later this summer, l am filing this short, preliminary report to alert the Court and the parties to conditions at Franklin and Mitchell that need immediate correction before staff and students return to those buildings next school term. The comments are excerpted from the draft Facilities Section of our incentive school report and, therefore, include our positive observations as well as notations describing conditions needing prompt attention. The LRSD is presently petitioning the Court to close Stephens Incentive School, citing the \"declining condition\" and \"structural problems\" of that facility as among the reasons for seeking to close it. By immediately tending to needed repairs at Franklin and Mitchell, the LRSD will be able to prevent declining conditions that could lead to structural problems at those two buildings. Quick attention to facility needs should help the district avoid any appearance that it is failing to maintain incentive schools as a basis for eventually closing them due to deterioration. Sincerely yours, Ann S. Brown Enc. cc: All Parties and Counsel of RecordODM Observations of the Facilities at Franklin and Mitchell Incentive Schools When the monitors visited the incentive schools in the spring of 1993-94, we noted several problems with the facilities at both Franklin and Mitchell. Below is our description of the conditions we observed at those two schools, followed by a summary list of problems that require immediate attention. Franklin: The Franklin facility has deteriorated visibly since the last monitoring visit we made during the 1992-93 school year. The roof leaks that have plagued the school for years persist, leaving damaged ceilings throughout the building. Gaping holes mar the cafeteria ceiling, and the ceiling of the principals office collapsed a few weeks prior to our visit. Rainwater also floods under doors into one office and a classroom on the third level of the building. On the first level, both ceiling and floor tiles have deteriorated and are unattractive. Walls throughout the interior are grubby and unattractive. The Franklin custodians have spot- painted some walls, but the spots stand out conspicuously because the new paint does not match the old. The district made several improvements to the schools exterior during 1993-94. Workers removed some old, dangerous wooden equipment from the playground and replaced it with more modem equipment salvaged from Ish Incentive School, which closed at the end of the 1992-93 school year. Four-year-olds received an additional climbing structure in their play area and the assistant principal reported that the PTA and Student Council were working cooperatively on future projects for playground improvements. Mitchell: Our previous reports on the incentive schools have praised the Mitchell facility. Indeed the 1908 structure designed by Charles Thompson, Arkansas most noted architect, is beautifully designed and appears structurally sound. But several areas of the building have fallen into disrepair. During 1993, we noted a severe ceiling leak in the reading room. During the past year, the math classroom next door developed a similar problem. Teachers told us that district workers made several attempts to correct the problem, but the leaks have nevertheless persisted. The district installed new carpet in each classroom during the spring of 1994, but the unabated leaks ruined the ceilings and the new carpet in both these classrooms, leaving an objectionable musty smell. The new carpet in other parts of the building looks fresh and neat, but its slate blue color clashes with the earth-toned walls. When the district renovated Mitchell several years ago, the architects took care to select a color palette appropriate to the period of the schools construction. The new carpet ignores those earlier efforts, and gives the interior a rather hodgepodge appearance. The multi-story building includes a basement that houses the cafeteria, kitchen, and minimal classroom space. The stairs leading down to one section of the basement have become so tilted, due to settling of the building, that they present a danger to solid footing. Workers had replaced the broken floor tiles noted in our 1992-1993 report, but several of the brown and white floor tiles, used throughout the first floor of the building, were loose when we visited this time.The exterior of the building includes some commendable improvements and some obvious needs. The schools entry area is now pleasantly adorned by a large flower bed planted with blooming annuals. The four-year-old children have an additional play structure designed for their use, but it is inconveniently located and inaccessible from their classroom. The youngsters must leave their room and walk into the main building to find the only exit that leads to this fenced play area. The buildings exterior trim paint has begun to flake off in some areas, signaling the need for scraping and repainting. Summary Listing of Conditions Requiring Immediate Correction Franklin: 1. 2. 3. 4. 5. 6. 7. 8. Ceiling leaks Ceilings damaged by leaks Holes in the cafeteria ceiling Collapsed ceiling in the principals office Dirty walls Mismatched spot painting Flooding from rainwater on the third level Deteriorated ceiling and floor tiles on the first level Mitchell: 1. 2. 3. 4. 5. 6. Ceiling leaks Ceilings damaged by leaks Carpets damaged by leaks Tilted basement stairs Loose floor tiles Peeling exterior paintt B4100401 1100/10/05 PLANNING MATERIAL FOR ADE BILL MOONEY OFFICE OF DESEGREGATION MONITORING OCTOBER 6, 1994 A. WHAT WILL PROJECT MANAGEMENT DO FOR ME ? B. ADE Court Order (annotated) C. Basic Steps for Setting up a Project (Bill Mooney) D. Sample task sheet (IBM) E. F. Sample project management tool for small project (ODM, Parent Involvement Project) Sample project management tool for small project (ODM Incentive Schools Report) E. Sample project management tool for large project (LRSD Program Planning and Budget Process)B4100402 1130/10/04 WHAT WILL PROJECT MANAGEMENT DO FOR ME ? BILL MOONEY OFFICE OF DESEGREGATION MONITORING OCTOBER 6, 1994 A project management tool will HELP you. * Deliver the project and its parts on time * Deliver the project within budget * Deliver a product that meets required specifications Additionally, a project management tool can ENABLE you to, * Predict future needs at any stage in the project * Evaluate personnel performance * Evaluate planning, scheduling, estimating, and budgeting techniques * Judge the quality of the product being produced * Evaluate the control process itself * Focus attention on problems in time to do something about themlittle vs. IN THE UNITED STATES DISTRICT COURT eastern district of ARKANSAS WESTESN DIVISION GC:\u0026lt; SCHOOL DISTRICT Nc - LI^0*32 36o ~?ULA3KI DISTRICT No. COm^TY SPECIAL SCHOOL 1, ET AL MHS. LORENZ JOSHUA, ET AL KATHERINE KlflGHT, ET AL 10 RXipci PLAINTIFF DEFIMDANTS int: VZNORS INTERVENORS nKfr * jki ^353 ORDER On Karen 25, 1993, the Joshua Intar'/enors (\"Joshua\") ilad a motion to re.unSk-ate the Arkansas State Department of Education (\"ADE\") 3S a party demandant to this case. asserting that ADE failed to comply with the terms of the settlement agreement [doc  r 733 ] . By Order dated August 13, 1993, this Court granted Joshua's motion to reinstate for the purpose of determining whether ADE is complying with the terms of the settlement agreement [doc.#1947], and on November 17-13, 1993, held a hearing to address the issue. This Order constitutes the Court's findings of fact and conclusions of law as issued from the bench on November 13, 1993. In addition. this Order disposes of Joshua's motion for clarification and other relief (doc./'s 2035 and 2036]. I. The facts as presented at the November 17-18, 1993 hearing established that ADE's monitoring plan referred to in Section III of the 1989 settlement agreement (pg. 13) is the document which was i. A description of the evaluation strategy that will be used to detamine the effectiveness of the iapleaentation phase of monitoring once it is underway. This description must include hew evaluation criteria will be est\nlished, how frequently evaluation will occur, how corrective action be me: iated, and how evaluation will impact an the next ring cycle. ?. A general timetable for developing and executing 1 implementation plan. A general description of how the develocment chase will be inated and controlled, including the. project management strategy and project management tod to be used bv the .ADE lead planner. 2, Project management tool\nThe ADE will develop and implement an oversight and management instrument which will be referred to as the project management tool. This tool will enable ADE to stay on track as it sets in motion both the development phase and the sxibsequent action steps that constitute the implementation phase. ADE will submit to the Court not later than 5.0Q PM on the last work day of each month the most recant copy of the project management tool it is regularly using to guide_ monitor, and control the planning and execution of both the development phase and the implementation phase. The first report will ba due the last work day of January 1994, and will continue monthly until further notice by the Court. -5-B4O91201 1100/10/04 BASIC STEPS FOR SETTING UP A PROJECT BILL MOONEY 1. Project instead of program a) Set up some form of cycle b) Everything will have a start and a finish c) Consider the fiscal year 2. Draft the concept paper a) Small projects may not have all of these elements b) Goal/objective c) Summary level tasking I) General groupings 2) Timeframes will become milestones 3. Define detail tasking ' a) Brainstorm everything that needs to happen b) Organize by summary level c) Should be written in complete sentences d) Might use a task sheet e) You are complete when you can answer \"yes\" to this question..Jf I successfully complete all of these tasks, will I successfully achieve my objective? f) Assign timeframes g) Assign single name responsibility for seeing the task is completed 4. Revise draft concept paper to final concept paper a) Check tasking to summary level b) Check tasking timeframes to summary level milestones c) Publish final concept paper 5. Load tasking to automated project management software a) Set up summary level tasks b) Enter detail tasking, timeframes, responsibilities c) Decide on report parameters 6. Educate and communicate a) Define audience b) Define training objectives c) Design training program d) Conduct training program e) Follow-up and evaluatef) Modify training for future sessions g) Conduct follow-up training h) Establish regular communications process 7. Monitor and adjust a) Use project management tool to manage the process b) Set up monitoring process c) Project manager is the overseer and expediter d) Adjust and update project management tool regularly e) Communicate updates 8. Evaluate planning process for next cycle a) Evaluate project b) Define and design modifications c) Revise concept paper for next cycle d) Develop new project management tool for next cycle e) Do it better each timeIBM  Dale originated INSTALLATION PLANNING SCHEDULE For: # (For hand printing rise GX20-B010) Last modi lied Page_____\u0026lt;il System Model Ship/I stall date No. ACTIVITY (over for list)  C Q .0 a Q  o 6 tn Z o UI H Z c Q. o U) o 5 I I n o 9 o (D0^'^ rz(SR ctsriN\u0026amp; LRSD PARENT INVOLVEMENT PROJECT 1 \"1 n3\" 4~ __ 6___ ___6__ 1 ___8__ 9 __ 10__ n 12 11 _14__ __ 15__ ___16__ _17__ __ 10__ __ 19__ _20__ n _22__ __ 23__ __ 24__ 25 __ 26__ __27 _ __ 28 29 30 __ 31__ __ 32__ 33 __ 34__ __ 35__ 36 38 _39__ __ 40_ 41__ __42__ __ \u0026lt;3__ 44 Name ____ __________________________________________ QAJA COLLECTION,_______________________ _______ Request info from LRSD on process __Analyze ^esponse/material ^rom LMO^____ Regues^claclfIcatlon/add 1 llona 1 Info fro team i^qOIry^ZZZ.Z ----- Develop l!?_iDivii^ ____________ ____Pln for Joshua_involve^nt______ ___ _____ ___ Develop^Inter^iew team questionnaire ___ Approve Interview team gu^tionnalro_____ Prepar^m^8ter_l lBt_of _tMm_membera_ ___Hake assignments for team 1^(9 __WrJto Initial cali_scrlpt___ _____ _WrIto letter for team Intervlowe Hake initial calls to team members ____ Hake master Interview list Hall team member letters Conduct team interviews ___ __ ______ ___Sumnmrlze tMro interviews by hool___ __ SUR^rlze/ not^tr^^ Pull together summaries MRC jNQ'yiRY __ZZ_________ZZ Z ZZZZ ZZ Z Determine content of HRC letter Send letter to HRC on role ____ Response back from HRC on role ___ Schedule HRC member Interviews ___ O^eiop MRC member guostionnalro______ ____ Conduct HRC member interviews _ Compile HRC Interview results Prepare MRC role information ADMIN IN'QUIRY ~~ ____ ZZ_,___ZZ__ .Z __Oovel^op adrair^^gulry ES???____________ __ Schedule admin interviews__________________ Deve^p_admln gueatlonnare__ Approve admin questionnaire Conduc^admin intervi^s______ ____ ____ Compile admin interview information FEEDBACK SESSION ______ Determlr^ date/agenda __Oetermin^fe^back participants______ _____ __ Wrlte feedback invitations _ _ ____ __ ___ Jt2931S5-.2 foedback session_____________ Hall feedback Invitations_____________ ____Conduc^t_roe^ack seaelon___________________ Incorporate feedback changes (7^ 4 Durst 1 Z^2(i .......id _ Z*i  6d 22(1 Id __ lid --ZZ^y ' ZZ 2d Z___ 2d _ Id 2d 1' ____^^4d \" 3d .Z^y Bd ___ 3d Z- 2d __ \"2d __Z _ *y Z ZI Zy Id 1- y zzify ZZ ZZy __ 7d ____ 2d __ _ld Z_ y ___l3d ___ Id Id ___ Id ~12d __Ziy ___ Id 2d Sctioduled Start 772?.?! ' 7/0/94 ZZ'2. -Z22^?* 6/30/94 ZZZz7iZ?* 7/8/94 7/12/94 ___ J/B/?* __ 2/p/?* /p/?* __ 7/13/94 7/13/94 ZZ PP?* \"7/18/94 ZZzZ?/?* ^27/94 2^29/94 Z7/y/\u0026lt; /?*/?* _ 7/14/94 7/14/94 7/18/94 7/19/94 Z ZZ?27/94 ZV27/94 Z_ZZ 7/26/94 Z 2^12?* _ Z 2^*P* ' '7/20/94 222/94 _ 7/22/94 Z Z?/VM ?//?* \"'2 ' 0/i/?4 *'6/1/94 fl/i/94 Z _ Z0/2/94 Z Z /\u0026lt;?* 0/16/94 l^pbur Scheduled Finish _ 7/16/94 6/30/94  i/iTz?* .................... 7/15/94 L_.. j212/?* ............. '7/14/94 ' 7^4/94 ^7/15/94 7/15/94 7/22/94 \"*7/27/94 __ 7^29/94 272^/94 Z 7/15/94 7/15/94 7/22/94 7/21/94 .2/27/94 7/29/94 2 ZZ*/?* 8/V94 zzzz Z /pZ?* _ Z22/94 7/19/94 ___2/20/94 Z '/*/2* i/nrt4 0/1/94 ZZ ?2/?* ..ZZZ?//?* Z ZZp/?* Z /iZi* _Z?//?* 0/17/94 Page 1 % Complete ______ 100% _21 Z ZZ-i' 100% .__J09S 1-- ~ r~2i ____ ZZ21 \"___ 100% '2_ ZZl22i _____ __ 100% _2' ______ 100% _ZZ _ ___'_ioo% 100% Predecessor 2 2 6__________ Z_1_L__ 8____ _____ 6 2Z.Z_ Z iyZZZZ__ 9_________ iiZhiiZ^. * ZZ_ Z 14\" nesource Initials HS ___ ____________ HO/HPriitOO.^jHS HOjMPjBJ^jA^ _ ilS,HO,HP,BHOO H3,HO,HP,BHOO,AB HS^HQ^ilP^BHOO___ AB 2,______________ PR________________ PR________________ AJ_______________ mp,dh2__ ______ HQ JIP/.BHO?/M__ PR________________ PR ______100% 100% \" _100% 100% ZZ?% 166% io6% 100% ^921 \"6% Oo% 2*1* 17 ~ 18___ 19 22 23 23 2**23 _ 2'25 21 24 ^00%12____ 100% jii 100% #31,3 100% #33 901 ioL 0% 2 0% 0* 0% 0% 30____ I?'!- 30 ___ 40^___ * *2 43~* H3HQ,HP,AB (IS, HO, HP HS,H0,HP Ha,HP, A8,BHCX\u0026gt; J_____ AB___________ H8,PR_________ 3MO,^,AB _ HS\nH0,HP,AB US,HO,HP,AB H3,HO,HP,BHOO ^^2*12*?l?2*^*l??- y 2  t!2 *1Z_________ y 3 *^^Q/HP/Bhoo,ab AB________________ yS,HO/MP _ _______ H3,HQ,HP,BHOO,AB H3 ----- iis --------------- H9----------------- PR__________ PR__________ HS,HQ,HP,AB HS,HO,HP,AB ^,3 6\u0026gt; C' v''P \" .r0^  p\u0026lt; If29f9i o''- LRSD PARENT INVOLVEMENT PROJECT ID _i6__ _ii_ 48 __49__ __50__ 51__ __13__ _54__ __55__ __56__ _57__ __50___ 59 Name ___________________________ report PREPARATION__________________________ ____Determine roport fornmt_____t* t * *29T2 _ Prepare report draft_______________________ __Edit report draft___________________________ __ _Prln^coport________________________________ Print final report_____________________ _ rile report_wiUi Co^t________ _ ______ OTHER\" ________2ZZZ Z -Z-2 Budget hearbig preparations Transcript review fprj^r^cHves_______ ___999^_2^*^ directives _ Budget hearings ____ODM tetreat___________________________________ ____Prepare for LRSD budget hearing____________ Budget hearing Duratl \"gad lid id aod  22 Z _?2 2_ __^3d ____7d id Scheduled Start \"22___7^2O/?4 7/2O/?i 8/4/94 .....................8/12/94 '2. 8/15/94  _7 .Z Z17n8/?4 7Z 7/18/94 ~~__ _ 7/20/94  77 2 7^27/94 J2__ __ ____~__0/3/94 0/12794 Scheduled Plnlsh . _..z_. . 2.. 72/!/?! Z _ ?/i2/?i 0/15/94 0/19/94 27^ 8/10/94 .....................8/i9_/94 22 7 7ZZiZ?i ZZiiZ^ Z 7 22Zi/?i \" e/iI/94 8/12/94 % Complete _.g%  0% 2 O' 7 2' 2 0% ___0* ' 100% 271222 100% Ot 2* 0% Predecessor 10/3620,29 44 SO 55 56 5S Resource Initials ____________ H9 j MO^MP j ___ PR___________________ PR___________________ Afi ____ 51192 __________ H5^Hq,HP,BHOO^BHOR PR__________________________ HiJl?/HP,BHOO,AB,BHOR,PR m^^^BMOR_______________ BMOO,AB,BHOR/PR StOl pa Page 2 7/29/94LRSD INCENTIVE SCHOOLS REPORT Projecl Leader: Margie Powell ID I 1 2 3_ 4__ 6 6 9 TASK NAME__________________________ DATA COLLECTION AND ANALYSIS __Write Inhodiiclion ____ __Write lest data section__________ ____Write summer school section________ VVrile enrolimenl section Write slatflr^ section yyiB^sslpi.ln 55!!P ________ Wriie gifted and talented section Write facilities section JO_______Write program and operaiions section _11_ 13 _!4_ 16 16 ____Write parent Involvement section____ ____y^lle recruiiment section____________ ____Write early childitgod seciion________ VVrite double funding section REPORT PREPARATION _____ZZ __- _____Merge completed sections 17_______EdiUng round 92_\n2P!ly _J8_ 20 22 23 24 _25_ 20 27 28 29 30 ___Revise sections based on editing_____ _ Anerson editing________________ ___Write recornmen^tigns____ _ ____Editing round #3 staff____________ ____Editing round 94 -- Ann___________ ____Revise sections based on editing_____ Pul report in finaFformal ____Print final report___________________ pile Pinal report with Court Disseminate report to public__________ FEEDBMK PROCESS_________________ ____Define feedback partlcipanls Write cover memo __31 ____tland deliver copies to partlcipanls____ 32 ____provide feedback 33 Pick up drafts and comments -J*- 36 37 39 ____rWJust report, ft necessary____ PROJECT MANAGEMENT Mooney CPR class Columbus Day -- ODM holiday________ ____Mooney out_______________________ Veteran's ^y\nODM jlollday_____ 40 Thanksgiving Holidays 4 43 44 Polly out Polly out fialloween Margie out 10/4/94 4d START 0/27/94 ' 4d ...W21ia \" 4d 4d \" QI27IQ4 ai27IQA 4d 3121 ISA 4^d 4d 1 'W 8d Z 3^ Z. ?d J 4d \"22 7d L d __id ___id _ id ' id _ id L id __3d __id ^id Z\u0026lt;?d Id Z_id _25d Id - 2d __Id _ id Id 'i2d 9/27/94 9/27/94 9/27/94 9/27/94 Z Z 10/3/94 10/3/94 ZZZ i 0/4/94 ' 10/14/94 _ 10/19/94 '10/20/94 ZZ iii _11/16/94 __ i/25/?4 ___1'2/1/94 ____T 12/^94 ___i 2/5/94 __ 12/5/94 hpiat   i i/e/94 Z ii/9/94 ii/i4/94 _ii/i5/94 Z. _ 9/29/94 _ i 0/10/94 Z 10/17/94 ii/ii/94 ___ii/24/94 ___' 10/7/94 ___^^10/19/94 ___iO/31/94 10/3/94 9/30/94  9/30/94 9/30/94 9/30/94 __ 9/30/94 __ 9/30/94 9/30/94 \"9/30/94 Z ' 9/30/94 9/30/94 Z9/30/94 ZZ 9/30/94 19/30/94 Z 9/30/94  ' i2^/6/94 Zi 0/3/94 10/13/94 ' _iO/i8/9^4 Z_iO/3V94 Z_ '11/1/94 i i/7/?4  ii/24/94 Z Z' 1/30/94 _ZZ i'^v?4 i 2/2/94 i 2/5/94 '12/5/94 _ ii/16/M 9/27/94  1I/7/94  Z ii/8/94 ' ii/ii/94  ii/i4/94 Z Zii/5/?4 __li/26/94 ZZ 10/10/94 il/i8/94 _ ii/ii/94  ii/M/gl ZZi 0/7/94 10/19^4 ZZO/3i/?4 i 0/16/94 COMP 69% 6% 75% - Q% ZZiw'it _~o% 100% Zioo% _iQ0% _ 100% 0% 0% . 0% 'Z  20% _ 20% Z P% ........0% 0% 0% 0% ' 0% ZZ_ 0% p% ___0% 'k iM% _Q'% 0% z  0% 0% 0% 0% ......0%  0%  *0% 0% 0% ZZq% __o% ____g% 0% PREDECESSOR RESOURCE LEADER Margie .M3r9!__________________ ! __________________ ii?/??__________________ Margie Margie Margie,Horace,Melissa _____ Melissa Melissa________________ Boi) _ ' 2,3,4,5,6,7,8,9,10,1 i,12,13,14 J   _ 16 1___ZZ 1/___________ Z_ Z i __ _ ..... 19,'20____ .........._Z_ 2i,34ZZ_Z____ Z_.Z' _ 22____________ Z.ZZ 23 24 _ _ 25_________ 25 ......2?  30,2i 31 Z. 32 33 Page 1 Polly _ Z. '___________________ Poiiy_____________________________ Margie ______________________ Margie _______________________ Margie,Horace,Melissa,Bob________ y?fgie,Ann,tlotace,Melissa,Bob____ Ann_______________________________ Margie,Horace,Mel!ssa,Bgb_________ Polly \"  Poiiy_____________________________ poliy ____________________________ Pdiy _________L Margie____________________ Margie____________________ Margie, jtorace.Mellssa______ Margie____________________ Margie,Hgrace,Melissa_____ ^?'g!O|Hpfa5e,Meilssa____ 3:08 PMLRSD INCENTIVE SCHOOLS REPORT ID 1 Task Name________________ DATA COLLECTION AND A Duration 4d Sep 2^ '94 T 2 Write Introduction 4d 3 Write lest data section 4d 4 Write summer school se 4d 6 Write enrollment section 4d 6 Write stalfing section 4d 7 Write discipline section 4d 9 Write gifled and talented 4d 9 Write tacilitles section 4d 10 Write program and opera 4d 11 12 13 14 16 16 18 19 20 21 22 Oct 2, '94 w s's r w rr''i~n s -Ann Margie [-Margle- Honee- (-Horeee- I'Wargiie'- I Margie- l-Meitau [-Margie-,1 loradi e,Metlssa Oct 9, '94 Oct 16, '94 S I M m w f T I F fs' M I T I wl T I F I S ' Oct n, S I M I T~f W Write parent Involvement Write recruitment section Write early childhood sec Write double funding sec REPORT PREPARATION Merge completed section Editing round #2 -- Polly Revise sections based o Anderson editing Write recommendations Editing round #3 - staff Editing round #4 ~ Ann Project: LRSD INCENTIVE SCHOOL Date 10/4/94 10/4/94 310 PM 4d 4d 4d 4d 46d td 8d 3d 9d 9d 4d 7d Task Progress Milestone 44ergieil loradi e,Mellssa Melissa |Polly .Polly iMaigie Summary Rolled Up Task Rolled Up Milestone ' Page 1LRSD INCENTIVE SCHOOLS REPORT ID 23 Task Name Revise sections based o Duration 4d Sep 25, '94 T Wl T I F I s' Oct 2, '94 S Oct 9, '94 I M I T I W I T I F I s' S I M I T f W I T I F I S Oct 16, '94 S I M I T Tw I T I F I S Oct 23, S I M I T I W 24 Put report In final format 1d 26 Print final report Id 26 File final report wllh Cour Id 27 Disseminate report Io pu Id 28 FEEDBACK PROCESS 36d 29 Define feedback particlp Id jml Margie 30 Write cover memo Id 31 Hand deliver copies Io pa Id 32 Participants provide feed 3d 33 Pick up drafts and comm Id 34 Adjust report, If necessar Id 35 PROJECT MANAGEMENT 42d 36 Mooney CPR class Id 37 Columbus Day - ODM h Id 38 Mooney out 25d 39 Veteran's Day ~ ODM H Id 40 Thanksgiving Holidays 2d 41 Polly out Id 42 Polly out Id 43 Halloween Id 44 Margie out 12d ! Task Summary Project LRSD INCENTIVE SCHOOL Dale: 10/4/94 Progress Rolled Up Task Milestone Rolled Up Milestone  / 10/4/94 3:10 PM Page 2LRSD INCENTIVE SCHOOLS REPORT 94 Oct 30, '94 T I F I S 'S I M I T TW 1 T I F I S Nov 6.'94 Nov 13, '94 S fM I T I W I T I F rs I S I M I T fw Pt | F | S Nov 2. 'M Nov 27. '94 s 1 M 1 T |~w'[ T~rF~F s|s|m|t|w|t|f|s S I M latgle iMargl,Horaca,Mells*a,Bob Margie, Ann Jtoraee,Mellasa.Bob------ lAnn I' Task Summary Proiecl LRSD INCENTIVE SCHOOL Date 10/4/94 Progress Rolled Up Task Milestone Rolled Up Milestone : 10/4/94 3 10 PM Page 3LRSD INCENTIVE SCHOOLS REPORT 94_____ T I F I S Oct 30, '94 S I M I T I W I T I F I S S I m7 Nov 6, -94 Nov 13, '94 W I T I F fs s7~m7~T [w'I T^FfTs __ Noy 20. 94 S I M I T ( W I T F LS Noy 27, 94 S I M I T I W I T I F I S S I M |Margle,Horce,Mellss I iPolly i Task Project: LRSD INCENTIVE SCHOOL Dale 10/4/94 10/4/94 3 10 PM Margie fa,Margie, Horace, Melissa Margie- |Mar\u0026lt; lie,Horace,Melissa Margie,Horace,Melissa Progress Milestone  i Rolled Up Task Rolled Up Milestone \u0026lt; Page 4 it) 1 2 3 4 5 6 2 8 J Page 1 l.illle Rock School District Program Planning and Budgeting Tool First 2c\u0026gt; FAsts ar cyccem ^ame_________ BeyeiQBinent ol a Elauoiog QiaatiijaliQU and StuiEltiie Designale DIsIrlcI Planner Hire Planning Specialist Train Planning Specialist Reassess planning organization and structure Restructure and rtiodify, if necessary Needs Asssssnieol Define purpose, process, and formal % Complete J 00% Scheduled Start Jul 1 '93 Scheduled Finish JllL3flL'S4 Resource Mames 7^ It 100% 100% 100% 100% 100% lOQSt 100% Jul 27 '93 Jul 27 '93 Board Sep 9 '93 Sep 9 '93 Jul 1 '93 Apr 1 '94 JuL2 '93 Jul 30 '93 FY95 Sep 9 '93 Apr 30 '94 Jul 30 '94 Jul 30 '94 Jun 30 '94 Jul 30 '93 Ingram,Board Ingram.Clowers Willlams.Mallhls.Clowers Williams,Mallhls,Board Matthls,tngram,Mllhollen,Board 8/31/94Lillie Rock School DisIricI Program Planning and Budgeting Tool ID 9 ^anie___________________________________ Communicate Io Ilie DisIricI and community Hie puipose, process, and loinial Io be used In Ilie program planning and budgeting process \"'jT Coinpieie 100% Scheduled Siad Jul 30 '93 Scheduled Finish Feb 3 '94 Resource Names Mallliis,lngram,Boatd 10 Develop and define Ibe mission statement and goals for the District 100% Aug 31 '93 Aug 31 '93 Mallhis,Ingram,Board, Cabinet 11 Develop preliminary list of issues lor needs assessment 100% Aug 31 '93 Aug 31 '93 Mallhls,lngram,Board,Cablnet 12 Identify data Io measure needs of district 100% Jul 2 '93 Jul 2 '93 Mallhis,lngram,Milhollen 13 Study data Io measure needs 100% Aug 2 '93 Mar 24 '94 Williams, Malltiis, Ingram,Milhollen 14 AikBosflS Minimum Perlofrnance lAMEIt TesJ data mauaflainaul 100% Nov 10 '93 Nov 23123 15 Develop data colleclion plan lor AMPT results 100% Nov 10'93 Nov 10'93 Ingram 16 Assign responsibilities lor AMPT data colleclion 100% Nov 12'93 Nov 12'93 Ingram ______X. Page 2 FY 95 8/31/94Lillie Rock School District Program Planning and Budgeting Tool ___Td 17 Name _________ ColiecI dala Irom AMPT resulls % Complete 100% Scheduled Start Nov 12 '93 Scheduled Finish Nov 17'93 Resource Names I lobby 18 Analyze dala ftotn AMPTrestills 100% Nov 17'93 Nov 19'93 Hobby 19 Reporl dala findings Irom AMPT for merge inlo needs assessment 100% Nov 23 '93 Nov 23 '93 Hobby. Ingiam 2Q Siantoi'l S Tesl ilsla nimiogwiKnt .1.09% tiov W/93 Nov 23:33 21 Develop dala colledion plan lor Slanlord 8 results 100% Nov 10 '93 Nov 10 '93 Ingram 22 Assign responsibilities lor Slanlord 8 dala collection 100% Nov 12 '93 Nov 12'93 Ingram 23 Colled dala Irom Slanlord 8 resulls 100% Nov 15'93 Nov 16 '93 Dunbar 24 Analyze dala Irom Slanlord 8 resulls 100% Nov 18'93 Nov 22 '93 Dunbar Page 3 FY95 8/31/94Lillie Rock Scitool District Program Planning and Budgeting Tool -----15 25 Tianie________________________________ Repod data findings from Stanford 8 for merge into needs assessment '% Compile 100% Schedule? Slart Nov 23 '93 Scheduled Etnish Nov 23 '93 Tiesource Names Dunbar,Ingram 26 DBSBOififlaliQU Meuiloiiiig fJenoUs Andil JQQ3i Qcl-i5293 6ci_20Ja4 21 Assign responsibility for data collection ,00% Oct ,593 Oct ,8 '93 Mayo 28 Develop data collection plan ,00% Oct ,8'93 Oct 20 '93 Mayo.Har, 29 Collect data ,00% Oct 2, '93 Dec ,4 '93 Mayo.Hart 30 Request to Program Managers to compare with , st Quarter's Program Budget Document too% Dec ,5 '93 Jan 3, '94 Hart,Mayo 3, Report findings to PRE for merge with Program Budget Document, where appropriate too% Feb 9 '94 Apr 20 '94 Mayo 32 DBSsar^galion Elans Audit 100% Oct 16 '9.3 Apt 20 -'94 J Page 4 FY 95 8/3,/94Lillie Rock School District Program Planning and Budgeting Tool ___[D 33 ___Nanw________________________________ Assign responsibility for data collection %C92'Pj?Le__ 100% ScheduieH Start ~ Ocl 15'93 Scheduled FInisi? Oct 18 '93 Resource Names Mayo I 3-1 Develop data collection plan 100% Ocl 18 '93 OcI 20 '93 Mayo,Hari 35 Colled data 100% Ocl 21 '93 Dec 14'93 Mayo,Hail 36 Request Io Program Managers Io compare with 1 si Quarter's Program Budget Documenis 100% Jan 31 '94 Jan 31 '94 Mayo.Hari 37 Report lindings Io Planning, Research and Evaluation for merge with Program Budget Document, where appropriate 100% Feb 9 '94 Apr 20 '94 Mayo 3S Cfluil Qidfijs Audit OctlS-'-gJ Apr 20 '94 39 Assign responsibility lor data colledion 100% Ocl 15'93 Ocl 18'93 Mayo 40 Develop data collection plan 100% Ocl 18'93 Oct 20 '93 Mayo,Har1 I Page 5 613 U9AI kittle Rock School DisIricI Program Planning and Budgeting Tool ID 41 Name Collect data % Complete 100% Scheduled Start Oct 21 '93 Sctieduled Finish Dec 14 '93 Resource Names Mayo,llait 42 Request Io Program Managers to compare Willi 1 si Quarter's Program Budget Document 100% Dec 15 '93 Jan 31 g-l Mayo,Hart 43 Report findings Io Planning, Research and Evaluation for merge with Program Budget Document, where appropriate 100% Feb 9 '94 Apr 20 '94 Mayo 44 Cnrrictilutn Aiulil 100% Aua-2_'-93 Feb 4'94 45 Develop plans lor data colleclion lor Curriculum Audit 100% Aug 2 '93 Nov 19'93 Mallhis,Curriculum Supervisors 46 Assign responsibilities for colleclion-Curriculum Audit 100% Nov 12'93 Nov 12 '93 Mallhis 47 Collect data for Curriculum Audit 100% Nov 15'93 Nov 30 '93 Curriculum Supervisors 48 Establish procedures for review and assessment o( Curriculum Audit data 100% Nov 15'93 Nov 19'93 Mallhis,Curriculum Supervisors I Page 6 FY 95 8/31/94t itile Rock School District Program Planning and Budgeting Tool -----Id 49 Tia me_______________________________ Organize and label Curriculum audil dala- lindings ol Monitoring and Status Reports, Curriculum Objectives, achievement % CoiTijileie ScFieduled 1^ 100% Nov 29 '93 SclieduletJ Finish Dec 7 '93 Resource Names Mallhls,Curriculum Supervisors 50 Relale/assess lire dala resulls back Io lire Curriculum Audil findings 100% Dec 6 '93 Dec 15'93 Matlhls.Curriculum Supervisors 51 Analyze lire ellecliveness ol revised curriculum, polices, elc. 100% Dec 15'93 Dec 15'93 MatIhls.Currlculum Supervisors 52 Idenlily laclors llial lacililaled allainmenl o( curriculum goals 100% Dec 16 '93 Dec 17 '93 Malllils.Curriculum Supervisors 53 Idenlily obslacles Ihal ptevenled curriculum goal allainmenl 100% Dec 16 '93 Dec 17 '93 Mallhls,Curriculum Supervisors 54 Make recommendalloins lor program addilions/delelions/modilicalions 100% Jan 7 '94 Jan 21 '94 Mallhls,Curriculum Supervisors 55 Reporl dala findings Irom Curriculum Audil lor merge inlo needs assessmenl 100% Jan 7 '94 Feb 4 '94 Mallhls,Curriculum Supervisors 56 SciifloJ ClimaiB/Burjian Balaliaiis Survey iQQ24 Allfl 1S 193 Aug 25'93 Page / FY95 8/31/94I illle Rock School District Program Planning and Budgeting Tool lU 57 Name________________________________ Develop data collection plan lor SC/IIR ____% ____ 100% Scheduled Start Aug 16 '93 Schedule Finish Aug 16 '93 Resource Names Irrgram x 58 Assign responsibilities lor SC/tIR data collection 100% Aug 17'93 Aug 17'93 Ingram 59 Collect data from SC/IIR survey 100% Aug IB '93 Aug 19 '93 PennNottnan.Smllh 60 Analyze data from SC/IIR survey 100% Aug 23 '93 Aug 25 '93 PennNornian,Smith 61 Report ot data findings from SC/HR survey for merge Into needs assessment 100% Aug 24 '93 , Aug 24 '93 PennNorman,Smith,Ingram 62 Easylilies Slutty !0Q% Sep 1 .'93 Jun 30 '94 63 Develop data collection plan for Facililies Study 100% Sep 1 '93 Sep 16 '93 Milhollen, Eaton 64 Assign tesponsibllilles for Facilities Study 100% Sep 17 '93 Sep 17 '93 Milhollen,Eaton Ingp 8 FY 95 8/31/94ID Name 65 Colled data lor Facllilies Sludy 66 Prepare report (or Facllilies Sludy 67 Report data findings (rom Facilities Sludy (or merge into needs assessment/Court submission fiS Pronortional AUacfllicn Formulas 69 Develop data collection plan for Proportional Allocation Formulas 70 Assign responsibilities (or Proportional Allocation Formulas 71 Collect data lor Proportional Allocation Formulas 72 Analyze data (rom Proportional Allocation Formulas  Page 9 l.illle Rock School District Program Planning and Budgeting Tool % Complete 100% Scheduled Start Sep 20 '93 Schedule Finisi? Jan 12 '94 Resource Flames Milhollen.Ealon I 100% 100% JfiQSii 100% 100% 100% 100% Jan 25 '94 Mar 22 '94 Aug 2 '93 Aug 2 '93 Aug 23 '93 Aug 24 '93 Nov I '93 FY 95 Mar 4 '94 Jun 30 '94 Feb 4 '94 Aug 20 '93 Aug 23 '93 Ocl 27 '93 Nov 24 '93 Milhollen.Ealon Milhollen.Ealon Mllhollen Mllhollen Ealon.Barnhouse.Boyklns.Gadberry.Milhollen Milhollen.Ealon,Barnhouse.Boyklns.Gadberry 8/31/94Lillie Rock bchool DisIricI Program Planning and Budgeting Tool Td 73 Name__________________________________ Prepare Proportional Allocalion Formulas Report % Complete 100% Scheduled Start Nov 29 '93 Scheduled Finish Feb 3 '94 Resource Names Milhollen 74 Report data findings from Proportional Allocations Formulas study lor merge Into needs assessment 100% Feb 4 '94 Feb 4 94 Milhollen 75 Collect and merge Issues from work session (Aug. 31,1993) into needs assessment Information 100% Jan 25 '94 Feb 4 '94 Willlams.Mallhls, Ingram, Milhollen,Mayo 76 Conduct work session lor data analyses ol all studies, surveys, lorums, dialogues, etc. 100% Jan 26 '94 Feb 4 '94 VVilliams,Mallhls,lngram,Milhollen,Mayo 77 Complete needs assessment listing 100% Jan 27 '94 Mar 7 '94 Williams, Mallhls,Mayo 78 Publish Draft of Needs Assessment Report 100% Feb 25 '94 Mar 24 '94 Williams,Ingram 79 Finalize and Publish Needs Assessment Report 100% Mar 29 '94 Apr 4 '94 Willlams,Mallhls,lngram fifl EiaatfllU Inventory 100% Jul 1 '93 Apr 22 '94 + Page 10 FY95 8/31/94ID ,UI* * S' 5 2 3 4 5 6 1 Lillie Rock School District Program Planning and Budget Tool First 5 OF LH-Sa c.'fe.L.e: 2L, tone______________________ neyfilsu/insni qI a Elanniiw Qiganijalisin and Structure Designale District Planner Hire Planning Specialist Train Planning Specialist Reassess planning organization and structure Restructure and modify, if necessary Neesla As^essmeut Project: FY95 Dale 8/31/94 1st Quarter Jul I Aug I Sep 2iid Quarter Oct r Nov ] Dec 3rd Quarter Jan 1 Feb] Mar 4tli Quarter Apr~| May J Jun 1 st Quarter 2nd Quarter Jui~j Aug Sep Oct [ Nov | Dec 3rd Quarter Jan I Feb | Mat 7^ 4./A/er ' 5ee ON I Critical Milestone Rolled Up  Page 1 4tli Quarter Apr I May | Jun 4ARD B/uJLittle Rock School District Program Planning and Budget Tool ID 8 Name__________________________ Define purpose, process, and formal 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3td Quarter Jan I Feb | Mar 4th Quarter Apr~r May | Jun 1st Quarter Jul I Aug Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 9 Communicate to the District and community the purpose, process, and format to be used in the program planning and budgeting process 10 Develop and define the mission statement and goals for the District 11 Develop preliminary list of issues for needs assessment 12 Identify data to measure needs of district 13 Study data to measure needs 14 Arkansas Minimum Performance lAMPTI Test data maoagemsut Project FY95 Bale: H/31/94 Critical Noncritical Milestone Rolled Up  Page 2Little Rock Sctiool District Program Planning and Budget Tool ID 15 Name 1st Quarter Jul I Aug 7 Sep 2nd Quarter Ocl I Nov~| Dec 3rd Quarter Jan I Feb | Mar 4tH Quarter Apr I May | Jun 1st Qiiaiter Jul I Aug Sep 2ird Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4tK Quarter Apr I May hJun 16 17 18 19 2Q 21 Develop data collection plan (or AMPT results Assign responsibilities (or AMPT data collection Collect data from AMPT results Analyze data (rom AMPTresulls Report data findings (rom AMPT (or merge into needs assessment Slanlfird 8 lesl data iiiaiiaueiiient Develop data collection plan (or Stanford 6 results Project FY95 Dale 8/31/94 Critical Noncritical I I I Progress Milestone Rolled Up Page 3Little Rock School District Program Planning and Budget Tool ID 22 Name 1st Quarter Jul f Aug [ Sep 2nd Qirarter 3rd Qirarter Oct f NoyJ Dec Jan ^Feb | Mar 4th Quarter Apr I May [ Jun 1st Quarter Jul I Aug Sep 2nd Quarter Oct I Nov 1 Dec 3td Quarter Jan I Feb | Mat 4tli Quarter Apr I May | Jun 23 24 25 2fi 27 28 Assign responsibilities for Stanford 8 data colleclion Collect data from Stanford 8 results Analyze data from Stanford 8 results Report data findings from Stanford 8 for merge into needs assessment Deseoreaation Monilofing HsBcrls Audit Assign responsibility for data colleclion I I I Projeid: FY95 Dale: 8/31/94 Develop data colleclion plan Critical Progress Noncritical Milestone Rolled Up  Page 4Little Rock School District Program Planning and Budget Tool IP 29 Name Collect data 30 Request Io Program Managers Io compare with 1st Quarter's Program Budget Pocument 31 Report findings Io PRE for merge with Program Budget Pocument, where appropriate 32 DfisfifltfiaaiioD Plans Audit 33 Assign responsibility for dala collection 34 Develop data collection plan 35 Collect dala Project FY95 Pale 8/31/94 1 st Quarter Jul I Aug ! Sep 2nd Quarter Oct I Nov I Dec I Critical Noncrilical 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May^l Jun Progress Milestone Page 5 1st Quarter Jul I Aug Boiled Up  Sep 2nd Quarter Oct I No7 I Pec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | JunMEMORANDUM To: From: Margie, Melissa, and Horace Polly Re: Incentive School Report Date: November 2, 1994 Here is your copy of the incentive school report, in the form that it went to Dr. Anderson. Now you need to write the recommendations. If you would complete that writing by Monday, November 14, I can then make one computer pass and incorporate the recommendations. Dr. Anderson's changes, and the LRSD administration changes. Let's use the following format for recommendations: On the hard copy of the report and after each Summary and Conclusions, insert one of the following codes in red ink:  NRS for the \"no recommendation statement\" to be inserted. I will insert the standard statement that we used last year.  Your initials (HS, MP, or MG) and a number, for example, HS-1. On a disc, note the corresponding code (HS-1), tab, then type the recommendation. On the 14th, give me the hard copy of the report, a hard copy of your recommendations, and the disc. That's all folks!! (At least right now)MEMORANDUM To: From: Margie, Melissa, and Horace Polly Re: Incentive School Report Date: November 2, 1994 Here is your copy of the incentive school report, in the form that it went to Dr. Anderson. Now you need to write the recommendations. If you would complete that writing by Monday, November 14, I can then make one computer pass and incorporate the recommendations. Dr. Anderson's changes, and the LRSD administration changes. Let's use the following format for recommendations: On the hard copy of the report and after each Summary and Conclusions, insert one of the following codes in red ink:  NRS for the \"no recommendation statement\" to be inserted. I will insert the standard statement that we used last year.  Your initials (HS, MP, or MG) and a number, for example, HS-1. On a disc, note the corresponding code (HS-1), tab, then type the recommendation. On the 14th, give me the hard copy of the report, a hard copy of your recommendations, and the disc. That's all folks!! (At least right now)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: November 2, 1994 To: From: Subject: Principals of Franklin, Garland, Mitchell, Rightsell, Rockefeller, and Stephens Ann Brown, Melissa Guldin, Bob Morgan, Margie Powell, and Horace Smith, ODM Monitoring Report on the Incentive Schools A draft copy of ODMs monitoring report is enclosed for your review. This report reflects the information we gathered during our visit to your schools this past spring. Please read the report carefully, checking for accuracy. If you find any statements that are inaccurate or if there are areas that need clarification, please summarize your comments and submit them to our office in writing, no later than S.'OO p.in. Tuesday, November 8,1994. One of the monitors will come to your school on that date to pick up the draft copy. If you have written comments and they are ready by the time a monitor arrives, you may send the comments back with him or her. If a monitor arrives before you prepare any response, you may bring it to our office later that same day. We will not accept any responses received after 5:00 p.m. on November 8. If you have questions or concerns about the report, please call our office and discuss those issues with a monitor. We make every effort to present fair, accurate information. Since this report is a draft copy, we ask that you do not duplicate it or share it with others. After the review process, we will file a completed report that includes an introduction, findings, summary, conclusions, and recommendations with the court. We will send you a copy of that final report. We very much appreciate your cooperation during the monitoring process and thank you for taking the time to review the draft. cc: Russ Mayo Pat Price Sterling IngramOffice of Desegregation Monitoring United Stales District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: May 8, 1995 To: Principals of Franklin, Garland, Mitchell, Rightsell, and Rockefeller From: ODM Staff Subject: ODM 1994-95 Monitoring Report on the Incentive Schools Enclosed is a draft of the findings we will include in ODM's 1994-95 monitoring report on the incentive schools. This report is based on information we gathered this year as we talked with you, visited your schools, and reviewed a variety of data and documents. Now we are asking for feedback from you and others who provided us with the information reflected in this draft. Please read the report carefully to check for accuracy. If you find any statements that are inaccurate or if there are areas that need clarification, please summarize your comments and submit them to our office in writing, no later than 5:00 p.m. on Wednesday, May 10,1995. A member of our staff will come to your school on that date to pick up the draft copy. If you have written comments and they are ready when we arrive in the afternoon, you may send your comments at that time. If we arrive before you prepare any response, you may bring your written comments to our office later that same day. We will not accept any responses after 5:00 p.m. on May 10. If you have any questions or concerns about the report, you are welcome to call our office and talk with a staff member. We want to make every effort to present accurate information. Since this report is a draft copy, you may not duplicate it or share it with others. After the review process, we will file with the Court a completed report that includes introductions, findings, summaries, conclusions, and recommendations. We will send you a copy of that final report. We very much appreciate your cooperation during the monitoring process, and thank you for taking the time to review the draft. cc: Sterling Ingram Russ Mayo Essie Middleton Pat Price Becky Rather Rockefeller Early Childhood TeachersOffice 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: June 4, 1996 To: Principals of Franklin, Garland, Mitchell, Rightsell, and Rockefeller From: ODM Staff Subject: ODM 1995-96 Monitoring Report on the Incentive Schools Enclosed is a draft of the findings we will include in our 1995-96 monitoring report on the incentive schools. This report is based on information we gathered this year as we talked with you, visited your schools, and reviewed a variety of data and documents. Now we are asking for feedback from you and others who provided us with the information reflected in this draft. Please read the report carefully to check for accuracy. If you find any statements that are inaccurate or if any areas need clarification, please summarize your comments and submit them to our office in writing, no later than 5:00 p.m. on Thursday, June 6, 1996, A member of our staff will come to your school on that date to pick up the draft copy. If you have written comments and they are ready when we arrive in the afternoon, you may send your comments at that time. If we arrive before you prepare any response, you may bring your written comments to our office later that same day. We will not accept any responses after 5:00 p.m. on June 6. If you have any questions or concerns about the report, you are welcome to call our office and talk with a staff member\nhowever, be advised that our staff will be attending a hearing on Thursday, June 6. So any inquiries must be made Tuesday or Wednesday. Since this report is a draft copy, you may not duplicate it or share it with others. After the review process, we will file with the Court a completed report that includes introductions, findings, summaries, conclusions, and recommendations. We will send you a copy of that final report. We very much appreciate your cooperation during the monitoring process, and thank you for taking the time to review the draft. cc: Paula Grier Sterling Ingram Ed Jackson Essie Middleton Russ Mayo Pat Price Becky Rather Rockefeller Early Childhood Teachersi *  FROM : Panasonic FAX S'i'STEm PHOI-IE NO. t Nov. 18 1995 0: 53AM Pl \u0026amp; I I kl J\na S^il y. \u0026gt; 4 L ( i t r . Mitchell .} n Baticry Streets DATE J_ T-O: NAMS PHONE FFCM: tx 5\u0026lt;* ^3r9E lementary School Pifone 3 4 2^15 LUtlo Rock, Arkansas FAX KtJMBER (501) 324-2413 XA.ac 1 1 K A sr a f J M X X-T^A-X.- __ TiMii: 7: do PSPAWTMENT THIS 4 TBAMSMlTTAl. TOTAl.S .essage__ OPEHATOR_^/ jr,S.'r\u0026lt; -.rwB /\" :7n5?? PAGES, I'NCLUOlI'tC OCVER PAGE St I 1 g ! - J uKsiisaI FROt-1 : Panasonic SVSTEH PHONE NO. Nov. IS 1995 0\n55m P4 CARE Item 4. The number of students by grade/aqe group that attend the extended day program and then go to CARE each month. Response. Listed below is the requested info. ist 9 I 2nd 12 3rd b 4th 6 5 th 9 6 th 7 seraFROM : P3n3 3cr-li FA\n:: SYSTEM PAt.it'iE NO. No','. id Q: 54Ar-1 P3 during the Early Dismissal days. Add itionaliy, the Writing to Read instructional aide attended inservicing by the IRC to enhance her skills in the lall. 1995. Item 5. measured, Response. The purpose of these efforts and how the results were The purpose of the efforts centered around improving the effectiveness 'and efficiency of the instructional aides. Measurement indicators were a decrease in refeirals, decrease in sspension.s/expuislons, improvement of academic perforinarioe of students, and an increase in the attendance of the and indicators office suspension.s/expui.sions, ot instructional aides- Field Trips Item i. The specific purpose of each field trip. of each field trip was to support and enhance Response, The purpose the LRSD curricuium with haptic learning experiences. lylore specific data may be obtained from VIPs- Itern 7. were measured. The purpose ot your field trip program and how the results Response . increase The overall purpose of the field trip program was to the application and appreciation of curricular learning as measured by gains on criterion and standard!zed assessments, overa11 i Improvement in student pertormancfe, less suspension/expulsion. referrals, rankinos on Climate Human le.ss office referrals, ana improved School Reiation.s Survey and other monitoring reports. Item 8. Describe the process by wnich the field trip budget is developed. Response.   . 1995-96 Approved Budget Allocation for the operating control accounts and desegregation control Based upon those allocated figures for field trips, projections and planning with the theme specialist .end teachers were made for the school year . The district's comptroller produced and provided the Approved Budqet Allocation the accounts. Item 9. the teachers, Describe how the field trip allotment is apportioned among Response. Field trips were and teacher apportioned in accordance to curriculum alignment. food Services Item 4. The name of the person responsible for the coordination of food services for the extended day ana CARE. Response. Delores Iverson, the CARE person in charge, and Sharon Ivy, the cafeteria manager, are the persons responsible for the coordination of food services for the extended day and CARE program. PPijM\nFA?' .TEN Phone no. Now 13 1995 02:53AM P2 .XEMO To: Mr. Skip Marshall From\nDr. Marjorie Bassa, (Resigned) Date: Septombei 3, .1996 responses to items requested txom the \", Expenditures, and Double Funding. addressed have been cited to be addressed by other within the district. The information provided is based school operations only for the 1995-96 school year because Contained herein are the to reques ted \"Monitoring Guide for Budgets, I terns not sources The upon the previous principal for that, school year was not able to acquire the data for the 1994-95 school year. Teacher Stipenas Item 3- Ihe s^ecitic purpose tcx' paying the stlperid. Stipends were used tor for several functions: Response. Day/Rxtended week participation (beyond tne normal working hours). txtended and a Great Expectations inservice I teni 4 . rhe purpose of these eitorts and how the results were measured. Response. provision student-s teachers - The purposes of Che stipends were to of enhancing educational learning experiences Support and to enhance The results the instructional effectivene.ss were for ol measured by periormance gains the the the of _________ improved on the School Climate and Human Relations Survey and other monito.ring reports, and improved teacher s tudents, rankings and rankings on summative evaluations. Insrructionai .4ides Item * The job description for each job, the duties to be performed. plus better perform those duties. the training each person receiveo in order to R Kponse. assistants. Nine (9) instructional aides were assigned as classroom sup\u0026lt;=*rvis ing, Their major and overa 11 functions included tutoring, inst ruct ional assistance. mentor mg, One instructional aide was assigned as an oftice/lab assistant. { 1) Her responsibilities included office work and attending to the c.omputer lab cn the days when the regular computer iab assistants were not assigned to .Mitchell. One (I) instructional aide provided \"Writing to Read Instruction and management in the \"Writing to Read\" iab. All eleven (11) instructional aides participated in a pre-school inservice in August, 1995, Additionally, instructional assistants participated regularly in staff development activities in. the Little Rock School District MEMORANDUM received To: A Brown, Office of Desegregation and Monitoring From: Dr. Don Roberts, Superintendent Date: December 6, 1996 DEC 2 0 1996 Olice d Desojrsgaiia, Uonnoriof Subject: LRSD Responses to Incentive School Monitoring Report (1995-96), July 12, 1996 Attached you will find a report stating the status of each recommendation the Office of Desegregation and Monitoring recommended in their 1995-96 Incentive School Monitoring Report. If you should have questions, please contact me. C: Chris Heller, LRSD Attorney I HAVE A PHOTOGRAPHIC MEMORY BUT SOMETIMES I LEAVE THE LENS CAP (duk'idUid  I L 46 (iUuA. oldui 650502 eFV*G. me. DoomoQ12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 1 Little Rock School District INCENTIVE SCHOOL MONITORING REPORT (1995-96), July 12,1996 Summary of Recommendations DATE 7/12/96 DOC MR NO T PG RECOMMENDATION _______________ The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) PERSON I DONE Rather Principals 7/12/96 MR Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 5)____________________________________________________ The incentive program is successfully desegregating each incentive school. (LRSD Plan. pg. 149) Gremillion 8/96 7/12/96 MR 28 Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 5)_____________ Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nJuly 10, 1992 Court Order: ref. June 5, 1992 ODM Report, pg. 15) Gremillion Principals Glasgow 7/12/96 MR 28 Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 49)______________________________________ The curriculum at each school incorporates foreign language instruction using the foreign language lab and the total physical response method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) Gremillion 2 3 4 7 Capitalize on the districts resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program. (ODM 1992- 93 Incentive Schools Monitoring Report, pg. 51) RESPONSE: Gene Parker gave court testimony 8-11-95, on the foreign language program and the probleofts LRSD faced. LRSD continues to face the same problems that were outlined In Parkers testimony to the courts. - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress Completed12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 2 DATE 7/12/96 DOC MR * NO T PG ______________________________RECOMMENDATION______________________________ The curriculum at each school incorporates foreign language instruction using the foreign language lab and the total physical response method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) Place as many qualified foreign language teacher\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_749","title":"Volunteers","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":["1991/2005"],"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","Parents"],"dcterms_title":["Volunteers"],"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/749"],"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":["146 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\nIncludes scattered issues of ''Volunteer News,'' Volunteers in Public Schools, Little Rock, Arkansas\nand news clippings.\nIt. Little Rock School District April 19, 1991 1 i ' hw '\u0026gt; ' ...er, OUice To: Ms. Ann Brown, Desegregation Monitor From: ''^^ngela M. Sewall, Assistant Superintendent \\ Through: stelle Matthis, Associate Superintendent - Educational Programs and Staff Development Subject: A+ Arkansas and ACTION Proposal Attached you will find a copy of the Parent Involvement Project which three of our schools are undertaking in partnership with the Chamber of Commerce, A+ Arkansas and ACTION. These are for your information. 810 West Markham Street Little RocK, Arkansas 72201  (501)374-3361OMB Approval No. 3001-0098 Expire! 07/31793 The average burden per response is eslimaled at 9 hours. Please direct any comments concerning the accuracy of this estimate or any suggestions for reducing it to (1) ACTION Clearance Officer, 1100 Vermont Ave., NW, Washington, DC 20525, and (2) Paperwork Reduction Project, OMB, New ExccutivcOfficeBldg., Washington, DC 20503. VOLUNTEERS IN SERVICE TO AMERICA (VISTA) Project Application The VISTA Project Application is to be filled in by all applicants requesting VISTA Volunteers. All pages are identified as \"Instructions for Page II or Page When assembling the final document, it is not necessary to reproduce or return any \"instructions\" pages. Submit one original, signed application and two copies of your submission to the ACTION State Office unless otherwise instructed. Completion of this VISTA Project Application does not guarantee that ACTION will assign VISTA Volunteers to your organization. Note requirements for signatures on pages 1, 10,11, and 12 (optional). ACTION Form A-1421 (10/90)CRITERIA FOR SELECTING VISTA SPONSORS The following criteria will be employed by ACTION staff in the selection of VISTA sponsors and in the approval of new and renewal VISTA projects. Your proposal must include all of the elements listed below. The project must\n1. 2. 3. 4. Be sponsored by a public or private nonprofit organization. Be poverty-related in scope and otherwise comply with the provisions of the Domestic Volunteer Serv- iceAct of 1973, as amended (42 U.S.C. 4951 eiseq.'), published regulations, guidelines, and ACTION policies which are applicable to VISTA. Comply with applicable financial and fiscal requirements established by ACTION or other elements of the Federal Government. Show that the goals, objectives, and volunteer tasks are attainable within the time frame during which the volunteers will be working on the project and will produce a measurable, verifiable result. 5. 6. 7. 8. 9. Provide for reasonable effons to recruit and invoh e low-income community residents in the planning, development, and implementation of the VISTA project. Offer evidence of local public and private sector support. Be designed to generate private sector resources and encourage local, part-time volunteer service. Provide for frequent and effective supervision of the volunteers. Identify resources needed and make them available for volunteers to perform their tasks. 10. Have the management and technical capability to implement the project successfully. Section 110 of theDomestic Volunteer Service Act, entitled Applications for Assistance by Previous Recipients, requires that the following language be included verbatim in each application for VISTA assistance: (a) DURATION.The Director shall not deny assistance under this part to any project or program, or any public or private nonprofit organization, solely on the basis of the duration of the assistance such project, program, or organization has previously received under this part. (b) CONSIDERATION OF APPLICATION.The Director shall consider each application for the renewal of assistance under this part to any project or program on an individualized, case-by-case basis, taking into account (1) the extent to which the sponsoring organization has made good faith efforts to achieve the goals agreed on in die application of such project or program\nand (2) any extenuating circumstance beyond the control of the sponsoring organization that may have prevented, delayed, or otherwise impaired the achievement of such goals, (c) NEW PROJECT OR PROGRAM.The Director shall consider each application for assistance under this pan for a new project or program, that is submitted by a public or private nonprofit organization that has previously received such assistance (so long as such new project or program is clearly distinct from activities for which the organization has previously received such assistance), on an equal basis with all other applications for such assistance and without regard for the fact that the organizauon has previously received such assistance. (d) RENEWAL OF ASSISTANCE.With respect to any consideration that relates to the duration of assistance under this pan and that is applied by the Director in the case of a request for a renewal of assistance under this part, the Director may not apply any such considcrauon against any entity that is: (1) functioning as an intermediary between the Director and organizations requesung such renewal and ultimately receiving such assistance\nand (2) utilized by such organizations (A) to prepare and submit applications for such assistance to the Director\nand (B) to perform other administrative functions and service associated with applying for and receiving such assistance. (c) ELIGIBILITY.All eligible public and private nonprofit organizations shall be able to apply for assistance under this part. I I 1 1 CriteriaO.MB ApprovaJ No. 3001-0098 ______ E\\rlrt?: 07.ri 1/93 For ACTION use only: VISTA PROJECT APPLICATION DATE RECEIVED:____________ PROJECT NO________________ PROGRAM EMPHASIS AREA(S) 1. APPLICANT ORGANIZATION 5. Congressional District Number(s): Name Greater Little Rock Chamber of Commerce Address 1 Spring Street a. b. c. of Sponsor_________ of VISTA Project Sites Name each county in which Volunteers will City Little Rock State AR Zip Code 77201 serve: Pulaski County Area CodeZTelephone No. 501 374-4871 AGENCY DIRECTOR NAME Title 6. Was your organization previously a VISTA Sponsor? 2. PROJECT DIRECTOR Name Tine _____Marvin Schwartz Director - A+ Arkansas Yes Q No D No. of volunteers: Year(s): If yes, specify: PO Box 2060 Address (If different from above) City Little Rock State AR Zip Code 72203 Area Code/Telephone No. 1-800-535-4414 7. Was your organization previously assigned VISTA Volunteer(s)? Yes D No O No. of volunteers: Year(s): If yes, specify: 2 2 3. TYPE OF APPLICANT A. State B. Interstate C. Substale District D. County E. City F. School District G. Special Purpose District H. Community Action Agency 1. Higher Educational Institution J. Indian Tribe K. Other (Specify) Enter appropriate letter In box 8. Is application subject to review by State Executive Order 12372 process? I I Yes, this application was made available to the Slate Executive Order 12372 Process for review on:_____________________ State Application Identifier No. (assigned by State): _____________________________ n No, Program is not covered by E.O. 12372, or I I No, Program has not been selected by Slate tor review. 9. Is the applicant delinquent on any Federal debt? 4. Total number of VISTA Volunteers requested: 3 Yes   No If 'yes,' attach an explanation. Certification: The undersigned certify (1) that the filing of this application has been duly authorized by the governing body of the applicant organization\n(2) that if approved as a VISTA Sponsor, the organization agrees to assume responsibility in the community(ies)servedforfh6 development, implementation, and management of the VISTA Volunteer activities and the projects at which they serve\nand (3) that the organization accepts the obligation to comply with the statutes and regulations, policies, and the terms and conditions pertinent to this program. Note that falsification or concealment of a material fact, or submission of false, fictitious or fraudulent statements or representations to any department or agency of the United Slates Government may result in a fine of not more than $10,000 or imprisonment for not more than five (5) years, or both. (18 U. S. Code section 1001.) SIGNATURE OF ORGANIZATION/AGENCY DIRECTOR SIGNATURES: (Original sionatures in blue ink required) SIGNATURE OF GOVERNING BODY CHAIRPERSON (if applicable) DATE DATE AL 1 lUN Form A-i42i (10/90) Page 1SECTION 1. BACKGROUND INFORMATION (Answer all questions only in the space provided.) 1. Briefly describe the sponsoring organization's purpose and major program accomplishments\nexperience with the problems to be addressed by the VISTA Volunteers\nand experience in the use of local volunteers. In the past two years, the Education Committee of the Greater Little Rock Chamber of Commerce has recruited new business partners for schools, created media public service announcements, awarred teacher/student achievements, and supported district millage campaigns. Several members of the Education Committee are also members of the ADAD Task force, a coalition of central Arkansas organizations focusing on reducing youth-related problems of alcohol and drug abuse and school dropout by increasing parent involvement in schools. The ADAD Task Force has been meeting with the Little Rock School District, with local and national education experts, and with low-income community leaders to develop a comprehensive plan for improving parent involvement. The three public schools selected for the project have had extensive experience in use of local volunteers .parents) to support school activities. 2. Total Financial Resources of Sponsoring Organization CURRENT FUNDING L-EVEL SOURCE OF FUNDS: Federal Stale Local Government Other {Specify} Total Total Dollar Amount Amount Allocated to VISTA Project 2a. Are any of your resources presently provided by ACTION? If so, please specify name of program and funding level. 2b. Will there be a major change in your funding level over the next 12 months? If so, please explain. 3. Required sponsor documentation to be attached to Project Application. REQUIRED 3a. New Applications Copy of Articles of Incorporation Tax exempt status: either IRS determination or copy of application to IRS for exemption Organizational chart showing relationship of the VISTA project in the organization Specific Letters of Support lor the VISTA project List of current Board of Directors, showing their names, addresses, and organizational or community affiliations, indicating how many members represent the low-income population Nonprofit YES Public Agencies NO (If less than 51% of the Board of Directors represents the lov\n-income community, me sponsor must form a separate VISTA Advisory Council with at least 51% of the membership representing the low-income community.) Hesume oi the Director oi tne sponsoring agency or the polenliai project supervisor il nominated and jnh riescrintinn_____________________________________________________ 3b. Renewal Applications__________________________________________________ Resubmit any documents in item 3a if there is a change, including Articles of Incorporation____________________________________________________________ Updated letters of support (include letter from Board of Directors or VISTA Advisory Council on commitment ol future resources to VISTA project to aid in achieving self-sufficiency) Page 2 YES YES YES NO yes' yeIT YES YES YES YES YES NO YES yES, YES YESSECTION II. PROBLEM IDENTIFICATION AND ANALYSIS Problem No._____ (Answer all questions only in the space provided.) INSTRUCTIONS A problem is an unsatisfactor}'situation thatyour organizationplans tochange. For example: Sixtv- fivepercent of employable low-income youth ages 16-21 in Michael County have difficultyfinding jobs. For each problem you identify, complete a separate Problem Identification and Analysis (Section R), Project W'ork Plan (Section III), and VISTA Volunteer Assignment Description (Section IV). Make as many copies of these sections as you need. 1. Provide sn overview of the purpose of the VISTA project which includes\nOverall population statistics of the service area\npercentage of low-income people\nwhat VISTA Volunteers are requested to do\nhow the low-income community will benefit from the VISTA project. Volunteers will work with at-risk students and parents from Cloverdale Elementary, Henderson Junior High, and Fair High School, where at-risk students comprise between 33\nand 70, of total enrollment, (See ATTACHMENT A for'schocl cemocraphicsj. Volunteers will help parents take a more active role in their child's education at school and home. They will help parents understand how to better work with a school for their child's benefit. An increased personal motivation and community involvement will result. Low-income students who succeed academically offer positive role models. 2. State in quantifiable and measurable terms the specific problem the VISTA project will address, includino the number of low-income people directly affected by the problem. The project will address home-based problems such as lack of understanding of school procedures, parent apathy or . . . -- ----------KO cot OyCVIljT UI negative impressions of education, limited parenting skills, and poor relations between teachers and parents Schoolbased problems TO be addressed include time and resource limitations, teacher awareness of home issues and communication I skills in parent conferences. Virtually all of the at-risk students at the three schools are from low-income households. 3. If VISTA Volunteers will be assigned to organizations other than yours, list those organizations, and provide a letter of support from the Board of Directors of each organization. The Volunteers will be assigned to the three Little Rock public schools identified above. A letter of project support from the Little Rock School District is included in ATTACHMENT 8. 4. If other organizations are addressing the problem described in item 2, indicate any plans to coordinate the VISTA project with these organizations. The Little Rock School District and each school's Parent Teacher Organization are also addressing the problems stated in Item 2. Each school has developed a School improvement Plan with parent involvement strategies. The Volunteers will work with school principals, PTO officers, and community organizations, particularly ADAD Task Force members, to expand the resources and services for the project. (See ATTACHMENT C for list of ADAD members.) Page 3SECTION in. VISTA PROJECT WORK PLAN In this Section you arc asked to write a project work plan for VISTA Volunteers. The project work plan will cover a period of 12 months and should clearly state: (1) what is to be accomplished, (2) when it is to be accomplished, and (3) how it is to be accomplished. The work plan must be stated in guamifiable, measurable terms using a goals and objectives formal. INSTRUCTIONS Using the VISTA Project Work Plan format on page 4, submit a complete project work plan for each problem identified in Section II. Ps.eproduce as many copies of page 4 as necersary and identify them as pages 4b, 4c, etc. 1. In column A, list the proposed project goals and objectives which you expect the VISTA Volunteers to achieve in relation to the problem(s) identified in Section II. The last goal of the work plan(s) must demonstrate how you will actively elicit the support and/or participation of local public and private sector resources in order to enhance the chances of the projects success and continuance after the VISTA Volunteers leave. The goals and objectives should relate directly and only to the proposed project and work of the VISTA Volunteers within the context of your organizations total effort. GOALS are ends toward which VISTA resources are directed. They are broad in scope, up to 12 months in duration, and identify changes which will occur in the problem(s) identified in Section H. OBJECTn^ES are definite results (outcomes) leading to achievement of the related goals, and are stated in quantifiable, measurable terms. They are narrower in scope or short-term in duration. 2. In column B, indicate the quaner(s) during which the Volunteers will w'ork on, and achieve, the stated goals. 3. Complete column C when you submit the VIS i. A .Project Progress P\u0026lt;cport. SAMPLE ! SECTION III. VISTA PROJECT WORK PLAN ProbJem No. Column A For Period: FROM: MM DO YY TO: MM DO YY Column B Column C VISTA PROJECT GOALS ANO OBJECTIVES Planned Penod o1 Work and AccofTplishmenl ACTUAL VISTA PROJECT ACCOMPUSHMENTS (Complete this column subminir\u0026gt;j VISTA Pfojecl PtOQfess Ropon) Goal I: tc develop a job-readiness co' and raining program designed 0 assis iseli ng t 10 youth per month with placement in private sector jobs. Objective I: VIST.A Volunteers will i ar.G coordinate task force of 10-12 organize IsL Qtr. individuals from the sectors to design and public will use human and he overall program which financial resot ces from the community at large. Objective II: VISTA Volunteers will 20 local volunteers public awa reaciness pr nity centers eness i oaram cam\nc\narcs aces of areas where ticipate about th c school w o r s .h i recruit in a job- . commu- iG ether 2nd Otr. youth congregate. e Goal II: . Inst ructions for Page 4SECTION III. VISTA PROJECT WORK PLAN Pl ublem No. J- Column A Project period: October 1991 - September 1992 Quarters: 1. Oct.-Dec. 1991 2. Jan.-Mar. 1992 n 3. Apr.-June 1992 4. July-Sept 1992 Column C Column B VISTA PROJECT GOALS AND OBJECTIVES Planned Period ol Work and Accomplishmont ACTUAL VISTA PROJECT ACCOMPLISHMENTS (Complete this column when submitting ________VLSTAProicxl Progress Report)________ goal L Create better parent understanding of school procedures. OBJECTIVE I. Conduct home visits for family counseling on chronic absenteeism, suspension, and discipline problems. Follow up contact will be made after positive change. I - 4 XJ Co oProject period: October 1991 - September 1992 1 i I SECTION 111. VISTA PROJECT WORK PLAN Problem No. Column A Quarters: 1. Oct.-Dec. 1991 2. Jan.-Mar. 1992 Column B 3. Apr.-June 1992 4. July-Sept 1992 Column C VISTA PROJECT GOALS AND OBJECTIVES Planned ' riod ol Work and Accomplishmont ACTUAL VISTA PROJECT ACCOMPLISHMENTS (Complete this column when submitting ________VISTA PfQjeci PiQflifiss BemL-------------- GOAL 1. Overcome parent apathy to educational issues and negative impressions of school. OBJECTIVE 1. (Cloverdale only) Survey parents to help design Parent Center. 1 OBJECTIVE 2. Order materials S maintain Parent Center. 2 - 4 to crs OBJECTIVE 3. Make phone calls and conduct home visits to increase attendance at school open house. 4 OBJECTIVE 4. [Cloverdale only) Assist with Ist-day registration of new students. 4 GOAL 2. Increase parenting skills. OBJECTIVE 1. Provide family counseling on home study skills and learning environment. 1 OBJECTIVE 2. Assist parents in helping students prepare for MPT and HATE exams. 2 OBJECTIVE 3. Counsel parents on high school graduation requirements. 2 OBJECTIVE 4. Counsel parents in preparation for summer school. 3 OBJECTIVE 5. Counsel parents for entry of 6th graders to junior high and 9th graders to senior high. 4SECTION 111. VISTA PROJECT WORK PLAN Problem No. 3 Column A Project period: October 1991 - September 1992  ( 1 Quarters: 1. Oct.-Dec. 1991 2. Jan.-Mar. 1992 3. Apr.-June 1992 4. July-Sept 1992 Column C I Column B VISTA PROJECT GOALS AND OBJECTIVES Planned Period ol Work and Accomplishment ACTUAL VISTA PROJECT ACCOMPLISHMENTS (Complete this column when submitting yiSIAJroiscL Progress BeporU_ COAL L improve relations among parents. OBJECTIVE 1. Assist PTO projects S membership drives. 1 - 3 OBJECTIVE 2. Develop a parent peer network for counseling and support. 1 - 3 Ci) era fV Or SECTION III. VISTA PROJECT WORK PLAN Problem No. 4- Column A Project period\nOctober 1991 - September 1992 Quarters: 1. Oct.-Dec. 1991 2. Jan.-Mar. 1992 I  i 3. Apr.-June 1992 4. July-Sept 1992 Column C Column B VISTA PROJECT GOALS AMD OBJECTIVES Planned Period ol Work and Accomplishmont ACTUAL VISTA PROJECT ACCOMPLISHMENTS (Complete this column when submitting --------------VISIA-Eroiect Progress Report)________ GOAL L Increase school outreach efforts. OBJECTIVE I. Compile list of identified at-risk families and build relations through home contact. I OBJECTIVE 2. (Fair only) Verify student address. 1 OBJECTIVE 3. XJ cm re O OBJECTIVE 4. OBJECTIVE 5. (Cloverdale only) Contribute to school newsletter. Survey parents for workshop topics. Establish student mentor and tutor programs. I - 3 2 2 - 3Project period\nOctober 1991 - September 1992 I SECTION 111. VISTA PROJECT WORK PLAN Problem No. i Quarters: 1. Oct.-Dec. 1991 2. Jan.-Mar. 1992 3. Apr.-June 1992 4. July-Sept 1992 4 i Column A Column B Column C VISTA PROJECT GOALS AND OBJECTIVES Planned Period ol Work and Accomplishmont ACTUAL VISTA PROJECT ACCOMPLISHMENTS (Complete this column when submitting ________VISTA Project Progress Reportl________ GOAL L Improve teacher understanding of home issues. OBJECTIVE I. Meet with teachers to gain recognition and support for liaison role. 1 GOAL 1. Improve teacher communication/relations with parents *0 era ft\u0026gt; rn OBJECTIVE I. Hotivate parents to volunteer at school through established VIPS (Volunteers in Public Schools) programs. 1 - 4 OBJECTIVE 2. (Cloverdale only) Assist with programs for parent socialization. 1 - 4 OBJECTIVE 3. Assist with parent teacher conferences. I - 2SECTION III. VISTA PROJECT WORK PLAN Problem No. (o Column A VISTA PROJECT GOALS AND OBJECTIVES GOAL i. Increase community support/interest in schools. OBJECTIVE 1. Locate student incentives and donations, resources for parent workshops. OBJECTIVE 2. Coordinate youth service with other agencies. Project period: October 1991 - September 1992 Quarters: 1. Oct.-Dec. 1991 2. Jan.-Mar. 1992 Column 3 Planned Period of Work and Accomplishment 3 - A 3 - A to crq Q T1 3. Apr.-June 1992 4. July-Sept 1992 Column C ACTUAL VISTA PROJECT ACCOMPLISHMENTS (Complete this column when submitting ________VISTA Project Progress Report)________SECTION IV. VISTA VOLUNTEER ASSIGNMENT VISTA Volunteer assignments require a full-time, full-year commitment. VISTA Volunteers arc prohibited by law from engaging in any employment while in service. During the recruitment process, the sponsoring organization must discuss the sponsors responsibilities with the Volunteer as well as the terms and conditions of VISTA service. The VISTA Volunteer Assignment Description is used to recruit and inform potential volunteers about specific assignments to be performed in the VISTA project. Volunteers assigned to the project will use the Assignment Description as a major guide to follow in achieving the goals and objectives of the project. INSTRUCTIONS These instructions will help you to develop Volunteer Assignment Descriptions. Please note that you must complete a separate Assignment Description for each different Volunteer assignment (whether performed by one volunteer or a group of volunteers). Reproduce additional copies of the form on pages 5-6 as needed, identifying them as pages 5b- 6b\n5c-6c, etc. Each VISTA Volunteer Assignment Description must specifically relate to the Project Work Plan (Goals and Objectives). (1) (3) (4) (5) (6) (7) (8) (9) and (2) Self-explanator\u0026gt;'. Indicate the geographic area(s) this assignment will serve (e.g., Washington and Waldo Couniies, southern Maine). Self-explanaiorj'. Describe ihc sponsoring organization, its purpose and programs, people serxcd, and ihc VISTA project. Briefly describe the problem to which this volunteer assignment relates. List the responsibilities (tasks and activiues) of the Volunteer(s) working under this assignment in achieving the objectives of the VISTA Project Work Plan. Describe the kinds of skills and qualifications needed by a potential Volunteer to accomplish the tasks/acii vities included in (hie Work Plari. If a Volunteer must have specific skills or credentials, list them\ne.g., must speak fiuent Spanish. Federal law requires that VISTA sponsors make reasonable accommodations to the needs of qualified disabled persons wishing to serve as VISTA Volunteers. Indicate any factors ACTION should be aware of when assigning disabled Volunteers to this project, such as availability of transportation and housing, accessibility of facilities, etc. NOTE: You must complete a separate assignment description for each different type of Volunteer assignment. When ACTION selects a VISTA Volunteer for this assignment, you must give the Volunteer a copy of this form for use at the ACTION pre-service orientation. SAMPLE SECTION IV. VISTA VOLUNTEER ASSIGNMENT ProbJfrm No._____ (Answer *11 questions only in the spsce provided) 7. Liat responsibilities (tsaka and activities) of the VISTA Volunteerfa) working urxier thia Aaaignrrwnt Description which relate to the objectives of the VISTA Project Work Plan The Volunteer tasks and activities i . to bring together individuals prograjt\nwill be: lore the private and public sectors fcr a one-day nesting on developing a jeb-readiness 8. 2 3 to carry out the reconnendations of the task force which should result in an ongoing program.* and to recruit and train convaunity volunteers to Iraplereent a public awareness campaign about the program, where youth congregate. Volunteers will plan and conduct croup cofwuunity meetlncs as necessary to carry out these duties. tJrqetinq areas These activities Involve buildinc and maintaininc relationships with youth scrvinc orcanizations, local businesses, and concerned residents. Liat eaaential VISTA Volunteer akille ar\u0026gt;d quatidcatioru. The preferred volunteer skills and gusllflcatlons are: 1. interest in working on the problem of employment fcr lew Income youth. 2 3 of the orcanixation: knowledge of and prior experience with individuals in the private and public seedtora.- and ability to coRvnunicate well verbally and in writing, and speak before small groups. well as convcitment to the overall coals An educator, counselor, would also be welcome. or individual who has wcrKlnc with youth prociaas is desirable. A retired business professional 9. Indicate any factors ACTION should be aware ol when assigning disabled Volunteers to this projecL ^ch as availability of truisportstion ar\u0026gt;d housing, \u0026gt;. accessibility of Iscitities, etc. Indicate whether services to be provided sre accessible to the dissbted members ol the community. I Instructions for Pages 5-61. SECTION IV. VISTA VOLUNTEER ASSIGNMENT Problem No. (Answer all questions only in the space provided.) Sponsor's Name Greater Little Rock Chamber of Commerce bor AC 1 ION Use Only Proj. No._____________________ Training Class No._____________ Training Start Date ____________ No. ACTION-Referred Vols. Skill Code 3. Geographic Area(s) of Volunteer assignment Little Rock, Arkansas 2. Location (City, Stale) Little Rock, Arkansas 4. Number of Volunteers required lor this assignment. 3 5. Briefly describe sponsoring organization and VISTA Project. Project sponsor will be the Greater Little Rock Chamber of Commerce, toecific management and supervisory roles will be provided by members of the Chamber Education Committee. The Committee has engaged in various campaigns to support public schools. Recent educational support provided by the Committee includes\n' ' I. Ifillage campaigns: phone banks and community-wide promotion to gain voter support for school district millage increases. 2. Business partners: linkage of schools with new business partners to provide requested services and counseling. 3. Public service ads: television public service ads were created and broadcast to promote community support of schools. Print materials were distributed to all Chamber members to be included in their advertising and public contact. . - A. Teacher recognition: An annual Teachers Rally highlights community appreciation of teachers. The VISTA project uses parent liaisons to help at-risk youth achieve academic success. The Volunteers will help the school and parents create a unified effort to assist the students. Volunteers wilT-help parents increase their awareness and skills in dealing with their child's school affairs. Volunteers will help schools by arranging for professional and logistical support to increase school efficiency in serving child and family needs. 6. Identify the problem(s) described in SECTION II to which assignment relates. The VISTA project relates to problems in three broad categories. I. Home-based problems common to low income families often negatively influence academic performance. The parents' lox educational attainment frequently leads to misunderstanding, apathy, or negative impressions of school and school- related involvements. As a result, children are deprived of the valuable home environment that supports their personal advancement in education. 2. School-based problems result from staff unfamiliar with the distinct communication and personal relations required for low income families, as well as limited school resources for improving these conditions. At-risk families generally do not initiate school involvement, so school staff have limited awareness of home issues. They also have little time to address that condition. As a result, parents are denied valuable input from dedicated teachers for their childrens' education. 3, Community-based problems result from lack of public awareness of home and school limitations, as well as low awareness of opportunities for directly applying community resources. Disenchanted by reports of school problems, potential community donors do not see a viable use of their input. As a result, available community resources are not being tapped. Page 5SECTION IV. VISTA VOLUNTEER ASSIGNMENT (Continued) Problem No. 7. List responsibilities (tasks and activities) of the VISTA Volunteer(s) working under this Assignment Description which relate to the objectives of the VISTA Project Work Plan in Section III. I The Volunteer tasks and activities will be to: 1. Identify and maintain contact with parents of at-risk students for counseling, training, motivating involvement, and gaining input for improved school services. 2. Establish programs to provide needed services to at-risK youth and families. 3. Coordinate community input for student and parent programs. 4. Create a school council of parents and staff. 5. fleet with teachers to communicate parent views. 8. List essential VISTA Volunteer skills and qualifications. Essential skills and qualifications of the Volunteer: I. Ability to relate to concerns for children and life style of low income parents. 2. Knowledge of school procedures, schedules, and program opportunities. 3. Ability to communicate well with people from all levels of society. 4. Ability to relate to the personal and professional aspects of teaching. 5. Enthusiasm for children and conviction that all children can learn and succeed in school. 6. Ability to find common ground in seemingly unrelated positions, to discover common channels by which untapped resources can be utilized. The ideal Volunteer would be a parent with public school experience, perhaps a former teacher. A Black, female Volunteer would have an advantage in gaining acceptance in low income single-parent households. 9. indicate any factors ACTION should be aware of when assigning disabled Volunteers to this project, such as availability of transportation and housing, accessibility of facilities, etc. Indicate whether services to be provided are accessible to the disabled members of the community. Disabled Volunteers with sight, hearing or speech impediments , . sight, hearing or speech impediments would add an unnecessary burden to the communication facet 0 e project. A wheelchair disability would find access unavailable in many homes. Other than these, no disabilities i would seem to interfere with a Volunteer's abilities. I have read the assignment description, and if selected, I agree to fulfill the duties and activities described above. SIGNATURE OF APPLICANTA'OLUNTEER Page 6 DATESECTION V. COMMUNITY INVOLVEMENT IN PROJECT (Answer all questions only in the space provided) INSTRUCTIONS ACTION legislauon requires that the low-income community to be served by VISTA Volunteers participate in planning, developing, and implementing the VISTA project. Your response to questions below must demonstrate how you plan to meet these requirements. ACTION legislation also requires the VISTA project to generate the commitment of private sector resources and volunteer service at the local level to carry out the purpose of the project. The sponsoring organization must plan for the eventual phase-out of VISTA Volunteers and for the performance of the Volunteers functions by local citizens. 1. Describe in specific terms how the low-income people the project proposes to serve are being included in the planning devel- opmeni, and implementation of the project In meetings conducted over the past year, input fro.m various organizations serving low-income people has been coordinated into the overall plan for parent involvement. Members of the ADAD Task Force have had provided the primary focus, helping to define overall project terms and scope. Specific project direction was provided by a core group of parents and staff from each of the three schools. Additional input for the project design was obtained from the following groups and individuals: - Black Ministerial Alliance - Annie Abrams, Parent Advisory Council, Little Rock School District - Delores Eggeston, state PTA Council - New Futures for Little Rock Youth - Principals from four restructured junior high schools - Superintendents and school board members from Little Rock, North Little Rock, and Pulaski County Districts - Dr. Beverly White, Superintendent, Lee County Schools, and a group of Lee County educators and parents participating in a similar parent involvement project. For implementation of the project. Volunteers will meet regularly with the core group of parents and staff from the three schools, as well as families of the at-risk students identified at the schools. 2. What specific steps will the sponsor take to generate (a) the commitment of private sector resources and (b) the recruitment of volunteers from the community to help carry out the VISTA projects activities? (Attach letters of support from the public and/ proSV^' organizations that will be involved in supporting the VISTA projects efforts, indicating specific support to be (SeTAHACHiFjTTE pledged the resource support of their members'.' (see Al (ach.ilM B for letters of support). quarterly The AOAD Task Force has contributed significant assistance and having hosted meetings, provided meals. resources since the initial phase of the project, pre....,,., and cl,rl,.l ..ppi,\n\"*\"\" ' year. The District has further indicated it Page 7 fSECTION VI. VISTA PROJECT MANAGEMENT AND SUPPORT (Answer all questions only in the space provided) 1 i INSTRUCTIONS AND REQUIREMENTS This section is designed to assess your organization's ability tc manage and support the proposed VISTA project (1) Your organization is required to provide VISTA Volunteers with work facilities, supplies, materials, etc., for the operation of this project (2) Approximately 30 days prior to the start of the ACTION pre-service orientation, your organiz.ition will be required to submit a detailed on-the-job training plan to the ACTION State Office for approval. (3) You are also required to submit to the ACTION State Office individual career development plans for locally recruited low- income volunteers after they have been assigned. 1. Describe in specific terms how your organization will recruit qualified VISTA Volunteers to serve on the project. If you need ACTION recruitment assistance, please indicate what type. I Recruitment of Volunteers will initiate at the three schools. Principals, staff, and parents will be informed of the opportunity for Volunteers and will seek individuals to serve in that capacity. At the same time, the Little Rock School District will place public advertisements announcing the recruitment process. Initial screening of the applicants will be performed by each school's core group of parents, staff, and ADAD Steering Committee members. Secondary review of the applicants will be provided by the Little Rock School District. ACTION recruitment assistance is not anticipated. 2. Describe plans for the daily supervision of VISTA Volunteers. Specify whether supervision will be full-time, part- time, or delegated to other organizations where Volunteers will be assigned. Attach job descriplion(s) and' resume(s) of the person(s) who will have major responsibility for supervising the VISTA Volunteers assianed to this project. Supervision of Volunteers will be the responsibility of the three school principals and Karvin Schwartz, chairman of the ADAD Steering Committee. Because the Volunteers will be working out of the schools, principals will have daily contact and will arrange for logistical support (desk, phone, supplies) at the schools. On occasions when the school buildings are closed, the Volunteers will be provided work space by members of the sponsoring organizations (Chamber of Commerce, School District, ADAD organizations). As Project Supervisor, Karvin Schwartz will conduct regular review meetings with the Volunteers and school staffparent groups to assess project accomplishments and individual impressions. Supervisory meetings for the three Volunteers to come together and share project impress! will be scheduled on a weekly or bi-weekly basis. The meetings will be held at the schools or at a locetior provided oy the sponsoring organizations. Activities at each school will be communicated to all project members by the Project Supervisor who will serve as a coordinator and clearing house of information and resources. Resumes of the school principals and project supervisor are included in ATTACHMENT E. Page 83. SECTION Vi. VISTA PROJECT MANAGEMENT AND SUPPORT (Continued) Describe the on-the-job transportation needs ol the Volunteers and your plans for meeting those needs a. b. Geographic area in which Volunteers will have to travel: Estimated cost: (1) Private Vehicle: Estimated no. of miles per year square miles. X cents per mile = $ c. (2) Public Transportation: No. of Vols. X est. no. of trips Indicate how costs of on-the-job transportation will be covered. per trip = $ ^''*\"'\"'^'^'^l\u0026gt;'^^5ement will be provided by the schools through Academic Progress Incentive grants available through the Little Rock School district. 4. Describe your plans to recognize and publicize the project's accomplishments, includng-the work of the ViSTA Volunteers and support provided by community volunteers and the private sector. The individual publish regular newslett schools, the School District, the Cha.nber of Cominerce, and several members of the ADAO Task force ion is agreed on by all parties. assistance to the VISTA Volunteers as needed to carry out their assignments. On-the-job training for the Volunteers rnmmiffoH tn h . cu . . *'\" arranged prinari Iy by the ADAD Task force. Resources have been committed to host workshops and seminars in specific areas of at-risk ......ano semnars in specific areas of at-risk services and hone visits. National consultants in Srhnnrnt contacted for their availability. Similar projects in Arkansas, particularly in Lee and Perry County *' training models, and site visits or presentations will be arranged. futur!. Volunteers may be provided by having them audit training programs established for New managers. Less formal but highly valuable training will also be gained at the schools through contact with 1 teachers and parents. s through contact with with y of the ADAD Task Force, ti?.Jlw? n  supporting role. Cooperative assistance in this area is expected from the Little Rock School District. Page 9Note: 0MB Approval No. 03-4S-00-10 ASSURANCESNO.N-CO.NSTRUCTION PROGRA.MS Certain of these assurances may not be applicable to your project or program. If you have Questions, please contact the awarding agenew rurUier, certain Federal awarding agenciesmay reouircapplicants tocenify to addttior.cl assura.nccs. If such is lhcca.se,you will benoiified. As the duly authorized representative of the applicant, I certify that the applicant: 1. Has ihc legal auihorily lo apply for Federal assisiancc, and Oic insiiiuiional, managerial and financial capability (including funds sufficieni lo pay ihe non-FcderaJ share of project costs) to ensure proper planning, ntanagcmenl and 7324-7328) which limit ehc political aciiviiics of employees whose and compleiion of ihe project described in this application. 2. Will give the awarding agency, the Comptroller General of the United States. principal employment activities arc funded in whole or tn part with Federal funds. 9. Will comply, as applicable, with the provisions of the Davis-Bacon .Act (40 3. 4. 5. 6. and if appropriate, the Stale, through any authorized rcprcseniaiive, access 10 and ihe right lo examine all records, books, papers, or documents related to the award\nand will establish a proper accounting system in accordance with generally accepted accounting standards or agency directives. Will csublish safeguards loprohibit employees from using their positions for a purpose ihat consiiiuics orprcscnisihc appearance of personal ororganiza- lional conflict of inicrcsl, or personal gain. Will initiate and complete the work within ihe applicable time frame after receipt of approval of ihe awarding agency. Will comply with the Intcrgovcmmcnul Personnel Act of 1970 (42 U.S.C.  472S-4763) relating lo prescribed standards for merit systems for programs fended ur:der one of the ninciecn suiees or regulations spirified tn Appendix A of OPMs Standards for a Merit System of Personnel Admini- siraiion (5 C.F.R. 900, Subpan F). Will comply with all Federal statutes relating to nondiscrimination. These in elude but arc not limited to: (a) Tide VI of the Civil Rights Act of 1964 (P.L. S8-352) which prohibits discrimination on the basis of race, color or national origin\n(b) Title IX of the Education Amendments of 1972, as amended (20 U.S.C.  1681-1683, and 1685-1686), which prohibits discrimination on thebasis of sex\n(c) Section 504 of liicRchabiljtation Act of 1973. as amended U.S.C 276aand276a-7),i)icCopeland Aci(40U.S.C. 275cand lEL'.S C.  874). and the Coniracl Work Hours and Safety Sund.'irds Aa (40 U.S.C. 327-333), regarding labor standards for federally assisted construction sub- agreements. 10. 11. 8. (29 U.S.C.  794), which prohibits discrimi,nation on Ihc basis of handicaps\n(d) the Age Discri.minaiion Act of 1975, as amended (42 U.S.C.  6101- 6107), which prohibits discrimination on the basis of age\n(e) the Dnig Abuse Office and Treatment Act of 1972 (P,L.. 92-255), as amended, relating to nondiscrimination on the basis of drug abuse\n(f) the Comp.rehensivc Alcohol Abuse and Alcoholism Prevention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616). as amended, relating to nondiscrimination on the basis of alcohol abuse or alcoholism\n(g)  523 and 527 of the Public Health Service Act of 1912 (42 U.S.C. 290dd-3 and 290ee-3}, as amended, relating to confidentiality of alcohol and drug abuse patient records\n(h) Title VIII of the Civil Righis Act of 1968 (42 U.S.C.  3601 ct scq.), as amended, relating to nondiscrimination in the sale, rental or financing of housing\n(i) any oher nondiscrimination provisions in the specific siaiute(s) under which application for Federal assistance is being made\nand (j) the requirements of any other nondiscrimination siaiuie(s) which may apply lo ihe application. ill comply, or has already complied, with ihc requirements of Titles II and in of the Uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970 (Pi. 91-646) which provide for fair and equitable ireaimcni of persons displaced or whose property is acquired as a result of Federal or federally assisted programs. These requirements apply to all interests in real property acquired for project purposes regardless of Federal participation in purchases. Will comply with the provisions of the Hatch Act (5 U.S.C. 150M508 12. 13. 14. 15. 16. 17. 18. SIGNATURE OF AUTHORIZED CERTIFYING OFFICIAL APPLICANT ORGANIZATION Vi ill comply, if applicabl',\n, with flood insurance purchase reQuirc.menis cf Section 102(a) of the Flood Disaster Protection Aa of 1973 (P.L. 93- which requires recipients in a special flood hazard area to participi program and to purchase flood insurance if the total cost ol insurable consiruc- lion and acquisiuon is 510,000 or more. in the ill comply with environmental standards which may be prescribed pursuant to die following\n(a) insiiiuiion of environmenul quality control measures under the National Environmenul Policy Act of 1969 (P.L. 91-190) and Execudve Order (EO) 11514\nfo' r.odficaiior. of violating facilities pu:sua.nt lo EO 1 1738\n(c) proicciion of wetlands pursuant lo EO 11990\n(d) evaluation of flood hazards in floodplains in accordance with EO 11988\n(e) assurance of projea consistency with the approved Slate managemenl program developed under Ihc Coastal Zone Management Aa of 1972(16U.S.C  1451 el seq.)\n(f) conformity of Federal actions to Sute (Cli , lean Air) Impltmcnuiion Plans under Section 176(c) of the Clean Air Act of 1955. as amended (42 U.S.C.  7*O1 el seq.)\n(g) prbicction of underground sources of drinking water under Ihe Safe Drinking Water Act of 1974, as amended (P.L. 93-523)\nand thi protection of endangered species under the Endangered Species Act of 1973, as amended (P.L. 93-205). Will comply wiih the Wild and Scenic Rivers Aa of 1968 (16 U.S.C. 1271 el scq.) related lo proicciing components or poienda! componcnis of the national wild and scenic rivers system. V\u0026gt; ill assist the a warding agency in assuring compliance with Scciio.n 106 of the National Historic Preservation Act of 1966, as amended (16 U.S.C. 470), EO 11593 (identification and protection of historic propenies), and the .Archaeological and Historic Preservation Act of 1974 (16 U.S.C. 469a-l el see.). Will comply with P.L. 93-348 regarding the p.'-oleciion of human subjects involved in research, development, E.nd related activities supported bv this award of assistance. Will comply with the Laboratory Animal Welfare Act of 1966 (P.L. 9-5a,. as amended, 7 U.S.C. 2131 ct scq.) pertaining to the care, handling, and irc-imcnl of warm blooded animals held for research, teaching, or cihe,' activities supported by this award of assistance. Will comply with the Lead-Based Paint Poisoning Prevention Act (42 U.S.C.  4801 cl scq.) which prohibits the use of lead-based paint in construction or rehabilitation of residential siruciures. Will cause to be performed the required financial and compliance audits it. accordance with the Single Audit Act of 1984. \\\\ ill comply with all applicable requirements of all ouher Federal laws, executive orders, regulations and policies governing this program. TITLE DATE SUBMITTED Page 10 Authorized for Local Reproduction Standard Form 424B (4-88) Prescribed by 0MB Circular A-102@501_324 2023 I.RSD COMMVNICATI ODM i_n.ov o I uotn i HbbibhM S' PAGi 002/003 02 04/26/98 i 18:12 Volunteers in Public ^hools NEWS RELEASE 11 i VOLLNIEJ^S IN PUBLIC SCHOOLS ANNOLINCES VOLUNTEER WARDS WINNERS April 25, 1996 J i I I ^Rfotmation, Debbie Milam at 324-229? fn) 663-7336 (h) contact I I Little Rock Volunteers in Public schools (VIPs) fourteenth annual district-wide volunteer hosted its \" An Evening for the recognition reception, Stars,\" Tuesday, April 23, four hundred people attended 1996. More than I Top awards for the event held at Ricks Armory. outstandirg school volunteer presented to .McClellan programs were Gibbs Magnet Elementary School. High School, Man.n Magnet unior High and moat improved volunteer The award for rhe school with the hours went to Romine Elementary School, that compiled ten A \"10 plus\" award or more Western I Hills, McDermott, Fulbright, otter Creek, A special founder, Interdistrict Was presented to nine schools volunteer hours per student: King, Cloverdale Elementary, Rightsell, Baselir.t\nand Carver Magnet. award established by viPS in honor of the Jane Mendel program's f was pre:sented volunteer in to the District eiilie Rutherford, a for thirteen nerved on four PTAs, the years Rutherford has committees. in addition VXFS board of Directors and other District to leading fundraising drives and bute Rnck Schoo\nDistrict  501 Sherman Street  Little Rock, AR 72202 (501) 324^2290 I i 04/26/96 18:13 501 324 2023 LRSD COmiUMCATI \u0026gt; ' \u0026gt; ODM JI Ji 1 I Hoo i f-'AtS 003/003 03 I recruiting parents for Littl I e Rock public schools. j Sixcellence in School/Business Partnerships Ttiompeon Books and awards went to Ei:eiBentary School and Downtown wi^ Hall High School, Supply for their partnership with Jefferson Rotary #99 for their part.nership Other award winners were John Sykes, Henry Riinbert, Kedia Award\nChaplain Clergy Volunteer Award\nsupport Volunteer Award\nFran Holmes, Leadership Men of Dunbar, Otis Preslar, Principal Award\nMentor Volunteer Award\nCoJ Resource Volunteer Janet Lofton of Coca Cola Bottling Award\nNorma and William Perry, Volunteer Award\nSchool Cynthia fast, School Volunteer Award\nLucy secrexiaty Volunteer Award and Beth Seller, school staff Volunteer Award. I ! Ehcertaxnnent was provided hv rbci \u0026gt; v , piovioea Dy the Bone Age band and the Gibes I Folk Dance Club. Those attending bid a 8ii4nt auction held to on ever 80 items offered in raise funds to support VIPS,\nVIPS was founded in 1972 to assist teachers and other members of the Little staff voluntieerism. i Rock School D VIPS serves as trict by promoting school a link between the District aijd the community While providing patron,, and oitirene an. opportunity tc ba Significantly involved in the education of children. 7/92,3 people documented last year, volunteer the Little Rock School District. service valued at $2,088,sis to 3 0VIPS Volunteer Training Schedule for 1991-92 OCT 2 8 1591 August 8 13 14 20 20 20 20 27 Franklin faculty and other new relations Shepherd Center Office of Desegregafion Monitoring incentive teachers on parent Teresa Willem re: organizing a tutoring program at Pulaski Elem. Shepherd Center Recipes for Home Learning, tutoring workshop - McClellan Susan Mauney re: volunteers for special education students Wakefield volunteers re: beginning a tutoring program Shepherd Center September 5 6 9 10 12 12 16 16 17 20 24 25 26 27 VIPS Chairperson orientation Orientation for new VIPS board members Teresa Willem re: tutoring program at Pulaski El Shepherd Center em. Pleasant Hills Retirement Center Wakefield faculty on involving volunteers Shepherd Center Wakefield faculty on involving volunteers - part two VIPS Chairperson orientation Individual training for Meadowci iff's VIPS chairperson Recipes for Home Learning, tutoring workshop, McClellan Recipes for Home Learning, McDermott volunteers Individual training for Mabelvale Jr. High's VIPS chairperson Tn di strict training for business partners October 1 1 7 8 8 9 9 10 11 11 15 15 18 19 22 28 29 Shepherd Center Wonders of Work orientation at Baseline Western Hills faculty on involving volunteers through Partners in Education Shepherd Center Wonders of Work orientation at Bale Wonders of Work orientation at Wakefield Mabelvale Elementary - Julie Davenport, principal, and Susan Myers VIPS chair  Wonders of Work orientation at Woodruff VIPS morning at Watson **staff training on involving volunteers Tridistrict training for business partners Shepherd Center Early childhood parent workshop at Rockefeller Mabelvale Elem. faculty on involving volunteers Volunteer training for Mt. Pleasant Church members Shepherd Center Incentive school parent workshop on \"Building Your Parenting Skills\" at Franklin School Shepherd Center November 5 9 Shepherd Center volunteers Incentive school parent conference ITEL: Nov 27,91 15:43 No.001 P.Ol MMiaWDW To: From: Connie Hickman, Office of Desegregation and Monitoring Valerie Hudson, VIPS Incentive School Coordinator Date: November 27, 1991 Subject: Nuirber of Incentive School Volunteers and Hours of Service From August 1991, Through October, 1991. School / Volunteers / Hours 50 97.50 v/darland 41 210.30 i/ish 60 436.50 ^/iiitchell v/Rightsell 52 65 228.30 239.95 \\/Ttockefeller V'^Stephens 103 64 348.71 200.68 Total= 435 1,761.94 oc: Debbie Milam, Coordinator, Volunteers in Public Schools, Partners in Education. James Jennings, Associate Superintendent for Desegregation, Monitoring and Community Services.Little Rock School District Volunteers in Public Schools 810 W. Markham Little Rock, AR 72201 Nonprofit Organization U. S. POSTAGE PAID Little Rock. AR Permit No. 2608 Office/Desegregation Monitoring Ann Brown 201 E. Markham, Suite 510 Little Rock, AR 72201 Annual Report 1991-92 RECEIVE?? Volunteers in Public Schools OCT 2 1 1952 and Office of Desegregation Monitoring Partners in Education Little Rock School DistrictIntroduction Volunteers in Public Schools (VIPS) and Partners in Education (PIE) are community involvement programs of the Little Rock School District, providing volunteer services to the District's 50 schools, serving more than 1,800 staff members and more than 26,6(X) students. Volunteers in Public Schools, founded in 1972, is a general citizen involvement program. The program's mission is to provide assistance to the teachers and staff of the Little Rock School District by recruiting, training and coordinating volunteers in all District schools. VIPS's motto is \"Helping Teachers Help Kids.\" Partners in Education facilitates the development of mutually beneficial voluntary relationships between schools and conamunity groups, organizations or businesses. Partnerships supjxirt and enhance the educational programs of the District and strengthen the relationship between the District and the community. Both programs are managed by a staff which includes a program coordinator, two school volunteer coordinators, a resource coordinator. Partners in Education manager, office manager and resource secretary. Volunteers in Public Schools As a joint project of the Little Rock School District and the community, VIPS is governed by a Board of Directors which includes representatives from the following groups: American Association of University Women, Board of Realtors, Delta Sigma Theta Sorority, Greater Little Rock Chamber of Commerce, Greater Little Rock Optimist Club, Leadership Roundtable, League of Women Voters, Little Rock Classroom Teachers Association, Little Rock Junior Chamber of Commerce, Little Rock PTA Council, Little Rock School Board of Directors, Junior League of Little Rock, National Association for the Advancement of Colored People (NAACP), Operation PUSH-Excel, Principals' Roundtable, Pulaski County Medical Society Auxiliary, Retired Senior Volunteer Program of Central Arkansas (RSVP), Sigma Gamma Rho Sorority, University of Arkansas at Little Rock, and Urban League of Arkansas. Twelve members-at-large also serve on the Board. VIPS provides guidance and assistance with volunteer and staff training, activity and career days, shadowing programs, mentoring, cross- and peer-age tutoring programs, enrichment programs, English as a second language, international visitors, scheduling field trips and writing grants for innovative programs. Partners in Education Activities provided by businesses involved as Partners in Education include incentive programs to reward improvement in grades and/or attendance, school grounds beautification projects, career awareness programs, job shadowing, homework centers and self-esteem training classes. Schools return the generosity of their partners through a variety of activities which include holiday musical presentations, art displays, pen pal programs, appreciation events and sharing school facilities. Affiliations VIPS and Partners in Education are active in a number of organizations and through them work to improve school volunteerism. Professional affiliations include the National Association of Partners in Education, International Association for Volunteer Administration, Arkansas Volunteer Coordinators Association, Arkansas Division of Volunteerism, United Way/Youth Connection, Greater LittleRock Chamber of Commerce, Future Little Rock Educational Task Force, New Futures for Little Rock Youth, Cornerstone Project, Little Rock PTA Council, and the Certified Volunteer Management program of the Arkansas Public Administration Consortium. The information gained through organizational networking refines our services so that VIPS and PIE remain on the cutting edge of school volunteerism. Recognition Volunteers are recognized through the VIPS Chairperson Luncheon, individual school appreciation functions and the annual Evening For the Stars Reception, a districtwide volunteer recognition event. The Jane Mendel Award for Outstanding Volunteer Service was presented to Diane Vibhakar, 1991, and Debbie Glasgow, 1992. Financial VIPS is funded by contributions from individuals, businesses, civic and social organizations and the Little Rock School District. Historically the District has provided staff salaries and office space and the VIPS Board of Directors raised the operating funds from the community. The District began contributing funds to the operating budget during the 1991-92 school year. VIPS Operating Budget 1990-91 1991-92 School District Funds Community Contributions -NA- $11,160 $16,898 $ 5,323 Partners in Education is funded by the Little Rock School District witha 1990-91 operating budget of $3,659 and 1991-92 operating budget of $4,602. Highlights Wonders of Work (WOW) VIPS and Junior League of Little Rock combined efforts during the 1991-92 school year to implement WOW, a career awareness program for sixth-grade students. WOW matches 27 students a semester with professionals in the community for four visits, which include job shadowing and a class presentation. Mentoring VIPS implemented a mentoring program in the seven incentive schools during the 1991-92 school year. Sixty mentors were matched with students for weekly school visits where mentors and mentees talked and shared with one another. The year concluded with a districtwide picnic for those involved in the program. Senior Volunteers from retirement centers in the Little Rock metropolitan area are contributing hundreds of volunteer service hours by making learning activities, tutoring and assisting with bulk mailings. Reading is FUNdamental (RIF) Reading is FUNdamental to Arkansas' Future (RIF) encourages reading and reading comprehension by letting children choose three books to take home and keep at no cost to the students or their families. The program is administered by VIPS through a Student Loan Marketing Association challenge grant with financial and volunteer time contributions from Friends of Central Arkansas Library System (FOCAL), Pulaski Heights Kiwanis, Central Little Rock Kiwanis and West Little Rock Kiwanis clubs. During the 1991-92 school year, 5,826 books were distributed among 1,942 fourth-grade students in all Little Rock School District elementary schools. Value of Volunteer Services Program volunteers serve at a school or other educational site on a regular, repeating basis, providing direct assistance to students and teachers on a wide variety of general support services. Resource volunteers visit classes on an occasional basis to make presentations about their jobs, hobbies, skills, travels, special interests or experiences. Partners in Education volunteers serve as either program or resource volunteers, providing diverse services to schools through their commitment to partnership or special projects. 1990-91 1991-92 Hours served by program volunteers Hours served by resource volunteers Hours served by partner volunteers Resource volunteers on file Registered field trip sites Individual teacher requests filled Resource volunteer/student contacts (some instances, the same students having contact with more than one resource volunteer during the school year) Number of Partnerships 82,350 972 4,694 989 no 570 29,037 93,610 1,018 11,830 1,002 no 619 28,189 97 102 Total number of volunteers Total hours of volunteer service Cost benefit of volunteer service (at $10.70 per hour, an average nationwide figure in educational fields as suggested by the National Association of Partners in Education, the Arkansas Division of Volunteerism and ACTION, the national volunteer agency) 5,440 88,016 $941,761 5,869 106,458 $1,139,101 Looking Ahead September 1992 Volunteer Month in Arkansas April 18-24,1993 National Volunteer Week April 20,1993 An Evening for the Stars May 7,1993 National School Volunteer Day i/OLJUHieERS IN PUBLIC SCHOOLS 1992-93 MOrJlHLY VOLUNTEER HOURS BY SCHOOLS SCHOCH. Cen sal J.A. Fair Hal McClellan Parkview Meropolitan Clovefdate Dunfeaf Fcxesi Heights Henderson MabeMale Mann Puiaiski Heights Southwest Badgett Bale Baseline Boelter Brady Carver Chi sol Clouerdate Dodd Fair Pauk Forest Park FranMin Fu'ori^rt Garland Geyer Springs GIUw Ish Jefetson MabehraJe McOermott Meadcwdifl Mtstiell OttBT Creek Ptilasld Heights Rifhtsel Rockereller Romine Stephens Terry Wakefield Washington Watson Western Hits Wiliams Wison Warxirull totAl APR: 150.751 416.25' 46.00 454.00 179.50 41.00 46.75 1013.00 112.75 41.00 37.25 1S.00 71.50 647.50 76.50 591.25 265 00 208.25 76.50 232.50 372.50 262.75, 71.50 2256.00 164.00 21Z0O 147 00 154.75 251.75 99.00 54 00 226 75 207.00 559.75 118.00 94.75 377.50 \u0026amp;00 M^Y! ,'UN! 0 00 359.50 50.00 688 75 433.50 511.50 20 00 80.00 81.50 117.50 20.00 7650 9.25 677.50 330.25 293.00' 412.00 45.75 432.50 1021.50 375.00 82.25 156.00 337.50 22.00 168 25 539.50 85.25 0.00 0.00 11.00 700 0.00 58-50 0.00 4.50 7.75 12.75 806.75 74.25 0.00 1500 216.50 0.00 29.00 32.00 0.00 86.25 51Z75 358.00 19.00 JUL 0 00, 27.00 292.00! 23 00- 167.50 0.00 0.00 2.00 000 48 25 0.00 21.00 0.00 0.00 337.50 0.00 i AUG 186.50. 128 50 I39.O0I 14 25 311^ 10i25 0.00 63.50 0.00 45 00 168.00 23.25 0.00 000 44.75 70 00 298.25 130.25 39.25 4.75 140.00 49.00 0.00 26.50 50.00 000 14350 0.00 6.75 127.50 671.00 114 50 45.50 4.50 50 00 73 00 490 75 55.75 000 70.75 52.00 32.75 SEP 81.50 OCT 90.25 352.00. 227 251 1143.00! 21.00 21.00: 47900 0.00 0.00 186.00 182.00 4.00 14.00 0.00 80.00 426.75 656.25 411.25 169.75 214.50 33.75 326.50 14.25 951.50 46.00 40.75 1146.75 113.00 149.75 600.00 304 00 23.00 108.25 270.00 928.75 129.50 92.50 231 00 33 00 467.25. 1003 50 no 00 346.00 438.00 2900 188.501 ! 37.001 149 50 533.00 347.75 178.50 26.25 0.00 138.50 85.75 5.25 12325 36.25 82.50 592.00 1008.50 61900 418.75 126.00 17.00 583.50 61.75 720.75 26.00 8.50 363.25 158.00 264 00 412.75 529 75, 43.50 136.25 575.75 501.00 17950 198.50 190.25 123.00 452 50 141 25 1656.75 326.75 576.75 139.25 59.00 94.75 NOVi 723.00, 162.001 279.50- 50.50 444.00 102.75 351.251 0.00 10450 93.00 14.00 70.001 12.50 12.50' 395.251 838.50 203.50 22925 102.25 970.00 230.00 8\u0026amp;25 301 25 7.00 571.25 21850 431.00 240.75 238.75 109.75 369.25 633.50' 254,50 88 solos .50 66.75 222.75 567.00 377.00 84.75 104.50^ DEC\n14S.C0| 54.C0 12I7.C0 412.00 69.25 254.25 35.50 128. 185.30 33.-\u0026gt;5 44. \u0026gt;0 103.X\u0026gt; 34.30 33525 504J5 22825 98 JOO 76J5O 119 25 135 75 142 75 35 00 6000 146-25 270O. 186:00 152:00 14S50 1325 21025 347.25 66K25 14C.5O 8S.50 10E00 382.50 43S.S0 3S25 18^.75 53.00 5S0 JAN. 94 00' 321.50' 277.00 208.00 436.25 124.00 333.25 3a50 92.25 521.00 60.75 8.00 65.75 10.25 106.50 399.00 111.25 195.00 68.00 69.00 260.25 49.25 260.25 9.50 40.50 109.00 233.00 169.00 135.75 144.90 89.50 55.25 324.50 199.00 9300 67.00 57.50 31125 305.75 69.00 90.50' 55.00 7.50 93.00 FEB I 312.00' 509.501 204.501 982 00' 150.75 1.25 106.00 632.50 7.00 116.00 134.50 116.25 1084.50 62.00 25.00 310.50 423.75 268.75 8250 97.00 473.25 675 472 50 23.50 11.50 220.50 121.50 174.75 117.75 299.00 0.00 296.50 413.25 489.75 63.00 68.25 100.25 467.25 431.50 163.25' 143 25 94.751 4800 19.001 MAR 106.00 2191.75 516.50 326.00 120550 140.00 1311.25 171.00 20.50 722.00 134.00 109.25 2X50 91.25 8.50 568.50 816.00 197.00 86.00 49.25 286.50 632.90 37.00 191.00 131.00 232 00 188.25 37-00 127.50 404.00 962.00 63.50 30.50 140.75 99.25 493.50 405.75 79.00 134.00 186.00 47.00 TOTAL HOURS 1893.00 4170.00 3364.50 3479.50 5690.75 22.25 STUDENT 1924.00 861.00 990.00 93200 847.00 573.25 4453.75 410.50 318/ 2152.75 1679.25 909.25 1327.25 565.25 56.50 380.25 4144.50 78 50 6723.50 2210.50 2327 00 795.00 1497.25 3343 25 218.25 4875.50 495.75 232.75 274X00 3940.50 1656.50 2011.25 2736.25 211.25 1365.50 2986.25 5993.00 101850 785 25 753.SO 1029.75 3616.50 141.25 6030.75 1473.75 2305.00 1446.00 333.50 587 00 101562.00 87.00 HRS.' STUDENTI 0.98 4.84 340 3.73 6.72 TZ7J0O 764.00 850 00 653.00 648.00 771.00 710.00 201.00 311.00 341.00 594.00 402.00 592.00 532.00 361.00 312.00 252.00 435.00 409.00 542.00 243.00 292.00 336.00 173.00 491 00 503.00 522.00 454 00 266.00 351.00 389.00 247.00 377.00 360.00 192.00 530.00 515.00 802.00 470.00 348.00 491 00 356.00 232.00 26S2O.0O 0.08 0.75 6.44 0-54 037 3.30 1J96 1.18 1.37 2.81 0.18 1 12 6.96 0.20 11.36 4.16 6.45 2.55 5.94 7.69 0.53 9.00 204 080 8.18 22.78 3.37 4.00 524 0.47 5.13 8.51 1541 4.12 208 209 536 6.82 027 752 3.14 6-62 2.95 094 2j53 3.830TEL: Nov 12,93 12:51 No .013 P.02 f (\\(^ I -/^a^cks/ /X) ^*4, # 'jL I^Cei c\u0026gt;^  d'] 3^-y-S^ (3to yy^dL 7id^\u0026gt;^ 2^30FAX TRANSMITTAL MBl Volunteers m Public Schools 501 Sherman, Little Rock, AR 72202 Phone 324-2290 Date: Number of pages: \u0026lt;3 To: AlC- Company Department Fax# dTk 01 From: nA. Phone#Annual Report 1992-93 Volunteers in Public Schools and Partners in Education CiUbrating 20 years of tie tying teacfiers hetp l^ids!' Little Rock School District Volunteers in Public Schools 81OW. Markham Little Rock, AR 72201 Nonprofit Organization U. S. POSTAGE PAID Little Rock, AR Permit No. 2608Introduction Volunteers in Public Schools Partners in Education Affiliations Volunteers in Public Schools (VIPS) and Partners in Education (PIE) are communi ty involvement programs of the Little Rock School District, providing volunteer services to the District's 51 schools, serving more than 1,800 staff members and more than 26,600 students. Volunteers in Public Schools, founded in 1972, is a general citizen involvement program. The program's mission is to provide assistance to the teachers and staff of the Little Rock School District by recruiting, training and coordinating volunteers in all District schools. VIPS's motto is \"Helping Teachers Help Kids.\" Partners in Education facilitates the development of mutually beneficial voluntary relationships between schools and community groups, organizations or businesses. Partnerships support and enhance the educational programs of the District and strengthen the relationship between the District and the community. Both programs are managed by a staff which includes a program coordinator, two school volunteer coordinators, a resource coordinator. Partners in Education manager, office manager and resource secretary. As a joint project of the Little Rock School District and the community, VIPS is governed by a Board of Directors which includes representatives from the following groups: American Association of University Women, Board of Realtors, Delta Sigma Theta Sorority, Greater Little Rock Chamber of Commerce, Greater Little Rock Optimist Club, Leadership Round table. League of Women Voters, Little Rock Classroom Teachers Association, Little Rock Junior Chamber of Commerce, Little Rock PTA Council, Little Rock School Board of Directors, Junior League of Little Rock, National Association for the Advancement of Colored People (NAACP), Operation PUSH-Excel, Principals' Roundtable, Retired Senior Volunteer Program of Central Arkansas (RSVP), Sigma Gamma Rho Sorority, University of Arkansas at Little Rock, and Urban League of Arkansas. Twelve members-at-large also serve on the Board. VIPS provides guidance and assistance with volunteer and staff training, activity and career days, shadowing programs, mentoring, cross- and peer-age tutoring programs, enrichment programs, English as a second language, international visitors, scheduling field trips and writing grants for innovative programs. Activities provided by businesses involved as Partners in Education include incentive programs to reward improvement in grades and/or attendance, school grounds beautification projects, career awareness programs, job shadowing, homework centers and self-esteem training classes. Schools return the generosity of their partners through a variety of activities which include holiday musical presentations, art displays, pen pal programs, appreciation events and sharing school facilities. VIPS and Partners in Education are active in a number of organizations and through them work to improve school volunteerism. Professional affiliations include the National Association of Partners in Education, International Association for Volunteer Administration, Arkansas Volunteer Coordinators Association, Arkansas Division of Volunteerism, Greater Little Rock Chamber of Commerce,Future Little Rock Educational Task Force, New Futures for Little Rock Youth, Cornerstone Project, Little Rock PTA Council, and the Certified Volunteer Management program of the Arkansas Public Administration Consortium. The information gained through organizational networking refines our services so that VIPS and PIE remain on the cutting edge of school volunteerism. Recognition Financial Volunteers are recognized through the VIPS Chairperson Luncheon, individual school appreciation functions and the annual Evening For the Stars reception, a districtwide volunteer recognition event. VIPS is funded by contributions from individuals, businesses, civic and social organizations and the Little Rock School District. VIPS Operating Budget 1992-93 School District Funds Community Contributions $14,971.60 $ 6,401.50 Partners in Education is funded by the Little Rock School District with a 1992- 93 operating budget of $3,728.40. Highlights Wonders of Work (WOW) VIPS and Junior League of Little Rock combined efforts during the 1992-93 school year to continue WOW, a career awareness program for sixth-grade students, for a second year. WOW matched 27 students a semester with professionals in the community for four visits, which included job shadowing and a class presentation. Mentoring VIPS implemented a mentoring program in the seven incentive schools during the 1991-92 school year. Sixty mentors volunteered the first year\n105 were matched during the 1992-93 school year with students for weekly school visits where mentors and mentees talked and shared with one another. The year concluded with a districtwide picnic for those involved in the program. Senior Volunteers from retirement centers in the Little Rock metropolitan area are contributing hundreds of volunteer service hours by making learning activities, tutoring students and assisting with bulk mailings. Reading is FUNdamental (RIF) Reading is FUNdamental to Arkansas' Future (RIF) encourages reading and reading comprehension by letting children choose three books to take home and keep at no cost to the students or their families. The program was administered by VIPS through a Student Loan Marketing Association challenge grant with financial and volunteer time contributions from Friends of Central Arkansas Library System (FOCAL), Pulaski Heights Kiwanis, Central Little Rock Kiwanis and Wtst Little Rock Kiwanisclubs. During the 1992-93 school year, 7,564 books were distributed among 1,891 fourth-grade students in all Little Rock School District elementary schools.Awards The Arkansas Department of Human Services (DHS) was the Education Winner of the 1993 Golden Rule Award, sponsored by United Way of Pulaski County and J. C. Penney. VIPS nominated DHS for the award in honor of the partnership DHS has with Bale Elementary School. Their partnership activities include the \"Buddy Club,\" a mentoring program\nclassroom presentations\na book drive that resulted in 100 books being donated to the school library\nand job shadowing. Al Porter, longtime VIPS board member, was selectd as United Way of Pulaski County's Volunteer of the Week for the week of May 10-15, 1993. Discount Trophies donated a plaque for Porter, which was presented to him at the May 10 VIPS Board of Directors Executive Committee. Awards for volunteer service to the Little Rock School District were presented during the annual VIPS Evening for the Stars reception. The Jane Mendel Award for Outstanding Volunteer Service was presented to Betty Ruth Davis. Parkview Arts and Science Magnet, Dunbar International Studies/Gifted and Talented Magnet and Ish Incentive School received awards for most volunteer hours per students during the 1992-93 school year. Pulaski Heights Elementary, runner-up for most volunteer hours per student, and Carver Basic Skills-Math/Science Magnet, having the most overall volunteer hours districtwide, were also recognized. Excellence in School/Business Partnerships awards were presented to Twin City Bank - Heights Branch for their partnership with Forest Park Elementary, Unitarian Universalist Church for their partnership with Garland Incentive School and Storer Cable for their partnership with Western Hills Elementary School. Value of Volunteer Services Program volunteers serve at a school or other educational site on a regular, repeating basis, providing direct assistance to students and teachers on a wide variety of general support services. Resource volunteers visit classes on an occasional basis to make presentations about their jobs, hobbies, skills, travels, special interests or expieriences. Partners in Education volunteers serve as either program or resource volunteers, providing diverse services to schools through their commitment to partnership or special projects. Hours served by program volunteers Hours served by resource volunteers Hours served by partner volunteers Resource volunteers on file Registered field trip sites Individual teacher requests filled Resource volunteer/student contacts (This figure includes, in some instances, the same students having contact with more than one resource volunteer during the school year) Number of Partnerships Total number of volunteers Total hours of volunteer service Cost benefit of volunteer service (at $11.58 per hour, an average nationwide figure in educational fields as suggested by the National Association of Partners in Education, the Arkansas Division of Volunteerism and ACTION, the national volunteer agency) 116,256.50 1,010.00 14,034.00 883 no 759 23,496 Ill 7^41 131300.50 $1320,459.79II    ' u'.. w . I. 11. III. / WHAT VIPS IS DOING WHAT VIPS IS ASKING APPENDICES A. 1980 Evaluation Results B. C. D. [ Responsibilities of Coordinator and Assistant Coordinator Responsibilities of Resource Clerk Responsibilities of Secretary I  5 y J l] Md n II 1 WHAT VIPS IS DOING \"VIPS helps teachers help kids. l\u0026gt; VIPS operates in all 39 district schools. Resource volunteers are scheduled by our resource clerk to go out to schools and speak on travel\u0026gt; hobbies, careers, etc. Regular volunteers are assigned for tutoring math, English, reading, or running enrichment programs, as well as working in libraries school offices, and filling in where needed. health rooms, One month might produce 5,500 volunteer hours served, people working full timet This equals BS Romine Primary School reports 30 of their staff helped by regular vol- unteers. Fifteen of Washington's teachers have used resource volunteers thi year with 30 at Hal 1. resource volunteers. All of the teachers at Forest Heights report using Bale reports 10 teachers using reading tutors. Three teachers at Forest Park have lost aides who have been partially replfiKod by volunteers. Five teachers at Jefferson have math tutors. Twenty-five our volunteers. workshops have been scheduled this year to train and enrich To quote our evaluations of a February lb reading workshop: \"It's heartening and encouraging to see kittle Rock Public Schools providing this kind of training. . . .to volunteers, and the recognition and outreach to children with learning difficulties. II \"I v/as surprised at the organization It takes to enable volunteers to get so much done.\" \"I got a sense of the importance of what VIPS do.\"I t*? *' X jlii I ! vjhat vjps is asking p I s vital i\no VIPS is asking to be recognized by the Board of Directors a helping teachers help kids. I A paid staff is essential for maintaining our already well-established 'J program. Our goals for expansion concentrate on recruitment, of more volun- teers, with our greatest hope in the liirie-Belease program. Operational funds for this and all of our functions come from the community, VIPS has not been able to recruit full time volunteers to work in the Fl office. A well-organized, effective program requires full-time leadership with the time and talent to devote to the project. The volunteer market has become very competitive due to the large majority of parents working. We must work hard to meet the competition. VIPS v/ould ask the Board of Directors to talk to children, talk to volun- teers, talk to teachers. (Our evaluation from last year is enclosed.) We see repeatedly how people who volunteer come around to being 100% public school supporters. Repeatedly, white-return-flights have been due to favorable reports from volunteers in our schools. We feel we help all of us. UtWa-lUW-IW LUM U-IIJW 1.JI-U-III. 1 I I I I I I a 1 5 I !TEL : Nov 05,92 14:52 Nc .C02 P.Ol Pre-professional students from UAl.R and Philander Smith college were assigned to teachers, providing 3,744 hours of classroom assistance in t: fall Of 1980. They are also placed this spring. Activity Days and Career Days consultation is provided by the VIPS office. Prior to a reduction in staff, VIPS handled this big job for the schools. Now we work closely with volunteers or staff from the schools who come to use our resource file and direction. Our Board of Directors is very interested in helping fill any gaps in VIPS services. We have had difficulty placing a VIPS Chairman at Mann. Two of our Board members, Charles Stewart and David Walters, graduates of Mann, are \"Board Buddies\" to Mann and served as VIPS Chairmen through the accomplishment of their Career Days this year. Board Buddies are Board members who have selected a school in which to support and work closely with the VIPS Chairman. Field Trips are scheduled and confirmed by the VIPS re ource clerk. This job along with scheduling resource speakers saves the teachers an enormous amount of time otherwise spent at the telephone. English as a Second Language - sec attached summary Work Release Time - see attached summarySi' I I Pre\u0026gt;profess1ona\\ students from UALR and Philander Smith college were assigned to teachers providing 3,744 hours of classroom assistance s I in th fall of 1980. They are also placed this spring. Career Pays consultation is provided by the VIPS office. Prior to a reduction in staff, VIPS handled this big job for the schools. Now we work closely with volunteers or staff from the schools who come to use our resource file and direction. Our LJoard of Directors is very interested in helping fill any gaps in V1P$ services. We have had difficulty placing a VIPS Chairman at Mann. Two of our Board members. Charles Stewart and David Walters, graduates of Mann, are \"Board Buddies\" to Mann and served as VIPS Chairmen through the accomplishment of their Career Days this year. Board Buddies are Board members who have selected a school in which to support and work closely with the VIPS Chairman. Field Trips are scheduled and confirmed by the VIPS resource clerk. This job along with scheduling resource speakers aves the teachers' an enormous amount of time otherwise spent at the telephone. English as a Second Language - see attached summary attach nri r 11 nun 3 v* I z ttlAv'l/ DaIimta T i inAKVOLUNTEER NeWS Volunteers in Public Schools, Little Rock, Arkansas Fall 1992 Harrison Elected VIPS Board President Discover your school- Dr. Gayle Harrison ha.s been elected president of the VIPS Board of Directors for the 1992-93 school year. Harrison is a native of Massachusetts and earned a doctorate in de-velopmental/ educational psychology from Boston College. She is in private practice with Arkansas Psychological Services. Harrison has served on the board of the Arkansas Psychological Association, Arkansans for Drug Free Youth and Committee on Women  s Concerns. Y Volunteer!^, She has been an active member of the VIPS Board for five years. Other elected officers for the 1992-93 school year include: Virgil Miller, First Vice President Debbie Glasgow, Second Vice President Phil Burch, Treasurer Martha Rimmer, Recording Secretary Delores Egeston, Corresponding Secretary. The 1992-93 VIPS Board is composed of representatives from 30 sponsoring organizations and 12 members-at-large. Board members are actively involved on committees including Public Relations/Commu-nity Involvement, Volunteer Recognition, Volunteer Program Development, Reading is FUNdamental (RIF), CTA, Personnel, Nominating, Bylaws and Silent Auction. The VIPS Board of Directors meets at 12:00 noon on the second Monday of each month in the LRSD board room. Meetings are open to the public. * * * * Ways Working People Can Help At School Saturday work parties: beautifying the school yard, building playground structures, planting shrubs or trees and painting murals. Resource volunteers: talking with classes about your work, travels or hobbies. * School newsletters: gathering news, editing, typing or pasting up. Mentoring a student: spending one lunch hour per week visiting with a student to encourage and support good behavior. Field trips: having students visit your workplace for hands on experience. * PTA: attending meetings and serving on a committee. * Typing: PTA newsletters, general school notes, proposals and reports. * Asking friends, relatives or total strangers to volunteers: all of us can be recruiters of volunteers. * Making attendance calls: phoning the parents of students who miss school to make sure they are aware of the childs absence. 2 Volunteer News. Volunteers In Public Schools, Little Rock, Arkansas Fall 1992 20 Years Old and Worth A Million! VIPS was founded 20 years ago by a group of concerned citizens led by Jane Mendel. The program was designed as a partnershio between the community and the Little Rock School District, a relationship that has endured the years. After all, how could a school district have an active volunteer program without strong support from the community? Each of you is a member of a vital group of people interested in enhancing the education of children in the Little Rock School District. Last year, 5,869 volunteers worked 106,458 hours providing services worth $ 1,139,101 to the District. Yes, thats right, over one million dollars! Volunteerism in the LRSD is big business and crucial to the Districts long term success. Well be celebrating our twentieth anniversary through June. Help us make this year the best one yet. Were focusing a lot of energy on recruiting mentors and tutors to provide direct one-to-one services to students. Hundreds of volunteers are needed to spend one hour per week working with youngsters. Please consider renewing your commitment to VIPS by volunteering and/or recruiting volunteers, and join us for a fun-fdled year of rewarding work with children. You see, we really are 20 years old and worth a million! You hold a key to ensuring the future success of a child... Unlock the potential through mentoring! KEYS TO A SUCCESSFUL SCHOOL/BUSINESS PARTNERSHIP WITHIN THE SCHOOL * Gain support and participation of the administrative staff. * Encourage a school climate that reinforces staff for community involvement.  Designate a committed coordinator. * Get to know your business partner. * Accept the differences between education and business. * Identify business needs...give something in return for business resources. * Consider the individual business volun- Quotations from our Mentors Mentoring is: being a role model. giving students hope for the future. pouring a little of my life into a childs life.\" a positive plus for young people.\" a truly progressive move in the right direction.\" a chance to be of great help to a child who is in a period of transition. For more information on VIPS Incentive School Mentoring Program, call Valerie Hudson, VIPS Incentive School Coordinator, 324-2292. t*eer-they have needs too. Inventory school resources and determine how the school can best meet partner needs. * * * Focus on establishing relationships. Maintain a WIN/WIN attitude. Remember you are involved with the partner to enhance the education of youth. * Enjoy what you dohave fun with the partnership. VOLUNTEERS IN PUBLIC SCHOOLS LITTLE RCX\nK SCHOOL DISTRICT 501 SHERMAN, LITTLE ROCK, AR 72202 324-2290 Purpose: To provide assistance to the teachers and staff of the Little Rock School District by recruiting, training and coordinating volunteers in all district schools. VIPS motto is \"Helping Teachers Help Kids.\" Dr. Gayle Harrison, VIPS Board President VIPS Staff Debbie Milam, VIPSiPartners in Education Coordinator Millicant Hearne, Partners in Education Manager Leia Hodges, Resource Secretary Valerie Hudson, Incentive Schools Coordinator Lee Ann Matson, Resource Coordinator Gayle Wilson, School Coordinator Anna Zawislak, Office Manager Anna Zawislak, Editor Did you know.. on October 31, 1945, Booker T. Washington was admitted to the Hall of Fame for Great Americans? Who Am I? 1 I. I am interested in quality education lor all children. 2. 1 work closely with my school PTA. 3. I like working with people and enjoy matching them with volunteer job.s that meet their needs. 4. I help teachers in my school decide how they can use volunteers and then 1 recruit volunteers for those tasks. 5. I value the roles parents and community play in educating children. Vnsci amhte for the answer: SPIV .MISKEPKIAHC (Answer on page 3} Fall 1992 Volunteer News, Volunteers In Public Schools, Little Rock, Arkansas 3 Tips For Teachers: Delegating Jobs To Volunteers 1. In two minutes make a written list of all things you do during the typical school day. 2. Now take two minutes to make a written list of all the things you would do in your classroom if you had more time. VO A 3. Take one minute to review both lists, putting a check by those tasks, activities or jobs you could delegate if you could find the right person. 4. Pick one checked item from either list, fill out a volunteer request form and turn it in to your schools VIPS chairperson. 5. Save the lists. When you have successfully delegated one job to a volunteer, you can ask the VIPS chairperson to help find someone for another checked item. In the meantime, remember: *Space is limited at many field trip sites. Call to make appointments now  even for the spring! *Watch the local media for coming events  imagine how a visit could enrich your curriculum. Call VIPS resource area (324-2291) for advice or help with arrangements. Great Books Program Training Opportunity The Great Books Foundation would like to hold a two-day training workshop for discussion leaders in Little Rock in October or November, If you are interested in being trained to lead a discussion group of students, please call Debbie Milam at 324- 2297 for information about program costs. The Foundation offers Great Books programs for all thirteen years of schooling\nthe new Junior Great Books Read-Aloud program for children in kindergarten and first grade. Junior Great Books for students in grades two through nine, and Introduction to Great Books for high school students. The program helps students learn to think independently about literature, to articulate ideas about its meaning and to enrich these ideas by considering opinions other than their own. VOLUNTEER COUPON I NO EXPIRATION DATE YES! I CAN VOLUNTEER GOOD FOR ONE (1) HOUR VOLUNTEER SERVICE TO A LITTLE ROCK SCHOOL DISTRICT SCHOOL Redeemable for a child's smile, a teacher's gratitude, a principal's relief and your community's thanks! Clip this coupon Hand-deiiver to your nearest LRSD school Redeem as volunteer service: J Who Am I? (answer) a tutoring  clerical help a nurse's aide  mentoring a speaUr oil pmfuiitiuns unravels  other . atBaMBBi -.........t................-----------. : : %wrjiW^-T., ' --------- 1 P) - Copies of this coupon will be honored No limit per household Volunteers in Public Schools, Little Rock School District 501 Sherman, Little Rock, Arkansas 72202, Phone 324-2290 I Youre right! I am your VIPS Chair- I person, the one who puts it all together. 1 I would like to help you find that volunteer ! position thats just right for you. Call your J school for more information. 4 Volunteer News, Volunteers In Public Schools, Little Rock, Arkansas Spring 1992 FIGHT BACK! INSURE THE CHILDREN Volunteer Opportunities *Mentor an elementary age student through a one-hour visit once per week at the school. * Mentor a pregnant teenager through New Futures for Little Rock Youths TEENS project, Teens Empowered with Effective Nurturing Skills. Little Rock Against Alcohol and Other Drug Abuse. * Assisi nurses with health screenings or by working in a health room or clinic. Eight Back! Insure The Children is a unique program which provides insurance coverage for every child in the Little Rock School District for treatment of problems arising from substance abuse. This program is the only one of its kind in the nation. This program is being offered at the cost of $12 per child for 100% coverage for four levels of substance abuse treatment. The cost of intensive private care for substance abuse treatment can range from $6,000 to $40,000 per child. Of those who have insurance, only 50% of Ihe cost is covered. The Insure the Children program guarantees 100% coverage for every child in the Little Rock School District. Students can be referred to the Little Rock School Districts assessment office by parents, teachers, counselors, other students, themselves or other concerned residents. Of the students referred for assessment during 1991-1992\n* 76 were in senior high school * 116 were in junior high school * 72 were in elementary school. Please send contributions to\nCity of Little Rock Fighting Back, City Hall, 500 West Markham, 120W, Little Rock, AR 72201 *Tutor students in reading, math or learning English as a second language. *lmprove students reading abilities and awareness of literature by leading a Junior Great Books discussion group. *Telt stories to students about what life was like when you were growing up. *Speak to classes about areas of interest to you\njobs, hobbies, travels, etc. For more information, call the VIPS office at 324-2292 or 324-2293. Looking October 19,1992 April 18-24,1993 Parent Conference Day National Volunteer Week Ahead... April 20,1993 An Evening for the Stars May 7,1993 National School Volunteer Day Little Rock School District Volunteers in Public Schools 810 West Markham Little Rock, Arkansas 72201 BULK RATE U.S. Postage PAID Little Rock, AR Permit No.2608 o F Office/Deseg Monitoring Ann Brown 201 E. Markham, #510 Little Rock, AR 72201 oct 2 2 Office of Desegresaiioh VlPS-\"Helping Teachers Help Kids\" VOLUNTEER NEWS is printed on recycled paper. Please recycle...share this with a friend.TEL: Nov 05,92 14:49 No.001 P.Ol JL til pages Post-lt\"' brand fax transmittal memo 7671 p Co OepI z72\u0026gt;X Go Phone F9X# ______ REPORT TO LITTLE ROCK SCHOOL DISTRICT BOARD OP DIRECIORS Robert-L. Henry, III. President C. 0. Mtigee, Jr., Vice President Dr. Arthur W. Gillam. Secretary Mrs. Betty Herron T, E. Patterson Herbert C. Rule, Ill Dr. Peter T. Sherrill Submitted by the Staff of Little Rock Volunteers in Public Schools Tebruary 27, 1981TEL : Nov 05,92 L , 14:52 No .002 P.02 ] WWEBSflliEIN o o a o DG3 EDUCATION May 15, Mr, Herbert C, Rule, III President, Little Rock School Board c/o Rose, Nash, Law Associates MAY 21 19S1 720 W. Third trect SUPT. OFFICE Littlis Rock, Arkansas 72201 Dear Kr. RJle: Ab Exacutive Director of the National School Volunteer program, I am oft.nn called upon to speak in behalf of local school lunteer programs threatened ,,v budMvl As an ex-teacher in the Little Rock .Schools, 1 have good brLy sbound gteot bceu tsth.ankful for the dedicated support of certain community membara in 1965. Many of those VO same caring and responsible people are probably school volunteers today, letter. So I bring a special concern and urgency to tliis The Little Rock School Volunteer Program is recognwea, it has won prestigious national awards for its business/cducation partnerships But all of that pales in signa-prestigiovis national awards for its nationally recognized. and its community involvement componentG. ficance when one considers its contributions to the Little Rock communjty. Fiscal stress is confronting school districts from Washington, D.C, to Most of those that have school volunteer programs see that the Tacoma. is of additional time, expertise and services, for rate of return, in term\nthe minimal budget outlay is too enormous to forego. For those districts. especially in urban areas, that need the more intangxblc benefits of commu .. ___ j_ J_ _ ___________ 4-l-so 4 n sr'l'inol  nity involvement to maintain a balanced atmosphere in the public schools. the decision should be equally clear: essential, the school volunteer program is The ini- The times demand local community support for public school endeavors, Reagan administration is asking uc to renew our faith in local private tiatives rather than dependence upon big government. The National .-.chool Volunteer Program is prepared to help public education meet the challenges implicit in the President',s policies, wWee hhaavvee ssuuppppoorrtt ffrroomm ccoorrppoorraattiioonn.s. and foundations to promote' parent and volunteer involvement in the public schools, and to assist desegregation efforts. school districts with the problems emanating from National School Voluntaar Program, Inc., 300 N. Waanington Street Alexandria, Virginia 22314 (703) 836-4880 4 TEL: Nov 05,92 14:55 No .002 P.03 Mr. Herbert Rule, HI May 15, 1981 Page Two School Volunteer Program . r.nntitw^ encouraging and Little Rock, and we The Little Rock intcnfl to continue efforts to can do it without help public education a (iamonstrution I will continue to convey to Association, and Paul Strators, the value of The is doing the same things for supporting their iirvive these hard times. None of us within the public schools. ...1 of support from National School Boards Thomas Shannon, of the ialmon of the American Association school volunteerism. Little Rock School VolunteerL Program is too v cially nowl STG/rvm CC I Paul Masem Anne Brown of School Admini-alunble to forego, cspe- Sincerely, Sandra T. Gray Executive Director UlRS VOLUNTEERS IN PUBLIC SCHOOLS LITTLE ROCK SCHOOL DISTRICT NEWS RELEASE VIPS Needs Mentors For Students February 3, 1993 For more information, contact Debbie Milam at 324-2290 or 663-7336 Want to make the difference in the future of a Little Rock child? You can help a child succeed if you have Just one free hour a week by participating in the Little Rock Volunteers in Public Schools Mentoring Program, Approximately one hundred mentors are working with elementary-age students through the VIPS program. Mentors stop by the schools once per week to visit with their students. VIPS is currently trying to recruit and place 100 more mentors to work with children on a waiting list. Community organizations are urged to consider adopting the mentoring program as a community service project, Interested volunteers can receive more information at an orientation session at 6-00 p.m. on Tuesday, February 9 in the Little Rock School District board room, 810 West Markham Street. The mentoring program is designed to increase students' interest in school and self-esteem by using an adult role model matched to each participating student. By acting as a special friend or advisor, the mentors encourage students to be enthusiastic about learning and staying in school. - MORE - 501 SHERMAN LITTLE ROCK, ARKANSAS 72202 (501)324-229002'03 93 17:18 0301 324 2032 L R School Dlst ODM @004/004 Little Rock School District NEWS REUEASE Parent Workshop Set on Motivation February 4, 1993 For more information, contact Valerie Hudson at 324-2292 Volunteers in Pubhc Schools (VEPS) and the Little Rock School District are hosting a parent program. Motivating Your ChUd To Succeed, on Sunday, February 7, 1993 from 2:30 - 3:30 p.m. at St. John Baptist Church, feUowship room, 109 W. Roosevelt Road, Little Rock. The guest speaker. Dr. Emma Kelly Rhodes, was a dropout at 15 and the widowed moer of seven at age 29 who went on to receive her doctorate. Dr. Rhodes will share her personal expenences with parents to help them inspire their own children and encourage them to become more involved in their childrens education. Volunteers in Public Schools (VIPS) was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providin\npatrons an opportunity to be significantly involved in the education of our children. Last year. 5,869 volunteers contributed 106,458 hours valued at $1,139,101 to the Little Rock School District. All parents of the Little Rock School District are invited to attend. For further information about the program or to make reservations, contact Valerie Hudson at 324-2292 or Catherine GUI at 324-2272. # # #02'03.-93 17:18 0301 324 2032 L R School Dlst  003 - 004 -- 0D)I VIPS Mentoring Program, page 2 Volunteers in Public Schools (VIPS) was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing patrons an opportunity to be significantly involved in the education of our children. Last year, 5,869 volunteers contributed 106,458 hours valued at $1,139,101 to the Little Rock School District. For further information about the program or to reserve a place at the orientation, contact Valerie Hudson or Debbie Milam at the District VIPS office at 324-2292. # # #04/18/93 15:20 301 324 2032 L R School Dlst ODM 12001/002 iiiRs VOLUNTEERS IN PUBLIC SCHOOLS LITTLE ROCK SCHOOL DISTRICT NEWS RET.EASF VOLUNTEERS IN PUBLIC SCHOOLS TO CELEBRATE 2()Tll ANNIVERSARY April 16, 1993 For more information, contact Debbie Milam at 324-2297 (o), 663-7336 (h) Little Rock Volunteers in Public Schools (VIPS) will host its eleventh annual district-wide volunteer recognition reception, an \"Evening for the Stars\", on Tuesday, April 20, 1993 at 6:30 p.m. The event will be held at Dunbar Community Center at 16th and Chester Streets. This year's reception will celebrate VIPS' twentieth anniversary and recognize members of the community who helped found the program in 1972. Awards will be presented to recognize school with outstanding performance in volunteer involvement and school/business partnerships. A special award established by VIPS in honor of the program's founder, Jane Mendel, will be presented to a volunteer who has achieved an exceptional level of service. Entertainment will be provided by the J.A. Fair High School Wind Ensemble. A silent auction will also be held to raise funds for VIPS' program budget. The event is free and open to the public. Call 324-2290 to make reservations. -more- 501 SHERMAN LITTLE ROCK, ARKANSAS 72202 (501)324-2290 C304/16/93 13:21 501 324 2032 L R School Dlst ODM @002'002 page two-VIPS VZPS was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community while providing patrons and citizens an opportunity to be significantly involved in the education of children. Last school year, 5,869 people documented 106,458 hours of volunteer service valued at $1,139,101 to the Little Rock School District. 30 -06'03.93 12:24 SSai 324 2032 L R School Dlst ODM @002/003 June 3, 1993 VOLUNTEERS IN PUBLIC SCHOOLS LITTLE ROCK SCHOOL DISTRICT NEWS RELEASE VIPS Hosts a Mentor Appreciation Picnic For more information, contact: Debbie Milam at 324-2297 On Friday, June 4, 1993, Volunteers in Public Schools (VIPS) will host a year-end celebration picnic for participants in the VIPS Mentoring Program. The picnic will be held at McArthur Park in the gazebo area from 5:00 until 8:00 p.m. ( II i I I The picnic is held to show appreciation to the mentors who spend one hour a week with students helping improve attitudes toward school and learning, as well as working to increase students self-esteem. The students families are invited to attend to encourage parents to get involved in their childs education. Approximately 150 people are expected to attend, among those will be a group of law students who tutor/mentor children at Rockefeller I ' i Elementary School. Most of the students participating in the mentoring program attend t I downtown incentive elementary schools (Franktu (jarland, Ish, Mitchell, Rightsell, RockefeUer and Stephens). Food for the picnic has been donated by T. C. Bar-B-Que and Hamburgers, Lindseys i Hospitality House, McDonalds of Broadway and Wonder Hostess Thrift Shop. Music will be provided by a volunteer, Michael Sinclair, and stories wUl be told by Curtis Tate, a weU-known local storyteller. - MORE - 501 SHERMAN LITTLE ROCK, ARKANSAS 72202 (501)324-2290 UAHUBI BBSS 06.03 93 12:24 301 324 2032 L R School Dlst ODM @003.003 I VIPS was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing patrons an opportunity to be significantly involved in the education of our children. i For more information about the picnic, contact Valerie Hudson or Debbie Milam 'of the I Districts Volunteers in Public Schools office at 324-2292. I I09/17-93 IS: 23 501 324 2032 L R School Dlst ODM @001/003 I LITTLE ROCK SCHOO 810 West MarkI Little Rock, AR L DISTRICT ham 72201 FAX (501) 324-2032 DATE:  n, m3 TO: FROM: SENDER'S PHONE#: JO SUBJECT: SPECIAL INSTRUCTIONS: Number of Pages (include cover page Speed Dial Fax Phone Number 09/17/93 18:24 501 324 2032 L R School Dlst 0D5I @002'003 Little Rock School District NEWS RELEASE Students in LRSD Need Mentors September 17, 1993 For more information, contact Debbie Milam at 324-2290 Students in the Uttle Ruch School District incentive schools ate appenling to pntons to serve as mentors to help them succeed in school. By giving up one of your lunch hours a week and acting as a special friend or advisor you can help encourage a child to stay in school and become more enthusiastic about learning Approxiinately seventy mentors ate woriring with elementaty-age students through the VIPS program. Mentors stop by the schools once per week to visit with their students. Due to the increased demand for more mentors, VIPS is currently trying to recruit and place mentors with those children in need. Community organizations mentoring program as a community service project. are urged to consider adopting the Interested volunteers can receive more information at an orientation session at 6:00 p.m. on Tuesday. September 28. in the Little Rock School District board room. 810 West Markham Street. The mentoring program is designed to increase students interest in school and self- esteem by using an adult role model matched to each participating student. -MORE -09/17/93 18:25 0501 324 2032 L R School Dlst ODM 003/003 VIPS Mentoring Program page 2 volunteers in PubUc Schools (VIPS) was founded in  pvide asdoan.. to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing patrons an opportunity to be significantly involved in the education of our children. Last year, 7,541 volunteers contributed 131,300.50 hours of service valued at $1,520,459.79 to the Little Rock School District. For further information about the program or to reserve a place at the orientation, contact Valerie Hudson or Debbie Milam at the District VIPS office at 324-2292. ###00 A7 '98'* 18:24 501 324 2032 L R School Dlst ODM @002/003 Little Rock School District NEWS RELEASE Students in LRSD Need Mentors September 17, 1993 For more information, contact Debbie Milam at 324-2290 Students in the Lirte Rock School Distdet incentive schools are appealing b patona  serve as nenwrs to help them snored in school. By giving up one of yoor lunch houB a week and actino as a special friend or advisor you can help encourage a child to stay in school and become more enthusiastic about learning. Appravmateiy seventy mentors are working with elementary-age students through the VIPS program. Mentors stop by the schools once per week to visit with their students. Due to the increased demand for more mentors, VIPS is currently trying to recruit and place mentors with those children in need. Community organi2ations are urged to consider adopting the mentoring program as a community service project. Interested volunteers can receive more information at an orientation session at 6:00 p.m. on Tuesday, Septetnbet 28, in the Little Rock School District hoard room, 810 West Markham Street. ine mentoring program is designed to increase students interest in school and self- esteem by using an adult role model matched to each participating student. - MORE- West Markham and Izard Streets  Little Rock, Arkansas 72201  (501)374-336109 *17 '93* 18:25 501 324 2032 L R School Dlst ODM @003/003 VIPS Mentoring Program page 2 * Volm in Public Schools (VIPS) was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing patrons an opportunity to be significantly involved in the education of our children. Last year, 7,541 volunteers contributed 131,300.50 hours of service valued Rock School District. at $1,520,459.79 to the Little For further information about the program or to reserve a place at the orientation, contact Valerie Hudson or Debbie Milam at the District VIPS office at 324-2292.WWW Volunteers m Public Schools NEWS RELEASE LRSD Recruiting Mentors January 7, 1994 For more information, contact Debbie Milam at 324-2297 or 663-7336 or Jeanette Wagoner at 324-2020 The Little Rock School District Volunteers in Public Schools proPTam is appRaiing to the community to serve as mentors to children. By giving up one lunch hour a week to be a special friend or advisor volunteers can encourage children to stay in school and become more enthusiastic about learning. Due to an increased demand for mentors, VEPS is currently recruiting mentors to match with other children in need. Community organiTatinn'\nare urged to consider adopting the mentoring program as a community service project. Interested volunteers can receive more information at an orientation session at 6:00 p.m. on Tuesday, January 11, in the Little Rock School District board room, 810 West Markham Street. Volunteers in Public Schools (VIPS) was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing patrons an opportunity to be significantly involved in the education of our children. Last year, 7,541 volunteers contributed 131,300.50 hours of service valued at $1,520,459.79. To reserve a place at the orientation or for further information about the program, contact Debbie Milam at 324-2297. ### Little Rock School District  501 Sherman Street  Little Rock, AR 72202  (501) 524-22901 09:17 0501 324 2032 L R School Dlst la 002/002 --- ODM uttle Rock School District NEWS RELEASE LRSD Students in Need of Role Models/Mentors\nFebruary 8, 1994 For more information, contact Debbie MUam at 324-2297 or 663-7336 or Jeanette Wagner at 324-2020 Students from the Little Rock School District, along with Volunteers in Public Schools, ! are appealing to the community to serve as role models/mentors to help children succeed in school. Volunteers can encourage children to stay in school and become more enthnsiastic about learning by giving up one lunch hour a week to be special friends and advisors. Community organizations are urged to consider adopting the mentoring program as a community service  project. Interested volunteers can receive more information at an orientation session at 6:00 p.m. on Tuesday, February 15, in e Little Rock School District board room, 810 West Markham Street. Volunteers in Public Schools (VIPS) was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing  patrons an opportunity to be significantly involved in the education of our children. Last year,  7,541 volunteers contributed 131,300.50 hours of service valued at $1,520,459.79. To reserve a place at the orientation or for further information about the program, ! contact Valerie Hudson at 324-2292. Jr jr 7?1 ^^794 13:38 301 324 2032 L R School Dlst ODM 0 002/002 Volunteers in Public Schools NEWS RELEASE LITTLE ROCK SCHOOL DISTRICT LUNCHEON TO RECOGNIZE VIPS VOLUNTEERS February 11,1994 For more information, contact Debbie Milam at 324-2297 or 663-7336 or Jeanette Wagner at 324-2020 Little Rock Volunteers in Public Schools (VIPS) will host its annual recognition luncheon for school-based volunteer coordinators on Tuesday, February 15, 1994 from 11:30 a.m. - 1:00 p.m. The event will be held at the University Adult Activity Center at 6401 West 12th Street. Arkansas First Lady Betty Tucker will be the luncheon's keynote speaker. VIPS was founded in 1972 to provide assistance to teachers in the Little Rock School District by promoting school volunteerism. Last school year, 7,541 volunteers documented 131,301 hours of volunteer service valued at $1,520,459.79 Little Rock School District. to the -30- Little Rock School District  501 Sherm:an Sireer  T irrle Rnrlr ar  z'sntly'O9 94 14:30 301 324 2032 L R School Dlst ODM @002/002 Little Rock School District NEWS RELEASE LRSD Students in Need of Role Models/Mentors March 9, 1994 For more information, contact Debbie Milam at 324-2297 Jeanette Wagner at 324-2020 Students from the Little Rock School District, along with Volunteers in Public Schools, are appealing to the community to serve as role models/mentors to help children succeed in school. Volunteers can encourage children to stay in school and become more enthusiastic about learning by giving up one lunch hour a week to be special friends and advisors. Community organizations are urged to consider adopting the mentoring program as a community service project Interested volunteers can receive more information at an orientation session at 6:00 p.m. on Tuesday, March 15, in the Little Rock School District board room, 810 West Markham Street. Volunteers in Public Schools (VIPS) was founded in 1972 to provide assistance to teachers and other staff members of the Little Rock School District by promoting school volunteerism. VIPS serves as a link between the District and the community by providing s patrons an opportunity to be significantly involved in the education of our children. Iyear, 7,541 volunteers contributed 131,300.50 hours of service valued at $1,520,459.79. To reserve a place at the orientation or for further information about the program, contact Valerie Hudson at 324-2292. ###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 (SOI) 376-6200 Fax (501) 371-0100 April 7. 1994 Ms. Debbie Milam Volunteers in Public Schools 810 West Markham Street Little Rock, AR 72201 Dear Debbie and Wonderful VIPS Colleagues: Thank you so much for the snazzy and eye-catching invitation to An Evening For The Stars, which came in todays mail. Sounds like you are gearing up for a terrific event where a great time will be had by all. 1 wish 1 could be there to enjoy the show, but 111 be in California on April 26, visiting my folks. Ill be thinking of you on that Tuesday though, and have my family save newspaper accounts of the evening so 1 can read all about it when 1 return. Best wishes for a star-studded good time! Love to all, Ann BrownAn Evening \\ For The Stars V- \u0026lt; A APR 71994 ot DesagrcWion Monilofin^ t- 4 loin us for a special evening to honor and say \"thank you\" to Little Rock School District Volunteers Partners in Education and those who work with volunteers Tuesday. April 26, 1994 6:30 - 8:30 p.m. The Children's Museum of Arkansas 1400 W. Markham at the Train Station Please RSVP to 324-2290 (Because of limited space, we regret that we cannot include children.) Entertainment  Awards Ceremony  Reception  Silent Auction Sponsored by Volunteers in Public Schools VOLUNTEER NeWS Volunteers in Public Schools, Little Rock, Arkansas Little Rock School District Midyear 1993-94 Mentors Can Make a Difference Everyone is talking about mentoring these days, but many times we are all talking about different things when we use the term. Most of the time, we mean a one-to-one relationship between an adult and a student designed to provide the student with a positive relationship with a caring adult. There are many benefits of mentoring. Students' feelings about themselves improve as they spend time with their adult friends who come to visit them. These visits expose students to different lifestyles, new careers and positive attention from caring adults. Students' attendance, grades and attitudes often show improvement. We can only address the problems facing our youth when thousands of private citizens become involvednot fust interested, or aware of the problems or concerned about the failings of our studentsbut involved. A mentor usually visits a student once per week during the school day to talk and work quietly on different types of projects. Many mentors visit on their lunch hours and spend the first 15-20 minutes of their visits eating lunch with the students. Most then spend the remainder of their time in the media center visiting with each other, reading, studying. playing games and engaging in many other age-appropriate activities. VIPS recommends screening all volunteers who will work with children as mentors due to the intimate nature of mentoring friendships. Screening helps us get to know more about our volunteers and their likes/dislikes, and helps ensure that those entering a mentoring program are appropriate for such volunteer assignments. The VIPS office has applications available for completing the screening process. Mentors need orientation as to what is expected of them. VIPS has designed a mentor handbook that can be used as a base for orientation, and the staff offers monthly ninety minute orientation sessions as well as train-the-trainer sessions for schools that want to handle their own training. We can only address the problems facing our youth when thousands of private citizens become involvednot just interested, or aware of the problems, or concerned abou t the failings of our studentsbut in vol ved. Many people have already volunteered to become mentors, but many more children are still waiting to be matched with adults. Schools are encouraged to add mentoring to their lists of volunteer opportunities. The VIPS staff can assist schools in setting up new programs, help with screening and training existing mentors who need it, and recruit new volunteers from the community to join mentoring programs. Contact Valerie Hudson or Debbie Milam at 324-2290 for more information. Did you know... One Person Can Impact Youth Violence Mentor a student who needs a friend. Visit a school whenever you can to eat lunch and talk to students. Speak to a class on your favorite subject. Chaperone a field trip. Involve your business or employer in a school/ business partnership. I\nProvide incentives (certificates, ribbons, pencils, T-shirts, pizzas, sandwiches, videos, books, NJ money, etc.) for children who achieve school goals. Tutor a student who doesn't read well. Provide internships at your business for students, Provide part-time and summer jobs for students. *AlIow students to job shadow at your place of employment. *Help students prepare for college or job hunting. Sponsor a school club, such as gymnastics, dance, drama, art, music, drug abuse prevention, photography, etc. Join a school PTA. Get involved. Call 324-2290. 2 Volunteer News, Volunteers in Public Schools, Little Rock, Arkansas Midyear 1993-94 Investing In Youth The 1994 Arkansas Volunteer Directions Conference will be held at the Holiday Inn Airport on Friday, April 29,1994. The conference theme is \"Investing in Youth.\" Workshop topics include youth intervention programs, youth volunteerism and grant writing, as well as other topics associated with volunteer programs. Registration for the one-day conference is $45. Contact Debbie Milam, conference chairperson, at 324-2297 for information. Mentor!  s I -I i A F bWId j V - VOLUNTEERS IN PUBLIC SCHOOLS LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN, LITTLE ROCK, AR 72202 324-2290 Purpose: To provide assistance to the teachers and staff of the Little Rock School District by recruiting, training and coordinating volunteers in all district schools. VIPS motto is \"Helping Teachers Help Kids.\" Virgil Miller, Jr., VJPS Board President VIPS Staff Debbie Milam. VfPS/Partners in Education Coordinator, Leia Hodges, Re-source Secretary\nValerie Hudson, Incentive School Coordinator\nLee Ann Matson. Resource Coordinator Gayle Wilson, School Coordinator Anna Zawislak, Office Manager Anna Zawislak. Editor Ten years and counting...Fatiinah Akbar and Barbara Moore received Superintendent Citations at the February 24th school board meeting for their ten years of volunteer service as VIPS chairpersons. Fatimah served at Ish and Forest Park and is presently VIPS chairperson at Stephens Incentive School. Barbara has managed the volunteer program at Western Hills for ten consecutive years. Fatimah and Barbara are examples of longterm commitment to the children of the Little Rock School District. They will be the first to tell you that it isa worthwhile investment. Thanks, Barbara and Fatimah, for making VIPS one of your lives' priorities! NAPE Announces Awards Entries must be postmarked by June 30 in two major awards programs being conducted by the National Association of Partners in Education this year. The McKee Foods Corporation Award will be given to six individuals who have contributed significantly to the development and extension of the Partners in Education movement at local, state, and/or national levels. The United Technologies Exemplary Award for School Volunteer and Partnership Programs will recognize three school volunteer programs and three business/agency/education partnerships that have been in operation for at least two years and have achieved substantive effects for their schools. Each of the six winning programs will receive a cash award of $1,000. Nomination forms are available from VIPS. Retired Teacher Volunteers Honored The Pulaski Heights Lions club recently presented their \"Hall of Fame\" awards to the following retired teachers who volunteer in the District: Dr. Rose Berry, Bernice Hayman, La vada P. Mason and Delois Sykes. Thanks, retired teachers, for continuing to share your experience with students! Midyear 1993-94 Volunteer News. Volunteers in Public Schools, Little Rock, Arkansas Luncheon Honors 3 The VIPS Board of Directors showed its heartfelt appreciation of the hard work and dedication of our school volunteer chairpersons by providing a gala luncheon in their honor February 15, at the Adult Activity Center. Arkansas' First Lady, Betty Tucker, led the school district administration, principals and VIPS Board members in praise of the importance of the chairperson's role in supporting their schools and teachers to benefit the children. Enjoying the moment (above, from left to right), Martha Rimmer, VIPS recording secretary\nMrs. Tucker\nand Doris Williams, first vice president and co-chairperson of the event. (Right) Sadie Mitchell, principal of King and Vips board member\nSusan Myers, VIPS chairperson at Mabelvale Elementary\nChristy Rowe, chairperson at Cloverdale Elementary and her appreciative principal, Fredrick Fields. Chairpersons For Service to Schools 4 Volunteer News, Volunteers in Public Schools, Little Rock, Arkansas Midyear 1993-94 Little Rock School District Partners in Education March 1,1994 Alpha Kappa Alpha Sorority Alpha Phi Alpha Fraternity, Inc. Arkansas Blue Cross Blue Shield Arkansas Cattlemen's Association Arkansas Children's Hospital Arkansas Democrat Gazette Arkansas Department of Health Arkansas Department of Human Services Arkansas Educational Television Network Arkansas Electric Cooperative Corporation Arkansas Human Resources Association Arkansas Louisiana Gas Company Arkansas Power \u0026amp; Light Company Arkansas Sports Medicine Arkansas Telephone \u0026amp; Telegraph (AT\u0026amp;T) Associated Milk Producers AutoZone Babcock \u0026amp; Wilcox - ST Company Backyard Burgers Bimam Wood Nurseries, Ltd. Central Arkansas Rehabilitation Hospital Central Records Services, Inc. Courtyard by Marriott Delta Sigma Theta Sorority, Inc. Educational Benefits, Inc. Electronic Data Systems (EDS) Equal Employment Opportunity Commission The Family Clinic, Ltd. First Commercial Bank Ghana Association of Arkansas Greater Little Rock Chamber of Commerce Harrison Trane Air Conditioning Harvest Foods Harvest Foods Extra - Geyer Springs #4426 Holiday Inn West Janet Jones Realty Junior Deputy Sheriffs of Pulaski County KATV-TV Channel 7 Kenny Rogers Roasters Kids Spot Pediatric Physical Therapy Services Kroger #550 Kroger #582 - Colony West Kroger #604 Kroger #615 Kroger #632 - Asher Avenue KTHV-TV Channel 11 Little Rock Black Police Association Little Rock District Corps of Engineers Little Rock Municipal Water Works Little Rock Wastewater Utility Little Rock Zoo McDonald's - Markham Parkway McDonald's - Rodney Parham McDonald's - Roosevelt Meadowbrook Community Club Metropolitan Junior Chamber of Commerce Metropolitan National Bank Metropolitan Vo-Tech Education Center Mexico Chiquito Mitchell, Williams, Selig, Gates \u0026amp; Woodyard Modem Woodmen of America - Mallett District Neuro-Psychiatric Diagnostic Center Old Mill Bread \u0026amp; Flour Co. The Olive Garden Optimist Club of West Little Rock Outback Restaurant Phi Beta Sigma Fraternity, Inc. Pilot Club of Little Rock Pizza Inn Presbyterian Village Professor Bowl Rebsamen Insurance Rotary Club #99 - Downtown RSVP Catering Ruby Tuesday Sam's Club Sidney Moncrief Pontiac Buick GMC Truck Shorter College Smoky Hollow Foods Social Security Administration Southwest Hospital Southwestern Ml - Engineering Department Storer Cable Subway Systematics Information Services, Inc. Twin City Bank Twin City Bank - Capitol \u0026amp; Spring Twin City Bank - Heights Branch Twin City Bank - Park Plaza Twin City Bank - West Markham Unitarian Universalist Church University Hospital of Arkansas University of Arkansas at Little Rock (College of Arts, Humanities \u0026amp; Social Sciences) University of Arkansas at Little Rock School of Law University of Arkansas School for Medical Sciences US Department of Housing \u0026amp; Urban Development Wal-Mart #124 Wal-Mart #920 Waste Management of Arkansas (North) Way Out Willies Webster University Wendy's of Little Rock Wildwood Park for the Performing Arts The Willis Group,\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_594","title":"Middle Schools","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["2000/2004"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Teachers","School improvement programs","Meetings"],"dcterms_title":["Middle Schools"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/594"],"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":["212 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\nLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-0510 September 8, 2000 TO: Middle School English Teachers FROM: Barbara Brandon SUBJECT: Collaborative Session Thursday, September 21, 2000 IRC - Room 18 or 19 4:00 -6:00 PM Features: Effective Planning/Active Reading/Collegial Sharing Effective planning is crucial to the success of any endeavor. We are in the business of preparing students for life-long literacy, it has been said, \"Those who fail to plan, plan to fail\". Lesson plans generally reflect what you will teach, why and how. They should be functional, flexible and adaptable (in your absence). Middle school English teachers are using effective plans throughout the District. We invite some of you to bring examples of plans that have worked well for you in the literacy-based classroom. Teachers actively working in the field are great resources. Please come prepared to share so we all will grow. Time will also be allotted for sharing success strategies and for seeking solutions to problem areas. We invite and encourage your attendance. Two hours of professional development credit will be given.IMLiddle School ColiaTbora'ti'sare Session. SejJ'tenxTbex 3X, 2000 4:00 - 0:00 IM lax-tx-o dLixotioirs Celebrations / S oTb-iFe stis ISlraa?iM.g  I*lajacttirLg for Sxxccess Active Hea\u0026lt;iixi.g SCamdoix-ts GrXOToqp A-cti'szl'ty SlxEtrixig Tlranlts fox allyoix dLo \"to \u0026lt;a.e'veloi\u0026gt; literate clt^jjzoxLS.Presenter: Date\n\u0026gt;rkshop Title: IV^-XCDLe Sc-Ucx7U CoLLABcP\\fvTT\\ Length of Workshop: From .4 -QOP-If -OQ.p------ n Salary Credit U , Inservice (off contract - three hours or more) (dunng contract time) Q Salary Credit Location\ntvC-^ 0 Stipend Paid (will also receive inservice hours) ^uired focus areas for Professional Development. Please check one relating to your inservice. Q Assessment O Advocacy/Leadership Q Content K-t2 0 Instructional Strategies  Standards, Frameworks, Curriculum Alignment  Supervision [23 . Systemic Change Process Q Wlentoring/Coaching  Educational Technology ,  Pririciples of Learning/Development Stages .  Cognitive Research Q Building a Collaborative Learning Community NAME Please Print \u0026amp; n Social Security Number Location S c W O V) eo re 7\nu a -^$7- gq-5/-1^5 in. .M^- ( * jS'C^ AM , Please Initial i f 2 ^^7Cf-og11^0 04//^ 9-5 / \" -.^3 - 0 J-3 iL T = Teacher PM , Please Initial ' n iL(^ XHalAel'/ci!e^^  oU rf. Classifications A = Administration  C = Counselor S = Support StaffWeek of: LITTLt RUCK 5C  'L Dit, I KiC I OFFICE OF FEDERmu PROGRAMS WEEKLY ITINERARY FY 2000-2001  i: D\\13B^B \"t.?: if-aa\u0026gt;a MON. TUES. WED. THURS. ERI. I s n wtiRJs,\n\" r ( 1 \\iioi\u0026lt;s, ' 'Pf ui()si (ji \\ fftgffi?'\nM\n,UI{S()\\(su\\ islDj  ' ,. ^. .'......c.... Approved  Director of Federal Irograius isiSs Ma Cf'lSil/Tir/-i' Employee SignatureWeek of: 1 CT E MON. ruES, WED. Sefrh C= TlfURS. ERI. Approved  LITTLE ROCK SC 'L DISTRICT OFFICE OF federal PROGRAMS ' WEEKLY ITINERARY FY 2000-2001 (0(9 t si_ri I?: Pa.b6r- I 1)^ //^C- /MciLe.lva.b IT  Qji I I K(Ly touMiLUe-S-'h UnU' |kCL\u0026gt; at^ Director of Federal Programs I ''Il 1\u0026lt;S()1\\(S) \\ ISI H I) I S! -H KPOSI OJ IS n wo KE x'   \u0026gt;sJ(.NMI ni I Ml t' I \u0026lt;ll\u0026lt;fi Q A/r-s. Coj-y^'r^tyr-i o\u0026gt;i6 5 z^r, ne^ C)-(-fi c-e-\u0026gt;' Wf ^\u0026lt;g ^^SBAK\u0026amp;i Or^an i J Ato /ii-J l^e^BU-i-ccs I rave-l ' ng C^nfe'T\u0026amp;^a^-^ J I O ?7J- 0 q p)\n!) \u0026lt;1 0 rg4n i z-'^c(~?'(0m 'Planri'inj Coq./irn.n Or^^ni P pnry.1 Employee Signature Zl Week of: tSiS'TSX LITTLE ROCK SC ''L WSTRICT OFFICE OF federal PROGRAMS WEEKLY ITINERARY FY 2000-2001 ^^ep'j'errilo\u0026amp;r' I! - ^- 000 W5IS las S\n: MON, __  1? sBJs feu\n:aj wW LSI I yoRM\n 4^ - \\iH\u0026lt;( I \\ I loss i\ni\u0026amp;SfTiSr 4^^  S 'e^ph- 1/ d/'/o Mt cl4iG\u0026gt; S.Sckattl. 'StnK Ckr. . 07 . I I V . J /^/^CSKiS-O/^   - ^t. AsS/'s-faMCg, TUES. \u0026gt;-2- 4' firieU^^ O-p(?cgj C)t:^^\u0026gt;^\u0026gt; g-ti-h'oyi \\ WED ' '5'e-ph 13 THURS. ir ERI. yP dol\u0026gt;\\risor\u0026gt; TO.'7^1 /^g, p/uelsoi-i /r^c^ if^O //^cy Approved - Director of Federal Programs Sli-^------------- dU/Mjkam , p/^e' O-f-pi cey ^p-fi'c^cy OA^c O-\u0026gt;1  iOaJ^ Or^ T^C,sei\u0026gt;^h 0 ifi 'D ___ P)eyve./oi:\u0026gt;/^ pixroip'leJ's - f-di'nj i nyy: 3 re/'\" Employee SignatureWeek of: ijdfj MON. TUES. \u0026amp;e[\u0026gt;h WED. Sejyi', LIT I Lt RUCE OU \u0026gt;L. uxo I Kxv 1 OFFICE OF FEDEr. . PROGRAMS WEEKLY ITINERARY FY 2000-2001 '* T T 3s 1$ \"-I II  *^j2Ti-.-\n..-.E^vn ^''^I^Us()^(SJ \\'ISI M D-'I /8O PL /T=^Cy p.e^Acte^' rH 3Sg^^ggW /'IrS. ^ntJiS^U Ihc^shlai / O-pFi VV^i-MoiO, ~uj e-r-5^ \" ipURPtoSl \u0026lt;H N I SI I MORE) j assh.s'mi NJ I viil (I'UIOSS /^r^anf Co 11S i y Sng. (2Jyri 0 10 i \u0026lt;^1^ i Ps-^e-Yiololi'IOri' iY\\s-e-v'\\j \\ c^ bJvEK ^%r'tl )hK\\ i  4 m cck'^i-fSi- CfiiT^ Gm s M-1 -Ui-'It n s\n'-' . '-I- -./.-. (2,rT,A^ U.S^ THURS. Sepk Zl X\u0026gt;a.r\\ba T, V\\l^' +^^1'^ J P' fi I T\u0026gt;.'0-e.r- riA t5W 0l!\u0026gt;$e-t'v'\u0026lt;^'hni-3\nCanSU.t'VR--Vio\u0026gt;^ Con5t\u0026lt;,ljT'.4i'^o-S en ERI. '3e^/-. 2^2. /RQy ^-ff^cJ- P/arnntn^/^-^'Yey |4\nn r ^Jx4)'\u0026lt;\u0026gt;i*j 1il '1^^ lf\u0026lt;Qy l^e..S^ei3rc:-A J Approved - Director of Federal ProgramsWeek of: ?mLe.r^ r\u0026lt;PMra MON iSejj!-. iLS' TUES. WED. TIIURS. ElU. LITTLt RUCK. ijC \" 'C uxo i kxc. i OFFICE OF FEDEKr.- PROGRAMS WEEKLY ITINERARY FY 2000-2001 'lOBAI II. ihr: f-f-\u0026amp;r\u0026lt;cle^So 0 U 4-(n UJ  S \"V A 11 RSONiS) \\ ISI I I I) I  /'ii^n-ii-t/i TTPnCaspf-' P /if:S6ri fij p:\u0026gt;re.s\u0026gt;'F {d'e-i^hd^ p P' /^alje.l'/a/\u0026amp;- HiAd/sy /f\u0026lt;(y Approved - Director of Federal Programs ,  PI RPOSI l-H ,\\.|S1I W OUKf' \\SSI(,\\MI VifflxPH IMlUi^ii 3 \u0026gt;\u0026gt;fiui\nS P/ah\u0026gt;^ !I'lQJ t!^ ^ra.d^ 'T^ cke^*' / y^orntLcJi /d Pn Qrq^'^i z-o.:^^o'^ ___________ J Q)kisu-( , bloSe-r^^'^ .p. lO-e-' , . .d f^ahr^c-ii 'h addire. c^i'r^rjJ S^Se-d nee^^s /j^a- /- ci//'^ ReaJi\u0026gt;j o-(^a Employee Signature Back to School Inservice English Agenda Wednesday, August 9 Thursday, August 10 8:30 Welcome and Overview Suzi Oavis, Mable L\u0026gt;onaldson 8:30 9:30 Vertical l earning Begins Split into High School, Middle School Collaborative sessions begin Barbara Brandon, Middle School Suzi-Davis, High School 10:15 Break 10:15 Break , 10:30 Vertical Teaming continued 10:30 Collaboration continued 11:30 Lunch (on your own) lli30 Lunch 12:45 Vertical Teaming continued Multi-School Groups Subgroups 12:45 2:00 2:00 Break 2:15 2:15 Groups continued 3:30 3-.SO Good bye! Collaboration continued Break Collaboration Wrap-up Good Bye! Over for Foreign Language Agenda/ Middle School Pre-School Inservice Collaboration August 10, 2000 Barbara Brandon, Facilitator ACTIVITY: Design an effective model for teaching grammar in a literacy-based classroom. Considerations: Error Analysis/Student Writings Targeted Writing Skills Incorporation of Resources Language Arts Curriculum (Boley) Reading/Writing Workshop Manual Write Source Sample Documents: Weekly Lesson Plan Parental Communication Sample Homework Activities (with rationale)Middle School Pre-School Inservice Collaboration . August 10, 2000 Barbara Brandon, Facilitator ACTIVITY: Develop packets designed to assist parents in helping their children with homework. Considerations: Develop suggested homework guidelines. Parental Communication Homework Schedule (Rotation of assignments by subjects) Team schedulingGRAMMAR / PUNCTUATION / MECHANICS I SENTENCE CLARITY The following list of language skills and conventions is based upon A Pocket Style Manual, by Diana Hacker {3rd edition). Boston: Bedford/St Martins, 2000\n1. GRAMMAR 1. Agreement of subject and verb -- agreement of singular subjects and singular verbs agreement of plural subjects and plural verbs -agreement of subject and verb with intervening words agreement of subjects joined by and with the verb -agreement of subjects joined by or/ nor with the verb -agreement of subject and verb when subject follows the verb -agreement of indefinite pronoun subjects with the verb {anyone, everything) -agreement of collective nounswith the verb (Jury, committee, audience) -agreement of relative pronoun subjects with the verb {who, which, that) agreement of subjects with plural form and singular meaning with the verb {athletics, economics, measles) agreement of titles, company names, and words used as words with the verb {Lord of the Flies, Delmonico Brothers, controlled substances) 2. Irregular verbs- correct forms of irregular verbs 3. Verb tenses- -correct form of verb tense: present tense, past tense, future tense, present perfect tense, past perfect tense, future perfect tense, present progressive tense, past progressive tense, future progressive tense, present perfect progressive tense, past perfect progressive tense, future perfect progressive tense 4. Verb mood- -correct form of verb mood: indicative mood, imperative mood, subjunctive mood 5. Voice of the verb- I -appropriate use of the voice of the verb: active voice, passive voice / / J 6. Pronoun-antecedent agreement -correct agreement of pronouns and singular antecedents -correct agreement of pronouns and plural antecedents -correct agreement of indefinite pronouns correct agreement of generic nouns correct agreement of collective nouns 7. Pronoun reference- avoidance of ambiguous reference avoidance of implied reference avoidance of vague reference of this, thet, which avoidance of indefinite reference of they, it, you 8. Persona! pronouns- -correct use of the subjective case of pronouns (/, we, they) -correct use of the objective case of pronouns {me, us, them) -correct use of the possessive case of pronouns {my, our, their) -correct use of subjective-case pronouns for subject complements -correct use of pronoun case in appositives correct use of pronoun case before a noun correct use of pronoun case after thdn or as -correct use of pronoun case before or after an infinitive -correct use of pronoun or noun before a gerund 9. Who or Whom- -correct use of who for subjects and subject complements correct use of whom for objects , - correct use of who/whom in subordinate clauses correct use of who/whom in questions 10. Adverbs- -correct use of adverbs to modify verbs, adjectives, and at^erbs -correct use of comparative and superlative forms of adverbs 11. Adjectives- -correct use of adjectives to modify nouns and pronouns -correct use of comparative and superlative forms of adjectives .112. Sentence Fragments- -repairing fragmented clauses -repairing fragmented phrases -recognizing acceptable fragments 13. Run-On Sentences -repairing fused sentences -repairing comma splices forming a compound sentence with a coordinating conjunction and a comma -forming a compound sentence with a semicolon, a colon, or a dash -revising a run-on sentence by separating sentences -revising a run-on sentence by restructuring the sentence 11. PUNCTUATION 1.Comma [,] -to separate independent clauses in a compound sentence -to set off an introductory dependent clause to set off long introductory phrases (of more than three or four words) to separate the elements in a series of words, phrases, or clauses to set off city and state or country, and to follow a state or country to set off date of month from year, and to follow a year -to set off a persons titles to separate coordinate adjectives r-to set off nonrestrictive (nonessential) clauses and phrases -to set off transitional expressions -to set off parenthetical expressions -to set off nonrestrictive appositives to set off a direct quotation introduced with expressions such as he said -to set off a name in direct address -to set off yes and no -to set off introductory words -to set off mild interjections -to set off an absolute phrase -to set off contrasted elements -to follow the salutation of a friendly letter NOTE: a comma always goes inside quotation marksI LITTLE ROCK SC 'OOL DISTRICT OFFICE OF FED=.\u0026lt;AL PROGRAMS WEEKLY ITTNERARV FY 2000-2001 Week of: 7 - / [) o?OOG' _ twSBa MON. Ay, 'J SE3 ISE \u0026amp; TUES. S WED. ' f^ 'ir H-. S-TIIURS. /k^-10 J. /\\ i r )4t^ F) (J'ioaL ERI. Ar^. Il MiddleJ _______ ~re-^cJi^-^-^._____ r-he^rS,____ ra S I/Puir-t'l I .nsa-'\" '^1 J5eJ! CrRif-t'i'CcfJ-UW dZKi.rtr'A'-S CbloVs^at-ey H/eh:/ ^:i^Q-r, 'X^'-Cch^'!^ l^r. 'P\u0026lt;Jr'-\\'eA-S6T^ cs^oy/non qsgg^.s~ ne^Js_ Approved  Director of Federal Programs Empbyee Signature Week of: MON. TUES. LITTLE ROCK SC^JOOL DISTRICT OFFICE OF FEDLkAL PROGRAMS WEEKLY ITINERARY FY 2000-2001 Ki ^5 *-.fi,MP,i\n'|{P.OSLXi E ^ TIIUKS. ERI. lf\u0026lt;C. IK(L^ (ylov\u0026amp;i^dccle^ ii^Qy Approved - Director of Federal Programs gE '\" ' / ?\u0026gt; - '' I O-f'/'i' -^oaK CJia'iri} . 'T^ 4 \u0026gt;^Owsi  *****  * % *** * \n'\\SSH.NMI SiSjS^ n i 4.-. 'o\u0026gt;nj t^-e-Se^ar-ch ! on ' i r~c-^ (Jc\u0026gt;nsnJ-/tv4 'itt-, CorjSc^/-/^-4\u0026gt;''^'^4 Employee SignatureWeek of: S MON. TUES. WED. THURS Ai^- ERI. LITTLE ROCK SC 'OOL DISTRICT OFFICE OF FEDtiML PROSRAMS WEEKLY ITINERARY I lOI sill  s I.G 2:1 .l^:.ide2fL IK(b /A A /fi^, 3-S' Qylc, PU /Ciddls^--------- ^g^dal-e^ Pt' Pc/A Approved - Director of Federal Programs FY 2000-2001 W /^i-s. N' bkzji Mrs,, L -^ar-ne^ h-l IONS - Si SiJ ltSS.Z( Co r, C\u0026gt;ls-^ l)l5Uiss TT-He^ J-Sc/ tazf^Z-f^ (a-H, ^mJe, a. cP Vi-p \u0026amp; 5 C-^cKl^sfe (5 ForniS M, fdiidh'rfh^.^/ '^y'lSniJn CL)ia (d Mr. Padhe^r-soT-, Ma.oKi-^J) W^mac/y 'Te^pjyii^ !nA! kenr (MnSLliPPdn  .s J- (ClASSrcroy^ Employee Signature Week of: LITTLE ROCK SCi-iOOL DISTRICT OFFICE OF FEDlkAL PROGRAMS WEEKLY ITTNERARY FY 2000-2001 dA'iqr f H DAII  - MON. gS^^ 35 11 Mosi \u0026lt;)i MM I \\ssh NMI M I M I  I aaBsaaig^rw^^ ^\u0026lt;5- TUES, Corj /A/'i'koM A 11 c--h \\5-hff' CoriVoizo-'/y'a r~i DA^IC^S^ C?Uh lacir* 'pre^i:!iTl4}' 0\u0026gt;^ tz-e.57' . y1  I  ft i\"/^ I .\u0026lt;i i^-(-- M ei.-h\u0026amp;v'i a. 1^______,------------- sAvLAocle, I\u0026gt; ^+^' )riji4\ni^foL(5 A CtAK^i A n\u0026lt;J:d- CiJ'-Ai 1'^'^ tiAi-s, /^ulopj veil (J t' QJovev^eilej H^ddleJ Zf. -^inr-c/ l-f' TOURS. /h-y,/1 Zati. Po J:li_LiJ 1^' rcAi~ Heg^l^ ERI. .^5 0 LtPil W 2.-2'(' /\\/{6{[a^lvaty H\\ddl-e-A Approved - Director of Federal Programs /~\\ / /i^-} 'X' ----Ro Of,,aI ----- Zjz^,]~,^a.[ Pnnc^oe/ Lo \u0026gt;Tr^^ /'^\u0026amp;, E^- iAiJso^ \\ Efiy. (hr, ,Rg L\u0026gt; mS or! CE\u0026gt;G!iS- Qv! we.4 I 'J Cinxf\u0026lt;^xc^-- } /M-sfrease^ SarAcaL h r I I'l I ot, t  t Ohh.!\u0026gt;^^ SC'f'ie-cAt^h t)hh.(reyR ScAi_LiAiJej(Aon A^e^rtc,^ R),_g,chS2 4v^rr, $r(ye-dii-Usj- r! tsoAe^ ryitxr\u0026amp;^'-als cl\\i.ib-i-Le :^ _ ^1_ B-' c/i's'ff'i- .crn-t-^^^^ y ^e-i//'\u0026amp;z^ cA-eJ-ci/c. (zr\u0026gt;. Employee SignatureMiddle School Curriculum Impleinentation/Refineinent Plan, 2000-2001 Little Rock School District Standards: Continuum of Knowledge and Skills Activity. 1. Develop in collaboration with teachers modifications to the middle school curriculum to make the acquisition of basic skills more  explicit and visible. A. Mathematics B. Enghsh Language Arts__________ 2. Develop in collaboration with teachers (and using advice of other school districts) pacing guides for implementation of the CMP cuniculum in grades 6-7. Responsihility Curriculum Directors Teacher Leaders Curriculum Director Teacher Leader Timeline Aug. 2000 Aug. 2000 .Evidence pf AchievemehC:.________ Records of meetings with teachers Record of meetings with parents for input Revisions in curriculum documents Pacing Guides 1Activity 3. A. B. C. 4. A. B. C. Develop in collaboration with teachers homework guidelines and packets to assist parents in helping their children with homework. Mathematics Science English Language Arts ________ Develop in collaboration with teachers a qualitatively differentiated curriculum forPre- AP courses and to plan appropriate professional development to guide implementation. Mathematics Science English Language Arts _______ Responsibility Ciuriculum Directors Teacher Leaders Curriculum Directors GT Supervisor Teacher Leaders timeliiie Aug. 2000 Aug. 2000 Evidence of Aciirevenieiit Homework Guidelines Parent Packets Revised curriculum documents. Professional development plan. 5. Join professional networks of other districts implementing the LRSD curricula in mathematics, science, and English language arts to share information and problem solving. 6. Develop clear transition from CMP and Investigations to high school mathematics and science course curricula. Curriculum Directors Curriculum Director Teacher Leaders Ongoing Ongoing Documented coiruuunication. Records from vertical team meetings. 2Activity__________ ________ 7. Develop standards-based curricula for high school core courses, identify appropriate materials, and develop plan for intensive professional development to ensure success of students. A. Matliematics B. Science C. English Complete the benchmarking of the middle school programs to inform the development and implementation of school improvement plans. Professional Development Activity 9. A. B. C. D. Provide appropriate professional development for principals and assistant principals on the middle school curriculum/instmction/ assessment programs and provide guidance for their roles as instructional leaders. Mathematics Science English Language Arts Social Studies Responsibility \\ Curriculum Directors Teacher Leaders Plaiming and Development Director -Responsilritity Asst. Supt. for Secondary Education Assoc. Supt. for Instruction Curriculum Directors Timeline Jan. 2001 Oct. 2000 Timeline Ongoing Evidence of Achievement Presentation to Board of Education. Adoption of curriculum materials Professional development plan. Copy of program benchmarks. Communication plan for principals and CLTs. liEvidehce of.Achievement Agendas of work sessions/professional development oppoitunities. 3Activity__________   10. Provide professional development for middle school counselors on the PreK-12 curricula so that they see coimections across levels. 11. Provide professional development for middle school teachers on Responsibility Director of Pupil Services Assoc. Supt. for Instruction Curriculum Directors Curriculum Directors Teacher leaders Timeline Fall 2000 Ongoing A. B. C. Appropriate pacing of curriculum Differentiating regular and Pre-AP curricula Assignment of appropriate homework D.. Making basic skills more explicit and visible. IE. Affective needs of students. F. Content knowledge. -G. Conducting effective Teacher- Parent Conferences. T Use of Time and Flexible Scheduling -42. Provide professional development  frtT TniUUlA crhnnl Onninns T.eadershin for middle school Campus Leadership Teams and team leaders on developmentally appropriate practices and on school culture/climate issues relating to middle school students. Asst. Supt. for Secondary Education Director of Planning and Development Teacher Leader Ongoing I Evidence of Acliievement Agenda for training session Copies of agendas for professional development. Lists of participants. Copies of professional development agendas and handouts. Lists of participants. 4Asscssment/Accoiiiitability Activity______. : .____ . 13. Administer end-of-module tests in CMP, quarterly CRTs in science, and semester CRTs in Reading/ Writing Workshop to monitor curriculum implementation and student progress in achieving the standards and course benchmarks. 14. Develop classroom observation forms to guide the monitoring of curriculum implementation and to provide feedback to teachers and principals._____________________ 15. Develop a refined plan for the administration of all assessments at the middle school level._______________ 16. Provide print-outs to teachers early in the school year of spring ALT results for their current year students. ^17. Conduct workshops for principals on the use of assessment data and climate survey data for school improvement planning.________ 18. Use ALT and CRT results to diagnose teacher needs for professional development._____ Responsibility Curriculum Director Teacher Leaders Curriculum Directors Teacher Leaders Asst. Supt. for TRE Asst. Supt. for TRE Asst. Supt. for TRE Curriculum Directors Curriculum Directors. Teacher Leaders Timeline As scheduled. Sept. 2000 Sept. 2000 Sept. 2000 Ongoing Ongoing Evidence of Acliievemeut Copies of end-of-module tests.. Reports of results. Copies of classroom observation forms. Copy of flow chart and plan. Copies of print-outs. Agendas for workshops. Lists of participants. Copies of handouts. Copies of professional development agendas. Lists of participants. Copies of handouts. 5I Activity 19. Continue to collect, analyze, interpret, and disseminate assessment and other evaluation data. ______ 20. Identify low-performing middle schools and provide technical assistance for school improvement. .Timeline Ongoing Fall 2000 21. Conduct year 2 program evaluation of the middle school transition. Ongoing and publication in summer 2001 Responsibility Program Evaluators Curriculum Directors Evidence of Aellievement Copies of assessment analyses. Records of dissemination. Asst. Supt. for TRE Assoc. Supt. for Instruction Asst. Supt. for Secondary Education Asst. Supt. for TRE Records of communication. Records of teclmical assistance provided. Copies of agendas for professional development. Copies of handouts. Lists of participants. Copies of school improvement plans. Records of meetings. Copy of program evaluation design. Copies of formative reports. Copy of summative program evaluation. Records of dissemination. 6Communication and Building Community Support Activity________________________ 22. Gather names of interested parents and their issues\nmake additional appointments to existing advisory committees: A. Middle School Steering Committee and Subcommittees on Curriculum and Student Programs/ Activities B. NSF Advisory Committee C. Safe Schools/Healthy Students Steering Committee D. Collaborative Action Team______ 23. Make a presentation and provide updates to the NSF Advisory Committee on middle school. implementation issues.____________ 24. Make a presentation and provide updates to the Middle School Steering Committee on middle school implementation issues. Responsibility_______ Assoc. Supt. for Instruction Director of Plaiming and Development Director of NSF Project Director of Safe Schools Project Team Leader for Parent Programs Curriculum Directors Director of NSF Project Curriculum Directors Director of Planning and Development Timeline\nSept. 2000 Fall 2000 Fall 2000 Evidence Of Achievement Letters of appointment to various committees. Records of meetings. Lists of participants. Copies of handouts. Records of meetings. Lists of participants. Copies of handouts. 7Activity _____________________ 25. Make a presentation and provide updates to the Safe Schools/ Healthy Students Steering Committee on the middle school.implementation issues. Responsibility. Timeline\nI Kt^feiice of Acliievement vJ-26. Work with Ure Parent Program ' Tram tn ensure that issues of conee Team to concern to middle school parents are included in their strategic plan and work plans. 27. Train teachers to conduct workshops with parents at the school level on the use of the homework packets and ways that they can help their children achieve the standards. --28. Work collaboratively with  r\u0026gt;nrp\nentative narents and teacl representative parents teachers to design an improved system for the  communication of assessment results Curriculum Directors Director of Safe Schools Project Team Leader for Parent Programs Director of Planning and Development Curriculum Directors Curriculum Directors Teacher Leaders Principals Curriculum Directors Asst.'Supt. for TRE Fall 2000 Fall 2000 Fall 2000 Sept. 2000 Records of meetings. Lists of participants. Copies of handouts. Copy of Parent Program Strategic Plan. Copy of Parent Program Team Work Plan. Records of teacher training Records of parent workshops- Copy of communication plan. Copies of communicated results. to students and their parents.________ 29. Script and produce a presentation on cable television chaimel on middle school curriculum implementation and refinement issues._________________ 30\nProvide ongoing updates for parents and patrons relating to middle school issues on tire Districts web page.__________________________ Director of Communications Curriculum Directors Director of Communications .Webmaster Cuniculum Directors Fall 2000 Fall 2000 and ongoing Videotape of televised presentation. Web Page information. 8Activity _____ ____________ __ 31. Provide ongoing information for staff and community on middle school issues in the Districts newsletters and in school newsletters.________ ______ 32. Employ a part-time consultant to work with parents at the elementary and middle school levels and to create dialogue between parents and administrators to resolve problems relating to middle school implementation.____________ 33. Identify knowledgeable parents and teachers throughout the District to help communicate the new curriculum and the results of assessment. 34. Provide information on middle school implementation and the new middle school curricula to middle school parents and students at the August Check-In.______ _______ ___ _ 35. Work with principals and CLTs to ensure that parents are involved at the school level in efforts to improve school climate, to address culture issues, and to ensure that middle schools activities are developmentally appropriate.________________ _____ Responsihility Director of Communications Curriculum Directors Assoc. Supt. for Instruction Curriculum Directors Director of Coinmunications Curriciilum Directors Asst. Supt. for Secondary Education Teacher Leader Timeline Ongoing Fall 2000 Ongoing Aug. 2000 Sept. 2000 ::^\n|Evi den ce^of Achievement Copies of newsletters. Log of activities. Copies of meeting agendas. Lists of participants. Copies of handouts. Agendas of meetings. Lists of participants. Documentation of communication. Copies of packets/handouts. Copies of revised refrigerator curriculum. Records of meetings. Lists of participants. Copies of agendas. .. 9 Week of: ,4-^ Ifi LITTLE ROCK Sf \"^OL DISTRICT OFFICE OF FEDt.-.'L PROGRAMS WEEKLY ITTNERARY FY 2000-2001 s MON. sg 0\u0026lt;st. 2y '^^i \"f-w.\nTUES. WED. THURS. Gets' FRI. Oett Q/love\u0026gt;rda.l f/i(t J^Lii^loytr- PH- IKO^ /H/^tln^^ t\nxiPfl5ie\u0026gt;y c\u0026gt;o Ilptp H^Pt^^SCry^ Approved - Director of Federal Programs gfV\n^4.^ (2 ' iPi jS- Hicpiny Te TXt-i^i^e-^^ J, Pirettni (^Jnme^S /I, V^e^-h UJl\\i~44~t^ ti^/'Z/ie^, Burfcu^ OHQ a-eJ C- ^n^i-f-p TTL-^^ 3 z-rYO.'h'\u0026lt;m -s .^ ! PHnni n^ 0k\u0026gt;V'\u0026gt;-\u0026gt;'1 s ' (Pcmsu./-/ii.pi'ff-yi-z ___Ohse^t/'a -Pi' a^s. (SennSH /jb:b'aT^ 0 i Cr^l /Hse-ryyP)/' ' O!^ KO\u0026amp;^ a -/^ /i^- PtnSiv/t/i'iri-y.' l/s^ ! til 7^^se\u0026gt;ur~c-\u0026amp;s C(m-i^-M-\u0026gt;'\u0026lt;n-,i b^seC U^^tr ! _________________J. fii-eccjiieres Or^^iz-ec-h^: PP^^jei.r-cb, P/(lnn i D 83 Se-^f/'azii'' Hri Employee Signature s,s,u)^Week of: f/i'tij'\nLITTLE ROCK SC OL DISTRICT OFFICE OF FEDERcau PROGRAMS WEEKLY ITINERARY FY 2000-2001 '\u0026gt; D^MxJI x ?5i9 f-fe MON ^P'- \u0026gt;p\nit Od-.^ TUES.  IT WED. n THURS. ERI. lR(LJ IfxC^ Approved - Director of Federal Programs -hi f'/' 6-^1' /4neleir-s fr!e^ Ali. l-p-ets T ^^ri-is llJp'PltUj, M^rrtul^\"^iri]i\\ 0 C\u0026gt; CChs^^f'c^- 7)i- Ot^a.r\\! :r^a.'h'\u0026lt;^ ()ll\u0026gt;i\u0026amp;r (!.P 'OTT!-^ ' Cm^uJ/ic/) 'ir\u0026gt;i D[\u0026gt;Se-^i/'a:ii Cr^ i ury- p i'll ira.'h'* tU^i'/^ /Prl lo (t^ ~S dlvi Pre^ar/hq ar/'h^ Employee SignatureWeek of: LITTLE ROCK SC \"^OL DISTRICT OFFICE OF FEDER, .u PROGRAMS WEEKLY ITINERARY FY 2000-2001 MON. TUES. -^ QyldY\u0026amp;^eied^ 5 Wl Ws:\n\"\"v tc/t^-A 'ffT^-j (^(Juf-i n  p/^n n//^!| ) - lisa oP l/l/r',-lt^ 5ca.rccP^fi\\ajAr,'aLi^ '  7 Pra^'ctij^\nWED. ' THURS. f 0-f^c^ Ca tik O'P'\u0026amp;t'Ccd AsSe-n^lo/i' _/da^doti/s_________ ^ cd}?n i 0los^^ '^/'\u0026lt;r\u0026gt;^ 6)ASe^i^^-/-\u0026gt;'^ 0o77du/7^(::/y '^ryj 0^ ERI. teJipnSj fr] 'eur-\u0026gt;c~Z (4Z/f ou4A\u0026gt;\u0026lt;/^^ /0^(L\u0026gt; Approved - Director of Federal Programs Si^binSffri^ ^irodlcu 17khtrn's^ C^\u0026gt; Fk-v-bif 'T^or- e{n' gyy ddllaloor-ech' V e\u0026gt; 0^6s^rt^a OPr^i^i' g-dl^'cn^ lej^aJii\u0026gt;]\u0026lt;~ I- \u0026lt;^\u0026gt;1 Employee SignatureWeek of: T \u0026lt;D MON. k. LITTLE ROCK SC -^OL DISTRICT OFFICE OF FEDER.PROGRAMS WEEKLY ITINERARY FY 2000-2001 Oci') Ler' \" \u0026lt;=?\u0026lt;^ao T ^d.Z2\u0026gt; TUES, 'ft WED. Oat^ THURS. ERI. pV1\u0026lt;S()\\(S) MSI 11 I)\nr,iTRF\u0026lt;Kr otatstt w \u0026lt; )RE -\\SS1(.\\MI n'i IMlf l\\ll()'\\S Fg3g^- C'lov\u0026amp;rc^a./eJ H,'tl\u0026lt;//\u0026amp;' iiziiSii::ii2:22Ziii=i^^ ^r^/i's/i yer^'' J)e^a\u0026gt;'T6yy^-\u0026gt;^/~ vi //?(L^ Pft ___^4^ P// (Ltove^rdajey Approved - Director of Federal Programs c^ [sL^^ ^l^ii-e^zn a.ip'-e-r' 7eJ^/tm Ms. tbu-dsez-^-) t /e-CLcJie^-^ ~DlVi'^3iC^ \u0026amp;bt-f-f- 'Bun (dof)5u/^-/i'im/^Af^ n /'nj j in^ -h'a-^ i^lSd/- Z-i/i.^rTa.^ /fi/'iu^k Mi-cl-/-)'p/e^ J^i\u0026lt;.lll^e^^^, (^^^Si-c//it^'h't\u0026gt;yi! LJs./n^ O S.l'n^J dre-f-^531 o 3niliJ,'^ ij an P ':rJK:bterj^'y r)q/ J)e\u0026gt;re-Je^ /H.e^ri^ : -5\"-fircvl^, Pl /-C^ilrn i'n myU-^n^'A 1 Employee SignatureWeek of: OqIjiL ' ~y-  MON. aji21i Ot^jo V TUES.  , .? WED. THURS. FRI. LITTLE ROCK SC -'OL DISTRICT OFFICE OF FEDER, .l. PROGRAMS WEEKLY ITINERARY FY 2000-2001 \\3 0 \\3/, /^(L Approved - Director of Federal Programs Hs.f/utlsc d-p^' (t-pflc\u0026amp;J Pro f\u0026gt; 2)eA/, Lt bl CJ: 'rari^ g^\nCtnop^in /7iG '^ / zkss\u0026lt;3\u0026gt;c) plr^ari! biiTin P^S^/^cJ-) y Employee Signaturelittle rock school district INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET little ROCK, AR 72206 (501) 324-0510 October 4, 2000 TO\nMs. Oleaster James Dunbar FROM: Barbara Brandon SUBJECT: Reading/Writing Class I really enjoyed your class that I visited on Tuesday. It was so awarding to see the enthusiasm that you generated in the active learners, and to hear the proliferation of oral response. The enclosed information is something we had on Maniac Magee. I noticed that your class was reading that book. Don't hesitate to let me know if I can be of service. TO\nFROM: RE\nLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-0510 October 16, 2000 Middle School Principals ^Barbara Brandon Literacy Survey for Teachers We have created the enclosed survey to assess training needs of your Reading/Writing workshop teachers. We are asking that all forms be returned by October 24**. Forms were sent to English chairpersons for distribution. Please assist us in anyway possible to get a representative number of responses. We want our plans to incorporate the needs that are identified. 10/12/00 1. What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. 2, What would help you address those needs? (What help do you need to make this happen?) 3. What training, information or skills do you feel is needed for you to impact literacy proficiency levels? 4. Based on the training you have participated in. what has been helpful to you? What more is needed at this time?I October 18, 2000 TO: All English Teachers FROM: Sarah Schutte RE: Department Meeting Monday, October 23, 9:00 AM, Room 44 AGENDA I. Classroom sets of books. II. Pen Pais in. IV. AEA and alternatives - Assessment Workshop at IRC, Nov. 2\nCurriculum Mapping at CMLA, Nov. 2-3 Feedback on the testing experience V. Math/reading VI. CRTs VII. Collaborative meetings held at IRC by Barbara Brandon (October 25, IRC, Literacy Across the Curriculum - Team effort?) Vin. Middle School Magic IX. X. Research resources - Mona Briggs Tami Bennett - Pre-AP Conference - Dec. 1-2 XI. Comments/suggestions( Middle School Collaborative Meeting Agenda October 19, 2000 Barbara Brandon, Facilitator Sign-In Selection Introductions Announcements Teacher Collaboration ri Effective Communication\" Collaborative Work Session\u0026lt; .Presenter\n''A/orkshop Title _ength of WorL'Shop\nFrom B Date\ni/ey- iL, f- CTQ..^___ to 03 Salary Cr^ciit (off contract - g\u0026gt;ree hours or more) I I Inservice (during contract time)  ^ra / Location\n/ r~~] stipend Paid (win also receive inservice hours) Required focus areas for Professional Development. Please check one relating to your inservice.  content K-12 0^ Instructional Strategies Q Assessment O Advocacy/Leadership I I Systemic Change Process Q Standards, Frameworks, Curriculum Alignment Q Supervision O' Mentoring/Coaching  Educational Technology  Principles of Learning/Development Stages Q Cognitive Research [3' Building a Collaborative Learning Community NAME Please Print Social Security Number I T = Teacher Location w o u) n n o u AM Please Initial PM . Please Initial Classifications A = Administration Ct^/S) C = Counselor S = Support Staff it /laJ-.-10/12/00 1, What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. 'I, 3. 4. fl c?* X fbf- A \\it t PcA / t ! f J-':i Pr^Aj^fK.A- ______f . Wjjrat would help you address those needs? (What help db you need to / s  make this happen?) /a- ^jlL.4rc(_} 0 C/ 'J 4 What training, information or skills do you feel is needed for you to impact literacy proficiency levels? A f f-r' _(^.. i Based on the training you have participated in, what has been helpful to you? What more is needed at this time? i^tLf ti-'t J  \u0026lt;J,/t : *-?r  /Lz I y1 O/'C/OO 1. What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. 1 vex ^^\u0026lt;2^ S\u0026gt;S oAo\\-e. 'Xo V'ScrsA 2. What would help you address those needs? (What help do you need to make this happen?) 3. What training, information or skills do you feel is needed for you to impact literacy proficiency levels? fXOrx- U3 JIV. ouCt\" +. -xjvcx^ a,Yt. G Based on the training you have participated in, what has been helpful to you? What more is needed at this time?10/12/00 1. What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. 2. 3. 4.  - '\" A'' } d' What would help you address those needs? (What help do you need to make this happen?) at 'l/i----------------- training, information or skills do you feel is needed for you to impa' literacy proficiency levels? '^2.\n\u0026amp;\u0026gt;. Based on the training^ou h^ participatfed in, v vyoouu?? WWhhaatt mmoorree iiss nneeeeddeedd^^ tthhiiss ttiimmee?? participate in, wh^^hhaass been hheelplpfufTutTSt^S^^\n^^, / t his time? . _ / i u 10/12/00 1. What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. ^-^p\u0026lt;erl\u0026amp;/^c.\u0026lt;s: ajii-h -hh\u0026amp; crrrKs ^^deoTts orer'd Oi/'/oUf'e.cd do dri-de ~dd7is:/r hood/- oocrPoo'de do/e -do d-ds ooi^' ro^'O'do, S/rP S/oidr/rds- ~\n.z7Ce / -hoodd IC/ - /dSp Pf e 2. 3. fc/ hav^ for /'Gore / crars, neeo What would help you address those needs? (What help do you need to make this happen?)  What training, information or skills do you feel is needed for you to impact literacy proficiency levels? rdm'd- '-dAn/rd. 'c/ //y /\u0026gt;5 S'tZfdG l'lf~'^' G 1^0f /^/\"oA/e/r, p/^oh /en/y re r\u0026gt;'oof ro^^ . 4. Based on the training you have participated in, what has been helpful to you? What more is needed at this time? cO'dAer / ~7~'^ \u0026lt;^rprr S f~' /r'nr7O f orne fjeas p-fof oucrPz -for do /lc\\f)OeG 7^10/12/00 1. What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. 2. 3. fl dL^ What would help you.address those needs? (What help do you need to make this happen?) What training, information or skills do you feel is needed for you to impact literacy proficiency levels? /Vcici-' ''^ y\\/\u0026lt;Q.id attack, 4. Based on the training you have participated in. what has been helpful to you? What more is needed at this time? /Vd/UL^ 10/12/00 1. What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. itP^ -piu^yKLI^ r^0^^ 1Cjb iol\u0026lt;b 2. What would help you address those needs? (What help do you need to make this happen?) 0j3n'nc\u0026lt;JUL MlA SO -Ml Cry 3. 4. Com praC'R'tv  What training, information or skills do you feel is needed for you to impact literacy proficiency levels? \\Tlor, Based on the training you have participated in, what has been helpful to you? What more is needed at this time? ! Orv\\ V/jtYty Pnof?. cjpr ct-itcd (/Y, (2.01 1 3 bO'AUj fezAio- 10/12/00 1. What learning problems do your ReadingA/Vriting Workshop students demonstrate? Please be specific. J 2. bi k'b / / ) / 3. What would hel 3 f ' W'' help you address those needs? (What help do you need to make this happen?) '' / ft (' d. u^u -vZ ) cd tJjjULk * 'fd iI- J/ What training, inforirotjon or sskili ^ literacy proficiency leVe^J? /  d) fv ''' J!a^' .^3 L'\" M ty(/Z 1 7 'A do you feel is needed for you to impact A)Xi/)A (id i y / Y c bi^\\ 4. Based on the training you have participated in, what has been helpful to you? What more is needed at this time? CjOC^O dujA/ik^ 'idk 'oiLn /nu(______ G 10/12/00 1. What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. 9 ( 2. What would help you address those needs? (What help do you need to make this happen?) I i,'a ! f z 3. What training, information or skills do you feel is needed for you to impact literacy proficiency levels? 4- 4. Based on the training you have participated in, what has been helpful to you? What more- is needed at this time? 10 cf. I \u0026gt;^i 1. What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. / I } iUjZ. 'y i' ft I 2. What would help you address those nee^(What help do you need to make this happen?) r-cA. t\nttl 3, What training literacy proficiency levels? 7(3 ) .^fomation or skills do you feel is needed for you to impact pronciency levcio\n. Lte.. n? ( 5 -hr-atpe\u0026lt;^t 5 Based on the training you have participated in, what has been helpful to you? 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(What help do you need to make this happen?) .4? {fr 3. What training, information or skilis do you feel is needed for you to impact literacy proficiency levels? 4. Based on the training you have participated in. what has been helpful to you? What more is needed at this time?10/12/00 I What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. 1. What would help you address those needs? (What help do you need to make this happen?) 2. 3. What training, information or skills do you feel is needed for you to impact literacy proficiency levels? 4. Based on the training you have participated in, what has been helpful to you? What more is needed at this time? c 10/12/00 1. What learning problems do your Reading/Writing Workshop students demonstrate? Please be specific. 0'^ What WO' make this happen?) help you address those needs? (What help do you need to % \u0026amp; ^clfTi i-t JiMjt i 3. 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Th\u0026amp; Edur A^ements TlSeSPersiSeGtiwfes * feGe?re^e^iesearGM SE^edfaii^ 'R^eMeKkriariri Expected Results i\nLff)beahclim^ri\nririri\u0026lt;. ria iKfihiffi^.pfjleammgh^cpihes^rirri'ririri/.ri sGi^ty\u0026lt;bitee0tm^]ngis\u0026amp;s\nriri\u0026lt;rijfi kGajdeEnps\u0026lt;foi\nya]he's\nattitude\nah \u0026gt;(: .f!Drtdefst^dt^\nii^a'E^f'pedtahd ri-'ris{udent-aGhieweni^?rivririMri\u0026amp;jri^^^ JNestediLeMnSg\n,^ gA.iGpi^tffiSeS^ S!^3B^^^^^3^^e'pp3\nTOr\ndHeaihmg.c6ihihuniferi ri':riclass^^\n5(S^lri^^fndt\u0026lt;\nrifO^  L2i06^,irt SkuneteiJr/Ej \"'ri 12:45^.ihi 2:15|Lmi 2\n3Gpm\n4:0Q\np\nm\nDelivery of Services Leamableffiteffi Break' SS^ditioris'0LeaifiinCT' ,WaIk''ETrGug\nh efleSfi0n:  'o ^bunsKmSW\n\"netwprkmgi\u0026lt;r^efeS(3B^^ ''riri^'relaxadoniri,'-'aririi'ri\n,\nUilderstand theim effaife ri7riO'increase\nst^enf.peyo^abceri?''\u0026lt;v\u0026gt;s?ri:'ri ^NpiKisitoerft\n,etiwd^ r eleixaSdiri  \u0026amp; Exaiiiine^d'^scusswhat:y^ 'Si^hct to sdeln 'riri/pyery'^cdassrppDT.dnd teydf^SGhddh\nri ri.^ 'l^sGuss how c^\nwe evaluate that out work. \" /'/./raaijesh^diSefehee.ri a'riri ., riTotenfi^DiscussiorE.:(10/27Jand/of \n'\u0026lt; a   ' ' k 'ri-- ?\ny.:-..\"ri ''-kri ri.'.\nri'ri^aEseryiceS'do\nwe'deEy.er?:, . .'-rir\n\n\n.. -ri ' ri   ? . y-y^ y.y '\u0026lt;\" \u0026lt; kiri/'' ',y-y - ri^ri-*''?^^j^ife^e\ndeliy\u0026amp;-\nthese'seivices?','ri\u0026lt;:' - '--'ri' ri y-.\"'' -y-ryy'-yfy^yy^.y  \" -'ri . -'y ::\nvky'aHpjyadQ'iyejieHyertKeSei^ 'ri/'''  -' yy-y yyyyyy^- /.\u0026lt;\" ri yy yy-yiy i :' \"\"''' 'ri\" : .ri riiriiHdwidQ-we'tia.Giriahdrfrai^i^S^/deliveiydf'set^ees'ririri :'ri'riri ri\u0026lt;ri-Whatis/th^ diir\nSefyicesinakea:differencetofeai:Migandlea^^ -riAGENDA Dunbar Middle School Literacy On-Site Training November 13, 2000 I. Training Overview II. Staff Concems/Comments m. Constructing Meaning A. Active Reading B. Reading in Content Areas C. Graphic Organizers IV. Planning/Scheduling/Classroom Management A. Daily Schedule B. Workshop format C. Use of Journals, Folders, Scoring Guides D. Pre/Post Samples of work E. Grouping V. Writing Workshop A. A Descriptive Writing-Sensory Words B. Classroom Charts C. Assessing Writing 1. Composing Skills List 2. Scoring GuidesPresenter\nra Date\ni/Vorkshop Title: ^th of Workshop\nFrom (TO to .ocation: Salary Credit Inservice 23 Stipend Paid j oaiaiy viwjh (off contract - three hours or more) (during contract time) will also receive inservice hours) - Required focus areas for [T|^ Content .K-12 23 Systemic Change Process  Professional Development. Please check one relating to your inservice, [^instructional Strategies  Assessment  Advocac^Leadership ra^Standards, Frameworks, Curriculum Alignment  Supervision 0 Principles of Leaming/Development Stages (33 Mentoring/Coaching O Educational Technology  Cognitive Research  Building a Collaborative Learning Community NAME Please Print Social Security Number Location  -c tn o tn x: 3 (9 o d 3 2! ^j((2aL32h2244 7 ? ^S\u0026gt;D Z):^ 53 7^ wH. -T = Teacher A = Administration AM Please Initial PM Please initial ( ! P\u0026gt;1 T ) Classifications C = Counselor S = Support Staffi W' \nV' i From: Sent: To: Subject\narkdruglawreform [arkdruglawrefQrm@mindspring.com] Tuesday, October 03. 2000 8:21 PM julesrob@swbell.net\nbttiiel@ipa.net youth conference - please forward iWW Areat\nArkansas Youth in Trouble: What Works, Whats Needed, and Wheres the Money? A one-day interactive conference Saturday November 18 Riverfront Hilton Inn, North Little Rock This conference seeks to develop an overview of current youth programs, explore potential improvements, investigate promising new sources of funding, and develop recommendations. Each panel will conclude with a facilitated question and answer period. Conclusions of speakers and questioners will be compiled by the facilitator to be used in the summary session. Facilitator: Anne Murphy, M.Ed., LAC. Private practice at Sunbridge Counseling Associates, Fayetteville\ncounsels at Youth Bridge, Inc. Program Schedule 8 to 9 am Registration Complimentary coffee, juice, hot tea, fruit, muffins, and pastries 9 Welcome Denele Campbell, Director Drug Policy Education Group, Inc. 9:10 Opening Remarks Congressman Vic Snyder, Little Rock (invited) 9:30 Panel I - Focus on the Early Years - A Familys Journey: A Broken Criminal Justice System, Brenda Olive, formerly incarcerated mother - Mothers and Fathers in Prison\nThe Impact of Parental Incarceration on the Children Left Behind Dee Ann Newell, M.A. Program Coordinator, Parents from Prison and Parenting after Release\nCoordinator, Winthrop Rockefeller Public Education Program for Children of Incarcerated Parents. Centers for Families and Children Little Rockf - Zero Tolerance, Theory and Practice Rita Sklar, Attorney @ Law, Arkansas ACLU - Civil Rights and the Education System, Dr. Wynona Bryant-Williams, Director, Black Family Studies Program, Philander Smith College 2:30 to 2:45 Break 2:45 Panel IV - Exploring Solutions - Alternative Approaches, - Geoff Oelsner, L.C.S.W., clinical social worker in private practice\nfounder and leader of Buddhist Meditation and Spiritual Support Group, Fayetteville - Drug Forfeiture Money: A Better Use, Kyle Russell, Attorney @ Law, Aiderman, City of Fayetteville - Youth Development as a Crime Prevention Strategy, Don Crary, Executive Director, New Futures for Youth, Little Rock\nformer Executive Director, Arkansas Advocates for Children and Families. - Correlation between Early Onset Substance Abuse and Lack of Available Treatment in Northwest Arkansas, Mike Huddleston, Clinical Director, Youth Bridge, Inc. 3:45 A Facilitated Discussion This session will bring together lists of needs and solutions as developed in the days panels, ask for further input from participants and the audience, and seek to establish a working committee to move these recommendations forward. Points to consider: - Whether to pursue legislative remedy - Whether to call for future conferences and if so, with what focus - What is a workable vehicle by which youth programs, reforms, and funding can be networked statewide? 4:30 Adjourn The Riverfront Hilton Inn The beautiful Riverfront Hilton Inn sits just across the street from the Arkansas River. Take time to stroll across the shoreline park and relax at the waters edge. Come early and have dinner at the adjacent Benihana Japanese Steakhouse. Or just enjoy the top-notch cuisine available through the Hiltons RiverfrontSteakhouse. Relax in the atrium lounge. Free coffee in rooms, free local phone calls, free onsite parking. The Hilton Inn is a fully accessible facility. Special room rates, reduced from $89.95 for singles, are available for Friday night at $69.95. Government employees per diem will be honored. Make your reservations before October 25 or rates will not apply. Call 501-371-9000. Registration Fees include Saturday breakfast and buffet lunch, plus afternoon break refreshments. All conference attendees will receive a packet of relevant materials. CEUs Certificates of attendance will be issued for professionals who wish to obtain continuing education credits. Please specify on the registration form if you wish to obtain a certificate. There is no additional fee. Whos Invited? - parents - counselors - therapists - social workers - educators - community leaders - mental health care providers - drug and alcohol treatment providers - juvenile court personnel - judges - prosecutors - youth advocates - elected officials - agency personnel - non-profit interest groups such as the League of Women Voters and the NAACP - and anyone else who wants to learn more about youth programs or who would like to see more dollars spent on prevention Join this innovative workshop event to learn, share ideas, and help build momentum for important reforms in local and state funding for youth programs. This conference is the first in a series of conferences developed by the Drug Policy Education Group, Inc., a non-profit corporation of the State of Arkansas, and made possible by a generous grant from the Drug Policy Foundation.( For more information on DPEG, Inc. or its upcoming Spring 2001 conference The Drug War \u0026amp; People with Disabilities\nAn Unfair Burden, contact Denele Campbell, Director, at 501-839-8543 or cipeq@mindsprinq.com, or write 541 West Meadow, Fayetteville 72701. Drug Policy Education Group, Inc. Working in Arkansas to address the harm caused by the war on drugs. Arkansas Youth in Trouble - A One Day Conference Saturday November 18 Riverfront Hilton Inn, NLR REGISTRATION FORM Pre-registration deadline: Must be received by October 25 Yes, id like to attend this conference! Name .... . hr. __st zi p 'y Address City Phone d' f'] ^^32 Email ate Op/3,\u0026lt;^00 ___1 plan to spend Friday night at the Hilton Inn and I have called for reservations at the special conference rate of $69.96 plus tax. j^\\ plan to be on hand for the free breakfast and lunch. (Sorry, no discount available for those who do not want on-site meals.) txf will need a Certificate of Attendance so that I may apply for Continuing Education Units. am enclosing $45 (by October 25) or___$65 (after October 25) for registration. Please include this information and your check and mail to Drug Policy Education Group, Inc, ATTN: Conference Coordinator, 541 West Meadow, Fayetteville AR 72701. Must be received by October 25 to qualify for the $45 fee. Registrations received after October 25 are $65. If you plan to attend but are registering late, PLEASE CALL 501-839-8543 by Nov. 14 to be included in food preparation estimates. Checks should be made payable to: DPEG, Inc.I i fS fO I To: Individual Approach to a World of Knowledge Board Members, Superintendent, Associate Superintendents, Assistant Superintendent Djrectors, Supervisors, and Principals . , Marion E. Woro^^Coordinatorof Staff Development From:  Marion E. Wdong, Coordinator of Staff Development Through: ^-Dr. Bonnie Lesley, Associate Superintendent of Curriculum and Instruction Subject:' Learning to Cope with Differences One of the major goals of the districts Revised Desegregation Plan is to improve relationships Students and staff members. This goal is specifically addressed in the professional among students ana stan lueuiDerb. tuib guai ib bycuuivanj v*. w development section of the 1999-2000 Division of Curriculum and Instruction Work Plan. The nlan specifically stressed that the Professional Development Department will schedule and \"L . .  \u0026gt;  4 , 1 . _________ _ -----1 -rrtf fKtfi TrxllzAfXziT implement workshops and activities related to improving cultural sensitivity for the following groups in the Little Rock School District: Board Members, Cabinet Members, Central Office Administrators, Certified Staff, and Support Staff. Learning to Cope with Differences is a two-day training session\nDr. Terrence Roberts will facilitate the sessions. The training sessions will be held at the IMAX Theater, located at 3301 E. Roosevelt Road, Little Rock, from 9:00 a.m. until 3:30 p.m. We will discuss not only differences in race/ethnicity, but also gender, disabilities, talents, religmus, economic, and other differences that sometimes cause tension and discomfort. Specific assignment dates for attending the sessions are listed on the attachment\nthe topics covered during these sessions will be: 1. n. HI. IV. V. VI. vn. vin. IX. How I first Learned About Difference Naming The Difference: The Fishbowl' 199 Shaping and Reshaping The Mental Map Learning To Value Difference Communicating With Different Others Working With Different Others The Great Debate: Self-Development Plan ,99 ,w( Date Nov. 27 - 28 Session A 1. 27 T\" 8 IT / 2. Tiy \"1^ \"17? 2Z Learning\u0026gt;to C'pe with Differences IM\n\u0026lt; Theater (Pulaski Technical College) (Workforce Development Center) 3303 E. Roosevelt Road Little Rock, Arkansas Participant Position Location John W. Kelley Carolyn Lamb Kenneth Moore Donna Muldrew Mary James Emma Miller David Smith Ellen Lawson Glendon Acre Sherry Betton Gloria Blakney Nancy Coleman Mable Daniels Jessica Graves Vera Bates Barbara Brandon Linda Jones Gail G. Pitts Virginia Johnson Ed Williams Sherry L. Rogers Renee Kovach Benita Robinson Cassandra Steele Walter Crockran Asst. Princicpai Asst. Principal Asst. Principal Asst. Principal Counselor Secretary Asst. Principal Counselor Counselor Counselor Counselor Counselor Counselor Counselor Computer Middle Schools Counselor Asst. Principal Specialist Specialist Asst. Principal Lead Teacher Payroll Speech i Technician Central Cloverdale Middle Hail Southwest Parkview Safety/Security J. A. Fair Mann Dunbar Mabelvale Middle McClellan Henderson Pulaski Hts. Middle Central Information Serv. English Dept. Hail Forest Heights TRE TRE Henderson Math/Science Financial Services DEC Information Serv. i/Agenda Forest Heights Middle Literacy On-Site Training November 30, 2000 Barbara Brandon, Facilitator I. Training Overview II. Staff Concerns/Comments III. Constructing Meaning A. B. Active Reading Reading in Content Areas C. Graphic Organizers IV. Planning/Scheduling/Classroom Management A. B. C. D. E. Daily Schedule Workshop Format Use of Journals, Folders, Scoring Guides Pre/Post Samples of Work Grouping V. Writing Workshop A. B. C. A Descriptive Writing - Sensory Words Classroom Charts Assessing Writing 1. .2. Composing Skills List Scoring GuidesJ esenter. Date\n/ '0 p Title\noc rwtn of Workshop\nFrom to Location\n3 Salary Credit iff contract - three hours or more) 23 Inservice during contract time) 221 stipend Paid . (will also receive inservice hours) Required focus areas Q-^ontent K-12 to your inservice. instructional Strategies [^sessment  AdvocacAeade p . nistandards. Frameworks. Curriculum Alignment 23 npervi  Principles of Leaming/Development Stages 523 Systemic Change Process 23 Educational Technology Q Mentoring/Coaching Q Cognitive Research  Building a Collaborative Learning Community NAME Social Security Number Work Location E c w 2 (/) s {Q co o loM M.S)MTb 0 9-71 7. IWV ' \\ah/C I S 2 I L T = Teacher A = Administration Classifications C = Counselor AM Please Initial PM Please Initial mi S = Support Staffsente r. \u0026gt;1 3p Title: [\u0026gt;\u0026gt;) uc (Se-^-S Date\n/\\fo ngin of Workshop: From O to Location: r-e^ Inservice (during contract time) J Salary Credit T contract - three hours or more)____________ ^Ired focus a-Bas for Professi^iiTSvelopmentPtease check o^ n Stipend Paid (will also receive inservice hours) relating to your inservice. reassessment  Advocacy/Leadership [3^Content.K-12 [^^Instructional Strategies q supervision IT^Standards, Frameworks, Cumcuium Alignment L_J h LJ ,. _ . . . ____:/r\\2ax/olnnmAnt StaOB 53 Systemic Change Process 3 Educational Technology I I Wlentoring/Coaching  Principles of Leaming/Development Stages 5 5 Cognitive Research 53 Building a Collaborative Learning Community NAME Social Security Number f Work Location tctMLx- Ff^M5 FFM 5 c s w .2 (A re n o r AM Please Initial PM Please Initial MM TM-JS IJL:. '' \u0026lt;73/Fi4^5 L .ISO- pore 359 - 3TLe?231EMt5 n T t '-FnvU 1 L T = Teacher  A = Administration Classifications ...  C = Counselor S = Support StaffWeek of: Modern li MdM ^s MON. TUES.  I WED. Me, ! THURS. ERI. UX I I i-c tscyvrs JI- 'K\u0026gt;u i i%x^ i OFFICE OF FEDEl - PROSRAAAS WEEKLY ITINERARY FY 2000-2001 ISI I I  wi I,  r \"  \" - I 11 It p\u0026lt; s r \u0026lt; ltsb\\(S).\\.IS| / ID - , \\SSI(.\\MI N I I \\P1 [:2 i HiiLH ^a/e/ /Ifne^rio^ OcHer -. Laui 5^ Ho - \u0026lt;Sk LouisMo Approved - Director of Federal Programs ^eScurc-eU /tJCcAe^'s L/A-Lii^n/ KSohif^i LLLMM^tc^' 't^ pro-fe^sS./ajia / LLo -LeSS/efri a/ J)eyire-Jo^/i-'U^ Employee SignatureLI I I LC KULN our k^L. uxo I r^xu 1 OFFICE OF FEbEk . PROGRAMS WEEKLY ITINERARY FY 2000-2001 Week of: Hov\u0026amp;mk 6  /O. ^00^ ics: *ij, ffl I FIJ 5 MON. ' 'b r  . * MlHmims) \\ ISI11 iVi - , PI KPOSI O1 .\\ IS! 1 \\\u0026gt;ORI^ P.'\\Ssi(.NMI.\\I I \\PI \u0026lt; I KII(^^S TUES. WED. THURS FRI. 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InS'SI l'p,^i*4\n'^r J7iLrii:\u0026gt;ar' P'^raf- Approved - Director of Federal Programs Pl kso'ms) yisi 11 fb. 7er-ti(^f Te^j-r, Jny/i'sh /e.A 'l^cAno/o^^ L^ilo TTJohnlern^ /Tu/siryi \u0026gt; PUKPOSI 01 ,\\ ISI 1 WOKE '.^XSSK.WII NJ I \\PI ( I MIONS 'ZnseryteT^i 7)n~S/A t' \"h' o~n----------------------------------------- froA5S/f-na,J /?/AP /riSi^AP P^dkn^ TsStiC:, \u0026lt;$hfA am li AHctyAei A/ann!nj - (7or)Suy-A-A\u0026gt;'il~\u0026gt;Q f?e-^e.Qrc/t j (Jrya^ni ' P^^6(^S. tor)(,l Loca/ /X7 LoM-i I kA Cry\\-(e^-rt^c^ EmployeeSignatureLITTLt ROCK 5C KJL 1 Kic 1 OFFICE OF FEDEk. - PROSRAMS WEEKLY ITINERARY FY 2000-2001 Week of: L l(' R|*()SlsWlRfs!WZAV(nlW SW 9 J iijfitn RS()^(S) MSI I I I) j\\SSl(.\\'MI \\1 I \\ll i I MIO^S MON. /^OV. ^0 I TUES. Si IT WED. THURS. /^ov, FRI. PH /RC^ Qy[iiY\u0026amp;r~((tLle^ Hiddln CCC'I Middlt/ AfrS. /Soi^SSfia.^ O-/^'c\u0026gt;i V)ki-HnZ!em-i _ *S * , 0\u0026gt;J^c^:it77^ t.b///'3 C.Titr^^ T\u0026gt;au Approved  Director of Federal Programs //ec/j 'cr^ Cm J u- D los \u0026gt;^^'h tyuy CCiSte/^i^ 'e\u0026gt;t ..J Employee SignatureLITTLE ROCK 5C' ''OL DISTRICT OFFICE OF FEDERr.- PROGRAMS WEEKLY ITINERARY FY 2000-2001 Week of: /{oVCrr}i^^ \u0026lt;=^000 =v I'\" . s!::3n VXSSKAMI MON. ?5k^ a\nTUES. /koi/, Z7 IT  'Hov. 3^ WED. /i4r, THURS. I max I max Q'lov\u0026amp;rdiilef IX(L 'T^'^ ,01' }/^\u0026amp;rs/ -fy /t\"'^/fl ffTj J)'/X\u0026amp;rSfT^ /rftmifij ^\u0026lt;\u0026gt;T\u0026gt;X Uftbliil . D \\-zAAifrri I .LhAerVi^^ V^-h' Cfc! J^OV.it) 'T^fi^ '~Ti7i-r)e^j l^e4\\m:tf'\nFi'rts {wju _________t)-f~fi ---- ()lose^ifff-b'(m s \u0026lt;HJl^ /nse-)-\\//\u0026gt;e\u0026gt;\nERI. Approved  Director of Federal Programs Employee SignatureI LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-0510 To: Tonya Johnson From\nBarbara Brandon Date: December 1,2000 Subject: Thank you for a job well done! The on-site training at Forest Heights on yesterday was a wonderful experience. The interactive dialogue among teachers was rich and productive\nand the handouts prepared for distribution seemed to perfectly meet the needs of teachers. This was all totally enhanced by the excellent arrangements that you made and by your attention to detail. Your school is so fortunate to have you on staff. cc: Eloise Hudson Suzie Davis LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-0510 To\nElouise Hudson From: Barbara Brandon Date\nDecember 1,2000 Subject: Training Update were Thank you for your cooperation in setting up our training session on November 30'Enclosed is a list, for your files, of the teachers who were inserviced. I will make every effort to give training at a later date to teachers who absent\nit will probably take place during their planning periods. Also in this mailing, I included an agenda and some of the handouts that m'ight be useful for all middle school teachers who need to address the literacy issue or who need to be concerned about levels of student proficiency. cc\nI I LITTLE ROCK r '-'QOL DISTRICT OFFICE OF FEDl.xAL PROGRAMS WEEKLY ITINERARY FY 2000-2001 Week of: ':^W R msr oKistt KiSH Ml' SUS', 'i itsoMS) \\ ISI 11 I) ' pT  \\SSlk,MMI M I \\l'|i( I Ml  I \"\"r 15,\u0026gt;4/ 1^1 MON. TUES. WED. THURS. ( ! FlU. Z^eg.. I IS\u0026amp; 'Pre^c^t^ l^e^Sea O i Approved Director of Federal Programs Emp^oj'ee Signature i IWeek of: W MON. TOES. WED. OS B iSw^SSHs A\"// I f{C^ Pec., S' .SLd pec-- 1^ THURS. Pec. 7 FRI. De^. ? L C^lo \\/'e^d\u0026lt;^ I LITTLE ROCK ' -'-(JUL DiSlKlti OFFICE OF FEDU..AL PROGRAMS WEEKLY ITINERARY FY 2000-2001 D^OOG 3WJ^WSSite?aB i-^^8igaftgW?rfS^ifOagaai mi. J)- l^/ot~ ~laii ! 1 i 1 Pnj/i'-sl-y Ver-hap 'Tza^.S ConSu./'/^'^''^^ A-f' l/feio^e Si //e\u0026gt;n(^5c\u0026gt;n ddc\u0026gt;iida^ J-\u0026gt;~it^ 7^1 Kpo Approved Director of Federal Programs 0f-qq\u0026gt;^\n-zM-1fo-^^/UAoi^.sAo^ ^/yam'/^/n^ ,-/-os\u0026amp;^'l/iC^ : L-\\/e (p-t^ C^r^Lcli^'T^Aj^ief S 0^4 ej-iJ '/M.iLA.t.rs 'C AD /4^5e:iSmcA CJyor'dina.'iti rs rql n//Q I /)rjar,\ngLq/,-d^ /%,S^r-c^J /k 'MA'fill fro-fc ssjo^a Ae7. 'd^tiUl'CCS a...^ L!-l-p..K-a aal jDe^edopm^^t '(jArP W D ! Employee SignatureLITTLE ROCK u \"'-OOL DX51 RiC i OFFICE OF FEl:\u0026gt;_.\u0026lt;AL PROGRAMS WEEKLY ITINERARY FY 2000-2001 I Week of\n_ Z5Z i i i MON SMfil rf : ft a\u0026gt;k 1 -. ,--\u0026lt;,e-3 n- (-4^15 * I 1/s PF'rrnsr OEATSTT'AvoRk  \u0026gt;.,v*i 11 RS()\\*(S) \\ IM I I l I * '' \\SSlj(.\\MI ^'^ I yi ( 1 M IONS , ' 5^^ ss Pcxi, II TUES. WED. r\u0026gt;ee. 13 THURS. I?er.. /y- FRT. 3)ec^. 15- (e^ MiddU Afunlejt/^ (rn d/ 0- A-  I i( ! r i I jtijigiai\ntF^ b.JiK^^i. L.Elli.^ /^\u0026gt; SfJin/ S, ir)/f\u0026gt;iJ 6 i\u0026gt; ^e^ra./) GrnStt//^'n'^~^ I I 1 Approved Director of Federal Programs Employee Signature Agenda . Southwest Middle School  Literacy On-Site Training December 5, 2000 -I. Training Overview II. Staff Concerns/Comments .\u0026lt;A! , JII. Constructing Meaning, - Active Reading c O B. C. Readingdn Content Areas Graphic Organizers IV. 'Planning/ Scheduling/ Classroom Management A. B. 'C. D. Et Daily Schedule Workshop Format .Use. of Journals, Folders, Scoring Guides ' Pre/Post Samples of Work \"Grouping 1 V.. Writing Workshop A. B. A Descriptive Writing - Sensory Words Classroom Charts Assessing Writing 1. 2. Composing Skills List Scoring GuidesPresenter: Date: Workshop Title: ( .ength of Workshop: From to Location: '^0 I I Salary Credit (off contract - three hours or more) Inservice (during contract time) I I stipend Paid (will also receive inservice hours) Required focus areas for Professional Development. Please check one relating to your inservice, riy\"Content K-12 [0^ Instructional Strategies O Assessment Q Advocacy/Leadership Q Systemic Change Process [0^Standards, Frameworks, Curriculum Alignment 0 Supervision 0 Mentoring/Coaching 0 Educational Technology 0 Principles of Leaming/Development Stages 0^ Cognitive Research O Building a Collaborative Learning Community NAME Socsa! Security Number Work Location c ti) o (A (B (C rt u AM Please Initial a o PM Please Initial ^kiV ^iS- -^ll,-id 7i Fia-3^-lA mo-L5-43'/'7 422.-^^-^79 jisubiuutjd.___ S ^,F-T l)i u/ m: ^F. 6lip-k.Wip6?zjf6d md f v h Sicmmer Hrtol u d6iAf\\!na,^ Uj-n. 3d)/d5 6WM0 'S^LGrrvS STOms I JUli :dL T L Classifications T = Teacher A = Administration i. dud iy ^4J-Yl C = Counselor S = Support Staff LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501)324-0510 To: Mr. Jim Mosby. Principal Southwest Middle From: Barbara Brandon Date: December 1,2000 Subject: Confirmation of Training Dates I received the on-site training schedule for Southwest Middle. Thank you for the promptness with which this manner was handled. I look forward to our session on Tuesday, December 5*. 1 have enclosed an agenda forthat day and a helpful brochure of tips for teachers related to test preparation. i IW 330,i 5^ 72ZQA 5/O-4 0 70 ?^5\u0026amp;570-4015 Southwest Middle School Reading Writing Workshop Staff Development December 2000 All Reading Writing Workshop teachers will attend a (2) hour Staff Development with Ms- Barbara Brandon from the Reading Department on December 5,2000. Teachers, please make arrangements with your Team Leaders for classroom coverage during the time you will be attending the Staff Development. This Development will be the same format that we used when Susie came out to Southwest Middle School for one whole day last year. r\u0026amp; 2 Period Theresa Harris Charles Foote Decide Jagial Claudia Smith S usie Robinson Leon Carson Vera Weller 8:45-10:40 3\"* Period Clifton Woodley .Anitra Jackson Carolyn Jennings Summer Futrell 10:45-12:30 6*^ \u0026amp;? Period Colleen Ferguson Wes Zeiglar Latrese Evans Chrystal Braswell 1:05-2:50 3:00-3:45 - Wrap-up and Exit Conference with Mr. MosbySuccess Strategies/Reading Writing Workshop Cloverdale Middle School December 7, 2000 Reading Writing Workshop Best Practices Reading Writing Curriculum Standards/Benchmarks Curriculum Reading Writing Grammar Mugshots Write Source Scheduling Time Management Coordinating Support Staff P. Person Resource Teachers Classroom Management Collegial Sharing Suggested Practices Journals Reading Response Questions/Concems( jsenter\nWorkshop litle: ids Date: \u0026lt; Length of Workshop: From !(!^ .0 AVJ Location: /^vy4 j I Salary Credit (off contract - three hours or more) Inservice (during contract time) I I Stipend Paid (will also receive inservice hours) Required focus areas for Professional Development. Please check one relating to your inservice. Content K-12 Instructional Strategies Q Assessment Q Advocacy/Leadership  Systemic Change Process [^^Standards, Frameworks, Curriculum Alignment O Supervision Q Mentoring/Coaching Q Educational Technology O Principles of Leaming/Development Stages [\"Zp* Cognitive Research [23 Building a Collaborative Learning Community NAME Social Security Number Work Location (/} 0 c/) 'Z \u0026lt;0 (Q o AM Please Initial PM Please Initial 4^9 - XI-27^*1 43d ' 2-5 '544! J.\nW(7 iVoldcap. CdMnkh 43-5.-?'I-\u0026lt;?7^ A / /I 1 id . Classifications T = Teacher A = Administration C = Counselor S = Support StaffLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501)324-0510 To: Nona Whittaker Fronn: Barbara Brandon Date\nDecennber 11,2000 Subject\nAppreciation for Services Thank you for graciously serving as hostess for the new English teacher training at Cloverdale on December It was very kind of you to furnish refreshments from your personal funds. Your room provided a perfect lab situation for teachers to see procedures already in action. Working with you is a definite pleasure. Cloverdale is fortunate to have you on staff. cc\nDavid Patterson, Principal BRANDON,BARBARA To: Subject: BUCK, LARRY Faculty Meeting -12/7 - 3\n45 Mr. Buck, I called to find the amount of time that you wanted me to use at your meeting tomorrow. I will talk with you tomorrow. I am planning to attend your meeting\nhowever, if you did not schedule me, that's fine. I prefer the on-site training with English teachers.Little Rock School District Middle School Parents Mathematics Packet Purpose: The purpose of the packet is to inform middle school parents about the Districts middle school mathematics program and to provide resources which will help parents work with their children. Contents: 1. Connected Mathematics Program - Whats It All About? RECEIVED DEC 6 2000 2. Connected Mathematics Curriculum - Grade level modules and topics 3. Comparison of Connected Mathematics to Past Mathematics Programs (StKtOF Q^g^KMMONlTORiSS 4. Why Connected Mathematics?  Math Performance of the Past  Desired Math Performance for the Future  Why Connected Mathematics Can Improve Mathematics Achievement 5. Assessments for Middle School Mathematics 6. What effect will Connected Mathematics have on SAT-9, ACT, and SAT scores? 7. Will Connected Mathematics prepare my child for Algebra 1 and higher level mathematics? 8. How will the District know whether Connected Mathematics is working? 9. Middle School Mathematics Lead Teacher, Middle School Mathematics Consultant 10. Connected Mathematics Module Order Form Resources Available for Parents (These are available at your Middle School.)  The Arkansas Mathematics Framework (This is Required Mathematics for All Students)  Correlation of Connected Mathematics to Arkansas Mathematics Framework  Getting to Know Connected Mathematics - A Guide to the Connected Mathematics Curriculum  Abbreviated Connected Mathematics Teachers Editions  Computation Drill for Homework (These drill sheets should be brought home by students on a weekly basis for homework. A Complete Set can be checked out from your Middle School.) 1Little Rock School District Connected Mathematics Program Whats It All About? This document has been produced to provide information to parents regarding the mathematics curriculum currently being taught, tested and reviewed in all eight middle schools of the Little Rock School District. Q: What is Connected Mathematics? A: Connected Mathematics (CMP) is a middle school mathematics curriculum. Designed for grades 6, 7, and 8, it is a problem-based curriculum connecting different areas within mathematics, mathematics to other subject areas, and mathematics to applications in the world outside school. Q: Why are we making changes in the middle school curriculum? A: The curriculum in CMP offers Little Rock a much more rigorous middle school curriculum than we have had in the past. Little Rock needed a more rigorous curriculum at the middle school in order for our students to be successful in Algebra I and other higher level mathematics courses. By law, the Arkansas Mathematics Frameworks outlines the mathematics standards that all students are expected to achieve. Students success in reaching the middle grades (5-8) standards is measured by an exam called the 8* grade Benchmark exam. 89% of the students taking the Arkansas Benchmark exam given in the 8** grade scored below basic. Our past middle school mathematics curriculum has not always provided good preparation for our students. The Third International Math and Science study shows that only the top 5% of American students can perform as well as the top 25% of students internationally. Q\nDoes CMP emphasize the basic skills? A: Basic skills are a vital part of CMP. In addition to the basic skills practice embedded in CMP, Little Rock teachers will reinforce basic skills through homework assignments and mini-units as time permits. Calculators are used as a valuable teaching tool in CMP as well as in the mathematics programs at all Little Rock schools, but they are not used as a substitute for students learning the basics. Q: How has Connected Mathematics been implemented in Little Rock? A: Little Rock is entering its second year of implementation of the Connected Mathematics curriculum in 2000-01. Year one implemented 6^ grade\nyear two added 7^ and o\" grade. Q\nIs there any research about Connected Math? A: Yes. The National Science Foundation funded several curriculum projects to design and implement curriculum that was outlined in the Curriculum and Evaluation Standards developed by the National Council of Teachers of Mathematics in the late 198Os. The Connected Math Project was developed at Michigan State University with a National Science Foundation grant. Units were developed and extensively piloted in 19 states over several years with the final version published in 1996. CMP has more research behind it than the programs we have used in the past. It is the only program that has been developed from the ground up rather than taking an existing program and modifying it by adding suggestions for manipulative, alternative assessment, group work, etc. Additional information is available on the Web at www.mth.msu.edu/CA4R 2Q: What is the result on student achievement from implementing Connected Mathematics? A: The results will be monitored closely in Little Rock. At the end of each module, students achievement will be measured according to the Districts benchmarks for mathematics. Stanford 9 scores for the 7**^ grade and ACTAAP scores for e and 8 grades will be closely monitored. In addition, individual student growth will be measured at all grade levels by the use of the levels tests (ALTs) given in the fall and spring of each year. Schools that have been using CMP for several years (Travers City, Michigan, and Bloomfield Hills, Michigan, for example) state their students perform very well in high school. Many of them have such strong mathematical backgrounds that they are able to skip Algebra I and move directly into geometry. Q: How is Connected Mathematics different from the math taught in the traditional math class? A\nContent presented in the CMP is very similar to a traditional program. CMP students are required by state law to cover the same material as students in other programs. Therefore, CMP students will be well prepared to enter Algebra I. What is different is the way the content is delivered. WHAT students learn is shaped by HOW they learn. Students work individually, in pairs and in groups of four. This strategy allows students to experience different points of view and offers opportunities for students to share their opinions and strategies about mathematical processes. Students are assessed individually with homework grades, quizzes, tests, and projects. Q: Are there Connected Mathematics textbooks? A: Yes. All students have their own textbooks. However, the textbook is published in separate booklets. The booklets are three-hole punched and can be carried in students three-ring binders. Parent handbooks for each unit will be available for checkout from the school libraries to aid parents in helping their children at home. Q: Do teachers receive training in order to teach Connected Mathematics? A: Teachers received two days of training for each booklet. Since CMP is so heavily correlated to the Arkansas State Benchmark exam given in the 8** grade, and this year in the e* grade, our teachers were already very well prepared in terms of curriculum. The only difference is the methodology of delivery. Q: Is this anything like the old new Math? A: No. The content of CMP is based on traditional mathematics concepts. The difference is that instead of working on computation skills alone, the students learn mathematics in the context of actual situations, such as those they will have to face in the work place. Q: Where can I learn more about Connected Math? A: You can get information from the Connected Mathematics web site. The address for this web site is www.mth.msu.edu/CMP/CMP.html. Please feel free to talk to your childs teacher or school principal about the mathematics program if you have additional questions, or call Dennis Glasgow, Director of Math and Science, or Docia Jones, middie-school math lead teacher, at 324-0520. 3LITTLE ROCK SCHOOL DISTRICT CMP CURRICULUM for Grades 6, 7, \u0026amp; 8 6** Grade 7' Grade e\"* Grade Prime Time Number theory\nprimes\ncomposites, factors and multiples Bits and Pieces ii Using rational numbers: computation Moving Straight Ahead Linear relationships expressed in words, tables, graphs, and symbols Data About Us Data investigation\nformulating questions, gathering data, organizing and analyzing data, making decisions based on data Accentuate the Negative Understanding and using integers Bits and Pieces I Understanding rational numbers: fractions, decimals, and percents Shapes and Designs Reasoning about shapes\nshape properties\nangle measure and Variables and Patterns Introducing Algebra\nvariables, tables, graphs, and symbols as representations Filling and Wrapping 3-D measurement For Pre-AP add Moving Straight Ahead Linear relationships expressed in words, tables, graphs and symbols Covering and Surrounding Measurement: area and perimeter Thinking with Mathematical Models Introduction to functions and modeling Growing, Growing, Growing... Exponential growth Looking for Pythagoras Pythagorean Theorem, slope, area and irrational numbers For Pre-AP add Frogs, Fleas, and Painted Cubes Quadratic growth I How Likely Is It? Probability For Pre-AP add Bits and Pieces II Using rational numbers: computation 4Comparison of the Little Rock School Districts Current Mathematics Program to Past Mathematics Program Previous Program Current Program Mathematical content is the same in both programs. Content is presented in a spiral effect through 6*^, 7'*', and 8 grade. The order in which the concepts are introduced differs from the previous program\nconcepts are presented in thematic modules. Basic math skills are emphasized. Isolated skills are taught with little problem solving application. Integrated skills are taught in order to solve real- world problems and promote critical thinking. Formulas and application of formulas are emphasized. Formulas are taught first and little application or extension activities are provided. Application problems are presented first and students are asked to derive formulas from logical reasoning of patterns. Calculator use is integrated into instruction when appropriate. Most students lack the confidence to solve problems without a calculator. CMP students use calculators as tools to be used at appropriate time to solve problems. Teacher editions provide examples and answers to problems. The curriculum expects teachers to see the same outcome from each student\nsome traditional books provide outlines. Possible student scenarios are given\nprovides Daily progressive outlines are provided in order to reach targeted objectives. Cooperative learning is up to the individual teacher. Lessons cater to the individual learner. A wealth of opportunities to incorporate cooperative learning is provided. 5Previous Program I Current Program Student textbooks are provided. Traditional books provide examples and practice in order for students to achieve mastery through concentrated repetition. CMP books provide problems that encourage a variety of solution strategies with teachers providing additional computation practice. Homework problems are assigned for practice daily. 20-50 problems concentrating on one objective are provided\nmost problems are repetitive practice. 3-8 problems are assigned over the objective, while incorporating other objectives and asking students to explain answers. Students are taught problem-solving strategies. Problem-solving is isolated in one unit of the text. Problem-solving is taught throughout the curriculum. Teacher directed learning is provided in both programs. Students are passive learners. Teachers guide students to be active learners. Assessment materials are provided for the teacher. All assessments follow a similar format in which students are asked to recall facts and formulas. A variety of assessments are provided, allowing students to express their knowledge through a wide spectrum of higher order thinking skills. Students are expected to show how they arrived at an answer. Work shown is typically mathematical and very little verbal explanation is given. Students are expected to be able to verbally explain how they worked their problem and why they chose a particular strategy. 6Why Connected Mathematics!^ The Little Rock School Districts Secondary Mathematics Textbook Selection Committee recommended Connected Mathematics to the Superintendent for adoption in the middle grades (6-8) for two primary reasons: 1. The traditional mathematics program was not producing desired achievement results. 2. Much evidence convinced the committee that Connected Mathematics would improve the academic performance of students in the middle grades. Mathematics Achievement of Past Years  Benchmark Examination for eighth grade mathematics - Students took this examination required for state accountability purposes for the first time in 1998-99. (The results for 1999-00 are not available yet.) Results were reported as the percentage of students who were either advanced, proficient, basic, or below basic. The state considered students who scored in the proficient or advanced range as being at grade level or above and those who scored in the basic or below basic as being below grade level. Results from the 1519 eighth grade students who took the exam were: Scoring Range Advanced Proficient Basic_______ Below Basic 1998-99 2% '0% 24% 6^ Only 11 % of the students were at or above grade level on the examination. 31 % of white students were at or above grade level and 3% of black students were at or above grade level.  Stanford Achievement Test, Edition taken by seventh grade students - This national test is taken by all seventh grade students in the area of mathematics. The students who took the test in 1997-98 through 1999-2000 were compared to all students nationwide and grouped according to the number who were scored in the 0 - 25^ percentile range (first quartile), the 26 - SO** percentile range (second quartile), the 51 - 75**' percentile range (third quartile), and the 76 - 99'*^ percentile range (fourth quartile). Those students in the third and fourth quartiles scored above the national average, and those students in the first and second quartiles scored below the national average. Results from the test were: 7Grade 7 Quartile Fourth Third Second First 97-98 17% 18% 21% 44% 98-99 16% 19% 26% 40% 99-00 18% 18% 22% 41% Results show that the number of students above the national average in mathematics in grade 7 was only about 36%. The remaining students, about 64%, were below the national average in mathematics. Desired Mathematics Performance for the Future The Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) has established the following performance goals:  Tier 1 - 100% of a school's students shall perform at or above the proficient level in mathematics on the eighth grade Benchmark Examination in Mathematics.  Tier 2 - (If the 100% goal is not met, a trend or improvement goal must be met.) The percent of students performing at or above the proficient level in mathematics on the eighth grade Benchmark Examination in Mathematics will meet or exceed a 10% growth each year. The National Science Foundation Cooperative Agreement contains the following goals\n The Little Rock School District agrees to enact policies and practices that will contribute to an annual increase of 5% for Years 3-5 in the test scores of underrepresented minority students in mathematics as measured by the following tests\nMathematics Test Measures Achievement Level Tests________________ Stanford Achievement Test______________ Arkansas Benchmark Examination________ American College Testing (ACT) EXPLORE exam Grade(s) Implemented 3-11 5,7,10 4,6,8 8 8Why Connected Mathematics Can Improve Mathematics Achievement State pilot school district data and national reports indicate that Connected Mathematics improves achievement in mathematics. In Arkansas five middle schools representing five different school districts piloted Connected Mathematics for three years before students took the eighth grade Benchmark Examination in mathematics. The percentage of students in each of the four achievement categories for the pilot school districts, the state, and the Little Rock School District are presented in the chart below: LR Schools State Schools Below Basic Basic______ Proficient Advanced 65% 24% 9% 2% 47% 40% 11% 2% CMP Pilots Schools 28% 49% 19% 4% The greater the number of students in the below basic category, the farther behind the schools are in meeting the achievement goals set by the state. Districts piloting Connected Mathematics were much ahead of the state and the Little Rock School District in mathematics achievement on the eighth grade Benchmark Exam. The Portland, Oregon schools have implemented Connected Mathematics in its middle schools. A recent article in the Portland newspaper highlighted the increase in math scores on the state math test. The headline read City schools make big gains on state tests. The districts math coordinator predicted Portlands math scores would rise the first year the new math approach was instituted. Results proved him to be correct. The districts new math programs. Investigations for elementary school and Connected Mathtor middle school, emphasize problem-solving instead of drills and call on students to discover math concepts for themselves rather than memorize formulas. Connected Mathematics was designated as an Exemplary Program\" by a United States Department of Education Expert Panel. The panel found strong evidence for the impact of the program on gains in students understanding of mathematics, mathematical reasoning, and problem solving. The strength of the evidence was based on use of multiple measures, including tests aligned with the National Standards in Mathematics, and several types of comparisons. The American Association for the Advancement of Science rated Connected Mathematics as the number one middle school math textbook. AAAS evaluated twelve middle school math textbooks using a set of instructional criteria. 9ASSESSMENTS FOR MIDDLE SCHOOL MATHEMATICS The following measures are administered annually at targeted grade levels\nName of Assessment SATO ~ Stanford Achievement Test 9\" Edition Type________________ National Norm Referenced Grade Levels Grades 5, 7,10 EXPLORE American College Test ACTAAP State Benchmark Examination National Criterion Referenced ____________ State Criterion Referenced Grade 8 Grade 8 ALT Achievement Level Test EMT End of Math Module Tests ACTAAP State End of Course Exams Local Criterion Referenced with National Comparison Group Local Criterion Referenced State Criterion Referenced 10 Grades 6-8 Grades 6-8 Algebra, geometryWhat Effect Will Connected Mathematics Have on SA T-9, ACT, and SA T Scores? SAT-9 A study was done which compared the performance of eight pilot Connected Mathematics middle schools to the state average on the Stanford Achievement Test in mathematics given to fifth grade students in 1995 and to the same students again as seventh graders in 1997. At the time the Stanford-9 was given the pilot school students had only had one year of the Connected Mathematics curriculum. The results were: CMP schools State schools Stanford-9 1995 NCE 44.58 43.00 Stanford-9 1997 NCE 49.92 47.00 Difference +5.34* +4.00 This increase is statistically significant ACT, SAT Although students who have taken Connected Mathematics have not moved into the high schools yet, we are confident that students will do well as well as or better than before on the mathematics part of ACT and SAT. These assessments, like many others, have responded to the NCTM Standards in Mathematics in developing assessment questions. The tests require students to use their reasoning skills to solve practical problems in mathematics which is a strength of Connected Mathematics. 11Will Connected Mathematics Prepare My Child for Algebra 1 and Higher Level Mathematics? We think that Connected Mathematics will superbly prepare students for Algebra 1 and above. Many students will be ready to take Algebra 1 in the eighth grade after two years of Connected Mathematics. Others may continue in Connected Mathematics in the eighth grade and either take Algebra 1 in its traditional location in the ninth grade or take the Algebra 1 End of Course Exam after eighth grade Connected Mathematics. We feel that many students will have all their Algebra 1 skills mastered after eighth grade Connected Mathematics. Following is an excerpt from Getting to Know Connected Mathematics that addresses the algebra in CMP. Many people think of algebra as a course at high school, towards which all prior mathematics has been heading. Students enter the traditional course somewhat in awe of the lofty position they have reached, and are often discouraged to find that the mathematical ideas and skills they have previously developed do not seem related to success in a traditional Algebra 1. The popular impression in the community at large is that algebra is the ability to manipulate symbols, usually following instructions to simplify and expression, or solve an equation. Traditionally students memorize rules, focusing on specific strategies for specific problems. The symbols and rules often are meaningless to students, who try to survive by memorizing and, thus, only retain the ideas for a short time. There is little evidence that students develop algebraic reasoning, including symbolic reasoning, from this kind of experience. In fact, the development of algebraic ideas can and should take place over a long period of time, prior to attempts to deal solely with abstract symbols, and well before the first year of high school. The philosophy of how students learn mathematicsthat is, students develop algebraic reasoning and understanding while pursuing solutions to interesting problems. Having students approach algebraic ideas through investigations and problems allows students to search for patterns and relationships in data, and to find ways to express these patterns, first in words and then in symbols. The algebraic units in CMP develop three important patterns, which model many real situations. By focusing on the patterns underlying the problem, asking students to describe similarities and differences across patterns, and challenging students to predict answers, the mathematics of functions and relationships is developed. For example, in the Walkathon Problem, in the unit entitled Moving Straight Ahead, students investigate the distance each person walks. 2.3 Walkathon Your class decides to raise money for a charity by competing in t he city's Walkathon. Each person in the class finds sponsors who each pledge to pay a certain amount of money for each kilometer that the person walks. The money goes to a charity. The person who raises the most money receives a new pair of Rollerblades. Sponsors 12 often ask for a suggestion of how much they should pay per kilometer. Others will follow the example of the first person who fills out the form. Your class would like to agree on how much money to ask the sponsors for. Jane argues that one dollar per kilometer would be appropriate. Bill argues for two dollars a kilometer because it would bring in more money. Amy suggested that if the price was too high not as many people would be sponsorsso she suggested that each sponsor pay a $5 donation plus an extra 50 cents per kilometer. For each price suggestion made by Bill, Jane, and Amy:  Make a table showing the total amount of money a sponsor pays for distances between 1 and 10 miles. This is called a pay plan.  Sketch a graph of the amount of money a sponsor would pay under each pay plan. Display all the graphs on the same set of axes.  Write an equation for each of the pay plans which shows how the amount of money a sponsor owes can be calculated for the total distance that a student walked. 1. 2. 3. 4. As the amount of money charged per mile is increased, what effect does this have on the table? On the equation? On the graph? A student walked 8 miles in the Walkathon. How much would her sponsors pay under each of the pay plans? Explain how you arrived at your answers. One of the sponsors paid $10 after the race. How many miles would that sponsors student have walked under each of the three pay plans? Explain how you arrived at your answers. How is Amy's fixed $5 cost represented in the table? In the equation? In the graph. In this situation the focus quickly centers on the relationship between the variables. If the rate at which a person walks is fixed, then distance depends upon (or is a function of the) time\nthat is, distance = rate x time. As students reason about this situation they are encouraged to use multiple representations, which help them to show their reasoning and also to develop understanding of the important linear relationship underlying this situation. As the time changes by one unit, the distance changes by a constant amount. This is the key feature of recognizing this constant rate of change in various representations, students develop a deep understanding of the basic linear pattern. The rate at which a person walks is the constant rate of change (or the slope of a straight line). This pattern shows up as a straight line in a graph, as an equation of the form, y = ax, and as increments of change in a table. The rate is indicated by the steepness of the line, the coefficient, a, of x in the equation, and the constant increment of change in the table. A variation of the problem has two brothers involved in a walking rave with the younger brother getting a head start. This leads to the equation, y = ax + b\nwhere a is the rate at which the younger brother walks and b represents the amount of head start. Once students have a beginning understanding of linear patterns, they then need help in recognizing this pattern in many different disguises. For example, the cost, C, of buying N compact discs at $15 each is C + 15N. Having recognized that this is the 13 same pattern as that in the Walkathon problem, students are quickly able to reason about the relationship between the variables. Using problem situations and multiple representations to represent these situations gives rise to solving equations. For example, students can use tables or graphs or they can reason about the problem. Once students have a good^ sense of what it means to solve and how these solutions relate to the variables and the problem, then the techniques of solving a linear equation symbolically are developed. CMP Algebra Goals - by the End of Eighth Grade in CMP Most Students Should be Able to:  Recognize situations in which important problems and decisions involve relations among quantitative variablesone variable changing overtime or several variables changing in response to each other.  Use numerical tables, graphs, symbolic expressions, and verbal descriptions to describe and predict the patterns of change in variables.  Recognize (in various representational forms) the patterns of change associated with linear, exponential, and quadratic functions.  Use numeric, graphic, and symbolic strategies to solve common problems involving linear, exponential, and quadratic functions. Inevitably parents and teachers will wonder how the CMP algebra strand relates to and can be compared to a traditional school algebra curriculum. The only helpful comparison to make is how well students understand algebraic ideas, and how well they employ algebraic reasoning in solving problems. Since the focus of CMP is on developing understanding, rather that on memorizing rules and processes to apply in response to instructions such as simplify or solve,\" a simple checklist of concepts and skills that appear in CMP and in traditional programs is not particularly relevant. The question of most interest to parents and teachers should be,  How well will the next mathematics course my student takes support the strong understanding of algebraic ideas developed in CMP?\" If the next course is a traditional Algebra 1, CMP students will find themselves spending large amounts of time studying processes and rules for which they see no application. The motivation for learning these rules may shift from the focus of making sense to simply memorizing to survive. Certainly, CMP students will find that many of the big ideas in Algebra 1, such as representing linear functions, solving equations, and finding equivalent forms of an expression, are familiar, and perhaps a repetition of what they already know. They will also wonder why the problems are restricted mainly to linear patterns, whereas in CMP they had also learned about other important patterns. The algebra strand in CMP will certainly prepare students for successful, if somewhat repetitive year in a traditional Algebra 1. It is to be hoped, however, that students will be fortunate enough to find themselves able to take courses that continue to challenge them to develop algebraic reasoning. High school teachers of these students need to be aware that these students have begun to develop an understanding of functions that is far beyond a traditional Algebra 1 approach. 14How Will the District Know Whether Connected Mathematics is Working? A number of avenues will be used to know whether Connected Mathematics is working. First, after each module, an End of Module Test will be given to every student. The End of Module Tests will assess the mathematics content and skills that were targeted for that module. We will be looking to see if the majority of students achieved mastery (75% of the items were answered correctly) on each test. The End of Module Tests were developed locally by teachers and specialists to match the Connected Mathematics curriculum. Secondly, students will take fall and spring Achievement Levels Tests (ALT) in mathematics. This test is based on the Little Rock School District and state standards for mathematics. The achievement on this math test will tell us whether our students are learning what we expected them to learn and will also let us see how our students are achieving compared to a large comparison group of students nationally who take the same test. We will look closely at the ALT scores to see how our students perform compared to the national group. We expect our students to make a full years growth in mathematics each year and to perform at or near the same level as the national group. Based on the first administration of the ALT, our students performed well, only slightly behind the national comparison group. We will be looking forthat gap to close during the next few administrations. Thirdly, and most importantly, students in the eighth grade will take the high stakes Sate Benchmark Examination in mathematics. We expect good growth in the percentage of students who move from one achievement level to the next higher level (from basic to proficient for example). This growth should start appearing in the Benchmark scores from the spring 2001 administration of the exam. This will be the first administration where the students have been enrolled in a full year of Connected Mathematics before they take the exam. At the same time that the measures mentioned above are being watched, we want to make sure that our nationally normed tests such as the SAT-9 (7* grade) and the EXPLORE (8* grade) hold steady or increase. While our main objective is for students to achieve on the critically important State Benchmark Examination, we want to make sure that our students are improving in relation to other students around the country. 15MIDDLE SCHOOL MATHEMATICS LEAD TEACHER/CONSULTANT The District has employed a lead teacher for middle school mathematics. The name, job goal, and performance responsibilities of the lead teacher are given below. Please call the middle school math lead teacher if you have questions or concerns. The District has also retained the services of a part-time mathematics consultant to work through the schools to help parents understand the middle school mathematics program and to support their children in learning mathematics. NAME/PHONE Docia Jones, Middle School Lead Teacher for Mathematics 324-0520, ext 867 JOB GOAL: Facilitate the change from a traditional mathematics curriculum to a standards-based curriculum for the purpose of increasing both the participation of students in challenging mathematics programs and the success of students in achieving District Curriculum Standards and Benchmarks in mathematics. PERFORMANCE RESPONSIBILITIES\n Provide training for mathematics teachers on District adopted standards-based math curricula {Connected Mathematics for example) and related content and teaching strategies.  Provide weekly classroom support for middle school mathematics teachers who are implementing Connected Mathematics. This support will include encouragement, extra hands, demonstration teaching, team teaching, material resources, trouble shooting, and other technical support deemed necessary.  Provide follow-up training for teachers to address observed/identified needs.  Assess the implementation level of the teachers/schools in the middle schools. Inform principals and the Division of Curriculum and Instruction of implementation problems/concerns.  Assist with the development and implementation of end of module assessments to evaluate the effectiveness of the Connected Mathematics in achieving desired student results. Inform principals and teachers of findings.  Communicate to parents and the community about the changes that are taking place in mathematics. Judy Trowell, Part-time Consultant (Contact Judy through Docia Jones) Assists the Lead Teacher and principals in communicating with parent groups about Connected Mathematics. Establishes and leads dialogue with parents about questions and concerns about the philosophy, mathematical content, and structure of Connected Mathematics. 16Name: School name\nStreet\nCity, State, Zip:___L_ Phone (inc. area code):. Visa or Master Card t Exp Date: Connected Mathematics Order Form Card Holders Street #\nZip Code\nIf ordering by mail send check or money order to: Dollar Bill Copying Attn. CMP books 611 Church Street Ann Arbor, MI. 48104 Phone (734) 665-9200 Fax. (734) 930-2800 P.O. # (for schools only, include a copy with your order):. 6* grade - (pink) V Prime Time Data About Us Bits and Pieces Q Shapes and Designs How Likely Is II? I Quantity Price does not include tax or shipping Approx. Weight Total Price before tax and shipping Covering and Surrounding Ruins of Montarck Bits and Pieces I 7* grade -{blue) Comparing and Scaling Stretching and Shrinking Variables and Paaems____________ Accentuate the Negative Moving Strai^t Ahead Data Around Us Fiiling and Wrapping______________ What do you Expect_____________ 8* grade-{green) Looking for Pythagoras_________ Thinking with Mathematical Models Frogs, Fleas, and Painted Cubes Growing, Growing, Growing_______ Clever Counting _____________ Samples and Populations ________ Kaleidoscopes, Hubcaps, and Mirrors Say It wi Symbols For Teachers Only 6* Grade Curriculum Guide 7* Grade Curriculum Guide 8* Grade Curriculum Guide For Parents Only K-S** Elementary Math Handbook Please allow up to two weeks for shipping $4J7 $4.95 $4.95 $4.95 $3.50 $4.70 $4.20 $5.06 $4.84 $5J0 $440 $5.61 $5.20 $3.80 $4.60 $6J8 $5J9 $4.51 $6.27 $4.73 $3.90 $4.90 $5.20 $5.94 $44J5 $52.05 $41.01 $4.95 16 pound pound V6 pound \u0026gt;6 pound pound pound pound pound 16 pound 16 pound 16 pound pound 16 pound V6 pound 6 pound 1 pound pound pound pound pound pound Vi pound pound 16 pound 2 pounds 6 ^pounds S pounds W pound Sub-Total Sales Tax (DBC will fill in price) Shipping \u0026amp; Handling GRAND TOTALLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-0510 To: From: Literacy Team ^Barbara Brandon Date: January 10, 2001 Subject: Middle School Collaborative Session Thursday, January 18, 2001 4:00 - 6:00 Our first Middle School Collaborative session of 2001 will be held in the IRC Work Room. The nature of the gathering is to allow an opportunity for colleagues to share strategies that are/have been successful in helping us achieve our goals. Future sessions will be planned only if it is demonstrated that they are beneficial\nthis will be determined through attendance, participation and comments. Please come prepared to share. This may be done in several ways.  Share in the discussion\nthis will be invaluable.  Bring a \"write-up\" of a strategy, lesson, or activity you have used. Copies will be made for each person in attendance and may become a part of a reference manual.  Share resources, web sites or programis that strengthen literacy instruction. Please plan to attend, or have a representative from your school attend. There will be invigorating discussion, handouts and refreshments. i+V: From\nSent: To: Subject: va t? BLAYLOCK, ANN Sunday, January 21,2001 4:36 PM BRANDON, BARBARA RE: 6th Grade Team Meeting Hi Barbara, Im looking forward to your visit. See you then. Ann Original Message From: Sent: To: Subject: BRANDON, BARBARA Friday, January 19, 2001 4:51 PM BLAYLOCK, ANN 6th Grade Team Meeting Mrs. Blaylock. I will spend Tuesday, Jan. 23'^ at Mabelvale. I want to meet with Mr. Jackson's. S'\" grade team, as well as observe and talk with other 6* grade teachers. Barbara Brandon6^ Grade Team Meeting Inservice Agenda Mabelvale Middle January 23, 2001 \"AN INTERDISCIPLINARY APPROACH TO LITERACY\" Overview Review of Benchmarks Identifying Common Threads Science/Language Arts/ Math/Social Studies Flexible Groups Reading in the Content Area Classroom Observations Teacher Conferencing( Presenter\nB Date\nK}C(^r~[ Workshop Title\nLength of Workshop\nFrom I 1 Salary Credit f:/s- to /o:4-i\u0026gt; Location: (off contract - three hours or more) JXl Inservice (during contract time) __ Stipend Paid (will also receive inservice hours) Required focus areas for Professional Development. Please check one relating to your inservice, 0* Content K-12 0^ Instructional Strategies O Assessment Q Advocacy/Leadership Standards, Frameworks, Curiculum Alignment Q Supervision Q Systemic Change Process  Mentoring/Coaching O Educational Technology O Principles of Leaming/Development Stages i~l Cognitive Research I I Building a Collaborative Learning Community NAME Social Security Number Work Location S = vi z: re re 77 O AM Please initial PM Please initial McLV\u0026gt;\\MtX,lc M . . Classifications 1 T = Teacher A = Administration C = Counselor S = Support StaffPresenter\nDate: J ^O-Of \\A'nrkshop Title\nigth of Workshop\nFrom _/^r32^ [ n Salary Credit (off contract - three hours or more) to Inservice ^during contract time) Location\nI I Stipend Paid (will also receive inservice hours) Required focus areas for Professional Development. Please check one relating to your inservice.  Content K-12 [^^instructional Strategies  Assessment Q Advocacy/Leadership r\u0026gt;Kstandards, Frameworks, Curriculum Alignment Q Supervision [3 Systemic Change Process  Mentoring/Coaching  Educational Technology  Principles of Learning/Development Stages [3 Cognitive Research Building a Collaborative Learning Community NAME Social Security Number Location c 'in O in ' IS IB Please Print O AM Please initial PM Please Initial 'll), I-3x1- '-f 4^9-11, Wi-BT Io IcLS S. Classifications T = Teacher A = Administration I i5QA.nt\u0026lt;' C = Counselor S = Support Staff6^ Grade Team Meeting Inservice Agenda Southwest Middle January 24, 2001 'AN INTERDISCIPLINARY APPROACH TO LITERACY\" Overview Review of Benchmarks Identifying Common Threads Science/Language Arts/ Math/Social Studies Flexible Groups Reading in the Content Area Classroom Observations Teacher ConferencingPresenter: Workshop Title: Length of Workshop: From to f Date: d /di'ddl-eJ Date: Location: I I I Salary Credit (off contract - three hours or more) I \u0026gt;4 Inservice (during contract time) I j I stipend Paid (will also receive inservice hours) Required focus areas for Professional Development, Please check one relating to your inservice. Q Content K-12 [^^Instructional Strategies Q Assessment Q Advocacy/Leadership Q Systemic Change Process Standards, Frameworks, Curriculum Alignment Q Supervision Q Mentoring/Coaching Q Educational Technology Q Principles of Learning/Development Stages Q Cognitive Research Q Building a Collaborative Learning Community NAME Social Security Number Work Location 'tn o in :z IS IS AM Please Initial PM Please Initial \\Alobdi^ SAAM-S scorns m c r\nu f 1 t Classifications  ) T = Teacher A = Administration C = Counselor S = Support StaffLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER READING/WRITING WORKSHOP 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501)324-0510 To: From: Crystal Green-Braswell Michelle Irby Anitra Jackson Malinda Martin Johnson Valerie Tatum Clifton Woodley Barbara Brandon Date: January 24, 2001 Subject: Teaming for Literacy Our sessions so far have been enlightening and productive. Your group has incorporated the components that make the teaming process successful. Thank you for your willinoim ess to actively participate in the implementation of total literacy for your 6 grade students. Please keep notes on specific ways we can strengthen reading and writing in each core area. Keep up the great job you've begun. cc: Jim Mosby, Principal Aikansas DEPARTMENT of EDUCATION 4 STATE CAPITOL MALL  LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-4475 RAYMOND SIMON, Director received TO: Les Gamine DEC 01 2000 SUPT'S OFFICE FROM: Dr. Gayle Potter, Associate Director, Academic Standards and Assessment DATE: December 1, 2000 SUBJECT: Intermediate (Grade 6) Benchmark Exam nation Professional Development Workshops The Arkansas Department of Education will sponsor a one-day workshop related to the Intermediate (Grade 6) Benchmark Examination. Workshops will be held during the week of January 22 - 26,2001, at the Holiday Inn Select, 201 South Shackelford, Little Rock AR 72211. Each school district is asked to choose a team of two individuals to attend this workshop and to provide follow-up training to all relevant district personneL In selecting your two-person team, please target individua s who are respected, have a capacity for training others, and are most able to effect change in your school district. One participant should be a sixth grade lead mathematics teacher, ard the other participant should be a sixth grade \"lead\" English/Language Arts teacher. Participants should be well acquainted with Arkansas' Curdculum Frameworks and committed to building classroom instruction and assessment around the Content Standards within the Frameworks. It is the intention of the Arkansas Department of Education to offer other professional development opportunities related to the Intermediate (Grade 6) Benchmark Examination over time. It is recommended that you send teachers who did not attend the fourth and eighth grade mathematics and reading training at Harding University and Lake DeGray in 1999. Our goal is to give direct training to the largest pool ef teachers possible. Please complete the Workshop Participation Form enclosed and mail or fax (763-268-3007) no later than December 15,2000, to Arkansas Intermediate (Grade 6) Benchmark Examination, Data Recognition Corporation, 13490 Bars Lake Road, Ma ple Grove, Minnesota 55311. The Workshop Participation Form also includes the date your district team will attend training at the Holiday Inn Select in Little Rock. Because of limited space, school districts must send their team only on the assigned date. There is no charge for this training. Lunch, snacks and ma\nenals will be provided for participants. Travel and any other expenses must be paid ty the local school district. You and each team member will be contacted by January 5, 2001, and sent an agenda, directions to the  meeting place, and other pertinent information. Please contact Jessica Keymer with Data Recognition Corporation at 763-268-2311 if you have questions. STATE BOARD OF EDUCATION: OulraiM - LUKE GORDY. V Bu res  Vte Chlniii - MARTIU DKONMriuii^l* OMfKkSt ___ _ ____ . . mh*   i M VICUPD VarMMUla   4.NELLCAu,^Lx,Br,... ROBERT HACKLER, Moiuttii Hsim  JAMES McLARTY HI, Newport  E ETTY PICKETT, Canwiiy ----------------- -------------- LEWIS THOMPSON, JR, TouriUM  J NITA YATES, Bentoavlile . RJCHAIIDC SMITH, JK-TlUar  Week of: L MON. TUES. J  WED- Jan.2\u0026gt; THURS. Jz?n.y FRI. Jflzi, _________ LITTLt RUCK. i\u0026gt;f -'' 'UL uxo i kxu i OFFICE OF FEDc. .L PROGRAMS WEEKLY ITINERARY FY 2000-2001 5: djoo! g T!S p teSiS lf^(^ \u0026lt;'- ' . i I PEJLS(),\\(S)MSIII d f-^o (I 'AAy A'ta lo-ej valej Mt If^Qy Approved - Director of Federal Programs ,.'r Q, !,qJ^ fz,-h/y' /Vvss1(,'NMi M I VII ( IAI1()\\S s-e.^ cJ^ C^ yla.-\\~-\u0026gt;~:'^l~S \"Tejiolie^ e-^/a. ~b \u0026gt;'1 C^laS5i'o-orr, ^las-e^'^'^'^' a O^lS R.-C. c^ i^d K-S'^y' Employee Signaturei Week of: llj MON. / _y 44^ TUES. WED. OFFICE OF FE. 1.^\n^oOl \\L PROGRAMS WEEKLY ITINERARY FY 2000-2001 ^Z1. /(O THURS, 1 - 3:30 FRI.\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_699","title":"Report: ''Little Rock School District 1996-97 First Quarter Report Addendum Program Planning and Budget Document for Desegregation Programs''","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":["1997-02-25"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Finance"],"dcterms_title":["Report: ''Little Rock School District 1996-97 First Quarter Report Addendum Program Planning and Budget Document for Desegregation Programs''"],"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/699"],"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":["planning"],"dcterms_extent":["37 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 1996-97 FIRST QUARTER STATUS REPORT ADDENDUM PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS PLANNING, RESEARCH AND EVALUATION February 25, 1997 TABLE OF CONTENTS Prograa Program Page Program Program Code Name Numbers Code Name Page Numbers 13 APIG/FOCUS ACTIVITY 001.1-001.2 00 MCCLELLAN MAGNET 037.1-037.2 00 COLLABORATE ITRI-DIS 002.1-002.2 00 MEDIA SRVSlTRI-DIS 038.1-038.2 24 COMPTRIZD TRANSPORT 003.1-003.2 12 MULTICULTURAL CURR. 039.1-039.3 06 DESEGREGATION 004.1-004.2 00 NEW FUTURES 040.1-040.2 22 EQUITY MONITORING 005.1-005.4 14 ORIGINAL MAGNETS 041.1-041.2 07 EX-CURR PARTCIPATION 006.1-006.4 00 PARENT INVL:TRI-DIS 042.1-042.2 07 EX-CURRICULRlTRI-DIS 007.1-007.2 33 PARENTAL INVOLVEMENT 043.1-043.3 00 FACILITES 008.1-008,2 00 PARKVIEW MAGNET 044.1-044.2 00 FEDERAL PROGRAMS 009.1-009.2 00 PLANNING 045.1-045.2 00 FINANCE 010.1-010.2 00 PROCUREMENT 046.1-046.2 02 FOUR-YEAR-OLD PRGM 011.1-011.2 00 PUBLIC RELtTRI-DIS 047.1-047.3 00 GIFTED PROGRAM 012.1-012.2 00 ROCK. EARLY CHILD ED 048.1-048.2 00 GUID/CNSLINGiTRl-DIS 013.1-013.2 00 SCHOOL CLIMATE 049.1-049.6 00 GUIDANCE/COUNSELING 014.1-014.4 00 SITE-BASED MANAGEMNT 050.1-050.2 00 HENDERSON MAGNET 015.1-015.2 00 SPECIAL EDxTRI-DIS 051.1-051.2 01 HIPPY 016.1-016.2 15 SPECIAL EDUCATION 052.1-052.3 17 INFORMATION SERVICES 017.1-017.2 09 STAFF DEVELOPMENT 053.1-053.3 00 INTERDISTRICT SCHOOL 018.1-018.2 00 STAFF DVLPMNT:TRI-DI 054.1-054.2 75 IS ACAD. ACTIVITIES 019.1-019.2 08 STAFF RECUIT:TRI-DIS 055.1-055.2 00 IS ACADEMIC PROGRAMS 020.1-020.3 00 STUD RECUITiTRI-DIS 056.1-056.2 57 IS EXTENDED DAY/WEEK 021.1-021.2 00 STUDENT ACHIEVEMENT 057.1-057.3 00 IS FOREIGN LANGUAGE 022.1-022.2 00 STUDENT ASSIGNMENT 058.1-058.3 00 IS GUIDANCE/COUNSEL 023.1-023.2 05 STUDENT DISC:TR-DIS 059.1-059.2 00 IS LATIN PROGRAM 024.1-024.2 00 STUDENT RECRUITMENT 060.1-060.2 00 IS PARENT INVOLVEMNT 025.1-025.3 00 SUMMER SCHtTRI-DIS 061.1-061.2 00 IS PARENT RECRUITMNT 026.1-026.2 29 TESTING 062.1-062.2 00 IS POLICIES/PROCEDRE 027.1-027.2 00 TESTING: TRI-DIS 063.1-063.2 00 IS SOCIAL SKILLS 028.1-028.2 00 VOCATIONAL EDUCATION 064.1-064.2 73 IS STAFF DEVELOPMENT 029.1-029.2 00 VOCATIONL ED:TRI-DIS 065.1-065.1 72 IS STAFFING 030.1-030.2 26 MCCLELLAN COMM. SCH. 065.1-065.2 00 IS STUDENT ACHIEVMNT 031.1-031.2 00 IS SUPPORT PROGRAMS 032.1-032.3 32 LIBRARY/MEDIA SVS 033.1-033.2 18 M TO M MAGNET PRGRM 034.1-034.2 00 M TO M TRANSFERS 035.1-035.2LITTLE ROCKS SCHOOL DISTRICT PREFACE The Status Report Program Budget Document is used by the district to assist with the planning and budgeting process. The document, known as the \"PBD\" was Implemented by LRSD in the 1993-94 school year. It is a quarterly composite report of identified programs within the district which links programs with budget and expenditure Information. responsible for reporting activities and monitoring performance and expenditures on a quarterly basis, to be used as a guide for interim decision slaking. Program managers are The PBD provides data Over the past several years, the LRSD has assessed the structure and content of^ the PBD to implement concise reporting pro- istent with the desegregation plan mandates/obligations with emphasis on expenditure data, goals, objectives and cedures cons activities. orders. The Through the LRSD annual audits, the PBD is updated to Include additional obligations that result from court Desegregation Monitoring Report Audit prepared by ODM list recommendations for Incorporation into the PBD and/or planning process. Addltonally, the audits allow us to remove obligations that are completed and not on-going from the PBD. Likewise, duplicate obligations are removed from the document. The Little Rock School District has been declared unitary in Multicultural Curriculum, Vocational Education and Computerized Transportation (CO 3/27/96,doc.#2648) resulting in the District no longer being subject to court supervision for monitoring In these areas. PAGINATION: Pages are sequentially numbered beginning with the \"Preface.\" The \"Table of Contents\" lists programs alpha- betlcally. Pages are numbered by program number followed by page numbers (e.g. 001 refers to the program number\n001.1-001.7 refers to the page numbers for program number 001). This Second Quarter Program Budget Document Report reports activities occurring October 1, 1996 through December 30, 1996. This report contains the following: (1) The Mission Statement of the LRSD\n(2) The Goals of the LRSD\n(3) LRSD'a Quarterly Expense Report\n(4) Explanation of Codes\nand (5) LRSD's Organizational Chart. Page 1Little Rock School District MISSION STATEMENT The nission of the Little Rock School District is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continously, and face the future as productive contributing citizens. This is accomplished through open access to diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. Page 2Little Rock School District GOALS By the year 2001, average student performance for every identified sub group (race, gender) will be at or above the 75th percentile as measured by standardized tests. No later than the year 2001, no identified in the core curriculum. fewer than 9 out of 10 students will meet or exceed LRSD standards of performance Each student will set and achieve challenging educational goals tailored to his or her interests, abilities and aspirations related to meaningful work, higher learning, citizenship or service, to others. Page 3Little Rock School District EXPLANATION OF CODES The following are definitions for codes for the list of obllgatonsi Prog Nome I Program Nome Prl Ldi Primary Leader is the person primarily reponslble for implementation. Sec Ldi Secondary Leader Is the Is the person who completes the PBD and oversees the implementation. Del Original legal document from which the item comes\nCodes are as followsi CA - Curriculum audit CO - Court Order EX - Exhibit I Interdistrict Plan LR - LRSD Desegregation Plan MR - Monitoring Report SA - Settlement Agreement ST - Stipulation TR - Transcript DPI Psge number from original legal document from which the item comes. Date I Date of the legal document. Abbreviated Texti Abbreviated text of the obligation or recommendation. Refer to legal reference for complete version. Page 4QUARTERLY DESEGREGATION EXPENSES Code Progran Name FY Budget FTE-S YTD Expense 1st Qtr. Exp. 2nd Qtr. Exp. 3rd Qtr. Exp. 4th Qtr. Exp. % Budget Spent 13 24 6 22 7 7 2 apig/pocus activity COLLABORATE:TRI-DIS COMPTRIZD TRANSPORT DESEGREGATION EQUITY MONITORING EX-CURR PARTCIPATION EX-CURRICULRiTRI-DIS FACILITES FEDERAL PROGRAMS FINANCE FOUR-YEAR-OLD PRGM GIFTED PROGRAM GUID/CNSLIHG:TRI-DIS GUIDANCE/COUNSELING HENDERSON MAGNET 184,230.00 .00 8,000.00 579,313.17 426,072.12 20,000.00 .00 .00 .00 .00 2,654,989.65 .00 .00 .00 .00 .00 .00 12.00 4.00 .00 .00 .00 .00 .00 92.50 .00 .00 .00 1 51 17 75 57 73 72 32 18 26 HIPPY INCENTIVE SCHOOLS INFORMATION SERVICES INTERDISTRICT SCHOOL IS ACAD. ACTIVITIES IS ACADEMIC PROGRAMS IS EXTENDED DAY/WEEK IS FOREIGN LANGUAGE IS GUIDANCE/COUNSEL IS LATIN PROGRAM IS PARENT INVOLVEMNT IS PARENT RECRUITMNT IS POLICIES/PROCEDRE IS SOCIAL SKILLS IS STAFF DEVELOPMENT IS STAFFING IS STUDENT ACHIBVMNT IS SUPPORT PROGRAMS library/media svs M TO M MAGNET PRGRM M TO M TRANSFERS MCCLELLAN COMM. SCH. MCCLELLAN MAGNET .00 332,537.91 .00 883,846.17 .00 36,650.50 .00 461,459.00 .00 .00 .00 .00 19.50 .00 7,00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 39,582.59 .00 18,115.75 .00 21,466.84 .00 .00 .00 .00 230,299.61 363,947.48 11,598.07 .00 .00 .00 .00 945,557.50 .00 .00 .00 .00 117,898.88 .00 98,660.76 .00 16,005.24 .00 117,955.82 .00 .00 .00 .00 .00 .00 .00 21.49 .00 .00 119,401.25 172,643.42 .00 .00 .00 .00 .00 265,224.96 .00 .00 .00 .00 26,452.21 .00 57,589.81 .00 917.08 .00 10,138.62 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 29,771.00 754,161.15 .00 .00 458,999.33 430,798.47 .00 180,922.00 .00 .00 .00 .00 21.00 .00 ,00 16.00 8.00 .00 .00 .00 .00 .00 .00 .00 833.36 .00 253,037.38 .00 65,638.60 .00 .00 .00 176,909.23 140,158.75 .00 .00 .00 110,898.35 191,304.06 11,598.07 .00 ^00 .00 .00 680,332.54 .00 .00 .00 .00 91,446.67 .00 41,070.95 .00 15,088.16 .00 107,817.20 .00 .00 .00 .00 .00 .00 .00 833.36 187,398.78 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00  00 .00 .00 .00 .00 .00 39.75 85.42 57.99 .00 .00 .00 .00 35.61 .00 .00 .00 .00 35.45 .00 11.16 .00 43.67 .00 25.56 .00 .00 .00 .00 .00 .00 .00 2.97 33.55 .00 52,862.81 33,267.88 .00 .00 .00 .00 124,046.42 106,890.87 .00 .00 .00 .00 .00 Page 5 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 38.54 32.53 .00 .00 .00I QUARTERLY DESEGREGATION EXPENSES Code Progran Name FY Budget FTE\"S YTD Expense 1st Qtr. Exp. 2nd Qtr. Exp. 3rd Qtr. Exp. 4th Qtr. Exp. % Budget Spent 12 14 33 15 9 8 5 77 29 MEDIA SRVS:TRI-DIS MULTICULTURAL CURR. NEW FUTURES ORIGINAL MAGNETS PARENT INVL:TRI-DIS PARENTAL INVOLVEMENT PARKVIEW MAGNET PLANNING PROCUREMENT PUBLIC RELlTRI-DIS ROCK. EARLY CHILD ED SCHOOL CLIMATE SITE-BASED MANAGEMNT SPECIAL EDiTRI-DIS SPECIAL EDUCATION STAFF DEVELOPMENT STAFF DVLPMNT:TRI-DI STAFF RECUITlTRI-DIS STUD RECUITsTRI-DIS STUDENT ACHIEVEMENT STUDENT ASSIGNMENT STUDENT DISClTR-DIS STUDENT RECRUITMENT SUMMER SCR I TRI-DIS SUMMER SCHOOL! JTPA TESTING TESTING! TRI-DIS VOCATIONAL EDUCATION VOCATIONL EDiTRI-DIS .00 .00 .00 .00 .00 .00 .00 .00 146,445.96 .00 5,241,879.00 .00 49,000.00 .00 .00 .00 .00 .00 .00 .00 .00 67,604.19 484,910.66 .00 59,972.88 .00 .00 .00 111,751.61 .00 .00 .00 4,307.00 .00 .00 .00 5.00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 1.00 7.00 .00 1.00 .00 .00 .00 2.00 .00 .00  00 .00 .00 .00 .00 40,122.94 .00 15,900.23 .00 24,222.71 .00 .00 .00 .00 .00 27.40 .00 1,802,814.00 .00 5,387.51 .00 .00 .00 .00 .00 .00 .00 .00 25,589.16 146,794.67 .00 29,993.43 .00 .00 .00 26,162^27  00 .00 .00 397.38 .00 .00 .00 .00 .00 1,259.43 .00 .00 .00 .00 .00 .00 .00 .00 10,178^23 70,540.65 .00 14,581.75 .00 .00 .00 14,105.11 .00 .00 .00 347.38 .00 .00 .00 Page 6 1,802,814.00 .00 4,128.08 .00 .00 .00 .00 .00 .00 .00 .00 15,410.93 76,254.02  00 15,411.68 .00 .00 .00 12,057.16 .00 .00 .00 50.00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00  00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 34.39 .00 10.99 .00 .00 .00 .00 .00 .00 .00 .00 37.85 30.27 .00 50.01 .00 .00 .00 23.41 .00 .00 .00 9.23 .00 .00 .00ADDENDUM LRSD F 97/ 1 Prograa Budget Document Repoirt Date) Page) 2/21/97 7 Program Name) Program Code) APIG/FOCUS Activity 13 Primary Leaden Asst Supts Secondary Leader I Principals Program Description) AREA SCHOOL STUDENTS WILL PARTICIPATE IN ONGOING AND MEANINGFUL ENRICHMENT ACTIVITIES THAT COMPLIMENT AND EXTEND THE CORE CURRICULUM. THE REGULAR OPERATION BUDGET IN TWENTY THREE AREA ELEMENTARY SCHOOLS WILL BE SUPPLEMENTED WITH AH ALLOCATION OF $20.00 PER STUDENT. FY Program Budget) $184,230.00 1st Qtr Expend) $18,115.75 3rd Qtr Expendi $.00 FTEJ .00 YTD Expenditures) $39,582.59 2nd Qtr Expend) $21,466.84 4th Qtr Expend) $.00 %Budget Spent) 21.49 % 1.1ID ADDENDUM Program Name Primary Leader 000817 APIG/Focus Activity Asst Supts 000022 BASELINE ELEMENTARY 9/25/96 9/26/96 000818 APIG/Focus Activity Asst 000819 APIG/Focus Activity Asst 000022 LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader Principals DOC DOC DOC Page Date LR 81 4/29/92 BEGIN ORDERING SUPPLIES, MATERIAL, ETC. INFORM STAFF OF FOCUSED ACTIVITY BUDGET. Supts Supts Principals Principals LR LR BASELINE ELEMENTARY 9/30/96 9/30/96 83 S3 4/29/92 4/29/92 INCORPORATE COE AND SCHOOL WIDE PLAN IN FOCUS ACTIVITY PLAN 000820 APIG/Focus Activity Asst Supts Principals LR 83 4/29/92 000022 BASELINE ELEMENTARY 9/30/96 DEVELOP CHECKLIST TO MONITOR FOCUS ACTIVITY PLAN 000821 APIG/Focus Activity Asst Supts Principals LR 83 4/29/92 000022 BASELINE ELEMENTARY 9/27/96 9/27/96 CHECKLISTS USED TO ASSIST COORDINATOR OP FOCUS Report Date! Pagel Abbreviated Text 2/21/97 8 Implement Focused Activities in Elementary Area Schools Principal Appoints Activities Coordinator and steering Staff Develop Activities Action Plan Develop Checklist to Monitor Program Use Checklist to Assist Activities Coordinator 000822 APIG/Focus Activity 000823 APIG/Focus Activity 000824 APIG/Focus Activity 000825 APIG/Focus Activity 000826 APIG/Focus Activity 000827 APIG/Focus Activity 000828 APIG/Focus Activity 000829 APIG/Focus Activity 000830 APIG/Focus Activity Asst Asst Asst Asst Asst Asst Asst Asst Asst ACTIVITY PLAN. Supts Supts Supts Supts Supts Supts Supts Supts Supts Principals Principals Principals Principals Principals Principals Principals principals Principals LR LR LR LR LR LR LR LR LR 85 85 85 85 85 85 85 85 85 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Provide Means for Area Schools to Reduce Disparity Identify Grant Review Committee Develop Continuation Proposal/Progress Report Format Distribute Continuation Proposal/Progress Report Format Conduct Grant-Writing Inservice Aren Schools Submit Continuation Grants to Review Comm. Hake Grant Awards Submit Schools Progress Reports Conduct Program Evaluation 000022 BASELINE ELEMENTARY 8/30/96 9/13/96 SUBMIT PBD EVALUATION PROGRAM EVLAUATION/FOCUS ACTIVITY SUMMARY 1.2ADDENDUM LRSD FY 97/ 1 Progran Budget Document Program Name: Program Code: CollaborateiTri-Die 00 Primary Leaden SUPT Secondary Leader I ASSOC SUPT Prograii Report Date: Page: COUNTY SCHOOL DISTRICTS IS CRUCIAL TO THE SUCCESS OF THE COUNTY- Description: COOPERATION AMONG THE THREE PULASKI WIDE DESEGREGATION PLAN. THE THREE DISTRICTS WORK COLLABORATIVELY IN THE AREAS OF STUDENT ASSIGNMENT, STAFF AND STUDENT RECRUITMENT TO ENSURE THAT ALL STUDENTS ARE PROVIDED WITH EQUAL OPPORTUNITUES AND AH ORDERLY, SUPPORTIVE LEARNING ENVIRONMENT. FY Program Budget) $.00 1st Qtr ExpendI $.00 3rd Qtr Expendi $.00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: 2.1 2/21/97 9 FTEl $.00 %Budget Spent: .00 .00 ID addendum Program Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC Page DOC Date Report Dates Pages Abbreviated Text 2/21/97 10 000537 Collaborate:Tri-Dis 000538 CollaborateiTri-Dis 002205 Collaborate(Tri-Di 002206 Collaborate ITri-Dis 002207 Collaborate ITri-Dis 002208 Collaborate:Tri-Dis SUPT SUPT SUPT SUPT SUPT SUPT ASSOC SUPT ASSOC SUPT ASSOC SUPT ASSOC SUPT ASSOC SUPT ASSOC SUPT LR LR I I I I 47 47 24 24 24 24 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Collaborate with PCSSD/NLRSD to Facilitate/Enhance Deseg. Effo\nUse strategies contained in the \"InterDist. Deseg. Plan Appoint trl-dist. improvement council Address ongoing planning for deseg Appoint conm. for specific concerns Meet concerning coordinating areas related to the plan 2.2ADDENDUM LRSD FY 97 f 1 Prograil Budget Document Report Date! Page! 2/21/97 11 Program Name: Program Code: Comptrizd Transport 24 Primary Leaden Hng Sup Serv Secondary Leader I Dlr Transport Program Description: TRANSPORTATION SYSTEM PROVIDES THE MEANS FOR STUDENTS TO HAVE ACCESS TO VARIOUS SCHOOL OPTIONS AND EDUCATIONAL PROGRAMS, AS WELL AS EXTRACURRICULAR ACTIVITIES. THE DISTRICT WILL CONTINNUE TO USE ITS AUTOMATED ROUTING SYSTEM TO MAKE EFFICIENT USE OF DISTRICT RESOURCES IN PROVIDING TRANSPORTATION TO THOSE STUDENTS ELIGIBLE FOR TRANSPORTATION. FY Program Budget! $8,000.00 1st Qtr Expend! $.00 3rd Qtr Expend: $.00 FTEl .00 YTD Expenditures! $.00 2nd Qtr Expend! $.00 4th Qtr Expend! $.00 %Budget Spent! .00 % 3.1ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report DateI Paget 2/21/97 12 ID Progran Name Prinary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 001061 Conptrizd Transport Mng Sup Serv Dir Transport LR 227 4/29/92 Cooperative effort w/city and others to ensure accurate geo. i: 3.2ADDENDUM LRSD PY 97 / 1 Program Budget [\u0026gt;ocuBient Progran Nane! PrograB Code! Desegregation 06 Primary Leaden Assoc Supt Secondary Leader t Asst Supts Progran Descriptioni THE OFFICE OF FY PrograB Budget! YTD Expenditures! Report Date! Page! DESEGREGATION IS CHARGED WITH MONITORING OF THE DESEGREGATION PLAN WHICH INCLUDES THE APPROPRIATE ASSIGNMENT OF STUDENTS TO SCHOOLS. $579,313.17 $230,299.61 1st Qtr Expend! 2nd Qtr Expend! $119,401.25 $110,898.35 4.1 3rd Qtr Expend: 4th Qtr Expend! $.00 2/21/97 13 FTEl $.00 %Budget Spent! 12.00 39.75 ID ADDENDUM Program Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date 000936 Desegregation 000937 Desegregation Assoc Supt Assoc Supt Asst Supts Dlr PRE LR LR 000022 BASELINE ELEMENTARY 9/30/96 PRINCIPAL'S INSERVICE ON PBD 28 226 4/29/92 Report Date I Paget Abbreviated Text Monitor the Desegregation Plan Review Program Budget Documents 2/21/97 14 000938 Desegregation 000939 Desegregation 000940 Desegregation 000941 Desegregation 000947 Desegregation 000948 Desegregation 001176 Desegregation 001188 Desegregation 001189 Desegregation 001190 Desegregation 001191 Desegregation 001192 Desegregation 001194 Desegregation 001195 Desegregation 001198 Desegregation 003219 Desegregation 003220 Desegregation 003221 Desegregation 003222 Desegregation 003223 Desegregation 005123 Desegregation Assoc Assoc Assoc Assoc Assoc Assoc Assoc Supt Supt Supt Supt Supt Supt Supt Asst Supts Asst Supts Asst Supts Asst Supts Dir PRE Dir PRE Dir SAO CO CO CO CO I I co 2 12/16/94 2 12/16/94 2 12/16/94 2 12/16/94 6 6 1 Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Assoc Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Dlr SAO LR LR LR LR LR LR LR LR C8 C8 C8 C8 C8 CO 2 2 2 2 2 2 3 2 4/29/92 4/29/92 8/02/93 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 5 11/01/49 5 11/01/49 5 11/01/49 5 11/01/49 5 11/01/49 2 12/01/69 .2 Conduct site visits Develop and implement improvement plans Abbreviated Text Identify statutes and regulations that impede desegregation. Make quarterly reports to the Office of Desegregation Monitor!:: Provide reasonable access to data to eval. succ. of plan for pi- Motion to close Ish Incentive School granted. Create environment encouraging academic and human growth Keep Citlzens/Staff Informed Conduct self evaluations of commitment to deseg. Delineate LRSD Deseg Mission to Staff 6 Community Use Deseg Mission to Develop Policies Examine Racial Makeup of Staff Develop Budget Consistent w/Policies Improve human relations climate No retreat I Operate the agreed number of magnet schools No retreat I Operate the agreed number of Interdistrict schools No retreatI Effort to eliminate achievement disparity between No retreat I Appropriate involvement of parents Mo retreat I Elements of Early Childhood, at least in Incentive Eliminate position of Deseg. 6 create Director of Student AssVADDENDUM LRSD FY 97/ 1 ProgrcuD Budget Docunent Program Name: Program Code: Equity Monitoring 22 Primary Leaders Supt Secondary Leader t Assoc Supt Program Report Date: Page: 2/21/97 15 Description: LRSD WILL USE THE METHOD OF MONITORING TO ASSESS EDUCATIONAL PROGRAMS\nMONITORING EDUCATION DESEGREGATION BASED UPON THE EDUCATIONAL EQUITY CONCEPT WILL BE USED IN THE SCHOOLS. A SECOND MONITORING AND EVALUATION INSTRUMENT WILL BE GEARED TOWARD THE PROGRAM IN THE INCENTIVE SCHOOLS. THE DISTRICTWIDE BI-RACIAL COMMITTEE IS RESPONSIBLE FOR ANNUAL MONITORING OF DESEGREGATION IMPLEMENTATION. LRSD WILL MONITOR EDUCATIONAL EQUITY IN ALL SCHOOLS IN THE DISTRICT. THE MONITORING WILL BE CONDUCTED BY THE PLANNING, RESEARCH AND EVALUATION (PRE)STAFF WITH ASSISTANCE FROM LOCAL BI-RACIAL COMMITTEES CONSISTING OF PARENTS. EACH COMMITTEE WILL CONDUCT AT LEAST ONE SCHOOL VISIT EACH SEMESTER, USING A MONITORING INSTRUMENT DEVELOPED BY THE THREE DISTRICTS. THE INCENTIVE SCHOOLS WILL BE MONITORED AT LEAST ONCE EACH QUARTER BY THE DISTRICT-WIDE BI-RACIAL COMMITTEE. THE COMMITTEE WILL REPORT SEMIANNUALLY TO THE SUPERINTENDENT THE PROGRESS OR LACK OF PROGRESS IN THE SCHOOLS. FY Program Budget: $426,072.12 Ist Qtr Expend: $172,643.42 3rd Qtr Expend: $.00 FTE: 4.00 YTD Expenditures: $363,947.48 2nd Qtr Expend: $191,304.06 4th Qtr Expend: $.00 %Budget Spent: 85.42  5.1ID ADDENDUM Program Name Prijaary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Date: Pagel Abbreviated Text 2/21/97 16 000396 Equity Monitoring 000397 Equity Monitoring 000398 Equity Monitoring Supt Supt Asst Supts Assoc Supt Assoc Supt Principals LR LR LR 000016 MABELVALE JUNIOR HIGH SCHOOL 9/15/96 BI-RAC I AL COMMITTEE FORMED, ONGOING 000022 BASELINE ELEMENTARY 9/02/96 APPOINT BASELINE BI-RACIAL 30 30 30 4/29/92 4/29/92 4/29/92 Ensure Organizational Structure providing equal opportunity Review Organizational Structure in schs. 6 centr. office Appoint School Based Bi-racial Comm, to monitor 000399 Equity Monitoring Asst Supts Principals LR 30 4/29/92 Dist. Bi-racial will Monitor Deseg. Efforts 000022 BASELINE ELEMENTARY 9/07/96 9/24/96 SCHEDULE FIRST MONITOR VISIT DISTRIBUTE EQUITY MONITOR INSTRUMENT TO STAFF 000400 Equity Monitoring Asst Supts Principals LR 30 4/29/92 Establish Reporting System 000013 HENDERSON JUNIOR HIGH SCHOOL 9/20/96 REPORTING SYSTEM ESTABLISH 000016 MABELVALE JUNIOR HIGH SCHOOL 9/15/96 9/18/96 BIRAClAL COMMITTEE FORMED, ONGOING EQUITY MONITORING INSTRUMENT 000022 BASELINE ELEMENTARY 9/16/96 9/27/96 9/30/96 INTERIM REPORT SENT HOME PARENT/CONFERENCES HELD PRINCIPAL/SECRETARY INSERVICES ON PBD AT IRC 000035 M.L. KING ELEMENTARY SCHOOL 9/27/96 PARENT TEACHER CONFERENCES 000401 Equity Monitoring Asst Supts Principals LR 30 4/29/92 Provide Staff Inservice on Equity Concerns 000006 BOOKER MAGNET SCHOOL 9/10/96 TEACHING TEST-TAKING SKILLS/REDUCING TEST-ANXIETY 000022 BASELINE ELEMENTARY 7/15/96 PRINCIPAL'S STRATEGIC PLANNING WORKSHOP 5.2ID ADDENDUM Progran Name Prinary Leader 000401 Equity Monitoring Asst Supts 000022 BASELINE ELEMENTARY 7/29/96 7/30/96 8/12/96 8/13/96 8/13/96 9/06/96 000403 Equity Monitoring Asst 000022 LRSD PROGRAN BUDGET DOCUMENT Legal Reference Secondary Leader Principals DOC DOC DOC Page Date LR 30 4/29/92 Report Date: Page I Abbreviated Text 2/21/97 17 Provide Staff Inservice on Equity Concerns PRINCIPAL'S INSTITUTE PRINCIPAL'S INSTITUTE CONDUCT INSERVICE/STAFF MEETING ON EQUITY G/T INSERVICE COUNSELOR'S INSERVICE COUNSELOR'S INSERVICE Supts Principals LR 30 4/29/92 Provide Prog, to Raise Parental Awareness as mini-seminars at : BASELINE ELEMENTARY 9/09/96 AREA SCHOOLS OPEN HOUSE 000405 Equity Monitoring 000463 Equity Monitoring 000464 Equity Monitoring Asst Asst Asst Supts Supts Supts Principals Principals Principals LR LR LR 000022 BASELINE ELEMENTARY 8/07/96 8/08/96 8/19/96 8/19/96 9/30/96 000465 Equity Monitoring Asst 000022 30 38 38 4/29/92 4/29/92 4/29/92 STUDENT REGISTRATION STUDENT REGISTRATION NEW STUDENT ASSIGNMENTS MADE ACCORDING TO DISTRICT GUIDELINE REVIEW CLASS RATIOS AT EACH GRADE LEVEL Supts Principals LR 38 4/29/92 BASELINE ELEMENTARY 8/19/96 9/30/96 FOLLOM UPDATED COE PLAN UTILIZE RECRUITMENT PLAN TO CORRECT ANY DISPARITIE 000466 Equity Monitoring 000467 Equity Monitoring Asst Asst Supts Supts Principals Principals LR LR 000022 BASELINE ELEMENTARY 8/19/96 8/19/96 9/20/96 38 38 4/29/92 4/29/92 MONITOR CLASSES DAILY FOR INSTRUCTIONAL EQUITY INSTRUCTION WILL INCLUDE LEARNING STYLES REVIEW INTERIM REPORTS FOR STUDENT ACADEMIC PR06RE 5.3 Monitor School Standards for high quality ed. w/ sch mon. visl' Achieve Equity in Class Structure by Grade/Subject Area Review Class Ratios by Subject/Class/Teacher on Semester Basis Address Disparities with Intervention Activities Remove Address Barriers To Equitable Participation of Students Achieve Equity in Teaching MethodsI ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Report Date: Page I 2/21/97 18 ID Progran Nane Prlnary Leader Secondary Leader Legal Reference DOC DOC DOC Abbreviated Text Page Date 000467 Equity Monitoring Asst Supts Principals LR 38 4/29/92 Achieve Equity In Teaching Methods 000022 BASELINE ELEMENTARY 9/30/96 9/30/96 PRINCIPAL'S CLASSROOM VISITS AND OBSERVATIONS ON GOING 000468 Equity Monitoring Asst Supts Principals LR 38 4/29/92 Achieve Equity In Student Instructional Practices 000022 BASELINE ELEMENTARY 8/19/96 8/19/96 CLASS ASSIGNMENTS MONITOR FOR EQUITABLE INSTRUCTIONAL METHODS 000469 Equity Monitoring 000470 Equity Monitoring 000471 Equity Monitoring 000952 Equity Monitoring 001074 Equity Monitoring 001146 Equity Monitoring 001147 Equity Monitoring 001148 Equity Monitoring 001151 Equity Monitoring 001152 Equity Monitoring 001153 Equity Monitoring 001154 Equity Monitoring 001156 Equity Monitoring 001157 Equity Monitoring 001158 Equity Monitoring 001159 Equity Monitoring 001160 Equity Monitoring 001161 Equity Monitoring 003148 Equity Monitoring 003201 Equity Monitoring Asst Asst Asst Assoc Assoc Assoc Assoc Assoc Assoc Assoc Assoc Assoc Assoc Assoc Assoc Assoc Assoc Assoc Supts Supts Supts Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Principals Principals Principals Dlr PRE Dlr PRE Dlr PRE Dlr PRE Dir PRE Dlr PRE Dir PRE Dlr PRE Dlr PRE Dlr PRE Dlr PRE Dlr PRE Dlr PRE Dlr PRE LR LR LR CO LR LR LR LR LR LR LR LR LR LR LR LR LR 38 38 38 1 129 224 225 225 224 224 224 225 225 225 224 224 225 Asst Supts Bd of Directors Dlr PRE Principals Supt LR 225 I 6 CO 1 4/29/92 4/29/92 4/29/92 8/26/93 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 6/17/93 Review Grade Distribution on Semester Basis Address Disparities With Intervention Activities Provide Inservice to Prlncipals/Teachers  Varied Learn. Style Submit project management tool to the court each month Score, Collect, Store, and Report Test Scores Conduct monitoring w/Local Blraclal Committees Design reporting forms Select Team Members Establish Monitoring Schedule Conduct Site Visits Prepare/Dlstrlbute Semi-Annual Monitoring Reports Conduct qtr. monitoring visit by District-wide Blraclal Commit' Submit revisions to LRSD Board/Joshua Intervenors by August 15 Present unresolved revisions to the Court Conduct semester visits using approved monitoring Instruments Prepare Semester Reports for Superintendent Distribute Copies of Reports Improve Educational Equity In All Schools Eval, effectiveness of all personnel and programs by Dlsts. t Court requires each member of Bd. of Dlr. to attend court hear 5.4ADDENDUM LRSD F 97/ 1 Program Budget Document Program Name! Program Code! Ex-Curr Partcipation 07 Primary Leaden Asst Supts Secondary Leader I Principals Report Date! Page! 2/21/97 19 Program Description! THE PURPOSE OF THIS PROGRAM IS TO ENSURE THAT ALL STUDENTS HAVE AN EQUITABLE OPPORTUNITY TO PARTICIPATE IN THE VARIOUS SCHOOL ACTIVITES. FY Program Budget! $20,000.00 1st Qtr Expend! $.00 3rd Qtr Expend! $.00 FTEl .00 YTD Expenditures! $11,598.07 2nd Qtr Expend! $11,598.07 4th Qtr Expend! $.00 %Budget Spent! 57.99  6.1ID ADDENDUM Program Name Primary Leader 000473 Ex-Curr Partcipation Asst Supts 000022 BASELINE ELEMENTARY 9/01/96 LRSD PROGRAM BUDGET DOCUMENT Secondary Leader Principals Legal Reference DOC DOC DOC Page Date LR 39 4/29/92 APPRISE STUDENTS/PATRON OF ALL CO-CURRICULAR 000474 Ex-Curr Partcipation Asst Supts Principals LR 39 4/29/92 000022 BASELINE ELEMENTARY 8/19/96 8/19/96 9/01/96 9/01/96 000475 Ex-Curr Partcipatlon Asst SEND SCHOOL ACTIVITIES TO LRSD COMMUNICATIONS DEPT ON GOING INFORM STUDENTS/PATRON OF CO-CURRICULAR ACTIVITIES BY WAY OF NEWSLETTER, INTERCOM, AND FLYERS Supts Principals LR 39 4/29/92 000022 BASELINE ELEMENTARY 8/19/96 8/19/96 9/26/96 9/26/96 000476 Ex-Curr Partcipatlon Asst NEWSLETTER,BULLETINS AND OTHER WRITTEN COMMUNICATIONS SENT TO PARENT ON GOING DISSEMINATE CO-CURRICULAR ACTIVITIES BY WAY OF PRINTED MEMO Supts Principals LR 39 4/29/92 000022 BASELINE ELEMENTARY 8/19/96 8/19/96 000477 Ex-Curr Partcipation Asst DAILY BUILDING ANNOUCEMENTS ON GOING HAKE DAILY ANNOUNCEMENTS OVER INTERCOM TO INFORM Supts Principals LR 39 4/29/92 000022 BASELINE ELEMENTARY 9/05/96 9/05/96 UTILIZE RECRUITMENT PLAN TO ANNOUNCE EXTRA CURR ACTIVITIES 000478 Ex-Curr Partcipation Asst Supts Principals LR 39 4/29/92 000022 BASELINE ELEMENTARY 8/19/96 8/19/96 8/19/96 9/02/96 STAFF ENCOURAGES STUDENTS TO TAKE ADVANTAGE OF EXTRA CURRICULAR ACTIVITIES AS OPPORTUNITIES ARE MADE AVAILABLE STAFF WILL ENCOURAGE STUDENT PARTICIPATION IN 6.2 Report Dates Pages Abbreviated Text 2/21/97 20 Inform All Students/Patrons of Co-Curricular/Extra-Curr. Activ Use Media /Press to Inform Send Printed Info to Parents Make Clear Public Address System Announcements to Students Use Community Agencies to Assist with Recruitment Staff Recruit Students to ParticipateADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Date I Pagel 2/21/97 21 ID Program Name Prlnary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 000478 Ex-Curr Partcipation Asst Supts Principals LR 39 4/29/92 Staff Recruit Students to Participate 000022 BASELINE ELEMENTARY 9/02/96 EX-CURRI ACTIVITIES 000479 Ex-Curr Partcipation Asst Supts Principals LR 39 4/29/92 Staff Contact Students Individually for Involvement 000022 BASELINE ELEMENTARY 9/03/96 9/03/96 CONTACT INDIVIDUAL STUDENTS TO PARTICIPATE IN EX-CURRICULAR ACTIVITES AS NEEDED 000480 Ex-Curr Partcipation Asst Supts Principals LR 39 4/29/92 Staff Should Recruit From Students Who Do Hot Normally Particil 000022 BASELINE ELEMENTARY 9/02/96 STAFF SPONSORS WILL ORGANIZE COMMITTEE TO SELECT 000481 Ex-Curr Partcipation Asst Supts Principals LR 39 4/29/92 Increase Student Participation, Part. Minority Students 000022 BASELINE ELEMENTARY 9/02/96 9/02/96 SELECT STUDENT FOR EXTRA-CURRICULAR ACTIVITIES BY RACE, GENDER AND BACKGROUND 000482 Ex-Curr Partcipation Asst Supts Principals LR 39 4/29/92 Profile Student Involvement in Each Club/Activity (disaggregat' 000022 BASELINE ELEMENTARY 9/01/96 9/01/96 9/09/96 000484 Ex-Curr Partcipation Asst 000485 Ex-Curr Partcipation Asst PROFILE STUDENT CLUB INVOVLEMENT FRIDAY FAX NEWSLETTER CLUB ROSTERS FOUND IN SCHOOL PROFILE Supts Supts Principals Principals LR LR 39 39 4/29/92 4/29/92 Remove All Barriers to Equitable Participation Provide Dlst. Transportation for Extracurricular 000022 BASELINE ELEMENTARY 9/03/96 9/15/96 000486 Ex-Curr Partcipation Asst 000487 Ex-Curr Partcipation Asst LAIDLAW TRAHSIT SAFETY ASSEMBLY PROVIDE TRANSPORTATION FOR ALL SCHEDULE FIELD TRIP Supts Supts Principals Principals LR LR 39 4/29/92 40 4/29/92 Provide Student Access for Uniforms/Equlp. Needed at Minimal C' Develop/Use School Profiles for Overview of Success/Impact on\n000022 BASELINE ELEMENTARY 9/30/96 SCHOOL PROFILE UPDATED OH REGULAR BASIS 6.3ID ADDENDUM Progran Name Prlnary Leader 000487 Ex-Curr Partcipation Asst Supts 000022 BASELINE ELEMENTARY 000488 Ex-Curr Partcipation Asst Supts 000022 BASELINE ELEMENTARY 9/30/96 LRSD PROGRAM BUDGET DOCUMENT Secondary Leader Principals Principals SCHOOL PROFILE BEING DEVELOPED 000489 Ex-Curr Partcipation Asst Supts Principals 000022 BASELINE ELEMENTARY 9/30/96 SCHOOL PROFILE UPDATED ON GOING 000490 Ex-Curr Partcipation Asst Supts Principals 000022 BASELINE ELEMENTARY 8/13/96 Legal Reference DOC DOC DOC Page Date LR LR LR LR FIVE-YEAR COE PLAN REVIEWED AND UPDATED 000797 Ex-Curr Partcipation Asst Supts Principals LR 000022 BASELINE ELEMENTARY 9/27/96 CONDUCT PARENT TEACHER CONFERENCE DAY 6.4 40 40 40 40 39 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Report Datet Paget Abbreviated Text 2/21/97 22 Develop/Use School Profiles for Overview of Success/Impact on\nProfile Sch. Byi Grade Dist., Att., Dis.Action, Test Scores, S' Disaggregate Data by Race Provide Develop./Implementation of Intexrvention Strategies Provide and Encourage Students to Participate - Extracur. Act*ADDENDUM LRSD FY 97/ 1 Progran Budget Docunent Progran Nane! Progran Code! Ex-Curriculr t Tri-Dis 07 Prlnary Leaden Asst Supts Secondary Leader I Principals Progran Description! THE PURPOSE FY Progran Budget! YTD Expenditures! Report Date! Page! OP THIS PROGRAM IS TO ENSURE THAT ALL STUDENTS HAVE AN EQUITABLE OPPORTUNITY TO PARTICI- PATE IN THE VARIOUS SCHOOL ACTIVITES. $.00 $.00 1st Qtr Expend! 2nd Qtr Expend! $.00 $.00 7.1 3rd Qtr Expend! 4th Qtr Expend! $.00 2/21/97 23 FTE I $.00 %Budget Spent! .00 .00 tID ADDENDUM Program Name Prlnary Leader 002247 Ex-CurrlculriTri-Dis Asst 002248 Ex-CurriculriTri-Dis Asst 002250 Ex-CurriculrTri-Dis Asst 002251 Ex-CurriculriTri-Dis Asst 002252 Ex-CurriculriTri-Dis Asst 002253 Ex-CurriculriTri-Dls Asst 002254 Ex-Curriculr:Tri-Dis Asst 002255 Ex-CurriculriTri-Dis Asst Supts Supts Supts Supts Supts Supts Supts Supts LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader Principals Principals Principals Principals Principals Principals Principals Principals 7.2 DOC DOC DOC Page Date I I 1 I I I I I 30 30 30 30 30 30 30 30 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Report Datet Pagex Abbreviated Text 2/21/97 24 Study dist. GPA/Cltizenship requiremens Review policie8/% student participation Review dist. racial group repres. extracur. activ. Appoint comm, to evaluate results of data review Recruit students participate In cocurricular act. Hake staffr parents, aware of student opportun. Provide special supports of costs, recruitment Reserve slots to ensure proportional participationADDENDUM LRSD FY 97/ 1 Progran Budget Document Program Name) Program Code) Facllltes 00 Primary Leaden Assoc Supt Secondary Leader  Dir COM Report Date) Page) 2/21/97 25 Program Description) TO EQUITABLY MAINTAIN AND REPAIR FACILITIES TO SUPPORT ACADEMIC PROGRAMS, STUDENT ENROLLMENT AND ADMINISTRATIVE SUPPORT. FY Program Budget) $.00 1st Qtr Expend) $.00 3rd Qtr Expend) $.00 FTEl .00 YTD Expenditures) $.00 2nd Qtr Expend) $.00 4th Qtr Expend) $.00 %Budget Spent) .00 t 8.1ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Datet Paget 2/21/97 26 ID Progran Nane Prinary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 002150 Facilites Assoc Supt Dlr CON CO 1 3/17/92 Seek community involvement in determining New School Sites 8.2ADDENDUM LRSD FY 97/ 1 Program Budget Document Program Name! Program Code! Federal Programs 00 Primary Leaden Supt Secondary Leader I Dlr Fed Progs Report Date! Page! 2/21/97 27 Program Description! FEDERAL PROGRAMS IS DESIGNED TO INCREASE FUNDING AND ENHANCE THE QUALITY OF LRSD'S ACADEMIC PROGRAMS. A VARIETY OF FUNDING SOURCES ARE ACTIVE IN THE U.S. DEPARTMENT OF EDUCATION. FROM THESE SOURCES COMPENSATORY AND SUPPORT SERVICES ARE PROVIDED TO STUDENTS BY FUNDING SECURED THROUGH A COLLABORATIVE EFFORT OF THE STATE DEPARTMENT OF EDUCATION AND THE LRSD. COLLABORATION INCLUDES FORMING DEVELOPMENT COMMITTEES AND CONDUCTING GRANT WRITING SESSIONS FOR GRANT DEVELOPERS. FY Program Budget! $.00 1st Qtr Expend! $.00 3rd Qtr Expend! $.00 FTE! .00 YTD Expenditures! $.00 2nd Qtr Expend! $.00 4th Qtr Expend! $.00 ^Budget Spent! .00 % 9.1ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Date I Page I 2/21/97 28 ID Progran Nane Prlnary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 000338 Federal Programs 000343 Federal Programs 003199 Federal Programs Supt Supt Asst Supts Dir Fed Progs Dir Fed Progs Principals LR LR CO 97 96 9.2 4/29/92 Fom Grant Devel. Committee 4/29/92 Develop Granta To Enhance Desegregation 1 3/24/93 Delete PAL after submission of prg. that can be monitoredADDENDUM LRSD FY 97/ 1 Program Budget Document Program Name! Program Code! Finance 00 Primary Leaden Hng Sup Serv Secondary Leader I Hng Finance Program Descriptioni THE FY Program Budget! YTD Expenditures! Report Date! Page! FISCAL AFFAIRS DEPARTMENT IS RESPONSIBLE FOR THOSE ACTIVITIES CONCERNED WITH THE DISTRICTS FINANCIAL OBLIGATIONS. $.00 $.00 1st Qtr Expend! 2nd Qtr Expend! $.00 $.00 10.1 3rd Qtr Expend! 4th Qtr Expend! $.00 2/21/97 29 FTE: $.00 tBudget Spent! .00 .00 tADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Datet Paget 2/21/97 30 ID Program Name Primary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 000901 Finance 003211 Finance 004114 Finance Mng Mng Mng Sup Sup Sup Serv Serv Serv Mng Finance Mng Finance Mng Finance MR C8 TR 47 5 39 10.2 6/05/92 Dist. is bound to keep pledge to double fund incent. school 7/12/95 Place pooling of M-to-M funds into a central account. 4/22/94 Submit to courts business cases for expenditures above $25,000ADDENDUM LRSD FY 97/ 1 Progran Budget Document Program Name: Program Code: Four-Year-Old Prgm 02 Primary Leaden Assoc Supt Secondary Leader I Dlr SAO Report DateI Page I 2/21/97 31 Program Description: THE PURPOSE OF THE PROGRAM IS TO MEET THE GROWING NEEDS OF DISADVANTAGED STUDENTS AND TO IMPROVE THE RACIAL BALANCE AT SCHOOLS THAT ARE DIFFICULT TO DESEGREGATE BY INCORPORATING EARLY CHILDHOOD EDUCATION PROGRAMS INTO THE ELEMENTARY SCHOOLS. THE PROGRAM PROVIDES EXPERIENCES FOR YOUNG CHILDREN WHICH MEETS THEIR NEEDS AND STIMULATE LEARNING IN ALL DEVELOPMENTAL AREAS - PHYSICAL, EMOTIONAL, SOCIAL AND INTELLECTUAL. PRIORITY FOR IDENTIFICATION OF PROGRAM SITES WILL BE GIVEN TO AREAS THAT HAVE A HIGH CONCENTRATION OF LOW INCOME STUDENTS AND IN SCHOOLS THAT ARE DIFFICULT TO DESEGREGATE. FY Program Budget: $2,654,989.65 1st Qtr Expend: $265,224.96 3rd Qtr Expend: $.00 FTE: 92.50 YTD Expenditures: $945,557.50 2nd Qtr Expend: $680,332.54 4th Qtr Expend: $.00 ^Budget Spent: 35.61  11.1ID ADDENDUM Program Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Secondary Leader Legal Reference DOC DOC DOC Page Date Report Date: Page I Abbreviated Text 2/21/97 32 000062 Four-Year-Old Prgm 000063 Four-Year-Old Prgm 000064 Four-Year-Old Prgm 000070 Four-Year-Old Prgm 000072 Four-Year-Old Prgm 000073 Four-Year-Old Prgm 000074 Four-Year-Old Prgm 000075 Four-Year-Old Prgm 000076 Four-Year-Old Prgm 000077 Four-Year-Old Prgm 000079 Four-Year-Old Prgm 000080 Four-Year-Old Prgm 000081 Four-Year-Old Prgm 000082 Four-Year-Old Prgm 000084 Four-Year-Old Prgm 000085 Four-Year-Old Prgm 000086 Four-Year-Old Prgm 000087 Four-Year-Old Prgm 000088 Four-Year-Old Prgm 000089 Four-Year-Old Prgm 000090 Four-Yoar-Old Prgm 000091 Four-Year-Old Prgm 000092 Four-Year-Old Prgm 000093 Four-Year-Old Prgm 000094 Four-Year-Old Prgm 000095 Four-Year-Old Prgm 000096 Four-Year-Old Prgm 000097 Four-Yoar-Old Prgm 000098 Four-Year-Old Prgm 000099 Four-Year-Old Prgm 000100 Four-Year-Old Prgm 000101 Four-Year-Old Prgm Assoc Supt Assoc Supt Assoc Supt Dir Staff Dov Dlr Staff Dov Dir Staff Dev Dlr Staff Dev Dir Staff Dev Dlr Staff Dev Dlr Staff Dev Dir Staff Dev Dir Staff Dov Dir Staff Dev Dlr Staff Dev Dlr Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dlr Staff Dov Dlr staff Dev Dlr Staff Dov Dlr Staff Dev Dlr Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dov Dir Staff Dev Dlr Staff Dev Dir Staff Dev Assoc Supt Dlr SAO Dir Staff Dev Dir SAO Dir Com LR LR 17 17 Dlr SAO Dlr Early Child Dir Early Child Dlr Early Child Dlr Early Child Dir Early Child Dlr Early Child Dlr Early Child Dlr Early Child Dir Early Child Dlr Early Child Dir Early Child Dlr Early Child Dlr Early Child Dlr Early Child Dlr Early Child Dlr Early Child Dlr Early Child Dlr Early Child Dlr Early Child Dlr Early Child Dlr Early Child Dir Early Child Dir Early Child Dlr Early Child Dir Early Child Dir Early Child Dir SAO Coord Recruit Dir Early Child LR LR LR LR LR LR LR LR LR LR LR MR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR 17 17 17 17 17 17 18 18 18 18 18 17 19 19 19 19 19 19 19 19 7 10 10 10 19 19 10 10 11 11 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 6/05/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Provide Elem. Prln. Pro-registration Inservice Conduct Pre-reglstratlon Media Publicity Assign Students Train Teachers/Aides ECE Curriculum thru monthly orient. \u0026amp; ln Conduct Monthly Inservice Familiarize Parents w/4-yr-old Program Conduct Parent Orientation Mtg. \u0026amp; Conference Include 4-yr-old Children in Master Schedule Ensure Key Experiences Occurring in Classrocxn Evaluate 4-yr-old Program Effectiveness Maintain 4-yr-old Portfolio Assessments Analyze Test Data for Board Report Utilize Results for Program Improvement Support Task Force As Avenue for Input Receive Letter of Support from Participating Agencies Develop Plan for City-wide ECE Program Establish Plan Procedures Identify Reps frcxQ Agency for Committees Delineate Committee Goals/Tasks /Timelines Initiate City-wide ECE Program Conduct Mtgs. to Review Progress of Committees Identify Resouces Needed by Ccxmalttee Collaborate w/HlPPY, PCSSD, NLRSD, Head Start Schedule Mtgs. of Reps of Various Entitles Supv. Meet to Discuss Shared Resources Plan Joint Inservices Review Ist Draft of Comprehensive Plan Submit Final Draft to Boards of Directors Plan Joint Parent Involvement Activities Inform Waiting List Parents About Vacancies Conduct SAO/Parent Mtg. Re Kindergarten Assign. Process Compile List of Graduates 11.2ADDENDUM LRSD ry 97/ 1 Progran Budget Document Program Name: Program Code: Gifted Program 00 Primary Leader: Dir Except Chil Secondary Leader I Dir Gifted Program Description: THE LRSD'S VATION AND FY Program Budget: YTD Expenditures: Report Date: Page: STUDENTS THROUGH A DESIGN THAT CONSISTS OF OBSER- GIFTED PROGRAM OFFERS SERVICES TO ITS* ENRICHMENT FOR ALL STUDENTS IN GRADES K-2. RESOURCE ROOMS AND INDIRECT SERVICES ARE PROVIDED FOR GRADES 3-6 AND SPECIAL CLASSES FOR STUDENTS IN GRADES 7-12 ARE OFFERED. THE PROGRAM OPERATES IN COMPLIANCE WITH THE AR DEPT OF EDS GIFTED AND TALENTED APPROVAL STANDARDS. THE STANDARDS framework for ESTABLISHING EQUITABLE CRITERIA FOR THE IDENTIFICATION OF GIFTED AND TA- STUDENTS BY TEACHERS (SPECIALIST AND FACILITATORS) CLASSES FOR STUDENTS IN GRADES 7-12 ARE OFFERED. GIFTED AND TALENTED APPROVAL STANDARDS. PROVIDE THE LENTED STUDENTS. SERVICES ARE PROVIDED TO THESE WHO HAVE COMPLETED OR WHO ARE PURSUING GRADUATE CREDITS IM GIFTED EDUCATION. $.00 $.00 1st Qtr Expend: 2nd Qtr Expend: $.00 $.00 12.1 3rd Qtr Expend: 4th Qtr Expend: $.00 2/21/97 33 FTE I $.00 tBudget Spent: .00 .00 ID ADDENDUM Progran Nane Prlxiary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Date I Paget Abbreviated Text 2/21/97 34 000321 Gifted Program 000322 Gifted Program 000323 Gifted Program 000324 Gifted Program 000325 Gifted Program 000326 Gifted Program 000327 Gifted Program 000329 Gifted Program 000331 Gifted Program 000333 Gifted Program 000335 Gifted Program Dir Except Chil Dir Except Chil Dir Except Chil Dir Except Chil Dir Except Chil Dir Except Chil Dir Except Chil Dir Except Chil Dir Except Chil Dir Except Chil Dir Except Chil Dir Gifted Dlr Gifted Dir Gifted Dir Gifted Dlr Gifted Dir Gifted Dir Gifted Dir Gifted Dlr Gifted Dir Gifted Dir Gifted LR LR LR LR LR LR LR LR LR LR LR 12.2 59 59 59 59 59 60 60 60 61 62 62 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Share Research/Flndlngs for Program Operation Establish Reg. Mtg. Sched. Trl-District Gifted Supv. Inform/Involve Other Adm. Staff of Procedures Establish Trl-District Model Program Participate in UALR Project Promise Share Cost of Outside Consultants Meet to Discuss Individual Program Needs Hold Tri-District Inservices Conduct Staff Meetings for New Teachers Implement Objectives Relating to Plan Implement Strategies/Activities to Refine PlanADDENDUM LRSD FY 97/ 1 Program Budget Document Report Date: Page: 2/21/97 35 Program Namei Guid/CnslingITri-Dis program Code. 00 Primary Leader. Supt . Dir Pup Serv Program Description. THE GUIDANCE AND COUNSELING PROGRAM PROVIDES SERVICES TO SUPPPORT ACADEMIC, SOCIAL AND EMOTIONAL STUDENTS IN THE THREE PULAKSI COUNTY DISTRICTS. THE DISTRICT'S DIRECTORS OR COORDINATORS Secondary Leader I Dir Pup COUNSELING PROGRAM PROVIDES SERVICES TO SUPPPORT ACADEMIC, SUCCESS FOR MEET MONTHLY TO SHARE CONCERNS AND PLAN FOR JOINT ACTIVITES. FY Program Budget: $.00 1st Qtr Expend: $.00 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00 % 13.1ID ADDENDUM Program Name Primary Leader 000874 Guid/Cn.lingiTri-Dis Supt 000875 Guid/CnslingiTri-Dis Supt 000876 Guid/Cn.llngiTrl-Dis Supt 001367 Guid/Cn81ing:Tri-Di Supt 001371 Guid/CnslingiTri-Die Supt 001378 Guid/CnlingTri-DiB Supt 001382 Guid/Cnsling:Tri-Dl Supt 001383 Guid/CnslingiTrl-Di. Supt 001385 Guid/CnlingiTri-Di Supt 001386 Guid/CnslingiTri-Dis Supt 001387 Guid/CnslingiTri-Dis Supt 001388 Guid/CnsllngiTri-Di. Supt 001389 Guid/CnslingiTri-Di. ASSOC SUPT 001391 Guid/Cn.lingiTri-Dis Supt 001393 Guid/CnslingiTri-Dis Supt 001396 Guid/CnslingiTrl-Di. Supt 002223 Guid/CnslingxTri-Die Supt 002224 Guid/CnsllngiTri-Di. Supt 002226 Guld/CnslingiTri-Di. Supt 002227 Guid/Cn.llngiTri-Di. Supt 002228 Guid/CnslingiTrl-Dls Supt 002229 Guid/CnslingiTrl-Dis Supt 002231 Guid/Cn.lingiTri-Dl. Supt 002232 Guid/CnslingiTri-Di. Supt 002233 Guid/CnslingiTri-Di. Supt 002234 Guid/Cnling:Tri-Dis Supt 002235 Guid/Cnling:Tri-Dis Supt 002237 Guld/Cnsling:Tri-Dis Supt 002238 Guid/CnslingiTri-Die Supt 002239 Guid/CnslingiTri-Di. Supt 002302 Guid/CnslingiTri-Dls Supt LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader Dir Pup Dlr Pup Dir Pup Dlr Pup Dir Pup Dir Pup Dlr Pup Dir Pup Dlr Pup Dir Pup Dir Pup Dir Pup Dir PRE Dir Pup Dlr Pup Dlr Pup Dlr Pup Dlr Pup Dlr Pup Dlr Pup Dlr Pup Dlr Pup Dir Pup Dir Pup Dlr Pup Dlr Pup Dir Pup Dir Pup Dlr Pup Dlr Pup Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Dir PUP SERV 13.2 DOC DOC DOC Page Date I I I I I I I I I 1 I I I I I I I I I I I I I I I I I I 1 I I 54 54 54 54 54 54 54 54 54 54 55 55 55 54 54 54 28 28 28 28 28 28 28 28 28 28 29 29 29 29 54 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Report DateI Pagel Abbreviated Text 2/21/97 36 Increase Employnent for Post High School Minority Develop Job Fair Implenontation Timelines/Responsibilities Hold Monthly Tri-Dist. Quid. Dir. Planning Mtgs. Conduct Job Fair for Target Students Provide Minority Student Info re Colleges, Voc.Sch Contact Colleges Re Minority School/Fin. Aid Increase 4 Minority Stud, in Advanced Classes Notify Students, Parents, Staff re Opportunities Identify, Encourage Minority Students in AP Class Target At-Risk Students Early to Decrease Dropouts Hold Tri-Dist. Dlr. Mtgs. re Intervention Strategy Teachers Identify At-Risk and GT Students Inservice Teachers on Pinpointing Student Weakness Plan Programs to Inform Parents Pool Resources/Intervention Plans At-Risk Stud. Implement Intervention Strategies for At-Risk Hold employment fair Contact employers Target skills needed for employment Provide info to students re. colleges/voc. schools Hold joint counseling info sessions for counselors Contact colleges re. minority scholarships/aid Provide target counseling for minority students Notify students, parents, staff re. opportunities Enhance minority recruitment Conduct student conferences Provide pooling of resources for at risk\" student Districts share inservice to benefit students Develop student career guidance plan Review of plan by students, parents, counselors Form biracial, mult-dist team to monitor test prep. 6 conditio:ADDENDUM LRSD FY 97/ 1 Program Budget Document Report Date: Page: 2/21/97 37 program Name: Program Code: Guldance/Counsellng 00 Primary Leaden Asst Supts Secondary Leader I Principals Program Descriptionl THE GUIDANCE AND COUNSELING PROGRAM PROVIDES SERVICES TO SUPPORT ACADEMIC, SOCIAL AND EMOTIONAL SUC- CESS FOR STUDENTS IN THE THREE PULASKI COUNTY SCHOOL DISTRICTS. LRSD DIRECTORS OR COORDINATORS OP COUNSELING SERVICES WILL MEET WITH THEIR PEERS FROM THE OTHER DISTRICTS ON A MONTHLY BASIS TO SHARE CONCERNS AND PLAN FOR JOINT ACTIVITIES. FY Program Budget: $.00 1st Qtr Expend! $.00 3rd Qtr Expend: $.00 FTEi .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00  14.1 aID ADDENDUM Progran Nane Prlnary Leader 000443 Guidance/Counseling Asst Supts 000021 CARVER MAGNET SCHOOL 9/11/96 000022 LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader Principals DOC DOC DOC Page Date LR 35 4/29/92 NEWSLETTER ARTICLE ABOUT OPPORTUNITIES BASELINE ELEMENTARY 8/19/96 9/01/96 000444 Guidance/Counseling Asst 000445 Guidance/Counseling Asst DAILY ANNOUCEMENTS 6 OTHER COMMUNICATIONS ON GOING ANNOUNCE TO PARENTS/STUDENTS ALL AVAILABLE Supts Supts Principals Principals LR LR 35 35 4/29/92 4/29/92 000021 CARVER MAGNET SCHOOL 9/11/96 NEWSLETTER ARTICLE ABOUT OPPORTUNTIBS AND CRITERIA 000022 BASELINE ELEMENTARY 8/19/96 9/02/96 9/06/96 000446 Guidance/Counseling Asst DAILY ANNOUNCEMENTS AND OTHER COMMUNICATIONS ON GO ENCOURAGE STUDENTS TO PARTICIPATE IN SCHOOL ACTIVT LIST OH \"FRIDAY FAX\" AVAILABLE CLUB MEMBERSHIP Supts Principals LR 35 4/29/92 000021 CARVER MAGNET SCHOOL 9/06/96 9/06/96 9/06/96 9/06/96 000447 Guidance/Counseling Asst CRITERIA FOR REFERRAL DISTRIBUTED WITH REFERRAL FORM TO SCHOOL PERSONNEL PUPIL SERVICES TEAM MEETINGS BEGUN ON FRIDAYS INDIVIDUAL/SMALL GROUP REFERRALS Supts principals LR 35 4/29/92 000021 CARVER MAGNET SCHOOL 9/11/96 NEWSLETTER ARTICLE ABOUT OPPORTUNITIES 000022 BASELINE ELEMENTARY 9/05/96 9/10/96 000448 Guidance/Counseling Asst 000449 Guidance/Counseling Asst INFORM PARENTS WEEKLY/AS NEEDED OF ALL STUDENT PTA BOARD MEETING Supts Supts Principals Principals LR LR 14.2 35 35 4/29/92 4/29/92 Report Date! Page) Abbreviated Text 2/21/97 38 Infom Students of All Opportunities Publish Annual Document of Financial Aid, Higher Ed. Opportuni' Encourage Students to Take Advantage of Opportunities Follow-up on Referral Make Parents Part. In Ed. by Keeping Then Infomed Hold Comunity Ed. Htg. Each Year During Spring Provide Written Info to Parents on CurrlculunID ADDENDUM Progran Nane Prlnary Leader 000449 Guldance/Counseling Asst Supts 000006 BASELINE ELEMENTARY 000006 BOOKER MAGNET SCHOOL 9/04/96 000450 Guidance/Counseling 000451 Guidance/Counseling 000452 Guidance/Counseling 000453 Guidance/Counseling Asst Asst Asst Asst PARENT Supts Supts Supts Supts 000022 LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader Principals STUDENT HANDBOOKS DISTRIBUTED Principals Principals Principals Principals BASELINE ELEMENTARY 9/09/96 9/09/96 DOC DOC DOC Page Date LR LR LR LR LR 35 35 35 35 35 PROVIDE LIST OF COMMUNITY AGENCIES TO STAFF FOR STUDENT IN NEED. 000457 Guidance/Counseling Asst Supts Principals LR 37 000022 BASELINE ELEMENTARY 9/11/96 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 COORDINATE TRAINING ON STUDENT TEST TAKING SKILLS 000458 Guidance/Counseling Asst Supts 000459 Guidance/Counseling Asst Supts Principals Principals LR LR 37 37 4/29/92 4/29/92 000022 BASELINE ELEMENTARY 8/01/96 8/01/96 8/14/96 9/03/96 9/13/96 000460 Guidance/Counseling Asst 000461 Guidance/Counseling Asst PROVIDE STAFF DEVELOPMENT OH \"SHURLEY METHOD \"SUCCESS FOR ALL\", \"SCHOLASTICS INSERVICES STANFORD-9 TESTING INSERVICE PRINCIPAL 6 COUNSELOR STANFOR-9 TESTING INSERVICE TESTING INSERVICE FOR STAFF Supts Supts Principals Principals LR LR 37 37 4/29/92 4/29/92 000022 BASELINE ELEMENTARY 9/10/96 SCHEDULE RESOURCES PERSONS OH VARIOUS SUBJECT 000462 Guidance/Counseling Asst Supts Principals LR 37 4/29/92 000022 BASELINE ELEMENTARY 8/19/96 SMALL AND LARGE GROUPS ON GOING 14.3 Report Dates Pagel Abbreviated Text 2/21/97 39 Provide Written Info to Parente on Curriculum Make Students Aware of Ed./Post Ed. Opportunities Hold Annual skills/Employment Fair with Business Community Provide Guidance/Counseling to Address Student Needs Create Community Linkage to Assist Students Provide Minicourses in Sequenced Program Gr 4-12 Develop Sequential Minicourses Beginning w/Gr 4 Provide Teacher Staff Development in Use of Curr. Raise Awareness of Student Career Options Use Resourse Volunteers in Classes/Assem. - Career Options Provide Guidance/Counseling making Students Aware of future OpID ADDENDUM Progran Nane Prinary Leader 000462 Guidance/Counseling Asst Supts 000022 BASELINE ELEMENTARY LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader Principals 14.4 DOC DOC DOC Page Date LR 37 Report DateI Page I Abbreviated Text 2/21/97 40 4/29/92 Provide Guidance/Counseling naking Students Aware of future OprADDENDUM LRSD FY 97/ 1 Progran Budget Document Program Name t Program Code: Henderson Magnet 00 Primary Leaden Assoc Supt Secondary Leader I Dlr SAO Program Description! THE HENDERSON HEALTH JUNIOR HIGH FY Program Budgeti YTD Expenditures: Report Date: Page: SCIENCE MAGNET PROGRAM WAS DESIGNED TO ENHANCE STUDENT ENROLLMENT AT HENDERSON SCHOOL DURING A TIME WHEN WHITE ENROLLMENT WAS AT A STEADY DECLINE. THE PROGRAM COHPLI- MENTS THE PARKVIEW HIGH SCHOOL HEALTH SCIENCE PROGRAM, BY PREPARING JUNIOR HIGH SCHOOL STUDENTS WITH A BACKGROUND IN THE AREAS OF MEDICINE AND HEALTH. $.00 1st Qtr ExpendI $.00 2nd Qtr Expend: $.00 $.00 15.1 3rd Qtr Expendi 4th Qtr Expend: $.00 2/21/97 41 FTEl $.00 %Budget Spent: .00 .00 ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Date I Paget 2/21/97 42 ID Program Name Primary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 003005 Henderson Magnet 003006 Henderson Magnet 003007 Henderson Magnet 003008 Henderson Magnet 003009 Henderson Magnet 003011 Henderson Magnet Assoc Assoc Assoc Assoc Assoc Assoc Supt Supt Supt Supt Supt Supt Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO HN HN HN HN HN HN 15.2 25 25 25 25 26 26 5/01/92 5/01/92 5/01/92 5/01/92 5/01/92 5/01/92 Require A/Z Students Submit Magnet Application Require Non-A/Z Students Complete OERF Use Random Selection Process for Non-A/Z Applicants Require Interdistrict Students Complete M-M and OERF Consider Applications on Basis of Deseg Requirements Only Process Applications During Spring Each YearADDENDUM LRSD py 97/ 1 Program Budget Document Prograx: Nane: HIPPY Program Code: 01 Primary Leader. Dir Staff Dev Secondary Leader program Description. HIPPY IS A HOME BASED DEVELOPMENTAL PROGRAM WHICH TEACHER OF THE CHILD. HIPPY ASSISTS THE MOTHER IN Primary Leader: I Dir HIPPY FY Progran Budgeti YTD Expenditures: TEN. THEREFORE ASSISTING IN THE REDUCTION OF THE HIPPY'S MAJOR FOCUS Report Date: Page: : RECOGNIZES THE MOTHER AS THE FIRST SIGNIFICANT I PREPARING THE CHILD TO BE SUCCESSFUL IN KINDERGAR- DISPARITY GAP BETWEEN BLACK AND WHITE STUDENTS. IS IN THE SHADOW AREAS OF MAJOR ROCK AREA. HIPPY SERVES PRIMARILY ECONOMICALLY AND [ INCENTIVE SCHOOLS AND IN THE SOUTHWEST LITTLE EDUCATIONAL DISADVANTAGED FAMILIES. $332,537.91 $117,898.88 1st Qtr ExpendI 2nd Qtr Expend: $2,452.21 $91,446.67 16.1 3rd Qtr Expend i 4th Qtr ExpendI $.00 2/21/97 43 FTEl $.00 iBudget Spent: 19.50 35.45 tADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Date: Pagex 2/21/97 44 ID Program Name Primary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 000007 HIPPY 000026 HIPPY 000027 HIPPY 000028 HIPPY 000030 HIPPY 000033 HIPPY 000035 HIPPY 000039 HIPPY 000041 HIPPY 000046 HIPPY 000048 HIPPY Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dov Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir HIPPY Dlr HIPPY Dir HIPPY Dir HIPPY Dlr HIPPY Dir HIPPY Dir HIPPY Dir HIPPY Dir HIPPY Dir HIPPY Dir HIPPY 16.2 LR LR LR LR LR LR LR LR LR LR LR 14 15 15 15 15 15 15 15 16 16 16 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Conduct Home Interview /Enroll Families Schedule Weekly Home Visits Schedule Group Heetings/Print Flyers Schedule Inservice for Aides Provide Parents w/Info to Assist w/Their Children thru worksl* Evaluate Aide Trainees Mid-Point Deter. Prog. Success by conducting survey of paronts-printed Evaluate Aides Obtain speakers 6 sched lectures to provide parents w/Info. fo Oranize graduation reception Schedule Final Evaluation of TraineesADDENDUM LRSD ry 57/ 1 Program Budget Document Prograxi Name! Program Code! Information Services 17 Primary Leaden Supt Secondary Leader I Dir Info Serv Progcan Description! TO FY Progran Budget! YTD Expenditures! Report Date! Page! PROVIDE THE RESOURCES NECESSARY TO COLLECT, STORE AND REPORT INFORMATION ON LRSD STUDENTS. MATION SERVICES WILL INFOR- PROVIDE THE COMPUTER RESOURCES NECESSARY TO COLLECT, STORE AND REPORT STUDENT INFORMATION IN A TIMELY MANNER. SCHOOL AND CENTRAL OFFICE BASED STAFF, PARENTS, AND STUDENTS WILL BENEFIT FROM ACCURATE UP-TO-DATE INFORMATION ON STUDENTS. $883,846.17 $98,660.76 Ist Qtr Expend! 2nd Qtr Expend! $57,589.81 $41,070.95 17.1 3rd Qtr Expend! 4th Qtr Expend! $.00 2/21/97 45 FTEl $.00 %Budget Spent! 7.00 11.16 addendum LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Date I Page I 2/21/97 46 ID Progran Nane Prlnary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 000949 001073 001075 001076 001077 001078 001079 001080 001081 Infomation Services Supt Infomation Services Supt Infomation Services Supt Infomation Services Supt Infomation services Supt Infomation Services Supt Infomation Services Supt Infomation Services Supt Infomation services Supt Dir Info Serv Dir Info Serv Dir Info Serv Dir Info Serv Dlr Info Serv Dir Info Serv Dir Info Serv Dir Info Serv Dir Info Serv LR LR LR LR LR LR LR LR LR 17.2 129 129 130 130 130 130 130 130 130 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Provide support for all school and central office-based functl. Collect, Store, and Report Dropout Statistics Collect, Store, and Report Student Achlevenent Data Collect, Store, and Report Attendance Collect, Collect, Store, and Report Disciplinary Data Store, and Report Student Assignment Data Capacity to respond to District needs as required by District  Maintain adequate computer hardware required to support the distrl* Develop or acquire the softwareADDENDUM LRSD FY 97/ 1 Program Budget Document Report Date! Page! 2/21/97 47 Program Name! Program Code! Interdistrict School 00 Primary Leaden ASST SUPTS Secondary Leader I PRINCIPALS INTER prograil Description l THE PURPOSE OF THE INTERDISTRICT SCHOOLS IS TO OFFER AH ATTRACTIVE THEMATIC PROGRAM THAT WILL ATTRACT STUDENTS FROM NEIGHBORING DISTRICTS. THE INTERDISTRICT TRANSFER WILL IMPROVE THE RACIAL BALANCE OF THE SENDING AND RECEIVING DISTRICTS. FY Program Budget! $.00 let Qtr Expend! $.00 3rd Qtr Expendi $.00 FTEx .00 YTD Expenditures! $.00 2nd Qtr Expend! $.00 4th Qtr Expend! $.00 %Budget Spent! .00 % 18.1ID ADDENDUM Progran Nane Prlnary Leader 000951 Interdietrict School ASST SUPTS 001478 001479 001480 Intordistrict School Assoc Supt Intordistrict School Bd of Directors Intordistrict School Assoc Supt 001482 Interdistrict School DIR SAO 002122 Interdistrict School Bd of Directors 002123 Interdistrict School Bd of Directors 002124 Intordistrict School Assoc 002127 Intordistrict School Assoc 002129 Intordistrict School Assoc 002131 Intordistrict School Assoc 002134 Intordistrict School Assoc 002136 Interdistrict School Assoc Supt Supt Supt Supt Supt Supt 002137 Interdistrict School Dir Staff Dev 002139 Intordistrict School Assoc Supt 002141 Intordistrict School Asst Supts 002148 Intordistrict School Assoc Supt 002151 Intordistrict School Asst Supts 002152 Interdistrict School Assoc 002154 Intordistrict School Assoc 002168 Intordistrict School Assoc 003150 Intordistrict School Assoc 003151 Intordistrict School Assoc 003152 Intordistrict School Assoc Supt Supt Supt Supt Supt Supt 003153 Interdistrict School Dir Staff Dov 004137 Interdistrlct School DIR SAO 004138 Intordistrict School DIR SAO 004139 Interdistrict School DIR SAO LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader PRINCIPALS INTER Dir SAO Supt Dir SAO COORD RECRUIT Supt Supt Dir SAO Dir SAO Dlr SAO Dir SAO Dlr SAO Dir SAO Asst Supt IS Dir SAO Principals Inte Dir SAO Principals Inte Dlr SAO Dir SAO Dir SAO Dir SAO Dlr SAO Dir SAO Dir Early Child COORD RECRUIT COORD RECRUIT COORD RECRUIT 18.2 DOC CO LR I LR I I I I I I I I I I TR LR CO LR LR LR 1 I I I I TR TR TR DOC Page DOC Date Report Datet Page I Abbreviated Text 2/21/97 48 1 147 3 147 8 7/09/93 4/29/92 4/29/92 4/29/92 4/29/92 Offer distinctive program worthy of magnet designation at King Recruit black students in accordance w/Interdistrict plan Establish six thematic interdistrict schools (3 for LRSD) Develop recruitment plan w/PCSSD for M-to-M transfers Advertise M-to-M transfers to students 3 4/29/92 Open King 3 4 4 4/29/92 Establish Romine Interdistrict 4/29/92 Monitor Interdistrict Enrollment 4/29/92 11 4/29/92 4 8 9 9 80 148 4/29/92 4/29/92 Monitor student assign, and enroll, at incentive schools. Interdistrict Magnet schs open to students outside Pul. Cty. Recruitment to Interdistrict Schools Transfer Black Students from Romine to Baker 4/29/92 Target recruitment of black students to interdistrict schs 4/29/92 Allow interdist. sch studs, to attend incentive school for aft* 5/29/92 Form Site Selection Committee for Clinton School 4/29/92 Operate/naintain King Interdst. School 1 7/09/93 Request designation of King as Magnet 147 147 147 3 10 10 10 10 39 150 192 4/29/92 Operate Romine 4/29/92 Conduct Recruitment 4/29/92 Monitor Enrollment 4/29/92 Racially balance student pop. 60%-40% of either race 4/29/92 4/29/92 Have early childhood progran at Rcanine Hold community mtgs. on 4/29/92 New Stephens to 4/29/92 theme at Romine prior to 2/24/89 be built Pre-K through 6 located near 1-630 Have early childhood program at New Stephens 6/07/94 Tell how white studs, will bo recruit, for new Stephens. .  6/07/94 Court wants detail how the dist. will recruit white students f- 6/07/94 Court wants to know who will be responsible for recruitment.ADDENDUM LRSD FY 97/ 1 Progrcun Budget Docunent Program Name) Program Code) IS Acad. Activities 75 Prixiary Leaden Dir Staff Dev Secondary Leader  Asst Supt IS Report Date) Page) 2/21/97 49 Program Description) IN ADDITION TO THE REGULAR CURRICULUM PROGRAM, OTHER ACADEMIC PROGRAMS ARE AVAILABLE AT THE INCENTIVE SCHOOLS TO ENHANCE STUDENT LEARNING. EXAMPLES INCLUDE THE SCHOOL THEMES. THE SELECTED THEMES ARE INFUSED INTO THE CURRICULUM OF EACH INCENTIVE SCHOOL. PEER-TUTORING/RETIRED TEACHER MENTORING IS ALSO PROVIDED. PEER TUTORS AND RETIRED TEACHER MENTORS MAY RECEIVE COMPENSATION. FY Program Budget) $38,650.50 1st Qtr Expend) $917.08 3rd Qtr Expend) $.00 FTE) .00 YTD Expenditures) $16,005.24 2nd Qtr Expend) $15,088.16 4th Qtr Expend) $.00 %Budget Spent) 43.67 19.1ID ADDENDUM Program Nane Prinary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Date! Page I Abbreviated Text 2/21/97 50 001976 IS Acad. Activities 001977 IS Acad. Activities 001978 IS Acad. Activities 001979 IS Acad. Activities Dir Staff Dov Dir Staff Dev Dlr Staff Dev Dlr Staff Dev Asst Supt IS Asst supt IS Asst Supt IS Asst Supt IS LR LR LR LR 154 154 154 154 4/29/92 4/29/92 4/29/92 4/29/92 Renedlal classes will be available during instructional day Computer generate Formative criterion-referenced tests Utilize Heterogeneous grouping nt each grade level Effective school model will be operative in incentive schools 19.2ADDENDUM LRSD FY 97/ 1 Program Budget Document Program Namei Program Codei IS Academic Programs 00 Primary Leaden Dir Staff Dev Secondary Leader I Asst Supt IS Report DateI Page I 2/21/97 51 PROGRAM INCLUDES IDENTIFIED ENHANCEMENTS THAT POTENTIALLY MILL GENEProgram Description! THE INCENTIVE SCHOOL ACADEMIC RATE BROADER UNDERSTANDING OF THE REGULAR CURRICULUM. THE ENHANCEMENTS INCLUDES PEER TUTORING, COMPUTER MANAGEMENT SYSTEM, MENTORS, SCHOOL COMMUNITY. VOLUNTEERS, PARENT CENTERS AND A SCHOOL THEME SELECTED BY THE FY Program Budgeti $.00 1st Qtr ExpendI $.00 3rd Qtr Expendi $.00 FTE I .00 YTD Expenditures I $.00 2nd Qtr Expend! $.00 4th Qtr Expend 1 $.00 %Budget Spenti .00  20.1ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Date I Pagel 2/21/97 52 ID Progran Name Prlnazy Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 001674 IS Academic Programs Dir Staff Dev 001679 001684 IS Academic Programs Dir Staff Dev IS Academic Programs Dir Staff Dev 001685 IS Academic Programs Dir Staff Dev 001686 001866 IS Academic Programs Dir Staff Dov IS Academic Programs Dir Staff Dev 001867 IS Academic Programs Dir Staff Dev 001868 IS Academic Programs Dir Staff Dov 001869 IS Academic Programs Dir Staff Dev 001870 001872 IS Academic Programs Dir Staff Dev IS Academic Programs Dir Staff Dev 001873 IS Academic Programs Dir Staff Dev 001874 IS Academic Programs Dir Staff Dev 001875 IS Academic Programs Dir Staff Dev 001876 IS Academic Programs Dir Staff Dev 001877 IS Academic Programs Dir Staff Dev 001878 001879 001880 IS Academic Programs Dir Staff Dev IS Academic Programs Dir Staff Dev IS Academic Programs Dir Staff Dev 001881 IS Academic Programs Dir Staff Dev 001882 IS Academic Programs Dir Staff Dev 001883 IS Academic Programs Dir Staff Dev 001884 IS Academic Programs Dir Staff Dov 001885 IS Academic Programs Dir Staff Dev 001886 IS Academic Programs Dir Staff Dev 001887 IS Academic Programs Dir Staff Dev 001888 001889 001890 IS Academic Programs Dir Staff Dev IS Academic Programs Dir Staff Dev IS Academic Programs Dir Staff Dev 001891 IS Academic Programs Dir Staff Dov 001892 IS Academic Programs Dir Staff Dev 001893 IS Academic Programs Dir Staff Dev 001894 001895 IS Academic Programs Dir Staff Dev IS Academic Programs Dir Staff Dev 001896 IS Academic Programs Dir Staff Dev Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR 20.2 153 153 153 153 153 154 154 154 154 154 155 155 155 154 154 154 155 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Provide Adequately Equipped Labs for Students Make a computer loan program available Develop school themes to attract parents into the schools Augment Programs to Meet Interest/Needs of Student Permit laptop computer checkout Use the District model as the core curriculum for pre-k thru 6 Use Use Learning to Read Thru Literature as primary reading prog. : Basal textbooks to augment classics reading program K-6. Place strong emphasis on critical reading skills grades 4-6 Increase motivation/learning with oral expression through read 4/29/92 Expect Lang. Modeling in oral expression, vocab. and usage ski 4/29/92 4/29/92 4/29/92 Emphasize the study of history from subject area context Emphasize introductory concepts in history, geo., \u0026lt; Use Writing to Read as instructional component K-2 4/29/92 Use Writing Across and civics K the Curriculum to enhance writing skills 4/29/92 Use Latin Program to increase vocabulairy/word attack skills 4/29/92 155 4/29/92 155 155 155 Teach geography through active learning strategies. Include multicultural 4/29/92 Promote \"living 4/29/92 curriculum in each level of social studi* social studies\" Learning strategies/activitiee Emphasize American and Arkansas History 4-5 4/29/92 Emphasize World History 6 155 4/29/92 Integrate 155 celebrations/ceremonies into the curriculum 4/29/92 Emphasize use of word or story problems 2-6 155 4/29/92 155 155 155 155 155 155 4/29/92 4/29/92 4/29/92 Introduce basic concepts in geometry and algebra 2-6 Use manipulatives extensively Pre-K-3 Use computers to organize and utilize mathematical data 5-6 Emphasize critical thinking with methodology and results K-6 4/29/92 Use hands-on discovery/exploration to learn scientific concept. 4/29/92 Supplement class 4/29/92 155 4/29/92 155 4/29/92 155 155 155 4/29/92 and textbook work with practical demonstratio Emphasize life sciences and physical sciences 4-6 Show mastery of concepts with an annual project Include information packets with homework assignments Include an introduction to basic concepts in music and art 4/29/92 Keep content of art and music sequential and cumulative 4/29/92 Emphasize enjoyment/creation of music, painting, and crafts Pr'ID ADDENDUM Progran Nane Prlnary Leader 001896 IS Academic Programs Dir Staff Dev 000059 BASELINE ELEMENTARY 001897 IS Academic Programs Dlr Staff Dev 001898 IS Academic Programs Dir Staff Dev 001904 IS Academic Programs Dir Staff Dev 001906 IS Academic Programs Dir Staff Dev 001912 IS Academic Programs Dir Staff Dev 001913 IS Academic Programs Dir Staff Dev 001936 IS Academic Programs Dir Staff Dev 001981 IS Academic Programs Dir Staff Dev 001982 IS Academic Programs Dlr Staff Dev 001983 IS Academic Programs Dlr Staff Dov 001984 IS Academic Programs Dlr Staff Dev LRSD PROGRAN BUDGET DOCUMENT Legal Reference Secondary Leader Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Principal IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS 20.3 DOC DOC DOC Page Date LR LR LR LR LR LR LR MR LR LR LR LR 155 155 156 156 156 154 153 39 156 156 156 156 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 6/05/92 4/29/92 4/29/92 4/29/92 4/29/92 Report Datet Paget Abbreviated Text 2/21/97 53 Emphasize enjoynent/creation of music, painting, and crafts Pr\u0026lt; Emphasize penmanship at each level Use total response approach as instructional methodology Reinforce concepts with in-school performances and/or exhibits Use \"total physical response\" approach to teaching Emphasize Oral Lang Expression in reading and English/Lang art\nUse Learning Styles Inventories in each Incentive school Establish scouting membership list Make Nifty Nutrition available for all grades 1-6 Emphasize \"wellness\" for the young K-6 Emphasize understanding \u0026amp; respect for the handicapped Emphasize team sports and lifelong leisure skills K-6ADDENDUM LRSD FY 97/ 1 Program Budget Document Program Namet IS Extended Day/Week Report Date I Paget 2/21/97 54 t Principal IS Program Code) 57 Primary Leader) Dir Staff Dev Secondary Leader Program Description) AH AFTER-SCHOOL PROGRAM WILL BE PLANNED AT EACH SCHOOL TO MEET THE EDUCATIONAL, SOCIAL AND EMOTIONAL NEEDS OF THE STUDENTS. STAFF AT THE SCHOOL WILL ASSIST IN IDENTIFYING PROGRAM AND RESOURCES TO EN- Primary Leaden HANCE STUDENT DEVELOPMENT. A MAJOR COMPONENT OF THE AFTER-SCHOOL PROGRAM IS THE HOMEWORK CENTER WHICH ASSIST STUDENTS WITH EDUCATIONAL ACTIVITIES THAT REINFORCE,MEDIATE, OR ENRICH CLASSROOM WORK. FY Program Budget) YTD Expenditures) EXTENDED WEEK ACTIVITIES ARE PROVIDED THROUGH THE SATURDAY PROGRAM. THE SATURDAY PROGRAM INCLUDES COURSE OFFERINGS, FIELD TRIPS, TUTORING AND OTHER ACTIVITIES THAT ENRICH OR REINFORCE THE COGNITIVE SOCIAL AND EMOTIONAL HEEDS OF THE STUDENTS. TRANSPORTATION IS PROVIDED. $461,459.00 $117,955.82 let Qtr Expend) 2nd Qtr Expend) $10,138.62 $107,817.20 21.1 3rd Qtr Expendi 4th Qtr Expend) $.00 FTEl $.00 %Budget Spent) .00 25.56 tADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Date: Page: 2/21/97 55 ID Progran Nane Prlnary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 001694 IS Extended Day/Heek Dir Staff Dev 001700 IS Extended Day/Week Dir Staff Dev Principal IS Principal IS MR HR 21.2 25 6/05/92 Keep statistics on the Saturday Programs 25 6/05/92 Conduct study to detemine most appealing activitiesADDENDUM LRSD FY 97/ 1 Progran Budget Document Report Date: Page: 2/21/97 56 Program Name: Program Code: Program Description: IS Foreign Language 00 Primary Leaden Dlr Staff Dev Secondary Leader I Asst Supt IS SPANISH WILL BE TAUGHT TO STUDENTS IN GRADES 1-6 DURING REGULAR OR EXTENDED DAY. FY Program Budget: $.00 1st Qtr Expend: $.00 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00 % 22.1ID ADDENDUM Progran Name Prinary Leader 001862 IS Foreign Language Dir Staff Dev LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Asst Supt IS LR 153 22.2 Report Date! Paget Abbreviated Text 2/21/97 57 4/29/92 Operate lang labs with appropriate equipnent/naterialsADDENDUM LRSD FY 97/ 1 Progran Budget Docunent Program Nane: Progran Code: IS Guidance/Counsel 00 Primary Leader: Dir staff Dev Secondary Leader 1 Dir Pup Serv Program Description: THE GUIDANCE AND COUNSELING PROGROM PROVIDES SERVICES TO SUPPORT ACADEMIC, FY Progran Budget: YTD Expenditures: Report Date: Page: SOCIAL AND EMOTIONAL SUC- CESS FOR STUDENTS IN THE THREE PULASKI COUNTY SCHOOL DISTRICTS. LRSD DIRECTORS OR COORDINATORS OF COUNSELING SERVICES WILL MEET WITH THEIR PEERS FROM THE OTHER DISTRICTS ON A MONTHLY BASIS TO SHARE CONCERNS AND PLAN FOR JOINT ACTIVITIES. $.00 $.00 Ist Qtr Expend: 2nd Qtr Expend: $.00 $.00 23.1 3rd Qtr Expend: 4th Qtr Expend: $.00 2/21/97 58 FTE: $.00 %Budget Spent: .00 .00 ID ADDENDUM Program Name Primary Leader 001394 IS Guidance/Counsel Dlr Staff Dev LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader Dir Pup Serv 23.2 Dcx: DOC DOC Page Date MR 27 6/05/92 Report Datet Paget Abbreviated Text 2/21/97 59 Develop Written School-Based Guidance PlansADDENDUM LRSD FY 97/ 1 Program Budget Document Report Date: Page: 2/21/97 60 Program Name: Program Code: IS Latin Program 00 Primary Leader: Dir Staff Dev Secondary Leader I Asst Supt IS Program Description: THE LATIN ENRICHMENT PROGRAM IS DESIGNED TO GIVE TEACHERS OF STH AND 6TH GRADE STUDENTS THE OPPORTUNITY TO HAVE A MORE THOROUGH UNDERSTANDING OF THE ENGLISH LANGUAGE AS A MEANS TO IN ASSIST STUDENTS IN IMPROVING SELF-ESTEEM, READING AND VOCABULARY SKILLS. TEACHERS CAN CREATE UNITS OF STUDY THAT USE THEIR UNIQUE TALENTS AND SKILLS THAT PROMOTE THE SPECIAL INTERESTS AND NEEDS OF STUDENTS. FY Program Budget: $.00 1st Qtr Expend: $.00 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00  24.1ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference ID Progran Name Prinary Leader Secondary Leader DOC DOC DOC Page Date Report Date I Paget Abbreviated Text 2/21/97 61 002005 IS Latin Progran 002022 IS Latin Progran 002023 IS Latin Progran Dir Staff Dev Dir Staff Dev Dir Staff Dev Asst Supt IS Asst Supt IS Asst Supt IS LR LR LR 24.2 163 164 164 4/29/92 4/29/92 4/29/92 Provide inservice to participating Teachers. Monitor classroom activities. Identify student growth on standardized tests.ADDENDUM LRSD ry 97/ 1 Progran Budget Docunent Report Dates Pages 2/21/97 62 Progran Nanes Progran Codes IS Parent Involvennt 00 Prlnary Leaders Dir Staff Dev Secondary Leader I Asst Supt IS Progran Descriptions THE PURPOSE OF PARENT INVOLVMENT IS TO MAKE PARENTS AND THE COMMUNITY THROUGHOUT PULASKI COUNTY KNOWLEDGEABLE ABOUT ALL SCHOOL OPTIONS AND ENCOURAGE VOLUNTARY MOVEMENT WHICH AIDS DESEGREGATION. PARENTS ARE INVOLVED IN SUPPORT ACTIVITIES RECRUITMENT AND THE PLANNING PROCESS. FY Progran Budgets $.00 1st Qtr Expends $.00 3rd Qtr Expends $.00 FTBs .00 YTD Expenditures I $.00 2nd Qtr Expends $.00 4th Qtr Expends $.00 %Budget Spents .00 25.1ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Date) Pagel 2/21/97 63 ID Progran Nane Prlnary Loader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 001695 IS Parent Involvennt Dlr Staff Dov 001696 IS Parent Involvennt Dlr Staff Dev 001924 IS Parent Involvennt Dlr Staff Dov 001929 IS Parent Involvesint Dlr Staff Dov 001930 IS Parent Involvennt Dlr Staff Dev 001932 IS Parent Involvesuit Dlr Staff Dev 001934 IS Parent Involvennt Dlr Staff Dev 001937 IS Parent Involvennt Dlr Staff Dev 001938 IS Parent Involvennt Dlr Staff Dev 001941 IS Parent Involvennt Dlr Staff Dev 001942 IS Parent Involvennt Dlr Staff Dev 001943 IS Parent Involvennt Dlr Staff Dov 001944 IS Parent Involvennt Dlr Staff Dov 001945 IS Parent Involvennt Dlr Staff Dov 001946 IS Parent Involvennt Dlr Staff Dov 001947 IS Parent Involvennt Dlr Staff Dov 001949 IS Parent Involvennt Dlr Staff Dov 001950 IS Parent Involvennt Dlr Staff Dev 001951 IS Parent Involvennt Dlr Staff Dov 001952 IS Parent Involvennt Dlr Staff Dev 001953 IS Parent Involvennt Dlr Staff Dov 001954 IS Parent Involvennt Dlr Staff Dev 001955 IS Parent Involvennt Dlr Staff Dev 001956 IS Parent Involvennt Dlr Staff Dov 001957 IS Parent Involvennt Dlr Staff Dev 001958 IS Parent Involvennt Dlr Staff Dev 001959 IS Parent Involvennt Dlr Staff Dev 001960 IS Parent Involvennt Dlr Staff Dev 001962 IS Parent Involvennt Dlr Staff Dov 001963 IS Parent Involvennt Dlr Staff Dev 001965 IS Parent Involvennt Dlr Staff Dev 001967 IS Parent Involvennt Dlr Staff Dov 001968 IS Parent Involvennt Dlr Staff Dev 001969 IS Parent Involvennt Dlr Staff Dov 001970 IS Parent Involvennt Dlr Staff Dov Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR 25.2 206 207 207 208 208 208 208 209 209 209 209 209 209 209 209 209 210 210 210 210 210 210 210 210 210 211 211 211 212 212 212 213 213 213 213 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Include strategies for Incorporating parental Involvement Design and adnlnlster a needs assessment Recruit parents from the Incentive schools for teacher aides Provide resources/staff to operate the center Train parent to operate the center Distribution of monthly communications packet Seek parentsrecommendation for resources Assist parents to carry out expectlons of schools Offer mini-workshops Parents to pick up report cards twice a year Provide opportunities for counselors contact with parents Demonstrate the use of community resources Parent recogntlon as a tool for community Involvement Recognize parents monthly Recognize community person for school Involvement monthly Display parent/communlty recognition awards Involve students In selection process of award winners Establish approach to communication between home/school Identify three key parent communicators Teach parents the system for advancing support Establish community resource list Invito community patrons of pre-school Encourage parent attendance at PTA meetings Prepare and distribute Parent Handbooks Require parents to sign homework assignments Require parents to call school to report absences Require two or more home visits Require contractual commitment from parents Strengthen linkages between home/school Hold parenting education classes for mothers Use school as community center Raise trust level between school/coramunlty Provide Inservice courses for teachers and school Develop speakers bureau for community Develop calendar of events of neighborhood activitiesID ADDENDUM LRSD PROGRAN BUDGET DOCUMENT Legal Reference Report Datet Paget 2/21/97 64 Progran Nane Prinary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 001970 IS Parent Involvennt Dlr Staff Dev Asst Supt IS LR 213 4/29/92 Develop calendar of events of neighborhood activities 000059 BASELINE ELEMENTARY 001973 IS Parent Involvennt Dlr Staff Dev 001974 IS Parent Involvennt Dlr Staff Dev Asst Supt IS Asst Supt IS LR LR 214 214 4/29/92 4/29/92 Provide atnosphere where parents are open Involve nore people In decision naking 25.3ADDENDUM LRSD FY 97/ 1 Progran Budget Document Report Dates Pages 2/21/97 65 Program Names Program Codes Program Descriptions IS Parent Recruitmnt 00 Primary Leaden Dlr SAO Secondary Leader t Coord Recruit THE PURPOSE OF THE RECRUITMENT PROGRAM IS TO DEVISE A SYSTEM IN WHICH PARENTS THROUGHOUT PULASKI COUNTY ARE KNOWLEDGEABLE ABOUT ALL SCHOOL OPTIONS AND TO ENCOURAGE VOLUNTARY MOVEMENT WHICH AIDS DESEGREGATION. INCENTIVE SCHOOLS ARE LOCATED IN AREAS THAT ARE MAJORITY BLACK. SPECIAL PROGRAMS ARE OFFERED TO ATTRACT WHITE STUDENTS AS WELL AS INCREASE TEST SCORES. FY Program Budgets $.00 1st Qtr Expends $.00 3rd Qtr Expends $.00 FTEl .00 YTD Expendituress $.00 2nd Qtr Expends $.00 4th Qtr Expends $.00 %Budget Spents .00  26.1ID ADDENDUM Program Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Date: Paget Abbreviated Text 2/21/97 66 001442 IS Parent Recrultmnt Dlr SAO 001443 IS Parent Recrultmnt Dir SAO 001444 IS Parent Recrultmnt Dir SAO 001445 IS Parent Recrultmnt Dlr SAO 001447 IS Parent Recrultmnt Dir SAO 001448 IS Parent Recrultmnt Dir SAO 001449 IS Parent Recrultmnt Dir SAO 001450 IS Parent Recrultmnt Dir SAO 001451 IS Parent Recrultmnt Dlr SAO 001452 IS Parent Recrultmnt Dir SAO 001454 IS Parent Recrultmnt Dlr SAO 001455 IS Parent Recrultmnt Dir SAO 001456 IS Parent Recrultmnt Dir SAO 001457 IS Parent Recrultmnt Dlr SAO 001458 IS Parent Recrultmnt Dlr SAO 001459 IS Parent Recrultmnt Dlr SAO 001460 IS Parent Recrultmnt Dir SAO 001461 IS Parent Recrultmnt Dir SAO 001462 IS Parent Recrultmnt Dlr SAO 001463 IS Parent Recrultmnt Dlr SAO 001464 IS Parent Recrultmnt Dlr SAO 001465 IS Parent Recrultmnt Dir SAO 001466 IS Parent Recrultmnt Dir SAO 001467 IS Parent Recrultmnt Dlr SAO 001469 IS Parent Recrultmnt Dir SAO Coord Recruit Coord Recruit Coord Recruit Coord Recruit Coord Recruit Coord Recruit Coord Recruit Coord Recruit Coord Recruit Coord Recruit Coord Recruit Coord Recruit Coord Recruit Coord .Recruit Coord Recruit Coord Recruit Coord Recruit Coord Recruit Coord Recruit Coord Recruit Coord Recruit Coord Recruit Coord Recruit Coord Recruit Coord Recruit 26.2 LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR 215 4/29/92 215 4/29/92 215 4/29/92 215 4/29/92 215 4/29/92 215 215 215 Information to community on Incentive school program 4/29/92 Mail report on Incentive schools to community groups Conduct information sessions on pre-registration activities Conduct information sessions with special audiences Establish Saturday information booths Secure special media coverage 4/29/92 Highlight sheets to elementary parents 4/29/92 215 4/29/92 215 215 216 216 216 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 216 4/29/92 216 216 216 216 216 Provide telephone hotline Place highlight sheet in local business Seek Special media coverage State Press/black radio stations Brochure for each Incentive school Seek Spec, designation from Dept, of Ed to market Incentive se Endorsements from local celebrities Hold meetings w/NLRSD/PCSSD TO ENCOURAGE M-M TRANS Hire two parent recruiters 4/29/92 Provide public service announcements for Incentive schools 4/29/92 Advertise Incentive schools on billboards 4/29/92 Conduct Media blitz to heighten public awareness 4/29/92 Produce videocassette recordings for presentation 4/29/92 Provide brochures for Incentive school distributed in Pul. Con\n216 4/29/92 216 216 216 4/29/92 CONDUCT Open house at Incentive schools Provide geographic areas info on Incentive schools 4/29/92 Conduct small group tours 4/29/92 Establish Speakers bureau for Incentive school 217 4/29/92 Monitor/evaluate recruitment in Incentive schoolsReport Date) Page) 2/21/97 67 ADDENDUM LRSD FY 97/ 1 Progran Budget Document Progran Nome) Program Code) IS Pollcles/Procedre 00 Primary Leaden Dlr Staff Dev Secondary Leader I Principal IS Program Description) EXTRACURRICULAR PROGRAMS HAVE BEEN ESTABLISHED TO ALLOW STUDENTS RECOGNITION, LEADERSHIP EXPERIENCE, AND A CHANCE TO BE INVOLVED IN SCHOOL ACTIVITIES. FY Program Budget) $.00 1st Qtr ExpendI $.00 3rd Qtr Expendt $.00 FTEl .00 YTD Expenditures) $.00 2nd Qtr Expend) $.00 4th Qtr Expend) $.00 ^Budget Spent) .00  27.1ID ADDENDUM Program Name Primary Leader 001364 IS Policies/Procedre Dlr Staff Dev 001365 IS Policies/Procedre Dlr Staff Dev 001672 IS Policies/Procedre Dlr Staff Dev 001689 IS Policies/Procedre Dlr Staff Dev 001692 IS Policies/Procedre Dlr Staff Dev 002082 IS Policies/Procedre Dir Staff Dev 002083 IS Policies/Procedre Dlr Staff Dev 002084 IS Policies/Procedre Dir Staff Dev 002090 IS Policies/Procedre Dir Staff Dev 002094 IS Policies/Procedre Dir Staff Dev 002095 IS Policies/Procedre Dlr Staff Dev 002103 IS Policies/Procedre Dlr Staff Dev 002104 IS Policies/Procedre Dlr Staff Dev 002105 IS Policies/Procedre Dlr Staff Dev 002106 IS Policies/Procedre Dir Staff Dev 002107 IS Policies/Procedre Dir Staff Dev 002108 IS Policies/Procedre Dlr Staff Dev 002110 IS Policies/Procedre Dlr Staff Dev 002111 IS Policies/Procedre Dlr Staff Dev 002112 IS Policies/Procedre Dir Staff Dev 002113 IS Policies/Procedre Dlr Staff Dev 002114 IS Policies/Procedre Dlr Staff Dev LRSD PROGRAM BUDGET DOCUMENT Secondary Leader Principal IS Principal IS Principal IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS 27.2 Legal Reference DOC DOC DOC Page Date MR NR MR LR LR LR LR LR LR LR LR MR NR NR NR NR NR NR NR NR NR NR 38 38 20 188 189 188 188 188 189 188 188 23 23 23 23 23 23 37 38 38 38 38 6/05/92 6/05/92 6/05/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 Report Datet Paget Abbreviated Text 68 Document volunteer training Document visits to each student's hcsne Develop a comprehensive long-range strategic plan Establish a flexible programming approach Provide addt'l compensation for extra periods Allow for team teaching or other effective teaching strategy Allow stud, to remain in class for extended time periods if ns Develop a plan for individualized instruction within a buildin* Provide Saturday Enrichment Programs Encourage PTA attendance Provide Student Handbooks to each student Involve all affected in discipline policy development. Define appropriate and inappropr. behavior 4 consequences Publicize policies and procedures Insist upon fair and consistent enforcement of discipline poll* Provide Teachers training in dealing with disruptive students* Collect discipline data and monitor the program Naintain records of volunteer participation Naintain documentation of all parent meetings and activities Routinely record meeting agenda and minutes Establish a mechanism to ensure that parents sign homework Have contracts ready for parents to sign when they registerReport Date: Page: 2/21/97 69 ADDENDUM LRSD FY 97/ 1 Progran Budget Docunent Program Namei Program Codei IS Social Skills 00 Prlnary Leaden Dlr Staff Dev Secondary Leader I Asst Supt IS Program Descrlptloni THE SOCIAL SKILLS PROGRAM WAS DESIGNED TO PROVIDE SUPPORTIVE EXPERIENCES THAT HILL ENHANCE LEARNING FOR STUDENTS ATTENDING AN INCENTIVE SCHOOL. FY Progran Budget! $.00 1st Qtr Expend! $.00 3rd Qtr Expend! $.00 FTE! .00 YTD Expenditures! $.00 2nd Qtr Expend! $.00 4th Qtr Expend! $.00 %Budget Spent! .00 28.1 ID ADDENDUM Progran Name Priaiary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondazry Leader DOC DOC DOC Page Date Report Datet Paget Abbreviated Text 2/21/97 70 001680 IS Social Skills 001899 IS Social Skills 001901 IS Social Skills 001902 IS Social Skills 001919 IS Social Skills 001920 IS Social Skills 001921 IS Social Skills 001990 IS Social Skills 001993 IS Social Skills 002102 IS Social Skills Dir Staff Dev Dlr staff Dev Dlr Staff Dev Dlr Staff Dev Dlr Staff Dev Dlr Staff Dev Dlr Staff Dev Dlr Staff Dev Dlr Staff Dev Dir Staff Dev Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Principal IS Principal IS Principal IS Asst Supt IS Asst Supt IS Asst Supt IS LR LR LR LR MR MR MR LR LR LR 156 156 156 156 29 29 29 157 157 175 4/29/92 4/29/92 4/29/92 4/29/92 6/05/92 6/05/92 6/05/92 4/29/92 4/29/92 4/29/92 Prepare students to become independ, thinkers 6 problem solver: Teach social skills through the core Instructional program Teach Structured self-esteem building lessons in small groups* Focus on problem-solving, decision-making, peer pressure, etc* Mount recruitment campaign Coordinate mentor program with VIPS Record/Maintaln documentation on mentors, students, 6 activitl* Create program to respond to developmental changes in student* Use individuals presentations to provide role models for stude: Increase opport, for services through serv. agency relationshi} 28.2ADDENDUM LRSD FY 97/ 1 Program Budget Document Report Date: Page: 2/21/97 71 Program Name: Program Code: IS Staff Development 73 Primary Leaden Dlr staff Dev Secondary Leader I Principal IS Program Description: THE PURPOSE OF A WELL-DEVELOPED STAFF DEVELOPMENT PROGRAN IS TO PROVIDE STAFF MEMBERS THE NECESSARY SKILLS TO IMPROVE STUDENTS* COGNITIVE, SOCIAL AND EMOTIONAL GROWTH. CONTINUOUS TRAINING WILL BE PROVIDED BY THE STAFF DEVELOPMENT DEPARTMENT AND IRC SPECIALIST BASED ON THE NEEDS OF THE STAFF AND THE STUDENTS AS EVIDENCED BY IDENTIFIED NEEDS. THE LRSD STAFF DEVELOPMENT DEPT. WILL ACT AS A FACILITA- TOR FOR THE SCHOOL STAFF DEVELOPMENT COMMITTEES BY COORDINATING, ARRANGING AND GATHERING MATERIALS. FY Program Budget: $29,771.00 let Qtr ExpendI $.00 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $833.36 2nd Qtr Expend: $833.36 4th Qtr Expend: $.00 %Budget Spent: 2.97  29.1ID ADDENDUM Program Name Prijnary Leader 001799 IS Staff Development Dlr Staff Dev 001847 IS Staff DevelofMnent Dir Staff Dev 001848 IS Staff Development Dlr Staff Dev 001849 IS Staff Development Dir Staff Dev 001850 IS Staff Development Dlr Staff Dev 001851 IS Staff Development Dir Staff Dev 001852 IS Staff Development Dir Staff Dev 001853 IS Staff Development Dlr Staff Dev 001854 IS Staff Development Dlr Staff Dev 001855 IS Staff Development Dir Staff Dev 001856 IS Staff Development Dlr Staff Dev LRSD PROGRAN BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Date: Paget Abbreviated Text 2/21/97 72 Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS CO MR MR MR MR MR MR MR MR MR MR 42 7 7 8 8 11 11 11 14 14 14 5/01/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 Identify the staff development needs Develop strategy to meet staff development requirements. Record School Profile staff development data Evaluate classroom utilization of Inservice training Evaluate quality, relevance, and adequacy of staff training Promote staff awareness of heterogeneous grouping Ensure all incentive school staff participate TESA. Consider GESA training as part of staff development curriculum Emphasize staff training that facilitates active learning at a Emphasize importance of variety in teaching technlques/groupi: Use a wide range of resources and specialist 29.2ADDENDUM LRSD FY 97/ 1 Progran Budget Document Program Name: Program Code: IS Staffing 72 Primary Leaden Dlr staff Dev Secondary Leader I Asst Supt IS Report Date: Page: 2/21/97 73 Program Description: THIS PROGRAM IS DESIGNED TO INCLUDE A COMMITTEE OF PARENTS, TEACHERS, AND ADMINISTRATORS WHO WILL ASSIST IN SETTING CRITERIA FOR INTERVIEWS AND MAKE RECOMMENDATIONS FOR HIRING QUALITY STAFF WHO WILL IMPLEMENT THE GOALS, PROGRAMS AND CURRICULUM IN THE INCENTIVE SCHOOLS. FY Program Budget: $754,161.15 Ist Qtr ExpendI $65,638.60 3rd Qtr Expend: $.00 FTE: 21.00 YTD Expenditures: $253,037.38 2nd Qtr Expend: $187,398.78 4th Qtr Expend: $.00 %Budget Spent: 33.55  30.1ID ADDENDUM Progran Nane Prinary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report DateI Paget Abbreviated Text 2/21/97 74 001792 IS Staffing 001794 IS Staffing 001797 IS Staffing 001859 IS Staffing 001860 IS Staffing Dlr Staff Dev Dir Staff Dev Dlr Staff Dev Dlr Staff Dev Dlr Staff Dev Asst Supt IS Asst Supt IS Aast Supt IS Asst Supt IS Asst Supt IS LR LR LR LR LR 30.2 198 198 194 194 194 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Review staff ccxnnltnent Infomally Monitor staff effectiveness Provide add'l inservice training prior to the start of school Provide separate stipends for returning to work ahead of schedn Use student teachers frcxn different collegesADDENDUM LRSD FY 97/ 1 Progran Budget Docunent Program Name! Program Code! IS Student Achievnnt 00 Primary Leaden Dlr Staff Dev Secondary Leader I Asst Supt IS Report Date! Page! 2/21/97 75 Program Description! THIS PROGRAM IS INTENDED TO PROVIDE SUPPORTIVE EXPERIENCES THAT WILL ENHANCE LEARNING FOR STUDENTS ATTENDING THE INCENTIVE SCHOOLS. FY Program Budget! $.00 1st Qtr Expend! $.00 3rd Qtr Expendi $.00 FTEl .00 YTD Expenditures! $.00 2nd Qtr Expend! $.00 4th Qtr Expend! $.00 %Budget Spent! .00 31.1ID ADDENDUM Progran Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Datet Paget Abbreviated Text 2/21/97 76 001704 IS Student Achievnnt Dir Staff Dev 001705 IS Student Achievnnt Dir Staff Dev 001706 IS Student Achievnnt Dir Staff Dov 001707 IS Student Achievnnt Dir Staff Dev 001985 IS Student Achievnnt Dir Staff Dev 001986 IS Student Achievnnt Dir Staff Dev 001987 IS Student Achievnnt Dir Staff Dev 001988 IS Student Achievnnt Dir Staff Dev 001989 IS Student Achievnnt Dlr Staff Dev Asat Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS LR LR LR LR LR LR LR LR LR 31.2 158 158 158 158 157 157 157 157 157 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Use field trips to enhance learning Supplement local field trips with state/natlonal trips Detemine choices by school needs/interests Submit Plans to Board/Adninistration annually Reinforce the core curriculum in Pre-K - Grade 6 Develop programs to improve student achievement Use peer tutors to assist Teachers Use Academic Reinforcenent Clubs Use a variety of Special Interest ClubsADDENDUM LRSD FY 97/ 1 Progran Budget Docunent Report Date! Page! 2/21/97 77 Progran Nane! Progran Code! IS Support Prograns 00 Prlnary Leaden Dlr Staff Dev Secondary Leader t Asst Supt IS Progran Description! INCENTIVE SCHOOL SUPPORT PROGRAMS ARE THOSE ACTIVITIES/STRATEGIES THAT REINFORCE OR ENHANCE THE OPPORTUNITIES FOR LEARNING AT THE INCENTIVE SCHOOLS. EXAMPLES INCLUDE! HOMEWORK CENTERS, INSTRUCTIONAL AIDES, EXTENDED YEAR PROGRAM AND FIELD TRIPS. FY Progran Budget! $.00 Ist Qtr Expend! $.00 3rd Qtr Expend! $.00 PTE I  00 YTD Expenditures! $.00 2nd Qtr Expend! $.00 4th Qtr Expend! $.00 %Budget Spent! .00 % 32.1ID ADDENDUM Program Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Date) Pagel Abbreviated Text 2/21/97 78 001667 IS Support Programs 001668 IS Support Programs 001669 IS Support Programs 001687 IS Support Programs 001688 IS Support ProgT-awa 001690 IS Support Programa 001691 IS Support Programs 001697 IS Support Programs 001698 IS Support Programs 001701 IS Support Programs 001710 IS Support Prograra 001712 IS Support Programs 001713 IS Support Programs 001716 IS Support Programs 001717 IS Support Programs 001726 IS Support Programs 001727 IS Support Programs 001728 IS Support Programs 001729 IS Support Programs 001731 IS Support Programs 001734 IS Support Programs 001735 IS Support Programs 001736 IS Support Programs 001738 IS Support Programs 001741 IS Support Programs 001744 IS Support Programs 001745 IS Support Prograwa 001746 IS Support Programs 001758 IS Support Programs 001761 IS Support Programs 001762 IS Support Programs 001763 IS Support Programs 001764 IS Support PrograM 001765 IS Support Programs 001915 IS Support Programs Dir Staff Dev Dir Staff Dev Dir Staff Dev Dlr Staff Dev Dlr Staff Dev Dlr Staff Dev Dlr Staff Dev Dlr Staff Dev Dlr Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dlr Staff Dev Dlr Staff Dev Dlr Staff Dev Dlr Staff Dev Dir Staff Dev Dir Staff Dev Dlr Staff Dev Dlr staff Dev Dlr Staff Dev Dir Staff Dov Dir Staff Dev Dir Staff Dev Dir Staff Dev Dlr Staff Dev Dlr Staff Dev Dlr Staff I\u0026gt;ev Dir staff Dev Dlr Staff Dev Dir staff Dev Dlr staff Dev Dir staff Dev Dir Staff Dev Dlr Staff Dev Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR 32.2 178 178 178 180 180 179 171 180 180 175 171 180 180 172 172 176 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Permanently assign substitutes to each Incentive school. Create school site teams Rotate team membership on a semester basis Offer Special skills programs after school Provide supervision of students at the incentive schools. Offer field trips during extended week programs Provide trans to students at the Homework Center Establish offerings Employ Instructional aides for career awareness Attendance/behavior guidelines assist studs. \u0026amp; keep them in sc/ Evaluate hotline/Centers/awareness relationships Provide training for Teachers in peer tutoring Use retired Teachers mentors to tutor and sponsor clubs Implement a career skills development program Use a variety of means to create career awareness 4/29/92 Use a variety of methods for recognition 185 4/29/92 185 Work community to supplement school programs 4/29/92 Study access to Camp Pfiefer 185 4/29/92 186 186 186 186 186 186 186 186 186 187 187 187 Work with Campt Pfiefer Dir* to target incentive students 4/29/92 Obtain Infonation regarding student academic growth. 4/29/92 Track attendance/dlsclpllne/behavlor/achlevement. 4/29/92 Monitor quarterly 4/29/92 Maintan class and school profiles 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Involve parents in the development SEPs Include extracurricular activities Involve staff, patrons in monitoring Involve all staff in goal setting Evaluate goal achievement Establish School Improvement Teams Plan for parent/student meetings for input. 4/29/92 Plan for implementation of changes. 187 4/29/92 187 Make recommendations for changes 4/29/92 Implement changes. 187 4/29/92 180 4/29/92 Evaluate changes Mentors provide supportID ADDENDUM Progran Nane Prinary Leader 001915 IS Support Prograns Dir Staff Dev 000059 001916 IS Support Prograns 001917 IS Support Prograns 001918 IS Support Prograns 002029 IS Support Prograns 002032 IS Support Prograns 002034 IS Support Programs 002035 IS Support Prograns 002036 IS Support Prograns 002037 IS Support Prograns 002042 IS Support Prograns 002043 IS Support Prograns 002044 IS Support Prograns 002046 IS Support Prograns 002047 IS Support Prograns 002048 IS Support Prograns 002050 IS Support Prograns 002051 IS Support Prograns 002054 IS Support Programs 002055 IS Support Prograns 002056 IS Support Prograns 002057 IS Support Prograns 002059 IS Support Prograns 002063 IS Support Prograns 002064 IS Support Prograns 002065 IS Support Prograns 002067 IS Support Prograns 002068 IS Support Prograns 002071 IS Support Programs 002074 IS Support Programs 002075 IS Support Programs 002076 IS Support Programs BASELINE ELEMENTARY Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dlr Staff Dev Dlr Staff Dev Dlr Staff Dev Dir Staff Dev Dir Staff Dev Dir staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dlr Staff Dev Dir Staff Dev Dlr Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir staff Dev Dir Staff Dev Dir Staff Dev LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS 32.3 LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR 180 180 180 180 172 173 181 181 181 173 183 183 183 183 183 183 183 183 183 183 183 184 184 184 184 184 184 184 184 184 184 175 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Report Date I Page: Abbreviated Text Mentors provide support 79 Provide Homework Centers Set homework center schedules to meet students needs. Provide Homework Hotlines Develop year round school program Bring exhibits and performances to the schools. Build a program of community Involvement Establish Girl/Boy Scout Programs at each school. Offer special skills programs after school Monitor student if activity finishes early Make parents aware of the options open to their children. Implement mentoring program Place special emphasis on schools recruiting minority student* Provide students with exper. in testing, listening, \u0026amp; study sit Hold home/neighborhood meetings to increase involvement Meet at neighborhood sites with small groups of parents Involve ministers. Increase parental Involvement Provide regular communication between school and hcxne Encourage parents to provide classroom support Establish place for designated meetings Establish learning time schedules for extended day. Improve home/school communication. Give students recognition and leadership opportunities Implement individual and group counseling for all students. Include Peer facilitators Teach conflict resolution Implement Incentive/recognition programs by 1990-91 Create Community involvement recognition. Conduct Student Screening Make presentations to parents on similar topics Provide time out areasADDENDUM LRSD FY 97/ 1 Progran Budget Docunent Report Date! Page! 2/21/97 80 Progran Nane! Progran Code! Llbrary/Medla Svs 32 Prlnary Leaden Supt Progran Descriptioni EACH CHILD IN THE LRSD SHOULD Secondary Leader I Dlr Hedla/Tech FY Progran Budget! YTD Expenditures! SOURCES. LIBRARY/MEDIA SERVICES WILL BE DESIGNED TO PROVIDE BE GIVEN ACCESS TO HIS/HER FULL MEASURE OF THE INSTRUCTIONAL SKILLS AND HILL ALSO ACCOMMODATE THE VARIED LEARNING GROUPS. BECAUSE STUDENTS WILL HAVE OPPORTUNITIES TO WORK THE DIRECTION OP A TRAINED TEACHER-LIBRARIAN, REFOR EXTENSION AND ENRICHMENT OF BASIC STYLES OP STUDENTS IN DIFFERENT INSTRUCTIONAL AND LEARN IN THE LIBRARY/MEDIA CENTER UNDER WAYS, THUS ACCOMMODATING THEIR INDIVIDUAL STYLES AND ALSO THEY MILL BE ABLE TO APPROACH LEARNING IN A VARIETY OP ON TASK- OR ENRICHMENT THAT MANY STUDENTS NEED IN ORDER TO INTERNALIZE SENTED. PROVIDING FOR THE ADDITIONAL \"TIME THE MATERIAL INITIALLY PRE- $458,999.33 lat Qtr Expend! $52,862.81 3rd Qtr Expend! $.00 FTE! 16.00 $176,909.23 2nd Qtr Expend! $124,046.42 4th Qtr Expend! $.00 tBudget Spent! 38.54  33.1ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Datet Paget 2/21/97 81 ID Program Name Prinary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 001007 Library/Hedia Sva 001010 Library/Hedia Svs 001016 Library/Hedia Svs 001020 Library/Hedia Svs 001022 Library/Media Svs 001023 Library/Hedia Svs 001024 Library/Hedia Svs 001025 Library/Hedia Svs 001046 Library/Hedia Svs 001047 Library/Hedia Svs 001048 Library/Hedia Svs 001049 Library/Hedia Svs 001050 Library/Hedia Svs Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Dir Nedia/Tech Dlr Media/Tech Dlr Hedla/Tech Dlr Hedla/Tech Dlr Hedla/Tech Dlr Hedla/Tech Dlr Hedla/Tech Dir Hedia/Tech Dir Media/Tech Dir Media/Tech Dlr Hedla/Tech Dlr Hedla/Tech Dir Hedia/Tech LR LR LR LR LR LR LR LR LR LR LR LR LR 109 109 110 110 107 107 107 107 107 107 107 108 108 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Schedule fllms\\vldeos as possible Supply films/vldeos per schedule Notify teachers via librarians of the fall schedule (films/vld* Conduct inservice for librarians and library clerks. Library media specialists will plan with teachers for material\nLibrary media specialists will plan with staff for reading mot Library media specialists will plan with teachers for library Library media specialists will Instruct students in literary s: Increase vol. of books checked out Document number of students visiting library Document number of classes scheduled Annually evaluate multicultural materials Share recommendations for multicultural materials 33.2ADDENDUM LRSD FY 97/ 1 Progran Budget Docunent Report DateI Pagel 2/21/97 82 Program Namei Program Codei M to M Magnet Prgm 18 Prlnary Leaden Aaaoc Supt Progran Description! H TO M MAGNETS ARE THOSE SCHOOLS Secondary Leader s Dir SAO WHERE SPECIALIZED PROGRAMS HAVE BEEN IMPLEMENTED IN ORDER TO ATTRACT STUDENTS FROM NLRSD AND PCSSD WHO ARE ELIGIBLE FOR M TO M TRANSFERS. LOCATED AT CENTRAL HIGH SCHOOL, DUNBAR, WASHINGTON, HENDERSON AND MCCLELLAN. M TO M PROGRAMS ARE FY Progran Budget! $430,798.47 Ist Qtr Expend! $33,267.88 3rd Qtr Expend! $.00 FTE I 8.00 YTD Expenditures! $140,158.75 2nd Qtr Expend! $106,890.87 4th Qtr Expend! $.00 %Budget Spent! 32.53  34.1ID ADDENDUM Progran Nane LRSD PROGRAN BUDGET DOCUMENT Legal Reference Report Datet Paget 2/21/97 83 Prinary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 000931 N to M Magnet Prgm 000932 H to M Magnet Prgm 002195 H to M Magnet Prgm 002196 H to H Magnet Prgm 002197 H to M Magnet Prgm 002198 H to M Magnet Prgm Assoc Assoc Assoc Assoc Assoc Assoc Supt Supt Supt Supt Supt Supt Dir SAO Dir SAO Dlr SAO Dir SAO Dlr SAO Dlr SAO LR LR LR LR LR LR 142 142 144 144 143 143 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 SAO assigns students to Henderson Jr. High Magnet SAO assigns students to McClellan High Magnet Obtain a 60/40 ratio of either race in Interdlst. magnets Assign students to Washington Magnet School by SAO Assign students to Central High Magnet School by SAO Assign students to Dunbar Magnet Jr. High by SAO 34.2ADDENDUM LRSD FY 97/ 1 Program Budget Document Report Date! Page! 2/21/97 84 Prograa Naae! Progran Code! M to H Transfers 00 Primary Leader: Progran Description! THE H TO M TRANSFER ALLOWS Assoc Supt Secondary Leader I Dir SAO STUDENTS TO VOLUNTARILY TRANSFER OUT OP THEIR IN A DISTRICT WHERE THEIR RACE IS UNDER-REPRESENTED. DISTRICT AND ATTEND SCHOOL FY Prograa Budget! YTD Expenditures! AND LRSD MEET THE DESGREGATION GOALS OUTLINED THE TRANSFER PROGRAM HAS ASSISTED PCSSD, NLRSD IN THE DESEGREGATION PLAN. $.00 let Qtr Expend! $.00 3rd Qtr Expend! $.00 FTE! .00 $.00 2nd Qtr Expend! $.00 4th Qtr Expend! $.00 ^Budget Spent! .00  35.1ID ADDENDUM Progran Nane Prlnary Leader 003024 M to H Transfers Assoc 003025 M to M Transfers Assoc 003026 M to M Transfers Assoc LRSD PROGRAM BUDGET DOCUMENT Secondary Leader Legal Reference DOC DOC DOC Page Date 003027 M to M Transfers Assoc 003028 M to M Transfers Assoc 003029 M to M Transfers Assoc 003030 M to M Transfers Assoc 003031 M to M Transfers Assoc 003032 M to M Transfers Assoc 003033 H to M Transfers Assoc 003034 M to M Transfers Assoc Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Dlr SAO Dlr SAO Dlr SAO Dlr SAO Dlr SAO Dlr SAO Dlr SAO Dlr SAO Dlr SAO Dlr SAO Dlr SAO ST ST ST ST ST ST ST ST ST ST ST 2 2 2 2 2 2 2 2 2 3 3 003035 M to M Transfers SUPT ASST SUPTS ST 3 003036 M to M Transfers Assoc 003037 H to M Transfers Assoc 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 003039 M to M Transfers Assoc 003040 M to M Transfers Assoc 003041 M to M Transfers Assoc 003042 M to M Transfers Assoc Supt Supt Supt Supt Supt Supt Dlr SAO Dlr SAO Dlr SAO Dlr SAO Dlr SAO Dlr SAO ST ST ST ST ST ST 3 3 3 3 4 4 003043 M to M Transfers ASST SUPTS PRINCIPALS ST 4 003044 M to M Transfers ASST SUPTS PRINCIPALS ST 4 003045 M to M Transfers AssT SUPTS PRINCIPALS ST 4 003047 M to M Transfers Mng Sup Serv 003048 M to H Transfers 003049 M to H Transfers 003050 H to H Transfers 003051 N to N Transfers 003052 M to N Transfers 003054 M to M Transfers 003056 H to H Transfers Mng : Mng 1 Mng : Mng ! Mng Mng Assoc Sup Serv Sup Serv Sup Sup Sup Sup Serv Serv Serv Serv 003057 M to M Transfers Assoc 003058 M to M Transfers Assoc 003059 M to M Transfers Assoc Supt Supt Supt Supt Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Dlr SAO Dlr SAO Dlr SAO Dlr SAO ST ST ST ST ST ST ST ST ST ST ST 5 5 5 6 6 6 6 7 7 7 8 003154 M to M Transfers DIR SAO COORD RECRUIT I 11 004094 M to M Transfers Assoc Supt Dlr SAO TR 241 35.2 Report Datet Paget Abbreviated Text 2f2Xf31 85 Follow M-H eligibility guidelines Blks. In major, at sch. 6 (dist. 50%4*) may go to sch. \u0026amp; dist. * Whts. In major, at sch. 6 dist. may go to sch. 6 dist. where A Hm. diet, to verify good standing or may go on provisional sta* Follow appllc. procedure, limit repeated transfers, \u0026amp; refine p Filo studs, application In home dist. by May 1 of preceding yr Allow only one transfer per student during any year Process home dist. appl. 6 forward copies to host dist. Furnish complete student file with appl. by Home dist. Transf. dependent on host 's space In sch., grade, 6 ccaipliano Communicate acceptance to parent 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 4/29/92 1/26/94 Nay make better place, end of 1st sem. with tests, perf., Observe guidelines once M-M accepted by host consi Commit, for duration of stud's, vol. part. (1 yr. or grad.) no Studs, do not have to annually apply once accepted Studs, expected to follow feeder pattern of assigned school Host has author, to disc., suspend, expel with due process Transfrs. expected to meet same standards as host dist. studeA' Host must make policies, proced., \u0026amp; expect, available to tranm Host must Ignore transfer status of stud, when responding to if Encourage all M-Ms to participate In all programs ADE \u0026amp; Districts to follow payment procedures ADE to pay cost of K-12 FTE students to host dist. Current yr. payments based on previous school year Host to report M-Ms to ADE on forms provided Host to estimate \u0026amp; forward FTE of students to ADE In Sept. ADE to pay monthly with correction In January ADE pays home dist. .5 of table rate Sp. Ed. transfers allowed based on available services In host * Host can opt. to count or not count M-M for stud, assign, plan M-M legally can Impact targeted student ratios without any reO' Depart, from ratios not req. dist. to recompose stud, body of  Parties to promote M-M transfers Interdlstrlct transfers must be done more quicklyADDENDUM LRSD FY 97/ 1 Progran Budget Document Report Date! Page! 2/21/97 86 Program Name! McClellan Comm. Sch. Progran ^e! 26 Prlnary Leader! assr supt Sec Secondary Leader ! Principal McCl Program Description! THE MCCLELLAN COMMUNITY SCHOOL PROVIDES PROGRAMS AND SERVICES WHICH EXPAND THE USE OF THE FACILITY, making it THE CENTER OP MANY ACTIVITIES AND MUCH COMMUNITY INVOLVEMENT. THE SCHOOL SERVES AS AN ANCHOR FOR THE COMMUNITY, A FOCAL POINT OP INTENSE INTEREST, Asst Supt Sec Secondary Leader SCHOOL PROVIDES PROGRAMS AND SERVICES WHICH EXPAND ACTIVITY AND LOYALTY. FY Program Budgeti $180,922.00 1st Qtr Expend! $.00 3rd Qtr Expend! $.00 FTE! .00 YTD Expenditures! $.00 2nd Qtr Expend! $.00 4th Qtr Expend! $.00 tBudget Spent! .00  36.1ADDENDUM LRSD PROGRAN BUDGET DOCUNENT Legal Reference Report Datet Paget 2/21/97 87 ID Progran Name Primary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 003215 McClellan Comm. Sch. Asst Supt Sec 003216 McClellan Cram. Sch. Asst Supt Sec 003217 McClellan Ccmun. Sch. Asst Supt Sec Principal McCl Principal McCl Principal McCl LR LR 94 94 LR 94 4/29/92 4/29/92 4/29/92 Solicit community input throughout the entire process Program will reflect the communitys needs and wishes Com. will report their progress regularly to LRSD, ODM,6 comma 36.2ADDENDUM LRSD FY 97/ 1 Progran Budget Docunent Report Date! Page! 2/21/97 88 Program Name! Program Code! McClellan Magnet 00 Prinary Leaders Assoc Supt Progran Description! MCCLELLAN BUSINESS/COMMUNICATIONS MAGNET PROGRAM Secondary Leader I Dir SAO PROVIDES A LEARNING ENVIRONMENT THAT DEVELOPS COMPETENCE IN ACADEMIC SKILLS AND CONCEPTS IN RELATED TO BUSINESS/COMMDNICATION. PROGRAM ARE PROVIDED WITH MARKETABLE SKILLS IN VARIOUS FIELDS OF BUSINESS. STUDENTS IN THE FY Program Budget! $.00 1st Qtr Expend! $.00 3rd Qtr Expend! $.00 FTE! .00 YTD Expenditures! $.00 2nd Qtr Expend! $.00 4th Qtr Expend! $.00 ^Budget Spent! .00  37.1ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Report DateI Paget 2/21/97 89 ID Progran Name Prlnary Leader Secondary Leader Legal Reference DOC DOC DOC Abbreviated Text Page Date 003062 McClellan Magnet 003067 McClellan Magnet 003069 McClellan Magnet 003070 McClellan Magnet 003071 McClellan Magnet 003072 McClellan Magnet 003074 McClellan Magnet 003085 McClellan Magnet Assoc Assoc Assoc Assoc Assoc Assoc Assoc Assoc Supt Supt Supt Supt Supt Supt Supt Supt Dlr SAO Dlr SAO Dlr SAO Dlr SAO Dlr SAO Dlr SAO Dlr SAO Dlr SAO 37.2 MC MC MC MC MC MC MC MC 2 51 51 51 51 51 51 60 5/01/92 5/01/92 5/01/92 5/01/92 5/01/92 5/01/92 5/01/92 5/01/92 Use Progran to Achieve Racial Balance A/Z Students Must Subnit Magnet Application Non- A/Z Students Must Submit OERF Use Random Selection Process for Non-A/Z Applicants Interdistrict Students Complete M-M and OERF Consider Applications on Basis of Deseg Requirements Process Applications During Spring of Each Year Anticipate Impact on School Capacity, Facilities, EnrollmentADDENDUM LRSD FY 97/ 1 Progran Budget Donwant Report Date! Pagel 2/21/97 90 Progran Name! Program Code! Media SrvsiTri-Dis 00 Primary Leaden Supt Progran Description! THE STAFF DEVELOPMENT DEPARTMENT Secondary Leader I Dir Media/Tech FY Progran Budget! YTD Expenditures! YEAR, TWICE A SEMESTER TO DISCUSS AND CONSIDER COMMON STAFF OF THE SCHOOL DISTRICTS WILL MEET A MINIMUM OP FOUR TIMES PER TRICT COMMITTEE WILL PLAN AND IMPLEMENT STRATEGIES THAT COMMONALITY OF STAFF DEVELOPMENT CONCERNS THAT THE $.00 1st Qtr Expend! $.00 DEVELOPMENT CONCERNS. THIS MULTI-DISWILL PROVIDE TRAINING THAT ADDRESSES THE DISTRICTS HAVE. 3rd Qtr Expend! $.00 FTE! .00 $.00 2nd Qtr Expend! $.00 4th Qtr Expend! $.00 tBudget Spent! .00 t 38.1ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference ID Program Name Primary Leader Secondary Leader DOC DOC DOC Page Date Report Datet Paget Abbreviated Text 2/21/97 91 001027 Media SrvsiTrl-Dis 001031 Media SrvstTri-Dls 001036 Media SrvsiTrl-Dis 001038 Media SrvstTri-Dls Supt Supt Supt Supt Dir Media/Tech Dlr Media/Tech Dlr Media/Tech Dir Media/Tech I I I I 33 33 34 34 4/29/92 4/29/92 4/29/92 4/29/92 Host Multi-District, Multicultural Resource Sharing Fair Host inservice training for multi-district library media sped* Multi-district communication for library media program admin. Meet informally for sharing sessions 38.2ADDENDUM LRSD FY 97/ 1 Program Budget Document Report Datet Paget 2/21/97 92 Program Names Program Codes Multicultural Curr. 12 Primary Leaden Dir Staff Dev Secondary Leader I Curr Supvs Program Descriptions THE MULTICULTURAL CURRICULUM PROGRAM IS DESIGNED TO PROVIDE EQUITY AND EXCELLENCE IN ALL CURRICULAR AND PROGRAM AREAS IN LRSD. THE PROGRAM IS FURTHER DESIGNED TO REDUCE THE DISPARITY THAT EXIST BETWEEN BLACK AND WHITE STUDENTS IN ACADEMIC PERFORMANCE AND THE LOW REPRESENTATION OF BLACK STUDENTS IN ADVANCED PLACEMENT COURSES AS WELL AS IN SPECIAL ACTIVITIES, AND SPECIAL PROGRAMS. TO ACHIEVE THE COMPONENTS IDENTIFIED IN THE MULTICULTURAL CURRICULUM PROGRAM, MULTICULTURAL CURRICULUM GUIDES WILL BE USED IN SCHOOLS AND TEACHERS WILL RECEIVE EXTENSIVE, ONGOING STAFF DEVELOPMENT. FY Program Budgets $146,445.96 lt Qtr Expends $15,900.23 3rd Qtr Expends $.00 FTEs 5.00 YTD Expendituress $40,122.94 2nd Qtr Expends $24,222.71 4th Qtr Expends $.00 %Budget Spents 27.40 39.1ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference ID Program Name Prixiary Leader Secondary Leader DOC DOC DOC Page Date 000102 Multicultural Curr. 000103 Multicultural Curr. Dir Staff Dev Dlr Staff Dev 000104 Multicultural Curr. Dlr Staff Dev 000120 Multicultural Curr. Dlr Staff Dev 000141 Multicultural Curr. Dlr Staff Dev 000144 Multicultural Curr. Dlr Staff Dev 000163 Multicultural Curr. 000164 Multicultural Curr. Dir Staff Dev Dir Staff Dev 000166 Multicultural Curr. Dir Staff Dev 000174 Multicultural Curr. 000176 Multicultural Curr. Dlr Staff Dev Dlr Staff Dev 000177 Multicultural Curr. Dlr Staff Dev 000178 Multicultural Curr. Dir Staff Dev 000179 Multicultural Curr. Dir Staff Dev 000180 Multicultural Curr. 000181 Multicultural Curr. Dlr Staff Dev Dir Staff Dev 000182 Multicultural Curr. 000183 Multicultural Curr. Dir Staff Dev Dlr Staff Dev 000184 Multicultural Curr. 000185 Multicultural Curr. Dir Staff Dev Dir Staff Dev 000189 Multicultural Curr. Dir Staff Dev 000190 Multicultural Curr. Dlr Staff Dev 000192 Multicultural Curr. Dlr Staff Dev 000195 Multicultural Curr. 000197 Multicultural Curr. Dlr Staff Dev Dlr Staff Dev 000198 Multicultural Curr. 000199 Multicultural Curr. Dlr Staff Dev Dir Staff Dev 000202 Multicultural Curr. 000203 Multicultural Curr. Dir Staff Dev Dir Staff Dev 000206 Multicultural Curr. Dir Staff Dev 000207 Multicultural Curr. Dlr Staff Dev 000209 Multicultural Curr. Dir Staff Dev 000222 Multicultural Curr. 000455 Multicultural Curr. Supt Asst Supts Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Asst Supts Principals LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR I LR 66 66 66 68 70 71 74 76 75 76 77 77 77 77 77 77 77 78 78 78 78 78 78 79 79 79 79 79 79 80 80 80 7 35 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 000022 BASELINE ELEMENTARY 9/05/96 ESTABLISH INCENTIVES PROGRAMS FOR STUDENTS ACADEMI 39.2 Report Dates Pages Abbreviated Text 2/21/97 93 Provide Teachers Formal Course Training Obtain Info on Multi-Cultural Courses frcxn Colleges Advertise Course Offerings to Staff Develop Criteria for Textbook Revlew/Adoptlon Inservice on Teaching Strategies Extend Inservice Through Cluster Mtgs. Monitor Use of Curr. Guides Provide Staff Dev. Extend inservice through council mtgs. per named subject area.\nMeet to Discuss Promotional Seminars Share Effective Strategies at Council Mtgs. Purchase Science Supplies Purchase Math Manlpulatives Purchase trade books for wholeness of lang. Provide Inservice on science^ math, and trade books Identify teacher needs using performance data Submit Inservice Needs to Staff Dev. Schedule Teacher Inservice Monitor Teachers Use of Strategies Incorporate Materials into Program Monitor Use of Materials Implement Organizational Practices Monitor Implementation of Strategies Ensure Increased equity through inservice Ensure Equity in Use of Textbooks Assess Current Textbooks Identify Deficiencies in Textbooks Monitor Teacher Implementation of Materials Select Text Free of Stereotypes Develop Course Area Guides Monitor Use of Curriculum Guide Review Content/Program Areas Form Committee to Review Curriculum Requirements for Trl-Dlst. Create Academic Intervention StrategiesID ADDENDUM Progran Nana Prinary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date 000455 Multicultural Curr. Asst Supts Principals LR 35 4/29/92 000022 BASELINE ELEMENTARY 9/30/96 RECCOMMEND STUDENTS TO PFEIFER CAMP 39.3 Report Date I Pagel Abbreviated Text 2/21/97 94 Create Acadenlc Intervention StrategiesADDENDUM LRSD FY 97/ 1 Program Budget Document Program Namei Program Codei New Futures 00 Primary Leaden Supt Secondary Leader  Coord Hew Fut Report Date I Pagel 2/21/97 95 Program Descrlptloni THE PURPOSE OF THE NEW FUTURES JUNIOR HIGH SCHOOL RESTRUCTURING INITIATIVE IS TO ESTABLISH A SCHOOL CLIMATE, CULTURE, AND CURRICULUM THAT IS RESPONSIVE TO THE DEVELOPMENTAL NEEDS OF EARLY ADOLESCENT YOUTH AND THE PARTICULAR NEEDS OF AT-RISK STUDENTS. THE SCOPE AND CONTENT OF THE PROGRAM FOCUSES OH THE DEVELOPMEHT AND IMPLEMENTATION OF (1) SCHOOL RESTRUCTURING WHICH ENGAGES TEACHERS AND ADMINISTRATORS IN THE LONG-TERM PROCESS OF EXPANDING THEIR THINKING AND ENGAGE IN BASIC FUNDAMENTAL CHANGES AROUND ISSUES THAT AF\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_781","title":"Test data","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":["1991/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","Education--Standards"],"dcterms_title":["Test data"],"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/781"],"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":["193 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\nIndiana Achievement Level Tests Reading Goal Structure 1. Reading Strategies/Word Meaning a. Context clues b. Root/base words, structural analysis, prefixes and suffixes c. Synonyms, antonyms, homonyms, multiple meaning d. Phonetic clues 2. Literal Comprehension a. Identify main idea/summarize b. Recognize or recall significant detail c. Determine sequence of ideas or events d. Interpret directions e. Use reference skills 3. Inferential/Interpretive Comprehension a. Make inferences b. Make predictions c. Identify cause and effect d. Categorize information 4. Critical Judgment Skills a. Draw/evaluate conclusions b. Distinguish between fact and fiction c. Identify persuasive content d. Identify authors purpose e. Identify authors point of view, bias, stereotypes f. Identify literary devices/techniques (figurative language, mood, tone, etc.) g. Identify literary elements (plot, characters, setting, theme, etc.) h. Distinguish between fiction-nonfiction, fantasy realityIndiana Achievement Level Tests Language Usage Goal Structure 1. Writing Strategies and Skills a. Prewrinng b. Drafting skills: complete sentences, clarity, figurative language, mood, tone, etc. c. Revising proofing, editing d. Forms appropriate to purpose e. Appropriate sentence forms f. Paragraph skills including form, topic sentence, etc. 2. Grammar and Usage a. Basic sentence patterns b. Types of phrases and clauses c. Noun forms including plurals, possessives d. Verb tenses e. Irregular verb forms f. Subject-verb agreement g. Adjective forms h. Adverb forms i. Pronoun forms including plurals, possessives j. Negative forms 3. Mechanics of Writing a. Appropriate end punctuation b. Commas c. Apostrophes d. Enclosing punctuation e. Underlining titles f. Beginning capitalization g. Capitalization of proper nouns and adjectives h. Capitalization of pronoun I i. SpellingIndiana Achievement Level Tests Mathematics Goal Structure 1. Reasoning/Connections/Problem Solving a. Logic/reasoning b. c. 2. a. b. c. d. Strategies Connections/application of process skills Number Sense/Place Value Counting, order Greater than, less than, equal comparisons Odd, even Place value e. Rounding f. Fraction and decimal concepts and relationships g. Ratios, proportions, percent h. i. j- 3. Notation systems Primes, factors, multiples, roots Application of process skills Computation /Estimation/AIgebraic Functions a. Addition and subtraction of whole numbers (algorithms) b. Multiplication and divisions of whole numbers (algorithms) c. Addition and subtraction of fractions and decimals (algorithms) d. Multiplication and division of fractions and decimals (algorithms) e. Commutative, associative, distributive properties/order of operations f. g- h. i. 4. Solve equations, evaluate expressions, understand concept of variable Patterns and functions Coordinate system Application of process skills Geometry and Spatial Sense a. Recognize, describe, compare, classify geometric objects b. Describe geometric relationships c. Identify, describe angles d. Line characteristics e. Geometric patterns f. Identify fundamental transformations g. Pythagorean theorem h. Application of process skills 5. Measurement and Estimation a. Attributes of length, capacity, volume, weight, mass b. Attributes of time and temperature c. Concepts of perimeter, area, diameter, radius, circumference d. Value of money e. Relationship between and among metric and customary units f. Application of process skills 6. Data Analysis, Statistics, and Probability a. Analyze data from charts, graphs, and tables b. Concepts of chance, probability, prediction c. Measures of central tendency d. Ordered pairs e. Application of process skillsNWEA NORTHWEST EVALUATION ASSOCIATION Achievement Level Tests: Assessments that Make a Difference Achievement Level Test results help teachers, schools and districts to: T'he Northwest Evaluation Association (NWEA) Achievement Level Tests are a  Monitor the progress of all students toward state and district standards series of tests aligned with local curriculum and state standards. While most tests simply provide scores that compare and rank students and schools. Achievement Level Tests provide the information most important to educators  scores that measure growth in student achievement. Level tests provide thorough and reliable data that can be used with confidence to make instructional and program improvement decisions. about the testing experience. Another benefit of focusing the tests around specific achievement levels is that each test is shorter in length, resulting in less class time used for testing. But most importantly, teachers receive accurate information that enables them to monitor each students academic growth. When to Administer Achievement Level Tests Most districts administer Achievement Level Tests in both the fall and spring. Tests may be administered starting in the spring of second Measure growth in student achievement over time Place students into appropriate courses or instructional settings  Provide instructional focus  Screen students for Title I eligibility, special education services and gifted programs  Evaluate program effectiveness More Accurate Data About Individual Students Teachers want to improve student learning, but to do this, they need more accurate information than the traditional, single-form test can provide. With conventional tests, low-performing students see only a few questions that they can get right, and high-performing students see only a few that they will miss. This RIT Score 250 r 238 - 226 - 214 - 202 - 190 Achievement Level Test Longitudinal Report   *  diiu| R Score H Average W Grade 6 6 7 7 8 8 9 grade. The reading and language usage tests are appropriate for most students through grade 10\nthe mathematics tests through algebra and geometry. Science tests can be given to students in third grade through high school science courses. Term F96 S96 F97 S97 F98 S98 F99 Academic growth for individual students can be tracked through the NWEA longitudinal report. Shown here is a student's progress in mathematics from grade 6 through grade 9. The Test Administration Process Achievement Level Tests are not timed and take about one Communicate to parents and the community not only causes boredom and frustration in students, it also makes achievement scores less accurate. With Achievement Level Tests, students take tests that are tailored to their current achievement level. This gives students a fair opportunity to show what they know and can do. There are no wasted test items on level tests. Students can actually attempt all items in a given test, which makes them feel better hour per subject for most students. An easy-to- follow administration booklet and instructional video smoothly guide the test administration process. For all districts new to the concept, NWEA provides an on-site introductory workshop that guides teachers through proper test administration procedures. The administration of NWEAs Achievement Level Tests differs from other tests since students must be assigned a test of appropriate difficulty. In the first year of the program, brief locator tests help place students into the right test level. In subsequent years, NWEA's scoring program uses prior test results to automatically assign students to the right level. Test Results Returned Quickly, Measure Progress Level test results are returned within two weeks. Districts with appropriate technical expertise may license the NWEA scoring software for immediate on-site scoring. Level test results are reported on an achievement scale called the NWEA RIT scale. This scale RIT Score -! State Standard Score = 23i~~|-- 220 - IM T 21 7l 221 225 205 - 190 - 201 208 211 175 Grade Median RIT Score Achievement Level Test scores can predict performance on critical state tests. The chart here shows the progress of students towards one state's reading standard of 231. 3 4 enables teachers to measure student progress much like a yardstick measures height. Growth in student achievement can be accurately tracked between terms and across years. In addition to the RIT score, NWEA provides percentile scores for districts to use to compare their students to others in the nation. NWEAs norms include more than 500,000 students, the largest K-12 norm base in the country. More importantly, NWEA provides the only systematically-collected set of growth norms available, enabling districts to accurately compare the growth of students with others in their grade. Goal scores provide specific measures related to the districts curriculum. These scores make it possible to compare student performance in each goal area to typical performance for students in that grade. Reports Summarize Test Results, Used to Improve Learning NWEA provides class, grade, school, district, and parent reports. Teachers use the information to focus classroom instruction and help pinpoint areas where individual students might need extra attention. District and school leadership teams use the data to make informed decisions and answer the difficult question, Are we a more effective school system today than we were yesterday? \"This scale enables teachers to n n n n n n 5 6 7 8 Predicting Student Performance on State Tests Schools should never be surprised by student performance on high-stakes tests. NWEA staff works with school districts to create an alignment between the level test scales and the state test scales. Districts commonly use data from Achievement Level Tests to predict student performance on state tests, which measure student progress much like a yardstick measures height.\" helps districts identify students eligible for special intervention programs and shows how all students are progressing toward the standards. NWEA Support to Districts NWEA provides extensive support to districts that use Achievement Level Tests, from early design decisions through the implementation process, and appropriate and effective use of the data. NWEA: Assessment Expertise The Northwest Evaluation Association is a non-profit organization working in partnership with many of our nations school districts. Our mission, Partnering to help all kids learn, is rooted in the belief that accurate information about student achievement leads to improved student learning. NWEA provides professional training, consulting services, and ongoing research. We build long-term relationships with clients, helping them design and maintain comprehensive assessment programs that are making a difference in student learning. Northwest Evaluation Association 15115 SW Sequoia Pkwy, Suite 200 Portland, OR 97224 Tel: (503) 624-1951 Fax: (503) 639-7873 www.nwea.orgLittle Rock School District ASSESSMENT PROGRAM 2000-2001 Test Grade K 1 2 3 4 5 6 7 8 9 10 11 'j I. i\"! I  1 t , / 1*1 1 it| I \"n ^IjI hki J ta' 'fe 'fc* it IsStiBi- .  'riji.-M 1 --H-l--J'lTi JfiBi! 1-,-1 ' 12 Observation Survey Fall and Spring Fall and Spring Fall and Spring Achievement Level Tests: Reading, language arts, math, science April Fall and Spring Fall and Spring Fall and Spring Fall and Spring Fall and Spring Fall and Spring Fall and Spring Fall and Spring Fall and Spring 1st Quarter CRT-October Alg I \u0026amp;II Geom Trig Alg l\u0026amp;ll Geom Trig Alg I 811 Geom Trig Alg l\u0026amp;ll Geom Trig 2! Quarter CRT-January Read \u0026amp; L. Arts Read \u0026amp; L. Arts Read \u0026amp; L. Arts L. Arts L. Arts L. Arts 3'\" Quarter CRT-March Read. \u0026amp; L. Arts Read \u0026amp; L. Arts Read \u0026amp; L. Arts L. Arts L. Arts L. Arts Alg l\u0026amp;ll Geom Trig Alg l\u0026amp;ll Geom Trig Alg l\u0026amp;ll Geom Trig Alg l\u0026amp;ll Geom Trig End of Module Math As completed As completed As completed As completed As completed As completed End of Unit Science As completed As completed As completed As completed As completed End of Level Social Studies State tRa lli'hti Miifefy' of kfstii bon^hitiarkdi And standards, ' May SwHaSSl state Benchmark: Math and Literacy April April (pilot) April End of Course Algebra I (pilot) May May May May End of Course Geometry (pilot) May May May End of Course Literacy (pilot) iBSi 1 Ihfeij^ibk/\nft May SAT-9: Norm-referenced Test Sept ACT. PLAN, EXPLORE PSAT NAEP Feb. NAEP (randomly selected schools) February Sept Sept October Feb. Feb. FebruaryLittle Rock School District HAND DELIVERED February 13, 1991 53 V I a*?'  Mrs. Arma Hart Office of Desegregation Monitoring 201 E. Markham, Suite 510 Heritage West Building t * Little Rock, AR 72201 Dear Mrs. Hart: As per your telephone request through Polly Ramer on February 12, 1991, I am forwarding 1990 test scores for Carver and Washington Elementary Schools. I regret the delay, but I was out of the office at the time of the request and my staff is not authorized to release information without my approval. Sue Tadlock indicated to Ms. Ramer that a written reguest was needed for our records. Please be advised that a written request is not needed at this time, letter in our files is sufficient. A copy of this Please contact me if you need additional assistance. Sincerely r Sterling Ingram, Director Planning, Research, and Evaluation cc: Ruth Steele James Jennings bjg 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Little Rock School District August 27, 1991 RECEIVED Mrs. Ann Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building AUG 2 8 1991 Little Rock, AR 72201 Office of Desegregaticn lioring Dear Mrs. Brown: We are enclosing the third administration summary report of the 1991 Arkansas Minimum Performance Test. This is in addition to test information provided to you on August 21, 1991. If I can answer any questions regarding this information, please feel free to contact me. Sincerely, Sterling Ingram, Director Planning, Research and Evaluation 324-2124 cc: Dr. Ruth Steele, Superintendent James Jennings, Associate Superintendent bjg 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION ARKANSAS MINIMUM PERFORMANCE TEST GRADE EIGHT SUMMARY THIRD ADMINISTRATION 19 9 1 *NUMBER INC. SCHOOL/IN SUMMARY TOTAL TEST PASSING SCORE = ____________STUDENTS FAILING 4204 STUDENTS PASSING BLACK WHITE OTHER TOTAL CLOVERDALE/219 Number Percent 193 88 12 46 9 35 4 15 26 12 DUNBAR/152 Number Percent FOREST HEIGHTS/219 Number Percent HENDERSON/295 Number Percent MABELVALE/193 Number Percent MANN/284 Number Percent PULASKI HEIGHTS/223 Number Percent SOUTHWEST/206 Number Percent ELIZ. MITCHELL/5 Number Percent DISTRICT/1796 Number Percent 136 89 197 90 263 89 178 92 276 97 207 93 191 93 2 40 1643 92 8 50 11 50 16 50 9 60 4 50 7 44 6 40 1 33 74 48 5 31 10 46 15 47 5 33 4 50 9 56 9 60 66 43 2 13 2 67 16 11 22 10 32 11 15 8 16 7 15 7 3 60 153 __8 M F 0 M 0 0 0 0 1 7 0 0 0 5 3 F 1 6 1 5 1 3 0 0 0 0 0 7 5 M 1 4 0 0 0 0 0 0 0 0 1 1 F 0 0 0 0 0 0 0 0 0 0 8 3 *The number included in this summary has been revised to reflect students moving into and out of the district since the first and second administrations.O' LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Date: November 22, 1991 To: Ann Brown Office of Deseiggrreeggaattiioo:n Monitoring From: sterling Ingra: itor Planning, Research and Evaluation Re: Test Scores Incentive Schools As requested today by Polly Ramer, we are providing Metropolitan Achievement Test results by race and gender for each of the incentive schools. If you have questions, please feel free to contact this office. bjg GnADE/nftCE iruHLirii TKSYKO J TOT/.T* W D 2 TOTAL II W o 1 TOTAL h W o 1 TOl'Al. n w 0 5 TOTAL D y o 6 TQTAI^ 8 W 0 7 7'lZJ AL II H O 8 TOTAL w o 9 Tar.M, 0 w o m TOTAL h If o J 1 TOTAl. n H 0 LITTLE ROCK SCHOOL DISTRICT PLANHIHC, RESRARCir AHO EVALVZiTIDH STANFORD ACHlKVBMEirT TEST\nEIGIITK EDITION MATlOriAI. PP^CRMTILr RAHK/KORMAL CURVE KQUIVAI.KHT SCORES (PR/NCR) UlSl'RIGTWIDE aUHMARY 1992 EMVlROHMEMT* TOTAL HEAODIC TOTAL r4ATHRHATICS LArrctmoE BCICHCE SOCIAL tJClEHC*: /*SIC nATj'Env COMPLETE  n/iTTERV 269 4 1330 697 24 1883 1)73 67 2 28 170 3 1 131 632 IC 1867 L211 632 23 1922 1200 612 22 184 J 1709 609 25 1694 1122 050 31 1 57,7 1060 493 19 15114 995 53 6 23 1602 949 609 4 1 .3 4 72 B25 612 3 5 12/45,8 35/41,9 63/37,(1 66/58,0 4fl/49.0 4Q/44.6 70/CJU 74/63,3 41/45.1 32/40.2 63/57.2 66/60.1 37/43.9* 27/37,3 S9/55.0 49/49.5 45/47.5 36/42,4 67/59.5 74/63,5 39/44.0 31/39,5 64/57,0 67/59.1 O 30/44.1 29/38.1 02/55,3 57/56.9 39/44.2 27/36.9 63/57.0 57/53.5 44/47,0 33/40.9 67/59,2 60/55.4 38/43.3 26/36.6 63/56,8 58/54.1 60/49.9 37/42,0 74/63.6 67/59.2 12/ 5 31/39.3 70/61.0 72/62,2 41/45,2 29/.nO-S 6//59,4 73/62.6 44/46.6 30/39.2 08/60,1 63/57.2 49/49,2 35/-ll.n 72/62.3 64/57.4 50/49.8 34/41.4 69/60.7 66/58.4 57/53,8 46/47,7 77/69.6 07/73.6 *'/49.7 59/43.9 70/60.9 64/57.4 43/46,3* 32/40.0 65/5n,0 O7/59 3 45/47.4 34/41.3 69/60.3 73/61.6 45/47.3 33/40.8 70/C1.2 74/63.5 C I 50/54.1 46/47.8 76/65,1 00/68.0 50/50.D 38/43.6 70/60.9 68/59,6 43/46.1 30/30.0 67/59.1 63/57,1 46/40.0 35/43.6 67/59.2 61/55,9 49/49.2 36/42.4 70/61.1 69/60.4 47/48.2 34/41.0 70/61.0 68/51.7 57/53.9 43/49.2 73/63.0 76/05.1 46/47.6 35/42.1 05/50.0 64/57.4 46/47.6 34/41.5 68/60.0 66/58.7 4Q/4*J.O 38/43.S GB/59.7 69/G0.3 48/45,0 3A/43.6 68/59.7 67/53.0 47/48.2 36/42,2 60/60.0 67/59.0 53/51,7 43/46,5 71/61,9 03/69.9 48/48.7 38/43.7 67/59.1 66/50.7 45/47.4 33/40,6 70/61.2 74/63.6 46/48.1 37/43.1 65/58.2 70/60.0 44/46.0 34/41.1 65/58.3 71/61.5 44/46.7 32/40.4 67/59.2 72/63,4 57/53.0 48/49.7 74/63.3 75/64.3 51/50.3 41/45.4 68/59.9 64/57.7 54/52.0 43/46.0 74/63,5 75/64.0 59/54.5 49/49.0 76/65.0 72/62.0 54/52.1 43/4C.4 73/63.1 72/62.2 54/52.1 43/46.0 75/64.0 73/62.6 45/47,4 36/42,2 64/57,3 75/64.3 39/1UO  n/lB.IJ 9/54.7 07/73.C 34/41.2 23/34,1 57/53.9 68/59.6 37/43.2 26/36.7 56/53,1 58/54.n 43/46.5 32/40,1 59 / 54,6 62/56.4 43/46,1 33/40,7 64/57.7 70/61.1 42/45,6 31/39,7 6S/S7.9 75/64-5 47/40.6 35/42.1 72/62,0 80/67.8 46/47.9 '35/41.7 69/60,6 75/64,5 46/47.7 33/40.9 71/61.5 70/66.0 o O o tO/49.1 Jn/\u0026lt;13.6 G0/GO.7 E1/GB.5 45/47.4 34/43,3 CB/60,1 77/65,7 46/40.0 34/41.3 72/62.1 63/70.0 43/46.2 32/40.0 66/5B,6 04/71.2 43/4G.1 30/39.2 60/59.0 86/72.6 cn 54/51.9 42/45.9 73/63,0 69/60.6 50/50,2 38/43,4 72/62.5 69/60.7 49/49.6 36/42.5 73/62,6 71/61.4 47/40,2 34/41.I 70/61,0 71/61.7 48/48.8 34/41,1 73/62.6 73/62.9 47/40.6 31/41.5 68/60.0 59/54.6 45/47.3 32/39.8 67/59.D 64/57.3 43/46.2 30/36.7 66/58.4 57/53,8 47/48,4 34/4 1.2 6B/60.1 64/57.7 47/48.5 3?/4O,4 70/61.2 65/58.2 40/49.1 35/41,9 66/50.S 61/56,1 32/40.2 fin/[i9.7 SQ/54.4 Sl/50.6 36/42.7 69/60-7 72/62.3 * At O.TdoH 1 nnd 2 tliD .SCIENCE nnti SOCIAL.SCIENCE objoctlvos aro comblnad .ind rnflortrid nii ceorts uinicr EWVIROPMEUT. 51/50.4 36/42.3  70/60,9 69/60.S Sl/90,4 34/41.3 72/62.1 7O/61\u0026lt;D li O oSCHOQI./MO. TESTEO* saazEBEftiiEzm Humber _ Peroent ssaiBABma Humbar --------Eaiaant LITTLE HOCK SCHOOL DISl'RICT Pr^KHIttB, RESBWICIt, AHD EVALUATIOll ARKANSAS dlNIMUH PERFORMZiNCB TEST GRADE EIGRT SUKHARV third adhihistratioh 19 9 3 ----ISTAb TEST PflSaiKS-'^RE c, 4304 STlfDEHTS ____ PASSIRQ __ DUCK gWi\u0026gt;E.KTB FA I LIMO LtKI Tnr\u0026gt; -_____ K WfllTB . A OTHER Z. J^OIidL . aeuagL/Ho. tested* ailEa3AJEIiiJ[I5/221 Humber UllSEBSa)lZ213 Humber laiDELyALEzua Hiinbor Pprcowt H\u0026amp;lUf/lSi Humber ------Pgroaht raiAEKIABISHlS/Jll Humber flO5TFIWF.ST/t94 Rinahor ______RSLEflflI lIlA_niTHELC4Z2 Humber --------Ea2SHt_____ limiAeLE POINTMl Rumbsr ---------Eaxaant______ CISlEl 1/1162 Humbor _____- Paroei 154 _2i 201 -AA 115 SA 214 BA lai SA 234 _2A 2il\u0026gt; ----------Ifi____ ISfi ___52- A AA 31 1525 ___SA 12 AA 12 AA 24 25, 14 -lA 12 JI A .41- 14 -5A 20 59 A 0 ii 121 _SA * The number of students tested lias Into and out of the district i special education students Qdnij.i)iatraklefk fiummary. 13 -12 A -21 A 25 IS -.-S2_ 12 43 11 II -12 ~0 A ___0 A. 3A -A lA _1 100 A 12 Al .11 .3 A. A 0 ii A A. A 21 IS 0 A. _a -A A_ _a A. A -A A A_ A _A _3 A A -A 32 A -A A' -i_ A -A 31 lA fiisyBiiEjUiEZiia tlUDbsr Patoont A A 25 Al_ liHHUABZm Hunber JL ~o 32 -lA FOREST HElnilTH/21A Nunbor _6 _A_ A -A 25 18___ UEamaotf/ui Hun.bnr __- Peroant A A A A- A -A A -A -12. Zi_ A A A -A A -A A -A A -A A A _A 25 JA 22 9 2J 10 34 -la___ ii. A -Al 235 A3_ tevlsed to reflect studenta movinc since the second adininlstraticn and to exclude 10 inav hava hn^n a-,.. ' uxeauao . --------  KILAa UAUI vho may havo been includod In the second BiaEurALBZua Rtlinber -- Percent MAHH/273 Humber ______Paroenl PULASKT HEIgKTS/?2fl Riunbec Pnroant:  sflimniEaiziaa Humber 5mAIITCIIEl.r./9 Humbar ---------latoent  EtUHACl.B POIHT/S  Humber _____Percent_____ DISTniCT/1779 Humber ______Peroent l.ITTLE ROCK SCHOOL DISTRICT PWRHINQ, RESEAHCri, AHI) EVAUJATIOH ARKAHSAS MtHIMUH PERFOIIHAlfCE TEST GRADE EIGHT SUMMARY THIRD ADHIHISTRATIOH 19 9 2 BTUDEHTS isaiiL ISA 90 222 ____SA iSi -AA 122 - Bj 153 -AA 251 A4. 2S2 _AA 152 -AA A IS. Ji 1555 __BA to co o CD iffioUt.TES'C-jasauffi^coRE 4204 1-lU- SLACK 10 Ai_ IS -SA 21 -SA 12 5B JL AA_. 19 in 15 Al 0 IOS -SS- F 10 AS Ji 12 ii AA- -15- A S8 15 -iL JA A 2A SS AA ejWBEHTB EAIUUg___ JI KKITE i JI OTHER o _IS1AL_ 0 10 0 0 A -U. Q 0 2 A _2 54- ii 11 -5. A -i_ JA 0 0 1 A 0 0 A -14. _2i_ _1 AA 12 -A- 0 a 0 0 0 0 0 Q 0 _a o 0 a 0 G 0 0 0 0 0 _a 0 21 -IS 20 0 32 -H 32 AA 22 .11 IS -A 26 Ak 32 AA Ai JAai_. 225 18 (Into Olid out of the diatriot aiiino^hn^T to rntlect students moving apoolnl Bducatlon otudonte who may hava hm '''\"'^olstratlon and to oxolude\nadministration sumnary? inoludsd In the socond I t3 Dl O to tJ \u0026gt;c 50 o\u0026gt; o C3- o o O) IS o oijJ. I i LiE. KUtA OC-ilUUlj UXJj TKX^- T PLAHNIWG, RES15AKCH AND EVALUATION EXHIBIT 2 A ARKANSAS MINIMUM PERFORMANCE TEST PERCENT OF STUDENTS PASSING FIVE YEAR COMPARISON 1909-1993 \\   I I 1 I ALL STUDENTS GRADE SUBJECT '09 '90 '91 '92 '93 ' 89 BLACK STUDEN' ' 90 '91 '92 '93 '09 WliITE_STU DENTS__ '90 '91 ' 92 '93 ' 09 OTHER STUDENTS ' 90 '91 '92 '93 i\u0026gt; 3 6 8 0 READING MATH READING MATH LANGUAGE ARTS SCIENCE SOCIAL STUDIES READING MATH rj^NGUAGE ARTS SCIENCE SOCIAL STUDIES TOTAL TEST * 86 89 88 09 75 66 70 90 89 85 67 74 91 07 87 90 90 77 72 77 09 8 7 84 74 75 91 87 87 94 90 70 73 73 07 84 02 63 63 92 08 91 92 89 77 75 74 05 06 01 62 66 00 86 88 91 80 7 6 80 76 86 03 80 63 67 82 06 8 4 86 60 56 60 86 06 79 55 65 83 82 07 88 70 62 '69 05 83 79 64 68 02 83 92 88 71 64 65 02 79 76 SO 54 02 0 7 09 06 70 67 66 79 81 75 52 57 81 83 07 84 70 73 69 02 70 75 51 58 * TOTAL TEST SCORE AFTER THIRD ADMINISTRATION EACH YEAR. 96 97 96 95 89 86 09 90 97 97 09 91 95 95 97 96 92 92 94 98 97 93 93 91 95 94 90 95 90 90 09 97 95 94 08 01 90 97 90 95 90 90 09 97 95 92 85 04 96 96 99 94 90 95 91 95 92 91 07 05 70 83 96 96 80 05 80 90 80 70 70 83 95 90 95 95 06 82 9 5 08 93 00 03 01 96 91 100 97 90 07 90 9 0 90 02 70 70 96 96 94 91 85 00 05 97 92 06 01 01 06 91 95 9 2 92 02 02 02 77 79 69 74 I |! .h I1 ,a r w Little Rock School District NEWS RELEASE October 7 1992 For more informations Dianne Woodruff,\n020 J LR5D ACT AND SAT SCORES RELEASED Better ACT and SAT scores were aligned with those Little Rock School District students who had taken advanced placement and honors t jurses in addition to their regularly required core courses. Students who took honors classes scored much better on the SAT on the average than the mean scores for all students. Of the 315 students who took the SAT, 212 C677.3 had taken honors English and 152 t.4SZ.') had taken honors mathematics c our ses. \"These test summaries support the belief that student will do better on tests if they take advanced placement and s honors level courses,\" said Mac Bernd, super intendent. Although LRSD offers more advanced placement course than other districts, as part of our emphasis on academic achievement were working towards offering even more advanced placement courses, If Bernd added. II In terms of the disparity among blacks and whites. we can see that getting students into advanced placement c1 asses could really help their achievement levels, If Bernd said. (MORE) 810 West Markham Street  Little Rock, Arkansas 72201 ^(Sonag^MoooLRSD ACT and SAT Page 2 scores \"We must work to prepare al 1 our students to quali fy for, enrol 1 in and complete the more advanced and challenging advanced placement c ourses,\" said Bernd. Recently released SAT and ACT scores for the 19'31-92 school year show a variety of statistical information that compares LRSD students to other Arkansas district scores and to the National averages. Both tests are administered several times throughout the school year and are summarized at the end of the testing period. The tests measure verbal and mathematical reasoning skills, developed over many years of education. that are related to academic performance in college. The ACT exam was administered to 1,101 LRSD students, while 315 students took the SAT exam. The ACT test summary shows an increase in overall composite scores from 1990-91 to 1991-92 for LRSD students. English. mathematics and science reasoning all had increased sc or es. The reading score did not change over the two-year period. Parkview Magnet School students c jmposite scores wer ea better than Arkansas and National composite scores. Students from Fair, Hal 1, McClellan and Parkview Magnet had higher composite scores in 1991-92 than in the 1990-91 school year. CMOREjLRSD ACT and SAT Scores Page 3 In comparing 13'31 and 1'3'32 ACT composi'fcB scores for black and white students, the black pupil composite remained stable at 17 i while the white student composite score increased slightly from 21.'2 in 1'3'31 to 21.7 in 1'3'32. Although LRSD students did not score as high on the SAT test in the verbal \u0026lt;453) and mathematics \u0026lt;48'3) areas as in the previous year, the 1'3'32 mean scores for LRSD students were substantially higher than the National Average scores of 41 verbal and 47S mathematics. Fair High School students scored higher on the SAT than the Arkansas and National average in mathematics. In comparing black and white students. LRSD, Ar kansas and National white students scored higher on the average on the verbal and mathematics sections than black students. Note: A detailed summary which includes national. school comparisons will be mailed state and LRSD upon request.u 10/07/92 16:27 501 324 2032 L R School Dlst ODM @001/004 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 FAX (501) 324-2032 DATE (Qc. TO FROM 7 SENDER'S PHONE# SUBJECT Special Instructions Number of Pages (include cover page) Fax Phone Number Speed dial FOR COMMUNICATIONS OFFICE USE ONLY Transmitted By Date Time . RECEIVED TO: Mrs. Janet Bernard, Associate Superintendent FROMz'^a. Mr. Robert L. Brown, Jr. DATE: May 16, 1993 MAY 1 3 1993 SUBJ: Oitica of Dossgregation Mcnitoring AMPT Test Summary/Six Years I am providing you with the results of Garland's sixth grade (Black male)student performance over a six year period. The results from 1988 -1991 reflect the progress of Black male students under the instructional leadership of another principal. Particular focus on Black males is being used because of the enormous gender disparity in performance between black students. Detailed results of the performance of Black male students from 1988 to 1993 can be obtained from the office of Planning, Research, and Evaluation. The results in reading are being provided for you because they are the single most important predictor of future success in educational attainment. The District Summary results are being used as a standard to normalize the results at Garland. READING 1988 1989 1990 1991 1992 1993 District Summary Percent Passed Garland School Percent Passed Difference 78 79 84 88 86 84 73 -5 47 -32 80 -4 77 -11 91 +5 95 +11 The major difference in the variables impacting the results for the last two year has been the emphasis placed on culturally specific content in the school's curriculum. The students at Garland School, in grades 4 through 6, responded to this statement \"African-African American History is taught in this school\", on the Incentive School Student Survey with 80% favorable response as \"ALWAYS\". When the outcomes of the MPT performance in Reading and Math were shared with the sixth grade students, they were asked to explain the cause of the difference. They responded by saying that school was about them. They learned a lot about Africa and African Americans. When you compare the District Summary with Garland's progress for the same period. you find a significant difference in gains for Black males, uncharacteristic of the performance level during the tenure of another principal. I would like to get on the agenda to share this with the Board of Directors. I am asking your assistance in making this happen. We can close the gap before the year 2000. cc Monitoring Teams05/21/83 14:36 0501 324 2032 L R School Dlst ODM 121002/003 \u0026lt;1 I I Little Rock School District I t NEWS RELEASE May 21,1993 For more information: Jeanette Wagner, 324-2020 I LITTLE ROCK SCHOOL DISTRICT RH.FASES MINIMUM PERFORMANCE TEST SCORES Three Little Rock School District schools, Cloverdale and Terry Elementary, both, area schools, and Williams Magnet Elementary achieved 85% I mastery of the Arkansas Minimum Performance Test in all areas in all grade levels. Six additional schools achieved mastery in all subject areas except one  in aU grade levels except one. The schools are McDermott, Jefferson and Woodruff area elementary schools and Carver Magnet, Ish Incentive and Romine Interdistrict elementary schools. j I 1 The seven incentive elementary schools improved as a group and are 1 making progress, especially at the 6th grade level. Rightsell Incentive I I i Elementary students in grade three and six improved in six of the seven areas of testing. Mitchell Incentive Elementary and Stephens Incentive Elementary improved in all areas in grade six. Rockefeller Incentive Elementary I I I improved overall in grade three. The Districts Magnet Schools continue to score at or near the 85% passage requirements in all grades and areas tested. (MORE) fin iaMteAMia05/21/93 14:36 501 324 2032 L R School Dlst ODM @003/003 I LRSD MPT Tests-1993/94 Page 2 The district-wide passing rate for Sth grade students is seventy-eight percent which is one percentage point higher that the 1992 school year passing rate. The increased passing rate indicates continued growth in Little Rock School District student's mastery levels. ### I i i i ( I ireceived t JAH OHse o5 Dsesesi^' .MpPi-pnCiS LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION Date: January 4, 1994 To: From: Margie Powell, Associate Monitor Office of Desegregation Monitoring Sterling Ingra^^Director Planning, Research and Evaluation Re: Arkansas Minimum Performance Test, 1993 As requested in your telephone call today, we are enclosing copies of the school summary reports for the 1993 Arkansas MPT. If we can provide any additional information, please let me know. bjg cc: Jerry Malone P 1 4 1 t JRECEIVED AUG 2 2 1994 Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT DATE: August 18, 1994 TO: Ms. Margie Powell, Office of Desegregation Monitoring FROM: r. Robert Glowers RE: 1993-94 Stanford Achievement Test Results Please find enclosed results of the 1993-94 administration of the SAT-8 test for the Little Rock School District. Enclosed are districtwide and individual school reports disaggregated by ethnicity. One report provides a three year trend of the test administration giving the basic and complete battery score results. The second report provides subject area results along with basic and complete battery scores for the 1993-94 school year. Please let me know if you have any questions. Enclosure cc: Dr. Henry P. Williams, Superintendent 08/31/94 13:36 501 324 2032 L R School Dlst 002 5-- C3X Little Rock School District August 31, 1994 RECEIVED TO\nFROM\nMargie Powell Office of Desegregation Monitoring Or. Robert dowers. Director Planning, Research, and Evaluation SUBJECT\nAUG 3 11994 0ffiC3 of !9 Stanford-8 Results for Incentive Schools, 1991-92 As per your request, please find attached copies of the Stanford-8 Test results for the Incentive Schools by Subject area/Race for the 1991-92 school year. If I can be of further assistance, please contact iny office. dge Attachmentco o o s LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION (A C5 STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTII.E RANK/NORHAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1992 o o Xi o (/3 a SCHOOL\nFRANKLIN ELEMENTARY ENVIRONMENT** GRADE/RACE HUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BATTERY COMPLETE BATTERY CM CO o C'l CM CO o IO 3 co co 05 co co* o 1 TOTAt, B W O 2 TOTAL B H O 3 TOTAL B H O 4 TOTAL B W O 5 TOTAL B H O 6 TOTAL B W O 70 64 6 63 60 3 60 55 5 39 37 2 56 50 4 2 55 51 4 25/35.5 25/35.5 26/36.2 26/36.3 25/35.8 35/41.6 19/31.5 18/30.8 30/38.8 28/37.9 26/36.4 58/54.0 25/36.0 25/35.5 33/40.8 21/32.8 19/31.3 48/48.8 19/31.5 18/30.4 59/54.5 17/29.5 16/28.6 31/39.3 25/35.6 23/34.6 75/64.4 15/28.5 14/27.1 18/30.9 66/58.6 30/38.8 28/37.5 62/56.2 35/41.9 35/41.6 47/48.4 29/38.3 27/37.0 56/53.0 31/39.4 27/36.9 97/89.6 28/37.6 26/36.7 24/35.4 74/63.8 36/42.7 34/41.3 69/60.6 27/36.9 26/36.2 51/50.7 25/36.0 23/34.5 79/66.9 25/35.6 24/34.8 56/52.9 23/34.1 21/33.1 59/54.9 27/37.0 26/36.1 46/48.0 24/34.9 21/33.0 85/71.4 28/37.5 25/35.9 34/41.0 86/72.7 38/43.3 36/42.5 57/53.8 18/30.8 16/29.0 50/50.1 18/30.9 19/31.2 81/68.2 23/34.2 22/33.5 13/26.6 77/65.8 39/43.9 37/43.1 59/54.8  At Grsdcs 1 and a the SCIENCE and SOCIAI. SCIENCE objootivos are combined and reflected as one score unde EWVinoNHENT. 23/34.2 21/33.0 45/4 7..3 23/34.1 21/33.0 43/46.2 20/32.1 18/30.9 42/45.9 28/37.8 26/36.7 68/59.6 26/36.2 24/35.3 19/31.2 81/68.2 43/46.0 41/45.0 66/58.9 26/36.1 25/35.8 89/76.2 21/33.0 19/31.7 21/32.8 77/65.2 36/42.7 34/41.4 66/58.4 23/34.1 22/33.8 89/75.5 20/32.3 19/31.1 18/30.4 78/66.3 36/42.3 34/41.0 67/59.2o [l Liri'LE ROCK SCHOOL DISTRICT PIJVNNING, RESEARCH AND EVALUATION U) n STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTILE RANK/NORHAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1992 o o X3 U cn Of SCHOOL: GARI^ND ELEHENTARY EMVIROHHENT** GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BATTERY COMPLETE BATTERY CM ec o CM CM CC o ira 3 n ec X 00  o _1 _TOTAL B W O 2 TOTAL B W O 3 TOTAL B W O 4 TOTAL B N O 5 TOTAL B W O 6 TOTAL B H O J2_._ 32 29 26 3 28 28 31 30 1 35 35 62 62 ** At Grades 1 -_-62/_6S--5- -31/39.7-- 31/39.7 - -29/38,^-- 29/38.5 -20/32t1 20/32.1 -------35/Al-r$h 35/61.9 -26/36^1----- 26/36.1 19/31.8 17/29.7 51/50.7 32/60.3 29/38.6 65/58.3 25/35.9 23/36.5 68/60.7 25/35.7 21/33.3 65/58.3 21/33.1 18/30.8 55/52.8 26/36.2 23/36.1 58/56.2 12/25.6 12/25.6 29/38.5 29/38.5 26/35.0 26/35.0 20/32.0 20/32.0 22/33.9 22/33.9 19/31.2 19/31.2 17/30.0 17/30.0 23/35.1 43/46.3 23/36.3 23/36.3 27/37.2 27/37.2 39/66.3 38/43,7 69/60,4 29/38.1 28/37.9 43/46.3 26/36.7 26/36.2 54/52.1 36/61.5 33/40.9 69/60.4 28/37.7  28/37.6 49/49,5 26/36.6 20/37.9 51/50.5 30/63.8 38/63.8 63/66.6 63/66.6 and z the ecIBNCE and flocIAL 32/60.0 32/60.0 39/66.3 39/66.3 SCIENCE objectives 30/38.7 30/38.7 31/39.5 31/39.5 29/38.3 29/38.3 28/37.6 28/37.6 39/63.9 39/63.9 67/68.5 67/68.5 39/63.9 39/63.9 38/63.5 38/63.5IO o o Ka.'S LITTLE ROCK SCHOOL DISTRICT PIANNING, RESEARCH AND EVALUATION CA o STANFORD ACIIIEVFJIENT TEST, EIGHTH EDITION NATIONAL PERCENTILE RANK/NORMAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1992 o o 4= O CZ5 0 SCHOOL: H1TCHEI.L ELEMENTARY ENVIRONMENT** GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BATTERY COMPLETE BATTERY cv n o CM CM CC o IO \u0026amp; co cc 03 cc 00, o _ 1 TOTAL B H O 2 TOTAL B W O 3 TOTAL B W O 4 TOTAL B W o 5 TOTAL B W O 6 TOTAL B W 0 40...... 38 2 32/40.1 31/39.6 49/49.6 30/39.1 30/38.7 43/46.3 30,38.8 29/38.4 44/47.0 21/33.9 - 20/31.9 55/52.6 __.ie'it -31/39.5- - 30/38.8 54/52.1 26/36.3  25/35.6 49/49.4 43 41 2 39 35 3 1 41 38 ,3 24 23 1 38 38 20/32.0 21/32.9 4/13.8 25/35.9 23/34.1 58/54.4 42/45.8 26/36.3 26/36.2 26/36.5 27/37.1 26/36.4 55/52.6 29/38.3 29/38.3 At Grades 1 and 2 the SCIENCE are combined and rrt F 1 48/49.0 49/49.5 31/39.6 31/39.7 32/40.0 21/33.0 26/36.3 25/35.6 52/50.9 29/30.6 30/39.2 12/25.3 26/36.2 26/36.7 12/25.2 46/40.1 44/47.0 73/62.9 43/46.3 34/41.3 31/39.5 75/64.2 26/36,.5 29/38.2 25/35.7 71/61.5 65/58.1 42/4 5.9 39/44.1 78/65.9 49/49.5 32/40.0 28/37.9 73/62.6 40/44.7 30/39.2 27/37.1 71/61.8 42/45.8 37/42.8 37/42.9 34/41.3 56/53.1 56.53.4 44/46.8 42/45.9 42/45.9 25/35.9 25/35.7 29/38.3 26/36.7 26/36.5 30/39.1 29/38.2 29/38.2 28/37.7 29/38.2 34/41.3 30/39.0 26/36.7 29/38.2 28/37.5 43/46.3 40/44.7 94/82.7 33/40.9 33/40.9 and SOCIAL SCIENCE objectives 35/41.6 34/41.0 66/58.7 50/49.8 49/49.6 59/54.8 42/45.6 41/45.0 67/59.3 42/45.5 40/44.9 67/59.3 43/46.2 43/46.2 39/44.2 39/44.2 36/42.6 36/42.6 36/42.2 36/42.2co o o s LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION ce Q STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTILE HANK/NORHAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1992 o o 3 O W o: SCHOOL: RIGHTSEIX ELEMENTARY ENVIRONMENT** GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BATTERY COMPLETE BATTERY CM CD CM CM CO O1 co co OJ co \\ co * o 1 TOTAL B ' V O 2 TOTAL B H O 3 TOTAL B W 0 4 TOTAL n H O 5 TOTAL B W O 6 TOTAL B W O - 39- 38 33 32 38 37 33 33 62 62 33 33 *'63/66.2 63/66.5 '*56/67.9\" 66/68.0 32/60.6' 33/60.3 25/35.9' 26/36.2 60/66.7 61/65.0 39/66.0 60/66.6 65/67.1 65/67.2 32/60.2 32/39.9 53/51.6 26/36.2 26/36.2 21/33.1 21/33.1 36/61 .0 36/61.0 71/61.5 70/61.0 66/68.1 65/67.1 95/86.6 53/51.6 53/51.6 69/69.5 69/69.5 66/58.7 66/58.7 66/66.9 65/67.2 57/53.8 57/53.8 58/56.1 58/56.1 62/65.7 61/65.0 86/70.9 37/62.8 37/62.8 37/63.1 37/63.1 62/65.6 62/65.6 26/35.2 23/36.7 56/53.2 26/35.1 27/37.2 28/37.9 28/37.9 36/62.3 36/62.3 30/38.8 29/38.6 55/52.6 31/39.6 31/39.6 37/63.2 37/63.2 61/65.2 61/65.2 38/63.8 38/63.3 75/66.2 . 36/62.6 39/66.2 30/38.8 30/38.8 63/66.0 63/66.0 36/61.5 36/61.0 73/62.9 32/60.1 35/61.9 29/38.6 29/38.6 60/66.6 60/66.6 o lO 3 1 ** At Grades 1 and 2 the SCIEJtCE and SOCIAL SCIENCE obioctivo aro combined and reflnnl-od 13o s LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION ) o STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTILE RANK/NORMAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1992 o o .c o tn q: SCHOOL: ROCKEFELLER ELEMENTARY ENVIRONMENT** GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BATTERY COMPLETE BATTERY CM O CM CM O to ei o co a\u0026gt; 00 J o --1 TOTAL B W O 2 TOTAL B W O 3 TOTAL B M O 4 TOTAL B W o 5 TOTAL B W O 6 TOTAL B H O - 62----- 41 20 1 - 42/45\n8 - 52/51.0 64/57.5 -30/3071  45/47.1 61/56.0 59/54.8 51750 .'3----- 46/47.8 59/54.8 70/61.0 33/40-.3!.... 26/36.7 49/49.3 35/41.9 46/48.1 41/45.1 57/53.6 68/59.9 42/45.5 37/42.8 51/50.7 63/57.0 41 29 10 2 39 26 12 1 38 33 5 38 32 5 1 36 27 9  At Grades 1 and 20/37.8 23/34.6 43/46.3 34/41.0 42/45.9 38/43.5 56/52.9 40/44.6 44/46.9 38/43.5 58/54.0 68/59.6 30/38.9 23/34.2 54/52.2 26/36.7 31/39.8 25/36.0 51/50.3 36/42.4 30/39.2 24/34.8 53/51.3 35/41.8 20/32.2 13/26.0 38/43.8 69/60.4 36/42.7 33/40.5 43/46.4 67/59.3 35/41.6 26/36.4 54/52.1 63/57.0 20/31.9 16/29.4 24/34.9 61/55.9 27/37.2 22/33.9 38/43.3 38/43.6 28/37.6 21/33.2 41/45.2 66/58.7 25/35.7 18/31.0 39/44.0 63/57.0 29/38.4 28/ 37.6 38/43.4 30/39.2 28/38.0 39/44.0 55/52.6 37/42.9 32/40.3 53/51.6 38/43.4 36/42.3 51/50.5 49/49.7 46/47.7 71/61.4 63/57.0 48/48.7 43/46.1 64/57.3 2 the SCIENCE and SOCIAL 25/35.6 23/34.5 41/45.3 26/36.7 28/37.6 41/45.2 31/39,3 27/37.0 58/54.3 28/37.8 29/38.6 40/44.4 26/36.3 27/36.8 41/45.1 41/45.1 36/42.6 63/56.9 75/64.2 43/46.2 38/43.8 66/58.8 66/58.7 34/41.0 32/40.0 40/44.6 59/54.8 36/42.4 33/40.7 52/50.9 62/56.4 35/41.8 32/40.0 52/51.0 62/56.4 38/43.8 34/41.1 55/52.7 48/49.0 45/47.3 58/54.2 56/53.4 50/49.9 75/64.1 45/47.4 40/44.9 59/54.9 45/47.5 40/44.8 61/55.7 SCTEHPP nh-i oci-00 o o LITTLE ROCK SCHOOL DISTRICT PliANNlNG, RESEARCH AND EVALUATION U) Q STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTILE RANK/NORMAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1992 o o 43 O tn os SCHOOL: STEPHENS ELEMENTARY ENVIRONMENT** GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BATTERY COMPLETE BATTERY -----1 TOTAL D W O 38- 37 1 22/3i-.%  22/33.8 23/34.4  42/5-r5-  41/45.4 52/51.1 -35/41.-8 - 35/41.6 53/51.6 -23/34T5- 23/3ii.l th tn .2 31/39. 6 ' 31/39.6 35/41.9 75735.-3 - 24/35.2 25/35.8 C-l n o CM CM CO o 1(5 63 n Oi co OO \u0026gt; 2 TOTAL B W O 3 TOTAL B W O 4 TOTAL B W O 5 TOTAL B W O 6 TOTAL B W 0 32 32 21 21 2 2 39 39 30 28 1 1 At Grados 1 27/37.3 27/37.3 20/32.6 20/32.6 24/35.4 30/39.2. 17/30.2 17/30.2 33/40.9 . 29/38.2 73/62.9 98/93.3 26/36.2 26/36.2 43/46.1 43/46.1 34/41.4 34/41.4 35/42.0 35/42.0 40/44.9 35/41.6 94/32.7 99/99.0 33/40.5 33/40.5 35/42.0 35/42.0 38/43.6 38/43.6 34/41.3 34/41.3 37/42.9 35/42.0 33/40.7 84/70.9 and 2 the ECIENCE and SOCIAL SCIENCE obloctivas 24/35.2 24/35.2 23/3^.5 29/38.5 27/36.8 27/36.8 32/40.4 38/43.3 34/41.4 54/52.1 97/89.6 21/33.3 21/33.3 22/34.0 22/34.0 36/42.3 36/42.3 33/40.5 33/40.5 31/39.7 31/39.7 35/41.9 35/41.9 32/40.2 32/40.2 26/36.2 26/36.2 26/36.2 26/36.2 42/45.5 37/42.9 89/75.8 96/86.9 36/42.3 31/39.7 98/93.3 35/41.8 30/39.2 76/64.9 98/93.309/07/95 ! i I 13:29 501 324 2023 LRSD COMMUNICATI ODM @002/002 i i mn V J. I Little Rock School District I 1 f i t i Media Advisory PREPARATIONS FOR STANFORD 8 TESTING I i September 7,1995 f I I For more information\nDina Teague, 324-2020 Friday, September 8,1:30 - 2:00 p.m. Stanford 8 testing begins around the state on Monday and students at Otter Creek Elementary School will get ready at a Test Buster Assembly in their cafeteria. One student will dress as Rocky (the boxer) and will \"challenge\" the test. ### I I ! I09/11/95  10:15 501 324 2023 LRSD COMMUNICATI ODM 002/002 f' Little Rock School District Media Advisory I ( I } i i I i i I 1 September 11,1995 For more information: Dina Teague, 324-2020 No special events are scheduled for students in the Little Rock School District this week while Stanford 8 Tests are being administered. ! Thursday, September 14, 5:00 p.m. The LRSD Board of Directors will hold their regular monthly agenda meeting. I I 1 ### 1 I I 1 I I ( f i ! 810 West Markham Street  Little Rock. Arkansas 78201  (5011324-2000c\nLITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation NOV 2 2 1995 of Desegregation f^Ol'IiiOfiiig MEMORANDUM Date: November 21, 1995 To: Dr. Henry Williams, Superintendent From: Dr. Ed Jackson, Director Planning, Research, and Evaluation Subject: 1994-95 Stanford Eight Achievement Test Annual Report C^cc Please find enclosed your personal copy of the 1994-95 Stanford Eight Achievement Test Annual Report. Also enclosed are copies for distribution to the Board members. If 1 can be of further assistance, please call me. Enclosure cc: LRSD Board Members Jerry Malone, LRSD Attorney Joshua Intervenors John Walker, Attorney ^Office of Desegregation MonitoringI'l/i h Dra ^T^sr Tt. 'ry (tz. ** Little Rock School District Planning, Research, and Evaluation MEMORANDUIVI RECiSVED DEC 1 5 1995 J\nOffice of Dssegiegauon Munuwuiy TO: Ann Brown. Office of Desegregation Monitoring FROM: Dr. Ed Jackson, Director RE: Revised Stanford Achievement Test Results: Historical Comparisons DATE: December 12,1995 h bra t'y - An error occurred during the processing of the comparative data report causing the scores for five schools (Mabelvale, Meadowcliff, Mitchell, McDermott, and Martin L. King) to be interchanged. The results affect these schools only. All other data, to include other school and district totals, remain the same. Please replace previously received data with the attached revised version. If you have any questions, please contact Dr. Lacey, Testing Coordinator or myself at 324-2120. Attachment a: e?ved N 1995 CKffiBB Little Rock School District Office ol Desegregation December 8. 1995 Monitoring MEMORANDUM TO: Mrs. Ann Brown, Office of Desegregation Monitoring FROM: Dr. Ed Jackson, Director vl Planning, Research, and Ev^uation Tl.'k I'x RE: 1995 Stanford Achievement Test Results Cop'd /I'bi-a 'LX t Please find enclosed results of the Fall 1995 administration of the SAT-8 test for the Little Rock School District. Enclosed are districtwide and individual school reports disaggregated by ethnicity. One report provides a four year trend of the test administration giving the basic and Complete Battery score results. The second report provides subject area results along with Basic and Complete Battery scores for the Fall 1995 school year. Please let me know if you have any questions. Enclosure cc: Dr. Henry P. Williams, Superintendent Dr. Russ Mayo, Associate Superintendent 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000c: /tlrye. LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation RECEiV''n FEB 8 1996 3 MEMORANDUM FROM: RE: January 25, 1996 Superintendents Cabinet Dr. Ed Jackson, Director Insert for SAT-8 Annual Report Office of Deseflregation Monuoii htg Please see attached SAT-8 Annual Report pages 7 and 8. If your document is missing these pages, please insert. We regret the inconvenience. cc: Dr. Henry P. Williams LRSD Board Members Arm Brown, ODM John Walker, Attorney Magnet School Review 1O-.8 (2, 4, 6, 9, and 10) scored average or above\nin 1994, eight grades (2, 3, 4, 5, 6, 7, 8, and 9) scored above the national average, and for 1995 six grades (2, 4, 5, 6, 7, and 9) scored at or above the national average. Grade 6 and 9 have remained above the national average for each years results. Fifth grade students in 1994 scored at the 56th percentile which equalled grades 4, 5, and 6 in 1995. 4.1.6 Science Five grade levels (2, 4, 5, 6, and 9) scored at or above the 50th percentile in science on the Stanford Eight in 1995. Only grades 4, 5, and 6 scored at or above the 50th percentile for the 1994 administration. In 1993 grades 4 and 6 exceeded the national average while in 1992 grades 6 and 9 scored average or above. 4.1.7 Social Science The 1994 social science data show that five of die nine grades levels tested (3, 4, 5, 6, and 10) scored above the national average. Grade 4 achieved the highest percentile rank in social science. In 1993, grades 4, 5, and 6\nand in 1992, grades 6 and 11 scored above the average national percentile. In a review of the 1995 data only 9 grades 4, 5, 6, and 10 exceeded the average national percentile (See Exhibits 1-6). 4.1.8 Highest Performance The national percentile ranks for grade 6 were at or above the national average in every subject area for all administrations (1992 through 1995), and grade 4 was above average in every subject area except reading (See Exhibits 1-6). 4.1.9 Analysis of Test Data for Elementary Students The Group Skills Analysis with Objectives Performance reports presents summary information for a class, school or district. This analysis provides a summary of the groups performance on the \"Content Clusters.\" Below average (BA) refers to the bottom 23 % of the reference group\nAverage (A), to the middle 54%\nand Above Average (AA), to the top 23%. These performance categories are especially helpful when identifying strengths and needs within content areas. This report, as well as other alternative assessments, assists the schools instructional leaders and staff when reviewing curriculum and setting priorities for instruction.Grade all Sheet 1 Normal Curve Equivalent (NCE) Scores by Elementary Schools compared Io Total District Scores - Complete Battery [ School Name Williams (magnet) Carver (magnet) Icioverdale Romine (interdist) iGibbs (magnet) Western Hills I Rightsell (incent) Terry I King (interdistrict) Otter Creek I McDermott Rockefeller (incent) I Booker (magnet) Wilson I Fulbright Watson I Pulaski Heights Brady I Wakefield Washington (Inter) I Woodruff Forest Park I Bale Geyer Springs I Meadowcliff Dodd I Jefferson Fair Park iGarland (incent) Mabelvale I Chicot Baseline I Badgett Mitchell (Incent) I Frankin (incent) School Black 61.5 50 District Black 41.7 41.7 48.48 I 41.7 48.2 47.44 45.28 45.26 45 44.92 43.92 42.58 42 41.7 I 41.7 41.7 I 41.7 41.7 I 41.7 41.7 I 41.7 41.7 41.86 I 41.7 41,84 41.54 41.16 40.9 40.88 40.34 39.88 39.64 39.4 39.06 39 38.4 38.16 37.7 37.64 ,. 37.58 f 37.48 37.34 I 37.22 . 41.7 I 41.7 41.7 I 41.7 41.7 I 41.7 41.7 I 41.7 41.7 I 41.7 41.7 1 41.7 41.7 I 41.7 41.7 41.7 41.7 41.7 41.7 34.96 1 41.7 34.94 31,8 1 41.7 41.7 % diff 147.5% 119.9% 116.3% 115.6% 113.8% 108,6% 108.5% 107.9% 107.7% 105.3% 102.1% 100.7% 100.4% 100.3% 99.6% 98.7% 98.1% 98.0% 96.7% 95.6% 95.1% 94.5% 93.7% 93.5% 92.1% fo 91.5% , 90.4% 90.3% 90.1% 89.9% 89.5% 89.3% 83.8% Sorted by the % difference of School Black Scores to District Black Scores School White 75.58 71.36 I 65.9 49.3 I 69.24 63.96 I 17.3 68.56 I 62.3 61.54 I 66.12 51.38 I 57.98 52.06 I 66.82 48.32 I 68.62 56.68 1 48.78 63.28 I 53.9 75.66 I 53.96 46.2 I 48.76 , 48.76 83.8% 76.3% I 70.66 64.06 0 50.94 49.34 38.64 45.86 52.8 62.4 ZIZ Dlstricf White 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63,32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 % diff 119.4% 112.7% 104.1% 77,9% 109.3% 101.0% 21.3/^ 108.3% 98.4% 104.4% 81.1% 91.6% 82.2% 105.5% 76.3% 108.4% 89.5% 99.9% 85.1% 119.5% 85.2% 73.0% 77.0% 77.0% 111.6% 101.2% 0.0% 80.4% 77.9% 61.0% 72.4% 83.4% 98.5% School Total 68.46 60.86 50.2 49.28 57.16 51.92 45.24 58.4 53.64 54 53.58 45.02 49.34 44.54 54.18 42.44 55.52 45.52 41.52 48.58 45.68 58.08 42.32 40.58 40.98 41.96 57.52 41.84 37.76 42.08 39.56 37.64 37.64 35.24 32.64 Page 1 District Total 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 I 49.38 I % diff 138.6% 123.2% 101.7% I 99.8% 115.8% I 105.1% 91.6% I 118,3% 108.6% I 109.4% 108.5% I 91.2% 99.9% I 90.2% 109.7% I 85.9% 112.4% I 92.2% 84.1% I 3rd Qlr Enrollm't 513 630 454 312 310 318 223 534 557 333 484 402 605 384 520 453 434 389 428 98.4% : 656 92.5% I 117.6%  85.7% I 82.2% I 83.0% 1 85.0% I 116.5% I 84.7%  - I 76.5% I 85.2% I 80.1% I Report date: May 23,1996__ % Black % eligible for free or___% ellgito for reduced Lunch free lunch 241 433 343 320 405 281 506 273 257 448 454 76.2% . 323 76.2% i 71.4% 66.1% I 220 258 455 52.0% 52.0% 85.0% 71.0% 54.0% 66.0% 96.0% 45.0% 54.0% 41.0% 53.0% 64.0% 52.0% 79.0% 49.0% 80.0% 47.0% 63,0% 86 0% 64,0% 67,0% 47,0% 70,0% 75,0% 76,0% 65,0% 42.0% 92.0% 69.0% 76.0% 76.0% 79.0% 97.0% 93.0% 22.4% 33.0% 78.0% 54.5% 39.4% 61.3% 83.0% 28,7% 51,7% 34,8% 41,3% 65,9% 46,9% 73,7% 36,2% 74,8% 43,6% 49,6% 81,1% 63,0% 68.5% 37.0% 74.9% 76.6% 73.3% 66.9% 38.3% 75.5% 94.6% 73.9% 77.3% 81.7% 77.3% 98.5% 86 5% 17.9% 27.0% 69.8% 46.5% 33.5% 54.4% 76.2% 27.2% 43.8% 30.9% 37.6% 59.2% 36.7% 68.0% 31.7% 67.3% 39.2% 43.4% 72.2% 56.7% 61.8% 32.3% 66.4% 65.9% 68.9% 61.9% 36.0% 69.6% 89.9% 64.1% 68.1% 74.3% 74.1% 95.0% 79.8%Sheen Normal Curve Equivalenl (NCE) Scores by Elementary Schools compared to total District Scores-- Complete Battery ~]~ Grade all School Name Forest Park Williams (magnet) ICarver (magnet) Jefferson iGibbs (magnet) Pulaski Haights iTerry Fulbright iMcDermotl Cloverdale I Fair Park Western Hills Iwashington (inter) Frankin (incenl) I King (interdistrict) Otter Creek I Booker (magnet) Brady (Bale Woodruff I Mitchell (incenl) Wilson I Rockefeller (incenl) Mabelvale IChicot Romine (interdist) [Wakefield Dodd I Meadowcliff Watson [Geyer Springs Badgett [Baseline Rightsell (Incent) [Garland (incenl) Sch(X)l Black 39.4 61.5 50 37.7 47.44 40.9 45 41.54 42.58 48.48 37.64 45.28 39.88 31.8 44.92 43.92 41.86 40.88 39.06 39.64 34.94 41.84 42 37.48 37.34 48.2 40.34 38.16 38.4 41.16 I 39 34.96 [ 37.22 45.26 [ 37.58 I I 1 1 I I 1 I I I i District Black 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 % diff 94.5% 147.5% I 119.9% 90.4% ] 113.8% 98.1% 107.9% 99.6% 102.1% 116.3% 90.3% 108 6% 95.6% 76.3% 107.7% 105.3% 100.4% 98.0% 93.7% 95.1% 83.8% 100.3% 100.7% 89.9% 89.5% 115.6% 96.7% 91.5% 92.1% 98.7% 93.5% 83.8% 89.3% 108.5% [ 90.1% I 1 I Sorted by the % difference of School White Scores to District While Scores School While 75.66 75.58 71.36 70.66 69.24 68.62 68.56 66.82 66.12 65.9 64.06 63.96 63.28 62.4 62.3 61.54 57.98 56.68 53.96 53.9 52.8 52.06 51.38 50.94 49.34 49,3 48.78 48.76 48.76 48.32 46.2 45.86 38.64 17.3 0 District While 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 % diff 119.5% 119.4% I 112.7% 111.6% 109.3% 108.4% 108.3% 105.5% 104.4% 104.1% 101.2% 101.0% 99.9% 98.5% 98.4% 97.2% 91.6% 89.5% 85.2% 85.1% 83.4% 82.2% 81.1% 80.4% 77.9% 77.9% 77.0% 77.0% , 77.0% 76.3% 73.0% 72.4% 61.0% 27.3% 0.0% r Schrxjl Total 58.08 68.46 60.86 57.52 57.16 55.52 58.4 54.18 53.58 50.2 41.84 51.92 48.58 32.64 53.64 54 49.34 . 45.52 42.32 45.68 35.24 44.54 45.02 42.08 39.56 49.28 41.52 . 41.96 40.98 42.44 40.58 37.64 37.64 45.24 37.76 Page 1 DisIricI Total 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 % diff 117.6% 138.6% I 123.2% 116.5% I 115.8% 112.4% I 118.3% 109.7% ( 108.5% 101.7% [ 84.7% 105.1% I 98 4% 66.1% [ 108.6% 109.4% I 99.9% 92.2% 85.7% 92.5% 71.4% 90.2% 91.2% 85.2% 80.1% 99.8% 84.1% 85.0% 83.0% 85.9% 82.2% 76.2% 76.2% 91.6% 76.5% I 3rd Qlr Enrollm't i 433 513 630 506 310 434 534 520 484 454 273 318 656 455 557 333 605 389 343 241 258 384 402 448 454 312 428 281 405 453 320 220 323 223 257 I Report Dale May 23,1996 % Black 47.0% 52.0% 52.0% 42.0% 54.0% 47.0% 45.0% 49.0% 53.0% 85.0% 78.0% 66.0% 64.0% 93.0% 54.0% 41.0% 52.0% 63.0% 70.0% 67.0% 97.0% 79.0% 64.0% 69.0% 76.0% 71.0% 86.0% 65.0% 76.0% 80.0% 75.0% 79.0% 76.0% 96.0% 92.0% I I I I 1 | I I % eligible lor free or reduced Lunch I I I I I I I LZ 37.0% 22.4% 33.0% 38.3% 39.4% 43.6% 28.7% 36.2% 41.3% 78.0% 75.5% 61.3% 63.0% 86.5% 51.7% 34.8% 46.9% 49.6% 74.9% 68.5% 98.5% 73.7% 65.9% 73.9% 77.3% 54.5% 81.1% 66.9% 73.3% 74.8% 76.6% 77,3% 81.7% 83.0% 94.6% I % eligible for free lunch 32.3% 17.9% 27.0% 36.0% . 33.5% ' -  39.2% 31.7% 37.6% 69.8% 69.6% 54.4% 56.7% . , 79,8% 43.8% 30.9%  36.7% . 43.4% ,\n66 4%  61.8%  95.0% 68.0% 59.2% 64.1% 68.1% 46.5% 72.2% 61.9% - 68.9% 67,3% 65.9% 74.1% 74.3% 76.2% 89.9%Shee11 Normal Curve Equivalent (NCE) Scores Elemenlary Schools compared Io To1al Dislrid Scores Complele Ballery f aii School Name Williams (magnef) Carver (magnet) I Terry Forest Park I Jefferson Gibbs (magnet) I Pulaski Heights Fulbright I Oller Creek King (inlerdislricl) I McDermott Western Hills Icioverdale Booker (magnet) I Romine (interdist) Washington (inter) I Woodruff Brady I Rightsell (incent) Rockefeller (incent) I Wilson Watson I Bale Mabelvale I Dodd Fair Park I Wakefield Meadowcliff |Geyer Springs Chicot iGartand (incent) Badgett I Baseline Mitchell (incent) iFrankin (incent) School Black 61.5 50 I 45 39.4 I 37.7 47.44 I 40.9 41.54 I 43.92 44.92 I 42.58 45.28 I 48.48 41.86 I 48.2 39.88 I 39.64 40.88 I 45.26 42 I 41.84 41.16 I 39.06 37.48 I 38.16 37.64 I 40.34 38.4 I 39 37.34 I 37.58 34.96 I 37.22 34.94 I 31.8 1 I District Black 41.7 41,7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41 7 41.7 41.7 41.7 41.7 41 7 41 7 % diff 147.5% 119.9% 107.9% 94.5% 90.4% 113.8% 98.1% 99.6% 105.3% 107.7% 102.1% 108.6% 116.3% 100.4% 115 6% 95.6% 95.1% 98.0% 108.5% 100.7% 100.3% 98.7% 93.7% 89.9% 91.5% 90.3% 96.7% 92.1% 93.5% 89.5% 90.1% 83.8% 89.3% 83.8% 76.3% I Sorted by the % difference of Schooi Tofal Scores fo Disfricf Total Scores School White 75.58 71.36 68.56 75.66 70.66 69.24 68.62 66.82 61.54 62.3 66.12 63.96 65.9 57.98 49.3 63.28 53.9 56.68 17.3 51.38 52.06 48.32 53.96 50.94 48.76 64.06 48.78 48.76 46.2 49.34 0 45.86 38.64 52.8 62.4 D^trict White 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 . 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 % diff 119.4% 112.7% 108.3% 119.5% 111.6% 109.3% 108.4% 105.5% 97.2% 98.4% 104.4% 101.0% 104.1% 91.6% 77.9% 99.9% 85.1% 89.5% 27.3% 81.1% , 82.2% 76.3% 85.2% 80.4% 77.0% . 101.2% 77.0% 77.0% 73.0% 77.9% 0.0% 72.4% 61.0% 83.4% 98.5% School Total 68.46 60.86 58.4 58.08 57.52 57.16 55.52 54.18 54 53.64 53.58 51.92 50.2 49.34 49.28 48.58 45.68 45.52 45.24 45.02 44.54 42.44 : 42.32 42.08 41.96 41.84 41.52 40.98 40.58 39.56 37.76 37.64 37.64 35.24 32.64 Page 1 District Total 49.38 49.38 I 49.38 49.38 , I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 , 49.38 I 49.38 Z 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 I diff 138.6% 123.2% 118.3% 117.6% 116.5% 115.8% 112.4% 109.7% 109.4% 108.6% 108.5% 105.1% 101.7% 99.9% 99.8% 98.4% 92.5% 92.2% 91.6% 91.2% 90.2% 85.9% 85.7% 85.2% 85.0% 84.7% 84.1% 83.0% 82.2% 80.1% 76.5% 76.2% 76.2% 71.4% 66.1% 3rd Qfr Enrollm'f 513 630 534 433 506 310 434 520 333 557 484 318 454 605 312 656 241 389 223 402 384 453 343 448 281 273 428 405 320 454 257 220 323 258 455 r Report Date May 23, f996 % Black _%^ligible tor free or reduced Lunch 52.0% ... 52.0% I 45.0% 47.0% I 42.0% ,, 54.0% j 47.0% ~ 49.0% I 41.0% 54.0% I 53.0% 66.0% I 85.0% 52.0% I 71.0% 64.0% I 67.0% 63.0% . I 96.0% 64.0% I 79.0% 80.0% I 70.0% 69.0% I 65.0% 78.0% I 86.0% 76.0% I 75.0% 76.0% I 92.0% 79.0% I 76.0% 97.0% I 93.0% 22.4% 33.0% 28.7% 37.0% 38.3% 39.4% 43.6% 36.2% 34.8% 51.7% 41.3% 61.3% 78.0% 46.9% 54.5% 63.0% 68.5% 49.6% 83.0% 65.9% 73.7% 74.3% 74.9% 73.3% 66.9% 75.3% 81.1% 73.3% 73.3% 77.3% 94.6% 77.3% 811% 98.5% 86.5% % eligible for free iunch 17.9% 27.0% 27.2% 32.3% 36.0% 33.5% 39.2% 31.7% 30.9% 43.8% 37.6% 54.4% 69.8% 36.7% 46.5% 56.7% 61.8% 43.4% 76.2% 59.2% 68.0% 67.3% 66.4% 64.1% 61.9%  69.6% . 72.2% 68.9% 65.9% 1-68.1% 89.9% 74.1% 74.3% . 95.0% 79.8%e' LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation 810 West Markham Street Little Rock. AR 72201 r* ve\u0026lt;' J MEMORANDUM ' D Date: May 29, 1996 To: Dr. Henry P. Williams, Superintendent Superintendents Cabinet Ms. Ann Brown, Office of Desegregation Monitoring Magnet Review Committee CTA From: Dr. Ed Jackson, Director Subject: 1995-96 Fall Stanford Achievement Test - Eighth Edition Annual Report Analyses '' /t 7) Please find enclosed the 1995-96 Stanford Achievement Test - Eighth Edition Annual Report Analyses. This report represents a summary of the Stanford Eight Achievement Tests that were administered to students in grades 2 through 11 in the fall of 1995. Please feel free to contact me if you have any questions or need additional information. Enclosure cc: LRSD Board MembersJohn w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 OCT 1 b 1996 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER. JR. Office of Desegregation Monitoring via Facsimile 324-2308 October 15, 1996 Mr. Rudolph Howard, Principal Central High School 1400 Park Little Rock, AR 72206 Dear Mr. Howard: I am writing to request information regarding the PSAT testing that was done at Central today. This office has received several calls from parents of class members alleging disparate treatment regarding the testing. For example, in one of Ms. Becker's 10th grade English classes, none of the black students were allowed to take the test nor did they receive information regarding the same. With information that I have provided thus far, would you please provide the following to this office: 1) gender and grade level\nthe number of students who took the PSAT by race. 2) the name of the teachers by core subject whose students were given the PSAT\n3) state the date(s) of the next PSAT testing\nprovide all documentation that was published by the administration and/or staff to advise students of the PSAT 4) testing\nprovide all documentation (item #4 above) including criteria used to be considered for testing that was provided to the students and the date(s) this information was provided either through written notice or announcement\n5) 6) provide all correspondence, brochures, literature that the administration, teachers, counselors and other staff members have regarding PSAT testing\nand 7) state the name of the person(s) responsible for the PSAT testing besides yourself.I would like to have this information by 3:00 p.m. on Thursday afternoon, October 17, 1996. immediate attention to this request. Thank you for your incerel I /^oy C. Springer Kloshua Intervenors JCS/ cc: Dr. Victor Anderson Dr. Don Roberts Ms. Ann Brown Joshua class membersLU Q UJ LU m LU Visit our home page on the World Wide Web: hup: 11 WWW. collegeboard. org  iap z cc o U5J z o i 5 S I -J 55 LU oz cci (fi DC UJ Q. V) Vi 0)3 QQ^ LU LU (/) Vi LU CC O Q co Q LU m UJ O H t/i O 0. _ i/\u0026gt; OJ LJ .y X- \u0026gt; (U Ln m G o m m 9^ o O O \u0026lt; O QQ \u0026gt; -5 QJ  2 I'C-Se^' /SI I 5o h\ntj U O 7 m 'I 2  - x: in Q H H Wwe^a n,t .hear from , you: to The College Board Educational Excellence for All Students Tell us whot you think of the PSAT/NMSQT Student Bulletin Tell us about yourself So,, 1. How much do you actually read? _____ all of it _____ most of it _____ some of it _____ none of it 5. 6. 2. Which pages do you read? [Check all that apply.] _____ None _____ Front page _____ Tips and hints about verbal questions _____ Tips and hints about math questions _____ Tips about bubbles for address, scholarships, (2-5) (6-9) 3. 4. majors, etc. _____ Full-length test ____ Scholarship information (11-12) 7. How do you rate the Student Bulletin? [For each characteristic, circle the appropriate number on the scale.] 1____ boring 2 3 4 5 6 interesting 8. 1 2 3 4 5 6 hard to read easy to read 1 2 3 4 unattractive 5 6 attractive 1 2 3 4 5 6 uninteresting lots of helpful info 9. 1 2 3 4 5 6 information hard to find information easy to find 1______ too long 2 3 4 5 6 too brief 10. 1 2 3 4 5 6 disorganized well-organized What is your overall impression of the Student Bulletin? Sex _____Female _____Male Grade Level _____12th grade _____11 th grade _____10th grade _____ 9th grade _____ Sth grade _____Not yet in Sth grade you re thinking about college Grade Average _____A+ or A _____A- or B+ _____ B or B- _____C+ or C _____C- or D+ _____D or below Educational Plans _____specialized training or certificate program _____two-year college degree _____four-year college degree _____master's degree _____doctoral or related degree _____I don't know How did you get your copy of the Student Bulletin? from a counselor from a teacher from a volunteer or secretary Other (Please specify) Did you take the PSAT/NMSQT last year? ______yes ______no Optional Name (please print) School Code Phone ( ) thank you The College Board wants to help you get ready for college. Taking the PSAT/ NMSQT lets you get feedback about academic preparation, get mail from colleges, and get scholarships. The PSAT/NMSQT Student Bulletin has a lot of helpful information about doing well on the test. But it won't help, unless you read it. We want to know what you read (or don't read), and why. Your answers will influence future editions. Thank you. Sincerely, Maureen Welsh Director of School Services P.S. If you tell us who you are, we may contact you.I CENTRAL HIGH SCHOOL 1500 SOUTH PARK STREET LITTLE ROCK, ARKANSAS 72202 2 / /995 October 17, 1996 Office of ^^^^gregation Moniionna Joy Springer Joshua Intervenors 1723 Broadway Little Rock, AR 72206 Ms. Springer: In response to your request for information regarding PSAT testing practices and procedures at Central High School, the following insights are herein provided according to your fax dated 10/15/96. 1. The number of students according to race, level. gender and grade A. Race White 230 Black 94 Other 22 Total 346 B. Gender WM 78 WF 152 BM 35 BF 59 OM 11 OF 11 Total 346 C. Grade Level Grade 10 Grade 11 WM WF Sub Totals 27 68 95 BM BF 2 OM 13 OF 15 4 6 10 WM WF 51 84 135 BM BF 2. Total Grade 10 - 120 Total Tested 33 46 79 OM OF 7 5 12 Total Grade 11 - 346 226 The name of the teachers by core subject whose students were given the PSAT. As I indicated in our phone conversation on 10/16/96, I do not fully understand what you are needing here, however, I hope that the following explanation suffices. A. The PSAT is a test which is strongly recommended to be given to 11th grade students, however, we do encourage 10th grade students to take it. that we promote for 10th graders to take. The PLAN Test is a test I make this point because a greater effort of solicitation is made to 11th graders versus 10th graders. Observe, however. that many 10th graders (120) as well as 11th graders (226) took the test. Page 2 B. C. Since any and all students who take the PSAT are enrolled in core subjects, any and all teachers that teach the core areas will have students represented. Is a roster of all my English, math, science and/or social studies teachers being requested here? The PSAT is not administered via classes, e.g., English, math, etc. Testing sites are set up according to our scheme and students from all classes, English, math. etc., are assigned to the sites. Please see the five page special bulletin attachment for the testing sites and the students assigned there. 3. The next PSAT testing will be in October of 1997. Again, it will be recommended for 11th graders, but 10th graders will be encouraged to take it. 4. Provide all documentation that was published by the administration and/or staff to advise students of the PSAT. A. Announcement of PSAT testing is provided in the LRSD's 1996-97 calendar. The District's calendar is presented by the Superintendent to the Board for approval in the Spring each year. All patrons and schools have access to the calendar prior to the beginning of school each year. See attachment. B. Central High School publishes a monthly calendar. It is distributed to all staff the week prior to the beginning of each month. calendar in their classrooms. Teachers are encouraged to post the C. See attachment. Central High communicates all major and/or important events through its newspaper. The- Tiger. The paper is delivered to our students by the journalism department D. twice to three times per month. See attachment. Central attempts to keep its students informed via a Daily Bulletin. The announcements concerning the PSAT were contained in the bulletins on the following dates: 9/20/96 10/09/96 10/01/96 10/10/96 10/04/96 10/11/96 Teachers read the daily bulletin to students during 1st period. See attachment. E. In addition, announcements regarding the PSAT were made via intercom both mornings and afternoons, October 1-4, 1996. Special bulletins were published and distributed 10/7, F. 10/11 and 10/14, 1996. See attached. Counselors personally visited every 11th grade English class during the period 10/1 - 10/11, 1996, in an effort to discuss the importance of the test and to encourage registration.Page 3 G. All teachers, irrespective of subject area and/or grade level, received two (2) special bulletins regarding the PSAT on the following dates: 1996 . See attachment. October 7, 11, and 14, 5. Provide all documentation (Item #4 above) including criteria used to be considered for testing . . . Item #4 contains all documentation asited for in Item #5. There was no additional criteria provided to students except that they pay for the cost of the test, $9.00, at which time the PSAT Student Bulletin was given to every 10th grade student who signed the stand-by list and to all 11th grade students who paid the $9.00. 6. Provide all correspondence, brochures . . . See Item #6 and PSAT Student Bulletin (attached). 7. State the person(s) responsible for the PSAT testing besides yourself: Sam Blair, Test Coordinator and Head Counselor Ann Graves, Counselor Peggy Hawthorne, Counselor Lynda Johnson, Counselor Linda Porter, Counselor SincefrefLy, Rudodph Howard Principal RH/mj s cc: Dr. Dr. Ms . Victor Anderson Don Roberts Ann Brown Joshua class membersLittle Rock School District First Class Schools For World Class Kids dis n/ Vil'. ^'l jl h  t-' ^f-y.-. ... ^' / \"V . 1\ni- ^'1/ '\u0026gt;J SB V /'r i!' ^2 ii ig\n! w  * * iS\nw A y t ik..^ y\" 1996-97 CALENDAR0^ S M T W T F s 1 School Day Photos 10th. 11th. Kinoer-garten \u0026amp; Faculty PTSA Mtg Library 5:30 p.m. 2 FBLA Meeting 125B 3 Senior Make-up Picture Day (Rm 103) 4 Home-coming Court Nominees Pep Rally(NLR} Order Senior Ring Lunch Times only 5 6 20 ! r. 13 College Admissions Program 2:00 Auditorium I 27 'Daylight Savings Time Ends I'\"'\" 7 Faculty Meeting 14 21 Home-coming Carnations Sale Mu Alpha Theta 28 8 15 PSAT (Periods 10th \u0026amp; 11th Graders End of 9 weeks 22 Early Dismissal 29 Order Senior Announcements Invitations/ Caps Gowns Report Cards Go Home 9 Teachers meeting with Dr. Roberts 4:30 p.m. 16 Students Out Teacher Workday 23 30 Order Sr. Announcements Invitations/ Cap \u0026amp; Gown Plan Test 10 FBLA Mtg 125B 17 24 1st Equity Monitoring 31 11 Pep Rally (Conway) I 12 I I 18 Scoliosis Screening 25 Pep Rally (Home-coming) Park view 1 I 1 I 19 26 i I I ! I i t I II IV [ n II I L-......  w .. CenfRolHighTigeRsJ Enrollment totals 1785 students Sophomores - 760 Juniors - 529 Seniors 464 Kindergartners  32 Tonight's football game is here at Quigley. Kickoff is 7:30 p.m. LITTLE ROCK CENTRAL HIGH SCHOOL Volume 102 Little Rock, Arkansas, October 4,1996 Number 5 THE BELL IS BACK!  i * Winning BELL very special to Class of 97 Ringing the belt Pictured at left are three Central High Tigers who want nothing better than to re-paint the bell from orange and white to black and gold. At left are Ralph Jack-son. Joseph McCraney and Errick Berry. Students had an opportunity to see and hear the Central bell ring Tuesday niorning while It sat in Student Council Sponsor Mr. Mark Mead ows truck on the school's front law. It was a truly glori OUS sight. By Ryan Davis It's back!! And it'saboui linx. After four years al Hall Ihe coveted Bell is honw. all thanks lo the spanking given lo ihe Warriors by Ihe TiguT bxnhalt leani. Rushing for 267 yards, die Tigers delivered a smashing 20-0 defcal to iIk Wjuriors of Hall High. \"It's bevn four years (since we last had Ihe Hell] iuid we didn't gel any respcx'i.\" senior light end Jixscph McCr.iixV staled. \"We got our rcs|X'Ci back. Anyixxly who thinks b.id alxml the leaiii. ...we an- going to prove them wrong.\" The Warriors, whoenlereil the \"Hallie for llie Hell on a ihrcv-gaiiK winning sire.ik, were only able lo allain 7.S yards rushing due lo the lix\u0026gt;l-pn.Hf Tigei defense. \"We tried lo prose sonwlliing lo our fans aixJ coaches. ' senior defensive eixl Fmck Herry s.n,l. Berry liiilliei si.iu-d lli.tl ilu \"defense' kind \u0026lt;f lei dow n dm iiig the ganx.' :il West Memphis,\" which allowed the Blue I X s il- h \u0026gt; rush oser 7\u0026lt;X\u0026gt; yards. Il Was an alt (lefeiise first h.ilf with die Tigers leading 7 0 .i-. h.ilflinx buzzer s^uixled. Tlii' was due lo senior l.iilb.n k Virgil Jones' selling up the louelxlowt. followiijg.i 47 y.trd p.isscmpk lii'n from qii.irlerb.iek Rt'bbie Stilleiiger .iiid dien niiming foiii y.irds for the hHiehdwn. Thl^ iixrcdible pl.iv c.iiiie willi I I' Continued on page 4 Ntws BRiefs\n4 of states 10 scholars are Central High students Krill .lohnsnn, a Cenii'al High innior. will lx* leaiured .is fli.innel Il's \"SliMlenl of Hie Week\" ironi (X t. 1-11. Johnson i\\ .1 .Student Council junior ap. president of Little Rixks chapter ofTop Teens, vice pa*sident of Centr.il's SBCMIi. .ind was nominated for the 1997 N.i-tion. il Youth Le.idership l-orum on Medicine. He w.is the winner 01 the I99.S-9f) Mr. LRCH Photogenic Contest. S* By Christine Whitson Four seniors .ire semilln.il-ists in the National Achievement Scholarship Program (NASP). Tliey are Salonica Gray. Larissa Jennings. T. Michelle Payne, and Ngozi i Scott. This awjird honors - ouisiJinding African-Americiin students. World Test, a celebration of uorld coinmuniiies. people, pl.inis and animals, will lx* held lomorrow Ironi 10-7 ill M.icAnhiir P.irk. Aeimission is free. Semifinalists. These three seniors were among 10 students from around Arkansas who were recently announced as National Achievement Scholar semifinalists. Pictured are Ngozi Scott, Salonica Gray and Larissa Jennings. The fourth semifinalist, not pictured, is T. Michelle Payne. About 1,200 finalists and 750 scholarships will be awarded next spring. To Ik considered, sludeiils iixik the Preliminitry Scholastic Aptitude Test (PSAT) in their junior year. The NASP is conducted by the National Merit Scholarship Coqxxa-tion. An estimated I(X).(XK) Africiin-Aniericiui students entered the competition by taking the PSAT iind 1.5(X) semilinal-ists were chosen natiiutwide. The semifinidisis will com-peic by Inking ihc Scholnsiic Aphiiidc Test (SAIIi .Uhl cdinplcimg .1 SIX) word esvix. Tlie essay is lo lx* .ilxui then ac.idcnuc |Xrloriii.incc. exir.i curricular acliviiics they participate in. iheir contribiiitons lo Ihe community and scIuk)I. iuid their educational plans lor the filllire. There will lx* 1.2\u0026lt;MHinalisis and 750 scholarship.s awarded totalling S.^ million. They will be given next spring. Juniors inieresicil in com|Xiing for next years scholarships shotikl coniact their counselor. Other semifinalisis in Arkansas are fmm Blytheville. Jacksonville. Mount St. Mary's. Pine Bluff. Russellville, and Helena. Ocfolivr will be a busy monih al Central and throughout the LRSD. College night is Thursday. (X t. 10. A pep rally IS planned for next Friday, (kt. 11 for the hxuball gameagainsi Conw.iy. The S Yl' Tesi is (Xt. 12. The ISAI will fx given to HUh and llih graders during period.s l-.l on Tuesday. (Xt. 1.^. Thal IS Ihe final day of ihe firsi 9-weeks. Siudeiiis are out of school on Wevlnesil.iy, (X'l. 16 for a teacher workday. Mu Alpha Theta will hold a carnation sale for lloinccom-ing Week.l XI. 21 -2.\u0026gt;. Tuesday. I \u0026gt;ci. 22 IS .in early dismissal ^Liy. The homecoming game is I'rid.n. Oci. againsi Parkview. Seniors will or^ler oul guuHs tX't. 2v-.P\u0026lt; ni Homecoming nominees told A total of 22 young ladies have been nominuied Homecoming nominees. Pictured above are Kumari Hardy. Jenny Wiedower. Misiv Price. Tiffany Mays, NiLki MclilHMg, Suzanna Monk, Evita Washington. Mary Fleming. Jill Irv.'in. Eiuubuili Faulkner. Moyao Kearney. AlonUra Givons, Molly Darragh, Tiffany Cravens, Tanya Corbin, Monica Simpbuii, thmugh first periixJ ciasse.s to contend for posiiioiw on the 1996 Central High Fixxlxill Homecoming Court. These students met with Mr. Mark Meadows. Siiident Council .sponsor, last Thursday lo Iciini about practice and appropriate attire. They will be* presented before the student btxly at an assembly nxlay. Students will have m opportunity to vote for the court, lloniecoining is Oitober 26 against Ihe Parkview High Schi**\ni i I 1 CENTRAL ilIGM SCHOOL DAILY BULLETIN SEPTEMBER 20, 1996 FRIDAY DO NOT ADMIT LIST: Robert Daniels Adrin Shorter 1/f Richard Boyd I/f Jabari Cummins Expul Demingo Johnson l/f Patrick I Tilery Expul Jonathan Van Buren I/T Vincent Williams lixpul luirl Westbrook lixpul I b iea Singleton-I I lenry James -xpi /r James llubbiud lixpul Rec. Nicole Breedlove l/f Eabrian Bridgewater Expul Deon Earnest Expul Harold Smith 9/19-9/25 Kissy Russell I/f Cedric Jones 9/9 to end of 1st Sem Acie Cummins Antonio Maxwell Expul Courtney Smith 9/12-9/25 , Edmar Higgins Expul. Courtney Blackwell 9/13-9/26 Maria Slubbcrfield 1/f Quentin Davis 1/f Danny Brown LT Antimoore Jackson Expul Phillip Hatton L/T John Roberts LT Rec. Wyncse Gantt 9/18-9/25 Korey Williams Rashee Barnett 9/19-9/26 Shawnrita Sain 9/19-9/25 Anton Grant 9/9 to End 1 st Sem Ryan Bell 9/19-9/26 David Hall 9/19-9/25 Elijah Johnson Expul Alan Rowe Expul Andre Harris I/f Adrias Moore 9/12-9/26 Archie Howard 9/11-9/24 Melvin Shepard 9/16-9/27 HI-STEPPERS: Teachers please dismiss all Hi-Steppers at 3:00 pm to leave for the bailgame in West Memphis. TEACHERS: Thank you for your splendid help in administering the Stanford 9. We had almost 100% perfect teacher attendance for the three days. Please add these future test dates to your calendar\nwe know that nobody likes to be surprised. As you can tell, the standardized test mania continues unabated: * October 15 - PSAT (about 400 juniors and sophomores) October 30 - PLAN test for sophomores (pre-ACT\nLRSD mandates it for all sophomores now) November 11 - 14 - State-mandated Exit exam for juniors (4 days) November 15 - Exit exam makeups STAFF MEMBERS: If you are cunenlly certified in First Aid, please notify Mrs. Stone immediately. ALL STAFF: Anyone interested in coaching swimming? Please contact Mr. Howard. WELLNESS CIJNIC: Friday Sept. 20th is the last day to sign up for a group in the Wellness .Clinic. All students who are interested in a group and all teachers or administrators who want to refer a student to a group should do so by that dale. STUDENTS: YOUNG DEMOCRATS: There will be a meeting on Tuesday the 24th during both lunches in Mrs. Cobbs room 337. SOPHOMORES \u0026amp; JUNIORS: The Congress-Bundestag Youth Exchange Program scholarship is now being olTered to students with a 3.0 GPA or higher. The student winners will spend a full year in Germany immersed in the lan| studeiit.s I,PA language and '199^'^' guidance office for an application. Applications must e postmarked by November 12, GERMAN CLUB: Sign up for German Club in room 312. Dues are $3.00. Our first meeting is Friday September 20. GUIDANCE: Any 10th, 11th and 12th graders interested in applying for the Prudential Spirit of community award, see Mrs. Porter. Central Highs top volunteer will be chosen to compete at the state level. Requirements include writing. Two essays about your volunteer work. Deadline for submitting your application. Deadline is Oct. 18,1996. GUIDANCE: Any 10th, 11th and 12th graders interested in applying for The voice of Democracy scholarship, see Mr s Graves. Requirements include a 3-5 minute recording and an essay on the students personal responsibility and understanding of the rights and responsibilities of being an American. Deadline: Nov. 2, 1996. INTERACT CLUB: Do you ever feel the urge to Mamba? Does the sight of Leder-hosen give you goose-bumps' Do siicred pigeons erk your curiosity'. If you answered yes to any of these questions then youd best get on the train and sign up for Interact, a service oriented club with an internal flare. Register today at lunch! JOURNALISM: Attention all seniors - those seniors who need a senior photograph made for the yearbook or to purchase must come by room 103 between Sept 13 and Sept 20 to receive an appomtment. See Mrs. Cherry to make your appointment ASAP. Thursday, Oct 3 is the last day our school photographers will be here taking senior pictures. SPANISH CLUB: Anyone currently enrolled in a Spanish Class that is interested in joining Spanish Club Please sign up in Rm. 335 or pay your Spanish Teacher. Dues are $3. Deadline to sign up is September 20. interested in joining Mu Alpha Theta should obtain and return a form in room 145 by F:3O pm^^ P a:ements from Jostens in the bookstore Oct 29th \u0026amp; 30th 8:30 am -DAILY B U L L E TIN CENTRAL HIGH SCHOOL OCTOBER 1, 1996 TUESDAY DO NOT ADMIT LIST: Robert Danieks Adrin Shorter L/T Richard Boyd L/T Jabari Cummins lixpul Demingo Johnson L/T Patrick Tillery lixpul Jonathan Van Buren L/T Vincent Williams lixpul liarl Westbrook lixpul lirica Singleton-I/f lidmar Higgins Expul. Maria  Iliagins Stubherlielu L/T Quentin Davi.s I./'f Danny Brown LT Chris Beasley 9/23-10/7 Mark Thompson 9/24-9/30 l ory Irby 9/25-10/2 Natasha Samuel 9/25-10/9 Justin Thabit 9/26-10/3 James Hubbard Expul Rec. Nicole Breedlove L/T Fabrian Bridgewater Expul Deon Earnest Expul Jeffrey Moss 9/26-10/3 Kissy Russell L/T Cedric Jones 9/9 to end of 1 st Acie Cummins Antonio Maxwell Expul Alan Rowe Expul Andre Harris L/T Antimoore Jackson Expul Phillip Hatton I/f Archie Howard ITT Rashaad Profit I/f Felyxia Williams 9/25-10/2 De Wayne Veasley 9/25-10/2 Lakilia Turner 9/26-10/3 Sem John Roberts LT Rec. Rikita Robinson 9/30-10/11/96 Korey Williams Kinte Perry 9/30-10/4 Anton Grant 9/9 to End 1st Sem Elijah Johnson Expul Gerron Garrett 9/24-10/9 Marina McElrath 9/25-10/2 Teri Walker 9/25-10/2 Billy Robinson 9/26-10/3 WELLNESS: Wellness Clinic groups will start meeting Monday, 9-30-96. liach member will sign a group contract and we have placed a copy of it in your mailboxes. As soon as group membership has stabilized (1-2 weeks) wc^will give vou a calendar and roster. If you have any questions please contact the Wellness clinic. ' .hoMahis Rouse Scholarship for Outstanding Teachers are available in O  t f Stone if you wish to apply . Each school may nominate two teachers. Ilie award consists varies  lSKr?p?ytoffK M  educational activity. The cash award ATTENTION TEACHERS: The following students are helping with school pictures. Please allow them to make-un anv k\"Sept. 30} 9-12 noon: Matt Milhollen, Meghan OMalley, and Tara Hall From 12-3 1 eah lleloUi \u0026lt;? *^7  Wick^d. (Tuesday, Oct. 1 )9-12 noon: Paula Moore, Lucie WetzeL Molly fhmsd J Oct 31 9 ?2 noon-Idlahunty and Kristen Wanek. Matt^lb^R-n indV.m d^n^fer Wagner. 12-3 pm.: Anthony Jacuzzi, Jill Irwin. Matt Milfiolen, and Tara Hail. STUDENTS\nJUN IORS \u0026amp; SENIORS\nIf you would like to be nominated for the National Youth'i.eadership Forum on Defense Intelligence and Diplomacy to be held in Washington D.C. in February, please see Mr.s Graves You must have a B average. I he cost to you is $890 plus transportation to Washington. -a cs. i ou iiiusi nave a i j Troubadour Members there will be a meeting in room 134 on Thursday October 3 1996 We w ill meet in room 134 dunng each lunch penod. Please attend we will nominate officers at this meeting! Th.\\h^th^'^ldmf Giris Basketball Team will be Thursday Oct. 3 at 6:00 in the Gvm. 1 nis IS inc XiriiH irvout. It vou nave anv cpc* f ia*) * Ihis is thcLjnal Tryout. If you have any questions see Coach Fitzpatrick in room 102. K Attaition French Club Members there will be a French Club meeting this Thursdav October 3rd diirino SKnS:.,'\n\" -'I \u0026gt;5.  lunch seniors portraits on matted \"'de^ See M^^. CheiT7befom SMOKING CLASS: Smoking class will be held October 2nd \u0026amp; 3rd at 8:00 in the Library Conference room. -d-?pd lunch in room 325. Elections will be held  t , r Al --------luuivii Hl luviu ixj aiiu secont and plans for the year will be discussed. Drawing for grand prize will be Oct. 2. W^d 2 Teenage Republicans will be having their membership drive from Wed., Sept 25 to cd. Oct. 2. Ihcrc will be a tabic in front of the library during first and second lunch for anyone interested in signing up. f ^der your caps \u0026amp; gowns \u0026amp; 1:30 pm. announcements from Jostens in the bookstore Oct 29th \u0026amp; 30th 8 30 am - tllN JOKS : Unlike the SAT or ACT, which are the PSAT is not a required test. used for college adnii ss ion , SOPIIOMOKI- UTrniiKS JENIOKS JDNIGRS: used to determine However, it is the tesl , next year's National Merit and National Achievement Semifinalists. This year's test is October The cost This year's _____ is $9.00 (correct change) payable in advance You may bring your payment to Mrs. Graves in the Guidance 01 fice B1^ORE_ school or DURING LUNCH by Thursday. October You will be given test 1 \u0026gt;. Graves Thursday, a receipt, whicE~will be your ticket. well as your pass to class. Please come to register early. of admission as Please 111. : The PSAT is a test for juniors, tests than we expect to need. but we have ordered iiioi e Sophomores wishing to trike the PSAT \"for practice\" may sign a stand-by list Gii i dance bn t office beginning today. The test costs in the sophomores will pay on the day of the test since we don't know how many tests will be\"available. stand-by list does be taking the test. Signing the not assure a sophomore that ho/she will Kepreseiitatives from the following colleges will be In the Guidance Conference Room next week applicants. to talk to prospective If you are interested-and meet the college's admission requirements, you may sign the list on the back bulletin board in the Guidance Office before the d.iy of the visit. - ---- Mon., Oct. 7: Wed., Oct. 9\nThur!!. Oct. 10: Erl., Oct. 11: 10:00 a.m. Hendrix College, Conway, AK. 9:55 a.m. Park College, St. Louis, MO 1.45 p.m. Drury College, Springfield, HO. 8:55 a.m. University of Chicago, Chicag.o, 8:55 a.m. Kenyon College, Gambler, Oil. III.. 10:00 a.m. Centenary College,Shreveport, LA. 11:00 a.m. University of Tulsa, Tulsa, OK 1:45 p.m. Columbia U. , New York, New York 2:45 p.m. Davidson College, Davidson, N.C. The applications for the Discover Card_ Youth Program Tribute Award Scholarships are here in Ihe Guidance Of fice. These scholarships can be used for any post high school training you are planning to enter. mus_t have a GPA of 2.75 or higher to compete. You You must demonstrate accomplishments in four out of these five a teas: Special Talents, Leadership, Obstacles Overcome, Community Service, Unique Endeavors. due to be received The application i: See Mrs. Graves for an application. by the committee by January 10, 199/.DAILY B U L L E TIN CENTRAL HIGH SCHOOL OCTOBER 4,1996 FRIDAY DO NOT ADMIT LIST: Robert Daniels Adrin Shorter L/T Richard Boyd ITT Jabari Cummins Expul Demingo Johnson L/T Patrick I illery lixpul Jonathan Van Buren ITT Vincent Williams Expul liarl Westbrook Expul Erica Singlcton-I/T lidmar\"' Higgins Expul. )ore Jackson Ex Antimoore Expul Quentin Davis IZf James Hubbard Expul Rec. Nicole Breedlove L/T Fabrian Bridgewater Expul Deon Earnest Expul Jeffrey Moss 9/26-10/3 Kissy Russell ITT Cedric Jones 9/9 to end of 1st Sem Acie Cummins Antonio Maxwell Expul Alan Rowe Expul Andre Hams ITT John Roberts LT Rec. Archie Howard L/T Korey Williams Kinte Perry 9/30-10/4 Deshun Williams 10/2-10/8 Anton Grant 9/9 to End 1st Sem Rikita Robinson 9/30-10/11/96 Elisa Brown 10/2-10/17 Elijah Johnson Expul IJanny Brown LT Chris Beasley 9/23-10/7 Natasha Samuel 9/25-10/9 Phillip Hatton L/T Sherita Smith 10/2-10/8 Rashaad Profit L/T Gerron Garrett 9/24-10/9 Drh?m ' teachers: Please send your Individual Improvement Plan (IIP) to ^^^^'^^FRS. 1 lease excuse the following students on Tuesday Oct 7 nt in-tsnm trv *1 \u0026lt; wc have placed a copy of it calender and roster, l VJ\" meeting Monday, 9-30-96. liach member will sign a ei 11 you have any questions please contact the Wellness clmic. ' ' I^ch member will sign a groifp contract and we will give you a are available in ATTENTION TEACHERS: The following student.s missed work. . (MoX Sept W 9 12 n^-lJfaSMiZnxf ^hool pictures. Please allow them to make-up any Vi.,:.:.. cV 1 P Matt Milhollen, Meghan O Malley, and Tara Hall From 12-3 1 pah ftplmti .ef.? Wickard. (Tuesday, Oct. 1)9-12 noom Paula Moore Luefe We^el Mollv Santini, and Lydia Mcew. 12-3 p.m : Meghan Rose, Katie Dowell, Ashley Dillahunty and Kri^cm ^anck Tiffany Wyatt. Ellen leay, and Jennifer Wagner. 12-3 pm,: Anthony/aXuill S Kelly Morion, uiumvj, onu v-tum\nWlCKa Darragh. James Mccoy (Ihursdav, Oct. 3) 9-12 noon: Malt Milholen. and Tara Hall. STUDENTS: yu ni^ mo^to a\"sS Ar?\"= stop by the bookstore this Friday if Ibk\\n n 7\" Calendar of activities and Fall Conference Room 325A or from yur business teacher. The next meeting will be Wednesday, October 10. information may get Md? L8?(13^163^* Multi-CuItural Day for Seniors on Monday, October CONGRATULATIONS TO 96-97 LATIN CLUB OFFICERS: Whitney Bailey, I reas. Kara Lipsmeycr, Rep. Brooke Ishmael Pres. Patrick Hicks, V-Pres. Chastity Hicks, Scc.-SPANISH CLUB\nI or anyone who signed up for Spanish Club, ihere will be e meetina Tuesday October 8 Tbi,  very iinportunt. Wc w.lf be elceling officer,. Fir,l IrrrK* will meet to R. 314 and Snd 13'vSl nSl to S 3 ------------------------s meeting will meet in nn. 335. GO'*'  \"k'' 'taulalion. See Mm. AH ENTION SENIOR REPRESENTATIVES: Then! will be a meeltog of the Senior Council on Frid.v  P'* K-ic will be finalized.^' in Ms. Cobbs* I. Ifaltcnduncu is SENIORS: Applications for the National Beta Club chgihic tor mcmbcrsliip, ----- '  - good cilizen.ship grades.' ,, --------''4are available in the Library and Rcxim 219 Tube ' 1-hi^ g.'^e pom! average (including 9th grade) of at least 3 0 and have Jhe application deadline is Fnday, October 11,4:00p.m. El^^iu. joiu. E' SCHOLAR.SHIP INFORMATION HAS ARRIVED IN THE GUIDANCE OmCF Cheek ihe srtholarship box. Your l-.nghsh teacher also has a copy on her bulletin board, rfltl.. Check the YOUNG DEMOCRATSTEENACE HEPUBUCANS\nIf you are 18 before Nov S ckclIOtl Yon \u0026lt;-nn rPDKtnrbv thaa likvoww Uei. 1 u-? vviviv iiv. j, s .SEC'ME\nStudents who are creative and motivated iipplication. are encouraged lo join SECME. Sec Mrs Blcvtoa (room 122) fur an VC a I) LW pm^' *'8' * nnouKanoiU from Josinu to the bookstore On 291h \u0026amp; 30lh 8:30 am - ll KI It (ttt.\nHl. like the SAT or ACT. which . - ---------- are used for college ndmi Ih.\nl.SAl IS not a required test. ii.Hd lo duterrnj! However, It in i|i(\u0026gt; tfst , . , years National Merit ami N.iiion.il Aclilovpment Semi f inali sts . \"*  III.' cost This year's tost is Octnhci V.niA/eAl W..aa*evU1* a*' ' ~  ' iH 59.00 (correct change) payable in aJv,ii\u0026gt;cc* i.Mi may hi mg your payment to Mrs. Craves in the Guulaiic- 'Ml mo BIJOHK SCIKXJL oc pllRING LUNCH by Thursday, Vou wilt ho given a receipt, whTcKwill bo  'I Hiiiiission as well as your pass to class. Ot'tOhlM 'iHirttiiKi:  \u0026gt;l your ticket li tcijister early. Ile.uto come The PSAT is n tost for juniors, but we have ordciwd tji than wc export to need. inoj  Sophomores wishing tf) t.ikt*   It. --.W|..ua WAOIIAIKI I tJ l.ll Hit' ISAf tor practice\" may sign a stand-by list iti ttn- Co idanco otEico beginning tflday. .---------------XAJSI\n*. The tost costs 59.0(1. sopiioinores will pay on the day of tlio test niiitro -I'oil know how mony test.s will be nvail.ible.  I.iiul-liy tint does not assure wo SigniiKj (h.\u0026gt; Ik- lakiiK] the tost. a sophomore that hn/siin wi I I Hi.-iinii\n: ' I n mu:\nUIIHOIh\n: Rcprcuentatlwes fro the following cnllegcn will bo in the Uuld.nicc Coiifereoce Rona oext week to talk to --- pronpertIve If you are Interested vaod acet the ro] irge'ii udaliialuii requlrvacnts, you asy alga the list on the h.irk nppllcantu. biillctla board In the Guidance Office before the day w I u \u0026lt; \u0026gt; ----------- TUES, Oct. 8: Wi-d., Oct. 9: Tlnirn.Oct. 10: Frl., Oct. 11: |\u0026gt;I \u0026lt;h\u0026gt;- 10:00 a.a. Hendrix College, Conway, AH. 9:55 a.a. Park College, St. Louis, MO \" Drury College, Springfield. MO. 1.45 p. 8:55 a. 6:55 a. 10:00 11:00 1:45 P Ualverslty of Chicago, Clilr.np.ti, III.. Kenyon College, Csabler, OH. Centeoary College,Shreveport. 1^. University of Tulaa, Tuhi.i. (JK Goluabla U. , New York, New Yik 2:45 p.a. Davldsoo College, Davldcon, N.C. Tin* applications for the Discover Card Youth Pro.jr.nn 11ibute Award Scholarships are here in the Guidance of H co. These scholarships can be used for any post higli school training you are planning to enter. have a GPA of 2.75 or higher to compete. Yon You must ilt.-inonstratc accomplishments in four out of these five \u0026lt;11 nns s Special Talents, Leadership, Obstacles Overconx!, ('(iimniinity Service, Unique Endeavors. The Application is linn to be received by the committee by January 10, 1'197. .Stjc Mrs. Graves for an application.DA I L Y B UL L E TIN CENTRAL HIGH SCHOOL OCTOBER 9, 1996 WEDNESDAY DO NOT ADMIT LIST: Robert Daniels Adi in Shorter L/f Richard Boyd L/f Jabari Cummins F.xpul Deiningo Johnson L/T Iiilhck Tillery Expul Jonathan Van Buren L/T Vincent Williams Expul Earl Westbrook Expul Erica Singleton-1/f Edmar Higgins Expul. Anlimoore Jackson Expul Quentin Davis L/T Danny Brow n LT Rashaad Profit ITT Natasha Samuel 9/25-10/9 Jainc.s Hubbard Expul Rec. Nicole Breedlove L/f Fabrian Bridgewater F.xpul Deon Earnest Expul Deshun Williams 10/2-10/8 Kissy Russell I./!' Cedric Jones 9/9 to end of 1st Sem Acie Cummins Antonio Maxwell Expul Alan Rowe Expul Andre Harris ITT DeWayne Veasley 10/3-10/9 Phillip Hatton L/T Sherita Smith 10/2-10/8 Gerron Garrett 9/24-10/9 Shurrod Smith 10/8-10/15 John Roberts LT Rec. Archie Howard IVr Korey Williams Anton Grant 9/9 to End 1 st Sem Rikita Robinson 9/30-10/11/96 Elisa Brown 10/2-10/17 Elijah Johnson Expul Timothy Turner 10/4-10/10 Fred Williams 10/3-10/17 TO ALL FACULTY, STAFF AND STUDENTS: The Central High School library is now exhibiting the original art works ot many prominent African American artists including Romare Bearden and Jacob I.awrence. These works on paper arc from the Arkansas Arts Centers permanent collection and will be on display through October 30th Ihis show sponsored by the Central High School P.T.S.A. IS STUDENTS: ,1 a program on the College litorium at 2:00 p in. this Sunday. Panelists will COLLEGE-BOUND JUNIORS AND SENIORS: The Guidance Department has arranged Admission Process for parents and students to be held in Centrals auditorium at 2:00 p in. th... Vur^fi'^^scntatiyes from the University of /Arkansas, Hendrix, several other in-state institutions, and Rice University 1 he Rice representatives will speak about the college admission process as it applies to highly-sclective colleges We hope the attendance will be such that we will be able to make this an annual program ATTENTION COLLEGE-BOUND STUDENTS: COLLEGE NIGHT IS HERE! You and your parents arc cordiallv nivited to the atmual Little Rock School District College Night at the Convention Center, lower level of the Excelsior Hotel in downtown Little Rock, Thursday evening. Financial aid workshop starts promptly at 6:00 p.m., with browsing at 6'30 Don t forget to come. z . ACCEPT NO BOUNDARIES: Applications are now available for the Accept No Boundaries Prejudice Identification and 5^5?,*?' s a day long seminar designed to promote friendship, learning and harmony. Ihe Retreat VVI he ni'lfl wnHnoccinv CV'trtKoi- 1 A orrl le AXnJ _________ti_________________ \u0026gt; \u0026lt; \u0026gt; \u0026lt; i-v ... II 1_ Lil MJ J J ----1_---------------. o lA IWAlUOllAM) IVUllllXlg OliU iiadUVtiy. 1X1 wi 1 be held Wednesday, October 16, and is free to ANB members. Pick up applications from Mrs. McDennott in room 33X or Ironi an ANB Steering Committee member. THE LADIES CLUB: Ihe Ladies Club will meet during both lunch periods Thursday, Oct. 10th in room 220. Please bring your $3 .00 dues. Do not bring any food ro drinks to the meeting. You will have plenty of time to eat lunch. is the ^LLEGE-BOUND JUNIORS: Have you brought your money and registered for he PSAT? Friday morning dciidline. Bring your moiiey-$9.00 in correct change or a personal check made out to LR Central High. to the Guidance Ollice by 10:00 a.m. Friday. Students who registered after this time will go on the sophomore waiting list FBLA: Any FBLA members not enrolled in a business class and that would like a subscription to the free magazines should come by room 325. e central inon school or mr. central high anyonein TERES IEDMUST BRING A8x 10 black or white or color photograph to room 134. Ihe cost fh,. n,t.,. .etinm -n, photographers will be displayed in the 1997 school yearbook. Troubadours lasts from Monday October 7 to October 25,1996. For more details see Mrs of the competition is $ 10.00 per photo. The arc the sponsors of the contest. The contest Holladay. JUNIORS: Ihe Japen-U.S.Senate Scholarship Program applications are in the Guidance Office. If you are interested in \u0026lt;ni*nziino n ciimmw iti Innon onH kovia nt lanoE n \"i /\"ir* a ___________________i.. a___i _x! . z \u0026lt; ------------------------------------------r *-re-\"-'. vziin.!-. n yuu aic line Japan and have at least a 3.0 GPA, you may apply. Applications must be postmarked by 15. 1996. liach scholarship recipient is required to pay a $500 program contribution. You must also pay some ! domestic travel. See Mrs. Graves. November expenses including program contribution. You must also pay some other EBLA: Attention any member who did not get the 1996-97 calendar of activities and Fall Conference infonnation may eel 1 hlin KllClin / S A rrnm V/Mir hiicinoee foozvl-tav. \"TTnzi 'TT..___J - V  i o this in Room 325A or from your business teacher. The next meeting will be Thursday, October lO. * '?*' Univereity of Arkansas at Fayetteville will have Multi-Cultural Day for Seniors on Monday October 14th. Il you are interested in attending call 1-800-377-8632.DAILY BULLETIN CENTRAL HIGH SCHOOL OCTOBER 10, 1996 THURSDAY DO NOT ADMIT LIST: Robert Daniels Adrin Shorter IZf Richard Boyd L/T Jabari Cummins Expul Demingo Johnson Lff Iatriek T illery lixpul Jonathan Van Buren L/T Vincent Williams Expul Earl Westbrook E^ul Erica Singleton-L/T Edmar Higgins Expul. Antimoore Jackson Expul Quentin Davis L/^f Danny Brown LT Rashaad Profit L/T James Hubbard Expul Rec. Nicole Breedlove iVt Fabrian Bridgewater Expul 13eon Earnest Expul Ryan Goins 10/9-10/23 Kissy Russell L/T Cedric Jones 9/9 to end of 1st Acie Cummins Antonio Maxwell Expul Alan Rowe Expul Andre Harris L/T John Roberts LT Rec. Archie Howard L/T Korey Williams Sem Anton Grant 9/9 to End 1 st Sem Rikita Robinson 9/30-10/11/96 Elisa Brown 10/2-10/17 Elijah Johnson Expul Timothy Turner 10/4-10/10 Fred Williams 10/3-10/17 Phillip Hatton L/T Shurrod Smith 10/8-10/15 staff and STUDENTS: The Central High School library is now exhibiting the original art works 01 many prominent ?Vncan Amencan artists including Romare Bearden and Jacob Lawrence. These works on paper s^msoTed b^'^TentrlfH^ This show is STUDENTS: ATTN NATIONAL MERIT SEMIFINALIST: Thursday at the beginning of 1st lunch, meet on the front steps to take a picture for the yearbook. It wont take long dont miss out.   ... :,ieps lu laxc a TOURNAMENT: Please excuse the following students on Thursday, October 10 at 10:20 tnt- VOIIl'V HhI 1 Tni im.'imont of Ui-vTnrs* a__________  w, t* \u0026lt; it . .. a.m. to go to lU V X/ 11 k 11 T X X vrtvuov 111%, iMiiMVTiiig oiuuviiid uii iiiui^ay, MClODcr lu at iu:zo a ir tlK Volleyball Tournament at Mountain Home: Samatha Jones, Anne Davis, Holly Edmonds, Judith Batson Jill And^on, Haley Walker, Courtney Hager, Katara Nowden, Blair Wdllace, Cordelia Bohlar, Heather Alverson, Breanna Brakhop, Misty Lewis. bin CULTURAL SOCIETY: There will be a Black Cultural Society meeting in Mrs. Blevins room 122 during both lunches. I his meeting is very important please plan to be therethank you. A SENIORS: Representatives from the following colleges will be in the Guidance Conference Room next week to talk to prospective applicants If you are interested and meet the colleges admission requirements you may sign the list on the back bulletin board m the Guidance Office BEFORE the dav nf the vi.it emeius. you may sign lulletin in day of Ute visit. Mon., Oct. 14: 11:00 a m. Rice University, Houston, Texas fhurs.. Oct. 17: 2:45 p.m. Wellesley College, Wellesley, Mass. I  1: Middlebury College, Middlebury, Vt. 11:00 a.m. Princeton University, Princeton, N.J. Fri.. Oct. 18: 9:55 a m. Middlebur juniors and SENIORS: The Guidance Department has arranged a program on the College parents and students to be held in Centrals auditorium at 2:00 p.m. this Simday. Panelists wall th . from the University of Arkansas, Hendrix, several other in-state institutions, and Rice University Hie ^cc representatives will speak about the college admission process as it applies to highly-selective colleges We hone the attendance will be such that we will be able to make this an aumual program. =\u0026gt;viecuve colleges, we hope state institutions, and Rice University. ATTENfrION COLLEGE-BOUND STUDENTS: COLLEGE NIGHT IS HERE! You and your parents are cordially in\\ ited to the annual Little Rock School District College Night at the Convention Center, lower levefof the Excelsior I lotel ACCEPT NO BOUNDARIES: Applications are now available for the Accept No Boundaries Prejudice Identification and u m'if-h\"l ts a day long seminar designed to promote friendship, learning anil harmony lire Retreat \"i\" l * a SiSjSmmiS S A' JUNIORSUlavc you brought your money and registered for he PSAT? Friday morning ntrn-. hv 1 \u0026gt;our money-$9.W m correct change or a personal check made out to LR Central High, to tire Guidance Oiliee bv 10:00 a.m. Pridav uho ...:n____xi_____i___ . .  .* '-juiumitv deadline. Bring your money$9.00__________________ _____ i ix vein Oflice by Friday. Students who registered aflerUiis time wilTgo on'thrsophomo^^ is theFBLA: Any FBLA members not enrolled in a business class and that would like a subscription to the free magazines should come by room 325. ATTENTION STUDENTS\nYOU MAY BE THE NEXT MISS CENTRAL HIGH SCHOOL OR MR CFNTRAI HIGH SCIKXJL. ANYONE INTERESTCD WJST BRING A 8 x 10 black or white orcolor photograph^ooni 134^e cost '97 school yearbook. Troubadours of the competition is $10.00 per photo. The photographers will be displayed in the 1997 school yearbook Troubadours are the sponsors ot the contest. Ihe contest lasts from Monday October 7 to October 25, 1996. For more details see Mrs. Holluday. JUNIORS: Ihe Japen-U.S.Senate Scholarship Program applications are in the Guidance Office. If you are interested in spending a summer m Japan and have at least a 3.0 GPA, you may apply. Applications must be postmarked by Novem 15. 1996. I'.ach scholarship recipient is required to pay a expenses including domestic travel. See Mrs. Graves. November $500 program contnbution. You must also pay some other FBLA: Attention any member who did not get the 1996-97 calendar of activities and Fall Conference infonnation this m Room 325A or from your business teacher. The next meeting will be Thursday, October 10. may get GUIDANCE: Ihe University of /Vkansas at Fayetteville will have Multi-Cultural Day for Seniors on Monday October 14th. II you are interested in attending call 1-8(10-377-8632.  ATTENTION SENIOR REPRESENTATIVES: There will be a meeting of the Senior Council on Friday in Ms Cobbs room (room 337) dunng both lunch periods. Please attend as plans for the Senior Picnic will be finalized. If attendance is sparse at these meeting, the Senior Picnic will be canceled. JUNIORS \u0026amp; SENIORS: Applications for the National Beta Club are available in the Library and Room 239 To be eligible lor membership, you must have a cumulative grade point average (including 9th grade) of at least 3 0 and ha\\ e good citizenship grades, the application deadline is Friday, October 11, 4:00p.m Please join YOUNG DEMOCRATS/TEENAGE REPUBLICANS: If you are 18 before Nov. 5, you are eligible to vote in this years election. You can register by the library during both lunches. Its simple, easy \u0026amp; worthwhile. Remember\n Ihe only wrong choice is no choice.  JUNIORS \u0026amp; SENIORS: If you would like to be nominated for the National Youth Leadership Forum on Defense Intelligence and Diplomacy to be held in Washington D.C. in February, please see Mrs. Graves. You must have a B average. Ihe cost to you is $890 plus transportation to Washington. SENIORS: You may order your caps \u0026amp; gowns \u0026amp; announcements from Jostens in the bookstore Oct 29th \u0026amp; 30th 8 30 1:30 pm. am -DAILY BULL ETIN CENTRAL HIGH SCHOOL OCTOBER 11,1996 FRIDAY DO NOT ADMIT LIST: Robert Daniels Adrin Shorter ITT Richard Boyd ITT Jabari Cummins Expul Demingo Johnson l/f Patrick Tillery Expul Jonathan Van Buren L/T Vincent Williams Expul Earl Westbrook Expul Erica Singlclon-I/f Edmar Higgins Expul. Antimoore Jackson Expul Quentin Davis I/f Danny Brown LT Rashaad Profit L/T James Hubbard Expul Rec. Nicole Breedlove L/T Fabrian Bridgewater Expul Deon Earnest Expul Ryan Goins 10/9-10/23 Kissy Russell L/T Cedric Jones 9/9 to end of 1 st Acie Cummins jAntonio Maxwell Expul Alan Rowe Expul Andre Harris IZT Sem John Roberts LT Rec. Archie Howard L/T Korey Williams Nakita Smith 10/10-10/17 Carl Ragland 10/9-10/23 Anton (jrant 9/9 lo End 1 st Sem Rashee Barnett Expul Rec. Elisa Brown 10/2-10/17 Elijah Johnson Expul Fred Williams 10/3-10/17 Phillip Hatton L7T Shurrod Smith 10/8-10/15 lechers meeting (district dialogue) with Dr. Don Roberts set for October 9 has been rescheduled for Ihursday, October 17, at 4:30 p.m. The meeting will be held m the Central High Schooi Auditorium. FACULTY \u0026amp; STAFF: The University of Arkansas has a limited number of South End zone tickets for Saturdays came ayatnst LoilHiianfl I t^rn in war Mptnnrial StnHinm Ifintomriorl i\n lU., __________r*!______ .2-1- -P against Louisiana I ech in War Memorial Stadium. If interest^ , sign the list on the counter of the main officeprint IcPlhlv nv nn Infpr than 1 1 00A Vn fzYrl A vvM .r**... * 1 UI II u I \u0026lt; Al \u0026lt; i ^7 .. ** ***''**'*^ '*****-vli iiiv wjuiiivi UI uic indin oHicepnni legibly! !-by no later 11:00 a.m. today(Fnday). You must sign in ink so it will be legible on a Fax machine Tickets may be picked up before the 6:00 p.m. kickoff Saturday at Gate 4, War Memorial Stadium. AND^STTJDENTS: Ihe Central High School library is now exhibiting the original art . A A .  .   . Lawrence. i works of many prominent African American artists including Romare Bearden and Jacob Lawrence These works on paper arc from the Arkansas Arts Centers permanent collection and will be on display through October 30th This show is .sponsored by the Central High School P.T.S.A. STUDENTS: THE PIX: Students, we need a Central logo for the 1997 Pix. Please turn in your entries to room 103 bv (kt 21 If we use your entry, you will receive a free yearbook! SPANISH CLASSES: All Spanish Classes will meet in the auditorium Monday, Cktobcr 14 to hear a guest speaker Please be prompt. FUTURE 51)0\nIhe first future 500's meeting will be this Saturday (kt. 12 at the Carver YMCA on 1116 West 14th Street Ihe meeting will be from 10 am. to 12 a.m. and ID. cards will be made for $3.00. If you have not yet turned in vour information sheets, please do so to the guidance office by Friday. THE PIX\nSeniors: Reserve space for your senior before Oct. 15! Bring a down payment, pictures \u0026amp; words to room 103. ATTENTION SENIOR: Senior Picnic tickets will be on sale Thursday, Friday and Monday during both lunch periods in f ill* hcUTK ^t(YrP Tn A pzret IC tA nnzl it inAlnr^oe all tlin Pnbi\u0026lt;i\u0026gt; \u0026gt;\u0026lt;\u0026gt; a.\u0026gt;..\u0026gt;. A -at..Jal__Jll LLI i  .\u0026lt; . - I Tl_  d* A--.-.---.---A .,Fxaaa^ 9 * * J MISU 1 U UI u 9^ Will lUilCll Lz^l iklClo j the bookstore. Jhe cost is $6.00 and it includes all the Corkys Barbeque you can cat. Activities will be held durina the Senior Picnic which is on October 22nd from 2:35pm to 5:00 pm. BLACK CULTURAL SOCIETY: There will be a meeting for the Black Cultural Society, Friday (kt 11 1996 during both lunches in Mrs. Blevins room (122). ORCHESTRA: Please excuse these Orchestra students 5th \u0026amp; 6th period Fri. (kt. 11 th. Ibey will be attending Southern Region Orchestra Clinic in Conway: Jeremy Antipolo, David Beuerman, Maributh Mock. BO(}KSTORE\nStudents please be remind^ that the parking lot across from the library is reserved for those who have Please do not park in that lot if you did not purchase a space. And if you did purchase a space. purchased those spaces. 1_________................... please make sure you park in your assigned space. ATTN.. NATIONAL MERIT SEMIFINALIST\nThursday at the beginning of 1st lunch, meet on the front steps to take a picture for Ihe yearbook. It wont take long dont miss out. VOLLEYBALL TOURNAMENT: Please excuse the following students on Thursday, October 10 al 10:20 a m. to go to the Volleyball Tournament at Mountain Home: Samatha Jones, Anne Davis, Holly Edmonds, Judith Batson. Jill ..... . i.a,vui.,uui I.'III... a,u,i,auia rUUlC l..avtS, iUJliy r.UULOllUS. juuiui naison. J III Watson, Anita Bunch, Hillary Anderson, Haley Walker, Courtney Hager, Katara Nowden. Blair Wallace, Cordelia Bohlar, Heather Alverson, Breanna Brakhop, Misty Lewis.JUNIORS \u0026amp; SENIORS: Representatives from the following colleges will be in the Guidance Conference Room next wee.. lo la... to prospectiyc applirants II/pu arc interested and meet the colleges admission requirements, you may sign the list on the back bulletin board m Ihe Guidance Office BEFORE the day of Sie visit.  * week Io lalk lo Mon.. (X't. 14:11:00 a m. Rice University, Houston, Texas I hurs.. Oct. 17: 2:45 p m. Wellesley College, Wellesley, Mass. i. IV,. 1 u. Q.ss Middlebury College, Middlebury, Vt. Princeton University, Princeton, N.J. I ri.. Oct. 18: 9:55 a.m. Middlcbi 11:00 a.m. COLLEGE-BOUND JUNIORS AND SENIORS: fhe Guidance Department has arranged a program on the College Admission I roccss lor parents and students to be held in Centrals auditorium al 2:00 p.m. this* Sunday. Panelists wall '^'^^representatiyes Irom the University of Arkansas, Hendrix, several other in-state institutions, and Rice University I he Riee representatives will speak alrout the college admission process as it applies to highly-selective colleges We hope the attendance will be such that we will be able to make this an annual program. wueges. we nope ATTENTION COLLEGE-BOUND STUDENTS: COLLEGE NIGHT IS HERE! You and vour narents are cordiallv in\\ ited to the 1 -itlle Rock School District College Night at the Convention Center, lower Icve/of the ! xcelsior 1 liilel Xm l'evening. Financial aid workshop starts promptly at 6:00 p.m., with browsing at 6:30. l/vJll I IvHgvl lU CXIlTiV, ACCEPT NO BOUNDARIES: Applications Reduction Retreat. Hie Retreat is a day long seminar are now available for the Accept No Boundaries Prejudice Identification and xiiiik k liXv YzA W resigned to promote friendship, learning ana harmony llie Retreat 33g members. Pick up applications from Mrs. MclXinJlott in 3.^8 or Irom an ANB Steering Committee member. room THE LADI^ES CLUB: Hie I\u0026gt;adics Club will meet during both lunch periods Thursday, Oct. 10th in room 220 Please bnng your $3.00 dues. Do not bnng any food ro drinks lo the meeting. You will have plenty of time to eat lunch. is the COLLEGE-BOUND JUNIORS: Have you brought your money and registered for he PSAT? Friday morning is the onite'hv !\" pCTSonal check made out to LR Central High. to the (Juidanee OllKL h) lO.OO am. 1 nday. Students who registered after this time will goon the sophomore waiting list. S 1\"ANYOW^lJw SM high SCHOOL OR MR. CEWfRAL HIGH o fh,.* i. A or while or color photograph to room 134. The cost photographCTs will be displayed in the 1997 school yearbook. Troubadours lasts from Monday October 7 to October 25, 1996. For more details see Mrs of the competition is $ 10.00 per photo. Ibe are the sponsors of the contest. Ilie contest Holladay. a|V..7iIh f Applications for the National Beta Club are available in Ihe Library and Room 239 To be , must have a cumulative grade point average (including 9lh grade) of al least 3 0 and have good citizenship grades. Ilic application deadline is Friday, (Xitober 11, 4:00p.m. Please join. ?'30 pm*^' gowns \u0026amp; announcements from Jostens in the bookstore Oct 29th \u0026amp; 30lh 8:30 am -P E C I A L To: \"Th Molt B*utiful High School m Central High School 1500 Park Straat Little Rock, Arkansas 72202 Phone (501) 324-2300 October 7, 1996 P.S.A.T. BULLETIN READ NOW, THEN KEEP UMTlZ. Staff directly affected by PSAT testing on Tuesday, October 15: otr. I Alve son, Becker, Brandon, Caldwell, Caruth, N. Callaway, Cobb, Colburn, Col Cox, Daniel, Deitz, Dixon, Dumas, Futrell, Gadberry, J. Gray, Hammons, Hardin, Hargis, Holladay, Jernigan, Ligon, McDermott, McDonald, McLendo Hammons, Moore, A.Nash, Pedigo, Pierce, Pittman, Rosenberger, Rutledge, L.Thomps Watson, Williamson From: Rudolph Howard, Principal Copies: Counselors and Assistant Principals\nMr. Givens\nC. Williams The PSAT will be administered to about 375 juniors and sophomores Oct. 15, periods 1-3 and possibly into 1st lunch.  ' on Tuesd This undertaking can be managed only with the cooperation and flexibility of EVERYBODY involved, logistics are complex due to our limited space, inconveniences. P\"l ease read t'h i s master plan carefully. There will be unavoidable Note how it will affect you and your students. Let Mr. Blair or me know IMMEDIATELY if you see something that won't workDON'T WAIT UNTIL THE DAY OF THE TEST. I. 100 desks to be moved to Library to supplement the 90 stations available there now. Total capacity: 190. (All Library testers^jrs. NEEDS: 190. II . III. 2 classrooms to test junior overflow: 4 classrooms to test sophomores: Rooms 214 and 216 58 maximum Rooms 333, 336, 338, and 339--120 max IMPLEMENTATION, SOPHOMORE TESTING: ROOM 333 - will test 30. Ms. Thompson and her students will meet in Ms. D. McDonald's Room 236 on Tuesday, pds. 2 \u0026amp; 3. advance and post a reminder on the door. ROOM 336 - will test 30. rooms. Tell students in Ms. Becker and her students will meet in the Tell students and post a reminder on the door: Pd. 1 - to Room 248 (Hammons) Pd. 2 - to Room 342 (Cole) Pd. 3 - to Room 335 (Caldwell) ROOM 338 rooms. will test 30. Ms. McDermott's classes will meet in these Tell students and post a reminder on the door: Pd. 1 - to Room 251 (Dixon) Pd. 2 - to Room 246 (Deitz) Pd. 3 - to Room 250 (A. Nash) ROOM 339 will test 30. Ms. Hargis's students should all be testing. If any are not, send them to Ms. McDermott in the roomS listed above IMPLEMENTATION, JUNIOR TESTING: A. CUSTODIANS will move 40 desks with smooth. large-surface tops from Room 125 to the Library at the beginning of 5th period on MONDAY AFTERNOON, OCT. 14. (Mr. Givens, please have custodians at Room 12! junior testing (continued) 96/page 2 ready to begin as soon as halls clear at 1:40 p.m.) crew will move the desks back to the study hall (125) 1:40 p.m.--on Wednesday. The same custodian at the same time- B. C. D. E. During the last 10 minutes of 5th period on Tuesday, period students will move desks to the Library, period on Monday, Ms. Caruth's students will move her desks to the Lib- , then meet the remainder of 6th period in Ms. rary Note: Ms . Pedigo's 5th At the BEGINNING of 6t Jernigan's room 237 If it is important to you to get your ov/n desks back instead of someone else's, you may want to supervise ycur students' moving of the desks back to your classroom right after the test (4th pd.) on Tuesday. ROOM 143 day. Pd. 1 Pd. 2 Pd. 3 Pd . 4 Ms . Pedigo and her students will meet in these rooms Please tell them and post a reminder on the door: on Tues - to Room 147 (Mr. Moore) - to Room 134 (Ms. Holladay) - to Room 148 (Mr. Watson) - Students report to Library to move desks back to room ROOM 145 - Ms. Caruth's students will move 30 desks to the Library duri\nthe first 5 minutes of 6th period on Monday, theJt meet in Room 237. Caruth and her students will meet in these rooms Pd. Pd. Pd. Pd. 1 to Room. 235 (Ms. Williamson) 2 - to Room 239 (Ms. Hardin) 3 - to Room 151 (Ms. Rutl6:dge) 4 Students Ms on Tuesday: report, to Library to move desks b^l( k to ROOM 214 - Ms. Pittman and her students will meet in these rooms on Tuesday. Please announce and post a reminder: Pd. 1 - to Room 113 (Ms. Colburn) Pd. 3 - to Room 104a (Mr. Gray) ROOM 216 - Ms. Gadberry's students should all be taking it. them to Coach Cox in 218. If any are not, send Final notes: The PSAT last year ran right up to 12:00. We did not run over into first lunch, but if it should happen this year, students whose 4th period classrooms are in xise will need to eat 1st lunch on Tuesday. STUDY HALL TEACHERS: Study halls will meet in the study hall teacher's own classon Monday afternoon and Tuesday morning. Please tell students and post a reminder on the door of 125. Also, detention halls will have to meet elsewhere Monday afternoon and Tuesday morning (Auditorium?) room Period 4 study hall students should be instructed to eat 1st lunch Tuesday , then assist custodians in moving chairs back to Room 125 soon as the halls clear at 12:35 p.m. on as THANKS FOR YOUR COOPERATIONSpage 1 of 5 Monday, Oct. lA, 1996 TEACHERS: SPECIAL BULLETIN The following students (juniors) are to report directly to the rooms indicated on Tuesday, October 15, 1996, at 8:40 a.m. to take the PSAT/NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST. three hours. The testing session will last a little over Students are to report promptly at 8:40 with two (2) sharpened pencils with erasers, f '  . . ... of the test. Please remind your students of the date, time, and place REPORT TO LIBRARY pCiAci Is. skccr loe-Torg- Abson , Adams, Alverson, Alverson, Anderson, Anderson, Anderson, Anderson Antipolo, (A - P) Brian Chris Heather Ryan Hillary Julie Quincy Tamara Jeremy Armstrong, Clifton Bailey , Sherrhonda Ball, John Bailey, Whitney Baldwin, Cassie Batson, Judith Bauman, Katie Beasley, Demeatrice Binz, Kristen Blackmon, Ro mar Blann, Barbara Carpenter, Olivia Blanchard, Nick Block, Michael Chester, Daniel Bohanan, Donald Cleveland, Lawrence Bonner, Marlon Cole, Tekima Boyette, Chris Bradley, Lacey Brainard, Branch, Brewer, Brown, Brown, Brown, Anne Eunice Anthony Carrie LaTonya Tony Buchanan, April Buck, Buen, Call, David Kristina Seth Collins, Cook, Corbin, Cowart, Dang, Darnell, Davidson, Davis, Davis, Tina Timothy Tanya Lauren Minh Scott Darren Anne Arica Dayananda, Dedner, Denman, Dowell, Nilu Cynthia Monica KatiePSAT - JUNIORS (continued I page 2 of 5 Library: Mon.. Oct. (4-, 1996 Downing, Whitney Guy, Clarence Houston, Randall Earlywlne, Ashley Hall, Jesse Irving, Stewart Edmonds, Holly Hall, Kathryn Ismael, Brooke Elmore, Leah Hampton, Herlanda Jackson, Ralph Hardy, Kumari Ely, Jessica Hayes, Christie Jarsma, Kim Enoch, Kim Hayes, Nicole Jenkins, Elizabeth Farrell, Tim Hearon, Tom Jennings, Laura Faulkner, Adam Fergurson, Kelly Heister, David Johnson, Britt Finn, Flick, Katrina Michael Hester , John Johnson, Camela Flowers, Kristi Hicks, Chastity Johnson, Ceaser Flullen, Larry Flye, Henson Hicks, Lindsey Hildebrande, Natalie Johnson, Christopher C. Fox, Allen Hines, Megan Johnson, Josh Franke, Christen Hintergardt, Jared Johnson, Katie Freeland, Michael Hoffman, Patrick Jones, Jones, Carletta Christina Gardner, Freeman Holden, Laura Beth Jones, Crystal Ghori, Safiya Holland, Emily Jones, Harold Glasier, Evan Holloway, Tywana Jones, John P. Gray, Amanda Holmes, Margaret Keen, April Grimmett, Jeff House, Erin Kilgore, CollinsPSAT JUNIORS (continued) page 3 of LIBRARY: Korte, Leslie Miller, Emmett Oct. , 1996 Passini, Rusty Krupitsky, Eugene Mitchell, Jay Perry, SuLauren Langford, Laura Mitchell, Maury Peters, Jessica Latch, Ashley Moore, Angela Pettus, Todd Lilly, Keith Morrison, Alicia Powell, Jennifer Lipsmeyer, Kara Morton, Kelly Prewitt, Jennifer Ludwig, Stefan Mosley, Nikki Purvis, Benjamin Malvin, Katrina Neal, Josh Putterman, J Ames Mapili, Gazele Nguyen, Freddy REPORT TO ROOM\n216 (Jt - S) M]^', GADBERRY Martinez, Andrea Nicks, Lyncola Ray, Rimmer, Cora Virginia Massie, James Nugent, Courtney Norman, Varnell Robinson, Marie Mezza, McCoy, Leslie Norris, Tiffany '' Lydia Obiaga, Genese Rose, Meghan McCullum, Prentice McElderry, Jacob Oden, Cassie Sampson, Aaron McCulen, McJunkin, Crystal Jeremy Owens, Erin Saviers, Marshall McGrew, Justin McMullen, Ahmad Packard, Clay Schiller, Lauren McKindra, Fatima Padgett, Sara Schmalz, Lea Mehlin, Wayne Pan, Dan Schmidt. Geoffrey Miller, Ashley Pasha, Khaleelah Sevier, SharondaPSAT - JUNIORS (continued) page A of 5 Scott, Mark REPORT TO ROOM: 214 Washington, LaTasha (T - Z ) Sclvally, Robyn Tappin, Jacqueline Webb, Josh Shaw , Tashia Taylor, Elliott Wilson, Jamie Sheth , Seema Thomas, Brian Wirth-Jones, Sasha Shaffer, Zarinah Thomas, Jenny Anne Wittenberg, Justin Simmons, Kerri Thomas, Katrina Wright, Sarah Sims, Corakeita Thompson, Jeffrey Yarbrough, Elizabeth Slaughter, Maribeth Thompson, Jill Smith, Jake Thrist, Andrea Smith, Sam Tiner, Natalie Spann, Jeremy Toombs, Michael Torrence, Vincent Sparks, Tava Trice, Trent Stacey, LaTlsha Tucker, Courtney Stanley, Rebecca Tucker, Justin Steadman, Zach Turner, Levy Steelman, Amanda Vickers, Leigh Stefanova, Boriana Wage, Aaron Steward, Doug Walters, Ben Sullivan, Jessica Warriner, Prenticepage of 5 5 Monday, Oct. 14, 1996 SPECIAL BULLETIN TEACHERS: The following students (sophomores) are to report directly to the rooms indicated below on TUESDAY, October 15, 1996, at 8:40 a.m. to take the PSAT/NATIONAI MERIT SCHOLARSHIP QUALIFYING TEST. three (3) hours. The testing session will last a little over Students report promptly at 8:40 with two (2) sharpened pe\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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MRS. LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. ORDER DEFENDANTS INTERVENORS INTER VEN ORS Yesterday, Joshua Intervenors filed a Motion for Extension of Time to Respond to PCSSD's Motion for Approval of Middle School Site. The motion reports that PCSSD's counsel does not object to the requested extension. Joshua's request is GRANTED. They have up to and including November 19, 2002, in which to file a response to PCSSD's motion. IT IS SO ORDERED this~ day of November, 2002. Wm.R. Wi UNITED STATES DISTRICT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WIT~ ~Uj.E 58 AND/OR79~~ ON / 11 lj:, \"h BY__,,,.,,..~-- 3699 t= u.f t~,.e:o EASTERN Dts~,21 COURT n:.,., T ,\u0026lt;\\Ri\u0026lt;AJ\\JSAs NOV O 8 2002 JAMES I~/  By v,  iLfoCO!~~-vAc1, ~--~ \\ CLERK rn THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKAL\"\\JSAS WESTERN DMSION LITTLE ROCK SCHOOL DISTRICT PLArnTIFF V. CASE NO. 4:82CV00866 WRW/ PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. RECEIVED NOV 1.2 2002 OFACEOF DESEGREGATION MONITORING MOTION FOR EXTENSION OF TIME TO FILE NOTICE OF APPEAL DEFENDANTS INTER VEN ORS INTER VEN ORS Come the Joshua Intervenors, by and through undersigned counsel, John W. Walker, P .A, and respectfully move the court for al?-_ extension of time for an additional thirty days in which to file Notice of Appeal to the final judgment entered herein on October 11 , 2002. For cause, Joshua respectfully states: 1. On October 25, 2002, the Joshua Intervenors filed a motion for hearing regarding the relevance of 28 U.S.C.  455 to the cunent proceeding. Therein, Joshua sought an evidentiary hearing in which to explore the relationship of the Court's previous role in this litigation to the current proceedings. The Joshua Intervenors sought the oppo11unity to develop a record regarding his honor's role in opposing recusal requests in this numbered case which were made by at least two of the parties regarding the late Honorable Henry L. Woods. 2. On October 29, 2002, the Court entered an Order \"denying\" the Joshua \"Motion for Hearing.\" Therein, the Comi inter alia indicated that it had \"represented\" Judge Woods \"approximately fifteen years ago ... .. \" in this mentioned case in co1mection with a mandamus petition by the Little Rock School Distiict and the Joshua Intervenors ( the latter represented by Mr. Walker among others). This Comi stated that \"the mandamus iss~es h-;;:d nothi~g-to- d; v~th the merits of the underlying case.\" 3. The Comi went on to say, as a finding of fact, that when the case was assigned to it that counsel John W. Walker \" ... lmew full well that, thirteen years earlier, I had represented Judge in the mandamus proceeding that Mr. Walker. himself. helped initiate.\" [ tmderlining represents the Court's emphasis] 4. The Comi later reemphasized the point that :tvfr. Walker was counsel of record for Joshua and one of the moving paiiies [the Court's emphasis] who filed the petition for wiit of mandamus. The Court went on to indicate that it would be willing to revisit the issue \"only if' the \"b1iefs\" the Court filed when in private practice differed from his \"clear recollection.\"  .,:, The Court also noted other concerns that it would address upon receipt and review of the \"briefs\" which he filed in this case on behalf of Judge Woods. 5. The Joshua Intervenors have retrieved from the Eighth Circuit archives and attach herewith one of what the Court Order implies is several \"briefs\" which it filed when in private practice in this numbered case. The Joshua Intervenors have requested the 8th Circuit Court Clerk for the docket entries in connection with the appeals. In that way, the Court can ascertain with certainity if the Court filed additional briefs while in private practice in the case herein. 6. Joshua also notes that its counsel, contrary to the findings of fact in the Order of October 29, 2002, which findings were underlined for emphasis, did not file a petition for the 2 Writ of Mandamus regarding the Judge Wood's recusal. In the opinion of the Court of Appeals decision which the Court cites as its support for the emphasized proposition, the Court noted at footnote 6: \"The Joshua Intervenors raise this-argument in the form of an appeal from the DistJ.ict Comi' s denial of their motion for recusal. LRSD brings this argument through a petition for Mandamus directed to this Court seeking an Order directing recusal, a petition suppo1ied here by the Joshua Intervenors. [ underlining for emphasis] 7. The Joshua Intervenors intend to request that the Court review its attached brief prepared while in private practice in this numbered case-as well as any other brief which it prepared in this case for any pmpose- and to then reconsider the facts which it found sua sponte in its Order of October 29, 2002. 8. In the event that the Comi reconsiders its Order of October 29, 2002, the Court may be - inclined to, at least, modify its earlier order and to afford the requested relief which is set forth therein. It is clear_ that some of the Court's findings regarding its role when in private practice are inconsistent with the findings of the Court of Appeals regarding the same matter. 9. The Joshua Intervenors intend to file a motion for recusal in the event that the Court itself refuses to recuse after it has reviewed the attachments hereto. 10. Notice of appeal is to be filed herein not later than November 11, 2002. The Court may extend such ruling upon a showing of good cause. Rule 4(a)(5)(A), Fed. R. App. Pro. Joshua believes that good cause exists in that there are umesolved questions for the Court to address regarding recusal. Good cause also exits because piece-meal appeals may otherwise be avoided. 3 11. There is no prejudice to the Little Rock School District if the request to extend the. time for filing notice of appeal is granted. \\VHEREFORE, premises considered and in the interest of having related matters proceed concurrently and in the interest of justice, the Joshua Intervenors respectfully request that they be allowed up to and including December 11, 2002 in which to file their notice of appeal. 1 \u0026lt;7 ' I i / I '  ,/ J/ i . / ,'f;\" /9--1\\ 1) ' j i / te_-!ld/h'.t;;,.:.J. .. , Robert Pressman, Mass Bar No. 405900 22 Locust A venue Lexington, MA 02421 (781) 862-1955 Respect~y sub1~tted, , ) /  -~ ~i~i~L it/ /.i-tlig;ip- Jol:m .W. Walker, AR Bar No. 64046 JOHN w. w ALKER, P.A. 1723 Broadway Little Rock, Arkansas 72206 (501) 3 74-3758 (501) 37/187 (Fax) I .,. .- / I 0?1--- - _., ,/. r /,~-_  // ~.I.. ,\u0026gt;'\\ \\..._: I , .1{:'';.,, ,; ., ( .It\" ; Rickey Hicks, 11,R :Bar No. 89235 L . ) Attorney at aw~ :Evergreen Place 1100 North University, Suite 240 Little Rock, Arkansas 72207 (501) 663-9900 4 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been sent v J a,-x and U.S. Mail, postage prepaid to the following counsel ofrecord, on this _j2 day of u,t,,9-,,,. , 2002: Nir. Christopher Heller FRIDAY, ELDREDGE \u0026amp; CLARK 400 W. Capitol, Suite 2200 Little Rock, Arkansas 72201  Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, Arkansas 72201 i...,: Nir. Dennis R. Hansen Office of the Attorney General 323 Center Street 200 Tower Building . Little Rock, Arkansas 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, Arkansas 722 0 1-3 4 72 Mr. Richard Roachell ROA CHELL LAW FIRM 11800 Pleasant Ridge Road, Suite 146 Post Office Box 173 8 8 Little Rock, Arkansas 72222-7388 John w: Walker 5 IN THE UNITED STATES COURT OF APPEALS FOR THE EIGHTH CIRCUIT No. 87-2150 LITTLE ROCK SCHOOL DISTRICT, Appellant, vs. PULASKI COUNTY SPECIAL. SCHOOL DISTRICT NO. 1, et al. Appellees. IN RE: LITTLE ROCK SCH60L DISTRICT, PETITIONER Petition for Writ of Mandamus Directed To the United States District Court - for the Eastern District of Arkansas Honorab~e HENRY WOODS, Judge RESPONSE OF THE HONORABLE HENRY WOODS, UNITED STATES DISTRICT JUDGE FOR THE EASTERN DISTRICT OF ARKANSAS, TO PETITION FOR WRIT OF MANDAMUS WM. R. WILSON, JR. Wilson, Engstrom, Corum \u0026amp; Dudley Post Offi9e Box 71 _ Little Rock, AR 72203  (501) 375-6453 Attorneys for Respondent STATEMENT OF THE CASE The Little Rock School District (LRSD) moved The Honorabl.e Henry Woods, United States District Judge for the Eastern District of Arkansas, to recuse himself on April 24, 1987. The Motion was denied on April 30, 1987. Almost four months after the Order denying recusal, the LRSD petitioned this Court for a Writ of Mandamus ordering Judge Woods to recuse. The LRSD bases its petition on newspaper clippings, a sua soonte show cause order, newspaper photographs of LRSD students and Judge Woods, the Judge's law clerk's trip to LRSD administrative offices to pick up a list of the names and school addresses o~ LRSD principals, alleged ~ parte co mmu n i cations , and a 1 et t e r from Ju d g e Woo d s to a for mer LRSD school board member. 1 ARGUMENT I. . THE LITTLE ROCK SCHOOL DISTRICT'S PETITION FOR WRIT OF MANDAMUS MUST BE DENIED SINCE IT IS UNTIMELY. It is clear, beyond peradventure, that the issue raised by the Petition for Writ of Mandamus is \"keggy. 11 The district court entered its Order denying LRSD's Motion t o R e cu s e o n A p r i l 3 0 , l 9 8 7 , a n d i t w as n o t u n t i 1 A u gu s t 24, 1987, that LRSD filed the petition for a writ - - a delay of nearly four (4) months. This Circuit has held that an unsuccessful petitioner in a situation such as this can bring the question before the Court of Appeals by a Petition for a Writ of Mandamus. L i d d e.11 ~ B d . o f E d . o f C i t y o f ___~ L o u i s , 6 7 7 F . 2 d 6 2 6 (8th Cir . 1982). It is certain, however, that such a petition must be timely - - as it was not in the case a:t bar. I n co n s i de r i n g a n II a pp e a r a n c e of p a rt i a 1 i t y 11. i s s u e under Sec. 455(a), the 7th Circuit considered a petition which was filed several months after motions to recuse were denied . The Court held: .The Writ of Mandamus is the vehicle by which we may exercise our supervisory powers over the district courts with respect to Sec . 455(a).To require a timely pet.it ion. for a writ of mandamus for a sole remedy serves another important purpose: that\" of preventing injury to the public perception of the judicial system before it has a chance to occur. If a party is deprived of its substantial rights of a trial before an actually biased judge, the harm can be remedied (though not costlessly) by a new trial before an unbiased judge. But, the harm to the public's perception of the judicial system when a judge who appears to be biased proceeds in a case is much more difficult to correct. Prevention in such circumstances is clearly preferable to attempt to cure. Accordingly, we hold that when a judge denies a motion to disqualify himself under Sec. 455(a), the moving party's sole recourse is to apply to this court immediately for a Writ of Mandamus:' We, therefore shall not review Judge Warren's several denials of Balistrieri' s motions under Sec. 455(a) . (Emphasis supplied) . United States v. Balistrieri 779 F.2d 1191, 1205. (7th Cir . 1985). In U. S . v. Olds 426 F.2d 562 (3rd Cir. 1970), the district cou-rt granted a motion to modify and correct or vacate a sentence despite the fact that the motion was filed well beyond the 120 day limit set by Rule 35 of the Federal Rules of Criminal Procedure. Approximately three (3) months after the district court's order became effective , the Government petitioned the court of appeals for a writ of mandamus to compel the district judge to set aside his order modifying the sentence, The court declined to express an opinion on the propriety or legality of the questioned order, and denied the petition 11 because of the Government's unexcused tardiness in pursu_ing its challenge .n (426 F.2d at 565). The court held: ... There is no inflexible rule of timeliness and we hesitate to create any. Rather, the question in each case is whether und~r all the circum.stances the remedy was pursued with reasonable dispatch. While the appeal period is in no way controlling, we point out that Government appeals in criminal cases, when permitted, must be filed within thirty (30) days after the entry of the order appealed from . . I n .:th i s c a s e , th e G o v e r n m e n t waited nearly three (3) months before seeking relief in this. court. No excuse whatsoever has been suggested for its inaction . .   . In sum, we hold that by waiting nearly three (3) months before seeking relief in this court, thus permitting a material change in the Olds 1 status, the Government did not proceed with reasonable dispatch under the circumstances. 426 F.2d at 565-566. Since Judge Woods entered his written order denying 4 !1 I I ! I I I ~--1 I I I I I I 11/ Ol / U2 .L2 : HI t '.U 314244.2405 Cli.W'.l'IJJlil\u0026lt;ll%, recusal of April 30 1987, a number of substantive orders were entered in this case. On May 8 1 1987, the court entered an order which severed the Clark case from the consolidated school desegregations. The Joshua Intervenors have appealed from that order . The court entered a nineteen - page order on May 13, 1987 dealing with teacher assignments. The LRSD has appealed that order. A May 22, 1987 order regarding student assignments has been appealed by LRSD. The Co1.,1rt 1s order of May 26 regarding the assignment of ma~net teachers has been appealed by the Joshua Intervenors. The Joshua Intervenors have also appealed a June 16, 1 .9.87 order modifying the per pupil expenditure for magnet ... students. The Knight Intervenors have appealed the court's Ju l y 7, 1987 order clarifying the role of the Magnet Review Committee, and the July 8 order which permitted the Pulaski County Special School , District to recall black teachers affirmatively, so as to retain an acceptable level of black staff. No party has appealed the court 1s order of July 21, but that order authorized PCSSD to acquire the Ti mex f a cility and convert it into an elementary school. That co n version hes taken Judge Woods denied the motion to recuse orally on !pril 29 7 1987. place_ and the 11Daisy Bates Elementary 11 School is now operating. A July 27, 1987 order amended NLRSD's plan in order to deal with possible segregative effects of Arkansas Act 624 of 1 9 8 7 . 0 n A u gu s t 3 , 1 9 8 7 th e co u rt e n t e r e d a n or ct e r directing LRSD to show cause why it should not be held in contempt. LRSD was held to be in civil contempt by order dated August 7, 1987. LRSD has appealed that order. It was not until August 24, 1987, shortly after LRSD had been held in contempt, that it felt moved to seek this writ. In fine, at least thirteen 03) orders which , subs t 'a n ti a 11 y affected the part i es i n this case were entered in the four months between the order denying recusal and LRSD ' s petition for writ of mandamus . Further, at least eleven appeals have been taken in that time . In dealing with a delay of this nature , the 1st Circuit, in In~ United Sho~ Machinery Corporation, 276 F.2d 77 (1st Cir. 1960) quoted with app r oval the following language : 6 7 A litigant cannot experiment with a judge presiding over the case. We cannot permi.t .. a lit.igant to test the mind of the trial judge like a boy testing the temperature of the water in the pool with h.is toe, and if found to his liking, decides to take a plunge . (276 F . 2d at 79). ----- It is apparent that petitioners filed this petition for a writ only after being stung by the contempt order of August 7, 1987 (while they were flush with victory in virtually every area of this litigation). The Petition was nowise timely and should be dimissed out of hand to prevent manifest injustice. II. LRSD'S \"EVIDENCEJ OF THE APPEARANCE OF LACK OF IMPARTIALITY IS LEGALLY INSUFFICIENT TO REQUIRE RECUSAL LRSD has characterized its faculty assignmentsand c on t r a ct re g a rd i n g th .o s e as s i g n me n ts as II ma n a g e me n t prerogative . 11 (LRSD Petition for Writ paragraph 2) . Judge Woods considered the faculty assignmens to be an integral p a r t o f  t h e s t u d e n t a s s i g n m e n t a s p e c t o f t h e L R S D Desegration Plan . LRSD's discontent with Judge Woods is that he has noticed sua sponte its patent, notorious deviations from court approved desegregation plan. The Judge has insisted that all par~1es comply with court approved desegregation plans. (March 27 hearing p. 14). This Court has recognized the history of noncompliance with desegregation plans and court orders in school desegregation cases in Pulaski County, Arkansas. Little Rock School District v . Pulaski County Special School District, 778 F.2d 404, 422 (8th Cir. 1985) ( 11NLRSD has failed to comply fully with desegregation orders of the district court .. . and this Court. \" ) Id. at 420. ( 11The district court found that PCSSD had failed to comply with [Judge Henley's] decree and noted that, at trial, many PCSSD Board of Education members were not even aware of the contents of the decree.tr) Tbis was crystal\\ clear to LRSD. In the Court's letter/order of March 20, 1987, Judge Woods said: . However, I am determined that the plan which I approved will be carried out. If a delay is necessary, I want you to come to me- and discuss the reasons why that is so. I am of the opinion that the plan can be put into effect if the measures which I stated above are taken . . All of these district plans are to be carried out and carried out in an effective manner, and I hope I have made this clear. If we cannot implement these plan~ in a way to insure quality schools, then I want them delayed until we can implement them correctly. Some of the problems that we have encountered in these three districts have resulted from not carrying out orders of the court. Zinna mon is a case in p oint . I a m determined that my orders be carried out or the court b~ given a sufficient -reason why they cannot be carried out without being modif i ed. No one h as asked to modify the pLan which you submitted and I approved, and I expect that it will be fully and carefully complied i~ith in every detail . The student assignment segment of the LRSD Desegregation Plan (Plan) approved by the Court contains two primary components : (1) an initial assignment for each stude.nt and (2) an optional 11controlled choice \" component by which students who were unhappy with their i nitial assignments could request alternate assignments. The alternate requests were to be \"controlled \" or constrained by the requirements availability. of racial balance and the space On February 27, 1987, the district court approved the 11 broad outli n e \" of L RSD's student assignme n t plan . The initial assignments were to be made based on only two factors, \" racial equity and mi ni mal busing . 11 (Plan p: 13) . By contrast, the \"controlled choice 11 component of the Plan was quite specific: \"After parents have been notified of the schools to which their children have been assigned, '. they will have a period of one month\" in which to make an alternate choice. (Plan at 13) . \"Parent s w i lJ. be a ct i v e 1 y encouraged to  visit . schools before making their selections \" (Plan at 12). (Emphasis theirs). \"School visits will be arranged during and after school hours. 11 (Plan at 12). 11Parents will have direct access to teachers and principals in all schools. 11 (Plan at 12) . 11 At 1 e as t t w o w eeks p r i or t o the re gist rat i on period , ea ch school will conduct parent information meetings in the schools. \" (P.lan at 12). By the explicit language of the Plan, the choice component was meant to be not only \" contr,olled, 11 but \"infor:'med .\" Initial assignments were sent home with school children on Wednesday, March 18th . Parents were jnstructed that alternate choices would have to be returned to LRSD's administrative offices by Apr.il 1, 1987, thirteen days later . Those thirteen (13) days included two weekends, a teacher work day and a week of spring breik during which all schools were closed. Parents were effectively given three (3) days to visit and - - - - - - - --- --- ------------ - ~ Court specifically ordered LRSD to nmake as little change as possible in the present staffing .. 11 (Petitioner's Exhibit No. 3, p.2) . A conference was held on March 27, 1987 at the request of LRSD . The Court repeated its concern that LRSD had unilaterally short-circuited vital components of its Plan by shortening the time and by failing to have staff in place. Counsel for LRSD, in an effort to persuade the Court to permit the shortening of the time, represented to the Court that parents could visit with staff even if the time were shortened since the district was in 11the final phases of assigning staff. 11 (M.i;irch 27th hearing at p . 8). Counsel . 1_: for LR SD v o 1 u n teer e d that staff assign men ts co u 1 d be completed within \"seven !_Q ten days 11 (March 27th hearing at p. 8). This assertion was not made in answer to a question by the Court, but rather was announced early in the hearing. Yet, LRSD now contends, 11In an unprecedented action, the district court sua sponte ordered LRSD to re - assign its faculty within ten (10) days (Petitioner ' s  Brief, p . ix . ) . \"Whoso diggeth a pit shall fall therein. 11 (Proverbs 26 : 27 l - At the March 27th hearing, counsel for LRSD made this flat - footed statement: nThere are not going to be major changes in staff at any secondary school, even at any elementary school. 11 (March 27th hearing, p. 10). At this 2 time, the court did not know, though presumably counsel for LRSD did know, that LRSD and its teachers' union, Little Rock Classroom Teachers Association (LRCTA), had consummated a \"supplemental agreement 11 to the Professional Negotiations Agreement (PNA) which was before the Court . This supplemental agreement, though not before the Court, differed materially from the LRSD desegregation 3 plan approved by the Court . Nonetheless, teacher assignments were made on April 10th in conformity with that supplemental agreement . By terms of the supplemental agreement, a _hypothetical \"model faculty\" was con..structed by computing the district aver~ges of the 1986~87 LRSD teacher pool for the following factors : (1) gender (2) education (3) experience (4) age and (5) race. By the terms of the 2 3 The first inkling the court had of the existence of this supplemental agreement was whe n it was attached to LRSD's April 22 Recusal Motion. At the April 27th hearing, LRSD contended that its Plan had always included the five factors l i sted above . LRSD's expert told the Court that 11 i n telligent people 71 would have understood that t):1e Pla,n included these constraints . (April 29 hearing, p . 255) . This agreement (which LRSD now contends was made nimmediately \" after July, 1986 (Petition p . 2)) was actually consu mm ated on March 5, 1987 . supplemental agree~ent, assignments macte for 1987 - 88 were required to mirror would tolerate but 1986 - 87 LRSD staff demographics and a s i x ( 6 ) /p e r c e n t de vi at i on f r o m th e average. This, ,in spite of the fact that LRSD knew it woufd add fourteen annexed schools and se~en thousand students in 1987- 88 . Anyone with rudimentary knowledge of this case could plainly see that balancing .five factors to within six percentage points of the exact average would require tremendous shifts in existing faculty. It had been clear since November, 1986, that LRSD would gain 7,000 new students (over 35% of its 1986-87 student population ) , w h i ch , w o u 1 d o b v i o u s 1 y '.' i n v o 1 v e h i r i n g ma ri y new fa cu l t y members. It is hard to understand why LRSD counsel, aware of the agreement, assured the Court on March 27th that there would \"not be major [staff] changes 11 (March 27th hearing, p . 10). As noted, the Court had no knowledge that this \"modeP would be used until April 20th. But simple logic reveals s er i o u s fl a.w s in the rn ode 1. F or e x a mp le , L RS D con ceded that the vast majority of elementary teachers in 1986- 87 were female. (April 29 hearing, p. 232). Yet, the 11model1' e. would freeze as \"ideal\" the 1986 - 87 ratio of . male to female teachers! This is not, however, a lawsuit concerning gender. It does concern race. The Plan approved by the district court states: \"The reorganized Little Rock School District should be staffed disegregatively accor ding to two policy guidelines: (1) 11staff ratios will comply with the Order of the Eighth Circuit Court of Appeals, which allows a deviation of one - fourth of the remedial guideline,\" and (2) \"black staff will comprise at least one-half (1 / 2) of all personnel in each position or job description. \" (Plan at p . 16, 17). The Plan furthe r states: \"The timetable fully to implement the staffing re medial policy guideline is five years. 11 (Plan ,at 17). It was a material change in the Plan for LRSD to agree to add four factors to the race issue; it was a material change to agree to a six percent deviation in the racial ratio rather than the Plan's 25%; it was a mater i al change to shorten the five year implementat i on to one year. LRSD complains that the Court noticed the massive teacher reassignments sua ~E...!:.~ (Petition, p. 3, .para graph l O) and further complains that the Court improperly concluded that LRSD had violated previous Orders . The L RS D a d m i t t e d by letter d at e d March 25, 1987 (Petitioner's Exhibit PX-5) and in open Court that it had changed the Plan without prior court a pp r Q v a t Cl e.a.r-1-:f-i-6-R-.D---a-1-m--.:i:-t--1;-e-1- \\r:i:-er-l1-,a..+L +i-nn\"\"g,.......,p'\"'r-.e~v .,i .. ,,,o;rQisc\" C\"'\"'.o;:;u;-;-;::r+=t_ ____ i orders. The LRSD cites not a single case to support its I position that a federal district court mus~ sit idly by while a school district notoriously violates court desegregation orders (and wait for some party to invite the Court to enforce its orders). In Busch Y...:._ Sea World.[ Qhio, 95 F . R.D. 336 (W.D . Pa. 1982) the Court took judicial notice that a certain corporation had begun an advertising blitz via newspapers, radio and television. The Court, in Barnes v. Bosley, 568 F. S-upp-. 14'Oo (E'.D. Mo. 1983), took judicial notice that the Democratic party was firmly in control of political .~ o f f i c ~ s i n S t . L o u i s . L i k. e w i s e , J u d g e D a vi es n o t i c e d sua sponte the actions of then-governor Orval Faubus. See Faubus v. United States 254 F . 2d 797 (8th Cir . 1958). 4 LRSD Ex. PX-9 is a letter from Judge Woods to .. Ruth Shepherd, an immediate past LRSD board member. LRSD contends that this indicates the judge 1s \"prejudgment \" of issues to be presented at the April 29th show cause hearing. As is apparent 1 on April 1, 1987, the date of the letter, staff assign men ts had not been made; no show cause Order had been issued. The Court had no reason to disbelieve LRSD counsel when he assured the Court four d a y s e a r 1 i e r th at th er e w o u 1 d b e n o ma j o r s t a f f ch-a n g e s . The language concerning disregard of the Plan in virtually e Ve r y d e t a i l i s an O b Vi Ou s r e f e re n C e- t O th e f a i 1 u re Of LRSD to carry out the features of controlled choice contained in the Plan . The Court had no way to know that as that letter was being written~ LRSD. was actively viO'\"lat rng the cfirecfioffsot he .March 27th Order. .,. I I I I I I I I I I I i I I I I    I  '  \".\"' ~ Recalcitrant . school districts throughout this Circuit would delight in a holding th~t desegregation orders can be bol d-ly --arrd--p,:rb-1-rci.y-\u0026amp;e\"fIT~so J'. on g as no pa r-t y has the temerity or motivation to file a formal pleading. Multiple exhibits extracted from two local papers have be e n at t a ch e d t o th e L .RS D P et i t i on t o sup p o r t th. e proposition that a reasonable person would conclude that the appearance of impartiality had been lost through ex parte communications . To the contrary, the exhibits demonstrate only that the Petitioner's allegations are without basis in fact. Of the twenty-two articles submitted, five made no reference whatsoever to Judge I Woods. The remaining articles chronicle the reactions - of various groups and in~ividuals to orders issued by the Judge. In not one of the submitted articles does there appear an ex parte -comment attributable to the Judg7_ which go to the merits of any pending issue. Two newspaper photographs depict Judge Woods with students ironically LRSD students, not students from NLRSD or PCSSD. These photographs hardly create the appearance of bias against LRSD . Two articles refer to statements made by an unnamed spokesman for Judge Woods. Surely these triple hearsay statements (the newspaper reporter said that the unknown source said that the Judge said) cannot be considered as credible evidence justifying  the disquali~iG-act--i-G-H- --Of-- a- - ~g- . -- --- LRSD cites Price Brothers Co.~ Philadelphia Gear Corporation, 629 F.2d 444 (6th Cir. 1989) for the proposition that a Judge's sending his law clerk to gathe~ evidence is destructive to the appearance of impartiality. In Price Brothers, the Circuit Court remanded the case for an evidentiary hearing. In the appeal of the proceedings after remand, the Sixth Circuit found that the law clerk's trip from the Southern District of Ohio to New York to observe the machines in the Plaintiff's factory did not ~ w-arranf r eversal. Price Brothers Co. ~ Philadelphia Gear .fS'...:.., 6 4 9 F . 2 d 4 1 6 ( 6 t,_ h C i r. 1 9 8 l ) . .:t The law clerk's viewing of the machine to help the Judge better understand how the machine worked was not considered as \"evidence\" in the case. Similarly obtaining a current list of principals in the LRSD was hardly 11evidence 11 in this case. The names and school addresses of the LRSD principals has never been in dispute. It is absurd to consider the picking up of an undisputed list of names and addresses as ngathering evidence. 11 Additionally, the Sixth Circuit in both Price Brothers opinions indicated that consent, even implied consent, to the law clerk's participation would be a factor in considering their later objection to the law clerk's action. By ER-S-B~ LRSD administrative offices (where at least two LRSD attorneys were present) and was told by the ~ecretary (after checking) that a list of principals was available . LRSD would also have Judge Woods recuse because delegations of LRSD students arrived unannounced at his office to present a petition complaining of LRSD's violations of its Plan. If such an incident requires recusal, then any party who wishes to go \"judge shopping 11 need merely show up at a judge's office with a photographer and a petition .  . ., III. IT IS NOT IN THE INTEREST OF THE ~ARTIES OR THE PUBLIC TO REQUIRE JUDGE WOODS TO RECUSE Notably, the L RSD seeks Judge Woods' recus a 1 lfas ed on .. 28 U.S . C. Sec. 455(a) which concerns the appearance of partiality rather than actual bias. In truth and in fact, LRSD has been the beneficiary of virtually all of Judge Woods' rulings over the five years of litigation in this school desegregation case. As Petitioner notes, Sec. 455(a) is primarily intended 1 q , I to insure public confidence in the impartiali.ty of the judicial process, not to protect litigants from actual Court of Appeals recently held that in a Sec. 455(a) rec u s al action, abs en t ..!:_~~ of person~ 1 bias , the reviewing Court should consider, inter alia, whether re-'-assignment to a dif_'_ferent judge would entail a waste and duplication out of proportion to the gain in preserving the appearance of fairness. Cinton v. Union Pacific R a i 1 r o a d f.2.:_, 813 F. 2 d 9 1 7 , 9 21 ( 9 t h C i r . 1 9 8 7 ) . This lawsuit now embodies well over nine hundred pleadings. It is difficult to imagine a more vivid illustration of d { spr~portionate waste and duplication involved in reassigning this case~~ this stage of the game. But more :~ i mp o ; t a n t 1 y , th e p u b 1 fc mu s t be a s s u r e ct th at ea ch p a r t y will abide by court orders, regardless of its status as 11pla int iff\" or \"defendant. 11 IV. CONCLUSION The district court correctly summed up the LRSD attitude in his April 30th Order when he noted: .LRSD's Motion to Recuse represents a time-worn tactic in sports contests and trials. When the umpire or judge calls you for a flagrant violation of the rules, your response is not to offer a defense for your conduct but to attack tlre, nrrvrre- oi'\"\"'ttre\"-j'trd~g, . . . . WHEREFORE, Respondent respectfully requests that the LRSD Petition for Writ of Mandamus be summarily denied. RESPECTFULLY SUBMITTED, WILSON, ENGSTROM, CORUM \u0026amp; DUDLEY P. 0. Box 71 Little Rock, AR 72201 (501) 375-6453 Attorneys for Respondent .. . '.,(, CERTIFICATE OF SERVICE A copy of the foregoing Response to Little Rock School District's Petition for Writ of Mandamus has been sent via Federal Express to all attorneys listed be-low whose mailing address is other than Little Rock, AR, and has been delivered by hand to all attorneys in Little Rock, AR on this 21st day of September, 1987 to : Philip E. Kaplan, Esquire 415 Main Street Little Rock, AR 72201 P. A. Hollingsworth, Esquire 415 Main Street Little Rock, AR 72201 Janet L. Pulliam, Esquire One Spri._nP- S~r~~-t,_ .Znd Floor Little Rock, AR 72201 Randy McNair, Esquire 201 E. Markham Little Rock, AR 72201 Richard -W .- Roa-eh-e-H,-E-squ-re-~-  - ----~------------- -Post Office Box 1510 Little Rock, AR 72203 Theodore Shaw, Esquire NAACP Legal Defense Fund 99 Hudson Street, 16th Floor New York, New York 10013 Robert C. Lowry, Esquire 905 Boyle Building Little Rock, AR 72201 John W. Walker, Esquire. 1723 Broadway Little Rock, AR 72206 M. Samuel Jones, III., Esquire 2200 Worthen Bank Building LJttJe _fioc_k,. AB  7_2201 Philip K. Lyon, Esquire Stephen W. Jones, Esqu~re 3400 Capitol Tower -~ Capitol at Broadway Little Rock, AR 72201 Phil Neal, Esquire 208 South LaSalle Street Chicago, Illinois 60604 William H. Trice, Esquire 211 Spring Street Little Rock, AR 72201 Robert Cabe, Esquire 1615 Worthen Bank Building Little Rock, AR 72201 Hillary Clinton, Esquire Rose Law Firm 120 East 4th Street Little Rock, AR 72201 -. i  .., I 7 I I !  7 ! ~7- 7 j ,, Lazar Palnick, Esquire 1723 Broadway Little Rock, AR 72206 John --M .- -El-i..J.l:w.J:.-me-F-, - ~1.1-i P.e --- -c/ o Ketron, Inc. 1700 North Moore Street Ste. Arlington, Virginia 22209 David Flynn, Esquire 1710 Civil Rights Division Room 5740 Department of Justice Washingtbn, D.C. 20530 Carl R. Brents, Clerk U. S. District Court Post Office . Box 869 Little Rock, AR 72203 Sharon Streett Department of Education 304A Arch Ford Education State Capitol Mall Little _R_ock, _ Ajl  l2~01 Building .... : ... ,,.. SUMMARY AND REQUEST FOR ORAL ARGUMENT As Petitioner has noted, the Motion to Recuse is --- ------ ---------~----------........ - - - -- purportedly ~ottomed upon statements and actions taken by the district court in response to LRSD ' s faculty assignment plan. Petitioner has requested oral argument and Respondent will be pleased to have this issue argued orally. At the same time, however, Respondent urges the Court to consider this specific issue (recusal) in an expedited manner. Otherwise, thousands of students will be attending school under plans that are clouded by this issue. This issue can be argued in fifteen minutes per side. TABLE OF CONTENTS SUMM-A-RY AN{) R-EQ+J-E-S'f-~H\u0026gt;,R G-R-Ab  -A-RGlJ.M-E-N..'f .. ,-,--------- -----TABL E OF CONTENTS .. TABLE OF AUTHORITIES. STATEMENT OF ISSUES . STATEMENT OF THE CASE ARGUMENTS I. THE LITTLE ROCK SCHOOL DISTRICT'S PETITION FOR WRIT OF MANDAMUS MUST BE DENIED AS ii iii iv-v 1 UNTIMELY . . . . . . . . . . . . . . . . . 2 II. LRSD I S \"EVIDENCE 11 OF THE APPEARANCE OF LACK OF IMPARTIALITY IS LEGALLY INSUFFICIENT TO REQUIRE RECUSAL . . . . . . . . . . . . . 7 - - -- ~. III. IT IS NOT IN THE INTEREST OF THE PARTIES OR THE PULIC TO REQUIRE JUDGE WOODS TO RECUSE .. . . . . . . . . . . . . . . . 19 CONCLUSION ADDENDUM i i .... .. 20 TABLE OF AUTHORITIES CASES: Barnes v. Bosley r- . 5.6.K. E .. S.U.p.p Mo. 1983) ... .. ..   Busch v . Sea World of Ohio, 95 F . R.D. 336 (W.D . Pa.1982) . . . . . . . .... Cinton v . Union Pacific Railroad Company, 813 F.2d917 (9th Cir . 1987) .. .. . Faubus v. United States, 254 F. 2d 797 (8th Cir . 1958) . ...  .. . . .. . lE_ Re United Show Machinery Corporation, 276 F . 2d 77 (1st Cir. 1960) ... .. . . Liddell v . Board of Education of City of St. Louis'; 677 F . 2d 676 (8th Cir . 1982J. Little Rock School District v . Pulaski County Special School District, 778 F . 2d 404 (8t fi Cir . 19-8\"5Y . . .  ... .  .. . .. . 16 16 20 16 6, 7 2 8 Price Brothers Co.~ Philadelphia Gear Corp . ~ 629 F.2d 444 (6t'.b Cir . 1980) . . . 18 v,,. Price Brothers Co . v . Phi l adelphia Gear Corp., 6 4 9 F . 2 d 416 ( 6~ C i r . 19 81 ) . . . -. - .- . . . . 1 8 United States v . Balistrier i, 779 F . 2d 1191 (7th Cir.1985) . . . . . . . 2, 3, 20 United States v . Olds, 426 F . 2d 562 (3rd Ci r . 1970) .. -. -. - .-. . . . . . . . STATUTES 28 U. S . C. Sec .. 455(a) ..... . ...... . passim i i i STATEMENT OF ISSUES I. Whether Petitioner's failure either to appeal the April 30th Order denying the recusal motion or to petition this Court for a Writ of Mandamus for almost four months bars this application for mandamus relief. In Re United Show Machinery Corporation, 276F.2\u0026lt;;! 77 (1st Cir. 1960) United States v . Balistrieri, 779 F.2d 1191 (7th Cir. 1985) United States~ Olds, 426 F.2d 562 (3rd Cir. 1970) II. Whether the district court judge abused his discretion --by -flndi ng that a reasonable per~on knowing all the pertinent facts would believe that Judge Woods could n o t b e i mp a rt i a 1 t o th e\" L i t t 1 e R o ck S ch o o 1 D i s t r i ct w h e n the 11 evidence\" consists of: a. Newspaper clippings covering publicity surrounding the Judge's Orders; b. Newspaper photographs of the Judge pictured with LRSD students; c. A responsive letter to a former member of LRSD Board of Directors from i V the Judge; d. A trip to LRSD administrative LRSD principals for the 1987- 88 school year; e. Non - specific allegations of ex ~~!~ telephone conversations, unsupported by specific dates, times, or people or by affidavits . Barnes v. Bosley, 568 F.Supp. 1406 (E.D. Mo . 1983T Busch v . Sea World of Ohio, 95 F.R . D. -336 (.W.-D- . .e.a _ .198.2) -- - -- Faubus v. United States, 254 F .2d 797 (8th Cir. -1958) ,,., : ~ Price Brothers Co. v . Phi l adelphia Gear Corp . , 649 F . 2d 416 (6th Cir. 1981) III. Whether it is in the interest of the parties or the public to require Judge Woods to recuse absent proof of actual bias . Cinton v. Union Pacific Railroad Co., 813 F . 2d 917(9th Cir . 1987) - United States v . Balistrie r i, 779 F. 2d 1191 (7th Cir. 1985 V IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT VS. 4:82CV00866 WR W/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al ~RS. LORENE JOSHUA, et al KA THERINE KNIGHT, et al RECEIVED NOV 1 3 2002 OFFICE OF DESEGREGATION MONITORJNG DEFENDANTS INTER VEN ORS INTER VEN ORS ORDER DENYING MOTION FOR EXTENSION OF TIME TO FILE NOTICE OF APPEAL This case has been tried and decided, and all parties are entitled to have it resolved, once and for all, as soon as reasonably possible. Counsel for Joshua indicates that he anticipates filing a recusal motion at some time in the indefinite future. In my judgment, it would be inappropriate to delay this case because such a motion will be, or might be, filed. Accordingly, the request for an extension is denied. I'm inclined to agree that the Eighth Circuit should be afforded the opportunity to decide any recusal issue that may arise, along with other issues already decided. So, if Joshua files a recusal motion promptly, I will rule on it promptly. If Joshua doesn't prevail on the recusal motion, they can move the Eighth Circuit to consolidate the issues on appeal. Another order will be entered shortly which will address other issues raised by Joshua's Motion. IT IS SO ORDERED this 12th day ofNovember, 2002. w~t!f () \u0026lt;-- K lfll~111if' m. R. Wilson, r. UNITED STATES DISTRICT JUDGE L 7 0 1 IN THE UNITED ST ATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al -MRS. LORENE JOSHUA, et al KA THERINE KNIGIIT, et al DEFENDANTS INTERVENORS INTERVENORS ORDER DENYING MOTION FOR EXTENSION Olf TIME TO FILE NOTICE OF APPEAL This case has been tried and decided, an.d aH parties are entitled to have it resolved, once and for all, as soon as reasonably possible. Counsel for Joshua indicates that he anticipates filing a recusal motion at some time in the - indefinite future. In my judgment, it would be inappropriate to delay this case because such a motion will be, or might be, filed. Accordingly, the tequest for an extension is denied. I'm inclined to agree that the Eighth Circuit should be afforded the opportunity to decide any recusal issue that may arise, along with other issues already decided. So, if Joshua files a recusal motion promptly, l will rule on it promptly. If Joshua doesn't prevail on the recusal motion, they can move the Eighth Circuit to consolidate the issues on appeal. Another order will be entered shortly which will address other issues raised by Joshua's Motion. fT rs SO ORDERED this llt!.1 day of November, 2002. w.~ !L({ZPh111tr- UNITED ST ATES DISTRICT JUDGE  TO: FAX COVER SHEET UNITED STATES DISTRICT COURT EASTERN DISTRICT OP ARKANSAS Telephone 501-604-5140 Fax Number 501-604-5149 Chris Heller \u0026amp; Clay Fendley Sam Jones Steve Jones Richard Roachell John Walker Dennis Hanson Ann MAl'shall 376-2147 376-9442 375-1027 663-6939 374-4187 682-2591 371-0100 There are Z.., pages, including this Cover Sheet, being sent by this facsimile transmission. MESSAGE SENT BY: Office of Judge U.S. District Court 600 West Capitol, Room 413 Little Rock, A.-kansas 72201 Christy Conrad, LRSD Law Clerk 604-5143 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT VS . 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al MRS. LORENE JOSHUA, et al KA THERINE KNIGHT, et al RECEIVED NOV 1 3 2002 QFflCEOF DESEGREGATION MONITORING 1..,_v  1r, yyppa r,u ,,-1 IV ,.....,;\u0026lt;, u.s~ilkf.FcQRT EASTERN DISTRICT ARKANSAS NOV 1 2 2002 ~~MES~~Ep ? PLAINTri?~P. CL~ DEFENDANTS INTER VEN ORS INTER VEN ORS  AMENDED ORDER DENYING MOTION FOR EXTENSION OF TIME TO FILE NOTICE OF APPEAL This case, as it relates to LRSD, has been tried and decided, and all parties are entitled to have it resolved, once and for all, as soon as reasonably possible. Counsel for Joshua indicates that he anticipates filing a recusal motion at some time in the indefinite future. In my judgment, it would be inappropriate to delay this case because such a motion will be, or might be, filed. Accordingly, the request for an extension is denied. I'm inclined to agree that the Eighth Circuit should be afforded the opportunity to decide any recusal issue that may arise, along with other issues already decided. So, if Joshua files a recusal motion promptly, I will rule on it promptly. If Joshua doesn't prevail on the recusal motion, they can move the Eighth Circuit to consolidate the issues on appeal. Another order will be entered shortly which will address other issues raised by Joshua's Motion. IT IS SO ORDERED this 12thday ofNov, e,._20-m=.0'-2-.- b-e_-r-_-------- THIS DOCUMENT ENTERLJ ON  Wm. R. Wilson, Jr. DOCKET SHEET iN COMPLIANCE UNITED STATES DISTRICT JUDGE WITJi RULE 58 AND/OR~R7C9P (a ON lf-/;....,o,_-BY ~?'7\"\"---\"-'-'=-== DiLLWiLSON JUDGE UNiTEO STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS IKIIJ W. CAPITOL, HOOM 423 LITfl.E ROCK, ARKANSAS 7220i-332$ \\~U I J tJiU4-:t l 'tU Fii.:slmlle (GOf) \u0026amp;G45146 -l\\lf-'lm....=...\u0026gt;....,...... ..hAr 10 ')()()\"') _...,~ .... -, ---- BYP'AX Mr. Chris Heller \u0026amp; Mr. Clay Fendley Mr. Sam Jones 376-2147 376-9442 Mr. Richard Roachell Mr. John Walker Mr. Dennis Hanson Ms. Ann Marshall \".\u0026gt;'7C: 1 f'l/')'7 ..J t ._J-.LU..GI 663-6939 374-4187 682-2591 371-0100 RE: Littie Rock t\u0026gt;chool District v. Pulaski County Special School District, et al., 4:82CV00866 WRW /JTR Enclosed is a copy cf an Order ,.;vhich amends the Order I entered earlier toda:f in which I denied Joshua's Motion for Extension of Time to File Notice of Appeai. The first sentence of the Amended Order is simply to narrow the scope of the Order-- since we are considering LRSD, a..1'1.d not the othe:r school districts . cc: The Honorable J . Thomas Ray Original to the Clerk \\ 1/m. R. \\1Jilson, Jr.  TO: F.A_X COVER SHEET ONITED STATES DISTRICT COURT EASTEPJV DISTPJCT OF ARKA.lfSAS Telephone 501-604-5140 Fax Number 501-604-5149 Chris Heller \u0026amp; Cfay Fendley Sam Jones Steve Jones Richard Roachell John Walker Dennis Hanson Ann Marshall 376-2147 376-9442 375-1027 663-6939 374-4187 682~259} 371-0H!O DATE: NotJQ..vv\\htlf ! 7-, zooz_ There 2re 3=, pages, including this Co...-er Sheet, being sent by this facsimile transmission. MESSAGE SENT BY: Office of U.S. District Court 600 West Capito!, Room 423 Little Rock, Arkansas i2201 Christy Conrad, LRSD Law Clerk _604-5143 UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, Plaintiff, VS. * * * * 4:82CV00866 PULASKI COUNTY SPECIAL SCHOOL * DISTRICT NO. 1, et al., * Defendants, * * MRS. LORENE JOSHUA, et al., * Intervenors, * * KATHERINE KNIGHT, et al., * Intervenors, * ORDER FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS NOV 1 2 2002 In Joshua's Motion for Extension of Time to file notice of appeal, filed on November 8, 2002, they object to the statement in my order of October 29, 2002 in which I state that Mr. Walker helped to initiate the mandamus proceeding (against Judge Woods). Technically, Joshua is correct. On a review of the record, it appears that Mr. Walker did not proceed via mandamus, but, instead, Joshua directly appealed Judge Woods' denial of Joshua's motion for him to recuse. Joshua's position, in this regard, clearly elevates form over substance. Regardless of how it was styled, Joshua was seeking the identical relief sought by LRSD back at that time-- the removal of Judge Woods from the case. I quote again from the Eighth Circuit's opinion: We tum now to the arguments made by LRSD and the Joshua Intervenors that the District Court should have granted their motion for recusal. See LRSD v. PCSSD, 839 F.2d at 1301. There is an eloquent silence in Joshua's most recent motion -- it does not address the issue of waiver and estoppel. The point here is that Joshua's counsel knew to a lead pipe certainty of my -2- representation of Judge Woods in the mandamus proceeding in 1987. In fact, the certificate of service on the Eighth Circuit brief! submitted on behalf of Judge Woods shows Mr. Walker as one of those lawyers who was served. (See Response of The Honorable Henry Woods, US. District Judge for the Eastern District of Arkansas, to Petition for Writ of Mandamus -- which was attached to Joshua's November 8 motion). This being so, it is hard not to believe that Joshua's counsel -waited to see how the case turned out, and, when the result did not suit them, they then raise the recusal issue. The Eighth Circuit has long disapproved of this tactic . ... .it is clear that some of the Court's findings regarding its role when in private practice are inconsistent with the findings of the Court of Appeals regarding the same matter .... I am without a clue as to what Joshua means by the above-quoted language. In any event, after having reviewed the brief that I filed on behalf of Judge Woods in 1987 I see no reason to change my mind in any respect, and see nothing in the brief that adds anything to Joshua 's earlier motion for a hearing. None of the issues, listed by way of history only, in that brief were before me in the current litigation. And, as stated in my earlier order, I represented none of the parties, and had no involvement in the merits of the case. So, with respect to my order of October 29, 2002, I'll stand pat -- Joshua's request that I reconsider that order is denied. rft IT IS SO ORDERED. Dated this 2 day of November, 2002. THIS DOCUMENT ENTERL.J ON DOCKET SHEET IN COMPLIANCE WI/Tt._ RULE 58 AND/OR 7~9 )) FFR RCCFP ON _t_/;)..,{;))--BY ~ -7~_...,\u0026lt;;..:'--~- 9Nr!lOllNOW NOllVS3HS3S30 ~O 3~1.HO ZOOl 8 I AON LITTLE ROCK SCHOOL DISTRICT V. CASE NO. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. i\\1RS . LORENE JOSHUA, ET AL. KATHERINE KN1GHT, ET AL. RECEIVED NOV 1 3 2002 OFFICE OF DESEGREGATION MONITORINO NOTICE OF APPEAL DEFENDANTS INTERVENORS INTERVENORS The Joshua Intervenors give notice of appeal pursuant to Rule 3(a) of the Rules of Appellate Procedure with respect to Honorable William R. Wilson Jr. 's memorandum opinions and/or judgments entered herein on September 13, 2002 and October 11, 2002 respectively. ) ,/i) .,, ,/ ~- ,/ ,, ~!,, '/!Ji.;f I f.-,.,. . J/._ /J/!,rla_ 1 ---:\"i;:J Robert Pressman 22 Locust A venue Lexington, MA 02421 781-862-1955 J n . Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72206 501-374-3758 501-374-4187 Rickey H. Hicks Attorney At Law 1100 North University, Suite 240 Little Rock, AR 72207 501-663-9900 CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing Notice of Appeal has been forwarded to all counsel of record via United States mail, postag repaid on this 2th day 'November, 2002. / \\ RECEIVED FiLr::0,-. ;:::.,s lJ.s. DIST-R \"- --n, TERN DISTRICT COURT ICT ARKA,\"iJSAS NOV 1 9 2002 OFFICE OF DESEGREGATION MONITORING NOV 18 2G02 JAMES W ti, By   ilcCORMA CK Ct  \" , -ER!'( IN THE UNITED STATES DISTRICT COlJRT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. CASE NO. 82:CV00866 WRW PlJLASKI COUNTY SPECIAL DISTRICT, ET AL. NfRS LORENE JOSHUA, ET AL. KA THERINE W. Ki'\\ITGHT, ET AL. JOSHUA INTERVENORS' SUPPLEMENTAL MOTION FOR EXTENSION OF TIME TO RESPOND TO PLAINTIFF DEFENDANTS INTER VEN ORS INTER VEN ORS PCSSD'S MOTION FOR APPROVAL OF MIDDLE SCHOOL STTE The Joshua Intervenors respectfully request that the court further extend the time for their response to the pending motion of the PCS SD regarding the construction of a middle school in the Maumell e area. The Joshua Intervenors have requested the perspective of the Office of Desegregation Monitoring regarding the subject. The parties have not yet been privy to that for the reasons which relates to the personal circumstances of the ODM Director, M,s. Nfa.rshall. (See Exhibit 1 - Letter dated November 18, 2002 to Honorable Judge William R Wilson) Counsel for Joshua have sought to obtain the concurrence of the PCS SD counsel and learned that he is out ill today. WHEREFORE, the Joshua Intervenors respectfully request that the court extend the time to and including December 6, 2002 for their response to PCSSD's Motion for Approval of 1'liddle School site. Respectfully submitted, John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 501-374-3758 501-374-4187 (fax) ./ ./ CERTIFlCA TE OF SERVICE I do hereby state that a copy of the foregoing motion has been sent via United Stat es mail postage prepaid to all counsel ofrecord on this 1g r1i day of Novem.,b er, 200J- . . /: ,'\\ I I ./ / ( /~ !-- '1-- C/?L_,{/- 17 '\\ ': 1 ,,, VVV'-- vr \" .;/r c,.\u0026lt;.. '---\"'L/ .. 2 JOHN W. WALKER SHAWN CHILDS JOHN W. '\\iVALKER, P.A. A'ITORNEY AT LAW 1723 BROADWAY LITTLE ROCK, ARKANSAS 72206 TELEPHONE (501) 374-3758 FA,'{ (501) 374-4187 Via Facsimile - 604-5149 November 18, 2002 .Honorable Judge William R. Wilson United States District Judge 600 West Capitol, Suite 423 Little Rock, AR 72201 Re: Case No_ 4:82CV0866WRW/JTR LRSD v. PCSSD Dear Judge Wilson: OF COUNSEL ROBE..\"'l.T McHENRY. P _-\\.. DONNA J . .McHENRY 8210 HENDERSON Ro.w LITTLE ROCK. ARK.-u'IS.-\\S 72210 PHONE: (501) 372-3425  FAX (501) 372-3423 ~Lill: mchenryci@swbell.nec RECEIVED NOV 1 9 2002 OFRCEOF DESEGREGATION MONITORING We asked the Court to extend the time for responding to the PCSSD's motion for approval of middle school site until tomorrow, November 19, 2002. The court allowed the request. A partial basis for the request was the intercession of the Office of Desegregation Monitoring with a possible report for the use and benefit of the parties. No one objected to ODNf's involvement. In the meantime, ODM.Director Ann Marshall has experienced well known personal problems of increasing magnitude over the past several weeks which resulted in the funeral of her husband, Mr. Norman Marshall on Saturday, November 16, 2002. We can . understand the reason for any delay from that office. On the basis of those unfortunate circumstances, we are requesting that the Court extend the ODM up to and including December 3, 2002 in which to make its report. We will be prepared to respond to the pending motion of Mr. Jones within three days thereafter and would request that we be allowed!until December 6, 2002 to make that submission. I appreciate whatever consideration the Court will allow. JWW:js cc: :ivfr. Sam Jones Ms. Ann 1Iarshall All Other Counsel EDWARD L . WRIGHT (1903-1977) ROBERTS . LIN D SEY (1913-1991) ISAAC A. SCOTT, JR . JOHN G. LILE WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ATTORNEYS AT LAW KIMBERLY WOOD TUCKER RAY F . COX, JR .  TROY A . PRICE PATR ICIA SIEVERS HARRIS JAMES M. MOODY, JR . KATHRYN A . PRYOR GORDON S. RATHER, JR . TERRY L. MATHEWS DAVID M. POWELL ROGER A. GLASGOW C. DOUGLAS BUFORD . JR . PATRICK J . GOSS ALSTON JENNINGS , JR . JOHN R. TISDALE KATH LYN GRAVES M. SAMUEL JONES Ill JOHN WILLIAM SPIVEY 111 LEE J. MULDROW N.M. NORTON CHARLES C. PRICE CHARLES T . COLEMAN JAMES J. GLOVER EDWIN L. LOWTHER. JR . CHARLES L. SCHLU MBERGER WALTER E. MAY GREGORY T . JO NES H. KEITH MORRISON BETTI NA E . BROWNSTE IN WALTER McSPA DOEN ROGER 0 . ROWE JOHN 0 . DAV IS JUDY SIMMONS HENRY Via Hand Delivery 200 WEST CAPITOL AVENUE SUITE 2200 LITTLE ROCK, ARKANSAS 72201-3699 (501) 371-0808 FAX (501) 376-9442 www . wlj.com OF COUNSEL ALSTON JENNINGS RONALD A . MAY BRUCE R. LINDSEY JAMES R . VAN DOVER Writer's Direct Dial No. 501-212-1273 mjones@wlj.com November 19, 2002 The Honorable Wm. R. Wilson, Jr. 600 West Capitol, Room 423 Little Rock, Arkansas 72201-3325 J . MARK DAVIS CLAIRE SHOWS HANCOCK KEVIN W. KENNEDY JERRY J . SALLINGS WILLIAM STUART JACKSON MICHAEL D. BARNES STEPHEN R. LANCASTER JUDY ROBINSON WILBER KYLE R. WILSON C. TAO BOHANNON KRISTI M. MOODY J . CHARLES DOUGHERTY M. SEAN HATCH J . ANDREW VINES JUSTIN T. ALLEN CHRISTINE J . DAUGHERTY, Ph .D .  MICHELLE M. KAEMMERLING ERIKA ROSS SCOTT ANDREW IRBY HOLLY A. ACEE MICHELLE HARGIS DILLARD PATR ICK 0 , WILSON Licensed to practice before the Unffed States Patent and Trademark Office RECEIVED NOV 2 0 2002 OFACEOF DESEGREGATION MONITORING Re: Little Rock School District v. Pulaski County Special School District; et al. USDC Docket No.: 4:82CV00866WRW Dear Judge Wilson: Enclosed is a copy of the PCSSD objection to Joshua's request for a further delay in ruling upon the pending PCSSD motion respecting a new middle school in Maumelle. MSJ:ao Encl. cc/w/encl.: 380184-v1 Judge J. Thomas Ray All Counsel of Record Cordially yours, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP drrs.,,, IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. 4:82CV00866WRW PULASKI COUNTY SPECIAL SCHOOL .DISTRICT NO. 1, ET AL. RECEIVED DEFENDANTS MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. NOV 2 0 2002 INTERVENORS OFFICE OF INTERVENORS DESEGREGATION MONITORING PCSSD'S RESPONSE AND OBJECTION TO JOSHUAINTERVENORS' SUPPLEMENTAL MOTION FOR EXTENSION FO TIME TO RESPOND TO PCSSD'S MOTION FOR APPROVAL OF MIDDLE SCHOOL SITE The PCSSD, for its response states: 1. The PCSSD objects to the further requested enlargement of time. 2. Previously, the parties negotiated an enlargement of time until and including November 19, 2002, for the response of Joshua. 3. The PCSSD is unaware of any directive by this Court to the ODM as respects this issue. The PCSSD notes, however, that the ODM, unlike Joshua, was a full participant in the site selection process. 4. Accordingly, the PCSSD respectfully submits that Joshua has not advanced a good and sufficient reason to further postpone the process of this Court ruling upon the pending request of the PCSSD to locate its new middle school in Maumelle. 380181-v1 WHEREFORE, the PCSSD prays that the Joshua motion be denied and for all proper relief. Respectfully submitted, WRIGHT, LINDSEY \u0026amp; JENNINGS LLP 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 CERTIFICATE OF SERVICE On November 19, 2002, a copy of the foregoing was served via facsimile on Mr. John Walker and via U.S. mail on each of the following: VIA FACSIMILE Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 Regions Center 400 West Capitol Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 380181 -v1 Mr. Dennis R. Hansen Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, Arkansas 72222-7388 1::0W'AHO L , WRl(,t'l't pan,. u 11~ R:O!H'.J:tT S . LlNO~EY fU 13- 199tl 18AAC A , SCOTT, J\" . JOHN G . LI LE 0:0~1)0~ S. RATHER , JR. TE~RY L. MATHfWS ;:;. .:..;;c M. ~c,w..,;. ROGE~ A. G, ASOOW C DOVC LAS a~r-a,qc , .:~. PATRICK J . COSS A l_.$ Tt')N ..Jl:MHIN tlS . J~ JOHN R. TISDALE l(ATMLYN GR4VES M. BAMU'EL J ON$ Il l JOHN WII..LIAM .!SPIV~Y Ill Lt'~ J , MULOROW 11 .M. N0~1'0N i;H;..FH,,fS C. F~1CE. CHAACES T. COLEMAN J1't-'fe J . v .. o veR EDWIN L LOWTHER . JR. CH.-.~L~.! I. .!CMLUMIP!!:'lG''!P\\ W~LTf.R E. MAY OREOOAY T . JONES H . Kt lTM MORRISON lli!TTINA E. lllAOWNSTEIN WALTiA Mc.SPA00fN ROGt.R 0 . ROWE ;o;-.1,_ c. oa,ns JUOY s rMMONS M@NJIY Via Hand Delivery WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ATTORME:YS ;\\ \"! L!'.. 'N 200 WEST CAP ITOL AVENUE SUl'r E. 220~ LITTLE ROCK. ARKANSAS 1n 01 . 3699 (50 1) 371-0808 FAX (501) 376942 OF COuN'iEL ALSTON JENN INQS RCXAi.C ;.. . ,.:.;c; BRIJCf A. . LINOSEY J.11kf! ~ R.. VAN CCV~~ Wri ter, Olrecl Di a l No . So 1.21 2.12r3 .,)ones@w1J.com November 19, 2002 The Honorable V\\Jm. R. Wilson, Jr. 600 West Capito!, Room 423 Little Rock, Arkansas 72201-3325 K IM8RI. Y \\l'/000 TUC J\u0026lt;fF( ~,. 1 f C.CA , J,;.: .  TR:OV A, P~1ce ::i:. \":'R::.~;.. 2 :;.:~~:, H.:..~~l~ JAMES M MOOOV. JR . 11.t.TMDV lli! .~ . P R VOP J . MARI( 0.4\\/JS CI.A I Ft E SMOW8 Ml.. NCOCK l( E,Vlf'ril V-t . K!.NNEOV JEaav J. SALUNGS WILLIAM .:!TUAl'l1' JACK.SON MICWAEL O 8A.R:NES l!.7i;;:.,;a;,.. ~ . LANCA,5Te l'f JUDY ROBINSON WJL6tR l(':\"L: r,. W:t .. :-Ot.' C , TAO 80M4 NNON Ki; l!, T I U . Uf')l'){W J . C\"AP.US OOUGHtRT'f' M . SEAN HATCH .J . ANO\"EW' VlN~S .JUST IN T . A U.EN CHRISTINE J. OAUOMER,TV . Pl'l.0  MICHfLLE hi . KAEMMERLING ER+li\\ A. ~OS~ SCOTT ilNDAEW 1R6Y \u0026gt;; Ci..._; A. ;..o~~ '-\"1 1CHEl.. i. ! MAR.0 13 OILLAR:0 P A. 1'\"-JCI( .t\" wn .. SON L\"='9,,~~t1 ti:i ,ar!!:eti-:.e ~~~ !l,e ~!':!?~ 51\"1 Psrenr ena Tr\u0026amp;ll9rnsfl\u0026lt; Office Littie Rock Schooi District v. PuIasK1 County Special School District; et al. r USDC Docket No.: 4:82CV00B66WRW ., . ( Re: Dear Judge Wilson: --,/\\If~/~ JV ' l\u0026gt;\"' Enclosed is a copy of the PCSSD objection to Joshua's request for a further delay in7 r'J!ing upon the per.ding PCSSD motion ;espacting a new middle schooi in iviaumelie. / MSJ:ao Enc!. cc/w/enc!.: 38C1S4-v1 Judge J. Thomas R.ay All Counsel of Record Cordiaiiy yours, ':AAt.AI cmr-. WRIGHT, LINDSEY \u0026amp; JENNINGS LLP r;}.J~ oAt-J~ ~ ~A- Jones, !II iJli., ,J I_ If-() 2- ( ' , - /'d_ ~/4 t-1~ /4r C~\" I n. _ ~.J)/) /11,-,1 /J~ I V ./ ,//' - d\"rlf~' )U ..... V.  TO: FAX COVER SHEET UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKA.i.\\TSAS Telepb.one 501-604-5140 Fax Number 501-604-5149 Chris Heller \u0026amp; Clay Fendley Sam Jones Steve Jones Richard Roachell John Walker Dennb Hanson Ann Marsha!! 376-2147 376-9442 375-1027 663-6939  374-4187 682-2591 371-0100 There are Y pages, including this Co\\.er Sheet, being sent by thfa facsimile transmission. MESSAGE SENT BY: Office of Jud e m. R. Wilson, Jr. U. S. District c'ourt 600 West Capito!, Room 423 Little Rock, Ar-kansas 72201 Christy Conrad, LRSD Law Clerk 604-5143 RECEIVED FILED U.S. DISTi'\u0026lt;ICT COURT NOV 2 1 2002 EASTERN DISTRICT ARKANSAS - OFFICEOF IN THE UNITED STATES DISTRICT COURT EASTER.t~ DISTRICT OF ARKANSAS NOV 2 0 2002 DESEGREGATION MONITORING WESTERN DIVISION JAMES W. McCORMACK, CLERK LITTLE ROCK SCHOOL DISTRICT By: ___~ P=L~AIN~=T=I=~=p=- c=L-E-R---K VS. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al R ECEIVf r- DEFENDANTS INTER VENO RS INTER VEN ORS MRS. LORENE JOSHUA, et al KATHERINE KNIGHT, et al r\" DESEer'\" ... ~ . .i .. G ORDER Yesterday, I received a letter and motion from Joshua's counsel requesting an extension of their deadline for responding to PCSSD's motion for approval of a middle school site. Joshua - requested a new deadline of December 6, 2002, in order to allow the ODM up to and including December 3, 2002, to report to the panies regarding the motion. Joshua's request for an extension is GRANTED. IT IS SO ORDERED this 19th day of November, 2/4. u)~L=-= Wm. R. Wilson, Jr. UNITED STATES DISTRICT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET ~LIANCE WITH~ULE 58 AN~  oN //~MJ;)::) sv~~~g,~ 708 Office of Desegregation Monitor One Union National Plaza 124 West Capitol Suite 1895 Little Rock, AR 72201 de Case: 4:82-cv-00866 FILED u S DISTRICT COURT EASTERN DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS NOV 2 5 2002 WESTERN DIVISION JAMES W. McCORMACK, CLERK By: DEP CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF vs. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. \"MRS. LORENE JOSHUA, et al. KATH;ERINE KNIGHT, et al. ORDER RECEIVED DEFENDANTS NOV 2 6 2002 INTERVENORS DFFICE0F INTERVENORS DESEGREGATION MONITORING The Court has received the 2002-2003 budget for the Office-of Desegregation Monitoring. The budget is attached to this Order for the parties' review. The parties have to and including fifteen days from entry of this Order to file objections regarding the proposed budget. ,\\ IT IS SO ORDERED tlris lS_ day ofNovember, 2 1 00/ ~---------------- -- / 4 ~ - UNITED ST ATES DISTRICT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 A~79C)) FRCP , 0 N / /-e,..S--O ~ \\., Q,0._, \u0026amp;-J 3 -Office of Desegregation Monitoring United States District Court  Eastern District ot Arkansas Jls. Marshall, Federal Monitor November 20, 2002 The Honorable William R. Wilson, Jr. United States District Coun 600 West Capitol, Room 423 Little Rock, AR 72201 Dear Judge Wilson: One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 Attached is the ODM budget for 2002-03, which reflects your requirements. The format of the budget document follows that of our previous budgets, including annotations to explain revenue calculations, definitions of budget categories, and the budgeted allocations for the year by category. Revenue for the year is apportioned among the three school districts according to the previous year's October 1 enrollment. Once the October 1, 2002 enrollment is known, we will adjust each district's contribution to conform to those figures. As is our practice, we credit the difference in budgeted expenses and actual expenditures proportionately to the school districts according to each district's pro-rated contribution to our budget. If you or the parties should need any additional information, I will gladly provide it. Sincerely yours, ~77(~ Ann S. Marshall ~ v\u0026lt;c: The Honorable J. Thomas Ray Enc. - - - OFFI CE OF DESEGREGATION MONITORING: BUDGET FOR 2002-03 i i ' I I l I I I I REVENUE Sta te of Arkansas LR SD Budget allocation Minus credit from previous year Equals LRSD's share of the budget NL RSD 2001-02 2001-02 2002-03 BUDGET ACTUAL BUDGET 200,000.00 200,000.00 : 200,000.00 241,568.62 241 ,568.62 181 ,288.00 70,1 00.35 70,100.35 43,979.00              ,o       ..             u 171,468.27 171,468.27 : 137,309.00 I Budget allocation 87,824.70 87,824.70 i 65,909.00 Minus credit from previous year 1.. ..... 25,485.69_ _ ....... 25,485.69 .. i15'989_00. . Equals NLRSD's share of the budget I 62,339.01 62,339.01 ! 49,920.00 PC SSD Budget allocation Minus credit from previous year 177,677.68 , 177,677.68 133,341.00 ....... 51 ,559.96 .. \\ ........ ?.:.:~~.~.:~ ........... ~~:~.~.:~ .. Equals PCSSD's share of th~_b u_d_g_et~1_ _1_ 26_,_1_1_7. 7_2--+-_126,_11_7.72~ ; _ 1_0_0_,9_9_3_o._o___. l I Int erest 0.00 I 10,554.71 ' 0.00 I I I I I To tal Revenue 707,071 .00 717,625.71 ! 580,538.00 No te: The sum of the credits in the above chart is the unspent amount of our previous year's budget, luding bank interest earned. Every budget cycle, QOM applies this amount toward each school trict's budgeted allocation. Both that allocation and the credit are determined for the proposed dget by the previous year's October 1 enrollment numbers, then adjusted accordingly when the rollment numbers for the current year become available. inc dis bu en EXPENDITURES 2001-02 2001-02 2002-03 BUDGET ACTUAL BUDGET C ommunications 10,000.00 i 9,679.11 I 9,700.00 i 1 D ues and Fees 4,000.00 1,763.00 ; 439.00 I I E quipment 6,000.00 2,262.59 i 0.00 Fo od Services 200.00 212.89 ! 0.00 M anagement Services 20,000.00 2,350.00 : 5,000.00 ! p eriodicals 4so.oo I 301 .94 ' 80.00 ! p rinting \u0026amp; Binding 6,000.00 i 5,076.56 6,000.00 Pr of \u0026amp; Tech Services 6,500.00 j 1,655.00  1,700.00 R ent 46,231.00 \\ 46,230.96 47,896.00 I R epairs \u0026amp; Maintenance 1,000.00 379.73 : 400.00 I R I esource Library 200.00 ! 447.83 : 0.00 ! s alaries 469,296.00 443,296.24 i 410,770.00 B enefits 109,794.00 100,616.05 ; 91 ,166.00 ' , St aff Development 1,000.00 89.34 : 0.00 ! ' s upplies 7,750.00 7,067.09 6,643.00 , Tr avel 18,000.00 4,078.10 200.00 In surance 650.00 -197.00 544.00 T otal Expenditures 707,071.00 625,309.43 i 580,538.00 ANNOTATED ODM BUDGET FOR 2002-03 REVENUE The Court's Interim Order of June 27, 1989 required that: ... [T]he amount previously ordered for the Pulaski County Educational Cooperative (Co-op) [$200,000.00] shall be applied toward the budget of the office of the Metropolitan Supervisor .... The balance of the budget will be apportioned among the school districts on a per pupil basis .... Eighth Circuit Order of December 12, 1990: ... [T]he office previously known as the Office of the Metropolitan Supervisor will be :rreconstituted as the Office of Desegregation Monitoring .... 10/1/01 % of Total 2002-03 Enrollment Enrollment Budget Allocation LRSD 25,367 I 47.64 1 1a1.2aa NLRSD 9,220 17.32 I 65,909 PCSSD 18,657 35.04 I 133,341 I 1 State of AR N/A I N/A I 200,000 Total 53,244 100.00 580,538 2001-02 Credit {Budget not spent)  I 43,979 ! 15,989 \\ 32,348 I N/A j 92,316 I 2002-03 Budget Payment 137,309 49,920 100,993 200,000 488,222 This chart shows that the 2002-03 Budget Allocation, the 2001-02 Credit, and the 2002-03 Budget Payment are apportioned among the three school districts according to last year's October enrollment numbers. After the final 2002-03 enrollment has been tallied, we will adjust the figures accordingly and notify each district of the exact amount due for its share of ODM's 2002-03 budget. Described below is the step-by-step process, reflected in the chart above. that we use to determine each district's contribution to the ODM budget: 1. The State of Arkansas' contribution ($200,000.00) is subtracted from ODM's total budget. 2. Based on the previous year's October 1 enrollment, the districts are charged their pro rata share of OD M's budget (minus the state's contribution). 3. Each district is credited with its pro rata share ( or estimated share) of ODM' s unspent budget for the previous year. 4. Each district contributes that sum to ODM' s budget or, if the credit has been estimated, each district will be notified of the exact amount due for its share of ODM' s budget before the close of the current fiscal year. Page 3 EXPENDITURES Note: Definitions of expense categories are based on the Arkansas School Financial Accounting Manual. Communications: Services provided by persons or businesses to assist in transmitting and receiving messages or infonnation. This category includes telephone services as well as postage machine rental and postage. I 2001--02 Budget 2001-02 Expenditures i 2002-03 Budget i .__ 9,679.11 I s.100.00 I _____ ......._ ________ __._ ___ 10,000.00 Dues and F~es: Expendirures or assessment for membership in professional or other organizations or associations or payments to a paying agent for services provided, such as conference registration fees. j 2001--02 Budget I 2001-02 Expenditures I 2002-03 Budget ! J._ __4_ ,o_o_o.o_o ....I.. _____1 _,_76_3_.o_o .i... _ ___ 439.oo I Equipment: Expenditures for the initial, additional, and replacement items or equipment, such as furniture and machinery. I 2001--02 Budget I 2001-02 Expenditures I I 6.000.00 i 2.262.ss I 2002--03 Budget ! I 0.00 j Food Services: Expenditures for fooci or preparation and serving of food, which may include catering. I 2001--02 Budget 2001-02 Expenditures I I 200.00 I 212.ss I 2002-03 Budget ! 0.0Q II I Management Services: Services performed by persons qualified to assist management either in the broad policy area or in general operations. This category includes consultants, individually or as a team, to assist the chief executive in conference or through systematic studies. ! 2001--02 Budget I 2001-02 Expenditures I 2002--03 Budget ; \\'--___2 0_o,oo_.o_o-'j- _____2 .3s_o.o_o-'l- ____s, ooo.oo ! Page4 Periodicals: Expenditures for periodicals and newspapers for general use. A periodical is any publication appearing at regular intervals ofless than a year and continuing for an indefinite period. I 2001-02 Budget ! 450.00 I 2001-02 Expenditures I 301 .94 I 1 i 2002-03 Budget ! ao.oo I I Printing and Binding: Expenditures for job pnntmg and binding, usually according to specifications. This includes the design and printing of forms as well as printing and binding publications. 2001-02 Budget I 2001-02 Expenditures ! 2002-03 Budget e.000.00 I s.076.56 I e.000.00 Professional and Technical Services: Services which by their nature can be performed only by persons with specialized skills and knowledge. 2001-02 Budget I 2001-02 Expenditures 2002-03 Budget e.soo.oo I 1.6ss.oo 1,700.00 Rent: Expenditures for leasing or renting land and buildings for both temporary and long-range use. 2001-02 Budget / 2001-02 Expenditures I 46,231.00 I 46,230.96 I 2002-03 Budget ! 47.896.oo I Repairs and Maintenance: Expenditures for repairs and maintenance services which restore equipment to its original state or are a part of a routine preventive maintenance program. This includes service contracts and contractual agreements covering the maintenance and operation of equipment and equipment systems. 2001-02 Budget 2001-02 Expenditures 1,000.00 379.73 I 2002-03 Budget I 400.00 i Resource Library: Expenditures for regular or incidental purchases of library books available for general use. ' 2001-02 Budget 2001-02 Expenditures i 200.00 447.83 I ! 2002-03 Budget ! I 0.00 ; I Page 5 Salaries: Salaries are the amounts paid to employees who are considered to be in positions of a permanent or temporary nature. 2001-02 Budget 2001-02 Expenditures 2002-03 Budget I 469,296.00 443,296.24 410,TTO.OO I Below is a breakdown of each employee's budgeted 2002-03 salarv Name of Employee 2001-02 Salary I 2002-03 Salary Ann Marshall 116,688.00 116,688.00 I Melissa Guldin 1 54,368.00 21,842.00 Gene Jones 2 57,021 .00 57,021 .00 Margie Powell 67,960.00 67,960.00 Horace Smith 67,960.00 67,960.00 r\"'011, -,ai':-.c, : I 51 ,011 .00 51,011 .00 Linda Bryant 28,288.00 28,288.00 Total 443,296.00 410,TTO.OO 1Melissa Guldin retired on September 30, 2002. 2Gene Jones, who works 4/5 time, elected to receive payment for annual insurance premiums in lieu of the insurance benefits; his salary reflects that decision. Benefits: Benefits are the amounts paid in behalf of employees and not included in the gross salary, but are over and above. Such payments are fringe benefit payments. 2001-02 Budget \\ 2001-02 Expenditures I 2002-03 Budget 109.794.oo 1 100.s1s.os I 91 .166.oo I Below is a breakdown by category of each employee's 2001-02 budgeted fringe benefits: Name ! Car Social I Retire- Hospital- Life I Dental I Hospital I I Short Total I Allowance Security ment -ization Ins. I Indemnity Term Benefits I Brown i 1.800.00 I 6,981 .88 Ii 14,218.56 2,253.12 44.16 I 238.56 : 60.96 1 62.88 25,660.12 Guldin ! 300.00 I 1,693.83 ! 1,667.04 563.28 11 .04 I 59.64 i 15.24 I 15.72 4,325.79 Jones i 960.00 4.435.55 l -0- -0- .o- I .o- I .o- I I -0- 5,395.55 Powell !; 1,200.00 s .290.14 I 82,99.20 2,253.12 44.16 i 238.56 60.96 \\ 62.88 I 17,449.62 i I Smith I I 62.88 ! I 1,200.00 5,290.74 I 8,299.20 2,253.12 44.16 238.56 60.96 ! 17,449.62 Ramer I 0.00 3,902.34 l 6,121.32 2,253.12 44.16 !i 238.56 60.96 I 1 62.88 12,683.34 Bryant ! 0.00 2,164.03 i ! I 3,394.56 2,253.12 27.60 II 238.56 60.96 j 62.88 8,201.71 Total I 5,460.00 29,759.11 I 41,999.88 11,828.88 215.28 I 1,252.44 320.04 I 330.12 91,165.75 Page 6 I ' I I I I I I ' i I ! I i Staff Development: Services performed by persons qualified to assist in enhancing the quality of the operation. j 2001-02 Budget j I 1,000.00 I 2001-02 Expenditures I 2002-03 Budget I 89.34 ! 0.00 / I Supplies: Expenditures for all supplies for the operation, including freight and cartage. Amounts paid for material items of an expendable nature that are consumed, worn out, or deteriorated in use or items that lose their identity through fabrication or incorporation into different or more compiex units or substances. \\ 2001-02 Budget \\ 2001-02 Expenditures j 2002-03 Budget ! I 7,750.00 I 1.001.09 I s.643.oo I Travel: Expenditures for transportation, meals, hotel, and other expenses associated with traveling or business, such as parking fees. Payments for per diem in lieu of reimbursements for subsistence (room and board) also are charged here. ! 2001-02 Budget I 2001-02 Expenditures i 2002-03 Budget , I I 18,000.00 j 4 ,078.10 j 200.00 I Insurance: Expenditures for all types of insurance coverage such as property, liability, fidelity, as well as the costs of judgments. 2001-02 Budget \\ 2001-02 Expenditures ! 2002-03 Budget ! I 650.00 j (197.00) j I 544.00 ! Page7 EAsTMRG(f%5/2 IN THE UNITED STATES DISTRICT COURT ISTRJcT ARKfJSA.s EASTERN DISTRICT oF ARKANSAS Nov WESTERN DIVISION 2 5 20 02 -~:_MES W. McCORMACK, ~--- CLERK LITTLE ROCK SCHOOL DISTRICT FF DEPCLERI( V. CASE NO. 4 : 82CV00866 PULASKI COUNTY SPECIAL SCHOOL 'DISTRICT NO . 1, ET AL. MRS. LORENE JOSHUA, ET AL . KATHERINE KNIGHT,, ET AL. RECEIVED NOV 2 6 2002 OFACEOF DESEGREGATION MONITORING DEFENDANTS INT ERVEN ORS INT ERVEN ORS Motion for Recusal of Dis_tric\\ Judge  and .for Vacating of : Ord~rs., Rulings and -nidgments  The Joshu a Jntervenors. respectfully move for the entry of - orders providing for the recusal of the court (Hon . Wil l iam R. Wils.on, Jr.) and for the vacating of all orders , rulings and judgments, including the memorandum and j udgment of September 13 , 2002, e ntered subsequent to the reass i gnment of this case to t his court (Judge Wilson) . This motion is based upon 28 U. S . C,455(b) (2), Rule 60(b) (6), Fed . R. Civ. Pro., the follo~ing allegations, the decl aration of Robert Pressman , the affidavits of Rickey Hicks and John W. Walker , and the accompanying memorandum. 1 . On November 30, 1982, the Little Rock School District filed this case , Civil Action No . 82 - 866. The Honorable Henr y L . Woods was then assigned to handle the matter . 2. On March 23 , 1984 , the Court of Appeals for t he Eighth 1 - - - Circuit held that Judge Woods had erred, when he refused to allow the intervention in this case of class representatives of African American students in the LRSD , NLRSD, and the PCSSD (known thereafter as the \"Joshua Intervenors \" ). 3 . . On April 24, 1987, the LRSD moved for the recusal of Judge Woods pursuant to 28 U.S . C. 455a . Judge Woods denied this motion on April 30, 1987 (see 660 F . Supp. at 624). 4 . On April 30, 1987, Judge Woods also denied the Joshua Intervenors' motion for recusal based upon 28 U.S . C. 455(b) (2). See 660 F. Supp. At 636-37. 5. Employing the procedural device of a writ of mandamus, the LRSD on August 24, 1987 sought appellate review of Judge Woods' denial of its  recusal motion . The Jo.shua Intervenors pursued - appellate review of the denial of their recusal motion in an appeal addressing several district court judgments and by supporting the LRSD petition. 6 . Then in private practice, his honor, William R. Wilson , Jr . , was retained by Judge Woods to ~epresent the judge in the Court of Appeals with regard to the mandamus petition . See Attachment A. In representing Judge Woods, h.is honor served as a lawyer in this case. See Order Denying Motion for Hearing Regarding Relevance of 28 U. S . C. 455 to the Present Proceedings, Oct . 29, 2002, at 2 ( \" I entered the case, at that time , fo:r: the limited purpose of representing Judge Woods before t he Eigh t h Circuit i n connection with the request that he be disqualified . 11 [ emphasis added]) 2 7. The Court of Appeals for the Eighth Circuit has construed 28 U.S.C. 455(b) (2) to require recusal of a judge in a case in which he or she served as a lawyer while in private practice. In construing 455(b) (2), this court has erred by limiting its focus to language in which the Court of Appeals considered whether (b) (2) might have an even broader scope, deciding that his honor's -involvement in 1987 did not fall within that possible additional prohibition. 8. A district judge has an independent responsibility to consider the applicability of 28 U.S.C. 455(b) (2). Upon receiving reassignment of this case, this court did not orally or in writing raise with the parties or rule upon the applicability of Section 455, in the light of his honor's earlier \"appearance in the .case\" - as a lawyer. Order, Oct . 29, 2002, at 4. 9 . Robert Pressman first learned of his honor's earlier role as a lawyer in this case on October 18, 2002 , while doing research on the matter of recusal; this research was prompted by Mr. Pressman's learning of the court's employment of Ms. Janet Pulliam as a law clerk. On October 22, 2 002, when reporting on this research to John W. Walker, Mr. Pressman also mentioned his rionor's earlier role in this case. Mr. Walker had forgotten the matter. See Declaration of Ropert Pressman (Attachment B) and Affidavit of John W. Walker (Attachment C)to this Motion. Attorney Rickey Hicks was not aware of his honor's earlier service until late October, 2002 (Attachment D) . The motion has been filed within a reasonable period ~fter the foregoing events. 3 10. In the 14-year period from the time that hi$ honor served as a lawyer in this case (November 6, 1987)until the reassignment of this case to his honor (January 3, 2002): (a) the Court of Appeals entered at least 13 published opinions in this case1 and the district court at least 5; 2 (b) the district court clerk's office docketed thousands of pleadings and other items in this case [see also Memorandum Opinion of September 13, 2002, at 9 n. 15 [-The pleadings in this case alone now occupy hundreds of feet of file space in the clerk ' s office. ' J (c) Judge Wright received approximately 743 exhibits; (d) the Office of Desegregation Monitorin~ submitted at least 49 written reports; ( e) Joshua Intervenors' lead counsel, John W. Walker, r~presented clients in many hundreds of other cases and discussed civil rights and other legal issues with thousands of persons who contacted his office. 11 . Implementation of 28 U.S . C. 455 requires that the court recuse . 12. In the circumstances of this case, governing legal standards require that the court vacate all orders , rulings and judgments entered s ubsequent to the court ' s receiving reassignment These decisions are 92 1 F . 2d 1371; 928 F . 2d 248; 949 F . 2d 253; 971 F . 2d 160 ; 17 F . 3d 260; 56 F. 3d 904; 60 F . 3d 435; 83 F . 3d 1014; 109 F . 3d 514; 112 F . 3d 953 ; 127 F . 3d 693; 131 F. 3d 1255; and 148 F . 3d 956 . 2 These decisions are 716 F. Supp. 1162; 726 F . Supp. 1544 ; 769 F . Supp . 1483 ; 769 F. Supp . 1491; a nd 778 F . Supp 1013! 4 . . , J - of the matter. Rule 60(b) (6) provides a vehicle for accomplishing this action. 13. The circumstances referred to in paragraph 12 include the following: (a) After the time that his honor represente' d Judge Woods in. . this case, Judge Woods expressed negative views on the fees for attorneys in the case, particularly the Joshua Intervenors. See 726 F. Supp. At 1554-56; 740 F. Supp at 634, 635; Judge Henry Woods and Beth Deere, 'Reflections on the Little Rock School Case 11 44 Ark. L. Rev. 971, 998, 1000, 1005-06 (1991). (b) In the opinion of September 13, 2002, this court drew upon (at 43) and built upon (at 38-44) Judge Woods' conclusion about attorneys ' fees, al though recognizing that the matter was ,'not - directly relevant to the issue of unitary status ... ' 1(at 40). (c) A neutral observer could reasonably construe this court's conclusions about attorneys fees pa.id to Joshua Intervenors to be that: the fees paid were excessive; the fees paid diminished the educational opportunities of the student .members of the intervening class; additional fees were sought when they should not have been; and additional fees were paid in exchange for an agreement to support the revised plan. (d) It is reasonable to conclude that Judge Woods' views about attorneys' fees in this case had a greater influence on this court, after receiving assignment of this case, . because his honor had earlier assumed an advocacy role for Judge Woods by representing him in this case. 5 r  (e) The Joshua Intervenors' evidentiary presentation in the July, 2 002 hearing was made principaly by lead counsel . John W. Walker. As of this time (or at least by the time of the release of the Memorandum Opinion), this court held negative views about Mr. Walker's earlier role in this case. See sub-paragraph (c). These vi~ws were linked to this court's earlier role as a lawyer in this case. See subparagraph (d). It was unfair and inappropriate for Intervenors' evidentiary presentation to be evaluat~d under this cloud. (f) On appeal,  this court's factual findings will be reviewed under the ~'clearly erroneous'' standard, not de nova. (g) The court's decision in this case is marked by fealty and deference to Judge Henry Woods, the individual whose positions this - court was obligated to champion, when serving as an attorney in this case. WHEREFORE the Joshua Intervenors respectfully pray that this court recuse from this case after vacating all orders, rulings and judgments, entered subsequent to the reassignment of this case to this court, including the Memorandum Opinion and judgment of September 13, 2002. The Joshua Intervenors further pray that this court refer this case to the chief judge for reassignment and grant such other and further relief as the needs of justic~ may require.- Respectfully subrr ted, Robert Pressman 22 Locust Avenue Lexington, MA 02421 781-862 - 1955 . 6 \\ ,' / ,)! .v?v/L /.{ I J n W. Wa!ker J[ n W. Walker, 1723 Broadway Little Rock, AR / D~[ /IY. ~ /(JVg-1 P.A. 72206 Mass. 405900 /,J / . ~ f/   ,, i 'f---iL-zA~ I Lk/4 Rlcky .  ks Attorn ~y at Law 501-374-3758 Ark. 64046 1100 North University, Suite 240 Little Rock, AR 72207 501-663.-9900 CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing Motion has been forwarded to all ~ounsel of record via United States mail, postage prepaid on this ~?--day of November, 2002. 7 !.A.=:l qD91'tG7\"TmRllSIXUT 'P. 0. IKll:11 urn.E:ROCK, AlllC.L'if54.S ,-2,.'\u0026gt;0;! Wl\u0026gt;C. ~ W!l$.ON,Jlll. t ~l'IID!=l\u0026gt;\u0026lt;-t aitOltANNllT. \"1II..'l0N c;.L'll/l).i;;Qllt.'1,( TJMar= O. lllml.2Y SQ1J!1S-\u0026amp;i~ September 8, 1987 RE: L~ttle Rock School Dist . . Petitioner, v. Honorabie Henry Woods, Respondent Eighth Circuit No. 87-2150 Mr- Robert D. St . Vrain Eighth CiJ:'cuit Clerk 511 U\".S. Court and Custom House 1114 Marke~ Street S~. Lou~s, Missouri 63101 Dear ~..r. Sc. Vrain: F. l L E D ----;J SP S 1987~ ROa.ERT D. ST. VRAiN. CLERK tl\u0026gt;LfJOADldtT'Tl!ll.0 ?!UC'TICZ l:'J AL..o.S~ EXPRESS MAIL I have just been retained by The Honorable Henry i.7oods to represent him in the referenced matter_ I.: is my understanding that our . response is due in the Eighth Circuit on or before . Septemb~r 14, 1987. If this is not correct, I would appreciate it if you .would advise me for'thwith. I understand, also, that this letter will suic:e as my \"entry of appearance.\" Again, if this is net: correct, please let me, know as soon 2.s pos.sible. Thank you very much for your consideration_ Cordially, fJ/t~ Wm_ R_ Wilson, Jr. WRWJr:skm. IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT v. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. LR-C-82-866 Declaration of Robert Pressman Robert Pressman declares as follows: PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS 1. I have undertaken various assignments in this case, at the request of John W. Walker, since the latter part of 1995. 2. On October 15, 2002, d~ring a telephone conversation, John W. Walker i11-formed me of this court's .employment of Ms. Janet Pulliam as a law clerk. He further stated that she had been one of the attorneys for the Little Rock School District in the first phase of this civil action. We discussed my doing research about recusal under 28 U.S.C. Sec. 455, in view of Ms. Pulliam's present and former roles. 3. I then did research at the law library of the New England School of Law in Boston on October 18, 2002. During the course of that work, I noticed in the United States Code Annotated a note on the decision in this case published at 833 F.2d 112. Upon opening 1 that volume to the two-page decision, I noted: William R. Wilsqn, Jr.; Little Rock, Ark. for Judge Woods in mandamus. This entry provided my first knowledge of his honor's involvement in this case while in private practice. 4. On October 22, 2002, I discussed the results of my research on Section 455 in the context of law clerks with Mr. Walker by telephone. I also mentioned the opinion showing his honor's representing Judge Woods on the mandamus issue in this case. At this point, Mr. Walker did not say directly or indirectly that he remembered this fact prior to my mentioning it. 5. A circumstance convinces me that Mr. Walker would have raised the matter of his honor's earlier role in this case had he remembered it. Prior to the July 2002 hearing, Mr. Walker and I had multiple conversations about _our prospects for success on the issues tried before Judge Wright and the is?ues to be tried before his honor. We both voiced pessimism, based upon our perceptions of his honor's record in civil rights  cases. In this light, my conclusion is that Mr. Walker would have at least raised for discussion on these occasions before the July 2002 hearing the matter of seeking recusal, if he had recalled his honor's earlier appearance in this case as counsel. I declare under penalty of perjury that the foregoing statements are truthful and complete. Date Robert Pressman 2 IN THE UNITED .STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DNISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. CASE NO. 4:82CV00866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, NO. 1, ET AL: DEFENDANT INTER VEN ORS INTER VEN ORS MRS. LORENE JOSHUA, ET AL. KA THERINE vv. KNIGHT, ET AL. AFFIDAVIT OF JOHN W. WALKER ~omes now the affiant who states as follows: 1. 2. I did not remember His Honor's appearance in this case in 1987 until some time in October 2002, when Bob Pressman mentioned it to me. Earlier in October 2002, I learned of the Court's employing Ms. Janet Pullium as a lawyer. I discussed this and its possible relatiQnship to recusal on separate occasions with Mr. Pressman and with Mr. Rickey Hicks as well as Ms. Joy Springer of my office. That discussion included no mention of His Honor's e:....rlier role in the case. 3. After the reassignment of this case to this Court, Mr. Pressman and I had several conversations about our prospects. We both had negative outlooks because of our view of the Court's decisions while on the bench. 4. There were other lawyers associated with this case who I did not remember until that memory was refreshed by my review of the pleadings and the decisions in this ATTACHMENTC case after the October 2002 conversations with Mr. Pressman, Mr. Hicks and Ms. Springer. 5. In the period from the time that His Honor represented Judge Woods in 1987 until this case was reassigned to His Honor, my law practice was very active. When.it was assigned to His Honor on January 3, 2002, I was preparing for major surgery. 11 Between 1987 and October 2002, I have represented clients in many htmdreds of other cases and have discussed civil rights and other issues with thousands of persons who contacted my office. . ? Affiant saith nothing fmiher. I COUNTY OF LL/\\ \"'16!~) ) STATE OR ARKANSAS) '): t\u0026amp; Sworn and appeared before me this d '(day of November. 2002. My Commission Expires: 9 \\ t 7; 200:2;; I i  ) ) \"-- 1 _,.. (Lo- _ 1 ) 11.--1-- ; r: / 171'\\( ) n f t . .{, ~ ( JJof.. ,,t( Notary 1fublic ATTACHMENTC IN THE lJNITED STATES DI~TRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT v. PULASKI COUNTY SPECIAL SCHOOL \"DISTRICT NO. l, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. LR-C-82-866 AFFIDAVIT OF RICKEY HICKS Rickey Hicks states as follows: PLAINTIFF DEFENDANTS INTERVENORS INTERVENORs  1. I began to _assist John W. Walker i1_1 the representation of the Joshua Intervenors on or about November 19, 2001. 2. In the latter part of October, 2002, John W. Walker and Robert Pressman discussed with me the fact that the court (Honorable William R. Wilson) had served as counsel in this case by representing Judge Henry Woods on a mandamus issue in 1987. This was the first time I heard or received any information about his honor's earlier service in this case. Affiant saith nothing further. coumY oF lno ILL ' STATE OF ARKANSAS ) ) ) Sworn and appeared before me this J.J-day ofNovember, 2002. :. n /t1J1t,,r ;J_/(/I My Commission Expires: 1\" / /7/ZI uu3 r I r:A_u_/:(LE 0 ~ I ERN o,sf~(CT COURT  \"'CT ARKAiiiSAs IN THE UNITED STATES DISTRICT COURT Nov 2 5 200') EASTERN DISTRICT OF ARKANSASJAM   WESTERN DIVISION By ES w. MccoRMA.  ---- CK, CLERK LITTLE ROCK SCHOOL DISTRICT v. CASE NO. 4: 82CV00866, PULASKI COUNTY SPECIAL SCHOOL -DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET . AL. KATHERINE KNIGHT, ET AL. RECEIVED NOV 2 6 2002  OFFICEOF DESEGREGATION MONITORIHG The Joshua Intervenors' Memorandum in DEFENDANTS INTERVENORS INT ERVEN ORS Support of their Motion for the Vacating of Orders and Recusal This court has acknowledged that in 1987, while in private - practice, his honor appeared in this case as a lawyer. 1 Based upon the inter~retation of 28 U.S.C. 455(b) (2) by the Court of Appeals for the Eighth Circuit, that circumstance disqualified his honor from serving later as a judge in this case. In the light of relevant facts and legal standards, the court should now recuse, after vacati_ng all orders, ruling~ and judgments entered since i receiving this case by reassignmeni. A. Under Eighth Circuit Decisions, A Judge Must Recuse When Assigned a Case In which He Earlier Served as a Lawyer The Joshua Intervenors read Eighth Circuit decisions as 1 See Order Denying Motion for Hearing Regarding Relevance of 28 u.s.c. Sec. 455 to the Present Proceedings, Oct. 2~~ 2002, at 2 (\"I entered the case, at that time, .. \"); at 3 (\" ... my appearance fifteen years 'ago ... \"); at 4 (\" ... my appearance in the case ... \"). 1 interpreting 2.8 U.S.C.455(b) (2) to mandate recusal when a judge is assigned a case in which he earlier served as a lawyer. 2 The text on which intervenors rely is as follows. The trial of this case on the merits actually was delayed three years by various intervening motions, most of which are not relevant here. For example, motions for class cert if- ' i' ication and for consolidation with the Clark litigation concerning desegregation of the Little Rock School District (see Little Rock School Dist. No. 1, 584 F.Supp. 328, 334-35 (E.D.Ark. 1984), were denied, and those rulings are not challenged on appeal. Patterson does challenge the refusal of Judge Woods to recuse himself, arguing that recusal was required under 28 U.S.C. Sec. 455(b) (2) because Judge Woods' former law partner, during the time he was associated with the firm, represented parties that sought to intervene in and eventually participated as amicus curiae in the Clark litigation. We agree with Judge Woods that it follows from the denial of the consolidation motion that the  matter in controversy' here cannot be the same as in Clark and that the statutory language on recusal relied on by Patterson thus does not apply. Patterson v. Masem, 774 F.2d 251, 254 n. 2 (8th Cir. 1985) (emphasis added) We have previously held, in an appeal involving the same judge and the same connection with Clark, that where the trial court denies consolidation of a related case which might have provided a basis for recusal, 11  it follows ... that the  matter in controversy' here cannot be the same ... and that the statutory language on recusal . ... thus does not apply.\" Patterson v. Masem, 774 F.2d 251, 254 n. 2 (8thcir. 1985). Patterson involved an individual racial discrimination suit by an employee of LRSD, and the Joshua Intervenors urge us to distinguish Patterson on the ground that this case is intertwined with Clark in a way that Patterson was not. Under the Joshua Intervenors' interpretation, the matter in controversy' contemplated by the recusal statute may extend beyond the litigation conducted under the same docket number where the issues in the dispute are sufficiently related. Since this case inevitably involves consideration of desegregation within the LRSD  -- the focus of the Clark 2 . Sec. 455 (b) (2) reads in pertinent part: \"He shall also disqualify himself in the following circumstances ... (2) Where in private practice he served as lawyer in the matter in controversy .... 11 2 litigation -- the Joshua Intervenors conclude that 455(b) (2) requires recusal. Even if we accept appellants' argument that different cases may constitute . the same matter in controversy, ' an interpretation apparently precluded by Patterson, .the question of what kinds of cases are sufficiently related for the purposes of Sec. 455 (b) (2) would remain a question of judgment . r  and degree. We cannot say that the trial judge I s former law t' partner's submission of an amicus. brief in a case involving, to a large extent, different issues and different remedies two decades ago ~equires recusal under Sec. 455(b) (2), nor do we believe that Congress intended such a result. LRSD v. PCSSD, 839 F.2d 1296, 1301-02 (8 th Cir. 1988) .... To determine whether 455(b) requires recusal in this case, I must decide whether the claims filed by Alaska fishermen in Apex's bankruptcy proceeding .as a result of the oil spill are the same  matter in controversy' as Artoc' s disputed claim for payment of the assigned invoices. We have previously noted that, if different cases may ever constitute the same matter in controversy for purposes of Sec. 455(b) (2), it is only when  the issues in dispute are sufficiently related. 1 Little Rock Sch. Dist. v. Pulaski County Special Sch. Dist., 839 F.2d 1296, 1302 (8th Cir.), cert. denied, 488 U.S. 869 ... (1988). In Re Apex Oil Co., 981 F.2d 302, 303-04 (8th cir. 1992) ( individual opinion of Judge Loken denying motion for disqualification) These three decisions c;::oncerning 455 (b) (2) touch upon two  ' situations. The first is where the earlier service as a . lawyer was in the same case to which the judge is later assigned. The second instance is where the earlier service as a lawyer was in a different case than the judge's current assignment, but, it is argued, the separate cases or issues are so closely related to the current assigned case that recusal is also required by Section 455 (b) (2). As to the first situation, Intervenor's interpretation of the 3 Eighth Circuit language is that the judge must recuse, if he\\she or a partner earlier served as a lawyer in the same case. As to the second situation, Intervenors' interpretation is that the Eighth Circuit has not made a . holding identifying a sufficient relationship, but has left open  the possibility that such a tl situation requiring Section 455(b) (2) recusal might exist. Intervenors' position regarding the Eighth Circuit standard finds support in United States v. Cleveland, 1997 WL 222533, (E.D. La.), at 8-9, relied upon by this court in its Order of October 29, - 2002, at 3-4. That court identified the Eighth Circuit rule as follows (emphasis added]: The court notes that the one circuit to have addressed the issue explicitly has read the  matter in controversy' requirement of Section 455(b) (2) narrowly. In Patterson v. Masem, 774 F.2d 251, 254 n. 2 (8th Cir. 1985) and Little Rock School District v. Pulaski County Special School District No. i, 839 F.2d 1296, 1301 (8thCir.), cert. denied, 488 U.S. 869 (i988), the Eighth circuit rejected the argument that \"the  matter in controversy' contemplated by the recusal statute may extend beyond the litigation conducted under the same docket number where the issues in dispute are sufficiently related.\" Little Rock School District, 839 F.2d at 1302. Thus, under Eighth Circuit law, the  matter in controversy' requirement is triggered only if the judge or his or her former partner worked on the case over which the judge is presently presiding.  In both Patterson and Little Rock  School District, the Court held that a judge was not required: to disqualify himself pursuant to Section 455(b) (2) when his former law partners had filed amicus curiae briefs in a case that helped 'form part of the historical background of the dispute' before the Court. Little Rock School District, 839 F.2d at 1301. In private practice, his honor had \"worked on the case\" reassigned to him upon Judge Wright's withdrawal. Recusal was 4 mandated under the Eighth Circuit's bright line rule. 3 Intervenors respectfully submit that this court erred in its ' application of 455(b) (2) in its October 29, 2002 Order. The court ignored the bright line rule; rather, its focus was on the appellate court's discussion of whether 455(b) (2) was even broader, ,, reaching some situations in which there was an overlap between different cases. The court ruled that its earlier involvement here did not fall  within the parameters of this \"standard. 11 This incomplete analysis yielded a faulty overall 'conclusion. The nature of school desegregation cases shows a problem with approaching the matter in terms of whether tha earlier service as counsel in the case involved \"any of the issues (now] pending before (the judge] \"Order, Oct. 29, 2002, at 4. This species of litigation may involve six \"Green factors, \" or even more elements, where, as here, the  parties' settlement is more expansive. The court's language might be interpreted to suggest that one could be an advocate in a case in private practice on some such issues, yet be able to later serve as a judge in the same case on others. Respectfully, \"we [do not] believe that Congress intended such a result.\" Little Rock School District, 839 F.2d at 1302. Finally, legislative history supports the interpretation of 455 (b) (2), adopted by the Eighth Circuit and urged here by 3 United states v. DeTemple, 162 F.3d 279 (4th Cir. 1998), a criminal prosecution, cited in the October 29 Order at 3, was not a case in which the judge while in private practice, or a partner, had made an appearance in the current prosecution. 5 intervenors. Prior to 1974, 455 consisted of a single paragraph. In April 1973, the Judicial Conference of the United States adopted for federal judges the American Bar Association's Code of Judicial Conduct. This code was ' more rigorous than Section 455. The 1974 revisions to 455 largely conformed the statute to the ABA Code ,, relating to judicial disqualification. The legislation did add 455 (b) (3) to deal explicitly with the issue of an individual coming to the bench from service as a government lawyer. The Senate and House reports contain this exp~~nation . ... subsection (b) (3) carries forward from subsection (b) (2) a required disqualification where the judge as a government lawyer, had acted as counsel, adviser, or material witness concerning the proceeding. In addition, the judge must disqualify himself where, as a  government lawyer, he had expressed an opinion concerning the merits of the particular case in controversy ... See 197 4 U.S. Cong. Code \u0026amp; Adm in. News, 6351-56. B. His Honor Served in this Case as a Lawyer by Representing Judge Woods in the Court of Appeals in 1987 His honor has, as noted, acknowledged his service as a lawyer in this case while in private practice. See supra at n. 1. The I LRSD, however, seemin~ly suggests: that the petition for a writ of mandamus involved a different case -- by the repetitive use of the phrase \"the mandamus action.\" See LRSD Memorandum Brief, Oct. 30, 2002, at 3-5; see also at 4 (\"the mandamus case\"). Any such contention is without merit. The \"Petition for Writ of Mandamus\" employed here in 1987 was not a separate civil action or case, but instead a procedural mechanism used to bring an issue in the underlying litigation, this case, to the Court of Appeals for the Eighth Circuit for review. 6 In Re Kansas Public Employees Retirement System, 85 F. 3d 1353, 1355 (8th Cir. 1996) (petition for writ of mandamus seeking disqualification of district judge; court refers to \"basic underlying suit\" and the \"underlying suit\"; at 1355 and inn. 2); Madden v. Myers, 102 F.3d. 74, 76-77 (3rdCir . . 1996) (\"A writ of ,, mandamus, which is authorized by the All Writs Act, 28 u.s.c. Sec . 1651, . constitutes a procedural mechanism through which a court of appeals reviews a carefully circumscribed and discrete category of district court orders. 11 [footnotes and citations omitted]); United States v. Martin, 96 F.3d 853, 854 (7thCir. 1996) (\"When as is normally the case in the federaL courts mandamus is being sought against the judge presiding in the petitioner's case, - it is realistically a form of interlocutory appeal .... 11 ; \"It is a procedural step in the criminal litigation, like an interlocutory or final appeal or a civil contempt proceeding against a witness.\"); Green v. Nottingham, 90 F.3d 415, 417 (l0thCir. 1996) (\"A mandamus proceeding under section 1651, although characterized as an original proceeding, is not an independent grant of  ' jurisdiction, but an aid of appe,llate jurisdiction. 16 Charles A. Wright et al., Federal Practice and Procedure, Sec. 3932 (1977) (quotation omitted). As such, mandamus is part of the litigation of a case . \" ) . 4 In the 'Petition for Writ of Mandamus,' August 24, 1987, the LRSD recognized that the mandamus approach was a part of a single underlying case. At 5 ( ' seeking writ of mandamus directing Judge Woods '' to recuse himself from presiding over these proceedings . . . '' ( emphasis added) ; The LRSD supporting brief stated: '' This Petition seeks to have the Honorable Henry Woods disqualified from presiding over this scho~l desegregation case.\" 7 c. The Motion for Recusal Should Not Be Rejected as Untimely The motion should not, for two reasons, be denied as untimely. 1. The Court Had an Independent Obligation to Address the Matter of Recusal 28 U.S.C. 455(a) and (b) identify various situations in which a judge \"shall disqualify himself [or herself] .... 11 Unlike 28 U.S.C. 144, 455 is, not conditioned on a party's raising an issue of bias. Rather, in keeping with its text, Section 455 has been characterized as \"self-enforcing on the part of the judge.\" Davis v. Board of School Commissioners of Mobile County, 517 F.2d 1044, .. .  . . 1052 (5th Cir. 1975). \"[I]f the judge sitting on a case is aware of grounds for recusal under Section 455, that judge has a duty to recuse him~elf or herself.\" United States v. Sibla, 624 F.2d 864, 868 (9thCir. 1980). See also Roberts v . Bailar, 625 F.2d 125, 128 (6th Cir. 1980) (same); United States v. Davidson, 482 F.Supp. 8.27, 829 (W.D. Okla. 1979) (\"self-enforcing on the part of the judge\"); Bradley v. Milliken, 426 F.Supp. 929, 931 (E.D.Mich. 1977) ( 11 28 U.S.C. Sec. 455 . places the issue of disqualification squarely upon the presiding judge.\") In fulfilling its \"duty,\" the court could have raised the matter here by describing his honor's prior-involvement in the case orally, or in writing, or by addressing it in an opinion. 5 In (at VII). See Attachment to this Memorandum. 5 Little Rock School District v. Arkansas Bd. of Educ., 902 F.2d 1289 (8thCir. 1990) (opinion by Judge Richard Arnold on whether he should recuse on several appeals); In Re National Union Fire Ins. Co., 839 F.2d 1226, 1231 (7thCir. 1988) (\"The best practice is to disclose the details that the judge deems significant, to make a decision by one's own lights, and let 8 either case, the Joshua Intervenors would have been on notice of the matter and had the opportunity to address it, in the latter instance by seeking reconsideration (if the court had declined to recuse). The court did not, however, openly address the matter. 6 Intervenors' motion of October 25, 2002, sought a hearing on the recusal issue. Given the earlier silence on the matter, the motion asked that the court indicate whether upon assignment of the case his honor had considered his earlier role and, if so, the basis for his conclusion that 455(b) (2) did not require recusal. This did not seek an advisory opinion as later argued_ by LRSD, but instead the court's ruling or opinion on a matter it had a \"duty\" to address, the statute being self-executing. The court chose not to respond to these questions directly in its October 29 ruling. Nevertheless, it is our supposition from the content and the tone of that Order and the Order of November 12, 2002, that the court did recall its earlier service in this case as a lawyer, upon receiving this case by reassignment. On this supposition, which we do not, ;for multiple reasons, assert to be \"a lead pipe certainty,\" the failure of Joshua Intervenors to  raise the issue before the July hearing was the product, we respectfully counsel speak or keep silence as they will.\"); Polaroid Corp. v. Eastman Kodak Co., 867 F.2d 1415, 1416 (Fed. Cir. 1989) (district judge made prompt oral disclosure of facts and her decision that she need not recuse). 6 The ''Commentary\" to Canon 3(E) (1) of the ABA Code of Judicial Conduct provides: ' A judge should disclose on the record information that the judge believes the parties or their lawyers might consider relevant to the que-stion of disqualification, even if the judge believes there 1s no real basis for dis~ alification.' 9 submit, of the court's silence, despite the self-executing nature of Section 455. 7 2. There Was Other Good Cause for Delay in Raising the Issue Joshua Intervenors did not raise the recusal issue before the July 2002 hearing. However, there is \"good cause\" for failing to - file at an earlier time. Holloway v. United States, 960 F.2d 1348, 1355 (8 t h Cir. 1992). Mr. Pressman and Mr. Hicks were not aware of the court's earlier role in this case until the latter part of October 2002. Mr. Walker had forgotten the matter; his memory was refreshed by Mr. Pressman's inquiry on October 22, 2002. 8 Objective bases render entirely reasonable Mr. Walker's sworn statement that he had - forgotten the court's earlier role. There was_ a tremendous level of activity in this case in the 14 year period between his honor's participation in the case in private practice and its reassignment to him in January 2002. Moreover, this activity was but one part of Mr. Walker's extensive practice. Furthermore, because Mr. Walker and Mr. Pressman were openly ;pessimistic about the prospects for success in his honor's court in their discussions before the July. 2002 hearing (see Pressman Declaration), it is unreasonable to conclude that Mr. Walker would not have at least raised the 7 Mr. Pressman was not aware of the court's prior role until stumbling upon this fact on October 18, 2002; and Mr. Walker did not recall it, until Mr. Pressman mentioned the point on October 22, 2002. See declaration and affidavit attached to the current motion. Mr. Hicks was unaware of this point until late October, 2002. Affidavit attached to motion.  8 See affidavits and .declaration attached to motion. 10 - possibility of seeking recusal for discussion, had he remembered his honor's earlier role in this case. See Motion, para. 10; Pressman Declaration, para. 5; Walker Aff., paras D. Prior to Recusing, th' e Court Should Vacate Orders, Rulings and Judgments Entered Since Receiving Assignment of the Case In Liljeberg v. Health Services Acquisition Corp., 486 U.S. 847, 862-64 (1988), the Supreme Court addresses the question of remedies ~ where recusal is required. Although 455 defines the circumstances that mandate disqualification of federal judges, it neither prescribes nor prohibits any particular remedy for . a violation of that duty. Congress has wisely delegated to 'the judiciary the task of fashioning the remedies that will best serve the purpose of the legislation ... [~t 862] 455 does not, on its own, authorize the reopening of closed litigation. However, as respondent and the Court of Appeals recognized, Federal Rules of Civil Procedure 60(b) provides a procedure whereby, in appropriate cases, a party may be relieved of a final judgment ... (at 863,footnote omitted) ..... we conclude that in determining whether a judgment should be vacated for a violation of 455(a), it is appropriate to consider the risk of injustice to the parties in the particular case, the ri~k that the denial of relief will produce injus~ice in other cases, and. the risk of undermining the publ_ic' s confidence . in the judicial process ... [at 864] Intervenors respectfully su}:)mit that application of these standards warrants vacating of all orders, rulings, and judgments subsequent to the reassignment of this case to his honor. Joshua Intervenors rely upon the factor of ~injustice to [a party} in the particular case,'' namely, these intervenors. Where, as here, a party appeals a district court judgment, the 11 factor of : injustice r: (or prejudice) to a party may depend upon the issue(s) which will be the subject of the appeal. If the appeal challenges the granting or denying of a motion for summary judgment, for example, the appellate court can likely address an ,'injustice, '1 the matter being subject to de novo review. Parker v. Connors Steel Company, _855 F.2d 1510, 1526 (11th Cir. 1988); In Re School Asbestos Litigation, 977 F. 2d 764, 786,787 (3 r d Cir. 1992). In contrast, matters subject to only \"'deferential review\" on appeal _ are \"more problematic. 11 In Re School Asbestos Litigation, 977 F. 2d at 787. The court's memorandum opinion of September 13, 2002 contains many pages of factual findings. While the appeal is at an early stage, it appears to Intervenors' counsel that it will involve a __ challenge to the correctness of some of the court's findings of fact, both those which are more specific and those which are summary in -nature. ( These contentions would be subject to \"' deferential review '1 ( In Re School Asbestos Litigation, 977 F. 2d 764, 787 (1992) .:. - the \"' clearly erroneous 11 standard. Lead counsel John W. Walker presented the vast bulk of intervenors evidence _before his : honor. This court viewed him through a particulai lens; it was an unfavorable image due to the court's perception of his role regarding attorney's fees. Moreover, it was a perception rooted in his honor's's earlier representation EXAMPLES: at 94(#22), at 100(#12), at 101 (#15,#16), at 102(#19), at 104 (#22), at 107(#27), at 108 (#28), at 126(#10), at 128(#13, at 129(#16), at 133(#24), at 143(#9), at 149(#19)~ 12 of Judge Woods, in this case, while in private. 10 This situation causes ~-injustice\" (Liljeberg) because findings of fact will be subject to only _a limited review on appeal. To be sure, Judge Woods and his honor criticized all attorneys regarding fees; however, the matter is of greater concern at  this stage for intervenors, as they had the burden of proof on the matter of compliance with the revised plan. Mem. Opinion, at 74. In this setting, the appropriate remedy is the vacating of all orders, rulings and judgments entered after reassignment of this case to his honor. Compare Preston v. United States, 923 F. 2d . 731, 734-36 (9 th Cir. 1991) (vacating judgment and remanding for ~retrial by a different judge~). Robert Pressman 22 Locust Avenue Lexington, MA 02421 781-862-1955 Mass. 405900 Respectfully submitted, J n 4):Shn W. Walker, 1723 Broadway Little Rock, AR 501-374-3758 Ark. 64046  ,,..,_ ____ r.,::_--1'-I\u0026gt;-'\"\"-._.\u0026lt;..-;_ Rickey: icks Attar ey at Law 1100 orth University-, Suite 240 Little Rock; AR 72207 501-663-9900 P.A. 72206 10 This paragraph relies on the facts set forth in the motion, para. 13. 13 CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing Memorandum has been forwarded to all counsel of record via United States mail postage prepaid on this \"\"]:'.2 day of November, 2002. 14 . I ~\\\\ i ~Ji i!i! i!1I{ _,~ .; :~ -. r -~,;,-~. .... : }, -.: :;.: t\\i [;~~[ j ~t}:i :/( ,.,::. :.\u0026gt;r:,~,t;.;itT'.~~:,c:::;;; :\u0026gt;\u0026gt;,\u0026gt;,\u0026lt;~-)-t:,,, ~-...... : ,. . . : : -: ;, . -~ .,.:..  --. ! : ,- : .  ~-.:~)f -4;_/ ., ;,::/-- n I g tJ  IN TBE UNITED STATE$ COURT OF APPEALS FOR THE EIGHTH CIRCUIT LITTLE ROCK. SCHOOL PIS'I'RIC'r APPELLEE vs. POLASKI . COUNTY SPECIAL SCSCiOL scaoot DISTRICT .NO, 1, et.. al. APPELLANTS) ) ) MRS . LORENE JOSHUA'  et. al. . ) ) INT\u0026amp;~VENORS) IN RE: LITTLE ROCK SCHOOL DISTRICT, PETITIONER PET TT ION FOR WRI'.I' OF M.A.NDAJ.\\1US The above-named petition~r, the Little Rock School Di.strict , ~ ~ . herein applies for a writ of mandamus pursuant to Section 1651 of Title 28, United States Code (28 O.S.C. 1651) and Rule 211a) of tbe Fed~ra~ Rules of Appelfate Proced~re, ~ir~~t~d to. the ' !  Honorable Henry Woods, Jud~e of the United States District Court for th~ Eastern District of Arkansas, Wes~ern Division. In support cf this application~ tetitioner st~tes~ I. STATEMENT OF FACTS l. In July of 1986, petitioner submitted its faculty assignment plan for the Little Rock School District: to the district. court. (Pe~itioner's Exhibit parts cf r.~SD Pl~n J -1- II . STAT\u0026amp;~ENT  OF ISSUES PRESENTED 13. The petitioner filed its mot~on for the district . court to recuse . i tself on .P-_pri_l 22, 198 7 . The district court denied _ the motion on April 30 1 1987. pe-ti tion is whether the q.istrict court erre9 in fail lng to gr2.nt LR.SD' s moti-on .for recusal. tf ' :#\\j TII. REAS-ONS FOR GRANTING !(_EL TEF SOOGE'l' u  u f . -, ! r:- !1 .' 14. . The district court, by enga-g.ing in ex rerte communications, by commenting to the public and the press regarding the propriety of LRSD 1 s faculty assignment plan , by attempting to conduct its own discovery and consider evidence outside the record, and by sending letters and issuing orders stating that petition~r has violaied previous orders without hearing any evidence, has established the appearance of -impartiality in violation of ''28 O.S.C. 455(al and the Canons of -; Judicial Eihics, Canons l, 2: and 3 (A){4l . WHEREFORE, petitioner respectfully prays that a writ of mandamus be .issue.cl -by this cclirt directed to the Hono:rable Henry Woods, Judge cf the United St~tes District Court for the Eastern . I District of Arkans~s, West~rn :Division, to recuse himself , frorn presiding over these proceedings and for such further relief as tnis court des~s just ana proper. -5- - --------- _sT~I'.EMENT OF THE CASE The Proceedinqs Below This Petition seeks to have The Honorable Henry Woods disqu~lified from presiding over this school desegregation case. LRSD filed a Motion for the district court to Recuse pursuant to 28 U.S.C. 45S(a), alleging that the district court had demonstrated the appearance of ~rejudice through his actions and extrajudicial comments in response to LRSD's faculty assignment plan. The district court denied LRSD's motion on April 30, 1987 . See Little Rock School District v. Pulaski Countv s-oecia1 School District, No. LR-C_:_82-866 , (E.D . . Ark. April 30, 1987) (Order Denying Recusal} . Statement of Facts This protracted and complex school desegregation case ,,. began in 1982 when th_e LRSD and the Joshua Intervenors filed this action against the Pulaski County Special . School District ( \"PCSSD\" l and the North Little Rock Schoel District (\"NLRSD''l, claiming that ithey had failed in their i affirmative duty to desegregate their schools. Afte-e a long and complicated trial, the district court held that the PCSSD and NLRSD had indeed fallen short of their respective respor-sibilities to desegregate their schools and ' ordered that all three school districts be cqnsolidated. Liti:le vii lt\"Q . {!'4\" $J -i:: . sn.U:,-.,s,  01.s ~~ t;::D 1~-;:   Dis ; Hie:+- C(JuRr NO AR.ivwSA.s IN THE UNITED STATES DISTRICT COURTJAMEs V 2 B 2002 EASTERN DISTRICT OF ARKANSAS By: V\\! MccoR1, WESTERN DIVISION i-fACK, CLf:Rk LITTLE ROCK SCHOOL DISTRICT RECEIVED V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL .  MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL DEC - 2 2002 OFFICEOF DESEGREGATION MONITORING DEFENDANTS INTERVENORS INTERVENORS PLAINTIFF'S RESPONSE TO JOSHUA INTERVENOR'S MOTION FOR THE VACATING OF ORDERS AND RECUSAL The LRSD for its Response states: 1. Joshua's Motion should be denied because (a) it is too late for Joshua to seek recusal based on the Court's representation of the Honorable Henry Woods over a decade ago and (b) the Court's prior representation of Judge Woods does not require recusal pursuant to 28 U.S.C.  455(a) and (b). 2. The LRSD's memorandum brief in support of this Response is hereby incorporated by reference. WHEREFORE, the LRSD prays that Joshua's Motion be denied; that the LRSD be awarded its costs and attorneys' fees expended herein; and that the LRSD be granted all other just and proper relief to which it may be entitled. F \\HOME\\FENOLEY\\LRSD 200 I \\umtary-rcsponse-mot-reclUc: wpd Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FR1DA Y, ELDREDGE \u0026amp; CLARK Christopher Heller (#81083) John C. Fendley, Jr. (#92182) 2000 Regions Center 400 West Capitol Little Rock, AR 72201-3493 (501 - 11 2 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on November 26, 2002: Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Nations Bank Bldg.  200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roachell Law Firm Plaza West Building 415 N. McKinley, Suite 465 Little Rock, Arkansas 72205 Ms. Ann Marshall Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Dennis R. Hansen Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 F\\HOM.E\\FENDLEY\\LRSO 2001\\uniwy.response-mol-rccusc: wpd 3 - - - - - - - - - ---- - - - ----- -- ~#RG,(4,5D IN THE UNITED STATES DISTRICT COURT tsrR,cr~ EASTERN DISTRICT OF ARKANSAS Nov 2 6 \u0026amp;\\s WESTERN DIVISION JAME~ I, .. 2002 By .\\.. M\"r- ,, ,.., LITTLE ROCK SCHOOL DISTRICT -~ ).E~~IFF LJ;,;1::-c~ V. LR-C-82-866 RECEIVED PULASKI COUNTY SPECIAL SCHOOL OEC .. 2. 2002 . DISTRICT NO. 1, ET AL  DEFENDANTS Orf\\Ct Of MRS. LORENE JOSHUA, ET AL ltatll\\r',.~\\TlOM MOMllORl1l\u0026amp; JNTER VENO RS KATHERINE KNIGHT, ET AL JNTERVENORS MEMORANDUM BRIEF IN SUPPORT OF PLAINTIFF'S RESPONSE TO JOSHUA INTERVENOR'S MOTION FOR THE VACATING OF ORDERS AND RECUSAL Joshua's Motion should be denied because (a) it is too late for Joshua to seek recusal based on the Court's representation of the Honorable Henry Woods over a decade ago and (b) the Court's prior representation of Judge Woods does not require recusal pursuant to 28 U.S.C.  455(a) and (b). Each of these grounds for denial will be discussed in tum below. A. It is too late for Joshua to seek recusal based on the Court's representation of the Honorable Herny Woods over a decade ago. The Eighth Circuit has consistently held that motions to disqualify pursuant to 28 U.S.C. I  455(a) and (b) must be filed in a timely m~er. Holloway v. United States, 960 F.2d 1348 (8th Cir.1992)( claims under 28 U.S.C.  455 must be made in a timely manner); Oglala Sioux Tribe v. Homestake Mining Co., 722 F.2d 1407; 1414 (8th Cir.1983) (\"Although 455 does not include an explicit time limitation, we believe that a timeliness requirement is appropriate., ... \"}; United States v. Bauer, 19 F.3d 409, 414 (8th Cir.1994) (\"This court has held that claims under 455 'will not be considered unless timely made.' \") (quoting Holloway). Parties are required to apply for recusal \"at the earliest possible moment after obtaining knowledge of facts demonstrating the basis for such a claim,\" Apple v. Jewish Hosp. \u0026amp; Medical - Ctr., 829 F.2d 326, 333 (2nd Cir.1987), for two reasons: ( 1) a prompt application affords the district judge an opportunity to assess its merits, and (2) a prompt application avoids the risk that a party is holding back a recusal motion as a fall-back position in the face of an adverse ruling. See In re International Business Machines Corp., 45 F.3d 641,643 (2nd Cir.1995); accord In re Cargill, Inc., 66 F.3d 1256, 1262-63 (1st Cir.1995) (\"In the real world, recusal motions are sometimes driven more by litigation strategies than by ethical concerns.\"); Phillips v. Amoco Oil Co., 799 F.2d 1464, 1472 (11th Cir.1986) (\"Counsel, knowing the facts claimed to support a . 455(a) recusal for appearance of partiality may not lie in wait, raising the recusal issue only after learning the court's ruling on the merits.\"), cert. denied, 481 U.S. 1016, 107 S.Ct. 1893, 95 L.Ed.2d 500 (1987). The latter concern is particularly relevant in a long-standing case such as this. In affirming Judge Woods' decision not to disqualify himself, Judge Richard Arnold wrote: At the outset, we note the irony that most of the major parties to this litigation have at some point sought the removal of the trial judge. Not surprisingly, the parties have generally discovered grounds for disqualification at approximately the same times    This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\u003c/dcterms_description\u003e\n   \n\n\u003c/dcterms_description\u003e   \n\n  \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n  \n\n  \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n   \n\n   \n\n   \n\n\n\n\n\n   \n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n\n   \n\n   \n\n   \n\n   \n\n\u003c/item\u003e\n\u003c/items\u003e"},{"id":"bcas_bcmss0837_437","title":"Enrollment","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":["1991/2006"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","School enrollment"],"dcterms_title":["Enrollment"],"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/437"],"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":["134 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\nDate: From: May 18, 1993 Alm Brown To: Marie Parker MEMORANDUM 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: 1988-89 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 65% 966 66% (710) (230) (940) (76%) The following provision regarding desegregation transfers appears at page 140 of the LRSD Desegregation Plan: Deseg^gation 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?ALtS-27-1993 10:31 LRSD 501 324 2146 P.001 Vj KCg0E 5 LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, AR 72201 FAX (501) 324:2146 _ DATC TO FROM SENDERS PHONE # -U SUBJECT SPECIAL INSIKUCnONS Number of Pages (include cover page)_z^ Fax Phone Number Speed DialAUG-27-1993 10:31 LRSD 501 324 2146 P.002 To\nFrom\nRe\nDate\n5\u0026lt;^ CKCBBBi Little Rock School District Ms. Melissa Guldin, Associate Monitor Sterling ingram^^irector - Planning, Research and Evaluation Request for Student Enrollment August 27, 1993 On Friday, August 27, 1993, you to request the third (3rd) day Rock School District. I am : I am a .m. called at approximately 9:20_ enrollment figures for the Little faxing that information to you in response to your request. Thanks. cc: Estelle Matthis Jerry L. MaloneftUG-27-1993 10:52 LRSD 501 !4 2146 P.003 IJrSDS^ooI Checklist Hiflh School* [5] Grode* 10-12 ---------------------- TdZL---------------- 1500 Pork, 72202 - 376-4751__________ -----77^^--------- .5201 Dovid O-\"0odd, 72210 - 224-66OT ------------------------------------------ 6700 \"H\", 72205 - 661-9000 _ McClellan  nior  9417 Geyer Springs, 72209  565-0314 Pnrkvifiw Fine Arts Mognet  Junious Bobbs  2501 Borrow, 72204 - 225-6440 V,ntioHol-Tchnkt\u0026gt;l Center [f] Grode* 10-H i-ii^kg Metropolitan - Df\u0026gt; Doyl^ Diitohunty - 7701 Scott Hamilton, 72209 - 565-8465 lueiof High S\u0026lt;hool7] Grode* 7-9* Cloverdole - Ounbor - _ Forest Heights - Henderson - Mobelvale - . 6300 Hinkson Rd.. 72209  565.8426 1100 Wright Ave., 72206 - 375-5574 - 5901 Evergreen, 72205 - 66a-3391 _____. 401 Borrow Rd., 72205 - 225-3358 10811 ,V\\abelvaleW^^________________ PG Box 187, Mobelvale,_72103 - 455-2413--------------- . -3793123 Mann MognTT, - 1000  2 ? Puloski Height?: _ 401 N- ------------------------ 4n..HM^t. - 3301 S.Bryont, 72204 - 565-4416 Elementory Sthool* [37] Grode* K-6 6900 Pecan Rood, 72206  490-1582 Badgett - Mory Golston - ______ ftnU - levcnno Wilson - 6501 W. 32nd, 72204  565-6621 -------------------------- . 3623 Rnseline Rd., 72209 - 565-5589 Boseline - Booker Arts Magnet - Brady -  2016 Sorbet, 72206 - 376-3319 - 7915 W. Morkhom, 72205 - 225-1315 __ Carver Mognet School - Mery Guinn - 800 Apperson, 72202 - 374-3783 (2hicot - Otis Preslor - 11100 Chicot Rd.,  PO Sox 405, Mobelvoie, 72103 - 563-2554______ -  Cloverdol?^ _ - ^SOO Hinkson Rd., 72209 - 565-0986 Dodd - 6423 Stcgecocch Rd., 72204 - 455-3110------------: F\ni7~Pa?k~--------------- . 616 N. Horrison, 72205 - 666-0359 \" 16QQ N. Tyler, 72207 - 666-5415 _ Forest Park - Virginia Ashley -, Franklin * - 1701 S. Harrison, 72204  666-0348 7ulbright . Mac Huffmon - 300 Pleosont Volley Dr., 72212 - 22^gS Gorlond - __________ Geyer Springs - Eleanor Cox . 3615 W. 25th, 72204 - 666-9436 o\u0026gt; T 21^ A-3^ 321 :-V5g\u0026gt; -if! 1 }')(\nGibbs Mognet - Donno Do vis  ' \u0026lt;* /\\ rs e I 5240 Mobelvoie Pike, 72209 - 565-0184 1115 W. 16lh. 72202 - 372-0251 20 i \"1 Z-l rrswii*??' ^**\u0026gt;*4?*' ih. i-n i22- 1 ^7nkn^l, 2-7-i^v^ gX ' ' I , QMri 5 i 71 130 12'2 203- C? Id 511 iJ-L ZU-O. i~i5 no- 3 '' Up,  S' i^^Sl ! I ' 7.fc 1,2^ i i . m I h 5ZLm+.^ L , I L-x-n l4- \\ SJJ342iA 2^2! i 2*^7! '-1-^ I m 1 I   I 11^ 2OS Ith Jefferson - King - Mobelvale - . 3001 S. Puloski, 72206 - 376-3629 _________ . 2600 N. McKinley, 72207 - 663-9472 4800 W. 26th, 72204 - 663-6397  ,r . 9401 Mobelvoie Cut-off_____ PO Box 207, Mobelvale, 72103 - 455-2227 _______________ McDermott- ~ 1200 Reservoir Rd., 72207 - 225^^ M,,rlnwrl\nff - Jerry Worm '- 25 Sheraton Or., 72209 - 563-032 Mitcheir'  P41Q aottery. 72206 - 375-6931 _ Otter Creek - 16000 Otter Creek Pkwy., 72209 - 455-3320 Elementary SchoeU  l\u0026lt;antinu\u0026lt;il an back) inSi 201 3^ n 3Z S3: mi 275 lX:3iZ W i 4^:^3' mo ^tlXiS 22,61/ ll 15212, x,o\\z- uMzV (ii=l\u0026gt;7^ S(L) 3^^ CM- I a^3 u/iuif 1 6pW^ 1^17Prepared by The Office of Desegregation Monitoring Based upon information furnished by the LRSD Little Rock School District Enrollment Comparison Oct 1 1992 vs Sept 71993 Day after Labor Day 1 School Principal 1 2 5 8 12 Central High Hall High______________ Parkview High__________ Fair High McClellan Community High Totals for High Schools 1 1 1 1 1 Rudolph Howard Vic Anderson Junious Babbs Al Niven Jodie Carter Black 92-93 1133 560 485 562 638 3378 White 92-93 761 390 358 310 312 2131 Other 92-93 56 11 14 ___W 123 Total 92-93 1950 976 854 886 966 5632 edacity Black 93-94 1070 544 469 580 641 3304 White 93-94 630 321 297 282 243 1773 Other 93-94 43 34 20 8 7 112 Total 93-94 1743 899 786 870 891 5189 Black Diff -63 -16 __ 18 3 -74 White Diff -131 -69 -61 -28 -69 -358 Other Diff -13 8 9 -6 -9 -11 Total Diff -207 -77 -68 -16 -75 -443 Total % Diff -10.62% -7.89% -7.96% -1.81% -7.76% -7.87% 92 Black Percent 58.10% 57.38% 56.79% 63.43% 66.05% 59.98% 93 Black Percent 61.39% 60.51% 59.67% 66.67% 71.94% 63.67% Percent Diff 3.29% 3.13% 2.88% 3.24% 5.90% 3.69% 3 7 9 10 11 13 15 16 Mann Jr. High Dunbar Jr High Forest Heights Pulaski Hts. Jr High Southwest Jr High Henderson Jr High Cloverdale Jr. High Mablevale Jr. 2 2 2 2 2 2 2 2 Marian Lacey Nancy Volson Richard Maple Ralph Hoffman Charity Smith Clell Watts Gayle Bradford 505 410 554 452 Totals for Junior High Schools 523 685 571 438 4138 327 283 319 166 215 192 226 1948 17 12 13 3 6 14 12 3 80 849 705 787 774 695 914 775 667 6166 479 438 542 432 507 678 528 339 3943 336 243 187 357 145 199 122 169 1758 18 9 14 6 10 25 7 6 95 833 690 743 795 662 902 657 514 5796 -26 28 -12 -20 -16 -7 -43 -99 -195 9 -40 ~-33 38 -21 -16 -70 -57 -190 1 -3 1 3 4 11 -5 3 15 -16 -15 -44 21 -33 -12 -118 -153 -370 -1.88% -2.13% -5.59% 2.71% -4.75% -1.31% I -15.23% -22.94% -6.00% 59.48% 58.16% 70.39% 58.40% 75.25% 74.95% 73.68% 65.67% 67.11% 57.50% 63.48% 72.95% 54.34% 76.59% 75.17% 80.37% 65.95% 68.03% -1.98% 5.32% 2.55% -4.06% 1.33% 0.22% 6.69% 0.29% 0.92% 19 17 22 6 18 21 28 yr 32 23 24 25 48 26 37 27 49 30 35 46 20 Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson King Mablevale McDermott 3 3 3 6 3 6 3 3 3 3 3 4 3 4 3 6 4 3 5 3 3 Mary Golston Levanna Wilson Mary Jane Cheatham Dr. Cheryl Simmons Mary Menking Mary Guinn________ Otis Presler Frederick Fields Barbara Means Virginia Ashley Franklin Davis Mac Huffman Robert Brown Eleanor Cox Donna Davis Stan Strauss Francis Cawthon Sadie Mitchell Julie Davenport Mike Oliver 154 248 262 345 275 329 350 291 183 192 198 352 225 233 177 191 182 204 48 62 74 269 111 262 177 71 121 49 242 50 296 17 105 134 5 273 0 11 3 7 12 7 8 4 0 2 4 9 9 6 0 11 0 6 202 321 339 621 398 598 535 366 304 243 444 411 530 256 282 336 187 483 278 275 219 220 3 14 500 509 257 401 390 656 467 613 558 492 328 351 376 544 540 346 328 353 0 492 7M 515 517 126 222 262 324 255 319 352 304 177 198 197 293 244 182 182 168 a 206 371 310 251 52 62 71 262 131 257 136 78 94 67 254 34 269 3 ^80 118 0 280 202 172 237 0 12 6 11 14 7 5 7 5 5 3 6 17 21 4 g 0 4 7 3 15 178 296 339 597 400 583 493 389 276 270 454 333 530 206 266 295 ~0 490 580 485 503 -28 -26 0 -21 -20 -10 2 13 -6 6 -1 -59 19 -51 5 -23 -182 2 371 32 -24 4 0 -3 -7 20 -5 -41 7 -27 18 12 -16 -27 -14 -25 -16 T 7 202 -47 17 0 1 3 4 2 0 -3 3 5 3 -1 -3 8 15 4 -2 0 -2 7 0 1 -24 -25 0 -24 2 -15 -42 23 -28 27 10 -78 0 -50 -16 -41 -187 7 580 -15 -6 -11.88% -7.79% 0.00% -3.86% 0.50% -2.51% -7.85% 6.28% -9.21% 11.11% 2.25% -18.98% 0.00% -19.53% -5.67% -12.20% -100.00% 1.45% 76.24%, 77.26% 77.29% 55.56% 69.10% 55.02% 65.42% 79.51% 60.20% 79.01% 44.59% 85.64% 42.45% 91.02% 62.77% 56.85% 97.33% 42.24% 70 79% 75.00% 77.29% 54.27% 63.75% 54.72% 71.40% 78.15% 64.13% 73.33% 43.39% 67.99% 46.04% 88.35% 68.42% 56.95% -5.45% -2.26% 0.00% -1.28% -5.35% -0.30% 5.98% -1.36% 3.93% -5.68% -1.20% 2.34% 3.58% -2.67% 5.66% 0.10% -3.00% -1.18% 55.60% 54.03% 42.04% 63.97% 63.92% 49.90% -0.20% 8.32% -4.13%Prepared by The Office of Desegregation Monitoring Based upon information furnished by the LRSD Little Rock School District Enrollment Comparison Oct 1 1992 vs Sept 71993 Day after Labor Day 2 School Principal 33 34 50 38 39 36 40 41 47 51 42 52 29 43 44 45 Meadowdiff Mitchell Otter Creek Pulaski Hts. Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff 3j 4 3 s' 4 4 ? 4 3 3 5 3 3 6 3 3 Jerry Worm Samuel Branch Carolyn Teeter Lillie Carter Sharon Davis Anne Mangan Lionel Ward Lonnie Dean La Dell Looper Willie Morris Karen Buchanan Teresa Courtney Totals for Elementary Schools Dr. Ed Jackson Gwen Ziegler Pat Higgenbotham Black 92-93 292 232 143 198 239 250 277 202 238 347 483 332 209 275 265 147 9073 White 92-93 147 28 203 173 9 104 74 7 286 147 332 117 124 218 90 83 4947 Other 92-93 1 4 7 8 1 7 ___10 0 17 6 ____ 2 2 9 0 4 201 Total 92-93 440 264 353 379 249 361 361 209 541 500 822 451 335 502 355 234 14221 Capacity 442 346 351 351 346 425 467 298 492 492 939 492 328 517 394 324 16256 Black 93-94 294 205 130 192 182 237 233 139 242 322 450 365 209 240 259 143 8785 White 93-94 134 18 195 199 4 93 68 3 290 107 261 86 117 211 89 82 4816 Other 93-94 1 2 6 11 1 8 14 1 26 6 12 0 3 10 4 5 271 Total 93-94 429 225 331 402 187 338 315 143 558 435 723 451 329 461 352 230 13872 Black Diff 2 -27 -13 -6 -57 -13 -44 -63 -25 -33 33 0 -35 -6 -4 -288 White Diff -13 -10 -8 26 -5 -11 -6 -4 4 -40 -71 -31 -7 -7 -1 -1 -131 Other Diff 0 -2 -1 3 0 1 4 1 9 ____0 5 -2 1 T 4 1 70 Total Diff -11 -39 -22 23 -62 -23 -46 -66 17 -65 -99 0 ___ -41 -3 -4 -349 Total % Diff -2.50% -14.77% -6.23% 6.07% -24.90% -6.37% -12.74% -31.58% 3.14% -13.00% -12.04% 0.00% -1.79% -8.17% -0.85% -1.71% -2.45% 92 Black Percent 66.36% 87.88%, 40.51% 52.24% 95.98% 69.25% 76.73% 96.65% 43.99% 69.40% 58.76% 73.61% 62.39% 54.78% 74.65% 62.82% 63.80% 93 Black Percent 68.53% 91.11% 39.27% 47.76% 97.33% 70.12% 73.97% 97.20% 43.37% 74.02% 62.24% 80.93% 63.53% 52.06% 73.58% 62.17% 63.33% Percent Diff 2.17% 3.23% -1.23% -4.48% 1.34% 0.87% -2.76% 0.55% -0.62% 4.62% 3.48% 7.32% 1.14% -2.72% -1.07% -0.65% -0.47% Totals for the School District 16589 9026 404 26019 16032 8347 478 24857 -557 -679 74 -1162 -4.47% 63.76% 64.50% 0.74%fl d ur FEB 19 1993 Offica of Cese^\nn f.' FORMULA FOR CALCULATING ACCEPTABLE RACIAL RANGE 1993-94 Basis of calculations\nOctober 1, 1992 enrollment Elementary: Enrollment Less Magnet Enrl. Total 14,003 2,057 Area School Enrl. 11,946 Black 3994 1140 7854 %Black 64 55.42 65.75 65.75 X .125 8.22 73.97 74.00% Maximum Black % 40.00% Minimum Black % (Set by Plan) Junior High: Enrollment Less Magnet Enrl. Area School Enrl. 6166 849 5317 4138 505 3633 67 59.48 68.33 68.33 X .125 8.54 76.87 76.75% Maximum Black % 68.33 X .25 = 17.08 51.25% Minimum Black % Senior High: Enrollment Less Magnet Enrl. Area School Enrl. 5632 871 4761 3378 501 2877 60 57.52 60.43 60.43 X .125 7.55 67.98 68.00% Maximum Black % 60.43 X .25 15.11 45.32 45.50% Minimum Black %School Enrollment % BIk Elem Jr. High High Area Badgel Elem Bale Elem Baseline Elem Booker Elem Brady Elem Carver Elem Ghicol Elem Cloverdale Dodd Elem Fair Park Elem Forest Park Franklin Elem Fulbright Elem Garland Elem Geyer Springs Gibbs Elem Ish Elem Jefferson Elem King Elem Mabelvale McDermott Meadowcliff Mitdieft Elem Otter Creek Pul Heights Rightsell Elem 189 303 343 595 397 595 609 386 292 263 458 345 520 205 288 299 504 553 488 509 434 230 341 398 189 70 74 77 54 33 55 70 79 65 76 44 87 45 88 72 57 42 65 64 51 71 93 41 48 97 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 X X X X X X X X LITTLE ROCK SCHOOL DISTRICT 1993-94 Incentive Magnet Inter- diSt Magnet Inter- dist Magnet Prog 4-Year- Olds Prog X X X X X X X X X X X X X X X X X X Annexed X X X X X X X X Comments Closed after the 1992-93 school year. Qpbri^ frit the 1993^94 sishSchool Enrollment % BIk Elem Jr. High High Area Incentive Magnet Inter- dist Magnet Inter- dist Magnet Prog 4-Year- Olds Prog Annexed Comments Rockefeller 340 71 X X X X An incentive school with an early childhood magnet program serving children beginning a 6-weeks old Romine Elem 334 74 X X Stephens Bern Terry Elem Waketieid Elem Washington Watson Efem Western Hills Williams Etem Wilson Elem Woodruff Elem Cloverdale Jr. Dunbar Jr. Forest Heights Henderson Jr. Mabelvate Jr. Mann Jr. Pulaski Heights Southwest Jr. Central High Fair High HallMigh McClellan High Parkview High High Sch Kind 145 561 447 721 442 332 472 354 236 701 701 788 915 654 851 790 679 1,829 899 958 866 768 127 97 43 7S 63 80 65 74 62 81 63 73 74 69 58 65 77 64 65 61 75 58 87 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 X X X X X X X X X X X An area school with a magnet program. X X X X X X X X X X X X X An area school with: a magnet program. An area school with a magnet program. All high schools house 1 or 2 kindergarten classes.School Acceptable Balance Otter Creek Jefferson Terry Forest Park Fulbright Pulaski Hts. McDermott Out of Balance Woodruff Mablevale Dodd Western Hills Brady Meadowcliff Chicot Badgett Geyer Springs Wilson Wakefield Bale Fair Park Baseline Watson Cloverdale Incentive Franklin Garland Mitchell Stephens Rightsell Rockefeller Interdistrict Washington King Romine Magnet Booker Williams Carver Gibbs LRSD Enrollment Showing Available Seats and Excess Capacity Principal Carolyn Teeter Francis Cawthon La Dell Looper Virginia Ashley Mac Huffman Lillie Carter Mike Oliver Pat Higgenbotham Julie Davenport Mary Menking Jerry Worm Otis Presler Mary Golston Eleanor Cox Gwen Ziegler Willie Morris Levanna Wilson Barbara Means Mary Jane Cheatha Teresa Courtney Frederick Fields Franklin Davis Robert Brown Samuel Branch Lonnie Dean Sharon Davis Anne Mangan Karen Buchanan Sadie Mitchell Lionel Ward Capacity Black Other Total 93-94 Black Available Dr. Cheryl Simmons Dr. Ed Jackson Mary Guinn Donna Davis Totals for Elementary Schools Below Capacity Seats \u0026amp; Percent of Capacity BOBSSPEC.XLS 93-94 93-94 93-94 Percent Seats 351 492 492 376 540 351 517 141 213 243 200 233 190 262 200 291 318 258 287 208 247 3119 1482 1809 341 504 561 458 520 398 509 3291 41.35% 42.26% 43.32% 43.67% 44.81% 47.74% 51.47% 45.03% 10 -12 -69 -82 20 -47 8 -172 324 515 328 328 467 442 558 257 328 394 492 401 351 390 492 492 147 311 189 215 265 306 346 124 208 263 337 216 200 247 353 277 89 177 103 117 124 128 144 49 80 91 110 69 63 65 89 69 6559 4004 1567 236 488 292 332 389 434 490 173 288 354 447 285 263 312 442 346 5571 62.29% 63.73% 64.73% 64.76% 68.12% 70.51% 70.61% 71.68% 72.22% 74.29% 75.39% 75.79% 76.05% 79.17% 79.86% 80.06% 71.87% 88 27 36 -4 78 8 68 84 40 40 45 116 88 78 50 146 988 544 346 346 298 346 425 300 181 215 141 184 240 2305 1261 939 728 487 1667 451 357 247 808 660 515 613 351 321 257 325 170 2139 1073 45 24 15 4 5 100 193 270 196 87 466 274 215 270 129 888 345 205 230 145 189 340 1454 721 553 334 1274 595 472 595 299 1961 15789 8628 4923 13551 2238 86% 86.96% 88.29% 93.48% 97.24% 97.35% 70.59% 86.73% 62.55% 64.56% 73.95% 63.42% 53.95% 54.45% 54.62% 56.86% 54.72% 63.67% 199 141 116 153 157 85 851 218 175 153 546 65 43 18 52 178 2238Date: 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 203% 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\".On May 10, Mattie Ruth pulled up on the terminal McClellans enrollment: 920 students 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 White Total % Black 615 576 1,191 52% 634 447 1,081 59% 613 390 1,003 61% 640 340 980 65% 638 328 966 66% 710 230 940 76% Desegregation Transfers 1. Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available... The minimum and maximum black percentages constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegregation requirement tn 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?/TA Po// Little Rock School District September 3, 1993 RECEiVEO SEP 7 1993 To\nMrs. Ann Brown, Federal Monitor From: ,stelle Matthis, Interim Superintendent Subject: Office of Desegrcgaiion i. aing Enrollment Figures for Romine and Washington Interdistrict Schools Per your request, the following information is provided by the District's Student Assignment Office: INTRADISTRICT TRANSFERS - 1992-93 School: Romine Interdistrict Elementary School Students: Black 144 White 59 Total Enrollment 203 School: Washington Elementary Interdistrict School Students: Black 176 White 186 Total Enrollment 362 We will make I regret the delay in responding to your request. an extra effort to be more timely. Please call if additional information is needed. EM:nr 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-200009/.08/93 15:08 301 324 2032 L R School Dlst ODM 001/004 ( LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 FAX (501) 324-2032 DATE: TO: \u0026lt;3 . FROM: SENDER'S PHONE#: SUBJECT: SPECIAL INSTRUCTIONS: Number of Pages (include cover page . Speed Dial _________ Fax Phone Number ^7/ - C\u0026gt; I CiC\u0026gt; 09/08/93 15:09 501 324 2032 L R School Dlst ODM 0002/004 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT Date\nSeptember 8, 1993 To: Melissa Guldin, Associate Monitor From: Sterling Ingramf^Director Planning, Research and Evaluation Re: Enrollment Data Attached you will find the eleventh day enrollment data, as requested. Official October 1, 1993 information will be forwarded as soon as the report is completed. If additional information is needed, please let me know. bjgt 09-08-93 13:09 301 324 2032 L R School Dlst s\u0026gt;ep ODM 08,93 0003-004 11:06 Nc ,002 P .02 r LRSD School Checklist , niff High SehooU [SI Grade, 10^ 12 _r_ar^l - Everett Hawks - 1500 Pork, 72202'- 376-475 -\n:A12P' - Soni Sloeort  5201 ^'cvld O. Dodd, 72210  Bill Bornhouta ' ~  6700 \"H\", 72205 -?61-90dQ' ^2.**]!'  '^'^olph Howard - 9217 Ge^g Porkvie^^,- f  224-6609 ir Springs, 72209 . SdS-OSU Bobbs  2501 Borrow. 72204' 225-6440 VoeeHonol-Technicol Cenf.r [I'fGrodAs lolfx' '  _ Metropa!a_an_-r. DoyleJ^lahani^ Homiltoi. 7'25H77\n74:^ Junior Htflh SchooU [8J Gro'des 7-9 --------, 63'oo Hlnksan Rd., 72209 - \"f.dTwx\" --------Lacey - 11?6 Wright Ave., 722O6r37S:n74------------------------------------ Forest Heights  James Wise -~'S9Xl\"'Evergreen, 72205 -'66r33?r~ ____Gradberry  401 Borrow Rd., 72205  225-3358\" ____.Mobelvale  Clell Walls - igsi'~Mobeivale W.. -------------------------- PC 3x 1S7, Mobelvaie, 72103 . 455-2^13 ft ......J-M  -tp ....U-IMasJJji' -^^'1 j \u0026gt; ! 5% xo.. W'^ .'nL. 5Vh^ (pt-j 1 5. m.O..] (1,3 * - V i.yB I 0 3\u0026amp;d-R. -----  loop E. Roosevelt Rd\", 72206 - 372-3123 uloiki Heights - Dr. Jim Haley - 401 N. Pine, 72205 - 664-\"7073-------------------- -------McLaughlin -3301 .5, Bryant. 722Dr.\"56S-44i6 '--------------------------------------------------------- EUmantory Sehook [37] Grades K-S' '  6900 'p'^roiT^pd, 72206 - '4^1582------------------ Wilson . 6501'77.' 32nd, 72204 - 565-6621--------------------  T^nno Tatum  3623~Baseline Rd., 72209 -'\"sdST^-------------------- ''.'1 - 2016 Barber, 72206 - SZdlaS 19 --------glSfy ihomas - 7915 W. Marfcham. 72205  225-7'815 -------^^ir_^.'?Snttt School Mary Guimi'\"-\" 800 A7p~erson. 72202 - 374.T77r\" Chicot - Olis'Prusiar - IIIQ'q Chicot Rd., ---------------------------  6900 Pc-con Rood, ^2206  490.1562 icm Carver Magntfl 72205  2251615 PO Box 405^ Mabatyglp, 72103  568-25^ 14 Dednson . 6500 Hinksan~PH 72209 : 565:^ ..........Nelson - 6423 Stogacoaeh Rd.. 72204455-3110 ......-''' Qill  616 N. Harrison, 72205 - 666^359 \" ' ..........Ashley 1600 N. Tylur, 722d7'^^\n34T5_____________________________ i-rrwLli  A  ak - .. . . * -^^_______ _____ Rd.. 72204 - 455-3110 .-rcnklin - Connie Aston 1701 S. Ilniiitori, 72204 - 666-0348 I  ____ * * Wv'\\*v*v Huffman - 300 Pieasent Volley~5^.' 722127224-2350 --------'. Pp.Cheryl A.\" Simmons . 361.5 \\w\"2Slh. 72204 - 666-9^'6~ Eleanc^r Cax - 5240 --------Magnei  Donno Davis - 1115 W, 16th^ 72202 - 372-02.81 --------iZhcMiihq^liyer - 30^\n'Pu[oski, 72206 737613629'................ -------- 663-9472 --------Goodwin - 4800 W. 26th, 72204 - '663-6397 ' 2 - 224-2350 on*\n--------Foull.ner-'9d0-| \"Mobelvule Cul-^ff _______207, Mobelvole, '72103  455-2227 -------- --------Mcber^H lynn Moore - 1200 Rcservair Rd., 72207 - 22T61^6S..... . .Meodoweliff  Jerry Wom77~25 Sheroton Dr., 72209^ Mikheil  Danila .Hu^eth - 2410 Bettery, - 565-0324 Qner Creek - PoTPrice 72206 - 37.5-6931  16Q0Q Oner Creak Pkwy., 72207 ** l*l-w*rrfirtzv^ / 423-3320 i3(, 425 ^l3'd Ji ) 0 .233 ..,5^ .2^^' .5^ ' r:',o r/ JA^J' 6 i'r2Tj) \"hI A' 7^^''  -f -m. cis-.S' 7 I?) 'll .ky. S5'  3^ I '*7*^ in fl I I 3 46'^^ H5 -......^13 ..J^ ri.,_ sjo 34 (, I -----'Jxl M' { ------------..luj H lACL-U-i, ......IVl. \\\\T i 5'1 ! iaoG ij'^5 11L ?lb I . I .....J.-3^ iT'Kd' c3__ --U 15 I 331 ( J09/08/93 13:10 0301 324 2032 L R School Dlst ODM 004/004 IB LRSD School Checklist Etamentary School* [37] Grode* K\u0026lt;-6 (conttnutd) Pvioski Haights - E6dja McCoy - '319' N. Pine, 72205  663-9469 ___Rightsell ~ Kay lost  911 W. 19th. 72206 - 374-7448___________ Roeke^eller - Anne Mongon - 700 E. 17fh, 72206 - 374-1226 Romina - Lionel Ward  3400 Romine Rd., 72204  225-8tl33 - __^hert5_- Stan Strouts - 3700 W. iSth, 72204 - 663-8374 Terry - Noncy Volsen - 10800 Mora Lynn Dr., 72211 -225-1215 Wakefield - Lloyd Black - 75 Westminster, 72209 - 568-3674 f Woth'tngton  Lonnie Sue Peon  115 W, 27th, 72206  375-5275 _ Wattcn - Dr. Diana Glaae - 7000 Votisy Dr., 72209  565-1577 Wastarn l-lill - Maggie Puckett - 4901 Western Hills, 72204 - 562-2247 _Williams Magnet - Dr. Ed Jackion - 7301 Evergreen, 72207  666-0346 Wilson - Seine Price - 4015 Stannus Rd., 72204.565-0924 Woodruff - Keren Buchanan - 3010 W. 7th, 72205 -.665-4149 q' ^^- i).  A bn gits) nt AnZ cMJ \\%^1. 1 ss lis m3. .'iii lg3S7 - 13. ...zJl. -e2-O T _L JJl -A- 0 _3. IH-S im. J1J_ .W, ^.^\\. \"1^ jiJh.. 1^ \u0026lt; i' yn n'U MH i,^.5 ... . 1 ( I I -1 I I I I 1 I i f00/08/93 15:08 301 324 2032 L R School DISt ODM @001/004 ( LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 FAX (501) 324-2032 DATE: -?3 TO: FROM: SENDER''S PHONE#: SUBJECT: SPECIAL INSTRUCTIONS: Number of Pages (include cover page Speed Dial__________ Fax Phone Number S-7J \"G ICiC\u0026gt; oa/08/93 15:09 301 324 2032 L R School Dlst ODM 002/004 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT Date\nSeptember 8, 1993 To\nMelissa Guldin, Associate Monitor From\nSterling Ingramf^Director Planning, Research and Evaluation Re: Enrollment Data Attacbed you will find the eleventh day enrollment data, as requested. Official October 1, 1993 information will be forwarded as soon as the report is completed. If additional information is needed, please let me know. bjgI 09'08/93 13:09 301 324 2032 L R School Dlst ODM 08.93 0003.-004 ll''O6 Nc .002 P , 02 t r . High SchooU [5] Grodet 10-12 LRSD School Checklist - Centrol . E~ver(t Howks - isop Pc^2202 ' 376-4757 .\n___i-A. Pair - Sqm St,  ------- ------------------------------- iy.yPO  ^701 pcvid O. Dodd, 72210 - 224-6609 Hall R-ll a k-------------- - - 444-6609 -2^.Ml?nf'Ouse - 6700 \"H\", 72205 - 6779000---------------------------- ^Oellon - R'-'d9l_ph H^7r7^417A^^r\n^7^^ -------  2SQ] Borrow. 72204 ft ...Cl-'Zi.. FzI. .....4 - Had..u a.'ixi ^25 1 c: h 0 ^3/7 -  - VeeQlone|.T,ehnict,[ Cnt,, [lyGrgda, 10-12 S6S-846S \u0026gt; \u0026lt;^ F\\ I /5 / I VA ...'JU, Uc Junior High SchpoU [sf Gra'dei - -  ------i~ --------Sooth . 630FH\nnl\u0026lt;jan Rd., 7226\n. --------5H!LLM2'-fpn Lacey - 11^' Wright Ave,, 7220?7375,' barest Heights  Jomas Wie,-. _  --------n3....... - ' a63-3391 --------*^0^ Borrow RdJJ 72205  72209 . 65-8426 ::-S574 - 5901 Evergreen, 72205 - 663-3391 -------Mobelvale - Clell Wgtl\n-'laSlTMabelvnle W \"'----------- FO Sux_I87, Mobelvale, 72103 . 455-2413 ---------^^7  V'7?\nAnderson - IQQQ E.^Rj^^eyelt Rd.,_722n6 ^^g9ht5 - Dr-Jim Holey - 401 hi. Pine,'72205 - 664-7073------ --------McLoughlin . ,3301 .5. Brygnt, 722br.~5A4.42ix ' ' Elemantory SehooU [oFf Grodes K-6   664.7073  372-3123''  ^90D Pfccon Rood, 72206 --------------- M/iison - dsom 32nd. 72204.56S-662'l--------------------- ------- Anna Tolum  3623ba^e Rd..'729nP ---------------- --------1227 :,Hgle_n Thoff,a,  7915 W. Marfchcm. 72205  225-\"lS15 Sehpol M7.2A2*5='725or3S:H , _ Chjcot - Olli, PrcJcr . ] n QO Chi ------  565*5539 -\u0026gt;.\"1.0..j' (,3 ' 11L ''J f \u0026gt;-f jAy-'Chj\n' ,-9\u0026lt;j.'j(ill -zAV'Oi ..h LS bi Ut. rM^^-lAClsj^a tu  n r- .c\u0026gt;. H-... .s.C)\n-] JO 21 .5^ .3 n ^s- snil'Sa , p  0 11'1^)' l\"\"'71 li Ab9\\.. Li3i i#: I Wr'ii ,'i ' l3 'I. 'll _________ licot Rd., PO Box 405, Mabelvale, 72103.568-2554 -----gy?-L. ..'..{?oqoollp* Deamon - 6500 Hinkson Rd., 7220? i 565-0986 --------Agf Nelson - 6423 Stggecoqch Rd., 72204 J 455.35'10 .......N. Harrison, 72205 - 666^0359 ' --------Ashley'. 1600 ,\\. Tylur, 72207~66(l^------------------------------------------------- .-rqnklin - Connie Aston 1701 S. ' '^ ------------- 1-1011 bon, 722C4 - 666.0343 --------Moc-Huffmon . 300 Pleasant Volley Dr..\"72?~i\n~224.235Q cjorland . Or. Cheryl A. Simm, ....... I- -- \n-.-... --\n\"r. Z1..ZIU. - 666-94.16 Springs- aegno^Caz^^^ 7\n2Gg --------^bbs Mggnei . Donno Davis - 1115 W. 76fh,\"722D??37rii2r----------- --------Slij ' Michce^Oliver - SOOTsrprioiki, 72206 -\"3777629' ................ --------. 663-9472 --------Bobbie Goodwin - 4800 W. 26th 7??rir: AAyj.2a-r XAnkA ii^lx. . Pk _  l  * * \" ion*\n 3615 W.''2Slh. 72204 - 666.9436 --------Foutkner- 9401 Mqbelvule CulAfF'---------------------------------------------------- -----------^Q7, Mobelvoie, 72103  455.2227 --------------------------- --------^i'^^Lynn Mporc'.' 1200 R\n7\nir Rd., 72207.2\n2To^61-----  7  ^^7.yw^n,?72nh\n7\ni\n7K77^^  . . MOehell - Oon.la He^peth  2410 Sctte,7. 72204 . q75.xc.Qi------------ f^PlAr { VAJhL t\u0026gt;_ n.-' - '' * _Qner Creek - Forprice. i6qqq 6T\nrc?\nz\u0026gt;iz: f * * F wrt \u0026gt;ut..R^ r- 7220? 455 3320 aaq. sq- .m. .^J. .^33/71 : I -i I \"I yyi (-I -s I -UelZiSj.,5\" '7J\\ .3.... a'7/. U4 -------U.iJ55J..5-MS-B 73 lamm 3 a-s'-j 43 5 45/^ ----------- -----------zi(\n: .1^? MU XVL  T^lb '*! li. Ji olbC ^^3 i ...b-.'i i 5'7 i i 213C, -4^-S i' if'-t ....nii I?. 3\u0026lt;SI w. 130 --k -bsa.-.-T 0 \u0026lt;r\\ /I f LdLi5 33} i09/08/93 15:10 501 324 2032 L R School Dlst ODM 0004/004 LRSD School Checklist ElTnntQry Sehoel* [37] Grad* K-4 (eontfnutd) Piilo$ki Haights - Eddia MeCoy  319 N. Ping, 72205  6639469_____________ Rightsall ~ Koy toss  911 W. 19th, 72206  374-7448_______________________ Rockafaller - Anne Mongon  700 E, 17th, 72206 - 374-1226 Romina  Lionel Word - 3400 Rornina Rd'., 72204 - 225-8833 - Stephens - Stan Strauss - 3700 W. 1 Sth, 72204 - 663-8374 Terry - Nancy Volsen - 10800 Mora Lynn Dr,, 72211 - 225-1215____________ Waketield - Lloyd Black - 75 Westminster, 72209 - 568-3674 Washington - Lonnie Sue Peon  115 W, 2ih, 72206  375-8275 Watson - Dr. Diana Glaze - /OOb'Voiley Or-, 72209  565-'1577 Wastarn Hilts  Margie Puckett - 4901 Western Hills, 72204 - 562-2247 _^W!Iiiams Magnet - Dr. Ed Jockion - 7301 Evergreen, 72207  666-0346 Wilson  Reine Price - 4015 Stonnus Rd.. 72204 - 565-0924 Woodruff - Keren Suchonan - 3010 W, 7fh, 72205 665-4149 AAA' \"A ..I i *13 Ah! An. _JU. Bilk s. __ZJA 1^^ ay? i 9, fm SS :5^sr AL3_ \\^3 M _L Aik jL IS o _3. _A I 5KS' AiL^ jSSX 2BLi. Jl]_ .w.. US. JL^. U (g Al_' -kAi... azik.. 11^1 r-^iMru I I -1 I  i 4.. - I 1 I I I 1 I {Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: September 10, 1993 To: Little Rock School District Board of Education Members From: in Brown Subject: 1993-94 LRSD Enrollment Figures After last nights Agenda Meeting, my associate Bob Morgan gave the enclosed chart to Estelle Matthis because there had been an inquiry about enrollment numbers during the meeting. Bob used ODMs PC software to quickly compile and format this information. The chart compares school-by-school October 1, 1992 enrollment data with the numbers we received from Sterling Ingram on September 7, 1993. We hope you will find this preliminary information helpful. Enc. cc: Hank Williams Estelle MatthisPrepared by The Office of Desegregation Monitoring Based upon information furnished by the LRSD Little Rock School District Enrollment Comparison Oct 1 1992 vs Sept 7 1993 Day after Labor Day 1 School Principal 1 2 5 8 12 Central High I Hall High______________ Parkview High__________ Fair High McClellan Community High Totals for High Schools 1 1 1 1 1 Rudolph Howard Vic Anderson Junious Babbs Al Niven Jodie Carter Black 92-93 1133 560 485 562 638 3378 White 92-93 761 390 358 310 312 2131 Other 92-93 56 26 11 14 16 123 Total 92-93 1950 976 854 886 966 5632 Capacity Black 93-94 1070 544 469 580 641 3304 White 93-94 630 321 297 282 243 1773 Other 93-94 43 34 20 8 7 112 Total 93-94 1743 899 786 870 891 5189 Black Diff -63 -16 -16 18 3 -74 White Diff -131 Ira -61 -28 -69 -358 Other Diff -13 8 9 -6 -9 -11 Total Diff -207 -77' -68 -16 -75 443 Total % Diff -10.62% -7.89% -7.96% -1.81% -7.76% -7.87% 92 Black Percent 58.10% 57.38% 56.79% 63.43% 66.05% 59.98% 93 Black Percent 61.39% 60.51% 59.67% 66.67% 71.94% 63.67% Percent Diff 3.29% 3.13% 2.88% 3.24% 5.90% 3.69% 3 7 9 10 11 13 15 16 Mann Jr. High Dunbar Jr High Forest Heights Pulaski Hts. Jr High Southwest Jr High Henderson Jr High Cloverdale Jr. High Mablevale Jr. 2 2 2 2 2 2 2 2 Marian Lacey Nancy Volson Richard Maple Ralph Hoffman Charity Smith Clell Watts Gayle Bradford Totals for Junior High Schools 505 410 554 452 523 685 571 438 4138 327 283 220 319 166 215 192 226 1948 17 12 13 3 6 14 12 3 80 849 705 787 774 695 914 775 667 6166 479 438 542 432 507 678 528 339 3943 336 243 187 357 145 199 122 169 1758 18 9 14 6 10 25 ~T 6 95 833 690 743 795 662 902 657 514 5796 -26 28 -12 -20 -16 -7 -99 -195 9 -40 -33 38 -21 -16 -70 -57 -190 1 -3 1 3 4 11 -5 3 15 -16 -15 -44 21 -33 -12 -118 -153 -370 -1.88% -2.13% -5.59% 2.71% -4.75% -1.31% -15.23% -22.94% -6.00% 59.48% 58.16% 70.39% 58.40% 75.25% 74.95% 73.68% 65.67% 67.11% 57.50% 63.48% 72.95% 54.34% 76.59% 75.17% 80.37% 65.95% 68.03% -1.98% 5.32% 2.55% -4.06% 1.33% 0.22% 6.69% 0.29% 0.92% 19 17 22 6 18 21 28 31 32 23 25 48 26 37 27 49 30 35 46 20 Badgett Bate Baseline Booker Brady Carver______ Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson King________ Mablevale McDermott 3 3 3 6 3 6 3 3 3 3 3 4 3 4 3 6 4 3 5 3 3 Mary Golston Levanna Wilson Mary Jane Cheatham Dr. Cheryl Simmons Mary Menking______ Mary Guinn Otis Prester Frederick Fields Barbara Means Virginia Ashley Franklin Davis Mac Huffman Robert Brown Eleanor Cox Donna Davis Stan Strauss Francis Cawthon Sadie Mitchell Julie Davenport Mike Oliver 154 248 262 345 275 329 350 291 183 192 198 352 225 233 177 191 182 204 48 62 74 269 111 262 177 71 121 49 242 50 296 17 105 134 5 273 0 11 3 7 12 7 8 4 0 2 4 9 6 0 11 0 6 202 321 339 621 398 598 535 366 243 444 411 530 256 282 336 187 483 278 275 219 220 3 14 500 509 257 401 390 656 467 613 558 492 328 351 376 544 540 346 328 353 0 492 728 515 517 126 222 262 324 255 319 352 304 177 198 197 293 244 182 182 168 0 206 371 310 251 52 62 71 262 131 257 136 78 94 67 254 34 269 3 118 0 280 202 172 0 12 6 11 14 7 5 7 5 5 3 6 17 21 4 9 0 4 7 3 15 178 296 339 597 400 583 493 389 276 270 454 333 530 206 266 295 0 490 580 485 -28 -26 0 -21 -20 -10 2 13 -6 6 -1 -59 19 -51 5 -23 -182 2 371 32 -24 4 0 -3 -7 20 -5 -41 7 -27 18 12 -16 -27 -14 -25 -16 -5 7 202 -47 17 0 1 3 4 2 0 -3 3 5 3 -1 -3 8 15 4 -2 0 -2 7 0 1 -24 -25 0 -24 2 -15 -42 23 -28 27 10 -78 0 -50 -16 -41 -187 7 580 -15 -6 -11.88% -7.79% 0.00% -3.86% 0.50% -2.51% -7.85% 6.28% -9.21% 11.11% 2.25% -18.98% 0.00% -19.53% -5.67% -12.20% -100.00% 1.45% 76.24% 77.26% 77.29% 55.56% 69.10% 55.02% 65.42% 79.51% 60.20% 79.01% 44.59% 85.64% 42.45% 91.02% 62.77% 56.85% 97.33% 42.24% 70.79% 75.00% 77.29% 54.27% 63.75% 54.72% 71.40% 78.15% 64.13% 73.33% 43.39% 87.99% 46.04% 88.35% 68.42% 56.95% -5.45% -2.26% 0.00% -1.28% -5.35% -0.30% 5.98% -1.36% 3.93% -5.68% -1.20% 2.34% 3.58% -2.67% 5.66% 0.10% -3.00% -1.18% 55.60% 54.03% 42.04% 63.97% 63.92% 49.90% -0.20% 8.32% -4.13%Prepared by The Office of Desegregation Monitoring Based upon information furnished by the LRSD Little Rock School District Enrollment Comparison Oct 1 1992 vs Sept 71993 Day after Labor Day 2 School Principal 33 34 50 38 39 36 40 41 47 51 42 52 29 43 44 45 Meadowcliff Mitchell Offer Creek Pulaski Hts. Rightsell Rockefeller Romine Stephens Terry______ Wakefield Washington Watson Western Hills Williams Wilson Woodnrff 3 4 3 3 4 4 5 4 3 ? 5 3 3 6 3 3 Jerry Worm Samuel Branch Carolyn Teeter Lillie Carter Sharon Davis Anne Mangan Lionel Ward Lonnie Dean La Dell Looper Willie Morris Karen Buchanan Teresa Courtney Dr. Ed Jackson Gwen Ziegler Pat Higgenbofham Totals for Elementary Schools Black 92-93 292 232 143 198 239 250 277 202 238 347 483 332 209 275 265 147 9073 White 92-93 147 28 203 173 9 104 74 / 286 147 332 117 124 218 90 83 4947 Other 92-93 1 4 7 8 1 7 10 0 17 6 7 2 ____2j 9 0 4 201 Total 92-93 440 264 353 379 249 361 361 209 541 500 822 451 335 502 355 234 14221 Capacity 442 346 351 351 346 425 467 298 492 492 939 492 328 517 394 324 16256 Black 93-94 294 205 130 192 182 237 233 139 242 322 450 365 209 240 259 143 8785 White 93-94 134 18 195 199 4 93 68 3 290 107 261 86 117 211 89 82 4816 Other 93-94 1 2 6 11 1 8 14 r ___26 6 12 0 3 10 4 5 271 Total 93-94 429 225 331 402 187 338 315 143 558 435 723 451 329 461 352 230 13872 Black Diff 2 -27 -13 -6 -57 -13 -44 -63 4 -25 -33 33 ____0 -35 -6 -4 -288 White Diff -13 -10 -8 26 -5 -11 -6 -4 4 -40 -71 -31 -7 -7 -1 -1 -131 Other Diff 0 -2 -1 3 0 1 4 1 9 0 5 -2 1 1 4 1 70 Total Diff -11 -39 -22 23 -62 -23 -46 -66 17 -65 -99 0 -6 -41 -3 -4 -349 Total % Diff -2.50% -14.77% -6.23% 6.07% -24.90% -6.37% -12.74% -31.58% 3.14% -13.00% -12.04% 0.00% -1.79% -8.17% -0.85% -1.71% -2.45% 92 Black Percent 66.36% 87.88% 40.51% 52.24% 95.98% 69.25% 76.73% 96.65% 43.99% 69.40% 58.76% 73.61% 6239% 54.78% 74.65% 62.82% 63.80% 93 Black Percent 68.53% 91.11% 39.27% 47.76% 97.33% 70.12% 73.97% 97.20% 43.37% 74.02% 62.24% 80.93% 63.53% 52.06% 73.58% 62.17% 63.33% Percent Diff 2.17% 3.23% -1.23% -4.48% 1.34% 0.87% -2.76% 0.55% -0.62% 4.62% 3.48% 7.32% 1.14% -2.72% -1.07% -0.65% -0.47% Totals for the School District 16589 9026 404 26019 16032 8347 478 24857 -557 -679 74 -1162 -4.47% 63.76% 64.50% 0.74%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: Nancy Acre, Faith Donovan, and Joyce Underwood Horace Smith and Connie Hickman Tanner, ODM Associate Monitors Dunbar Enrollment and Recruitment This memo is to confirm our meeting on Friday, October 8,1993 at 10:00 a.m. We are very interested in your magnet programs success, since it was designed to help desegregate Dunbar. 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 Sth. Enrollment Data:  October 1 magnet program enrollment by grade, including race and gender, for the 1990- 91 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1991- 92 school year  October 1 magnet program 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 the 1993- 94 school year  October 1 total school 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 number of LRSD students recruited by grade, including race, gender and where they were recruited, 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 (ie. white sixth grade PCSSD students at Lawson, Baker, Romine), 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.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: Clell Watts and Joyce Stiedle Horace Smith and Connie Hickman Tanner, ODM Associate Monitors Henderson Enrollment and Recruitment This memo is to confirm our meeting on Thursday, October 7,1993 at 10:00 a.m. We are very interested in your magnet programs success, since it was designed to help desegregate Henderson. 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 the 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 number of students recruited who live in Hendersons 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 (ie. white sixth grade PCSSD students at Lawson, Baker, Romine), 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.ST) f u-t 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: Rudolph Howard and Dorthy McDonald Horace Smith and Connie Hickman Tanner, ODM Associate Monitors Central Enrollment and Recruitment This memo is to confirm our meeting on Friday, October 8,1993 at 1:40 p.ra. We are very interested in your magnet programs success, since it was designed to help desegregate Central. 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 Sth. Enrollment Data:  October 1 magnet program enrollment by grade, including race and gender, for the 1990- 91 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1991- 92 school year  October 1 magnet program 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 the 1993- 94 school year  October 1 total school 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 number of LRSD students recruited by grade, including race, gender and where they were recruited, 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.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 the 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.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 October 20, 1993 Sue Pederson LRSD Student Assignment 501 Sherman Little Rock, AR 72202 Dear Sue: As we discussed today, I anticipate receiving the following information from you by Wednesday, October 27,1993: October 1, 1992 four-year-old enrollment by school, including race and gender Information on where each of these children are as of October 1,1993 (For example, are they currently enrolled in a kindergarten class at the school where they were enrolled in a four year old class, have they transferred to another LRSD school, and if so which one, or have they left the LRSD.) I will be out of the office until October 26,1993. If you have any questions, please call me on the 26th at 376-6200. Sincerely, Connie Hickman Tanner Associate MonitorOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: October 26, 1993 To: Donna Grady Creer From: Melissa Guldin Subject: Magnet School Enrollment In reviewing the 1993-94 enrollment figures for the Little Rock School District, I noted that none of the magnet schools is filled to capacity and some have enrollments significantly below their maximum. In order to complete monitoring of this years enrollment, I will need some information from the Magnet Review Committee. Please provide the number of unfilled seats at each of the six original magnet schools. In addition to identifying empty seats by school, also indicate the number of vacancies attributed to each school district, and whether the empty seats are reserved for black or white students. I have included a chart that you may wish to use in order to simplify the reporting process. Since the information requested is part of an ongoing monitoring project, I would appreciate receiving the figures as soon as possible. Thank you for your cooperation.The Number of Unfilled Magnet Seats as of October 1,1993 School LRSD NLRSD PCSSD TOTAL Black White Black White Black White Black White Booker Carver Gibbs Wiliams Mann Parkview- A  A 1^- 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: November 1, 1993 To: From: Subject: Anne Mangan and Pat Price Connie Hickman Tanner, ODM Associate Monitor Rockefeller Magnet Program Enrollment and Recruitment This memo is to confirm our meeting on Monday, November 15,1993 at 11:00 a.m. ODM is very interested in your magnet programs success, since it was designed to help desegregate Rockefeller. At this time I will be looking for answers to a variety of questions regarding your recruitment efforts and results. I will also need to review certain documentation. Please bring copies of the following information to our meeting on the 15th. If you have any questions, please do not hesitate to contact me at 376-6200. Eorollment Data:  October 1 magnet program enrollment by age level, including race and gender, for the 1989-90 school year  October 1 magnet program enrollment by age level, including race and gender, for the 1990-91 school year  October 1 magnet program enrollment by age level, including race and gender, for the 1991-92 school year  October 1 magnet program enrollment by age level, including race and gender, for the 1992-93 school year  October 1 magnet program enrollment by age level, including race and gender, for the 1993-94 school year  The number of new children by age level, including race and gender, enrolled in the magnet program as of October 1,1993  The number of children by age level, including race and gender, who withdrew from the magnet program between the 1992-93 school year and the 1993-94 school yearRecruitment Data:  The number of children recruited to Rockfellers magnet program by age level, including race, gender, and where they were recruited, during the 1992-93 school year  Documentation of all recruitment strategies and activities during the 1992-93 school year and those planned for the 1993-94 school year Examples: A. If a strategy involves developing a brochure: name the person(s) responsible for its development and distribution\nprovide a copy of the brochure, if it has been completed\nidentify the audience targeted to receive the brochure (day care centers, PCSSD children, private school students, and targeted LRSD students), state the brochure distribution dates\nidentify the amount of money budgeted for the brochures development and distribution, the total expenditures to date, and any remaining budget expenses\nand explain how you will track your results. B. If an activity involves a presentation: identify the persons(s) responsible for developing and making the presentation\nidentify the audience targeted for the presentation\nbriefly describe the type of presentation, including the date and location\nprovide copies of participant sign-in sheets\nand explain how you will track your results.\u0026gt;1 1-1 Little Rock School District RSCSIVFD November 24, 1993 NOV 2 9 1993 Cr:c3 or Desi3\nc'nsl\no\ni fZo\nMrs. Ann Brown Office of Desegregation Monitoring 201 E. Markham, Suite 510 Heritage West Building LittleRock, AR 72201 Dear Mrs. Brown\nThank you for your letter of November 9, 1993. Obviously, I did not use October 1, 1993 enrollment figures in reporting to the Board. Instead, I attempted to give an updated report which I thought included enrollees since October 1. Please be assured that the information supplied to your office regarding October 1 enrollment by this District is correct. We will be updating the Board as it relates to enrollment trends at Washington Magnet School. Again, thank you for your assistance. Sincerely yours. Larry S. Robertson cc\nEstelle Matthis 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361Office 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 November 19, 1993 Mr. Larry S. Robertson Little Rock School District 810 West Markham Street Little Rock, ?\\R 72201 Dear Larry: At the districts Board of Education meeting last night, 1 heard you and Estelle Matthis answer the boards questions about the number of students attending Washington Magnet and the schools racial balance. The board also asked about the number of Washington M-to-M students and how the schools total 1993-94 enrollment compared to that of the previous year. You told the board that Washingtons enrollment was 765 and its racial distribution was within the desegregation plans racial balance mandate of between 60% and 40%. ODM annually compiles enrollment data based on the October 1 figures reported to the State by the three Pulaski County school districts. The attached chart reflects Washingtons October 1 enrollment data for the last five school years, information which the LRSD furnished ODM. Note that Washingtons 1993-94 enrollment is 721, 101 fewer pupils than the previous year, and that the schools racial balance is 63% black, a proportion that places the school in violation of the desegregation plan. Our records also indicate that 106 M-to-M students presently attend Washington, 69 of them from PCSSD and 37 from NLRSD. We phoned Washington this morning to see if there had been some recent influx of children into the school that would account for the 765 total you reported to the board last night. We were told that the school presently has 722 students enrolled, 63% of whom are black. Because ODM is an arm of the Federal Court, 1 necessarily place a great deal of emphasis on the accuracy of all information given us by the school districts. If ODMs October 1 enrollment information on Washington is incorrect, please immediately furnish me with the accurate figures. If, however, you agree that our records are correct, 1 trust you will immediately supply Mrs. Matthis and your Board of Directors with accurate data on Washington so they can make decisions based on sound information. Sincerely yours. in S. Brown Enc. CC: Estelle Matthis FIVE YEAR ENROLLMENT COMPARISON Using October 1 Enrollment Washington Elementary School 1989-90 1990-91 1991-92 1992-93 1993-94 Washington Elem Black 510 438 480 483 451 White 313 356 332 260 Other 11 10 Total 519 762 841 822 721 % Black 98 57 57 59 63 8 1 5 7 Prepared by ODM based on information supplied by LRSDAikansas Democrat (gazette  WEDNESDAY, OCTOBER 20,1993  Public school rolls plunge by 1,933 in county BY CYNTHIA HOWELL Democrat-Gazette Education Writer Enrollment in the three Pulaski County school districts has dropped dramatically this year  by 1,933 students compared to last year, according to the official Oct. 1 enrollment reports the districts submitted to the state Department of Education. Nearly all  1,885, or 97.5 percent  of the missing stu- dents are white. The loss of students has significant financial implications for the districts. The bulk of the decrease occurred in the Pulaski County Special School District, where enrollment fell by 1,207, from 21,633 to 20,426. Little Rock School District enrollment also dropped by a significant number, 618, from 26,212 to 25,594. North Little Rock School Dis- trict enrollment fell by 108, to 9,085. The decrease represents 3.4 percent of the total enrollment in the three districts last year. \"If I had to give my best guess, I would say the drop has to do with the instability of school assignments, Eddie Collins, assistant superintendent for pupil personnel in the county district, said Tuesday. r  Collins said parents have voluntarily called or sent letters to explain why they left the system. Many said they went elsewhere when they were unable to send their children to neighborhood schools because of overcrowding. When a schools enrollment reaches capacity, surplus children are assigned to more dis- See SCHOOLS, Paqe 16A Schools NLR enrollment PCSSD enrollment School 1992 1993  Continued from Page 1A tant schools. Some parents chose not to accept the assignment, Collins said. Estelle Matthis, deputy superintendent of the Little Rock district, said Tuesday that administrators are making student recruitment a priority this year. The emphasis will be on showcasing each individual school and the district, educating the public on the choices available in the district, and making the enrollment process user- friendly,\" she said. She said the enrollment decline resulted from a number of factors, including uncertainty last summer about leadership at Central High and in the district superintendency, and a perception that the schools are unsafe. Statistics show that the number of weapons and firearms found in the schools declined last year. Matthis said district officials need to get the message out about school safety, and the good programs and students in the schools. Matthis said the district will contact parents who have left the schools to solicit suggestions for improvement. District officials said Tues- The county district lost day that the loss of more than 1,144 white and 63 blacks, ac- '   ............. Elementary Alternative Amboy Baring Cross Belwood Boone Park Central Crestwood Glenview Indian Hills Lakewood I School 1992 1993 1b1el % Black iblal % Black Elementary iblal SBisch Total % Black Lynch Drive Meadow Park LRSD enrollment School 1992 1993 20 70 390 44 14 36 171 42 450 61 468 54 241 44 230 57 447 45 277 51 464* 48 243 51 North Heights 403 48 Park Hill Pike View Redwood Seventh St. Total_____ Secondary Alternative Baring Cross 210 45 429 49 239 60 363 49 5.058 50 30 77 31 71 Lakewood Md. 545 46 Ridgeroad Md. 578 46 Rose City Md. ... _. NLRHS-East 1,339 45 408 51 NLRHS-WesI 1,204 44 Total Grand total 4.135 46 9,193 48 25 52 380 51 13 46 168 45 441 62 429 60 251 45 237 54 387 44 255 52 449 54 264 56 418 47 276 46 370 50 210 62 338 46 Adkins Arnold Baker Bales Bayou I Cato Moto 4 911 52 66 70 35 71 539 40 544 53 366 51 1.419 46 1.205 44 4.174 46 9,085 49 College Stetlon Crystal HHI Dupree Fuller Harris Jacksonvltle Landmark Lawson Oak Grove OakbfCK\u0026gt;ke Pino Fores! Pinewood Robinson Scott Sherwood Sylvan HOIs Taylor Tolleson Total Secondary 420 36 390 17 283 27 680 45 648 1 650 21 326 33 603 36 458 23 524 57 546 40 847 27 518 46 321 14 469 24 592 18 518 20 682 28 420 25 191 35 490 24 735 18 420 26 569 24 12.300 28 411 37 348 23 294 25 599 45 649 1 569 22 277 40 746 43 428 22 473 60 479 47 763 31 498 46 304 16 438 24 600 21 434 21 580 31 411 24 147 34 450 27 685 23 388 31 532 24 11.503 30 Elementary Ibtal % Black BadgeH Bale Baseline Booker Brady Carver Chicot Cloverdata Dodd Fair Park Forest Park Franklin Fulbrighi Gariand Geyer Springs Gibbs Ish Jefferson King Mebelvats McDermott Meadowdlff Mitchell Otter Creek 202 76 321 77 339 77 621 56 398 69 598 55 535 65 366 60 304 60 243 79 444 45 411 86 530 42 256 91 282 63 336 57 187 97 463 42 500 56 509 54 440 66 264 88 353 41 Iblal %Blacl 189 70 303 74 343 77 595 397 54 66 595 55 509 70 388 79 292 65 263 76 458 44 34S 87 520 45 205 88 288 72 299 57 504 42 553 65 488 64 509 51 434 71 230 93 Adult Learning Ctr, 66 24 Fuller Jacksonville N. Jacksonville S. 935 45 654 26 602 34 Jacksonville Hi. 1,023 29 Combined 1992 enrollment lor Lynch Drive and Rose City Elementary Schools. students. The Oct. 1 report showed a decrease of 84 students compared to the enrollment on the eighth day of school this year. The eighth-day figures showed a loss of 682 students compared to the eighth day last year. MUIS N. Pulaski Northwood Oak Grove Robiruon Jr. Robinson HI. Sylvan Hills Jr. Sylvan Hills HI. Tbtal Qrarxl total 627 44 837 22 939 25 915 23 411 27 408 26 932 25 935 46 9.284 31 21.584 29 949 43 594 31 566 36 967 30 671 48 838 21 948 23 869 25 485 27 354 25 919 26 796 26 8.858 30 20,361 30 Pulaski Heights 379 52 Highlsell Rc^efeller Romlne Stephens Terry Wakefield Vfeshinglon Watson Western Hills Williams WBson Woodruff Total_______ Secondary 249 96 361 69 361 77 209 97 541 44 500 69 822 59 451 74 335 62 502 55 355 75 234 63 14,221 63 341 398 189 340 334 145 561 447 721 442 332 41 48 97 71 74 97 43 75 63 80 65 472 54 354 75 236 62 14 017 cording to the statistics. The Little Rock district lost 566 whites and 52 blacks and the North Little Rock district lost 175 whites but gained 67 black students. Thirty percent of the pupils in the county district are black and 70 percent are white or are of other races. The county districts enrollment was 30 percent black and 70 percent white. Last year the enrollment was 28 percent black. The district lost 903 students at the elementary level and 300 in the secondary schools. The fact the district lost a 1,200 students seemed high but the figures were the most accurate they had. The Little Rock district remains the largest in the state. The black enrollment in the district grew by 1 percent to 65 per- cent black, after remaining stable at 64 percent since 1989. ficial Oct. 1 enrollment fell from 9,193 last year to 9,085 this year. The districts racial composition is nearly 50-50 black and white. Whites make up 50.6 percent of the enrollment, while blacks make up the remaining 49.4 percent. The Oct. 1 enrollment total is considered the official enrollment for the schools. While it is not the number used to determine state funding for a district, it does have implications for the state aid. Central Fair Han McClellan Parkview Cloverdale Dunbar 1,999 59 905 64 994 57 985 67 871 58 775 74 705 58 1.879 65 918 976 65 60 886 75 Foreel Heights 787 70 Henderson Mabelvale Mann 914 75 667 66 849 59 Pulaski Heights 774 58 Southwest  Iblal Special Grand Total 695 75 11.920 64 71 39 26,212 64 . 788 701 701 788 915 654 851 790 679 11.526 51 25.594 59 81 63 73 74 69 58 55 77 67 53 65 Elementary enrollment in If the numbers are accurate, Little Rock fell by 204 students they could cost the three disand the secondary school enrollment dropped by 414. Matthis attributed the secondary school drop in part to a small class moving into the 10th grade this year. The class is small as the result of the con- --------------------- .XX..V  troversialcohtrolled-choicestu- large number of students this dent assignment plan in the mid year became evident in the - early September enrollment reports. However, the loss at the time did not exceed 1,000 1980s, she said. That plan resulted in a large enrollment decline at the time. In North Little Rock, the of- tricts together over $4 million in future years  up to $3 million for the county district, as much as $1.5 million for the Little Rock district and about $264,000 for the North Little Rock district. The financial losses would not hit the already financially strapped districts all in one year, though. Dr. Robert Shaver, associate director for finance in the state Department of Education, said Tuesday that a relatively new state law allows districts that are losing students to collect state aid based on their average student enrollment for the last three years. That would cushion the loss, especially if enrollment can be increased in subsequent , years. / Traditionally, state aid to | school districts is not based on J the Oct. 1 enrollment but on a  formula that uses the average enrollments for the first three  quarters of each school year. Each school year consists of four nine-week grading periods . or quarters.Arkansas Democrat (gazette  WEDNESDAY, OCTOBER 20,1993  NLR enrollment PCSSD enrollment School 1992 1993 School 1992 1993 LRSD enrollment Elementary Total % Black Total %.BIack| Elementary School 1992 Total % Black Total % Black 1993 Elementary Total % Black Total % Black Alternative Amboy Baring Cross Belwood Boone Park Central Crestwood Glenview Indian Hills Lakewood Lynch Drive Meadow Park North Heights Park Hill Pike View Redwood Seventh St, Total________ 20 70 390 44 14 .. 36 171 42 450 61 468 54 241 44 230 57 447 45 277 51 464* 48 243 51 403 48 210 45 429 49 239 60 363 49 5,058 50 25 52 380 51 13 46 168 45 441 62 429 60 251 45 237 54 387 44 255 52 449 54 264 56 418 47 276 46 370 50 210 62 338 46 4,911 52 Secondary Alternative Baring Cross Lakewood Md. Ridgeroad Md. Rose City Md. 30 77 31 71 545 46 578 46 408 51 NLRHS-East 1,339 45 NLRHS-West 1,204 44 Total Grand total 4,135 46 9,193 48 66 70 35 71 539 40 544 53 366 51 1,419 46 1,205 44 4,174 46 9,085 49 Adkins Arnold   Baker Bates Bayou Meto Cato - College Station Crystal Hill Dupree Fuller 7 Harris Jacksonville Landmark Lawson Oak Grove Oakbrooke Pine Forest Pinewood Robinson Scott Sherwood Sylvan Hills Taylor Tolleson Total Secondary 'Combined 1992 enrollment for Lynch Drive and Rose City Elementary Schools. 420 36 390 17 283 27 680 45 648 1 411 37 348 23 294 25 599 45 650 21 7 326 33 603 38 458 23 524 57 546 40 847 27 518 46 321 14 469 24 592 18 518 20 682 28 420 25 191 35 490 24 735 18 420 26 569 24 12,300 28 649 1 569 22 277 40 746 43 428 22 473 60 479 47 763 31 498 46 304 16 438 24 600 21 434 21 580 31 411 24 147 34 450 27 885 23 388 31 532 24 11,503 30 Adult Learning Ctr. 66 24 Fuller Jacksonville N. Jacksonville S. Jacksonville Hi. Mills N. Pulaski Northwood Oak Grove Robinson Jr Robinson HL Sylvan Hills Jr. Sylvan Hills Hi. Total Grand total 935 45 654 28 602 34 1,023 29 627 44 837 22 939 25 915 23 411 27 408 28 932 25 935 46 9,284 31 21,584 29 949 43 594 31 566 36 967 30 571 48 838 21 948 23 869 25 485 27 354 25 919 26 798 26 8,858 30 20,361 30 Badgett Bale Baseline J... Booker ' Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson King Mabelvale McDermott Meadowdiff Mitchell 3, Otter Creek Pulaski Heights Rightsell Rockefeller Romine -fd:.\n' ' Stephens Terry Wakefield - - 202 76 321 77 339 77 621 56 398 69 598 55 535 65 366 80 304 60 243 79 444 45 411 86 530 42 256 91 282 63 336 57 187 97 483 42 500 56 509 54 440 66 264 88 353 41 379 52 249 96 361 69 361 77 209 97 541 44 5004 69 Washington \n822 59 Watson Western Hills. Willfama:  451 74 335 62 ______ '.'502 55- Wilson fe-,, Woodruff 7 Total______ ^.355:\u0026lt;75 234' 63 14,221 63 Secondary Central Fair , Hall McClellan:'\nParkview Cloverdale Dunbar: Forest Heights  Henderson Mabelvale Mann ' Pulaski Heights Southwest Total Special Grand Total 1,999 59 905 64 994 57 - 985 87 871 58 775 74 ... 705 58 3T.737 70 914 75 667 66 849 59 774 58 695 75 11,920 64 71 39 26,212 64 189 303 343 70 74 77 595 54 397 595 66 55 509 70 386 292 263 458 345 520 205 288 79 65 76 44 87 45 88 72 299 57 504 553 488 509 434 230 42 65 64 51 71 93 341 41 398 189 48 97 340 - 71\n334 74 145 561 447 721 442 332 97 43 75 63 80 65 472 54 354 236 14,017 1,879 918 976 886 788 701 701 788 915 654 851 790 679 11,526 51 25,594 75 62 64 65 65 60 75 59 81 63 73 74 69 58 55 77 67 53 65Tension, fear drive some from Central I I BY CYNTHIA HOWELL Democrat-Gazette Education Writer 1 Whitney Singleton, Rachelle Rexer and Mike Lierly were sophomores at Little Rock Central High School last year. But, like dozens of other white Cen-' tral students, the three left the school and are attending classes elsewhere. Centrals official Oct. 1 enrollment dropped this year by 120 students to 1,879 from 1,999 last year. The white enrollment decline was even greater, 143 students, but that was offset by a slight increase in black enrollment. Central was no fun last year, Singleton, a junior at North Little Rock High School, said in an interview. Students were hostile to each other, and some of the teachers felt threatened by their students. There was some tension and fear. But Rexers reasons for leaving Central, also to at- See ENROLLMENT, Page 12A I { I12A  SUNDAY. NOVEMBER 7, 1993   Enrollment  Continued horn Page 1A lend North Lillie Rock High, were different. She said her de- LRSD eiimlltfteHt sutyey dj/iion was based on conve- nience and family tradition  her brother went to North Lit- de Rock High. Concerns about safely or other conditions at Central were not factors in her decision, she said. In fact, she misses some things about Cen- ii al  for instance, playing the viola in the schools orchestra and the diverse student body. Bobbi Lierly said her son Mike transferred lo North Lillie Rock High because he wanted to lake a two-hour commercial art class that was not available at Central, and lo take ad- ' vantage of a seven-period class day that allows students to take iilore elective courses. Central has a six-period day, although if also has an early morning \"Zero Hour\" class period. I^Belween Oct. 1,1992, and this year, the Little Rock School Dis- (ricl's total enrollment dropped by 618 students  599 of them white. That is bad news for a 65- pErcenl-black district that is struggling to desegregate its vir- thally all-black elementary schools in east and central Little Rock, and maintain racial balances in other schools. t-Dislrict officials are pulling tolellier a comprehensive stu- dfent recruitment plan that ^lould be completed by the end of next month and implement- bd before spring registration. Qhe purpose is to reverse the enrollment decline at Central and dislriclwide. Dr. Russ Mayo, associate superintendent for de- sj^regation, said last week. District officials have talked about tracking students who leR the city's public schools to find Util where they went and why, but that has nol yel been done. *The while enrollment fell al Central pai Uy for demographic i^asons. There are fewer white slydents in the ninth-grade class that moved into 10th grade this year than there were in the 12th- gfade class lliat graduated. Bui some students al the .wbool last year chose lo leave (enlral to atleiul other public High schools such as North Little Rock High, Parkview Magnet High or Hall High. riAt lea.st six Central students I Sr. high Central Fair Hall McClellan Parkview Total Jr. high Cloverdale Dunbar Forest Heights Henderson Mabcivale Mann Pulaski Heights Soutliwest Total Elementary Badgett Bate Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jelferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Teriy Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total Special schools , Grand Total Black 1,228 596 586 666 463 3,539 566 439 575 678 453 494 434 524 4,163 132 225 265 321 263 325 356 304 189 200 200 300 233 181 208 170 213 357 311 262 306 215 141 190 184 240 247 141 243 337 451 353 215 257 263 147 8,945 27 16,674 AsotOc.t /. 1993 While 616 314 362 213 315 1,822 Other 33 8 28 7 10 86 Tola! % Black 1,679 918 976 886 788 5,447 65 65 60 75 59 64 hoods, and even in the same families, to different schools. 'll was a complete zoo. Htilherford said, adding lh.nl llie classes of sludcnls now in niiilli and loth grades were in elementary school at the time and were hit the _______ aiid Fulbright lost lOstiidenls. The 12 schools reported a net gain of 95 while.'? (his year compared lo Iasi year. Of the schools, only Fulbright actually losl white sludcnls, 10, ac- 4'Erc accepted al the new ^jkansa.s School for Malliemat- ica and Sciences in Hot Springs. A'couplc of others moved to - viZa.shington, D.C., with relatives vbho work in President Clinton's adjninislratioii. ^Increased enrollmenl in .\u0026lt;dme of Little Rock's private (Jdlools, including Pulaski Acad- \"Tiy and Central Arkansas irislian High School, indicates Il some Little Rock students wr tJSl 41pin(loned public schools. Sim- IJarly, enrollments have Increased in school districts surrounding Pulaski County. J-A recent University of Arkansas at Little Rock study aq population migration showed 'lat 2.3,000 people left Pulaski le'unly between 1980 and 1990, 130 251 195 210 197 341 351 141 1,816 57 68 76 265 122 163 147 75 97 60 253 40 272 3 78 121 287 189 174 232 127 12 195 197 93 73 3 292 106 260 89 114 207 87 84 4,822 23 8,463 \"The morale was gone. It seemed like the center was mis-sing. She told of visiting the school before her daughter decided lo attend. Two students had a fistfight in a hallway. 3he staff broke it up and Ihe.stndents, escorted by the principal, apologized to the Singletons and said Ihey hoped their fight hadn't ruined the Singletons' image of Central. Those who left Central and those who stayed cited concerns about safety and security. Central is a large, inner-city .school in a rundown neighborhood. \"I had apprehensions about going to Central,\" said one mother whose daughter is now a Central 10th- grader. It was not so much about the academic quality as it was about safely. mother. The who many of them went to Saline Faulkner counties. Faulkn- -------------- . and Saline counties gained named, said she fi,b00 people in the last decade through migration. * Mary McGehee, an associate demographic specialist at asked not to be planned to bail out if her 5 11 18 27 4 16 5 14 100 0 10 2 9 12 7 6 6 3 5 5 15 21 2 8 7 3 15 1 3 5 11 1 7 14 1 26 4 10 0 3 8 4 5 250 437 701 701 788 915 654 851 790 679 6,079 189 303 343 595 397 595 509 386 292 263 458 345 520 205 288 299 504 z 553 488 509 434 230 341 398 189 340 334 145 561 447 721 442 332 472 354 236 14,017 51 25,594 81 63 73 74 69 58 55 77 69 70 74 77  54 66 55 70 79 65 76 44 87 45 88 72 57 42 65 64 51 71 93 41 48 97 71 74 97 43 75 63 80 65 54 75 62 64 53 65 hardest. In addition to controlled- choice problems, Rutherford said, enrollment was affected by the school districts Iwo-year \"crime coma.\" in Tlie district the early 1990s did not respond quickly  enough to escalating violence in the schools. There are 618 while 12th- graders in the Little Rock School District Ibis year, and 600 while llth-graders. In the 10th grade, the number drops lo 572, and in the ninth grade, 539. In the seventh and eighth grades, however, the numbers of whiles arc significanlly higher, 632 and 639. respectively. The largest class of whiles in the district is 718 in the first grade. Skip Rutherford, the father of a Central High lOlh-gradcr and a former Lillie Rock School Board member, Entdllment by race (Llltle Rock School District) Grade White Black Other K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Spec, schools 4-year-olds Total 662 1.245 718 1,269 662 1,190 660 1,258 663 1,196 618 1,206 625 1,290 639 1,474 632 1,359 539 1,308 572 1,323 600 1,115 618 61 23 191 955 174 27 285 39 38 29 41 40 23 25 32 29 39 21 33 31 0 1 16 blamed the small ninth and 10th grades on problems from tlie mid-1980s, when the districtimplemented the con- Grand total 25,594 Seuree: LUile Rock School Olsltlel 8,483 16,674 437 cording to the stati.slics. The Enrollment history Year (Central High School) Total enrollment % Black 1993 1992 1991 1990 1989 1988 1,879 1,999 1,771 1,629 1,863 2,070 65% 59% 61% 60% 60% 57% 1987 ------- 2.108  - 37% 1986 1985 1984 1983 2,088 1,989 1,989 1,947 Source: LIWo Rock School DMIilcI he said. As a result, people leR the public schools. 'Violence got out of hand before the district took steps to increase security officers and assign city police officers to schools, lie said. Rutherford said he and his wife considered private schools for their son a year ago because of their disappointment with the way the district handled security. He said he continues to question the district's coinmitmenl to school safety, but he also said the quality of the academic program al Central is second lo none and that be is pleased with the school and its staff. racial composition i!i the schools 59% 59% 61% 61% ranged from 42 percent black and 56 percent while or other at Jefferson Elementary to 76 percent black and 24 percent while or other nt Fair Park Elementary.  In the 11- area schools south of Asher, only Cloverdale, Geyer Springs and Baseline elementaries showed enrollment increases. Cloverdale grew by 20 pupils, Geyer Springs by six and Baseline by four. Enrollment at Chicot, Dodd, Mabelvale, Meadowcliff, Otter Creek, Wakefield, Watson and Western Hills fell by a total of 133 students. Of the H Southwest Little Rock schools, the percentage of black students increased or remained stable in 10. The racial composition at the schools ranged from 41 percent black and 59 percent while or other al Otter Creek Elementary to 80 percent black and 20 perffent Following are other pieces of  white or other at Watson misinformation gleaned from the districts enrollment statistics. were 70 percent or more black. mentary. Eight of the schbqls  The enrollment fell not :  The racial makeup in, the only at Central this year but in j eight junior highs ranged from four of the districts five high | 55 percent black at Pulaski schools. Fair High reported an 1 Heights Junior High to 81- increase of 13 students. | cent black at Cloverdale Junibi  Enrollment in the district s High. Cloverdale had the ttbSt incentive schools decreased by dramatic change in the studfeirit 25 percent this yey, fa ling[by ^ody. The school lost 74stu-- dw rhihirpn rrnii 1.937 lo 1.4o4. dents and the percentage, of black students grew from 73'pier- 483 children from 1,937 to 1,4M. Incentive schools gel extra district money for programs lo improve the education of black children and attract whiles to the vir- tually all-black schools. The decrease in the incentive school count was partly a result of the districts decision to close Lsh Incentive Elementary, enrollment 187, but each of Ilie other incentive school.\"! lost students. Some of the incentive school pupils went lo the new King In- lerdistrict Elementary, which has a black enrollment of 357 pupils, most of whom are from Lillie Rock, and a while enroll- iiicnl of 109 pujiils, many of whom are from the Pulaski County Special School District.  Regular noiimagnel, noniii- cenlive area elemenlary schools in the west and northwesl sections of Little Rock (north of Asher Avenue) were more likely to show an increase in enrollmenl cent to 81 percent. Total enrollment in the.Jji^ nior highs fell by 87 students from 6,166 to 6,079. WhiteMft- rollment dropped by 132.'t0- dents, from 1,948 to 1,816. eu liic evil- ----------------- ------- trolled-choice  including an increase in while enrollment  than schools in desegregation plan. \"It was a nightmare that drove over 1,000 people out of the district, Rutherford said other parts of the city. Of the 12 schools, six showed increases in total enrollment and three remained stable. Fair Park, Forest Park, JefTerson, Pulaski Heights, Terry and Woodruff elementaries report- last week. ed increases in total enrollment, \"I said back while Brady, McDermott and Wilson remained stable. Bale (JALR, said populations pro- j^tions show the trend will continue. \nMcGehee also said 43,753 people in Lillie Rock are under 18 years of age. Of that group, 49.2 (Jfercent are white, and the re- ihaiiider. 50.8 percent, are black (jrof oilier races. i^ljltle Rock enrollment num- tiSts showed some signs of hope, ^ludy showed that white en- ijjjlment increased or stabilized ijTSome elementary schools  iMstly in west Little Rock. Parots and students who chose to ^(ck with Central, which got a of adverse publicity last year, said in recent interviews dfey dont regret it. daughter did not feel secure at the school, but her daughter ad- justed well. She said her daughter's friends from Pulaski Heights Junior High scaltered\none went to Parkview High School, two others went to Mount St. Mary's Academy and another went lo Hall High. The mother said it angers her as a parent and district patron that she and other parents have to worry about safety in a school. Another key reason for the enrollment decline this year is that Little Rocks ninth- and lOth-grade classes have fewer whites than other grades. Even if Central hadn't generated negative publicity last year, its enrollment might have declined anyway because last years graduating class was replaced by a smaller class of lOth-graders. then that the district would feel the repercussions of controlled choice lost 18 students, Romine lost 27 for years, Rutherford said. It will take a whole generation of students  I mean 12 years  lo recover from it. We are beginning to see some signs of recovery at some of the elementary schools where white enrollment is up or has stabilized. Rutherford said one of the districts strengths now is Rs stable and predictable student assignment plan that assigns many students to schools in their neighborhoods, but also gives them some choice. In the controlled-choice plan, students were assigned to schools and then given the opportunity to choose other schools. Decisions on transfers were based on racially balancing the schools. A persons residence had no connection to the school assignment. Al the time, parents complained that the plan senl children in the same neighbor- 5^he drop in white enrollment ^-Central, from 761 to 618, caused a striking change in the a\u0026amp;iools racial composition. For fifyears, the racial makeup at t^ntral hovered around 60 per- eent black, 40 percent white. TKIs year it shot up to 65 per- \u0026lt;*4it black and down to 35 percent white, as compared to 59 percent black and 41 percent white last year. '.The suspension of former Central Principal John L. Hiek- mpn Jr. in January and resulting furor concerned parents, some of whom moved their chil- di^n out of the school. Hicknian w^s suspended and not rehired based on allegations of sexual and financial misconduct. His suspension was highly publicised and bitterly divisive among students, staff and parents. After he left, things seemed to^o downhill, Carolyn Sin- gleton. Whitneys mother, said.The district is following our obligation to phase out Grandfathering, whereby students were allowed to remain in their current school, whether or not the school was the Attendance Zone school. Because of this effort, many Incentive School students have elected to go to their Attendance Zone school. This effort resulted in a total increase of 165 students in our incentive schools in August of 1994 over the October 1993 student count. This increase occurred with one (1) less Incentive School in 1994-95 than in 1993-94. The Little Rock School District also has moved toward actively and aggressively recruiting students to our district. During the 1993-94 school year, a districtwide recruitment plan was written to address requirements in the desegregation plan, court orders, as well as monitoring reports. The document includes plans for incentive, area, magnet and interdistrict schools. As part of the districtwide recruitment plan, each school is required to have an individual recruitment plan and a school recruitment team to implement activities in their plan. Recruitment efforts for Clinton Elementary, Pulaski County Special School Districts new interdistrict elementary school, were extremely successful. More than 200 Little Rock School District students were part of the desegregation exchange and will now attend Clinton Elementary. LRSDs four-year-old program continues to grow and serve parents of preschool children in preparing them for kindergarten. With the addition of eight more classes, the district enrolled 695 students in the program for the 1994-95 school year, an increase of 203 students over last year . The Little Rock School District will continue to comply with every aspect of our Desegregation Plan. 9CENTRAL SUBTOTAL KG TOTAL FAIR SUBTOTAL KG TOTAL HALL SUBTOTAL KG TOTAL McClellan SUBTOTAL KG TOTAL PARKVIEW SUBTOTAL KG TOTAL TOTAL SR TOTAL SR/KG SUBTOTAL Little Rock School District Enrollment Count Octobers, 1994 1101 Ungraded 10 11 12 Black White Other Total Black % #08 Ungraded 10 11 12 #02 Ungraded 10 11 12 #72 10 11 12 nos Ungraded 10 11 12 6 389 291 305 991 49 1040 0 204 141 203 548 0 548 0 16 18 15 6 100.00% 609 450 523 49 1588 0 63.88% 64.67% 58.32% 62.41% 49 100.00% 49 1637 63.53% 21 245 190 162 818 13 631 7 66 110 93 276 3 279 0 28 3 314 0 300 4 259 7 901 0 16 7 917 75.00% 78.03% 63.33% 62.55% 68.59% 81.25% 68.81% 19 266 199 178 662 7 669 19 276 205 164 664 20 684 0 135 137 148 420 15 435 4 105 112 92 313 13 326 7 77 61 58 203 0 203 0 117 117 94 328 0 328 3355 1668 104 16 3459 1684 Office of Desgregation Page 1 0 10 11 15 23 381 322 285 36 1011 0 20 36 1031 82.61% 69.82% 61.80% 62.46% 65.48% 35.00% 64.89% 0 4 2 4 10 0 10 0 17 7 13 37 0 37 26 357 268 226 877 73.08% 77.31% 76.49% 72.57% 75.71% 20 100.00% 897 0 269 261 255 785 76.25% 50.19% 52.49% 58.04% 53.50% 15 100.00% 800 54.38% 139 5162 0 120 64.99% 86.67% 139 5282 65.49%CLOVERDALE JR TOTAL DUNBAR TOTAL Little Rock School District Enrollment Count October 3, 1994 ms Ungraded 7 8 9 #07 Ungraded 7 8 9 FOREST HEIGHTS 1109 Ungraded 7 8 9 4 161 179 177 521 2 46 30 41 119 0 3 1 3 7 6 210 210 221 647 66.67% 76.67% 85.24% 80.09% 80.53% TOTAL HENDERSON #13 Ungraded 7 8 9 TOTAL MABEL VALE JR #16 Ungraded 7 8 9 TOTAL MANN MAGNET 1103 Ungraded 7 8 9 TOTAL PULASKI HEIGHTS P10 Ungraded 7 8 9 TOTAL SOUTHWEST JR iH1 Ungraded 7 8 9 TOTAL SUBTOTAL 0 172 175 121 468 0 79 80 68 227 0 7 4 1 12 0 258 259 190 707 66.67% 67.57% 63.68% 66.20% 10 179 187 189 565 8 65 64 60 197 0 2 12 4 18 18 246 263 253 780 55.56% 72.76% 71.10% 74.70% 72.44% 22 223 222 194 661 2 80 76 71 229 0 11 11 5 27 24 314 309 270 917 91.67% 71.02% 71.84% 71.85% 72.08% 15 130 136 136 417 0 151 157 148 456 10 172 123 126 431 20 145 170 152 487 4006 6 37 50 68 161 0 139 114 113 366 4 101 126 103 334 1 27 30 47 105 1738 Office of Oesgregation Page 2 0 1 2 4 7 0 9 7 7 23 0 2 3 1 6 0 7 7 18 118 21 168 188 208 585 0 299 278 268 845 14 275 252 230 771 21 179 207 203 610 5862 71.43% 77.38% 72.34% 65.38% 71.28% 50.50% 56.47% 55.22% 53.96% 71.43* 62.55* 48.81* 54.78* 55.90* 95.24* 81.01* 82.13* 74.88* 79.84* 68 34%BADGETT TOTAL BALE P4 K TOTAL BASEUNE TOTAL BOOKER TOTAL BRADY TOTAL Little Rock School District Enrollment Count October 3,1994 1)119 Ungraded P4 K 1 2 3 4 5 6 6 0 0 6 100.00% 20 12 16 9 24 11 16 19 133 Ungraded 1 2 3 4 5 6 5 19 25 34 28 19 29 31 24 214 1(^22 Ungraded P4 K 1 2 3 4 S 6 Ungraded K 1 2 3 4 S 6 Ungraded P4 K 1 2 3 4 5 6 3 23 44 31 30 33 27 24 30 245 }^6 36 42 41 40 48 48 48 305 ^18 2 8 45 35 35 24 38 35 32 254 5 0 25 80.00% 8 0 20 60.00% 8 0 0 4 0 24 13 28 66.67% 69.23% 85.71% 6 0 17 64.71% 2 7 44 6 14 13 12 13 8 11 3 7 87 1 13 12 7 13 3 12 6 8 77 32 37 28 39 30 40 39 245 1 9 27 27 17 23 13 11 9 137 Office of Desgregation Page 3 0 0 0 0 2 0 2 2 1 1 0 0 8 0 0 2 0 0 1 1 0 0 4 3 5 5 4 2 2 2 23 0 0 6 4 1 0 1 1 17 18 26 177 11 35 38 48 43 28 41 34 31 309 36 58 38 43 37 40 32 38 326 73 84 74 83 80 90 89 573 3 17 78 66 56 48 51 47 42 408 88.89% 73.06% 75.14% 45.45% 54.29% 65.79% 70.83% 65.12% 67.86% 70.73% 91.18% n.42% 69.26% 75.00% 63.89% 75.86% 81.58% 69.77% 89.19% 67.50% 75.00% 78.95% 75.15% 52.05% 50.00% 55.41% 48.19% 60.00% 53.33% 53.93% 53.23% 66.67% 47.06% 57.69% 53.03% 62.50% 50.00% 74.51% 74.47% 76.19% 62.25%CARVER TOTAL CHtCOT TOTAL Little Rock School District Enrollment Count Octobers. 1994 Ungraded K 1 2 3 4 S 6 Ungraded P4 K 1 2 3 4 5 6 CLOVERDALE ELEM Ungraded P4 K 1 2 3 4 S 6 TOTAL DODD TOTAL Ungraded K 1 2 3 4 5 6 FAIR PARK TOTAL Ungraded P4 K 1 2 3 4 5 6 11121 0 31 35 42 46 52 51 52 309 11128 9 9 36 51 47 48 51 47 46 344 19131 0 34 44 42 39 41 29 35 48 312 itf32 10 27 26 24 19 33 29 25 193 11123 0 18 27 32 25 29 25 25 23 204 Office of DwgrffgatKXi Page 4 0 26 29 41 42 46 45 36 267 15 7 21 16 19 17 16 19 21 151 0 12 13 14 11 8 7 3 6 74 1 9 18 19 9 14 17 10 97 0 15 11 13 8 10 3 8 5 73 0 2 3 0 3 2 0 2 12 0 2 0 0 0 1 1 3 1 8 0 1 2 1 0 1 1 0 0 6 0 0 2 3 0 1 2 0 8 0 3 0 0 0 1 0 1 0 5 0 59 67 83 91 100 96 92 586 24 18 42 67 66 66 68 69 66 503 47 59 106 52 53 105 43 54 392 11 36 47 46 31 79 53 41 296 36 38 45 33 40 28 34 28 282 52.54% 52.24% 50.60% 50.55% 52.00% 53.13% 56.52% 5X55% 37.50% 50.00% 85.71% 76.12% 71.21% 7X73% 75.00% 68.12% 67.65% 68.39% 72.34% 74.58% 39.62% 75,00% 77.36% 27,62% 81.40% 88.69% 79.59% 90.91% 75.00% 55.32% 50.00% 61.29% 41.77% 54.72% 60 98% 64.77% 50.00% 71.05% 71.11% 75.76% 7X50% 89 29% 73.53% 6X14% 72.34%FORESTPARK TOTAL FRANKUN TOTAL FULBRIGHT TOTAL GARLAND TOTAL Little Rock School District Enrollment Count October 3.1994 Ungraded K 1 2 3 4 5 6 Ungraded P4 K 1 2 3 4 5 6 Ungraded K 1 2 3 4 5 6 Ungraded P4 K 1 2 3 4 5 6 GEYER SPRINGS Ungraded P4 K 1 2 3 4 5 6 TOTAL ltf24 0 0 0 23 33 36 38 30 18 20 196 1^5 12 46 99 49 37 42 36 36 34 393 F48 2 34 34 39 26 36 35 29 235 ill26 6 15 33 31 26 35 30 35 35 246 ^7 0 23 31 37 31 30 18 32 21 223 37 36 33 23 37 36 26 228 4 21 7 2 1 Q 3 1 2 41 4 41 38 29 40 39 50 48 289 1 0 0 3 0 1 1 2 1 9 0 11 7 10 11 6 8 9 4 66 Office of Oesgregation Page 5 0 1 1 0 2 1 1 6 1 5 1 0 0 0 1 1 0 9 1 3 2 2 2 4 2 2 18 0 3 6 3 5 2 3 3 2 27 0 3 4 2 1 0 1 0 0 11 60 70 70 61 69 55 47 432 17 72 107 51 36 42 40 40 36 443 1 78 7A 70 66 79 37 79 542 7 18 39 37 31 38 34 40 38 282 0 37 42 79 43 36 27 41 25 300 38.33* 47.14* 51.43* 62.30* 43.48* 32.73* 42.55* 45.83* 70.59* 63.89* 92.52* 96.08* 97.37* 100.00* 90.00* 95.00* 94.44* 88.71* 28.57* 43.59* 45.95* 55.71* 36.24* 45.57* 36.71* 43.36* 85.71* 83.33* 84.62* 83.78* 83.87* 92.11* 88.24* 87.50* 92.11* 87.23* 62.16* 73.81* 46.84* 72.09* 83.33* 66.67* 78.05* 84.00* 74.33*GtBBS TOTXU. JEFFERSON TOTAL MLK TOTAL Little Rock School District Enrollment Count Octobers, 1994 Ungraded K 1 2 3 4 S 6 Ungraded K 1 2 3 4 5 6 Ungraded P4 K 1 2 3 4 5 6 4MSfZ.U4Z. ELEM Ungraded P4 K 1 2 3 4 5 6 TOTAL MCDERMOTT Ungraded K 1 2 3 4 5 6 TOTAL 0 0 0 0 19 24 24 20 25 23 25 160 5 21 36 24 32 31 34 35 218 0 32 57 44 45 27 42 32 30 309 ilf46 9 9 46 47 45 46 48 47 43 340 ^20 0 25 36 33 36 35 42 34 241 17 17 18 14 21 18 16 121 2 36 37 46 39 48 30 41 279 0 31 34 23 26 28 23 34 28 227 0 8 11 16 13 15 21 16 24 124 0 30 35 32 34 33 35 34 233 Office of Desgregatton Page 6 2 3 2 2 1 2 0 12 0 1 1 1 0 0 2 0 5 0 3 4 2 1 1 2 2 0 15 0 1 1 2 3 0 2 0 1 10 0 3 2 6 2 3 3 1 20 38 44 44 36 47 43 41 293 7 58 74 71 71 79 66 76 502 0 66 95 69 72 56 67 68 58 551 9 18 58 65 61 61 71 63 68 474 0 58 73 71 71 71 80 69 494 50.00% 54.55% 54.55% 55.56% 53.19% 53.49% 60.96% 54.61% 71.43% 36.21% 48.65% 33.80% 45.07% 39.24% 51.52% 46.05% 43.43% 48.48% 60.00% 63.77% 62.50% 48.21% 62.69% 47.06% 51.72% 56.08% 100.00% 50.00% 79.31% 72.31% 73.77% 75.41% 67.61% 74.60% 63.24% 71.73% 43.10% 49.32% 46.48% 50.00% 49 30% 52.50% 49.28% 48 79%MEAOOWCUFF TOTAL MITCHELL TOTAL OTTER CREEK TOTAL Little Rock School District Enrollment Count October 3.1994 Ungraded K 1 2 3 4 5 6 Ungraded P4 K 1 2 3 4 5 6 Ungraded K 1 2 3 4 S 6 0 0 0 0 41 19 0 60 68.33* 49 42 47 39 31 30 219 8 19 36 34 28 26 40 35 34 2!\u0026amp;a F50 9 13 23 25 19 32 19 23 154 PULASKI HEIGHTS ELEM 1138 Ungraded K 1 2 3 4 5 6 9 29 24 38 26 24 29 27 14 21 22 23 20 12 131 0 0 2 1 1 1 2 1 0 8 0 27 25 22 23 37 34 28 196 0 28 41 34 24 28 25 27 0 0 0 0 0 1 1 0 0 0 0 2 1 0 0 1 0 0 2 2 2 0 2 1 9 0 2 4 3 0 3 2 2 63 63 69 62 51- 43 411 8 19 38 35 31 28 42 36 35 272 0 40 SO 49 44 69 55 52 359 0 59 69 75 SO 55 56 56 n.78* 66.67* 68.12* 62.90* 60.78* e9.77% 67.88* 100.00* 100.00* 94.74* 97.14* 90.32* 92.86* 95.24* 97.22* 97.14* 95.59* 32.50* 46.00* 51.02* 43.18* 46.38* 34.55* 44.23* 42.90* 49.15* 34.78* 50.67* 52.00* 43.64* 51.79* 48.21* TOTAL 197 207 16 420 46.90% RIGHTSELL TOTAL Ungraded P4 K 1 2 3 4 5 6 0 0 0 0 17 37 20 34 27 35 20 35 225 Office of OatQregation Paga? 1 1 0 1 0 1 0 0 4 0 0 0 0 0 0 0 0 0 18 38 20 35 27 36 20 35 229 94.44* 97.37* 100.00* 97.14* 100.00* 97.22* 100.00* 100.00* 98.25*ROCKEFELLER TOTAL ROMINE TOTAL TERRY TOTAL WAKEFIELD Ungraded K TOTAL WASHINGTON TOTAL Little Rock School District Enrollment Count Octobers, 1994 Ungraded PI P2 P3 P4 K 1 2 3 4 S 6 Ungraded P4 K 1 2 3 4 5 6 Ungraded K 1 2 3 4 5 6 1 2 3 4 5 6 F36 0 0 0 5 5 5 7 6 0 1 0 10 10 13 50.00% 40.00% 53.85% 32 16 5 S3 60.38% 32 20 2 54 59.26% 41 X 26 33 24 X 264 ^0 13 18 34 43 24 23 17 28 34 234 0 29 n X 28 40 X X 234 lUSI 0 44 51 45 52 51 43 41 327 #42 7 3 51 80.39% 19 21 10 11 4 124 0 16 14 10 11 10 3 4 5 73 0 46 41 X X 41 X 295 0 12 9 10 9 5 12 16 73 1 1 0 2 0 15 0 2 2 5 1 0 1 2 3 16 0 4 3 6 3 S 7 2 X Q 4 1 2 1 2 2 1 13 50 48 43 37 34 403 13 X X 58 X 33 21 34 42 323 0 79 71 94 75 X 84 7e 559 0 X 61 57 62 X 57 X 413 60.00% 54.17% 76.74% 64.86% 68 24% 65.51% 1X.00% X.00% 68.00% 74.14% 66.67% 69.70% X.95% 62.X% X.95% 72.45% X.71% X.03% 40.43% 37.X% x.00% 42.X% 47.37% 41 .X% 73.X% X.61% 78.95% 83 87% 87.93% 75.44% 70.69% 79.18% Ungraded P4 K 1 2 3 4 5 6 2 1 0 3 X.67% X X X X 47 78 61 48 443 11 22 X X X X 31 31 211 Office of Desgraoation Page 8 5 3 4 6 3 2 6 4 X 52 78 89 95 X 106 X X X7 69.23% 67-95% 61.80% 66 32% 56 63% 73.58% 62.24% 57.83% 64.48%Little Rock School District Enrollment Count October 3.1994 WESTERN HILLS 11129 TOTAL WILLIAMS TOTAL WILSON TOTAL WOODRUFF TOTAL SUBTOTAL GRANO TOTAL Ungraded K 1 2 3 4 5 6 Ungraded K 1 2 3 4 5 6 Ungraded P4 K 1 2 3 4 5 6 Ungraded P4 K 1 2 3 4 5 6 0 0 0 0 29 28 34 26 33 33 32 215 1143 0 31 34 33 36 39 37 40 250 #44 18 9 32 46 29 28 20 35 37 254 #45 0 18 25 25 28 12 11 14 15 148 8900 16365 8 2 39 7436* 14 13 18 14 10 18 95 0 28 32 35 30 28 32 29 214 3 8 11 12 12 13 6 12 6 83 0 16 7 13 14 8 14 8 7 87 4751 8173 Offtca of Oesgregalion Page 9 1 0 1 1 1 1 7 0 1 1 0 3 4 1 0 10 0 1 0 2 1 0 0 3 8 0 2 1 2 1 1 1 0 0 8 43 47 45 48 44 51 317 0 60 67 68 69 71 70 69 474 21 18 43 60 42 41 27 47 46 345 0 36 33 40 43 21 26 22 22 243 400 14051 657 25195 65.12% 72.34% 57.78% 68.75% 75.00% 62.75% 67.82% 51.67% 5075% 48.53% 52.17% 54.93% 52.86% 57.97% 52.74% 85.71% 50.00% 74.42% 76.67% 69.05% 68.29% 74.07% 74.47% 80.43% 73.62% 50.00% 75.76% 62.50% 65.12% 57.14% 42.31% 63.64% 68.18% 60.91% 63.34% 64.95%L Arkansas Democrat THURSDAY, OCTOBER 6, 1994 Little Rock School District Enrollment i 'SS'M SENIOR HIGH SCHOOLS JUNIOR HIGH SCHOOLS ELEMENTARY SCHOOLS SPECIAL SCHOOLS DISTRICT TOTAL SOURCE: uno Rock School District EnroWment 5,447 5,079 14,017 51 25,594 Percent black 85% 88 84 53 _ 85 Enrotlment 5,282 5,882 14,051 38 25,231 Percent black 05% 42 88 Arkansas OMnocral-Gautte Slightly fewer enroll in LR School District Total off 1.4%\nracial breakdown static BY OANNY SHAMEER Oemocrai-Gazefle Education Writer The Little Rock School Dis- trict's enrollment dropped slightly compared with a year ago. the official October enrollment count shows. The district, the state's largest, reported having 25.231 students  363 fewer than the 1993-94 count, and a 1.4 percent decrease from 1993-94'.s 25.594. The district's black enrollment remained at 65 percent. The count on the first class day in October is considered the official enrollment for public schools in Arkansas. While it isn't the number used to determine state funding for a district, it does have state aid implications. Neither the North Little black students and 289 fewer white students than a year ago. In other racial categories, the district gained 220 students. At this time last year, black students had decreased by 52 and white students had decreased by 599. Dr. C. Russell Mayo, associate superintendent for desegregation, said Wednesday. Last .year, the district's overall enrollment dropped 618 students from the 1992 1993 school year enrollment count. Little Rock enrollment figures included 540 students who came from the Pulaski County Special School District and North Little Rock School District under majority-to-minority student transfers. The Little Rock district stu- Rock School District nor the Pu- dent assignment office reported laski County Special School 1.507 students who left the dis- District had official enrollment trict for the Pulaski County Spe- figures available Wednesday. ' \" '  The information is due at the cial School District or the North Little Rock School Dis- state Department of Education trict under the transfer pro- by Oct. 15. gram. The The Little Rock districts en- majority-to-minority rollment showed 294 fewer transfer program allows stu- dents to cross district lines to aid in desegregation. Mayo said Wednesday that the district is sending 236 more students out of Little Rock under the transfer program than last year. The net decrease in total enrollment would be 127. Mayo said the net decrease was 532 students last year. Central High School, which has an international studies magnet program designed to recruit white students, had 1,637 students overall  242 fewer students than a year ago. Not every student in the school is part of the magnet program. The school had 186 fewer black students and 70 fewer white students than last year. Four of the five incentive schools continued to have high black enrollment. Those schools had only 34 more white students than a year ago.10'07'94 13:39 301 324 2032 L R School Dlst 0001 LirrLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 I' .6 FAX (501) 324-2032 L DATE: TO: /O/ 7/^^ FROM: SENDERS S PHONE SUBJECT: SPECIAL INSTRUCTIONS: Number of Pages (include cover page Speed. Dial^_____ Fax. Phone Nn-rnl-haT- /DC? 10.07/94 13:40 S3i:il 324 2032 L R School Dlst @002 To: Little Rock School District MEMORANDUM Dr. Henry P, Williams, Saperintendent From. Mayo, Associate Superintendent Date- Subject\nOctober 4.1994 Enrollment Comparison 1993 \u0026amp; 1994 (October 1), Attached is a chart comparing 1993 with 1994 October 1 enrollment. Worth noting are the following items\n1. Total enroHmenl for the district decreased but not nearly as much as last year this lime: a) b) The chart indicates a decrease in total enrollment of 363 students. Of that number, we have 236 more M-M transfers out of our district than last year. Therefore, the net decrease in total enrollment is approximately 12~ students. This time last year, the net decrease was 532. The number of black students decreased by 301 while white students decreased by 295. The category of other students increased bj' 221. This time last year, black students had c) d) decreased by 52, white students had decreased by 599, and odter students increased by 33. Change in percent of black students in the district is negligible. The Incentive Schools show an increase in total enrollment of 320. This occurred with one less incentive school. We did add t four^year old program. However, this accounts for only 18 additional students. 2. Changes in enroUment by orgartizationai level varies greatly\na) Junior high schools saw the greatest ORcrease with 21 3. b) High schools decreased by 165. c) Elementary schools increased by 7. Racial balance is mixed depending on the type of school:  s) Area Schools : i) Elementary Schools show 16 outside of the range *. a) Schools which have moved 3% or more back toward the range in one year are Bale, Brady, and rate Park. b) Schools which have moved 3% or more away from the range tn one year are Badges, Mableoale (8%), Wakefield, and Wesfem Hills. it) Junior High Schools show 2 remaining out of range this year {Southwest \u0026amp; Cloaerdale}. Southwest, howev^T, is 2.56% further out of range than last year. iii) .High Schools show only 1 remaining out of range {McClellan}. a) Though still within their range. Fair and //\u0026lt;?/,' increased in percent black by more than 3%. Ranges vary by organizational le\\'el and appear to the right of the attached chart. Unlike junior high and high schools. Elementary Area Schools have a fixed range of 40%-60% black students (Interdistrict Plan, page 3, In. 9).10-07/94 13:40 SOI 324 2032 L R School Dlst @003 ienry P. P'tllieirsS, Superintendent trollment Compariton 1S93 \u0026amp; J994 (October 3) 4. C: b) Parkview decreased in percent black by 4.38%. b) Magnet Schools (original six), with a range of 50%-55%* black students, are all inside of the range. As of this date, all students on the ivaitir^ list of each magnet since 1991 haue been contacted and offered auailoble seats according to grade level and racial balance. Those contacted inere mostly White. We continue to move through the remaining lists which date beyond three years ago. ,. The chance that these students will take seats is reduced because of the time they These students will be in the upper grades of their have spent in their current schools. respective schools now and may not iwant to change schools. c) Magnet Programs: i) Dunbai^ has a range of 40%-60% and remains outside of the range from last year. Ths school moved 357% more out of range this year to 66.20%. ii) Other magnet programs, except the original six, King,^ and Dunbar, are reflected under area schdols and must comply with the appropriate area school range. d) Interdistrict Schools have a range^ of40%-60%\n0 Washington (64-48%) and Romine (72.45%') remain outside of the range. ii) King has moved inside of the range this year. e) Incentive Schools remain racially identifiable. However, Rockefeller has decreased in percent black by 5% over last year bringing it to 63.51 %- An important relationship to notice from the chart is that of capacity to raaal Balance (percent black), in many schools, we cannot have both\na) For example, McClellan H^h School is outside of its racial balance range but has 302 seats leh before reaching capacity-. Because racial balance is a priority of the Plan over capacity, only- non-black students can be assigned there now. One-hundred twenty (120) additional nori- black students must be assigned to bring the school into range. If that were accomplisheo, one additional black student could be assigned for each additional non-black student until capacity was reached. Until those additional non-black students are found, the capacity of the school cannot be reached. similar problem. While some are within their ranges, they are b) A number of schools have a--------------------------- near the top of the range but not at capacity. If addidonal black students requested these schools, we could assign up to the maximum edge of the range. If only black students are assigned however, those schools would never reach capacity either. Some examples of this are King 'interdistrict Magnet. Parkview High School Magnet, and Forest Heights Junior High School. Superintendents Council  Interdistrict Plan, page 3. In. 31. 2 S LRSD Plan, page 140, In 23. King must comply with Iftienhstrici School ranges. Intcrdistrict Plan, page 2, In. 10.10-07 '94 13:41 301 324 2032 L R School Dlst 0004 OctOtoiK 1. 1SS3 i i I LKte Rock School Onaiet Enrvllmafit Comparison Octot*/1 1S5X Drff^9ftc* 199^ Cents! HS^ r-eeHS HeUHS 1 g M:CatenHS\" PalnwwWS* ! i I ! I 1 S 1 ! 1 .!_ I 2 -  - I B * 5   I \u0026lt; ! i 9- I \u0026gt; 12281 S16| 33\n18791 6S35%i lOMi i\u0026gt;46i ' 49i 163?! 63S3%{-ia8! -70! I6l-242i -1.82% . I Q. 1891! -254 S96I 314i Bl 916! 64.92% 586 ! 362 ! 28! 976 | 60,04% 66S| 213! 71 8S6| 7517% 7[ gl71 6O.8TM35I 669 ! 325 ! 36! 10311 64 89** 631! 2791 -1 684 i 2C3| IPi aS7! 76.25% 83\n-36! Bi 55 4631 3151 loi 76Si 58.76%^ 4351 3281 37i 18 -10! 3| 11 389* 4.85* 1.06% 9^ -37 'Magne: \"Sot^Tet^l\n35391 1S22I WoIUsmOII ClovmialeJH Sunbar-ZW- 7 L ^^SHoightsJH |i A4aM13le JH UannJJr Pufebtr Hiights 800' 54.3S%{ .2b! 13! 27i 1S| -4.38% 86' 5447! u^7%it MB, 1884\n133\n5Zg2l 65.49%\n-Wl-ISei 63I-1S6! 0.52% 3076! 15071 76j '4^r66.0?^|' 3OT4i 13B| 1021 4482! 57-47*4 -t2i-l5l| 251-177! 5661 13O| 4391 2511 5 n 575! 195I 18 701' 80.74% 701! 6282% 521 468 1191 1.45% 7| 647 | 80.53%! -^Si -11'1 21 -941 -O.a% 7881 7257%! 5 227! 121 707 | 66.20%\n29j~-24| ll 6i 3.57% 678! 210\n 4531 197 i 494! 341 2': 197i IS] 915! 74.10%I 6611 229' 27| TSO! 72.44%S^ 4[ 654 ! 6937% 16! 851! 58.05% 417| 161! 91T| 72.0e%|r' -17! 19! Oi 21 Oi -8! -0.53% 1291! -260 1199! -3C2 ioob! -200 SSS5| -1053 53351 -853 863! -221 8121 -105 8581 -78 \" Magnel Program Inoenlnre - iwwdBlnc! 49.11% 7317% AreaHSRaigs 21 -2(7i 7| 535 ! 7128%\n-36! -SSP3! -69! 2C2% 456 ! 3S5t 23! ' 645 53.96%g -38\n25! 7! -6! -4 06% 9071 10 614! -29 r 4341 251 524' 141\n5! 790 i 54.94% 14! 679 ! 77.17% 431! 334! 4871 1IS| 18! s! 7T\\ 55.90%! -3| -I7i 11 -19! 0.96% 6101 79.84%|i -37i -oei 4| -63' 266% 8501 745i -5 26 Sul\u0026gt;-T\u0026lt;itl\n 4163! 18161 IDO\n6079 | 68.48% Woment|! 3S69i 1475T 84! 522SI 70.18% 4006! 1733| 118! 5862\n6aJ4%|j-lS7| -78i 13!-217: 41.14% 35501 1372| 95! 5017! 70.71 Ssfs 3coke^ itsdf Canrsf\" CtJaf CiO'^rdeJe Codd rair Park tdtasiPari: trsnUrT ^.itiKd! C^larKf CeyerSpPnes SXf JefJsrss.i 132j 571 0, r 2251 6^ 10! T~ 265! 76I 1 32H 2SS| 5! 9! 189! eS4% 3C3! 7426% 3431 7726% 53.95% 1331 2141 2451 44\n871 771 Qi 177! ' 75.14% li -119i-1(K! 1i:.2l1i Bje% n -13| 0! -12\n5.30% 8! 309! 65.29%\n-11 i 19! -2) 61 -5.00% ! 263| 1221 121 397! S25% 305 l 243, 25\n4! 326 ! 75f5S -20i 11 21 -171 -2.11% 573'i ~53.23%i! -161 -2Q| 14! -22i -0.72% |l' 3251 2551 ! 356! 1471 7! 595 ! 54.62% 2541 137! 171 406 ! 622S%| I 304\n189\n1' 2EQ! 75! 97! 6! 5091 .94% 7! 385! 76.76% f' SJB! 2o7| 121 5831 52.55%pi^ -91 15i 5! 111 -3.99% 344\n1511 312i p~200 ! 253i 300! 40! 61 31 5! 51 i! 2721 15, 1811 2081 3\n76\n211 21 1701 121 213! 257 r 357! 189! 3Vi} 1 /A I jl 2S7! 2321 i- 31g! 127! 2921 64.73* i 1S3I 263 : 76.05%! ' 204\nJI ll 215! 12! 1411 195\nRorrvfK- Tsfry iVfiSem Hills Wiissr. WOOCfV{^ Seeds! Sef)091s 737! -127 6391! -529 5541! -524 257] -60 4011 -92 3901 -64 655:' -S3 457! -65 613! -25 6681 -55 492! -lOd 3231 -30 351! -69 51.25% 75.88% Aiea JH Range 4, 5! -7| -207% 4: 2! -Si -1.55% 3031 68.39% g -12! 61 6: S' 5' 61 91 181 el 0.84* 6! 0.04% 8! 4! 74! 571 73\n332! 73.59% I 2381 S4.77s^ 2821 7234% j 4321 45.83*1! 4451 87i%t S42I 432e%'r 2S2| 67.a%| 300 ! 74.33% t -11 -1! 0, 2! 41 13| 2! 19| -3.71% -2! -25! 11 -261 217% .57%r~i! .96% 456 j 43.57% 345! 86.96% 520! 44.81% 1^t 226I 3S3' 411 S3i 1! 4! 981 1.76% 2051 8629% 1 246: 288 ! 7222*1 2231 6\n299 ! 56.66% 4! 7!' 3! 15! 504 ! 4225% 331 Sl.K* 488! 63.73% 509! 5'.47% 235! 2S9i 9! 27! 65! 11 i 21 17! 3i 22\n-1.45% Si 6\n6| 77, -1.06% 39i 434! 540! 33 9 1631 121! 2181 2791 309 ! 227! 340, 124! TJ 2S3I S4.6\u0026gt;Kji -10! 5| 502 ' 43..43%i 151 10! I5i -12! 9! I2i 211* Ol 4, -6\n-225% 5I -81 1| -2! 1.16% 551\n96.08%\n-46! 35i 8, -2I -8.46% II 4341 70.51%! 279! 1 -nni Ct /oe\n7 a: 5: 230! 3.48% 3411 41.33%' 241\n233 ' 20' tlM. 71.73^ 4341 48.7^ 29! -501 7i -14! 8.00% 2501 8' 1541 195: II 4| 411! 67.88% ij'27!' II 51 -151 -2% 4\n01 -231 -2S2% 2721 S5.59%\n|451 -41 1| 42! 2.11% 190! 1971 111 398 | 47.74% I I97i 2071 3| 359! 42! 13i 7 164! 4' 189! 9735% 3401 70.53% 2251 4i 16! 420! 46.90% 229! S825K|I 41 i II 4i 18! 1S% 7i 10! 5! 22, -0.83% 0! -11 40\n0,90% r T L -4- 238! -1S 328| -28 353! -63 432! 10 728' -177 5151 517! 465! 54 298\n-23 3511 374\n8 45 240! 531 7i '2471 73, 3341 755%| 1411 Si 11 1451 9724*1 2431 292! 251  6611 4322% 3l 3371 106! 4i 4471 75.S% 451! 250\nlOi 721! 6255% 353! 891 0! 2641 124| 2341 15 73! 15 ClesRl 403! 6.31% 323 ! 724 241 311 8! 631 -5.06% 234! 2S5i ' 30i 5^l 41.88% -9| 3271' 73'i iSi -  73i Oi 2! -Ill -1.51% Ooae_______ 3i 4| .21 -1.46% 258! '-23 469! -65 4S7| -154 ! '215| 1141 257, 2071 4421 79.86% 332 ! 64.76% 4431 211\n340! 811 6' 21S| 95! 413I 79.(8%( -101 -331 91 -341 657\n84.48% 379% 515! \u0026lt;92! 44 -7B -8! -491 231 -341 153% 835! -149 Tea! 147! 27l S7i 84\n23! 4721 54.45%l! 2501 214! 41 3541 7429% 51 236 ' 6229% 51! 5294% 2541 1481 151 831 871 6! 7! 10! 4271 79.63%ll -131 -6\n61 -151 -024% 492! -65 317! 67.32%j 0! -19\n4i -15! 3.08% 474! 5274% 61 3451 73.62% 8! 2431 60.91% 0! -7! 9\nT 71 21 2! -1.71% Jll 4i 3, 31 -91 -0.57% 71. -1.38* 36! 41.67%\n-121 -21 -II -151-1127% Su8-Toauj' S972 ! 4S45\n251, 14068! 63.7to| 8915\n4772 : 400. 14087\n6329%|! -67! -7311481 19\n-0.48% \u0026gt;4aM\u0026gt;gnall 78721'3968\n218! 12066 : 65J0*A|l 7876 ' 3904! 5431 121Z3I 6437%{ 4! .62I12S! S7I .0.3314 SranO 7oi3\u0026lt;| 16674 1 84S3 i \u0026lt;37125594 1 65.15% 116360 ! 8194! 667 : 252311 64.92%|-294i-2S9'l220!-363i -0.23% 4lAfegneBj| I46t7i^| 376121943! 6S61%\ni50! SS32i 540 i2l622i '66.S3%^167l-3l6!lS2i-32l. 0:1^ 328! -n 517! -43 394! .49 3241 -81 T  15717,-1630 13578,-1455 284431-3212 24454 TSCZ 4000% 80.00% Area Stem. Range M_5JC.S O1hc ol Dcwrgrvgatian IsrSWJr /10/19/1995 14:24 5013242281 LRSD STUDENT ASSIGNM PAGE 01 Office of SwdeNT AssiqNMENT SO! SheXMAN UnE Rock, AR 72202 Tdephoxs SO FT24-2272 Fax SO FT24-2281 FAX COVER SHEET DATE fo-h - TO -0 D /v\\ Fax NiMba^ FROM 3\u0026gt;'7l'0i o SPECIAL INSTRUCTIONS. /f NUMBER OF PAGES, INCLUDING COVER 3 10/19/1995 14:24 5013242281 LRSD STUDENT ASSIGNM PAGE 03 /08/93 11:31:46 PAGE - Entry  Withdrawal Entry/Withdrawal Coda Description 1 E AR CE DX DO HS XE LR NO NP PO RE FROM PUBLIC SCHOOL IN ARKANSAS CHANGE TO ENTRY RECORD FROM DETENTION FACILITY IN ARKANSAS FROM DETENTION FACILITY OUTSIDE ARKANSAS FROM HOME SCHOOL INITIAL ENROLLMENT THIS YEAR FROM ANOTHER LRSD SCHOOL FROM NON-PUBLIC SCHOOL OUTSIDE ARKANSAS FROM NON-PUBLIC SCHOOL IN ARKANSAS FROM PUBLIC SCHOOL OUTSIDE ARKANSAS RE-ENROXX AFTER EXIT SAME SCHOOL W AO ex DC DF ED EM EP EX EY FL GR XD LT ML MM MO MR NA NE NX or PC PG PS SC SI TI UN VD XH ADMINISTRATIVE REQUEST CHANGE TO EXIT RECORD DECEASED ASSIGNED TO A DETENTION FACILITY EXEMPTED BY THE DISTRICT WITHDREW/EMPLOYMENT WITHDREW/EMOTXONAL PROBLEMS EXPELLED BY THE DISTRICT END OF YEAR WITHDREW/FAILING GRADES STUDENT GRADUATED DUPLICATE XD LONG TERM SUSPENSION WITHDREW/ENLISTED IN MILITARY M TO M TRANSFER MOVED TO ANOTHER DISTRICT WITHDREW/MARRIAGE WITHDREW DUE TO NON-ATTENDANCE ON RECORD BUT NOT ENROLLED WXTHDREW/LACK OF INTEREST OFFICIAL TRANSFER WITHIN DISTRICT PEER CONFLICT WITHDREW/PREGNANCY ENROLLED IN A PRIVATE SCHOOL enrolled/post-secondary school WXTHDREW/SERXOUS PERSONAL ILUTESS TRANSFER WITHIN DISTRICT/MOVED WITHDREW/UNIDENTXFIABLE REASON WITHDREW VOLUNTARILY/DISCIPLINE EXIT TO HOME SCHOOL END O F REPORT10/19/1995 14:24 5013242281 LRSD STUDENT LSSIGLM PAGE 02 CORRECTED COPY Linia Rock School District Exit Totals 1994-95 August 22, 1994-June 30, 1995 SENIOR HIGH SCHOOLS central JA Fair.................... MCCLELLAN PARWEW SUB total JUNIOR HIGH SCHOOLS CLOVERDALE DUNBAR ~ ^EST HEIGHTS HENDERSON mabelvale\" MANN magnet \" PULASKI HEIGHTS SOUTHWEST ~ SUB TOTAL AD PC Of ED EM EP' Ex EY PU OR lO i 211 1, 2. t 3' 2 21 i\n1 1 2i I MU MM MO MR NA NE Nl OT PC PG P3\n3c SI 1 Tl I UM VO I XH I TOT ^1 1. ..J. 1 1 2 7\n131 2\\ 1: 1 3\nEUEMEWTarY SCHOOLS | badoett BAL BASELINE_________ booker MAQNET BRAOY CARVER MAGNET CHICOT CLOVERDALE tX\u0026gt;DD______________ FAIR PARK_________ FOREST PARK ^anklin FULBRIGHT ^RLANO__________ Gg^R SPRINGS GIBBS Magnet jgFFSRSQN KING mabelvale ~ MCDERMOTT MEAOOWCliff MfrCHELL i r t TT 2! \"17 + I OTTER CWBSK PULASKI HEIGHTS WQHTSELL rockefeller RQMNE^ STEPHENS TERRY__________ WAKEFIELD WASHINGTON WATSON  ^STERN HILLS  !^1AM3'magnet ' ^QN WOODRUFF SUB TOTAL f 11 2, i 81 T r, 11 81 9. 15i ( I I 4. I T 1 ii + 1 I !~r.2 'M'\n' 1'\n8 II -r 7T I I 1 I i J. T 1 T  T + 1 I 1 r 17 t t' 7 1, 1 T 6 ' I I I U...7 v I f T  1 I X X 1 I I -t i I Tr 31 1 20 -Lij T I 2: i L_L 1 I t H 11 2 2\u0026gt; T I T I I I H X I 4 t I + 4i 1i I ORAND TOTAL! 27 8/23/M X r 4. f I 18 28i 4 t + + X X II X T + i 7j 4-1 ~7 1' 8 41 i 1 T X J. 4-4. X t I T I T I + T t X X 1' I 1 1 + 1 1 1 + 1 T 117 73' _86 1^: 17' 379 1. \"3\n431 ........t' 7  54. 129\n2 711 37' IOS? 24 1 4.. (..... 3{ f-Hi 1 .1 8 4 11 17\nI 17' 1 I 408 88 6^ 91 33:  sr^f 32 84 L i 701 I 18^ J 901 J 3S\u0026amp; 1: 1 I 2!^ ^'7 47 2' 1188\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_608","title":"Little Rock Schools: Stephens Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1988/1992"],"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","Stephens Elementary School (Little Rock, Ark.)","Educational statistics","Educational planning","School buildings"],"dcterms_title":["Little Rock Schools: Stephens Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/608"],"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":["72 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\nProposed desegregation plan, site selection committee, news clippings\nI LITTLE ROCK SCHOOL DISTRICT I I PROPOSED DESEGREGATION PLAN October 3,1988 n I Iobviate the need for compensatory and remedial programs in the higher grades. LRSD proposes that Gibbs Magnet be reorganized as a K-3 school and Rightsell Elementary (approximately four blocks from Gibbs) serve as the 4-6 international studies magnet. Also, Dunbar Junior High School J C \" ] (approximately two blocks from Rightsell and adjoining the Gibbs campus) will have a school within a school for international studies. The use of Gibbs/Rightsell as feeders for Dunbar will provide continuity for the ] international studies theme. The uses described above for Washington, Mitchell, Rockefeller, Ish and Rightsell may change if those I schools are needed to house enhanced schools. C. 1990-91 I I The recommendations in this section are based on current demographics and geography which identify a need for new construction. It is proposed that the District relocate I ( ] Stephens Elementary due west of and adjoining Capitol Hill Complex. the The new Stephens will house pre- kindergarten through sixth grades. The new Stephens will be similar to the new Washington in that it will have a capacity of 600 students and serve as an interdistrict magnet. The magnet theme will be based on the results of the tri-district survey. In addition to being located on the 1-630 corridor, the new Stephens Iwill be easily accessible to downtown office workers, state department employees and University Medical Center personnel. J The site for the new Stephens Elementary is approxi- mately one-half mile from Woodruff. i Woodruff has a capacity of 245 students and is situated in neigh- a 9 C - 9 borhood that has no real potential for white growth. I 9 9 9 9 0 9 Woodruff is presently 75% black. Probably the best use of this facility is to use it as the Instructional Resource Center (IRC). There is no need to continue to use Woodruff as a school after the opening of the new Stephens School. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility would be located in the general area bounded by 1-630, Chester Street, 7th Street and Center Street, In addition to being an interdistrict magnet. the big attraction for this school will be its early childhood program and childcare facilities. This location is expected to serve as natural magnet for individuals a 9 who work within governmental and business Little Rock. centers of III. Assignment Plan 3 The Little Rock School District proposes to use attendance zones for al*l of the non-magnet, non-enhancement schools. The zones will provide a feeder pattern for elementary Stu- 1 13JOM S94OOS Jtapuafi Aq paqjodaj: qou aasaqi AjoBaqeo aoej u-I^U^Oh sqq ux squapnqs xYb jo jejoj,  OOT OOT OOT wr passed :iuaoaad 0 0 T T 0 0 T * T passed 'ON saavwaa aawio passed ^tuaoaad 0 0 0 0 pSSSGJ ON ^a4VW WUO OOT OOT OOT TOT passed 4uaojad T 0 T 0 0 T T 0 passed OM saavwaa aiiHM OOT OOT TCT passed 4uaoaad T 0 0 T 0 0 0 T passed 'ON saavw auLiHM S8 8S tV Si Si 9S passed :}uaojad QZ L iT ST passed \"ON saavwaj xavaa 6 S 9S 98 Si iS Ti Oi passed 4Uaojad ZT ST I? OT VT possvd 'ON saavw Hovaa 9 E8 Ti 9S 6 Ti Vi 9S passed ^Tuaojad TT iT 6Z SE VZ VE OT 8T OT iT 5Z SE sz OT 8T passed \"ON P94S9J, Oli sj^Naanis qqv T66T 066T 686T S3IiLVW3HJVW 886T T66T 066T 686T 3NIQV3U 886T AaviNSwaoa SNanaais :aoonDS L2  9  E aavao AHVHwns aoonos avnaiAiaNi T6-066T snnsaa isai, aoNvwaoaaad wnwiNiw svsnvhuv i.3iai.sia aooHos aooa aaiinSCHOOL: STEPHENS ELEMENTARY 1988 I 1969 READING 1990 t 1991 1988 ALL STUDENTS No. Tested No. Passed 25 21 35 28 24 18 16 15 25 18 Percent Passed____ 84 80 75 94 72 SLACK HALES No. Passed 6 16 9 5 6 percK.nt Passed BLACK FEMALES No. Passed Percent Passed I WHITE MALES Passed I Ko. Percent Passed WHITE FEMALES No. Passed Percent Passed OTHER HALES No. Passed Percent Passed OTHER FEMALES No. Passed percent_passed 86 9 75 4 100 1 100 * 1 100 73 11 92 0 0 * 1 100 69 9 82 0 0 0 0 100 6 86 1 100 0 * 3 100 u 86 6 50 4 100 1 100 * 1 100 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91  INDIVIDUAL SCHOOL SUMMARY GRADE 6 MATHEI-IATICS 1989 35 26 74 16 73 9 75 0 0 * 1 100 1990 24 19 79 11 85 8 73 0 0 0 0 1991 16 15 94 5 100 6 86 1 100 0 * 3 100 1988 25 11 44 4 57 3 25 LANGUAGE ARTS 1989 35 19 54 9 41 9 75 1990 24 13 54 7 54 6 55 1991 16 11 69 5 100 4 57 1988 25 9 36 3 43 1 8 SCIENCE 1989 35 10 29 7 32 2 17 1990 24 11 46 7 54 4 36 1991 16 11 69 5 100 A 57 1988 25 6 24 0 SOCIAL STUDIES 19B9 35 21 60 14 _61_ 19 9 0 24 14 58 8 .6^ 199 1 16 14 5 100 0 6 6 6 50 55 3 0 0 0 4 0 0 0 4 0 0 75 0 0 0 0 1 100 * 1 100 0 lOQ ion. 0 0 0 0 0 0 1 0 0 100 0 * 2 67 1 I ii 0 0 I I * 1 1 0 A- 2 * 1 * 1 0 * 3 100 100 67 100 100 J 100 I Total o all students in the \"Other\" race category. These scores were not reported by gender.~ k Ml -tA \u0026lt; U U 4S *:i dIUM. 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 621 I SCHOOL: GRADE: STEPHENS INCENTIVE SCHOOL 1 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I Percentile Sunmary N X N X N X N N X N X N 50 26 01 75 49 25 4 4 1 7 25 X 25X 6X 44X 7 5 3 L 44X 31X 1 9X 6X 5 3 4 4 31X 19X 25X 25X 5 3 5 3 31X 19X 31 X 19X 2 1 4 3 13X 44X 25X 1 9X 4 3 5 4 25X 19X 31X 25X 5 3 5 3 Nuabe Mean NatU.NCE 1 6 -48^ 16 1 6 51.0 1 6 52.9 1 6 48..t__ 16 46.8 1 6 52.6 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES Percentile Sumaary N X N X N X N X N X N X 50 26 01 r, 75 49 25 0 0 9 - -7 ox ox 56X - 44 X 5 7 2 31X 44X 13X ____g____ijx_____ -0 4 5 _ 7 _ OX 25X 31X 44X 0 4 6 6 OX 25X 38X 38X 5 5 0 6 31X 31 X OX 38X 5 3 5 3 31X 1 9X 31X 19X NuBbe Tested Mean Nat * 1 NCE 1 6 34.5 1 6 58.5 1 6 37.4 1 6 41 . 8 1 6 51 .5 1 6 50.1 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES Percent lie Summary N X N X N X N X N X N X ____.76 - 99__ 50 26 Qt  75 49 4 4 1 0 13X 13X 31X 12- 12 5 -14 -._ 44X - .3flX 3ex 1 6X _ 3____9X ..5___IfeX______ 7 9 1 1 22X 28X 34X 5 1 1 1 9 16X 2 ex 34X esx 7 1 2 4 9 22X 38X 13X 28X 9 6 1 0 7 esx 1 9X 31 X eex Number Tested Meaa_N\u0026lt;til,NCE 32 41.7 32 59_u6._. 32 J4.._ 32 47.4 32 49.8 32 49.5 31X 19X 31 X 1 37. e '^1 a COMPLETE BATTERY I-! N 0 4 6 6 1 6 41 . 7 X OX 25X 38X -'3 0 * ! 3 COMPLETE BATTERY 0 N X 5 7 1 1 9 1 6X 22X 34X 28X J 9 {-I 32 47.2 p.1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 623 SCHOOL: GRADE: STEPHENS INCENTIVE SCHOOL 2 3 WHITE FEMALE Percentile Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat'1 NCE ALL WHITE Percentile Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE BLACK FEMALE Percentile Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE 1: TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BAS 1C BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY . N X' N N X  N Z 0 1 0 0 ' OX 1 OOX OX OX 10 00 1 OOX OX OX OX 0 1 0 0 OX 1 OOX OX OX 1 o' 0 0 100X ox ox ox 1 b 0 0 10OX OX OX ox 0 1 0 0 OX 1 OOX ox OX 1 0 0 ox ox ox 56.4 lLLT 1 1 86.9 57.0 1 1 67.7 72.8 1 1 54.2 68.5 TOTAL '  READING TOTAL...... MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X  N X\" N\" X N X 0 1 ox 100X \u0026gt; 0 ox 0 ox 1 0 0 0 100X OX OX OX 0 ox  1 1 oox 0 0 OX ox 1 100X 0 ox 0 0 OX ox 1 1 oox 0 '  ox 0 0 ox OX 0 0 0 OX 100X ox ox 1 0 0 0 1 OOX OX OX OX 1  56.4 j\n1 1 1 86.9 57.0 67.7 1 1 72.8 54.2 1 68.5 TOTAL READING TOTAL - MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL ' STUDIES COMPLETE BATTERY N X N : X N X N X' N  N X N 2354 14X 21X 36X 29X 6 ,fe 4QX. b.. 5 31 33X 2 OX 7X A 7 3 2 20X 47X 20X 13X 3542 ^X 36X 29X 14X 2 4 3 6 23X 27 X 20X 4 OX 3 31 8 20X '2OX 17, 53X 2552 '36X 36X 14X 14 43. 1 15 62.2 15 52.7 14 49.5 1 5 46.8 15 45.3 1 4 48.9 JLd Itt ' 30 fl 29 2ft 19 Jit. 21 2^ a fl ftft, a 1  I  .1 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: i^ir! STEPHENS INCENTIVE SCHOOL 2 3 ?:iJ\n\n:ii ALL STUDENTS TOTAL READING Percentile Sumeary TL 50 26 01 75 49 25 Nunber Tested ___neaii-MatJ-L-KCI N X tt I 1991 \u0026lt; MAT-6 Distribution TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY N X N X N r SCIENCE X N X ttJ6481 M6BYSC SOCIAL STUDIES N X 10/07/91 PAGE 625 COMPLETE BATTERY N X 3 i' e to ^1 * t  ' * I - _j4- 6 1 1 4 14% 24X 44% A4X J.3 1 0 3 48X 37% 1 IX , 4Z 5_ 14 6 2 19X 52X 22X 7X ___6^.._.?45:____ 12 5 2 48X 2 OX ex 4 10 7 6 15X 37% ae-/. 22X 3 9 3 12 1 IX 33X 1 IX 44X 5 12 6 2 _20X 48X 24X 8X 16 It 25 ____45..6. 27 .46^3 27 54.0 25 5-2.12 27 ___50,4__, 27 - 45,5_ 25 51 .4 10 ti 21 ?.9 27 2 30 31 I : '  I J .'t . { :'e 33 I  i 42' ir'  bli } I\n  I  Jr f    'I Ui 2L 2l b3| '*  .'X-  . s ^S- \\ J- '^- 9 A,  ^,r V- jilt r **'1 \"O 7b'A 7O' y\n- J?1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 1 0/07/91 PAGE 627 SCHOOL: GRADE: STEPHENS INCENTIVE SCHOOL 3 BLACK MALE TOTAL READING TOTAL MATHEMATICS   j  TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percontll* Sunaary - N X u. N N X N X N X X N X * iT lO 76 50 26 01 99 75 49 25 A 1 2 5 ox 13X 25X 63X 3  . .38X 3  1 38X 13X 3 2 0 3 38X esx ox 38X 1 2 3 2 13X 25X 38X 25X 0 2 2 4 OX 25 X 25X 50X 0 2 3 3 OX 25X 38X 38X 1 o' 4 3 13Z OX SOX 38X t\nIB   Nunber Tested : Mtan_NtJ.LJiCt 8 A h-? 8 49.6 8 ___47..e_._ 8 40^6 8 __^.37..4 8 36.9 8 38.7 ALL BLACK ' I 'r-- 20 21 22 23 /jib Un Percentile Suaaary -TOTAL 1! READING \u0026gt; i' hi N X ___7$ .r_99. 50 26 75 49 Qi_r_25 Nunber Tested Mean Nat'I NCE e 13X TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY 28 27 N X N N X N N X N 30  1 .......   53X-'^TifeyBg ____ J In4 2 20X 40X 27X 2131 6 4 0 5 40X 27X OX 33X 3 4 4 4 20X 27X 27X 27X 1 5 2 7 7X 33X 13X 47X 2 4 4 5 13X 27X Z7/, 33X 3 2 4 6 20X 13X 27X 40X 15 ls.9  33 34 3B Jfi. J is '  in-nag^ irtffl Mt p ) I \u0026gt; J 15 54.6 15 46.6 15 40.7 15 42.9 15 44.5 401 i-4. JI 1'1 Miife  M'l,\nf  d I i / ' n-\n,  3\ns\u0026gt; ni 4 H k-! ' f* 'n't fils 'fr . - M 4 'It =3i 5-' 1 i n jr * ! \" J* 80 ( I I 88 I ** \"1 7 M  7i  n 7i 4 78 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 628 SCHOOL : GRADE: STEPHENS INCENTIVE SCHOOL 3 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunaary N X N X N X N X N X N X N 9 w J 6. 50 26 01 .n 75 49 25 2 3 9 Number Tested I -L3X. 13X 19X 56 X 3 6 4 3 9X. 38X 25X 5A 6____^38X_. 4 1 5_ 25X 6X 31 X 3 4 4 5 _._1?x _ 25X 25X 31X J_____65L 5 3 7 31 X 19X 44X ____2 4 5 _5 13X 25X 31X 31 X 3 2 4 7 19X 13X 25X 44X\n'i '-1 /.W- --if SrJ,\n:\n. * i '7* 16 _____Wan Naf 1 NCE \"l^t  jV: 38.3 16 51.6  16 ___54.1____ I 6 . 6. _ 4.14.\n:   1 e -40,7 16 ___4ga7_ 1 6 43.7. ^^e 'i .i-K* 'K's-' 2t Z2 .s-H jw- :a: a 29 '?^'- i *- 'A  *?!'  i\n, (   :r. t. liii :ii tlKS-' . ' 34 '1 3-1 !!4T h IBW E .'id/.i II4If \u0026lt; i 5? ! S.i' f ifi -Vi 11 Will ri era I :K V iSv\nSt iul 39 2\u0026lt;i. 37 30 39 o \u0026gt; -! y w I _ -  '! '   Ljpj. 4u' WB T ft 0^ ihi iP! all I '  .**: .V** ] ro'j  * tlf^ J.f\" r / i l-i4il\" 'it f IT .- 1 f? j'i' -rii 1 \u0026gt; . It i I* i\nj' H\n'-' . 1 Iff l ^^1 Vr SSlfe  .It ! 7v. V' Mtl .1 ij 5 ? e^'a e\n' e X'' I V I*  ' I. 2  Ip: -  21 ' J i\u0026lt;' I j'H  00 L 00' 071 OS 0 7} 'U:iq *1 t\n- . -. 72 73 zy ^7s.^  '\u0026lt; n'*- 4^' .at1 LITTLE ROCK SCHOOL DISTRICT SCHOOL:\" STEPHENS INCENTIVE SCHOOL' GRADE: 4 UHITE FEMALE TOTAL READING Percentile Summary N X ^OiMLL 1 991 TOTAL MATHEMATICS N X MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 629 COMPLETE BATTERY N ' X  N X  N X X N X 76 5 0 26 01 99 75 49 25 0 1 0 0 ox 1 OOX OX OX 0 1 0 0 OX 1 OOX OX OX 0 '1 0 0 ox 1 d'dx OX ox 0 1 0 0 0^ 1 OOX OX OX 1 0 0 0 1 oox \"OX ox OX 0 1 0 0 ox 1 oox ox ox 0 1 Q 0 ox iodx ox ox Number Tested Mean Nat * 1 NCE 1 1 1 1 1 1 1 61 . 0 63.5 52.1 61 . 0 82.7 59.9 64.2 UHITE MALE TOTAL READING TOTAL  MATHEMATICS TOTAL ' LANGUAGE BASIC \" BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X 'N' X N X N X 76 50 26 01 99 75 49 25 0 ox \u0026lt; 0 dx 1 0 1 oox ox 0 ox o' dx 0 ox 0 ox 0 ox 0 i i*ddx ' 0 ox * 'f idox a ' 1 0 100X ox 0 0 OX OX 1 0 1 oox ox 0 0 OX OX 1 0 OX ox 1 oox ox 0 0 1 0 OX ox 1 oox ox Number Tested Mean Nat*1 NCE 1 1 1 1 1 1 1 ALL UHITE Percentile Summary 76 50 26 01 99 75 49 25 Number Tested . Mean Nat * 1 NCE 47.9 43.0 52.1 47.4 50.0 48.4 47.9 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL  STUDIES COMPLETE BATTERY N X N x\" N X N X N' X N X 0 1 1 0 OX BOX BOX OX 0 r f. 1 1 0 SOX BOX ox 0 2 0 0 OX 1 OOX OX OX 0 1 1 0 OX BOX BOX OX 1 1 0 0 BOX BOX OX OX 0 f 1 0 ox 5 ox BOX OX 0 1 1 0 ox BOX  BOX OX 2 54,5 2 53.3\nj.y\n2 B2.1 s 54.2 s 66.4 2 54.2 2 56.1 1 . r.'i\ni  :t bl'. I J 3 s o 9 1 19 19 10 ?0 21 32 23 e 29 2 ( 20 90 31 33 34 39 2\u0026gt;. 36 4 5(1) 61 6 6\u0026amp;i 67| ' 6ei 63l 941 6^ Oft' 70' I 741 s 4- J r-' vi '^51 ? V '...A-A. w. I I I 0^' I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91  1 1 SCHOOL: GRADE: STEPHENS INCENTIVE SCHOOL 4 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentll* Sunnary 7t - 99 50 26 _0i 75 49 Nuaber Tested ___ Mean NaVLLJiCE. BLACK MALE Percantila Suaaary 76 50 26 99 75 49 01 - g Number Tested Mean Nat'I NCE all I----- I 'i 1 I N X N X N X N X N X N X N BLACK 0 ox 2 7 1 0 1 IX 37X 53X 5 8 5 5X 26X 42X 26X X 6 5 7 5X 32X 26X 37X 0. e 4 3 OX 32X 21X 47X 0 5^ 59 OX 26X 26X 47X 0 5 e 8 -OX 26X 32X 42X 0 4' 1 Q 19 34.7 r 19 JJl if i.a. i 1 9 41.0  H 19 .31x5- 19 34.0 19 34_,3 1 9 36.0 TOTAL READING N X 0 OX 3 t9X 25X 56X I TOTAL MATHEMATICS  -g^iTOTAL 'V language BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N X N N X N 1 6 35.5 TOTAL READING Percentile Suaaary : 50 26 _01 75 49 es. Nuaber Tested \u0026lt; Mean Nat * 1 NCE, N X 5 1 1 0_____ QX. 14X 31 X .\u0026gt;|9 B4X^ -35 \u0026lt;4\"\n35.1jg - 4 5 3A 25X 31X 1 9X _2 i 4 Mu' 5 5  13X 25X 31X 31X 0466 OX 25X 38X 3dX 1 4 Q 3 6X 25X SOX 19X 14 4 6X 25X 25X 7 44X 1 3 7 5 1 6 48.0 1 6 39.6 1 6 39.0 1 6 42.0 1 6 39.3 1 6 39.1 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N 1 0 1 1 _1 29X 3tX 26X _-3- 1 0 1 0 12 _9X 29X 29X 34X . 0 i 0 1 0 15 _ OX 29X 29X 43X 19 13 12 3X 26 X 37X 34X ___1_____ 3X 9 1 0 15 26X 29X 43X 17 1 4 13 35 44.8 di-\" i 35 35 .3Ba.9 35 ._37u7.__. 35 ____ 36_.4 35 37.4 t . .} . .r- V* y- :T if ex 19X 44X 31 X 3X EOX 40X 37X OX 21 X 37X 42X PAGE 630 X X I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: STEPHENS INCENTIVE SCHOOL 4 ALL STUDENTS TOTAL READING 1991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE #16481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 631 COMPLETE BATTERY Prc#ntll Suamary 16 50 26 01_ 55_ 75 49. 25 N X N X N X N X N X N X N \u0026gt; Nuaber Tested ... Hean_N*tll_NCJE. 0 b 12 19 _QX 16X 32X 51X _5. 11 12 141 30X 32X 3 24X 3 12 1 0 12 8X 32X 27X 32X 0 OX 1 1 1 1 J5 30X 30X _41X -- .2 1 0 13 12 5X 27X 35 X 32X 1 10 11 15 3X 27X 30X 41X . 18 15 13 3X 22X 41 X 35X  'i^37   36.1 37 45^1 37 4-L.-0____ 37 ___38.9. 37 ____ 39.2__ 37 37.5 _ 37 _38.4__ -t t t'' gjg iTi-l T ial ip 1!^  i j'L- \u0026gt; T s iftS.  *-j I is ' H I is . . 4 t- Mi T 3 h\nv.:* 4*1 1 \u0026gt; IK' \ni : rf , Mai1l.  \u0026lt;\nh.gk J-\u0026lt;T: Jl -tol: 41 1 LITTLE ROCK SCHOOL DISTRICT 1 991 -------SCHOOL: STEPHENS INCENTIVE SCHOOL GRADE: 5 WHITE MALE TOTAL READING TOTAL MATHEMATICS Percent ile'Suamery N 'X 'N X' MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY J6481 M6BYSC 10/07/91 PAGE 63S SCIENCE SOCIAL STUDIES COMPLETE BATTERY ----------------------- X  ---------N Z N  ... %'   -1 \u0026gt;  at* 9 54 50 36 01 75 49 25 1 0 0 0 1 OOX ox ox OX 1 0 00 1 OOX ox ox ox 0 1 0 0 OX 1 OOX \" OX OX 1 10 OX \"0 OX 0 0 OX OX 1 1 OCX 0~ OX 0 0 OX OX 1 0 0 0 1 OOX OX OX OX J _  o' Q 0 1 OOX ox\" OX ox Number Tested Mean Nat * 1 NCE ALL WHITE Percentile Suiaaary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * I NCE BLACK FEMALE Percentile Sunaary 76 50 26 01 99 75 49 25 Number Tested Mean NatU NCE 1 1 1 1 1 1 1 65.6 99.0 62.9 78.2 99.0 86.9 84.6 TOTAL  READING TOTAV MATHEMATICS TOTAL  LANGUAGE BASIC\" BATTERY SCIENCE -----------SOCIAL STUDIES COMPLETE BATTERY N X N X N X 'N  X N X N X N X' 1 0 0 0 1 65.6 l_0 0X OX OX OX 1 0 0 0 1 99.0 TOTAL READING N X 2 13 8 14X 7X 21 X 57X 1 4 39.3  -Uii- 100X OX OX OX 0 r 0 0 1 62.9 TOTAL MATHEMATICS N 14 7 2 14 47.8 X 7X 29X 50% 1 4X 1 OOX ox OX 1 0 0 0 1 78.2 TOTAL LANGUAGE N 43 4 3 1 4 49.3 X 29X 21 X 29% 21% 200X ox ox ox Ms IC BATTERY N 3 15 5 1 4 44.6 X 21X 7X 36X 36X 10 0 0 1 99.0 1 OOX OX OX OX 1 0' 0 0 1 86.9 SCIENCE N 2 34 5 14X 21 X 29X 36X 1 4 44.3 1 0 0% ox.... 0% OX SOCIAL STUDIES N X 1 3 5 5 7X 21 X 36% 36X 1 4 41 .4 1 0 0 0 1 84.6 1 00% ox  OX ox complete BATTERY  N' 31 46 21 X 7X 29 X 43% 1 4 43.6 *  09 70 71 7a 73 74 3 \u0026lt;e 49 Bl\u0026gt; Bl -as\nwvw 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution ttJ6481 M6BYSC 10/07/91 PAGE 633 I SCHOOL: GRADE: STEPHENS INCENTIVE SCHOOL 5 \u0026lt;1 ^1 Uli- w BLACK KALE TOTAL READING r TOTAL MATHEMATICS . I-. TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunaery Li - N X 50 26 01 Al 75 49 25 2 33 4 t 0\n.^'  Nuaber Tested ______ Mean Net*1 NCE 17X 25X 25X 33X N. . .4 5 12 X N X N X X N Z N...............X \" 12 __45.7 12 56.7 ALL bii. BLACK TOTAL READING Percent lie Sunnary N X 76 99 50 - 75 4 J. 26 49 Ot - 25wb' 446 12. 15X isx 23X 462^ Number Tested b Mean Net * 1 MCE \u0026gt; 26 42.3 -F Sir OTHER FEMALE ? Percent i1 -.4  . Suamei^y TOTAL READING X 50 26 75 49  1 0 0 01 - 5 OX ox Number Tested ______-Mean _Netl_NCK w s O * 4. I  i * 75.8 * -VI JiX .1.' { _L33X. 42X 8X 17X 0 ox 5 4 3 5 12 J TOTAL MATHEMATICS N X 33X 25X 42X 2 4 4 17X 33X 17X 33X \u0026lt; g 3 3 4 ^75^ 25X 25X 33X 3 42 3 25X 33X 17X 25X 3 333 25X 25X 25X 25X 12 48.3 12 41._8 12 51.3 12 48.2 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N Z 5 9 8 A 19X 35X 31X 15K 47 7 8l 15X 27X 27X 31 5 57 9 1 9X 1 9X 27X 35X - 6 7 3 15X 23 X 33'A 4 71 8 15X 27X 27X 31 X 6 4 7 3 23X 15X 27X 35X 26 51.9 26 46.0 26 46.3 26 44.4 26 46.0 26 45.7 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N X 0 0 0. 1 ^6^9 J-MX. OX ox ___ ox 0 0 0 1 H ' ! ?  4 i 1 OOX OX OX ___OX 1 0 0 lopx ox ox _____0_____ oz 1 0 0 0 1 OOX OX OX OX 1 6 0 0 1 OOX ox OX OX 1 0 0 0 1 OOX OX OX OX 1 1 1 1 53.3_____ Q3 84.6 82.7 6622'' 67 96 90 92'I ^1 0.* 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6431 M6BYSC 10/07/91 PAGE 635 SCHOOL: STEPHENS fNCENflVE GRADE: 5\nr WaiaMb,^, 6i z 1 ALL STUDENTS TOTAL ~ READINS't: \u0026lt; Percentile Sunmary If. .,^.-111 :  ..T0TAL\n:^3,1u.ur*\n4 MATHEMATICS ' LANGUAGE 76 'so S6 01 99 75 49 S5 6 4 e 1S\naix : 1 4X SIX 43X Nunber Tested Mean Nat' 1 N^ 28 44.3 z. \u0026gt;s f \n.' if is   : LLiM.^ / ltJU.Z4 . ',9ii?'a\n38M . 8 !h. e9j{! 4  4x4:' 28 fl, 54.9 3v t-, i-  r.Tin^ I \u0026gt; BASIC Ji jl:BATTERlf?2) ii T SS5X nrrr - * -. r. \\\n.- [W!tris'\n*r- SS!!iLi|2dt^ I Social STUDIES --------- COMPLETE BATTERY  N X B lO 11 12 13 SIX S5X S5X S9X 29X 14X 25X 32X 8 4 1 3 1 1 Q SIX asx 3SX 7 9 T . 28 uijj- , ' SB 47.8 S8 48.7 S8 48.8 .S' 49  0 \u0026gt;1)1,\nit? u. I- v i. J -^y r3{\n:i -ffil. .-iHftpr ! r iW Ji.i 1 li J ' IB IB 17 18 10 20' 21 22 29 24 29 20 27 I 1 t i\n4\nr T '1^- 29 SO 31 I 1\ni'\": n * L \u0026lt; I- ili ipii 33 31 SB S'i 4S 4n. 48 B\u0026amp; Bt 63 B4i bbI Ba| n 68 I 6' I ul i r Wv f II '\u0026lt; 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: STEPHENS INCENTIVE SCHOOL 6 UHITE MALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE J6461 M6BYSC SOCIAL STUDIES 10/07/91 Percentile Sunmery N X N X N N X N X N ... 50 26 01 75 49 25 A 0 1 0 OX. ox 1 oox ox 0 1 0 OX OX 1 OOX OX 0 0 01 OX ox OX 1 OOX 0 6 0 1 __ ^OX ox OX 1 oox 0 01 0 OX OX 1 OOX ox 0 01 0 ox ox 1 oox ox Number Tested _._Hean_NatJ L.J(CE. 1 1 1 1 1 1 ALL UHITE Percentile Sumsary 76 50 26 99 75 49 _01 _rL.25. Number Tested __Me a n_ Na t * 1 NCE BLACK FEMALE Percentile Sumnary J 6. 50 26 75 49 ._0L_-_g5^ Number Tested .nftAn_NatJ_E_NCE .57 k   36.5 35,1_ 45,2 40.1 TOTAL READING TOTAL , TOTAL MATHEMATICS .. . LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES N X N X N X N X N X N X 0 0 1 A 1 37.7 OX OX 1 OOX ___ ex. 0 01 JL 1 36.5 TOTAL READING N X ox OX  100X ' 0 ox ox vo^ ox -11-l1_1jOOX 0 o 0 OX ox OX 0 01 OX OX lOOX 32.3 1 100X P______OX___ 0 0 1 0 OX ox 1 oox ox 1 35.1 1 1 45.2 40.1 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES N N.:\nX N X 2 2 2 29X 29X 29X 2\u0026gt; 4  01 29X  57X OX 14X J 2 ./.i 3 J 1,. N N X\n7 47.Q 7 63.2 -i 7 5S. 0 'i i w 1 i.- ' Ji!. ll J  .1i \u0026lt; sxkt: ,*^r41 7 JJX______ 29X 43X 14X \u0026gt; ili' 'M . \u0026lt; *5 .1 4 1 1 57X 14X 14X J.  . 29X 1 4 - 57X 7 .53.u5_ 0 ' 1 ' ____ OX 3 21 14X 43X 29X 14X 7 JJ_,6____ 4 ei 2V 90 31 48 M 99 94 90 IL 97 J  Ji 99 JS 41 42 .f PAGE 636 COMPLETE BATTERY N X 0 0 1 0 1 37.1 OX ox 1 OOX ox COMPLETE BATTERY N X 061 0 1 37.1 ox OX 1 oox ox COMPLETE BATTERY N 41 1 7 ___53.7_. X MX 57X 14X 14X 1 LITTLE ROCK SCHOOL DISTRICT t V .1991 j .I'...- SCHOOL: GRADE: STEPHENS INCENTIVE SCHOOL,. 6  ' lO- ' . i-t l^r' I MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 637 BLACK MALE TOTAL READING } . TOTAL . MATHEMATICS Percentile Sunnary N . X N X\n76---99 50 26 01 75 49 25 1 3 0 eox 20X sox _ox 2 03 0 OX 60X OX 5 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N : N X N X N X J 2 11 20X 4 OX 20X 20X Q. 4 1 0 OX 80X 20X OX 1 4 0 0 29X SOX OX OX 3 60% 1 1 0 20X 20X OX _P_____ OX 41 0 sox 20X ox Number Tested MtarvNatlLMCE. 5 .51^. 5 54^ 5 53-. 6____ 5 -53,4 _ 5 _____ 57,3________ 5 59.5 5 ______55.3 _ ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sumnary N X N X N X N X N X N X N 76 50 26 99 75 49 ____ s I ^7'- 17X 25X 42X 7X. 4 43  Nunber Tested Mean Nat * 1 NCE i 33X 33X esx 8X. 24 42 17X 33X 33X J7X 1 6 21 dX S7X 17X 8X 2 6 4 0 17X BOX 33X OX 4 43 1 33X 33X 25X ex 1 8 21 8X 67X 17X 8Z OTHER MALE 12 49.9\n.TOTAL ' / READING Percentile Sunnary/ N . /. X BQ 99 75 49 1 - 1 QflX. QI - 25 0 00 ox OX 12 59.4 12 52.7 12 53.5 12 55.3 12 54.9 1 2 54.4 Nunber Tested -Bean Nat* 1 MCE 1 67.7  u TOTAL MATHEMATICS TOTAL LANCUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 1 0 0 A 1'\n' 71 fa X .. . 10,0X. OX OX OX 221 'a/  f: N X N X N X N X N X .0 10 ___ Q\nt 1 OOX ox .0_____ OX 1 -55\u0026gt;9 ____1. 0 0 _ 0 -LOO-X. OX ox ox^ _-,l__.l00.X. 0 00 ox ox ox___ J__ 1JQX_ 0 0 ____0___ OX OX OX 1 JLvJQ. ei 11 V 10 0 0 1 10 OX___ ox ox OX iQ,.J_____ i BOi 3\u0026gt; 22 23 IS 2B IBO -t. 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution SCHOOL: STEPHENS INCENTIVE SCHOOL GRADE: 6 \u0026gt; ALL OTHER TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASl'C?\nyfe^ BATTERY^^ Percohtilo SuBsary x N X X 76 5 0 26 01 33 75 49 25  H 1 \u0026lt; 100X 4 1\n100X- 0 OX i? 0\nox 0 ox 0 0 0 NuBber Tested Mean Nat * 1 NCE H 67.7 i OX OX ox\n-2 0 , 10 0 OX 10 0X OX OX rk   .  'V 71 .8, /\ni ii'VfiSi hi\nif  b -\u0026gt; 1 ' 55.9 , t h  -' . r.\n j ? 5-' MiaBiii S r if -L .1 i -i *1' Vi . I k'. rJ ^ .% tt t f , 'T T 1 . t J' j* k'1 ' L . .i. ' . I  '* I'jf'F. ' \u0026gt;* I 'L'r I M6BYSC 10/07/91 PACE 638 Bence N\" X K 1 1 68.5 70.1 3S .. . JS-SOCIAL  STUDIES XOHPreTE BATTERY 37 38 30 40 OOX OX OX OX 100X ox' ox ox 100X OX\" OX OX 20 30 1 o' 0 0 1 IT 0 0 J6481 3 0 0 OX ' P0.! I i  M.  i^,' w ...TJiw epi^\nr  \u0026lt;?'  - 'T  f-' ' '': r OL.ki T T .tr .Huteiir 4)^ t TP\n i If ,! fl  3 J U'i (!P- ' * 8 iimi, 4?*- . 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J64ei M6BYSC 10/07/91 PACE 639 1 SCHOOL: GRADE: STEPHENS INCENTIVE SCHOOL 6 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N X N X 76--T, 99 50 Zb 01 75 49 25 3 3 6 2 21 X 21X 43X 14X 5 4 4 1 6X 29X 89X ir. 2 5 4 3 1 4X 36X 29X 21X 2 8 2 2 14X 57X 14X 14X 3 6 5 0 21X 43X 36X OX 5 4 4 1 36X 29X 29X 7X 2 8 3 1 14X 57 X 21 X 7X Number Tested Mean Nat^kHCE. 14 5\u0026lt;L.3.. 14 58^7 1 4 5_l^5 1 4 53 ,J 14 56.4 1 4 54.8 1 4 54.3 I d I I I 1.\n '1'- A * T STEPHENS SCHOOL ENROLLMENT GRADE LEVEL 4-year K 1 2 3 4 5 6 CBI TOTAL PERCENT B 225 BLACK WHITE OTHER TOTAL % BLACK M F M F M F 6 2 3 1 12 67% 5 19 1 25 96% 18 21 2 41 95% 21 13 16 18 21 5 123 50% 1989-90 W 0 T 0 1 226 14 12 7 23 14 1 113 46% % Blk 100% 1 1 5 3 1 B 191 2% 1% 1990-91 W 0 T % Blk B 5 7 203 94% 236 35 25 23 41 37 6 245 1991-92 W 0 T 8 1 100% 100% 100% 100% 95% 100% 96% % Blk 245 96%ARKANSAS DEPARTMENT Or EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN VERIFICATION FORM 1991-1992 School Building: .Name, Address, Zip) Stephens Incentive School 3700 West 18th Street Little Rock, AR 72204 Pulaski County 60-01-041 LEA Number \"el ephone: 671-6350 School District: (Name, Address, Zip) Little Rock School District October 1, 1991 DATE 510 West Markham Little Rock, AR 72201 \"elephone: (501 ) 324-2000 =lease submit one copy of the Annual School Improvement Plan for each school\ny October 15, 1991.* in The distric* Lonnie S. Dean Principal Ruth Steele rm nosnt of - Prin Signature of wLipsri fl tcftCc Dr. L  n a  K** I School Building Task Force Please send to: Lonnie S. Dean Earlene Fowler Associate Director Instructional Services Arkansas Department of Educ. n Michelle Ellington Capitol Mall Little Rock, Arkansas 72201 Mamie Wilkins Doretha Grimes Six-Year Plen Report rorm, Revised 3/S9 I\u0026amp; I 5. I Is I LITTLE ROCK SCHOOL DISTRICT EPS CODE\nMISSION STATEMENT of the LITTLE ROCK SCHOOL DISTRICT ADA The mission of the Little Rock School District is to provide an educational program that enables each child to achieve his/her highest potential, that end, the Little Rock School District will provide: (J *\n basic education for all students\n(2) programs that address the special needs of students (emotional, physical, and mental)\nand (3) enrichment opportunities such as art, music, and.athletics. Through an organized program of studies, each student will experience academic success and will learn and appreciate responsibility and productive citizenship. To (1) a program of Adopted 1-26-84  K ? S Di strict Goals 1 1 0 i ncrease educational achievement for al 1 s tudents wi th 2. 3. specific emphasis on closing disparities in achievement. 1 0 establish climates of educational excellence in all schools through: a) b) c) d) providing equitable educational opportunities for all students in a desegregated learning environment enabling all students to develop a lifelong capacity and love for learning leading all students to be productive contributors in the school, the community' and the workplace providing a disciplined, structured learning environment for all students To enhance human relations skills for principals, teachers, and central office administrators.MISSION STATEMENT o f STEPHENS INCENTIVE SCHOOL The staff at Stephens Elementary is commited to the development of the whole child, strive to provide an environment where children are actively involved in their learning and feel comfortable taking a risk. We recognize that our children arrive with varied backgrounds and a wide range of interest, experiences and abilities. It is with this recognxtion that we provide a learning environment with meaningful opportunitites for children to grow in This is best achieved through a creative, integrated-their language development. curriculum with a focus on literacy.1. Stephens Incentive School Goals 1991-92 The principal and staff will develop and implement a plan that will increase the educational achievement of all students and decrease the disparities between male and female students and increase the number of all students that are on or above grade level as measured by SAT and AMPT scores by the end of the 1991 1992 school year. 2. The principal and staff will establish climates of educational excellence at Stephens through\na. b. c. d. implementing multi-cultural educational programs to enhance the learning of all students at Stephens Incentive School\neducational and motivational programs to increase student participation and interest in school\nopportunities for all students to be actively involved and experience success in the curriculum and in all extra-curricular activities\nthe number of students referred to the principal's office for disciplinary reasons and out of school suspension will be decreased. 3. The principal and staff will implement strategies for improving human relations skills as measured by the LRSD Quality Education Survey.PART ONE assessmeni/analysis of local school ACCOMPLISIiMENTS AND NEEDS IN RELATION TO ESTABLISHED DISTRICT GOALS We have forty-one (41) students assigned to first grade, three (3) repeaters. thirty-three (33) students assigned to second grade, twenty-five (25) students assigned to third grade, twenty-two (22) students assigned to fourth grade, forty (40) students assigned to fifth grade, thirty-seven (37) students assigned to sixth grade and nine (9) students assigned to resource. Each teacher wrote specific Educational Improvement Plans to address each students needs and lesson plans are written and lessons are taught based on these identified needs. Teachers are using all available resources to ensure students are being taught and learning is taking place. Our students needs are being met through the basic curriculum and the following support programs and activities: Gifted Education (Enhance The Chance), Resource, Special Education (Self-contained), Art, Physical Education, Counseling, Music, Media (REACH), Young Author s Conference, Good Citizenship and Scholastic Honor Rolls, Role Models, VIPS, Partners-In- Education, ARKLA Gas, CARE Program, Student Team Learning, Whole Group Instruction, Activities To Promote Higher Order Thinking Skills, One-To-One Instruction, Student Education Plans, Field Trips and Extended Day Classes. Student behavior will continue to improve through the use of our positive discipline plan, rewards and incentives from the counselor and teachers, role models, mentors, positive telephone calls to parents, classroom visitation by me to talk with the students, individual student conferences, counselor's group and classroom sessions. academic awards and good citizenship assemblies at the end of each nine weeks, early C_ __ -1- 'o morning and late evening conferences for our working parents and the \"Principal's Honor Roll\" displayed in the hall by the office door. At Stephens School, we will keep our students in school, we use whatever intervention strategies necessary to keep our students in school. All staff members and some parents will participate in reviewing, revising and writing our \"Positive Discipline Our staff understand that we will be fair, firm and consistent as we implement Plan\". : this plan. We will keep our students on task, we will teach each student every day. i Teacher contact time will not be interrupted, meaningful homework will be sent home : this plan. daily and immediate feedback provided. Stephens School staff helped to write our copy of the plan to use as a guide for assuring plan and each staff member will have a strategies and activities are being implemented that will lead to the accomplishment of our school and district goals. Parent involvement will increase through PTA memberships, volunteers, tutors and , r r . 1 J   chaperones for field trips.I  SCHOOL DISTRICT SCHOOL ARKANSAS DEPARTMENT OF EDUCATION ' annual school IMPiiOVEMENT PLAN Little Rock Stephens Inceptive DATE October'I, 1991 Principal and staff will develop and Implement a plan that will Increase the educa * ... ______________1nnzi f1 o ol'iirlont'c nnn 1 nr.rCAS tlonal achievement of al! students and decrease the disparities between male above grade level as measured by SAT students that are on or school year. oOah No. Slralegies/ActiyiUes and female students and Increase the number of all 1: To Increase educational achievement for all parities in achievement. Person Responsible and AMP Test scores by the end of 1991-1992 students with specific emphasis on closing dis- Completion Date/ Time Lines Related Stall Development Activities Method ol Evaluation Each teacher will analyze MAT-6, AMPT and EPSF test scores and write edu- catlonal plans for each student based on the findings, and determine changes needed in skill .emphpsis and teaching styles. Classroom Teachers PAL Math and Reading Teachers Principal Media Specialist Resource Teacher Counselor August 19, 1991 On-goJ ng Workshops and mini-courses provided through LRSD Staff Development Department SAT, AMPT.EPSF Test scores on file in Principa1's office. Each teacher will analyze test scores to determine Classroom Teachers Principal August 19, 1991 On-going strengths and weaknesses and develop daily plans to address identified needs. Workshops in: Learning Styles TESA\nPET\nClassroom Management, Cooperative Learning Educational plans, reading ,and math progress sheets on file in Principal's office. Ijildmg Goal\nSCHOOL DISTRICT SCHOOL No. 1: (Contd.) ^elaied Dislricl Goal\nSlrategips/Activities Each teacher will use high interest materials to encourage achievement . Teachers will send home a list of books for their students reading Level. Parents will  rdad to or listen to the students read, sign to verify, teachers will reward students for the number of books read. ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock DATE October 1, 1991 Stephens Incentive Person Responsible Classroom Teachers Gifted Specialist Media Specialist Computer Specialist Principal/Counselor Classroom Teachers Principal Media Specialist Counselor Parents Gifted Specialist PAL Reading and Math Teachers Completion Date/ Time Lines August 19, 1991 On-going August, 1991 On-going Related Staff Development Activities Learning Styles Cooperative Learning\nPET\nWorkshop on making and using manlpulatives Gifted Education Learning Styles PAC Workshops Adult Education Classes Method ol Evaluation SAT, AMPT, EPSF and Teacher-n.ade test. List of books read on file in classroom and principal's office. Iuilding Goal\nSCHOOL DISTRICT SCHOOL No. 1: (Contd.) delated District Goal\nStraleqigs/Aclivities E.TCll 'At Risk\" student will have an assigned tutor and a folder with materials and activities based on identified needs. Eacli student will write a book. These books will be read at the Young Author's Conference. Incentives will be given to foster good behavior In the classroom - - Room Monitors, Office Monitors, Media Monitors, Peer Tutors, special reports highlighting special events and days. ARKANSAS DEPARTMENT OF EDUCATION annual school improvement plan Little Rock DATE October 1, 1991 Stephens Incentive Person Responsible Completion Date/ Timo Lines Related Staff Development Activities Method ol Evaluation Classroom Teachers Counselors Instructional Aide VIPS\nVolunteers\nPrincipal\nStudent Classroom Teachers Media Specialist Reading Teacher Gifted Specialist Classroom Teachers Principal Counselor Gifted Specialist Media Specialist  August, 1991 On-going August, 1991 On-going August, 1991 On-going Cooperative Learning Roster o peer tutors on file in Principal's office. Writing Across The Curriculum Positive Disclpllnt Plan Number of books completed for student. eacli Decrease In the number of students referred to the Principal's office, and the number of out of school suspensions.uilding Goal\nHo- SCHOOL DISTRICT SCHOOL 1: (Contd.) telaied District Goal\nSlrategies/Activities All classroom teachers and support staff will receive training in a PET refresher course, TESA, Classroom Management, Cooperative Learning, Learning Styles, and participate in workshops proxijlded through LRSD Staff Development. ARKANSAS DEPARTMENT OP EDUCATION annual school improvement plan Little Rock School District Stephens Incemitlye Person Responsible Principal Stephens Staff Parents DATE October 1, 1991 Completion pate/ Time Lines August 19, 1991 On-going Related Stall Development Activities How to prepare for standardized test without teaching to the test Method ol Evaluation SAT, AMPT and EPSF Test results and roster of participants.SCHOOL DISTRICT SCHOOL___ KiiilOint) Goal: he 1.11 e\u0026lt;l Dislricl Goal\nti (I I fl) It s/Acl i vi Li^ ARKANSAS annual I.ITTLE ROCK______ Stephens Incentive Person Responsible Mastery of Time Tables by 3rd Grade Recruitment for Family Learning Center through classrooms increased use of math manipulatlves department de education SCHOOL IMPROVEMENT PLAN Completion Date/ T i Ilie Lines DATE October 1, 1991__ LUI I Development Activi ties Method ol EvdliiatitHi___ Second and Third Teachers Math Lab Tutors computer Teclinician Family Learning Center Coordinator Teachers Classroom Teacher Pal Math Teacher May 30, 1992 November. 1, 1991 May 30, 1992 Use of manipul- atives in the classroom Teacher Test, LRSD Test AMPT, and SAT EPSF Scores, SAT Classroom performance. Number of students in Family Learning Center Teacher Plan BookSCHOOL DISTRICT SCHOOL BiiiliiiiKJ Goal: Ri\nI\u0026lt;11eu Disli'icL Goal: 11 a I i\ni) i(\ns/AcLi vi lies Teacher ARKANSAS DEPARfMENT OT EDUCATION annual SCHOOL IMPROVEMENT PLAN LITTLE ROCK Stephens Incentive DATE October 1, 1991 will correlate new social studies text and visuals with Multi-cultural guide (new revised edition), when teaching toward the objectives of achievement tests. Updating library books, materials, films, etc. Make library environment more that focus inviting with centers on current social studies and science objectives and other content areas. Test-taking strategies (more oral questioning, sample questions) Person Responsibie staff Library Media Speciallst/Staff Library Media Specialist/Staff Teacher, Principal, Specialty Staff Cornpie lion Dale/ Time Lines Related Staff Development Activities Method Ol Evaludti^ii On-golng On-going On-going On-going District Curriculum Guide Update Service Inservice on correlating library centers with classroom Related Inservice provided by District SAT, AMPT, Planbook, Visuals, Teacher made tests Inventory of new material Student sign-in sheet. Students' Interest and attitudes toward llhrarj and related activities SAT, AMPT 1SCHOOL DISTRICT l.riTLE ROCK SCHOOL III iili111] (10(11 : 1.1,11 cd Ol sLi' id Cioal\n11 .Il (.''III /ja: l_i V ijj 'lore individualized instruction. More ARKANSAS DLPARIMENI DI EDDCAiION annual school improvement PEAN DATE October 1, 1991 Stephens Incentive Person Responsible Staff coorelation between classroom teacher and specialist. Improve self-esteem of individual st ndent. black Closing the disparity between achievement and behavior, by ma I e having male mentorships (teachers or volunteers.) Aides to room so work longer in the class teacher can work closer with small groups remed la t ion. who need More parental involvement. Staff Staff Staff, Sponsors, Volunteers Principal, LRSD Parents, Staff Completion Dale/ Time Lilies____ Pel died staff Pevel opnien L Adi vi lies Helhod ol Lvaliialioii__ On-going On-going On-going On-going On-going On-going Writing and implementation of SEP'S Grade level meetings Workshops on esteem self- SEP, Journal of student Conferences, Planhook Agendas Self-esteem inventory Black male suspension Disparities rate between Black male and Black female. Instructional aide schedule, VIPS sign-in sheetSCHOOL 01 SID I CT I.T ITLE ROCK SCHOOL III I iliiii| Goal : r I ,ii (mI Hi sir ir I Goa 1: 11.11 i.'i) 11 /^: l_i vi tics Study test data for Language by grade level. Arts akkansas annual DUPAUIhENI or EDUCAT 1 UN SCHOOL improvement PEAN DATC_ October 1, 1991 Stephens Incentive Person DesponsiOle Staff Correlate test objectives LRSI) curriculum guide with the Staff Incorporate writing across the curriculum to provide more practice writing and as a check for comprehension Whole group instruction in language mechanics Staff Staff Completion Date/ Ijiii^iftes August 23, 1991 August 23, 1991 On-going thereafter On-going On-going Delated Stafl Development Activi ties___ Language Arts Instruction Writing Across the Curriculum Writing Process Method ol Lvaluatioj!___ Results of study List of objectives Samples of written Teacher planbook work ISCHOOL DISTRICT Little Rock SCHOOL 'fijjiIding Goal: 2: ARKANSAS DEPARTMENT OF EDUCATION annual school improvement PLAN DATE October 1, 1991 Stephens Incentive The Principal and Staff will es A for all students through: . ,of all students at Stephens Incentive School. Related District Goal. excellence in atablish climates of educational excellence at - implementing multi-cultural educational programs Stephens Incentive School to enhance the learning all school? through: A - providing equitable educational opportunities for all students in a desegregated learning environments. Related Staff strategies/Activities Awards for continued good behavior Each student will be instructed in the Elementary rights and responsibilities handbook and Stephens discipline plan. Display school rules in halls. Workshops on self-image for students. Be consistent with discipline. Person Responsible Completion Date/ Time Lines Development Activities Method of Evaluation Staff staff and Students Staff Principal, Staff LRSD Staff Development Staff On-going At beginning of year and periodically thereafter On-going On-going On-going Share ways of positive affirmation Preventive discipline Self-esteem Classroom Management discipline management Improved behavior List of positive phone calls Teacher Plan Book Observation List of workshops and participants Teacher anecdotal records.V ai iicccisdi/ ) ARKANSAS DEPARTMENT OF EDUCATION annual school improvement plan  lilding Goal\nNo. SCHOOL DISTRICT Little Rock DATE October 1, 1991 SCHOOL Stephens Incentive 2: B - Principal and staff will provide educational and motivational programs participation and Interest In school. to increase student dialed Dislricl Goal\nNo, 2: To establish climates of educational excellence in all schools through: B - Enabling all students to develop a life-long capacity and love for learning. Slralegies/Activities Teachers/parents will ac- quire Central Arkansas Library Cards (CAL) for Stephens School students. Staff will be responsible for monthly assemblies, special day's assemblies and activities. Person Responsible Classroom Teachers Media Specialist Principal Counselor Parents S tudents Classroom Teachers Counselor Support Staff VIPS Parents Completion Date/ Time Lines August, 1991 On-going August, 1991 On-going Related Stall Development Activities Cooperative Learning Learning Styles Self-esteem Human Relations Method ol Evaluation Roster of each classroom group on file in Principal's office. Agendas filed In Principal's office, number of students receiving Good Citizenship awards and student of the week recognition. 1j-.t. Ui nucefvsaiy ) ARKANSAS DEPARTMENT OP EDUCATION annual school IMPROVEMENT PLAN SCHOOL DISTRICT Little Rock DATE October 1, 1991 SCHOOL Stephens Incentive uilding Goal\nNo. 2\nC - The principal and staff will provide opportunities for all students to be actively Involved to experience success in the curriculum and in all extra-curriculum activities. lelated Dislricl Goal\nNo. 2: To establish climates of educational excellence in all schools through: - Leading all students to be productive contributors In the school, community and the work place. C Strategies/Activilies Each teacher will assess the needs of students, write Educational Plans for all students, plan 1essons color-code to hlgbllebt the using of and following of the multi-cultural curriculum guides. Activities will be planned to assure all students obtain mastery. Students will be taught on their instructional level - cross grouping If necessary. Person Responsible Completion Date/ Time Lines Related Stall Development Activities Method ol Evaluation Classroom Teachers Principal Counselor Media Specialist Gifted Specialist PAL Reading and Math Teachers August 19, 1991 On-going Workshop on Lesson Plan Writing TESA Cooperative Learning Classroom Management Learning Styles SAT, AMPT, EP.SF Test scores. Teacher-made Test, Math Test, Magazine Test and Reading Inventories.c-r'.cjic OL netcssai/ ) ARKANSAS DEPARTMENT OF EDUCATION annual school improvement plan ,uilding Goal: SCHOOL DISTRICT Little Rock DATE October 1, 1991 SCHOOL No. 2: D Stephens Incentive - The number of students referred to the principal's office for disciplinary reasons and out of school suspensions will be decreased . delated Dislricl Goal\nNo. 2: To establish climates of educational excellence In all schools through: D - Providing a disciplined. structured learning environment for all students. Slrategi.es/Activilies Teachers will teach planned lessons based on LRSD and Stephens School goals and objectives, keeping students focused on academic tasks, teaching on appropriate instructional level and assuring that all student's assigned to them are successful, providing positive feedback as skills are mastered. Students will be involved in writing class/school rules. These rules will be taught and expectations stated clearly. Self-discipline will be taught. Copies o rules and evnectatlons f Person Responsible Classroom Teachers Support Staff Principal Instructional Aides Classroom Teachers Students Parents Counselor Complelion Dale/ Time Lines August 19, 1991 On-going August, 1991 June, 1992 Related Stall Development Activities TESA PET Classroom Management Learning Styles Cooperative Learning Classroom Management TESA Method ol Evaluation Number of students entered on Discipline list, number of referrals to Pupil Services, number of students receiving Good Citizenship awariis, trophies and certificates. Number of students receiving Good Citizenship certificates, awards and trophies. Number of positive responses on Qualit\u0026gt; Education survey.ARKANSAS DEPARTMENT OF EDUCATION annual school IMPROVEMENT PLAN uilding Goal\nSCHOOL DISTRICT SCHOOL No. 2: D (Contd.) delated Dislricl Goal\nNo 2:d (Contd.) Little Rock Stephens Incentive DATE October 1, 1991 Slralegies/Activilies Person Responsible Completion Dale/ Time Lines Related Stall Developmenl ActivUies Melhod ol Evaluation sent home, signed receipts filed to verify parents received, read and understood the behavior expected at school. positive responses on Principal's Parent surveys.SCHOOL DISTRICT Little Rock SCHOOL 'BfjiIding Goal: 'Related District Goal: Strategies/Activities A group picture will be made. Teachers will pair as tl 'mentors . ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN DATE October 1, 1991 Stephens Incentive Person Responsible Principal Classroom Teachers Principal Counselor Completion Date/ Time Lines August, 1991 September, 1991 Related Staff Development Activities Human Relations Stress Management Human Relations Method of Evaluation Copies of picture on file in Principal's Office. Decrease in staff turn-over, staff attendance. Subscribe to periodicals, books, pamphlets on human relations for staff and parents. Stephens Staff Choir. Staff, Parents Building Climate Committee and Professional Growth Committee Music Teacher Staff August 19, 1991 June, 1992 September, 1991 On-going Human Relations Human Relations Staff Morale Number of staff members listed on check-out cards. List of members and results of Human Relations surveys.Target: School Climate Outcome: improvement plan Increased awareness of the need of safe and secure measures for all students and staff at Stephens Incentive SU.ool. ACTION All exit doors will be checked to assure door locks are working properly. The gates are unlocked each morning and locked at the close of the school day. All exit doors will be locked from the outside, and all staff, parents, and visitors will enter through the front doors. All classroom doors will be locked from the outside. All parents and visitors will sign-in at the office before going to the classroom. Principal or principal's designee will accompany parent to classroom. Visitors will remain in office, staff will come to office to receive visitors during their breaks. Request official ID Tags for all staff. Provide security for evening/ night meeting. RESPONSIBILITY Principal Custodians Principal Custodians Staff: I Support Certified, Classroom Teachers Principal Principal Classroom Secretary Principal Secretary Principal Teachers TIMELINE June, 1991 On-going June, 1991 - On-going June 23, 1992 August 12, 1991 August 26, 1991 September, 1991 September, 1991 On-going RESOURCES LRSD LRSD LRSD LRSD LRSD LRSD Security Custodian Staff STAFF DEVELOPMENT LRSD EVALUATION DATA Memo was sent to Assistant Superintendent stating conditions of door locks.  Daily walk-through checking doors/gates. Daily walk through by Principal Visitor Sign-in sheets on file in the office An orderly school climate. Principal survey number of staff wearing ID tags dally. Decrease in incidents reported.Target\nSchool Climate Outcome\nIMPROVEMENT PLAN Increased awareness of the need of safe and secure measures for all students and staff at Stephens Incentive cliool. ACTION Establish procedures for emergency playground safety in the event of a \"drive by' weapons attack during morning recess, lunch recess or P.E. Establish procedures for entering building when there is an emergency. Maintain procedure for fire, tornado, or earthquake drills. Develop a School emergency code. RESPONSIBILITY Staff Staff Staff Staff TIMELINE September, 1991 On-going September, 1991 September, 1991 September, 1991 RESOURCES Staff Staff School Emergency Safety Plan School Emergency Safety Plan STAFF DEVELOPMENT Meeting with Staff on It, School Emergency/ Safety Plan EVALUATION DATA Reduction In time to exit playground. Reduction in time to exit playground. Reduction in time to complete drills. Principal survey staff, and students to ascertain understanding of code. ITarget: Outcome: IMPROVEMENT PLAN Teach students mastery In the areas of deficit in Reading. The percentage of students will increase. ACTION RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA WORD RECOGNITION Use flashcards to practice recognition of sight words. Use a list of words with prefixes and suffixes added, to identify base words by dividing between the prefix or suffix and the base word. Practice writing abbreviations,, by writing friendly letters, addressing envelopes and dating daily assignments. Practice recoginzing abbreviations from flashcards. Match synonyms together using cards by playing a concentration game. Match antonyms together using cards by playing a concentration game. Read paragraphs containing unknown words in boldface type. Match the unknown word with its correct meaning. Classroom teacher Classroom teacher Classroom teacher Classroom teacher Classroom teacher Classroom teacher Classroom teacher August 26, 1991 On-going August 26, 1991 August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 Basal series Dolch Sight Word list English series Basal series English series Basal series English series English and Basal series English and Basal series Basal series Cooperative Learning PET TESA Classroom management Self-esteem Learning Styles Teacher Observation AMPT scor^es Teacher Observation AMPT scores Teacher Observation AMPT scores AMPT scores AMPT scores AMPT scores AMPT scoresTarget: Outcome: IMPROVEMENT PLAN Teach students mastery in the areas of deficit in Reading. The percentage of students will increase ACTION Use sentences on sentence strips containing unknown RESPONSIBILITY Classroom teacher TIMELINE August 26, 1991 On-going RESOURCES STAFF DEVELOPMENT EVALUATION DATA words. Use context and syllabrication to decode the unknown words. Match words with prefixes and suffixes to their correct meaning by drawing lines. Classroom teacher August 26, 1991 Basal series English series Trade Books Spelling, English and Basal series AMPT scores AMPT scores ITarget: Outcome: ACTION IMPROVEMENT PLAN Teach students mastery In the areas of. dpfirlr in Rpadinp, Thg peT-cntao of criiHau.t-c. will Incrcoaev COMPREHENSION: Read paragraphs from set of cards. Select correct main idea by choosing a, b, or c. Read or listen to stories. Recall important facts by answering comprehension questions. Given a list of causes, write an effect that make sense. . While reading a story, stop at different sections to predict what will happen next. Given a list of titles of books, group them into fiction and nonfiction. Read sentences containing pronouns then attach the correct meaning of the pronoun by coosing a, b, or c answers. Brainstorm different feelings and words associated with those feelings. RESPONSIBILITY Classroom teacher Classroom teacher Classroom teacher Classroom teacher Classroom teacher Classroom teacher Classroom teacher TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA August 26, 1991 On-going August 26, 1991 On-going August 26, On-going 1991 August 26, 1991 On-going August 26, On-going 1991 August 26, 1991 On-going August 26, 1991 On-going Basal series Trade Books Basal series Trade Books Basal series IRC materials Basal series Trade books. English series Basal series English series Basal series Trade books AMPT scores AMPT scores AMPT scores AMPT scores AMPT scores AMPT scores AMPT scores IIMPROVEMENT PLAN ,Target\nTeach students mastery in the areas of deficit in Reading. The percentage of students will increase Outcome: ACTION Read about different characters. Identify thei\nemotions/moods from information given in the paragraph or story, by choosing the correct a, b, or c answer. STUDY SKILLS: Look up spelling, science, social studies and/or vocabulary words in a dictionary or glossary. Classify a group of words by putting them under correct category names. Alphabetize spelling and/or vocabulary words before looking them up in a glossary or dictionary. Interpret graphs, charts, and maps in math, social studies, English, and reading by answering questions correctly. Given several guide words, match words that would be found on the same page. RESPONSIBILITY Classroom teacher Classroom teacher Classroom teacher Classroom teacher Classroom teacher Classroom teacher TIMELINE August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 On-going RESOURCES Trade books Basal series, Spelling seriei, English series Social Studies series, and Science series Science series Basal series Basal series. Spelling series Math series. Basal series. Social Studies series, English series Basal series STAFF DEVELOPMENT EVALUATION DATA AMPT scores AMPT scores AMPT scores AMPT scores AMPT scores AMPT scores ITarget: Teach students to mastery in areas Outcome: ACTION lthotj NUMBER NUMERATION: Flash numbers to students for identification of either odd or even. Fill in even or i between 2 given Use digit improvement plan of deficit in math in Grade 3. The percentage I of students will increase. responsibility Classroom teacher odd numbers 1 Classroom [ numbers, I cards to make Classroom teacher teacher timeline August 26, 1991 On-going August 26, 1991 On-going RESOURCES Math series IRC activity Math series staff development Using manipulatives to teach math (base ten blocks) evaluation data AMPT scores AMPT scores numbers up to millions Identify number August 26, 1991 On-going IRC digit  cards. Math series AMPT scores place. in each place. Match word name cards and playing using with number I Classroom teacher August 26, 1991 Math series AMPT scores concentration game Use geometric shapes and Classroom teacher August 26, 1991 Math series AMPT scores an object to place on. in. or out of the shape upon request by teacher.Target\nOutcome: IMPROVEMENT PLAN Teach students to mastery in areas of deficit in math in Grade 3. The percentage of students will Increase. ACTION RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA RATIONAL NUMBERS: Use visuals and manipula- tives to teach matching of fractions to shaded regions. Classroom teacher August 26, 1991 On-going Math series IRC Activites AMPT scores MEASUREMENT: Using individual cardboard clocks, students will show time requested by teacher. Classroom teacher August 26, 1991 On-going Math series IRC activiites AMPT scores Use classroom calendar to Identify features of calendar and read dates of special events. Also, use lessons from Math series Involving reading a calendar. Use money manlpulatives to count chang to $1 in classroom store setting. Weigh objects on pound scale to read weight to nearest pound. Classroom teacher Classroom teacher Classroom teacher August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 Math series Bulletin Board Calendar Math series Math series AMPT scores AMPT scores AMPT scoresTarget: Outcome: IMPROVEMENT PLAN Teach students to mastery in areas of deficit In math in Grade 3. The percentage of students will inrrpasp ACTION RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA GEOMETRY: Use manipulatlves of different shapes of different/same sizes to match congruent shapes. Classroom teacher August 26, 1991 On-going Math series AMPT scores I PROBABILITY AND STATISTICS: Read charts/tables in Math series to answer questions Make own charts and tables using various kinds of Information. Classroom teacher August 26. 1991 On-going Math series AMPT scores ITarget: Outcome: improvement plan The percentage of students will increase that master the AMPT Skills. SCIENCE ACTION 2.1 - Living/Non-Living - Display pictures of Livlng-Non-Livlng - Tour school and park for - Field Trips to Science Museum, Pinnacle Mountain 2.2 - Hereditary - Field trip to a - hospital - students will record data on observable traits of family members. - students will grow different flowers to see what traits are passed on. BODY SYSTEMS Students will make life size systems using butcher paper to display on walls with organs labeled RESPONSIBILITY Classroom teacher Classroom teacher Classroom teacher TIMELINE August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 On-going RESOURCES Teacher, Parents Filmstrips Art specialist Media Specialist Library Animal Breedei Bulletin Board with systems displayed P.E. Teacher show how cardiovasculai system works. STAFF DEVELOPMENT EVALUATION DATA AMPT scores AMPT scores AMPT scoresimprovement plan Target: The percentage of students will increase that master rhp AMPT Skills- SCIENCE Outcome: ACTION RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA ROCKS -Display rocks in classroom -Field trip to Arkansas Geological Commission Classroom teacher August 26, 1991 Speakers from Arkansas Geological Commission AMPT scores t FOOD CHAIN Poster of Predators Make Poster to illustrate the food chain or pyramid of life. Classroom teacher August 26, 1991 Art Specialist AMPT scores EARTH CRUST TERMS Students will use world Classroom teacher August 26, 1991 AMPT scores maps to mark areas of volcanoes/earthquakes. Students will trace outline of continents, draw plate boundaries on the continents and compare with each. Art Specialist LibraryTarget: The percentage Outcome: ACTION WEATHER improvement plan of si-iijents will increase that master the AMPT Skillfi. I SCIENCE RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Field trip to local weather station or airport Students will make simple weather instruments Keep daily weather report Display large map of U.S. - student will place symbols an correct areas Write a weather report predicting the weather for a week. Classroom teacher August 26, On-going On-going Weekly UNIVERSE Field trip to planetarium Use black construction paper to Illustrate galaxies Display universe in classroom. Classroom teacher NATURAL RESOURCES Display pictures and objects of natural resources. Students begin a recycling program. Classroom teacher On-going 1991 Display weather instruments Library Newspaper Weather report Meteorologist Library Film strips Art specialist Newspaper Magazines Filmstrip AMPT scores I AMPT scores AMPT scores AMPT scoresTarget: The percentage of students will increase Outcome: ACTION RESPONSIBILITY POLLUTION Have learning center with activities for students to do. Visit Pollution Control Center Classroom teacher WATER CYCLE Students will collect rain water in containers and measure the amount evaporated daily. Classroom teacher improvement plan that master the AMPT Skills . SCIENCE TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Draw/label a completed water cycle. ELECTRON FLOW - CONDUCTORS INSULATORS Set up completed circuit - Use various materials to determine if they are conductors or insulators Reflection/Refractlon Students will use mirrors to observe the reversed image Place metal spoon, finger or other objects in glass of water. Classroom i.teacher August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 On-going AMPT scores AMPT scores Art Specialist Electricians Learning Center Visit an Optical Company Learning Center AMPT scores AMPT scores AMPT scoresTarget\nThe percentage of students will increase IMPROVEMENT PLAN that master the AMPT Skills, LANUGAGE ARTS * Outcome: ACTION RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA CAPITALIZATION Students will be given materials that will requir\ncapitalization if sentence i proper nouns. Classroom teacher August 26, 1991 On-going AMPT scores I PUNCTUATION Students will be required to write a letter to a friend using correct punctuation. Classroom teacher August 26, 1991 On-going Give sample of letter to each student AMPT scores student will make up the 4 kinds of sentences and use correct punctuation. Display the 4 kinds of sentences in classroom. Give student several sentences that require placing a comma or commas. USAGE Student will use cassette recorder to record every day speech and find all errors of subject, verb agreement, sentence fragament, run-ons and double negatives. Classroom teacher August 26, 1991 All staff members Textbooks AMPT scores ITarget\nThe percentage of students will Increase Outcome: ACTION RESPONSIBILITY Students will list the names Classroom teacher of all nouns In classroom. Make Into sentences, adding verbs, pronouns and adjectives. COMPOSITION Students will write In journals. Write a report on career choice. Write a report on any subject' of Interest. Classroom teacher IMPROVEMENT PLAN that master the AMPT Skills. LANUGAGE ARTS TIMELINE August 26, 1991 On-golng August 26, 1991 On-golng ' RESOURCES All staff Textbooks Library Library Teachers STAFF DEVELOPMENT EVALUATION DATA AMPT scores AMPT scores ISTEPHENS INCENTIVE SCHOOL Wellness Is A Habit Were Forming Calendar 1992 TIPS FOR MONTHS TO COME JANUARY DRUGS ARE HAZARDOUS TO YOUR HEALTH FEBRUARY PROPER DIET IS A SMART DECISION MARCH PROPER EXERCISE GIVES A POSITIVE EDGE APRIL WEIGHT AND CONTROL HAS ITS ADVANTAGES s M T 5 12 19 26 6 13 20 27 7 14 21 28 W 18 15 22 29 T 29 16 23 30 F 3 10 17 24 31 S 4 11 18 25 S M T W T F 29 16 23 3 10 17 24 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 S 18 15 22 29 S 18 15 22 29 M 29 16 23 30 T 3 10 17 24 31 W 4 11 18 25 T 5 12 19 26 F 6 13 20 27 S 7 14 21 28 S M T 5 12 19 26 6 13 20 27 7 14 21 28 W 18 15 22 29 T 29 16 23 30 F 3 10 17 24 S 4 11 18 25 MAY WELLNESS AWARENESS MONTH JUNE GOOD HYGIENE IS NECESSARY JULY ALL CHOICES HAVE CONSEQUENCES AUGUST HEALTHY BODIES MAKE HEALTHY MINDS S M T W T 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 F 18 15 22 29 S 29 16 23 30 S 7 14 21 28 M 18 15 22 29 T 29 16 23 30 W 3 10 17 24 T 4 11 18 25 F 5 12 19 26 S 6 13 20 27 s M T S 6 13 20 27 SEPTEMBER CLEAN BODIES SAVES FRIENDS M 7 14 21 28 T 1 8 15 22 29 W 29 16 23 30 T 3 10 17 24 F 4 11 18 25 S 5 12 19 26 S 4 11 18 25 FOUR FOOD GROUPS OCTOBER HEALTHY HABITS PROMOTE LONG LIFE M T W 5 12 19 26 6 13 20 27 7 14 21 28 W 18 15 22 29 T 29 16 23 30 F 3 10 17 24 31 NOVEMBER PROPER REST ENSURES YOUR BEST 5 12 19 26 6 13 20 27 7 14 21 28 T 18 15 22 29 F 29 16 23 30 S 3 10 17 24 31 S 18 15 22 29 M 29 16 23 30 T 3 10 17 24 W 4 11 18 25 T 5 12 19 26 F 6 13 20 27 Fruits \u0026amp; Vegetables Milk \u0026amp; Milk Products Meat \u0026amp; Poultry Grains, Bread \u0026amp; Cereal Regular  Ups S 4 11 18 25 S 7 14 21 28 s M T W T F 29 16 23 30 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 S 18 15 22 29 DECEMBER AN OUNCE OF PREVENTION. BETTER THAN A POUND OF CURE s M 6 13 20 27 7 14 21 28 T 18 15 22 29 W 29 16 23 30 T 3 10 17 24 31 F 4 11 18 25 S 5 12 19 26 /Ars. Curry. School Nurse Regular exercise s Watch Your Step - Stay Healthy l\\eep All Appelntments   ii iWJ SEP 1 5 1592 O!fice cl Dsssgrssstcn Moretoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION ay., LITTLE ROCK SCHOOL DISTRICT VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. MRS. LORENE JOSHUA, et al. KATHERINE W. KNIGHT, et al. NOTICE OF FILING the SfP  8 PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Little Rock School District hereby gives notice of filing of attached \"Stephens Elementary School Strategic Plan\" as required by this Court's order of June 5, 1992. LRSD proposes to include the costs of this plan in its desegregation budget. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 Christopher Hi Bar No. 81083CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following by depositing copy of same in the United States mail on this Sth day of September, 1992\nMr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell #15 Hickory Place Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 -2- STEPHENS ELEMENTARY SCHOOL STRATEGIC PLAN The new Stephens Elementary School is to be a coordinated effort on the part Kindergarten corridor to facilitate of the Little Rock through 6th. grade School District to build a pre- Listed herein order of 5 June 199E. 1mp1emen tat 1on elementary school i n the 1-630 of the Desegregation Plan. are the major considerations requested in the court Phase schedule: There are numerous steps in the construction process of key events and estimated a facility. Identified planning and herein are only completion dates based on fiscal year. EVENT COMPLETION Draft Educational specifications complete, mittee appointed. site \u0026amp; planning com- Public meeting. 30 Oct.'9S Sites analyzed and selected. Public meeting. 31 Jan. 93 Architect/Engineer selected. 31 Jan. '93 Educational specifications complete Public comment/reviews complete 31 Mar. '93 Preliminary drawings completed \u0026amp; reviewed. Public meeting. 1 May. '93 Land acquisition completed. 30 Jun. '93 City Permits \u0026amp; zoning considerations completed. 30 Jun. '93 Final drawings \u0026amp; specifications completed. 30 Sep. '93 Faculty recruiting begins. 1 Mar. ' 94 Construction completed. 15 Jul. '94 Occupancy completed. 15 Aug. '94 Faculty Assigned E5 Aug. '941 . A strategic plan for communi ty neighborhood meetings with the area of a 2 involvement that includes community members living in the surrounding the current Stephens Incentive School, formation biracial i nVO 1vement of citizens paren ts recruitment to the new school. site whose adv i sory ch i1dren commi ttee, are and targeted the for Community Involvement\nfour (4) priorities\nCommunity involvement will include Neighborhood Meetings\nA neighborhood Meeting was held in early 1992 and meetings will continue throughout the process to ascertain the general feelings des ires, meet i ngs Office, d iscuss with regard to the will be at critical such issues conducted points as the new by in site of the public, and Stephens School. their Public the Student Assignments the planning selection, the process to program and the general design of the school. academic Site Advisory Committee\nSite selection for the new Stephens Elementary School will be assisted by a bi-racial site committee, drawn Distr ict Comm i ttee Administration. will together by the Little Rock Schoo 1 consist It of 1 s members anticipated that the of the L.R.S.D. Administration, Pulaski County School Administration, City Planning Officials, parents, local community experts, Joshua 1nterveners, Knight interveners and technical experts necessary. It will be the responsibility of this committee if to es tab 11sh a time schedule for the completion of site selection in accordance with the master schedule. the Educatior specification commi ttee\nThe educat ion specifications for the new elementary school will be drafted by a committee Curriculum consist of Chaired by the Associate and Learning I mprovemen t. Superintendent for The will teachers, parents and education be responsible for general academic program. soliciting input and committee will specialists who drafting the Parental Involvement\nearly 1992 with a neighborhood General parental involvement began in LRSD school board meeting. meeting and a visit In August 1992 to the the first survey was conducted to assist in determining the theme of the school. Involvement surveys conducted to will continue through new des 1 red selection and any academic program at gather information with regard the new Stephens i nVO 1vemen t other areas where parental will also be is desired invited to in the be members population to the planning process. Schoo 1 , site or community Parents of the site advisory committee and the educational specifications committee.J 2. The schoo1 ' s assigned from total capacity, the number of students to be recruited, LRSD schools. the number of PC55D students to be and the number of early childhood classes anticipated with the ages of the students to be served. Student Distribution: A) Total capacity: 692 Students B) LRSD Students\n415 C) PCSSD Students\n277 D) Early Childhood Classes\n2 E) Student ages\n4 yrs. old through 13 yrs. old The racial balance of the new school will be in accordance with the parameters established in the desegregation plan. 3. A changes and the comprehensive description of schoo 1 and/or capacities. effect these changes will have projected attendance zone on the incentive area schoo 1 enrolIment, racial ba1ance, and The District currently owns three properties that have potential as sites for a new or expanded school. Projected attendance zone of current Stephens Site\nThe schoo1, projected attendance zone Tor if located at the Stephens would consist of the following present site of ISth zone blocks: elementary and Maple, 0572 0573 0574 0583 0441 0571 0575 Zone within bloc ks 0441, the Stephens 0573, 0572, 0583, attendance zone. 0574, are 0575, are within the Franklin attendance Zone blocks zone. currently 0571 , Approximately 245 students currently reside in the first five zone encompass Street, 15th blocks a very 1isted above. These zone smal 1 area Street, Woodrow, generally and 20th School is one block from Pine Street, bounded Street. by bloc ks Pine Stephens three blocks from 15th street, eight blocks Street. An additional 105 from Woodrow, 0571, and 0575. Zone blocks 0571 students reside and two blocks from 20th in zone blocks side of Pine Street (one and 0575 begin on the west blocks 0571 and 0575 block from Stephens School). Zone are currently within the FranklinAttendance toward the zone. The remaining reduction of 65 seats will surround ing it be dedicated incentive enrollment, reducing satellite zones where possible and promoting district wide recruitment. schoo1 Incentive school impact\nThe reassignment of attendance zones from Franklin to Stephens elementary will allow the district to assign students presently being bussed west from these zones due to lack of capacity at Franklin to return to their neighborhood 1 ncen t i ve schools schoo 1. will be The 65 pr imar ily seats for iden t i fi ed for disparity in the incentive schools. reducing racial Area school impact\nand enrollment of The subsequent impact on racial balance the districts western area schools expec ted to be minimal, as the Franklin will be coming from students returning 1 s to will be affected to any great extent. many schools and no one school Projected attendance zone of current Lee site\nThe 12th and projected attendance zone Pine, IS identical for Stephens, if located at to that identified for the present Stephens school site. 0572 0573 057^ 0583 0441 0571 0575 Zone within blocks 0441, the Stephens 0573, 0572, 0583, 0574, are attendance zone. 0575, are within the Franklin attendance Zone blocks zone. curren 11y 0571 , The distribution of students will be identical to that described above for the old Stephens site. Incen t i ve schoo1 identical if the new impact\nDue to attendance zones school IS located being at this site, the impact on the surrounding incentive schools will be the same as described above for the Stephens school site. Area school impact\nSince the attendance zones are identical for this site, the subsequent area school impact will be the same as for the Stephens site. Projected attendance zone of King/Oakhurst Site\nThe present King/Oakhurst site is new elementary school. However, at a possible location present all for the children from this area are being sent to many schools both in the immediate vicinity and west for racial balancing and due to lack of local capacity. There are two options for populating a school at attendance the King/Oakhurst site: zone surround ing the creation schoo 1 of site transportation of students from the present Stephens a new or zone.The If this site is chosen and a new 5 attendance zone is created surrounding this site, a much more in-depth analysis will be required. If a school at the populated with students King/Oakhurst were will be students from necessary to one from the present Stephens transport predominately, black a large number to zone, be i t of black attendance zone to another predominately black attendance zone. This would have a negative impact on our desegregation plan by increasing,rather than decreasing, the burden of busing on black students than if a new attendance zone is created. Incentive school impact\nIf the King/Oakhurst site is chosen a major p1 ace. realignment of ail \u0026lt;St this time this surround i ng zones must take until a final site is selected. affect can not be fully realized Area school schoo1 impact\nA major realignment of the incentive zones and the possible shifting of satellite zones will obviously have an impact on the districts area schools. Until a final site is selected and the zones area school impact can not be fully analyzed redrawn, the above three locations are location of the new school. strong possibilities for the IS determined. and i t above, the fully assessed. impact on is possible that the incentive and However, until the final location i t may not be area schools one the cannot be A. A description of all anticipated costs, including site purchase. site preparation, design fees, construction, equipment/ furnishinqs, materlals, complete budget of personnel, etc. must be start-up and main tenance included in expenses. a The portion of the costs to be funded by desegregation funds is to be clearly indicated in the budget. Antic 1pated costs\nListed herein are the estimated costs for the Stephens school. (Costs are very preliminary estimates expressed in FY 92 dollars. based on averaged anticipated costs in the FY 92 budget and subject to final decisions on location, educational specifications, constraints ). construction method, size and budget Start-up costs\nexpenses: Start-up costs include the following one time Site purchase\nEstimated cost for the purchase improved property: $37,000 (per 50' x 150' lot). of6 Site preparation\nEstimated cost for of the preparation site. the existing school district property: $160,000 per Design fees: Estimated cost of design: $315,000. Construction: $3,500,000. Estimated cost of construction: Equipment/furnishings: Est i mated cost of schoo1 eguipment and furnishings: $^51,000. Mater ials: Estimated cost of materials/books: $641,000. Pont i ngency: $450,000. Estimated cos t of con t i ngency funds: Maintenance costs: Estimated costs to identified areas for FY 94. operate the below No te: Personnel: Estimated personnel costs: $1,593,700. Total personnel cost is funded as follows: Operating budget\n$1,449,800. Desegregation budget\n$144,000. Ma in tenance $215,000. cost: Estimated physical support cost: (All non-desegregation costs are funded improvement or operating budget.) by the capital 5. Contingency plans for students while construction rebui11 on the current site. accommodating the current takes place, if the school Stephens is to be a comprehensive re-use plan If the school is located elsewhere, with the community. should be developed in conjunction Student contingency plan: The current studen ts of Elementary school will be accommodated in the following Stephens manner. Stephens school site: Should the new Stephens school be built on the site of will be moved the present school, all students the construction period. to the Oakhurst/King school site during6. 7 Re-use plan\nIf the new Stephens school is not located on the present Stephens site, the disposition of the old school will be coordinated with the local community after the final site is selected. advisory committee, with the developing building. local any public meetings will neighborhood ideas they may Description of the process that purchase a site, if applicable. description should include coni nq Through the to have site be conducted assist for them 1 n the school will be used to select and If a new site is selected. steps required to obtain the any special consideration required, status of options to purchase the property, and information regarding the neighborhood support an interdistrict school. for Site Selection process\nIt will be recommended that the new Stephens In terdistrict Elementary School be constructed in one of three school locations: site, present Stephens present King/Oakhurst schoo1 schoo1 site, site. cons 1 de'^a11 on will be given to will be made using a three step process: other sites. The final present Lee However, selection 1 \u0026gt; Selection Criteria\nof the Site Advisory It will be the responsibility Committee to draw 2) 3) Site Purchase establish, and list in priori ty together, sequence all criteria with regard to selecting the school site. Visiting \u0026amp; Evaluating Sites\nThe Committee will be responsible for evaluating cr i ter ia. those Recommendat ions: visiting proposed sites against The recommendations based evaluations to the the sites, and estab 1i shed Commi ttee on its site Little will propose visits and its Rock School District Administration as outlined in the master schedule. process\nThe purchase of additional land necessary once the final site has been selected. If may be necessary to purchase additional land to construct school, 1 and condemnation . acquis i tion If city or will be state land through direct- leasing will be considered. is immediately it becomes the Stephens purchase or adjacent. Stephens school site\nproperty may from be acguired If this site is or leased from selected, additional private landowners. This will the city depend on or purchased program of the new school and the anticipated design. the needs and8 Zoning\nZoning is not a consideration at this a school presently exists. site, as will Lee school have to site\nIf this be acquired. site is selected This acquisition additional land direct purchase or condemnation if necessary. will be through a school Zon ing\nZoning is not a presently exists. consideration at this site, as K1 nq/Dakhurst site\nmay be available through a If this site is selected additional land joint use agreement with the city of Little Rock, leasing action with the city or direct purchase from private landowners. Zon1 ng\nZoning is not a a school presently exists. consideration at this site. as Neighborhood support\nheld in early support for 1992, a new site. At a 11 was public meeting with local Citi zens indicated that there interdistrict school At this point in time we do not from the remaining local population. is much local at the Stephens school know the level of support But this will be determined through the process outlined under Community Involvement. 7. Summary of procedures for the design and construction the selection of an process including preliminary designs. arch i tectural design input from citizens. teachers, firm, and parents, design completion with adherence to federal requirements and ADE recommendations regarding new school construction, and a description of the construction schedule. Des 1qn \u0026amp; Construction\nDesign Stephens School will be as follows\nand construction for the new A/E Selection\nArchitectural engineering firms will be solicited via public announcement, screened against an LRSD cr i ter ia by a Plant Services Directorate screening board and an award made. and Purchasing Preliminary Designs\nPreliminary designs will be a part of the design process and administration for periodic review. submi tted to the Design Input\nDesign input will be coordinated with the the educational additionally spec ifications be secured commi ttee. from interested parents during neighborhood meetings. It will citizens and9 8. An Design Completion: Designs will and state review process to follow the normal city insure adherence federal, state and local laws and ordinances. Construction schedule: It 1 s construction schedule submitted by anticipated that be a bar chart ind i cat mg to the the Contractor will significant construe t i on activities against which progress will be measured. administrative, projections for outline of staff recruitment procedures for the school's the outlined teaching and each grade level recruitment and hiring in the description of plans support staff, including and all support programs. staff If Professional practices planned differ from those the LRCTA must be included. to negotiate the hiring Negotiations Agreement, a modifications with Staff recruitment procedures: Staff recruitment and selection procedures currently used by the Little Rock School District for other schools will be used to staff this school so as to accordance with achieve a racially balanced faculty in district. fo 1 lowed positions vacancies based on posi tion. the faculty racial balance of the schoo1 The Professional Negotiations Agreement will be in all regards including using applicable will be filled the job the filling of vacan t Staff transfer provisions. by the most Remaining description and projections: The level with Arkansas Department con trac tua1 agreements, Directors' policies. qualified applicants qualifications for of staffing each will conform of Education standards, negotiated and any applicable Board of' STEPHENS SITE SELECTION COMMITTEE DATE, PLACE, AND PURPOSE FOR MEETING DATE\nWEDNESDAY, NOVEMBER 11, 1992 4:00 5:00 P.M. 810 WEST MARKHAM PURPOSE: TO REVIEW THE PURPOSE OF THE SITE SELECTION COMMITTEE\nTO PLAN FUTURE COMMITTEE MEETINGS DATE: MONDAY, DECEMBER 14, 1992 3:30 4:30 P.M. STUDENT ASSIGNMENT OFFICE 501 SHERMAN PURPOSE\nTO FINALIZED PLANS FOR COMMUNITY MEETINGS TO REVIEW SITE APPRAISAL FORM DATE: TUESDAY, FEBRUARY 23, 1993 9:00 A.M. 1:30 P.M. PURPOSE: TO CONDUCT A BUS TOUR OF THE FIVE PROPOSED SITES TO PROPOSE SITE RECOMMENDATION FOLLOWING TOUR DATE: FRIDAY, MARCH 5, 1993 10:00 11:00 A.M. 810 WEST MARKHAM PURPOSE: TO RECOMMEND STEPHENS SITE TO DR. BERND TO BE RECOMMENDED TO THE SCHOOL BOARD\nTO SHARE ADDITIONAL COMMENTS FROM COMMUNITY MEMBERSDATES STEPHENS SITE SELECTION COMMUNITY MEETINGS 1. NOVEMBER 18, 1992 STEPHENS SCHOOL 2. DECEMBER 15, 1993 FIRST BAPTIST CHURCH REV, WALKER, PASTOR 3. JANUARY 14, 1993 ROBINSON ELEMENTARY PCSSD \u0026gt; 4. JANUARY 26, 1993 PINE FOREST ELEMENTARY PCSSD 5. FEBRUARY 26, 1993 SYLVAN HILLS ELEMENTARY PCSSDLITTLE ROCK SCHOOL DISTRICT ORGANIZATIONAL AND LEARNING EQUITY 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 To: Chris Heller, Attorney From: Marie Parker, Associate Superintendent for Organizational and Learning Equity Subject\nSupport Data for Stephens Interdistrict Site Selection The information to support the Stephens site below and enclosed, call. selection is listed If you need,  additional information, please 1. Abstract: Stephens Interdistrict School Site Selection 2. Agenda for Stephens Site Selection Community Meetings 3. Unedited comments from patrons and parents 4. Stephens Interdistrict Survey 5. A list of signatures from the Stephens Community 6. A letter from Foster Strong, President of the Greater Little Rock Community Development Corporation, Inc, (GLRCDC), with a Special Report, Cooperative Community Revitalization Plan A letter from the Pulaski County Special School District A support letter from Jim Dailey, Little Rock Mayor Two special reports with recommendation: Bernd and the Board of Directors. submitted Chris, I have included a packet for your file if you need it. not please return and I will file here. If 7 . 8 . 9 . o Dr. Enc.STEPHENS INTERDISTRICT ELEMENTARY SCHOOL SITE SELECTION ABSTRACT The Stephens Elementary School Strategic Plan was submitted to the Court in September 1992. A committee was formed to establish a timeline, search criteria, conduct and attend community forums, participate in site visits, and to develop written recommenda- In accordance with the Strategic Plan, Site Selection tions. Committee participants included: representatives from Little Rock, North Little Rock, and Pulaski County School Districts including the LRSD Biracial Advisory Committee\nparents and comnunity experts\nJoshua and Knight Intervenors\nCTA representatives\nand technical experts from the City of Little Rock Department of Neighborhoods and Planning. This committee conducted throe (3) meetings for organization and formation of recommendations\nfive (5) community meetings\nan interest survey for Pulaski County School District aund LRSD\nand a bus tour to review the five (5) sites. A total of sixty-one (61) individuals participated in community involvement phase of Coimnunity based groups such as ACORN and The this process. Greater Little Rock Community Development Corporation played an  Both groups were integral part to the decision making process. represented in the attendance at the Community meeting, with an ACORN representative serving on the Site Selection Committee. Both groups submitted written documents which were utilized during our consultation. A Special Report, written by Douglas Eaton, was submitted to Superintendent, Dr. Mac Bernd on Februairy 25, 1993, with recommendations from the Site Selection Committee. The findings, after accumulating all data, evaluating concerns of patrons and experts, and review of site observations was that the present site, 3700 W. 18th, be proposed as the final site for Stephens Interdistrict Elementary School. Several major concerns exist as to the success of the proposed site: (1) the perception that inner city is not safe, (2) filling of Pulaski County seats to maintain critical desegre- gation balance\nand (3) present lack of a program, focus. It is believed that these factors can be eliminated through a vigorous recruitment effort for white students\nand because this site has historical significance within the African American community. The representatives of the community based groups have previously voiced their approval of this ite and should be called on to help the District in its search for success of this venture. In addition, the City of Little Rock, in a letter dated February 24, from Mayor Jim Dailey, has pledged its support in as much as the neighborhood is a part of the City's current Block Grant renovation program.t ( Little Rock School District DATE: December 1$, 1992 TO: Stephens Site Selection Committee Members FROM\nMarie A. Parker, Associate Superintendent - Organizational and Learning Equity SUBJECT: Site Selection Criteria/Materials \" Enclosed are the site^ appraisal ''criteria \"and other materials . ... thatwore discussed by Doug. Eaton at .the December 14 meeting. Please use these forms to give your assessment of the sites. If you are not comfortable visiting these sites alone and would like for someone to visit with you, please call Doug Eaton 570-4020 Marie Parker 324-2271. or There are five (5) proposed sites listed on the enclosed sheets. If there are other sites you feel should be included on this list please call Doug Eaton. k 810 West Markham Street Little Rock Arkansas 72201 (501)374 3561  f SITE LOCATION DATA SHEET 1. The general location of the new Stephens school is to be the I 630 corridor. Generally bounded on the north by I 630\nsouth by city limits\neast by I 30 and west by University Ave. a. The attendance currently being assigned Stephens will be by LRSD students\nattendance zones Elementary School, and PCSSD students: Elementary School and Franklin (Consideration may be given Garland students), attendance to be assigned by PCSSD. 3. Properties which may be considered\n1 . 3700 West 18th (Stephen?,. school, si te ) a. Vacant property a blocks east of University S of I 630 3. 4800 West a7th (Oakhurst/King school site) 4. 3805 West lath (Lee school site) 5. Vacant property south of Horace Mann JH, east of I 30t- f 1 jfc K I ( I Qxqnn m i TTt ( CONSIDERATIONS OF SCHOOL LOCATIONS\n1) Review and Determination of District Organisation Pattern\na) Pattern of development (district) determine service area. 2) Comparison to Land Use Study a) Development of'trends\n\\:population, growth, facilities 3) Enrollment Estimates\\Placement 4) Grade Grouping Patterns a) determine grades to attend\\population\\busing * 5) Determination of Formal School Faci1itiesXExtended Community Service and Implications on Site. 6) Selection of General Land Area for Sites: a) Land use determines natural\\logical community area. b) Population determines number of studentsXages. c ) Grade grouping and.other that formal school services I determines general characteristics of site d) Tie to community 7) Selection of Specific Site: a) No set land formula...use criteria\\program. b) Don't \"back into c) Considerations: II program from site. (1) Location of building(s) (S) Number of stories (3) Set backs (4) Space around buildings (5) Architectural design (6 ) Orientation-sight-sound-climate (7) Integrated building-landscape plan (S) Parking (9) Safety (10) Utilities (11) Site development (12) Accessibility (13.\u0026gt; Traff icibi lity (14) Location (zoning) (15) Physical conditions 8) Miscellaneous Considerations: a) R, choo1\\community relations b) Site determinant school program Attractiveness of site d) Acquisition of property e) Cost f) Resistance to chapging siteXnew site g) Expansion of ma 1! s i tes is nonexistent SITE APPRAISAL STEPHENS SCHOOL SITE \\ 1. SITE LOCATION\n(Ad-dress ) 2. ADJACENT STREETS\n(North) (South) (East) (West) CURRENT USE: (1 ) Vacant, (2 ) Commerc ial, (3) Residential, (4) Pub lie Note\nIf 2, 3 or 4\nWhat is presently on property? 5. MAIN ACCESS TO SITE PROM INTERSTATE OR MAJOR THOROU(3HFARE\nThoroughfare: Directions to site: 6. SURROUNDING PROPERTY: (Within 5 blocks each direction) (Nor th)T ype: Cond i 11 on : (South )Type: Cond i t ion: (East)T ype: Condition: 1(West)Type: Cond i tion:_ GENERAL CRITERIA ELEMENT RATING/POINTS 1. Will the school have to be multistory? YES (0) NO (1) 2. Are utilities readily available? YES (1) NO (0) 3. Are there zoning restrictions? YES (0) NO \u0026lt;1) 5. 6. Are there architectural considerations? Is the site serviced by public transportation? Is the site readily available? YES \u0026lt;0) NO (1) YES (1) NO (0) YES (1) NO (0) 7. Will additional property have to be purchased? YES (0) NO (1 ) 8. Will the site allow for future expansion? YES (1 ) NO (0) 9. Will extensive relocation be necessary? YES (0)N0 (1) 10. Is the site attractive? YES (1) NO (0) TOTAL POINTS\n(10 Points Max) COMMENTS:__ c(Note: Criteria are 1. 2. 3. A. 5. 6, SITE EVALUATION in priority sequence) SITE CRITERIA SUPPORT PROGRAM (SUFFICIENT SIZE) (Consider if the site is large enough RATING/POINTS POOR \u0026gt;\u0026gt;\u0026gt;\u0026gt;\u0026gt;\u0026gt;\u0026gt;\u0026gt;\u0026gt;\u0026gt;GOOD 1 2 3 A 5 to support the educational program to include sufficient space for recreational activities and parking or will have to be purchased?) SITE CONDITIONS (Cons i der additional land i 2 3 A 5 the physical aspects of the site, flatness, vegetation. soil conditions) drainage, CONSTRUCTION RE{3UIREMENTS (Consider 1 2 3 A 5 0 if any significant construction requirements will have to be met in order to build on the site,ie\ndrainage features, access routes ) sound barriers. retaining walls. spec i a 1 fences, SITE ACCESSIBILITY\\TRAFFICIBILITY (Can the site be accessed easily and by bus/auto) SITE SAFETY (Consider the area around the school present to children and participants. schoo 1 and areas accessibi1i ty by vech1c1es ) . RECRUITMENT (Consider the attendance, zone (s ) ) 1 e, 1 2 3 A 5 safely both walking and 1 2 3 A 5 and the dangers it may look at routes to the and buildings along these routes, evaluate police, fire department and other emergency 1 2 3 A 5 impact of the site on recruitment and accessibility from outside attendance( 7 . EDUCATIONAL PROGRAM 5 2 1 3 (Consider program) if the site will determine the educational 8. RELATION TO EDUCATIONAL FACILITIES 3 5 2 1 9. (Consider proximity to 1ibrar ies, educat ion community center SITE ENVIRONMENT support facilities le: and organ1zat1ons, par ks ) 1 2 3 4 5 (Consider the school and how surrounding neighborhood) it will complement the 10. ZONING 1 2 3 4 5 (Consider the zoning of the surrounding neighborhood, conducive to enhance the school site) learning environment will its development 11. COMMUNITY SHARING 5 3 4 2 1 (Consider if the site lends itself to community activities beyond educational) 12. ENHANCE COMMUNITY INVOLVEMENT 5 3 2 1 4 (Consider if the school will foster community involvement by virtue of its being there) TOTAL POINTS:(60 Points Max) 7. GENERAL COMMENTS ON SITE: 51 gnature (Evalua tor) (Date) \u0026lt;4COMBINED FORMS (Pulaski County. LRSD and Blue Forms-LRSD) November 1992 STEPHENS INTERDISTRICT SCHOOL INTEREST SURVEY THEME RANK ORDER OF CHOICE COMMUNITY OF LEARNING: 5] 1 3 5 [ [ ( 2 ( 6 J 7] [ 11 ] 6 J ACCELERATED LEARNING: 13] 1 3 5 4 [ [ [ 2 [ 6 ] 14] [ 14 ] 1 ] 4 SCHOOL-WIDE ENRICHMENT: 12] [23 LANGUAGE EXPRESSION: 8] [2 2] 15 1 3 5 1 3 [ [ [ [ ] 2 4 2 [ 5 ] ] ] [ ] OTHER: 13 (6) Creativity in Learning (5) Communications (3) Basic Science, Math \u0026amp; Skills (1) Music and Art Appreciation (Band, Art \u0026amp; Dance) [11 5 [ 2 ] 4 ]t' Greater Little Rock Community Development Corporation P. O. Box 192864 Little Rock, Arkansas 72219 Voice Mail (501) 664-0334 March 09, 1993 Dr. Mac Bernd, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 Dr. Bernd, Let the record show that The Greater Little Rock Community Development Corporation requests that Stephens Elementary School be redesigned and rebuilt on the same ground that it now occupies. Enclosed is a copy of the revitalization plan for the Stephens School area that was adopted by The Greater Little Rock Community Development Corporation (GLRCDC) last year. (See pages 7, 8, 17 and 18). Maybe it was presumptuous, but we considered it a given that Stephens School would remain as an integral part of this community. The GLRCDC is presently compiling and quantifying remodeling and new construction costs for homes in the neighborhood just north of the school. The presence of Stephens School will be one of our main marketing tools used to encourage families to repopulate this community. Thank you and the Site Selection Committee for allowing us to participate in the selection process and for the sensitivity with which you conducted yourselves at the public meetings. We also appreciate your positive consideration of our request. We are convinced that in years to come history will record that the Little Rock School District did the right thing by rebuilding Stephens School at its present site. Sincerely, L - Foster Strong, President The GLRCDC cc: Site Selection CommitteeI I 1 I THE GREATER LITTLE ROCK COMMUNITY DEVELOPMENT CORPORATION, INC. I f  i COOPERATIVE COMMUNITY REVITALIZATION PLAN I CHARLES A. JOHNSON, JR. November, 1992 Copyright PendingTHE GREATER LITTLE ROCK COMMUINITY DEVELOPMENT CORPORATION, INC. (GLRCDC) 1 i COOPERATIVE COMMUNITY DEVELOPMENT PLAN I ! 1 TABLE OF CONTENTS PAGE f ( Introduction................................................................. Building Community Capacity..........................- The GLRCDC .............................................vVt \u0026lt; Management Structure.......................................... Staffing.......................................................................... Financial Resources .................................................. Geographical Area Served................................... Housing .......................................................................... Initial Target Area.................................................... Community Obstacles to Overcome.............. Actions to Overcome Obstacles ..................... Coalition Building ................................................... Network Members ................................................ Network Objectives............................................ Actions to Accomplish Network Objectives Summary.................................................................... I APPENDIX Census Tract Map .................................. Midtown Service Area Map ............... Service Area Housing Analysis Map The GLRCDC Board Profile................. 1 2 4 5 6 6 7 7 8 9 10 10 11 11 13 18 A B C DI I INTRODUCTION The primary purpose of this community development plan is to provide a comprehensive procedure for the development of a network of public and private organizations to address the social, economic and housing needs in census tract 13 of Little Rock, Arkansas (see Census Tract Map, p. A, Appendix). The plan outlines a general framework for building a coalition of organizations with specific services, experiences and skills that are needed for the revitalization of the target area. I The plan outlines the objectives of the revitalization effort and assigns areas of responsibility for each community network member. A description of the activities and services provided by the network is also provided. I! BUILDING COMMUNITY DEVELOPMENT CAPACITY I I I 1 I I Few Individual organizations have sufficient capabilities to undertake the revitalization of inner city communities. A.cooperative effort among community organizations with social, housing and economic development resources is needed to reverse the deterioration of our inner city communities. The composition of the cooperative network is determined by the nature of the task, the skills required, and the willingness of organizations to collaborate to achieve together what each cannot do alone. The underlying philosophy of this network is that of connecting specific organizations with social, housing and economic resources to assist the community In revitalizing Inner city neighborhoods. The first step in establishing a Commursty Cooperative Network is the Identification and recruitment of a knowledgeable arxl respected irxlividual or organization to Inform and organize organizations and irkHviduais about the networking concept. The network coordinator must build trust and Interest among prospective network members. The coordinator acts as an advocate and a broker. The coordinator advocates cooperative efforts and brokers the services of network members to the community. A general framework for developing community cooperative networking requires the following tasks: * Qt the prospective network members to talk 1 in a I Establish regular communication among the organizations and those with whom they need to cooperate such as community residents and other service providers. This is done by providing timely information i- - way that promotes dialogue and collaboration among organizations. Dialogue also helps each prospective network member to gain mutual respect and overcome the inherent protection of perceived territorial rights. Organizations arrive at a point of cooperation after a process of relationship-building and in anticipation of mutual gains\" (Schermerhorn 1979, p. 25). 21 I * Identify common and individual goals of prospective network members Unless most of the prospective network members perceive benefits to be gained from the network arrangement, they may not participate. Identifying common and individual goals will enable the network coordinator to express the benefits both common and individual to the prospective members. I * Identify resources that each prospective network member is wHling and able to allocate to the network. I -.'T  I Project planning and implementation strategies can to be developed with the knowledge of the availability of resources. The network coordinator can plan a variety of specialized services that no one organization could possibly afford except through'network participation. For community groups, Community Cooperative Networks offer an opportunity to become equal partners In revitalizing Greater Little Rocks inner city communities. I To effectively address the social and housing needs of the target area, the residents must become involved in planning, management and operation of the development activities that impact their lives. Community Development Corporations (CDCs) are being developed in American cities and rural areas to empower low income people to address the development needs of their neighborhoods. I I ! The formation of a CDC is a significant component to empower the residents of the service area toward development of a community cooperative network. The following CDC objectives and resources will be employed to organize the residents and organizations needed to revitalize the target area. 3J ! THE GREATER LITTLE ROCK COMMUNITY DEVELOPMENT CORPORATION, INC. (GLRCDC) I i The Greater Little Rock Community Development Corporation was incorporated under the laws of the State of Arkansas as a non-profit organization in November, 1991. In May 1992, the GLRCDC obtained tax exempt status as a 501 (c) (3) non-profit organization from the U.S. Internal Revenue Service. The primary goal of the GLRCDC is to reverse the trend of deteriorating residential and non-residential facilities within the greater Little Rock area. To fulfill its primary goals, the GLRCDC will seek to accomplish the following: -To purchase deteriorating residential/nooresidential structures and/or vacant lots for development. To sell renovated structures to low-income individuals and small disadvantaged entrepreneurs. 1 To develop and rehabilitate residential and non-residential facilities in the area. I To recruit small disadvantaged businesses to the commercial service areas. I  To contract with and/or sponsor the services of architects, attorneys, accountants, engineers and other professionals in the development of the service area. To contract and/or sponsor managerial and technical assistance to small disadvantaged businesses in the service area. To inform, train and facilitate housing education workshops and other training activities in the service area. To plan, promote and facilitate crime prevention programs for area residents. 4t I BUILDING COMMUNITY DEVELOPMENT CAPACITY ! I Few individual organizations have sufficient capabilities to undertake the revitalization of inner city communities. A cooperative effort among community organizations with social, housing and economic development resources is needed to reverse the deterioration of our inner city communities. The composition of the cooperative network is determined by the nature of the task, the skills required, and the willingness of organizations to collaborate to achieve together what each cannot do alone. The underlying philosophy of this network is that of connecting specific organizations with social, housing and economic resources to assist the community in revitalizing inner city neighborhoods. I i The first step in establishing a Community Cooperative Network is the identification and recruitment of a knowledgeable and respected individual or organization to inform and organize organizations and irxiividuals about the networking concept. The network coordinator must build trust and interest among prospective\"network members. The coordinator acts as an advocate and a broker. The coordinator advocates cooperative efforts and brokers the services of network members to the community. A general framework for developing community cooperative networking requires the following tasks: f * Get the prospective network members to talk I Establish regular communication among the organizations and those with whom they need to cooperate such as community residents and other service providers. This is done by providing timely information in a way that promotes dialogue and collaboration among organizations. Dialogue also helps each prospective network member to gain mutual respect and overcome the inherent protection of perceived territorial rights. \"Organizations arrive at a point of cooperation after a process of relationship-building and in anticipation of mutual gains\" (Schermerhorn 1979, p. 25). 2I i To plan, promote and conduct youth activities for area youths. To plan, promote and conduct senior citizen activities for area senior citizens. Management Structure To implement the goals of the GLRCDC, a board of directors which reflects the composition of residents within the service area is In place. The board members also bring a wealth of diverse experiences and skills needed to reach the goals of the organization. The GLRCDC is governed by a board of directors, comprised of nine (9) area residents. Each director serves a term of three (3) years. The - manner of selection and qualifications of directors is defined and  controlled by the Bylaws of the Corporation. The directors are nine longtime residents of greater Little Rock who provide knowledge and experience In the areas of consumer credit counseling, real estate, social services and community activities (see Board Profiles, p. D.) They are: Foster Strong, President 3514 West 14th Street Little Rock, AR 72204 Pam Abrams, Secretary 5109 W. 11th Little Rock, AR 72204 Felix Thompson, Vice President 5902 Timberview Road Little Rock, AR 72204 Charles A. Johnson, Jr., Treasurer 3907 American Manor Drive Little Rock, AR 72209 I'- Elissa Gross P. 0. Box 500 North Little Rock, AR 72115 Merle Smith 2810 Arch Little Rock, AR 72206 Frank Baugh 4110 W. 21st Little Rock, AR 72204 Robert Aycock 2405 West 13th, Apt. B Little Rock, AR 72202 James Lawson 41 5 Willow North Little Rock, AR 72114 51 I Under the leadership of this board, the GLRCDC will implement the goals listed in its Articles of Incorporation. I Staffing 1 The GLRCDC is presently without a paid staff. During 1992, the work activities of the GLRCDC has been conducted by the President, Treasurer, other board members and consultants (architects, engineers, market and financial specialists). I During 1993, the GLRCDC expects to receive grant funding that will enable it to employ an Executive Director, Community Developer, and an Administrative Assistant. Technical services will be contracted to architects, engineers and other specialists when needed. Financial Resources During the second quarter of 1992, the GLRCDC received a Community Incentive Grant from the Winthrop Rockefeller Foundation in the amount of $7,500. The grant provides board training and organizational development funds for the GLRCDC. A grant application to the Winthrop Rockefeller Foundation to provide not less than $50,000 for economic development will be prepared during the fourth quarter of 1992. The grant award will enable the CDC to support staff and professional costs in 1993. I. In August 1992, the organization received a City of Little Rock HOME Program Grant Application and is in the process of completing the grant application. The GLRCDC expects to be designated a CHDO (Community Housing Development Organization) by the city and state governments and qualify to access the 15% set-a-side of city and state HOME Program funds. The GLRCDC will seek to obtain not less than $75,000 from Little Rock's allocation of the HOME Program Grant Funds during the fourth quarter of 1992. The city grant funds will provide the initial target area with housing development funds. In the first or second quarter of 1993, a State HOME Program Application will be submitted to the Arkansas Finance and Development Authority (AFDA) to obtain up to $500,000 of HOME Grant Funds. The 6I state HOME Grant Funds are projected to provide new construction and rehabilitation financing of housing in civil jurisdictions and unincorporated areas outside the city limits of Little Rock and North Little Rock in Pulaski County. GEOGRAPHICAL AREA OF SERVICE I The Midtown neighborhood is located in north central Little Rock and is bounded by 1-630 to the north, Elm Street to the west, Roosevelt Road to the south and Missouri Pacific Railroad tracks to the east. Like other older residential neighborhoods, the Midtown area is experiencing a general decline and a deterioration of existing infrastructure and private property. This trend toward a general decline is moving westward from the core city and is the most significant overall issue in the entire area. It is influencing both the physical appearance of the neighborhood and the housing stock. The problem of marginal residential has a strong impact on the entire area, encouraging encroachment from nonresidential uses (see Service Area Map, p. B, Appendix). -- - . - \\ The primary goal of the neighborhood and Its residents should be to preserve and strengthen the residential character of the Midtown neighborhood. A stronger effort must be made by both the city and the residents to help make this goal a reality and reverse the existing decline. The quality of life, including social aspects, is also negatively impacted by the physical deterioration of the neighborhood. The basic neighborhood structure could be greatly improved by the addition of amenities such as sidewalks, community spaces and recreational facilities. Preserving the existing housing stock and constructing new quality housing is critical to the existence of the Midtown area. i Three sub-areas within the Midtown region are experiencing unique housing problems will require location specific strategies to achieve the network's housing goals. I I Housing One of the more serious problems affecting the Midtown area is the rapid deterioration of the existing housing stock. The substandard conditions are having an effect on the physical appearance of the area, and in some instances, the livability of certain neighborhoods within the 7Midtown area. This problem is rapidly increasing and must be abated. Reversing the trend of deteriorating housing is critical to the future of the neighborhood. Programs, such as Code Enforcement and Housing Rehabilitation, are needed to begin the process of improving the neighborhood's housing. f Strong housing strategies and programs are needed to ensure a high percentage of home ownership. Home ownership is vital to maintaining stable residential neighborhoods, as a shift to a great number of rental units will continue to add to the deterioration of the housing. Owner occupied units will help strengthen the single family residences as the neighborhood's primary land use. r I There are three pockets of substandard housing\ntwo are small subareas but one is of significant size (see Area Analysis Map, p. C, Appendix). These areas should be identified as priorities for any home improvement programs that are initiated In the neighborhood. Some type of visible upgrading In these areas should have a positive effect on surrounding areas and, in turn, the entire neighborhood. The residents of the Midtown area must be made aware that it is possible to upgrade a neighborhood through Improved housing conditions. The core of the area offers a good starting point. INITIAL TARGET AREA I\nI I The GLRCDC plans to initiate revitalization activities in a four square block area beginning on the north boundary of Stephens Elementary School. This enclave is experiencing security problems and physical deterioration. Some of the problems are: gang violence, a disfunctional street system, substandard housing, poor drainage, and vacant lots. Immediate attention given to this area should be an incentive to residents of surrounding neighborhoods to believe that Midtown is of value and should be saved. 8COMMUNITY OBSTACLES TO OVERCOME Recognizing the need for \"bottom up planning\" (community involvement) and implementation of community development activities, the Greater Little Rock Community Development Corporation conducted a community needs assessments workshop in August, 1992. The results were used to formulate a development plan for the initial target area. The needs assessment categorized the problems of the area as follows: Critical Problems: Important Problems: Significant Problems: Crime, (especially illegal drugs). Senior Citizens fear of criminals, lack of effective Police Protection, Community Apathy\nI Code Enforcement for Housing and Vacant Lots, Absentee Landlords, Infrastructure Improvements (Streets,curbs,sidewalks, drainage systems)\n I 1  Lack of safe and convenient recreational facilities, possible lack of adequate fire protection\nOrganization Obstacles 1 The Greater Little Rock Community Development Corporation is without a proven track record, therefore it must obtain resourceful and dynamic leadership that can embark on a mission of addressing basic community needs in the service area. The GLRCDC must provg that things can be done and build pride and commitment among area residents. The initial objective of the Greater Little Rock CDC is to successfully undertake the physical revitalization of the Stephen's School neighborhood and reclaim the streets from crime and economic rot. The GLRCDC has identified the following barriers to organization goal attainment: Limited Financial Resources Lack of Professional Staff 9I 1 Limited Board Training Lack of Housing Development Experience ACTIONS TO OVERCOME OBSTACLES Organization Actions A successful Community Development Corporation must build a cooperative partnership among the for-profit sector (financial Institutions are of special importance), the public sector (local as well as state government), and the non-profit sector (foundations and other 501 (3)(c) corporations). The GLRCDC will play a catalytic role to build and strengthen its working relationship among these cooperative partners. Network Actions The identification and recruitment of a respected and trusted network coordinator is crucial to the successful formation of the Community Cooperative Network. The Individual or organization must be willing and capable of dispelling mistrust, and apathy among the prospective network members and the area residents. I I I Although Little Rock does not elect its city board of directors by wards. City Board Member John Lewellen has been very active and concerned about inner city issues. He has the political status to bridge the gaps that separate organizations and individuals in their common quest. The GLRCDC will seek to secure the services of Mr. Lewellen as network coordinator. I Coalition Building Despite a vast array of government and private programs designed to find solutions and deliver services to low income residents, no single entity has been able to revitalize low income neighborhoods. To overcome the barriers to revitalization of low income neighborhoods, a cooperative effort between the private and public sectors is needed to implement effective projects. 10Community Cooperative Network Members The key participants in the revitalization process are the residents of the targeted areas. A practical approach to empowering low income residents is to give them the opportunity to determine what their communities need, and enable them to share in the task required to successfully implement the project. I I The development plan for the targeted area requires a cooperative effort among the following entities: Community Residents Area Churches City of Little Rock (Police Deptartment, Fire Department, Housing Authority, Code Enforcement, and Neighborhoods and Planning) Housing and Urban Development (HUD) Worthen National Bank Community Organization for Poverity Elimination (COPE) Senior Citizens Activities Today (SCAT) New Futures for Little Rock Youth Watershed Cornerstone Project Association of Retarded Citizens (ARC) GYST House Urban League of Arkansas Arkansas Power \u0026amp; Light Company Arkla Gas Company Southwestern Bell Telephone Company Community Cooperative Network Objectives The implementation process for the target area has been developed by defining the project's objectives, including those related to the project's financial costs to the GLRCDC. The objectives were identified as follows: Objective 1 Objective 2 Implement crime prevention activities\nProvide safe recreational activities and social services for youth\n11Objective 3 Objective 4 Objective 5 Provide social services and activities for senior citizens\nIncrease code enforcement\nI Develop safe, decent and affordable housing. I Next, the objectives were distributed among the network members and a narrative describing how each would be obtained. I In addition to the list of objectives and network members' areas of responsibility, the implementation process has been developed according to the implementation time frames of the objectives and events planned to overcome barriers to development. I I I A Goal Achievement Matrix (GAM) (Syyed T. Mahmood and Amit K. Ghosh, 1979, part IV, p. 3) has been developed to provide the network members with objectives, task responsibilities, and time frames for the start and completion of each objective. I OBJECTIVE FRAME NETWORK PARTICIPANTS TIME #1 Community Residents City Churches Little Rock Police Department GYST House The Other Way 1993-1994 #2 Community Residents New Futures Watershed Cornerstone (Summer) 1993-1994 #3 #4 COPE, SCAT Central Arkansas Agency on Aging Little Rock Neighborhoods \u0026amp; Planning 1993-1994 1993-1994 #5 GLRCDC 1993-1995 12I ( I I Urban League (Home Owner Training) Little Rock Neighborhoods \u0026amp; Planning HUD COPE (Weatherization Program) Local Banks Arkansas Power \u0026amp; Light (Entergy) ARKLA Gas Company Southwestern Bell Telephone Company Actions To Accomplish Network Objectives The cooperative network will conduct a marketing campaign to gain attention and arouse interest in the revitalization of the service area. Brochures and letters explaining social service availability, ho\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_750","title":"Report: ''Little Rock School District 1995-96 Fourth Quarter Status Report, Program Planning and Budget Document for Desegregation Programs''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1996-11-21"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Finance"],"dcterms_title":["Report: ''Little Rock School District 1995-96 Fourth Quarter Status Report, Program Planning and Budget Document for Desegregation Programs''"],"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/750"],"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":["planning"],"dcterms_extent":["209 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 1995-96 FOURTH QUARTER STATUS REPORT ADDENDUM PROGRAM PLANNING AND BUDGETING DOCUMENT FOR DESEGREGATION PROGRAMS November 21,1996 Program Program Page Program Program Page Code Name Numbers Code Name Numbers 13 APIG/FOCUS ACTIVITY 001.1-001.2 00 MEDIA SRVS:TRI-DIS 037.1-037.2 00 COLLABORATE t TRI-DIS 002.1-002.2 12 MULTICULTURAL CURR. 038.1-038.2 24 COMPTRIZD TRANSPORT 003.1-003.2 00 NEW FUTURES 039.1-039.2 06 DESEGREGATION 004.1-004.2 14 ORIGINAL MAGNETS 040.1-040.2 22 EQUITY MONITORING 005.1-005.3 00 PARENT INVL:TRI-DIS 041.1-041.2 07 EX-CURR PARTCIPATION 006.1-006.2 33 PARENTAL INVOLVEMENT 042.1-042.3 07 EX-CURRICULR:TRI-DIS 007.1-007.2 00 PARKVIEW MAGNET 043.1-043.2 00 FACILITES 008.1-008.2 00 PLANNING 044.1-044.2 00 FEDERAL PROGRAMS 009.1-009.2 00 PROCUREMENT 045.1-045.2 00 FINANCE 010.1-010.2 00 PUBLIC REL:TRI-DIS 046.1-046.3 02 FOUR-YEAR-OLD PRGM 011.1-011.2 00 ROCK. EARLY CHILD ED 047.1-047.2 00 GIFTED PROGRAM 012.1-012.2 00 SCHOOL CLIMATE 048.1-048.2 00 GUID/CNSLINGiTRI-DIS 013.1-013.2 00 SITE-BASED HANAGEMNT 049.1-049.2 00 GUIDANCE/COUNSELING 014.1-014.2 00 SPECIAL ED:TRI-DIS 050.1-050.2 00 HENDERSON MAGNET 015.1-015.2 15 SPECIAL EDUCATION 051.1-051.3 01 HIPPY 016.1-016.2 09 STAFF DEVELOPMENT 052.1-052.2 17 INFORMATION SERVICES 017.1-017.2 00 STAFF DVLPMNT:TRI-DI 053.1-053.2 00 INTERDISTRICT SCHOOL 018.1-018.3 08 STAFF RECUITsTRI-DIS 054.1-054.2 75 IS ACAD. ACTIVITIES 019.1-019.2 00 STUD RECUITsTRIDIS 055.1-055.2 00 IS ACADEMIC PROGRAMS 020.1-020.3 00 STUDENT ACHIEVEMENT 056.1-056.2 57 IS EXTENDED DAY/WEEK 021.1-021.2 00 STUDENT ASSIGNMENT 057.1-057.3 00 IS GUIDANCE/COUNSEL 022.1-022.2 05 STUDENT DISC:TR-DIS 058.1-058.2 00 IS LATIN PROGRAM 023.1-023.2 00 STUDENT RECRUITMENT 059.1-059.2 00 IS PARENT INVOLVEMNT 024.1-024.3 00 SUMMER SCH:TRI-DIS 060.1-060.2 00 IS PARENT RECRUITMNT 025.1-025.2 29 TESTING 061.1-061.2 00 IS POLICIES/PROCEDRE 026.1-026.2 00 TESTING! TRI-DIS 062.1-062.2 00 IS SOCIAL SKILLS 027.1-027.2 00 VOCATIONAL EDUCATION 063.1-063.2 73 IS STAFF DEVELOPMENT 028.1-028.2 00 VOCATIONL ED:TRI-DIS 064.1-064.1 72 IS STAFFING 029.1-029.2 00 MCCLELLAN MAGNET 064.1-064.2 00 IS STUDENT ACHIEVMNT 030.1-030.2 00 IS SUPPORT PROGRAMS 031.1-031.3 32 LIBRARY/MEDIA SVS 032.1-032.2 18 M TO M MAGNET PRGRM 033.1-033.2 00 M TO M TRANSFERS 034.1-034.3 26 MCCLELLAN COMM. SCH. 035.1-035.2LITTLE ROCKS SCHOOL DISTRICT PREFACE The Status Report Program Budget Document is used by the district to assist with the planning and budgeting process. The document, known as the \"PBD\" was implemented by LRSD in the 1993-94 school year. It is a quarterly composite report of identified programs within the district which links programs with budget and expenditure Information, responsible for reporting activities and monitoring performance and expenditures on a quarterly basis, to be used as a guide for interim decision making. Program managers are The PBD provides data Over the past several years, the LRSD has assessed the structure and content of the PBD to implement concise reporting procedures consistent with the desegregation plan mandates/obligations with emphasis on expenditure data, goals, objectives and activities. Through the LRSD annual audits, the PBD is updated to include additional obligations that result from court orders. The Desegregation Monitoring Report Audit prepared by ODH list recommendations for incorporation into the PBD and/or planning process. Additonally, the audits allow us to remove obligations that are completed and not on-going from the PBD. Likewise, duplicate obligations are removed from the document. The Little Rock School District has been declared unitary in Multicultural Curriculum, Vocational Education and Computerized Transportation (CO 3/27/96,doc.42648) resulting in the District no longer being subject to court supervision for monitoring in these areas. PAGINATION: Pages are sequentially numbered beginning with the \"Preface. The \"Table of Contents\" lists programs alphabetically. Pages are numbered by program number followed by page numbers (e.g. 001 refers to the program number\n001.1-001.7 refers to the page numbers for program number 001). This First Quarter Program Budget Document Report reports activities occurring July 1 1996 through September 30, 1996. This report contains the following! (1) The Mission Statement of the LRSD\n(2) The Goals of the LRSD\n(3) LRSDs Quarterly Expense Report\n(4) Explanation of Codes\nand (5) LRSD's Organizational Chart. Page 1Little Rock School District MISSION STATEMENT The mission of the Little Rock School District is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continously, and face the future as productive contributing citizens. This is accomplished through open access to diverse, innovative and challenging curriculum in a secure staff dedicated to excellence and empowered with the trust and support of our community. environment with a Page 2Little Rock School District GOALS By the year 2001, average student performance for every identified sub group (race, gender) will be at or above the 75th percentile as measured by standardized tests. No later than the year 2001, no fewer than 9 out of 10 students will meet or exceed LRSD standards of performance Identified in the core curriculum. Each student will set and achieve challenging educational goals tailored to his or her interests, abilities and aspirations related to meaningful work, higher learning, citizenship or service to others. Page 3Little Rook School District EXPLANATION OF CODES The following are definitions for codes for the list of obligatons: Prog Name! Program Name Pri Ldi Primary Leader is the person primarily reponsible for implementation. Sec Ldi Secondary Leader is the is the person who completes the PBD and oversees the implementation. DeI Original legal document from which the item comes\nCodes are as followsi CA - Curriculum audit CO - Court Order EX - Exhibit I Interdistrict Plan LR - LRSD Desegregation Plan MR - Monitoring Report SA - Settlement Agreement ST - Stipulation TR - Transcript DPs Page number from original legal document from which the item comes. Date! Date of the legal document. Abbreviated text of the obligation or recommendation. Refer to legal reference for complete version. Abbreviated Text! Page 4Code Program Name FY Budget FTE-S QUARTERLY DESEGREGATION EXPENSES YTD Expense 1st Qtr. Exp. 2nd Qtr. Exp. 3rd Qtr. Exp. 4th Qtr. Exp. % Budget Spent 13 APIG/FOCUS ACTIVITY COLLABORATE t TRI-DIS 184,230.00 .00 .00 .00 18,115.75 .00 18,115.75 .00 .00 .00 .00 9.83 24 COMPTRIZD TRANSPORT .00 .00 .00 .00 6 DESEGREGATION 22 EQUITY MONITORING 7 EX-CURR PARTCIPATION 7 EX-CURRICULRjTRI-DIS 8,000.00 579,313.17 426,072.12 20,000.00 .00 .00 .00 .00 .00 .00 .00 .00 FACILITES .00 2 1 51 17 75 57 73 72 32 18 26 FEDERAL PROGRAMS FINANCE FOUR-YEAR-OLD PRGM GIFTED PROGRAM GUID/CNSLINGtTRI-DIS GUIDANCE/COUNSELING HENDERSON MAGNET HIPPY INCENTIVE SCHOOLS INFORMATION SERVICES INTERDISTRICT SCHOOL IS ACAD. ACTIVITIES IS ACADEMIC PROGRAMS IS EXTENDED DAY/WEEK IS FOREIGN LANGUAGE IS GUIDANCE/COUNSEL IS LATIN PROGRAM IS PARENT INVOLVEMNT IS PARENT RECRUITMNT IS POLICIES/PROCEDRE IS SOCIAL SKILLS IS STAFF DEVELOPMENT IS STAFFING IS STUDENT ACHIEVMNT IS SUPPORT PROGRAMS LIBRARY/MEDIA SVS M TO M MAGNET PRGRM M TO M TRANSFERS MCCLELLAN COMM. SCH. MCCLELLAN MAGNET .00 .00 2,654,989.65 .00 .00 .00 .00 332,537.91 .00 883,846.17 .00 36,650.50 .00 461,459.00 .00 .00 .00 .00 .00 .00 .00 29,771.00 754,161.15 .00 .00 458,999.33 450,798.47 .00 180,922.00 .00 12.00 4.00 .00 .00 .00 .00 .00 92.50 .00 .00 .00 .00 19.50 .00 7.00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 21.00 .00 .00 16.00 8.00 .00 .00 .00 119,401.25 172,643.42 .00 119,401.25 172,643.42 .00 .00 .00 .00 20.61 .00 .00 .00 40.52 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 265,224.96 .00 265,224.96 .00 .00 .00 .00 9.99 .00 .00 .00 26,452.21 .00 57,589.81 .00 917.08 .00 10,138.62 .00 .00 .00 .00 .00 .00 .00 .00 65,638.60 .00 .00 52,862.81 33,267.88 .00 .00 .00 .00 .00 .00 26,452.21 .00 57,589.81 .00 917.08 .00 10,138.62 .00 .00 .00 .00 .00 .00 .00 .00 65,638.60 .00 .00 52,862.81 33,267.88 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00  00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 7.95 .00 6.52 .00 2.50 .00 2.20 .00 .00 .00 .00 .00 .00 .00 .00 8.70 .00 .00 11.52 7.72 .00 .00 .00 Page 5QUARTERLY DESEGREGATION EXPENSES Code Progran None FY Budget FTES YTD Expense let Qtr. Exp. 2nd Qtr. Exp. 3rd Qtr. Exp. 4th Qtr. Exp. % Budget Spent 12 14 33 15 9 8 5 77 29 MEDIA SRVSiTRI-DIS MULTICULTURAL CURR. NEW FUTURES ORIGINAL MAGNETS PARENT INVLITRI-DIS PARENTAL INVOLVEMENT PARKVIEW MAGNET PLANNING PROCUREMENT PUBLIC REL:TRI-DIS ROCK. EARLY CHILD ED SCHOOL CLIMATE SITE-BASED MANAGEMNT SPECIAL EDtTRI-DIS SPECIAL EDUCATION STAFF DEVELOPMENT STAFF DVLPMNT:TRI-DI STAFF RECUIT:TRI-DIS STUD RECUIT:TRI-DIS STUDENT ACHIEVEMENT STUDENT ASSIGNMENT STUDENT DISCtTR-DIS STUDENT RECRUITMENT SUMMER SCHtTRI-DIS SUMMER SCHOOL! JTPA TESTING TESTING: TRI-DIS VOCATIONAL EDUCATION VOCATIONL ED:TRI-DIS .00 .00 .00 .00 .00 .00 .00 .00 146,445.96 5.00 15,900.23 15,900.23 .00 .00 .00 10.86 .00 .00 .00 .00 .00 .00 .00 .00 5,241,879.00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 49,000.00 .00 1,259.43 1,259.43 .00 .00 .00 2.57 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 67,604.19 484,910.66 .00 59,972.88 .00 .00 .00 111,751.61 .00 .00 .00 4,307.00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 1.00 7.00 .00 1.00 .00 .00 .00 2.00 .00 .00 .00 .00 .00 .00 .00 10,178.23 10,178.23 .00 .00 .00 15.06 70,540.65 70,540.65 .00 .00 .00 14.55 .00 .00 .00 .00 .00 .00 14,581.75 14,581.75 .00 .00 .00 24.31 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 14,105.11 14,105.11 .00 .00 .00 12.62 .00 .00 .00 .00 .00 .00 .00 .00 347.38 .00 .00 .00 Page .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 347.38 .00 .00 .00 8.07 .00 .00 .00 6 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00 .00Report Date: Page: 11/20/96 7 ADDENDUM LRSD FY 96/ 4 Program Budget Document Program Name: Program Code: APIG/Focus Activity 13 Primary Leaden Asst Supts Secondary Leader : Principals Program Description: AREA SCHOOL STUDENTS WILL PARTICIPATE IN ONGOING AND MEANINGFUL ENRICHMENT ACTIVITIES THAT COMPLIMENT AND EXTEND THE CORE CURRICULUM. THE REGULAR OPERATION BUDGET IN TWENTY THREE AREA ELEMENTARY SCHOOLS WILL BE SUPPLEMENTED WITH AN ALLOCATION OF $20.00 PER STUDENT. FY Program Budget: $184,230.00 1st Qtr Expend: $18,115.75 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $18,115.75 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: 9.83 1.1 ID ADDENDUM Progran Name Prlnary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Date I Pagel Abbreviated Text 11/20/96 8 000817 APIG/Focus Activity 000818 APIG/Focus Activity 000819 APIG/Focus Activity 000820 APIG/Focus Activity 000821 APIG/Focus Activity 000822 APIG/Focus Activity 000823 APIG/Focus Activity Asst Asst Asst Asst Asst Asst Asst Supts Supts Supts Supts Supts Supts Supts Principals Principals Principals Principals Principals Principals Principals LR LR LR LR LR LR LR 000043 WILLIAMS MAGNET SCHOOL 6/04/96 NOT APPLICABLE AT THIS TIME 000824 APIG/Focus Activity Asst Supts Principals LR 000043 WILLIAMS MAGNET SCHOOL 6/04/96 NOT APPLICABLE AT THIS TIME 000825 APIG/Focus Activity Asst Supts Principals LR 000043 WILLIAMS MAGNET SCHOOL 6/04/96 NOT APPLICABLE AT THIS TIME 000826 APIG/Focus Activity Asst Supts Principals LR 81 83 83 83 83 85 85 85 85 85 000043 WILLIAMS MAGNET SCHOOL 6/04/96 NOT APPLICABLE AT THIS TIME 000827 APIG/Focus Activity Asst Supts Principals LR 85 000043 WILLIAMS MAGNET SCHOOL 6/04/96 NOT APPLICABLE AT THIS TIME 000828 APIG/Focus Activity 000829 APIG/Focus Activity 000830 APIG/Focus Activity Asst Asst Asst Supts Supts Supts Principals Principals Principals LR LR LR 85 85 85 1.2 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Implement Focused Activities in Elementary Area Schools Principal Appoints Activities Coordinator and Steering Staff Develop Activities Action Plan Develop Checklist to Monitor Program Use Checklist to Assist Activities Coordinator Provide Means for Area Schools to Reduce Disparity Identify Grant Review Committee Develop Continuation Proposal/Progress Report Format Distribute Continuation Proposal/Progress Report Format Conduct Grant-Writing Inservice Area Schools Submit Continuation Grants to Review Comm. Hake Grant Awards Submit Schools Progress Reports Conduct Program Evaluation ADDENDUM LRSD FY 96/ 4 Program Budget Document Program Name: Program Code: Collaborate:Tri-Dis 00 Primary Leader: SUPT Secondary Leader t ASSOC SUPT Report Date: Page: 11/20/96 9 Program Description! COOPERATION AMONG THE THREE PULASKI COUNTY SCHOOL DISTRICTS IS CRUCIAL TO THE SUCCESS OF THE COUNTYWIDE DESEGREGATION PLAN. THE THREE DISTRICTS WORK COLLABORATIVELY IN THE AREAS OF STUDENT ASSIGNMENT, STAFF AND STUDENT RECRUITMENT TO ENSURE THAT ALL STUDENTS ARE PROVIDED WITH EQUAL OPPORTUNITUES AND AN ORDERLY, SUPPORTIVE LEARNING ENVIRONMENT. FY Program Budget: $.00 1st Qtr Expend: $.00 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00 % 2.1ID ADDENDUM Program Name Prijnary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Date: Page: Abbreviated Text 11/20/96 10 000537 CollaborateiTri-Dis 000538 Collaborate ITri-Dis 002205 Collaborate:Tri-Dis 002206 Collaborate:Tri-Dis 002207 Collaborate:Tri-Dis 002208 Collaborate:Tri-Dis SUPT SUPT SUPT SUPT SUPT SUPT ASSOC SUPT ASSOC SUPT ASSOC SUPT ASSOC SUPT ASSOC SUPT ASSOC SUPT 2.2 LR LR I I I I 47 47 24 24 24 24 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Collaborate with PCSSD/NLRSD to Facilitate/Enhance Deseg. Effo: Use strategies contained in the InterDist.'Deseg. Plan Appoint tri-dist. improvement council Address ongoing planning for deseg Appoint comm, for specific concerns Meet concerning coordinating areas related to the planADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date\nPages 11/20/96 11 Prograss Neunei Program Codes Comptrizd Transport 24 Primary Leader: Mng Sup Serv Secondary Leader 2 Dir Transport Program Descriptions TRANSPORTATION SYSTEM PROVIDES THE MEANS FOR STUDENTS TO HAVE ACCESS TO VARIOUS SCHOOL OPTIONS AND EDUCATIONAL PROGRAMS, AS WELL AS EXTRACURRICULAR ACTIVITIES. THE DISTRICT WILL CONTINNUE TO USE ITS AUTOMATED ROUTING SYSTEM TO MAKE EFFICIENT USE OF DISTRICT RESOURCES IN PROVIDING TRANSPORTATION TO THOSE STUDENTS ELIGIBLE FOR TRANSPORTATION. FY Program Budgets $8,000.00 1st Qtr Expends $.00 3rd Qtr Expend: $.00 FTE2 .00 YTD Expenditures: $.00 2nd Qtr Expends $.00 4th Qtr Expends $.00 ^Budget Spents .00 t 3.1ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference ID Program Name Prinary Leader Secondary Leader DOC DOC DOC Page Date 001061 Comptrizd Transport Mng Sup Serv Dir Transport LR 227 4/29/92 3.2 Report Date: Paget Abbreviated Text 11/20/96 12 Cooperative effort w/city and others to ensure accurate geo. i:ADDENDUM LRSD FY 96/ 4 Program Budget Document Program Name * Program Code* Desegregation 06 Primary Leaden Assoc Supt Secondary Leader I Asst Supts Program Description* THE OFFICE OF DESEGREGATION FY Program Budget* YTD Expenditures* Report Date* Page* IS CHARGED WITH MONITORING OF THE DESEGREGATION PLAN WHICH INCLUDES THE APPROPRIATE ASSIGNMENT OF STUDENTS TO SCHOOLS. $579,313.17 $119,401.25 Ist Qtr Expend* 2nd Qtr Expend* $119,401.25 3rd Qtr Expend* $.00 $.00 4th Qtr Expend* 4.1 11/20/96 13 FTE* $.00 %Budget Spent* 12.00 20.61 %ID ADDENDUM Progran Name Prinary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Date I Pagel Abbreviated Text 11/20/96 14 000936 Desegregation 000937 Desegregation 000938 Desegregation 000939 Desegregation 000940 Desegregation 000941 Desegregation 000947 Desegregation 001176 Desegregation 001188 Desegregation 001189 Desegregation 001190 Desegregation 001191 Desegregation 001192 Desegregation 001194 Desegregation 001195 Desegregation 001198 Desegregation 003219 Desegregation 003220 Desegregation 003221 Desegregation 003222 Desegregation 003223 Desegregation 005123 Desegregation Assoc Assoc Assoc Assoc Assoc Assoc Assoc Assoc Supt Supt Supt Supt Supt Supt Supt Supt Asst Supts Dlr PRE Asst Supts Asst Supts Asst Supts Asst Supts Dlr PRE Dlr SAO LR LR CO co CO co I CO 28 4/29/92 226 4/29/92 2 12/16/94 2 12/16/94 2 12/16/94 2 12/16/94 6 1 Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Bd of Directors Assoc Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Dlr SAO LR LR LR LR LR LR LR LR C8 C8 C8 C8 C8 CO 2 2 2 2 2 2 3 2 4/29/92 8/02/93 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 5 11/01/49 5 11/01/49 5 11/01/49 5 11/01/49 5 11/01/49 2 12/01/69 4.2 Monitor the Desegregation Plan Review Program Budget Documents Conduct site visits Develop and implement improvement plans Abbreviated Text Identify statutes and regulations that impede desegregation. Make quarterly reports to the Office of Desegregation Monitor!\nMotion to close Ish Incentive School granted. Create environment encouraging academic and human growth Keep citizens/Staff Informed Conduct self evaluations of commitment to deseg. Delineate LRSD Deseg Mission to Staff \u0026amp; Community Use Deseg Mission to Develop Policies Examine Racial Makeup of Staff Develop Budget Consistent w/Pollcles Improve human relations climate No retreat! Operate the agreed number of magnet schools No retreat! Operate the agreed number of interdistrict schools No retreat! Effort to eliminate achievement disparity between No retreat! Appropriate involvement of parents No retreat! Elements of Early Childhood, at least in Incentive Eliminate position of Deseg. 6 create Director of Student Assi'ADDENDUM LRSD FY 96/ 4 Progran Budget Document Program Name: Program Code: Equity Monitoring 22 Primary Leader: Supt Secondary Leader I Assoc Supt Report Date: Page: 11/20/96 15 Program Description: LRSD WILL USE THE METHOD OF MONITORING TO ASSESS EDUCATIONAL PROGRAMS\nMONITORING EDUCATION DESEGREGATION BASED UPON THE EDUCATIONAL EQUITY CONCEPT WILL BE USED IN THE SCHOOLS. A SECOND MONITORING AND EVALUATION INSTRUMENT WILL BE GEARED TOWARD THE PROGRAM IN THE INCENTIVE SCHOOLS. THE DISTRICTWIDE BI-RACIAL COMMITTEE IS RESPONSIBLE FOR ANNUAL MONITORING OP DESEGREGATION IMPLEMENTATION. LRSD WILL MONITOR EDUCATIONAL EQUITY IN ALL SCHOOLS IN THE DISTRICT. THE MONITORING WILL BE CONDUCTED BY THE PLANNING, RESEARCH AND EVALUATION (PRE)STAFF WITH ASSISTANCE FROM LOCAL BI-RACIAL COMMITTEES CONSISTING OF PARENTS. EACH COMMITTEE WILL CONDUCT AT LEAST ONE SCHOOL VISIT EACH SEMESTER, USING A MONITORING INSTRUMENT DEVELOPED BY THE THREE DISTRICTS. THE INCENTIVE SCHOOLS WILL BE MONITORED AT LEAST ONCE EACH QUARTER BY THE DISTRICT-WIDE BI-RACIAL COMMITTEE. THE COMMITTEE WILL REPORT SEMIANNUALLY TO THE SUPERINTENDENT THE PROGRESS OR LACK OP PROGRESS IN THE SCHOOLS. FY Program Budget: $426,072.12 1st Qtr Expend: $172,643.42 3rd Qtr Expend: $.00 FTE: 4.00 YTD Expenditures: $172,643.42 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: 40.52  5.1ID ADDENDUM Program Name Prinary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Date: Paget Abbreviated Text 11/20/96 16 000396 Equity Monitoring 000397 Equity Monitoring 000398 Equity Monitoring 000399 Equity Monitoring 000400 Equity Monitoring 000401 Equity Monitoring 000403 Equity Monitoring 000405 Equity Monitoring 000463 Equity Monitoring 000464 Equity Monitoring Supt Supt Asst Asst Asst Asst Asst Asst Asst Asst Supts Supts Supts Supts Supts Supts Supts Supts Assoc Supt Assoc Supt Principals Principals Principals Principals Principals Principals Principals Principals LR LR LR LR LR LR LR LR LR LR 30 30 30 30 30 30 30 30 38 38 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Ensure Organizational Structure providing equal opportunity Review Organizational Structure in schs. \u0026amp; centr. office Appoint School Based Bi-racial Comm, to monitor Dist. Bi-racial Will Monitor Deseg. Efforts Establish Reporting System Provide Staff Inservice on Equity Concerns Provide Prog, to Raise Parental Awareness as mini-seminars at 1 Monitor School Standards for high quality ed. w/ sch mon. visi Achieve Equity in Class Structure by Grade/Subject Area Review Class Ratios by Subject/Class/Teacher on Semester Basis 000033 MEADOWCLIFF ELEMENTARY SCHOOL 6/03/96 MONITORING OF RATIOS 25% COMPLETED FOR SCHOOL YEAR 000465 Equity Monitoring 000466 Equity Monitoring 000467 Equity Monitoring Asst Asst Asst Supts Supts Supts Principals Principals Principals LR LR LR 38 38 38 4/29/92 4/29/92 4/29/92 Address Disparities with Intervention Activities Remove Address Barriers To Equitable Participation of Students Achieve Equity in Teaching Methods 000033 MEADOWCLIFF ELEMENTARY SCHOOL 6/09/96 COE COMMITTEE REVIEWED INSERVICE PROGRAM SCHEDULE 000468 Equity Monitoring 000469 Equity Monitoring 000470 Equity Monitoring 000471 Equity Monitoring Asst Asst Asst Asst Supts Supts Supts Supts Principals Principals Principals Principals LR LR LR LR 000051 WAKEFIELD ELEMENTARY 4/17/96 LEARNING STYLES INSERVICE WAS HELD. 38 38 38 38 4/29/92 4/29/92 4/29/92 4/29/92 Achieve Equity in Student Instructional Practices Review Grade Distribution on Semester Basis Address Disparities With Intervention Activities Provide Inservice to Principals/Teachers - Varied Learn. Style\n000952 Equity Monitoring 001074 Equity Monitoring 001146 Equity Monitoring 001147 Equity Monitoring 001148 Equity Monitoring 001151 Equity Monitoring 001152 Equity Monitoring 001153 Equity Monitoring 001154 Equity Monitoring Assoc Assoc Assoc Assoc Assoc Assoc Assoc Assoc Assoc Supt Supt Supt Supt Supt Supt Supt Supt Supt Dir PRE Dir PRE Dir PRE Dir PRE Dir PRE Dir PRE Dir PRE Dir PRE Dir PRE CO LR LR LR LR LR LR LR LR 1 129 224 225 225 224 224 224 225 8/26/93 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Submit project management tool to the court each month Score, Collect, Store, and Report Test Scores Conduct monitoring w/Local Biracial Committees Design reporting forms Select Team Members Establish Monitoring Schedule Conduct Site Visits Prepare/Distribute Semi-Annual Monitoring Reports Conduct qtr. monitoring visit by District-wide Biracial Commit 5.2ID ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report DateI Paget 11/20/96 17 Program Name Primazy Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 001154 Equity Monitoring Assoc Supt Dir PRE LR 225 4/29/92 Conduct qtr. monitoring visit by District-wide Biracial Commit- 000039 001156 Equity Monitoring 001157 Equity Monitoring 001158 Equity Monitoring 001159 Equity Monitoring 001160 Equity Monitoring 003148 Equity Monitoring 003201 Equity Monitoring WAKEFIELD ELEMENTARY Assoc Assoc Assoc Assoc Assoc Supt Supt Supt Supt Supt Dir PRE Dir PRE Dir PRE Dir PRE Dir PRE LR LR LR LR LR 225 225 224 224 225 Asst Supts Bd of Directors Principals Supt I 6 CO 1 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 6/17/93 Submit revisions to LRSD Board/Joshua Intervenors by August 15 Present unresolved revisions to the Court Conduct semester visits using approved monitoring instruments Prepare Semester Reports for Superintendent Distribute Copies of Reports Eval, effectiveness of all personnel and programs by Dists. \u0026amp; . Court requires each member of Bd. of Dir. to attend court hear 5.3ADDENDUM LRSD FY 96/ 4 Program Budget Document Program Name: Program Code: Ex-Curr Partcipation 07 Primary Leader: Asst Supts Secondary Leader t Principals Report Date: Page: 11/20/96 18 Program Description: THE PURPOSE OF THIS PROGRAM IS TO ENSURE THAT ALL STUDENTS HAVE AN EQUITABLE OPPORTUNITY TO PARTICIPATE IN THE VARIOUS SCHOOL ACTIVITES. FY Program Budget: $20,000.00 1st Qtr Expend: $.00 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00 % 6.1ID ADDENDUM Program Name Prinary Leader 000473 Ex*Curr Partcipation Asst 000474 Ex-Curr Partcipation Asst 000475 Ex-Curr Partcipation Asst 000476 Ex-Curr Partcipation Asst 000477 Ex-Curr Partcipation Asst 000478 Ex-Curr Partcipation Asst 000479 Ex-Curr Partcipation Asst 000480 Ex-Curr Partcipation Asst 000481 Ex-Curr Partcipation Asst 000482 Ex-Curr Partcipation Asst 000484 Ex-Curr Partcipation Asst 000485 Ex-Curr Partcipation Asst 000486 Ex-Curr Paxrtcipation Asst 000487 Ex-Curr Paxrtcipation Asst 000488 Ex-Curr Partcipation Asst 000489 Ex-Curr Partcipation Asst 000490 Ex-Curr Paxrtcipation Asst 000797 Ex-Curr Partcipation Asst Supts Supts Supts Supts Supts Supts Supts Supts Supts Supts Supts Supts Supts Supts Supts Supts Supts Supts LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC Page DOC Date Report Date: Page: Abbreviated Text 11/20/96 19 Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR 6.2 39 39 39 39 39 39 39 39 39 39 39 39 39 40 40 40 40 39 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Inform All Students/Patrons of Co-Curricular/Extra-Curr. Activ Use Media /Press to Inform Send Printed Info to Parents Make Clear Public Address System Announcements to Students Use Community Agencies to Assist with Recruitment Staff Recruit Students to Pairticipate Staff Contact Students Individually for Involvement Staff Should Recruit From Students Who Do Not Normally Partici) Increase Student Participation, Part. Minority Students Profile Student Involvement in Each Club/Activity (disaggregate Remove All Barriers to Equitable Pairticipation Provide Dist. Transportation for Extracurricular Provide Student Access for Uniforms/Equip. Needed at Minimal C\u0026lt; Develop/Use School Profiles for Overview of Success/Impact on\nProfile Sch. By: Grade Dist., Att., Dis.Action, Test Scores, S Disaggregate Data by Race Provide Develop./Implementation of Intervention Strategies Provide and Encourage Students to Participate - Extracur. Act.ADDENDUM LRSD FY 96/ 4 Program Budget Document Program Name: Program Code: Ex-Curriculr:Tri-Dis 07 Primary Leaden Asst Supts Secondary Leader ! Principals Program Description! THE PURPOSE OF THIS PROGRAM IS TO FY Program Budget: YTD Expenditures: Report Date: Page: ENSURE THAT ALL STUDENTS HAVE AN EQUITABLE OPPORTUNITY TO PARTICI- PATE IN THE VARIOUS SCHOOL ACTIVITES. $.00 $.00 Ist Qtr Expend: 2nd Qtr Expend: $.00 $.00 7.1 3rd Qtr Expend: 4th Qtr Expend: $.00 11/20/96 20 FTE: $.00 SBudget Spent: .00 .00  71ID ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Program Name Prinary Leader Secondary Leader DOC DOC DOC Page Date Report Date: Paget Abbreviated Text 11/20/96 21 002247 Ex-Curriculr:Tri-Dis Asst 002248 Ex-CurriculrrTri-Dis Asst 002250 Ex-CurriculrtTri-Dis Asst 002251 Ex-CurriculriTri-Dis Asst 002252 Ex-CurriculrTri-Dis Asst 002253 Ex-CurriculrxTri-Dis Asst 002254 Ex-CurrlculriTri-Dls Asst 002255 Ex-Curriculr:Trl-Dis Asst Supts Supts Supts Supts Supts Supts Supts Supts Principals Principals Principals Principals Principals Principals Principals Principals I I I I I I I I 7.2 30 30 30 30 30 30 30 30 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Study dist. GPA/Citizenshlp requiremens Review pollcles/% student participation Review dist. racial group repres. extracur. activ. Appoint comm, to evaluate results of data review Recxrult students participate in cocurricular act. Make staff, parents, aware of student opportun. Provide special supports of costs, recruitment Reserve slots to ensure proportional participationADDENDUM Program Name: Program Code: Facilites 00 Primary Leader: Assoc Supt LRSD FY 96/ 4 Program Budget Document Secondary Leader : Dir COM Program Description: TO EQUITABLY MAINTAIN AND REPAIR FACILITIES TO SUPPORT ACADEMIC PROGRAMS, MINISTRATIVE SUPPORT. FY Program Budget: $.00 Ist Qtr Expend: $.00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 8.1 Report Date: Page: STUDENT ENROLLMENT AND AD- 3rd Qtr Expend: 4th Qtr Expend: $.00 11/20/96 22 FTE: $.00 %Budget Spent: .00 .00 %ID ADDENDUM Progran Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date 002150 Facilites Assoc Supt Dir COM CO 1 3/17/92 8,2 Report Datet Page: Abbreviated Text 11/20/96 23 Seek community involvement in determining New School SitesADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date: Page: 11/20/96 24 Program Name: Program Code: Federal Programs 00 Primary Leader: Supt Secondary Leader I Dir Fed Progs Program Description: FEDERAL PROGRAMS IS DESIGNED TO INCREASE FUNDING AND ENHANCE THE QUALITY OF LRSDS ACADEMIC PROGRAMS. A VARIETY OF FUNDING SOURCES ARE ACTIVE IN THE U.S. DEPARTMENT OF EDUCATION. FROM THESE SOURCES COMPENSATORY AND SUPPORT SERVICES ARE PROVIDED TO STUDENTS BY FUNDING SECURED THROUGH A COLLABORATIVE EFFORT OF THE STATE DEPARTMENT OF EDUCATION AND THE LRSD. COLLABORATION INCLUDES FORMING DEVELOPMENT COMMITTEES AND CONDUCTING GRANT WRITING SESSIONS FOR GRANT DEVELOPERS. FY Program Budget: $.00 1st Qtr Expend: $.00 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00 % 9.1ADDENDUM LRSD PROGRAN BUDGET DOCUMENT Legal Reference ID Program Name Prinary Leader Secondary Leader DOC DOC DOC Page Date Report Date: Page I Abbreviated Text 11/20/96 25 000338 Federal Programs 000343 Federal Programs 003199 Federal Programs Supt Supt Asst Supts Dir Fed Progs Dir Fed Progs Principals LR LR CO 9.2 97 96 1 4/29/92 4/29/92 Form Grant Devel. Committee Develop Grants To Enhance Desegregation 3/24/93 Delete PAL after submission of prg. that can be monitoredADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date: Paget 11/20/96 26 Program Name: Program Code: Finance 00 Primary Leader: Mng Sup Serv Secondary Leader I Mng Finance Progrjun Description! THE FISCAL AFFAIRS DEPARTMENT IS RESPONSIBLE FOR THOSE ACTIVITIES CONCERNED WITH THE DISTRICTS FINANCIAL OBLIGATIONS. FY Program Budget: $.00 1st Qtr Expend: $.00 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00 % 10.1 * \\ID ADDENDUM Prograa Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Date: Page: Abbreviated Text 11/20/96 27 000901 Finance 003211 Finance 004114 Finance Mng Mng Mng Sup Sup Sup Serv Serv Serv Mng Finance Mng Finance Mng Finance MR C8 TR 10.2 47 5 39 6/05/92 Dist. is bound to keep pledge to double fund incent, school 7/12/95 Place pooling of M-to-M funds into a central account. 4/22/94 Submit to courts business cases for expenditures above $25,000ADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date: Page: 11/20/96 28 Program Name: Program Code: Four-Year-Old Prgra 02 Primary Leaden Assoc Supt Secondary Leader S Dlr SAO Program Description: THE PURPOSE OF THE PROGRAM IS TO MEET THE GROWING NEEDS OF DISADVANTAGED STUDENTS AND TO IMPROVE THE RACIAL BALANCE AT SCHOOLS THAT ARE DIFFICULT TO DESEGREGATE BY INCORPORATING EARLY CHILDHOOD EDUCATION PROGRAMS INTO THE ELEMENTARY SCHOOLS. THE PROGRAM PROVIDES EXPERIENCES FOR YOUNG CHILDREN WHICH MEETS THEIR NEEDS AND STIMULATE LEARNING IN ALL DEVELOPMENTAL AREAS - PHYSICAL, EMOTIONAL, SOCIAL AND INTELLECTUAL. PRIORITY FOR IDENTIFICATION OF PROGRAM SITES WILL BE GIVEN TO AREAS THAT HAVE A HIGH CONCENTRATION OF LOW INCOME STUDENTS AND IN SCHOOLS THAT ARE DIFFICULT TO DESEGREGATE. FY Program Budget: $2,654,989.65 Ist Qtr Expend: $265,224.96 3rd Qtr Expend: $.00 FTE: 92.50 YTD Expenditures: $265,224.96 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: 9.99 % 11.1ID ADDENDUM Program Name Prinary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Datex Paget Abbreviated Text 11/20/96 29 000062 Four-Year-Old Prgm 000063 Four-Year-Old Prgm 000070 Four-Year-Old Prgm 000072 Four-Year-Old Prgm 000073 Four-Year-Old Prgm 000074 Four-Year-Old Prgm 000075 Four-Year-Old Prgm 000076 Four-Year-Old Prgm 000077 Four-Year-Old Prgm 000079 Four-Year-Old Prgm 000080 Four-Year-Old Prgm 000081 Four-Year-Old Prgm 000082 Four-Year-Old Prgm 000084 Four-Year-Old Prgm 000085 Four-Year-Old Prgm 000086 Four-Year-Old Prgm 000087 Four-Year-Old Prgm 000088 Four-Year-Old Prgm 000089 Four-Year-Old Prgm 000090 Four-Year-Old Prgm 000091 Four-Year-Old Prgm 000092 Four-Year-Old Prgm 000093 Four-Year-Old Prgm 000094 Four-Year-Old Prgm 000095 Four-Year-Old Prgm 000096 Four-Year-Old Prgm 000097 Four-Year-Old Prgm 000098 Four-Year-Old Prgm 000099 Four-Year-Old Prgm 000100 Four-Year-Old Prgm 000101 Four-Year-Old Prgm Assoc Supt Assoc Supt Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Assoc Supt Dir SAO Dir Staff Dev Dir SAO Dir CcMn Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dlr Early Child Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dir Early Child Dir SAO Coord Recruit Dir Early Child LR LR LR LR LR LR LR LR LR LR LR LR MR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR 11.2 17 17 17 17 17 17 17 18 18 18 18 18 17 19 19 19 19 19 19 19 19 7 10 10 10 19 19 10 10 11 11 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 6/05/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Provide Elem. Prin. Pre-registration Inservice Conduct Pre-registration Media Publicity Train Teachers/Aides ECE Curriculum thru monthly orient. \u0026amp; ins* Conduct Monthly Inservice Familiarize Parents w/4-yr-old Program Conduct Parent Orientation Htg. \u0026amp; Conference Include 4-yr-old Children in Master Schedule Ensure Key Experiences Occurring in Classroom Evaluate 4-yr-old Program Effectiveness Maintain 4-yr-old Portfolio Assessments Analyze Test Data for Board Report Utilize Results for Program Improvement Support Task Force As Avenue for Input Receive Letter of Support from Participating Agencies Develop Plan for City-wide ECE Program Establish Plan Procedures Identify Reps from Agency for Committees Delineate Committee Goals/Tasks /Timelines Initiate City-wide ECE Program Conduct Mtgs. to Review Progress of Committees Identify Resouces Needed by Committee Collaborate w/HIPPY, PCSSD, NLRSD, Head Start Schedule Mtgs. of Reps of Various Entities Supv. Meet to Discuss Shared Resources Plan Joint Inservices Review Ist Draft of Comprehensive Plan Submit Final Draft to Boards of Directors Plan Joint Parent Involvement Activities Inform Waiting List Parents About Vacancies Conduct SAO/Parent Mtg. Re Kindergarten Assign. Process Compile List of GraduatesADDENDUM LRSD FY 96/ 4 Program Budget Document Program Name: Program Code: Gifted Program 00 Prinary Leader: Dir Except Chil Secondary Leader t Dir Gifted Report Date: Page: 11/20/96 30 Program Description: THE LRSDS GIFTED PROGRAM OFFERS SERVICES TO ITS STUDENTS THROUGH A DESIGN THAT CONSISTS OF OBSERVATION AND ENRICHMENT FOR ALL STUDENTS IN GRADES K-2. RESOURCE ROOMS AND INDIRECT SERVICES ARE PROVIDED FOR GRADES 3-6 AND SPECIAL CLASSES FOR STUDENTS IN GRADES 7-12 ARE OFFERED. THE PROGRAM OPERATES IN COMPLIANCE WITH THE AR DEPT OF ED'S GIFTED AND TALENTED APPROVAL STANDARDS. THE STANDARDS PROVIDE THE FRAMEWORK FOR ESTABLISHING EQUITABLE CRITERIA FOR THE IDENTIFICATION OF GIFTED AND TALENTED STUDENTS. SERVICES ARE PROVIDED TO THESE STUDENTS BY TEACHERS (SPECIALIST AND FACILITATORS) WHO HAVE COMPLETED OR WHO ARE PURSUING GRADUATE CREDITS IN GIFTED EDUCATION. FY Program Budget: $.00 Ist Qtr Expend: $.00 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00 % 12.1ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Datet Paget 11/20/96 31 ID Program Name Primary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 000321 Gifted Program 000322 Gifted Program 000323 Gifted Program 000324 Gifted Program 000325 Gifted Program 000326 Gifted Program 000327 Gifted Program 000329 Gifted Program 000331 Gifted Program 000333 Gifted Program 000335 Gifted Program Dir Except Chil Dir Except Chil Dlr Except Chil Dir Except Chil Dir Except Chil Dir Except Chil Dir Except Chil Dir Except Chil Dir Except Chil Dir Except Chil Dir Except Chil Dir Gifted Dir Gifted Dir Gifted Dir Gifted Dir Gifted Dir Gifted Dir Gifted Dir Gifted Dir Gifted Dir Gifted Dir Gifted LR LR LR LR LR LR LR LR LR LR LR 12.2 59 59 59 59 59 60 60 60 61 62 62 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Share Research/Findings for Program Operation Establish Reg. Mtg. Sched. Tri-District Gifted Supv. Inform/Involve Other Adm. Staff of Procedures Establish Tri-District Model Program Participate in UALR Project Promise Share Cost of Outside Consultants Meet to Discuss Individual Program Needs Hold Tri-District Inservices Conduct Staff Meetings for New Teachers Implement Objectives Relating to Plan Implement strategies/Activities to Refine PlanADDENDUM LRSD FY 96/ 4 Progran Budget Document Program Name: Program Code: Guid/CnslingiTri-Dis 00 Primary Leader: Supt Secondary Leader t Dir Pup Program Description: THE GUIDANCE AND COUNSELING PROGRAM PROVIDES SERVICES TO SUPPPORT ACADEMIC, FY Program Budget: YTD Expenditures: Report Date: Page: Serv SOCIAL AND EMOTIONAL SUCCESS FOR STUDENTS IN THE THREE PULAKSI COUNTY DISTRICTS. THE DISTRICTS DIRECTORS OR COORDINATORS MEET MONTHLY TO SHARE CONCERNS AND PLAN FOR JOINT ACTIVITES. $.00 $.00 Ist Qtr Expend: 2nd Qtr Expend: $.00 $.00 13.1 3rd Qtr Expend: 4th Qtr Expend: $.00 11/20/96 32 FTE: $.00 %Budget Spent: .00 .00ID ADDENDUM Program Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Datet Paget Abbreviated Text 11/20/96 33 000874 Guld/CnslingjTri-Dis Supt 000875 Guld/CnslingiTri-Dis Supt 000876 Guid/CnsllngiTri-Dis Supt 001367 Guid/Cnsling:Tri-Dis Supt 001371 Guid/CnsllngiTri-Dis Supt 001378 Guid/Cnsling:Tri-Dis Supt 001382 Guid/CnslingiTri-Dis Supt 001383 Guid/CnslingtTri-Dis Supt 001385 Guid/CnslingiTri-Dis Supt 001386 Guid/CnslingiTri-Dis Supt 001387 Guid/CnslingiTri-Dis Supt 001388 Guid/Cnsling:Tri-Dis Supt 001389 Guid/Cnsling:Tri-Dis ASSOC 001391 Guid/CnslingiTri-Dis Supt 001393 Guid/Cnsling:Tri-Dis Supt 001396 Guid/Cnsling:Tri-Dis Supt 002223 Guid/CnslingiTri-Dis Supt 002224 Guid/CnslingtTri-Dis Supt 002226 Guid/CnslingtTri-Dis Supt 002227 Guid/CnslingtTri-Dis Supt 002228 Guid/CnslingtTri-Dis Supt 002229 Guid/CnslingtTri-Dis Supt 002231 Guid/CnslingtTri-Dis Supt 002232 Guid/CnslingtTri-Dis Supt 002233 Guid/CnslingtTri-Dis Supt 002234 Guid/CnslingtTri-Dis Supt 002235 Guid/CnslingtTri-Dis Supt 002237 Guid/CnslingtTri-Dis Supt 002238 Guid/CnslingtTri-Dis Supt 002239 Guid/CnslingiTri-Dis Supt 002302 Guid/CnslingtTri-Dis Supt SUPT Dir Pup Dir Pup Dir Pup Dir Pup Dir Pup Dlr Pup Dir Pup Dir Pup Dir Pup Dir Pup Dir Pup Dir Pup Dir PRE Dir Pup Dir Pup Dir Pup Dlr Pup Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Serv Dir Pup Serv Dir Pup Serv Dir Pup Serv Dir Pup Serv Dlr Pup Serv Dir Pup Serv Dir Pup Serv Dir Pup Serv Dir Pup Serv Dir Pup Serv Dir Pup Serv Dir Pup Serv Dir Pup Serv Dir PUP SERV I I I I I I I I I I I I 1 I I I I I I I I I I I I I I I I I I 54 54 54 54 54 54 54 54 54 54 55 55 55 54 54 54 28 28 28 28 28 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Increase Employment for Post High School Minority Develop Job Fair Implementation Timelines/Responsibilities Hold Monthly Tri-Dist. Guid. Dir. Planning Mtgs. Conduct Job Fair for Target Students Provide Minority Student Info re Colleges, Voc.Sch Contact Colleges Re Minority School/Fin. Aid Increase * Minority Stud, in Advanced Classes Notify Students, Parents, Staff re Opportunities Identify, Encourage Minority Students in AP Class Target At-Risk Students Early to Decrease Dropouts Hold Tri-Dist. Dir. Mtgs. re Intervention Strategy Teachers Identify At-Risk and GT Students Inservice Teachers on Pinpointing Student Weakness Plan Programs to Inform Parents Pool Resources/Intervention Plans At-Risk Stud. Implement Intervention Strategies for At-Risk Hold employment fair Contact employers 4/29/92 Target skills needed for employment 4/29/92 4/29/92 28 4/29/92 28 28 28 4/29/92 Provide info to students re. colleges/voc. schools Hold joint counseling info sessions for counselors Contact colleges re. minority scholarships/aid Provide target counseling for minority students 4/29/92 Notify students, parents, staff re. opportunities 4/29/92 28 4/29/92 29 29 29 29 54 4/29/92 4/29/92 Enhance minority recruitment Conduct student conferences Provide pooling of resources for \"at risk\" student Districts share inservice to benefit students 4/29/92 Develop student career guidance plan 4/29/92 4/29/92 Review of plan by studentsparents, counselors Form biracial, mult-dist team to monitor test prep. \u0026amp; conditio: 13. iADDENDUM LRSD FY 96/ 4 Program Budget Document Program Name: Program Code: Guidance/Counseling 00 Primary Leader: Asst Supts Secondary Leader : Principals Report Datet Paget 11/20/96 34 Program Description: THE GUIDANCE AND COUNSELING PROGRAM PROVIDES SERVICES TO SUPPORT ACADEMIC, SOCIAL AND EMOTIONAL SUCCESS FOR STUDENTS IN THE THREE PULASKI COUNTY SCHOOL DISTRICTS. LRSD DIRECTORS OR COORDINATORS OF COUNSELING SERVICES WILL MEET WITH THEIR PEERS FROM THE OTHER DISTRICTS ON A MONTHLY BASIS TO SHARE CONCERNS AND PLAN FOR JOINT ACTIVITIES. FY Program Budget: $.00 Ist Qtr Expend: $.00 3rd Qtr Expend: $.00 PTE: .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00 % 14.1ID ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Date: Page: 11/20/96 35 Program Name Primary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 000443 Guidance/Counseling 000444 Guidance/Counseling 000445 Guidance/Counseling 000446 Guidance/Counseling 000447 Guidance/Counseling 000448 Guidance/Counseling 000449 Guidance/Counseling 000450 Guidance/Counseling 000451 Guidance/Counseling 000452 Guidance/Counseling 000453 Guidance/Counseling 000457 Guidance/Counseling 000458 Guidance/Counseling Asst Asst Asst Asst Asst Asst Asst Asst Asst Asst Asst Asst Asst Supts Supts Supts Supts Supts Supts Supts Supts Supts Supts Supts Supts Supts Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals Principals LR LR LR LR LR LR LR LR LR LR LR LR LR 35 35 35 35 35 35 35 35 35 35 35 37 37 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Inform Students of All Opportunities Publish Annual Document of Financial Aid, Higher Ed. Opportuni- Encourage Students to Take Advantage of Opportunities Follow-up on Referral Make Parents Part. In Ed. by Keeping Them Informed Hold Community Ed. Mtg. Each Year During Spring Provide Written Info to Parents on Curriculum Make Students Aware of Ed./Post Ed. Opportunities Hold Annual Skills/Employment Fair with Business Community Provide Guidance/Counseling to Address student Needs Create Community Linkage to Assist Students Provide Minicourses in Sequenced Program Gr 4-12 Develop Sequential Minicourses Beginning w/Gr 4 000043 WILLIAMS MAGNET SCHOOL 6/04/96 NO NEW ACTIVITY THIS QUARTER 000459 Guidance/Counseling 000460 Guidance/Counseling 000461 Guidance/Counseling 000462 Guidance/Counseling Asst Asst Asst Asst Supts Supts Supts Supts Principals Principals Principals Principals LR LR LR LR 37 37 37 37 4/29/92 4/29/92 4/29/92 4/29/92 Provide Teacher Staff Development in Use of Curr. Raise Awareness of Student Career Options Use Resourse Volunteers in Classes/Assera. - Career Options Provide Guidance/Counseling making Students Aware of future Op- 14.2ADDENDUM LRSD FY 96/ 4 Program Budget Document Program Name: Program Code: Henderson Magnet 00 Primary Leader: Assoc Supt Secondary Leader : Dir SAO Program Description: THE HENDERSON HEALTH SCIENCE JUNIOR FY Program Budget: YTD Expenditures: Report Date: Page: MAGNET PROGRAM WAS DESIGNED TO ENHANCE STUDENT ENROLLMENT AT HENDERSON HIGH SCHOOL DURING A TIME WHEN WHITE ENROLLMENT WAS AT A STEADY DECLINE. THE PROGRAM COMPLI- MENTS THE PARKVIEW HIGH SCHOOL HEALTH SCIENCE PROGRAM, BY PREPARING JUNIOR HIGH SCHOOL STUDENTS WITH A BACKGROUND IN THE AREAS OF MEDICINE AND HEALTH. $.00 $.00 let Qtr Expend: 2nd Qtr Expend: $.00 $.00 15.1 3rd Qtr Expend: 4th Qtr Expend: $.00 11/20/96 36 FTE: $.00 %Budget Spent: .00 .00 ID ADDENDUM Program Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Date: Paget Abbreviated Text 11/20/96 37 003005 Henderson Magnet 003006 Henderson Magnet 003007 Henderson Magnet 003008 Henderson Magnet 003009 Henderson Magnet 003011 Henderson Magnet Assoc Assoc Assoc Assoc Assoc Assoc Supt Supt Supt Supt Supt Supt Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO HN HN HN HN HN HN 25 25 25 25 26 26 5/01/92 5/01/92 5/01/92 5/01/92 5/01/92 5/01/92 Require A/Z Students Submit Magnet Application Require Non-A/Z Students Complete OERF Use Random Selection Process for Non-A/Z Applicants Require Interdistrict Students Complete M-M and OERF Consider Applications on Basis of Deseg Requirements Only Process Applications During Spring Each Year 15.2ADDENDUM LRSD FY 96/ 4 Program Budget Document Program Name: Program Code: HIPPY 01 Primary Leader: Dir Staff Dev Secondary Leader : Dir HIPPY Program Description: HIPPY IS A HOME BASED FY Program Budget: YTD Expenditures: Report Date: Page: DEVELOPMENTAL PROGRAM WHICH RECOGNIZES THE MOTHER AS THE FIRST SIGNIFICANT TEACHER OF THE CHILD. HIPPY ASSISTS TEN. THEREFORE ASSISTING IN THE HIPPYS MAJOR FOCUS IS IN THE ROCK AREA. HIPPY $332,537.91 $26,452.21 THE MOTHER IN PREPARING THE CHILD TO BE SUCCESSFUL IN KINDERGAR- REDUCTION OP THE DISPARITY GAP BETWEEN BLACK AND WHITE STUDENTS. SHADOW AREAS OF MAJOR INCENTIVE SCHOOLS AND IN THE SOUTHWEST LITTLE SERVES PRIMARILY ECONOMICALLY AND EDUCATIONAL DISADVANTAGED FAMILIES. 1st Qtr Expend: 2nd Qtr Expend: $26,452.21 3rd Qtr Expend: $.00 $.00 4th Qtr Expend: 16.1 11/20/96 38 FTE: $.00 %Budget Spent: 19.50 7.95 %ID ADDENDUM Program Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date 000007 HIPPY 000030 HIPPY 000033 HIPPY 000035 HIPPY 000041 HIPPY 000046 HIPPY 000048 HIPPY Dir staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir HIPPY Dir HIPPY Dir HIPPY Dir HIPPY Dir HIPPY Dir HIPPY Dir HIPPY 16.2 LR LR LR LR LR LR LR 14 15 15 15 16 16 16 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Report Datet Paget Abbreviated Text 11/20/96 39 Conduct Home Interview /Enroll Families Provide Parents w/info to Assist w/Their Children thru worksh* Evaluate Aide Trainees Mid-Point Deter. Prog. Success by conducting survey of parents-printed m\u0026lt; Obtain speakers \u0026amp; sched lectures to provide parents w/info. fo: Oranize graduation reception Schedule Final Evaluation of TraineesADDENDUM LRSD FY 96/ 4 Program Budget Document Program Name: Program Code: Information Services 17 Primary Leader: Supt Secondary Leader : Dir Info Serv Report Date t Page: 11/20/96 40 Program Description: TO PROVIDE THE RESOURCES NECESSARY TO COLLECT, STORE AND REPORT INFORMATION ON LRSD STUDENTS. INFORMATION SERVICES WILL PROVIDE THE COMPUTER RESOURCES NECESSARY TO COLLECT, STORE AND REPORT STUDENT INFORMATION IN A TIMELY MANNER. SCHOOL AND CENTRAL OFFICE BASED STAFF, PARENTS, AND STUDENTS WILL BENEFIT FROM ACCURATE UP-TO-DATE INFORMATION ON STUDENTS. FY Program Budget: $883,846.17 1st Qtr Expend: $57,589.81 3rd Qtr Expend: $.00 FTE: 7.00 YTD Expenditures: $57,589.81 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: 6.52  17.1ID ADDENDUM Program Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Dates Page: Abbreviated Text 11/20/96 41 000949 Information Services Supt 001073 Information Services Supt 001075 Information Services Supt 001076 Information Services Supt 001077 Information Services Supt 001078 Information Services Supt 001079 Information Services Supt 001080 Information Services Supt 001081 Information Services Supt Dlr Info Serv Dir Info Serv Dir Info Serv Dir Info Serv Dir Info Serv Dir Info Serv Dir Info Serv Dir Info Serv Dir Info Serv 17.2 LR LR LR LR LR LR LR LR LR 129 129 130 130 130 130 130 130 130 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Provide support for all school and central office-based functi. Collect, Store, and Report Dropout Statistics Collect, Store, and Report Student Achievement Data Collect, Store, and Report Attendance Collect, Store, and Report Disciplinary Data Collect, Store, and Repoxrt Student Assignment Data Capacity to respond to District needs as required by District \u0026lt; Maintain adequate computer hardware Develop or acquire the software required to support the distri*ADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date: Page: 11/20/96 42 Program Name: Program Code: Interdistrict School 00 Primary Leader: ASST SUPTS Secondary Leader : PRINCIPALS INTER Program Description: THE PURPOSE OF THE INTERDISTRICT SCHOOLS IS TO OFFER AN ATTRACTIVE THEMATIC PROGRAM THAT WILL ATTRACT STUDENTS FROM NEIGHBORING DISTRICTS. THE INTERDISTRICT TRANSFER WILL IMPROVE THE RACIAL BALANCE OF THE SENDING AND RECEIVING DISTRICTS. FY Program Budget: $.00 Ist Qtr Expend: $.00 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00 % 18.1 53^ ID ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Program Name Prinary Leader Secondary Leader DOC DOC DOC Page Date Report Datex Page i Abbreviated Text 11/20/96 43 000951 Interdistrict School ASST SUPTS 001478 Interdistrict School Assoc Supt 001479 Interdistrict School Bd of Directors 001480 Interdistrict School Assoc Supt 001482 Interdistrict School DIR SAO 002122 Interdistrict School Bd of Directors 002123 Interdistrict School Bd of Directors PRINCIPALS INTER Dir SAO Supt Dir SAO COORD RECRUIT CO LR I LR I 1 147 3 147 8 002124 Interdistrict School Assoc 002127 Interdistrict School Assoc 002129 Interdistrict School Assoc 002131 Interdistrict School Assoc 002134 Interdistrict School Assoc 002136 Interdistrict School Assoc Supt Supt Supt Supt Supt Supt Supt Supt Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO I I I I I I I I 3 3 4 4 11 4 8 9 002137 Interdistrict School Dir Staff Dev 002139 Interdistrict School Assoc 002141 Interdistrict School Asst 002148 Interdistrict School Assoc Supt Supts Supt Asst Supt IS Dir SAO Principals Inte Dir SAO I 9 TR LR CO 80 148 1 002151 Interdistrict School Asst Supts 002152 Interdistrict School Assoc Supt Principals Inte Dir SAO LR LR 147 147 002154 Interdistrict School Assoc Supt Dir SAO LR 147 7/09/93 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 5/29/92 4/29/92 7/09/93 4/29/92 4/29/92 4/29/92 Offer distinctive program worthy of magnet designation at King Recruit black students in accordance w/Interdistrict plan Establish six thematic interdistrict schools (3 for LRSD) Develop recruitment plan w/PCSSD for M-to-M transfers Advertise M-to-M transfers to students Open King Establish Romine Interdistrict Monitor Interdistrict Enrollment Monitor student assign, and enroll, at incentive schools. Interdistrict Magnet schs open to students outside Pul. Cty. Recruitment to Interdistrict Schools Transfer Black Students from Romine to Baker Target recruitment of black students to interdistrict schs Allow interdist. sch studs, to attend incentive school for aft\u0026lt; Form Site Selection Committee for Clinton School Operate/maintain King Interdst. School Request designation of King as Magnet Operate Romine Conduct Recruitment Monitor Enrollment 000064 ASSC SUPT/ORGN. \u0026amp; LRNG EQUITY 6/30/96 002168 Interdistrict School Assoc 003150 Interdistrict School Assoc 003151 Interdistrict School Assoc 003152 Interdistrict School Assoc CHANGE FORM SUBMITTED - NOT AN OBLIGATION Supt Supt Supt Supt Dir SAO Dir SAO Dir SAO Dir SAO 1 I I I 3 10 10 10 003153 Interdistrict School Dir Staff Dev 004137 Interdistrict School DIR SAO 004138 Interdistrict School DIR SAO Dir Early Child COORD RECRUIT I 10 TR 39 COORD RECRUIT TR 150 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 6/07/94 6/07/94 Racially balance student pop. 60%-40% of either race Have early childhood program at Romine Hold community mtgs. on theme at Romine prior to 2/24/89 New Stephens to be built Pre-K through 6 located near 1-630 Have early childhood program at New Stephens Tell how white studs, will be recruit, for new Stephens. . . Court wants detail how the dist. will recruit white students f\u0026lt; 000064 ASSC SUPT/ORGN. \u0026amp; LRNG EQUITY 6/30/96 6/30/96 6/30/96 AT THIS TIME THERE HAS BEEN NO DECISION ON THE DUPLICATION OP 1437 REBUILDING OF STEPHENS SCHOOL ie.2ID ADDENDUM Program Name Primary Leader 004138 Interdistrict School DIR SAO 000064 LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader COORD RECRUIT ASSC SUPT/ORGN. \u0026amp; LRNG EQUITY 6/30/96 LRSD IS WAITING FOR COURT APPROVAL 004139 Interdistrict School DIR SAO COORD RECRUIT 18.3 DOC DOC DOC Page Date TR TR 150 192 6/07/94 6/07/94 Report Date x Page: Abbreviated Text 11/20/96 44 Court wants detail how the dist. will recruit white students f- Court wants to know who will be responsible for recruitment.ADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date: Page: 11/20/96 45 Program Name: Program Code: IS Acad. Activities 75 Primary Leader: Dir Staff Dev Secondary Leader : Asst Supt IS Program Description: IN ADDITION TO THE REGULAR CURRICULUM PROGRAM, OTHER ACADEMIC PROGRAMS ARE AVAILABLE AT THE INCENTIVE SCHOOLS TO ENHANCE STUDENT LEARNING. EXAMPLES INCLUDE THE SCHOOL THEMES. THE SELECTED THEMES ARE INFUSED INTO THE CURRICULUM OF EACH INCENTIVE SCHOOL. PEER-TUTORING/RETIRED TEACHER MENTORING IS ALSO PROVIDED. PEER TUTORS AND RETIRED TEACHER MENTORS MAY RECEIVE COMPENSATION. FY Program Budget: $36,650.50 1st Qtr Expend: $917.08 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $917.08 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: 2.50 % 19.1ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Date: Paget 11/20/96 46 ID Program Name Primary Leader Secondary Leader DOC DOC DOC Abbreviated Text 001976 IS Acad. Activities Dir Staff Dev Page Date 001977 IS Acad. Activities Dir staff Dev 001978 IS Acad. Activities Dir staff Dev 001979 IS Acad. Activities Dir Staff Dev Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS LR LR LR LR 154 154 154 154 4/29/92 4/29/92 4/29/92 4/29/92 Remedial classes will be available during instructional day Ccxnputer generate Formative criterion-referenced tests Utilize Heterogeneous grouping at each grade level Effective school model will be operative in incentive schools 19.2ADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date! Page! 11/20/96 47 Program Name! Program Code! IS Academic Programs 00 Primary Leader: Program Description! THE INCENTIVE SCHOOL ACADEMIC Dir Staff Dev Secondary Leader PROGRAM INCLUDES IDENTIFIED ENHANCEMENTS : Asst Supt IS FY Program Budget! YTD Expenditures! RATE BROADER UNDERSTANDING OF THE REGULAR CURRICULUM. COMPUTER MANAGEMENT SYSTEM, MENTORS, VOLUNTEERS, SCHOOL COMMUNITY. $.00 1st Qtr Expend! THAT POTENTIALLY WILL GENETHE ENHANCEMENTS INCLUDES PEER TUTORING, PARENT CENTERS AND A SCHOOL THEME SELECTED BY $.00 3rd Qtr Expend! THE $.00 FTE! .00 $.00 2nd Qtr Expend! $.00 4th Qtr Expend! $.00 %Budget Spent! .00 % 20.1ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Date: Page: 11/20/96 48 ID Program Name Prinary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 001674 IS Academic Programs Dir Staff Dev 001679 IS Academic Programs Dir Staff Dev Asst Supt IS Asst Supt IS LR LR 153 153 4/29/92 4/29/92 Provide Adequately Equipped Labs for Students Make a computer loan program available 000025 FRANKLIN ELEMENTARY SCHOOL 6/06/96 6/06/96 THREE LAB TOP COMPUTERS ARE AVAILABLE FOR STUDENT/ PARENT CHECK-OUT FROM THE MEDIA CNTR. 001684 IS Academic Programs Dlr Staff Dev Asst Supt IS LR 153 4/29/92 Develop school themes to attract parents into the schools 000036 ROCKEFELLER INCENTIVE MAGNET 4/05/96 4/05/96 THEME IMPLEMENTATION INSERVICE ON STAFF DEVELOPMEN DAY 001685 IS Academic Programs Dir Staff Dev 001686 IS Academic Programs Dir Staff Dev 001866 IS Academic Programs Dir Staff Dev 001867 IS Academic Programs Dir Staff Dev 001868 IS Academic Programs Dlr Staff Dev 001869 IS Academic Programs Dir Staff Dev 001870 IS Academic Programs Dir Staff Dev 001872 IS Academic Programs Dir Staff Dev 001873 IS Academic Programs Dir Staff Dev 001874 IS Academic Programs Dir Staff Dev 001875 IS Academic Programs Dir Staff Dev 001876 IS Academic Programs Dir Staff Dev 001877 IS Academic Programs Dir Staff Dev 001878 IS Academic Programs Dir Staff Dev 001879 IS Academic Programs Dir Staff Dev 001880 IS Academic Progr2uns Dir Staff Dev 001881 IS Academic Programs Dir Staff Dev 001882 IS Academic Programs Dir Staff Dev 001883 IS Academic Programs Dir Staff Dev 001884 IS Academic Programs Dir Staff Dev 001885 IS Academic Programs Dir Staff Dev 001886 IS Academic Programs Dir Staff Dev 001887 IS Academic Programs Dir Staff Dev 001888 IS Academic Programs Dir Staff Dev Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR 153 153 154 154 154 154 154 155 155 155 154 154 154 155 155 155 155 155 155 155 155 155 155 155 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Augment Programs to Meet Interest/Needs of Student Permit laptop computer checkout Use the District model as the core curriculum for pre-k thru 6 Use Learning to Read Thru Literature as primary reading prog. : Use Basal textbooks to augment classics reading program K-6. Place strong emphasis on critical reading skills grades 4-6 Increase motivation/learning with oral expression through read Expect Lang. Modeling in oral expression, vocab. and usage ski Emphasize the study of history from a subject area context Emphasize introductory concepts in histoxry, geo., and civics K Use Writing to Read as instructional component K-2 Use Writing Across the Curriculum to enhance writing skills Use Latin Program to increase vocabulary/word attack skills Teach geography through active learning strategies. Include multicultural curriculum in each level of social studi\u0026lt; Promote \"living social studies\" Learning strategies/activities Emphasize American and Arkansas History 4-5 Emphasize World History 6 Integrate celebrations/ceremonies into the curriculum Emphasize use of word or story problems 2-6 Introduce basic concepts in geometry and algebra 2-6 Use manipulatives extensively Pre-K-3 Use computers to organize and utilize mathematical data 5-6 Emphasize critical thinking with methodology and results K-6 20.2ID ADDENDUM Progran Nane Primary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date 001888 IS Academic Programs Dir Staff Dev Asst Supt IS LR 155 4/29/92 000025 ROCKEFELLER INCENTIVE MAGNET 001889 IS Academic Programs Dir Staff Dev 001890 IS Academic Programs Dir Staff Dev 001891 IS Academic Programs Dir Staff Dev 001892 IS Academic Programs Dir Staff Dev 001893 IS Academic Programs Dir Staff Dev 001894 IS Academic Programs Dir Staff Dev 001895 IS Academic Programs Dir Staff Dev 001896 IS Academic Programs Dir Staff Dev 001897 IS Academic Programs Dir Staff Dev 001912 IS Academic Programs Dir Staff Dev 001913 IS Academic Programs Dir Staff Dev 001936 IS Academic Programs Dir Staff Dev 001981 IS Academic Programs Dir Staff Dev 001982 IS Academic Programs Dir Staff Dev 001983 IS Academic Programs Dir Staff Dev 001984 IS Academic Programs Dir Staff Dev Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Principal IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS LR LR LR LR LR LR LR LR LR LR LR MR LR LR LR LR 155 155 155 155 155 155 155 155 155 154 153 39 156 156 156 156 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 6/05/92 4/29/92 4/29/92 4/29/92 4/29/92 20.3 Report Date: Page: Abbreviated Text 11/20/96 49 Emphasize critical thinking with methodology and results K-6 Use hands-on discovery/exploration to learn scientific concept\nSupplement class and textbook work with practical demonstratio\nEmphasize life sciences and physical sciences 4-6 Show mastery of concepts with an annual project Include information packets with homework assignments Include an introduction to basic concepts in music and art Keep content of art and music sequential and cumulative Emphasize enjoyment/creation of music, painting, and crafts Pr* Emphasize penmanship at each level Emphasize Oral Lang Expression in reading and English/Lang art\nUse Learning Styles Inventories in each incentive school Establish scouting membership list Make Nifty Nutrition available for all grades 1-6 Emphasize \"wellness\" for the young K-6 Emphasize understanding \u0026amp; respect for the handicapped Emphasize team sports and lifelong leisure skills K-6ADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date: Page: 11/20/96 50 Program Name: Program Code: IS Extended Day/Week 57 Primary Leader: Dir Staff Dev Secondazy Leader : Principal IS ProgrJUO Description! AN AFTER-SCHOOL PROGRAM WILL BE PLANNED AT EACH SCHOOL TO MEET THE EDUCATIONAL, SOCIAL AND EMOTIONAL NEEDS OF THE STUDENTS. STAFF AT THE SCHOOL WILL ASSIST IN IDENTIFYING PROGRAM AND RESOURCES TO ENHANCE STUDENT DEVELOPMENT. A MAJOR COMPONENT OF THE AFTER-SCHOOL PROGRAM IS THE HOMEWORK CENTER WHICH ASSIST STUDENTS WITH EDUCATIONAL ACTIVITIES THAT REINFORCE,MEDIATE, OR ENRICH CLASSROOM WORK. EXTENDED WEEK ACTIVITIES ARE PROVIDED THROUGH THE SATURDAY PROGRAM. THE SATURDAY PROGRAM INCLUDES COURSE OFFERINGS, FIELD TRIPS, TUTORING AND OTHER ACTIVITIES THAT ENRICH OR REINFORCE THE COGNITIVE SOCIAL AND EMOTIONAL NEEDS OF THE STUDENTS. TRANSPORTATION IS PROVIDED. FY Program Budget: $461,459.00 1st Qtr Expend: $10,138.62 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $10,138.62 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: 2.20 % 21.1ID ADDENDUM Progran Name Primary Leader Secondary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference DOC DOC DOC Page Date 001694 IS Extended Day/Week Dir Staff Dev 001700 IS Extended Day/Week Dir Staff Dev Principal IS Principal IS MR MR 25 21.2 Report Date: Paget Abbreviated Text 11/20/96 51 6/05/92 Keep statistics on the Saturday Programs 25 6/05/92 Conduct study to determine most appealing activitiesADDENDUM LRSD FY 96/ 4 Progran Budget Document Report Datei Page: 11/20/96 52 Program Name: Program Code: IS Guidance/Counsel 00 Primary Leader: Dir Staff Dev Secondary Leader t Dir Pup Serv Program Description: THE GUIDANCE AND COUNSELING PROGROM PROVIDES SERVICES TO SUPPORT ACADEMIC, SOCIAL AND EMOTIONAL SUCCESS FOR STUDENTS IN THE THREE PULASKI COUNTY SCHOOL DISTRICTS. LRSD DIRECTORS OR COORDINATORS OF COUNSELING SERVICES WILL MEET WITH THEIR PEERS FROM THE OTHER DISTRICTS ON A MONTHLY BASIS TO SHARE CONCERNS AND PLAN FOR JOINT ACTIVITIES. FY Program Budget: $.00 1st Qtr Expend: $.00 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00 % 22.1ID ADDENDUM Progran Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date 001394 IS Guidance/Counsel Dir Staff Dev Dir Pup Serv MR 22.2 Report Date! Paget Abbreviated Text 11/20/96 53 27 6/05/92 Develop Written School-Based Guidance PlansADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date: Page: 11/20/96 54 Program Name: Program Code: IS Latin Program 00 Primary Leader: Dir Staff Dev Secondary Leader I Asst Supt IS Program Description: THE LATIN ENRICHMENT PROGRAM IS DESIGNED TO GIVE TEACHERS OF STH AND 6TH GRADE STUDENTS THE OPPORTUNITY TO HAVE A MORE THOROUGH UNDERSTANDING OF THE ENGLISH LANGUAGE AS A MEANS TO IN ASSIST STUDENTS IN IMPROVING SELF-ESTEEM, READING AND VOCABULARY SKILLS. TEACHERS CAN CREATE UNITS OF STUDY THAT USE THEIR UNIQUE TALENTS AND SKILLS THAT PROMOTE THE SPECIAL INTERESTS AND NEEDS OF STUDENTS. FY Program Budget: $.00 Ist Qtr Expend: $.00 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00 % 23.1ID ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Date: Paget 11/20/96 55 Program Name Primary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 002005 IS Latin Program Dir Staff Dev Asst Supt IS LR 163 4/29/92 Provide inservice to participating Teachers. 000059 STAFF DEVELOPMENT/IRC 4/03/96 4/10/96 4/12/96 5/30/96 DISCUSSED PROGRAM COMPONENTS AT ROCKEFELLER DISCUSSED PROGRAM COMPONENTS AT GARLAND DISCUSSED PROGRAM COMPONENTS AT GARLAND DELIVERED LATIN MATERIALS TO ROCKEFELLER 002022 IS Latin Program 002023 IS Latin Program Dir Staff Dev Dir Staff Dev Asst Supt IS Asst Supt IS LR 164 23.2 LR 164 4/29/92 4/29/92 Monitor classroom activities. Identify student growth on standardized tests.ADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date: Page: 11/20/96 56 Program Name: Program Code: IS Parent Involvemnt 00 Primary Leader: Dir staff Dev Secondary Leader : Asst Supt IS Program Description: THE PURPOSE OF PARENT INVOLVMENT IS TO MAKE PARENTS AND THE COMMUNITY THROUGHOUT PULASKI COUNTY KNOWLEDGEABLE ABOUT ALL SCHOOL OPTIONS AND ENCOURAGE VOLUNTARY MOVEMENT WHICH AIDS DESEGREGATION. PARENTS ARE INVOLVED IN SUPPORT ACTIVITIES RECRUITMENT AND THE PLANNING PROCESS. FY Program Budget: $.00 Ist Qtr Expend: $.00 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00 % 24.1ID ADDENDUM Program Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Datet Paget Abbreviated Text 11/20/96 57 001695 IS Parent Involvemnt Dir Staff Dev 001696 IS Parent Involvemnt Dir Staff Dev 001924 IS Parent Involvemnt Dir Staff Dev 001929 IS Parent Involvemnt Dlr Staff Dev 001930 IS Parent Involvemnt Dir Staff Dev 001932 IS Parent Involvemnt Dir Staff Dev 001934 IS Parent Involvemnt Dir Staff Dev 001937 IS Parent Involvemnt Dir Staff Dev 001938 IS Parent Involvemnt Dir Staff Dev 001941 IS Parent Involvemnt Dir Staff Dev 001942 IS Parent Involvemnt Dir Staff Dev 001943 IS Parent Involvemnt Dir Staff Dev 001944 IS Parent Involvemnt Dir Staff Dev 001945 IS Parent Involvemnt Dir Staff Dev 001946 IS Parent Involvemnt Dir Staff Dev 001947 IS Parent Involvemnt Dir Staff Dev 001949 IS Parent Involvemnt Dir Staff Dev 001950 IS Parent Involvemnt Dir Staff Dev 001951 IS Parent Involvemnt Dir Staff Dev 001953 IS Parent Involvemnt Dir Staff Dev 001954 IS Parent Involvemnt Dir Staff Dev 001955 IS Parent Involvemnt Dlr Staff Dev 001956 IS Parent Involvemnt Dir Staff Dev 001957 IS Parent Involvemnt Dir Staff Dev Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR 000025 FRANKLIN ELEMENTARY SCHOOL 6/11/96 6/11/96 001958 IS Parent Involverant Dir Staff Dev 001959 IS Parent Involvemnt Dir Staff Dev 001960 IS Parent Involvemnt Dir Staff Dev 001962 IS Parent Involvemnt Dir Staff Dev 001963 IS Parent Involvemnt Dir Staff Dev 001965 IS Parent Involvemnt Dir Staff Dev 001967 IS Parent Involvemnt Dir Staff Dev 206 207 207 208 208 208 208 209 209 209 209 209 209 209 209 209 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 210 4/29/92 210 210 210 210 210 4/29/92 Include strategies for incorporating parental involvement Design and administer a needs assessment Recruit parents from the incentive schools for teacher aides Provide resources/staff to operate the center Train parent to operate the center Distribution of monthly communications packet Seek parentsrecommendation for resources Assist parents to carry out expections of schools Offer mini-workshops Parents to pick up report cards twice a year Provide opportunities for counselors contact with parents Demonstrate the use of community resources Parent recogntion as a tool for community involvement Recognize parents monthly Recognize community person for school involvement monthly Display parent/community recognition awards Involve students in selection process of award winners Establish approach to communication between home/school 4/29/92 Identify three key parent communicators 4/29/92 4/29/92 Establish community resource list Invite community patrons of pre-school 4/29/92 Encourage parent attendance at PTA meetings 210 4/29/92 Prepare and distribute Parent Handbooks 210 4/29/92 Require parents to sign homework assignments HMEWRK ASSIGNMNTS ARE SENT HOME AND PARENTS ARE ENCOURAGED TO SIGN THEM. Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS LR LR LR LR LR LR LR 24.2 211 211 211 212 4/29/92 Require parents to call school to report absences 4/29/92 Require two or more home visits 4/29/92 Require contractual commitment from parents 4/29/92 Strengthen linkages between horae/school 212 4/29/92 212 4/29/92 213 4/29/92 Hold parenting education classes for mothers Use school as community center Raise trust level between school/community10 ADDENDUM Program Name Prijnary Leader 001967 IS Parent Involvennt Dir Staff Dev 000064 LRSD PROGRAN BUDGET DOCUMENT Legal Reference Secondary Leader Asst Supt IS FRANKLIN ELEMENTARY SCHOOL 001968 IS Parent Involvennt Dlr Staff Dev 001969 IS Parent Involvemnt Dir Staff Dev 001970 IS Parent Involvennt Dir Staff Dev 001973 IS Parent Involvemnt Dir Staff Dev 001974 IS Parent Involvemnt Dir Staff Dev Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS 24.3 DOC DOC DOC Page Date LR LR LR LR LR LR 213 213 213 213 214 214 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Report Date! Page: Abbreviated Text 11/20/96 58 Raise trust level between school/community Provide inservice courses for teachers and school Develop speakers bureau for community Develop calendar of events of neighborhood activities Provide atmosphere where parents are open Involve more people in decision makingADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date: Page: 11/20/96 59 Program Name: Program Code: IS Parent Recrultmnt 00 Program Description! THE PURPOSE OF Primary Leaden Dir SAO THE RECRUITMENT PROGRAM IS TO DEVISE Secondary Leader I Coord Recruit FY Progreun Budget! YTD Expenditures! COUNTY ARE KNOWLEDGEABLE ABOUT ALL A SYSTEM IN WHICH PARENTS THROUGHOUT PULASKI DESEGREGATION. INCENTIVE SCHOOLS ARE LOCATED IN AREAS SCHOOL OPTIONS AND TO ENCOURAGE VOLUNTARY OFFERED TO ATTRACT WHITE STUDENTS AS WELL AS INCREASE TEST SCORES. MOVEMENT WHICH AIDS THAT ARE MAJORITY BLACK. SPECIAL PROGRAMS ARE $.00 let Qtr Expend! $.00 3rd Qtr Expend! $.00 FTE! .00 $.00 2nd Qtr Expend! $.00 4th Qtr Expend: $.00 ^Budget Spent: .00 25.1ID ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Program Name Primary Leader Secondary Leader DOC DOC DOC Page Date 001442 IS Parent Recruitmnt Dir SAO Coord Recruit LR 215 4/29/92 001443 IS Parent Recruitmnt Dir SAO Coord Recruit LR 215 001444 IS Parent Recruitmnt Dir SAO Coord Recruit LR 215 4/29/92 4/29/92 001445 IS Parent Recruitmnt Dir SAO Coord Recruit LR 215 001447 IS Parent Recruitmnt Dir SAO Coord Recruit LR 215 4/29/92 4/29/92 001448 IS Parent Recruitmnt Dir SAO Coord Recruit LR 215 001449 IS Parent Recruitmnt Dir SAO Coord Recruit LR 215 4/29/92 4/29/92 001450 IS Parent Recruitmnt Dir SAO Coord Recruit LR 215 4/29/92 001451 IS Parent Recruitmnt Dlr SAO Coord Recruit LR 215 001452 IS Parent Recruitmnt Dir SAO Coord Recruit LR 215 4/29/92 4/29/92 001454 IS Parent Reczruitmnt Dir SAO Coord Recruit LR 215 001455 IS Parent Recruitmnt Dir SAO Coord Recruit LR 216 001456 IS Parent Recruitmnt Dir SAO Coord Recruit LR 216 4/29/92 4/29/92 4/29/92 001457 IS Parent Recruitmnt Dir SAO Coord Recruit LR 216 001458 IS Parent Recruitmnt Dir SAO Coord Recruit LR 216 4/29/92 4/29/92 001459 IS Parent Recruitmnt Dir SAO Coord Recruit LR 216 001460 IS Parent Recruitmnt Dir SAO Coord Recruit LR 216 Repozrt Datet Paget Abbreviated Text 11/20/96 60 Infozrmation to community on Incentive school program Mail repozrt on Incentive schools to community groups Conduct information sessions on pre-registration activities Conduct information sessions with special audiences Establish Saturday infozrmation booths Secure special media coverage Highlight sheets to elementary parents Provide telephone hotline Place highlight sheet in local business Seek 'Special media coverage State Press/black radio stations Brochure for each Incentive school Seek Spec, designation from Dept, of Ed to market Incentive sc: Endorsements from local celebrities 001461 IS Parent Reczruitmnt Dir SAO 001462 IS Parent Reczruitmnt Dlr SAO Coord Reczruit LR 216 Coord Recruit LR 216 4/29/92 4/29/92 4/29/92 4/29/92 Hold meetings w/NLRSD/PCSSD TO ENCOURAGE M-M TRANS Hire two parent recznziters Provide public sezzvice announcements for Incentive schools Advezrtise Incentive schools on billboards 001463 IS Parent Reczruitmnt Dir SAO Coord Recruit LR 216 4/29/92 Conduct Media blitz to heighten public awareness Produce videocassette recordings for presentation Provide brochures for Incentive school distributed in Pul. Cou\n001464 IS Parent Recruitmnt Dlr SAO Coord Reczruit LR 216 001465 IS Parent Recruitmnt Dlr SAO Coord Recruit LR 216 4/29/92 4/29/92 CONDUCT Open house at Incentive schools Provide geographic areas info on Incentive schools 001466 IS Parent Reczruitmnt Dlr SAO Coord Reczruit LR 216 001467 IS Parent Reczruitmnt Dlr SAO Coord Reczruit LR 216 001469 IS Parent Reczruitmnt Dir SAO Coord Recruit LR 217 4/29/92 4/29/92 4/29/92 Conduct small group tours Establish Speakers bureau for Incentive school Monitor/evaluate recxruitment in Incentive schools 25.2ADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date: Page: 11/20/96 61 Program Name: Program Code: IS Policies/Procedre 00 Primary Leaden Program Description! EXTRACURRICULAR PROGRAMS HAVE Dir Staff Dev Secondary Leader I Principal IS FY Program Budget! YTD Expenditures! AND A CHANCE TO BE INVOLVED IN SCHOOL ACTIVITIES. BEEN ESTABLISHED TO ALLOW STUDENTS RECOGNITION, LEADERSHIP EXPERIENCE, $.00 1st Qtr Expend! $.00 3rd Qtr Expend! $.00 FTE! .00 $.00 Ind Qtr Expend! $.00 4th Qtr Expend: $.00 %Budget Spent: .00  26.1 1ID ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Date: Page: 11/20/96 62 Progran Name Primary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 001364 IS Policies/Procedre Dir Staff Dev 001365 IS Policies/Procedre Dir Staff Dev 001672 IS Policies/Procedre Dir Staff Dev 001689 IS Policies/Procedre Dir Staff Dev 001692 IS Policies/Procedre Dir Staff Dev 002082 IS Policies/Procedre Dir Staff Dev 002083 IS Policies/Procedre Dir Staff Dev 002084 IS Policies/Procedre Dir Staff Dev 002090 IS Policies/Procedre Dir Staff Dev 002094 IS Policies/Procedre Dir Staff Dev 002095 IS Policies/Procedre Dir Staff Dev 002103 IS Policies/Procedre Dir Staff Dev 002104 IS Policies/Procedre Dir Staff Dev 002105 IS Policies/Procedre Dir Staff Dev 002106 IS Policies/Procedre Dir Staff Dev 002107 IS Policies/Procedre Dir Staff Dev 002108 IS Policies/Procedre Dir Staff Dev 002110 IS Policies/Procedre Dir Staff Dev 002111 IS Policies/Procedre Dir Staff Dev 002112 IS Policies/Procedre Dir Staff Dev 002113 IS Policies/Procedre Dir Staff Dev 002114 IS Policies/Procedre Dir Staff Dev Principal IS Principal IS Principal IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Principal IS Principal IS Principal IS Principal IS Principal is Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS MR MR MR LR LR LR LR LR LR LR LR MR MR MR MR MR MR MR HR MR MR MR 38 38 20 188 189 188 188 188 189 188 188 23 23 23 23 23 23 37 38 38 38 38 6/05/92 6/05/92 6/05/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 Document volunteer training Document visits to each students home Develop a comprehensive long-range strategic plan Establish a flexible programming approach Provide addt*l compensation for extra periods Allow for team teaching or other effective teaching strategy Allow stud, to remain in class for extended time periods if ne- Develop a plan for individualized instruction within a buildin' Provide Saturday Enrichment Programs Encourage PTA attendance Provide student Handbooks to each student Involve all affected in discipline policy development. Define appropriate and inappropr. behavior \u0026amp; consequences Publicize policies and procedures Insist upon fair and consistent enforcement of discipline poll* Provide Teachers training in dealing with disruptive students. Collect discipline data and monitor the program Maintain records of volunteer participation Maintain documentation of all parent meetings and activities Routinely record meeting agenda and minutes Establish a mechanism to ensure that parents sign homework Have contracts ready for parents to sign when they register 26.2ADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date! Page! 11/20/96 63 Program Name! Program Code! IS Social Skills 00 Primary Leaden Program Description! THE SOCIAL SKILLS PROGRAM Dlr Staff Dev Secondary Leader I Asst Supt IS FY Program Budget! YTD Expenditures! FOR STUDENTS ATTENDING AN INCENTIVE SCHOOL. WAS DESIGNED TO PROVIDE SUPPORTIVE EXPERIENCES THAT WILL ENHANCE LEARNING $.00 1st Qtr Expend! $.00 3rd Qtr Expend! $.00 FTE! .00 $.00 2nd Qtr Expend! $.00 4th Qtr Expend! $.00 %Budget Spent! .00 27.1ID ADDENDUM Program Name Prinary Leader LRSD PROGRAM BUDGET DOCUMENT Secondary Leader Legal Reference DOC DOC DOC Page Date 001680 IS Social Skills Dir Staff Dev 001899 IS Social Skills Dir Staff Dev 001901 IS Social Skills Dir Staff Dev 001902 IS Social Skills Dir Staff Dev 001919 IS Social Skills Dir Staff Dev 001920 IS Social Skills Dir Staff Dev 001921 IS Social Skills Dir Staff Dev 001990 IS Social Skills Dir Staff Dev 001993 IS Social Skills Dir Staff Dev 002102 IS Social Skills Dir Staff Dev Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Principal IS Principal IS Principal IS Asst Supt IS Asst Supt IS Asst Supt IS LR LR LR LR MR MR MR LR LR LR 156 156 156 156 29 29 29 157 157 175 27.2 4/29/92 4/29/92 4/29/92 4/29/92 6/05/92 6/05/92 6/05/92 4/29/92 4/29/92 4/29/92 Report\nDate: Paget Abbreviated Text 11/20/96 64 Prepare students to become independ, thinkers 6 problem solver: Teach social skills through the core instructional program Teach Structured self-esteem building lessons in small groups. Focus on problem-solving, decision-making, peer pressure, etc. Mount recruitment campaign Coordinate mentor program with VIPS Record/Maintain documentation on mentors, students, \u0026amp; activiti' Create program to respond to developmental changes in students Use individuals presentations to provide role models for stude\nIncrease opport, for services through serv. agency relationshi]ADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date! Page! 11/20/96 65 Program Namei is staff Development Program Code! 73 Primary Leaden Dir Staff Dev Secondary Leader Program Description! THE PURPOSE OF A WELL-DEVELOPED STAFF DEVELOPMENT PROGRAM IS Primary Leaden SKILLS TO IMPROVE STUDENTS' COGNITIVE, ! Principal IS TO PROVIDE STAFF MEMBERS THE NECESSARY SOCIAL AND EMOTIONAL GROWTH. CONTINUOUS TRAINING WILL BE PROVIDED BY THE STAFF DEVELOPMENT DEPARTMENT AND IRC SPECIALIST BASED ON THE NEEDS OF THE STAFF AND THE STUDENTS AS EVIDENCED BY IDENTIFIED NEEDS. THE LRSD STAFF DEVELOPMENT DEPT. WILL ACT AS A FACILITATOR FOR THE SCHOOL STAFF DEVELOPMENT COMMITTEES BY COORDINATING, ARRANGING AND GATHERING MATERIALS. FY Program Budget! $29,771.00 1st Qtr Expend! $.00 3rd Qtr Expend! $.00 FTE! .00 YTD Expenditures! $.00 2nd Qtr Expend! $.00 4th Qtr Expend! $.00 ^Budget Spent! .00  28.1ID ADDENDUM Program Name Prlnary Leader 001799 IS Staff Development Dir Staff Dev 001847 IS Staff Development Dir Staff Dev 001846 IS Staff Development Dir Staff Dev 001849 IS Staff Development Dir Staff Dev 001850 IS Staff Development Dir Staff Dev 001851 IS Staff Development Dir Staff Dev 001852 IS Staff Development Dir Staff Dev 001853 IS Staff Development Dir Staff Dev 001854 IS Staff Development Dir Staff Dev 001855 IS Staff Development Dir Staff Dev 001856 IS Staff Development Dir Staff Dev LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS Principal IS 28.2 ixx: DOC DOC Page Date Report DateI Paget Abbreviated Text 11/20/96 66 CO MR MR MR MR MR MR MR MR MR MR 42 7 7 8 8 11 11 11 14 14 14 5/01/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 6/05/92 Identify the staff development needs Develop strategy to meet staff development requirements. Record School Profile staff development data Evaluate classroom utilization of inservice training Evaluate quality, relevance, and adequacy of staff training Promote staff awareness of heterogeneous grouping Ensure all incentive school staff participate TESA. Consider GESA training as part of staff development curriculum Emphasize staff training that facilitates active learning at a Emphasize importance of variety in teaching techniques/groupi: Use a wide range of resources and specialistADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date: Page: 11/20/96 67 Program Name: Program Code: IS Staffing 72 Primary Leader: Dir Staff Dev Program Description: THIS PROGRAM IS DESIGNED TO INCLUDE A COMMITTEE Secondary Leader t Asst Supt IS ASSIST IN SETTING CRITERIA FOR INTERVIEWS AND MAKE RECOMMENDATIONS OF PARENTS, TEACHERS, AND ADMINISTRATORS WHO WILL IMPLEMENT THE GOALS, PROGRAMS AND CURRICULUM IN THE INCENTIVE SCHOOLS. FOR HIRING QUALITY STAFF WHO WILL FY Program Budget: $754,161.15 Ist Qtr Expend: $65,638.60 3rd Qtr Expend: $.00 FTE: 21.00 YTD Expenditures: $65,638.60 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: 8.70  29.1 1ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Datei Paget 11/20/96 68 ID Program Nome Prinary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 001792 IS Staffing 001794 IS Staffing 001797 IS Staffing 001859 IS Staffing 001860 IS Staffing Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS LR LR LR LR LR 198 198 194 194 194 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Review staff commitment informally Monitor staff effectiveness Provide add'l inservice training prior to the start of school Provide separate stipends for returning to work ahead of sched Use student teachers from different colleges 29.2ADDENDUM LRSD FY 96/ 4 Program Budget Document Program Name: Program Code: IS Student Achlevmnt 00 Primary Leader: Dir Staff Dev Secondary Leader : Asst Supt IS Report Date: Page: 11/20/96 69 Program Description: THIS PROGRAM IS INTENDED TO PROVIDE SUPPORTIVE EXPERIENCES THAT WILL ENHANCE LEARNING FOR STUDENTS ATTENDING THE INCENTIVE SCHOOLS. FY Program Budget: $.00 1st Qtr Expend: $.00 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00 % 30.1ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report DateI Page I 11/20/96 70 ID Program Name Primary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 001704 IS Student Achievmnt Dir Staff Dev 001705 IS Student Achievmnt Dir Staff Dev 001706 IS Student Achieviuit Dir Staff Dev 001707 IS Student Achievmnt Dir Staff Dev 001985 IS Student Achievmnt Dir Staff Dev 001986 IS Student Achievmnt Dir Staff Dev 001987 IS Student Achievmnt Dir Staff Dev 001988 IS Student Achievmnt Dlr Staff Dev 001989 IS Student Achievmnt Dir Staff Dev Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS LR LR LR LR LR LR LR LR LR 158 158 158 158 157 157 157 157 157 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Use field trips to enhance learning Supplement local field trips with state/national trips Determine choices by school needs/interests Submit Plans to Board/Administration annually Reinforce the core curriculum in Pre-K - Develop programs to improve Use peer 30.2 Grade  student achievement tutors to assist Teachers Use Academic Reinforcement Clubs Use a variety of Special Interest clubsADDENDUM LRSD FY 96/ 4 Progran Budget Document Report Date: Page: 11/20/96 71 Program Name: Program Code: IS Support Programs 00 Primary Leader: Dir Staff Dev Program Description! INCENTIVE SCHOOL SUPPORT PROGRAMS Secondary Leader X Asst Supt IS FY Program Budget! YTD Expenditures! PORTUNITIES FOR LEARNING AT THE INCENTIVE ARE THOSE ACTIVITIES/STRATEGIES THAT REINFORCE OR ENHANCE THE OP- AIDES, EXTENDED YEAR PROGRAM AND FIELD TRIPS. SCHOOLS. EXAMPLES INCLUDE! HOMEWORK CENTERS, INSTRUCTIONAL $.00 1st Qtr Expend! $.00 3rd Qtr Expend! $.00 FTE! .00 $.00 2nd Qtr Expend! $.00 4th Qtr Expend! $.00 %Budget Spent: .00  31.1ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Date! Pagel 11/20/96 72 ID Program Name Primary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 001667 IS Support Programs 001668 IS Support Programs 001669 IS Support Programs 001687 IS Support Programs 001688 IS Support Programs 001690 IS Support Programs 001691 IS Support Programs 001697 IS Support Programs 001698 IS Support Programs 001701 IS Support Programs 001710 IS Support Programs 001712 IS Support Programs 001713 IS Support Programs 001716 IS Support Programs 001717 IS Support Programs 001726 IS Support Programs Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir staff Dev Dir Staff Dev Dir Staff Dev 001727 IS Support Programs Dir Staff Dev 001728 IS Support Programs Dir Staff Dev 001729 IS Support Programs Dir Staff Dev 001731 IS Support Programs 001734 IS Support Programs 001735 IS Support Programs 001736 IS Support Programs 001738 IS Support Programs 001741 IS Support Programs 001744 IS Support Programs 001745 IS Support Programs 001746 IS Support Programs 001758 IS Support Programs 001761 IS Support Programs 001762 IS Support Programs Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dlr Staff Dev 001763 IS Support Programs Dir Staff Dev 001764 IS Support Programs 001765 IS Support Programs 001915 IS Support Programs Dir Staff Dev Dir Staff Dev Dir Staff Dev Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR 178 178 178 180 180 179 171 180 180 175 171 180 180 172 172 176 185 185 185 186 186 186 186 31.2 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Permanently assign substitutes to each incentive school. Create school site teams Rotate team membership on a semester basis Offer Special skills programs after school Provide supervision of students at the incentive schools. Offer field trips during extended week programs Provide trans to students at the Homework Center Establish offerings Employ instructional aides for career awareness Attendance/behavior guidelines assist studs. S keep them in sc Evaluate hotline/Centers/awareness relationships Provide training for Teachers in peer tutoring Use retired Teachers mentors to tutor and sponsor clubs Implement a career skills development program 4/29/92 Use a variety of means to create career awareness 4/29/92 Use a variety of methods for recognition 4/29/92 Work community to supplement school programs 4/29/92 Study access to Camp Pfiefer 4/29/92 Work with Campt Pfiefer Dir. to target incentive students 4/29/92 4/29/92 Obtain information regarding student academic growth. Track attendance/discipline/behavior/achievement. 4/29/92 Monitor quarterly 4/29/92 186 4/29/92 186 4/29/92 186 186 186 187 187 187 187 187 187 180 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Maintan class and school profiles Involve parents in the development SEPs Include extracurricular activities Involve staff, patrons in monitoring Involve all staff in goal setting Evaluate goal achievement Establish School Improvement Teams Plan for parent/student meetings for input. Plan for implementation of changes. 4/29/92 Make recommendations for changes. 4/29/92 Implement changes. 4/29/92 Evaluate changes 4/29/92 Mentors provide supportID ADDENDUM Program Name Prinary Leader 001915 IS Support Programs Dir Staff Dev 000064 001916 IS Support Programs 001917 IS Support Programs 002029 IS Support Programs 002032 IS Support Programs 002034 IS Support Programs 002035 IS Support Programs 002036 IS Support Programs 002037 IS Support Programs 002042 IS Support Programs 002043 IS Support Programs 002044 IS Support Programs 002046 IS Support Progreuns 002047 IS Support Programs 002048 IS Support Programs 002050 IS Support Programs 002051 IS Support Programs 002054 IS Support Programs 002055 IS Support Programs 002056 IS Support Programs 002057 IS Support Programs 002059 IS Support Programs 002063 IS Support Programs 002064 IS Support Programs 002065 IS Support Programs 002067 IS Support Programs 002068 IS Support Programs 002071 IS Support Programs 002074 IS Support Programs 002075 IS Support Programs 002076 IS Support Programs LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader Asst Supt IS FRANKLIN ELEMENTARY SCHOOL Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dlr Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Dir Staff Dev Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS Asst Supt IS 31.3 DOC DOC DOC Page Date LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR 180 180 180 172 173 181 181 181 173 183 183 183 183 183 183 183 183 183 183 183 184 184 184 184 184 184 184 184 184 184 175 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Report Date! Page I Abbreviated Text Mentors provide support 11/20/96 73 Provide Homework Centers Set homework center schedules to meet students needs. Develop year round school program Bring exhibits and performances to the schools. Build a program of community involvement Establish Girl/Boy Scout Programs at each school. Offer special skills programs after school Monitor student if activity finishes early Make parents aware of the options open to their children. Implement mentoring program Place special emphasis on schools recruiting minority students Provide students with exper in testing,listening, \u0026amp; study sk Hold home/neighborhood meetings to increase involvement Meet at neighborhood sites with small groups of parents Involve ministers. Increase parental involvement Provide regular communication between school and home Encourage parents to provide classroom support Establish place for designated meetings Establish learning time schedules for extended day. Improve home/school communication. Give students recognition and leadership opportunities Implement individual and group counseling for all students. Include Peer facilitators Teach conflict resolution Implement Incentive/recognition programs by 1990-91 Create Community involvement recognition. Conduct Student Screening Make presentations to parents on similar topics Provide time out areasADDENDUM LRSD FY 96/ 4 Progran Budget Document Program Name: Program Code: Library/Media Svs 32 Primary Leaden Supt Secondary Leader t Dlr Media/Tech Program Description! EACH CHILD IN THE LRSD SHOULD BE FY Program Budget: YTD Expenditures: Report Date: Page: 11/20/96 74 GIVEN ACCESS TO HIS/HER FULL MEASURE OF THE INSTRUCTIONAL RE- SOURCES. LIBRARY/MEDIA SERVICES WILL BE SKILLS AND WILL ALSO ACCOMMODATE GROUPS. BECAUSE STUDENTS WILL DESIGNED TO PROVIDE FOR EXTENSION AND ENRICHMENT OF BASIC THE VARIED LEARNING STYLES OF STUDENTS IN DIFFERENT INSTRUCTIONAL HAVE OPPORTUNITIES TO WORK AND LEARN IN THE LIBRARY/MEDIA CENTER UNDER THE DIRECTION OF A TRAINED TEACHER-LIBRARIAN, THEY WILL BE ABLE TO APPROACH LEARNING IN A VARIETY OF WAYS, THUS ACCOMMODATING THEIR INDIVIDUAL STYLES AND ALSO PROVIDING FOR THE ADDITIONAL \"TIME ON TASK\" OR ENRICHMENT THAT MANY SENTED. $458,999.33 $52,862.81 1st Qtr Expend: 2nd Qtr Expend: STUDENTS NEED IN ORDER TO INTERNALIZE THE MATERIAL INITIALLY PRE- $52,862.81 3rd Qtr Expend: $.00 FTE: 16.00 $.00 4th Qtr Expend: $.00 %Budget Spent: 11.52 % 32.1ID ADDENDUM Program Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Secondary Leader Legal Reference DOC DOC DOC Page Date Report Datet Paget Abbreviated Text 11/20/96 75 001007 Library/Media Svs 001010 Library/Media Svs 001016 Library/Media Svs 001020 Library/Media Svs 001022 Library/Media Svs 001023 Library/Media Svs 001024 Library/Media Svs 001025 Library/Media Svs 001046 Library/Media Svs 001047 Library/Media Svs 001048 Library/Media Svs Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Dir Media/Tech Dlr Media/Tech Dir Media/Tech Dir Media/Tech Dir Media/Tech Dir Media/Tech Dir Media/Tech Dir Media/Tech Dir Media/Tech Dir Media/Tech Dir Media/Tech 32.2 LR LR LR LR LR LR LR LR LR LR LR 109 109 110 110 107 107 107 107 107 107 107 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Schedule filmsXvideos as possible Supply films/videos per schedule Notify teachers via librarians of the fall schedule (films/vid Conduct inservice for librarians and library clerks. Library media specialists will plan with teachers for material\nLibrary media specialists will plan with staff for reading mot Library media specialists will plan with teachers for library Library media specialists will instruct students in literary s: Increase vol. of books checked out Document number of students visiting library Document number of classes scheduledADDENDUM LRSD FY 96/ 4 Program Budget Document Program Name: Program Code: M to M Magnet Prgrm 18 Primary Leader: Assoc Supt Secondary Leader : Dir SAO Program Description: M TO M MAGNETS ARE THOSE SCHOOLS WHERE SPECIALIZED PROGRAMS ATTRACT STUDENTS FROM NLRSD AND FY Program Budget: YTD Expenditures: Report Date t Page: HAVE BEEN IMPLEMENTED IN ORDER TO PCSSD WHO ARE ELIGIBLE FOR M TO M TRANSFERS. M TO M PROGRAMS ARE LOCATED AT CENTRAL HIGH SCHOOL, DUNBAR, WASHINGTON, HENDERSON AND MCCLELLAN. $450,798.47 $33,267.88 1st Qtr Expend: 2nd Qtr Expend: $33,267.88 3rd Qtr Expend: $.00 $.00 4th Qtr Expend: $.00 33.1 11/20/96 76 FTE: %Budget Spent: 8.00 7.72 ID ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Program Name Primary Leader Secondary Leader DOC DOC DOC Page Date Report Dates Page: Abbreviated Text 11/20/96 77 000931 M to M Magnet Prgrm 000932 M to M Magnet Prgrm 002195 H to M Magnet Prgrm 002196 H to H Magnet Prgrm 002197 M to M Magnet Prgrm 002198 N to M Magnet Prgrm Assoc Assoc Assoc Assoc Assoc Assoc Supt Supt Supt Supt Supt Supt Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO 33.2 LR LR LR LR LR LR 142 142 144 144 143 143 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 SAO assigns students to Henderson Jr. High Magnet SAO assigns students to McClellan High Magnet Obtain a 60/40 ratio of either race in interdist. magnets Assign students to Washington Magnet School by SAO Assign students to Central High Magnet School by SAO Assign students to Dunbar Magnet Jr. High by SAOADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date: Page: 11/20/96 78 Program Name: H to M Transfers Program Code) 00 Primary Leaden Assoc Supt Secondary Leader Program Description: THE M TO M TRANSFER ALLOWS STUDENTS TO VOLUNTARILY TRANSFER OUT OF THEIR DISTRICT AND ATTEND SCHOOL IN A DISTRICT WHERE THEIR RACE IS UNDER-REPRESENTED. THE TRANSFER PROGRAM HAS ASSISTED PCSSD, NLRSD t Dlr SAO AND LRSD MEET THE DESGREGATION GOALS OUTLINED IN THE DESEGREGATION PLAN. FY Program Budget: $.00 1st Qtr Expend: $.00 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00 % 34.1ID ADDENDUM Program Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Secondary Leader Legal Reference DOC DOC DOC Page Date Report Date: Paget Abbreviated Text 11/20/96 79 003024 M to M Transfers 003025 M to M Transfers 003026 M to M Transfers Assoc Assoc Assoc 003027 M to M Transfers 003028 M to M Transfers Assoc Assoc 003029 M to M Transfers 003030 M to M Transfers 003031 M to M Transfers 003032 M to M Transfers 003033 M to M Transfers 003034 M to M Transfers 003035 M to M Transfers 003036 M to M Transfers Assoc Assoc Assoc Assoc Assoc Assoc Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Supt Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO SUPT Assoc Supt ASST SUPTS Dir SAO ST ST ST ST ST ST ST ST ST ST ST ST ST 000064 ASSC SUPT/ORGN. t LRNG EQUITY 6/30/96 6/30/96 CHANGE FORM SUBMITTED FIND IN TEXT 2 2 2 2 2 2 2 2 2 3 3 3 3 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 Follow M-M eligibility guidelines Blks. in major, at sch. \u0026amp; (dist. 50%+) may go to sch. \u0026amp; dist.  Whts. in major, at sch. \u0026amp; dist, may go to sch. \u0026amp; dist. where m Hm. dist. to verify good standing or may go on provisional sta Follow applic. procedure, limit repeated transfers, \u0026amp; refine p File studs, application in home dist. by May 1 of preceding yr Allow only one transfer per student during any year Process home dist. appl. \u0026amp; forward copies to host dist. Furnish complete student file with appl. by Home dist. Transf. dependent on host s space in sch., grade, \u0026amp; complianc Communicate acceptance to parent May make better place, end of 1st sen. with tests, perf., Observe guidelines once M-M accepted by host consi 003037 M to M Transfers 003039 M to M Transfers 003040 M to M Transfers 003041 M to M Transfers 003042 N to M Transfers 003043 M to M Transfers 003044 M to H Transfers 003045 M to M Transfers 003047 M to M Transfers 003048 H to M Transfers 003049 H to M Transfers Assoc Assoc Assoc Assoc Assoc Supt Supt Supt Supt Supt Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO ST ST ST ST ST ASST SUPTS PRINCIPALS ST 3 3 3 4 4 4 AssT SUPTS PRINCIPALS ST 4 AssT SUPTS 003050 M to M Transfers 003051 M to M Transfers 003052 N to M Transfers 003054 M to M Transfers 003056 H to M Transfers 003057 M to M Transfers 003058 H to M Transfers Mng 2 Mng : Mng : Mng Mng Mng Mng Assoc Sup Serv Sup Serv Sup Serv Sup Sup Sup Sup Serv Serv Serv Serv Assoc Assoc Supt Supt Supt PRINCIPALS Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Dir SAO Dir SAO Dir SAO 34.2 ST ST ST ST ST ST ST ST ST ST ST 4 5 5 5 6 6 6 6 7 7 7 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 8/26/86 Commit, for duration of stud's, vol. part. (1 yr. or grad.) no Studs, do not have to annually apply once accepted Studs, expected to follow feeder pattern of assigned school Host has author, to disc., suspend, expel with due process Transfrs. expected to meet same standards as host dist. studen Host must make policies, proced., \u0026amp; expect, available to trans Host must ignore transfer status of stud, when responding to n- Encourage all M-Ms to participate in all programs ADE \u0026amp; Districts to follow payment procedures ADE to pay cost of K-12 FTE students to host dist. Current yr. payments based on previous school year Host to report M-Ms to ADE on forms provided Host to estimate \u0026amp; forward FTE of students to ADE in Sept. ADE to pay monthly with correction in January ADE pays home dist. .5 of table rate Sp. Ed. transfers allowed based on available services in host \u0026lt; Host can opt. to count or not count M-M for stud, assign, plan M-M legally can impact targeted student ratios without any rec'ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Date: Page: 11/20/96 80 ID Program Name Prinary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 003058 M to H Transfers Assoc Supt Dir SAO ST 7 8/26/86 M-M legally can impact targeted student ratios without any reo 000064 ASSC SUPT/ORGN. \u0026amp; LRNG EQUITY 003059 M to H Transfers 003154 H to H Transfers 004094 H to M Transfers Assoc Supt DIR SAO Assoc Supt Dir SAO ST 8 COORD RECRUIT Dir SAO 34.3 I 11 TR 241 8/26/86 4/29/92 1/26/94 Depart, from ratios not req. dist. to recompose stud, body of  Parties to promote M-M transfers Interdistrict transfers must be done more quicklyADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date: Page: 11/20/96 81 Program Name: Program Code: McClellan Comm. Sch. 26 Primary Leaden Asst Supt Sec Secondary Leader t Principal McCl Program Description: THE MCCLELLAN COMMUNITY SCHOOL PROVIDES PROGRAMS AND SERVICES WHICH EXPAND THE USE OF THE FACILITY, MAKING IT THE CENTER OF MANY ACTIVITIES AND MUCH COMMUNITY INVOLVEMENT. THE SCHOOL SERVES AS AN ANCHOR FOR THE COMMUNITY, A FOCAL POINT OF INTENSE INTEREST, ACTIVITY AND LOYALTY. FY Program Budget: $180,922.00 1st Qtr Expend: $.00 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Dudget Spent: .00 % 35.1ID ADDENDUM Program Name Primary Leader 003215 McClellan Comm. Sch. Asst Supt Sec 003216 McClellan Comm. Sch. Asst Supt Sec 003217 McClellan Comm. Sch. Asst Supt Sec LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader Principal McCl Principal McCl Principal McCl 35.2 DOC DOC DOC Page Date LR LR LR 94 94 94 Report Date: Page: Abbreviated Text 11/20/96 82 4/29/92 4/29/92 Solicit community input throughout the entire process Program will reflect the communitys needs and wishes 4/29/92 Com. will report their progress regularly to LRSD, ODM,\u0026amp; commu\nADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date: Page: 11/20/96 83 Program Name: Program Code: McClellan Magnet 00 Primary Leader: Assoc Supt Program Description: MCCLELLAN BUSINESS/COMMUNICATIONS Secondary Leader ! Dir SAO FY Program Budget: YTD Expenditures: COMPETENCE IN ACADEMIC SKILLS AND CONCEPTS IN MAGNET PROGRAN PROVIDES A LEARNING ENVIRONMENT THAT DEVELOPS PROGRAM ARE PROVIDED WITH MARKETABLE SKILLS IN VARIOUS RELATED TO BUSINESS/COMMUNICATION. STUDENTS IN THE FIELDS OF BUSINESS. $.00 1st Qtr Expend: $.00 3rd Qtr Expend: $.00 FTE: .00 $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00 36.1ID ADDENDUM Program Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Date: Page: Abbreviated Text 11/20/96 84 003062 McClellan Magnet 003067 McClellan Magnet 003069 McClellan Magnet 003070 McClellan Magnet 003071 McClellan Magnet 003072 McClellan Magnet 003074 McClellan Magnet 003085 McClellan Magnet Assoc Assoc Assoc Assoc Assoc Assoc Assoc Assoc Supt Supt Supt Supt Supt Supt Supt Supt Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO 36.2 MC MC MC MC MC MC MC MC 2 51 51 51 51 51 51 60 5/01/92 5/01/92 5/01/92 5/01/92 5/01/92 5/01/92 5/01/92 5/01/92 Use Program to Achieve Racial Balance A/Z Students Must Submit Magnet Application Non- A/Z Students Must Submit OERF Use Random Selection Process for Non-A/Z Applicants Interdistrict Students Complete H-M and OERF Consider Applications on Basis of Deseg Requirements Process Applications During Spring of Each Year Anticipate Impact on School Capacity, Facilities, EnrollmentADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date: Page: 11/20/96 85 Program Name: Program Code: Media Srvs:Tri-Dis 00 Primary Leader: Supt Program Description: THE STAFF DEVELOPMENT DEPARTMENT Secondary Leader : Dir Media/Tech FY Program Budget: YTD Expenditures: YEAR, TWICE A SEMESTER TO DISCUSS AND CONSIDER COMMON OF THE SCHOOL DISTRICTS WILL MEET A MINIMUM OF FOUR TIMES PER TRICT COMMITTEE WILL PLAN AND IMPLEMENT STRATEGIES COMMONALITY OF STAFF DEVELOPMENT CONCERNS THAT $.00 1st Qtr Expend: $.00 2nd Qtr Expend: 37,1 STAFF DEVELOPMENT CONCERNS. THIS MULTI-DISTHAT WILL PROVIDE TRAINING THAT ADDRESSES THE THE DISTRICTS HAVE. $.00 $.00 3rd Qtr Expend: 4th Qtr Expend: $.00 FTE: $.00 %Budget Spent: .00 .00 %ID ADDENDUM Program Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date Report Datet Paget Abbreviated Text 11/20/96 86 001027 Media SrvsiTri-Di 001031 Media SrvstTri-Dis 001036 Media SrvsiTri-Dis 001038 Media Srvs:Tri-Dis Supt Supt Supt Supt Dir Media/Tech Dir Media/Tech Dir Media/Tech Dir Media/Tech I I I I 37.2 33 33 34 34 4/29/92 4/29/92 4/29/92 4/29/92 Host Multi-District, Multicultural Resource Sharing Fair Host inservice training for multi-district library media sped. Multi-district communication for library media program admin. Meet informally for sharing sessionsADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date: Page: 11/20/96 87 Program Name: Program Code: Multicultural Curr. 12 Primary Leader: Dir Staff Dev Program Description: THE MULTICULTURAL CURRICULUM PROGRAM IS Secondary Leader : Curr Supvs FY Program Budget: YTD Expenditures: AND PROGRAM AREAS IN LRSD. DESIGNED TO PROVIDE EQUITY AND EXCELLENCE IN ALL CURRICULAR THE PROGRAM IS FURTHER DESIGNED TO REDUCE THE DISPARITY THAT EXIST BETWEEN BLACK AND WHITE STUDENTS IN ACADEMIC PERFORMANCE AND IN ADVANCED PLACEMENT COURSES AS WELL AS IN SPECIAL ACTIVITIES, COMPONENTS IDENTIFIED IN THE MULTICULTURAL CURRICULUM PROGRAM, THE LOW REPRESENTATION OF BLACK STUDENTS AND SPECIAL PROGRAMS. TO ACHIEVE THE MULTICULTURAL CURRICULUM GUIDES WILL BE USED IN SCHOOLS AND TEACHERS WILL RECEIVE EXTENSIVE, ONGOING STAFF DEVELOPMENT. $146,445.96 1st Qtr Expend: $15,900.23 3rd Qtr Expend: $.00 FTE: 5.00 $15,900.23 2nd Qtr Expend: $.00 4th Qtr Expend\n$.00 %Budget Spent: 10.86 % 38.1ID ADDENDUM Program Name Primary Leader LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader DOC DOC DOC Page Date 000103 Multicultural Curr. Dir staff Dev 000104 Multicultural Curr. Dir staff Dev 000120 Multicultural Curr. Dir staff Dev 000141 Multicultural Curr. Dir Staff Dev 000144 Multicultural Curr. Dir staff Dev 000163 Multicultural Curr. Dir staff Dev 000164 Multicultural Curr. Dir staff Dev 000166 Multicultural Curr. Dir Staff Dev 000174 Multicultural Curr. Dir Staff Dev 000176 Multicultural Curr. Dir Staff Dev 000177 Multicultural Curr. Dir Staff Dev 000178 Multicultural Curr. Dir Staff Dev 000179 Multicultural Curr. Dir Staff Dev 000180 Multicultural Curr. 000181 Multicultural Curr. Dir Staff Dev Dir Staff Dev 000183 Multicultural Curr. 000184 Multicultural Curr. Dir Staff Dev Dir Staff Dev 000185 Multicultural Curr. Dir Staff Dev 000189 Multicultural Curr. Dir Staff Dev 000190 Multicultural Curr. Dir Staff Dev 000192 Multicultural Curr. Dir Staff Dev 000195 Multicultural Curr. Dir Staff Dev 000197 Multicultural Curr. Dir Staff Dev 000198 Multicultural Curr. Dir Staff Dev 000199 Multicultural Curr. Dir Staff Dev 000202 Multicultural Curr. Dir Staff Dev 000203 Multicultural Curr. Dir Staff Dev 000207 Multicultural Curr. Dir Staff Dev 000222 Multicultural Curr. 000455 Multicultural Curr. Supt Asst Supts Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Curr Supvs Asst Supts Principals LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR LR I LR 66 66 68 70 71 74 76 75 76 77 77 77 77 77 77 78 78 78 78 78 78 79 79 79 79 79 79 80 7 35 38.2 Report Date x Page: Abbreviated Text 11/20/96 88 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Obtain Info on Multi-Cultural Courses from Colleges Advertise Course Offerings to Staff Develop Criteria for Textbook Review/Adoption Inservice on Teaching Strategies Extend Inservice Through Cluster Mtgs. Monitor Use of Curr. Guides Provide Staff Dev. Extend inservice through council mtgs. per named subject area: Meet to Discuss Promotional Seminars Share Effective Strategies at Council Mtgs. Purchase Science Supplies Purchase Nath Hanipulatives Purchase trade books for wholeness of lang. Provide Inservice on science, math, and trade books Identify teacher needs using performance data Schedule Teacher Inservice Monitor Teachers Use of Strategies Incorporate Materials into Program Monitor Use of Materials Implement Organizational Practices Monitor Implementation of Strategies Ensure increased equity through inservice Ensure Equity in Use of Textbooks Assess Current Textbooks Identify Deficiencies in Textbooks Monitor Teacher Implementation of Materials Select Text Free of Stereotypes Monitor Use of Curriculum Guide Form Committee to Review Curriculum Requirements for Tri-Dist. Create Academic Intervention StrategiesADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date: Page: 11/20/96 89 Program Name: Program Code: New Futures 00 Primary Leaden Supt Secondary Leader Program Description! THE PURPOSE OF THE NEW FUTURES JUNIOR HIGH SCHOOL RESTRUCTURING ! Coord New Fut INITIATIVE IS TO ESTABLISH A SCHOOL CLIMATE, CULTURE, AND CURRICULUM THAT IS RESPONSIVE TO THE DEVELOPMENTAL NEEDS OF EARLY ADOLESCENT YOUTH AND THE PARTICULAR NEEDS OF AT-RISK STUDENTS. THE SCOPE AND CONTENT OF THE PROGRAM FOCUSES ON THE DEVELOPMENT AND IMPLEMENTATION OF (1) SCHOOL RESTRUCTURING WHICH ENGAGES TEACHERS AND ADMINISTRATORS IN THE LONG-TERM PROCESS OF EXPANDING THEIR THINKING AND ENGAGE IN BASIC FUNDAMENTAL CHANGES AROUND ISSUES THAT AFFECT HOW THEY TEACH AND SUPPORT ALL STUDENTS UTILIZING THE SITE-BASED MANAGE- MENT (2) DEVELOPING AND IMPLEMENTING MIDDLE SCHOOL PRACTICES AND PROGRAMS (3) DEVELOPING AND IMPLEMENTING SPECIFIC INTERVENTION PROGRAMS AND PRACTICES FOR AT-RISK YOUTH THROUGH SCHOOL IMPROVEMENT WHICH MAY BE BASED ON THE EFFECTIVE SCHOOL RESEARCH. RESTRUCTURING SCHOOLS ARE: CLOVERDALE JUNIOR HIGH, PULASKI HEIGHTS JUNIOR HIGH, SOUTHWEST JUNIOR HIGH AND FOREST HEIGHTS JUNIOR HIGH. FY Program Budget! $.00 1st Qtr Expend! $.00 3rd Qtr Expend! $.00 FTE! .00 YTD Expenditures! $.00 2nd Qtr Expend! $.00 4th Qtr Expend: $.00 ^Budget Spent: .00 39.1ID ADDENDUM Program Name Primary Leader 000224 New Futures 000808 New Futures 000810 New Futures 000811 New Futures 000815 New Futures 000816 New Futures Supt Supt Supt Supt Supt Supt LRSD PROGRAM BUDGET DOCUMENT Legal Reference Secondary Leader Coord New Put Coord New Fut Coord New Fut Coord New Fut Coord New Fut Coord New Fut 39.2 DOC DOC DOC Page Date CO LR LR LR LR LR 3 145 145 145 145 145 9/13/93 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Report Date I Page I Abbreviated Text 11/20/96 90 Establish 2 heterogeneous teams at each grade Establish School Based Social Service At Risk Students Assist Teaching Teams In Developing Incentive Programs Establish Homework Center \u0026amp; Hotline Imple.Sat A.M. Detentlon/In School Suspension Establish In-School Suspension ProgramReport Date: Page: 11/20/96 91 ADDENDUM LRSD FY 96/ 4 Program Budget Document Program Name: Program Code: Original Magnets 14 Primary Leader: Assoc Supt Secondary Leader I Dir SAO Program Description: THE PURPOSE OF THE ORIGINAL MAGNETS IS TO OFFER AN ATTRACTIVE ACADEMIC PROGRAM THAT WILL ATTRACT STUDENTS FROM NEIGHBORING DISTRICTS. LRSD SHALL CONTINUE TO OPERATE THE INTERDISTRICT MAGNET SCHOOLS ESTABLISHED IN 1987-88. THOSE SCHOOLS SHALL BE RACIALLY BALANCED TO A POINT OF BETWEEN 50% AND 55% BLACK AND WILL BE OPEN TO STUDENTS IN THE THREE DISTRICTS. LRSD WILL ENGAGE IN RECRUITMENT EFFORTS DESIGNED TO MAXIMIZE PARTICIPATION IN MAGNET SCHOOLS UP TO THE LEVELS SET FORTH IN THE COURTS FEBRUARY 27, 1987 ORDER. ALL INTERDISTICT AND MAGNET SCHOOLS SHALL BE OPEN TO STUDENTS WHO RESIDE OUTSIDE PULASKI COUNTY. FY Program Budget: $5,241,879.00 Ist Qtr Expend: $.00 3rd Qtr Expend: $.00 FTE: .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00  40.1 ADDENDUM LRSD PROGRAM BUDGET DOCUMENT Legal Reference Report Date: Paget 11/20/96 92 ID Progran Name Prinary Leader Secondary Leader DOC DOC DOC Abbreviated Text Page Date 001336 Original Magnets 001489 Original Magnets 001490 Original Magnets 001491 Original Magnets 002170 Original Magnets 002173 Original Magnets 002175 Original Magnets 002192 Original Magnets 003103 Original Magnets 003105 Original Magnets 003107 Original Magnets 003108 Original Magnets 003110 Original Magnets 003111 Original Magnets 003117 Original Magnets 003118 Original Magnets 003120 Original Magnets 003121 Original Magnets 003122 Original Magnets 003123 Original Magnets 003124 Original Magnets 003125 Original Magnets 003126 Original Magnets 003127 Original Magnets 003128 Original Magnets 003129 Original Magnets 003130 Original Magnets 003131 Original Magnets 003134 Original Magnets 003135 Original Magnets 003136 Original Magnets 005125 Original Magnets Assoc Supt ASSTS Supts Dir SAO Assoc Supt Dir SAO Dir SAO MNG SUP SERV Dir SAO Mng Mng Mng Mng Mng Mng Mng Mng Sup Sup Sup Sup Sup Sup Serv Serv Serv Serv Serv Serv Assoc Assoc Assoc Assoc Assoc Assoc Assoc Assoc Assoc Assoc Assoc Assoc Sup Serv Sup Serv Supt : Supt : Supt : Supt : Supt : Supt : Supt : Supt : Supt : Supt : Supt : Supt MNG SUP SERV SUPT AssT SUPTS ASSOC SUPT Dir SAO PRINCIPALS Coord Recruit Dir SAO Coord Recruit Coord Recruit Mng FINANCE Coord Recruit Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Mng Finance Dir SAO Dlr SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dir SAO Dlr SAO Dir SAO MNG FINANCE ASSOC SUPT PRINCIPALS INTER AssT SUPTS 40.2 I I I I I I SA I ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST CO 5 4 4 4 4 4 4 4 3 3 3 3 3 3 4 4 5 5 5 5 5 5 5 6 6 6 6 7 7 7 8 2 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 9/28/89 4/29/92 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/16/87 2/02/95 Permit assign, of students outside Pul.Cty. to select interdis Operate and maintain the original magnet schools Conduct appropriate recruitment strategies Monitor student assignments and enrollments Conduct Parkview recruiting campaign PCSSD/NLRSD/LRSD engage in recruit, efforts magnet sch LRSD contrib. towards the costs of 6 magnet schools (CO 2/27/8 Publicize Magnet Schools Parties agree to financing formula proposed by MRC at 1/29-3-/ Pay customary state aid by ADE Dist. not filling seat req. to pay host debt serv., if seat no Provide separate accounting \u0026amp; budgeting to MRC by host Entire costs of magnet \u0026amp; M-M trnfrs. including extra-curr. pay* Use cost-effective measures by Distr. Inter. Trans. Plan adm. by Interdistrict Transportation Author Composed ITA of rep. from each dist. \u0026amp; ADE Follow seating allocation guidelines from Stipulation 2/16/87 Hake Magnet racial balance target 50-50 Allocate seats according to formula in Stipulation 2/16/87 for Reserve 25% of total seats to shadow zone (Host Distr.) ResexHire remain. 75% proport, to stud. pop. of ttl. county at e. Determine racial balance of seats determ, as in S6.22 above Ttl. seats for NLRSD not to exceed 475 (no more than 100 at Pa: Allocated seats by org. level and not by school MRC may approve exception if overage for dist., Est. open enroll, polcy\ndeter, stud, sei.\nnot prohib. geo. p Fill unfilled seats by other districts to avoid vacant seats Follow targeted ratios in Stipulation 2/16/87 New grants, monies shall be applied off the top to oblg. of al Cooperate in dev. of any future magnet grants by parties Respon. of host shall be the daily admin, of magnets LRSD must consult with the MRC prior to making decisions on ma*ADDENDUM LRSD FY 96/ 4 Program Budget Document Program Name: Program Code: Parent InvliTri-Dis 00 Primary Leader: Dir SAO Secondary Leader : Coord Recruit Repoirt Date: Page: 11/20/96 93 Progran Description! PARENT INVOLVEMENT IS CRITICAL TO THE SUCCESS OP THE CHILD. THE PURPOSE OP PARENT INVOLVEMENT IS TO MAKE PARENTS (AND THE COMMUNITY) THROUGHOUT PULASKI COUNTY KNOWLEDGEABLE ABOUT ALL SCHOOL OPTIONS AND ENCOURAGE VOLUNTARY MOVEMENT WHICH AIDS DESEGREGATION. PARENTS ARE INVOLVED IN SUPPORT ACTIVITIES, RECRUITMENT AND THE PLANNING PROCESS. FY Program Budget: $.00 1st Qtr Expend: $.00 3rd Qtr Expend: $.00 FTE! .00 YTD Expenditures: $.00 2nd Qtr Expend: $.00 4th Qtr Expend: $.00 %Budget Spent: .00 % 41.1ID ADDENDUM Program Name Prinary Leader LRSD PROGRAN BUDGET DOCUMENT Secondary Leader Legal Reference DOC DOC DOC Page Date 001470 Parent InvltTri-Dis 001472 Parent InvltTri-Dis Dir SAO Coord Recruit I 57 Report Date: Paget Abbreviated Text 11/20/96 94 001474 Parent InvltTri-Dis 001476 Parent InvltTri-Dis AssT Supts Dir SAO PRINCIPALS Coord Recruit I I 57 57 Dir SAO Coord Recruit I 57 001503 Parent Invl:Tri-Dis 001505 Parent Invl:Tri~Dis 001507 Parent InvltTri-Dis Assoc Supt Asst Supts Asst Supts Coord VIPS I 57 001509 Parent InvltTri-Dis Assoc 001536 Parent InvltTri-Dis Assoc 003155 Parent InvltTri-Dis Assoc 003156 Parent InvltTri-Dis Assoc Supt Supt Supt Supt Principals Principals Coord VIPS Coord VIPS Coord VIPS Coord VIPS 41.2 I I I I I I 58 59 57 58 56 56 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 4/29/92 Utilize parents in marketing education Est. teacher/parent comm, for school activities Parent recruitment teams to encourage families to enroll Solicit media coverage featuring all ethnic backgrounds Involve parents in learning prog, to utilize APPLE/etc Offer workshops for parents/discipline/learning aides/study sk Parents/staff develop strategies for home learning Est. teacher/parent comm, for school activities Encourage the Chamber to continue existing programs Establish parents in learning program Provd wrkshps. for parents, i.e., disc., learning aids, study sADDENDUM LRSD FY 96/ 4 Program Budget Document Report Date: Page: 11/20/96 95 Program Name: Program Code: Parental Involvement 33 Primary Leader: Dlr SAO Secondary Leader Program Description: THE PURPOSE OF THE RECRUITMENT PROGRAM IS TO DEVISE A SYSTEM IN WHICH : Coord Recruit PARENTS THROUGHOUT PU\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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